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Karen Cooper Marisa Davis November 2007 PowerPoint Presentation
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Karen Cooper Marisa Davis November 2007

Karen Cooper Marisa Davis November 2007

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Karen Cooper Marisa Davis November 2007

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  1. Systematically Designed Instruction for HOTC: Interactive, web solution for required annual training Karen Cooper Marisa Davis November 2007

  2. HOTC Web-based TrainingSystematic Design Approach • HOTC Annual Training Problem • Required, • PowerPoint-based statistics, • Instructor-led semi-annually, • Dry, sequential instructional format, • No pedagogical or andragogical strategies.

  3. HOTC Web-based TrainingSystematic Design Approach • Solution: On-line Approach to Workforce Development • Systematic Design of Instruction, • University and Corporate/Community partnering, • Systematic Design Approach, • Instructional Strategy, • Supporting instructional media, • Learner-centric instructional approach, • Objective and assessment alignment, • Meeting state requirement criteria, • And inherent benefits of workforce e-learning environment.

  4. HOTC Web-based TrainingSystematic Design Approach • Analysis • Goal Statement • Subordinate skills analysis • Design • Objectives & Assessments • Instructional Treatment Plans • Development • for Alternative Delivery • Implementation • Instructional Units • Evaluation • Formative Evaluation Reports • Summative Evaluations

  5. HOTC Web-based TrainingAnalysis – Goal Statement • Goal Statement Learners will be able to address HIV related issues when working with HIV patients in a Hospice environment and satisfy the State of Florida licensing requirement for HIV education.

  6. HOTC Web-based TrainingAnalysis – Subordinate Skills

  7. HOTC Web-based Training Design • Terminal Objective: • Given a variety of scenarios, the learner will be able to identify key concepts of HIV/AIDS and choose appropriate care and treatment options for hospice patients with 80% accuracy. • Enabling Objectives: • When asked to assess an HIV patient based on case studies, you will be able to: • Recognize how history and impact statistics are linked to each case; • List appropriate stage of the disease; • Determine eligibility for hospice; • Identify appropriate treatment options for the patient; • Identify appropriate Social Services for patient; • Identify universal precautions that should be taken. • Prerequisites: • Reading at an 8th grade level in English; • Basic computer literacy. • Time requirements: • Approximately 1 hour. • Strategy: • BSCS E5 Model Instructional Model and Strategy (Engage, Explore, Explain, Elaborate, Evaluate).

  8. HOTC Web-based Training Deliverables • Deliverables: • Analysis Report • Instructional Unit • Http://home.cfl.rr.com/jkmalr/HOTC/Home.htm • Learner Guide • Practice Exercise • Learner Assessments • Formative and Summative Evaluation reports

  9. HOTC Web-based TrainingInstructional Unit Http://home.cfl.rr.com/jkmalr/HOTC/Home.htm

  10. HOTC Web-based TrainingLearner Guide

  11. HOTC Web-based TrainingAssessment 1