Unlocking the Potential of Emerging Trends and Technology Atsusi 2c Hirumi PhD Professor Instructional Design amp Technology University of Central Florida Emory Faculty and Staff Development Day ID: 933220
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Slide1
Innovations and Design:
Unlocking the Potential of Emerging Trends and Technology
Atsusi “2c” Hirumi, PhD
Professor, Instructional Design & Technology
University of Central Florida
Emory Faculty and Staff Development Day
September 27, 2021
atsusi.hirumi@ucf.edu
Slide2Challenges & Uncertainties
Slide3Doubling Time of Medical Knowledge
1
Slide4Competing Requirements
Increasing documentationRising insurance rates,Varying data systems, Altering health plans, Rising patient and family expectations,
Loss of autonomy, Demands to decrease costs while increasing revenue.
Slide5Constraints due to COVID-19
2,3,4
Slide6Past pandemics led to substantive improvements
Slide71800’s Cholera Pandemics:
Improved sanitation and spurred vaccine development
Slide81918-1919 Influenza epidemic (Spanish Flu) highlighted economic disparities; led to improved housing and healthcare
Slide9What will be COVID-19’s
silver lining?
Slide10Reflect on
teaching & learningRe-imagine education
Slide11Emerging Trends & Technology
Global Health Telehealth & Telemedicine
Interprofessional EducationHealth Systems Science
Symptoms-based Curriculum
Longitudinally Integrated Clinical Experiences
Health Disparities, Diversity, and Professional Wellness
Blended, Active and Mobile Learning
Artificial, Virtual and Mixed Reality
Big Data Analytics, AI, Machine Learning
Slide12Trends and technology may increase access, productivity, and affordances…
Slide13But cannot guarantee the quality of the educational experience
Slide14But cannot guarantee the quality of the educational experience
Slide15What can you do to unlock the potential of emerging educational trends
and technology?
Slide16Figure 1. Vertical and horizontal alignment of instructional elements characteristic of high quality (effective,
efficient, and engaging) learning experiences5PRACTICE
COURSE
Personal and Professional Goals, Interests, Standards and Requirements
Learning
Objectives
Instructional
Strategy
Learner
Assessments
Research and Theory on Teaching, Learning and Instructional Design
Fostering
Innovation
Slide17Figure 1a. Highly effective learning is grounded in research and theory (aka. evidence-based) to ensure achievement of objectives and return on investment (replicable methods and materials) (
vertical alignment).PRACTICE
COURSE
Personal and Professional Goals, Interests, Standards and Requirements
Learning
Objectives
Instructional
Strategy
Learner
Assessments
Research and Theory on Teaching, Learning and Instructional Design
Slide18What is the difference between Information
vs. Education
Slide19?
InformationAudio, video, text, and/or graphic generated to transmit a message from sender to receiverEducation Series of events & activities intentionally designed to facilitate learning
Slide20What is the difference between Craft-Based (SME) vs. Grounded (EB)
Design
Slide21?
Craft-Based (SME) Design Series of events & activities based on past practices, opinions, fads, politics, etc. (N=1)Grounded (Evidence-Based) DesignSeries of events & activities based on practical experience, research & theory
Slide22“The systematic implementation of processes and procedures that are rooted in established theory and research in human learning.”6
Grounded (Evidence-based) Design
Slide23Conditions
Rooted in defensible theoretical framework
Consistent with research findings
Traceable design decisions
Validated with successive implementations
Grounded (Evidence-based) Design
Slide24Significance
Aligns research, theory, and practice
Explains and predicts results
Allows systematic study, continuous improvement
Generalizable beyond unique conditions (ROI)
Provides pedagogical foundations for key design decisions (and for publishing)
Grounded (Evidence-based) Design
Slide25Figure 2. Design model correlating EBME with EBM and integrating steps for ensuring the vertical alignment of theory, research, and practice
7,8
Agile Transdisciplinary Design
Slide26Feroza
Daroowalla, MD, MPH Associate ProfessorDept. Medical EducationCollege of MedicineUniversity of Central FloridaPractices pulmonary, critical care and palliative medicine Agile Transdisciplinary Design
Meredith RatliffGraduate Research Assistant
Dept. Medical Education
College of Medicine
University of Central Florida
Pursing PhD in ID&T concentrating on advancing health professions education
Slide27Findings from Steps 1 & 2 of
EBME process
Step 3a – Acquire Evidence
Step 3b – Appraise Evidence
Domain 1
Learning Outcomes
Domain 2
Instructional Approaches
Table 1. Dimensions for appraising evidence
Design requirements informing Step 3
Domain 3 Learning Theories
Figure 3. Iterative cycle of acquiring and
appraising evidence associated with EBME
7,8
Slide28Domain 1 Learning OutcomesWhat does research say about achieving your desired outcome(s)?
