Running head: TRAVELLING ON UNIVERSITY BUSINESS

Travelling on University Business

Luz Espanola
California State University, Monterey Bay

IST 522 Instructional Technology

Professor Jeanne Farrington
December 15, 2015

Table of Contents

TRAVELLING ON UNIVERSITY BUSINESS

Travelling on University Business...................................................................................................1

Introduction......................................................................................................................................3
Needs Analysis.................................................................................................................................3
Learner.........................................................................................................................................5
Environmental..............................................................................................................................6
Content.........................................................................................................................................6
Design..............................................................................................................................................8
Literature Review/Environmental Scan.......................................................................................8
Learning Objectives.....................................................................................................................8
Test Instruments...........................................................................................................................9
Delivery System and Media Decisions........................................................................................9
Instructional Strategies and Activities........................................................................................10
Development and Implementation.................................................................................................11
List of Major Deliverables.........................................................................................................11
Development Plan......................................................................................................................11
Implementation Plan..................................................................................................................12
Evaluation......................................................................................................................................12
References......................................................................................................................................13
Appendix A ...................................................... 14
Appendix B .. 15

TRAVELLING ON UNIVERSITY BUSINESS

Introduction
California State University of Monterey Bay, requires student representatives of student
organizations, request approval before travelling. Travel is a necessity for student organizations
when attending conferences and events. As CSUMB representatives, travelers gain legal liability
coverage for accidents that may occur, when travel is approved. Unfortunately, students do not
know where to locate the resources to request approval when travelling. This causes missed
opportunity for both students and the university to follow set policies. The purpose of this design
is to bridge this gap by providing an online training course with informational resources. This
instruction will have no time constraints because it will be accessible online at any time. There
are constraints such as lack of time and lack of human resources. To work around these
constraints, development and implementation are scheduled to occur during the academic winter
break.
Needs Analysis
The following is a needs analysis of why CSUMB student organizations are not
requesting travel correctly or meeting submission deadlines with the CSUMB department of
Student Activities & Leadership Development (SA&LD). This analysis is based on an interview
with the Associate Director of Outdoor Recreation, who works directly with student organization
leaders and creates student officer training. It also takes into account the feedback from a student
leader who recently held office as Treasurer of the Inter Club Council (this is a board of students
who oversee student organizations). Lastly, my observations as a subject matter expert. I hold
the role of the administrative coordinator for student organizations on behalf of the university, in
the department Student Activities & Leadership Development (SA&LD).

TRAVELLING ON UNIVERSITY BUSINESS

The tasks not being performed by student travelers to standard are submitting travel
requests or not submitting them on time. Student travelers are also not closing out travel after
returning from trips, nor are they completing defensive driver registration.
This affects the department administrative process in moving travel requests to approving
officials in a timely manner. It also has the potential to create a major negative impact on the risk
management of the university. Without the proper approval for travel or registration of driving
under university business, it becomes liable without insurance coverage, for accidents or
incidents that may occur.
It is mandated by the CSUMB Dean of Students office, that SA&LD provide training to
student organizations on accessing university policy information about travel, the forms for
submission, and where to register for driving under university business. The recommended
training solution would be to incorporate travel request expectations and procedures into current
student training sessions. These sessions provide students with leadership skills. Incorporating
these business practices of travel into their training offers life skills they can develop while
fostering their career growth at CSUMB.
Based on my experience as a subject matter expert for student travel requests and
interviews with a staff member and student leader, we found the university travel policy
expectations by SA&LD are not clear to students. There is also confusion about additional
training necessary when driving a vehicle. What creates this confusion are the following factors,
first SA&LD does not provide clear directions on how to request travel and what students should
expect once they request it. The process remains with those students who have gone through
travel requests. This leads to the second item, new student leaders do not have the experience or
training by outgoing members to locate travel requests and driving registration.

TRAVELLING ON UNIVERSITY BUSINESS

It is not expected nor is it realistic for student travelers to memorize all travel policies.
The instructional design goals are to teach students where they can locate the resources for travel
requests, travel request submission form, the travel closeout checklist, and where to register as
drivers for the university.
Learner
The demographics of the learners are young adults ranging in ages 18 to 25 years of age,
also known as millennials. They are students who have taken an active role in extracurricular
activities outside of the university classroom. The characteristics of this group are short attention
spans with advanced computer literacy skills. Worley (2004) also provides the following
characterization for millennials, technologically advanced, sheltered, sense of entitlement,
diverse extremely social, close to parents, education oriented, self-confident and multitasking
(p. 32).
This group is also a high user of mobile devices, and socially connected through social
media. These characteristics impact how the instruction should be designed in the following
ways. It should be easily accessible online, available across multiple devices ranging from
personal computers, to tablets, and handheld devices. The content should be provided in short
modules with delivery easy to recall. The perquisites for instruction will be literacy, computer
literacy, access to a device with an internet connection and the individual must be a registered
student organization member. All of the learners will have these perquisites in place as they are
expected of CSUMB students upon enrollment at the university.

