Instructional Design/Program Development

(L)earning (M)ade (S)upportive Through LMS Data 

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This post is provided by guest blogger, Sejdije Fejza, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.

In this article, researchers from the University of Queensland in Australia analyzed whether LMS data is useful in understanding learners and their needs. Video based learning management systems were assessed by monitoring how many times a student clicked on a video and the amount of time that video played. Exam results were also reviewed to determine whether LMS data can assist student learning. First, it revealed students’ preferences for learning. Additionally, students can reference back information or work on their own time. They also revealed that shorter videos and content receive the best results when instructing through this LMS. 

This source is helpful for organizations who are deciding what factors to assess in their LMS to support student learning. If individuals adopt this form of analysis to support learning, it is important that they carefully choose the best LMS features to assess. This will avoid limitations in data. For instance, it’s important to consider how engaged students are when watching a video. Therefore, the number of times clicked on a video may not necessarily correlate to whether the viewer is actively paying attention to the video to assist in their learning. 

Reference 

Maloney, S., Axelsen, M., Galligan, L., Turner, J., Redmond, P., Brown, A., Basson, M., & Lawrence, J. (2022). Using LMS log data to explore student engagement with coursework videos. Online Learning, 26(4), 399–423.

Assessing Micro-Learning in a Healthcare Education Environment

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This post is provided by guest blogger, Theresa Anderson, graduate student University of St. Francis, MS Training and Development program.

This article on the healthcare education micro-learning environment measure (HEMLEM) is a research article aimed at creating an evidence-based measurement tool for assessing clinical micro-learning environments across several healthcare professional student groups. The authors suggest there may be gaps between what healthcare professional students should be learning and what they learn. The authors took a mixed methods approach to create a micro-learning environment measure. They acknowledge that teaching quality, staff attitudes, and behaviors are critical for a good micro-learning environment. 

The article is helpful for anyone attempting to measure how micro-learning within the education of a healthcare professional environment affects students’ learning. The authors created a measurement tool through a step-wise approach: literature analyzing existing tools, generating new items through thematic analysis of student experiences, the Delphi process involving healthcare educators, piloting the prototype, and item reduction. The item reduction tool was a twelve-question survey of the students with differing healthcare professions. HEMLEM seems to be an efficient way to measure success or what needs to be improved in a micro-learning environment. 

References

Isba, R., Rousseva, C., Wolf, K., & Byrne-Davis, L. (2020). Development of a brief learning environment measure for use in healthcare professions education: The healthcare education micro learning environment measure (HEMLEM). BMC Medical Education, 20(110). https://doi.org/10.1186/s12909-020-01996-8

The Training Debate: Online vs Face-to-Face or BOTH!

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This post is provided by guest blogger, Debra Eungard, a graduate student at the University of St. Francis in Joliet, MS in Training and Development program.

Online learning vs face to face training by Georgina Cooke (2023) is a thought-provoking article.  In the article, Ms. Cooke (2023) discusses the difference between online learning compared to face-to-face learning and goes on to discuss a blended model. She digs into the notion that today’s workforce leans toward online design. Ms. Cooke (2023) gives the reader advantages to online learning that are beneficial to both the company and the employee involved with the training.  She concludes the article by expounding on the benefits of a blended program.  She advises the reader that there are strategies and approaches that can make the blended model the most attractive for all involved.   

The article is an interesting read for both the training department and the employee in that it brings to the forefront the difference between all the different models.  Ms. Cooke (2023) gives clear and concise definitions with tips and strategies that can be implemented.  From the organization’s perspective, this article can be useful when organizing or creating content for remote training, face-to-face, or a blended model.  It allows them to research which model fits their staff’s needs. This article can also be helpful for the remote staff going through the training.  The author explains the importance of all three methods and makes it easy to understand why a company moves towards one approach compared to the other models.

Reference:

Cooke, G. (2023, April 5). Online learning vs face to face training. Elucidat. https://www.elbothucidat.com/blog/online-learning-vs-face-to-face-learning/

E-learning Assessments Guide for Beginners

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This post is provided by guest blogger, Theresa Anderson, graduate student University of St. Francis, MS Training and Development program.

