Learning Curve - Curriculum Development (Chernoff & Howe)

Welcome!Thank you for participating in this EES educational program! As a reminder, please make sure you complete the program evaluation in the VA Talent Management System (VA TMS) for this event within 30 days. The evaluation for this program will close permanently after 30 days. Check the program brochure instructions on how to access your program evaluation.  Once you have completed and submitted your evaluation, your VA TMS account will show the completion within 24-48 hours and your certificate of attendance will be available in your “Completed Work.”

If you have any questions regarding the evaluation for this program, please contact Joe Douglas: joseph.douglas@va.gov,

818-895-9311 ext 9156.

Developing Curricula that Maximize Learner Engagement

The Learning Curve Webinar Series Ronni Chernoff, PhD, RD, FADA

Judith L. Howe, PhD, MPA

April 18, 2013

Learning ObjectivesIdentify characteristics of a positive learning environment

for clinicians;

Indicate the steps necessary for curriculum development, implementation and feedback for clinical topics; and

List instructional technologies for clinicians which incorporate distance learning.

Characteristics of a Positive Learning EnvironmentProcess

Students are engaged in the learningThere is a high energy level in the learning environment

OutcomesSignificant and lasting changeLearning that matters and adds value

Personal life Professional life

Teaching/Learning ParadigmsOld

Knowledge transferred from teacher to learner

Learning through memorization

Competitive classroom Faculty holds powerAssessment through testsReliance on books, “teacher

in front of board”

NewKnowledge is jointly

constructed Learning through relatingCooperative learning and

teachingShared powerCriterion-referenced and use

portfoliosTechnology prevalent (Fink, L.D., 2003)

Knowles’ Model of Adult Learning

The relationship between teacher and student is one of mutual respect.

The student’s experience counts for as much as the teacher’s knowledge.

Learning is student-centered rather than teacher-centered.

Knowles’ Model of Adult Learning

Promotes a climate of:

Openness CollaborationCompetence Creativity Success

(Hanson, 2001)

Characteristics of Adult LearnersHeterogeneous

Multiple responsibilities

Varied backgrounds

Voluntary learners

Problem-centered learners

Engaging Teaching FormatsRole playingSimulationsDebatesCase StudiesWriting-across-the curriculumSmall group learningService learningReflection through journalingOnline learning

Curriculum Design

Subject Matter

Knowledge

Faculty-Learner Interactions

Course Management

Course

FOUR COMPONENTS TO PREPARE FOR TEACHING A COURSE

Fink, L.D., 2003

Steps for Curriculum Development

Problem Identification

● Characterize and describe the issue that will be the focus of the program

● Can we address the most recent knowledge in the literature to support the educational initiative?

● Is this issue relevant to the practice of the target audience?

● How can this be determined?

Needs AssessmentWho is your target audience?How can you assess its needs?

Talk to members of the target groupSurvey the target groupObserve the target group

What is the preferred method for teaching the target audience members?

Planning committee is often helpful in gauging topic priorities

Determine goals and objectivesIdentify the end toward which an effort is

directedGoals and Objectives –specific and

measurable (ASK)Direct the choice of curricular contentClearly communicate the purpose or the aim

of the program

Educational methodologyWhat is the best way to transfer this information?

Think about the basics of adult educationIs the information relevant to the learners?Does the new information build on already “owned”

knowledge?Can you get the learner actively involved?Is the topic perceived by the target audience to be

important to improving its knowledge/skills to do a better job?

Educational methodologyWhat methods will you use?

LectureSlides VideoDiscussion or debatesGroup activitiesComputer simulations

How creative can you be?

Structuring an educational event curriculumSetting topic priorities based on needs

assessment and expert input

What instructional method best fits with topic

What is the projected time frame

Structuring an educational event curriculumWhat is the physical space like

ClassroomAuditoriumBreakout roomsClinic areaLab space

Structuring an educational event curriculumOutline topicAssign time blocks for each partExplore possible support strategies

SlidesVideosHandoutsDemonstrationsSimulations Trigger tapes for discussionCase materials

Structuring an educational event curriculumIdentify main take away pointsUse introduction to “set the stage”: why is this

topic important?Develop content to highlight take away points

Content mapping is looking at time allocation for main points and structuring the program to best reflect priority information

Structuring an educational event curriculum

Summarize the main points to emphasize what is important and supports the objectives

Structuring an educational event curriculumWork with topic outline to see where

illustrations, support material, other media can be used to make a stronger case and more take-away points

Anecdotes and supporting materials are often more memorable than just listening to a lecture or looking at slides

Structuring an educational event curriculumConsider handout material so participant/learner has

something to take home to reinforce new material retention Handout of slides for note-takingTables from slides that need to be larger to be readPamphlets, brochures or other reference materialBibliographyResource list

Implement CurriculumDevelop materials

Create handoutsGoals and objectivesSupport material for contentReferencesParticipant profilesEvaluation forms

Implement CurriculumTeach the curriculumEngage the learnersAssure adequate time for questions or

discussionGive and get feedback

EvaluateHave learners evaluate the presentation

Leave time for open-ended questions and participant comments, suggestions for improvement, ideas for other topics

EvaluateAsk questions about supporting materials –

what did the learners enjoy or think was valuable

Evaluate yourselfWere you comfortableDid you cover everything you wanted to

Thank You!

In order to receive your certificate of attendance, you must complete your program evaluation in the VA Talent Management System (VA TMS) within 30 days. The evaluation for this program will close permanently after 30 days. Check the program brochure instructions on how to access your program evaluation.  Once you have completed and submitted your evaluation, your VA TMS account will show the completion within 24-48 hours and your certificate of attendance will be available in your “Completed Work.”

If you have any questions regarding the evaluation for this program, please contact Joe Douglas: joseph.douglas@va.gov

, 818-895-9311 ext 9156.