Gail Wingate

March 6, 2014
OMDE 610 Section 9040
Assignment 2

Lesson Description
This lesson is part of a redesign of an instructor-led course taught to Emergency Medical
Technicians (EMT). The course was redesigned as an online course because the EMTs find it
difficult to be away from the fire station to attend the six hour course. An online course will
allow the EMTs to study at their own convenience. This lesson teaches EMTs how to respond to
emergency calls, and thoroughly and clearly document the events that took place in the form of a
Unit Report. Further, this lesson teaches EMTs how to use the FireApp software system to create
the Unit Report.

Lesson Objectives
At the completion of this lesson, student should be able to:

Assess the given scenario and identify the most suitable response.

Define the purpose and importance of creating a Unit Report after a call event.

Navigate the menus of the FireApp system to create a Unit Report.

Enter the correct data into the FireApp system based on the given scenario.

Write a description of the event that does not violate HIPAA laws.

Lesson Outline

This lesson outline follows Gagnes events of instruction as defined in Harasim (2012).

Gaining Attention

A video presenting an emergency call situation is presented to the student.

Gail Wingate
March 6, 2014
OMDE 610 Section 9040
Assignment 2
Informing the Learner of the Objectives

The presentation displays the objectives describing what the students will be able to do
after completing the lesson.

Stimulating Recall of Prior Learning

An assessment test is given to the student asking questions, such as

Did the actors in the video respond accurately?

Did the actors violate HIPAA laws?

Why should EMTs document what took place during the emergency call?

Presenting the Content

The presentation will explain HIPAA and the Unit Report, and illustrate the process of
creating the Unit Report. Specifically, the presentation will:

1. Define the HIPAA laws and how to avoid violating them.

2. Define common emergency situations and how to respond
3. Define the purpose and importance of creating a Unit Report.
4. Explain the menu structure and data fields of the FireApp system.

Providing Learning Guidance

Gail Wingate
March 6, 2014
OMDE 610 Section 9040
Assignment 2

A simulation of the FireApp system is provided to the students so they can create a Unit
Report in a controlled environment that provides immediate feedback and guides them
through the process.

Eliciting Performance

A second scenario is provided to the students. They must decide how they should respond
and then create the Unit Report. During this effort, the simulated system provides no direction
during the creation of the report.

Providing Feedback

During the guided simulated effort, if the student chooses the wrong menu, enters incorrect
information, or chooses the wrong value, then the simulation notifies them with an error message
and a hint to respond correctly. During the unguided simulated effort, an assessment is not given
to the students until they have completed the report. Then they have the opportunity to go back
and correct the report.

Assessing Performance

The students will each be given a unique emergency call scenario. Using student accounts on
the actual FireApp system, students will create a Unit Report. The students are encouraged to
discuss their scenarios with other EMTs. The reports will be assessed and returned to the
students within 24 hours.

Enhancing Retention and Transfer

Gail Wingate
March 6, 2014
OMDE 610 Section 9040
Assignment 2

The students will each be given a second unique emergency call scenario. Again, using
student accounts in the actual FireApp system, they will create the Unit Report. The reports will
be assessed and returned to the students within 24 hours.

Technology Used

This lesson integrates several technological tools to support the learning environment.

Video

Video is used to present a simulated emergency call scenario. Video is also used to
demonstrate the FireApp system and how to navigate through the menus and enter the data. The
video is narrated with explanation of the menus, data fields, and correct and incorrect data.

Articulate Storyline

Articulate Storyline allows an instructional designer to build interactive online courses in

a user-friendly, rapid development environment (http://www.articulate.com). In this lesson,
Storyline is used to build an intelligent tutoring system which is the interactive simulation of
the FireApp system (Harasim, 2012, p. 53). The simulation allows students to create a Unit
Report in an environment that looks and acts just like the real FireApp system. With Storyline,
however, the instructional designer can control the students interaction and guide the students
through the system with carefully programmed responses. Storyline will also be used to develop
an assessment test that stimulates prior knowledge (Harasim, 2012). Storyline enables the

Gail Wingate
March 6, 2014
OMDE 610 Section 9040
Assignment 2

instructional designer to develop up to 20 different question types and will provide immediate
feedback to the student (http://www.articulate.com).

FireApp

Finally, the student will be given two scenarios and asked to create a Unit Report in the
real FireApp system based on the details of the scenario. Each student will have their own login.
When they are finished, the instructor will review the Unit Report in the FireApp system and
grade the student accordingly.

