Instructional Design FacilitatorGuide.nov2017 (1)
Instructional DesignSecond EditionLearner’s GuideNovember 2017
Jhpiego Corporation is an international, non-profit health organization affiliated with The Johns HopkinsUniversity. For more than 36 years, Jhpiego has empowered front-line health workers by designing andimplementing effective, low-cost, hands-on solutions to strengthen the delivery of health care services forwomen and their families. By putting evidence-based health innovations into everyday practice, Jhpiego worksto break down barriers to high-quality health care for the world’s most vulnerable populations.Published by:JhpiegoBrown’s Wharf1615 Thames StreetBaltimore, Maryland 21231-3492, USAwww.jhpiego.orgCopyright 2012 by Jhpiego Corporation. All rights reserved.Updated November 2017
TABLE OF CONTENTSLearner’s GuideInstructional Design Syllabus . 1How to Use Course Materials . 4Instructional Design Course Schedule . 5Self-Assessment . 7Course Design . 8Example: Design Plan Document—Physical Examination. 9Template: Course Design Plan . 11Writing Objectives. 12Exercise: Is it acceptable? . 13Example: Sequencing Objectives. 16Example: Instructional Planning Worksheet . 17Template: Instructional Planning Worksheet . 18Assessment . 19Example: Instructional Planning Worksheet—Assessment Item Congruence. 20Handout: Writing Test Items . 21Example: Checklist for Communication Skills . 22Example: Role Play for Assessment . 23Example Case Study: Management of Antenatal Complications . 25Example Case Study: Management of Antenatal Complications Answer Key . 27Example: Checklist for Psychomotor Skills . 28Exercise: Question Hall of Shame. 30Handout: Guidelines for Validation of Examination . 34Handout: Guidelines for Checklist Validation . 36Learning Activities . 38Exercise: Select Relevant and Purposeful Learning Activities . 39Handout: Making PowerPoint Work for Your Audience . 43Example: Learning Activities . 46Example Clinical Simulation: Management of Vaginal Bleeding after Childbirth . 50Example: Role Play for Practice . 52Exercise: Create and Facilitate a Role Play . 54Exercise: Create and Facilitate a Case Study . 56Exercise: Create and Facilitate a Clinical Simulation . 57Template: Clinical Simulation Form. 58Template: Session Plan. 59Handout: Selecting Instructional Content . 60Course Evaluation. 61Handout: Formative Evaluation Guide . 62Example: Data Summary Table . 64Exercise: Data Summary Table . 65Template: Action Plan . 68Final Evaluation Form. 69References . 71Instructional Designiii
LEARNER’S GUIDE
INSTRUCTIONAL DESIGN SYLLABUSINTRODUCTIONAs part of Jhpiego’s recommended plan for developing national capacity in training, instructional design skillsare needed to ensure that training and continued professional development result in the desired outcomes. Aspart of Jhpiego’s work in faculty development and strengthening pre-service education, basic instructionaldesign skills are needed for faculty and teachers.SYLLABUSCourse Description: This course provides practical experience and feedback in key instructional design skills.The emphasis is on practical experience rather than theory. This course is planned for seven days, includingtime for content development.Facilitator Selection Criteria: An experienced Instructional Designer or Training Expert should facilitate thiscourse.Participant Selection Criteria: In-service trainers, pre-service faculty or classroom instructors who areinterested in creating more engaging and effective learning experiences.Course Goal: Create more effective, engaging learning experiences for participants in your courses.LEARNING OBJECTIVESAfter completing this instructional design course, you will be able to apply three key elements (analysis, designand development) of the instructional design model to improve learning and actively engage participants inyour courses.After this course, you will be able to:Determine Course Context1. Describe the general context of the desired technical content course (intended learners, theexpectations of their jobs).2. In simulation, conduct a basic audience analysis, and identify relevant: Learner characteristics Training context/workplace context Learner experience (years on the job, general competencies, reading/writing level andlanguage used, use of computers and other technology)Write Learning Objectives1. Using identified learning needs, write learning objectives that are specific, measurable, andattainable and include the desired performance, conditions of performance and the criteria forassessing the performance.Instructional Design1
