Module 2 Project Week 4

MD2ProjAssgnP3HalsteadJ

Jane Halstead

Walden University

 

 

Susan Schnorr

EIDT 6910

4/04/2017


HealthStream Administrator Learning

Instructional Materials Overview

The students attending the HealthStream Administrator Learning courses can vary in gender and ages from early twenties to late fifties. The technology experience of the participants can vary from unskilled to very technology savvy. The corporate business owner does not always have input to the colleagues hired for the HealthStream Administrator position. The positions are often filled by the local HR departments. Therefore, we cannot generalize nor gauge the ages, gender nor technology knowledge of the participants. When designing the learning solution, these attributes were taken into account.

The healthcare system is spread over 29 states, needing the learning solution to be agile and able to reach distance learners without incurring the cost of the students traveling to one location. The students are required to view vendor created short “Show Me How videos” to prepare them for the information they will be learning and practicing during the live virtual classroom sessions.

Distance learning is a solution chosen to this solution and it fulfills one organizational core value of being Stewards of our Resources. Students are attending from geographically diverse areas. The goal in the learning intervention is to take the three-day learning event and create modularized sessions where students could focus on one topic at a time. A calendar has been created so students could attend the online event for the topic they need allowing for a more just in time approach to the learning; “Just in time learning most often provides instruction in the form of online modules specific to a topic” (Simonson, Michael, Smaldino, Sharon, Zvacek, Susan, 2015, p 169).

The new colleagues must learn this system to perform their roles. This helps create motivated learners. In preparing for this type of learning there are attributes that lead to successful distance learning. One of the aspects is the desire to learn (Nair, S., 2012). The learning solution is focused on teaching the new HealthStream Administrator the responsibilities and the steps they will need to take in their new roles. The other aspect leading to successful learning is an eagerness to learn, when new colleagues start their position they have proven to be enthusiastic to their roles and show a willingness to learn.

In order to inform the students of the varying HealthStream Administrator roles Trinity Health employees, an eLearning module was created to highlight the hierarchy of the roles. This informational video informs the students of the responsibilities of the roles they will be interacting with. The eLearning was created as a resource to reinforce the responsibilities they will have in their careers. “Students need a clear understanding of their responsibilities within the course” (Simonson, et al. 2015, p 172).

The following pages (4 through 20) contain the storyboard for the eLearning module entitled HealthStream Administrator Roles, including graphics and script. The storyboard contains the involvement of the students and the topics that will be assessed. This is the standard storyboard my organization uses. Pages 21 through 33 contain the storyboard for the virtual classroom delivered course on Creating Courses. The storyboard contains the objectives, graphics, topics to be covered, items to be assessed. The storyboards are the tool we discuss the concepts of learning with the business owner to get project sign offs before the learning can be developed.

 


HealthStream – Administrator Roles ELearning

 

Classroom Course Storyboard

 

Jane Halstead
jane.halstead@waldenu.edu
Business Owner Renee Therrien

 

Course/Program Overview

 

The HealthStream Overview course is intended to introduce the student to the roles and responsibilities of the HealthStream Administrators. The eLearning is a self-paced high-level glance at the roles employed at Trinity Health.

 

Course Goal

 

At the end of this learning module, the new HealthStream Administrator will be able to:

  1. Identify the HealthStream Administrator Roles for Trinity Health
  2. Identify the number of HealthStream Administrator Roles Trinity Health employs

 

Target Audience

 

The target audience for this class has the following characteristics:

 

Role(s) in the organization: New HealthStream Institution Administrators
Past experience in the course subject matter: Little or no previous experience in HealthStream student management
Need addressed by taking the course: Introduce the new HealthStream Administrator to the administrator roles Trinity Health uses. Recognize the responsibilities for each role.
Time availability: Self-paced learning
Location: HealthStream Learning Management platform

 

 

Estimated Course Duration

Total Class Time: self-paced

 

Detailed Course Design

 

 

Performance Objectives: Slide (topic) Title: Script

How can I present the information so the learner achieves the objective?

Involve

How will I give the learner the opportunity to practice the new material?

