Design document

DesignDocument

References

Alignment

Assessments

Rationale for Instruction

Delivery Method

Type of instruction

Learning Objectives

Instructional Goals

INDEX

Understanding Target Learners

Understanding Target Learners

Self-Paced Learning Preference

Varied Learning Styles

Prior Knowledge and Experience

Desire for Skill Development

Tech-Savvy

Diverse Cultural Backgrounds

Interest in Healthcare

Proficiency in English and Spanish

More Info

Instructional Goals/Objectives

Learning Objectives Based on Instructional Goals

1.2 Understanding the Role of Frontline Bilingual Care Providers

1.3 Overview of Course Navigation

1.4 Pre-Assessment

1.1 Introduction

2.2 Cultural Sensitivity and Diversity Awareness

2.1 Communicating Effectively in English and Spanish

Learning Objective

Learning Objective

Learning Objective

Learning Objective

Learning Objective

learning Objective

3.1 Appointment Scheduling and Patient Registration

3.2 Insurance Verification and Billing

3.3 Role-Playing Exercises

2.3 Practice Activities

4.2 Conflict Resolution and De-escalation Techniques

4.1 Handling Difficult Situations

Learning Objective

Learning Objective

Learning Objective

Learning Objective

Learning Objective

learning Objective

5.1 Recap and Review

5.2 Final Assessment

5.3 Course Conclusion

4.3 Knowledge Check

Learning Objective

Learning Objective

Learning Objective

learning Objective

Delivery Method and Instructional Strategy

The delivery method for the self-paced e-learning experience following Gagne's 9 events of instruction will primarily be asynchronous online learning. Learners will access the course content and materials through a learning management system (LMS) or an online platform specifically designed for this purpose. They will have the flexibility to progress through the course at their own pace, accessing the content anytime and anywhere with an internet connection.

Delivery Methods

Types of Instructional Materials

Sorting Activity

Step-by-Step Interactive Guide

Match the Item and Fill in the Blank Activities

Scenario-Based Simulations

Course Navigation Guided Tour

Instructional Material

Rationale for Instructional Design Decisions

The rationale for the instructional design decisions made in this course is grounded in the principles and models of instructional design (ID) outlined in Mercadal's (2023) article. ID, also known as instructional systems design, involves a systematic process aimed at creating educational materials and experiences to enhance efficiency and appeal to learners. By drawing on established ID models such as Gagné's Nine Levels of Learning and the ADDIE model, the course design ensures a structured approach to instructional development. Gagné's model, with its focus on observable behaviors and outcomes, provides a framework for designing learning experiences that promote engagement and retention. Similarly, the ADDIE model's five phases—Analysis, Design, Development, Implementation, and Evaluation—guide the development of instructional materials and ensure thorough planning and assessment throughout the process.

Rationale continued

Moreover, the rationale for incorporating modern ID models such as the Assure model and the Jonassen model stems from the need to integrate technological and pedagogical principles effectively. As highlighted in Mercadal's (2023) article, these models emphasize learner characteristics, learning objectives, and the selection of appropriate media and instructional methods. By aligning the course content with the needs and preferences of the target learners, the instructional design fosters engagement and facilitates meaningful learning experiences. The Assure model's emphasis on active learner participation and the Jonassen model's focus on problem-solving and collaboration inform the design of interactive elements and practice activities within the course. Overall, the rationale for the instructional design decisions reflects a commitment to incorporating evidence-based practices and leveraging diverse ID models to create effective and engaging learning experiences for the learners.

Rationale continued

Assessment of Learners' Mastery

Interactive Activities

Knowledge Checks

Pre-Assessment

To assess the learners' mastery of the objectives in the "Frontline Bilingual Care" course, a variety of assessment methods will be utilized throughout the lessons. Here's how each learning objective will be assessed

Assessment of Learners Mastery

Checklist

Final Assessment

Role-Playing Exercises

These assessment methods are aligned with the specific learning objectives of the course and cater to different learning styles and preferences. By incorporating a variety of assessment strategies, learners' mastery of the objectives will be thoroughly evaluated, allowing for a comprehensive understanding of their progress and proficiency in frontline bilingual care.

Assessment of Learners Mastery

Alignment of Design Elements and Organizational Context

Alignment of Design Elements

The instructional design decisions outlined in the document are grounded in the ongoing discourse surrounding manipulative and cooperative approaches to instructional design, as elucidated by Matthews and Yanchar (2018). The study by Matthews and Yanchar highlights the tension between these approaches, with instructional designers often struggling to resist manipulative tendencies in their work contexts. Instead, designers are encouraged to adopt a cooperative mindset, designing with learners in mind and asking key questions that foster learner engagement and understanding. This emphasis on cooperation informs the rationale behind the design decisions, ensuring that the instructional solution aims to engage learners meaningfully and authentically.

Alignment of Design Elements

Throughout the design document, the principles of cooperation and empathy are evident in various elements, such as the identification of target learners' attributes, instructional goals, learning objectives, and assessment methods. The context of the organization, likely operating in the healthcare sector, further informs these decisions, emphasizing the importance of effective communication and procedural proficiency in frontline healthcare roles. By aligning the instructional goals, delivery method, instructional strategy, and assessment methods with the principles of cooperation and learner-centered design, the instructional solution seeks to address the specific needs and preferences of the target learners while promoting meaningful engagement and learning outcomes in the context of frontline bilingual care.

