Creating Online Training Modules for Research Education

Transcription

1 Creating Online Training Modules for Research Education Tony Onofrietti, M.S., CRSS Director of Research Education Jackie Hinton, M.S. Project Administrator, Pediatrics NCURA Region VI & VII Meeting Newport Beach, California April 19, 2010

2 Meet Your Colleagues

3 Please indicate your gender: 1. Female 2. Male 80% 20% Female Male

4 Washington Other Where are you from? 13% 13% 63% 4% 0% 4% 4% 0% 0% 0% Alaska / Hawai... Arizona California Colorado Idaho / Montan... New Mexico Oregon Utah / Wyoming 1. Alaska / Hawaii 2. Arizona 3. California 4. Colorado 5. Idaho / Montana / Nevada 6. New Mexico 7. Oregon 8. Utah / Wyoming 9. Washington 10. Other

5 At my institution, we conduct 1. Formal research training and educational outreach 2. Informal research training and educational outreach 3. Both formal and informal research training 4. No research training 8% 29% Formal researc... Informal resea... Both formal an... 63% 0% No research tr...

6 Agenda Describe content integration and instructional design best practices for online training Discuss the process for translating curriculum content to online training modules Demonstrate a variety of features and web resources to enhance the online learning experience

7 Benefits of Research Education Increased job proficiency Knowledge gain and share Challenge and competency Personal growth Professional value (internal & external) Retention and mentoring Nurturing and succession

8 Additional Benefits Entire constituency may participate and contribute Social networking Establishes a baseline of knowledge Training becomes individualized, personal and meaningful Best practices and current trends become standardized Coordinated outreach reduces organizational costs

9 Research Administration Training Series (RATS) Goals & Objectives to ensure compliance with all federal and university regulations to enhance the overall productivity of members of the research community to develop a standardized body of knowledge, and to support and maintain best practice methodologies in research

10 At my institution, we offer (Please select any that apply) 23% 14% 28% 13% 12% 9% 1% Live lecture classes Computer Lab, han... Small group, onsite tr... Online training Webinars All of the above None of the above 1. Live lecture classes 2. Computer Lab, hands-on training 3. Small group, onsite training 4. Online training 5. Webinars 6. All of the above 7. None of the above

11 Live and Online Resources Traditional Lectures Internal Experts External (Consultants, Professional Associations, Other Universities) Partner with other institutions Cross-departmental information share Online Instruction Internally-developed courses / classes / modules Human Resources, Library, Instructional Media Services External (Federal, Sponsors, Other Institutions) Webinars and Podcasts Video streaming Interactive Technology

12 Getting Started New program or expansion of existing program Objective assessment about administrative commitment Time and resources must be provided Departmental support Target marketing (faculty, post-docs, staff, graduate & undergraduate students) Specify developers, software & platforms Identify available institutional resources and instructional technologies

13 Content Development Open Source Information (Governmental Agencies, Sponsors, Web Links) Subject Matter Materials (Books, PowerPoint, Word Documents,.PDF, Video, Audio, DVDs, Surveys) Reference and Review (Concept Mapping, Quizzes, Tests, Interactive Exercises, Essays, Case Studies, Wiki, Pictures, Diagrams, Progress Meter) Feedback and Documentation (Question Banks, Record of Completion)

14 At my institution 1. We have a fee structure for our training programs 2. We do not have a fee structure for our training programs 3. Not Applicable 17% 74% 9% We have a fee... We do not have... Not Applicable

15 Cost Reduction Time and Attendance Travel and Accessibility (24/7) Presenters (Recruitment, Availability, Effort) Facilities Supplies and Amenities A/V and IT Equipment Infrastructure (Registration, Marketing, Monitoring) Other?

16 Budget Justification Needs assessment indicates that providing online training modules for principal investigators, faculty, postdoctoral scholars and research personnel across all academic and administrative departments would increase both our educational outreach efforts and teaching effectiveness. Reference cost estimates for class development Funding would cover expenses related to instructional design of lesson materials, audio/visual recording and editing, quizzes and self-reviews, proficiency testing and an electronic verification system. A learning and data management system, such as UU RosterTech, will be used to host our branded modules

17 At my institution, we offer 1. Internal certification training programs 2. External certification training programs 3. Both Internal and External training programs 4. No certification training programs 70% 17% 9% 4% Internal certi... External certi... Both Internal... No certificati...

