Design Document for

EDUC 767: Concussion Education Course

By Danielle Lueck

Purpose of the The purpose of this course is to increase concussion reporting through improved concussion education presented to athletes, coaches, and
Course parents.

Audience
The target audience is composed of both male and female parents, guardians, and coaches ages 20 to 65 years of age. Learner
Description characteristics include the following:

75% of these individuals have a higher education

The average income is about $100,000 per household so this population has a relatively stable income

These individuals potentially possess previous experiences with concussions

These learners should be highly motivated to gain more knowledge in regards to concussions due to the prevalence of this injury in
sports. Based on personal connections, they will possess a strong desire to monitor wellbeing of the student-athlete(s).

Major Course TO1: Correctly analyze two out of three scenarios by describing the mechanism of injury as well as what signs and symptoms are presented
Objectives by concussed athletes.
(Terminal)
TO2: The learner will compare and contrast 3 concussion assessment tools that could potentially be used by medical professionals.
TO3: Given a list of concussion symptoms and symptoms, the learner will create (write) a potential academic plan consisting of at least 4
accommodations.
TO4: Given a patient scenario, the learner will correctly outline a suggested return to participation protocol as well as the rational behind
each step.
TO5: The learner will discuss one risk of participating with a concussion and one complication of having a concussion
TO6: The learner will choose a sport and identify safety precautions that can reduce the risk of sustaining a concussion

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Course Enabling TO1EO1: List 17 out of 22 concussion symptoms from memory.
Objectives TO1EO2: List 5 signs of a concussion from memory.
TO1EO3: Given video scenarios, compare and contrast the different mechanisms of injury highlighting 2 key concepts of each mechanism.
TO2EO1: Discuss the importance of obtaining a pre-participation baseline score for assessment purposes.
TO2EO2: Identify at least 5 different items that can be examined while performing a concussion assessment.
TO2EO3: List at least two key concepts for each assessment tool.
TO3EO1: Given a list of signs and symptoms, choose 5 of these signs or symptoms and predict how an academic environment may
exacerbate these signs or symptoms.
TO3EO2: Explain the rationale behind the creation of return-to-learn protocol following a concussion.
TO3EO3: Identify 3 individuals who may be involved in the return-to-learn protocol and state their roles.
TO4EO1: Given the return to participation guidelines, paraphrase the steps in their own words.
TO4EO2: Given a description of a patient, identify elements that may have an effect on the return to participation steps.
TO4EO3: Identify three variables that are adjusted over the course of the return to play progression.
TO5EO1: Compare and contrast CTE and Second Impact Syndrome.
TO5EO2: Summarize post-concussive syndrome and prolonged recovery with continued athletic participation.
TO5EO3: Recognize that a history of concussions indicates that there is a higher risk of sustaining subsequent concussions.
TO6EO1: Acknowledge (signed understanding the risk of sport statement) that it is impossible to completely remove the chance of
sustaining a concussion during sports.
TO6EO2: After researching a sport on the internet, identify equipment considerations that can reduce the risk of concussion.
TO6EO3: After being provided organizational websites, list specific sport organization recommendations that can reduce the risk of
concussions.

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RLO Enabling TO2EO1: Discuss the importance of obtaining a pre-participation baseline score for assessment purposes.
Objective TO2EO2: Identify at least 5 different items that can be examined while performing a concussion assessment.
TO2EO3: List at least two key concepts for each assessment tool.

Learning As this concussion course is presented in a blended format, assessments will take place both during the asynchronous online module as
Assessment for well as during the synchronous classroom module. The purpose of assessment is to let learners gauge their progress towards the course
Course
goals and to certify that learners have mastered the content.

The online module will be completed prior to the classroom module. Due to this, online assessment will be formative. The learner will get
ongoing feedback to guide their instruction. Formative evaluation (via first attempt online quiz scores for each lesson) will also allow the
instructor and designer to improve the classroom content to focus on areas of weakness found during the online module. Learners will need
to receive a 70% or better on each mastery quiz (essays not included) to unlock the next lesson in the online module. They will be allowed
to retake lesson quizzes as needed.
The classroom module will be completed after the online module. During this module, assessments will be summative and largely lead via
a jeopardy-like quiz bowl and group discussion. At the end learners will be asked to fill out a short survey regarding the information
learned in the course.
Learning
Quiz
Assessment for Pick multiple
RLO True/False
Pick one
Instructional The instruction for this project will be delivered via a blended format. First, an online module will be completed with a pretest and
Delivery method posttest. Portions of this module can be specialized based on sport of interest and audience. Face-to-face classroom instruction will be
for Course
(overall) tailored to cover topics or elements of concussion education requiring more attention. Blended learning improves efficiency and assists in
personalizing learning to the individuals. This format will allow for both limited classroom space as well as time constraints.

Instructional At the beginning of the module, the learners will be given a scenario that will set the stage for concussion assessment tools. This scenario
Strategy for will scaffold the previous lessons and introduce assessment tools. Learners will view slides discussing concussion assessment tools. At
RLO
several different points, they will be asked to answer knowledge check questions regarding concussion assessment tools.
At the end of the RLO the learners will take a mastery quiz requiring them to get at least a 70% to unlock the next lesson.

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Media The RLO will include text, animation, video, audio, and graphics.