Wondering how to determine if your e-learning course is effective? Assessments, such as tests and quizzes, can provide valuable data. However, if you’re new to e-learning, you may be unsure of what constitutes a good assessment and what metrics are essential to measure. In this article, Bianca Woods (2022) addresses the most commonly asked questions about creating a practical e-learning quiz. Woods explains what e-learning assessments are, if assessments are always necessary, when learners should be assessed, what types of questions to include, and how to design effective assessment questions. 

If you’re new to online training and want to evaluate whether your course is well-designed, I highly recommend checking out this article. Woods (2022) recommends incorporating assessments at multiple points throughout the course if it aligns with the instructor’s goals. This article offers tips for beginners, and I plan to implement them in my work.

References

Woods, B. (2022). The beginner’s guide to effective e-learning assessments. E-Learning Heroes. Retrieved June 8, 2023, from https://community.articulate.com/articles/overview-of-e-learning-assessments

Traditional Assessments Gone Virtual

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This post is provided by guest blogger, Brianna Richardson, a graduate student at the University of St. Francis in Joliet, MS in the Training and Development program.

As technology continues to transform learning landscapes with e-learning, it is vital to stay aware of current technologies that can help educators track student understanding in online environments. In the article “7 Ways to Do Formative Assessments in Your Virtual Classroom” for Edutopia, Nora Fleming (2020) provides a thought-provoking take on how instructors can take familiar assessment strategies, that were once implemented in-person, and apply them in a digital space to verify how well students are learning. Fleming gives readers a number of creative ideas on how to add virtual value using digital platforms to deliver reflection and connection opportunities.

The article is a comprehensive overview of different online platforms that can help learners connect with their peers, complete learning objectives, and identify knowledge gaps. It is a great read for instructors, or trainers, that understand traditional assessment strategies and are looking for ways to apply them to an online learning environment. After reading, instructors will be aware of innovative solutions for assessing online learning outcomes. The article highlights platforms like Canva for online journal reflections, Padlet for live knowledge checks, or video conferencing platforms for peer-to-peer evaluation (Fleming, 2020). The strategies aren’t new, but the delivery method may be.

Reference

Fleming, N. (2020, October 1). 7 ways to do formative assessments in your virtual classroom. Edutopia. https://www.edutopia.org/article/7-ways-do-formative-assessments-your-virtual-classroom/

Wholistic e-Learning Through e-Portfolios

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This post is provided by guest blogger, Sejdije Fejza, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.

Researcher Patience Kelebogile Mudau identifies perceptions of e-portfolios as a form of assessment. E-portfolios are digital spaces for a user to compile projects that highlight qualities about themselves. This assessment enables users to be actively involved in their learning. Students can also engage in the process of reflecting on feedback before they submit activities to their e-portfolio. Despite the possible need for technical training, Professors at University of South Africa agree that e-portfolios are effective in promoting student-centered learning and growth in digital literacy. 

This article’s data were gathered qualitatively through interviewing lecturers that have participated in administering e-portfolios as a requirement for their online students. This firsthand account of information will assist other instructors who are weighing the benefits and limitations of digital student-centered assessments. This entry also serves as an asset because it is published in the International Journal of Educational Methodology which provides readers with pedagogical techniques that succeed around the world. In a world where digital workplaces are on a rapid rise, it is beneficial to consider different techniques, needs, and outlooks in our ever-growing communities. 

Reference: 

Mudau, P. K. (2021). Lecturers’ Views on the Functionality of e-Portfolio as Alternative Assessment in an Open Distance e-Learning. International Journal of Educational Methodology, 8(1), 81–90. https://doi.org/10.12973/ijem.8.1.81

Winning Strategies for Online Learning

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This post is provided by guest blogger, Brianna Richardson, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.

During the pandemic, more courses began being offered online than ever before. However, some educators have been using proven teaching methods for online learning for quite some time. For Edutopia, Michael Ralph (2020) provides an insightful summary of a study that interviewed a group of eight award-winning online instructors, with more than 100 years combined experience, to identify key strategies that can make an online course more engaging. Strategies like student created content, intentional learning reflection opportunities, and current multimedia sources were used by these seasoned online educators. The article provides actionable suggestions for creating engaging and relevant online courses.

I would recommend this article for educators, or trainers, that are still adapting to the world of online learning. Ralph uses real world examples to create a clear roadmap for how to design an award-winning online course. I have even seen some of the listed recommendations utilized in our graduate program. One specific example is the use of discussion posts as an opportunity to reflect on what has been learned. Every course I’ve taken in the program uses this reflection activity. The article highlights how the subjects of the study intentionally created these opportunities in the lesson plan (Ralph, 2020).

