Educational Development Associates

Designing Interactive Telecourses for the Health Professions

A TWO-DAY WORKSHOP

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Introduction

All of the components of the workshop entitled, THE Distance Learning Workshop for Your Creative Teleteaching, are included in this two-day workshop. In addition, there is an emphasis on two additional components entitled, Targeted Learning: Constructing Worthwhile Learning Performance Objectives, and, Designing Self-Instructional Learning Packages/Modules for Use at Field Sites.

Workshop Learning Performance Objectives

Explain the five step learner-centered model and the instructional systems approach to teleteaching and why it is important to teaching, learning, and evaluation decisions throughout a telecourse.

Explain the major learning domains and levels of cognitive learning.

Describe how to select the most appropriate delivery technologies (interactive television, audioconferencing, WWW, Internet, print, and combinations of technologies) for a variety of learning outcomes.

Explain how teaching at a distance differs from traditional teaching and new areas of teaching competence that will have to be developed.

Explain the research conclusions that have been reached relative to distance education.

Construct examples of word pictures and visual analogies to be used on interactive television, WWW, and audioconferencing. Explain why visual thinking is critical to the different delivery technologies.

Describe how to construct a telelesson plan and interactive study guide for use with audio, video, WWW, Internet, and print technologies.

Compare and contrast a variety of exercises and activities that could be used in a telecourse to involve students at field sites.

Identify those learning performance objectives that require hands-on experience at field sites.

Describe the components of learning modules/packages and how they are constructed for use at field sites.

Affective Learning Performance Objectives

Express a willingness to seek further information on distance learning and teach a telecourse within one year.

Make positive comments about the possiblities of distance learning during breaks and at lunch.

Comment that what has been learned about teaching at a distance can also be used in a traditional classroom.

Express a willingness to use some of the principles demonstrated throughout the workshop to improve teaching at a distance.

Select activities and exercises that will involve students at least 30% of a teleclass period.

Offer to assist colleagues during the development of an interactive television course by critiquing their presentation skills and offering constructive feedback based on the principles provided during the workshop.

Agree to design at least two telelesson plans and interactive study guides.

Volunteer to present a two-minute segment of instruction of choice on interactive television that will be critiqued by the participants and workshop presenter.

Specific Topics

The health professions have always valued top-quality teaching since there is little latitude for error in student learning. Although there are many similarities in teaching in the health professions to traditional teaching, the clinical aspect is significantly different. How do you train students at a distance in some of the clinical and laboratory skills that are required? How can the learning performance outcomes be specified in such a way that valid assessment results? How can learning modules be designed to meet some of the clinical and laboratory needs? These and many more questions are addressed during this workshop.

November--June

900 Conway Avenue
Las Cruces NM 88005

Telephone: 505/523-9565
E-mail: edacyrs@zianet.com

June-October

25 Highland Terrace #2505
Plymouth MA 02360

Telephone: 508/224-6359
E-mail: tcyrs@netway.com