ASYNCHRONOUS

• Prior Knowledge: pre-learning assessment component of the simulation will have learners make predictions about new information before they encounter it, videos will use analalogies and examples to connect with the learner’s everyday knowledge, misconceptions, and discrepancies will be corrected by the simulation through adaptive feedback and difficulty level adjusting making it personalized to the learner, misconceptions will be alleviated by providing evidence contrary to what the learner already perceives to be true

• Transfer: The opportunity to practice an authentic task by giving CPR in a variety of virtual applications, the program will be designed in a manner that avoids delivering information too quickly while encouraging meaningful over rote learning through authentic tasks in an array of settings that relate to real life situations in a meaningful way, learning task value will be emphasized to the learner through the video lectures as well as the simulation following the experience, comparisons and analogies will also be emphasized in both the video and simulated portions of the learning experience, information will be segmented through the design of the videos as well as simulation components of the learning experience, simulation will consist of knowledge check tests and offer the opportunity for the learner to engage in procedural as well as meta-cognitive knowledge

• Cognitive Load: In an effort to minimize cognitive load when meeting the learning objective, the learning experience was designed to….

  • Manage intrinsic load ​through design, acting as a module providing prior training for learners to complete at home prior to the in-class discussion and segmenting complex material into manageable parts from easiest to most difficult through a simulation that is adaptive to the learner’s performance. The learner will also be able to control the speed of delivery through pausing the video recording as well as progressing through the simulation at their own pace.

  • Decrease extraneous load through clear assessment expectations outlined in the simulation, scaffolding with worked examples through the videos as well as simulated experience, mitigation of the redundancy effect through a predominately auditory presentation of relevant information, Placement of relevant words near the object of interest in the simulation, weeding, and proper signaling throughout the simulation

  • Increase germaine load: the video will use first rather then third person when conveying information to the learner and the simulation will encourage meta-cognitive processing, elaboration will also be encouraged by concept maps as well as analogies presented in the video lecture, worked examples will also be incorporated into the simulation, pre-learning questions will also be administered as part of the simulation and will be asked to be presented to the learner prior to instruction by the instructor, the simulation will be adaptive and provide heavy scaffolding, the video will provide modeling of the appropriate technique for the learner  

LEARNING OBJECTIVE TWO: ASSESS EMERGENCY SITUATIONS AND DETERMINE PROPER COURSES OF ACTION (EVALUATE, CONCEPTUAL KNOWLEDGE)

• Prior Knowledge: the simulator will incorporate information about the learner;s prior knowledge obtained from the initial questionnaire into the training to assist in providing relevant examples as to what to do in an emergency situation and how such situations should be assessed, it will further build on their prior knowledge from the initial exam to build relevant analogies

• Transfer: All of the above but add the awesomeness of the simulator to take place in emergency situations in a variety of contexts that require the learner to determine proper courses of action based on what they witnessed in the videos

• Cognitive Load: Please see previous learning objective as the impact is the same as the previous learning objective's