Timing Assessment

Question

  Lesson Overview

Text on slide:

Welcome to Trinity Health HealthStream Administrator Roles. This brief course will guide you through the roles available at Trinity Health

 

Click box with text Begin Course

The click box will highlight when the audio speaks to click begin course

Welcome to HealthStream Administrator Roles. During this course you will explore the various roles of HealthStream Administrators. As an Administrator within our organization, it is important to be aware of the roles within the Learning Management System.

 

Click Begin Course.

 

·       Students will click the Begin Course Button Audio/Self-Paced  
Navigate through the course. Course Navigation Slide

Text on slide:

Title: HealthStream Administrator Roles

Slide topic: Course Navigation

Text on Slide: This module contains audio; you can navigate through the slides using the buttons found in the navigation bar located at the bottom of the screen.

Use the BACK and NEXT buttons to move through the content.

Use the CLOSED CAPTIONING button to display audio narrated text.

Use the EXIT button to leave once you are finished.

The AUDIO PROGRESS BAR displays how much of the audio has played.

Navigation buttons highlight

Invisible click box

This course contains audio; you will be able to navigate through the learning using the navigation bar located at the bottom of the screen.  Once you review the navigation icons, click next. ·       Students will click the next button when ready to move forward. Audio/Self-Paced No
Identify the Administrator Roles for Trinity Health Administrative Roles Pyramid

Slide Title: Roles

In the Pyramid top level text: Enterprise Administrator *

Next Level Institution Administrator *

Next Level Associate Administrator Full Access *

Next Level Education Office Assistant

Next Level Instructor Scheduler

Next Level Staff Supervisor

Footnote Message: *These roles have the ability to make course assignments (commit organizational resources)

To the right of the pyramid instructions: Roll your mouse over each level to learn more about the role.

Each role has roll over text:

Enterprise Administrator: Responsible for HealthStream management across the system.

Centralized role assigned only at the enterprise (System Office) level.

No other role assignments are needed.

Institution Administrator:

Role is reserved for the highest administrator level within a Ministry.

Recommend two of these roles per Ministry.

No other role assignments are needed for individuals at this level.

Associate Administrator Full Access:

The role is similar to the Institution Administrator,

It is recommended to have one Institution Administrator or Associate Administrator – Full Access per 1,000 LMS Users.

Comprehensive scope of functionalities including course development and management.

Less likely to see this role in Ministries with fewer colleagues.

Education Office Assistant

Role is designed for those who assist higher level administrator roles.

Typically assigned in larger Ministries with Education Departments or Groups.

Less likely to see this role in Ministries with fewer colleagues.

Instructor Scheduler

Role is designed for instructors who manage classes in HealthStream.

Number of individuals in this role correlates to the number of active instructors in the organization.

Staff Supervisor:

Role is designed for managers and supervisors.

Role has the ability to schedule, track and report on colleague’s education.

There is a pause button and the students are directed to click the Next button when they are ready to move forward

Next Button

As you can see from the pyramid, there are six levels of HealthStream Administrator roles.

 

Roll your mouse over each level to learn more about the role.

 

When you’ve finished reviewing the roles, click the Next button.

·       Students roll their mouse over the pyramid to gain information on the differing administrator roles.

·       Students will click next when they have completed the definitions

 

  Yes, Sequencing slide12
  Title slide: Our HealthStream Administrators

Invisible click box

 

Now that you’ve been introduced to the six levels of HealthStream Administration, here’s a look at how each role supports our Ministries across Trinity Health.

  Audio/Self-Paced  
Identify the Administrator roles Image of professional Caucasian woman

Title on Slide: Enterprise Administrator

Sub Title on slide: Highest level of access. The role can manage all students and administrators,

Slide text:

Centralized role at the Trinity Health System Office level.

Create and publish courses

Create assignments for system wide learning

Troubleshoot various problems submitted by Institution Administrators

Manage creating reports based on Trinity Health initiatives

Point of contact for all Institution Administrators

Invisible click box

The Enterprise Administrator

The role has the highest level of access.

 

Enterprise Administrators are responsible for managing HealthStream and performing task system wide. They create courses, student groups and assignments for the entire organization.

Key responsibilities include: monitor the database and virtual library.  Create job functions to be used for system wide assignments. They support the local HealthStream Administrators in problem-solving; collaborate with TIS and the vendor.

