1. STORYBOARD Patricia Martinez Instructional Designer 11/23/2013 DETT607 Storyboard Patricia Martinez

2. Workplace Violence Awareness, Prevention, and Intervention Training is a required asynchronous online training for all Maryland Public Library employees. The training is comprised of six modules to be completed in fourteen weeks. Each module may include powerpoint slides, expert training videos, and articles to support the learning process. This training will also include a group project with an area for presentation and discussion. A blog will also be linked and open throughout the training and after the training is complete to assist employees in sharing thoughts, strategies, and ideas concerning the training topics. The goal is to prepare every employee to prevent, defuse, and manage workplace violence. 11/23/2013 DETT607 Storyboard Patricia Martinez 2

3.  Course Description  The Cast of Characters  Resources  Applying Gagne’s 9 Events of Instruction  ARCS Model  Applying the ARCS Model  Vygotsky’s Zone of Proximal Development  Course Content  Leo Course Home Screen  Leo Content Screen  Course Tutorial and Introductions  Course Modules 1-6, Learning Objectives, & Assessment  References 11/23/2013 DETT607 Storyboard Patricia Martinez 3

4. Trainers A team of three trainers with expertise in Emergency Preparedness and Homeland Security Two assistant trainers to provide support to the instructors Support Help Desk available 24/7 11/23/2013 DETT607 Storyboard Patricia Martinez4

5. Learners  All public library employees from the State of Maryland  Have experience with online training  20% are high school graduates  45% earned a Bachelor’s degree  30% earned a Master’s degree  5% earned a PhD  Most have taken online training courses in the past 11/23/2013 DETT607 Storyboard Patricia Martinez 5

6. 6 Training Binder Learning Management System Training tutorial and modules Tech Support

7. 11/23/2013 DETT607 Storyboard Patricia Martinez7 1.Gain attention by introducing the training with a simulated video of a real-life violent situation at a workplace. This will demonstrate the relevance of the training course. 2.Provide learning objective by providing the learning goals at the beginning each module. 3.Stimulate recall of prior knowledge by having students create mind maps throughout the course for each module. 4.Present the material by presenting course material in chunks to avoid overload. 5.Provide learning guidance by providing clear instructions for all assessment activities and quizzes. 6.Elicit performance by working on a group project with coworkers from the same branch to be shared with all branches on their strategic plan of applying concepts learned in training course. 7.Provide feedback by providing specific feedback on participation and assessment activities to include quizzes. 8.Assess the performance by providing progress information, quizzes, and assessing final group project. 9.Enhance retention and transfer by creating mind maps throughout training and providing summaries at the end of each module for review before each quiz. Gagné, R. M., Wager, W. W., Golas, K. C., & Keller, J. M. (2005). Principles of instructional design (5th ed.). Belmont, CA: Wadsworth/Thomson Learning.

8. 11/23/2013 DETT607 Storyboard Patricia Martinez8 AttentionConfidenceSatisfactionRelevance “The learner’s ATTENTION must be captured. The learner’s CONFIDENCE must be fostered. The learning content must have RELEVANCE for the learner. The learner’s SATISFACTION must be achieved.” - A.1. Perceptual arousal - A. 2. Inquiry arousal - A. 3. Variability - C. 1. Learning requirements - c. 2. Success opportunities - c. 3. Personal control - R. 1. Goal orientation - R. 2. Motive matching - R. 3. Familiarity - S. 1 Natural consequences - S. 2. Positive consequences - S. 3. Equity Gagné, R. M., Wager, W. W., Golas, K. C., & Keller, J. M. (2005). Principles of instructional design (5th ed.). Belmont, CA: Wadsworth/Thomson Learning.

9. 11/23/2013 DETT607 Storyboard Patricia Martinez9 Attention Gain attention through initial real-life video introduction Relevance Modules, readings, and activities are relevant to learning objectives Confidence Make objectives clear and provide examples of achievement Provide feedback Satisfaction Survey before and after training is complete to measure satisfaction Keller, J. and Litchfield, B.C. (2002). Motivation and performance. In R.A. Reiser & J.V. Dempsey (Eds.), Trends and issues in instructional design and technology (pp. 83-98). Columbus: Merrill Prentice Hall.

