Seneca College

E-LEARNING REVIEW – TCPS2: CORE AMANDA HENRY

PROFESSOR ASH PATEL HST860 | TECHNOLOGY ENHANCED LEARNING

November 13, 2013

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Table of Contents

Why TCPS2: CORE? ...................................................................................................................... 2

What is it all about? .................................................................................................................... 2

Perceived Main Objectives ..................................................................................................... 2

The Audience ........................................................................................................................... 3

How the Design Connects the Content ....................................................................................... 3

How Are You Progressing ....................................................................................................... 5

Let Us Support You ...................................................................................................................... 6

UID Checklist ............................................................................................................................... 7

Enhancing the Learning Environment ....................................................................................... 10

References .................................................................................................................................... 11

Evaluation Checklist .................................................................................................................. 12

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Why TCPS2: CORE?

The decision to review this educational tutorial stemmed from two factors:

The first being that it is a required assignment for one of my professional subjects,

which is how I came to know of its existence. Therefore, I have already formulated my

opinion on the overall tutorial.

The second, after careful review of the delivery, I perceived the lack of appeal to the

learner with the use of outdated examples and tools

This particular e-learning is not my favourite and requires updating to bring it to the level other

free e-learning courses are offering.

In the following pages, I will detail my observations and conclusions of TCPS2: CORE,

provide my recommendations on ways it can be brought current and be more engaging.

Hopefully, through this review, I myself will too better understand what tools I find will be

effective in an anagogical environment.

What is it all about?

TCPS2 stands for Tri-Council Policy Statement: Ethical Conduct for Research Involving

Humans (TCPS 2), which is the in-depth version and CORE is Course on Research Ethics,

resulting TCPS2: CORE. The combination of the two defines what the learner will get from the

material in the modules. It is an introduction to the topic and the modules look to cover the

basics, while providing sufficient information to equip learners with the comprehension to

make risk assessments of research proposals or communicate the importance of it to another.

The course is free and is not a common educational tutorial; therefore being associated with

one of the affiliations listed would assist in explaining how the learner discovered it.

Perceived Main Objectives

On average, it takes about 3 hours to complete but depending on the individual’s

schedule or whether exploring all areas per module is desired, the average time frame may be

exceeded. Upon completion, the learner should accomplish the following objectives, in my

opinion:

gain working knowledge of research ethics as it relates to the collection of data involving

human participants and research proposals

understand and explain the core principles to research ethics

evaluate the relativeness of the material included in the modules with situations that

may surface on the job or in a particular discipline

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analyse a research proposal to qualify its ethicalness as it pertains to research and the

core principles

explain potential risks in research to another individual

strategize ways to minimise or eliminate risks or possible violations in a research

proposal submission

The Audience

TCPS2: CORE is geared to those individuals who are highly involved in and with the

collection of data and compiling the collected information into reports to be used for the

internal or external purpose for the organisation. (It is critical to note that the research must

include human participants in the research process.) Researchers are primarily the users of this

tutorial as it provides guidance on research proposals and the information that needs to be

included upon submission. Other users are those who are members of the Research Ethics

Board, or REB, and would like a refresher on what to expect from submissions and their

purpose, which is outlined in the last module. However, the restriction is not placed on the

tutorial, therefore making it open to anyone interested in learning about this topic. But the

likelihood of that occurring is low, as this is not a heavily publicised topic.

How the Design Connects the Content

TCPS2: CORE is divided in to 8 different modules that build on what was learned in the

previous module. Each module has a set of objectives followed by an introduction of the topic.

A summary of the objectives to be met for that module is provide right before the module quiz.

If you look at the example below, Module 8: REB Review, it is evident on how the objective was

achieved, respectively. The e-learning tutorial was designed to encompass the all levels of

Blooms Taxonomy: knowledge, understand, apply, analyse, and evaluate and synthesis. The

apparentness of Bloom’s Taxonomy is upon completion of each module, where the higher

modules look to have the learner construct their own opinions, actions and follow through

various related situations.

