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Author: Brian S McGowan, PhD

RESOURCE: ROBERT GAGNE’S NINE STEPS OF INSTRUCTION: DO’S AND DON’TS IN E-LEARNING

In 1985, American educational psychologist Robert Gagne created a nine-step process of instructional design which can guide the process of learning. The process is called ‘The Events of Instruction’ where in each event has a definite purpose of supporting learning and leads to definite outcomes.

Gagne’s model can serve as guidelines to creating a result-oriented e-learning instructional design for workplace training too. Below are the Nine Events of Instruction and the Do’s and Don’ts that must be kept in mind:….

 

http://blog.originlearning.com/robert-gagnes-nine-steps-of-instruction-dos-and-donts-in-e-learning/

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RESOURCE: Using Active Learning More Important than Flipping the Classroom

An active learning approach produces the same student learning outcomes in both flipped and nonflipped classrooms, according to new research from Brigham Young University (BYU).In the flipped classroom model, students watch video lectures outside of class time and participate in active learning activities during class time. The approach has been growing in popularity, so researchers at BYU decided to test its effectiveness.

They created two freshman biology classes, one that used the flipped model and one that didn’t. Otherwise, the classes were nearly identical. They had the same instructor, lectures, assignments and activities. There were 55 students in one class and 53 in the other. They were taught one after another at the same time of day. And they used the same level of active learning in and out of the classroom, according to information from BYU. At the end of the semester, the exam results of both groups of students were equivalent….

via Research: Using Active Learning More Important than Flipping the Classroom — Campus Technology.

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ABSTRACT: Incentives and barriers regarding immunization against influenza and hepatitis of health care workers

A meeting of the Viral Hepatitis Prevention Board in Barcelona in November 2012 brought together health care professionals concerned with viral hepatitis and those concerned with other vaccine-preventable diseases (especially influenza) in order to share experiences and find ways to increase the protection of health care workers through vaccination. Despite the existence of numerous intergovernmental and national resolutions, recommendations or published guidelines, vaccine uptake rates in health care workers are often shockingly low and campaigns to increase those rates have been generally unsuccessful. Participants reviewed the numerous incentives and barriers to vaccine uptake. Reasons for low uptake range from lack of commitment by senior management of health facilities and unclear policies to lack of knowledge, and denial of risk. Positive factors included leadership, involvement of all concerned parties, reminders and peer pressure. Innovative approaches, including the use of social media, are needed. It was concluded that strategies should be modified appropriately to reach specific health care worker populations at risk and that policies for preventing infection of health care workers could include obligatory health checks to determine vaccination status or immunity. Further, mandatory vaccination of health care workers may be the only effective means in order to achieve high vaccination coverage rates. Suggested possible future activities included: refurbishment of the image of the occupation health profession; resolving the logistical problems of administering vaccine; elaborating policy on managing health care workers who have been vaccinated against hepatitis B at birth or in early childhood and who are now starting to work in the health professions; and embedding and applying policies on vaccination against vaccine-preventable diseases in all health care facilities and training institutions. Above all, national action plans need to be written, with the involvement of health care workers in their design and implementation.

via Incentives and barriers regarding immunization against influenza an… – PubMed – NCBI.

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MANUSCRIPT: Impact of organizations on healthcare-associated infections.

Resolving the challenges presented by healthcare-associated infections requires a ‘whole healthcare economy’ perspective encompassing the interactions between biological, therapeutic, and structural factors. The importance and influence of organizational characteristics is receiving increasing attention. This article reviews some keys features that can facilitate the success of patient safety initiatives related to healthcare-associated infections, and highlights areas for further consideration and research. The impact of guidelines and indicators is discussed, together with some challenges resulting from the need to maintain and sustain clinicians’ commitment to desired behaviour. Novel technology solutions such as electronic healthcare games and engagement with social media platforms may serve to support and reinforce traditional patient safety improvement initiatives. Recently published essential structural components and indicators of infection prevention and control programmes stress the need for comprehensive approaches that integrate multimodal and multidisciplinary solutions and strive to reinforce an organizational culture of patient safety.

via Impact of organizations on healthcare-associated infections. – PubMed – NCBI.

