COURSE SYLLABUS - Johns Hopkins University



Johns Hopkins University

MEHP Course Syllabus

Summer 2012

Instructional Strategies I

ED 880.635.9B

Credit Hours: 3 credits

Class Time: This is a blended course, all class sessions are online. However, we will meet face-to-face every other week for a discussion of the content and applications in your classrooms

Face-to-Face Meetings: Section 9B will meet every other Thursday, starting with 6/7/12, 6/14/12, 6/28/12, 7/12/12, 7/26/12, 8/9/12, 8/16/12.

Online Segment: Starts 6/7/12 and ends 8/16/12.

Instructor: Chadia Abras PhD

cabras@jhu.edu

410-516-9704

The Course

This 10-week experience is designed to create a framework for your understanding of instructional strategies and their effective application in the classroom. The course is based and links to previously acquired knowledge in learning theories and evidence-based teaching. Participants will learn to apply effective strategies that stimulate critical thinking and creativity, and promote cooperative learning. Applications of strategies will be illustrated through hands-on activities.

The Active Learning Approach

This course was developed from an “Active and Collaborative Learning” perspective. The active learning approach is based on collaborative, inquiry-based, student–centered approach to teaching, in which students are actively involved in their own knowledge acquisition.

We are experiencing a paradigm shift in teaching and learning. Strategies for effective learning are complex and bring into play many factors from the age of the learner, prior experiences, learning styles, the medium of instruction, cognitive development, and cultural influences.

Many factors drive curriculum and delivery designs. In order to be an effective educator, one must be able to link the theories behind the strategies using evidence-based practice in order to maximize their effectiveness.

Catalog Description

In this course, participants will learn about various instructional strategies to enhance interdisciplinary learning experiences in health professions education. Instructional methods will include such collaborative educational models as small and large group teaching, team-based, interactive and experiential case-based learning. Techniques will include the use of simulations as well as teaching at the bedside with a focus on educator behaviors that stimulate achievement of learners. With an appreciation of the diversity of the student body, participants will effectively integrate and apply technology into instruction to develop and deliver health professions curricula including web-based teaching environments, content management systems, collaborative project development, and interactive media with an emphasis on instructional design advancements which affect the learning environment. Evidence of participants’ knowledge and application of course topics will be captured in a professional portfolio.

Course Learning Outcomes

|At the end of this course participants will: |

|Outcome 1 |

|Identify and apply sound instructional design principles to course development: |

|Identify effective design strategies and the tools that best enhance their application in the classroom. |

|Apply the tools to specific learning events. |

|Apply their knowledge of design to effectively use open source and proprietary tools. |

|Identify the learning theories that support the strategies. |

|Employ evidence-based teaching methods to identify the research that supports the use of the instructional strategies introduced. |

|Outcome 2 |

|Identify the various strategies in active learning: |

|Identify collaborative learning principles and the research, theories, and approaches that support them. |

|Use the methods and strategies of collaborative learning in the classroom. |

|Identify and apply specific tools and technologies that enhance collaborative learning. |

|Apply principles of cooperative learning to project design and development in the classroom, at the program level, and in clinical settings. |

|Outcome 3 |

|learn the principles of inquiry-based learning and their application in in the classroom: |

|Learn to design classroom instruction that will lead to learning through experimental and analytical methods. |

|Identify and apply specific tools and technologies that will lead to effective inquiry-based instruction. |

|Outcome 4 |

|Identify the principles of self-directed learning and their applications in the classroom: |

|Identify and apply various activities and resources, such as self-guided learning, participation in study groups, internships, electronic |

|dialogues, and reflective writing activities. |

|Identify and apply specific tools and technologies in the classroom to promote and encourage self-directed learning strategies. |

|Outcome 5 |

|Apply a needs assessment to identify which clinical performance gaps can be best addressed using healthcare simulation: |

|Select the most appropriate simulation modality for a course based on established learning objectives. |

|Discuss current best practices in simulation curriculum design. |

|Use a currently accepted model of debriefing in simulation scenario to facilitate participant learning. |

