Instructional Design

Instructional Design “Teaching is a skill and a gift, a talent and a technique.”

Heimlich and Norland, 1994

Mary Lynn McPherson, Pharm.D., BCPS Professor and Vice Chair for Education University of Maryland School of Pharmacy mmcphers@rx.umaryland.edu 1

Disclosure • Nothing to Disclose

Learning Objectives • At the conclusion of this session, the PainWeek attendee will be able to: – Describe all five elements of the ADDIE Instructional Systems Development model with 100% accuracy.

– Define the “ABCD’s” of developing a learning outcome statement.

– Provide an example for all four levels of evaluations with 100% accuracy.

Instructional Systems Development • The ADDIE Model – Analysis – Design – Development – Implementation – Evaluation

http://moodle.gprc.ab.ca/mod/page/view.php?id=94769

ADDIE: Analysis • The who, what, where, when, why and by whom of the design process.

– Does a problem exist that can be addressed by training?

– What goals and objectives should the training address?

– What resources are available for the project?

– Who requires the training and what are their needs (audience analysis)?

– Additional data needed to complete the project Hodell C. Basics of Instructional Systems Development. Info Line 2005.

ADDIE: Analysis What is the need?

What is the root cause?

What are the goals of the training?

What information is needed, and how is it gathered? Who is the audience?

• How will the training be structured and organized?

• How will the training be delivered?

• When should training be revised?

• • • •

ADDIE: Analysis • What is the need?

• If there is no need for the training, there is no need to perform an analysis.

• What is the root cause?

– – – – – –

Physical resources Structure/process Information Knowledge Motives Wellness

InfoLine Performance Gap Analysis

ADDIE: Analysis • What are the goals of the training?

– Mission statement that states the project’s reason for existing – What are the motivational issues?

• What information is needed, and how is it gathered?

– Who is the audience?

Evaluating the Audience • Refers to the people to whom the presentation is directed.

• The easiest of the public speaking variables to understand.

• It’s the variable most often overlooked by speakers.

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Evaluating the Audience • To be an effective speaker, you need to understand how your audience is likely to react to what you say and how you say it.

• Audience analysis helps speakers decide how best to grab their audience from the very beginning and hold them throughout.

Conference organizations, others with knowledge Arrive early – talk to participants!

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Evaluating the Audience • WHO is in the audience?

– What health care discipline(s) will be present?

– Knowledge level of material?

• What is the audience expecting/want to know?

• Is participation mandatory or optional?

• Size of the audience?

• Age and gender distribution of audience members?

• Will decision-makers to strongly opinionated members be present?

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Evaluating the Audience • What will the audience be feeling? Will they be energetic, enthusiastic, relaxed, tired, irritable or hostile?

• What activities will precede or follow the presentation – other presentations? Exams, quizzes?

• What expectations or prejudices will their brains be filled with as they prepare to listen to me?

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ADDIE: Analysis • How will the training be structured and organized?

– Conduct a task analysis

• How will the training be delivered?

– Instructional methods • Lecture, role-play, case study, simulation, gaming, drill, inbasket, on-the-job training, discussion

– Types of distribution methods • Captive audience, technology-enhanced, technologyfacilitated, distance learning, distributed learning

• When should training be revised?

YOUR Educational Activity • Think of a lecture, case discussion, journal club or some other educational activity you are planning at this time.

• Do your ANALYSIS with your partner.

ADDIE: Design • Meat and potatoes of designing education – Prepare instructional objectives – Develop instructional evaluation techniques and tasks – Develop a program evaluation plan – Develop the sequence and structure of the course – Prepare logic and objectives maps – Determine and prepare draft copies of necessary materials Hodell C. Basics of Instructional Systems Development. Info Line 2005.

Learning Objectives • A – Audience – Who will be doing the behavior?

• B – Behavior – What should the learner be able to do?

• C – Condition – Under what conditions do you want the learner to be able to do it?

• D – Degree – How well must it be done? http://www.ion.uillinois.edu/resources/tutorials/id/developObjectives.asp

Learning Objectives Condition Audience

• Given a patient with a complaint of pain, the health care professionals will be able to administer a multidimensional pain assessment tool, capturing all eight elements of symptom analysis.

Behavior

Degree

YOUR Educational Activity • Write one learning objective each for an upcoming educational activity you are planning.

• Be sure to include the A, B, C and D • Do a “trade and grade” with your partner.

What WILL you teach?

• Generate thoughts • Organize thoughts • OUTLINING – – – –

slows thinking decreases creativity forces you to do both at the same time simultaneous right brain (generating ideas) and left brain (order and details) activities

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Generating and Organizing Thoughts

• The problems with outlining

– Slows thinking – Decreases creativity – Forces you to do both at the same time – Simultaneous right brain (generating ideas) and left brain (order and details) activities

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Mind-Map

Mind Manager Pro X5 - http://www.mindjet.com/us/

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ADDIE: Development • Prepare actual training materials – Manuals, materials prepared in draft – Nonprint media program prepared and reviewed – Programs are pilot-tested, changes incorporated – Programs packaged and distributed

Hodell C. Basics of Instructional Systems Development. Info Line 2005.

