Instructional Strategies for Learning Object

Over the next few days, I will demonstrate the application of the learning theories that were used to design the instructional strategies for the pharmacology learning object. As Bannan-Ritland et. al (2000) state, "learning object systems present yet another technology-based instructional delivery environment with exciting features and attributes that can empower learner-driven experiences and promote cognitive processing if pedagogical considerations are taken into account in their development and evolution" (pg 1).

The following learning objectives were identified for the pharmacology learning object.

i. The learner will be able to list and describe the major therapeutic principles of drug administration.

ii. Given a demonstration of a therapeutic principle the learner will be able to identify and replicate the relationship between the concepts (i.e. absorption, distribution, metabolism, and excretion of drugs) that underlie the principle.

iii. The learner will be able to identify the relevant principles which describe the magnitude and direction of change plotted in the blood concentration time curve as well as a visual representation of the area under the curve (AUC).

iv. By manipulating the patient variables, routes of administration and drug dosage the learner will be able to correctly explain, predict and control the effect of these changes on the patient.

Explicitly stating the learning objectives made it easier for the instructional designer to determine the type of learning outcome the goal represented and to prescribe the necessary strategy. The first three learning objectives above corresponded to an expository approach in which the “Basic Principles” tab was designed to demonstrate each principle graphically.

Expository Approach: In this approach the principles were presented and demonstrated, and then learners had an opportunity to practice applying them.

Demonstration Phase (the steps below correspond to figure 2 of the Basic Principles Tab). If you mouse over the image presented in figure 2 you should be presented with a small icon (in the bottom right corner) that will allow you to expand the image to its original size.

1. In the “Basic Principles” tab each principle is stated and then presented visually. At this point it is useful for learners to practice stating the principle. They may want to re-write the principle or attempt to put it into their own words.

2. The demonstrations illustrate how these rules can be used to explain, control and predict the effects of drug administration. The results are plotted in the “Blood Concentration Time Curve”.

3. The description that accompanies the animation explains the ‘whys’ of the principle.

4. The demonstrations refer to concepts (absorption, distribution, metabolism, and excretion of drugs) and terminology (physiology/ anatomy) that the learner may have previously acquired. During this phase, learners retrieve this prior knowledge in order to understand the principles.

Next's weeks post will explain the steps for the practice phase.

REFERENCES

Bannan-Ritland, B., Dabbagh, N., Murphy, K. (2000). Learning Object Systems as Constructivist Learning Environments: Related Assumptions, Theories and Applications. In D. A. Wiley (Ed.), The instructional use of learning objects. Available online http://reusability.org/read/chapters/bannan-ritland.doc