On a weekly basis, this blog will tackle an instructional design topic in relation to e-learning within our context – medical education in resource constrained environments - with a focus on sustainability. We invite comments as part of the blog so that we can follow-up, if possible, on specific topics that emerge from these interactions.
Many medical schools are investing in eLearning and in particular in lecture capture. Lecture capture is defined as the recording of classroom-based activities in a digital format so that students can then watch them on their computers and/or mobile devices over the school's network or Internet. Further information about lecture capture can be found here.
A workshop on Basics in Instructional Design was conducted during the 2013 MEPI Symposium in Kampala, Uganda. These sessions took place on August 7 and 8. What follows is some of the key highlights in relation to the three questions addressed during the symposium:
The MEPI CC is all hands-on-deck for the MEPI symposium to take place in Kampala, Uganda between August 6 and 8. Therefore, my blog will resume during the week of August 11.
Last week I posted a list of questions that could be used when evaluating types of e-learning methodologies such as simulations, drills, etc. This week I address the use and design of drills.
Last week my post dealt with the design of tutorials. Tutorials are typically stand-alone e-learning assets. In other words, they are designed to support learning as part of self-study. With this in mind, their design is meant to be independent of an instructor and therefore it is important to follow good design principles. This is the case for any e-learning asset that is meant to be used by students independent of faculty presence.
In this entry, I outline good practice questions that you can use to guide you in your decision to adopt e-learning assets.
In the last blog entry, I provided an overview of three different methodologies - tutorials, drills and tests, and simulations. In this week’s blog entry, I will focus on the design and uses of tutorials.
Up to now, I have defined instructional design and addressed the concept of alignment. After those entries, I went on to discuss adoption of technologies to support e-learning from a technology acceptance perspective. This was meant to offer you a decision support framework so that when you are faced with multiple technologies, you could follow the suggested field test process to determine the appropriate option within your own context. Now, I would like to switch gears and focus on the different methodologies used within e-learning for content development.
In the last three blog entries, I have been discussing the opportunities and challenges of technology adoption. I focused on the technology acceptance model because it accounts for psychological constructs that affect individuals’ intention to use a particular technology. One way to examine whether a certain technological solution’s implementation will be viable and accepted is to conduct a field test. I ended the last blog entry by walking through steps 1-5 of the field test protocol. So, here is Part II ...
In the last two blog entries, I have been discussing the opportunities and challenges of technology adoption. I focused on the technology acceptance model because it accounts for psychological constructs that affect individuals’ intention to use a particular technology. One way to examine whether a certain technological solution’s implementation will be viable and accepted is to conduct a field test. I ended the last blog entry by indicating that this week I would share with you a sample protocol of such a field test based on the process I proposed last week. So, here is Part I of the protocol....
The Medical Education Partnership Initiative (MEPI) is a coordinated effort led by the Office of the U.S. Global AIDS Coordinator (OGAC) and supported by the National Institutes of Health (NIH) and the Health Resources and Services Administration (HRSA).