Module 1: Core Principles

Module 2: Defining Research

Module 3: Assessing Risk & Benefit

Module 4: Consent

Module 5: Confidentiality

Module 6: Fairness and Equity

Module 7: Conflict of Interest

Module 8: REB Review (no quiz)

Objectives

o Understand the roles and responsibilities of REBs and researchers

o Describe the research ethics review process

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o Recognize common errors and omissions in REB review applications

Summary

o REBs are mandated by the Federal Government through the three major

research funding agencies to uphold the ethical principles outlined in TCPS 2.

o REB review involves a proportionate approach in which the foreseeable risks to

participants are weighed against the potential benefits.

o Researchers and REBs are expected to work together to ensure that the design

and conduct of all approved research is of the highest ethical standard.

In module 8, learners are given the options of proceeding as a researcher or as a

Research Ethics Board member. If the proceed as a researcher is selected the

following information will be covered; however, both options are available to be

explored after completing one of the options and returning to do the other:

Discusses the role and purpose of the REB and review of research proposals

Summarises the main points from the first 7 modules as it relates to the

elements of research design

It encourages further study of the topic and the advantages of doing so

Discusses the different types of reviews and how it is decided upon:

delegated, full-board

Common errors encountered in research proposal submissions

Providing more information when required

Appeal process

Learners are not granted access to the proceeding modules until completion of the

preceding. The reason for this is to provide them with the foundation of the topic and then

continue to build on each, helping with the compounding and application of the material

covered in future modules.

Prior to beginning, the learner is provided with opportunity to complete an orientation.

The orientation covers the bases of navigating through the tutorial such as, the next and back

button, how external links open up in a new window; descriptions of the coloured words –

located throughout each module on the upright hand section of the web page – are provided to

assist the learner with the knowledge to adequately complete the tutorial with a reduced list of

questions of what each item may be. More so, a level of comfort is established, as the learner is

familiarised with the layout of the content and the flow from one page to another. If ever the

learner requires refreshing of the design, the tutorial is always available upon login on the

welcome page.

Each module contains the two or more of the following content as standard part of the design:

A set of objectives that the learner should achieve at the completion of it

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3 different areas on which to continue the lesson in from the perspective of a research

participant/researcher: Social Sciences, Humanities, and Health Sciences, with the

exception of Module 8 which combines Social Sciences and Humanities to make room

for Natural Sciences/Engineering. Note that the case scenarios are relevant to that of

the area of interest chosen; yet the design, content and learning objectives/outcomes of

each module remains the same

A video or audio file providing learners with insight of real situations that involved

research ethics violations locally or nationally

Topical examples focused on the area of interest selected

Mini assessments of the material are inserted throughout in the form of polls, quizzes

and opinion based questions

Resources to obtain more information on a particular subtopic within the module

The one mechanism I must commend about the design is the learner is cannot proceed

through a module until the required activities such as, the readings of case studies or

assessments, are completed. This is also still in place during the review of a completed module,

reducing the chances of possible unethical behaviour, while increasing the chance of instillation

of the material for the individual. The opportunity to refresh the information is given, although

the word review is a bit deceiving as to what one will be shown. Initially, I thought a detailed

summary of the material would be made available, not being forced to redoing a module. But I

can comprehend somewhat of the reasoning behind that. I believe another word should be

used in place of review, providing more clarity to what the end-user may be perceiving.

How Are You Progressing

Considering the design and purpose of this e-learning, the only progress indicator is on

individual’s dashboard. The user dashboard allows the learner get a snapshot of the modules

status to date, with the date and time of completion, and an option to review the material

again. If ever the individual logs off while completing a module, on the dashboard the individual

clicks continue under options and he/she can resume where he/she left off.

When completing the assessments found, throughout the modules, feedback is

immediate, allowing the learner to compare answers and determine areas of improvement.

Learners may decide to reread the information to that point to strengthen their comprehension

of the material.

At the end of module 8, a certificate confirming the learner’s successful completion of

all 8 modules will be awarded, in which an option to participate in a satisfaction survey is given.

