Portfolio Project

EDUC 765: Trends and Issues in Instructional Design

By: Amber Boyle

Submitted: October 18, 2018

 Project Proposal

ADAPTING TO THE VIRTUAL CLASSROOM: E-LECTURES WITH IN-CLASS APPLICATIONS

SPONSORING ORGANIZATION
Medical College of Wisconsin

Medical College of Wisconsin (MCW) employs a diverse group of thought leaders in

science, medicine, education and community engagement working together to build a
healthier world. At the core of everything we do is academic medicine, which brings
together scientists, physicians, students and community members to solve challenges in
health and society. Every study we conduct or patient we see leads to new learning and
a continuous cycle of life-changing knowledge.

PROJECT DESCRIPTION

Post-secondary education is evolving toward virtual learning delivery methods and

medical education is not excluded from this. Medical College of Wisconsin (MCW)
offers students online live-stream lectures as well as access to those recordings for all
basic science courses. Students report that the reasons for their preference of watching
lecture recordings rather than attend the live face-to-face session are 1) it offers control
over their learning and schedule; and 2) there is only an interest in attending in-class
sessions for active learning exercises. In contrast, MCW faculty are dedicated
researchers and clinicians who volunteer their time to teach. Many are offended by a
lack of students in the classroom to hear their didactic lecture. This project addresses
both issues by instructing faculty in redeveloping their didactic sessions to a condensed,
prerecorded, online lecture while utilizing class time for interactive applications of the
online lecture. Thereby, offering a more positive experience for both students and
faculty in the classroom.

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AIM
Boost student and faculty satisfaction as well as encourage student in-class attendance
for interactive activities through a redesigned lecture session.

TARGET AUDIENCE
• Faculty Lecturers
• Unit Directors

DELIVERY OPTIONS
Self-paced online training will be available to volunteering faculty members.

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 Front-End Analysis: Instructional Need

INSTRUCTIONAL NEED
There is a need for a brief tutorial for faculty focusing on evolving the current structure
and delivery method of basic science course content within the second-year medical
school curriculum. The training tutorial for faculty will focus on student opinion and
feedback while offering options of restructure to accommodate a virtual classroom with
giving respect to faculty’s time. The front-end methodology will be of Human
Performance Improvement. Data will be gathered from previous year faculty lecture
evaluations completed by students.
Actual/Desired Performance & Gap Analysis
Based on student feedback, students report that sitting through didactic lectures in class
can feel as a waste of their “study” time. Students report that they don’t learn anything
more by being in class versus watching from home and their time can be better used for
studying for board exams. Students also report that since the daily lectures are live-
streamed and recordings are offered online post-class, they are offered a benefit of
structuring their learning around their own personal schedule. The benefits of watching
recorded lectures from home are as follows: an option to pause/rewind (allowing
students to search for more information to gain a better understanding of the content or
take a break whenever they feel the need), increase the playback speed (lessening the
time spent on well understood areas of the lecture), and the option to watch a lecture
whenever their schedule allows it (not necessarily “live”). Overall, students report a
greater value to their learning and a deeper understanding of material when a recorded
lecture is offered online and is followed by an in class interactive session that applies
the online lecture content.
In contrast, many faculty take pride in providing a face-to-face lecture as well as take
great offense to empty classrooms. On average there are less than 50 students in
attendance out of a 200+ class roster for these types of sessions. Faculty consist of
medical specialists and researchers who are volunteering on behalf of their department
to teach medical students. Some faculty teach only once in an academic year; as such,

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teaching is not their first job nor is it a top priority in comparison to their other
responsibilities. Typically, faculty regurgitate the same lecture year after year only
editing for medical advancement in their PowerPoint slides. There is little motivation in
faculty to change an established and fully prepared and developed lecture, however
there are no requirements to do so either.
Intervention Development
• Discuss the concept of a “flipped classroom”
• Change perception about utilizing pre-recorded lectures and the benefits to
students as well as the instructor
• How to create a pre-recorded lecture
• How to better utilize the time in class (instead of lecturing)

Front-End Analysis: Learner Characteristics

LEARNER ANALYSIS

Primary Audience
• Teaching Faculty
• Unit Directors

Secondary Audience
• Curriculum Department Coordinators/Staff
• Disciplinary Department Coordinators/Staff
• Curriculum Deans

General Learner Characteristics

• Age: (estimated) 30 - 60+
• Education: MD clinicians and PhD researchers
• Teaching experience: 0 – 30+ years

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Entry Characteristics
• All are experienced in creating and editing basic PowerPoints slides.
• Few have the knowledge of how to record a lecture electronically.
• Few have designed interactive sessions.
• Some have low motivation and negative outlooks on change.
• Some feel a disconnect in evolving curriculum away from their own
experiences in graduate or medical school.
• Most have limited time to spend on redevelopment of sessions/materials (and
learning how to do so).
• All are content experts.