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ABSTRACT: An implementation science perspective on psychological science and cancer: What is known and opportunities for research, policy, and practice

We discuss the role of implementation science in cancer and summarize the need for this perspective. Following a summary of key implementation science principles and lessons learned, we review the literature on implementation of cancer prevention and control activities across the continuum from prevention to palliative care. We identified 10 unique relevant reviews, four of which were specific to cancer. Multicomponent implementation strategies were found to be superior to single-component interventions, but it was not possible to draw conclusions about specific strategies or the range of conditions across which strategies were effective. Particular gaps identified include the need for more studies of health policies and reports of cost, cost-effectiveness, and resources required. Following this review, we summarize the types of evidence needed to make research findings more actionable and discuss emerging implementation science opportunities for psychological research on cancer prevention and control. These include innovative study designs (i.e., rapid learning designs, simulation modeling, comparative effectiveness, pragmatic studies, mixed-methods research) and measurement science (i.e., development of context-relevant measures; practical, longitudinal measures to gauge improvement; cost-effectiveness data; and harmonized patient report data). We conclude by identifying a few grand challenges for psychologists that if successfully addressed would accelerate integration of evidence into cancer practice and policy more consistently and rapidly

via An implementation science perspective on psychological science and … – PubMed – NCBI.

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RESOURCE: 8 Highly Useful Google Drive Extensions for Teachers

Google Drive is an excellent tool for teachers. It is free, and offers a wide variety of useful functionalities for digital documents. Teachers can use it to create tests and quizzes, or to store and share documents with students and colleagues.

The service also has some great capabilities in Google Draw  for creating mind maps and diagrams.  It’s already very popular in classrooms, so we definitely recommend that you explore its features.

Not only is Google Drive itself, an amazing cloud storage service, but it’s also possible to use it with a wide set of extensions. You can see a list of all available extensions by going to Google Chrome’s web store.

We have compiled a list of 8 extensions that we found to be the most useful….

via 8 Highly Useful Google Drive Extensions for Teachers – EdTechReview™ (ETR).

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RESOURCE: [Infographic] Why Incorporating Technology in Education is Wise

We have always been in quite a bit of doldrums of whether or not to accept technology completely in our lives.However even without our knowledge technology has integrated completely into our everyday. From the time we wake up all we are surrounded by are various digital devices and appliances.One thing everyone agrees to is – Technology has made our work much easier and the influence of technology in education is already making waves. EdTech is one of the most renowned theory in practice. It preaches the effective use of technology in learning; and today the world is zooming with this theory. Schools, colleges alike are going ‘Smart’.

Here is an infographic to tell you why incorporating technology in education is wise…

via [Infographic] Why Incorporating Technology in Education is Wise – EdTechReview™ (ETR).

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The relationship between learning and the limitations of our working memory

I’ve been reading more and more recently about the connection between adult learning theory, cognitive science, and the underling physiology of learning – this is a critical body of literature for those planning and creating education. And while the complexity of this field of study is seemingly limitless, one of the simplest, most practical, and perhaps most valuable ways of understanding the relationship is to consider the critical role played by our memory system, or systems as it were.

metacognition imageIf we accept that the ultimate goal of our educational programs is to increase knowledge (sustained knowledge) such that it may be called upon to support behavior change and improve performance; then what we are really saying is that we want to ensure that the information we are providing within our educational programs is effectively integrated into a learner’s memory systems. This might be one of those blinding-flashes-of-the-obvious moments – learning is fundamentally dependent on our memory systems.

So what do we (the CE community) need to learn ourselves to better understand how the memory systems affect learning – well this was beautifully explored in the 2014 work by Young et al “AMEE Guide no 86 – Cognitive Load Theory – Implications for medical education” and I would highly recommend that you download the article and share with your team!

