Course Overview

Learn How to Lower Your Cholesterol Without Medication

Learning Path

Read about course design, view alignment charts for each module.

Design Document

Includes blueprint, audience, objectives, alignment, and evaluation.

Text Storyboard

Created for the eLearning lesson. Tools used: Word, Miro

Powtoon Animation

Meet Dan, my learner avatar. Tools used: Illustrator, Powerpoint, Powtoon.

Visual Storyboard

Created for video lesson. Tools used: Google Docs and Slides, Powerpoint, Illustrator.

Camtasia Video

Tools used: Camtasia, Illustrator, Photoshop and Premiere Pro

ILT Slide Deck

Slide deck created for use in a synchronous training. Tools used: Powerpoint, Illustrator

Modern cardiology has given up on curing heart disease.

-Caldwell Esselstyn, American Journal of Cardiology, 1999

THE PROBLEM

  • More and more Americans are being told to take cholesterol-lowering drugs like statins to control heart disease.
  • If the 2013 guidelines recommended by the American College of Cardiology and the American Heart Association were followed, roughly half of all Americans over 40 would be taking statins.  
  • Real-life benefit has proven to be minimal, and statins cause adverse side effects. 

  • Patients can improve health outcomes with behavioral change and use of health information literacy toward a heart-healthy diet and lifestyle.

THE SOLUTION

I designed a blended-learning course on how to achieve the optimal heart-healthy diet. This training solution includes on-demand e-learning, video, VILT, ILT and personalized coaching.

THE LEARNING OBJECTIVES

After the course the learner will be able to:

  • Apply health-promoting knowledge and skills in real-world settings.
  • Examine personal beliefs or biases that may negatively impact health.
  • Evaluate health information to support heart-healthy diet and lifestyle choices.
  • Create a personal plan to support heart health.

THE AUDIENCE

  • Adult man or woman taking cholesterol-lowering medication or whose doctor recently recommended medication.
  • Family member, friend or caregiver who wants to support their loved-one.
  • Employers, healthcare providers or insurance companies looking to reduce costs and encourage client health and wellness.

Clip from Lesson 3 video addressing learner and purpose:

Play Video

THE LEARNING PATH

Classroom or Webinar. Most assessments in this content-heavy module will be formative. Participants will complete paper or web-based quizzes, self-assessments, and formative assessments in cooperative groups that allow for revision of wrong answers, re-learning and optional extended learning on the topics presented.

  • Pre-test: Learners gage their understanding of heart disease and how diet and cholesterol and diet impact the cardiovascular system. 
  • Formative Assessments In Cooperative Groups: 1-Heart Disease Progression Sequence; 2-Foods that impact Cholesterol Sorting Activity; 3-Case Study: Create Treamment Plan.
  • Response Journal: Learners complete a personal health assessments and goals.

 

View the Module 1 Alignment Chart to see instructional strategies, content, interactions and assessments.

Classroom or Webinar. The objective of Module 2 is to allow participants to process their personal reactions to Module 1 content and the challenges they may face while implementing change. Participants begin work on the central feature of the course, their own Healthy Eating Plan, as well as interacting with case studies.

Assessments include: 1-whole group and small group discussions; 2-journal entires; 3-learner-generated Healthy Eating Plan; and. 4-self-evaluation.

View the Module 2 Alignment Chart to see instructional strategies, content, interactions and assessments.

Classroom or webinar. Participants will develop skills to critically assess health claims and toward the goal of becoming an discriminating consumer of health information. Participants will complete paper or web-based quizzes, self-assessments, and formative assessments in cooperative groups that allow for revision of wrong answers, re-learning and optional extended readings on the topics presented. Lesson topics include Cut Through the Noise and Who’s Voice is Loudest? 

View the Module 3 Alignment Chart to see instructional strategies, content, interactions and assessments.

Instructor-led or on-demand web-based interactive e-learning or video. In person location options: classroom or grocery store (remote). Assessments in this module include web-based quizzes (ranking, sorting, comparison activities). Participants work independently or in small groups to select optimal processed foods. Emphasis is on formative assessment that allow for revision of wrong answers, re-learning and multiple opportunities to practice with the material.

View Lesson 3 Portfolio  assets.

View the Module 4 Alignment Chart to see instructional strategies, content, interactions and assessments.

Instructor-led. Remote locations (grocery store, restaurant) or classroom kitchen lab.  Formative and summative assessments in this module include ranking, sorting, comparison activities allowing participants to demonstrate mastery of the entire course content. Independent and cooperative group work toward the goal of preparing a heart-healthy recipe in a kitchen and selecting the best available restaurant menu options.

View the Module 5 Alignment Chart to see instructional strategies, content, interactions and assessments.

ILT Slide Deck Samples

click each image to enlarge

Visual Storyboard for Video Build

click each image to enlarge