 

·       Narrative of the tasks that the administrator performs.

 

·       Participant will click next (forward) when ready to proceed.

Audio/Self-Paced  
Identify the Administrator roles Image of professional handicapped male

Title on Slide: Institution Administrator

Sub Title on slide: Highest level at Ministry

Slide text:

Works at the Ministry level

(Indent) Manages HealthStream Administrators

(Indent) Manages Students (Colleagues in HealthStream)

Create and publish courses for the Ministry

Create assignments for the Ministry

Troubleshoot various problems submitted by colleagues

Manages reports based on Ministry Level Initiatives

Invisible click box

Key responsibilities include database management, create assignments, create and publish courses, create student groups, grant administrator access, run reports for the Ministry, and troubleshoot problems for students in the Ministries.

 

·       Narrative of the tasks that the administrator performs.

 

·       Participant will click next (forward) when ready to proceed.

Audio/Self-Paced  
Identify the Administrator roles Image of professional diverse male

Title on Slide: Associate Administrator Full Access

Sub Title on slide: Adjunct role that assists the Institutional Administrator

Slide text:

Works at the Ministry level

Create and publish courses for the Ministry

Create assignments for the Ministry

Views and runs reports for the Ministry

 

 

Invisible click box

This role is an adjunct position to the Institution Administrator and is found in our larger Ministries. The Associate Administrator full access is most commonly responsible to create and publish courses and make assignments. They can perform most, but not all of the tasks associated with the Institution Administrator role. This role cannot grant Administrator privileges. For a comprehensive list of Administrator rights visit the HealthStream information page on Pulse.

 

So far, we have met an Enterprise Administrator, an Institutional Administrator and an Associate Administrator with full rights; the next role is the Education Office assistant.

·       Narrative of the tasks that the administrator performs.

 

·       Participant will click next (forward) when ready to proceed.

Audio/Self-Paced Used in Multiple choice question
Identify the Administrator roles Image of professional diverse female

Title on Slide: Education Office Assistant

Sub Title on slide: Assists Colleagues and HealthStream Administrators

Slide text:

Classroom administration

Enrolling and un-enrolling students

Publishing privileges

 

Invisible click box

The Education Office Assistant is most commonly found in the Education Department and assists colleagues and the HealthStream Administrator.

 

Key responsibilities include building learning activities and publishing courses.

 

The Education Office Assistant often assists the students when they need help with HealthStream, such as enrolling and un-enrolling in classes, when necessary.

 

They may also assist other administrators by registering colleagues for classes, grading classes or running reports.

·       Narrative of the tasks that the administrator performs.

 

·       Participant will click next (forward) when ready to proceed.

Audio/Self-Paced  
Identify the Administrator roles Image of professional diverse female

Title on Slide: Instructor/Scheduler

Sub Title on slide: Instructors manage classroom activities

Slide text:

Schedule classes

Registers students when necessary

Grade classes

No assignment privileges

 

Invisible click box

The Instructor/Scheduler role is generally assigned to educators and colleagues responsible for teaching live classes.

This role has the ability to create and maintain all classroom activities but they do not have the ability to build or publish courses.

The Instructor Scheduler will schedule classes, enroll students in classes, grade the class for attendance and will run the class roster for their class

 

 

Instructor/Schedulers often deliver classroom training.

 

Finally, let’s review the Staff Supervisor role.

·       Narrative of the tasks that the administrator performs.

 

·       Participant will click next (forward) when ready to proceed.

Audio/Self-Paced  
Identify the Administrator roles Image of professional diverse female

Title on Slide: Staff Supervisor

Sub Title on slide: Manages reports and registers colleagues for classes

Slide text:

Run reports

Register colleagues for classes

No assignment privileges

 

Invisible click box

The Staff Supervisor role will have just enough access in HealthStream to monitor course assignments and completions for their department. They have the ability to run reports, register and un-enroll colleagues within their departments for classes.

 

·       Narrative of the tasks that the administrator performs.

 

·       Participant will click next (forward) when ready to proceed.

