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Indonesia One Health University Network (INDOHUN)

2. 9/23/13
USAID
Emerging
Pandemic
Threats
Program
One
Health
Core
Competency
Framework
Curriculum
Mapping
and
Course
Development
Can
Tho,
Vietnam
September
28
–
30,
2013
Raymond
R.
Hya0,
Ph.D.,
M.Sc.
Associate
Professor
TuAs
University
School
of
Medicine
IntegraLng
OHCCs
Ranking
Competencies
by
Skill
Level
IntegraNng
the
OHCCs
into
your
course
John
Deen,
D.V.M.,
Ph.D.,
M.Sc.
Professor
University
of
Minnesota
Emerging Pandemic Threats Program
Emerging Pandemic Threats Program
PREDICT • RESPOND • PREVENT • IDENTIFY
PREDICT • RESPOND • PREVENT • IDENTIFY
Bloom’s
Taxonomy
Revised
Creating
Higher EXPERT
(new)
Today’s
First
Assignment
• In
your
small
group,
we
will
rank
the
OHCC’s
for
your
group’s
SEAOHUN
Domains
(from
Day
One)
using
Bloom’s
definiNons
of
novice,
mid-­‐level,
and
expert
Evaluating
Mid-Level
Analyzing
Applying
Understanding
• When
we
finish
each
group
will
Report
Out
to
Full
Group
(comprehension)
Lower NOVICE
Remembering (knowledge)
Emerging Pandemic Threats Program
Emerging Pandemic Threats Program
PREDICT • RESPOND • PREVENT • IDENTIFY
PREDICT • RESPOND • PREVENT • IDENTIFY
1

3. 9/23/13
Today’s
Second
Assignment
• Using
the
syllabus
you
brought
to
the
workshop,
decide
on
one
OHCC
Domain
to
work
on
during
this
workshop
• Within
that
Domain,
idenNfy
one
competency
within
that
Domain
at
each
of
the
three
levels
of
experNse
o Novice
o Mid-­‐Level
o Expert
• We
will
use
these
competencies
to
•
•
•
IdenNfy
opportuniNes
for
course
development
in
the
syllabus
from
your
exisNng
curriculum
Create
goals
and
learning
objecNves
in
order
to
design
a
module(s)
within
this
course
to
address
the
specific
competencies
you
have
chosen
Discuss
how
to
assess
the
competency
of
students
within
the
course
OHCC
modules
REPORT
OUT
DOMAIN
AND
COMPETENCIES
FOR
COURSE
DEVELOPMENT
Emerging Pandemic Threats Program
Emerging Pandemic Threats Program
PREDICT • RESPOND • PREVENT • IDENTIFY
PREDICT • RESPOND • PREVENT • IDENTIFY
OHCC
Course
IntegraLon
Overview
• Our
Goal
for
this
Session
o
o
o
In
this
session,
you
will
gain
an
understanding
of
how
to
design
a
course
based
on
a
foundaNon
of
goals
and
objecNves,
and
learn
about
why
this
is
important
for
both
you
and
your
students
You
will
have
the
chance
to
begin
the
actual
work
of
planning
a
course
module
while
working
with
a
community
of
your
peers.
You
will
leave
with
the
basic
structure
for
your
course
and
the
beginning
plans
for
materials
such
as
assignments,
assessment
tools,
and
a
course
outline
OHCC
Course
IntegraLon
Overview
• Developing
Course
Goals
and
Learning
ObjecLves
o
o
o
We
will
arNculate
and
align
course
goals
and
learning
objecNves
for
a
given
course
We
will
discuss
how
to
design
appropriate,
effecNve,
and
efficient
evaluaNon
and
assessment
tools
for
their
chosen
learning
objecNves
We
will
discuss
which
content
to
include
in
a
course
module
and
which
pedagogical
tools
and
teaching
styles
will
be
most
appropriate
for
the
context,
goals,
and
objecNves
of
an
individual
course.
Emerging Pandemic Threats Program
Emerging Pandemic Threats Program
PREDICT • RESPOND • PREVENT • IDENTIFY
PREDICT • RESPOND • PREVENT • IDENTIFY
2

