Presentation by Mr. Adam Rahman from KNUST Dept. of Communication Design on instructional design models and principles for OER. Given in February 2011 at University of Michigan and August 2011 in Kumasi. CC BY NC SA Adam Rahman

1. Adam Rahman UMAPS Scholar (2010-2011), Medical School, Univ. of Michigan Lecturer, Dept. of Communication Design, KNUST, Ghana Unless otherwise noted this content is licensed under CC BY NC SA 3.0: http://www.creativecommons.org/licenses/by-nc-sa/3.0/ KNUST OER INSTRUCTIONAL DESIGN FRAMEWORK: MAKING THE CASE FOR THE ADOPTION OF THE ADDIE MODEL AND MAYER ’ S PRINCIPLES OF MULTIMEDIA INSTRUCTIONAL DESIGN

2. GHANA Constitutional Presidential Republic President : Prof. John Atta Mills Vice President : John Dramani Mahama Speaker of Parliament : Joyce Bamford-Addo Chief Justice : Georgina Theodora Wood Facts Total Area : 238, 535km 2 (92, 098 sq. mi) Total Drainage : 3.5% Population : 2010 Estimates- 24, 233.431 Population Density : 101.5/km 2 (258.8/sq. mi There are 11,801,661 males and 12,421,770 Females. This suggests that males make up 48.7 percent of the population while females constitute 51.3 percent. Total GDP : 2010 Estimate-$38.143 Billion Per Capita Income : $1, 600 Map: Public Domain, from Wikipedia

5. INTRODUCTION Since the latter part of 2008, there has been a systematic growth in the development of Open Educational Resources (OER) in Health Science Education in Ghana and, in particular, at the Kwame Nkrumah University of Science and Technology (KNUST), Kumasi. The developments of these OER lesson modules, openly licensed under the Creative Commons Attributions License, are expected to enhance the activities of teaching, learning, and research. OER are teaching, learning and research resources that have been released under an intellectual property license that permits their free use or re-purposing by others . Open educational resources include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials or techniques used to support access to knowledge. Keywords: OER, ISD, Multimedia Learning, ADDIE

6. BACKGROUND Health OER in Ghana “ The Kwame Nkrumah University of Science and Technology (KNUST, est. 1952) is the second largest university in Ghana with 23,000 students. The College of Health Sciences is responsible for training many healthcare workers in Ghana. Like many sub-Saharan African countries, Ghana struggles with low doctor to patient ratios. There are only 0.15 doctors and 0.92 nurses, per 1,000 Ghanaians, which is well below the World Health Organization ’ s recommendation of 2.0 doctors and 2.5 nurses. In 2008, KNUST and UG entered into a partnership with Ministry of Health (MOH), University of Michigan (U-M), and the Bill and Melinda Gates Foundation to strengthen human resources for health education and healthcare professionals. ” [1] “ The College of Health Sciences (CHS) is the first of KNUST ’ s six colleges to launch an OER initiative supporting the production and use of Open Educational Resources (OER). ” [2] Excerpts from: [1] Information and Communication Technology Infrastructure Analysis of Kwame Nkrumah University of Science and Technology and University of Ghana . CC BY K.L. Omollo, University of Michigan. [2] Growing an Institutional Health OER Initiative: A Case Study of the Kwame Nkrumah University of Science and Technology , CC BY K.L. Omollo, University of Michigan.

9. OBJECTIVES In addressing these concerns, this paper makes the case for the following 1.Adoption of a modified form of the popular Instructional System Design (ISD), model, the ADDIE model. ADDIE is an acronym, which stands for Analysis, Design, Development, Implementation, and Evaluation. The structured phased approach of the ADDIE model creates a dynamic, flexible guideline for building effective training and e-Learning programs. This model would take into consideration the characteristics of the KNUST learning environment, learners, content providers and instructional materials, ultimately promoting a quality assurance orientation 2. The use of instructional design methods, based on principles derived from the Cognitive Theory of Learning or Multimedia Learning , arguably, would meet the aspirations of pedagogy and enhance the learning experience through well-designed instructional lesson modules.

12. Morrison/Ross/Kemp ISD Model Source of Adaptation Unknown UNDERLYING PRINCIPLE

13. Dick and Carey Systems Approach Model Image CC BY SA Wikipedia UNDERLYING PRINCIPLE

15. The traditional ADDIE model, as already indicated, is an acronym standing for Analysis, Design, Development, Implementation, and Evaluation . UNDERLYING PRINCIPLE

20. Criticisms of The Addie Model Drawn a lot of criticisms. Tripp and Bichelmeyer (1991) argue that the model does not take advantage of digital technologies that allow for less-linear approaches to instructional design. Jack Gordon and Ron Zemke (2001) - ISD is too slow and clumsy to meet today ’s training challenges, Used as directed, it produces bad solutions, too time-consuming. Nevertheless, the classic ADDIE Model continues to be used as a basis for other models and still extensively relevant in many spheres of endeavour. For the purposes of this paper, the ADDIE instructional design system will be used. Frequently, however, the ISD model is used together with instructional design methods to ensure effective development of instructional materials for learners. UNDERLYING PRINCIPLE

25. METHODOLOGY Bus photo from SOS Sahel exhibit by Roberto Neumiller removed. Original at http://www.sahel.fr/profile/PhotoAlbum4/bus.jpg .

27. METHODOLOGY Image CC BY NC SA Adam Rahman Words Pictures Multimedia Presentation Senses Ears Eyes Working Memory Sounds Images Selecting words Selecting images Long-Term Memory Prior Knowledge Integrating Organizing words Organizing images Verbal Model Pictorial Model Cognitive Theory of Multimedia Learning

29. METHODOLOGY Temporal Contiguity Principle - People learn better when corresponding words and pictures are presented simultaneously rather than successively. These principles (1-5) help minimise extraneous cognitive processing. Segmenting Principle - People learn better when a multimedia lesson is presented in user-paced segments rather than as a continuous unit Pre-training Principle - People learn better from a multimedia lesson when they know the names and characteristics of the main concepts. Modality Principle - People learn better from graphics and narration than from animation and on-screen text. Principles 6-8 help manage essential cognitive processing.

30. METHODOLOGY Video CC BY NC Cary Engleberg

32. Still photo from a surgical video METHODOLOGY Image CC BY NC Cary Engleberg

34. CONCLUSION & RECOMMENDATIONS It is recommended that further studies be conducted on the Needs Assessment of KNUST Health OER lesson modules , and the Role of Students and Advocacy in contributing to the growth of Health Science OER in Ghana . THANK YOU