Reference

Ralph, M. (2020, April 17). Teaching strategies of award-winning online instructors. Edutopia. https://www.edutopia.org/article/teaching-strategies-award-winning-online-instructors/

Speech-Language Pathology E-Mentorship Capitalizes Virtual Space

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This post is provided by guest blogger, Theresa Anderson, graduate student University of St. Francis, MS Training and Development program.

Research on mentorship has mainly come from the fields of higher education, intercultural psychology, and counseling. It examines the personal, interpersonal, and professional aspects that contribute to positive and successful relationships. Despite mentorship in all field areas, including student training in clinical and academic settings, speech-language pathology (SLP) literature has not explored these aspects extensively. Mentorship promotes the development of theoretical and clinical knowledge. This article proposes a new “e-mentorship” model, which substitutes remote mentorship for in-person. It outlines the potential roles a mentor and mentee could play and links interpersonal and professional skills in a creative tutorial for e-mentorship in SLP.

This article delves into the different mentoring models and how they can benefit individuals in the field of SLP, regardless of their level of knowledge and experience. The authors explore various methods of utilizing e-mentoring within SLP and emphasize the importance of collaboration between mentors and mentees, who may be clinicians, researchers, faculty members, or students. By adapting their approaches and resources also to suit the needs of their clients and caregivers, they can make the most of e-mentoring opportunities and create a virtual space that goes beyond geographical barriers, leading to an enriching experience in therapeutic and academic environments.

References

Taiebine, M., & Keegan, L. (2022). E-Mentorship in speech-language pathology. Teaching and Learning in Communication Sciences & Disorders, 6(3), Article 8. Retrieved June 4, 2023, from https://doi.org/DOI: 10.30707/TLCSD6.3.1664996985.164457

Creating Design Strategies through Mind Mapping

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This post is provided by guest blogger, Kelly Andrzejczak, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.

Take advantage of the brains ability to make connections through mind mapping. This technique allows learners to brain dump all of their related thoughts, ideas, and concepts into a visual process that can be constantly edited. Once you feel you’ve captured every idea into the map, you can begin to make sense of what you’re trying to accomplish with the information or end result. In the instructional design process, mind mapping addresses the needs assessment by providing space to answer the who, what, where, when, why, and how. Then use this information to build out your goals, objectives, and proposed outcome.

This process is helpful for instructional designers who are looking for ways to capture all of their thoughts and ideas in one place. It can be hard to know where to start in instructional design and this technique breaks down the process in a way that lets you free your brain of all of your ideas to explore which will be most effective. This resource was found through ATD, the world’s largest association for talent development, so it comes with a great reputation. The article is equipped with five steps to get started making this an easy resource to use.

Marrapodi, J. (2019, May 1). Mind mapping for better instructional design | ATD. https://www.td.org/magazines/td-magazine/mind-mapping-for-better-instructional-design

Teaching Medical Procedures. How Do I Apply Instructional Design?

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This post is provided by guest blogger, Tricia Padgurskis, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.

When you go to a medical appointment or visit someone in the hospital, do you ever wonder whether the physician or nurse has been properly trained in central or IV-line insertion?

In the Medical Science Educator Journal (a peer-reviewed publication of the International Association of Medical Educators (IAMSE)), Cheung (2016) proposes that using instructional design provides effective and consistent training methods for medical procedures to professionals.  Like many professions, healthcare can have inconsistent training methods which may lead to patient safety concerns.  If you have studied Gagne’s nine events of instruction, you might enjoy the article’s description of a blended instructional design model in an example of how teach a chest tube insertion to staff (Cheung 2016).  Although the design was clearly described, the proposed educational model did not provide outcome results in staff/student actual skill performance.  Cheung only measured the learners’ perceptions of their training in a Likert scale pre- and  post-evaluation (Cheung 2016).  Hopefully, we will see future studies in job performance outcomes with this instructional design.

When you read this article, consider for yourself whether you might apply this instructional design to your clinical workplace!

Cheung L. (2016). Using an Instructional Design Model to Teach Medical Procedures. Medical Science Educator Journal, 26, 175–180. https://doi.org/10.1007/s40670-016-0228-9