The administrator of the survey is Queen’s University, The survey allows you to answer a set of

questions with standard responses. Closer to completion of the survey, the option to voice your

opinion on the delivery of the material is permitted.

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Let Us Support You

On the first page of Module 1, a reminder is inserted under the objectives of the

required software needed to access video and audio files that are located in the material. This is

the only place where the reminder is inserted. It is safe to assume that the team believed that

once would be adequate enough to get the learner through the course without any hiccups.

However, I believe they failed to take in to consideration that the material may not be

completed at the same computer, therefore the need to have this reminder is necessary for

each module.

Throughout the different modules, FAQs and Help/Contact Us link is conveniently

located at the bottom of the site page. FAQs are recommended for those individuals who

require immediate assistance, while the Help/Contact Us link doesn’t look to resolve technical

issues quickly but are used for more persistent issues.

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UID Checklist

The following table provides the UID principles and how the e=learning applied it in its

designing of the content and the delivery. This looks at how accessible the course is and does

not determine whether it is exceptional or poor. Although there are apparent design flaws, the

educational tutorial has met the minimum requirements for each principle but should not settle

for minimal, regardless.

Principles Applied to this Educational tutorial

Ways it was used

accessible and fair use The tutorial has looked to include this principle in its design, by have visuals, text, and audio in attempts to meet all learning styles. An example of how this was achieved was including a link to a video or audio file to refer to instead of a text example.

flexibility in use, participation and presentation

The tutorial achieved this satisfactory. The lacking of collaborative methods, i.e. discussions, group assignments, but then again it goes back what the purpose of tutorial is. Although, it is developed to introduce the learner to the topic, I am convinced a discussion area would be one method of modifying the feel of automation. It does provide prompt automated feedback for assessments.

straightforward and consistent The tutorial meets the requirements for this principle. The assessments are consist and provides the learner with varied formats to evaluate the knowledge acquired in the modules. In reference to the layout and navigation, for first time users, even after the orientation, it may

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be awkward at first but after a couple of modules, then navigation becomes easier. The location of the back and next buttons are awkwardly placed but as stated previously, adaption kicks in after a while.

explicitly presented and readily perceived

Somewhat achieved. There are times within modules where the learner may interpret the material differently from what the facilitator desires. For example, there are occasions in the module where the instruction will request you click on links to obtain further information. The way the instruction is worded gives the impression that it is optional or all the links do not have to be viewed prior to progressing in the module. If this was plainly statement, then my opinion would be different.

provide a supportive learning environment

Once again, in my opinion, the tutorial barely qualifies as having included this principle in its design. It does provide learners with a FAQ page but outside of that, the support is lacking. A collaborative environment, might minimise the need to look to customer or technical support for an answer. In a discussion board, other participants are given the opportunity to interact with each other while providing that supportive learning environment.

minimize unnecessary physical effort or requirements

The need to come in to a physical training space to be introduced to this topic is eliminated by having this available as an e-learning course. The only requirements to successfully

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= No = Yes

complete the course is a computer with working sound, internet connection and flash player to view the video files. A mobile version would add more convenience and flexibility.

ensure a learning space that accommodates both students and instructional methods

There are still individuals who do not have a laptop for mobility, therefore restricting the learner to complete the modules at home or possibly the library. If a mobile version was created, this would open the doors for learners to explore the modules more in-depth, as they can complete them on the go.

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Enhancing the Learning Environment

Regardless of the topic or the audience being targeted, learning should be fun. Fun can

and has been proven to be customised to satisfy the business world by using appropriate and

relevant content; and using different tools to enhance the appearance for example, animations,

colourful presentations, games.

In the technological age that we live in, the educational tutorial needs to be redesigned

to remain current in appearance with some of the content used and more accessible with a

mobile version, allowing learners to complete modules on the go. Also, incorporating animated

videos throughout and a podcast version of the information minus the assessments, would

reach individuals with learning styles that prefer learning by listening or who are more visual.

