Course Objectives: Participants in this course will have the opportunity to:
Discuss selected theoretical and philosophical foundations of education;
Develop explicit awareness of assumptions about the student’s own and other’s learning;
Integrate understanding of learning styles, modes, and preferences in planning educational programs;
Demonstrate use of selected teaching-learning strategies relevant to desired educational outcomes;
Compose elements of educational programs including needs assessment, objectives, content, teaching methods and evaluation strategies;
Analyze effectiveness of selected teaching-learning strategies in light of specific patient’s or professional student’s learning needs.
All assignments must follow proper language rules. Otherwise, papers will not be accepted.
Unit Self-Assessments: Part of each Web-based Instructional Unit will include an end of unit Self-Assessment. This will be a ten-item multiple choice quiz. Fifteen minutes is allowed for each quiz. At the end of the course all of the Unit Self-Assessment grades will be averaged for 40% of the course grade.
Educational Philosophy: Examination of one's philosophy of education is primary to beginning either patient or staff education. This paper should be 5 pages in length (excluding cover page and references) using APA guidelines. An abstract will not be required. The APA (American Psychological Association) Publications Manual, Fifth Addition may be purchased from the bookstore or checked out of the library. This manual is a necessary tool if you are considering graduate work. Questions to be answered in this paper include Part I) your view of education, your experiences which have formed that view, and the impact on teaching and learning your views will have or have had, and Part II) choose an educational theorists with whom you identify and briefly discuss his/her theory. This paper will constitute 20% of your grade. This paper will be submitted per the Assignment icon.
Teaching Practicum: Students must work individually. Students will select a specific topic for patient or continuing education; illustrate the need for the program; write objectives, design a relevant learning activity, conduct the learning activity, and use an appropriate evaluation process to demonstrate effectiveness. Each individual will prepare a learning activity using either a Power Point presentation, video, voice over, or module format. Any creative format will be accepted. Please refer to the grading criteria in Appendix A. 30% of your grade will depend on your presentation as it will bring together all the concepts we will be discussing throughout the semester. It is recommended that topics be selected early in the semester in order to write each section of the presentation as we are discussing it. Students will submit the completed educational model for evaluation and a summary page must be prepared which will include date the presentation was given, the audience, and any feedback generated by the participants. Some suggestions for appropriate audiences include RT students, professional colleagues or patients/patient families. The practicum may be an in-service, procedure demonstration, new product instruction etc. Any presentation must include the elements outlined above. You will also post a summary of the teaching practicum on the presentation site for the class to view and evaluate.
Percentage of Course Grade
Unit Self-Assessments (Multiple Choice)
Participation in a web course will provide you with skills and opportunities not available in the traditional classroom. Participation will be defined as timely completion of assignments, utilization of various tools available to you such as the discussion board, and communication with the instructor and other students. There will be approximately fifteen imbedded questions in the course content to which you are expected to respond on the Discussion Board. This is a major part of your participation grade. Participation will make up 10% of your total grade.