This project was started as a collaboration between myself and Audra Hilterbran, Academic Technologies, and the English Language Improvement Program (ELIP) — both units are located at Ohio University . The video was being developed as a guide and resource for students to explain tips for avoiding plagiarism and some of the ins-and-outs they will face during their academic appointment. The subject matter expert for the project was Dr. Dawn Bikowski, Director of ELIP. As we sat to down to discuss what she was looking for in a video Dr. Bikowski was adamant about her needs being a video that had some life to it and something that would engage the students’ attention enough for them to use it as a resource.
Ohio University 3d Printer
This proposal provides a response to the question: Should Ohio University invest in 3D printing technology? The vital question that must be examined is: Does Ohio University want to be on the cutting edge of 3D printing technology? This is a chance to embark on an educational journey that transcends the various majors and colleges that make up the Ohio University community. The creation of the MakerLearn Lab we are proposing will provide students, faculty, and local surrounding communities the opportunity to learn progressive skills. With the creation of the MakerLearn Lab, the feedback, value and use by students will shape how Ohio University can grow with 3D printing technology and mold the educational values around learning experiences. There are only a handful of universities in the United States creating labs dedicated to the usage of this technology and Ohio University must be a part of this expedition.
Instructional Design Video
Click the double headed arrow to expand the video to full-screen.
This is an instructional design project I am working on for my Masters Degree program at Ohio University. I chose to do an interactive video using a combination of editing techniques like Final Cut Pro, HapYak, Youtube, and HD camera equipment. The requirements were to use Gagne’s Nine Events of Instruction and the video was accompanied with a very detailed plan before beginning production.
Instructional Plan
The purpose of instructional planning is two-fold. Gagne’s Nine Events of Instruction was used to organize instructional activities. furthermore, Gagne’s nine events of instruction ensures that student growth is at the center of instruction. The table below breaks down each of the nine events of instruction and how they were met.
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Gagne’s Nine Events of Instruction |
How we met these events |
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Gain attention of students |
We are trying to gain the attention of students with an interactive immersive learning video that gives them the chance to control their learning path. |
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Inform students of the objectives |
Before each section of the video starts there will be a brief introduction to what are about to learn. The students will also have visual information that allows them to see and make a decision of whether they need to know this information or not. |
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Stimulate recall of prior learning |
We will discuss prior learning points throughout the video tutorials. |
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Present the content |
The content will be presented in sections regarding each topic preselected by interviewing stakeholders within the program. |
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Provide learning guidance |
The learning guidance will be various forms of integrated media and the ability to go back and watch sections of the video to better understand the process that was discussed. The learners are all nursing educators and should be able to determine if they need to review the material for a second, third, or fourth time based on the self reflected assessment and the amount of knowledge they retained from the training video. |
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Elicit performance (practice) |
The performance piece will come into play when the learner is in the classroom. That is when they get to use the equipment as part of their teaching solution for the skills lab. |
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Provide feedback |
The feedback portion will be part of the entire process. The learners were included in the initial assessment portion and then they will receive immediate feedback during the training sections of the videos in the form of quiz questions. The feedback questions allow the learner to give us direct and honest answers that |
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Assess performance |
The performance of training outcomes will come in the form of a self assessment that takes place in the video after each section is presented and then a survey at the end of the video to gather data from the learner. |
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Enhance retention and transfer to the job |
The usage of readily available and repeatable instructional materials will greatly enhance the retention and transfer to the instructional process. |
Instructional Goals
The broad learning goal of this teaching project is to increase instructor knowledge base when using nursing simulation and skills equipment in the lab environment. This is for newer faculty positions or can be used as a refresher course for all faculty who haven’t taught in the lab in some time.
Learning Objectives
1. The learner will be knowledgeable of general lab orientation rules and guidelines that are congruent with the skills lab manual.
2. The learner will demonstrate the ability to recall where items are stored that are used for instructional purposes.
3. The learner will show an understanding of available instructional technology and will propose a solution to a theorized instructional problem.
If you would like to read the full report click here.