2. Given a sample from a skills-course, sequence the learning objectives consistent with theguidance presented in the reference manual.3. For a given set of learning objectives, identify the prerequisite skills and knowledge that you willnot teach but which participants must have mastered to be successful in reaching the objectives.Select and Develop Assessments1. Based on identified learning needs, describe options for assessment methods consistent with theguidance provided in the reference manual, including the appropriateness, advantages andlimitations of each.2. Presented with a range of samples, critique and improve questions consistent with the criteriaprovided in the reference manual.3. Given learning objectives, create test items to measure achievement of the learning objectives.4. Given learning objectives, construct checklists to measure competency of communication,psychomotor or clinical decision-making skills.Select and Develop Learning Activities1. Given specific learning objectives, select and develop realistic and relevant learning activities andexercises that engage learners in purposeful learning and help them: Master the learning objectives Successfully complete the learning assessments Apply what they’ve learned on the job2. Using identified learning activities, organize the learning activities to support increasing masteryof objectives.3. Based on the identified learning activities, select engaging and appropriate teaching methods tohelp learners accomplish the learning objectives.4. In a case study, distinguish content that directly supports successful completion of the learningactivities from content that is not relevant.5. Using identified learning objectives, create session plans that address the nine events ofinstruction.6. Based on the identified course/learning context, learner characteristics and identified learningactivities, select appropriate mode(s) for delivery of instruction.Evaluate Courses1. Based on draft or existing materials, describe formative and summative evaluation approachesthat will identify if the learning goals will be met by the draft course design.2. Create a data summary chart and identify where to revise instruction.2Instructional Design
TEACHING/LEARNING METHODS Interactive presentations Discussions Practice and feedbackLEARNING MATERIALS/REFERENCESInstructional Design Manual, Jhpiego 1997Learning for Performance, CAPACITY Project, 2007METHODS OF ASSESSMENTFinal Knowledge AssessmentInstructional Design3
HOW TO USE COURSE MATERIALSYour Learner’s Guide contains these common types of materials:Examples: These are examples that are used to explain ideas or demonstrate concepts. Use them to guide youin creating similar types of materials on your own.Templates: These are forms that provide a standard structure or pattern to guide you in creating learningactivities or assessment methods. Use them to create desired items.Handouts: These provide additional content on specific topics, use them for additional information.Exercises: These are used to give you practice and feedback in specific skills, use them to develop your skills.4Instructional Design
INSTRUCTIONAL DESIGN COURSE SCHEDULEMODEL INSTRUCTIONAL DESIGN COURSE SCHEDULEDay 1A.M. (4 hours)Opening and Introduction:WelcomeIntroductionsIdentify expectationsCourse Overview (goals,objectives, schedule)Review course materialsIdentify learning needsDay 2A.M. (4 hours)Agenda and opening activityObjectives ContinuedSequencing objectivesWrite objectivesPrerequisite SkillsAssessment Methods, Part 1Principles of AssessmentCourse DesignInstructional design modelsIdentifying learning needsLunchA.M. (4 hours)Agenda and opening activityReview a sample of improvedobjectivesLearning Activities Part Icontinued:Select teaching methodsOrganize ActivitiesDay 4A.M. (4 hours)Agenda and opening activityReview of previous day’s workAssessment Methods, Part IIcontinuedAssessing types of skillsChecklist variationsCreate checklistsDay 5A.M. (4 hours)Agenda and opening activityReview a sample improvedquestions from previous dayLearning Activities Part III:Nine Events of InstructionSession plan developmentAssessment Part IIItem characteristicsLunchLunchLunchP.M. (3 hours)Assessment Methods, Part 1Method selectionCongruence with objectivesP.M. (3 hours)Assessment Part II continuedCritique questionsItem developmentP.M. (3 hours)Learning Activities Part II:Design and create learningactivitiesReview of key pointsEnd of the day evaluationReview of the day’s activitiesSelect Relevant ContentObjectivesPurpose and importanceKey componentsCritiquing objectivesLearning Activities Part I:Mastery learningConsistency with objectives andassessment methodsSelect learning activitiesEnd of the day evaluationReview of the day’s activitiesEnd of the day evaluationReview of the day’s activitiesAssignment : Learning forPerformance, steps 1–6ID Manual: Chapter 3, 5 and 7Trainer review objectives andprovides individual writtenfeedbackAssignment: Learning forPerformance, Steps 7–8ID Manual: Chapter 8Assignment: Learning forPerformance, Steps 7–8Trainer reviews questions andprovides individual writtenfeedbackAssignment: ID Chapter 9,Learning for Performance,Step 9P.M. (3 hours)Course Design continuedDesign considerationsAudienceInitial Design5Day 3LunchP.M. (3 hours)Session planning organizationcontinuesReview of key pointsEnd of the day evaluationReview of the day’s activitiesEnd of the day evaluationReview of the day’s activitiesAssignment: ID Chapter 9,Learning for Performance,Step 10Instructional Design
