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MEHP Course Syllabus
Summer 2012
Instructional Strategies I
ED 880.635.9B
Credit Hours: 3 credits
Class Time: This is a blended course, all class sessions are online. However, we will meet face-to-face every other week for a discussion of the content and applications in your classrooms
Face-to-Face Meetings: Section 9B will meet every other Thursday, starting with 6/7/12, 6/14/12, 6/28/12, 7/12/12, 7/26/12, 8/9/12, 8/16/12.
Online Segment: Starts 6/7/12 and ends 8/16/12.
Instructor: Chadia Abras PhD
HYPERLINK "mailto:cabras@jhu.edu" cabras@jhu.edu
410-516-9704
The Course
This 10-week experience is designed to create a framework for your understanding of instructional strategies and their effective application in the classroom. The course is based and links to previously acquired knowledge in learning theories and evidence-based teaching. Participants will learn to apply effective strategies that stimulate critical thinking and creativity, and promote cooperative learning. Applications of strategies will be illustrated through hands-on activities.
The Active Learning Approach
This course was developed from an Active and Collaborative Learning perspective. The active learning approach is based on collaborative, inquiry-based, studentcentered approach to teaching, in which students are actively involved in their own knowledge acquisition.
We are experiencing a paradigm shift in teaching and learning. Strategies for effective learning are complex and bring into play many factors from the age of the learner, prior experiences, learning styles, the medium of instruction, cognitive development, and cultural influences.
Many factors drive curriculum and delivery designs. In order to be an effective educator, one must be able to link the theories behind the strategies using evidence-based practice in order to maximize their effectiveness.
Catalog Description
In this course, participants will learn about various instructional strategies to enhance interdisciplinary learning experiences in health professions education. Instructional methods will include such collaborative educational models as small and large group teaching, team-based, interactive and experiential case-based learning. Techniques will include the use of simulations as well as teaching at the bedside with a focus on educator behaviors that stimulate achievement of learners. With an appreciation of the diversity of the student body, participants will effectively integrate and apply technology into instruction to develop and deliver health professions curricula including web-based teaching environments, content management systems, collaborative project development, and interactive media with an emphasis on instructional design advancements which affect the learning environment. Evidence of participants knowledge and application of course topics will be captured in a professional portfolio.
Course Learning Outcomes
At the end of this course participants will:Outcome 1
Identify and apply sound instructional design principles to course development:
Identify effective design strategies and the tools that best enhance their application in the classroom.
Apply the tools to specific learning events.
Apply their knowledge of design to effectively use open source and proprietary tools.
Identify the learning theories that support the strategies.
Employ evidence-based teaching methods to identify the research that supports the use of the instructional strategies introduced.Outcome 2
Identify the various strategies in active learning:
Identify collaborative learning principles and the research, theories, and approaches that support them.
Use the methods and strategies of collaborative learning in the classroom.
Identify and apply specific tools and technologies that enhance collaborative learning.
Apply principles of cooperative learning to project design and development in the classroom, at the program level, and in clinical settings.Outcome 3
learn the principles of inquiry-based learning and their application in in the classroom:
Learn to design classroom instruction that will lead to learning through experimental and analytical methods.
Identify and apply specific tools and technologies that will lead to effective inquiry-based instruction. Outcome 4
Identify the principles of self-directed learning and their applications in the classroom:
Identify and apply various activities and resources, such as self-guided learning, participation in study groups, internships, electronic dialogues, and reflective writing activities.
Identify and apply specific tools and technologies in the classroom to promote and encourage self-directed learning strategies. Outcome 5
Apply a needs assessment to identify which clinical performance gaps can be best addressed using healthcare simulation:
Select the most appropriate simulation modality for a course based on established learning objectives.
Discuss current best practices in simulation curriculum design.
Use a currently accepted model of debriefing in simulation scenario to facilitate participant learning. Outcome 6
Develop strategies and techniques related to just in time teaching and teaching at the bedside:
Learn advantages and challenges of teaching at the beside.
Apply effective strategies for improving just in time teaching.
Identify and apply tools and techniques to improve learning outcomes for just in time teaching. Outcome 7
Identify the various methods and models for technology enhanced instruction delivery:
Manage and facilitate a course using each of the three teaching and learning models.
Identify best practices of instruction for each model.
Identify and apply specific strategies and technologies for each model.Outcome 8
Identify different Learning Management Systems (LMS) their use and application in teaching:
Identify the new Smart Management Systems (SMS) and the implications they will have on online technology enhanced teaching.