Aspegren K. BEME Guide No. 2: Teaching and learning communication skills in medicine - a review with quality grading of articles. MEDICAL TEACHER. 1999;21(6):563-570.
O’Dunn-Orto A, Hartling L, Campbell S, Oswald AE (2012). Teaching musculoskeletal clinical skills to medical trainees and physicians: A Best Evidence in Medical Education systematic review of strategies and their effectiveness: BEME Guide No. 18.
Medical Teacher
.;34(2):93-102.
Slide29Domain 2 Instructional Approaches
What does research say about your planned methods (e.g., team, experiential, problem-based learning) or means (e.g., simulations, online, blended)?Bernard RM,
Abrami PC, Borokhovski E, Wade CA, Tamim RM,
Surkes
MA, and Bethel EC. A Meta-Analysis of Three Types of Interaction Treatments in Distance Education.
Review of Educational Research, 2009;
79(3): 1,243–89.
Cook DA, Erwin PJ, Triola MM. Computerized virtual patients in health professions education: A systematic review and meta-analysis.
Academic Medicine
, 2010;(85):1602–15890.
Slide30Constructivism 1930-presentBehaviorism
1890-1960
Pavlov 1889
Classic Conditioning
Thorndike 1903
Connectionism
Watson 1913
Behaviorism
Piaget 1929
Genetic Epistemology
Skinner
1938
Operant Conditioning
Piaget
1963
Developmental Psychology
Atkinson & Shiffrin
1968
CIP
Vygotsky
1978
Social Developmental
Gagne
1974
Conditions of Learning
Brown, Collins, Duguid
1989
Situated Cognition
Gardner
1993
Multiple Intelligence
Beer
2009
Social Cognition
Caine & Caine 2005
Natural Learning
Norman
1982
Schema Theory
Wenger
1998
Communities of Practice
Cognitive Info Processing
1970-1990
Neurobiological
1990-present
Hirumi et al. 2017
Dimensions of
xLearning
Science of Learning
2000-present
Bransford
, Brown, & Cocking 2004
How People Learn
Medina 2014
Brain Rules
Deans for Impact 2015
The Science of Learning
Halpern & Hakel 2010
Teaching for Retention
Lindsey & Berger
2009
Experiential Learning
Domain 3 Learning Theories
What does research and theory say about how and why people learn?
Figure 4. Evolution of major classes of learning theories
Slide31Level 3
– Time and interest Let’s go fishing Level 2 – Some time and interest Let’s examine the menuLevel 1 – Little time but some interest Please serve me fish
Level 0 – No time or interest No fish please
Step 3 Acquire & Appraise Evidence
(Handout:
ID Principles
)
Slide32COURSE
LearningObjectives
Instructional
Strategy
Learner
Assessments
Figure 5. To ensure
efficient
(high-yield) learning, instruction must:
Clearly communicate expectations (by defining and depicting the relationship between measurable outcomes, and
Meet or exceed expectations (by aligning learner assessments and instructional strategy).