Here is a sneak peak at the critical lessons for educators to learn and apply:

  1. The intersection of learning and memory is well described by the Cognitive Load Theory (CLT) which builds upon an established model of human memory that includes the subsystems of sensory, working and long-term memory.
  2. Working memory (WM) can only process seven elements of information at any given time. This constraint creates a ‘‘bottleneck’’ for learning and limits the speed at which information is processed to long-term memory (LTM).
  3. There are three forms of ‘load’ that impact WM: intrinsic (complexity of content to learners), extraneous (environmental distractions or learning action barriers) and germane (effort invested in cognitive strategies of learning, i.e. schemata construction).
  4. When the 3 forms of cognitive load associated with a learning experience exceeds the learner’s WM capacity, performance and learning is impaired.
  5. To facilitate learning, educators MUST work to minimize extraneous load (Learning Actions Model), titrate intrinsic load to the developmental stage of the learner (e.g. simplify content without de-contextualizing) and allow learners to reserve cognitive capacity for the germane load (automation and schema formation).

It might help to read through these practice pearls once more, but the takeaway is that there are REAL, SCIENTIFICALLY VALID, CRITICAL limitations to learning that we, as educators, MUST accept and design our educational interventions to overcome. This is why large multi-day congresses, 3-hour symposia, passive eLearning (i.e., hour long, play-and-stay video lectures), and unstructured educational experiences are largely ineffective for learning – you cannot force more information into the heads of learners whose working memory has reached capacity because they are uninterested, unengaged, and incapable of processing more information. The limitations of our biology prohibit it!

Understanding why the firehose fails

As my research into this subject has grown over the past years, I have come to see these limitations as both necessitating and validating our Learning Actions Model. In as much as learning experiences can be better structured and motivation and awareness can be continually nudged, the extraneous load associated with learning can be minimized and learners may be better equipped to actually learn.

Overcoming the bottleneck of memory

By addressing the parts of the learning experience that we more readily control, educators may facilitate learning the following ways.

  • Through better instructional design, information may be presented more logically
  • By structuring information more logically, connections may be drawn more rapidly
  • By presenting content in more accessible ways, learner engagement is maintained, and
  • By engineering better structured learning environments the burdens of cognitive load and the limitations of memory systems can be overcome
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My Top Five: Starting 2015 Off with a Bang!

It strikes me that, with the Alliance meeting occurring so close to the New Year’s Holiday, as I plan for the Annual Meeting I always feel inspired to take stock of what we’ve achieved and what the immediate future holds. The reality is that at this time of year everywhere I look there is some list reflecting on or recounting what 2014 brought us – from politics, to sports, to entertainment. To make our list a little different I’d like to look forward and explore what 2015 holds for us and our Partners.

What follows is my Top Five list of reasons 2015 is going to be an game-changing year for this community!

  1. Alliance’s 2015 Innovation in CPD Award
  2. The Emergence of Data-Driven Education
  3. Agile Educational Planning
  4. More Distribution Partners Than Ever
  5. Extending Our Science of CE program

#1 – Alliance’s Innovation in CPD Award

While perhaps an understatement, I am both thrilled and honored to accept the 2015 ACEhp Award for Innovation in CPD. Along with colleagues from UVA Office of CME and the ANCC our work entitled “Flipping the Classroom: A Data-Driven Model for Nursing Education” will be highlighted at this year’s Awards ceremony and as a Storyboard. Moreover, we have been asked to author an article for a Spring issue of the Almanac and to participate in an upcoming Alliance webinar – stay tuned for more here.

To learn much more about our work, please check out a brief overview and tour that explores how the Learning Actions Model fundamentally supports blended educational approaches. And, if you are interested, send me an email and I can share a copy of our recent publication in the Journal for Continuing Education in Nursing.

ACEHP15 poster - Flipping the Classroom - A Data-Driven Model for Nursing Education - Final 011215

#2 – The Emergence of Data-Driven Education

It has been just 4 weeks since we the introduced our data-driven and fully redesigned administrative interface to our Partners and the feedback has been overwhelmingly positive. By correlating novel engagement scores, assessment data, and detailed learning actions metrics through our new data-centric dashboards and interactive reports, our Partners now have a holistic view across all their education and can quickly assess the impact of their educational activities without the need for additional analysis – in fact, for many of our Partners all of the analysis and figures they will ever need are immediately available to them through the new dashboards. Over the coming months it will be a treat to watch how these data are used to support outcomes reports and new comparative assessments and of course we will begin to quantify the cost- and time-savings that these real-time, automated analytics provide the community.

