EDTECH 572
-Instructional Design -
Doug Helvey

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DESIGN

Instructional Plan/Design Document

Target Population Description

The primary learners for this instruction/training will be newly hired Residential Case Managers.  (Present Case Managers will initially also complete this instruction/training.)  Typically these persons will have relatively recently obtained bachelor degrees in various fields.  Very few will have had any instruction/training or experience in case management or case conceptualization.

Learning Goal

Case Managers will demonstrate basic abilities to conceptualize cases in an accurate and comprehensive manner as evidenced in a “summarization of this case” worksheet.

Learning Objectives

Terminal Learning Objective:
At the end of this instruction the targeted learners will accurately and comprehensively identify on a worksheet the critical facts in a practice case as assessed by a rubric prepared by a subject matter expert.

Enabling Learning Objectives:

Instructional Theory Selection and Rationale

This instruction/training is based on the “Learning by Doing” theory.  A “Goal-based Scenario” is used as the primary method for instruction.

The “Learning by Doing” theory was chosen for the following reasons:

Delivery System

A Computer-based Training (CBT) will be utilized.  CBT appears to a good method for instruction/training for the learning goals for this instruction/training for the following reasons:

Instructional Strategies

Content

The learners will review material related to Case Conceptualization, read a practice case, and fill out a worksheet.  The learner will then receive feedback from a supervisor/trainer.

Methods

The following components of Goal-based Scenario learning will be followed:

1. Learning Goals

See above

2. The Mission

The learners will be told that their “mission” will be to present this case to a “Monthly Multidisciplinary Meeting” in such a way that this student gets the best care and treatment possible. (In reality this "presentation" will be a coaching session with the instructor/trainer.)

3. The Cover Story

A new student has been admitted.  The learner has been assigned this student.  They must present this case before the next “Multidisciplinary Meeting.”  This team is a very committed and highly competent team.  However they will need direction in how to proceed with the treatment and care of this new student.

4. The role

The learner will play the role of a highly empowered Case Manager.  The entire treatment team will be looking to them for direction on how to proceed.  How the case is presented and the direction given to the team will be critical to the life of this student.

5. Scenario Operations

6. Resources

7. Feedback

Feedback will be provided in two ways:

Materials Needed

Learners need:

Web pages and documents needed:

Sequence of Instruction

See "Instruction Sequence" diagram

Training time

Total Training time:

Personnel Involved

Evaluation

Evaluation of the effectiveness of this instruction/training will be provided by:

Instructor/Trainer Guide

(This assumes all the instructional materials are posted on the web site.)

The person conducting this training will follow these steps to conduct the instruction/training:

  1. Review all the material in this “Instruction Plan/Design Document.”
  2. Provide an overview and rationale for this instruction/training to the prospective learner.
  3. Set a target date for “coaching session.”
  4. Direct the learner to the web site (URL or link in Case Manager Tools folder)
  5. Be available for questions or to address any problems completing the instruction/training.
  6. Conduct (or delegate to another qualified instructor/trainer) the “coaching session” after the learner has completed the “Case Conceptualization Worksheet.”

 

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