Elizabeth McAlister

Tag: Planning-Analysis

  • Elective Course – Group Project elements

    For an elective course taken early 2021, I worked with three other classmates to create a module aimed at Professional Development for School of Education faculty. It could be done using Articulate 360, Rise 360, etc., but had to be housed in and feed analytics into Canvas. We opted to do ours using only tools we knew were available to UAB faculty (Articulate is not). Our goal was to not only provide professional development, but also to show the faculty what Canvas is capable of. 

    Our team did a module covering chapters 10-12 of our text: Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction: proven guidelines for consumers and designers of multimedia learning. Wiley. Part of my contribution to the initial analysis phase was the goal analysis. We worked together to decide on goals and instructional material. I was also responsible for creating the graphic introducing each section, used Canva to create them. and UAB’s branding site guidelines for colors.

    chart outlining process of analysing learning goals
    Goal Analysis

    Applying the Segmenting and Pretraining Principles: Managing Complexity by Breaking a Lesson into Parts:

    Explains Segmenting and Pre-Training Principles, Managing complexity. Segmenting: Essential Overload caused by too much interrelated information coming in at one time. Break a complex lesson into bite-size segments (1-2 major steps). This allows the learner to focus on relevant information, that is, essential processing. Pre-Training: Essential Overload caused by too much unfamiliar information. Identifying key concepts before getting into the lesson allows the learner to focus on the overall concept (essential processing).

    Engagement in eLearning:

    Image showing 5 principles of Engagement in e-Learning. Focus on relevant material. Mentally organize it into a clear concept. Integrate it with relevant prior knowledge. Doing does not necessarily lead to learning (Behavioral Engagement). Promote appropriate cognitive processing (Psychological Engagement).

    Leveraging Examples in eLearning:

    Image showing 6 principles to effectively use examples to promote learning.

  • Designing Instruction for Small-Group Learning (Book Chapter)

    Course: Learning, Cognition, and Instructional Design and Development

    For this assignment, we were tasked with designing a learner-centered instructional intervention and then writing it up using our class text as a formatting guideline. Mine was created with my experiences and interests in Medical Education in mind.

    Text for this class: C. M. Reigeluth, B. J. Beatty, & R. D. Myers (Eds). (2017). Instructional-design theories and models: A new paradigm of instructional theory (Volume IV). New York, NY: Routledge.

    [pdf-embedder url=”https://www.elizabethmcalister.net/wp-content/uploads/securepdfs/2020/06/Instruction-Intervention-McAlister.pdf” title=”Instruction Intervention-McAlister”]

  • Program Coordinator Onboarding Curriculum

    2018-2020: With the Program Administrators and Coordinators Leadership Team, developed a 6-month rolling curriculum for onboarding new Program Coordinators in Graduate Medical Education (GME). Sessions cover six topic areas: Getting Started, Accreditation, GME Requirements and Processes, Onboarding/Offboarding, Recruitment, and Professional Development. Each team member is able to co-present on any given session but have specific assignments based on area of expertise.

    2020-present: Because of COVID, the in-person sessions were stopped. Additionally, because we all had to learn how to do our jobs remotely and via Zoom, the onboarding curriculum was essentially put on hold. In March 2021, the GME Education Coordinator and I became Power-Users in UAB’s Campus Learning LMS (Docebo) and are working with two other members who are passionate about education to move the curriculum into a self-paced format. 

    The initial project was written up, submitted, and accepted as a poster presentation for the 2019 Association of Hospital Medical Education conference.

    Craft J, Fleming R, Pickens T, Freiger B, Butler K, Chandler R, Chambless S, McAlister E, Millette N, Veazey M, Whitehead J. (2019). Program Coordinators Onboarding—It Takes a Village to Be Successful. Association for Hospital Medical Education 2019 AHME Institute; Savannah, GA.

