MEHP: Instructional Strategies I

JOHNS HOPKINS UNIVERSITY

MEHP COURSE SYLLABUS
SUMMER 2012
INSTRUCTIONAL STRATEGIES I
ED 880.635.9B

Credit Hours: 3 credits

Class Time: This is a blended course, all class sessions are online. However, we will meet face-to-face
every other week for a discussion of the content and applications in your classrooms

Face-to-Face Meetings: Section 9B will meet every other Thursday, starting with 6/7/12,
6/14/12, 6/28/12, 7/12/12, 7/26/12, 8/9/12, 8/16/12.

Online Segment: Starts 6/7/12 and ends 8/16/12.

Instructor: Chadia Abras PhD

cabras@jhu.edu
410-516-9704

THE COURSE

This 10-week experience is designed to create a framework for your understanding of instructional
strategies and their effective application in the classroom. The course is based and links to previously
acquired knowledge in learning theories and evidence-based teaching. Participants will learn to apply
effective strategies that stimulate critical thinking and creativity, and promote cooperative learning.
Applications of strategies will be illustrated through hands-on activities.

THE ACTIVE LEARNING APPROACH

This course was developed from an “Active and Collaborative Learning” perspective. The active learning
approach is based on collaborative, inquiry-based, student–centered approach to teaching, in which
students are actively involved in their own knowledge acquisition.

We are experiencing a paradigm shift in teaching and learning. Strategies for effective learning are
complex and bring into play many factors from the age of the learner, prior experiences, learning styles,
the medium of instruction, cognitive development, and cultural influences.

Many factors drive curriculum and delivery designs. In order to be an effective educator, one must be
able to link the theories behind the strategies using evidence-based practice in order to maximize their
effectiveness.

CATALOG DESCRIPTION

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 MEHP: Instructional Strategies I

In this course, participants will learn about various instructional strategies to enhance interdisciplinary
learning experiences in health professions education. Instructional methods will include such
collaborative educational models as small and large group teaching, team-based, interactive and
experiential case-based learning. Techniques will include the use of simulations as well as teaching at the
bedside with a focus on educator behaviors that stimulate achievement of learners. With an
appreciation of the diversity of the student body, participants will effectively integrate and apply
technology into instruction to develop and deliver health professions curricula including web-based
teaching environments, content management systems, collaborative project development, and
interactive media with an emphasis on instructional design advancements which affect the learning
environment. Evidence of participants’ knowledge and application of course topics will be captured in a
professional portfolio.

COURSE LEARNING OUTCOMES

At the end of this course participants will:

Outcome 1
Identify and apply sound instructional design principles to course development:
a. Identify effective design strategies and the tools that best enhance their application in the
classroom.
b. Apply the tools to specific learning events.
c. Apply their knowledge of design to effectively use open source and proprietary tools.
d. Identify the learning theories that support the strategies.
e. Employ evidence-based teaching methods to identify the research that supports the use of the
instructional strategies introduced.
Outcome 2
Identify the various strategies in active learning:
a. Identify collaborative learning principles and the research, theories, and approaches that support
them.
b. Use the methods and strategies of collaborative learning in the classroom.
c. Identify and apply specific tools and technologies that enhance collaborative learning.
d. Apply principles of cooperative learning to project design and development in the classroom, at
the program level, and in clinical settings.
Outcome 3
learn the principles of inquiry-based learning and their application in in the classroom:
a. Learn to design classroom instruction that will lead to learning through experimental and
analytical methods.
b. Identify and apply specific tools and technologies that will lead to effective inquiry-based
instruction.
Outcome 4
Identify the principles of self-directed learning and their applications in the classroom:
a. Identify and apply various activities and resources, such as self-guided learning, participation in
study groups, internships, electronic dialogues, and reflective writing activities.
b. Identify and apply specific tools and technologies in the classroom to promote and encourage
self-directed learning strategies.
Outcome 5

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Apply a needs assessment to identify which clinical performance gaps can be best addressed using
healthcare simulation:
a. Select the most appropriate simulation modality for a course based on established learning
objectives.
b. Discuss current best practices in simulation curriculum design.
c. Use a currently accepted model of debriefing in simulation scenario to facilitate participant
learning.
Outcome 6
Develop strategies and techniques related to just in time teaching and teaching at the bedside:
a. Learn advantages and challenges of teaching at the beside.
b. Apply effective strategies for improving just in time teaching.
c. Identify and apply tools and techniques to improve learning outcomes for just in time teaching.
Outcome 7
Identify the various methods and models for technology enhanced instruction delivery:
a. Manage and facilitate a course using each of the three teaching and learning models.
b. Identify best practices of instruction for each model.
c. Identify and apply specific strategies and technologies for each model.
Outcome 8
Identify different Learning Management Systems (LMS) their use and application in teaching:
a. Identify the new Smart Management Systems (SMS) and the implications they will have on online
technology enhanced teaching.
b. Identify tools and technologies required to support an LMS.