Audio/Self-Paced  
Identify the Administrator roles – Sequencing quiz Slide Title: Sequence

Slide text:

Arrange the HealthStream Roles in Sequence showing most responsibility to least responsibility.

 

Instructor Scheduler

Associate Administrator Full Access

Enterprise Administrator

Staff Supervisor

Education Office Assistant

Institution Administrator

 

No Audio

(Typed Instructions) Arrange the administrator roles in sequence from highest to lowest responsibilities.

 

Two attempts are allowed –

Feedback:

·       Students will place the roles in a sequence from highest role responsibility to lowest responsibility    
  Slide Title: Multiple Choice

Slide Text:

Choose the best answer to the following: Trinity Health utilizes ______ Administrator roles.

 

¡  9

¡  3

¤  6

¡  4

 

No Audio

(Typed Instructions) Arrange the administrator roles in sequence from highest to lowest responsibilities.

 

Two attempts are allowed –

Feedback:

·       Students will select the answer for the question    
  Slide Title: True/False

Slide Text: The Institution Administrator role is the highest role present in the Ministries.

 

¤ A) True

¡ B) False

 

No Audio

 

Feedback:

     
  Slide Title: Multiple Choice

Slide Text:

Choose the best answer to the following: The Institution Administrator is the highest level of Administrator for the Ministries, when they need help they call on this role to assist them. The role is called the ___________.

 

¡  Education Office Assistant

¤  Associate Administrator

¡  Instructor Scheduler

¡  Staff Supervisor

 

No Audio

 

Two attempts are allowed –

Feedback:

     
  No Audio

 

Students will click next (forward) to move to the summary slide    
  Slide Text: Thank you In summary, you have been introduced to the six levels of HealthStream Administrators. The roles are vital to the learning management of all colleagues in Trinity Health.  We welcome you on the journey of serving our colleagues as you begin your role as a HealthStream Administrator. Students will close the eLearning.    

 

 

 

Content Outline

  • Introduction to HS Roles Module
    • Introduction to HS Roles – Role Pyramid
  • Roles Responsibilities
    • Each role is described

                                                  

Assessments:

  • Sequencing of the HS Roles
  • Multiple Choice of the number of HS roles
  • True False recalling hierarchy
  • Multiple Choice of roles to fill scenario

 


Module 6: Course Development

 

 

Classroom Course Roadmap

 

Jane Halstead
Jane.halstead@waldenu.edu
Business Owner: Renee Therrien

 

Course/Program Overview

The course, Course Development is a two-hour virtual classroom session that will teach participants how to add and develop courses in the HealthStream Learning Center (HLC). It will also teach the participant how to add course activities. The course is organized into three modules which include adding a course, adding learning activities and publishing the course. Course materials will include facilitator and participant guides along with a PowerPoint slide deck for presentation during instruction. The course is directed towards HealthStream Administrators, often new, who must manage courses at the institutional level.

 

Course Goal

As a result of this course, you will be able to:

  • Recognize Trinity Health naming conventions
  • Apply the steps to add a course
  • Apply the steps to add learning activities
  • Practice publishing a course

 

Target Audience

 

The target audience for this class has the following characteristics:

 

Role(s) in the organization: Example

HealthStream Administrators at the institutional level.

Past experience in the course subject matter: Little or no experience in this role.
Need addressed by taking the course: This course addresses an identified gap in skill and/or knowledge for the target audience with respect to managing departments and job titles in HealthStream.
Pre-requisite skills for taking the course:  Be able to navigate within the HealthStream Learning Center (HLC) in the Administrator role.
Time availability: 2 hours
Location: Delivered via WebEx

 

 

Estimated Course Duration

 

Total Class Time: 2 hours

This session is comprised of 3 lessons

Detailed Course Design

 

Performance Objectives: Slide (topic) Title: Tell and Show

How can I present the information so the learner achieves the objective?

Related Show Me How Module Involve

How will I give the learner the opportunity to practice the new material?

Timing Assessment

Question

Lesson 1: Course Review
  Lesson Overview and Objectives

Standard objectives slide.