Building A Lecture

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Getting Organized • What are some methods of organization?

• How do you select the most appropriate organizational pattern?

– Cause/effect – Chronological – Top 10….

– Problem/solution

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Problem-Solving Order • Describe the problem • Propose/describe solutions • 75 million Americans suffer from chronic nonmalignant pain every day…..what can we do as pharmacists to improve this situation?

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Problem - Solution • Start by presenting some facts that show how serious the problem is.

• Let the facts speak for themselves.

• Discuss possible ways to solve the crisis.

• Invite audience members to suggest other solutions.

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The Presentation Sandwich • Every presentation needs a beginning, a middle and an end: – tell ‘em what you’re going to tell ‘em – tell ‘em – tell ‘em what you told ‘em

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What’s in a Title?

• Treatment of Dyspnea: Guaranteed to Take Your Breath Away • Methadone: Can This Old Dog Teach Us New Tricks?

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Tasks of the Introduction Forge a bond with the audience.

Establish credibility and goodwill.

Create interest.

Preview the presentation by introducing your main points.

• “Hook” the audience by grabbing their attention.

• • • •

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Opening Tips...

• Never read your opening remarks.

• Recite your opener from memory to preserve spontaneity and sincerity.

• Jot notes if you need help remembering it.

• Make the opener appear that it is NOT part of the presentation itself (although it is!).

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Openers...

• • • • • • •

Story Anecdote Fact Question Quotation Joke (your style?)

Video clip

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Content of the Body • Don’t cram your presentation with everything you know about the topic; zero in on: – audience – purpose – material – key points • Focus on what the audience needs to know, not what you want to say.

– Students want to know what they will be held accountable for

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Applying Your Content • Use supporting material to: – prove the accuracy of your statements – illustrate points of interest – entertain the audience • Examples include: – Patient cases – Facts, statistics, anecdotes 33

Transitioning • Arrange your ideas logically and smoothly.

• Lead audience from point to point, example to example, and issue to issue.

• Transitions are words, phrases, and sentences that link related ideas and parts of a presentation.

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Transitioning • “That brings me to my next point, which is..”

• “Now that we’ve assessed the patient’s pain, let’s discuss how we set a realistic goal.”

• “The next important factor is…”

• Can be a rhetorical question…”If the patient has metastatic bone pain, which analgesic groups should we consider?”

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Bring It On Home Baby... • A conclusion has three main goals: 1.To restate the main points you made in your presentation.

2.To focus on your desired response.

3.To leave the audience with a sense of completion and accomplishment.

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Focus on Desired Response • If it’s a persuasive talk, the audience should be cheering for your ideas by the end.

• Students should be left with a feeling of deeper understanding of the topic.

• Students should be enthusiastic to learn more.

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Closure Techniques • • • • •

Appeal Illustration Inducement Quotation Summary

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Answering Questions • Be sure you understand a question before you attempt to answer it.

• If you aren’t sure what the question means, ask for clarification.

• Repeat each question before answering it, unless it’s a very small group.

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Answering Questions • If you’re asked several questions by a single audience member, answer them one at a time.

• If no one asks you a question, try to wait out the audience.

• If no one still steps forward, you can say, “I generally get questions about…”

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Making an Exit • Thank the audience and don’t rush off.

• In the classroom: – Step away from the podium to take individual questions • At a professional meeting: – Gather your notes and walk away from the podium.

– Leave with confidence; you’re still in charge.

– Take your seat .

– Don’t start talking to the people next to you; many people in the audience will still be looking at you.

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Congratulations you’ve done a GREAT job!

But, will they remember anything you said?

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Huh? • 75% of your message is forgotten within 24 hours of your talk.

• A learner can hold about 5-8 minutes of information in short-term memory.

• Then the learner needs 2 minutes to process this information.

• What can you do as a speaker to enhance participant retention?

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Key to Audience Recall • • • • • •

Begin powerfully Restate/reframe Emphasize unusually Maximize involvement Introduce questions End powerfully

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Using Questions • Questions can be rhetorical.

• Ask a question; give the audience an opportunity to respond.

– Wait 3 seconds – increases learning 300% – Wait 5 seconds – increases learning 500%

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Using Questions • Insert questions throughout • Follow the 10-2 concept – For every 10 minutes of lecture or information, give audience two minutes to process it.

• Audience nods off every 8 minutes - need to bring them back!

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Where Do I Place the Questions?

• Before the subject matter – considered motivational – “I don’t know the answer, so I’d better listen.”

• After the subject matter – considered assessment – “Gee, I should know the answer to this.”

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The Nature of Questions • Questions can take several forms, including: – rhetorical – true/false – yes/no – list/describe – multiple choice 48

Handling “challenging” questioners • • • • • • •

Know-it-all Naysayer Monopolizer Chatterbox Reluctant learner Preacher Unresponsive participant

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Notes about Notes • Write out the full presentation if: – it’s an important occasion – every word of the presentation counts – time is strictly limited – reporters might be quoting the presentation – you have not had much public speaking experience – you are very nervous

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Patient Education Materials • • • • • •

Presentation sandwich Things come in three’s for a reason!