CONTEXTUAL ANALYSIS

Orienting Context
• Learner goals will include:
o Receive student feedback and opinions on past lectures.
o Obtain examples and ideas for interactive session structure.
o Receive training in recording lectures in PowerPoint.
o Obtain contacts for continued support.
• Learners will vary in perceived utility; however, those who perceive high utility
may influence those who perceive low utility.
• Learners’ perception on accountability revolves around the value they place on
their personal faculty evaluations completed by students.
• Learners misconceptions may include:
o Redesigning a lecture will require too much time to complete.
o Students will not benefit from a redesigned lecture.
o There will be no support offered during or following the redesign of the
lecture.
o The redesigned lecture will have no impact on faculty evaluations.

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Instructional Context
• Instruction will be done in phases and based around learners’ schedules.
o Small group & Individual
• Reservations will be made for quiet, private, well-lit room on campus.
• Reservations will be made for a room that can accommodate confirmed guests
comfortably.
• Accommodations can be prearranged for drinking water and snacks (budget
sensitive).
• On campus rooms are all equipped with required technology.
• Directions will be provided on how to arrive at the reserved room on campus.
Technology Inventory
• Learners have access to the campus wireless internet and MCW BOX (for
document download/upload)
• All learners have personal laptops with necessary programs installed
(PowerPoint, WORD, internet browser, etc.).

Transfer Context
• Subject of instruction is transferable to all learners in their current teaching role at
MCW.
• Learners have an opportunity to use subject of instruction within their own lecture
session(s).
• Learners will receive support from: instructor, instructional design team, and
media services team.

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 Instructional Impact Based Upon Learner Characteristics

APPLICATION OF LEARNING THEORIES

Andragogy: It is important that learners have a sense of self-direction throughout as well
as following the instruction. The training is to convey student feedback, design ideas,
resources and support, encouragement, and technologic instruction on redesigning
lecture sessions. It is not intended to prescribe a specific method that all learners
should follow. Through offering a self-directed outcome, learners will have heightened
motivation and an increased sense of responsibility and accountability for their session.

APPLICATION OF MOTIVATIONAL THEORIES

Intrinsic Motivation: Most faculty members are intrinsically motivated. They have a
passion for teaching and that is why they do it. This training will tap into that motivation
for each faculty learner in order to boost their current lecture towards a higher
satisfaction rating. In contrast, it may be difficult to utilize intrinsic motivation in some
faculty who are not interested in outside opinions. However, those faculty will not likely
volunteer to take part in this training.

IMPACT OF A DIVERSE AUDIENCE ON INSTRUCTION

Whether the instruction is provided to a small group or individually, it is important that
there is a discussion. Each learner will implement the instruction differently and to
varying degrees so there is value in peer collaboration. In addition, learners may have
life experiences that may guide or influence others’ self-direction toward quicker
success. Those who share negative past experiences are also awarded an opportunity
to receive support and guidance. It is equally important that the instruction offers real-
world examples that can be applied to diverse contexts. Learners place a high value on
directly relating the instruction to their careers and expect the instruction to be
meaningful. The instruction method also respects the diversity of the learners in that a
choice is given to receive instruction through small group or individually. Not only can

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they make the choice based on their schedule and availability, but also on their learning
preference which may be culturally influenced.

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 Goal and Task Analysis
GOAL ANALYSIS
Faculty are able to record a 30-minute PowerPoint lecture and build an in-class
interactive session applying content from the lecture.

What learners need to know/say/do:

• I know the historical data of student opinion of my lecture.
• I know the concept of a flipped classroom.
• I have options/ideas of different ways to create interactive activities in the
classroom.
• I know how to condense my lecture materials into a 30-minute podcast
• I know how to make recordings in PowerPoints over my existing slides.
• I know how to use a specialized microphone to record my lectures.
• I know where and how to deliver the completed lecture recording.

Sorted list:
• Able to complete the functions involved with recording a PowerPoint lecture
• Able to save and upload the recorded lecture into BOX (cloud).
• Able to shorten the lecture material into a 30-minute “podcast”
• Able to build an interactive in-class session which applies the content taught in
the lecture

Final List
• Faculty are able to complete the technical functions of recording a PowerPoint
lecture with voice over using a specialized microphone.
• Faculty are able to upload the final product to BOX as a final submission to be
released in the course LMS
• Faculty are able to shorten prior lecture into 30 minutes or less.
• Faculty are able to design and execute an interactive in-class activity which
applies the content taught in the podcast lecture.

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INSTRUCTIONAL GOAL
M2 basic science faculty will be able to prepare a 30-minute lecture and complete the
technical functions of recording their voice over the lecture PowerPoint. Once the
recording is complete, faculty will be able to upload the final product to BOX as a final
submission to be released in the course LMS. Lastly, faculty will design, execute, and
reflect on the effectiveness of the interactive in-class activity which applies the content
taught in the recorded lecture.