18 At my institution 1. We offer CEUs from professional associations 2. We do not offer CEUs from professional associations 3. Not Applicable 10% 52% 38% We offer CEUs... We do not offe... Not Applicable

19 The Research Administration Training Series (RATS) provides a comprehensive curriculum for research operations and management at The University of Utah. All members of the University research community are invited to participate in any individual class of interest The Office of the Vice President for Research recognizes the completion of certain specialized tracks of instruction by awarding a Certificate of Achievement Unless otherwise specified, a class is eligible for application towards a Certificate of Achievement for 24 months upon its completion. Recertification - it is recommended that each Certificate of Achievement earned be recertified once every 2 years. An awarded Certificate of Achievement may be recertified by completing the required traditional or online classes.

20 Overview Process for creating PowerPointsupported live lectures Process for Translating PowerPoint Live Lecture to Online Training Modules Tips for Writing Clearly

21 Know Your Audience

22 Adult Learners Characteristics Self directed Bring personal & professional knowledge & experiences Goal Oriented Practical Respect and self-esteem

23 Designing PPT Curriculum Create a content outline Introduction Main points Graphics Summary Use effects to highlight the main points Keep it simple

24 Live Lecture Online Training Challenges Filling the information gap Avoid writing too much information Keeping content interesting EDIT EDIT EDIT

25 Why Clear Writing is Important Easier to read and understand Prevents misunderstanding between you and reader Saves time and avoids errors Gets the job done the first time

26 How Do You Write Clearly? Ask yourself 3 questions: 1. Who is my audience? 2. What are their needs and abilities? 3. What do I want to tell my reader?

27 How Do You Write Clearly? Then 1. Write what is important 2. De-emphasize what is of secondary importance 3. Eliminate the rest

28 How Do You Write Clearly? How much should I write 1. Write as much as necessary Covers key points & details 2. Write as little as possible Stay as close as possible to minimum need to convey your message

29 Examples of Clear Writing Say it directly o1 st Attempt: All staff employees are asked to submit their reports by the end of the year. obetter: Staff work reports are due by December 31.

30 Writing Clearly Don t change verbs into nouns o1 st Attempt: The general is involved in a discussion of the movement of the troops. obetter: The general discussed troop movements.

31 Writing Clearly Eliminate unnecessary prepositions o1 st Attempt: By virtue of learning to write better, you will open a whole new world with reference to career opportunities. obetter: Learning to write better will open a whole new world regarding career opportunities.

32 Writing Clearly Eliminate unnecessary words o 1 st Attempt: Basically, student performance is actually more dependent on parental involvement than any particular technology skill. o Better: Student performance depends more on parental involvement than on technological skills.

33 Writing Clearly Use the active voice opassive: The baseball was thrown by the pitcher to the catcher. oactive: The pitcher threw the baseball to the catcher.

34 Writing Clearly Avoid negative writing o1 st Attempt: Anyone not wearing a bathing cap will not be allowed in the pool. obetter: You must wear a bathing cap while in the pool.

35 Avoid jargon Writing Clearly o1 st Attempt: A chart review will be conducted to identify children with JIA to conduct our proposed study. obetter: We will review medical reports to identify children having Juvenile Idiopathic Arthritis (JIA) for our proposed study.

36 Writing Clearly Explain difficult words in their context o 1 st Attempt: Every season, your sprayer should be calibrated. o Better: Every season, calibrate your sprayer by measuring the output of each nozzle to make sure that each one is putting out the same amount of spray.

37 Summary Ask 3 questions to develop curriculum content 1. Who is my audience? 2. What are their needs and abilities? 3. What do I want to tell my reader Consider adult learning styles!

38 Summary Write clear, concise online content 1. Write what is important 2. De-emphasize what is of secondary importance 3. Eliminate the rest

39 Summary Use a warm and conversational tone Use terms your reader can picture Tie into your reader s experience Have others review/edit your writing Professional authors have editors, why shouldn t we?

40 At my institution 1. We utilize a learning and data management system 2. We do not utilize a learning and data management system 3. Not Applicable 45% 27% 27% We utilize a l... We do not util... Not Applicable

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45 The most frequently cited deficiencies found at clinical trial sites by FDA inspectors are related to informed consent. 80% 1. True 2. False 20% True False

46 While struggling financially to complete a non-profit research project to assist offshore fisherman in locating large schools of tuna, the Defense Department offers to provide funds to develop your technology exclusively for military use. Would you accept the funds and the corresponding direction and restrictions on your research? 24% 1. Yes 76% 2. No

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52 For More Information Tony Onofrietti, M.S., CRSS Director of Research Education NCURA Region VI & VII Meeting Newport Beach, California April 19, 2010