Laboratory Training

One learning experience that was most effective for me as a student was a clinical laboratory course that I attended. One particular module comes to mind. We had received prerequisite training in the use of the microscope and blood staining techniques as well as microscope glass slide preparation The objective was to perform a white blood cell differential (WBC w/ diff) using the appropriate equipment, methods, stains etc… In order to perform this procedure the learner must first know how to visually differentiate between the different types of white blood cells according to various physical features and staining characteristics. We’ll refer to this as the sub-objective.

We had already received instruction on cell characteristics using color photographs in our textbooks but the cells looked much different when viewed through the microscope.
Our instructor was aware of this so he used a slide projector to display large images or pictures of each type WBC noting cell size, staining characteristic, presence or absence of granules within the cytoplasm, and cell nucleus characteristics. He repeated this process using several dozen images. We then took turns going up to the screen and identifying the cell characteristics in front of the class. Afterwards, we were tasked with using the microscope for cell identification. This lesson took place in 1973. Today I teach this same module at a private college in Texas.

This was a great learning experience for me. The instructor remained focused on the main sub-objective throughout the lesson. He maintained consistency by using visual and auditory sensory input for delivering relevant information without the use of text information that may have added to the cognitive load already processing the visual and auditory data.
The sequence of each part of the lesson was progressive starting with an overview of the lesson objective as well as the rationale for his instructional method. (He had asked us to close all books, not to write down notes, and to pay full attention to his instruction). He used appropriate pacing by making very specific observations to each visual display as well as using cues that guided the learner to the next step. He reduced the extraneous cognitive load by using the same criteria for identifying each cell presented on the screen. The intrinsic cognitive load for learning each type cell remained consistent.

Ref: Morrison, G. R., Ross, S. M., & Kemp, J. E. (2007). Designing effective instruction (5th ed.). San Francisco: John Wiley and Sons, Inc.

Rapid Prototype and Change Leadership

Ruben Ramos 11 Mar 10 8:47 PM MST
Mike,
I remember the topic of 'change leadership" during the Organizations course with Dr. Hazari. I am sure that implementing a Rapid Prototype (RP) intervention for improving the situations that I have described would meet with resistance to change.
Convincing the lab instructors to help with implementing the change is the biggest leadership challenge. We have the time and the resources with which to move forward.

Time is not an issue because students attend 60 contact hours for practical skills training. Resources are not the problrm because the lab is equipped with state of the art equipment, both manual and automated. The school administration allows for instructor overtime as needed.

I substituted for one of my top instructors last week. According to the course schedule for Anatomy & Physiology II, the topic was the "Blood System". Over the years I have noted that students in the advanced lab courses have had problems with this same topic. Instead of lecturing for the entire hour, I turned on the computer and projector to google image "Blood Smear". The hundreds of slides provided with visual images of blood cells in normal and various pathological states. To my surprise this simple intervention resulted in a very positive learning experience for the students. If this is a rough example of the RP intervention at work, then I guess I've used it to some degree.

Response From Dr. Burke

Michael Burke 11 Mar 10 2:23 PM MST
Ruben, your comparison is very good. I especially appreciated the personal examples to illustrate your points. What barriers do you see in the use of the rapid prototype model?

Instructional Design Models; A Brief Comparison

This writing provides a description and comparison of the ADDIE and Rapid Prototyping Instructional Design models.

The ADDIE model consists of five phases: analysis, design, development, implementation and evaluation. This model provides for a systematic instructional design procedure that can be used for the creation and maintenance of course content and delivery. Each phase provides the building blocks or foundation upon which to build each succeeding phase.

The analysis phase is used to identify the learning problem, goals and objectives, student or audience needs, existing knowledge and other relevant factors. These factors may include the learning environment, constraints, delivery options and the project timeline. During this phase the designer develops a clear understanding of the “gaps” between competencies or desired outcomes and the student’s existing knowledge.

The design phase of the ADDIE model specifies learning objectives and content for the course or presentation. The design phase may include the development of prototypes, graphic design, and user-interface.

The development phase is used to create the actual content and learning materials based on the design phase.