TRAVELLING ON UNIVERSITY BUSINESS

Environmental
The constraints found in the environmental analysis of the SA&LD department are
limited resources with staff availability and time. The staff available to design the course is
limited. The time available for staff members to plan is during the winter break and summer
months. To its advantage the department culture is open to new methods of processing
instruction, especially in an electronic format. Since the department is in a university setting,
there is full access to electronic formats, such as Google services and Moodle. The department
has created a learning course for student organization officer training in ilearn ( a Moodle
platform) that will be used for this instructional plan.
Content
The content is based on the instructional goals to teach student travelers why travel
policies are important, where to locate these resources, request travel approval, and close out
travel.
The instructional model that will be used is the pebble in the pond created by Merrill. The
learners are inexperienced with CSUMB travel policies and in order for them to obtain a real
understanding, it must be specified what the problem is and then be provided with tasks on how
to solve it (Reiser & Dempsey, 2012).
To accomplish the instruction the following are the topics and tasks the instructional
design will cover. It will be made in ilearn with three modules. Each module will have a topic.
The topics are, why travel policies are important, how to request and close out travel, and
registering to drive under university business. Quizzes, activities, and access to online resources
will be made available each module.
The first module will relate important travel policies and explain why they should be
important to future student travelers (the learners). To find out if the user retained the
information a short quiz will follow.

TRAVELLING ON UNIVERSITY BUSINESS

It will be followed by the second module on how to request travel and close it out. The
user will be walked through the process of requesting travel and given the location online of the
form used for this request. It will then be followed by a lesson to fill out the form for Monte Rey
who wants to travel to a basketball game as a CSUMB representative. Details will be given and
the user will be expected to fill out the Google form and submit. The next section of this module
will be about post travel. A checklist of items needed to close out travel will be used as an
instructional guide. Another short quiz will follow testing their recall of this checklist and where
it is located.
The third module will provide policies and procedures with driving under university
business. They will be given the official CSUMB website with resources for this information.
This module will have a short quiz asking users to recall why defensive driver training is
important and where the website address is located on the CSUMB website.
A checklist of items they must provide to close out travel will be used as an instructional
guide. Another short quiz will follow testing their recall of this checklist with what they should
turn in after travelling and will be asked to provide a photo clip of where they located the
checklist.

Design
Literature Review/Environmental Scan
Teaching methods have changed from a focus on teaching to a focus on learning. In
creating this instructional course it has to provide moments of learning in a short amount of time.
This is because of the user age group, their skillset and their expectation of a quick interaction.
According to Lowery (2004) Faculty must be aware of differences, and must be
prepared to adjust their teaching philosophies and practices for a new breed of learners (p. 31).

TRAVELLING ON UNIVERSITY BUSINESS

Based on the learner analysis the design has been created to foster instructional lessons
appropriate for the learners using the module.
Learning Objectives
Module 1. The following declarative learning objective will be used. Using an
instructional video, CSUMB students will be able to state why following CSUMB travel policies
are important to them and the university, this will include out of pocket reimbursement and
liability coverage. This objective is in the affective domain.
Module 2. The following procedural learning objective will be used. Using a screen shot
video, CSUMB students will be able to locate the Google travel request form on the CSUMB
website, with 100% accuracy. This objective is in the cognitive domain.
Module 2. The following procedural learning objective will be used. Using a screen shot
video, CSUMB students will be able to identify the post travel checklist on the CSUMB website,
with 100% accuracy. This objective is in the cognitive domain.
Module 3. The following procedural learning objective will be used. Using a web link,
CSUMB students will attach a photo clip of where they can obtain registration to drive under
university business, with 100% accuracy (procedural). This objective is in the cognitive domain.
Test Instruments
To test the knowledge of the users, embedded questions will be placed at the end of
Module 1 and Module 3. Both will be a multiple choice quiz. Users will receive immediate
feedback to their responses. If correct they will move on to the next module. If incorrect they
will be asked to try again until they choose the correct answers.
In Module 2 users will be tested by participating in activities. They will be asked to take a
screenshot and provide a URL address for the request to travel Google form, and post travel
check list. These activities will be posted on a forum. The goal for this activity is for users to
know where to locate these resources. Similarly as with Modules 1 and 3, immediate feedback

TRAVELLING ON UNIVERSITY BUSINESS

will be given. If correct they will move on to the next module. If incorrect they will be asked to
try again until they choose the correct answers (see appendix A).
Delivery System and Media Decisions
The delivery system chosen for this instruction will be an ilearn course. This delivery
method for instruction was chosen because it is the current system in place for all student
organization training. It was also chosen because of the limited time and financial resources
available to seek out another method of delivery. Additionally Moodle has proven to be a
resourceful and robust platform for creation, delivery and assessment of instruction. It is also
well known by CSUMB students in their academic course work.
The media used in the Moodle course will consist of videos, URL links, short quizzes, a
few activities and online resources. The choice to use this variety of media is to provide a mix of
visual, audio and hands on practice for users to sustain interest in the lesson plan.
The course time delivery is expected run under15 minutes. The following are time
estimates. The introduction will be at 1 minute. Each module is estimated to run a length of 3
minutes. The summary of the modules with the feedback survey will take the remaining 5
minutes.
Instructional Strategies and Activities - Agenda
I.
II.