    Abstract. In AY 2013, a Program Administrator and Coordinator Leadership Team (PACLT) was established to provide mentoring to Program Coordinators (PC). PACLT members are experienced in GME and represent residency and fellowship programs. Members routinely present best practices at the monthly institution-wide PC meetings and meet regularly with the GME Director (GMED) to identify quality improvement activities. Through collaboration, a GME PC Manual (PCM) was developed. Recognizing that the ACGME Next Accreditation System is continuously evolving, there is need to frequently create new institution-level processes. With an average of one new PC per month, the group determined that a standardized and comprehensive program was needed to effectively prepare PC for internal and external requests.

    The objective of this activity was to develop a comprehensive PC Onboarding Program (PCOP) to prepare new PC for their important role.  Key components were to include: 1) monthly learning sessions (LS); 2) individualized training meetings with the GME Education Coordinator (GMEEC); 3) a listing of institutional resources; 4) a calendar of GME deadlines; and 5) opportunities for professional development.

  • Presentation: Explaining ACGME Work Hours

    In 2018, the Accreditation Council for Graduate Medical Education (ACGME) changed a section of the Common Program Requirements. This presentation was given to a group of coordinators studying for a national certificate for Program Coordinators in Graduate Medical Education and focused on Resident Work Hours.

    [pdf-embedder url=”https://www.elizabethmcalister.net/wp-content/uploads/securepdfs/2020/05/ACGME-Work-Hours-1.pdf” title=”ACGME Work Hours”]

  • Performance Analysis Graphic

    Course: Performance System Technology. Spring 2020

    Assignment: Design a graphic organizer to compare and contrast and share what you have learned in your reading regarding the following: performance analysis, organizational analysis, environmental analysis, gap analysis, cause analysis.

    Response: From the readings, I got the impression that the organizational, environmental, gap, and cause analyses were all part of the Performance Analysis. In analyzing performance, you look at the organization (its vision, mission, etc.) and the environment (influences from society, culture, skill level, etc.) to determine the desired and actual performances. From there, the gap analysis is done in order to identify the difference between the desired and actual performances, and lastly, a cause analysis to determine why that gap exists. I’m honestly not sure how to “compare and contrast” – They’re alike in that they are all analyzing aspects of performance process, but each analyzes a different aspect and they join together as the overall performance analysis.

    Van Tiem, D., Moseley, J. L., & Dessinger, J. C. (2012). Fundamentals of Performance Improvement: Optimizing Results through People, Process, and Organizations (3rd Ed.). Pfeiffer.

  • Service-Learning Project: Genetic Counseling

    March 2, 2020: This was a group project in which we worked with a client, Dr. Danielle Monteil, a geneticist at the US Naval Medical Center in Portsmouth, Virginia, to create a booklet to help her guide her patients through the process of deciding whether or not to have genetic testing done for hereditary cancer. After seeing how the color version printed out in grayscale, we opted to create a pure black and white copy and deliver both to our client for her to decide which she’d prefer to use.

    My partners for this project were Victoria Dawkins and Melissa Simpson.

    Goal Statement: Using the provided patient resource the patient will be able to explain the basic concepts associated with using genetic testing to predict hereditary cancer.

    The following documents include the full design and analysis report, the final product (color and black & white), and the final report which was a reflection on the project.

    [pdf-embedder url=”https://www.elizabethmcalister.net/wp-content/uploads/securepdfs/2020/05/IDD610-Report-3-Dawkins-McAlister-Simpson-1-1.pdf” title=”IDD610 Report 3 – Dawkins, McAlister, Simpson (1)”]

     

    [pdf-embedder url=”https://www.elizabethmcalister.net/wp-content/uploads/securepdfs/2020/05/Gen-Counseling-color-1.pdf” title=”Gen Counseling-color”]

     

    [pdf-embedder url=”https://www.elizabethmcalister.net/wp-content/uploads/securepdfs/2020/05/Gen-Counseling-BW-1.pdf” title=”Gen Counseling-BW”]

     

    [pdf-embedder url=”https://www.elizabethmcalister.net/wp-content/uploads/securepdfs/2020/05/IDD-Report-4-Dawkins-McAlister-Simpson-1-1.pdf” title=”IDD Report 4-Dawkins, McAlister, Simpson (1)”]

  • Case Study – Honest Ally Food International RFP

    Fall 2019: This was a group project for a course on Universal Design for Learning. In this assignment, Honest Ally Food International put out a Request for Proposal for a program to promote strategies aimed at addressing food insecurity. 

