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Running head: USING TECHNOLOGY TO
Using Technology to Effectively Analyze, Evaluate, and Assess Instruction
Shelia Payne
EDU 697 Capstone Project Approach
Instructor: Anthony Valley
August 08, 2016
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Using Technology to Effectively Analyze, Evaluate, and Assess Instruction
Evaluation and assessment of an activity describes what it is and why it is we need to
learn a particular instructional material, assessment the process of gathering evidence or results
of what skills the learner has acquired or can do (Newby, Stepich, Lehman, Russell, &
Ottenbreit-Leftwich, 2011). The basic principal falls under the category of
objectivism/behaviorism; when a specific response follows an activity, learning usually occurs.
Instruction is followed by consequences and a strengthening of learned behavior (Dabbagh, 2002
- 2004). After discerning what your objectives are for the activity or program, analysis must be
observed prior to using, during, and after the activity to make sure that all objectives can be, will
be and have been met. The activity I have chosen to redesign is a class in cardiac auscultation.
Cardiac auscultation is the hemodynamic diagnosis of normal vs abnormal heart sounds listened
to with medical devices; such as, stethoscopes, heart sound monitors, and microphones. I will
make technological changes to my initial assignment utilizing PLO 6; technology resources to
facilitate effective assessment and evaluation and PLO 7; Utilize technology to collect and
analyze data, interpret results, and communicate findings. Even though a program or activity has
a good outline, evaluating the material and continuous assessment are needed to show reliable
and relevant information sources and a full understanding that the program or activity is meeting
the needs of the students.
An Instructional Design for a Class in Cardiac Auscultation
To design an Absorb, Do and Connect activity for the Department of Health Services in
Cardiovascular Testing, we must first perform a training needs analysis assessment that answers
several questions. Next, we will identify the goals of the program and school, then identify the
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audience for which the program will be created. The activity will consist of learning how to
distinguish abnormal heart sounds through auscultation activities.
Change - We will evaluate a online assessment of information through the use of a medical
system program that requires a student to listen to a heartbeat and determine which is the first
and second heart sounds and how do they correspond a simultaneous EKG.
The training needs analysis assessment will answer the following questions:
1. What do you know?
2. What do you want to know?
3. What are you trying to measure, determine, or define?
4. How will you collect and record information?
5. Are all interested groups included in planning and conducting the needs assessment?
What do you know?
This is a learning institute, a community college designed to education young adults and
prepare them to enter the work place with an associate’s degree in Cardiovascular Technology.
We know that there are prerequisite prior to entering this activity which include medical
terminology, anatomy and electrocardiography (Bottom-Line Performance, 2013).
Change – In order to utilize technology for pre-evaluating the student’s prior knowledge
skills, the students must have a pre-requisite class on EKGs and abnormal heart disease. Then,
the student plays the game of guessing the correct abnormality for the heart sound.
What do you want to know?
The goal of these activities will be to recognize and become proficient in determining the
normal from abnormal hemodynamics of the heart through auscultation (heart sounds). We also
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want to become knowledgeable in utilizing the correct stethoscope instrument when listening to
lower and higher decibel heart sounds.
Change – The students will have a quiz on instrumentation knowledge for stethoscopes, heart
monitors, and microphones. This sort of assessment will assess the students’ knowledge of
cardiac instrumentation and if they do not know the information, we will re-assess the relevant
chapters in the text book to enhance their knowledge.
What are you trying to measure, determine or define?
We will be able to time the intervals between the four components that make up the heart
sounds and determine the hemodynamic events of the cardiac cycle.
Change – online assessment will contain matching of heart sound vocabulary to disease patterns.
Completion of short answers that recalls short amounts of information. The results are
administered directly after completion of the assessment; this determines if additional study is
required.
How will you collect and record information?
The activity will contain a continuous electrocardiogram that will advance from left to
right on the screen while a recording of a phonocardiogram also runs beneath the EKG to better
define the timing of the cardiac cycle. In the interim, the student will simultaneously hear the
rhythmic sounds of the four components of the heart sounds as each valve closes and depending
on the disease state, the abnormality of opening the semi-lunar and atrioventricular valves.
Change – After assessments are taken, the mean, median, mode and average is placed into an
excel spreadsheet to determine if this program is valid and should be used as part of this program
(Newby, Stepich, Lehman, Russell, & Ottenbreit-Leftwich, 2011).
Are all interested groups included in planning and conducting the needs assessment?
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This absorb, do and connect activity is a new way of teaching auscultation to students in
the program. The faculty, Health Careers Administration and the Cardiovascular Department
Manager are all stakeholders in improving the curriculum which has an effect on increased
student admission and retention within the program (Curran, 2012).
In the end, a pre-training needs analysis and assessment is a required part of the process
for instructional design, each part of the program must be analyzed and made sure of its
relevancy and reinforcement of learned behaviors. Even though a program or activity has a good
outline, evaluating the material and continuous assessment are needed to show reliable and
relevant information sources and a full understanding that the program or activity is meeting the
needs of the students.
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Absorbing
watching a tutorial
studying the places to listen to heart
sounds
Doing
Listening and watching the monitor
to heart sounds
Visualizing the EKG and
Phonocardiogram
Placing the stethoscope in the
correct places on the chest
Doing
Deciding and answering
the questions
Connecting
Evaluating the Case
Studies
Quiz on abnormal and
normal heart sounds
Areas that need
improvement
(Horton,
2012)
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References
Bottom-Line Performance. (2013, August 27). Training Needs Analysis Worksheet. Retrieved
from Bottom-Line Performance: www.bottomlineperformance.com
Curran, J. (2012, March 16). A Really Simple Learning Design Framework. Retrieved from
Designed for LearningDesigned for Learning: http://www.designedforlearning.co.uk/areally-simple-learning-design-framework/
Dabbagh, N. (2002 - 2004). Instructional Design Knowledge Base Select Instructional
Models/Theories to Develop Instructional Prototypes. Instructional Technology.
Newby, T. J., Stepich, D. A., Lehman, J. D., Russell, J. D., & Ottenbreit-Leftwich, A. (2011).
Educational Technology for Teaching and Learning (4 ed.). (K. V. Canton, Ed.) Boston,
MA: Pearson.
Payne, S. (2015). An Instructional Design for a Class in Cardiac Auscultation. Ashford
University, Education - MATLT. EDU 652 Instructional Design and Delivery.