RESOURCES

Required Readings:

 This course does not have any required textbooks.

 Readings will be linked within the sessions on the ELC.
 To access the Electronic Learning Community (ELC): http://olms.cte.jhu.edu/olms2

COURSE REQUIREMENTS

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You will demonstrate your achievement of the stated objectives by successfully creating the following
learning products and by participating in class. The weight of each course assessment is listed below.

Outcome Assignments Percentage

1 Instructional Design Plan 10
2 Collaborative Learning Case Study 5
3 Inquiry-Based Teaching Event 5
4 Self-Directed Learning Event 5
5 Teaching Using Simulation Event 5
6 Bedside Teaching Scenario 5
7/8 Compare and Contrast the three delivery methods 5
Project PowerPoint Presentation 10
Video of a class event 5
Teaching Project 20
Discussions, Moderation, Team Contributions 25
Total 100%

DESCRIPTIONS OF ASSIGNMENTS

A. Course Development / Teaching Project – Participants will produce a Course Development Project by
creating specific applications of the strategies introduced in the course, participants will also use
different tools and technologies for each strategy. The Project and presentation are due the last week of
classes. The components of the assignment will be completed in each session:
a. An application of the theories, strategies, and technology presented for the session.
b. The components should create a seamless and comprehensive whole.
c. The technologies and tools involved will also require the building of your course in an LMS of
your choosing.

The project includes all the components of the detailed assignments below. The components should
include, but are not limited to:

Section I: Description of the course to be delivered. Include - setting, audience, content, length,
and delivery method (f2f/web-enhanced, online, blended). This section will not be submitted
separately, it is part of the overall project.
Section II: Instructional Design Plan
Section III: Collaborative Learning Case Study
Section IV: Inquiry-Based Teaching Event
Section V: Self-Directed Learning Event
Section VI: Teaching Using Simulation Event
Section VII: Bedside Teaching Scenario
Section VIII: Compare and contrast the design and technology using the three delivery methods
introduced in the course. This section will not be submitted separately, it is part of the overall
project.

Added Components: 1. PowerPoint presentation of the project

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2. Video demonstration (5 minutes) of you applying one strategy and

one technology of your choosing in your own classroom. The
demonstration may represent any of the technologies learned in class
and being applied to instruct such as: media, tutorial, simulation, or any
other desired event

Length: Approximately 10-15 pages.

Format: Narrative using APA style, video, or audio, and PowerPoint presentations.
Description: Handouts, rubrics, and detailed description of the assignments are
uploaded to the ELC.

1. Section II: Instructional Design Plan-- from all the design strategies presented, choose the one that
best represents your area of study. Create a plan of action for designing a course. Part 2, Technology:
choose one technology that best enhances instruction and apply it to one event. Give a detailed
description of its application and its benefits.
2. Section III: Collaborative Learning Case Study-- according to the principles introduced, choose one
instance of small group activity and one of large group activity, and create the action for each. Part 2,
Technology: choose one technology for each event that best enhances instruction and apply it. Give
a detailed description of its application and its benefits.
3. Section IV: Inquiry-based Teaching Event-- according to the principles introduced, create an
instruction plan for one event using experiential and analytic methods. Part 2, Technology: choose
one technology for each event that best enhances instruction and apply it. Give a detailed
description of its application and its benefits.
4. Section V: Self-directed Learning Event-- according to the principles introduced, create an
instruction plan for one event using self-directed methods. Part 2, Technology: choose one
technology for each event that best enhances instruction and apply it. Give a detailed description of
its application and its benefits.
5. Section VI: Teaching Using Simulation Event-- according to the principles introduced, create an
instruction plan for a simulation. Part 2, Technology: choose one technology for each event
preferably the SIM center facilities. Describe how the simulation enhances learning.
6. Section VII: Bedside Teaching Scenario (BST)-- according to the principles introduced, create a BST
scenario using a patient with whom you have interacted within the most recent 6 months. Part 2,
Technology: choose one technology if any that best enhances instruction and apply it. You may want
to think of mobile technology.
7. Section VIII: Highlight the differences in design and technology using the three delivery methods
introduced in the course. Delivery method event: according to the models introduced, your overall
plan would have used one delivery method. Part 2, Technology: in this section you will compare and
contrast the methods and technologies used in your course and the other two methods of delivery.
From day one, we will be using Your School LMS to create your course, if you do not have access to
an LMS, we will rely on the ELC, or an open source product. This part of the project will not be
submitted separately.