10. 11/23/2013 DETT607 Storyboard Patricia Martinez10 Employees knowledge of handling violent scenarios at work must be increased. Employees will gain skills on how to apply concepts learned to maintain a safe working environment. Employees will gain experience by applying the concepts learned in training to everyday work life. Driscoll, M.P. (2005). Psychology of learning for instruction (3 rd ed.). Boston, MA: Pearson. Scaffolding

11. 11/23/2013 DETT607 Storyboard Patricia Martinez11 Introduce training and learning management system to employees. Pre-Week 1 Trainer, trainer assistants, and employee introductions Module 1: Introduction to Violence in the Workplace Watch intro video, read chapters 1-3, discussions, quiz Week 2-3 Module 2: Strategies to Diffuse Workplace Violence Read chapters 4-6, watch 2 videos, discussions, quiz Week 4-5 Module 3: Active Shooter Preparedness Watch training video, work as a group at branch to practice defense moves, discussions, quiz Week 6-7 Module 4: Policies & Safety Plans Review policies and safety plans in binder chapters 7-9, discussions, quiz Week 8-9 Module 5: How to Debrief Read chapters 10-11; watch simulation video on debriefing, practice with coworkers at branch, discussions, quiz Week 10-11 Module 6: Recognize, Respond, Report, and Repeat-4R's in managing violence in the workplace Read chapters 12-14, discussions, quiz, final group assignment Week 12-13 Completer survey and share final thoughts Final Week 14

12. 11/23/2013 DETT607 Storyboard Patricia Martinez12 Class news and announcements will be provided here. Faculty information. Assignment alerts and unread messages will be listed here. Important event announcements will be listed here. This page helps gain students attention through providing up-to-date information and assignment alerts.

13. 11/23/2013 DETT607 Storyboard Patricia Martinez13 Objectives for each module will appear in this section. This pane will list the activities to be completed for each module. Course content including the syllabus, instructional video links, group assignment rubrics, and quizzes Provides information about the training and site LMS navigational instructions.

14. 11/23/2013 DETT607 Storyboard Patricia Martinez14 Link to discussion area Contains information on assignments. Contains links to the course manual, assessment scripts, and library. Lists students in the class and their contact information. Contains links to technical help. Module reviews and quiz grades

15. LEARNING OBJECTIVE  Identify, define, and describe various types of violence in the workplace. ASSESSMENT  Employees will participate in group discussions;  Employees will complete a 10 question multiple choice quiz which is automatically graded. 11/23/2013 DETT607 Storyboard Patricia Martinez15

16. 11/23/2013 DETT607 Storyboard Patricia Martinez16 Discussions: What are some examples of workplace violence? Does workplace violence only include acts between co- workers? Share some experiences of your own for discussion Gagne’s Events of Instruction 1.Gain attention 2.Provide learning objective 3.Stimulate recall of prior knowledge 4.Present the material 5.Provide learning guidance 6.Elicit performance 7.Provide feedback 8.Assess the performance 9.Enhance retention and transfer Module 1 presentation: Overview of Workplace violence Assigned chapters Quiz Feedback ARCS A.2. Inquiry arousal R.3. Familiarity C.1. Learning requirements S.2. Positive consequences

17. LEARNING OBJECTIVE  Recognize behavioral warning signs of violence in individuals and react proactively to diffuse potential situations. Demonstrate understanding of how to utilize de-escalation techniques. ASSESSMENT  Employees will participate in group discussions;  Employees will complete a 10 question multiple choice quiz which is automatically graded. 11/23/2013 DETT607 Storyboard Patricia Martinez17

18. 11/23/2013 DETT607 Storyboard Patricia Martinez18 Discussions A patron is extremely upset about a fine and begins to yell and threaten you, what are some strategies you can use to calm the situation? Share an experience where you felt threatened. How did you handle it? Would you do anything different now? Practice the techniques learned in a group setting with your coworkers and manager. Gagne’s Events of Instruction 1.Gain attention 2.Provide learning objective 3.Stimulate recall of prior knowledge 4.Present the material 5.Provide learning guidance 6.Elicit performance 7.Provide feedback 8.Assess the performance 9.Enhance retention and transfer Submit answers to quiz. Module 2 presentation: Video simulating different scenarios and deescalating techniques ARCS A.2. Inquiry arousal R.1. Goal Orientation C.3. Personal Control S.2. Positive Consequence

19. LEARNING OBJECTIVE  Videos: Interview with Head of Emergency Preparedness, Surviving an Active Shooter Event;  Employees will participate in group discussions;  Describe steps to be taken if an active shooter is in one of the branches.  Demonstrate defensive moves ASSESSMENT  Employees will practiced defensive moves (to be assessed by manager who will communicate with trainer);  Employees will complete a 10 question multiple choice quiz which is automatically graded. 11/23/2013 DETT607 Storyboard Patricia Martinez19

