1. Principles of Learning and Teaching Course Module Two Developing Instructional design Unit (3) Educational plan DR. OLFAT SALEM L. MONA AL-ASEERI NURSING ADMINISTRATION & EDUCATION DEPT.

2.  An instructional or educational design identifies what will be accomplished (learning outcomes), what will be said or presented (content) and how content will be communicated (methods and media).  What is Purpose of ID ?

3. Learning Needs Learning Needs (WHAT the learner needs to learn) Readiness to Learn (WHEN the learner is receptive to learning) Learning Style (HOW the learner best learns)

4.  Learner needs:  › Identify the learner needs › Choose the right setting › Collect data about, and from, the learner › Involve members of the healthcare team › Prioritize needs › Determine the availability of educational resources › Assess demands of the organization › Take time-management issues into account

5.  Needs are prioritized based on the following criteria  Mandatory ( Needs that must be learned for survival when the learner’s life or safety is threatened)  Desirable ( Needs that are not life-dependent but are related to well-being)  Possible ( nice to know but not essential or required)

6. Methods to Assess Learning Needs ; Example 3.1 › Informal conversations › Structured interviews › Focus groups › Self-administered questionnaires › Tests › Observations › Patient charts

7.  Readiness to Learn (Can be defined as the time when the learner demonstrates an interest in learning the information necessary to maintain optimal health or to become more skillful in a job.) Learning Style (Defined as the way the learners learn) On-the-Spot Assessment (asking the participants what they expect from the session and to make sure that participants’ needs are met)

9. Need assessment for management training program  What is your Current Position ?  What is Previous positions held?  What is Formal education beyond high school?  What management courses, workshops, or seminars have you attended?  Briefly describe the responsibilities of your current position?  How long have you managed or supervise others?

10. 1) What is the type of need assessment? 1) What is the priority of the program in regards to learners need ? 2) What is the Methods used to assess learners need?

11. Goals versus Objectives  Global X Specific  Broad x Singular  long-term X short-term  Multi-dimensional x Uni-dimensional

12. Responsibility for Establishing Goals and Objectives:  mutual decision-making process between the teacher and the learner.  participation  Blending what the learner wants to learn and what the teacher has assessed

13. Types of Objectives  Educational/Instructional Objectives  Behavioral/Learning Objectives

14. What is the Three Major Advantages to Writing Objectives?

15. Three important characteristics Writing Behavioral Objectives: 1. Performance: (Who, what) 2. Condition (When) 3. Criteria (How)

17. Following a 20 minute teaching session on hypoglycemia, the patient will be able to identify three out of four major symptoms of low blood sugar

18. Following a 20 minute teaching session on hypoglycemia ( condition), the patient (learner) will be able to identify ( performance) three out of four major symptoms of low blood sugar (criterion)

19. To link a behavioral objective together 1. Identify the testing situation (condition). 2. State the learner and the learner’s behavior (performance). 3. State the performance level (criterion). 4. State how well the learner will perform the criterion.

20. An easy way to remember the four elements  A—Audience  B—Behavior  C—Condition (under what circumstances)  D—Degree (how much, to what extent)

22.  describing what the instructor will do rather than what the learner will do  including more than one behavior in a single objective forgetting to include all three characteristics  using performance terms subject to many interpretations and that are not action-oriented

23.  writing an unattainable, unrealistic objective  writing objectives unrelated to stated goal  cluttering an objective with unnecessary information  making an objective too general so that the outcome is not clear