MODEL INSTRUCTIONAL DESIGN COURSE SCHEDULEDay 6Day 7A.M. (4 hours)Agenda and opening activityA.M. (4 hours)Agenda and opening activityMaterials reviewReview of developed materialsMaterials developmentMode of InstructionDesign considerationsAudienceLunchP.M. (3 hours)EvaluationFormative and summativeevaluationLunchMaterials DevelopmentAction PlanningCourse EvaluationFinal knowledge assessmentClosingEnd of the day evaluationReview of the day’s activities6Instructional Design
SELF-ASSESSMENTInstructions: Please indicate your opinion of your expertise using the following rate scale.PERFORMANCETASKlearning teach others12345671. Conduct a performance assessment or baseline needs assessment.12345672. Write learning objectives that respond to an identified learning need.12345673. Sequence the learning objectives.12345674. Describe options for assessment methods, including the appropriateness,1234567advantages and limitations.5. Create test items to measure achievement of the learning objectives.12345676. Construct checklists to measure proficiency of communication, psychomotor or1234567clinical decision-making skills.7. Design realistic and relevant learning activities and exercises.12345678. Organize the learning activities to support learner’s mastery of objectives.12345679. Select appropriate mode(s) for delivery of instruction.123456710. Develop session or lesson plans.123456711. Evaluate learning intervention outcomes.1234567Instructional Design7
COURSE DESIGNSUMMARY OF THE SESSIONDuring this session, you will review: 1) How to review the context when designing a course; 2) Howto analyze your learners to identify learner characteristics, experience and workplace context; and 3)How to use this analysis to identify possible learning solutions, including possible formats.LEARNING OBJECTIVES FOR THE SESSIONAt the end of the session, participants will be able to:1. Describe the general context of the desired technical content course (intended learners, theexpectations of their jobs).2. In simulation, conduct a basic audience analysis, and identify relevant:8 Learner characteristics Training context/workplace context Learner experience (years on the job, general competencies, reading/writing level andlanguage used, use of computers and other technology)Instructional Design
Example: Design Plan Document—Physical ExaminationRATIONALEWhy does this course matter? Why is it needed?A key skill in HIV and other infectious disease management is the ability to perform a physicalexamination and make an appropriate diagnosis. While taught during specific educational programs,typically these skills are weak.NEEDS ASSESSMENT FINDINGSWhat does the needs assessment show about learning needs? What is thelearning need?Using HIV performance standards to assess workplace performance, physical examination is a weakarea more than 60% of the time. The needs assessment also identified that feedback on physicalexamination skills are weak, but other job performance factors are not a problem.CONTEXTWhat is the context around this course? Which mode(s) of delivery is beingconsidered?Since the content of physical examination does not change often, and there is a need to reach greatnumbers of providers without removing them from the workplace, the use of a computer-basedmode of delivery is a top choice. This will be combined with an on-the-job approach for practiceand feedback.LEARNER CHARACTERISTICS/AUDIENCEWhat are learner characteristics? Computer literacy? Professional experienceand place?Learners will be mostly physicians, clinical officers or midwives working in public sector facilities.Most of the learners may have been in practice for some time. Literacy will not be a problem, buttranslation will be needed for francophone and lusophone countries. Computer literacy and accessmay be a barrier for some of them. Some considerations include: refer to the course as a “refresher,”since experienced professionals may not feel that it is needed, make sure that computer access andsome basic help can be provided in the workplace—an orientation session might be needed to ensurethey are comfortable using the computer. Several mentors or on-site trainers will be needed toprovide on-the-job practice and feedback-and preparing and supporting their involvement must beaddressed.WORKPLACE CHARACTERISTICSWhat is the description of the workplace?The workplace will be busy, understaffed and under-resourced. Time and incentives will need to be providedto make sure the learners have time set aside to go through computer-sessions, and a structured plan forcompleting the on-the-job portion. Any additional supplies will need to be provided.Instructional Design9
