storyboard patricia martinez instructional designer 11/23/2013 dett607 storyboard patricia martinez

Library Security, Crisis, and Emergency Preparedness

Training State of Maryland Public Library System

STORYBOARD

Patricia Martinez

Instructional Designer

11/23/2013 DETT607 Storyboard Patricia Martinez

2

Workplace Violence Awareness, Prevention, and Intervention Training is a required asynchronous

online training for all Maryland Public Library employees. The training is comprised of six

modules to be completed in fourteen weeks. Each module may include powerpoint slides, expert

training videos, and articles to support the learning process. This training will also include a group

project with an area for presentation and discussion. A blog will also be linked and open

throughout the training and after the training is complete to assist employees in sharing thoughts,

strategies, and ideas concerning the training topics. The goal is to prepare every employee to

prevent, defuse, and manage workplace violence.


Course Description

3

Course Description

The Cast of Characters

Resources

Applying Gagne’s 9 Events of Instruction

ARCS Model

Applying the ARCS Model

Vygotsky’s Zone of Proximal Development

Course Content

Leo Course Home Screen

Leo Content Screen

Course Tutorial and Introductions

Course Modules 1-6, Learning Objectives, & Assessment

References


Storyboard Content

4

TrainersA team of three trainers with

expertise in Emergency Preparedness and Homeland Security

Two assistant trainers to provide support to the instructors

SupportHelp Desk available 24/7



5

Learners All public library employees from the

State of Maryland Have experience with online training 20% are high school graduates 45% earned a Bachelor’s degree 30% earned a Master’s degree 5% earned a PhD Most have taken online training

courses in the past



6 11/23/2013 DETT607 Storyboard Patricia Martinez

Resources

Training Binder Learning Management SystemTraining tutorial and modules

Tech Support


Applying Gagne’s 9 Events of Instruction

1. Gain attention by introducing the training with a simulated video of a real-life violent situation at a workplace. This will demonstrate the relevance of the training course.

2. Provide learning objective by providing the learning goals at the beginning each module.

3. Stimulate recall of prior knowledge by having students create mind maps throughout the course for each module.

4. Present the material by presenting course material in chunks to avoid overload.

5. Provide learning guidance by providing clear instructions for all assessment activities and quizzes.

6. Elicit performance by working on a group project with coworkers from the same branch to be shared with all branches on their strategic plan of applying concepts learned in training course.

7. Provide feedback by providing specific feedback on participation and assessment activities to include quizzes.

8. Assess the performance by providing progress information, quizzes, and assessing final group project.

9. Enhance retention and transfer by creating mind maps throughout training and providing summaries at the end of each module for review before each quiz.

Gagné, R. M., Wager, W. W., Golas, K. C., & Keller, J. M. (2005). Principles of instructional design (5th ed.). Belmont, CA: Wadsworth/Thomson Learning.


ARCS Model Attention

Confidence

Satisfaction

Relevance

“The learner’s ATTENTION must be captured. The learner’s CONFIDENCE must be fostered. The learning content must have RELEVANCE for the learner. The learner’s SATISFACTION must be achieved.”

- A.1. Perceptual arousal- A. 2. Inquiry arousal- A. 3. Variability

- C. 1. Learning requirements- c. 2. Success opportunities- c. 3. Personal control

- R. 1. Goal orientation- R. 2. Motive matching- R. 3. Familiarity

- S. 1 Natural consequences- S. 2. Positive consequences- S. 3. Equity



Applying ARCS

Attention

• Gain attention through initial real-life video introduction

Relevance

• Modules, readings, and activities are relevant to learning objectives

Confidence

• Make objectives clear and provide examples of achievement

• Provide feedback

Satisfaction

• Survey before and after training is complete to measure satisfaction

Keller, J. and Litchfield, B.C. (2002). Motivation and performance. In R.A. Reiser & J.V. Dempsey (Eds.), Trends and issues in instructional design and technology (pp. 83-98). Columbus: Merrill Prentice Hall.

11/23/2013 DETT607 Storyboard Patricia Martinez 10

Vygotsky’s Zone of Proximal Development

Employees knowledge of

handling violent scenarios at work

must be increased.