1. Slide:        
  Instructor log in to the training database: www.healthstream.com/hlc/trinityhealthtraining

 

Adding an HLC Course Time: 3:15 Instructor will log in to the HS Training Database with the Login given to each student using hands on lab (dependent on the selection.)    
Introductions   Introduce Facilitator and Producer N/A N/A 1 min No
Class Norms Set the class norms N/A Ask students to respond to questions   No
  Lesson Summary          
Lesson 2: Course Development
  Briefly introduce the lesson on Course Development. N/A N/A    
  Lesson Overview and Objectives

Standard Slide

Highlight the learning path and focus on the bottom circle indicating the students are at the half-way point of the learning. N/A N/A    
  HS Course Development Objectives

 

Review the course objectives. N/A N/A    
Viewing the Course Properties Screen

Scenario: You have been approached by the nursing manager to create a course on Basic EKG. You will learn how to add this course to HS

Review the Course properties sheet

Show screen shot of the common properties view

When creating a course, it is important to plan out the creation of the course before completing the fields., For instance, you should have the course name determined ahead of time. and you Familiarize yourself with the Course Properties sheet.

(there is a sheet in the participant guide that defines all of the fields the admin will need to fill in)

 N/A Direct participants to the appropriate page in the participant guide. 5 min Yes
Understanding course naming conventions Naming Conventions

 

Course names must adhere to the authoring standards The naming conventions for our courses in HealthStream are found in the Trinity Health Authoring Standards document found in your participant guide. N/A Direct participants to the participant guide to view the authoring Trinity Health authoring standards 5 min yes
Discuss standards of course naming Information about courses Here are the key points about creating courses in the HLC:

·       Once created, a course may not be deleted, that is why it is important to understand the fields and be prepared before you create a course in HealthStream. If a course is created in error, you will have to retire the course so it does not appear in the student catalog.

·       If a course passes the inactivation date and a student tries to enter the course, they will receive an error message.

·       You cannot rearrange course activities after it is published.

·

  N/A 2 min yes
Create course common properties Show common properties Students will fill in the course common properties.

You will gain knowledge of naming conventions and learn what fields are necessary for successfully creating a course in the HLC.

 

 

N/A Students will log in to the training database and start to create a course. I will have to devise a plan that will allow all students to creating a course with different names

 

5 minutes  
Save the shell of the course Save message Students will save the course they created, they will look for the green banner signifying the creation was successful. N/A Students will save the shell of the course they have created. 1 min  
Review key points Facilitator will highlight the key points of course development. N/A Students will interact with the WebEx tools.    
Summarize the lesson objectives The facilitator will summarize the information from the lesson. N/A Students will interact with the WebEx tools.    
Adding Course Activities
  Adding course activities Students will learn about adding course activities N/A N/A 2 min  
Identify Learning activities

 

The course needs to have a job aid attached and posttest. During this lesson you will learn about the learning activities to accomplish those

Definition of Learning Activities Definition of Classroom Activities:

Learning activities are components of a course. Examples of learning activities include tests (including pre-tests), authored content, instructor-led classes, and learner evaluations.

·       Adding a course attachment – document, job aid or manual

·       Adding pre-test and/or post-test

·       Adding an evaluation

·       Adding a classroom activity – classroom

·       Adding SCORM eLearning activity

+ a LA 2:47

– a LA :25

+ an Authored LA 1:03

+ a classroom A 2:03

+ Test 11:08

test 1:00

–  Test :23

 test settings 4:28

Grant test override 1:21

+ evaluation 3:47

 evaluation:55

– evaluation :29

Have an interactive graphic with the students pointing to what is not a classroom activity 5 min yes
Adding Learning Activities in the course App Share adding learning activities

There will be a slide with each learning activity to guide the students.

Demonstration of adding learning activities.

Facilitator will add a classroom to the course

N/A Demonstration 10 min X
  Students will add Learning Activities after each Learning Activity is demonstrated. Students will add learning activities to the course they built N/A Hands on lab time 15 min yes
  Key Points Review Key Points. N/A N/A    
  Lesson Summary Overview of the lesson, discussing creating a course shell, adding learning activities and now we are ready to move on to publishing

 

N/A N/A    
Lesson Three: Publish A Course
  Lesson Overview and Objectives 1. Slide: Show slide of overview statement and lesson objectives. N/A N/A    
Previewing the course No Slide – students will preview the course they are creating You should preview your courses prior to publishing to ensure the course works the way you intended. Publishing a Course 4:40 Hands on lab time

 

Students will preview their course prior to publishing.

