PRE TEST

ADDIE Implementation
1. The phase that concerns the deployment,
delivery and maintenance of the training course
you developed
2. Concerned with the transitional activities from
the design and development environment into
operations
3. 100% operational activity; operation team is in
charge
4. Require involvement from both developer and
the operational teams
5-8. enumerate the 4 deployment operations
9. True or false. Work as a single team
10. True or false. “own” the course until it is up
and running
 ADDIE
Implementation
 INTRODUCTION
The implementation phase concerns the:
- Deployment
- Delivery
- Maintenance
 Key challenges of the transition
• document formats
Course materials are not
• compatibility with production
production ready systems
• Operations is a different
world from development
Operational requirements
• Many procedures and best
not known or taken care of practices that need to be
applied
 Key challenges of the transition
• Need to make an assessment of
the course
Operational team not • Materials to understand the
involved in time transitional activities
• “throwing your course over the
fence”
• Teams assume it is the other
No ownership of the
team’s responsibility
transition • Formal handover
 BEST PRACTICES
• In environment where courses
Establish transition are regularly developed, you
procedures with operation should establish transition
procedures with the operations
team
team

“Own” the course until it is • It’s your baby until it walks–

up and running don’t let go of it too early
 BEST PRACTICES

• Do what teams do –
Work as a single team communicate, work together,
drink coffee and celebrate
DEPLOYMENT
OPERATIONAL HAND OVER
OPERATIONAL
HAND Hand over all materials to be

OVER operational training unit for

inclusion in their training schedules,
material production ,marketing efforts , etc.
INSTRUCTOR SELECTION
Or RECRUITMENT
INSTRUCTOR
SELECTION/
RECRUITEMENT Instructors needs to be selected
or recruited. Make sure that their
availability matches your course schedule
INSTRUCTOR
SELECTION/ • The quality indicators of effective
RECRUITEMENT teachers
• The connection between teacher quality and
teacher selection
• The importance of connecting teacher quality to
teacher selection
INSTRUCTOR TRAINING
INSTRUCTOR The instructor needs to:

TRAINING - Familiarize themselves with the

course material
- be trained
- This can range from instructor briefing to a fully fledge
instructor training program.
DEPLOYMENT OF WEBSITE
Or CBT
DEPLOYMENT - Headed by the technology team
OF WEBSITE - They are concern with putting the
or CBT system into at and making sure that the
tech and user support teams are briefed and
provided with documentation
DELIVERY
SCHEDULING
- May be driven by a corporate
agenda, by an institute’s overall
schedule or it may be needs and
enrolment driven
EVENT
Includes:
SCHEDULING • Booking meeting rooms

• Catering

• Transport

• Accommodation, etc
ENROLMENT
- Needs to be set up so trainees will be
enrolled

- Consider administrative requirements,

verification of payment, etc.
MARKETING
& - Needs to be set up so trainees will be

SALES enrolled

- Consider administrative requirements,

verification of payment, etc.
COURSE MATERIALS
Includes:
PRODUCTION
• Course materials

• Brochures

• Hand-outs

• Certificates, etc.
MAINTENANCE
MAINTENANCE
- May require involvement from the
developer and the operational teams
Revision and Updating of
Course Material
Revision and
- Review and update the course
Updating of
in line with changes in the subject
Course
language
Material
- Course delivery media (ex. Information,
videos, etc.)
Incorporation of Student
Feedback
Incorporation of
- Listen to your student
Student
Feedback -Improve course material and
delivery
Website and Software
Maintenance
Website and
Software - Work together with the tech
Maintenance teams in managing the systems

- Avoid interference with the revision

 UNIT IV:
Teaching Strategies and Methodologies
for Teaching and Learning
D I S T A N C E
L E A R N I N G
M A I N T E N A N C E
I M P L E M E NT A T I ON
1. Development of Teaching Plans

2. Planning and Conducting Classes

3. Traditional Teaching Strategies

4. Activity-Based Strategies

5. Computer Teaching Strategies

6. DISTANCE LEARNING
DISTANCE
LEARNING Telecommunications approach to
instruction using video technology to
transmit live or taped messages directly
from the instructor to the viewer.
DISTANCE
LEARNING - correspondence education
or home study
- little or no face-to-face interaction
- usually study from home
6. DISTANCE LEARNING
a. INTERACTIVE TV CLASSES
b. VIA INTERNET
a. INTERACTIVE TV CLASSES
 INTERACTIVE
- (interactive technology) +
TELEVISION (television)
(ITV or - enables the audience to response
iTV) immediately to the program
- originally utilized for advertisements
INTERACTIVE
TELEVISION
- provide access to instruction at
CLASSES
two or more campus locations via
television and telephone.
INTERACTIVE
TELEVISION
- used for courses with low
CLASSES
enrollments

- increase student enrollment for unique

courses
TYPES OF iTV CLASSES
1. Interactive Television One-Way Video
2. Interactive Television Two-Way Video
1. Interactive Television One-Way Video
SEND RECEIVE
SITE SITE
2. Interactive Television Two-Way Video
PARTICIPANTS PARTICIPANTS

