Course Profile:
Introduction to Brightspace for Medical Device Reprocessing Technician Students
LINK TO ADDIE
Course Overview
This course is designed to introduce new medical device reprocessing (MDRT) students to the Brightspace Learning Management System (LMS). The course equips learners with the fundamental skills needed to navigate Brightspace, access course materials, submit assignments, participate in discussions, and complete online assessments.
Target Student Population & Demographics
- Intended Learners: New students enrolled in the Medical Device Reprocessing Technician (MDRT) program.
- Age Range: Typically 18–40 years old.
- Educational Background:
- High school graduates (Grade 12 education required).
- English proficiency required: IELTS Band 6.5 overall (with a minimum of 5.0 in each component).
- Many students are English as an Additional Language (EAL) learners, necessitating additional support and accessibility considerations.
- Current Skill Level:
- Little to no prior experience with medical device reprocessing.
- Varying levels of familiarity with online learning platforms and technology.
Course Format
- Delivery Mode: Online Learning with LMS
- Online (Asynchronous) via Brightspace for instructional content, discussions, quizzes, and assessments.
- Pacing: Self-paced with structured deadlines for assignments and discussions.
- Instructor Support: Available through discussion forums, email, and scheduled office hours.
Course Toolset
- Learning Management System: D2L Brightspace (hosted by the institution).
- Instructional Tools:
- Video tutorials and step-by-step guides on using Brightspace.
- Interactive H5P practice activities for LMS navigation.
- Downloadable PDF resources for offline access.
- Communication Tools:
- Announcements via the Brightspace newsfeed.
- Email and discussion forums for student-instructor and peer interactions.
- Assessment Tools:
- Brightspace quizzes and exams.
- Assignment submissions through Dropbox.
- Discussion board participation.
Course Content & Learning Objectives
Primary Learning Objectives
Upon completing this course, students will be able to:
- Log into Brightspace and access their course dashboard.
- Navigate key sections of Brightspace, including Learning Outcomes, Calendar, Newsfeed, and Exam Sections.
- Submit assignments through the Dropbox feature.
- Engage in online discussions by making posts and responding to peers.
- Complete an example exam within Brightspace to simulate actual course assessments.
Assessment Strategies
- Formative Assessments:
- Creating Instructional Guides for Fellow Students
- Summative Assessments:
- Complete an interactive tutorial with hotspots.
- Participate in a peer review of discussion posts.
- Complete an auto-graded sample quiz.
Self-Assessment & Reflection:
- End-of-course survey to gather feedback on student learning and experience.
Considerations for Common Concerns
Low Bandwidth & Device Accessibility
- Course materials available in multiple formats (video, text/transcript).
- Mobile-friendly design for students accessing Brightspace via smartphones.
- Alternative submission methods for students with connectivity issues (e.g., email submissions in emergencies).
EAL Learners & Language Barriers
- Simple and clear language used throughout the course materials.
- Visual aids and step-by-step instructional videos.
- Glossary of common LMS and technical terms.
Attendance & Engagement Concerns
- Asynchronous format allows flexibility for students balancing work or family responsibilities.
Cultural & Socioeconomic Considerations
- Inclusive content design to accommodate diverse backgrounds.
- Encouragement of peer collaboration for future student’s learning experiences.
Rationale for Course Design Choices
The design of this course is centered on accessibility and student success, particularly for EAL learners and those with limited digital literacy. The asynchronous approach offers for support while allowing students the flexibility to engage at their own pace.
By focusing on essential LMS skills and providing step-by-step guidance, the course aims to build confidence and competence in using Brightspace, setting students up for success in their MDRT program.
I want the student to work through the different task and accomplish them or make mistakes with out any repercussions, the idea is low stake opportunities to learn.
Utilizing the theory of UDL, the final assignment is for the student to create, a piece of work that would explain to a future student on how to complete one of the tasks they completed in this course. I am working with the idea that they can use their native language for some or all the content. My hope is that these projects could come together as a database in multiple languages to service future students.
Although I am creating this for my class. None of the content is specific to it, and this course could be borrowed and used in any program in my organization
I really appreciate the thoughtful design behind the Introduction to Brightspace course. The focus on accessibility, especially for EAL learners, and your use of low-stakes learning opportunities is fantastic. The flexibility of the self-paced, asynchronous format will allow students to learn at their own pace, while the final project is a creative way to enhance understanding. Excellent work!
This course design is fantastic, Matthew. It supports new MDRT students in gaining confidence with Brightspace, and I love the emphasis on making learners comfortable with making mistakes and the diverse accessibility features. Good job creating a learner-friendly experience.
I’m looking forward to seeing how the content evolves.
I like the detail you put into your course profile. The balance between structure and flexibility in your design is particularly effective for students who need adaptable learning environments. How do you see student engagement evolving in your course, particularly with the integration of asynchronous elements? Have you encountered any challenges in ensuring students stay motivated and accountable when working at their own pace? Your approach to course design is well thought out, and I’d love to hear more about how you plan to measure its success. I look forward to seeing how this turns out for you!
Hi Matthew,
While this is not my area of expertise, your course profile description is easy to understand. I am especially interested in the fact that the course’s adaptability to other programs is a huge benefit to your organization. That kind of reusability is certainly efficient.
I am just curious to ask: Have you identified any key elements that might need improvement when adapting the course for different programs, or have you designed it to be completely plug-and-play?
Best regards,
Van