5 min Yes
Review the activity list No List Prior to publishing this is the time to review the layout of your classroom activities. You will not be able to rearrange course activities once you have published the course unless your re-version (which we will show you how to do in the next course) the course. N/A Hands on lab time

 

Students will review the activity list.

3 min yes
Highlight Publishing Options The standard form of publishing a course is using Quick publish. Ministries with multiple reporting entities may use Advanced Publish. N/A N/A    
Publish Course Screenshot of publishing window. You will publish the course as you are ready. This will allow the administrators assign the course or allow the student search for the course in the catalogue.

It will allow the instructors add classes to the calendar as well.

 

Facilitator will highlight the different types of publishing.

N/A Hands on lab time

 

Students will publish their courses

10 min yes
Highlight key points of publishing a course Review Key Points N/A N/A    
  Lesson Summary Slide: Show slide of objectives and brief summary of what was covered in course. N/A N/A 2 min  

 

Course Summary Wrap-up: We have now created a course in HealthStream. In the next module we will discuss the need to edit, republish, and reversion, a course
  • Questions and Answers
  • Thank you
5 Min

 

 

Content Outline

  • Course Creation pre-work
    1. Adding and manage existing categories
    2. Add and manage building resource types
    3. Add and manage buildings
    4. Add and manage resources
  • Course Development
    1. Naming conventions and standard information
    2. Default categories
    3. Add learning activities
      1. Common properties of learning activity
      2. Adding an authoring center learning activity
  • Adding SCORM learning activity
  1. Adding a course attachment
  2. Adding pre-test and/or post-test
  3. Adding an evaluation
  • Adding a classroom activity
  • Publish a course
    1. Different types of publishing
    2. Activity layout

 

Post-Course [modify as needed]

 

The learners will need to complete two items in order to receive credit for completing this course. These items and supporting documentation will be housed in HealthStream.

 

Learning Deliverables [modify as needed]

·       Participant Guide

  • Facilitator Guide
  • PowerPoint slide deck
  • Level 1 and level 2 post-training assessments in HealthStream

 

  • Course Evaluation (Level 1): There is a 5 question course evaluation that is used to gather feedback about the course content and delivery.
  • Comprehension Assessment: (Level 2): There will be a 3 question post-assessment that tests the participants on the objectives from the course. This post assessment will be housed in HealthStream.

 


  • Presentation Module

The learning solution I am presenting is a self-paced eLearning module that introduces the HealthStream Administrator roles to the students. It is important the students have access to this knowledge as they will be supporting the various roles. The eLearning is a narrated module with closed captions to be of assistance to the students. The students will move forward on their own time. The module will lead the learner into the subsequent learning modules. The eLearning was created using Captivate 9 software, Audacity for the audio, graphics were appropriated through my stock graphics from my work.

The second course covering Course Development. It is a two-hour virtually delivered synchronous facilitated course. The facilitator will introduce a concept and key stroke the systems training in a demonstration format. The students will have access to a training database. The students will then complete the steps on the training database using the participant journal to guide them through the steps. This will allow the students to have practice performing the tasks they will have to perform on the job. The Participant Guide will be a take away to enhance memory of the students.

The two-hour module was created using PowerPoint for the presentation portion of the module, LeaderGuide Pro is a template program which allowed me to create a Facilitator Guide to assist the facilitator in delivering the content. The program also allowed me to create the Participant Guide to assist the students when walking through the steps of creating and publishing the course.

In order to assess the learning knowledge transfer, the eLearning will there are multiple choice questions, true false questions and matching exercise. For the facilitated learning the students will receive an assessment in the form of an online assessment. Both courses will also contain a program assessment in the form of an individual course evaluation.