Employees will gain skills on how to apply concepts

learned to maintain a safe

working environment.

Employees will gain experience by applying the

concepts learned in training to

everyday work life.

Driscoll, M.P. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson.

•Scaffolding


Course Content

• Introduce training and learning management system to employees.

Pre-Week 1

•Trainer, trainer assistants, and employee introductions•Module 1: Introduction to Violence in the Workplace•Watch intro video, read chapters 1-3, discussions, quiz

Week 2-3

•Module 2: Strategies to Diffuse Workplace Violence•Read chapters 4-6, watch 2 videos, discussions, quiz

Week 4-5

•Module 3: Active Shooter Preparedness•Watch training video, work as a group at branch to practice defense moves, discussions, quiz

Week 6-7

•Module 4: Policies & Safety Plans•Review policies and safety plans in binder chapters 7-9, discussions, quiz

Week 8-9

•Module 5: How to Debrief•Read chapters 10-11; watch simulation video on debriefing, practice with coworkers at branch, discussions, quiz

Week 10-11

•Module 6: Recognize, Respond, Report, and Repeat-4R's in managing violence in the workplace•Read chapters 12-14, discussions, quiz, final group assignment

Week 12-13

•Completer survey and share final thoughtsFinal Week 14


Leo Course Home Screen

Class news and announcements will be provided here.

Faculty information.Assignment alerts and unread messages will be listed here.

Important event announcements will be listed here.

This page helps gain students attention through providing up-to-date information and assignment alerts.


Leo Content Screen

Objectives for each module will appear in this section.

This pane will list the activities to be completed for each module.

Course content including the syllabus, instructional video links, group assignment rubrics, and quizzes

Provides information about the training and site LMS navigational instructions.


Leo ToolbarLink to discussion area

Contains information on assignments.

Contains links to the course manual, assessment scripts, and library.

Lists students in the class and their contact information.

Contains links to technical help.

Module reviews and quiz grades

15

LEARNING OBJECTIVE Identify, define, and describe various

types of violence in the workplace.

ASSESSMENT Employees will participate in group

discussions; Employees will complete a 10

question

multiple choice quiz which is automatically graded.


Module 1: Introduction to Violence in the WorkplaceLearning Objectives and Assessment


Module 1

Discussions:• What are some

examples of workplace violence?

• Does workplace violence only include acts between co-workers?

• Share some experiences of your own for discussion

Gagne’s Events of Instruction

1. Gain attention 2. Provide learning

objective 3. Stimulate recall of prior

knowledge 4. Present the material 5. Provide learning

guidance 6. Elicit performance 7. Provide feedback 8. Assess the performance 9. Enhance retention and

transfer

Module 1 presentation: • Overview of

Workplace violence

• Assigned chapters

• Quiz• Feedback

ARCS• A.2. Inquiry arousal• R.3. Familiarity• C.1. Learning requirements• S.2. Positive consequences

17

LEARNING OBJECTIVE Recognize behavioral warning signs of

violence in individuals and react proactively to diffuse potential situations. Demonstrate understanding of how to utilize de-escalation techniques.

ASSESSMENT Employees will participate in group

discussions; Employees will complete a 10

question



Module 2: Strategies to Diffuse and Deescalate Violence in the Workplace Learning Objectives and Assessment


Module 2

Discussions

• A patron is extremely upset about a fine and begins to yell and threaten you, what are some strategies you can use to calm the situation?

• Share an experience where you felt threatened. How did you handle it? Would you do anything different now?

• Practice the techniques learned in a group setting with your coworkers and manager.



objective 3. Stimulate recall of

prior knowledge 4. Present the material 5. Provide learning

guidance 6. Elicit performance 7. Provide feedback 8. Assess the

performance 9. Enhance retention and

transfer

Submit answers to quiz.

Module 2 presentation: • Video

simulating different scenarios and deescalating techniquesARCS

A.2. Inquiry arousalR.1. Goal OrientationC.3. Personal ControlS.2. Positive Consequence

19

LEARNING OBJECTIVE Videos: Interview with Head of

Emergency Preparedness, Surviving an Active Shooter Event;

Employees will participate in group discussions;

Describe steps to be taken if an active shooter is in one of the branches.

