Creating an Online Tutorial on TUSK Workshop 6 th Annual Health Sciences Mini-Symposium for Teaching and Learning Innovative Teaching with Technology at Tufts Friday, February 6, 2009 Susan Albright, BA Maria Alejandra Blanco, EdD

Objectives Review guidelines for creating cognitively efficient multimedia learning tools. Apply guidelines by analyzing examples of multimedia learning tools. Review TUSK tools for creating multimedia learning tools. Introduce MedEdPortal (AAMC online repository of resources to advance learning). Share ideas with colleagues and receive feedback.

Educational Context Help students absorb a large amount of knowledge over shorter period of time. Prepare students for adult learning style (self-directed/lifelong learning) by: -Encouraging active learning -Relating to solving real life problems -Using self-direction -Giving opportunities to reflect on practice

Guidelines for Cognitively Efficient Multimedia Tools “A successful learning tool requires both an effective educational strategy and cognitively efficient interface design to capitalize on advantages of presenting information in multiple modalities.” (Grunwald & Corsbie-Massay, 2006, p.213)

Effective Educational Strategies The instructional method influences learning rather than the media by which it is delivered. The educational strategy should be developed before designing a multimedia learning tool.

Effective Educational Strategies Creating active, self-directed learners, e.g. make active choices in the lesson process. Involving learners in agenda planning and goal development, e.g. use of pretest. Adopting authentic contexts to facilitate transfer of knowledge, e.g. real-life scenarios, case-based instruction.

Effective Educational Strategies Providing learner-sensitive instructional feedback, e.g. curriculum scripts or FAQ, access to digital resources (used with cautious so as not to impede early learning). Providing learner-sensitive environments (learner’s needs), e.g. as expertise increases instructional guidance fades. Promoting goal reflection (formative post-testing and review), e.g. reintroduce materials with different examples.

Interface Design Avoiding cognitive load, e.g. simple screen designs (manageable chunks of information and attention on key elements). Synchronizing audio and visual information. Eliminating multitasking, e.g. placing resources at learner’s fingertips). Optimizing representation and design an approachable interface.

Interface Design Maintaining a stable learning environment. Eliminating redundant information (balancing between redundancy and reinforcement and strengthening connections), e.g. similar diagnosis with different signs and symptoms. Promoting navigational control (maximizing freedom and minimizing complexity). Providing authentic contexts, e.g. simulations.

Exercise Review module on TUSK What do you notice?

Sample of Template 1.Learning Objectives (Tool: Noticeboard) 2.Learning activity or topic introduction (Tool: Noticeboard) 3.Questions about the learning activity (Tool: MCQ or Q&A) 4.Possible question feedback or model answers (Tool:Noticeboard)

Sample of Template 5.A patient case study-presenting symptoms with possible video, picture or audio content (Tool: Noticeboard) 6.Questions about potential diagnosis (Tool: MCQ or Q&A) 7.Resources about disease, including journal articles, websites, PowerPoint slides, Words files, audio files (Tool: Share Resources)

Sample of Template 8.More patient data or medical results (Tool: Noticeboard) 9.Further questions or detailed assignment (Tool: Submit files) 10.A place to indicate completion of the module (Tool: Survey) -Repeat steps five to nine for more than one case study. -Plan time (Dalziel, 2007)

Exercise What specific multimedia learning tool would you like to design?

MedEdPortal AAMC free online peer-reviewed publication venue for educational resources to advance learning.

MedEdPortal Types of Resources Animations Assessment Instruments Cases Computer Applications Exercises Faculty Development Materials Lab Manuals

MedEdPortal Types of Resources Lecture Presentations Problem-Based Learning Materials Simulation Scenarios Standardized Patient Cases Surveys Tutorials Virtual Patients Videos

THANK YOU!!!!! References: Dalziel, B. (2007). Designing LAMS templates for medical education. In L.Cameron & L. Dalziel (Eds), Proceedings of the 2 nd International LAMS Conference 2007: Practical Benefits of Learning Design (pp 43-49). 26 th November 2007, Sydney: LAMS Foundation. Grunwald, T. & Corsbie-Massay, C. (2006). Guidelines for Cognitively Efficient Multimedia Learning Tools: Educational Strategies, Cognitive Load, and Interface Design.