  • Assessment Materials

For the eLearning module, I have included multiple choice questions, the multiple choice questions “can more easily test higher-order learning” (Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2013), p. 281). I also am requesting the participants to recall the order of hierarchy of HealthStream Administrators by placing the roles in order from a mixed list. The participants will also complete a learner satisfaction survey in the form of the standard evaluation which is a learning activity of all courses for our organization. For the virtual delivered course there will be two forms of assessments; one in the form of a post-test that correlates with the learning objectives, the other is a standard evaluation which evaluates the learner satisfaction. The objectives were carefully thought out with Bloom’s Taxonomy in practiced, retrieved from http://www.nwlink.com/~donclark/hrd/bloom.html.


ELearning Assessment (administered within the eLearning)

 

1 Arrange the HealthStream Roles in Sequence showing most responsibility to least responsibility.

 

Instructor Scheduler (5)

Associate Administrator Full Access (3)

Enterprise Administrator (1)

Staff Supervisor (6)

Education Office Assistant (4)

Institution Administrator (2)

 

2 Choose the best answer to the following: Trinity Health utilizes ______ Administrator roles.

 

¡  9

¡  3

¤  6

¡  4

 

3 The Institution Administrator role is the highest role present in the Ministries.

 

¤ A) True

¡ B) False

 

4 Choose the best answer to the following: The Institution Administrator is the highest level of Administrator for the Ministries, when they need help they call on this role to assist them. The role is called the ___________.

 

¡  Education Office Assistant

¤  Associate Administrator

¡  Instructor Scheduler

¡  Staff Supervisor

 


ELearning Assessment 2

 

(1 = Strongly Disagree, 3 = Neutral, 5 = Strongly Agree)

    1 2 3 4 5
  Personal Impact          
1 Overall I am satisfied with this learning experience.

 

         
2 I have a good understanding of the concepts taught in the course.          
3 The learning activities contributed to my learning.

 

         
4 The material was presented in a manner that kept my attention.          
  Learning Experience          
5 The course technology worked correctly.          
6 The course technology helped my learning.          
7 The course was easy to navigate.          
8 I was able to focus on learning, not work demands, during the program/course.          
  Job and Organizational Impact          
9 What percentage of your new knowledge or skills do you estimate you will apply directly to your new job? Check only one:

 

¡  0%  ¡ 10%  ¡  20% ¡  30%  ¡ 40%  ¡  50%  ¡ 60%  ¡  70% ¡  80%  ¡ 90%  ¡  100%

10 On a scale of 0% (not at all) to 100% (extremely critical), how critical is applying the content of this class to your job success? Check only one.

 

¡  0%  ¡ 10%  ¡  20% ¡  30%  ¡ 40%  ¡  50%  ¡ 60%  ¡  70% ¡  80%  ¡ 90%  ¡  100%

11 I understand the connection between applying my learning and achieving important business goals.          
  Value          
12 I would recommend this learning experience to others.          
13 What suggestions do you have to make this learning experience more relevant to your job? Open Text Field – not required
14 If you experienced any technical difficulty with this course, please describe. Open Text Field – not required
15 If you rated any question a 3 or below, please comment and provide details. Open Text Field – not required

VCT Post-Test Questions (Administered prior to virtual classroom)

 

  1. Using the Trinity Health naming standards for a course at the corporate level, select the approved name of a course from the list below
    1. TH – Word 2016 Beginner Course
    2. TH Word 2016 – Beginner Course
    3. Word 2016 – Beginner Course
    4. Beginner Course – TH – Word 2016
  2. Veronica just set up a course that will be delivered to the students in person. What is the learning activity that she needs to attach to the course in order to accomplish this?
    1. SCORM learning activity
    2. Pre-test activity
    3. Evaluation activity
    4. Classroom activity
  3. When publishing a course, it is important to click on _____________, to ensure the course published successfully. (Choose the best fit)
    1. Confirm
    2. Go to Request Manager
    3. Save
    4. Continue
  4. It is up to the administrator to indicate what inactivation date the course should have. What is the correct time frame the administrator should choose?
    1. One Year
    2. Three years
    3. Two years
    4. Five years
  5. All of the items below are learning activities except: (select the correct answer)
    1. Post-test
    2. Evaluation
    3. Notes page
    4. Classroom
    5. eLearning
  6. Sarah has called you because she is getting an error message when she tries to work on an assignment in HealthStream. You ask her the name of the course, you go to the course properties sheet and look to ensure ____________ (fill in the blank) is current
    1. Published date
    2. Inactivation date
    3. Review date
    4. Birthdate

 


VCT Post – Course Evaluation

(1 = Strongly Disagree, 3 = Neutral, 5 = Strongly Agree)

    1 2 3 4 5
  Personal Impact          
1 Overall I am satisfied with this learning experience.

