The Design of Effective Online Instructional

Tools: Key Steps to take from the Identification of a

Learning Gap to the Development of the Final

ProductJackie Carnegie, PhD, M.Ed.,

University of Ottawajcarnegi@uottawa.ca

STEP 1: Identifying the STEP 1: Identifying the Learning GapLearning Gap

poorly answered exam question questions students ask during

class student emails

The QuestionThe Question

Julie decides to try to get into the record books by sitting under water for as long as

possible. She fixes a mouthpiece to a long plastic

tube, weights herself down and sits at the bottom of an 8-foot pool with the top of the plastic tube 2 inches above the water.

The Question The Question (cont.)(cont.)

1) After a few minutes she finds that: a) she is breathing more deeply b) she is able to breathe more

shallowly c) her depth an rate of breathing are

the same as when above water d) her tidal volume has decreased

2) In no more than two sentences, justify your answer to question #1

Student Performance on Student Performance on Q#1Q#1

0

10

20

30

40

50

60

Students

with Each

Choice

(%)

a b c d

Answer Choices

Student Performance on Question 1

Student Performance on Student Performance on Q#2Q#2

Answered Q#1 correctlyAnswered Q#1 incorrectly

Common Common Errors/MisconceptionsErrors/Misconceptions• 95% did not recognize the

tube as a source of additional dead space volume

• 85% did not mention blood CO2 levels as the driving force behind ventilation

• 5.5% suggested that a lack of O2, onlyonly, would prompt increased lung ventilation

**Step 2Step 2**: Planning the : Planning the Online Learning Online Learning ModulesModules

A. Begin the Planning with a Position Paper

B. Conduct a Task AnalysisC. Formulate Learning

ObjectivesD. Determine Entry Level

Knowledge & BehavioursE. Construct a Site Map

2A. Write a Position 2A. Write a Position PaperPaper

The Problem to be AddressedHealth Science students in undergraduate ANP courses have difficulty:

(i) synthesizing(ii)applying physiological

concepts in different contexts

2A. Write a Position 2A. Write a Position PaperPaper

Consider the Learner & Consider the Learner & Apply Cognitive Apply Cognitive StrategiesStrategies

(i) DECL(i) Delivery (scope, sequence,

strategies)(ii)Environment (learning

climate, learning setting)(iii) Content (required mental

operations & tasks, learning domain)

(iv) Learner (attitudes, capacity, demographics)

2A. Write a Position 2A. Write a Position PaperPaper

Apply Cognitive StrategiesApply Cognitive Strategies(ii)Gagné’s Nine Events

(i) Gain attention(ii) Inform learners of objectives(iii) Stimulate prior learning(iv) Present the content(v) Provide learning guidance(vi) Elicit performance for practice(vii) Provide feedback(viii) Assess performance(ix) Enhance retention and transfer

2A. Write a Position 2A. Write a Position PaperPaper

Expected Cognitive Improvement

Students will be able to explain the interrelationship between blood CO2 levels & lung ventilation.

Students will be able to recognize situations that will influence blood CO2 levels & predict how the body will respond to maintain homeostasis.

2B. Conduct a Task 2B. Conduct a Task AnalysisAnalysis

• Primary tasks & subtasks– What tasks do you want the

student to be able to do?

• Tasks and subtasks lead to learning objectives– TPO & EOs

• Each subtask is associated with required task knowledge– What does student need to

know in order to be able to do each of these tasks?

Lung Ventilation Task Analysis

1.Describe the role of lung ventilation in clearing CO2 from the bloodstream.

2.Describe the role of blood CO2 levels in regulating lung ventilation.

3.Recognize various clinical and physiological scenarios as examples of alterations in DSV and explain resultant compensations of the body to maintain homeostasis.

Subtasks & Task Subtasks & Task KnowledgeKnowledge

TASK #1: Describe the role of lung ventilation in clearing CO2 from the bloodstream.

Sub-subtasks Task Knowledgea) Describe the pathway

of airflow in the lungs during a typical inspiration/expiration cycle

(i) basic lung anatomy(ii) conducting versus respiratory zones of

the lungs

b) Describe CO2 movements between the blood and the alveoli during a typical inspiration/expiration cycle

(i) CO2 partial pressures in: inspired versus expired air, alveolar air, arterial and venous blood

(ii) CO2 gradients between alveolar air and the pulmonary circulation

(iii) definition of alveolar ventilation rate

c) Describe the influences of alterations in lung ventilation on blood CO2 levels

(i) the four respiratory volumes: tidal volume, inspiratory reserve volume, expiratory reserve volume and residual volume

(ii) tidal volume as a composite of dead space and alveolar ventilation

2C. Formulate Learning 2C. Formulate Learning ObjectivesObjectives

Terminal Performance Objective

The student will recognize clinical and physiological examples of conditions that alter alveolar ventilation and, through application of the role of blood CO2 levels in regulating respiration, predict and explain the body’s compensatory responses that will maintain homeostasis.

