The Design of Effective Online Instructional Tools: Key Steps to take from the Identification of a Learning Gap to the

1. BREATHING: It's Not Just About Oxygen! The Design of Effective Online Instructional Tools: Key Steps to take from the Identification of a Learning Gap to the Development of the Final Product Jackie Carnegie, PhD, M.Ed., University of Ottawa jcarnegi@uottawa.ca

2. STEP 1: Identifying the Learning Gap • poorly answered exam question • questions students ask during class • student emails

3. http://www.girlsrockinc.org/scuba.html The Question Julie decides to try to get into the record books by sitting under water for as long as possible. She fixes a mouthpiece to a long plastic tube, weights herself down and sits at the bottom of an 8-foot pool with the top of the plastic tube 2 inches above the water.

4. The Question (cont.) 1) After a few minutes she finds that: a) she is breathing more deeply b) she is able to breathe more shallowly c) her depth an rate of breathing are the same as when above water d) her tidal volume has decreased 2)In no more than two sentences, justify your answer to question #1

5. Student Performance on Q#1

6. Answered Q#1 correctly Answered Q#1 incorrectly Student Performance on Q#2

7. Common Errors/Misconceptions • 95% did not recognize the tube as a source of additional dead space volume • 85% did not mention blood CO2 levels as the driving force behind ventilation • 5.5% suggested that a lack of O2, only, would prompt increased lung ventilation

8. THE GOAL

9. *Step 2*: Planning the Online Learning Modules • Begin the Planning with a Position Paper • Conduct a Task Analysis • Formulate Learning Objectives • Determine Entry Level Knowledge & Behaviours • Construct a Site Map

10. 2A. Write a Position Paper The Problem to be Addressed Health Science students in undergraduate ANP courses have difficulty: • synthesizing • applying physiological concepts in different contexts

11. 2A. Write a Position Paper Consider the Learner & Apply Cognitive Strategies • DECL • Delivery (scope, sequence, strategies) • Environment (learning climate, learning setting) • Content (required mental operations & tasks, learning domain) • Learner (attitudes, capacity, demographics)

12. 2A. Write a Position Paper Apply Cognitive Strategies • Gagné’s Nine Events • Gain attention • Inform learners of objectives • Stimulate prior learning • Present the content • Provide learning guidance • Elicit performance for practice • Provide feedback • Assess performance • Enhance retention and transfer

13. 2A. Write a Position Paper Expected Cognitive Improvement • Students will be able to explain the interrelationship between blood CO2 levels & lung ventilation. • Students will be able to recognize situations that will influence blood CO2 levels & predict how the body will respond to maintain homeostasis.

14. 2B. Conduct a Task Analysis • Primary tasks & subtasks • What tasks do you want the student to be able to do? • Tasks and subtasks lead to learning objectives • TPO & EOs • Each subtask is associated with required task knowledge • What does student need to know in order to be able to do each of these tasks?

15. Lung Ventilation Task Analysis • Describe the role of lung ventilation in clearing CO2 from the bloodstream. • Describe the role of blood CO2 levels in regulating lung ventilation. • Recognize various clinical and physiological scenarios as examples of alterations in DSV and explain resultant compensations of the body to maintain homeostasis.

16. Subtasks & Task Knowledge TASK #1:Describe the role of lung ventilation in clearing CO2 from the bloodstream.

17. 2C. Formulate Learning Objectives Terminal Performance Objective The student will recognize clinical and physiological examples of conditions that alter alveolar ventilation and, through application of the role of blood CO2 levels in regulating respiration, predictand explainthe body’s compensatory responses that will maintain homeostasis.

18. 2C. Formulate Learning Objectives EO1: The student will summarize the role of the lungs in clearing CO2 from the bloodstream EO2: The student will delineate the role of blood CO2 levels in regulating lung ventilation. EO3: The student will recognize various clinical and physiological scenarios as representations of DSV that have associated influences on blood CO2 clearance and the regulation of lung ventilation by the DRG.

19. Learning Objectives: Verbs are Important Bloom’s Revised Taxonomy Creating Evaluating Analyzing Applying Understanding Remembering (Tarlinton, 2003)

20. BLOOM’S REVISED TAXONOMYCreatingGenerating new ideas, products, or ways of viewing thingsDesigning, constructing, planning, producing, inventing.EvaluatingJustifying a decision or course of actionChecking, hypothesising, critiquing, experimenting, judgingAnalysingBreaking information into parts to explore understandings and relationshipsComparing, organising, deconstructing, interrogating, findingApplyingUsing information in another familiar situationImplementing, carrying out, using, executingUnderstandingExplaining ideas or conceptsInterpreting, summarising, paraphrasing, classifying, explainingRememberingRecalling informationRecognising, listing, describing, retrieving, naming, finding Modified from Tarlinton, 2003

21. EO2:The student will delineate the role of blood CO2 levels in regulating lung ventilation EO2.1:The student will outline the process by which air is moved into and out of the lungs under resting conditions and, given a diagram of the brain stem, locate the DRG and justify its designation as the pacesetting inspiratory centre of the body. EO2.2: Using the carbonic acid-bicarbonate equilibrium reaction to link CO2 levels with pH, the student will explain the mechanism by which CO2 levels regulate the rate and depth of breathing at the level of the DRG.

22. 4. Entry Level Knowledge & Behaviours • What basic knowledge should students already have? • What basic abilities should students already have?

23. 5. Construct a Site Map

24. Let’s Have a Look at the Web Site BREATHING: It's Not Just About Oxygen!

25. Key Last Step: Formative Evaluation Potential Evaluators: • content experts • instructional designers • students

26. Formative Evaluation Content Expert: • motivation for learning • subject matter • self-testing exercises • *invitation to provide comments*

27. Formative Evaluation Instructional Designer: • language, grammar, directions • displays & surface features • use of audio • questions & module construction • *invitation to provide comments*

28. Formative Evaluation Student: • language & ease of use • interest • content & module design • *invitation to provide comments*

29. References • Gagné RM, Briggs LJ & Wager WW (1992) Principles of Instructional design. Harcourt Brace Jovanovich. • Mann BL (2005) Making your own educational materials for the Web. Int. J. Instruct. Tech. & Dist. Learning 10 (2). • Marieb E (2004) Human Anatomy & Physiology. Pearson Education • Moreno R & Mayer RE (2000) A learner-centered approach to multimedia explanations: deriving instructional design principles from cognitive theory. http://imej.wfu.edu/articles/2000/2/05/index.asp • Tarlinton D (2003) Bloom’s revised taxonomy. http://www.kurwongbss.qld.edu.au/thinking/Bloom/bloompres.ppt