 

         
2 I have a good understanding of the concepts taught in the course.          
3 The learning activities contributed to my learning.

 

         
4 The material was presented in a manner that kept my attention.          
  Learning Experience          
5 The instructor(s)/facilitator(s) were effective.          
6 The instructor(s)/facilitator(s) were knowledgeable about the subject matter.          
7 The technology was conducive to learning.          
8 I was able to focus on learning, not work demands, during the program/course.          
  Job and Organizational Impact          
9 What percentage of your new knowledge or skills do you estimate you will apply directly to your new job? Check only one:

 

¡  0%  ¡ 10%  ¡  20% ¡  30%  ¡ 40%  ¡  50%  ¡ 60%  ¡  70% ¡  80%  ¡ 90%  ¡  100%

10 On a scale of 0% (not at all) to 100% (extremely critical), how critical is applying the content of this class to your job success? Check only one.

 

¡  0%  ¡ 10%  ¡  20% ¡  30%  ¡ 40%  ¡  50%  ¡ 60%  ¡  70% ¡  80%  ¡ 90%  ¡  100%

11 I understand the connection between applying my learning and achieving important business goals.          
  Value          
12 I would recommend this learning experience to others.          
13 What suggestions do you have to make this learning experience more relevant to your job? Open Text Field – not required
14 If you experienced any technical difficulty with this course, please describe. Open Text Field – not required
15 What feedback would you provide the facilitator(s)? Open Text Field – not required
16 If you rated any question a 3 or below, please comment and provide details. Open Text Field – not required  
  Custom Questions (per course/program, if appropriate)  

Other questions to discuss:

  • The program materials, including audio and visual, were accurate, relevant, and contributed to my learning.
  • If applicable, the pre-requisite requirements e.g. education and/or experience), and/or related advanced preparation e.g., self-study courses and/or pre-reading), contributed to my learning.

 


References

Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2013). Designing effective instruction (7th ed.). Hoboken, NJ: John Wiley & Sons, Inc.

Medina, John (2008), Brain Rules 12 Principles for Surviving and Thriving at Work, Home and School, Pear Press

Simonson, Michael, Smaldino, Sharon, Zvacek, Susan, (2015) Teaching and Learning at a Distance Foundations of Distance Learning Sixth Edition Information Age Publishing Inc.

Nair, Sindhu P. (2012)., Towards Understanding the Successful Learner: A Case Study of IGNOU Turkish Online Journal of Distance Education-TOJDE April 2012 ISSN 1302-6488 Volume: 13 Number: 2 Article 19

Bloom’s Taxonomy of Learning Domains (http://www.nwlink.com/~donclark/hrd/bloom.html)


Performance Management Impact Map: HealthStream Administrator Training

Key Skills and Knowledge

(Know this)

Important on-the-job Application Behaviors

(Do this)

Key Job Results

(Results)

Business Goals
·       Use the WebEx Tools

 

 

 

 

 

 

·       Respond to chat requests using the chat tool

·       Answer yes or no using the green check and red x

·       Identify various locations on the screen in response to the questions being asked

·       Log in to the HealthStream Training database

 

·       Success will be present when:

·       Students respond to the activities during the WebEx session.

·       Students will successfully log in to the HealthStream database.

 

·       Engaged Colleagues – Training is customized to Trinity Health
·       How to create courses in HealthStream Learning Center (HLC) System ·       Recognize course naming conventions

·       Create course common properties

·       Identify Learning activities

·       Add Learning Activities in the course

·       Success will be indicated by:

·       correct naming of the course

·       Learning Activities will open and react as intended.

·       Operational Excellence – the HealthStream Administrator will support colleagues in their regional assignments
·       Publish a course in HealthStream ·       Publish the course in the HLC ·       Successful completion will be evident by

·       course being assigned to students in HealthStream

·       Course may be found when searched in the catalog

·       Creating stewardship