Identify tools and technologies required to support an LMS.
Resources
Required Readings:
This course does not have any required textbooks.
Readings will be linked within the sessions on the ELC.
To access the Electronic Learning Community (ELC): HYPERLINK "http://olms.cte.jhu.edu/olms2" http://olms.cte.jhu.edu/olms2
Course Requirements
You will demonstrate your achievement of the stated objectives by successfully creating the following learning products and by participating in class. The weight of each course assessment is listed below.
OutcomeAssignmentsPercentage1Instructional Design Plan 102Collaborative Learning Case Study53Inquiry-Based Teaching Event54Self-Directed Learning Event55Teaching Using Simulation Event56Bedside Teaching Scenario 57/8Compare and Contrast the three delivery methods5Project PowerPoint Presentation10Video of a class event5Teaching Project20Discussions, Moderation, Team Contributions25Total100%
Descriptions of Assignments
A. Course Development / Teaching Project Participants will produce a Course Development Project by creating specific applications of the strategies introduced in the course, participants will also use different tools and technologies for each strategy. The Project and presentation are due the last week of classes. The components of the assignment will be completed in each session:
An application of the theories, strategies, and technology presented for the session.
The components should create a seamless and comprehensive whole.
The technologies and tools involved will also require the building of your course in an LMS of your choosing.
The project includes all the components of the detailed assignments below. The components should include, but are not limited to:
Section I: Description of the course to be delivered. Include - setting, audience, content, length, and delivery method (f2f/web-enhanced, online, blended). This section will not be submitted separately, it is part of the overall project.
Section II: Instructional Design Plan
Section III: Collaborative Learning Case Study
Section IV: Inquiry-Based Teaching Event
Section V: Self-Directed Learning Event
Section VI: Teaching Using Simulation Event
Section VII: Bedside Teaching Scenario
Section VIII: Compare and contrast the design and technology using the three delivery methods introduced in the course. This section will not be submitted separately, it is part of the overall project.
Added Components: 1. PowerPoint presentation of the project
2. Video demonstration (5 minutes) of you applying one strategy and one technology of your choosing in your own classroom. The demonstration may represent any of the technologies learned in class and being applied to instruct such as: media, tutorial, simulation, or any other desired event
Length: Approximately 10-15 pages.
Format: Narrative using APA style, video, or audio, and PowerPoint presentations.
Description: Handouts, rubrics, and detailed description of the assignments are uploaded to the ELC.
Section II: Instructional Design Plan-- from all the design strategies presented, choose the one that best represents your area of study. Create a plan of action for designing a course. Part 2, Technology: choose one technology that best enhances instruction and apply it to one event. Give a detailed description of its application and its benefits.
Section III: Collaborative Learning Case Study-- according to the principles introduced, choose one instance of small group activity and one of large group activity, and create the action for each. Part 2, Technology: choose one technology for each event that best enhances instruction and apply it. Give a detailed description of its application and its benefits.
Section IV: Inquiry-based Teaching Event-- according to the principles introduced, create an instruction plan for one event using experiential and analytic methods. Part 2, Technology: choose one technology for each event that best enhances instruction and apply it. Give a detailed description of its application and its benefits.
Section V: Self-directed Learning Event-- according to the principles introduced, create an instruction plan for one event using self-directed methods. Part 2, Technology: choose one technology for each event that best enhances instruction and apply it. Give a detailed description of its application and its benefits.
Section VI: Teaching Using Simulation Event-- according to the principles introduced, create an instruction plan for a simulation. Part 2, Technology: choose one technology for each event preferably the SIM center facilities. Describe how the simulation enhances learning.
Section VII: Bedside Teaching Scenario (BST)-- according to the principles introduced, create a BST scenario using a patient with whom you have interacted within the most recent 6 months. Part 2, Technology: choose one technology if any that best enhances instruction and apply it. You may want to think of mobile technology.
Section VIII: Highlight the differences in design and technology using the three delivery methods introduced in the course. Delivery method event: according to the models introduced, your overall plan would have used one delivery method. Part 2, Technology: in this section you will compare and contrast the methods and technologies used in your course and the other two methods of delivery. From day one, we will be using Your School LMS to create your course, if you do not have access to an LMS, we will rely on the ELC, or an open source product. This part of the project will not be submitted separately.