    Previous group projects were done via email or in-person. For this one, we utilized our group discussion area in Canvas (separate area from the class group discussion) and used Canvas’s Collaboration function to work on the project in Word Online.

    My partners for this project were Christina Warren and Debbie Graves.

    [pdf-embedder url=”https://www.elizabethmcalister.net/wp-content/uploads/securepdfs/2020/05/Honest-Ally-WWYD-1.pdf” title=”Honest Ally WWYD”]

  • Literature Review

    For this assignment, we were told to find a gap in the literature. Research UDL, differentiated instruction, and instructional design in the instructional setting I plan to go into (military, health care, education, etc.). Analyze, synthesize, and evaluate the information presented in the research. Identify the gap and, utilizing future research, how this gap could be closed. 

    I chose to look at Undergraduate Medical Education (UME)—Graduate Medical Education (GME)—Faculty continuum. Professor feedback was that I did a good job, APA would recommend a more formal style of writing than what I did, but she was okay with it. I also had a couple citation errors which have been corrected in the attached. I also didn’t really answer the question of what I might recommend for future research and, frankly, am still unsure what I would recommend.

    We had a week to work on this paper and, afterward, were asked what we would have done if we’d had more time. I like to think I would have been able to go more in-depth and possibly gained a better understanding of UME. I know the post-graduate and faculty realms but am not as familiar with the medical students’ experiences. I probably could have also explored how some institutions or programs were involving instructional design within their own programs (where I was looking at UME / GME as a whole rather than by institution)—instructional design is going on at the institutional level but not necessarily at the national level. I hope to polish this up and submit to the Journal of Graduate Medical Education or similar.

    [pdf-embedder url=”https://www.elizabethmcalister.net/wp-content/uploads/securepdfs/2020/05/Diff-Design-Lit-Review.pdf” title=”Diff Design Lit Review”]

  • Case Study – Cross Cultural Design

    Nov 16, 2019: A case study on cross cultural challenges in instructional design for a course on Universal Design for Learning.

    Case study citation: Spannaus, T. W., & Jones, T. S. (2014). Case Study 20. Iris Daniels: Cross-Cultural Challenges in Designing Instruction. In Ertmer, P., Quinn, J., & Glazewski, K. The ID casebook : Case studies in instructional design (Fourth ed. pp. 190-193). Boston: Pearson.

    The assignment was to answer these questions:

    1. How was the design process beginning with the initial design of the Web-Based Training to the proposed elements of the prototype influenced by the different backgrounds of the consortium members?
    2. Evaluate Jim and Iris’s approach to handling cultural differences among consortium members.
    3. Critique the elements of the prototype proposed by Iris, Jim, and Kimberly. What would you add or eliminate, if anything? Explain.
    4. What outcomes might Iris expect from the demonstration of the prototype?
    5. What steps should a designer take to prepare for working on a cross-cultural team?

    Professor feedback was that she loved my response to question 3 and that I could have said more on question 4.

    [pdf-embedder url=”https://www.elizabethmcalister.net/wp-content/uploads/securepdfs/2020/05/IDD620-Cross-Cultural-Design.pdf” title=”IDD620 – Cross-Cultural Design”]

  • Developing Training Programs

    Course: Trends and Issues in Instructional Design

    1. Develop a plan for integrating refugees from the Middle East into the Europeans vocational systems, identify and discuss ethical, legal, and political dimensions of my plan.
    2. Design a training program aimed at reducing medical errors in patient charting.

    [pdf-embedder url=”https://www.elizabethmcalister.net/wp-content/uploads/securepdfs/2020/05/IDD600-Reading-Eval-6.pdf”]