The implementation phase is where the plan is tried and procedures for training are developed. Training materials are used for delivering course content and competencies based upon the course objectives. Training materials are evaluated for effectiveness.

The evaluation phase consists of formative and summative evaluation. Each stage of the ADDIE process is evaluated and the overall training effectiveness is evaluated as well by tests designed for criterion-related reference items and user feedback. Necessary revisions are made during this phase.

In contrast to the ADDIE model, the Rapid Prototyping Design Model is a four level process that is used for creating instruction for specific lessons. These four levels include a needs analysis, constructing a prototype, utilizing the prototype to perform research and installation of the final system. Wilson, Honassen & Cole define Rapid Prototyping as the “early development of a small –scale prototype used to test out certain key features of the design”. (Wilson, et al.).

Both models provide for a systematic approach to instruction development. The ADDIE model seems more extensive or elaborate and may require more time and expense than does the Rapid Prototype model.

In terms of flexibility, the Rapid Prototype model appears to provide more than ADDIE. The Rapid Prototype is described as allowing for “greater flexibility in defining the goals and form of instruction at early stages” thus being the preferred model when “time, budget, and environmental restraints” are factors to consider.
As a student in the IDT program, I find guidance, reasoning, logic, and rationale in the ADDIE and Rapid Prototype models. Both have flexibility but the ADDIE builds phases one atop the next from analysis to evaluation.
The Analysis phase for the ADDIE model prepares the stage for decisions made during all five phases. The ADDIE model may not provide necessary feedback because of this characteristic of phase dependency. Reciprocity or feedback of information between the designer and the target audience will probably be delayed until the final phase of the ADDIE model. This delay in time may make the ADDIE model less attractive to designers who need to implement something in a short period of time.
I am interested in the ADDIE model because I see its relevance to program development initiatives taking place at my workplace. It could serve to guide the process of developing such educational opportunities as college degrees in applied health science. Allied health programs in Health Information and Orthopedics technology are in the analysis phase at Southwest Career College. These associates’ degree- two-year curricula have been put on paper and are ready to be designed and developed, implemented and evaluated.
The structured processes prescribed by the ADDIE design would match the six to twelve month process needed to finish a new associates degree program. The analysis phase would consider such facts as community needs and other factors relating to the potential for employment of graduating students. In El Paso, this would be of extreme importance for any college starting a new program because the state of Texas requires that private schools provide employment or placement for at least 72% of all graduates. Employment opportunities for graduating students are essential for the success of any new program.
A group of students were prescribed remedial training in clinical skills. They reported to the clinical laboratory as scheduled and practiced practical skills in medication administration. Students were given the opportunity to practice intradermal, subcutaneous, and intramuscular injection techniques. Four instructors were made available to assist the 16 students in the group. The session lasted 30 minutes and I personally witnessed several students qualify in all three techniques. I think this would be the right context for using the Rapid Prototype model. The students have the necessary competencies already. Developing proficiency in carrying out these injection procedures would be a valid goal. Lesson objectives such as using aseptic technique and the rights of medication administration could be used to design instruction using the Rapid Prototype model.


References:

Morrison, G. R., Ross, S. M., & Kemp, J. E. (2007). Designing effective instruction (5th ed.). San Francisco: John Wiley and Sons, Inc.

Wilson, et al., in http://www.cudenver.edu/bwilson/training/html, accessed March 8, 2010

Instructional Design Interactive Media, Instructional Technology / Instructional Design / Rapid Prototyping, http://mym.cdn.laureatemedia.com/Walden/EIDT/6100/CH/mm/eidt6100_instructional_design.html

On Learning Theories; A personal perspective

One recurring thought throughout this course in learning theories was the factor of the amount of time required for learning. Some people require more time then others to learn similar content. I have discovered that I am not a slow learner but simply require a little bit more time to process certain types of information. Or perhaps by not considering the factor of relevance to associating course content with real world application, I have short changed myself with the opportunity to understand these theories. If anything, I think that I may have at one time attempted to establish a “one method fits all” style of learning for all lessons in the past. I may have not given enough consideration to the issue of situation and context. I may have failed to consider the situational and contextual nuances that influence learning styles and approaches to learning specific information or skill. For example, when learning a practical skill such as a clinical laboratory procedure, manual or tactile learning provides the stimulation for cognitive understanding of prescribed competencies. With regard to the more cognitive or information processing types of abstract learning, I would learn best in a secluded area with minimal distractions and maximum resources to stimulate thinking as well as visual resources of relevant information for approaching a topic from various perspectives.