References

Matthews, M. T., & Yanchar, S. C. (2018). Instructional design as manipulation of, or cooperation with, learners? TechTrends: Linking Research & Practice to Improve Learning, 62(2), 152-157. https://doi.org/10.1007/s11528-017-0245-6

Mercadal, T. (2023). Instructional Design. Salem Press Encyclopedia, 3. Retrieved from [Research Starters]

(Understanding): Comprehend the importance of frontline bilingual care providers in healthcare.

Interactive simulations exploring cultural nuances in healthcare communication to promote understanding and application of cultural sensitivity and diversity awareness.

Method: Comprehensive assessment covering all course topics.Purpose: To evaluate learners' overall understanding and mastery of course content.Learning Objective: Demonstrating mastery of course topics.

A guided tour of the course interface with interactive elements highlighting features and navigation tools.

Method: Multiple-choice questions integrated into lessons.Purpose: To reinforce learning and assess comprehension of key concepts covered in each lesson.Learning Objective: Evaluating understanding of specific topics covered in each lesson.

Your content is liked, but only engages if it's interactive.Capture your audience's attention with an interactive photograph or illustration.

Learners may have different learning preferences and styles, requiring a variety of instructional strategies to cater to their needs effectively. Some learners may prefer visual learning through videos and flashcards, while others may prefer interactive activities or auditory instructions.Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod.

(Applying): Apply knowledge of cultural nuances in healthcare communication.

The learners are likely individuals interested in pursuing or currently working in healthcare settings, particularly in frontline roles such as front desk agents or administrative staff.

(Applying): Apply newfound skills in real-world scenarios.

The learners should have basic proficiency in using technology, as the course is delivered through an online platform and involves interactive elements such as guided tours, simulations, and interactive activities.

(Analyzing): Analyze strategies for handling challenging situations.

Learners may have different learning preferences and styles, requiring a variety of instructional strategies to cater to their needs effectively. Some learners may prefer visual learning through videos and flashcards, while others may prefer interactive activities or auditory instructions.

Understanding these attributes of the target learners is crucial for designing instructional materials and activities that meet their needs, engage them effectively, and facilitate their learning outcomes in the context of frontline bilingual care.

Learners are expected to have at least a basic proficiency in both English and Spanish, as the course content involves communication in both languages.

(Applying): Demonstrate the ability to navigate the course interface effectively.

Your content is liked, but only engages if it is interactive. Capture the attention of your audience with an interactive photograph or illustration.

Method: Checklist of actionable steps for applying course concepts in real-world scenarios.Purpose: To encourage learners to reflect on their learning and identify how they can apply their newfound skills in practice.Learning Objective: Applying newfound skills in real-world scenarios.

Method: Multiple-choice questions assessing baseline knowledge.Purpose: To gauge learners' existing knowledge and identify areas of strength and weakness before starting the course.Learning Objective: Evaluating baseline knowledge.

Method: Scenario-based role-plays simulating front desk interactions with patients.Purpose: To assess learners' ability to apply procedural knowledge and communication skills in realistic scenarios.Learning Objective: Analyzing front desk interactions with patients.

Interactive exercises where learners match English and Spanish phrases or complete dialogue blanks, fostering the creation of meaningful dialogue in both languages.

(Analyzing): Analyze front desk interactions with patients.

(Remembering): Recall key takeaways from the course.

(Applying): Apply knowledge of insurance verification and billing procedures.

(Understanding): Comprehend the procedures for appointment scheduling and patient registration.

(Remembering): Identify the significance of bilingual front desk agents in healthcare settings.

(Evaluating): Evaluate different conflict resolution strategies.

(Evaluating): Evaluate understanding of conflict resolution and de-escalation techniques.

Method: Interactive activities such as matching exercises, fill-in-the-blank tasks, and sorting activities.Purpose: To provide hands-on practice and application of knowledge and skills learned.Learning Objective: Assessing the ability to apply knowledge in practical scenarios (e.g., creating meaningful dialogue, applying conflict resolution strategies).

(Evaluating): Assess baseline knowledge.

(Creating): Demonstrate mastery of course topics.

(Creating): Create meaningful dialogue in both English and Spanish.

While not explicitly stated, learners may have varying levels of prior knowledge and experience in healthcare or related fields. The course should accommodate both novice learners and those with some background in healthcare administration.

Interactive sorting activity to categorize different conflict resolution strategies, promoting engagement and understanding of conflict resolution and de-escalation techniques.

Since the course is designed as a self-paced e-learning experience, learners should be comfortable with self-directed learning and motivated to progress through the course modules independently.

(Understanding): Understand the significance of language proficiency in patient interactions.

Learners are likely motivated to develop their skills and knowledge related to frontline bilingual care, including language proficiency, cultural sensitivity, and procedural understanding.

Interactive guide for insurance verification and billing procedures, allowing learners to apply their knowledge in a simulated real-world scenario.