INSTRUCTOR

PARTICIPANTS PARTICIPANTS
 PROS CONS
•Flexibility • Interaction is

•Convenience slightly slower

•Broadcast in real time • Increase costs

 STUDENT EVALUATION
• The instructor’s responsibility to prepare exams
• Each location will have the same amount of time
to take the exam
 STUDENT EVALUATION
• A proctor will be available to:
- Receive
- Administer
- Return
b. VIA INTERNET
VIA
- not under immediate
INTERNET supervision of teachers
- courses that are specifically delivered
via internet
- interactive
VIA
INTERNET - sometimes delivered live
- sometimes prerecorded
 PROS CONS
•Flexibility • Reputation
• Lack of social
•Ease of access
interaction
•More affordable • Fewer courses
 STUDENT EVALUATION
• Proctored exams in person
• Online exams that are monitored by humans
• Online exams that are monitored by computers
7. TEACHING PSYCHOMOTOR
SKILLS
PSYCHOMOTOR
DOMAIN
- is known as the “skills” domain
PSYCHOMOTOR
- “is a complex process
SKILL demanding far more knowledge
LEARNING than suggested by the simple
mechanistic behavioral approach” (Reilly
and Oermann,1990)
 PSYCHOMOTOR SKILL LEARNING
Learning in this domain involves acquiring
fine and gross motor abilities with increasing
complexity of neuromuscular coordination
 PSYCHOMOTOR SKILL LEARNING
In contrast to the cognitive and affective domains,
psychomotor skills are easy to identify and measure
because they include primarily overt movement-oriented
activities that are relatively easy to observe.
LEVELS OF PSYCHOMOTOR
BEHAVIOR (SIMPSON)
LEVELS OF PSYCHOMOTOR BEHAVIOR (SIMPSON)

•Perception- show sensory awareness

•Set- exhibit readiness
LEVELS OF PSYCHOMOTOR BEHAVIOR (SIMPSON)

•Guided response- exert effort under the

guidance of an instructor
LEVELS OF PSYCHOMOTOR BEHAVIOR (SIMPSON)

•Mechanism- repeatedly perform steps

indicating mastery to the extent that some
or all aspects of the process become
habitual
LEVELS OF PSYCHOMOTOR BEHAVIOR (SIMPSON)

•Complex overt response-automatically

perform a complex motor act with
independence
LEVELS OF PSYCHOMOTOR BEHAVIOR (SIMPSON)

•Adaptation- adapt a motor process to suit

the individual or various situations
LEVELS OF PSYCHOMOTOR BEHAVIOR (SIMPSON)

•Origination-create new motor acts, as a

result of an understanding of a skill and
developed ability to perform skills
LEVELS OF PSYCHOMOTOR
BEHAVIOR (DAVE)
LEVELS OF PSYCHOMOTOR BEHAVIOR (DAVE)
•Imitation: Observing and patterning behavior
•Manipulation: following instructions and
practicing.
LEVELS OF PSYCHOMOTOR BEHAVIOR (DAVE)

• Precision: becoming more exact

•Articulation: Coordinating a series of
actions
LEVELS OF PSYCHOMOTOR BEHAVIOR (DAVE)

• Naturalization: high level performance

become natural
7. TEACHING PSYCHOMOTOR SKILLS
a. Approaches to Teaching Skills
b. Assessment of Psychomotor Skill Learning
a. Approaches to Teaching Skills
 a. Approaches to Teaching Skills
- It is important for the educator to remember to keep skill
instruction separate from a discussion of principles
underlying the skill (cognitive component) or a discussion of
how the learner feels about carrying out the skill (affective
component).
 a. Approaches to Teaching Skills
- Psychomotor skill development is very egocentric and
usually requires a great deal of concentration as the learner
works toward mastery of a skill.
- Can result in frustration and confusion, and ultimately it
may result in failure to achieve the behaviors successfully.
 a. Approaches to Teaching Skills
- The amount of practice required to learn any new
skill varies with the individual, depending on many
factors. Oermann (1990) and Bell (1991) have
addressed some of the more important variables:
 a. Approaches to Teaching Skills
•Readiness to learn •Anxiety level
•Past experience •Developmental stage
•Health status •Practice session length
•Environmental stimuli
 a. Approaches to Teaching Skills

- In psychomotor skill development, the ability

to perform a skill is not equivalent to learning a
skill.
 a. Approaches to Teaching Skills
- The actual learning of a skill requires practice to
allow the individual to repeat the performance time
and again with accuracy, coordination, and out of
habit
a. Approaches to Teaching Skills

“Practice does make perfect, and so

repetition leads to perfection and
reinforcement of the behavior.”
 a. Approaches to Teaching Skills
The learner is immersed in a particular environmental context full of
stimuli.
SELECTIVE ATTENTION: Learners must select those environmental
influences that will assist them in achieving the behavior (relevant
stimuli) and ignore those that interfere with a specific performance
(irrelevant stimuli).
 a. Approaches to Teaching Skills
- Gomez and Gomez (1987) suggest also arranging for
practice sessions to be done in the clinical or home setting to
expose the learner to actual environmental conditions. This
technique is known as “open” skills performance learned
under changing and unstable environments.
 a. Approaches to Teaching Skills
Teaching methods:
- Demonstrations/Return Demonstrations
- Mediated Instruction
- Self-Directed Study
An important point to remember is that it is all right to
make mistakes in the process of teaching or learning a
psychomotor skill.

