Principles of Learning and Teaching

Course
 
Module Two

Developing Instructional design

Unit (3) Educational plan

 What is Instructional Design?

• 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 ?
 what is the first step of instructional
design?
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)

 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
 
 Learner needs
• 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) e.g insulin injection for
DM patients

Desirable (Needs that are not life-
dependent but are related to well-
being)hand washing
• Possible (nice to know but not essential or required)
 Learner needs
Methods to Assess Learning Needs
• Informal conversations
• Structured interviews
• Focus groups
• Self-administered questionnaires
• Tests
• Observations
• Patient charts
 Learner needs

 Readiness to Learn‫( ا الستع داد‬Can 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)
 Question?
Read the example. Thin answer
the following question?
 Example
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?
 Questions?
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?
Educational Objectives

Goals versus Objectives

 Global X Specific
 Broad x Singular
 long-term X short-term
 Multi-dimensional x Uni-dimensional
 Educational Objectives

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
Educational Objectives

Types of Objectives
1. Educational/Instructional Objectives
2. Behavioral/Learning Objectives
 Educational Objectives

What is the Three Major Advantages to Writing Objectives?

 Educational Objectives

Three important characteristics Writing Behavioral

Objectives:
 
1. Performance: (Who , what)
2. Condition (When)
3. Criteria (How)
Question?

Read the example. Then answer

the following question?
 Example

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
1.Performance: (Who , what)
2.Condition (When)
3.Criteria (How)
 Example
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)

State the learner and the learner’s behavior

Identify the testing situation
State the performance level (criterion).
State how well the learner will perform the criterion.
 Educational Objectives

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.
Educational Objectives

An easy way to remember the four elements

 A—Audience(who)
 B—Behavior(performance)
 C—Condition (under what circumstances)
 D—Degree (how much, to what extent)
Example
Common Mistakes When Writing Objectives

 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
 
Common Mistakes When Writing Objectives

 writing an unattainable, unrealistic objective‫ل‬، ‫ك تابة ب عيدة ا لمنا‬

‫ا ألهدافغير ا لواقعية‬

 writing objectives unrelated to stated goal‫ك تابة أهدافمحدده ال ت مت‬

‫هدف لع ام‬
‫ب صلة إ لىا ل ا‬

 cluttering an objective with unnecessary information‫ا لتبعثر‬

‫ل لهدفمع معلوماتغير ض رورية‬

 making an objective too general so that the outcome is not

clear‫ال ت كونا لنتيجة واضحة‬
 
Example
Any Questions ?