III.

Introduction
a. Why obtain approval for CSUMB travel.
b. Why do you need to know this?
Module 1 Approved travel = Approved reimbursement & insurance coverage
a. A short video will play with what occurs when travel is not approved and what
they have to gain when approval is obtained.
b. A multiple choice quiz.
c. Web links to CSU resources
Module 2 How to request travel and closing travel.
a. Screen shot of where to locate the Google travel request form on the CSUMB
website.

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10

b. Activity Take a screen shot of where to locate the Google travel form and post
to forum.
c. Screen shot of where to locate the post travel checklist on the CSUMB website.
d. Activity: Visit the CSUMB website and locate the URL address of the post travel

IV.

checklist and post on forum.

e. References of CSUMB travel policies.
Module 3 Driving a personal vehicle or rental? Get Registered.
a. Short video on why it is important and what they have to gain with completion of
the online course.
b. Screen shot of where to locate registration on the CSUMB website.
c. A multiple choice quiz.
d. Online references to CSUMB website on travel and driving under university

V.
VI.
VII.

business.
Summary of key points
Thank you. Provide contacts in Student Activities & Leadership Development
Request for Feedback Survey
Development and Implementation

List of Major Deliverables

Entering production mode videos will be created to demonstrate why travel is important.
These videos will need a script and a narrator. The scripts will comprise of scenarios of
successful outcomes for travel submitted appropriately and the negative outcomes when
submitted inappropriately. Specifically for individuals the student organizations they belong to.
Screen shots with narration will also be created. The screen shots will consist of where to
locate the documents on the CSUMB website.
Quizzes will be created in ilearn. The activities will be created and users will be expected
to deliver the assignment of a screen shot and URL address in a forum post.

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11

Development Plan
The time frame for development begins the week of January 5, 2016. The date for
implementation is January 19, 2016, with evaluation occurring February 2, 2016. The cost to
complete this plan is the departments staff time. The challenge is meeting deadlines before the
beginning of the spring semester. If the time frames cannot be met, this project will be moved to
summer 2016 for completion.
Implementation Plan
This is a self-study course. Administrators will need to know what the administrative
policies are on travel and driving under university business. All department staff are trained on
these processes. They also know ilearn and will check users assessments and confirm
completion.
Evaluation
At the end of the instructional plan a feedback survey will be provided to users. Users
will include students and staff. Providing a feedback survey at the end of the lesson will provide
the opportunity to capture data and reflection about the course from users (see appendix B for
survey).

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12

References
Reiser, R. A., & Dempsey, J. V. (2012). Trends and Issues in Intrustional Design and
Technology. Boston: Pearson.
Worley, K. (2011). Educating college students of the net generation. Adult Learning, 22(3), 3139.
Lowery, J. W. (2004). Student affairs for a new generation. New Directions For Student Services,
(106), 87-99.

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13

Appendix A
The following are the assessment tools that will be used for evaluating the knowledge of users
and assess if instructional goals were obtained.

Multiple Choice Quiz

Module 1

a. It gives the administration paperwork

Which of the following are
to do.
the best corresponding b. For full reimbursement of out of
answers, Why is it

pocket expenses I will have while

important to submit travel travelling.

c. The administration likes to give
requests on time for
student organizations extra work to
approval?
complete.
d. It provides me with full insurance
coverage while travelling as University
representative.

TRAVELLING ON UNIVERSITY BUSINESS

Screenshot of Google Travel
Form URL page
Module 2

14

Provide a screen shot of

Post to Forum
where the Google travel
request form is located on
CSUMBs website?

URL page of Post Travel Checklist Provide a screen shot of

Module 2
where the Google travel

Post to Forum

request form is located on

CSUMBs website?

a.
Multiple Choice Quiz
Module 3

Which of the following are

It gives the

administration paperwork to do.

b. It provides auto

the best corresponding

insurance coverage to drivers
answers, Why is it
and passengers in case of an
important to obtain
defensive driver
certification when driving
yourself and/or others?

accident.
c. The administration likes to give
student organizations extra work to
complete.
d. For reimbursement of out of pocket
expenses.

Appendix B
Feedback Survey

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15

Rate from 1 to 3 your understanding of why

1 (dont understand)

approval for travel is important for students?

2 (somewhat understand
3 (fully understand)

Do you know where to locate the travel

a. Yes

request form on the CSUMB website?

Can you show someone else where to find it?

b. No
a. Yes

Do you know where to locate the DUB

b. No
a. Yes

resources on the CSUMB website?

b. No

Did you learn something new about

a. Yes

travelling as a CSUMB student?

Would you recommend this course to your

b. No
a. Yes

student organization members?

Please provide feedback on how this course

b. No
Comments section

can be improved.