1.0 Introduction
1.1
Purpose
This Course Design Document (CDD) outlines the approach for the design, development, and technical considerations for the proposed [project].
This document addresses the following elements: learner characteristics, terminal learning objectives (TLOs) and enabling learning objectives (ELOs), high-level content topics, instructional strategies, materials requirements, technical requirements, delivery methods, assessments, prototypes, and pilots.
This document is divided in the following sections:
Section 2 – Design considerations that affect both formats of the course, including learner characteristics, learning objectives, content topics, instructional strategies, and assessments
Section 3 – Design considerations that apply to only the F2F format
Section 4 – Design considerations that apply to only the distance learning format
Section 5 – Media elements that apply to both formats, including slides, documents, and online activities
Section 6 – Basic assumptions, risks, and the review process associated with the training development effort.
1.2
Design Process
Both F2F and distance learning formats will follow the same design process, which includes three general phases: Content Document, Storyboards, and Development. Each phase will result in products that form the basis for the next phase. Final course materials will result from these three phases.
Content Document Phase – Will result in a detailed document that identifies what content will be included in the course, including scenarios and practice activities. The approved Course Content Document will serve as the source for the Storyboards Phase.
Storyboards Phase – Will result in various documents and software products for the course that outline the presentation of the approved content, including branching strategies, instructional strategies, and overall course flow. The storyboards will communicate how the learner interacts with the content, such as reading, completing activities, and engaging in analytical thinking. It will contain all the information needed to develop and present the content, including technical integration considerations.
each format, including an instructor guide, participant materials, exercises and activities (asynchronous and synchronous), assessments, and their solutions. Feedback from Pilot A will be assessed and appropriate changes implemented prior to Pilot B. Feedback from Pilot B will be assessed and appropriate changes implemented. Final course materials will result from these three phases.
2.0 Course Design Considerations
This section addresses design considerations that apply to both formats of the course, including learner characteristics, learning objectives, content topics, instructional strategies, and
assessments.
2.1
Learner Characteristics
The typical learners are [learner title] who are knowledgeable in general contracting but may not be familiar with contracting for health care resources. A primary function of their position is to review and analyze contracts for accuracy and compliance to regulations and directives.
Learners may have reached any of the three levels of FAC-C certification, although most will have completed Level 1.
Level 1 – One year of contracting experience
Level 2 – Two years of contracting experience
Level 3 – One year of contracting experience after attaining Level 2 certification Learners are computer literate and have participated in some form of online collaboration.
Anticipated class size is 20 with no less than 15 and no more than 30 participants.
2.2
Learning Objectives
The course is divided into modules. Each module contains ELOs that support the course TLO.
TLO: [TLO].
ELOs: [ELOs]
2.3
Course Outline
Each module will link to specific learning objectives. The table below outlines the main topics that support the learning objectives for each module. Topics were extracted from the content resources provided by [client].
2.4
Course Structure
The course structure follows the Continuous Learning Module (CLM) Model and will consist of five 6.5-hour blocks, each beginning and ending with a 45-minute synchronous, instructor-led event. The beginning event will introduce the daily agenda and topics, set up the activities, define the teams, and describe the F2F or distance learning process for the module.
After the introduction, training will continue synchronously or asynchronously. Both formats will use blended learning strategies and resources incorporating online and offline activities. Blended learning combines instructor-led training with computer-mediated instruction.
Example: Learner adds a best practice to contracting resource wiki. Learner participates in class discussion regarding the list of best practices.
Both formats will culminate with a 45-minute synchronous debrief and summary of the day’s activity.
Async/Sync Activities
(5 hour)
Synchronous Debrief
(45 min)
Synchronous Introduction
(45 min)
F2F / Blended Classroom
Figure 1. CLM Model
2.5
Instructional Strategies
Instructional strategies will be based on sound learning theories and models. The table below presents the recommended instructional theories and models, their purpose, and an example.
Table 2. Instructional Theories/Models and Examples
Instructional Strategy Purpose Example
Adult Learning Provide direct, concrete
experiences and build upon learner’s current knowledge; give structured, helpful feedback.
Building upon contracting basics, facilitator and learners discuss the specialty of medical
contracting compared to general contracting.
Attention, Relevance, Confidence, and Satisfaction (ARCS) Motivation Theory
Gain attention, show relevance, build confidence, and provide opportunity to apply knowledge.
Learner analyzes need and determines appropriate contract method and its process.
Andragogy Provide the reason for learning
the content and its relevance to the learner’s situation.
Learner is presented a medical contracting component and receives a realistic example of the effect when the component is handled incorrectly.
Bloom’s Taxonomy Incorporate higher level learning
objectives within the cognitive, affective, and psychomotor domains into the learning
experience and provide activities that support them.
Learner analyzes case study and discusses the value of the
content related to the case study.
Gagne’s Nine Events of Instruction
Provide an efficient learning experience which includes: gain attention, inform learner of objectives, etc.
Learner is introduced to the module with a multimedia/ animation on the effects of quality medical contracting. Learner concludes the module with an assessment, a puzzle of medical contracting components that need to be correctly
arranged.
Experiential Learning Provide opportunity to learn by practice and reflection.
Learner reviews a solicitation form and identifies missing requirements.
Instructional Strategy Purpose Example
Problem-based Learning
Incorporate real-life scenarios to engage learners and illustrate concepts.
Learner is presented with a contracting issue and discusses resolution options.
Cognitive Theory of Multimedia Learning
Provide a multimodal learning environment and support content.
Learner is presented with a concept using slides and graphics.
