766 Sample Activities

William Horton is a clear advocate of beginning with instructional objectives. He then

describes the importance of accomplishing these objectives through learning activities
that allow learners to learn, practice and apply those learnngs in their own lives.
Horton’s three types of learning activities are Absorb, Do and Connect.

Absorb Activities
Horton begins his chapter on Absorb-Type Activities with the statement, “Absorb
activities inform and inspire.” (Horton, William. E-by Learning Design 2nd edition, page
67) Absorb activities are the activities that an educator/designer uses to provide “pure”
information or content to the learner. Absorb activities come in many forms which can
include presentations, slide shows, demonstrations, examples, stories, presentations,
discussions, field trips, readings, podcasts, dramas, videos etc. The educator or
designer directs and controls the content and presentation. The learner’s role is to
absorb or “soak it in” as if they were a sponge. Absorb activities are typically passive,
although the learner is mentally engaged in the process.
Horton, William. E-Learning by Design 2nd edition, Chapter 2

Do Activities: Practice (EDUC766 Module 6 introduction video by Susan Manning)

Do activities are those that allow the learner to practice the knowledge and skills that
have been taught. Practice solidifies learning and helps to move concepts and skills
from short term to long term memory. Examples of Do activities include mastery
quizzes, homework such as flash cards and worksheets, games, verbal practice through
discussion and practicing simulations.
Connect Activities: “Create and Context” (EDUC766 module 6 introduction video by Susan
Manning)

Connect Activities allow the learner to create something new, to combine past and
current knowledge to apply and adapt learning to personal situations. Examples of
connect activities include original work, research, job aids, application of content to their
life work, evaluations etc.
Horton, William. E-Learning by Design 2nd edition, Chapters 3 & 4.
Module 6 Introduction video EDUC766 Susan Manning

Universal Design Learning: UDL

These learning activities have been created with the principles of Universal Design in
mind. UDL is a framework that works toward minimizing learning barriers and
maximizing learning by using evidence-based information on how people learn and how
design enhances learning. The goal of UDL is to use multiple approaches to present
content, to allow student expression of knowledge and participation and including
various methods to engage students in the learning process to maintain attention and
focus. UDL works to create a personal experience for all students, allowing for various
preferences, strengths and paths to success. Universal Design anticipates diversity, is
flexible and demonstrates empathy and accommodation.
(EDUC766 Module 7Introduction and Susan Manning video lecture. )

The audience for my Instructional Design project is varied and diverse. UDL is an
extremely valuable framework to incorporate. It compliments a Best Practice that is
used in the creation of patient education called “plain language”. Plain Language is the
use of simple language (6th-8th grade level) that is easy to understand the first time you
read it, avoids medical jargon, is concise, useful and serves the needs of the learner.
Plain language is associated with:
· Finding information faster
· Improving comprehension
· Decreasing frustration and increasing satisfaction
· Improving reading time
· Higher task compliance
· Decreasing errors in following instructions
· Saving money and time in health care
(Mayo Clinic Office of Patient Education, The Case for Plain Language)

Plain language is one piece of universal design in health care, and the benefits of both
are quite similar. Alignment and a good mix of absorb, do and connect activities are also
essential to universal design.

The instructional design I am proposing has varied activities that support the objectives.
An evolving narrated story will be presented at each content chunk to transition to the
next topic and to engage the learner in the content. Written content, visuals, videos,
stories, scenarios, personal research, job aids are all ways to create a universal design.
Example:
Terminal Objective: Given a list of medications, identify the medications that are
opioids

Enabling Objective: The learner will compare their personal medication list with a list of
opioids and classify the medication(s) on that list that is/are opioids

ABSORB : Introduction: It is important to know the names of the opioid medications

you are taking. This helps you to be aware of the overdose risk of the medications you
are taking. It also helps you to be aware of the amount of these medications you are
taking so you do not take more than you have been told to take.
Common opioid medications include:
a. Hydrocodone (Vicodin)
b. Morphine (MSContin, Avinza)
c. Oxycodone (Percocet, Oxycontin, Percodan)
d. Hydromorphone (Dilaudid)
e. Oxymorphone (Opana)
f. Methadone
g. Codeine ( Tylenol with Codeine, Tylenol #3)
h. Merperidine (Demerol)
i. Fentanyl (Duragesic)
j. Heroin

DO and CONNECT: The best place to find a list of your current medication is on your
online patient portal. Log in to your portal and go to the medication section. Open and
print your list of current medications. Compare that list to the opioid medications listed
above and circle the medications that are opioids. If you are not sure or wish to check
your answers, do some personal research to make sure you know which medications
are opioids. Some ideas to check on your medications are:

 Ask a pharmacist
 Ask your provider
 Look at the information that came with the medication
 Search the internet for the name of the medication.
Once you have circled all of the medications on your list that are opioids, select a way to
help you remember the names of your opioid medications:
 Mark the medication bottle to indicate it is an opioid.
 Fill out a card with the names of the opioids you are taking and carry it with
you.
Please share this information with the individuals you spend time with.

The Objectives represent a best practice as they are specific and measurable. The
content is a small chunk of the whole, allowing the learner to process this content as
they move it from working memory to long term memory. These activities are examples
of an instructional design best practice. The Absorb content is pure information, given
by the designer/educator to the learner who receives it in a passive manner. The Do
and Connect activities allow the learner to practice the information that was provided
and apply it to their lives in a way that connects content to their personal situation. The
objective and activities are aligned, another ID best practice.

