261.760 Instructional Design for E-Learning: Bornholdt, A. Boult, . !i", #. $ra%ash, #.
&201'( Design Project Narrative
Introduction A stand-alone e-learning )rogra" is not in itself, o*+ious in its ca)a*ilities, nor its utilit, to assu"e it -ill achie+e great or a))ro)riate learning &.al"on 200/(. 0he )rogra" cannot *e successful -ithout a))ro)riate instructional and learning design, under)inned *, sound )edagogical "odels. Bi%e .afe Bi%e ."art &B.B.( is a *lended learning )rogra"1 a "ulti-"odal learning )rogra" that offers fle2i*ilit, in its )edagogical a))roach, -herein technolog, is the *asis for constructing %no-ledge rather than *eing the tool that facilitates the transfer of %no-ledge. It is not a 3one technolog, and )edagog, fits all a))roach4 &.al"on 200/, ). 20'(. 0he B.B. -e*site is effecti+el, an all enco")assing Learning anage"ent .,ste" &L.( that su))orts a *lended learning a))roach to de+elo)ing %no-ledge, s%ills and attitudes to-ard *ic,cle safet, in 5e- 6ealand schools. 0he -e*site has *een de+elo)ed as an online interface that connects learners in u))er $ri"ar,7Inter"ediate schools, their )eers, teachers, 8h9nau and :a"il,. 0he L. hosts a range of learning "odules, co")rising of a *lend of :ace to :ace &:2:( and e-learning "ethods. #esources for learners and teachers are a+aila*le online, including lin%s to the go+ern"ent and co""ercial education, road safet, and trans)ortation resources. 0his )ro;ect has *een designed and de+elo)ed in res)onse to the Design $ro;ect *rief -ithin course 261760 - Instructional Design for e-Learning. 0he )ro;ect -as co")leted *, a tea" of four )ost-graduate students fro" the .chool of Education at asse, <ni+ersit,. Project and Team Establishment 0he initial )ro)osal attracted the course "e"*ers, as their indi+idual conte2ts "eant the, -ere e2)eriencing the realities of needing to de+elo) *lended learning a))roaches -ithin their o-n -or%)lace en+iron"ents in *oth )ri+ate and )u*lic agencies ali%e. 0he constant )ressure to de+elo) online co")onents for training and )rofessional de+elo)"ent in a )redo"inantl, :2: training culture -as a shared realit,. 0he Blended Learning 0ea" &BL0( -as for"ed and =uic%l, esta*lished a nu"*er of e-co""unication strategies to "anage the )ro;ect. 0hese included a shared calendar and ti"eline, .%,)e "eetings -ith )u*lished "inutes, transcri)ts of instant "essaging "eetings and an earl, agree"ent to use >oogle Docs for file sharing and colla*orati+e -riting. 1 261.760 Instructional Design for E-Learning: Bornholdt, A. Boult, . !i", #. $ra%ash, #. &201'( Design Project Narrative :igure 1. Initial )ro)osal for )ro;ect )edagogical fra"e-or% $ro;ect conce)ts -ere =uic%l, )ut for-ard and earl, "o"entu" generated a -ealth of -or%a*le "aterial. ?o-authoring the )ro;ect *rief -as the first tangi*le out)ut fro" the tea" and =uic%l, esta*lished a shared +ision, ac%no-ledge"ent of s%ills and earl, e+idence that the tea" -as functioning -ell. At this )oint a )ro;ect +isualisation &:ig. 1( -as )resented ena*ling tea" "e"*ers to effecti+el, agree on )ro;ect sco)e, )ara"eters and direction. #oles -ere allocated1 as )er )ro;ect re=uire"ents and these aided tea" "e"*ers to *ring their o-n s%ills and %no-ledge to the tea"@s colla*orati+e efforts. Blended Learning 0he decision to )ro"ote *lended learning -as a conscious choice. Blended learning is defined *, Asguthor)e and >raha" &200B, ).1( as a further de+elo)"ent -here*, traditional :2: learning en+iron"ent and co")uter-"ediated online learning en+iron"ents are "erged. In the )re-digital age, these t-o learning en+iron"ents ha+e re"ained largel, se)arate *ecause the, used different -a,s to deli+er the content. Blended learning uses the *est of *oth -orlds1 a reason that attracted this grou) to this "ethodolog,. Bi%e .afe Bi%e ."art dra-s on instructional "ethods such as guided )ractice, reading, and case studies. odule and lesson deli+er, includes the li+e classroo" 2 261.760 Instructional Design for E-Learning: Bornholdt, A. Boult, . !i", #. $ra%ash, #. &201'( Design Project Narrative en+iron"ent and co")uter-"ediated online e2ercises, *logs, foru" and )ortfolio -riting. 