Demonstrate defensive moves

ASSESSMENT Employees will practiced defensive

moves (to be assessed by manager who will communicate with trainer);

Employees will complete a 10 question



Module 3: Active Shooter Preparedness Learning Objectives and Assessment


Module 3

Discussions:

• Discussion on best practices on preparing for assessment day.

• Employees will practiced defensive moves (to be assessed by manager who will communicate with trainer) and discuss their experience on discussion board






performance 9. Enhance retention

and transfer

•Take Quiz•Managers submit assessments on group training to trainer

Module 3 Presentation:•Watch Videos: Interview with Head of Emergency Preparedness, Surviving an Active Shooter Event.

ARCSA.1. Perpetual arousalR.2. Motive MatchingC.1. Learning RequirementsS.3. Equity

21

LEARNING OBJECTIVE Describe the policies and procedures

that can reduce the risk of violence and keep people safe.

Develop draft short strategic plan on how to handle violence in their library branch

ASSESSMENT Share draft short strategic plan on

how to handle violence in their library branch on discussion board;

Review assigned employee’s strategic plan on how to handle violence in their library branch (peer review)




Module 4: Policies & Safety Plans Learning Objectives and Assessment


Module 4

Discussions:• Share draft short strategic plan on how to handle violence in their library branch on discussion board;•Share how you would handle another peers scenario (at least one peer); why would you handle it the same/different way?

•Submit draft short strategic plan on how to handle violence in their library branch;•Review assigned employee’s strategic plan on how to handle violence in their library branch (peer review);•Submit quiz.

Gagne’s Event of Instruction applied:

1. Gain attention 2. Provide learning objective 3. Stimulate recall of prior

knowledge 4. Present the material 5. Provide learning guidance 6. Elicit performance 7. Provide feedback 8. Assess the performance 9. Enhance retention and

transfer

ARCSA.3. VariabilityR.2. Motive matchingC.1. Learning requirementsS.2. Positive consequences

Read assigned chapters.

23

LEARNING OBJECTIVE Describe debriefing policy and

techniques.

ASSESSMENT Employees will discuss and complete

practice scenarios with branch staff(to be assessed by branch manager who will communicate with trainer);




Module 5: How to Debrief after IncidentLearning Objectives and Assessment


Module 5

Discussions:•Discuss and complete practice scenarios with branch staff(to be assessed by branch manager who will communicate with trainer);•What ideas did you share about debriefing after an incident?•Is there anything that would add/subtract from the current policy? Why?






performance 9. Enhance retention

and transfer

ARCSA.3. VariabilityR.2. Motive matchingC.3. Personal controlS.2. Equity

•Read assigned chapters•Submit quiz•Managers submit assessments on group participation

25

LEARNING OBJECTIVE Define the 4 R's (Recognize, Respond,

Report, and Repeat) in managing workplace violence.

ASSESSMENT Employees will complete final short

strategic plan on how to handle violence in their library branch and place in discussion board




Module 6: Recognize, Respond, Report, and Repeat-4R's in managingviolence in the workplace.Learning Objectives and Assessment


Module 6

Discussions:•Provide peer feedback to at least one peer group presentation;•Would you change anything about their plan, if so, why?

Submit final group assignment



objective 3. Stimulate recall of prior

knowledge 4. Present the material 5. Provide learning

guidance 6. Elicit performance 7. Provide feedback 8. Assess the performance 9. Enhance retention and

transfer

ARCSA.3. VariabilityR.3. Goal OrientationC.2. Success OpportunitiesS.2. Positive consequences

•Read chapters


ReferencesDriscoll, M.P. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson.


Keller, J. and Litchfield, B.C. (2002). Motivation and performance. In R.A. Reiser & J.V. Dempsey (Eds.), Trends and issues in instructional design and technology (pp. 83-98). Columbus: Merrill Prentice Hall.

storyboard patricia martinez instructional designer 11/23/2013 dett607 storyboard patricia martinez

Documents