Design Document for EDUCATION 767: Designing Computer-Based Training

By Tammy Olson Purpose of the Course This reusable learning object is one component of a larger training for therapists and supervisors at a Specialized Day Program and Counseling Center for children with behavior issues and their families. The larger course is the initial training these staff members attend to learn the theories, principles, and techniques of the counseling model used at their place of employment. Given that the counseling model is based on behavioral theory and methodology, this reusable learning object is designed to instruct learners on one specific technique of behavioral theory vital to their treatment planning; shaping. Therapists and supervisors must understand the general principle of shaping and be able to apply it in their work to improve the behaviors of children and families on their caseloads. Audience Description The target audience for this course is Therapists, Community Coordinators, and Clinical Directors at a Specialist Day Program and Counseling Center for children with behavior disorders and their families. These staff members have their Masters degrees in a clinical field and have had experience working with families and children in some capacity, some for an extensive period of time. The following demographics are typical: o 90% are women, o 100% speak English as their primary language, o 60% have children of their own, o Therapists are typically: between the ages of 23-35 in the first or second job after graduating from their graduate program Caucasian (65%) o Community Coordinators and Clinical Directors typically: are between the ages of 35-55 have had between 5-20 years of experience are Caucasian (90%) Most participants are highly educated with strong reading and writing skills, have strong computer and keyboarding skills, have excellent communication and interpersonal skills, are motivated to complete the training and do well in their positions, but may revert to old patterns and habits following the training may not see a need to change what they are doing to better serve families and children, may not have any knowledge of behavioral principles, and have a variety of preferences with regard to learning styles.

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Audience Description Continued

Therapists must hold, at minimum, a provisional license in a related field. Community Coordinators and Clinical Directors must have a license in a related field, must have prior experience working with children and families, and must have a behavioral background. Clinical Directors are required to be Board Certified as a Behavioral Analyst or be working toward this certification. Staff must attend Behaven Kids general floor staff training to competency prior to attending this training so they have already learned some important behavioral principles and strategies.

At the end of this learning object, the learner will be able to identify the important components of shaping and identify ways to use the Major Course Objectives (Terminal) process of shaping to improve behavioral outcomes. Project Objectives (Enabling) Given a list of behavioral concepts/components involved in shaping, the learner can correctly differentiate them from one another (match them to the correct definition). Given a list of the steps of shaping (shaping components), the learner will place them in the appropriate sequence. Given descriptions of possible counseling scenarios, the learner can evaluate when shaping would be an effective technique to use. Given a description of a problem behavior, the learner will create the specific steps s/he could take to shape the problem behavior into a desired behavior. Learning Assessment for Course The entire RLO will be a mission where the learner is assigned the task of using the technique of shaping to impart change with a specific client example. This completion of the mission will ask the learner to either: 1) Write a description of how they will use shaping to impart change with the client in the example (they will then compare their answer with a correct one), or 2) Complete a branching scenario where they chose answers in response to a series of client comments. (Time will dictate which method is used.) Learning Assessment for Project The main menu will include an optional practice session which will give the learner immediate feedback on their answers. The main menu will also include the option to complete the missionthis option is the main form of assessment for the learning objective. This assessment technique is described in more detail under Learning Assessment for Course.

Instructional Delivery The larger training course will be instructor-led with several reusable learning objects that can be assigned as homework or pre-study to further enhance the learning process and to efficiently use time and resources. The instructor-led portion of the training includes method for Course numerous small group discussion assignments, video and live demonstrations, role-plays, and case-studies. Each reusable learning (overall) object will be a computer-based training segment that is completed at a separate time from the instructor-led training.

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Instructional Strategy The overall strategy for this project will be an eLearning course with an interactive branching tutorial. The learner will be given a mission and will be able to select which information s/he would like to use (and in what sequence) to solve the mission. The options for Project will include a combination of absorb, do and connect activities using various media modalities (text, video, audiohopefully) to engage diverse learning styles. Media The entire RLO will be done with both audio narration and flash animation. One branching option will have audio narration along with an image while another option will have two short video clips and an animation. Another option will be simpler text with audio narration and another option will include a video component. The practice branching option will have a drag and drop animation component. The course will be designed using Universal Design Principles. The course will have audio narration and alternative text options to accommodate visually impaired users and optional written text for hearing impaired users. All functionality will be available through the keyboard or a mouse for users with dexterity issues. The overall course has approximately 16 modules and 32 lessons, the majority of which are completed during the instructor-led portion of the training. The entire course takes approximately 20-24 hours, depending on the number of participants, their prior experience, and their level of knowledge about behavioral principles. This course will take the learner approximately 1/2-1 hour to complete, depending on the number of branching options they take before completing the mission. This project will cover one terminal objective and two enabling objectives from one module of the overall course. The RLO will be such that other activities to assess additional enabling objectives could easily be added to expand the scope covered.

