Module1 Assignment 2


Jane Halstead

Walden University


Susan Schnorr

EIDT 6910


HealthStream Administrator Learning

I work for a not for profit Catholic health care organization Trinity Health. My position with the organization began was a facilitator of computer programs. I transitioned to a position as an Instructional Designer as I started my journey to obtain the Master of Instructional Design through Walden. Working at a not for profit Catholic healthcare organization, there are many considerations that must be taken into account. We are an organization based on mission, vision and core values, in order to serve the underserved and uninsured. It is important for the all colleagues to work together to be stewards of all of our resources, including financial and personal resources including our colleagues. The organizations employees over 150,000 colleagues across the span of twenty-three state, reporting to hospitals, clinics and home care facilities referred to as Ministries.

Project Description and Goal Analysis                                                                         

The learning I have chosen to focus on is for new administrators for the learning management system called HealthStream to develop and publish courses in the HealthStream Learning Center (HLC). The current state of learning for the HealthStream Administrators is for them to attend a three-day learning program provided by the HealthStream vendor. This costs each Ministry an average of $4,000 per administrator, with each Ministry having at least two administrators. Trinity Health will focus on a core value of stewardship by bringing the HealthStream learning in-house. The curriculum is designed for new HealthStream Administrators, who have had no or little experience with working in the learning management system.

Working with the stakeholders, Renee Therrien, LMS Manager, D’Anne Carpenter, Talent Development Director and SME Candice Jones, the HealthStream Administrator learning is being brought in-house (needs analysis meetings held with stakeholders). Bringing the learning in-house will fulfill three goals. The first learning goal is to teach the new HealthStream Administrators the tasks they must perform to fulfill their job duties to create a course in the HealthStream Learning Center (HLC). This learning directly connects with our values of creating engaged colleagues. The second learning goal is to have the administrators add all of the learning activities needed for the course to be effective in delivering learning. The third learning goal is for the administrator to successfully publish the course to the HLC in order to be used for the colleagues of the organization.

One organizational goal is to create innovative learning to be delivered by our facilitators in order to be stewards of our organizations financial resources. The vendor learning will be modified to include customization and modularization of the learning. The second organizational goal is to deliver the learning through WebEx, a distance learning source to reach our colleagues in their geographically diverse population. Bringing the learning in-house will also create a stronger ownership of the learning to take place. The training team becomes a learning partner whose focus is determined to “drive the optimal business results (and not just training results); (Mooney, T., Brinkerhoff, R. O.; 2008).

Trinity Health designs learning using High Impact Learning principles introduced by Robert O. Brinkerhoff, as a tool to determine the impact of learning for the organization, the department, the team and finally the individual. Brinkerhoff’s concepts start with the organizational goals for the learning to be developed and then work backwards to the department or teams goals and finally to the individual’s objectives and how they can apply what they have learned. The information is shared with the learner to understand their impact not only on themselves but also their impact to the teams and ultimately to the organization. During the goal setting meeting we paid particular attention to the audience we will be affecting.

Learner Analysis

Trinity Health hires a diverse population to fulfill the positions needed. The colleagues will have a range of exposure to online learning. The colleagues will range from entry level colleagues to colleagues with various organizational experiences. The organization has a history of retaining colleagues through changing positions. The position also may host colleagues who will work the LMS administrator as a part-time colleague with other responsibilities. When designing the learning special consideration was taken in the fact that the students entering the curriculum will have little or no experience in the Learning Management System.

Technology is a very important aspect to the HealthStream Learning Administrator. During the screening process the technology capability and apprehension should be a vital aspect in the decision of the hiring of the administrators. Colleague readiness of importance of the tasks is a large part of the successful transfer of the knowledge in this learning process. The responsibilities of the position are great, in order to assist learning, rehearsal is built into the curriculum to assist all students. “Repeating information to oneself – aloud, subvocally (whispering), or covertly – is an effective procedure for tasks requiring rote memorization” (Ormrod, J., Schunk, D., & Gredler, M. (2009).

In order for the learning to resonate with the students, scenarios will be presented before each concept or set of concepts are taught. The real life scenarios will create a situation where the students may think through the processes they are about to embark. The students will then watch a demonstration related to the scenario and then go to the training database to repeat the activities. The demonstrations are chunked to short events so the students may retain the learning. “Audiences check out after 10 minutes, but you can keep grabbing them back by telling them narratives or creating events rich in emotion” (Medina, J, 2008).