Slide33Figure 5a. Common design flaws and misalignments found in education, training, and professional development across disciplines
COURSE
Instructional
Strategy
Content
Information
Fuzzy higher
order objective
Or
Long list of discrete
objectives
Multiple Choice
Questions
Slide34COURSE
Instructional
Strategy
Content
Information
Fuzzy higher
order objective
Or
Long list of discrete
objectives
Multiple Choice
Questions
Figure 5b. Misalignment(s) exacerbated by number of faculty who are responsible for teaching one health science course
Slide35COURSE
LearningObjectives
Instructional
Strategy
Learner
Assessments
Keys to Efficiency
Clearly Communicate and Satisfy/Exceed Expectations
Slide36Learning Objectives
(aka. outcomes, goals, expectations)Most well known component of instruction1960s – Mager coins the term Behavioral Objectives1990s – Spady initiates move toward OutcomesUncertainties with derivation and application
Fuzzy/not measurableLong lists/to discreteUnclear relationships (to each other, content, assessments & job)
Often ignored or treated in cursory fashion
Slide37Fuzzy Learning Objectives
Students will…Understand the principles, techniques, and indications for effective pharmacotherapies and psychotherapies Demonstrate awareness of the larger context of health careObtain and develop medical knowledge in the following areas: Pain and Symptom management at the end of life End of life conversations
Hospice and Death certification Physician participation in an Interdisciplinary Team
Demonstrate competency in elicitation of history, physical examination and critical thinking skills in outpatient primary care
Slide38Lists of Discrete Learning Objectives
The American Physiological Society: Medical Curriculum Objectives ProjectRESPIRATION (revised 2006)/Pulmonary MechanicsPUL 1. Diagram how pleural pressure, alveolar pressure, airflow, and lung volume change during a normal quiet breathing cycle. Identify on the figure the onset of inspiration, cessation of inspiration, and cessation of expiration. Describe how differences in pressure between the atmosphere and alveoli cause air to move in and out of the lungs.PUL 2. Draw a normal pulmonary pressure-volume (compliance) curve (starting from residual volume to total lung capacity and back to residual volume), labeling the inflation and deflation limbs. Explain the cause and significance of the hysteresis in the curves.
PUL 3. Define compliance and identify two common clinical conditions in which lung compliance is higher or lower than normal.PUL 4. Draw the pressure-volume (compliance) curves for the lungs, chest wall, and respiratory system on the same set of axes. Show and explain the significance of the resting positions for each of these three structures.
PUL 5. Identify the forces that generate the negative
intrapleural
pressure when the lung is at functional residual capacity, and predict the direction that the lung and chest wall will move if air is introduced into the pleural cavity (pneumothorax).
PUL 6. Draw a normal
spirogram
, labeling the four lung volumes and four capacities. List the volumes that comprise each of the four capacities. Identify which volume and capacities cannot be measured by spirometry.
PUL 7. Define the factors that determine total lung capacity, functional residual capacity, and residual volume. Describe the mechanisms responsible for the changes in those volumes that occur in patients with emphysema and pulmonary fibrosis.
PUL 8. Define surface tension and describe how it applies to lung mechanics, including the effects of alveolar size and the role of surfactants. Define
atalectasis
and the role of surfactants in preventing it.
PUL 9. Describe the principal components of pulmonary surfactant and explain the roles of each.
PUL 10. Describe the effects of airway diameter and turbulent flow on airway resistance.
PUL 11. Describe how airway resistance alters dynamic lung compliance.
PUL 12. Draw a
spirogram
resulting from a maximal expiratory effort. Label the forced vital capacity (FVC), timed forced expiratory volumes (FEVs), and the maximal expiratory flow rate between 25-75% of FVC (FEF25-75%).
PUL 13. Draw a normal maximal effort flow-volume curve, labeling the effort-dependent and -independent regions. Use the concept of dynamic compression of airways to explain why each point in the effort-independent region of the curve represents a maximal flow rate that is uniquely dependent on lung volume. Describe how and why the shape of the flow-volume curve is shifted in chronic obstructive lung disease (COPD).
PUL 14. Differentiate between the two broad categories of restrictive and obstructive lung disease, including the
spirometric
abnormalities associated with each category.
PUL 15. Describe the regional differences in alveolar ventilation in healthy and diseased lungs and explain the basis for these differences.