Although, the educational tutorial looks to encapsulate all these styles by having a bit of

everything, it is more heavily weighted on learning styles that are linguistic and intrapersonal.

By effectively combining the learning styles, instead of applying them separately in the

modules, the information will come alive and increased retention is more probable. Another

area requiring improvement is the layout of material on the page needs to be revisited as well.

Learners do not want to be looking all over the place for the information, although the

designing team must have wanted movement of some sort why it was laid out as such.

Overall, in my opinion, the educational tutorial accomplishes what it is set out to do

even though, it is not visually appealing and the platform used may have been executed better.

But based on andragogy principles alone, it meets the requirements. However, it is still lacking

in how the material is delivered. Conversely, the learner will still walk away with the retention

of some knowledge and with a few more reviews of the material, adequate knowledge allowing

the learner to meet all of the main objectives.

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References

Canada, Government of. Panel on Research Ethics. n.d. Online. 10 November 2013.

"Seven Principles of Universal Instructional Design (UID)." 14 February 2013. Brock University

Teaching Wiki. Online Article. 9 November 2013.

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Content

☒ Clear Objectives ☒ Relevant

☐ Currency ☒ Depth

☒ Example Based ☐ Linked to job performance (KPI) or JD/JS

☒ Consistency ☒ Integrity

Comments

Although the tutorial does not have main learning objectives, it has provided learners with a set of objectives to be accomplished at the beginning of each module. A summary of the objectives are given at the end of each module, usually before the module quiz. The summary confirms how the objective was achieved in completing the required readings and activities.

Process (flow)

☒ Layout ☒ Navigation (linear/sequential, fluid)

☐ Aesthetics (audience, image, cultural) ☐ Progress monitored (time, content)

☐ Consistency

Comments

The layout of this educational tutorial is not my favourite, neither is the navigation movement. The way the learner moves from one subtopic/module is through a linear and sequential format. With completing a set of activities, the learner is not permitted to progress.

Media

☒ Rich media used ☒ Appropriate use of media

☒ Placement of media (links, embedded) ☐ Immersive environment

☐ Social media ☐ Speed

☐ Quality ☒ Internet based

Comments

The tutorial attempts to use a variety of media throughout the each module but it lacks in creativity and currency.

Feedback

☒ About progress ☒ About what is learned

☒ Interim testing ☒ Objectives met

☒ Consistency

TCPS2: CORE Evaluation Checklist

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Comments

Support System

☐ Evaluation mechanism ☒ Timely help (live, tip sheets, orientation)

☐ Facilitator availability (SME) ☒ Technical issues

Comments

FAQ and Help/Contact Us link is available on the bottom menu. FAQs (frequently asked questions) provides immediate help to minor technical issues or situations that require more clarity. Help/Contact Us, on the other hand, addresses more extensive issues that require a more in-depth response, therefore having a longer response time. The way of communicating these issues is by email.

Accessibility

☐ Need for accessibility ☒ Visual (text, photos, video)

☒ Auditory ☐ Spatial

☒ Infrastructure (internet, computer, devices) ☒ Consistency

Comments

Collaboration

☐ Synchronous functionality (chat, teleconference, video)

☐ Asynchronous functionality (discussion board, email, wiki, blog, social media)

☐ Immersive

Comments

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General

☒ Flexibility (rigid learning or allows for self-pace, self-direction)

☐ Effort minimized (tools readily available readily – to support learning)

Comments

In my opinion, the learning is a hybrid of rigid and self-pace, self-direction learning. The reasoning behind this, simply relates back to the fact there are times that the learner is given the option to control what information is relative; however, most of the time topics have to be completed in a sequential, linear fashion. For example, if the learn felt something to be of little relevance the likelihood of being giving the option to skip and continue may not present itself. This is evident when the learner is asked to click certain links for more information.

Other Comments

I enjoyed the information that was presented as it is relevant to my education as I do my research. However, the only major flaw I see is the design of the website. I am not sure when it was developed but it needs to be updated to bring the material alive.