Analyze

This course was proposed by a telehealth interest group to fill a gap in the Network of the National Library of Medicine  curriculum in the area of telehealth in libraries and the digital divide. There are no known courses that offer an introduction to telehealth and telehealth services in a library setting within NNLM. It was determined that this course would fill a gap in knowledge for libraries across the nation that are interested in implementing telehealth into their libraries. Providing telehealth services to communities by way of already established library systems helps reduce health disparities across the country. Providing library staff with knowledge and skills to implement these services in the first step. 

In the initial meeting after the proposal was accepted, the 6 instructors and I:

• Discussed timeline for project

  • During this process, we discussed intended launch date, key check points, and the process for course development using ADDIE. I drafted a timeline in our shared confluence page that matched the steps and check points we discussed in each stage of ADDIE, added task owners and mapped out the project using a biweekly meeting system. ​

• Revised their initial objectives to incorporate Blooms Taxonomy

• Discussed anticipated timing of the course

• Determined the audience of the course 

• Determined preferred instructor engagement with learners / feedback

• Discussed course format 

• Discussed ideas instructors had for this course as a whole

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Design

In the analysis phase, we had determined this course would be a Moodle course chunked into three modules so this is the format we followed for topics and subtopics. In the design phase, we began with brainstorming our topics and subtopics based off the learning objectives. To get to our topics and subtopics, we looked at the objectives for the class and identified the top 2-3 topics and subtopics that supported them. 

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Once subtopics and topics were selected, Telehealth subject matter experts (SMEs) culled resources for each Module and added them to our confluence page. From here, I took the resources and wrote content, proposed assessment plans and media. The final storyboard was sent to the SMEs for edits and was revised accordingly until finalized. 

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Develop

In the development stage, we took the various components of the storyboard we built in the design phase and brought it to life. Some of the more unique and innovative pieces that we developed in this phase include:

 

The Moodle Shell:

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Graphics:

One important component of learning is consistent, diverse, and meaningful graphics. For this class, we were able to create some graphics that allowed the learners to explore content via text, but also visually.  I was also able to create consistent branding for this course using consistent banners and icons in adobe in design.

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Activities/Assessment:

Forums: Most of the activities for this course were discussion based because we recognized the value of utilizing social learning to explore and learn from peers. We also recognize that adults want to learn things that are applicable to their lived experiences. The discussions allowed for both of those things. The discussion questions were drafted out via the storyboard and placed into Moodle once finalized. We used the Moodle forum activity to build these discussions out. 

Hotspot: In one module of this course, exploring a physical space was a prioirty of ours to allow learners to see various methods that libraries have employed to create telehealth spaces. In order to do this, we used the H5P hotspot function within Moodle. We determined images to use and specific components of each method we wanted to call out. We then transfered this infomration into the Moodle H5P hotspot format.

Final assessment: The final assessment for this class is a reflection. Again, the final assessment was drafted in the storyboard and vuilt out using Moodle. The final assessment was built using the Moodle assignment activity in order for learners to get credit for submitting and allow the instructors to provide feedback.

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Implement

This course ran over a 4 week period from June 21 - July 12, 2023 and again from July 12 - Aug 12, 2023.

Evaluate

For this course, we used 3 methods of evaluation. 

• Pre and Post tests 

• Course evaluation for learners 

• Instructional Designer survey ​

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Pre/Post test results:

After the first instance of the course, we reviewed both qualitative (Pre/Post test) and quantitative data (Course evaluation) from the learners. Overall, the pre and post test scores improved by ~20% demonstrating to us that learners had a below average understanding of the concepts in the class prior to its completion. 

 

Course evaluation responses:

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Instructional Design Survey responses:

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