Slide39Learning Objectives
(Handout: Measurable Verbs)Terminal Objective (Goal or Outcome)To order appropriate tests, and properly diagnose, manage, and treat patients presenting with pulmonary disorders, physicians must distinguish normal and abnormal pulmonary functions, identify causal mechanisms, and effectively communicate with patients and their family members. Enabling Objectives Explain how underlying physiology is abnormal and articulate how mechanism of disease causes given signs and symptoms, and abnormal test results [PUL 5|7|8|9|10|11].
Demonstrate understanding of compliance and resistance by interpreting graphs (e.g., spirograms, pressure volume of lung and chest wall) and anticipating normal vs. abnormal test results. [PUL 1|2|4|6|12|13]
Define and describe how compliance, resistance, and related concepts affect ventilation and oxygenation [PUL 3|8|19|11|13|14]
Slide40COURSE
LearningObjectives
Instructional
Strategy
Learner
Assessments
Keys to Efficiency
Clearly Communicate and Satisfy/Exceed Expectations
Slide41Learner Assessments
Slide42Learner Assessment Methods
Norm-ReferencedCriterion-Referenced Test (CRT)
Slide43Learner Assessment Methods
Norm-ReferencedCriterion-Referenced Test (CRT)Conventional CRT (MCQ)Performance-Based CRT
Slide44Learner Assessment Methods
Norm-ReferencedCriterion-Referenced Test (CRT)Performance-Based CRTProduct/ProcessChecklists
AssessmentRubrics
Conventional CRT (MCQ)
Slide45Learner Assessment Methods
Norm-ReferencedCriterion-Referenced Test (CRT)Conventional CRTPerformance-Based CRT
Product/ProcessChecklistsAssessment
Rubrics
Holistic
Analytic
Figure 6. Fundamental methods and instruments for assessing student learning
Slide46Table 1. Comparison of published learning taxonomies
Slide47Table 1a. Comparison of published learning taxonomies
Conventional
Slide48Table 1b. Comparison of published learning taxonomies
Conventional
Checklists
Slide49Table 1c. Comparison of published learning taxonomies
Conventional
Checklists
Rubrics
Slide50Skill
ObjectiveDomainMethods
Assessment Item(s) or CriteriaTerminal
Objective
Generate Instrument
Given a set of instructional objectives, generate conventional and/or performance-based learner assessment instruments that are congruent with targeted objectives, learner and context.
Problem Solving
Post
Test
Rubric
Exemplary performance descriptors
Goal-Centered Criteria
Matches behavior, including the action and concepts, prescribed in objectives.
Meets conditions specified in the objectives.
Enabling
Objectives
Complete
Table
Given a subordinate skills analysis, complete a learner assessment alignment table that meets product checklist requirements.
Rule
Practice Test
Checklist
Product checklist items:
Skills consistent with subordinate skills analysis
Objectives consistent with specified skills.
Objectives properly classified
Method identifies proper type
Distinguish classes
Given brief definitions, distinguish classes of learned outcomes according to Gagne’s taxonomy.
Concepts
Practice
Test
Conventional
CRT
1. ______________ are internally organized, and regulate and monitor the use of concepts and rules.
(a) Verbal information
(b) Attitudes
(c) Psychomotor skills
(d) Problem solving skills
(e) Cognitive strategies
Table 2. Key Components of a Learning Assessment Alignment Table
(
Handout:
Sample LAAT
)
Slide51COURSE
LearningObjectives
Instructional
Strategy
Learner
Assessments
Keys to Efficiency
Clearly Communicate and Satisfy/Exceed Expectations
Slide52Synchronous
F2F/OnlineFundamental Difference?9,10,11
Teacher-DirectedLearning
Asynchronous
Online
Online & Blended Learning
Slide53Spontaneity of [Real-Time] Interactions
• Interpret verbal and non-verbal cues• Clarify expectations Address individual needs/concerns
Provide insights & elaborations • Give directions
• Facilitate discussions
• Present immediate feedback
Fundamental Difference?