To learn more about the data-driven and fully redesigned administrative interface check out the following overview: The New ArcheViewer Administrative Experience: The Emergence of Data-Driven Educational Planning

#3 – Agile Educational Planning

Without a doubt the biggest impact of the data-driven administrative interface is that our Partners now have real-time ability to understand the strengths and opportunities inherent in their activities. Partners are never more than one click away from understanding what is working and what might be improved within the educational experience. In essence, the real-time nature of these data is the critical cog for the types of agile or formative educational planning that are so needed. Couple the types of data we surface to the various content creation tools that are available within the Learning Actions Model and Partners can design, plan, and implement very efficient content updates – ensuring that their content is dynamic and that the learning experience logically evolves and produces better and better outcomes over time.

To learn more about Agile Educational Planning check out some other work we have shared over the past few months: All good educational planning is agile educational planning

#4 – More Distribution Partners Than Ever

When we introduced the ArcheViewer Distribution Partner Network in April of 2014 our goal was to ensure that the CE community had increasing flexibility in how they disseminated their educational programs. Over the course of the year we continued to add Partners to this network, including: ReachMD, Elsevier, CMEZone, freeCME, CMEUniversity, myCME, PeerAudience, and MedPageToday. And just this week it was announced that MC Impact has become the first Distribution Partner focusing exclusively on the Managed Care audience. By seamlessly integrating our eLearning technology with these industry leading audience generation partners we have simplified the dissemination of ArcheMedX-powered educational content while allowing our Educational Partners to leverage the audience generation plan that is best suited for their needs.

To learn more about the growth of the Distribution Partner network and to explore the capabilities of each Partner click here!

#5 – Extending Our Science of CE program

Aligned with our continued support of the CE community at large – and, as demonstrated in our Innovation in CPD Award we have educated hundreds of CE professionals – we will be extending our Journey to the Center of CE program. The existing curriculum which explores the science of the Natural Learning Actions, Adult Learning Theory, Behavior Change and much more; will be supported and extended throughout 2015. The value of the existing series has been echoed by a number of groups who have begun to use the activities as the mainstay of staff training. Beginning in Q1 we will be launching a monthly Vlog series providing an overview of new research or meta-analyses and we have already committed to serve as Faculty at the 2015 ANCC Magnet Conference and the 2015 AMEE Symposium.

To learn more about and/or register for the Journey to the Center of CE program click here! Additional information about the Vlog series will follow in the coming weeks!

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Given this Top 5 list and all of the good things I (already) hear will be coming out of the Alliance meeting, it is hard not to be ecstatic about what the immediate future holds – hopefully you feel the same. As always, I’d love to hear what you think. What are you looking forward to in 2015? What do you want to share with the community? As we engage in these conversations I am sure we will find new ideas, new collaborations, and new successes. Certainly you will agree!

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MANUSCRIPT: What can we learn from narratives in medical education?

Medical literature has demonstrated the effectiveness of narrative writing in enhancing self-reflection and empathy, which opens the door for deeper understanding of patients’ experiences of illness. Similarly, it promotes practitioner well-being. Therefore, it is no surprise that narrative writing finds a new home in medical education. The Accreditation Council of Graduate Medical Education (ACGME), through its Outcome Project, established six core competencies that every residency program must teach. However, no specific pedagogies were suggested. We explored the role that narrative writing can play in reconciling the ACGME core competencies with daily encounters in medical education. Our study suggests a hidden wealth in reflective writing through narratives with a promising potential for application in medical education. Reflective writing may turn out to be an innovative tool for teaching and evaluating ACGME core competencies.

via What can we learn from narratives in medical education? – PubMed – NCBI.

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