CHOICES Training Conversion CHOICES Objectives Convert traditional inseat
CHOICES Training Conversion
CHOICES • Objectives – Convert traditional, in-seat course to distance learning format
Conversion process • Convert Trainer objectives to student-centered objectives – Trainer objectives – what the trainer does – Student-centered objectives – what you want the student to learn • Identify all knowledge and comprehension level objectives • Identify all application level objectives
Conversion process • Group knowledge and comprehension level objectives appropriately for learning modules and time-length – Identify appropriate groupings for conversion into asynchronous learning modules • Identify application level objectives for group into interactive, synchronous distance sessions particularly with respect to Motivation Interviewing
Conversion process • Create a plan for students to complete appropriate knowledge and comprehension level objectives prior to engaging in application level objectives. • Identify student-exercises, interactive exercises, and other activities appropriate and necessary for achieving the objective learning
Conversion process (example) • • MODULE 1: Trainer Objectives: – • To introduce CHOICES To present the evidence for CHOICES To present the CHOICES goals and approach Describe the CHOICES program – Recall the goal CHOICES • To identify the risks and dangers of alcohol use during pregnancy – Fetal Alcohol Spectrum Disorders (FASD) – Fetal Alcohol Syndrome (FAS) – Other adverse outcomes • • • Identify the risks and dangers of alcohol use during pregnancy – Recall effects of Fetal Alcohol Spectrum Disorders (FASD) – Recall effects of Fetal Alcohol Syndrome (FAS) – Describe other adverse outcomes • Recall the evidence for CHOICES – Summarize the effects of alcohol on pregnancy – Describe primary ways to reduce alcohol-exposed pregnancy (AEP) • Recall CHOICES goals and approach – Summarize the connection between drinking and contraception – Describe the CHOICES intervention
Conversion process • Currently, modules 5, 6, 7, and 8, cover the four intervention sessions • The knowledge and comprehension level objectives will be pulled out to create asynchronous modules – Participants will have to complete these prior to attending the live webinars • The application-level objectives will be adapted for live-synchronous webinars.
The Distance-Learning plan • Modules will be taken by students, tracked through LMS • When appropriate modules have been completed successfully, students can sign up for live webinar sessions. – Asynchronous module completion signals preparation for the live sessions • Without further investigation, an estimate for the number of modules necessary is – 8 asynchronous modules – 4 synchronous webinar sessions
- Slides: 8