9,10,11
Slide54• Limited spontaneous
(synchronous) interactions• Interactive technologies do notensure meaning interactions• Interactions must be planned and sequenced as integral part of online and blended learning
SynchronousF2F/Online
Asynchronous
Online
Fundamental Difference?
9,10,11
(Handout:
Grounded Strategies
)
Slide55Instructional Strategies
(Handout: Teacher vs. Learner Centered)Teacher-Directed
Active Learner
-Centered
Knowledge
Instructor
Community
Students
Students
Knowledge
Experience
Instructor
Figure
8
.
Comparison of teacher directed versus student-centered learning environments
12
Slide56Table
3
.
Relating student-centered instructional approaches to learning outcomes
Slide57Instructional Treatment Plan
Engage
Monday: Synchronous
Frame experience
Intro
case:
Patient has only 1-2 symptoms,
n
o family present,
is able to make decisions and is cooperative.
Describe
outcomes, norms and expectations
Explore
Monday/Tuesday: Asynchronous
Provide (reading and other) materials related to the desired learning outcomes for the specific case.
Include optional multiple choice quiz that enables students to test their knowledge OR student reflection in online discussion
Explain
Wednesday: Synchronous
Students explain key lessons learned from exploring the posted resources (golden
nuggets, threshold concepts)
Instructor points students in key directions, and asks follow-up questions to fill in gaps or correct misconceptions
Elaborate
Thursday: Asynchronous
Students use branching scenario to practice decision making, clinical reasoning, and
demonstrate skills de novo. Elaborate on key lessons learned from case.
Evaluate
Friday: Synchronous
After action review.
S
tudents describe key lessons learned and what they would do with them, what was most valuable aspects of case and why, and what they would change an how.
Instructor fills in gaps, corrects misconceptions,
answers questions,
and fosters transfer.
Table 4. Sample plan depicting each event associated with the 5E instructional model to facilitate case-based learning
Slide58COURSE
LearningObjectives
Instructional
Strategy
Learner
Assessments
Keys to Efficiency
Clearly Communicate and Satisfy/Exceed Expectations
Slide59Traditional educational methods
fail to engage today’s 21st century learners
Slide60Greater v
ariance in psychographics
(e.g., 18-35 year-old
white
m
ales)
The Nerd
The Musician
The Yuppie
The Farmer
The Frat Boy
The Athlete
The Activist
The Punker
The Intellectual
The Soldier
The Skater
Slide61The Nerd
The Musician
The Yuppie
The Farmer
The Frat Boy
The Athlete
The Activist
The Punker
The Intellectual
The Soldier
The Skater
Cannot assume
traditional (teacher-directed) methods
will engage 21
st
century learners
Greater v
ariance in psychographics
(e.g., 18-35 year-old
white
m
ales)
Slide62Figure 9. Highly Engaging learning motivates students by (a) gaining and sustaining their Attention,
(b) demonstrating personal and professional Relevance, (d) fostering Confidence in meeting professional standards and requirements, and (d) Satisfying (and exceeding) expectations (ARCS)
PRACTICE
COURSE
Personal and Professional Goals, Interests, Standards and Requirements
Learning
Objectives
Instructional
Strategy
Learner
Assessments
Research and Theory on Teaching, Learning and Instructional Design
Slide63ARCS Model of Motivational Design
To motivate students to learn, instruction must…Gain AttentionRelevant to NeedsFoster
ConfidenceS
atisfy Expectations
A
RS
RS
C
C
13,14
Figure 10. Sample Analysis of Perceived ARCS
(Handout:
ARCS Workshop
)
Slide64Attention getting tactics
A1. Perceptual Arousal - Stimulate senses• Sensory effects, provoking pictures/sounds/videos/objects• Absence of distraction
A2. Inquiry Arousal - Stimulate curiosity.• Active responding, brainstorming • Create, explore, investigate
• Unusual, counter-intuitive content or events, sense of mystery
A3.
Variability
- Maintain interest.
