Designing an Educational Program

1. Designing an Educational Program Kathy Stewart, MD David Feldstein, MD PCFDP 11/13/10

2. Introduction

3. Objectives • Describe active learning techniques for small and large groups • Formulate learning objectives for an educational program • Design appropriate instructional techniques for an educational program • Formulate an evaluation plan for an educational program

4. Overview of Program Planning • Things to consider when planning a program • Learners educational needs • Intended learner outcomes • Learning activities • Evaluation plan

5. Overview Learning Objectives Learning Activities Evaluation

6. Overview Learning Objectives Learning Activities Evaluation

7. Pedagogy v. Andragogy • Pedagogy • Art and science of teaching children • Andragogy • Art and science of helping adults learn

8. Pedagogy v. Andragogy

9. Pedagogy v. Andragogy

10. Pedagogy v. Andragogy

11. Pedagogy v. Andragogy

12. Pedagogy v. Andragogy

14. Learning Objectives • Goals • Broad and generalized • The ultimate ‘target’ • Too broad for designing assessment • Example: Student will learn proper grammar and spelling. • Objectives • Specific, measurable, short-term observable learner behaviors

15. Learning Objectives • Specific, measurable, short-term observable learner behaviors • Lead to assessment • Ensure students reach goals • Target four areas • Audience • Behavior • Condition • Degree

16. Three Domains of Learning • Affective domain • Five levels: Receiving, responding, valuing, organizing, characterizing • Psychomotor domain • Cognitive domain • Bloom’s taxonomy

17. Bloom’s Taxonomy

18. Bloom’s Taxonomy

19. Bloom’s Taxonomy Clark, B. (2002). Upper Saddle River, NJ: Merrill Prentice Hall.

20. Writing Objectives • Knowledge: Cite, define, list, name, select, state, write • Comprehension: Associate, classify, contrast, distinguish, interpret, review • Application: Calculate, demonstrate, order, practice, relate, use

21. Writing Objectives • Analysis: Analyze, summarize, debate, distinguish, criticize, differentiate • Synthesis: Assemble, collect, design, manage, prepare, specify • Evaluation: Appraise, determine, judge, measure, score, test • Verbs to avoid: Appreciate, know, learn, comprehend, study, understand, believe

22. Writing Objectives • Psychomotor domain: Integrate, measure, visualize, hold, project, diagnose • Affective domain: Exemplify, realize, reflect

23. Example 1 • Diagnose diabetes

24. Example 2 • Students will gain knowledge regarding the management of complex congenital heart disease.

25. Example 3 • Demonstrate their efficiency in the use of systems based practice.

26. Writing Your Own Objectives • Now take 5 minutes to write 2-3 objectives for a learning program that will facilitate

27. Sharing Your Objectives • Pair up in groups of 2-3 and share and critique each others learning objectives

29. Instructional Techniques • Factors to Consider • Learning objectives • Instructor’s skills and comfort • Learners • Context • Content • Characteristics of techniques • Logistical constraints • Time

30. Potential Techniques • Knowledge Acquisition • Lecture • Computer tutorials • Email or listservs • Sharing of information or questions

31. Potential Techniques • Enhancing Cognitive Skills • Case study • Debate • Observation with discussion

32. Potential Techniques • Psychomotor skills • Demonstration and return demonstration • Simulation – Live or computer-based • Skill practice session

33. Learner Attention Span Mills, H.R. (1977) Techniques of Technical Training, 3rd Ed

34. Active Learning • “Involves learners in doing things and thinking about the things they are doing” • Less emphasis on transmitting information • Emphasis on developing student’s skills • Learners engaged in activities • Learners involved in higher-order thinking Bonwell and Eison, 1991

35. Making it Active • Brainstorming • Buzz groups • Problem solving • Mini-assessment • Interactive computer programs • Reflective writing

36. Practice with Learning Activities • Get back in your group of 2-3 and discuss potential learning activities for your learning program

38. What Happens After the Course? • Assessment: Analysis and use of data by students/faculty/departments to make decisions about improvements in teaching or learning • Evaluation: Analysis and use of data by faculty to make judgments about student performance. Includes determination of grade.

39. Evaluation and Assessment • Drive course planning • Based on desired learning activities and outcomes • Take a variety of forms: • Surveys • Interviews • Observation • Skills assessment exams • Standardized scenarios

40. Backwards Planning Clark, D. (2008). bdld.blogspot.com. Retrieved from web Nov, 2010.

41. Kirkpatrick D. (1994). San Francisco, CA: Barrett-Koehler.

42. Evaluation Methods

44. Conclusions • Questions or comments about your learning programs? • What have you learned?

45. Conclusions • Describe active learning techniques for small and large groups • Formulate learning objectives for an educational program • Design appropriate instructional techniques for an educational program • Formulate an evaluation plan for an educational program