0he course entails s,nchronous &outdoor on-*i%e acti+it, and indoor grou) acti+it,( and as,nchronous &student-centred ho"e-or%, -riting *logs and foru" discussion( a))roach. 0here are different le+els of guidance in the course1 -hich is atte")ted indi+iduall, *, learners1 *ut includes instructor7facilitator guided and social learning in grou)s, and online acti+ities colla*orating -ith their )eers. According to >raha" &200B( there are si2 reasons one "ight choose to design or use *lended learning s,ste". :or the B.B. )ro;ect, *lended learning is "ost a))ro)riate for t-o reasons1 it is )edagogicall, rich and increases the le+el of acti+e learning strategies, and secondl,, the students get access to %no-ledge -ith greater learner fle2i*ilit, at their con+enience. Bi%e .afe Bi%e ."art concentrated on a *lending learning a))roach that integrates a rich arra, of learning o))ortunities1 *eing distri*uted, con+enient, and ha+ing increased greater fle2i*ilit, for learners. $an%in et. al &2012( identifies training )rofessionals as learning architects and curators of sources and resources. 0his is e2e")lified through learners@ use of online =uiCCes, do-nloada*le readings fro" their online learning )ortal, ho"e-or% co")leted at their o-n con+enience, colla*oration in foru"s together -ith :2: drills and a +ariet, of grou) acti+ities adding +ariet, to the learners@ e2)erience. :ig. 2 su""arises ho- the B.B. *lended learning a))roach deli+ers progression of learning through *oth the :2: en+iron"ent and the use of resources and e2ercises facilitated online. :igure 2. Blended Learning *, Bi%e .afe Bi%e ."art B 261.760 Instructional Design for E-Learning: Bornholdt, A. Boult, . !i", #. $ra%ash, #. &201'( Design Project Narrative Pedagogical and Instructional Theory Biggs &1DDD( identifies that sound )edagogical design arises *, ensuring consistenc, *et-een the curriculu", the "ethods of teaching, the conte2t and en+iron"ent in -hich the learning is situated, and the assess"ent )rocesses ado)ted. 0he assu")tion is therefore that the design "ust start -ith carefull, descri*ed learning outco"es in -hich the learning and teaching acti+ities are then designed around these and the assess"ent tas%s -ith 3genuinel, test -hether the outco"es ha+e *een reached4 &a,es E de :reitas, 200' ). 'B(. 8hile the design of B.B. follo-ed this "odel, in )ractice, it -as difficult to ensure that there has *een co")lete align"ent in such a )rescri*ed -a,. #ealit, is such that learning outco"es -ere re+ie-ed, altered or discarded along the -a, as assu")tions -ere "ade a*out the -a, in -hich the learners -ould res)ond to the )rogra", and increasing clarit, around the learners needs. 0here is +alidit, in .al"on@s &2007( state"ent that there is danger in rigidl, a))l,ing "odels, rather there is a fra"e-or% that is ada)ta*le to different conte2ts and different technologies. A *lended learning en+iron"ent lends itself to the do"inance of a constructi+ist a))roach to design1 at the core of the instructional design a))roach is the idea that *lended learning should *e 3)edagogical needs *ased4 rather than a technolog, centric +ie- &0orrisi-.teele, 2011 ). B67(. In considering a constructi+ist a))roach, -e ha+e gi+en learners o))ortunit, to dra- on their o-n %no-ledge and e2)erience as *oth a general road user, and as a no+ice c,clist in the )re-assess"ent )hase *efore gi+ing the" ne- o))ortunities to further increase %no-ledge and s%ill construction. As a,es E de :rietas &200'( articulate1 the learners@ a*ilit, to co")rehend ne- %no-ledge is de)endant on -hat the, alread, %no-. F,gots%,@s 6one of $ro2i"al De+elo)"ent is reflected in the instructional design, -here*, -e dre- on -hat -as descri*ed in a,es E de :rietas &200', ).1G( as learners -ho, -ith the a))ro)riate le+el of su))ort and )ractice, 