• Brief instructional segments
• Interplay information and response, Q&A
• Format variation, free writing
Slide65Relevance generating tactics
R1. Goal Orientation - Meet learners' needs.• Importance or utility• Built in goals • Goal creation & type optionsR2. Motive Matching - Appropriate choices, responsibilities, and influences.• Goal level options • Scoring system or non-competitive options
• Multiple participant opportunities R3. Familiarity - Tie to learners' experiences?
• Human interest language and graphics
• Demonstrations/Illustrations
• Familiar examples and contexts
Slide66Confidence building tactics
C1. Learning Requirements - Positive expectation for success.• Objective and structure• Criteria and feedback • Prerequisites & Test conditionsC2. Success Opportunities - Enhance beliefs in competence.
• Easy to difficult • Appropriate and variable difficulty level • Multiple entry points
C3.
Personal Control
- Success based on their efforts/abilities?
• Exit and pacing control
• Quick access & menu structure
• Attributional language
Slide67Satisfaction producing tactics
S1. Natural Consequences - Meaningful opportunities for learners to use their newly acquired knowledge/skills.• Application exercises • Transfer to subsequent tasks • Simulated applications, observe natural events
S2. Positive Consequences - Reinforce learners' successes?• Appropriate, meaningful reinforcement schedule
• Judicious rewards for correct responses
• Optional rewards, including rewards for risk-taking
S3.
Equity
- Positive feeling about accomplishments.
• Purpose and content consistency
• Exercise and test consistency
• Reward consistency
Slide68Table 5. Levels of evaluation
15 and related measures (modified Kirkpatrick’s Training Evaluation Framework16)
Levels
Measures
Use
LMS/Computer
Logs
Reactions
Perceived
Levels of Motivation (ARCS)
Attention
Relevance
Confidence
Satisfaction
Learning
Cours
e
Assignments
Quizzes
Exams
Transfer
Concurrent Coursework
Proceeding Coursework
Impact
Clerkships
Residencies
Slide69Fostering Innovation and Creativity
Slide70Physical
Structured/Closed
Spaces
Flexible/Open
Spaces
Stark/Dark
Colors
Warm/Vibrant Colors
Loud/Distracting
Sounds
Soft/Soothing Sounds
Stale Air
Fresh
Air
Hot/Cold Temperature
Warm/Cool
Temperature
Psychological
Focused Attention/Concentration
Unfocused
Attention
Purposeful/Serious
Playful/Reflective
Decisive/Certain
Contemplative/Flexible
Forceful/Stressful
Eager/Calm
Demanding/Pressured
Unpressured/Relaxed
Negative
Mood
Positive Mood
Fearful/Critical
Confidence/Supportive
Efficient/Productive
Exploratory/Experimental
Compliant/Error
Free
Open/Constructive
Failure
Table 6. Factors that inhibit and catalyze innov
ation
7
Slide71Diffusion of Innovation
17,18Relative Advantage - Better than the idea, practice, or object it supersedes (time, money or status).Compatibility – Consistent with existing values, past experiences, and needs of potential adopters.
Complexity - Relatively difficult to understand or use.
Trialability
- Experimented with on a limited basis. Directly related to immediate and reoccurring costs.
Modifiability
– Modified to meet unique individual and contextual needs.
Observability
- Results of an innovation are visible to others.
Slide72STUDENT
LEARNING
Management
Operations
Mission
Definition
Research &
Development
Curriculum
Assessment
Program
Evaluation
Student
Services
Professional
Development
Instruction
Faculty
Administrators
Staff
Community
Figure 11. Functional components of an educational system
19
Slide73Figure 12. Initial impact of implementing an innovation on human performance (https://delaforce.info/?p=333)
Slide74Innovation
Figure 13. Protecting innovations from conventional policies and procedures to facilitate change (https://premierrapport.com/circle-wagons-7-steps/)
Slide75Importance of
First Follower(s)https://www.youtube.com/watch?v=fW8amMCVAJQ
Slide76A person who never made a mistake never tried anything new
Slide77When you talk,
you are only repeating what you already know.But if you listen,You may learnsomething new
Slide78Slide79Densen P. Challenges and opportunities facing medical education. Trans Am Clin Climatol Assoc. 2011; 122:48-58.