|Outcome 6 |

|Develop strategies and techniques related to just in time teaching and teaching at the bedside: |

|Learn advantages and challenges of teaching at the beside. |

|Apply effective strategies for improving just in time teaching. |

|Identify and apply tools and techniques to improve learning outcomes for just in time teaching. |

|Outcome 7 |

|Identify the various methods and models for technology enhanced instruction delivery: |

|Manage and facilitate a course using each of the three teaching and learning models. |

|Identify best practices of instruction for each model. |

|Identify and apply specific strategies and technologies for each model. |

|Outcome 8 |

|Identify different Learning Management Systems (LMS) their use and application in teaching: |

|Identify the new Smart Management Systems (SMS) and the implications they will have on online technology enhanced teaching. |

|Identify tools and technologies required to support an LMS. |

Resources

Required Readings:

• This course does not have any required textbooks.

• Readings will be linked within the sessions on the ELC.

• To access the Electronic Learning Community (ELC):

Course Requirements

You will demonstrate your achievement of the stated objectives by successfully creating the following learning products and by participating in class. The weight of each course assessment is listed below.

|Outcome |Assignments |Percentage |

|1 |Instructional Design Plan |10 |

|2 |Collaborative Learning Case Study |5 |

|3 |Inquiry-Based Teaching Event |5 |

|4 |Self-Directed Learning Event |5 |

|5 |Teaching Using Simulation Event |5 |

|6 |Bedside Teaching Scenario |5 |

|7/8 |Compare and Contrast the three delivery methods |5 |

| |Project PowerPoint Presentation |10 |

| |Video of a class event |5 |

| |Teaching Project |20 |

| |Discussions, Moderation, Team Contributions |25 |

| |Total |100% |

Descriptions of Assignments

A. Course Development / Teaching Project – Participants will produce a Course Development Project by creating specific applications of the strategies introduced in the course, participants will also use different tools and technologies for each strategy. The Project and presentation are due the last week of classes. The components of the assignment will be completed in each session:

a. An application of the theories, strategies, and technology presented for the session.

b. The components should create a seamless and comprehensive whole.

c. The technologies and tools involved will also require the building of your course in an LMS of your choosing.

The project includes all the components of the detailed assignments below. The components should include, but are not limited to:

Section I: Description of the course to be delivered. Include - setting, audience, content, length, and delivery method (f2f/web-enhanced, online, blended). This section will not be submitted separately, it is part of the overall project.

Section II: Instructional Design Plan

Section III: Collaborative Learning Case Study

Section IV: Inquiry-Based Teaching Event

Section V: Self-Directed Learning Event

Section VI: Teaching Using Simulation Event

Section VII: Bedside Teaching Scenario

Section VIII: Compare and contrast the design and technology using the three delivery methods introduced in the course. This section will not be submitted separately, it is part of the overall project.

Added Components: 1. PowerPoint presentation of the project

2. Video demonstration (5 minutes) of you applying one strategy and one technology of your choosing in your own classroom. The demonstration may represent any of the technologies learned in class and being applied to instruct such as: media, tutorial, simulation, or any other desired event

Length: Approximately 10-15 pages.

Format: Narrative using APA style, video, or audio, and PowerPoint presentations.

Description: Handouts, rubrics, and detailed description of the assignments are uploaded to the ELC.

1. Section II: Instructional Design Plan-- from all the design strategies presented, choose the one that best represents your area of study. Create a plan of action for designing a course. Part 2, Technology: choose one technology that best enhances instruction and apply it to one event. Give a detailed description of its application and its benefits.

2. Section III: Collaborative Learning Case Study-- according to the principles introduced, choose one instance of small group activity and one of large group activity, and create the action for each. Part 2, Technology: choose one technology for each event that best enhances instruction and apply it. Give a detailed description of its application and its benefits.

3. Section IV: Inquiry-based Teaching Event-- according to the principles introduced, create an instruction plan for one event using experiential and analytic methods. Part 2, Technology: choose one technology for each event that best enhances instruction and apply it. Give a detailed description of its application and its benefits.