DRAFT COURSE GOALSList draft ideas of the course goals. Motivate the learners regarding the importance and usefulness of a well-done physicalexamination. Ensure that learners can complete a physical examination and identify common complications orillnesses related to HIV or ARV treatment.10Instructional Design
Template: Course Design PlanRATIONALEWhy does this course matter? Why is it needed?NEEDS ASSESSMENT FINDINGSWhat does the needs assessment show about learning needs? What is thelearning need? How does one know it is a learning need?CONTEXTWhat is the context around this course? Which mode(s) of delivery is beingconsidered?LEARNER CHARACTERISTICS/AUDIENCEWhat are learner characteristics? Background? Computer literacy? Professionalexperience and place?WORKPLACE CHARACTERISTICSWhat is the description of the workplace?DRAFT COURSE GOALSList draft ideas of the course goals.Instructional Design11
WRITING OBJECTIVESSUMMARY OF THE SESSIONDuring this session, you will review: 1) How to write learning objectives; 2) Strategies for sequencingobjectives; and 3) Identifying knowledge and skills needed that you will not teach, but are neededfor learners to master your objectives.LEARNING OBJECTIVES FOR THE SESSIONAt the end of the session, participants will be able to:1. Using identified learning needs, write learning objectives that are specific, measurable andattainable, and include the desired conditions of performance, the desired performance and thecriteria for assessing the performance.2. Given a sample from a skills-course, sequence the learning objectives consistent with theguidance presented in the reference manual.3. For a given set of learning objectives, identify the prerequisite skills and knowledge that you willnot teach, but which participants must have mastered to be successful in reaching the objectives.12Instructional Design
Exercise: Is It Acceptable?OBJECTIVESThe purpose of this activity is to: Practice developing learning objectives that specify the following components: anobservable/measurable performance, the conditions of performance and the criteria or standardswhich will be used to assess the performance.RESOURCES/MATERIALS NEEDED Exercise: Is it Acceptable? Pens/pencils, flipcharts or blackboardINSTRUCTIONS Using the table below, review the list of proposed learning objectives for a variety of courses.Indicate which of the three criteria (observable/measurable performance, conditions ofperformance, criteria) are met for each learning objective. Identify which learning objectives areacceptable and meet all of the criteria. Which objectives are unacceptable and why? Work together to re-write unacceptable objectivesso that they meet all three criteria. Choose a team leader to present the re-written list of learning objectives.Instructional Design13
SAMPLE LEARNING OBJECTIVESLearning Objective(The learner will be able to .)Observable/measurableperformanceConditions ofperformanceCriteriaAcceptable3. Talk to women aboutcervical cancer prevention.New Learning ObjectiveDuring at least one client group session in clinic, talk towomen about ways to prevent cervical cancer accordingto facility/practice standards pertaining to cervical riskfactors and prevention.YesNoNoNoDuring a role play that simulates counseling a patient,demonstrate the ability to talk to a woman about cervicalcancer prevention using facility/practice standards orrelevant clinical checklist.On a written test, answer at least 85% of questions in thesection pertaining to Cervical Cancer Prevention.4. Explain who should havecervical cancer screeningand how VIA (visualinspection of the cervix withacetic acid) screens forcervical cancer.Based on the clinical histories described, decidecorrectly in at least 4 out of 5 case studies women whoshould have cervical cancer screening.YesNoNoNoDuring supervised clinical practice, demonstrate theability to choose clients who should have cervical cancerscreening using facility/practice standards or relevantclinical checklistOn a written test, answer at least 85% of questions in thesection pertaining to VIA screening for cervical cancer.5. Perform a pelvicexamination.6. Perform active managementof the third stage of labor.7. Provide family planningmethod-specific counselingto a client.14Instructional Design