I have found that with time, motivation and resources, I am able to gain a more comprehensive understanding of constructs or concepts or theories. With respect to relevance, what has helped me out the most is total transfer of learning to application in a professional setting. This course has been of tremendous relevance to my professional work. I am convinced that my attempts to apply this knowledge have benefited the school, faculty, and student body of Southwest Career College. I consider myself most fortunate to be able to apply these concepts to real world settings. Finally, I have come to a realization that the learning process is a continuous process because what may be relevant today may not be relevant tomorrow. This may be why life long learning is so important for personal and professional growth.

Student Motivation

Factors that are most likely to motivate someone in an online classroom setting include intrinsic and extrinsic motivational factors. These factors can be both physiological and psychological. Maszlow’s Heirarchy of needs, as described in the course text (Ch. 7), proposes five different sets of needs. Extrinsic factors or needs include physiological needs, safety needs, and love and belongingness needs. Intrinsic factors include esteem needs and needs for self-actualization. (Ormrod, et al. 2009).

Esteem needs and self-actualization needs are most relevant to the need for individual self-determination. These intrinsic factors are relevant to student motivation for online studies because they involve the achievement and mastery of specific skills, knowledge as well as fulfilling the need to learn and grow intellectually. ( Ormrod et al., 2009).

Students in all learning environments must find the subject matter interesting because it captures and keeps their attention. Student interest in the course topics has “a strong cognitive component” especially if presented in a “way that is not expected” by students. Supportive learning environments can provide the motivation students need for success.
Presentation of course content in an interesting format provides mental stimulation.

Interesting course content has meaning or association and tends to enhance cognition or information processing thus increasing student competence. Learners who have success at learning new competencies are more motivated to learn even further. This fulfills the need for self-determination or autonomy (Ormrod, Video, 2009).

Fulfilling the need for relatedness or the “need to interact with other human beings” is another strong motivating factor. Ormrod mentions that the classroom environment must “convey a sense of enthusiasm” and a “sense of belonging”. She recommends a positive learning environment where the student is encouraged to become involved in the learning process and interacting with other students and the instructor as well as getting immediate feedback.

John M. Keller describes methods for improving student motivation using the “ARCS Motivational Process”. A plan to boost the motivational level in online classes experiencing high student attrition rates requires consideration, evaluation, planning and implementation of various factors.

An instructional design intervention must evaluate such design factors as learner characteristics, learner’s attitudes towards learning tasks, the instruction medium such as computers and software, and motivational tactics for the lesson.

Let us assume that we are faced with a challenge to improve the motivation level of a particular online course experiencing high student attrition rates. We would begin with determining the student attitudes toward distance learning as well as the factors that make the course attractive to the student such as relevance to his/her professional goals.

Another factor to consider would be the course design in terms of degree of complexity or simplicity. Is the course structured in such a way that the student can accomplish progressively challenging objectives or is it so vague or confusing in its structure that it undermines the chances for student success thus decreasing student motivation and client satisfaction?

If we find that course design and instructional delivery is not meeting student expectations, then we need to create a plan to boost motivational levels of these online learners. Using Keller’s ARCS model, I would improve student motivation by implementing the following plan (Keller, 1999).




Instructional Design Plan for Improving Online Learner Motivation Using the ARCS Model

Phase I: Course Information

Attention: Provide description of course objectives by degree of complexity from simple to more challenging.

Relevance: Overview of course objectives provides student with the opportunity to relate them to professional goals. This will help student decide if course meets career aspirations.