4. Section V: Self-directed Learning Event-- according to the principles introduced, create an instruction plan for one event using self-directed methods. Part 2, Technology: choose one technology for each event that best enhances instruction and apply it. Give a detailed description of its application and its benefits.

5. Section VI: Teaching Using Simulation Event-- according to the principles introduced, create an instruction plan for a simulation. Part 2, Technology: choose one technology for each event preferably the SIM center facilities. Describe how the simulation enhances learning.

6. Section VII: Bedside Teaching Scenario (BST)-- according to the principles introduced, create a BST scenario using a patient with whom you have interacted within the most recent 6 months. Part 2, Technology: choose one technology if any that best enhances instruction and apply it. You may want to think of mobile technology.

7. Section VIII: Highlight the differences in design and technology using the three delivery methods introduced in the course. Delivery method event: according to the models introduced, your overall plan would have used one delivery method. Part 2, Technology: in this section you will compare and contrast the methods and technologies used in your course and the other two methods of delivery. From day one, we will be using Your School LMS to create your course, if you do not have access to an LMS, we will rely on the ELC, or an open source product. This part of the project will not be submitted separately.

B. Discussions, Moderations, Team Contributions - You are expected to (1) complete all the assigned readings for the designated week by the due date listed on the ELC, (2) have an active presence in ELC and class discussions, and (3) aim to contribute to the learning of the whole group, through moderations, participation, and peer review of discussions and team activities.

|Scoring for Course Engagement and Team Contributions: |

|To receive full credit for course engagement and contribution to team activities, you are expected to meet the following |

|requirements: |

|1. Attend and actively participate in each online and class – inform instructors ahead of time if you must be absent for any|

|of the scheduled face-to-face sessions. |

|2. For the online portion of the course, demonstrate a high frequency of participation through the duration of the |

|discussion (not all in one day) within the specified timeframe. |

|3. Communicate with a positive, professional tone to contribute to trust building and growth of the class community. |

|4. Contribute to producing an extended level of discussion in class—build on the ideas of others and incorporate new |

|knowledge. |

|5. Show evidence of critical thought and application of course concepts and readings. |

|Work on team activities as required. |

|6. Contribute consistently and equitably to team activities and the team assignment. |

|7. Apply effective strategies for team collaboration. Revise and improve strategies as needed. |

|8. Participate in moderating online discussions as assigned by the instructor. Provide insightful and constructive feedback|

|to your classmates. |

C. Digital Portfolio-- Participants will choose the best artifact from the assessment list to upload to the Digital Portfolio. The artifact could be part of a whole assignment and should be accompanied by a reflection on the associated learning outcome.

Grading Scale

Points will be totaled and a percentage will be calculated to determine a final grade.

|A |= |95-100 |

|A- |= |90-94% |

|B+ |= |86-89% |

|B |= |80-85% |

|B- |= |77-79% |

|C+ |= |73-76% |

|C |= |70-72% |

|F |= |69% or below |

The grades of D+, D, and D- are not awarded at the graduate level. C is not considered a passing grade and only one grade of C in one course is allowed in any graduate program.

How to Succeed in This Course

There will be no memorizing or cramming in this course. You must keep up with participation and assignments, do not wait till the last minute to focus and study for the course. Always post your thoughts and ideas to spark discussion or to clarify and deepen understanding.

Since this course is conducted online, reading the assigned texts before each session is crucial. You will not be able to participate (see requirement on class participation above) if you have not read the assigned texts. Participation is NOT simply giving one’s opinions, your comments must be insightful, thorough, and a reflection on the readings.