Barbour MK, LaBonte R, Hodges C, et al. Understanding pandemic pedagogy: Differences between emergency remote, remote, and online teaching. January 2020. Accessed June 8, 2021. https://search.ebscohost.com/login.aspx?direct=true&db=edsbas&AN=edsbas.AF79933D&site=eds-live&scope=siteWilliam H. Stewart. A global crash-course in teaching and learning online: A thematic review of empirical Emergency Remote Teaching (ERT) studies in higher education during Year 1 of COVID-19. Open Praxis. 2021;13(1):89-102. doi:10.5944/openpraxis.13.1.1177.Mansoor J. Remote Education during a Nationwide Pandemic: Teaching and Learning (Dental Teachers and Students) during COVID-19. Journal of Education and Learning. 2020;9(4):140-150. Accessed June 8, 2021. https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1270718&site=eds-live&scope=site
Hirumi, A., Ratliff, M., & De La Mora, E. (in press). Analyzing your context to improve and innovate DL. In L. Cifuentes (ed.). Guide to Administering Distance Learning. Boston, MA: Brill Publishing.
Hannafin
MJ.,
Hannafin
KM., Land SM, Oliver K. Grounded Practice and the Design of Constructivist Learning Environments.
Educational Technology Research and Development
. 1997;45(3):101-117. Accessed June 14, 2021.
https://search.ebscohost.com/login.aspx?direct=true&db=edsjsr&AN=edsjsr.30220188&site=eds-live&scope=site
Hirumi, A. (in press). IAMSE 2021—Plenary Session: Top 10 Ways an Instructional Designer Can Help You Define the New Normal, Medical Science Educator.
doi
: 10.1007/s40670-021-01400-0.
Daroowalla F, Dil N, Harris D, & Hirumi A. (2020).
Building Bridges Across the Cultural Divide Between Instructional Designers and Multi-Disciplinary Medical Educators. Concurrent session presented at the
Annual Association for Educational Communication and Technology virtual convention. November 2-7.
Hirumi A., Bradford G, & Rutherford L. (2011). Selecting delivery systems and media to facilitate blended learning: A systematic process based on skill level, content stability, cost and instructional strategy.
Journal for Online Learning and Teaching
.
7
(4), 489-501.
Hirumi, A. (2013). Three levels of planned e-learning interactions: A framework for grounding research and the design of e-learning programs.
Quarterly Review of Distance Education, 14
(1), 1-16.
References
Slide80References
Hirumi, A. (2002). The design and sequencing of e-learning interactions: A grounded approach. International Journal on E-Learning, 1(1), 19-27.Hirumi, A. (2002). Student-centered, technology-rich, learning environments (SCenTRLE): Operationalizing constructivist approaches to teaching and learning. Journal for Technology and Teacher Education, 10(4), 497-537.Keller JM. Motivational Design for Learning and Performance. [Electronic Resource] : The ARCS Model Approach. Springer US; 2010. Accessed June 11, 2021. https://search.ebscohost.com/login.aspx?direct=true&db=cat00846a&AN=ucfl.034310113&site=eds-live&scope=site. Li K, Keller JM. Use of the ARCS model in education: A literature review. Computers & Education
. 2018;122:54-62. doi:10.1016/j.compedu.2018.03.019. Lovato C, Wall D. Part 4: Research and Evaluation: Chapter 27: Programme evaluation: Improving practice, influencing policy and decision-making.
Understanding Medical Education (9781118472408)
. December 2013:385-400.
Kirkpatrick JD, &
Kayser
Kirkpatrick W. (2016).
Kirkpatrick’s four levels of training evaluation
.
atd
press.
Rogers EM.
Diffusion of Innovations, 5th Edition. [Electronic Resource]
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.
Kapoor K,
Dwivedi
Y, Williams M. Rogers’ Innovation Adoption Attributes: A Systematic Review and Synthesis of Existing Research.
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