20. 11/23/2013 DETT607 Storyboard Patricia Martinez20 Discussions: Discussion on best practices on preparing for assessment day. Employees will practiced defensive moves (to be assessed by manager who will communicate with trainer) and discuss their experience on discussion board Gagne’s Events of Instruction 1.Gain attention 2.Provide learning objective 3.Stimulate recall of prior knowledge 4.Present the material 5.Provide learning guidance 6.Elicit performance 7.Provide feedback 8.Assess the performance 9.Enhance retention and transfer Take Quiz Managers submit assessments on group training to trainer Module 3 Presentation: Watch Videos: Interview with Head of Emergency Preparedness, Surviving an Active Shooter Event. ARCS A.1. Perpetual arousal R.2. Motive Matching C.1. Learning Requirements S.3. Equity

21. LEARNING OBJECTIVE  Describe the policies and procedures that can reduce the risk of violence and keep people safe.  Develop draft short strategic plan on how to handle violence in their library branch ASSESSMENT  Share draft short strategic plan on how to handle violence in their library branch on discussion board;  Review assigned employee’s strategic plan on how to handle violence in their library branch (peer review)  Employees will complete a 10 question multiple choice quiz which is automatically graded. 11/23/2013 DETT607 Storyboard Patricia Martinez21

22. 11/23/2013 DETT607 Storyboard Patricia Martinez22 Discussions: Share draft short strategic plan on how to handle violence in their library branch on discussion board; Share how you would handle another peers scenario (at least one peer); why would you handle it the same/different way? Submit draft short strategic plan on how to handle violence in their library branch; Review assigned employee’s strategic plan on how to handle violence in their library branch (peer review); Submit quiz. Gagne’s Event of Instruction applied: 1.Gain attention 2.Provide learning objective 3.Stimulate recall of prior knowledge 4.Present the material 5.Provide learning guidance 6.Elicit performance 7.Provide feedback 8.Assess the performance 9.Enhance retention and transfer ARCS A.3. Variability R.2. Motive matching C.1. Learning requirements S.2. Positive consequences Read assigned chapters.

23. LEARNING OBJECTIVE  Describe debriefing policy and techniques. ASSESSMENT  Employees will discuss and complete practice scenarios with branch staff(to be assessed by branch manager who will communicate with trainer);  Employees will complete a 10 question multiple choice quiz which is automatically graded. 11/23/2013 DETT607 Storyboard Patricia Martinez23

24. 11/23/2013 DETT607 Storyboard Patricia Martinez24 Discussions: Discuss and complete practice scenarios with branch staff(to be assessed by branch manager who will communicate with trainer); What ideas did you share about debriefing after an incident? Is there anything that would add/subtract from the current policy? Why? Gagne’s Event of Instruction applied: 1.Gain attention 2.Provide learning objective 3.Stimulate recall of prior knowledge 4.Present the material 5.Provide learning guidance 6.Elicit performance 7.Provide feedback 8.Assess the performance 9.Enhance retention and transfer ARCS A.3. Variability R.2. Motive matching C.3. Personal control S.2. Equity Read assigned chapters Submit quiz Managers submit assessments on group participation

25. LEARNING OBJECTIVE  Define the 4 R's (Recognize, Respond, Report, and Repeat) in managing workplace violence. ASSESSMENT  Employees will complete final short strategic plan on how to handle violence in their library branch and place in discussion board  Employees will complete a 10 question multiple choice quiz which is automatically graded. 11/23/2013 DETT607 Storyboard Patricia Martinez25

26. 11/23/2013 DETT607 Storyboard Patricia Martinez26 Discussions: Provide peer feedback to at least one peer group presentation; Would you change anything about their plan, if so, why? Submit final group assignment Gagne’s Event of Instruction applied: 1.Gain attention 2.Provide learning objective 3.Stimulate recall of prior knowledge 4.Present the material 5.Provide learning guidance 6.Elicit performance 7.Provide feedback 8.Assess the performance 9.Enhance retention and transfer ARCS A.3. Variability R.3. Goal Orientation C.2. Success Opportunities S.2. Positive consequences Read chapters

27. 11/23/2013 DETT607 Storyboard Patricia Martinez 27 Driscoll, M.P. (2005). Psychology of learning for instruction (3 rd ed.). Boston, MA: Pearson. Gagné, R. M., Wager, W. W., Golas, K. C., & Keller, J. M. (2005). Principles of instructional design (5th ed.). Belmont, CA: Wadsworth/Thomson Learning. Keller, J. and Litchfield, B.C. (2002). Motivation and performance. In R.A. Reiser & J.V. Dempsey (Eds.), Trends and issues in instructional design and technology (pp. 83-98). Columbus: Merrill Prentice Hall.