Course Schedule

|Session |Title |Objectives |Topics |Readings |Assessments |

|2 |Instructional Design: |1. identify tools for effective instruction |1. Learning objects |1. Dick & Carey: The Systematic Design of Instruction, | |

| |Designs and Tools for |2. learn to apply the tools to specific |2. Mobile learning |Chapters 8 & 9 | |

| |Effective Instruction |learning events |3. Usability testing |2. Koohang & Harman: Learning Objects & Instructional | |

| | |3. apply their knowledge of design to |4. Storyboarding |Design, Ch 7 | |

| | |effectively use open source and proprietary |5. Tools and technologies for design |3. Dooley, Lindner & Dooley: Advanced Methods in | |

| | |tools | |Distance Education, Chapter 8 | |

|3 |Active Learning |1. identify the various strategies in active |1. What is active learning: theories and approaches|1. Davis, B.: Tools for Teaching, Chapters 20, 21, 22, 23|Due: |

| |Strategies: |learning |2. What are the strategies involved | |Instructional Design Plan |

| |Collaborative Learning |2. identify collaborative learning principles |3. Collaborative learning: effective teaming, small| | |

| | |and the research, theories, and approaches |group collaborative learning, large group | | |

| | |that support them |collaborative learning, Project and case-based | | |

| | |3. use the methods and strategies of |collaborative learning, interactive and media | | |

| | |collaborative learning in the classroom |enhanced collaborative learning | | |

| | |4. identify and apply specific tools and | | | |

| | |technologies that enhance collaborative | | | |

| | |learning | | | |

|4 |Active Learning |1. use case studies to enhance learning |1. Using case studies effectively in instruction |1. Davis, B.: Tools for Teaching, Chapter 24 | |

| |Strategies: |outcomes. |2. Crating complex and engaging case studies | | |

| |Collaborative Learning |2. apply general strategies to: |3. Using case studies as an individual and a | | |

| |and Case Studies |a. identify teaching goals |collaborative activity | | |

| | |b. identify how students will work on the |4. Tools and technology for effective case study | | |

| | |case-individual vs. collaborative |delivery | | |

| | |c. design cases that are increasingly complex | | | |

| | |to raise deep engagement | | | |

|6 |Active Learning |1. identify the principles of self-directed |1. Self-directed learning theories and approaches |1. Hiemstra, R. (1994). Self-directed learning. In T. |Due: |

| |Strategies: |learning and their applications in the |2. Design methods for self-directed learning |Husen & T. N. Postlethwaite (Eds.), The International |Inquiry-based Teaching |

| |Self-Directed Leaning |classroom |3. Activities and resources in self-directed |Encyclopedia of Education (second edition), Oxford: |Event |

| | |2. identify various activities and resources,|learning |Pergamon Press. | |

| | |such as self-guided learning, participation in|4. Technologies used to enhance the delivery of |2. Educational Strategies Associated with Development of | |

| | |study groups, internships, electronic |self-directed learning methods |Problem-Solving, Critical Thinking, and Self-Directed | |

| | |dialogues, and reflective writing activities | |Learning | |

| | |3. apply and use specific tools and | |ADEA Commission on Change and Innovation in Dental | |

| | |technologies in the classroom to promote and | |Education | |

| | |encourage self-directed learning strategies | | | |

7 |Simulations: Principles and Tools

Session Instructor:

Ms.  Julie Perretta JHU/SOM SIM |1. apply a needs assessment to identify which clinical performance gaps can be best addressed using healthcare simulation.

2. select the most appropriate simulation modality for a course based on established learning objectives.

3. discuss some of the current best practices in simulation curriculum design.

4. use, after a simulation scenario, a currently accepted model of debriefing to facilitate participant learning. |1. Creating planned learning

experiences in simulation

2. Features and uses of high-fidelity medical

simulations that lead to effective learning

3. Patient Simulation as

Social Practice

4. Medical Simulation in Medical Education

5. Different training paradigm

6. Simulation to improved

team performance |1. Anderson, J., M., et. al. Instructional design dogma: Creating planned learning

experiences in simulation

2. Issenberg, S., B., et. al. Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review

3. Dieckmann, P., et. al. Deepening the Theoretical Foundations of Patient Simulation as Social Practice

4. Passiment, M., et. al. Medical Simulation in Medical Education: Results of an AAMC Survey

5. Rodriguez-Paz, J., M. et. Al. Beyond "see one, do one, teach one": toward a different training paradigm

6. Hunt, E., A., et. al. Simulation: Translation to Improved Team Performance |Due:

Self-Directed Learning Event | |8 |Bedside Teaching (BST): Effective Methods

Session Instructor:

Dr. Anne Belcher

JHU/SON |1. identify the advantages of and barriers to bedside teaching (BST).

