Bite 2 | Identifying Pain?
DESIGNING AND DEVELOPING
ELEARNING TRAINING
FOR San Diego Hospice and the
Institute of Palliative Medicine
Elizabeth Rest and Lisa Wortman
ED 795A | Fall 2009
SDHIPM eLearning Bite 2 | Identifying Pain?
The Challenge
Project Client/Audience Specifications Purpose
• Design and •SDHIPM – Barbara • Use Articulate • Increase
develop 3 Greenstein (client) and Captivate accessibility,
eLearning •Leichtag Family • Fund with consistency,
Bites Foundation (funder) Leichtag Family and tracking
•Seacrest Village LTC Foundation Grant • Save time and $
staff (audience) • Track in a LMS
SDHIPM eLearning Bite 2 | Identifying Pain?
Current Training Program
• SDHIPM trains Long Term Care (LTC) staff on the Stepping
Stones education model using instructor-led training:
Current
– 10 Bites that are divided into 3 modules
– Each Bite is 15 minutes in length
– SDHIPM staff mentor LTC staff after completion of a Bite
• SDHIPM received a grant to develop an eLearning based on
Future
the instructor-led Bites
• The eLearning Program will replace instructor-led training
SDHIPM eLearning Bite 2 | Identifying Pain?
Purpose of eLearning Program
• Increase accessibility for LTC staff
• Establish accurate method to track training
• Ensure consistency in content delivery
• Avoid classroom scheduling conflicts
• Save time and resources for SDHIPM staff
“The desired outcome of this project is to provide a training media
that can accommodate new staff palliative care training without
using additional instructor resources in long term cares facilities.”
SDHIPM eLearning Bite 2 | Identifying Pain?
Deliverables and Specifications
• Design and develop the first eLearning Module, Bites 1-3
• Use content from SDHIPM’s Stepping Stone curriculum
• Develop using Captivate, PowerPoint, and Articulate
• Include graded assessments
• Content will be hosted on
SDHIPM’s Learning
Management System (LMS)
SDHIPM eLearning Bite 2 | Identifying Pain?
Stepping Stones Education Curriculum
Module 1 Module 2 Module 3
• Bite 1 • Bite 4 • Bite 7
• Bite 2 • Bite 5 • Bite 8
• Bite 3 • Bite 6 • Bite 9
• Test • Test • Bite 10
• Test
Hospice 1 Team
SDHIPM eLearning Bite 2 | Identifying Pain?
eLearning Project Outline – Module 1
Module 1
Pain Fundamentals
Cumulative
Bite 1 Bite 2 Bite 3
Assessment
15 min. 15 min. 15 min.
10 min.
Defining Types Identifying Pain in Branching test on
Identifying Pain in
of Pain Nonverbal content from Bites
Verbal Residents
Residents 1-3
SDHIPM eLearning Bite 2 | Identifying Pain?
Literature’s Impact: Collaboration
Built a strong relationship with SDHIPM staff by:
Cultivating a professional relationship
Demonstrating integrity
Managing time
Listening carefully
Learning about the client’s business
Speaking-up with expertise
Shank: Ideas for Making Collaboration Work (2007)
SDHIPM eLearning Bite 2 | Identifying Pain?
Literature’s Impact: Analysis
Completed analysis and gathered data using a
systematic approach:
Guided methods for gathering data
Determined what types of questions to ask
stakeholders and subject matter experts
Implemented various methods to gain
different perspectives
Identified how to define measureable results
Allison Rossett’s book (2009), First Things Fast
SDHIPM eLearning Bite 2 | Identifying Pain?
Audience Analysis
Primary Audience Characteristics
• Newly hired • High school degree or above
Seacrest Village LVN • English may be a second language
and CHHA • Majority have no medical education or degree
• LTC staff • Content should be presented in a simplified way
• Complex terms should be avoided
Secondary Audience Characteristics
• SDHIPM LVNs • Most have medical education or knowledge
and CHHAs • May use Bites to get Continuing Education credits
• Other support staff • Familiar with electronic media
• Technically savvy with computer
SDHIPM eLearning Bite 2 | Identifying Pain?
Literature’s Impact: Design
Cognitive Load Theory influenced the design and development.
Bites 1-3 include:
Navigation buttons and an outline so learners can control pace
Audio narration that introduces content slowly as it is described
Bold headings and various fonts to draw attention to topics
Closely aligned text and visuals to show relationship
External job aids to help learners retain information
A variety of examples that provide different context
Clark, Nguyen, and Sweller’s book (2006), Efficiency in Learning
SDHIPM eLearning Bite 2 | Identifying Pain?
Examples of the Design
Related text and visuals are closely External job aids are provided to
aligned to show their relationship help learners retain information
SDHIPM eLearning Bite 2 | Identifying Pain?