B. Discussions, Moderations, Team Contributions - You are expected to (1) complete all the assigned readings for the designated week by the due date listed on the ELC, (2) have an active presence in ELC and class discussions, and (3) aim to contribute to the learning of the whole group, through moderations, participation, and peer review of discussions and team activities.
Scoring for Course Engagement and Team Contributions:
To receive full credit for course engagement and contribution to team activities, you are expected to meet the following requirements:
1. Attend and actively participate in each online and class inform instructors ahead of time if you must be absent for any of the scheduled face-to-face sessions.
2. For the online portion of the course, demonstrate a high frequency of participation through the duration of the discussion (not all in one day) within the specified timeframe.
3. Communicate with a positive, professional tone to contribute to trust building and growth of the class community.
4. Contribute to producing an extended level of discussion in classbuild on the ideas of others and incorporate new knowledge.
5. Show evidence of critical thought and application of course concepts and readings.
Work on team activities as required.
6. Contribute consistently and equitably to team activities and the team assignment.
7. Apply effective strategies for team collaboration. Revise and improve strategies as needed.
8. Participate in moderating online discussions as assigned by the instructor. Provide insightful and constructive feedback to your classmates.
C. Digital Portfolio-- Participants will choose the best artifact from the assessment list to upload to the Digital Portfolio. The artifact could be part of a whole assignment and should be accompanied by a reflection on the associated learning outcome.
Grading Scale
Points will be totaled and a percentage will be calculated to determine a final grade.
A=95-100A-=90-94%B+=86-89%B=80-85%B-=77-79%C+=73-76%C=70-72%F=69% or below
The grades of D+, D, and D- are not awarded at the graduate level. C is not considered a passing grade and only one grade of C in one course is allowed in any graduate program.
How to Succeed in This Course
There will be no memorizing or cramming in this course. You must keep up with participation and assignments, do not wait till the last minute to focus and study for the course. Always post your thoughts and ideas to spark discussion or to clarify and deepen understanding.
Since this course is conducted online, reading the assigned texts before each session is crucial. You will not be able to participate (see requirement on class participation above) if you have not read the assigned texts. Participation is NOT simply giving ones opinions, your comments must be insightful, thorough, and a reflection on the readings.
Course Schedule
SessionTitleObjectivesTopicsReadingsAssessments Participants willInstructors will coverComplete reference and attachments in ELC Due dates in ELC1Instructional Design: Design Strategies1. learn to apply sound instructional principles to course design
2. identify sound design strategies and the tools that best enhance their application in the classroom
3. be able to identify the learning theories that support the strategies
4. employ evidence-based teaching methods to identify the research that supports the use of the instructional strategies introduced1. ADDIE Model | Weaknesses of the ADDIE model 2. Backward Design (Wiggins & McTighe) 3. Conditions of Learning (Robert Gagne) 4. Criterion Referenced Instruction (Robert Mager) 5. Dick and Carey 6. Elaboration Theory 7. Instructional Systems Design ISD. 8. Integrative Learning Design Framework for Online Learning (Debbaugh) 9. Iterative Design Spiral Model (Boehm) Rapid Prototyping (Tripp & Bichelmeyer) 10. Organizational Elements Model (OEM) (Roger Kaufman) 11. Transactional Distance (Michael Moore) 12. Dales Cones of Experience 13. Learning Styles1. Smith & Ragan: Instructional Design , Chapters 1 & 2
2. Dooley, Lindner & Dooley: Advanced Methods in Distance Education, Chapter 6
2
Instructional Design: Designs and Tools for Effective Instruction1. identify tools for effective instruction
2. learn to apply the tools to specific learning events
3. apply their knowledge of design to effectively use open source and proprietary tools1. Learning objects
2. Mobile learning
3. Usability testing
4. Storyboarding
5. Tools and technologies for design1. Dick & Carey: The Systematic Design of Instruction, Chapters 8 & 9
2. Koohang & Harman: Learning Objects & Instructional Design, Ch 7
3. Dooley, Lindner & Dooley: Advanced Methods in Distance Education, Chapter 83Active Learning Strategies: Collaborative Learning1. identify the various strategies in active learning
2. identify collaborative learning principles and the research, theories, and approaches that support them
3. use the methods and strategies of collaborative learning in the classroom
4. identify and apply specific tools and technologies that enhance collaborative learning1. What is active learning: theories and approaches
2. What are the strategies involved
3. Collaborative learning: effective teaming, small group collaborative learning, large group collaborative learning, Project and case-based collaborative learning, interactive and media enhanced collaborative learning1. Davis, B.: Tools for Teaching, Chapters 20, 21, 22, 23Due:
Instructional Design Plan4Active Learning Strategies: Collaborative Learning and Case Studies1. use case studies to enhance learning outcomes.