B. Discussions, Moderations, Team Contributions - You are expected to (1) complete all the assigned
readings for the designated week by the due date listed on the ELC, (2) have an active presence in ELC
and class discussions, and (3) aim to contribute to the learning of the whole group, through
moderations, participation, and peer review of discussions and team activities.

Scoring for Course Engagement and Team Contributions:

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To receive full credit for course engagement and contribution to team activities, you are
expected to meet the following requirements:
1. Attend and actively participate in each online and class – inform instructors ahead of
time if you must be absent for any of the scheduled face-to-face sessions.
2. For the online portion of the course, demonstrate a high frequency of participation
through the duration of the discussion (not all in one day) within the specified timeframe.
3. Communicate with a positive, professional tone to contribute to trust building and
growth of the class community.
4. Contribute to producing an extended level of discussion in class—build on the ideas of
others and incorporate new knowledge.
5. Show evidence of critical thought and application of course concepts and readings.
Work on team activities as required.
6. Contribute consistently and equitably to team activities and the team assignment.
7. Apply effective strategies for team collaboration. Revise and improve strategies as
needed.
8. Participate in moderating online discussions as assigned by the instructor. Provide
insightful and constructive feedback to your classmates.

C. Digital Portfolio-- Participants will choose the best artifact from the assessment list to upload to the
Digital Portfolio. The artifact could be part of a whole assignment and should be accompanied by a
reflection on the associated learning outcome.

GRADING SCALE

Points will be totaled and a percentage will be calculated to determine a final grade.
A = 95-100
A- = 90-94%
B+ = 86-89%
B = 80-85%
B- = 77-79%
C+ = 73-76%
C = 70-72%
F = 69% or below

The grades of D+, D, and D- are not awarded at the graduate level. C is not considered a passing grade
and only one grade of C in one course is allowed in any graduate program.

HOW TO SUCCEED IN THIS COURSE

There will be no memorizing or cramming in this course. You must keep up with participation and
assignments, do not wait till the last minute to focus and study for the course. Always post your thoughts
and ideas to spark discussion or to clarify and deepen understanding.

Since this course is conducted online, reading the assigned texts before each session is crucial. You will
not be able to participate (see requirement on class participation above) if you have not read the
assigned texts. Participation is NOT simply giving one’s opinions, your comments must be insightful,
thorough, and a reflection on the readings.