TASK ANALYSIS METHOD

Procedural Analysis

TASK ANALYSIS

I. Edit existing PowerPoint lecture slides

a. Criteria
i. Include content relevant to objectives and exam questions
ii. Exclude interactive content for recorded lecture
iii. Length up to 30 minutes
b. Lecture transcript
i. Update slides with target content/information
ii. Pre-write notes for reading over slides

II. Record PowerPoint Lecture

a. Get equipment/materials for recording
i. Microphone
1. Built in
2. Professional quality microphone
ii. Computer with PowerPoint
iii. Voice over script
iv. PowerPoint

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 b. Review process for recording
i. Reference guide on how to record in PowerPoint
ii. Support from coordinator or media services
c. Record
d. Save to Box
i. Upload to provided Box link/folder
ii. Reference guide on how to upload to Box

III. In-Class Activity

a. Content
i. Interactive class activity/flipped classroom design applying
concepts taught in lecture
1. Small groups
2. Large Groups
3. Individual
b. Materials
i. Student and in-class materials provided to coordinator 1+week in
advance
c. Advertised to students on LMS
i. Mandatory attendance/graded component
ii. Encouraged attendance
d. Support
i. Coordinator
1. staff provided with 2+week notice (optional)
2. 2+week notice for cancellation of live-stream (optional)
3. Student notice of mandatory attendance
ii. Unit Directors
iii. Media Services
e. Execute
i. Prepare, plan, and discuss in class activity design with
coordinator(s) and director(s) 1+month before lecture date

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f. Evaluate
i. Post session evaluations from students
ii. Liaison meeting feedback from volunteer students

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 Instructional Objectives

TERMINAL OBJECTIVES AND ENABLING OBJECTIVES

Faculty will be able to build a 30-minute lecture with voice over recording using
PowerPoint (cognitive and psychomotor)
• Using PowerPoint, faculty will be able to shorten a pre-existing lecture into 30-
minutes including content that supports session objectives but excludes
interactive activities.
• Faculty will be able to record their voice into the PowerPoint slideset.

Faculty will be able to upload a lecture PowerPoint into BOX (cognitive and
psychomotor)
• Faculty will be able to login to BOX and locate the destination folder.
• Faculty will be able to upload a complete PowerPoint lecture into the destination
folder within BOX.

Faculty will be able to design for an in-class activity which applies the content taught in
the lecture. (cognitive)
• Faculty will be able to state the definition of a “flipped classroom”.
• Faculty will state goals and objectives for in-class activity.
• Faculty will design an organized plan for an interactive in-class session.
• Faculty will meet with unit directors and coordinators to discuss and prepare for
the interactive in-class activity
• Faculty will communicate to the coordinator specific technology, staffing, and/or
supplies the in-class activity requires.

Faculty will be able to facilitate an interactive in-class activity and analyze its
effectiveness by creating a list of positive and negative outcomes from personal
reflection, student feedback, and evaluations. (cognitive and affective)

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 • Faculty will be able to transfer the designed activity plan into action.
• Faculty will reflect on the in-class activity and list areas for improvement.
• Using feedback and personal reflection, faculty will revise and update their
lecture/or activity.

Enabling Objectives Matrix & Supporting Content

Terminal Objective: Faculty will be able to design for an in-class activity which applies the content taught
in the lecture.
List Pre-Instructional Strategy: Pretests
Supporting Content: See attached Activity Design Worksheet

Enabling Level on Bloom’s Learner Activity Delivery Method

Objective Taxonomy (What would learners do to (Group presentation/lecture,
master this objective?) self-paced, or small group)

Faculty will be cognitive • Read flipped classroom

documents Self-Paced
able to state
• Watch video on flipped
the definition
classrooms
of a “flipped
classroom”.

Faculty will cognitive • Review objective writing

tips Self-paced
state goals and
• Practice writing
objectives for
objectives
in-class
activity.

Faculty will cognitive • Complete activity

design worksheets Self-paced
design an
organized plan
for an
interactive in-
class session.

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 Enabling Level on Bloom’s Learner Activity Delivery Method
Objective Taxonomy (What would learners do to (Group presentation/lecture,
master this objective?) self-paced, or small group)

Faculty will cognitive • Attend a face-to-face

meeting to present Self-Paced
meet with unit
activity design
directors and
worksheet
coordinators to
discuss and
prepare for the
interactive in-
class activity

Faculty will Cognitive • Complete activity

design worksheet Self-Paced
communicate
• Respond to and initiate
to the
email communications
coordinator with coordinator
specific
technology,
staffing, and/or
supplies the in-
class activity
requires.

References

https://www.nyu.edu/faculty/teaching-and-learning-resources/strategies-for-teaching-
with-tech/flipped-classes/steps-to-flipping-your-class.html

https://canvas.instructure.com/courses/803402/pages/guidelines-for-writing-effective-
learning-objectives

https://www.bu.edu/cme/forms/RSS_forms/tips_for_writing_objectives.pdf

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http://www.celt.iastate.edu/teaching/preparing-to-teach/tips-on-writing-course-
goalslearning-outcomes-and-measureable-learning-objectives

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 Final Project Rubric

Please see the final project rubric and the reflection paper rubric within the course
content.

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