[Becomes course level objectives] Course Theme
[Becomes Terminal objectives]
[Becomes Enabling objectives]
Align with DL or webinars?
Microlearning Modules
Objectives
Existing Resources
Unit Topics
Notes/links
Intro to SoL
Memory and Cognition
Effective Learning Strategies Science of Learning & Cognition
Domains of Learning
Context for Learning
Intro to cognitive learning theory
Differentiate sensory memory, working memory, long-term memory.
The neurobiology of memory
Identify aspects of neurobiology that relate to learning
Attention
Identify the role of attention in learning
Retrieval
Identify cognitive process of memory retrieval
Dual Coding and cognitive load
Identify how verbal and visual information contributes to cognitive load
Schema
Explore how schema affect memory, recall, and creating connections
Elaboration
Formulate elaborative methods in developing understanding/comprehension.
Spaced practice
Recognize how to teach and model spaced practice
The problem with "cramming"
Explain issues involved with cramming
Metacognition
1. Examine methods to help students develop and improve metacognition 2. Distinguish deep learning and surface learning
Characteristics of cognitive domain
Summerize the acquisition, processing and use of knowledge
Bloom's revised taxonomy (cognitive)
Differentiate factual, conceptual, procedural and metacognitive knowledge
Affective domain and social learning
Recognize the role of attitudes and values, peers, and expert modeling in learning
Psychomotor
Differentiate imitation, manipulaition, precision, articulation and natuaralization
Know your learners
What do they already know, what motivates them, what are their goals?
Types of learner interactions
Compare and contrast ways learners interact with each other, the material/tools, and instructor
The learning environment
Identify where learning will take place and how that affects instruction (e.g. clinical, online, f2f)
Learner-centered principles
Examine benefits of learner-centered design
Constructivist, learner-centered, coorpartive strategy Educational Positivism Philosophy and Objectivist Epistemology Epistemological Subjectivist Epistemology Beliefs Teaching Philosopphy Statement How to write objectives Professional Competencies Course Goals Distinguish course goals from objectives and Objectives Module objectives
Alignment
Curriculum Development
Assessment
Content and Resources
Course Evaluation
Learning theories and instructional theories
Flipped Classroom
Instructional Strategies and Tactics
Active Learning
Select preinstructional, presentation and participation activities Translate behaviors and competencies into measurable skills and dispositions Break down concepts for instructional continuity
Prerequisites / entry skills
Assess skills, beliefs and attitudes with direct and indirect methods
Aligning assessment to objectives
Correlate the verbs used in the objectives to the desired performance that will be observed
Align content to objectives and assessment
Determine how students will access the information they need to achieve the desired objectives
Aligning instruction to objectives
Select instructional activities that will promote desired outcomes
Creating rubrics
Using objectives to determine levels of acceptable performance
Assessment types and use
Distinguish formative and summative, low stakes vs high stakes, traditional and alternative
Diagnostic assessments
Develop entry and exit tickets, and polling as tools.
Formative assessments
Recognize the role of feedback in the instructional process
Summative assessments
Determine purpose for assessment and standards for competency
Rubric for measurement
Creating and interpreting rubrics
Sequencing and scaffolding
Examine subordinate skills and content needed to achieve objectives
Using cases to supplement teaching
Select, create, or modify cases that are authentic and aligned with objectives
Integrating resources
Making effective presentations from multiple sources
Public Domain and Fair Use
Distinguish copyright, fair use, public domain and creative commons
Teaching aids
Integrate audio aids and video aids to stimulate learning
Evaluating instructional/course design
Implement evaluation checklists to self-grade courses
Using course data
Evaluate course data to determine student behaviors and identify potential issues
Using assessment data
Using course exams, departmental guidelines, and national exams to assess course effectiveness
Using student feedback
Collect and review student feedback during and after the semester
ARCS Motivation Model
Differentiate between the 4 basic concepts of motivation
Instructional strategies (e.g. Gagne, 5E, PBL, Experiential)
Interpret instructional events
Learning theories (cognitive, construtivist, social learning)
Recognize core attributes
Experiential Learning PBL and CBL
Compare and contrast problem-based learning (PBL) and case-based learning (CBL)
Principles and Methods for teaching skills
Differentiate the stages of psychomotor development
Student participation
Preparation, participation, student buy-in/synergy
First exposure to content
Differentiate between in-class and out-of-class work
In-Class Higer-Level cognitive processing
Distinguish learner interactions for learning goals
Incentivising preparedness
Identify motivation for leanirng
Verificaition of out-of-class work
Distinguish mechanisms for quizing and feedback on muddiest points
Elaboration
See slide deck - Adriana
Generation
See slide deck - Carvel
Reflection
See slide deck - Meredith
Concept Map and deeper thinking
Differentiate between higherarchal structure, chunking information and proposition
Collaboration
Discussion and team-based interactive sessions
Activity-Based Learning
Differentiate between learning learning/knowing objectives and doing/demonstrating objectives
communicate policy, expectations, grading...
