IDD
Instructional Design Document (IDD)
Currently a work in progress, this IDD is a framework for my minicourse. It outlines the topic, audience, learning objectives, modalities (e.g., self-paced e-learning modules, explainer videos, email campaigns, job aids), course delivery methods, learning outcomes, learning activities, learning objectives, and evaluation methods (e.g., metrics, data, KPIs) of the course.
Minicourse: Mastering Obsessive Compulsive Disorder (OCD): A Path to Empowerment Through Exposure Response Therapy (ERT)
BACKGROUND
Obsessive Compulsive Disorder (OCD) affects 70 million people worldwide, including over 3 million Americans. OCD is a mental health condition characterized by two main components: obsessions and compulsions.
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Obsessions: Obsessions are recurrent, intrusive, and unwanted thoughts, images, or urges that cause significant anxiety and distress. These thoughts are often irrational and unrelated to the situation at hand. Common obsessions include fears of contamination, doubts about safety, or unwanted aggressive or taboo thoughts.
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Compulsions: Compulsions are repetitive behaviors or mental acts that individuals with OCD feel driven to perform in response to their obsessions. The aim of these compulsions is to reduce the anxiety or prevent a feared event. Common compulsions include repetitive handwashing, checking locks or appliances, counting, or mentally repeating specific phrases.
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Individuals with OCD may recognize that their obsessions and compulsions are irrational, but they find it extremely challenging to control or resist them. This condition can be extremely time-consuming and cause severe anxiety, interfering with daily life, work, and relationships.
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OCD is a chronic condition that can range in severity from mild to severe. It can have a significant impact on an individual's quality of life. Effective treatment options include psychotherapy, such as Cognitive-Behavioral Therapy (CBT) and medications.
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KNOWLEDGE GAP & COURSE SUMMARY
Many individuals with OCD struggle to access effective strategies for managing and eliminating their symptoms. This minicourse on Overcoming OCD with Exposure Response Therapy, a type of Cognitive-Behavioral Therapy (CBT), aims to bridge this knowledge gap by providing accessible guidance on a scientifically proven therapeutic approach that can be understood quickly, implemented immediately, and offer quick results, empowering those affected by OCD to take control of their condition and improve their quality of life.
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TARGET AUDIENCE
This minicourse is intended for people personally struggling with OCD and family and friends of people with OCD.
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MORE INFO
This minicourse will be in an eLearning format, built in Articulate Storyline and uploaded to a Learning Management System (LMS). I will utilize the ADDIE model and include additional activities and resources to ensure the learner's success beyond the course.
MASTERING O.C.D.
A Path to Empowerment through Exposure Response Therapy
This microlesson offers a lifeline to those affected by OCD by unlocking the power of Exposure Response Therapy, a powerful type of Cognitive-Behavioral Therapy, by providing accessible guidance that is quick to grasp and even quicker to implement.
Discover a path to take control and enhance your quality of life.
DEMOGRAPHICS
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Age: Teens and Adults, likely 16 to 60 years old
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Gender: All genders
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Educational Background: Varied, from high school students to college graduates
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Cultural Diversity: A diverse audience with various cultural backgrounds
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Socioeconomic Status: Varied, including people from different socioeconomic backgrounds
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Location: Primarily in the United States
BACKGROUND &
PRIOR KNOWLEDGE
Individuals personally struggling with OCD:
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Diagnosed with Obsessive Compulsive Disorder (OCD)
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High levels of anxiety and distress due to obsessions and compulsions
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May have tried various treatments or coping strategies with limited success
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Experience difficulties in daily life, work, and relationships due to OCD
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May have some awareness of cognitive-behavioral therapy (CBT) and its potential effectiveness
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Family and friends of people with OCD:
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Awareness of their loved one's OCD diagnosis
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Concerned about their loved one's well-being and interested in helping
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Limited knowledge about OCD, its symptoms, and treatment options
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Motivated to support and assist the person with OCD
SKILLS & DISPOSITIONS
Individuals personally struggling with OCD:
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High motivation to alleviate their anxiety and improve their quality of life
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Willingness to engage in therapy and learn new coping strategies
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May experience frustration and hopelessness due to their OCD symptoms
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May have good problem-solving skills and the ability to self-reflect
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​Family and friends of people with OCD:
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Compassion and empathy toward their loved one's challenges
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A desire to educate themselves about OCD and treatment options
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Willingness to provide emotional support and assistance
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May have strong communication and interpersonal skills
ADDITIONAL CONSIDERATIONS
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Both individuals with OCD and their supporters may benefit from an eLearning format, as it allows for self-paced learning and easy accessibility
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The course will cater to a broad range of educational backgrounds and be designed to be user-friendly, as not all learners may have experience with eLearning
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The content should be culturally sensitive, as the audience comes from diverse cultural backgrounds
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The course should acknowledge the emotional challenges that learners with OCD face and provide guidance for managing frustration and anxiety
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Additional resources beyond the course, as mentioned, should be available to support learners in their ongoing journey to manage OCD
COURSE TYPE
How-To
A "How to Course" emphasizes practical, actionable, and easy-to-understand content. This type of course will be beneficial for individuals with OCD and the people who make up their support network, offering effective strategies for those affected by OCD to manage improve their quality of life.