The learning solution will allow the students to review the tasks through eLearning modules provided by the vendor prior to attending virtual classes utilizing WebEx technology. The virtual classroom will allow the student to connect during a synchronous learning event with the facilitator and the fellow students of the curriculum. To prepare the students an orientation will be delivered to help the students become familiar with the technology and tools they will need to participate. The goal is to ensure the use of the technology is not a deterrent to the learning taking place. “Blended or hybrid approaches are probably the most widespread applications of distance education” (Simonson, M., et al., 2015).

Contextual Analysis

HealthStream Learning Management System is a database which stores very important information containing the learning paths of all colleagues of Trinity Health. The system has the capability to run reports to ensure mandatory regulatory learning has been completed by all colleagues. Reports may be run for multiple levels from the enterprise level down to the individual colleague level. When learning initiatives for the Ministries are launched the HealthStream Administrator is vital in developing the courses and publishing them in HealthStream for all colleagues to gain access of the learning.

The biggest challenge the design team encountered when evaluating the learning solution is the geographical distance of the new HealthStream Administrators. The current learning solution, sending students to Nashville, is cost prohibitive to the Ministries, therefore the practice is to dump the new administrators in the role with no formal training. The thought is the colleagues could learn from others in the system. This type of learning leads to bad practices and often times rework for the new administrator. The proposed learning solution connects the students and facilitators and allows for the learning to occur without any added expense but time.

When modeling the learning from the current state, the design needed to be “retooled” (Simonson, M, et al., (2015), to accommodate the delivery method. As mentioned above the learning was developed using real-life scenarios that happen in the actual Ministries (information obtained from discussions with SME’s). This allows the students to work on actual case scenarios. Another consideration taken into account with the importance of the production database was to create a training database which mimics the actual production database, thus providing an authentic experience. This follows the concept of “a learner needs access to the tools and resources required to apply the skills” (Morrison, et al., 2013 p 63). Utilizing the training database gives the students the look and feel of the production database as they perform the tasks involved in developing and publishing a course in HealthStream.

Task Analysis

The responsibilities for the HealthStream Administrator are very significant. The actual curriculum that was built for the HealthStream Administrators incorporates every task the administrators will need to perform on the job. The tasks for each course in the curriculum are procedural for the majority of the responsibilities. “Procedural analysis is used to analyze tasks by identifying the steps required to complete them” (Morrison et al., 2013 p. 80). For the purpose of this course I am focusing on the orientation, highlighting administrator roles as well as one course called Course Development. When creating this learning it was important for the designer to map (see appendix page 12) the tasks required to complete the successful development and publishing of a course in HealthStream. This will be the guide the designer will use to create the Facilitator Guide and the Participant Guide. The tools that led me to completing the maps are found in Designing effective instruction (7th ed.) (Morrison et al., 2013) . The questions played an important part in designing this learning.

  1. What does the learner do?
  • Identify the action in each step that the learner must perform.
  • These actions are either physical or mental.
  1. What does the learner need to know to do this step?
    • What knowledge?
    • What does the learner need to know about the location or orientation of the components that are part of this step?
  1. What cues inform the learner that there is a problem, the step is done correctly, or a different step is needed? (Morrison, et al 2013 Pg. 80 – 81)

The maps led to the design document being created in order to meet with the business owner for approval of the learning to be created. The design document, found in the appendix (pages 13-23) is a guide to the designer for the purpose of development. In the document you will find the proposed scenarios and high level task direction, anticipated facilitation timing is also noted in the document.

In order for the learning to be considered successful, the student will complete all steps to develop and publish course in the HLC. The students will successfully add all of the information necessary for courses including common properties, course attachment, classroom template attachment, post-test, and evaluations. The students will then publish the course to be used in assignments and reporting. The process has a definite path that must be followed in order for the courses to be published correctly.

Instructional Objectives

During the needs analysis it was determined to bring the learning in-house to save the organization money (conversation with D’Anne Carpenter, August 2015). In the past I found it hard to write learning objectives for systems training. The reference material during the Instructional and Advanced Instructional Design classes as well as the reference for this learning module helped me reframe how I can write the learning objectives. The opening pages of Chapter 5 Designing Effective Instruction helped to focus on the writing of the learning objectives (Morrison et al., 2013). The questions found on page 101, helped form the learning objectives which were written for the course.

“What is the purpose of this instruction?

How can learners demonstrate their understanding of the material?

Don’t instructors know what needs to be taught in a course?

What types of content and performance are specified in the objectives?” (Morrison et al. 2013 pg 101)

The purpose of the learning is not to simply bring the learning in-house. The learning is needed to teach the new administrators the concepts and tasks needed to be completed for the job duties. While I have had experience writing objectives using Bloom’s taxonomy, the reading gave me a better understanding of the three objective domains. The Course Development course was designed for the students to have practice in a training database as well as responding through chat and verbally in the WebEx platform, thus utilizing all three instructional domains.