Methodology and Approach
Weekly meetings and
correspondence with client
Used client’s front-end
Continuously incorporated
analysis, specifications, and
feedback from stakeholders
project plan
Used literature and findings Gathered data by observing
to design storyboards instructor-led training and
interviewing SMEs
Analyzed documents, job
aids, and existing training
SDHIPM eLearning Bite 2 | Identifying Pain?
Example of Re-Design
• Tailored background template for SDHIPM
• Medical terms are defined clearly
• Examples are provided
• Concepts are explained in detail for novice learners
• Graphics and text illustrate complex concepts
Screen used in instructor-led training Screen created for eLearning
SDHIPM eLearning Bite 2 | Identifying Pain?
Assets Included in Bites 1-3
• Objectives
• Review of prior Bites Bite 1
• Practice Items
• Reflective questions
• Presentation of new content Bite 2
• Examples and graphics
• Video demonstrations
• Sound effects Bite 3
• Narration
• Performance aids Final
• Graded quizzes and test Assessment
Bite 2 | Identifying Pain?
Here are some sample screens
from the eLearning
SDHIPM eLearning Bite 2 | Identifying Pain?
Challenges and Obstacles
• Communication between teammates
• Conflicting audience characteristics
• Time restraints in the development process
• Politics within the organization
• Access to software and resources
• Approval and review process delayed
• Versioning and file transfer
SDHIPM eLearning Bite 2 | Identifying Pain?
Evaluation: Quizzes and Test
• Practice items and quizzes assess knowledge and performance
• Feedback tells learners if they understand the content
• Scenarios, case studies, and branching activities test learners application
of knowledge in real-world situations
• Questions require learners to use job aids to demonstrate performance
• Final Assessment incorporates concepts from Bites 1-3 into advanced
scenarios to assess application and decision-making skills
SDHIPM eLearning Bite 2 | Identifying Pain?
Evaluation: The Project
What was done:
• Feedback from stakeholders was incorporated into
the design and development of all Bites
☐Recommended steps if time had allowed:
• Analyze test questions for validity
• Evaluate technical aspects before implementation
• Compare costs of instructor-led training verses eLearning
• Quantify the number of LTC staff who complete eLearning
verses those who attend classroom training
SDHIPM eLearning Bite 2 | Identifying Pain?
Recommended Next Steps
SDHIPM should pilot and evaluate Bites 1-3 using the
methods specified in the Evaluation section:
•Analyze test scores and tracking
•Observe LTC staff to assess if content is applied
and whether job aids are used
•Interview learners about strengths and weaknesses
•Incorporate necessary changes and re-evaluate
SDHIPM eLearning Bite 2 | Identifying Pain?
Final Recommendations
Quantitative and qualitative evaluations should be
completed with the target audience
Discrepancies should be noted and fixed
Follow-through should be done after roll-out to
determine effectiveness prior to developing the
remaining two modules
The same template, structure, and navigation
should be used to develop modules 2 and 3
SDHIPM eLearning Bite 2 | Identifying Pain?
References
• Bober, M.J. (2006). Interviews. Retrieved October 10, 2009, from ED 795A Fall 2009 Moodle website:
http://www.etmoodle.com/moodle/course/view.php?id=19
• Bober-Michel, M. (2009). Using Tests to Measure Learning. Retrieved November 1, 2009, from ED
795A Fall 2009 Moodle website: http://www.etmoodle.com/moodle/course/view.php?id=19
• Bober, M.J. and Marshall, J.M. (2009). Thinking about Observations. Retrieved November 10, 2009,
from ED 795A Fall 2009 Moodle website:
http://www.etmoodle.com/moodle/course/view.php?id=19
• Clark, R.C., Nguyen, F. and Sweller, J. (2006). Efficiency in learning. San Francisco: Pfeiffer
• Mager, R. M. and Pipe, P. (1985). Analyzing Performance Problems. Belmont, CA: Fearon Press.
• Rossett, A. (2009). First thing fast: A handbook for performance analysis, 2nd edition. SF: Pfeiffer
• Shank, Patti (ed.). (2007). Ideas for Making Collaboration Work. The online learning idea book : 95
proven ways to enhance technology-based and blended learning. p 49-75. Retrieved from
http://ecr.sdsu.edu
• The First Meetings and Beyond…Integrating Yourself. (2009). Retrieved November 1, 2009, from ED
795A Fall 2009 Moodle website:
http://www.etmoodle.com/moodle/mod/resource/view.php?id=739&subdir=/795a/Connecting_wit
h_Clients
• Weinstein, Margery. (Jun 2009). Head First. Training. 46:5. p 20-23.
• Wick, C., Pollock, R., Jefferson, A., Flanagan, R. (2006). The Six Disciplines of Breakthrough Learning.
SF: Pfeiffer.