SAMPLE LEARNING OBJECTIVESLearning Objective(The learner will be able to .)Observable/measurableperformanceConditions ofperformanceCriteriaAcceptableNew Learning Objective8. Follow infection preventpractices.9. Plot the partograph andknow when to refer thewoman.10. Take a patient history.15Instructional Design
Example: Sequencing ObjectivesFrom a Fundamentals of Midwifery SyllabusMODULE OBJECTIVESSUGGESTED SEQUENCE KEYBy the completion of this module, students will be able to:1. Review of anatomy and physiology: The course will cover structure and function of cells, organs ofthe reproductive health system.2. Introduction to antenatal care including: Antenatal assessment (history and physical examination)and care provision (including birth planning, preventive measures, and health messages andcounseling), common discomforts in pregnancy and special needs, including malaria, anemia, HIV,and gender-based violence.3. Taking an antenatal history: Personal history, obstetric history current and past, menstrual history,minor disorder of pregnancy, danger sign of pregnancy, labor and postpartum, ever used anyfamily planning methods.4. Perform physical examination of pregnant woman.5. Performing postnatal examination including: Introduction to postpartum care, postpartumassessment (history and physical examination) and care provision, including preventive measuresand health messages and counseling.6. Introduction to newborn care, basic care of the newborn, including warmth, early, exclusivebreastfeeding, immunization, newborn assessment, and common concerns and special needs inthe newborn period.16Instructional Design
Example: Instructional Planning WorksheetLEARNING OBJECTIVE(S)Given a sample from a skillscourse, sequence the learningobjectives consistent with theguidance provided in Learningfor Performance, pg. 38.LEARNING ASSESSMENTMETHOD(S)Arrange learning objectives in anappropriate sequence.TRAINING/LEARNING ACTIVITY(IES)Provide a list of incorrectly orderedobjectives for learners to arrange in theproper order (individuals or smallgroups).REFERENCES/ RESOURCESExercise: learning objectives misordered;needs answer key with correct order andrationaleLearning for Performance, step 6, pg. 38Debrief.Given a range of client casestudies, identify the appropriatefamily planning counseling tasksfor the four different types ofclients, completing all the taskson the checklist.17In a matching exercise, correctlyidentifies the appropriate familyplanning counseling tasks for eachtype of counseling client presented ina case study.Provide handout on different types ofcounseling clients and related familyplanning tasks; discuss with the group.In case studies, identifies appropriatecounseling tasks based on differenttypes of clients.Handout: Different types of counselingclientsCase studies for different types ofcounseling clientsInstructional Design
Template: Instructional Planning WorksheetLEARNING OBJECTIVE(S)18LEARNING ASSESSMENT METHOD(S)TRAINING/LEARNING ACTIVITY(IES)REFERENCES/RESOURCESInstructional Design
ASSESSMENTSUMMARY OF THE SESSIONDuring this session, you will review: 1) How to select methods to assess your objectives; 2) How tocritique and write questions to assess knowledge; and 3) How to create checklists to measure skills.LEARNING OBJECTIVES FOR THE SESSIONAt the end of the session, participants will be able to:1. Based on identified learning needs, describe options for assessment methods consistent with theguidance provided in the reference manual, including the appropriateness, advantages andlimitations of each.2. Presented with a range of samples, critique and improve questions consistent with the criteriaprovided in the reference manual.3. Given learning objectives, create test items to measure achievement of the learning objectives.4. Given learning objectives, construct checklists to measure competency of communication,psychomotor or clinical decision-making skills.Instructional Design19