“You learn by your mistakes”

A mistake made represents an opportunity to
demonstrate how to correct an error and to learn
from the not-so perfect initial attempts at
performance
b. Assessment of Psychomotor Skill
Learning
b. Assessment of Psychomotor Skill Learning
• Written or oral tests, return-demonstrations,
case study
• Observation, Interview, self-reports and self-
monitoring
b. Assessment of Psychomotor Skill Learning
• Provide feedback and remediation -
Dispense suggestions on how to perform the
skill and help learner understand what to do
next.
8. CLINICAL TEACHING
 CLINICAL
TEACHING -teaching in the clinical area
-Nurse Educators, Staff nurse and
Clinical Nurse Manager
 TEACHER STUDENT
Will be Will be

Facilitator and critical Meaning maker and

reflective enhancer knowledge constructor

 CLASSROOM TEACHING
• Large group
•No focus on patient
•Knowledge
•Theoretical framework
•Teacher/student ratio is large
•Passive students
•Less interactive
CLINICAL TEACHING
• Small group
• Focus on patient
• Application of knowledge
• Clinical reasoning
• Teacher/student ratio is
small
• Active students
• More interactive
Match the educational goals to the
settings of the learners
PRINCIPLES OF > teaching  learning
CLINICAL
TEACHING
PRINCIPLES OF > adults learn differently
CLINICAL Ask questions

TEACHING
Have Make
fun mistakes

Cheat(collaborate)
PRINCIPLES OF >reflect the professional
CLINICAL practice
TEACHING
PRINCIPLES OF > mutual Trust and Respect
CLINICAL
TEACHING
PRINCIPLES OF > focus on Knowledge, Skill
CLINICAL and Attitude
TEACHING
 8. CLINICAL TEACHING
a. PURPOSE OF CLINICAL LABORATORY
b. MODELS OF CLINICAL TEACHING
c. PREPARATION FOR CLINICAL INSTRUCTION
b. CONDUCTING A CLINICAL LABORATORY SESSION
a. PURPOSE OF CLINICAL LABORATORY
 PURPOSE OF
CLINICAL 1. Theory and Practice

LABORATORY
 PURPOSE OF
CLINICAL 2.Master skills

LABORATORY
 PURPOSE OF
CLINICAL 3. Opportunity for observation

LABORATORY
 PURPOSE OF
CLINICAL 4.Refine skills

LABORATORY
 PURPOSE OF
CLINICAL 5. Organization
LABORATORY
 PURPOSE OF
CLINICAL 6. Cultural competence
LABORATORY
 PURPOSE OF 7. Socialized in the clinical
CLINICAL
laboratory
LABORATORY
MISUSE OF THE CLINICAL LABORATORY
b. MODELS OF CLINICAL TEACHING
MODELS OF
CLINICAL Patient (+?)

TEACHING

Teacher Student(s)
MODELS OF
CLINICAL 1. TRADITIONAL MODEL
TEACHING - faculty member student/s
MODELS OF
CLINICAL 2. PRECEPTOR MODEL
TEACHING -nurse student
MODELS OF
CLINICAL 3. ASSOCIATE MODEL
TEACHING -partnership model
- nurse and teacher students
c. PREPARATION FOR CLINICAL INSTRUCTION
PREPARING FOR > clinical agency sites must
CLINICAL be chosen
INSTRUCTION
PREPARING FOR > clinical units within the
CLINICAL agency must still be identified
INSTRUCTION
PREPARING FOR > enough role models for
CLINICAL learners
INSTRUCTION
PREPARING FOR > contracts must be drawn
CLINICAL up
INSTRUCTION
PREPARING FOR > meeting with the agency
CLINICAL staff who will be involved
INSTRUCTION
PREPARING FOR > specific arrangements with
CLINICAL learners
INSTRUCTION
d. CONDUCTING A CLINICAL LABORATORY SESSION
CONDUCTING A > Preconference
CLINICAL
LABORATORY
SESSION
CONDUCTING A > Practice Session
CLINICAL
LABORATORY
SESSION
COACHING STRATEGIES
•OBSERVATIONS
•NURSING ROUNDS
•SHIFT REPORT
•TECHNOLOGY USE
•LEARNING
CONTRACTS
•JOURNAL WRITING
CONDUCTING A > Post conference
CLINICAL
LABORATORY
SESSION