Commitment to changes Reading level Active learning Powerpoint poisoning!

Reading level • “With an injury, damaged tissues release chemical modifiers that amplify the pain message. This inflammatory milieu results in an influx of sodium ions, balanced by an egress of potassium ions, resulting in the development of an action potential. This electrical energy is transmitted via the A-delta and C fibers, with synaptic transfers at the dorsal horn and the thalamus.

The thalamus serves as a relay station, sending the pain information to higher areas of the brain, culminating in the initiation of the descending inhibitory pathway known as modulation.�

Reading level • “With an injury, damaged tissues release chemical modifiers that amplify the pain message. This inflammatory milieu results in an influx of sodium ions, balanced by an egress of potassium ions, resulting in the development of an action potential. This electrical energy is transmitted via the A-delta and C fibers, with synaptic transfers at the dorsal horn and thalamus.

0 – 29the – VERY difficult The thalamus serves as a relay station, sending the pain information to higher areas of the brain, culminating in the initiation of the descending inhibitory pathway known as modulation.”

http://rfptemplates.technologyevaluation.com/readability-scores/flesch-reading-ease-readability-score.html

Reading level • “With an injury, damaged tissues release chemical substances that turn the pain into electrical energy. It travels from the injury to the brain, and the brain tries to reduce the pain message.”

Reading ease = 55.7 (Fairly Difficult) Grade level = 9.4

http://rfptemplates.technologyevaluation.com/readability-scores/flesch-reading-ease-readability-score.html

What is Active Learning?

• Implies students are ENGAGED in their own learning.

• Way more than taking notes • Puts the responsibility for learning on the student • Games are ONE example of active learning

Edgar Dale Cone of Experience Media by Jeffrey Anderson is licensed under a Creative Commons Attribution-Share Alike 3.0 United States License. Based on a work at www.edutechie.ws

Lower Level Active Learning Techniques • • • • • • • • •

Engage students in their notes Think pair share/Group problem solving Audience response systems Minute papers / One-minute questions Select the best response Paraphrase the idea Role play Correct the error GAMES!

Higher Level Active Learning Techniques • Case discussions • Team-based learning

Team Based Learning • You have one residency position open and have five candidates. Discuss and PROS and CONS of EACH candidate for this position: – Dorothy – Tin Man – Scarecrow – Lion – Wizard of Oz

Team Based Learning • MJ is a 58 year old woman with painful diabetic neuropathy. She has tried wearing socks to bed for the numb-type feeling, with no luck. Discuss the PROS and CONS of EACH of the following analgesics to treat MJs complaint: – – – – –

Acetaminophen Naproxen Dexamethasone Gabapentin Methadone

YOUR Educational Activity • Think of TWO activity learning strategies you can use in an upcoming educational activity you are planning.

• Do a “trade and grade” with your partner.

Effective Visual Presentations

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ADDIE: Implementation • Program implemented; evaluation begins – Evaluation of learner’s ability to achieve program objectives – Evaluation of program design – Review of materials prepared for program – Modify program materials

Hodell C. Basics of Instructional Systems Development. Info Line 2005.

ADDIE: Evaluation • Actually happens throughout – During analysis (review research data, survey/focus group findings, review process including deadlines) – During design (evaluation of objectives and tasks, materials and plans, process issues) – Development (pilot testing) – Implementation (full course reviews, review of deadlines and deliverables) Hodell C. Basics of Instructional Systems Development. Info Line 2005.

ADDIE: Evaluation • Kirkpatrick’s Levels of Evaluation – Level 1 – Reaction – Level 2 – Learning – Level 3 – Behavior – Level 4 - Results

Hodell C. Basics of Instructional Systems Development. Info Line 2005.

ADDIE: Evaluation (Level 1) • Level 1 – Reaction (smile sheets) – Was your time well spent in this training?

– Would you recommend this course to a coworker?

– What did you like best/least?

– Were the objectives made clear to you?

– Was the room comfortable?

Hodell C. Basics of Instructional Systems Development. Info Line 2005.

ADDIE: Evaluation (Level 1)

ADDIE: Evaluation (Level 2) • Level 2 – Learning – Measures knowledge acquired – Assessed immediately after the training

Hodell C. Basics of Instructional Systems Development. Info Line 2005.

ADDIE: Evaluation (Level 2)

ADDIE: Evaluation (Levels 3 & 4) • Level 3 – Behavior – Are trainees doing things differently now in practice?

– Can observe performance

• Level 4 – Results – Discharged patients satisfaction rating scores on discharge

Hodell C. Basics of Instructional Systems Development. Info Line 2005.

YOUR Educational Activity • Decide how you would do all four levels of evaluation for an upcoming educational activity you are planning.

• Discuss with your partner.

Instructional Design “Teaching is a skill and a gift, a talent and a technique.”

Heimlich and Norland, 1994

Mary Lynn McPherson, Pharm.D., BCPS Professor and Vice Chair for Education University of Maryland School of Pharmacy mmcphers@rx.umaryland.edu 72