Following is a summary of the other objectives and activities to be included in this

learning module.

 Terminal Objective: Given a list of medications, identify the medications

that are opioids.

 Enabling Objective: The learner will correctly identify opioid medications.

o Absorb Activities:
 Story: are you or someone you love at risk for an overdose?
How do you know?
 Presentation of content in written form on articulate

o Do Activity
 Pick-Multiple choice question (more than one right answer):
 Narcan reverses overdose of opioid medications. Select
all of the opioid medications from this list. Immediate
feedback given after completion of this question.
 Enabling Objective: The learner will compare their personal medication list
with a list of opioids and classify the medication on that list that is an opioid.
o Absorb Activities
 Story: are you or someone you love at risk for an overdose?
How do you know?
 Presentation of written content in articulate
 o Do & Connect Activity
 Personal Research:
 Find your personal medication list on your patient portal.
 Review this list and identify which medications are
opioids. If you don’t know or need to check your answers
use your resources:
 Ask a pharmacist
 Ask your provider
 Look at the information that came with the medication
 Search the internet for the name of the medication.
 Mark the medication bottle to indicate it is an opioid.
 Fill out a card with the names of the opioids you are
taking and carry it with you.

 Terminal Objective: After establishing that the patient is unresponsive and

not breathing due to an opioid overdose, administer intranasal naloxone.
 Enabling Objective: The learner will assess 2 medical emergency scenarios
and determine which would require naloxone administration.
o Absorb Activity
 Story: Is this an overdose or something else?
 Presentation of photo/narrative/video content
o Do Activity
 Complete the branching emergency “what would you do
next” scenarios. 1. Heart Attack and 2. Opioid overdose
scenario. Learner selects the appropriate next step which in the
overdose scenario of naloxone administration. The next branch
might be vomiting requiring another decision, and so on.
Formative assessment feedback is given at each step with the
opportunity to repeat the scenarios.
o Connect Activity
 Assessing an Opioid Overdose “job/performance aid” listing
the symptoms of opioid overdose.
 Enabling Objective: The learner will list the steps of naloxone administration
in the correct order.
o Absorb Activity
 Story: If it is an overdose, what next?
 Presentation of photo/narrative/video sequence
o Do Activity
 Sequencing Quiz:
 Using the presented opioid overdose scenario, provide the
learner with a list of naloxone administration steps. Ask the
learner to place them in the correct order. Provide feedback
 when “submit” is clicked. And allow a re-do if the sequence is
not accurate.
o Connect Activity
 Job Aid: wallet card listing steps for opioid administration

 Enabling Objective: The learner will identify the correct technique used with
an intranasal naloxone injector
o Absorb Activity
 Presentation of photos, written content, video content in
articulate
o Do Activity
 Multiple Choice Quiz: Provide a series of photos showing the
use of the intranasal naloxone injector. Ask the learner to select
the photo showing the proper technique. Provide immediate
feedback

 Terminal Objective: Following the administration of naloxone, identify 3

actions to maintain safety and 3 pieces of information to provide in a 911
call.
 Enabling Objective: The learner will prioritize the safety actions that are
necessary following the administration of naloxone
 Absorb Activity
 Story: After administration, now what?
 Presentation of written content
 Do Activity
 Sequence: Provide the learner with a scenario of an opioid
overdose. Provide a list of potential actions to take following the
administration of naloxone, ask the learner to rank them in order of
importance. Formative assessment, feedback given

 Enabling Objective: In a scenario, the learner will assess 3 pieces of

information that they determine to be critical to convey in a 911 call for an
opioid overdose.
o Absorb
 Story: 911 call
 Presentation of written content
o Do
 Click-in-picture Quiz: Given a photo of an overdose scene. Click
on the three pieces of information that are critical to provide in a
911 call. Formative assessment
 Enabling Objective: The learner will identify the three most important things
to monitor in an individual following the administration of naloxone.
o Absorb
 Story: waiting for emergency response team
 Presentation of content
o Do
 Matching quiz: identify the three important things to monitor
following a naloxone administration. Formative assessment
o Connect
 Job/Performance Aid: Monitoring an individual post-naloxone
injection
 Enabling Objective: The learner will analyze a scenario using the symptoms
of opioid overdose and the effects of naloxone to determine whether to give a
second dose of naloxone
o Absorb
 Story: worsening symptoms of overdose.
 Presentation of written content
o Do
 Click-in-picture: Provide a photo of a post-naloxone
administration in which the patient loses consciousness and
has slowed/irregular breathing, as well as other symptoms
such as vomiting, loss of bowel control. Ask the learner to
select the symptoms that support a decision to give a
second dose of naloxone. Formative Assessment
o Connect
 Click-in-picture: Provide a photo of a post-naloxone
administration in which the patient loses consciousness and
has slowed/irregular breathing, as well as other symptoms
such as vomiting, loss of bowel control. Ask the learner to
select the symptoms that support a decision to give a
second dose of naloxone. Feedback provided following each
click, with opportunity to repeat the exercise.
 Reflection: An opportunity to reflect on the module content,
concerns about applying the knowledge and skills in their
own life and writing questions. The individual will be asked to
submit those questions and any concerns to their provider
through the patient online portal.
 Job Aid: a final job aid combining major components of the
learning will be given to the patient and family.