Instructional Designs with Impact

1
Instructional Designs with Impact

• Diane Magrane, M.D.
• Associate Vice President
• Faculty Development and Leadership
• March 2007 APGO/Solvay Scholars

2
Basic Units of Curriculum
Student Teacher Challenge
Learning
3
Assessment Directs Learning
Student Performance
Instruction
Learning
Program Effectiveness
Nassif, Magrane
4
Using, not Reinventing, Classic Wheels
5
What does the Literature say about curriculum
design?
Youve got to be very careful if you dont know
where youre going, because you might not get
there. Yogi Berra
If you dont know where youre going, then any
path will get you there. The Cheshire Cat Alice
in Wonderland
6
Curriculum Design
Needs Assessment
Learning Objectives
Program Evaluation
Tools and Environment
Assessment
7
Curriculum Design The Yogi Berra Way
Why are you going somewhere else?
Where are you going?
Did you get there?
How will you get there?
How will you know when you arrive?
8
Curriculum DesignTools / Environment
How will you get there?
What kind of an experience would you like to have?
How much do you have to spend?
9
Curriculum Design Assessment of Performance
How will you know when you have arrived in the
right place? At the right time?
10
Competency Based Education establishes standards
of performance

Performance assessment in vivo Undercover
SPs, Video, Logs...
Does
Performance assessment in vitro CPX,
OSCE, SP-based tests...
Shows how
(Clinical) Context based tests MCQ,
essay, oral...
Knows how
Factual tests MCQ, essay, oral...
Knows
Van der Vleuten, C. Ottawa Conference, 2000
11
Curriculum DesignProgram Evaluation
Did you get where you wanted to be?
Was it a good trip? Would you go the same way
again?
12
The Ambulatory Care Clerkship Panel
Recommendations

• Assess the Alignment of
• Needs and Goals
• Goals, Resources, and Methods
• Goals and Assessment methods
• Needs, Goals, and Program Evaluation

13
Learning Styles

• Preference, Difference, and Practice

Learning is a process whereby knowledge is
created through the transformation of
experience. (Kolb 1984)
14
Kolbs Learning Cycle and Styles
Concrete Experience
Diverging
Accommodating
Active Experimentation
Reflective Observation
Converging
Assimilating
Abstract Conceptualization
.
15
Strengthening and Developing Kolb Learning Style
Skills
Learning Style Ways to Strengthen
Diverging Make decisions, design focused plans, and follow through
Assimilating Set practical goals and completion dates
Converging Take time to reflect, examine problem from multiple perspectives
Accommodating Take time to reflect, research, and define problems
16
Learning Styles

• Preference, Difference, and Practice

VARK is about our preference for taking in, and
putting out Information in a learning context.
Although it is a part of learning style we
consider it an important part because people can
do something about it. Some other dimensions are
not open to change. It is what you do after you
learn your preferences that has the potential to
make a difference.
17
VARK Preferences how do we study and learn best?

• Visual

Auditory
Kinesthetic
Read/ Write
18
Analyze the Design of this Workshop!

• Needs Addressed?
• Goals Objectives clear and aligned with needs?
• Methods support Goals/ Objectives
• Address
• V
• A
• R
• K

• Performance of Curriculum Design assessed?
• Kolb Cycle addressed?
• Diverge from Experience
• Assimilate new Qs and Possibilities
• Converge around theory and concepts
• Accommodate into action and practice
• Program evaluated?

19
Curriculum Design and Professional Development of
Educators
Needs Assessment
Goals/ Objectives
Connections And Networks
Presentations And Publications
Program Evaluation
Methods
Scholarship, Grants Contracts
Assessment