2. describe various models of BST.

3. delineate a practical approach to BST within their profession/specialty. |1. Definition(s) of bedside teaching (BST)

2. Identification of advantages of and barriers to BST

3. Description of models of BST

4. Application of adult learning theory to BST

5. Student and patient perspectives on BST

6. Assessing the quality of BST |1. Doherty, E. G. & Brodsky, D. (2012).  Bedside teaching: Rediscovering a lost art.  NeoReviews, 13 (5), e271-3280.

2. Conigliaro, R. L. & Stratton, T.D. (2010).  Assessing the quality of clinical teaching: A preliminary study. Medical Education, 44 (4), 379-386.

|Due:

Teaching Using Simulation Event | |9 |Delivery Methods: Web-Enhanced, Blended, and Online |1. identify the various methods and models for technology enhanced instruction delivery

2. manage and facilitate a course using each model

3. identify best practices of instruction for each model

4. identify specific strategies and technologies for each model |1. The three models of instruction delivery

2. Best practices for each model. Learning Styles

3. Course design and management for each model

4. Strategies for teaching in each model

5. Technology and tools designed to enhance instruction delivery

6. Synchronous vs. asynchronous instruction and tools |1. Bradshaw & Lowenstein: Innovative Teaching Strategies in Nursing and Related Health Professions, Chapters 22, 23, 24

2. Bastable S., B., et. Al. : Health Professional as Educator: Principles of Teaching and Learning, Chapters 12 & 13 |Due:

BST Scenario | |10 |Learning Management Systems: Effective Applications |1. identify different Learning Management Systems (LMS), their use and application in teaching

2. identify the new Smart Management Systems (SMS) and the implication they will have on online technology enhanced teaching

3. effectively use tools and technologies required to support an LMS |1. What is a LMS

2. What is a SMS

3. Content Management Systems (CMS)

4. Tools designed to support a LMS

5. Adaptive Learning

6. Digital repositories

7. Digital Portfolios

| |Due:

Teaching Project

&

PowerPoint Presentation

Video/ media Presentation

| |

Religious Observance Accommodation Policy

Religious holidays are valid reasons to be excused from class. Students who must miss a class or examination because of a religious holiday must inform the instructor as early in the semester as possible in order to be excused from class and to make arrangements to make up any work that is missed. Students who expect to miss several classes because of religious holidays are encouraged to meet with their academic advisers to consider alternative courses.

Attendance

Participation in lectures, discussions, and other activities is an essential part of the instructional process. Students are expected to attend class regularly; those who are compelled to miss class meetings should inform their instructors of the reasons for absences. Faculty often include classroom participation and attendance in student grading and evaluation. The instructor will clearly communicate expectations and grading policy in the course syllabus. Students who expect to miss several class sessions for personal, professional, religious, or other reasons are encouraged to meet with their academic advisers to consider alternative courses.

Accommodations for Students with Disabilities

Students with a documented disability who require an academic adjustment, auxiliary aid or other similar accommodations should contact the Disability Services Office at 410‐516‐9734 or via email at soedisabilityservices@jhu.edu as soon as possible, preferably four weeks prior to the beginning of the first class.

Statement of Diversity and Inclusion

Johns Hopkins University is a community committed to sharing values of diversity and inclusion in order to achieve and sustain excellence. We believe excellence is best promoted by being a diverse group of students, faculty, and staff who are committed to creating a climate of mutual respect that is supportive of one another’s success. Through its curricula and clinical experiences, the School of Education purposefully supports the University’s goal of diversity, and, in particular, works towards an ultimate outcome of best serving the needs of all students and the community. Faculty and candidates are expected to demonstrate a commitment to diversity as it relates to planning, instruction, management, and assessment.

Statement of Academic Continuity

Please note that in the event of serious consequences arising from the H1N1 flu pandemic and/or in other extraordinary circumstances, the School of Education may change the normal academic schedule.

Emergency Weather Contact Information

In the event of inclement weather, go to to find out if class has been cancelled, or contact 410-516-7781.

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