508 The RLO will utilize the following accommodations:

Accommodations
Text and buttons will be easy to read

Color-coding will not be used as the only means of conveying information, indicating an action, prompting a response, or
distinguishing a visual element. Contrast will be used instead

The learner will have control over nonlinear navigation

Transcripts will be provided for audio content

The learner will have control over volume

Alt tags will be employed for graphics and images

Descriptions will be provided for links

A menu will be available to reference course progress, reference a glossary, or access transcripts

Course This course will consist of two modules, a classroom module and an online module. The online module will consist of six lessons, one
Structure lesson for each terminal objective. The classroom module will serve as a review of the online material. It will consist of three components:
Description
a game, an expert panel, and a discussion

Seat Time of The online module will need to be taken prior to the classroom portion. It can be taken at the learners own pace but the course itself will
Course not last longer than 3 hours.
The classroom module will be scheduled for 1.5 hours.

Seat Time of The seat time of this RLO will be approximately 10 to 15 minutes.
RLO

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RLO Outline Concussion Assessment Tools: medical professionals trained in concussion assessment or evaluation utilize concussion assessment tools.
The diagnosis of a concussion is a clinical judgment, ideally made by a medical professional. The ability to pass one or more tests does
not necessarily rule out a concussion. In all testing situations, it is ideal to have a baseline healthy score for comparison.
A. SCAT 3
1. Stands for Sideline Concussion Assessment Tool
2. Used by medical professionals trained in concussion evaluation
3. Used for concussed individuals ages13 and up
4. Consists of questions and tasks involving orientation, immediate memory, concentration, balance, coordination, and delayed
memory.
B. Child SCAT 3
1. Sidelines assessment tool used by medical professionals
2. Used for concussed individuals ages 12 and younger
3. Compared to a SCAT3, consists of easier/more simply worded questions and tasks involving orientation, immediate memory,
concentration, balance, coordination, and delayed memory.
C. BESS
1. Stands for Balance Error Scoring System
2. Tests balance in 3 difference stances (double leg, single leg, and tandem) on both a firm and soft surface
3. Number of errors while trying to hold the position for 20 seconds is recorded
D. VOMS
1. Abbreviated for Vestibular/Ocular Motor Screening
i. Vestibular ocular system is responsible for integrating vision, balance and movement
2. Uses a tape measure and a metronome
3. Patient performs 5 tasks: smooth eye movement, rapid eye movement, vestibular ocular reflex, visual motion sensitivity and how
close or far from a patients face an object can before they have experience double vision
4. Clinician records patient reported symptoms on a 0-10 scale (headache, dizziness, nausea, fogginess) after performing each task
E. Computerized Cognitive Testing
a. Cogstate Concussion Test
1. Online test to measure brain function
2. 8-10 minutes long. Individuals complete 4 tasks using playing cards on a computer
3. Assesses reaction time, concentration, and memory
b. ImPACT
4. 25 minute computerized neurocognitive assessment tool for ages 12-59
5. Measures attention span, working memory, sustained and selective attention time, non-verbal problem solving, and reaction time.
F. Cranial Nerve Assessment
1. Different tasks that test the cranial nerve innervations (eye tracking, facial movements, etc)

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RLO Flowchart https://www.gliffy.com/go/share/s58rgaqng8xddedtfwg4

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Screens/Pages in There are 25 estimated screens(counting quiz questions) in the RLO
RLO

Knowledge [Mod 4 estimated number of knowledge checks or other interactions]

Checks or Other
Assessments or __2__Dichotomous (T/F, Y/N, etc.)
Practices for
RLO __2__Multiple Choice
__4__Multiple Select
____Drag and Drop
____Custom describe; if appropriate, supply flowchart in an Appendix and reference it here.
____Other describe

Rollovers/click [Mod 4 estimated number of individual rollover or click event items/objects, outside of navigation elements]
events
__0__Rollovers
__20__Click Events

RLO Navigation The RLO begins linearly for basic knowledge and then allows for the learner to choose in which order to review the assessment tools (click
an icon to be taken to specific assessment tool explanation). Once an assessment tool has been completed, a check mark will appear over
the icon. Forward and back buttons will guide the learner through each explanation. Other buttons that will be provided include
volume/mute, references/additional links, and transcript. Once all the assessment tools are complete, a summary video and subsequent quiz
will be unlocked. The learner will have the option to return to the assessment tool screen as well as the main menu at any time.

Screen Layouts See attached.

for RLO

Development The storyboard will be created in PowerPoint. Articulate Storyline will be used as the primary authoring tool. Graphics will be obtained
Tools for RLO from Pixabay. Video will be recorded and edited in iMovie while the animation will be completed in Moovly.

Ownership Danielle Lueck will develop the initial course and will maintain the course. The course is being developed for Company A at W High
School

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Development Classroom module: (1.5 hours x 60 hours of development)/40 hours per week = 3 weeks development time
Time of entire
course and RLO Online modules/RLOs: [4 hours of development (15 minutes per lesson x 6 lessons)]/40 hours per week= 9 weeks development time
Total course development time= 12 weeks

Support For this course, the course designer is the SME.

requirements for
RLO and course Resources required for the online module:

E-learning authoring tool

Computer with internet access

Moodle?

Resources required for the classroom module:

Laptop and projector

Whiteboards for jeopardy game

Handouts (concussion management, concussion team contact, concussion fact sheet)

Project Please sign below indicating agreement with the proposed course plan and approving start-up of the storyboard and development phases.
Sign-off
[optional]

Instructional Designer Date

Project Manager/Sponsor Date

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 Screen Layouts

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