Cassaundra A. Adams-Murphy, BA, MA Education Oregon Health & Science University
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1 Cassaundra A. Adams-Murphy, BA, MA Education Oregon Health & Science University HR Healthcare Organizational Effectiveness is a central resource dedicated to coordinating learning activities across OHSU's Health System. Our mission is to provide a system-wide approach to orientation, training, competencies, staff development and patient education.
2 Cassaundra Adams-Murphy Lead Senior Trainer About the Presenter: Instructional Designer E-learning developer Editor-in-Chief Principle Epic Trainer 24 years in education 8 years e-learning experience About Epic OHSU: Approximately 2200inpatient nurses at OHSU Orient ~240 nurses annually to inpatient nursing (new hires and transfers) Orientation is offered every other week
3 To start thinking about: A working definition of blended learning Blended learning as an instructional delivery method Examples of blended learning Resources for developing blended learning courses
4 Training isn t meaningful and learners don t feel engaged. This class is long and boring! ~ quotes from course evaluations! No clear correlation between nursing orientation content and Epic Three days of content followed by two full days of Epic training and testing Dissatisfaction and lack of focus for 2 eight hour days of Epic at end of orientation Training updated to reflect changes in system, but not changes in learners (i.e. new grads)
5 We needed to make a change in how we were training newly hired and transferring/traveler nursing staff! Use a variety of teaching methods to make interactive, engaging and fun Integrate the content (policies, protocols, etc.) into the Epic training Stress best practices throughout the program (charting, chart hygiene, etc.)
6 Blended Learning Blended courses / blended learning (also known as hybrid or mixed-mode courses) are: Classes not presentations A portion of the traditional face-to-face instruction is replaced by web-based and/or online learning (technology). Offered in varied modalities
7 Challenges Varying learner resources (computer access) Varying learner abilities (not adaptive, onesize) Developing the content: ID skillset ID time Project management needs (testing, pilot) Designing and evaluating learner competency Data collection Creating realistic, robust, visually pleasing content Levels of specificity needed
8 Blended learning Computer or web-based training including e-learning, webinars and mlearning Video, simulation, CRS, blogs, wikis, discussion boards. Benefits Engages the learner; interactive, integrative Self-paced, self-directed; reduces seat time Flexible; frees up classroom space Increase instructor-student & student-student connectivity Variety of delivery options (e-learning courseware, PPT, video, LMS); mobile Meets multiple learner needs, styles Promotes performance support and OJL/JIT learning
9 Being creative and developing a blended learning curriculum takes a team! Project Manager/Management IT Support Learning Management System Support Subject Matter Experts Other Team Members Pilot Testing Group / Usability testing Editors and Reviewers Logistics
10 Important Considerations: How much face-to-face instruction will be replaced? What technology will be used? How specific (or granular) is the learning need? Will learning be self-monitored or proctored on-site? Face-to-face instruction Integration Relationship Accountability Time Online Components
11 How much face-to-face instruction will be replaced? Blended learning = 30-70% delivered online (Online Learning Consortium) Depends on: Available resources Available technology Course content and objectives Discipline Learner ability Timeframe and/or course length
12 What technology will be used? Creating blended learning utilizes computers, mobile devices, industry devices, video cameras, etc. Delivering blended courses depends on: Available resources Available technology Course content and objectives Discipline Learner ability Timeframe and/or course length
13 How specific (or granular) is the learning need? Blended learning is not optimal for courses requiring hands-on training! Depends on: Available resources Available technology Course content and objectives Discipline Learner ability Timeframe and/or course length
14 Will learning be self-monitored or proctored onsite? Online course content can be made available via LMS or intra/internet; proctored or self-monitored. Depends on:
15 Will learning be self-monitored or proctored onsite? Online course content can be made available via LMS or intra/internet; proctored or self-monitored. Depends on: Available resources Available technology Course content and objectives Discipline Learner ability Timeframe and/or course length
16 Hands-on activity increase Some proctored, self-paced online course content Some self-initiated course content Video embedded into class; interactive Improved outcomes and feedback
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18 Eddie s meds Play audio While reviewing her medications, Eddie reports that she is not taking Allegra (fexofenadine) or Pepcid (famotidine). She tells you that she started taking 2 tabs of Vitamin D-3 every day two months ago because her sister told her living in the Northwest zaps her body of the vitamin. Continue
19 Video scenarios with real-time responses from learners Gamification
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23 Wrap-Up Blended learning is not a secret and can be whatever you make it!
24 Blended The End Learning Toolkit: what-is-blended-learning/ Educause:
25 Articulate The End (Storyline & Studio), Captivate, Camtasia Video (Articulate Replay, YouTube, Vimeo) Classroom response systems Screen recording (Screenr, Snagit) Elearning Bros, Elearning Heroes Social media, LMS And on and on and on.
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