Example: Instructional Planning Worksheet—Assessment Item CongruenceLEARNING OBJECTIVE(S)LEARNING ASSESSMENTMETHOD(S)TRAINING/LEARNING ACTIVITY(IES)REFERENCES/ RESOURCESVAGUE OBJECTIVETalk to women about cervicalcancer prevention.ACCEPTABLE OBJECTIVEDuring at least one client groupsession in clinic, counsel womenabout ways to prevent cervicalcancer according tofacility/practice standardspertaining to cervical risk factorsand preventionDirect observation: in a role play,provides counseling consistent withthe facility standards for cervicalcancer prevention counseling andeducation.Using a role play demonstrate cervicalcancer prevention counselingconsistent with the facility standards.Cervical cancer facility standardsIn trios, learners practice counselingone as the counselor, one as client, oneas observer providing feedback. Rotateevery 10 minutes.During demonstration on ananatomical model, perform apelvic examination completingall critical tasks on the clinicalchecklist.In a clinical simulation, correctlyidentify the appropriatemanagement for a givenpartograph that crosses an alertline.From the signs and symptomsdescribed, decide correctly in atleast 4 out of 5 case studies ifyou can treat the woman or ifshe needs to be referred to ahigher service delivery level.In supervised clinical practice,plot the partograph for 3 womenin labor according to the criteriaoutlined in the sample.20Instructional Design
Handout: Writing Test Items1GENERAL Construct items on importantcontent; avoid trivial content orsimple recall.Keep content independent ofother test items.Avoid trick or opinion-baseditems.Minimize amount of reading ineach item.Use correct grammar,punctuation, etc.MULTIPLE CHOICEStem Construction Provide a complete statement.Include only relevant information; avoid extra information.Contain as much of the item as possible in the stem.Keep stems as short as possible.Ask for the correct, not “wrong” answer.Word the stem positively, avoid negatives; if you usewords like NOT or EXCEPT, they should be bold andcapitalized.DistractorsTRUE/FALSE Statement should beunambiguously true of false.Avoid specific determiners, i.e.,all, never, none.Avoid negatives when possible.Test one proposition at a time.Do NOT test recall of straightquotes. MATCHING Structure both lists similarly.Provide clear directions.Uneven listsMore than four, less than 10optionsConsider use with case studies. Consider the number of distracters (three choices total issufficient based on the evidence).Make sure only one answer is correct.Avoid long opti
INSTRUCTIONAL DESIGN COURSE SCHEDULE MODEL INSTRUCTIONAL DESIGN COURSE SCHEDULE Day 1 Day 2 Day 3 Day 4 Day 5 A.M. (4 hours) Opening and Introduction: Welcome Introductions Identify expectations Course Overview (goals, objectives, schedule) Review course materials Identify
mind, I like instructional design and technology (IDT). This term, which has been employed by one of the professional organizations in our field (Professors of Instructional Design and Technol-ogy), directly refers to the key concepts men-tioned earlier-instructional design and instructional technology (i.e., instructional media).
May 26, 2021 · instructional design. IDD 610 Instructional Design (3 credit hours): Instructional Design is a project-based course that includes step-by-step strategies to create instruction using design models, instructional strategies, and technology applications. Learners will study the processes of analysis, design,
2. INSTRUCTIONAL DESIGN Instructional design is defined by Berger and Kam [1] as ‘the systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction. It is the process of analysis of learning needs and goals and
Instructional Systems at Florida State University, draws helpful dis-tinctions in his 2001 article on the history of instructional design and technology: “Instructional Tech-nology is the problem analysis, solu-tion design, development, imple-mentation, management, and eval-uation of instructi
Instructional design process, which is prescriptive by its nature, is generally based on models. Instructional design models offer some advice concerning the design of learning activities and support of students (Elen, 2016). It is possible to use instructional design models with varying degrees of implementation in many settings.
The Essentials of Instructional Design The Essentials of Instructional Design, Third Edition introduces the essential elements of instructional design (ID) to students who are new to ID. The key procedures within the ID process—learner analysis, task a
1. explain the definition of instructional media 2. identify the kinds of instructional media 3. identify the function of the instructional media 4. select appropriate instructional media for teaching English 5. Use media in four language skills ( listening, speaking, reading, writing) and grammar, vocabularies in teaching and learning process.
security rules for protecting EU classified information, certain provisions in this guide are still based on Commission Decision 2001/844. In the absence of new guidelines they should continue to be applied. Under the new security rules, all classification markings must now be written in FR/EN format (e.g. RESTREINT UE/EU RESTRICTED). EU grants: H2020 Guidance — Guidelines for the .