2. apply general strategies to:
a. identify teaching goals
b. identify how students will work on the case-individual vs. collaborative
c. design cases that are increasingly complex to raise deep engagement1. Using case studies effectively in instruction
2. Crating complex and engaging case studies
3. Using case studies as an individual and a collaborative activity
4. Tools and technology for effective case study delivery
1. Davis, B.: Tools for Teaching, Chapter 245Active Learning Strategies: Inquiry-Based Learning1. learn the principles of inquiry-based learning and their application in in the classroom
2. learn to design classroom instruction that will lead to learning through experimental and analytical methods
3. identify and apply specific tools and technologies that will lead to effective inquiry-based instruction1. Inquiry-based learning theories : Experimental and analytical approaches to teaching and learning
2. Design methods for inquiry-based learning
3. Technologies used to enhance the delivery of inquiry-based methods 1. Koohang & Harman: Learning Objects & Instructional Design, Chapter 11
2. Bastable S., B., et. Al. : Health Professional as Educator: Principles of Teaching and Learning, Chapter 11
3. Paul A. Kirschner, John Sweller & Richard E. Clark : Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist,
Discovery, Problem-Based, Experiential, and Inquiry-Based TeachingDue:
Collaborative Learning Case Study6Active Learning Strategies: Self-Directed Leaning1. identify the principles of self-directed learning and their applications in the classroom
2. identify various activities and resources, such as self-guided learning, participation in study groups, internships, electronic dialogues, and reflective writing activities
3. apply and use specific tools and technologies in the classroom to promote and encourage self-directed learning strategies1. Self-directed learning theories and approaches
2. Design methods for self-directed learning
3. Activities and resources in self-directed learning
4. Technologies used to enhance the delivery of self-directed learning methods1. Hiemstra, R. (1994). Self-directed learning. In T. Husen & T. N. Postlethwaite (Eds.), The International Encyclopedia of Education (second edition), Oxford: Pergamon Press.
2. Educational Strategies Associated with Development of Problem-Solving, Critical Thinking, and Self-Directed Learning
ADEA Commission on Change and Innovation in Dental EducationDue:
Inquiry-based Teaching Event7Simulations: Principles and Tools
Session Instructor:
Ms. HYPERLINK "https://mail.cte.jhu.edu/exchange/cabras/Inbox/RE:%20Checking%20in-5.EML/?cmd=editrecipient&Index=-1" \o "jstickl1@jhmi.edu" Julie Perretta JHU/SOM SIM1. apply a needs assessment to identify which clinical performance gaps can be best addressed using healthcare simulation.
2. select the most appropriate simulation modality for a course based on established learning objectives.
3. discuss some of the current best practices in simulation curriculum design.
4. use, after a simulation scenario, a currently accepted model of debriefing to facilitate participant learning.1. Creating planned learning
experiences in simulation
2. Features and uses of high-fidelity medical
simulations that lead to effective learning
3. Patient Simulation as
Social Practice
4. Medical Simulation in Medical Education
5. Different training paradigm
6. Simulation to improved
team performance1. Anderson, J., M., et. al. Instructional design dogma: Creating planned learning
experiences in simulation
2. Issenberg, S., B., et. al. Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review
3. Dieckmann, P., et. al. Deepening the Theoretical Foundations of Patient Simulation as Social Practice 4. Passiment, M., et. al. Medical Simulation in Medical Education: Results of an AAMC Survey
5. Rodriguez-Paz, J., M. et. Al. Beyond "see one, do one, teach one": toward a different training paradigm
6. Hunt, E., A., et. al. Simulation: Translation to Improved Team PerformanceDue:
Self-Directed Learning Event8Bedside Teaching (BST): Effective Methods
Session Instructor:
Dr. Anne Belcher
JHU/SON1. identify the advantages of and barriers to bedside teaching (BST). 2. describe various models of BST. 3. delineate a practical approach to BST within their profession/specialty.1. Definition(s) of bedside teaching (BST) 2. Identification of advantages of and barriers to BST 3. Description of models of BST 4. Application of adult learning theory to BST 5. Student and patient perspectives on BST 6. Assessing the quality of BST1. Doherty, E. G. & Brodsky, D. (2012). Bedside teaching: Rediscovering a lost art. NeoReviews, 13 (5), e271-3280. 2. Conigliaro, R. L. & Stratton, T.D. (2010). Assessing the quality of clinical teaching: A preliminary study. Medical Education, 44 (4), 379-386.
