About the Canvas Course
One of the courses I took for my Masters in IDT was called Design of Blended and Online Learning Environments. As part of the course, students designed a blended or online Canvas course incorporating Keller’s ARCS Model of Motivation, Universal Design for Learning (UDL) principles, and active learning strategies. For my course, I collaborated with a subject matter expert to re-design the Developmental and Behavioral Pediatrics residency rotation course. The original course was designed almost ten years ago, pre-COVID-19 and before some important changes to medical education at the institution. Working with the SME, we redesigned the course around the five entrustable professional activities (EPAs) that pediatric residents are expected to know from this required rotation for their pediatric board exams: typical development, ADHD, autism, learning disabilities, and behavior management.
For my graduate coursework, only three of the five modules were developed: typical development, ADHD, and behavior management. Each module includes a variety of learning activities, including readings, audio lessons, screencasts, videos, and discussion boards. A variety of technology was used in the development of the course, including Audacity, Wondershare Filmora 11, and Kaltura Capture. The course is designed to be self-paced and completed asynchronously, supplementing clinical experiences during the rotation and ensuring that all learners have access to the same information, regardless of scheduling conflicts that previously resulted in residents missing important lectures.
While my graduate coursework is now finished, this project is on-going. This course is being moved to Blackboard, which is the institution’s LMS. In early Fall 2022, the course will be made available for peer review from attending pediatricians in the department. In late Fall 2022, user experience evaluations will be conducted with pediatric residents. The final two modules of the course (autism and learning disabilities) will be developed in Winter 2022. The goal is for the course to be completed and completely operational by late Spring 2023.
Media Developed for Course
Module 1 – Typical Development
Surveillance vs. Screening Audio Lesson
Research and script by Emma Farrow. Recorded and edited in Audacity by Emma Farrow.
Developmental Milestones Screencast
Recorded using Kaltura Capture. Edited and produced in Wondershare Filmora 11 by Emma Farrow.
Module 2 – ADHD
Tips for Prescribing Stimulants for ADHD Screencast
Recorded using Kaltura Capture. Edited and produced in Wondershare Filmora 11 by Emma Farrow.
Talking with Families about ADHD Medication Video Lesson
Recorded using iPhone 11. Edited and produced in Wondershare Filmora 11 by Emma Farrow.
Module 3 – Behavior Management
Ohio Minds Matter Algorithms Screencast
Recorded using Kaltura Capture. Edited and produced in Wondershare Filmora 11 by Emma Farrow.
Related Documentation
The paper below explains the use of Keller’s ARCS Model of Motivation throughout the course, as well as the development, creation, and revision of the media components of the course.
Reflection
This was my final course in the Instructional Design and Technology Masters program. In designing a course in Canvas, I wanted to challenge myself to apply the different skills I have learned in my course in the IDT program. In thinking of a topic for a course, I wanted to try something completely outside of my comfort zone, so I decided to work with a subject matter expert I knew to develop a course. Working with a subject matter expert has had its unique challenges as I sometimes struggled with the limitations of the Canvas platform in designing a course that met all of the subject matter expert’s expectations, but it was also extremely rewarding to receive feedback throughout the design process as the course has come to fruition. Moving forward, I am taking away lessons about organization, such as starting a project by having a list of every recording that need to be created (which would have streamlined the screencasting process tremendously) and defining symbols for a course from the outset (so I don’t have to keep going back and forth between modules to figure out what I had done previously), that I think will serve me well in my future instructional design endeavors. My biggest takeaway from the development of this course is that meaningful learning comes from effective online teaching, which starts with motivating, engaging instructional design.
Emma Farrow 