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Safety WBT

Safety WBT. Course Title. Defining your Audience. Who is taking the course? Do their levels of knowledge vary significantly? Have they had the material before/prior knowledge?

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Safety WBT

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  1. Safety WBT Course Title

  2. Defining your Audience Who is taking the course? Do their levels of knowledge vary significantly? Have they had the material before/prior knowledge? Are you using appropriate language (reading level, also technical skill level/verbiage), clinician vs. non-clinician Why are they taking this course?

  3. Objectives of this Course Here is where you list the Terminal Learning Objectives (TLOs). The Terminal Learning Objective provides direction for a lesson. It forces the teacher to think through three questions: • What will the student be able to do as a result of completing the course? • Under what conditions (setting, supplies, equipment, etc.) will the student be required to perform the task? • How well must the student perform the task to PASS? Generally you have 3-5 TLOs. Use words like know, recall, recognize, understand, explain, discuss, etc.

  4. Objectives of this Course • Understand what are xxx • Know how xxxx • What actions to xxxxx • Discuss xxxx • Recognize xxxxx

  5. Course Title1st TLO listed here Graphic, animation, etc. Suggestions appreciated

  6. Course Title1st TLO listed here Enabling Learning Objectives specify a detailed sequence of student activities. The force the teacher to think through the steps involved in completing the task in the TLO. The ELOs usually form the outline for the instruction phase of the lesson plan. They force the teacher to think through a cycle of questions. Below are examples of ELOs for the 1st TLO. At the end of this section, you should be able to: • Define a pathogen • Define a bloodborne pathogen • Describe types of bloodborne pathogens • Cite examples of fluids that may contain bloodborne pathogens • List the “Three Big” pathogens in a clinical setting

  7. Course Title1st TLO listed here Approximately every third slide, have something the student can identify, a question they answer, matching, ordering, etc. Something that will cause them to think about what you have just discussed and promote active learning. This page will require action on the part of the learner. If you showed a brief video, ask something about the video they would only know from watching. If you are demonstrating label identification, test their knowledge. Or provide a suggestion for a type of user interaction.

  8. IMPORTANT TIPS • Always refer back to the TLO and ELO to keep your content organized and focused • Keep your language on the same level • Only add graphics if it enhances meaning • Don’t clutter the screen. It adds to confusion. Leave white space. • Use your main screen to bullet ideas, or provide short paragraphs. Use verbal narration (recorded here) to flesh out these ideas. • Narration provided by you after PPT created. We don’t use your actual voice – it’s digitized. Plus make available for closed captioning. • Don’t be afraid to use examples during the training that learners can relate to. Of course, don’t overuse it either.

  9. Course Title2nd TLO listed here Graphic, animation, etc. Suggestions appreciated Continue development using above guidelines

  10. Course Summary After completing this course, you understand what …, …, …

  11. Contact Information Author: Sumati Kapoor, MS,CIHISD/Editor: Mark SchneiderService Area: SafetyPhone: 323-5734Email:Sumati.kapoor@uky.eduDate Developed Or Revised: October 2012

  12. Quiz Questions • Five or more questions, one coming from each of the TLOs. If there are less than five TLOs, pull additional question from the largest ELO section. • PLEASE INDICATE FOR EACH QUIZ QUESTION WHICH SLIDE THE ANSWER MAY BE FOUND. VERY IMPORTANT. THANK YOU.

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