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A "How-to Course" is a suitable course type based on initial learner analysis and learning objectives for the following reasons:
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Practical Learning: Offers actionable solutions for addressing OCD challenges
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Immediate Application: Provides techniques that can be applied right away to alleviate symptoms
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Clarity and Simplicity: Delivers straightforward, easy-to-follow instructions suitable for individuals with OCD
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Engagement and Interactivity: Includes interactive elements for a more engaging learning experience
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Support for Those Affected by OCD: Empowers those suffering from OCD as well as their support network with skills to assist individuals with OCD
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Alignment with Learning Objectives: Meets the objectives of providing accessible guidance on Exposure Response Therapy for individuals affected by OCD
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Other Considerations
Other Course Types, which were considered, but were not deemed suitable for this course include, Step-by-Step, Informational, Onboarding, and Problem-Solving courses.
COURSE MODALITY
Asynchronous Online
The course modality will be Asynchronous Online based on the following considerations:
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Learner Preferences:
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The target audience consists of individuals with OCD and their support network, a group that may have diverse schedules and preferences
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Many people with OCD may prefer self-paced learning to accommodate their varying levels of anxiety and distress, which ebb and flow throughout the day
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Asynchronous courses allow learners to access content at their convenience, making it suitable for a broad range of learner preferences
Resource Availability:
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The course will be in eLearning format, built in Articulate Storyline, and uploaded to a Learning Management System (LMS)
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This setup aligns perfectly with an asynchronous online course
Interaction Levels:
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This course will incorporate interactive elements, such as simulations, quizzes, assignments, and gamification
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This provides a balanced approach where learners can engage with the content at their own pace while still having opportunities for interaction and hands-on immersion
Accessibility & Technical Requirements:
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Designed with accessibility in mind, the course will accommodate learners with disabilities by ensuring that the course content, including videos, documents, and quizzes, complies with Universal Design for Learning (UDL) accessibility, ensuring that the content is accessible and inclusive
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Learners can access course content through standard internet browsers, including on mobile devices
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Other Considerations
Other Course Modalities which were considered, but not thought appropriate, include Synchronous Online, Hybrid/Blended, Hy-Flex, and In-Person.
VIRTUAL SIMULATION
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The course will showcase problem-based learning through a gamified interactive simulation, guiding learners through various scenarios to allow them to practice implementing ERT techniques
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Gamification elements will be utilized to make the experience more immersive and effective.
DISCUSSION FORUM
& PEER SUPPORT
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Learners will be able to join a discussion board to share experiences, ask questions, and offer support
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Course facilitators will encourage learners to discuss challenges faced, pose Socratic questions to stimulate critical thinking, and share insights into implementing ERT strategies through dispersed prompts within the discussion board
GUIDED SELF-REFLECTION JOURNAL
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Learners will receive dispersed guided reflection prompts via text message or email to record their thoughts and reactions during exposure exercises
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Learners will be encouraged to reflect on their progress, challenges faced, and strategies that proved effective
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Gamification elements will be employed in various activities in the form of:
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Two anxiety meters to show chronic and acute anxiety
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​Acute anxiety will rise if the learner standing up to OCD with ERT techniques
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Chronic anxiety will rise over time if the learner doesn't confront OCD with ERT
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Chronic anxiety will drop over time if the learner utilizes ERT techniques over and over again
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An OCD "Monster" vs You (the learner) scoring system that will:
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Points ("lives") will be taken away from the OCD "Monster"
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Points ("lives") will be awarded to the learner for standing up to the OCD "Monster" by following through with Exposure Response Therapy (despite the rise in anxiety)
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By the end of this course, learners will be able to:
Effectively apply ERT (Exposure and Response Prevention) techniques to manage anxiety and reduce compulsions associated with OCD in various real-life situations.
(CLO #1)
Additionally, learners will be able to:
Articulate the
Foundations of OCD
(CLO #2)
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Define the key components of Obsessive Compulsive Disorder (OCD) (CLO #2.1)
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Differentiate between obsessions, compulsions, and intrusive thoughts using accurate terminology and examples (CLO #2.2)
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Identify, through real-life scenario analysis, the potential impact of OCD on various aspects of daily life (e.g., school, relationships, mood) with 80% accuracy (CLO #2.3)
Describe the
Fundamentals of ERT
(CLO #3)
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Explain the principles of Exposure Response Therapy (ERT) and its application in managing OCD (CLO #3.1)
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Identify and describe the key components of the ERT approach (e.g., exposure hierarchy, response prevention) with 80% accuracy (CLO #3.2)
Apply ERT Techniques
(CLO #4)
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Apply the 5 steps of ERT (Education, Exposure, Response Prevention, Relapse Prevention) to specific anxiety-provoking situations representing different types of OCD (e.g., contamination, checking, hoarding) with 70% accuracy (CLO #4.1)
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Identify and challenge intrusive thoughts effectively, demonstrating improvement in thought-stopping techniques with 65% success rate over the module (CLO #4.2)
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Create a personalized action plan for long-term ERT practice and relapse prevention with clarity and feasibility
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Decrease Anxiety with Coping Mechanisms
(CLO #5)
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Identify and Evaluate the effectiveness of various coping mechanisms (e.g., deep breathing, mindfulness) for managing anxiety during exposure, demonstrating their application in scenarios with 75% success
Get Support
(CLO #6)
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Develop a personal support network of individuals and online communities for navigating the challenges and successes of managing OCD, demonstrating active participation and engagement
Each module in this minicourse contains a Weekly Learning Objective (WLO) that aligns with one of the aforementioned Course Learning Outcomes (CLO).