3graduall, increase their relati+e res)onsi*ilit, until the, can "anage on their o-n4. Le+eraging learning acti+ities &such as drills( that reflect real &or si"ulated( acti+ities under the su)er+ision of an e2)ert reflects the internalised de+elo)"ent of an indi+iduals s%ills and %no-ledge, lending itself to the cogniti+e "eans of creating self directed learning. Ho-land, Ionassen, and arra &2012( raise the significance of reflection1 -here*, constructi+e learning occurs -hen there is affordance of reflection in order to "a%e sense or "eaning a*out the". #eflection )la,s a significant )art in the online co")onent of the )rogra", -ith learners encouraged to reflect throughout and at the end of each "odule *, co")osing *oth structured and unstructured res)onses to their in+ol+e"ent in the acti+ities. 8here attitude is an i")ortant co")onent of safe c,cling, "uch of -hich is for"ed as )art of )eer )ressure &as identified in the *ranched scenario on safet, e=ui)"ent(, the idea that the learner "a, struggle -ith a di+ergent )oint *et-een -hat the, %no- to *e true and the discre)anc, of -hat the, do not %no- -ill result in a ne- le+el of insight &$atton, $ar%er, E $ratt, 201B(. ' 261.760 Instructional Design for E-Learning: Bornholdt, A. Boult, . !i", #. $ra%ash, #. &201'( Design Project Narrative ADDIE Applied Instructional design theor, and a))lication of the ADDIE "odel is e"*edded throughout. Analysis of learners@ needs has *een under)inned *, research into 0e !ete I)urangi - 0he 5e- 6ealand ?urriculu". 0he L. +irtual audience &Learners, 0eachers, $arents( are engaged through a "i2 of direct co""unications -ith 8h9nau and :a"il, to su))ort the learner, )artici)ati+e o))ortunities -ith .u*;ect atter E2)erts and EA0? - co""unit, *ased e2)eriences and )rofessional de+elo)"ent through o)en ended "odules and the chance to further de+elo) and share learning resources through the !e, ?o")etencies :ra"e-or%. Design of Learning Autco"es, Instructional A*;ecti+es and 0eaching $oints &Lesson )lans( -as initiated through ada)tation of the .,ste"s A))roach to Learning as e")lo,ed *, the 5e- 6ealand Defence ?ollege &56D:, unclassified, 2012(. Development of learning e2)eriences, "aterials and resources is thorough and has a di+ersit, that is trul, reflecti+e of a BL )rogra""e. B.B. "aterials ha+e *een de+elo)ed to suit ,oung learners -ho are fa"iliar -ith technolog, as it "a%ing use of d,na"ic "ulti"edia resources such as +ideo, infogra)hics, =uiCCes and foru"s to )ro"ote learners@ creati+it,. Implementation and Evaluation, -hile re"aining at a theoretical le+el &as the Learners are +irtual(, has *een carefull, considered through rigorous )ro;ect "anage"ent and thorough =ualit, assurance &)eer re+ie- and criti=ue( of all )u*lished resources. A selection of "odules has *een inde)endentl, e+aluated *, s"all focus grou)s and one to one inter+ie-s. Ane area in -hich the design )rocess -as )erha)s re"iss -as the lac% of focus in de+elo)ing a co""unit, of )ractice. 8hile a nu"*er of acti+ities -ere de+elo)ed to su))ort ;oint engage"ent in e2ercises or acti+it,, the use of technolog, to facilitate or enhance this -as li"ited. 0here -as )erha)s a "issed o))ortunit, to strengthen the lin% *et-een )eer to )eer and )eer to teacher interaction to i")ro+e learning o))ortunities through the technolog,. #ather it -as left )ri"aril, to *e encouraged in the :2: en+iron"ent. 0he )latfor" u)on -hich our tea" chose to esta*lish our learning )rogra" -as J8ee*l,@. As an L. &Learning anage"ent .,ste"(, 8ee*l, has a nu"*er of *enefits that contri*ute to constructi+e learning that leads to o)ti"isation of the )ersonalised learning e2)erience. Accessi*ilit, is one of its %e, features as learning resources can *e easil, loaded on to the site, -hich are then accessi*le *, learners, teachers, and )arents and caregi+ers. Although it is e=uall, accessi*le *, a -ider different audience, each learner can *uild their o-n learning according to their )ace and st,le.
