This Course Design Document (CDD) outlines the approach for the design, development, and technical considerations for the proposed [project].

Transcription

1 1.0 Introduction 1.1 Purpose This Course Design Document (CDD) outlines the approach for the design, development, and technical considerations for the proposed [project]. This document addresses the following elements: learner characteristics, terminal learning objectives (TLOs) and enabling learning objectives (ELOs), high-level content topics, instructional strategies, materials requirements, technical requirements, delivery methods, assessments, prototypes, and pilots. This document is divided in the following sections: Section 2 Design considerations that affect both formats of the course, including learner characteristics, learning objectives, content topics, instructional strategies, and assessments Section 3 Design considerations that apply to only the F2F format Section 4 Design considerations that apply to only the distance learning format Section 5 Media elements that apply to both formats, including slides, documents, and online activities Section 6 Basic assumptions, risks, and the review process associated with the training development effort. 1.2 Design Process Both F2F and distance learning formats will follow the same design process, which includes three general phases: Content Document, Storyboards, and Development. Each phase will result in products that form the basis for the next phase. Final course materials will result from these three phases. Content Document Phase Will result in a detailed document that identifies what content will be included in the course, including scenarios and practice activities. The approved Course Content Document will serve as the source for the Storyboards Phase. Storyboards Phase Will result in various documents and software products for the course that outline the presentation of the approved content, including branching strategies, instructional strategies, and overall course flow. The storyboards will communicate how the learner interacts with the content, such as reading, completing activities, and engaging in analytical thinking. It will contain all the information needed to develop and present the content, including technical integration considerations. Storyboards may be delivered as Microsoft Word documents, Microsoft PowerPoint files, or e-learning mockups. Development Phase Will result in draft documents and software course materials that will be further refined after Pilots A and B. Pilot course materials will be developed for Course Design Document (CDD) B-1

2 each format, including an instructor guide, participant materials, exercises and activities (asynchronous and synchronous), assessments, and their solutions. Feedback from Pilot A will be assessed and appropriate changes implemented prior to Pilot B. Feedback from Pilot B will be assessed and appropriate changes implemented. Final course materials will result from these three phases. 2.0 Course Design Considerations This section addresses design considerations that apply to both formats of the course, including learner characteristics, learning objectives, content topics, instructional strategies, and assessments. 2.1 Learner Characteristics The typical learners are [learner title] who are knowledgeable in general contracting but may not be familiar with contracting for health care resources. A primary function of their position is to review and analyze contracts for accuracy and compliance to regulations and directives. Learners may have reached any of the three levels of FAC-C certification, although most will have completed Level 1. Level 1 One year of contracting experience Level 2 Two years of contracting experience Level 3 One year of contracting experience after attaining Level 2 certification Learners are computer literate and have participated in some form of online collaboration. Anticipated class size is 20 with no less than 15 and no more than 30 participants. 2.2 Learning Objectives The course is divided into modules. Each module contains ELOs that support the course TLO. TLO: [TLO]. ELOs: [ELOs] 2.3 Course Outline Each module will link to specific learning objectives. The table below outlines the main topics that support the learning objectives for each module. Topics were extracted from the content resources provided by [client]. [table] Table 1. Modules, Objectives, and Content Topics Course Design Document (CDD) B-2

3 2.4 Course Structure The course structure follows the Continuous Learning Module (CLM) Model and will consist of five 6.5-hour blocks, each beginning and ending with a 45-minute synchronous, instructor-led event. The beginning event will introduce the daily agenda and topics, set up the activities, define the teams, and describe the F2F or distance learning process for the module. After the introduction, training will continue synchronously or asynchronously. Both formats will use blended learning strategies and resources incorporating online and offline activities. Blended learning combines instructor-led training with computer-mediated instruction. Example: Learner adds a best practice to contracting resource wiki. Learner participates in class discussion regarding the list of best practices. Both formats will culminate with a 45-minute synchronous debrief and summary of the day s activity. Continuous Learning Module (CLM) Model F2F / Blended Classroom Synchronous Introduction (45 min) Async/Sync Activities (5 hour) Synchronous Debrief (45 min) Course Design Document (CDD) B-3

4 2.5 Instructional Strategies Figure 1. CLM Model Instructional strategies will be based on sound learning theories and models. The table below presents the recommended instructional theories and models, their purpose, and an example. Table 2. Instructional Theories/Models and Examples Instructional Strategy Purpose Example Adult Learning Attention, Relevance, Confidence, and Satisfaction (ARCS) Motivation Theory Andragogy Bloom s Taxonomy Gagne s Nine Events of Instruction Experiential Learning Discovery Learning Provide direct, concrete experiences and build upon learner s current knowledge; give structured, helpful feedback. Gain attention, show relevance, build confidence, and provide opportunity to apply knowledge. Provide the reason for learning the content and its relevance to the learner s situation. Incorporate higher level learning objectives within the cognitive, affective, and psychomotor domains into the learning experience and provide activities that support them. Provide an efficient learning experience which includes: gain attention, inform learner of objectives, etc. Provide opportunity to learn by practice and reflection. Promote engagement and learning though questions and discussion. Building upon contracting basics, facilitator and learners discuss the specialty of medical contracting compared to general contracting. Learner analyzes need and determines appropriate contract method and its process. Learner is presented a medical contracting component and receives a realistic example of the effect when the component is handled incorrectly. Learner analyzes case study and discusses the value of the content related to the case study. Learner is introduced to the module with a multimedia/ animation on the effects of quality medical contracting. Learner concludes the module with an assessment, a puzzle of medical contracting components that need to be correctly arranged. Learner reviews a solicitation form and identifies missing requirements. Facilitator presents a concept with a multimedia clip and guides the learners through the concept with questions. Course Design Document (CDD) B-4

5 Instructional Strategy Purpose Example Problem-based Learning Cognitive Theory of Multimedia Learning Incorporate real-life scenarios to engage learners and illustrate concepts. Provide a multimodal learning environment and support content. Learner is presented with a contracting issue and discusses resolution options. Learner is presented with a concept using slides and graphics. Course Design Document (CDD) B-5