2C. Formulate Learning 2C. Formulate Learning ObjectivesObjectives

EO1: The student will summarize the role of the lungs in clearing CO2 from the bloodstream

EO2: The student will delineate the role of blood CO2 levels in regulating lung ventilation.

EO3: The student will recognize various clinical and physiological scenarios as representations of DSV that have associated influences on blood CO2 clearance and the regulation of lung ventilation by the DRG.

Learning Objectives: Learning Objectives: Verbs are ImportantVerbs are Important

Bloom’s Revised TaxonomyBloom’s Revised Taxonomy

CreatingCreating

EvaluatingEvaluating

AnalyzingAnalyzing

ApplyingApplying

UnderstandiUnderstandi

ngng

RememberinRememberin

gg

(Tarlinton, 2003)

BLOOM’S REVISED TAXONOMY

CreatingCreatingGenerating new ideas, products, or ways of viewing thingsDesigning, constructing, planning, producing, inventing.

 EvaluatingEvaluating

Justifying a decision or course of actionChecking, hypothesising, critiquing, experimenting, judging

  AnalysingAnalysing

Breaking information into parts to explore understandings and relationshipsComparing, organising, deconstructing, interrogating, finding

 ApplyingApplying

Using information in another familiar situationImplementing, carrying out, using, executing

 UnderstandingUnderstanding

Explaining ideas or conceptsInterpreting, summarising, paraphrasing, classifying, explaining

 RememberingRemembering

Recalling informationRecognising, listing, describing, retrieving, naming, finding

  Modified from Tarlinton, 2003

EO2:EO2: The student will delineate the role of blood CO2 levels in regulating lung ventilation

EO2.1: The student will outline the process by which air is moved into and out of the lungs under resting conditions and, given a diagram of the brain stem, locate the DRG and justify its designation as the pacesetting inspiratory centre of the body.

EO2.2: Using the carbonic acid-bicarbonate equilibrium reaction to link CO2 levels with pH, the student will explain the mechanism by which CO2 levels regulate the rate and depth of breathing at the level of the DRG.

4. Entry Level Knowledge & Behaviours

• What basic knowledge should students already have?

• What basic abilities should students already have?

LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4

HOME PAGEHOME PAGE

Learning Objectives

MODULE 1: Clearing Carbon Dioxide

from the Bloodstream

1. What is the pathway of airflow into and out of the lungs?

Question 2: Correct Answer

Question 3: Correct Answer

2. Let’s Look at Carbon Dioxide Partial Pressures

PowerPoint Slides: Gas Partial Pressures & Respiratory Volumes

Question 1: Hint

Question 2: Correct Answer

3. A Closer Look at Tidal Volume

4. Effective Lung Ventilation Questions 1 & 2: Correct Answers

MODULE 2: Regulation of Lung Ventilation by Carbon Dioxide

1. How does the DRG Function as the Pacesetting Inspiratory Centre?

PowerPoint Slide: Inspiration must be Stimulated

2. The Carbonic Acid-Bicarbonate Buffer System and Stimulation of the DRG

Questions 1 & 2: Correct Answers

MODULE 3: Alterations in Lung Ventilation during Daily Life and in the Clinic

Application #1: Angela’s Hurdles versus Laura’s Balloons

Question: Correct Answer

Application #2: Toby’s Secret Fort

Application #3: Lung Ventilation in the ClinicResearch Report: Some Masks Used In

Children's Asthma Treatment Not Effective, Research Shows

5. Construct a Site 5. Construct a Site MapMap

Let’s Have a Look at the Web Let’s Have a Look at the Web SiteSite

Key Last Step: Formative Key Last Step: Formative EvaluationEvaluation

Potential Evaluators:Potential Evaluators:

content experts

instructional designers

students

Formative Formative EvaluationEvaluation

Content Expert:Content Expert: motivation for learning

subject matter

self-testing exercises

*invitation to provide comments*

Instructional Designer: language, grammar, directions

displays & surface features

use of audio

questions & module construction

*invitation to provide comments*

Formative EvaluationFormative Evaluation

Student: language & ease of use

interest

content & module design

*invitation to provide comments*

Formative EvaluationFormative Evaluation

ReferencesReferences1. Gagné RM, Briggs LJ & Wager WW

(1992) Principles of Instructional design. Harcourt Brace Jovanovich.

2. Mann BL (2005) Making your own educational materials for the Web. Int. J. Instruct. Tech. & Dist. Learning 10 (2).

3. Marieb E (2004) Human Anatomy & Physiology. Pearson Education

4. Moreno R & Mayer RE (2000) A learner-centered approach to multimedia explanations: deriving instructional design principles from cognitive theory. http://imej.wfu.edu/articles/2000/2/05/index.asp

5. Tarlinton D (2003) Bloom’s revised taxonomy. http://www.kurwongbss.qld.edu.au/thinking/Bloom/bloompres.ppt