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Session Title Objectives
Participants will
1 Instructional 1. learn to apply sound instructional
Design: Design principles to course design
Strategies 2. identify sound design strategies
and the tools that best enhance
their application in the classroom
3. be able to identify the learning
theories that support the strategies
4. employ evidence-based teaching
methods to identify the research
that supports the use of the
instructional strategies introduced
2 Instructional 1. identify tools for effective
Design: Designs instruction
and Tools for 2. learn to apply the tools to
Effective specific learning events
Instruction 3. apply their knowledge of design
to effectively use open source and
proprietary tools
MEHP: Instructional Strategies I
COURSE SCHEDULE
Topics Readings Assessments
Instructors will cover Complete reference and attachments in ELC Due dates in ELC
1. ADDIE Model | Weaknesses of the 1. Smith & Ragan: Instructional Design ,
ADDIE model Chapters 1 & 2
2. Backward Design (Wiggins & 2. Dooley, Lindner & Dooley: Advanced
McTighe) Methods in Distance Education, Chapter 6
3. Conditions of Learning (Robert
Gagne)
4. Criterion Referenced Instruction
(Robert Mager)
5. Dick and Carey
6. Elaboration Theory
7. Instructional Systems Design ISD.
8. Integrative Learning Design
Framework for Online Learning
(Debbaugh)
9. Iterative Design
Spiral Model (Boehm)
Rapid Prototyping (Tripp &
Bichelmeyer)
10. Organizational Elements Model
(OEM) (Roger Kaufman)
11. Transactional Distance (Michael
Moore)
12. Dale’s Cones of Experience
13. Learning Styles
1. Learning objects 1. Dick & Carey: The Systematic Design of
2. Mobile learning Instruction, Chapters 8 & 9
3. Usability testing 2. Koohang & Harman: Learning Objects &
4. Storyboarding Instructional Design, Ch 7
5. Tools and technologies for design 3. Dooley, Lindner & Dooley: Advanced
Methods in Distance Education, Chapter 8
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3 Active Learning 1. identify the various strategies in
Strategies: active learning
Collaborative 2. identify collaborative learning
Learning principles and the research,
theories, and approaches that
support them
3. use the methods and strategies
of collaborative learning in the
classroom
4. identify and apply specific tools
and technologies that enhance
collaborative learning
4 Active Learning 1. use case studies to enhance
Strategies: learning outcomes.
Collaborative 2. apply general strategies to:
Learning and a. identify teaching goals
Case Studies b. identify how students will work
on the case-individual vs.
collaborative
c. design cases that are
increasingly complex to raise
deep engagement
5 Active Learning 1. learn the principles of inquiry-
Strategies: based learning and their application
Inquiry-Based in in the classroom
Learning 2. learn to design classroom
instruction that will lead to learning
through experimental and analytical
methods
3. identify and apply specific tools
and technologies that will lead to
effective inquiry-based instruction
6 Active Learning 1. identify the principles of self-
Strategies: Self- directed learning and their
Directed Leaning applications in the classroom
1. What is active learning: theories and
approaches
2. What are the strategies involved
3. Collaborative learning: effective
teaming, small group collaborative
learning, large group collaborative
learning, Project and case-based
collaborative learning, interactive and
media enhanced collaborative learning
1. Using case studies effectively in
instruction
2. Crating complex and engaging case
studies
3. Using case studies as an individual
and a collaborative activity
4. Tools and technology for effective
case study delivery
1. Inquiry-based learning theories :
Experimental and analytical approaches
to teaching and learning
2. Design methods for inquiry-based
learning
3. Technologies used to enhance the
delivery of inquiry-based methods
1. Self-directed learning theories and
approaches
2. Design methods for self-directed
MEHP: Instructional Strategies I
1. Davis, B.: Tools for Teaching, Chapters 20, Due:
21, 22, 23 Instructional Design
Plan
1. Davis, B.: Tools for Teaching, Chapter 24
1. Koohang & Harman: Learning Objects & Due:
Instructional Design, Chapter 11 Collaborative
2. Bastable S., B., et. Al. : Health Professional Learning Case
as Educator: Principles of Teaching and Study
Learning, Chapter 11
3. Paul A. Kirschner, John Sweller &
Richard E. Clark : Why Minimal Guidance
During Instruction Does Not Work: An
Analysis of the Failure of Constructivist,
Discovery, Problem-Based, Experiential, and
Inquiry-Based Teaching
1. Hiemstra, R. (1994). Self-directed learning. Due:
In T. Husen & T. N. Postlethwaite (Eds.), The Inquiry-based
International Encyclopedia of Education Teaching Event
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2. identify various activities and
resources, such as self-guided
learning, participation in study
groups, internships, electronic
dialogues, and reflective writing
activities
3. apply and use specific tools and
technologies in the classroom to
promote and encourage self-
directed learning strategies
7 Simulations: 1. apply a needs assessment to
Principles and identify which clinical performance
Tools gaps can be best addressed using
healthcare simulation.
Session 2. select the most appropriate
Instructor: simulation modality for a course
Ms. Julie based on established learning
Perretta objectives.
JHU/SOM SIM 3. discuss some of the current best
practices in simulation curriculum
design.
4. use, after a simulation scenario, a
currently accepted model of
debriefing to facilitate participant
learning.
8 Bedside 1. identify the advantages of and
Teaching (BST): barriers to bedside teaching (BST).
Effective 2. describe various models of BST.
Methods 3. delineate a practical approach to
BST within their
Session profession/specialty.
Instructor:
Dr. Anne Belcher
learning
3. Activities and resources in self-
directed learning
4. Technologies used to enhance the
delivery of self-directed learning
methods
1. Creating planned learning
experiences in simulation
2. Features and uses of high-fidelity
medical
simulations that lead to effective
learning
3. Patient Simulation as
Social Practice
4. Medical Simulation in Medical
Education
5. Different training paradigm
6. Simulation to improved
team performance
1. Definition(s) of bedside teaching (BST)
2. Identification of advantages of and
barriers to BST
3. Description of models of BST
4. Application of adult learning theory to
BST
5. Student and patient perspectives on
BST
MEHP: Instructional Strategies I
(second edition), Oxford: Pergamon Press.
2. Educational Strategies Associated with
Development of Problem-Solving, Critical
Thinking, and Self-Directed Learning
ADEA Commission on Change and Innovation
in Dental Education
1. Anderson, J., M., et. al. Instructional Due:
design dogma: Creating planned learning Self-Directed
experiences in simulation Learning Event
2. Issenberg, S., B., et. al. Features and uses
of high-fidelity medical simulations that lead
to effective learning: a BEME systematic
review
3. Dieckmann, P., et. al. Deepening the
Theoretical Foundations of Patient Simulation
as Social Practice
4. Passiment, M., et. al. Medical Simulation
in Medical Education: Results of an AAMC
Survey
5. Rodriguez-Paz, J., M. et. Al. Beyond "see
one, do one, teach one": toward a different
training paradigm
6. Hunt, E., A., et. al. Simulation: Translation
to Improved Team Performance
1. Doherty, E. G. & Brodsky, D. (2012). Due:
Bedside teaching: Rediscovering a lost art. Teaching Using
NeoReviews, 13 (5), e271-3280. Simulation Event
2. Conigliaro, R. L. & Stratton, T.D. (2010).
Assessing the quality of clinical teaching: A
preliminary study. Medical Education, 44 (4),
379-386.
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JHU/SON
9 Delivery 1. identify the various methods and
Methods: Web- models for technology enhanced
Enhanced, instruction delivery
Blended, and 2. manage and facilitate a course
Online using each model
3. identify best practices of
instruction for each model
4. identify specific strategies and
technologies for each model
10 Learning 1. identify different Learning
Management Management Systems (LMS), their
Systems: use and application in teaching
Effective 2. identify the new Smart
Applications Management Systems (SMS) and
the implication they will have on
online technology enhanced
teaching
3. effectively use tools and
technologies required to support an
LMS
MEHP: Instructional Strategies I
6. Assessing the quality of BST
1. The three models of instruction 1. Bradshaw & Lowenstein: Innovative Due:
delivery Teaching Strategies in Nursing and Related BST Scenario
2. Best practices for each model. Health Professions, Chapters 22, 23, 24
Learning Styles 2. Bastable S., B., et. Al. : Health Professional
3. Course design and management for as Educator: Principles of Teaching and
each model Learning, Chapters 12 & 13
4. Strategies for teaching in each model
5. Technology and tools designed to
enhance instruction delivery
6. Synchronous vs. asynchronous
instruction and tools
1. What is a LMS Due:
2. What is a SMS Teaching Project
3. Content Management Systems (CMS) &
4. Tools designed to support a LMS PowerPoint
5. Adaptive Learning Presentation
6. Digital repositories Video/ media
7. Digital Portfolios Presentation
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 MEHP: Instructional Strategies I