508 Accommodations

Course Structure Description Seat Time of Course

Seat Time of Project

Project Scope

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Project Outline

1) Overview/description of the mission (You have just been hired and finished training as a therapist for Behaven Kids. Your first clients name is Hannah. She is a mom who complains that her two children never listen to her. Your mission is to teach her how to give consequences to her children. Your supervisor tells you to use the technique of shaping to teach her this skill. 2) Option page a) Additional information about the client i) A quote from the client about her family, goals, struggles, strengths b) Conceptual examples i) Reflection questions about how a child learns to walk (Think about how a baby goes from this (picture of baby crawling) to this (video clip of baby walking). What did the baby do first? What did she do next? What did mom do? What did mom say to encourage the baby? How many times did she fall? What happened when she fell? This process is called shaping. Think about how a baby goes from this (video clip of baby saying mama) to speaking in complete sentences. What did he do first? Then what? What did the parents do to help? This process is called shaping. c) Important Definitions and Descriptions i) Shaping ii) Reinforcement iii) Skill and behavior iv) Approximation v) Description of the process in action d) Video Explanation and Example i) YouTube video of shaping definition and example e) Practice i) Either matching the definition to the term or putting the components in the correct order f) Complete the Mission i) Either a branching scenario or a short answer question 3) Summary and credits

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Project Flowchart

SHAPING: PROJECT FLOWCHART

Introduc on to the Mission

Branching to 6 Op ons

Addi onal Client Informa on

Introduc on to the Conceptual Mission Examples

Defini ons and Descrip ons

Video Explana on & Example

Prac ce

Complete the Mission

Image of Hannah appearing to tell about herself

Reflec on ques on (child learning to walk)

Text: Shaping

YouTube Video

Ac vity Instruc ons

Instruc ons

Image: crawler

Video: walker

Text: Reinforcement

Sequencing Ac vity: Drag & Drop Shaping Steps Feedback

Short Answer

Reflec on ques on (child learning to talk) Video: mama Text: Both Processes are Shaping

Text: Skills & Behaviors

Correct Answer to Compare

Text: Approxima on

Correct

Incorrect

Text: Pu ng it all together

Wrap Up/Credits

Screens/Pages in Project

The project will contain approximately 24 screens, including pop-over screens containing feedback.

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Knowledge Checks or Other Assessments or Practices

____Dichotomous (T/F, Y/N, etc.) ____Multiple Choice ____Multiple Select 4-5_Drag and Drop ____Custom __1_Other Short answer question. A correct answer pops up over the learners answer. The learner than self-reflects to compare the two and decide if s/he has completed the mission.

Rollovers/click events

____Rollovers __6_Click Events (to get through all branching options; this number doesnt count the clicks to return to the main menu to choose the next branching option. The learner may use less clicks if s/he feels comfortable with the concept and can complete the mission without going through all of the content)

Course and Project Navigation

All screens will have controls that allow learner to move forward, backward, pause, replay, quit, and return to the main menu. Depending on the authoring tool options, I would like to be able to bookmark the page and give learners the option to return to that bookmark. The full page main menu will have description boxes that function as hyperlinks to the corresponding section. In addition, there will be a course map similar to a table of contents (containing subcategories) on the left side of the screen that will be visible at all times to keep learners oriented to their location in the course. This menu will have checkboxes that identify which modules have been completed (if possible). If I am able to develop audio narration, there will be a volume button and an option that allows the learner to chose written narration instead of audio.

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Screen Layouts

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Development Tools

PowerPoint will be used to create the storyboards. To save time, these slides will be edited and uploaded into Captivate and Captivate will be the primary authoring tool for completing the CBT. Clipart will be used for the graphics, GarageBand will be used to create the narration, and existing YouTube videos will be used within the CBT. Tammy Olson will develop the initial course; however Behaven Kids employees will maintain the course. The course is being developed for and sponsored by Behaven Kids . Development of this project will take approximately 40 hours. (Nicholle, helpWhats the best way to estimate the amount of time it will take?)

Ownership

Development Time

Support requirements This project will require the use of design software (Captivate and PowerPoint), YouTube converter software, web access, a computer, review by 2-3 SMEs and management for design approval and beta testing purposes. Access to all therapy training manuals and materials will also be necessary. Ideally it would be nice to add narration to the CBT which would require the use of a narrator; however this may not be possible due to time and budget constraints. Project Sign-off [optional] Please sign below indicating agreement with the proposed course plan and approving start-up of the storyboard and development phases.

Tammy Olson
Instructional Designer Date

Project Manager/Sponsor

Date

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