Instructional Design/Program Development

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

Emerging Technologies and eLearning-Raising the Bar

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

E-Learning is evolving to create the ultimate self-driven and self-paced yet interactive design. It is emerging into an interactive model that is intuitive for the learners’ needs. Is this what learners need and want? Will this aid them in achieving their goals? Mangalvedhe examines this in this 2023 article. The author examines how emerging technologies can influence and transform learning and development moving forward. In the article, the author examines how artificial intelligence, augmented and virtual reality, gamification, mobile learning and microlearning will change how we interact and respond within the learning model to a more profound level than we have in eLearning.

This is an excellent article for content creators and instructional designers that are seeking ways to provide interaction and take learning to an application level. The author examines in detail how each technology can be integrated into instructional design. Mangalvedhe (2023) also discusses how each technology can fulfill and appeal to the various needs of learners. Examples are provided to suggest how these technologies can be executed successfully in the created content. These examples will be a starting point to consider using these advanced technologies that workplaces are already utilizing to raise the bar of flexible and efficient learning while expediting the upskilling process.  

References

Mangalvedhe, A. (2023, January 12). The emerging technologies in Elearning. eLearning Industry. https://elearningindustry.com/the-emerging-technologies-in-elearning

Digital Immigrants E-learning Study Includes LMS and WhatsApp

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

An e-learning study was conducted at a Malaysian university of students aged 40 and older. Participants included a total of 14, two men and 12 women who agreed to participate in the study. Ch’ng Lay Kee (2020), termed the respondents as digital Continue reading →

I Can See It! There’s an eLearning Course in Here Somewhere!

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

In the article, What is the ADDIE Model of Instructional Design? Andrew DeBell (2020), provides us with a quick starter guide to the ADDIE process of instructional design and development. The ADDIE model is a flexible process that may be used to create any type Continue reading →

EEAM: A New Tool for Assessing E-learning

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

Researchers from Tehran University of Medical Sciences and University of Tehran conducted a study of e-learning programs. The goal of the study was to develop an assessment that would gauge students’ perceptions of the e-learning environment. Both Continue reading →

Assessment for Online Learning

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This post is provided by guest blogger, Tricia DeFay, graduate student at the University of St. Francis in Joliet, MBA in Health Administration program.

Summary

Papadopoulou (2019) discusses how assessments in online learning should be designed. The author asserts that assessment activities are a “powerful way to achieve learning outcomes” (para. 1). According to the author, there are two types of assessments: Continue reading →

Development of Learning Software

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This post is provided by guest blogger, Angelica Sanchez, graduate student at the University of St. Francis, MS Training and Development program.

In this article, the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) instructional design and Feature Driven Development Process (FDDP) were chosen as the instructional design and agile method to guide the design process in Continue reading →

Find Success in Flipped Learning

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

In a workday, every minute spent away from our desks matters. In corporate training, employees can show up to yet another lecture of boring material, wasting more precious time as information is read to them. In his recent article “Flipped Learning, Maximizing Continue reading →

Adult Learners – Hidden Realities

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

David Housel (2020) brought to light challenges some adult learners face that can be overlooked by educators. Although measures exist to help children with difficulties while they are in school, the same is not true for adults. Background, interruptions in Continue reading →