1. CHOICES Training Conversion

2. CHOICES
Objectives
Convert traditional, in-seat course to distance learning format

3. Conversion process
Convert Trainer objectives to student-centered objectives
Trainer objectives – what the trainer does
Student-centered objectives – what you want the student to learn
Identify all knowledge and comprehension level objectives
Identify all application level objectives

4. Conversion process
Group knowledge and comprehension level objectives appropriately for learning modules and time-length
Identify appropriate groupings for conversion into asynchronous learning modules
Identify application level objectives for group into interactive, synchronous distance sessions particularly with respect to Motivation Interviewing

5. Conversion process
Create a plan for students to complete appropriate knowledge and comprehension level objectives prior to engaging in application level objectives.
Identify student-exercises, interactive exercises, and other activities appropriate and necessary for achieving the objective learning

6. Conversion process (example)
MODULE 1:
Trainer Objectives:
To introduce CHOICES
To identify the risks and dangers of alcohol use during pregnancy
Fetal Alcohol Spectrum Disorders (FASD)
Fetal Alcohol Syndrome (FAS)
Other adverse outcomes
To present the evidence for CHOICES
To present the CHOICES goals and approach
Describe the CHOICES program
Recall the goal CHOICES
Identify the risks and dangers of alcohol use during pregnancy
Recall effects of Fetal Alcohol Spectrum Disorders (FASD)
Recall effects of Fetal Alcohol Syndrome (FAS)
Describe other adverse outcomes
Recall the evidence for CHOICES
Summarize the effects of alcohol on pregnancy
Describe primary ways to reduce alcohol-exposed pregnancy (AEP)
Recall CHOICES goals and approach
Summarize the connection between drinking and contraception
Describe the CHOICES intervention

7. Conversion process
Currently, modules 5, 6, 7, and 8, cover the four intervention sessions
The knowledge and comprehension level objectives will be pulled out to create asynchronous modules
Participants will have to complete these prior to attending the live webinars
The application-level objectives will be adapted for live-synchronous webinars.

8. The Distance-Learning plan
Modules will be taken by students, tracked through LMS
When appropriate modules have been completed successfully, students can sign up for live webinar sessions.
Asynchronous module completion signals preparation for the live sessions
Without further investigation, an estimate for the number of modules necessary is
8 asynchronous modules
4 synchronous webinar sessions