Syllabus creation/format and introduction activity
Direct learning activities
verbal, non-verbal, visual
Communication Directions to module and course completion
Multimedia & Universal Design
Discuss ABCD and Bloom's revised taxonomy verbs
Readability Checker, flow of course design
Feedback for futher action
Managing communication expectations
Supports for learning
Distinguish cognitive and emotional support activities
Means of enagement
Develop strategy interest, sustaining effort, and self-regualtion
Means of action and expresstion
Differenctiate pysical action, expression and communication, executive funtions
Means of representation
Distinguish options for display of information/perception, use of multimedia, and comprehension
Acessibility for all learners
Identify text styles, color contrast, alt-text and captions
Web-conferencing Tools for Learning - Meredith
Integrating web-conferencing features to support learning
Incorporate interactive social learning: Adriana
The World Cafe concept
https://journals.lww.com/academicmedicine/fulltext/2013/10000/medical_education_reimagined__a_call_to_action.9.aspx https://www.tandfonline.com/doi/abs/10.1080/14739879.2011.11494028?journalCode=tepc20 https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/alternatives-lecturing/discussions/facilitating-effective-discussions
Online delivery of instruction
Alternate methods of discussion and communication - Carvel Online discussion tools with LMS integrations: Padlet, Discord, Flipgrid [1] Synchronous and Asynchronous instruction-Adriana [2]
Response type, methods, data
Preparation and etiquette
Differentiate before and during action items facilitate learning
Customization of learning expeirence
Develop differenciated learning paths/contracting for desired grade, specialty knowledge
Briefing techniques
Employ multimedia to execute breifing strategies: video, flipgrid,
Leader boards, high scores, and acmplishments
Using Blooket to interact with material/resources
Tasks and levels
Distinguish between action gates, save points and auto trigger
After Action Review
Develop strategies for after execution for deeper learning
Visual Metaphor in eLearning
Practice linking existing knowledge to new knowledge
https://journals.physiology.org/doi/full/10.1152/advan.00033.2019 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8043318/ https://www.sciencedirect.com/science/article/abs/pii/S0360131515300427?via%3Dihub
Gamification
Technology
Utilize shared calendar for scheduling instructor-learner conference Unpacking Outlook Integration of resources
Virtual Reality (VR), Augmented Reality (AR) and 3D Shared Application (calendar or project management tool)
Reflective Teaching
Educational Leadership and
Incorporate interative social/discussion tool: i.e. YellowDig
Preparing, Starting, Encouraging, Guiding, Evaluating Discussions
Online polls to incorporate feedback, identify muddy points
Web conferencing apps/plug-ins
Interactive learning tools: EzPuzzle, FlipGrid,
Incorporating learning tools into the learning environment
How-to tutuorials
Educator toolkit
Explore simulaitons/interactive environments
360-videos
Digital field trips
Recognize interactive learning experience
VR lab exploration of medicine/treatment
Interactive VR
VR education
Tailoring VR to meet curricular needs
Interactive virtual reality
Oxford Medical Simulation
Overview of Co-creation and ideation tools
Diferrentiate between communication, project management, and consensus building
Unpacking Outlook Utilize shared calendar for scheduling instructor-learner conference Team collaboration tools: Google Drive, Dropbox, Group Me, Slack, Microsoft Teams Task management tools
ClickUp, Monday.com
Maintain a portfolio
Using an LMS to build, maintain, share a portfolio
Use reflective practices
Using student data to inform practices
Reflective Teaching
Teacher self assessment tools
self-assess using rubrics/checklists
Set yearly objectives for teaching practices/Revisit objectives Specify deliberate practices
Cooperative Mentorship
Educational Leadership and Mentoring
Attributes of a successful facilitator
criteria for qualitative studies
Employ Lincoln and Guba’s 4 criteria for qualitative studies.
Professional Development
Differenciate effective components of PDU: planning input, active-participation, long-term engagement
Methods and Knowledge Sharing Tools
Forum for sharing best practices
Corporate Intranet
internal knowledge bank of best practices
Becoming the "guide on the side"
How to facilitate a lesson (avoids lecturing)
Coaching skills
Active listening
Social-Emotional Learning
Distinguish how to express, manage, and handle difficual interpersoal situations (high-stakes, difference of opinion)
Questioning Techniques
Distinguish between three types of questions: definitional, empirical and evaluative
Planning/Coordination Skills
Setting a purpose, goal, ground rules
student motivation techniques
Lowering the affective filter for participation
communication venues
Discussion questions/boards
Student Intellectual Community Success maybe Community Outreach Student Life Peer Teaching
Develop accross-discipline stragegy to build strong connections Discuss medical education outreach Distinguish Near-peer teaching
Supporting the struggling student
Educational Leadership Styles
Change Management
Intro to the concept - 4 core principles: Understand Change. Plan Change. Implement Change. Communicate Change.
Transformational Leadership
Training transformational team, collaboration among team members
Emotional Leadership
Fostering emotional intelligenge
Instructional Leadership
Links to pedagogical knowledge
Strategic Leadership
Setting and working toward fundamental goals
Components for effective professional development
[1] I dropped a document in Slack and the Drive relating to this topic and the topic above (yellowdig) [2] Maybe this should be 2 separate categories? Based on our meeting yesterday, and the fact that column D will be microlearning, I could see these being separate items