The objectives written for the course are found in the High Impact Learning document found in the appendix page 24


After watching the orientation demonstration students will complete the following:

  • 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

Course Development

After watching course development and publishing demonstrations students will complete the following:

  • Recognize course naming conventions
  • Create course common properties
  • Identify Learning activities
  • Add Learning Activities in the course
  • Publish the course in the HLC


The pattern of learning for the curriculum is to facilitate the concepts for the section, demonstrate the steps to take to perform the task then have the students go to the training database and perform the same steps. Another form of reinforcement of learning will be assessed through post-test quizzes “quiz which requires the learner to apply the content in order to learn it (Morrison, et al., 2013).

Instructional Sequencing and Strategies

The learning strategy is to embrace distance learning to reach all of the geographically diverse locations. Working through the ADDIE process led to decisions as to the best learning intervention. The students will attend an orientation to accomplish two goals 1. set expectations of what is expected of them in learning this curriculum and 2. Show them how to use the online learning tools. This strategy is an anticipated need which was decided by interviewing current HealthStream Administrators (Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2013). Working through the ADDIE process lead to decisions as to the best learning intervention. The proposed learning is to use a flipped classroom approach where the new administrators will be held accountable to learn concepts and strategies through Show Me How videos that are assigned through the Learning Management System. “The flipped classroom model is part of a larger pedagogical movement that overlaps with blended learning, inquiry-based learning and other instructional approaches and tools that are meant to be flexible, active and more engaging for students.” (NMC, Horizon Report: 2015 Higher Education Edition)

The new administrators will then attend virtually delivered classes using WebEx. They will be given training ID’s and gain access to a Training database that mimics the production version of HealthStream. “After understanding what and why, practicing in a safe environment helps learners to experiment and fine-tune their skills” (Tan, W; Yam, Lee Kang, 2017). The tasks are defined by the database therefore the sequencing has been pre-defined by the environment.

When creating the learning solution, stakeholders including the business owner, Director of Talent Development, students and facilitators were all taken into account. The process was vetted through meetings, dress rehearsals, train the trainer sessions and finally pilots. The information gathered through the class and experience have all been taken into consideration as well.




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

Tan, Wendy, Yam, Lee Kang (2017). At the Intersection of Pedagogy and Technology
Retrieved from

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson

NMC, Horizon Report: 2015 Higher Education Edition, The New Media Consortium Publications:

Mooney, Tim & Brinkerhoff, Robert O. (2008) Courageous Training Bold Actions for Business Results, Berrett-Koehler Publisher, 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.


HealthStream Project Map

HealthStream Course Development Map


Module 6: Course Development

Classroom Course RoadmaP



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:

  • add a course to the HealthStream Learning Center.
  • add learning activities to the course that they created in the previous lesson.
  • Publish the course to the HLC for use in assignments


Target Audience


The target audience for this class has the following characteristics:


Role(s) in the organization: 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

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


Lesson 1: Course Review
  Lesson Overview and Objectives 1. Slide:        
    Instructor log in to the training database:


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.)    
Housekeeping TBD

E.g., Be fully present, engaged, check your tech, eLearning pre-work expectations

Briefly review housekeeping topics. n/a n/a 1 min No
  Lesson Overview and Objectives 1. Slide: Show slide of overview statement and lesson objectives.        
  HS Curriculum Overview          
  Lesson Summary          
Lesson 2: Course Development
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 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.


  na 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  
  Adding course activities Students will learn about adding course activities 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 Demonstration of adding learning activities.

Facilitator will add a classroom to the course

  Demonstration 10 min X
  Students will add Learning Activities Students will add learning activities to the course they built   Students will add

  • Course attachment
  • Classroom Template
  • Post-test
  • Evaluation
15 min yes
  Lesson Summary Overview of the lesson, discussing creating a course shell, adding learning activities and now we are ready to move on to publishing


Lesson Three: Publish A Course
  Lesson Overview and Objectives 1. Slide: Show slide of overview statement and lesson objectives.        
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 you re-version (which we will show you how to do in the next course) the course.   Hands on lab time


Students will review the activity list.

3 min yes
Publish Course Screenshot of a saved course (Green Bar message) 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.

  Hands on lab time


Students will publish their courses

10 min yes
  Lesson Summary Slide: Show slide of objectives and brief summary of what was covered in course.     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 a course attachment
  1. Adding pre-test and/or post-test
  2. Adding an evaluation
  3. 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.


  • 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.

Learning Deliverables [modify as needed]

·       Participant Guide

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





Performance Management Impact Map: HealthStream Administrator Training

Key Skills and Knowledge

(Know this)

Important on-the-job Application Behaviors

(Do this)

Key Job 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