Click to through the Module tabs in the Course Outline below to see how each WLO corresponds with a specific CLO. Also included are ideas for themes, content, in-course activities, and dispersed activities.
Module 1: Demystifying the OCD Worry Monster
Weekly ​Learning Objectives (WLO):
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Define the key terms "obsessions," "compulsions," and "intrusive thoughts" using accurate language and examples (aligns with CLO #2)
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Differentiate between obsessions, compulsions, and intrusive thoughts based on their characteristics and impact (aligns with CLO #2)
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Identify examples of obsessions, compulsions, and intrusive thoughts from real-life scenarios (aligns with CLO #2)
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Module Outline:
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Decode the mystery of the OCD: What are obsessions, compulsions, and those pesky intrusive thoughts?
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See how OCD can affect daily life, relationships, and your overall well-being.
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Different faces of OCD: Meet various types of OCD and their sneaky tricks.
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In-Course Activity #1: Different faces of OCD: Matching game to identify common OCD symptoms with specific types of the disorder.
In-Course Activity #2: Comic Strip Detective: Analyze scenarios depicting different OCD types and their impact on daily life.
These SMEs and resources will inform the content and design of my course.
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2 Psychologists
(SMEs)
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Psychologists specializing in Cognitive Behavior Therapy, especially ERT for OCD, will serve as Subject-Matter-Experts for this course.
International OCD Foundation
(Resource)
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This organization has a wealth of resources, from articles to studies to first-hand accounts from people who struggle with OCD.
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3 Individuals with OCD
(SMEs)
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These SMEs possess firsthand knowledge of the challenges, anxieties, and coping mechanisms associated with OCD.
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This lived experience will provide depth and authenticity to the course content, ensuring it resonates with the target audience.
Rewire Your OCD Brain
(Book)
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This groundbreaking book dives deep into the science behind OCD with leading experts Pittman and Youngs.
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It unveils the neurological pathways that fuel obsessions and compulsions, empowering individuals to understand and manage your symptoms.
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ADDIE MODEL
The ADDIE model is the most effective framework for developing this minicourse for several reasons:
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The Analyze phase requires conducting a thorough needs assessment of the target audience, ensuring the course content directly addresses the learner's unique challenges and learning preferences, fostering a higher degree of engagement and relevance.
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The ADDIE model boasts a robust history of success in instructional design and is the most widely used model. It provides a meticulous framework for each stage of development. This structured approach will ensure critical aspects, from defining OCD and introducing ERT to facilitating practice and personalized action planning.
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Emphasizing engaging activities like fear ladder construction, scenario-based ERT practice, and individual action plan development, the ADDIE model aligns perfectly with the course's focus on active learning. This promotes deeper knowledge acquisition, skill retention, and a sense of ownership over the learning process.
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The Evaluate phase of the ADDIE model is crucial for continuous improvement. By collecting and analyzing feedback from learners, I can refine your content, delivery methods, and overall course structure to optimize its effectiveness for future iterations.
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The framework encourages the establishment of clear learning objectives and measurable success metrics. This allows for tracking of the course's effectiveness and its impact on learners' knowledge, skills, and confidence in managing OCD.
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While providing a clear structure, the ADDIE model is not rigid. It allows for adaptation of content and activities to fit the specific needs of your target audience and the desired course length. This ensures a customized and engaging learning experience for every learner.
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LEARNING THEORY COMBO
A combination of the following learning theories will allow for a holistic approach:
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Constructivism: Learners will build their understanding of ERT by actively engaging with it. They will craft fear ladders, apply techniques in real-life scenarios, and reflect on their progress, shaping their own OCD mastery toolkit.
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Experiential Learning: Learners will dive into hands-on simulations, role-play scenarios, and real-life challenges. They will practice ERT in diverse situations, analyzing its effectiveness and deepening their understanding through experience.
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Andragogy: Emphasizing self-directed learning, learners will take charge of their own learning. They will design personalized action plans, access resources independently, and connect with peers in supportive discussions. ERT becomes relevant and actionable, empowering them to manage OCD on their terms.
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Social Learning Theory: Learners will learn from and support each other. They will share experiences, exchange insights, and build a community of mutual understanding through discussions, forums, and collaborative activities.