Developing Technologybased Training: Basics of Tobacco Control

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Developing Technology-based Training Basics of
Tobacco Control

• Tobacco Technical Assistance Consortium
• Dearell Niemeyer, MPH
• Jane Trowbridge, RN, MPH, CHES
• Lisa Carlson, MPH, CHES

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Learning Objectives

• Identify the training purpose and target user
  characteristics
• Describe the process used in the development of
  the Basics of Tobacco Control technology-based
  training
• Describe how the interface design benefits the
  user
• Describe the content and technical challenges and
  the lessons learned from the development process

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What is Technology-based Training?

• Computer-based learning
• Individualized interaction through electronic
  devices to access, transmit or receive
  information, guidance or support
• Multi-media options with hardware and software
  requirements

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Purpose of Technology-based Training Basics of
Tobacco Control

• Provide a basic introduction to tobacco control
• Provide easy access to tobacco control resources
• Clarify many of the complex tobacco control
  issues for new employees
• Address tobacco control for priority populations
• Use theory-driven instructional design

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TTAC Development Team

• Executive Director
• Operations Director
• Development Coordinator
• Content Development Team
• Technology Production Team
• Instructional Designer

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Process for Developing Basics of Tobacco Control

• Analysis
• Design
• Development
• Implementation
• Evaluation

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Analysis User Characteristics

• New employees to tobacco control
• Employees at State, local, or grantee level
  tobacco control programs
• Varied public health experience
• Diverse educational preparation
• Varied computer capability
• Varied availability of technology

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Technology Is Available, Though Underutilized
States Grantees
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CD-ROM is the Biggest Opportunity
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Design

• Materials
• Learning objectives
• Adult Learning Theory
• Methods to engage adult learner
• Delivery
• Interface
• Navigation
• Look and feel
• Color palette
• Screen arrangement

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Development Key Decisions

• Content
• What to leave in or leave out
• Whether to adjust content to speed development
• Whether to use external with internal reviewers
• Technology-based Production
• Use internal production team or outsource
• Multi-media
• Minimum user requirements

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Content Development Inputs

• Experts
• Tobacco control expertise
• Literature
• CDC OSH
• Reviewers
• Interviewees
• Audience
• Needs assessment results
• Priority populations representatives
• Work group

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BOTC Content
Introduction Terms Evolution MSA Partners
Foundation Social change Population Based
Advocacy Goals/objectives
Science Documents Hazards Prevalence Industry
Resources Glossary Documents Links
Evaluation Assessment Usability
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Technology Development Inputs

• Theory
• Adult Learning Theory
• Instructional Design
• Multimedia principles

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Technology Development Inputs

• Personnel
• Instructional Designer
• Content
• Needs Assessment Results
• Review of Examples
• Storyboards
• Multimedia
• Budget

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Multimedia Development Inputs

• Computer Media Specialists
• Equipment
• Hardware
• Software
• Construction Macromedia Director, Version 8.5
  Macromedia Flask MX Version
• Video Adobe Premiere
• Graphics Adobe Photo Shop
• Digital Video Acquisition Tools Digital camera,
  Lighting, Audio

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Developmental Challenges

• Content
• Accuracy of content
• Time for development
• Cultural diversity of users
• Engaging writing style
• Time for multiple reviews revisions
• Referencing material
• Readability

• Technology
• Navigation program
• Interactive design
• Time for development
• Beta testing
• Graphics search permission
• Multi-media
• Graphics
• Videos
• Audio

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Implementation Adult Learning Theory

• Adult learners
• Bring past rich experience and expertise
• Are performance-oriented
• Move to self-directness at different rates
• Benefit from experience
• Readiness depends on real-life expectations
• Source Knowles, M. (1989). Making of an Adult
  Educator. First Edition.

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Implementation Adult Learning Theory (continued)

• CD-ROM format allows user to work at their own
  pace
• Designed for individual learning
• User Driven
• Glossary Site Map
• Content layers Basic and More available
• Resources and examples
• Worksheets

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Implementation Usability

• Navigation allows for quick and easy access to
  resources, information and sources
• Dialog boxes access definition of terms within
  context of content
• Glossary is always available
• Site map for easy topic location
• Multiple navigation buttons
• Easy access to external resources

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Implementation Different Learning Styles

• Content enhanced with multimedia text, video,
  audio
• Ability to turn audio on/off
• Repeat audio allows for those who need more time
  with screen media
• ADA accessible Text, Audio
• Ability to print out files
• Self-assessments for each module

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Implementation Different Environments

• Separate navigation button to turn audio off for
  public work environments
• CD-ROM designed to open and run the program
• Computer screen is still available to permit
  quick access to other programs

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Evaluation

• Content
• Expert reviews
• Cultural appropriateness by priority populations
• Technology
• Beta testing navigation
• Assessment
• Modules
• Summative
• User experience

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Evaluation (continued) User Experience

• Engagement appeal
• Knowledge and skills acquired
• Application of knowledge and skills
• Impact of use

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Lessons Learned

• Develop all content prior to beginning production
• Development, production and review take time
• Choose navigation options, palette, and look at
  the beginning of the process
• Clear sign-off process must be in place
• Multi-disciplinary teams must clarify terms/
  roles
• Open, clear, and frequent communication needed
  within/ between development production teams
• New technologies can greatly enhance training
  opportunities

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www.ttac.org