Due:
Teaching Using Simulation Event9Delivery Methods: Web-Enhanced, Blended, and Online1. identify the various methods and models for technology enhanced instruction delivery
2. manage and facilitate a course using each model
3. identify best practices of instruction for each model
4. identify specific strategies and technologies for each model 1. The three models of instruction delivery
2. Best practices for each model. Learning Styles
3. Course design and management for each model
4. Strategies for teaching in each model
5. Technology and tools designed to enhance instruction delivery
6. Synchronous vs. asynchronous instruction and tools1. Bradshaw & Lowenstein: Innovative Teaching Strategies in Nursing and Related Health Professions, Chapters 22, 23, 24
2. Bastable S., B., et. Al. : Health Professional as Educator: Principles of Teaching and Learning, Chapters 12 & 13Due:
BST Scenario10Learning Management Systems: Effective Applications1. identify different Learning Management Systems (LMS), their use and application in teaching
2. identify the new Smart Management Systems (SMS) and the implication they will have on online technology enhanced teaching
3. effectively use tools and technologies required to support an LMS1. What is a LMS
2. What is a SMS
3. Content Management Systems (CMS)
4. Tools designed to support a LMS
5. Adaptive Learning
6. Digital repositories
7. Digital Portfolios
Due:
Teaching Project
&
PowerPoint Presentation
Video/ media Presentation
Religious Observance Accommodation Policy
Religious holidays are valid reasons to be excused from class. Students who must miss a class or examination because of a religious holiday must inform the instructor as early in the semester as possible in order to be excused from class and to make arrangements to make up any work that is missed. Students who expect to miss several classes because of religious holidays are encouraged to meet with their academic advisers to consider alternative courses.
Attendance
Participation in lectures, discussions, and other activities is an essential part of the instructional process. Students are expected to attend class regularly; those who are compelled to miss class meetings should inform their instructors of the reasons for absences. Faculty often include classroom participation and attendance in student grading and evaluation. The instructor will clearly communicate expectations and grading policy in the course syllabus. Students who expect to miss several class sessions for personal, professional, religious, or other reasons are encouraged to meet with their academ i c a d v i s e r s t o c o n s i d e r a l t e r n a t i v e c o u r s e s .
A c c o m m o d a t i o n s f o r S t u d e n t s w i t h D i s a b i l i t i e s
S t u d e n t s w i t h a d o c u m e n t e d d i s a b i l i t y w h o r e q u i r e a n a c a d e m i c a d j u s t m e n t , a u x i l i a r y a i d o r o t h e r s i m i l a r a c c o m m o d a t i o n s s h o u l d c o n t a c t t h e D i s a b i l i t y S e r v i c e s O f f i c e a t 4 1 0 5 1 6 9 7 3 4 o r v i a e m a i l a t H Y P E R L I N K " m a i l t o : s o e d i s a b i l i t y s e r v i c e s @ j h u . e d u " s o e d i s a b i l i t y s e r v i c e s @ j h u . e d u a s s o o n a s p o s s i b l e , p r e f e r a b l y f o u r w e e k s p r i o r t o t h e b e g i n n i n g o f t h e f i r s t c l a s s .
S t a t e m e n t o f D i v e r s i t y a n d I n c l u s i o n
J o h n s H o p kins University is a community committed to sharing values of diversity and inclusion in order to achieve and sustain excellence. We believe excellence is best promoted by being a diverse group of students, faculty, and staff who are committed to creating a climate of mutual respect that is supportive of one anothers success. Through its curricula and clinical experiences, the School of Education purposefully supports the Universitys goal of diversity, and, in particular, works towards an ultimate outcome of best serving the needs of all students and the community. Faculty and candidates are expected to demonstrate a commitment to diversity as it relates to planning, instruction, management, and assessment.
Statement of Academic Continuity
Please note that in the event of serious consequences arising from the H1N1 flu pandemic and/or in other extraordinary circumstances, the School of Education may change the normal academic schedule.
Emergency Weather Contact Information
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