Confidence: Student attains satisfactory level of knowledge about course objectives, relevance to professional goals and confidence with own ability to succeed with completing objectives.

Satisfaction: Student has clear understanding, expectations of what knowledge, skill, and competence course is expected to provide as well as expectations of instructor.

Phase II: Course introduction

Attention: Course content overview is presented with context, as it will apply to new profession, setting competencies and student career goals.

Relevance: Student perceives course overview in connection to real world applications of the profession.

Confidence: Student succeeds with understanding introduction to concepts, principles, and applications relative to career goals.

Satisfaction: Student acquires a “sense of success” by passing introductory course content application of concepts and principles to real world context. Sees career benefits of continuing with course.

Phase III: Course intermediate level content

Attention: Intermediate level content is a continuation of introductory level content. Student interest is high because previous level content provided solid foundation upon which to build intermediate level content.

Relevance: Professional career context is seen in real-world terms. Application, skill, objectives, fit into grand scheme of career goals. New knowledge and skills are relevant to chosen profession. Student motivated to move to next level.

Confidence: Newly acquired skill, competence, knowledge, progressively challenging but successfully acquired. Student can apply competencies in real world or simulated settings

Satisfaction: Student feels fulfillment with newly acquired knowledge, skills, and competencies. Can demonstrate proficiency in professional setting. Has ability to move forward with next level challenges. Looks forward to advanced level.


Phase IV Course advanced level content.

Attention: Advanced level content is continuation of intermediate level content.

Relevance: Student sees course content is high because successfully completing course objectives is assured. Application to career, professional goals are clear. : Acquired proficiency with competencies, skills, knowledge arms student with necessary tools for success.

Confidence: Student is able to discuss and apply concepts, principles, and knowledge within a professional setting as well as instruct others.

Satisfaction: Student has successfully completed course objectives, which are perceived as providing him/her with the tools necessary to continue professional/ career goals

. .
References:
Keller, J. M. (1999). Using the ARCS motivational process in computer-based instruction and distance education. New Directions for Teaching and Learning

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction

Ormrod, J. Video Program: “Motivation in Le

Reflections on Learning

My views on how I learn best have changed. I now understand that learning is more than just my approach to understanding new topics or subjects. I find that learning is a network of the many dimensions that make up my existence. I am now aware that the learning experience involves more than cognitive storage of facts and figures, more than the memorization of definitions.

Considering what knowledge I bring to each lesson has given more depth to my level of understanding new information. Past and present experiences, relationships, academics, all provide for a resource of tools that I can integrate into my new learning experiences.

Consider for example, my previous difficulties with understanding learning and behavioral theories. I would read literature repeatedly to try and understand it in an abstract context. I did not attempt to find meaning to these concepts but instead kept them in the intellectual realm without relating them to past experiences. I approached these subjects without considering their relevance to personal and professional applications but instead attempted to memorize each and every detail of the information.

Reflecting on the relevance of each learning theory (Behaviorism, Cognitivism, Constructivism, Social learning, and Connectivism) I now realize that learning is contextual and situational as much as it is memorization and understanding. No one learning theory provides the best explanation of how I learn. However, I find that connectivism provides a more complete explanation of learning in today’s world of global communications and related technologies.

This blog represents a newly acquired resource for sharing insights on learning and for acquiring meaningful information relevant to my personal and professional growth via internet resources. The connection with the many sources of information found via internet technologies has opened new doors for learning and teaching opportunities.

Thanks to my on line connection with classmates, I have discovered websites that provide for creating online classrooms to communicate information and monitor student participation (http://www.4teachers.org/tools/) . These online resources are free of charge and available to teachers worldwide. I will now be able to provide in-service training to faculty members without imposing on work schedules or departmental productivity. Another important new development is the use of a virtual library provided by Cengage Publishers (http://library.cengage.com/) which our school recently purchased. Our students will now be able to access publications, books, journals and other sources of information to complete coursework. Instructors can now provide an online resource that will enrich student learning. I am just now realizing how important these technologies are for both learning and teaching. I look forward to the discoveries that current and emerging technologies will provide with learning as well as teaching.