Behaviorist Theory

The key to this lesson is to simulate the real FireApp system. In the face-to-face course
the students can use the real FireApp system during practice because the instructor is there to
guide them. Without an instructor, the system needs to be simulated to provide a controlled
environment and immediate feedback that guides the students. Therefore, the primary theory that
informed this lesson is the Cognitivist theory, and the outline of the lesson follows the events of
instruction as defined by Gagnes Instructional Design (Harasim, 2012, p. 52). Gagnes
Cognitivist theory is most appropriate for this lesson because the theory promotes a transfer of
knowledge that facilitates specific learning processes, such as determining the correct
response to a situation and using a software application, and is particularly prominent in adult
learning (Harasim, 2012, pp. 51-52).

In this lesson there are a mixture of learning behaviors to be taught. For example,
knowing the HIPAA laws require a recall of the specifics of the law as well as the ability to

Gail Wingate
March 6, 2014
OMDE 610 Section 9040
Assignment 2

apply the law so as to avoid breaking it. In Blooms Taxonomy this would be referred to as the
application learning behavior (Harasim, 2012, p. 40). The students must also learn how to
navigate the FireApp system, and remember the menu structure. Blooms Taxonomy categorizes
this learning behavior as knowledge (Harasim, 2012, p. 40). Finally, the students must learn
how to respond to different emergency situations and document what took place for future
reference. Blooms Taxonomy categorizes this higher order behavior as analysis (Harasim,
2012, p. 40). Harasim (2012) says an analytical learning behavior requires a cognitive strategy
for learning (Harasim, 2012, p. 40).

Rubric

To determine how well the students have learned this lesson, a detailed assessment is
required. This lesson uses an analytical rubric, shown in Table 1, to assess the students skills.
An analytical rubric is used because students need to assess a situation and determine the
appropriate response, and to clearly and accurately document the response in the Unit Report.
According to Mertler (2001), an analytical rubric is appropriate when scoring separate,
individual parts of the product or performance (para. 2). The rubric components are informed
by Blooms categorization of learning behaviors (Harasim, 2012).

Gail Wingate
March 6, 2014
OMDE 610 Section 9040
Assignment 2

Table 1

Rubric Component
Knowledge &
Comprehension

Application

Analysis

3 Points
Demonstrates an
understanding of the
purpose of the Unit
Report and what
could happen if the
report is not
produced.
Demonstrates how to
navigate the FireApp
system and how to
correctly enter the
data collected from
the given scenario.
Demonstrates
understanding of
HIPAA laws and how
not to violate them.

2 Points
Demonstrates an
understanding of the
purpose of the Unit
Report, but may not
understand the
repercussions of not
producing the report.
Demonstrates how to
navigate the system
but did not enter data
or entered inaccurate
data into one or more
of the fields.
Demonstrates partial
understanding of the
HIPAA laws.

Demonstrates
understanding of
what responses are
most appropriate for
which emergency
calls. Demonstrates
how to write a
description of the
given scenario
without violating
HIPAA laws.

May choose incorrect

responses to one or
two of the emergency
calls. Demonstrates
how to write a
description of the
given scenario
without violating
HIPAA laws.

1 Point
Demonstrates no
understanding of the
purpose of the Unit
Report or the
repercussions of not
producing the report.
Gets lost navigating
the FireApp menus,
cannot locate the
correct fields to enter
the data, or enters
incorrect data.
Demonstrates no
understanding of the
HIPAA laws and
chooses responses
that violate the laws.
May choose incorrect
responses to three or
more of the
emergency calls.
Writes a description
of the given scenario
that violates HIPAA
laws.

Conclusion
This online lesson will train EMTs to respond to emergency call events and document
those events in the form of a Unit Report using the FireApp system. This lesson follows Gagnes
events of instruction to form an outline (Harasim, 2012). Three different types of technologies
are used to support the lesson; the most important being Articulate Storyline which is used to

Gail Wingate
March 6, 2014
OMDE 610 Section 9040
Assignment 2

build the simulated FireApp system. Due to the need to teach specific processes using a software
application in an adult environment, the Cognitivist theory informs the lesson. Finally, to assess
the students performance, an analytical rubric has been developed with components based on
Blooms categorization of learning behaviors (Harasim, 2012).

References
Harasim, L. (2012). Learning theory and online technologies. New York, NY: Routledge.

Mertler, C.A. (2001). Designing scoring rubrics for your classroom. Practical Assessment,
Research & Evaluation, 7(25). Retrieved from http://www.pareonline.net