Developing Technology-based Training: Basics of Tobacco Control

1. Developing Technology-based Training: Basics of Tobacco Control Tobacco Technical Assistance Consortium Dearell Niemeyer, MPH Jane Trowbridge, RN, MPH, CHES Lisa Carlson, MPH, CHES

3. Learning Objectives • Identify the training purpose and target user characteristics • Describe the process used in the development of the Basics of Tobacco Control technology-based training • Describe how the interface design benefits the user • Describe the content and technical challenges and the lessons learned from the development process

4. What is Technology-based Training? • Computer-based learning • Individualized interaction through electronic devices to access, transmit or receive information, guidance or support • Multi-media options with hardware and software requirements

5. Purpose of Technology-based Training: Basics of Tobacco Control • Provide a basic introduction to tobacco control • Provide easy access to tobacco control resources • Clarify many of the complex tobacco control issues for new employees • Address tobacco control for priority populations • Use theory-driven instructional design

6. TTAC Development Team • Executive Director • Operations Director • Development Coordinator • Content Development Team • Technology Production Team • Instructional Designer

7. Process for Developing Basics of Tobacco Control • Analysis • Design • Development • Implementation • Evaluation

8. Analysis: User Characteristics • New employees to tobacco control • Employees at State, local, or grantee level tobacco control programs • Varied public health experience • Diverse educational preparation • Varied computer capability • Varied availability of technology

9. TechnologyIs Available, Though UnderutilizedStatesGrantees

10. CD-ROM is the Biggest Opportunity

11. Design • Materials • Learning objectives • Adult Learning Theory • Methods to engage adult learner • Delivery • Interface • Navigation • Look and feel • Color palette • Screen arrangement

13. Development: Key Decisions Content • What to leave in or leave out • Whether to adjust content to speed development • Whether to use external with internal reviewers Technology-based Production • Use internal production team or outsource • Multi-media • Minimum user requirements

14. Content Development Inputs • Experts • Tobacco control expertise • Literature • CDC OSH • Reviewers • Interviewees • Audience • Needs assessment results • Priority populations representatives • Work group

15. BOTC Content Introduction Terms Evolution MSA Partners FoundationSocial change Population Based Advocacy Goals/objectives Science Documents Hazards Prevalence Industry Resources Glossary Documents Links Evaluation Assessment Usability

16. Technology Development Inputs Theory • Adult Learning Theory • Instructional Design • Multimedia principles

17. Technology Development Inputs Personnel Instructional Designer Content Needs Assessment Results Review of Examples Storyboards Multimedia Budget

18. Multimedia Development Inputs • Computer & Media Specialists • Equipment • Hardware • Software • Construction: Macromedia Director, Version 8.5; Macromedia Flask MX Version • Video : Adobe Premiere • Graphics: Adobe Photo Shop • Digital Video Acquisition Tools: Digital camera, Lighting, Audio

20. Content Accuracy of content Time for development Cultural diversity of users Engaging writing style Time for multiple reviews & revisions Referencing material Readability Technology Navigation program Interactive design Time for development Beta testing Graphics search & permission Multi-media Graphics Videos Audio Developmental Challenges

21. Implementation: Adult Learning Theory Adult learners: • Bring past rich experience and expertise • Are performance-oriented • Move to self-directness at different rates • Benefit from experience • Readiness depends on real-life expectations Source: Knowles, M. (1989). Making of an Adult Educator. First Edition.

22. Implementation: Adult Learning Theory (continued) • CD-ROM format allows user to work at their own pace • Designed for individual learning • User Driven • Glossary & Site Map • Content layers: Basic and More available • Resources and examples • Worksheets

24. Implementation: Usability • Navigation allows for quick and easy access to resources, information and sources • Dialog boxes access definition of terms within context of content • Glossary is always available • Site map for easy topic location • Multiple navigation buttons • Easy access to external resources

26. Implementation: Different Learning Styles • Content enhanced with multimedia: text, video, audio • Ability to turn audio on/off • Repeat audio allows for those who need more time with screen media • ADA accessible: Text, Audio • Ability to print out files • Self-assessments for each module

27. Implementation: Different Environments • Separate navigation button to turn audio off for public work environments • CD-ROM designed to open and run the program • Computer screen is still available to permit quick access to other programs

29. Evaluation • Content • Expert reviews • Cultural appropriateness by priority populations • Technology • Beta testing navigation • Assessment • Modules • Summative • User experience

30. Evaluation (continued): User Experience • Engagement & appeal • Knowledge and skills acquired • Application of knowledge and skills • Impact of use

31. Lessons Learned • Develop all content prior to beginning production • Development, production and review take time • Choose navigation options, palette, and look at the beginning of the process • Clear sign-off process must be in place • Multi-disciplinary teams must clarify terms/ roles • Open, clear, and frequent communication needed within/ between development & production teams • New technologies can greatly enhance training opportunities

32. www.ttac.org