Religious Observance Accommodation Policy

Religious holidays are valid reasons to be excused from class. Students who must miss a class or
examination because of a religious holiday must inform the instructor as early in the semester as
possible in order to be excused from class and to make arrangements to make up any work that is
missed. Students who expect to miss several classes because of religious holidays are encouraged to
meet with their academic advisers to consider alternative courses.

Attendance

Participation in lectures, discussions, and other activities is an essential part of the instructional process.
Students are expected to attend class regularly; those who are compelled to miss class meetings should
inform their instructors of the reasons for absences. Faculty often include classroom participation and
attendance in student grading and evaluation. The instructor will clearly communicate expectations and
grading policy in the course syllabus. Students who expect to miss several class sessions for personal,
professional, religious, or other reasons are encouraged to meet with their academic advisers to
consider alternative courses.

Accommodations for Students with Disabilities

Students with a documented disability who require an academic adjustment, auxiliary aid or other
similar accommodations should contact the Disability Services Office at 410-516-9734 or via email at
soedisabilityservices@jhu.edu as soon as possible, preferably four weeks prior to the beginning of the
first class.

Statement of Diversity and Inclusion

Johns Hopkins University is a community committed to sharing values of diversity and inclusion in order
to achieve and sustain excellence. We believe excellence is best promoted by being a diverse group of
students, faculty, and staff who are committed to creating a climate of mutual respect that is supportive
of one another’s success. Through its curricula and clinical experiences, the School of Education
purposefully supports the University’s goal of diversity, and, in particular, works towards an ultimate
outcome of best serving the needs of all students and the community. Faculty and candidates are
expected to demonstrate a commitment to diversity as it relates to planning, instruction, management,
and assessment.

Statement of Academic Continuity

Please note that in the event of serious consequences arising from the H1N1 flu pandemic and/or in
other extraordinary circumstances, the School of Education may change the normal academic schedule.

Emergency Weather Contact Information

In the event of inclement weather, go to http://webapps.jhu.edu/emergency/notices to find out if class

has been cancelled, or contact 410-516-7781.

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