Session 8 – Design and Development Project

This week I focused on creating the design for the development project. I used my case-based reasoning research as a foundation point and Bloom’s higher-order cognitive development domains as instructional methods and assessment tools. I decided to create a Flash application with the idea of future expansion in its capability of adding scenario-cases through the use of a database.The front-end or index page would offer the learner to select one of three domains listed in their higher order of: analysis, synthesis or application. A described button for each of these three upper tiers of Bloom’s taxonomy would direct the user to a particular section that focuses on that particular domain.

For instance

The Analysis Button will direct the learner to the analysis domain area for a prescribed instructional method and assessment. Analysis involves the learner to play a role in realizing the construct of the components. The strategy to evaluate analysis requires the presenting of large amounts of data which the learner is required to remove a smaller piece of the existing data and apply it to an association.

 

The Synthesis Button will direct the learner to the synthesis domain area for a prescribed instructional method and assessment. In synthesis it is the learning level where problem solving judgment is used to take apart a model or hypothesis and put it back together again creating a new model or hypothesis. In synthesis the learner’s process for analysis is in breaking the concept down into the correlation of its smaller parts and creates a unique model or hypothesis.

The Evaluation Button will direct the learner to the evaluation domain area for a prescribed instructional method and assessment. The evaluation learning level includes all the preceding levels of learning within Bloom’s cognitive taxonomy. In support, the lower learning levels validate the learner’s ability to distinguish previously learned information, comprehend previous information through recall and apply this information to future conditions. Students in turn develop learning skills which allow a proficiency to examine and reconstruct information in a unique process. It is at this domain that requires the learner to develop a reason, build a viewpoint or determine a conclusion.     ###

 

Session 7 – IRB Components: Informed Consent Form and Debriefing Statement

This week I included with the IRB, an informed consent form and a debriefing statement.

 

After reviewing the information in achieving the Collaborative Institutional Training Initiative (CITI), I used the perspective of being a test subject. I immediately recognized the standpoint of test subjects being entitled to receive a written consent form that provides information explaining: details of the study’s purpose, the tests and procedures used throughout the investigation. The revealing of possible risks and benefits of the study accentuated great importance in clarifying that the test subject who signs the consent form does not have to stay in the study and can quit the study at any time.

 

In my writing a debriefing statement, I began questioning the importance of a quantitative research approach for my project thesis.

The research, assessment and test subject analysis doesn’t withhold any particular information from the written consent form negating a requirement of explaining why information could not be provided in the consent form. The importance however, of the debriefing statement is to provide an explanation in how the test subjects relate to the purpose of the research, and providing researcher contact information in the event of additional questions regarding the learning resource project.   ###
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Session 6 – The Institutional Review Board (IRB)

This week’s assignment proved to be helpful in refining parts of my project’s thesis in the areas of analysis, design and subject (experimental group) assessment.

 

In my working through the assignments the OHRP Human Subjects Informational History Video (requires QuickTime) kept tearing becoming unviewable. Dr. Newberry’s How to fill out an IRB (PowerPoint used in IRB training) video however, proved to be very helpful as a procedural guide.

The Mandatory CITI Human Subjects Training Module website is most interesting in providing the history of protecting human test subjects. I did notice that while the Belmont Report defines and delineates between “Practice” and “Research” as Principles of Justice; the report doesn’t describe the necessity to effectively manage conflicts.   ###
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Session 5 – Literature Review

Ok, the following is my break-down for my literature review:

 

CHAPTER TWO – REVIEW OF THE LITERATURE

Introduction

 

 I  Critical Thinking

a) Critical Thinking Skills

b) Reflective Thinking

c) Creative Thinking

d) Critical Thinking

 

II Case-scenarios and structured conflict

a) Effectiveness

b) Enhancement

 

lll Critical thought development within learning strategies in case-scenario usage

a) Problem Solving

b) Decision Making

c) Clinical Judgment

d) Experiential Learning

e) Teacher-Directed Learning

 

Summary

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