/ 261.760 Instructional Design for E-Learning: Bornholdt, A. Boult, . !i", #. $ra%ash, #. &201'( Design Project Narrative Conclusion Learning ho- to c,cle safe and s"art is a core learning outco"e -hich is o)ti"ised *, incor)orating three +ital, *lended co")onents1 theoretical, online and on-*i%e training. Each "odule introduces a theoretical foundation of learning to e=ui) learners *efore going out to actual )ractice. 8hile this has si"ilarit, to traditional "ethods of classroo" *ased learning, it is nicel, *lended -ith online learning tools such as "ulti"edia and *logs so that each indi+idual can *e encouraged to *e out)ut focused rather than in)ut regulated. At the sa"e ti"e, )ractical drills are lin%ed to online co""unication tools in association -ith each learning outco"e. #eflecting u)on the Blended Learning )ro;ect as a res)onse to the &asse,( course learning outco"es, the )ro;ect outco"es re)resent *oth i")licit and e2)licit e2a")les of a critical and a))lied a))roach to e-Learning for Instructional Design. :irstl, the *readth of the conce)tual )ositioning of the tea"@s )ro;ect u)on a )edagogical continuu" reflects the tea"@s de)th of understanding and a*ilit, to co")are and contrast learning theories. 0he )ro;ect tea" had *ased the initial )ro;ect *rief on an ac%no-ledged )redo"inance of Associationist "ethods in traditional face-to-face deli+er, of such )ractice-*ased content &such as learning to ride(. In selecting and a))l,ing effecti+e I?0 "ethods across a range of su*-to)ics and "odules the )ro;ect re)resents an effecti+e )edagogical shift to *lended learning in a ?onstructi+ist fra"e-or% e")lo,ing inno+ati+e use of e-Learning tools and instructional "ethods. 0he Bi%e .afe Bi%e ."art )ro;ect is ,et to *e tested in an esta*lished learning en+iron"ent -ith the intended learning audience. Ho-e+er the )ro;ect "eets, and in "an, cases e2ceeds its original intent as a Learning anage"ent .,ste" ca)a*le of 3de+elo)ing c,cling s%ills and rider confidence through a *lended a))roach using :ace to :ace EA0? &Education Autside 0he ?lassroo"( and co")uter-"ediated e- Learning "odules.4 6 261.760 Instructional Design for E-Learning: Bornholdt, A. Boult, . !i", #. $ra%ash, #. &201'( Design Project Narrative e!erences Biggs, I. &1DDD(. Teaching for quality learning at university. Buc%ingha", <!: A)en <ni+ersit, $ress. ?harles, #.>., &2006( Blended Learning .,ste"s in ?urtis, I.B., E ?harles, #.>., The Handboo of !lended "earning# $lobal Perspectives% "ocal Design & )).'-'1( <nited .tates of A"erica: $feiffer Ho-land, I., Ionassen, D., E arra, #. &2012(. >oal of 0echnolog, Integration: eaningful Learning &eaningful learning 'ith technology &'th ed., )). 1B1- 12/D(. Boston A: $earson Education Inc. a,es, I., E de :reitas, .. &200'(. (evie' of e)learning theories% frame'ors and models# *I+, e)learning models des study# #etrie+ed fro" htt):77---.;isc.ac.u%7u)loadedKdocu"ents7.tageL202L20LearningL20o delsL20&FersionL201(.)df 5e- 6ealand Defence :orce Ioint Doctrine &<nclassified(. &2012(. +A" ) +ystems Approach to "earning# $an%in" I., #o*erts,I., .a+io, .. &2012(. Blended Learning at I0. !lended "earning -hite Paper. #etrie+ed fro" htt):77---.-e*. "it .edu7training7trainers7resources7 *lended K learningKatK"it .) df $atton, !., $ar%er, ., E $ratt, E. &201B(. eaningful Learning in $rofessional De+elo)"ent: 0eaching 8ithout 0elling. *ournal of Teaching in Physical Education% ./&'(, ''1-'/D. .al"on, > &200/(. :l,ing not fla))ing: a strategic fra"e-or% for e-learning and )edagogical inno+ation in higher education institutions. Alt-I #esearch in Learning 0echnolog,. 1B&B(, 201-21G .al"on, > &2007(. 0he 0i))ing $oint. Alt-I #esearch in Learning 0echnolog,. 1/&20(, GD-100 <#L lin% to the $ro;ect htt):77*i%esafe*i%es"art.-ee*l,.co"7narrati+e.ht"l 7