4. 9/23/13
OHCC
Course
IntegraLon
Overview
Novice
Level
!
• Backward
Design
• We
will
use
the
backward
design
approach
to
designing
a
course
module
where
o
o
o
o
Mid
-­‐
Level
!
We
begin
by
staNng
the
desired
educaNonal
result,
our
goals,
and
what
we
want
students
to
learn
Organize
your
course
content
and
decide
on
teaching
techniques
Outline
your
course
assignments
Develop
an
assessment
plan
for
your
course
Emerging Pandemic Threats Program
PREDICT • RESPOND • PREVENT • IDENTIFY
How
Experts
Differ
from
Novices
Expert
Level
!
!
!
!
!
RESPOND Course Design Institute│Tufts University│May 27-29, 2013
Emerging Pandemic Threats Program
!
PREDICT • RESPOND • PREVENT • IDENTIFY
OHCC
Course
IntegraLon
OHCC
Course
Goals
• Experts
noNce
features
and
meaningful
pa0erns
of
informaNon
that
are
not
noNced
by
novices.
• Experts
have
acquired
a
great
deal
of
content
knowledge
that
is
organized
in
ways
that
reflect
a
deep
understanding
of
their
subject
ma0er.
• Experts’
knowledge
cannot
be
reduced
to
sets
of
isolated
facts
or
proposiNons
but,
instead,
reflects
contexts
of
applicability:
that
is,
the
knowledge
is
“condiNonal”
on
a
set
of
circumstances.
• Experts
are
able
to
flexibly
retrieve
important
aspects
of
their
knowledge
with
li0le
intenNonal
effort.
Assignment
WriLng
Course
Goals
1. Imagine
what
a
group
of
learners
who
have
taken
your
course
would
say
if
they
thought
it
was
among
the
most
valuable
courses
they
have
ever
taken.
2. What
should
your
learners
acquire
from
this
course
module:
knowledge,
skill,
behavior
(competencies)?
3. Write
one
course
goal
for
each
of
your
chosen
competencies
at
each
of
the
three
experLse
levels
for
the
OHCC
Domain
your
group
has
chosen
Emerging Pandemic Threats Program
Emerging Pandemic Threats Program
PREDICT • RESPOND • PREVENT • IDENTIFY
PREDICT • RESPOND • PREVENT • IDENTIFY
3

5. 9/23/13
Report
IN
–
Share
Your
Course
Module
OHCC
Goals
With
Your
Small
Group
Partners
LEARNING
OBJECTIVES
Emerging Pandemic Threats Program
Emerging Pandemic Threats Program
PREDICT • RESPOND • PREVENT • IDENTIFY
PREDICT • RESPOND • PREVENT • IDENTIFY
1
What is a learning objective?
2
A learning objective states what a learner is
expected to know, understand and be able to
do as a result of the process of learning
3
Learning
objecNves
state
what
a
learner
will
know
or
do,
in
MEASURABLE,
OBSERVABLE
terms!
K = Knowledge
S = Skill
B = Behavior
Emerging Pandemic Threats Program
Emerging Pandemic Threats Program
PREDICT • RESPOND • PREVENT • IDENTIFY
2
PREDICT • RESPOND • PREVENT • IDENTIFY
4

6. 9/23/13
Bloom’s
Taxonomy
for
CreaLng
Learning
ObjecLves
Learning
ObjecLves
Assignment
• Choose
one
of
the
three
learning
levels,
novice,
mid-­‐
level,
and
expert,
and
write
a
set
of
learning
objecNves
to
accomplish
the
goal
you
set
for
your
module
• Remember
that
learning
objecNves
must
be
specific
and
measurable
• As
you
create
the
learning
objecNves
for
this
goal,
begin
to
brainstorm
the
assignments
that
could
accomplish
each
of
the
objecNves
you
define
Emerging Pandemic Threats Program
Emerging Pandemic Threats Program
PREDICT • RESPOND • PREVENT • IDENTIFY
PREDICT • RESPOND • PREVENT • IDENTIFY
Course
PresentaLon
Assignment
• In
your
group,
each
member
will
have
a
few
minutes
to
review
and
explain
your
approach
to
the
outline
you
are
beginning
to
the
course
module
you
are
developing
• Each
small
group
member
please
share
1.
2.
3.
4.
5.
•
•
The
Domain
you
have
chosen
The
Level
(N,
M,
E)
on
which
you
have
focused
The
Competency
you
have
planned
to
integrate
Your
Goal
for
students
in
this
course
module
The
Learning
ObjecNves
related
to
your
chosen
competency
within
your
example
course
module
Each
group
will
select
one
member
to
share
their
goal
and
learning
objecNves
with
the
plenary
As
someone
from
each
group
presents
we
will
brainstorm
together
potenNal
methods
by
which
we
can
assess
the
competency
of
the
students
in
their
module
CompleLng
the
Work
of
Day
Three
• Individual
ReflecNon
Assignment
–
Day
Three
o
o
o
o
Please
spend
15
–
20
minutes
wriNng
notes
on
today’s
exercises
What
was
most
interesNng/meaningful
to
you?
What
ideas
did
you
have
that
you
would
like
to
remember
when
you
get
back
to
your
insNtuNon?
Are
there
some
ideas
you
have
had
that
will
be
useful
as
we
conNnue
to
work
to
outline
a
course
module
based
on
the
course
goals
and
learning
objecNves
from
today’s
session?
Emerging Pandemic Threats Program
Emerging Pandemic Threats Program
PREDICT • RESPOND • PREVENT • IDENTIFY
PREDICT • RESPOND • PREVENT • IDENTIFY
5