Exploring the Real World: Medical Librarians' Involvement in Supporting EBM Practice
Instructional Design for Medical Librarians
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Transcript of Instructional Design for Medical Librarians
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Learning By Design
Instructional Design for Medical Librarians
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Objectives• Describe the basic principles
of instructional design• Distinguish between
educational technologies to investigate when creating an instructional design plan
• Create a short tutorial using educational technologies based on sound instructional design theoryAttribution: StockMonkeys.com
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What’s the need for an instructional designer?
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Overview of Curriculum at University of Illinois at Chicago College of Medicine
M1 M2• Cell & Tissue Biology (fall)• Medical Biochemistry (fall)• Anatomy / Embryology
(fall/spring)• Essentials of Clinical Medicine 1-2
(fall/spring)• Physiology I/II (fall/spring)• Neuroanatomy (spring)• Brain & Behavior (spring)• Medical Genetics (spring)• Human Development
(spring)• Basic Immunology & Microbiology (spring)
• Essentials of Clinical Medicine 3-4 (fall/spring)
• Clinical Pathophysiology (fall/spring)
• Medical Pharmacology (fall/spring)• Pathology (fall/spring)• Clinical Microbiology & Immunology (fall)
• Psychiatry (spring)
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Instructional Design Theories
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http://carbon.ucdenver.edu/~mryder/itc/idmodels http://www.instructionaldesign.org/theories/index.html
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ADDIE
Analysis
Design
Development
Implementation
Evaluation
Backward Design
Photo Credit: ©iStockphoto.com/arcady_31
• Merrill’s First Principles of Instruction• Dick and Carey Model• Kemp’s ID Model• Gagne’s Nine Events of Instruction• Bloom• Kirkpatrick• Etc.
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Analysis• What types of learning
constraints exist?• What are the delivery
options?• What are the
pedagogical considerations?
• What is the timeline for project completion?
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Design• Documentation of the project’s
instructional, visual, and technical design strategies
• Apply instructional strategies to outline/create course content
• Create storyboards
• Design the user interface and user experience
• Prototype creation
• Apply visual design
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Getting there…
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Much better…
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Development• Developers create and
assemble the content assets
• Programmers work to develop and/or integrate technologies
• Testers perform debugging procedures
• Project is reviewed and revised according to feedback from team
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Development• Populate modules with
content (tables, videos, images, text, etc.)
• Blackboard tools: Blog, discussion board, quizzes, group tools, mashups, etc.)
• Integrated tools: Echo360, Collaborate, Explain Everything, Sharestream
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Implementation• TAs and Instructors prepared to use new tools used in course
• Learners prepared to use new tools, mode of delivery, and pedagogical approach
• ID ensures that the learning materials (books, hands-on equipment, tools, and software) are in place and course site is functional
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Evaluation• Formative evaluation
• Informing the design
• Present in each stage of ADDIE process
• Summative evaluation
• Informs instructional design improvements
• Conducted after course implementation is over
• Need data from systems and users
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1. Coherence Principle - exclude extraneous words, pictures, sounds2. Pre-training Principle - ensure students have prior knowledge of
names, characteristics of concepts3. Spatial Contiguity Principle - present corresponding words and
pictures in close proximity to one another4. Temporal Contiguity Principle - present corresponding words and
pictures simultaneously rather than successively5. Signaling Principle - highlight important words
RICHARD MAYER’S TEN INSTRUCTIONAL DESIGN PRINCIPLES
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RICHARD MAYER’S TEN INSTRUCTIONAL DESIGN PRINCIPLES (CONT)
6. Redundancy Principle - pair animation and narration together without on-screen text
7. Voice Principle - use non-accented human spoken voice for narration over machine-simulated or foreign-accented human voice
8. Personalization Principle - employ conversational style, instead of formal style to present words
9. Segmenting Principle - offer narrated animation in learner-paced segments rather than a continuous unit
10. Modality Principle - pair animation and narration together instead of pairing animation and on-screen text
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Multimedia Design
Medical EducationVolume 45, Issue 8, pages 818-826, 14 JUL 2011 DOI: 10.1111/j.1365-2923.2011.03988.xhttp://onlinelibrary.wiley.com/doi/10.1111/j.1365-2923.2011.03988.x/full#f1
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(Meta) Analysis Phase
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Best Practices Guidelines
• Decided on by studentsand faculty and covers:
• Backgrounds• Fonts• Objectives• Summary slides• Etc.
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Faculty Development• Faculty Development Series begun (more formally) in spring 2014
• Best Practices in Learner-Centered Instruction
• Creating Effective Independent Learning Assignments
• Best Practices in Creating Powerful PowerPoint Presentations
• Setting the Stage: Meeting LCME Standard 6.3
• Hands on with Explain Everything
• Poll Everywhere
• Approaches to the Flipped Classroom: Achieve Student Engagement with Active Learning Techniques
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Lecture CaptureMobile Apps
• Explain Everything, http://explaineverything.com/
• ShowMe, http://www.showme.com/
• Doodlecast Pro,
• Educreations
• Echo360
• Panopto
• Adobe Voice, Adobe Slate, https://standout.adobe.com/slate/
• Etc.
Laptop / Desktop
• Reflector, http://www.airsquirrels.com/reflector/
• Camtasia
• Captivate
• Countless other screen casting titles
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Educational Methods: Ways of Delivering
Content• Readings• Lecture• Discussion• Reflection
• Small group
• Team-based learning
• Standardized patients
• Clinical experiences
• Etc.
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Blackboard Numerous “fixes” with student / faculty input
Please, no.Please, no.
Yes, please!Yes, please!
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Observation of Lecture
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Flipped Classroom & Active Learning
https://www.youtube.com/watch?v=wont2v_LZ1E
Active Learning Exercises• Teamwork• Debates• Self-reflection• Case Studies / Poll Everywhere• Team-Based Learning• Problem-Based Learning
McLaughlin, et al. (2014). The flipped classroom: A course redesign to foster learning and engagement in a health professions school. Academic Medicine (89),2. 236-242.
Flipped Classroom• Instructors prerecord lectures
and post online for students to watch
• Class time is dedicated to student-centered learning activities
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Team-Based Learning (TBL)
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CommitteesTechnology - Enhanced Medical
EducationBasic Principles for Teaching with
TechnologyLMS Governance Board
By Peter Mercator (Own work) [CC BY-SA 3.0 (http://creativecommons.org/licenses/by-sa/3.0)], via Wikimedia Commons
https://tlc.uic.edu
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Considerations
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Evidence-Based MedicineMedical librarian and ID worked together as part of a committee to create
EBM questions for a TBL
https://youtu.be/goESaYiXVSM
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Demonstration of a few tools
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ActivityCreate a short 2-3 minute tutorial using a program of your choosing and submit it here. Some of the programs that were discussed in the webinar:
◦ Explain Everything (tablet app)◦ PowToon◦ Camtasia◦ Captivate◦ ShowMe
You will create a short video to illustrate something that might be particularly difficult for your audience to grasp, and perhaps a visual/audio explanation can help with understanding of the topic.
Submit here: https://uofi.box.com/MLA-December-2015
Instructions on how to submit are on the Moodle site!
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Staying up to date• DR-ED listserv
• EDUCAUSE
• Read by Qx
• Linking institutional access to premier journals
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Max AndersonUniversity of Illinois at Chicago
College of MedicineOffice of Undergraduate Medical Education