Introduction/Explanation to Peer

1. Project 2 - Group 5 (G5)How to Repair or Replace a Flat Bicycle TireGroup members:Christopher BrunclikXuan CaiCarrie DonovanShaun HammerSarah K. McIntoshCharles Sinclair

2. Introduction/Explanation to Peer • The Purpose Of This Instruction Was To: • Promote fun, safety and fitness. • The Van Meter Parks and Recreation Department in Van Meter, Iowa has spent much time, cost and effort in developing a new bicycle path for its citizens. • It was our intent to educate middle school students on how to effectively repair a flat bicycle tire. 2

3. Potential learners • General Characteristics from the Learner Analysis Target audience: • sixth through eighth grade males and females attending middle school in Van Meter, Iowa Ages of Learners: • 11 through 13 years, with an average age of 12 years • Impact of General Characteristics on Design • Motivation or Desire • Attention span

4. Potential Learners Continued • Specific Entry Competencies • Prerequisite skills • Prerequisite knowledge • Prior experience • Special Needs • Learning Styles • Physical Demands

5. Design Summary • Procedure • Learners • Context • Approach • Instructor

6. Design Summary • Subject Matter Expert • Design • Instructor Materials • Student Materials • Formative Evaluation • Expert Consulting • Usability Study

7. Context The city of Van Meter IA has recently invested a network of bike paths.  Parks and Recreation is to Promote the bicycle paths, safety, and fitness "Biking is Fun" program - "how to fix a flat tire."  Separate age groups all co-ed Instruction will be held at Trindle Park Shelter in Van Meter, Iowa The bicycle repairing skill can be used anywhere

8. Context • Instruction will be held at Trindle Park Shelter in Van Meter, Iowa • Spring and Summer • The bicycle repairing skill can be used anywhere

9. Approach • The model outlined by Foshay, Silber, & Stelnicki (2003) • Motivation is suitable for this age group • YCDI & WIIFM • Strengthen the new knowledge through practice • Not enough examples and non-examples • Minimalism discussed after usability study

10. Overall Objective Given a functioning bicycle with a flat tire, portable patch kit, tire tube, portable tire pump, and water bottle, the learners will be able to ascertain the location of the tube air leak, if any, then repair by only adding air, patching a small hole, or replace the flat tire tube, unassisted, where the tire tube is on the bicycle with the tire and is inflated and functional while on a bicycle trail

11. Specific Objectives • Given a functioning bicycle with a flat tire and portable tire pump, the learners will test the airtight integrity of the tire, unassisted, by trying to inflate to the point the tire is inflated and functional or deemed compromised while on a bicycle trail. • Given a flat bicycle tire, the learners will be able to identify the location of the compromised section of the tire, and then determine whether to repair or replace the tire on a bicycle trail.

12. Specific Objectives • Given a compromised bicycle tire tube and a portable patch kit, water bottle, and tire pump, the learners will work unassisted to repair, the tire tube, to the point where the tire tube maintains air tight integrity while on a bicycle trail.  4 • Given a functioning bicycle and a new tire tube, the learners will place the new tube and existing tire on the bicycle rim, unassisted, ensuring airtight integrity and functionality of the bicycle on a bicycle trail. 

13. Description of Instruction • Bicycle Tire Repair/Replacement • Introductory Presentation • Hands-on Practice • Individual Performance • Observation and Assessment • Focus on relevance, confidence, and satisfaction

14. Instructor Materials Design Layout/Format Content Intended use

15. Student Materials Design Layout/Format Content Intended use

16. Major Instructional Decisions • Decision to use one bike per pair of learners • This allowed the learner to both evaluate and practice • Also prepared for contingency of learner using her own bike • Decision was made to visually illustrate the bicycle repair procedure • A C-map was used to depict steps 1-10 from Start to End of the procedural lesson • We then broke the Cmap into the individual objectives • “Cueing” was employed by color coding each branch • See next slide

17. Major Instructional Decisions • Decision was made to laminate student materials • To be weatherproof • Storable in a bike bag • Decision was made to laminate a condensed version instructor manual • To facilitate proper instruction when instructor assists students at their learning station • Decision was made to conduct an in-progress analysis with a 6th grade female learner • to determine what physical challenges existed

18. Major Instructional Decisions

19. Address Instructional Strategies • This is same as instructional approach?

20. Major Developmental Decisions • Decisions were systematic • Which procedural task to use required much deliberation • Decisions regarding the learners and instructor • Who to use and how to create a real-life context • Decision to use Van Meter, IA, Parks and Recreation • Next focus was the selection of instructional theory • Decision to use Foshay, Silber and Stelnicki (2003) procedure model • Decisions regarding group communications • Wiki, Google Docs, Zoho, email

21. Implementation Issues • For future courses • Instructor materials need to be duplicated and distributed 5-7 days prior to date of course • Actual materials • Tubes, patch kits, tire pumps, lever tools, water bottles • Need to be gathered prior to course by hosting group or instructor • Student materials need to be duplicated prior to course and distributed the day of the course

22. Evaluation and Assessment Original design • One learner per bicycle • Observe and then participate in an individual assessment Modified design • Two learners per bicycle • Practice as instructor demonstrates, perform an individual assessment, and then evaluate an individual assessment

23. Usability Study • Usability study details • Bike trail park shelter in Van Meter, Iowa • Four learners and one instructor • Team observation and videotaping of the instruction

24. Usability Study (continued) Usability study findings • Instruction was found to be authentic • Content was found to be accurate • Objectives were found to be appropriate • Data collection was found to be effective

25. Results from Usability Test • What we took away from it • What we would change

26. Potential learners • For Future Use • Instructor materials • Student materials • Suggestions • The delivery time of instruction materials • Location of the instruction • Information of actual materials used in this course

27. Potential learners • Overall conclusion • The content of the instructional materials, for both the instructors and the learners, is accurate • instructional materials have both descriptive instructions and visualized steps • the instructional quality was good too • But we do have some problems that we found in the usability test, as shown on next two slides

28. Potential learners • What we would change • Problem: portability of instructor’s material • Change: a binder and a laminated instructor guide • Problem: student materials • Change: Laminate the student materials • Problem: The instructor did not use his own bicycle for demonstrating the procedure • Change: alright for small groups but not for larger groups

29. Potential learners • What we would change • Problem: There were too many extracurricular items within the narrative, such as the reference to pizza • Change: Identify superfluous references in instructional materials and remove • Problem: terminology problem • Change: simplify the instructor’s narrative to replace complex terminology

30. Lessons Learned As these challenges and obstacles have come up, the team has maintained its integrity to the instructional design process and its focus on trying to ensure that the goals and objectives set forth line up with the materials we will be presenting during this course.

31. Questions?