AET/515 Instructional Plan Heather K. MacTavish

1. AET/515Instructional Plan Heather K. MacTavish

2. Needs Assessment • What is the learning problem or opportunity? • Introduction to Inclusive Recreation Training • 2. What is currently available? • Not currently offered • What should be available? • 4 hour Online module based training addressing • Explain the gap analysis between what is available and what should be available. • 46 employees in recreation delivery • No knowledge or experience with inclusive recreation programming • What is your recommended solution for filling the gap? • Online foundational level training offered to current and future employees to be developed and launched by 15 October 2014. • Result in successfully manage, program and deliver inclusive recreation to patrons

3. Instructional Goal • At the conclusion of the Introduction to Inclusive Recreation course the recreational delivery team will be able to recognize the purpose, best practices and long-term benefits to the organization and the customer of an inclusive recreation program.

4. Performance-Based Objectives • Given a scenario, learners will be able to select appropriate modifications to a recreational activity to make it inclusive for persons with physical or mental limitations. • Learners will be able to identify best practices of delivering recreational activities to customers with physical or mental limitations. • Learners will be able to recall the associate law or laws that govern the need for an inclusive recreation program.

5. Summative Assessment and Learning Outcomes • Online course to be completed with a passing score of 75% or greater • Multiple Choice bank of questions to measure knowledge (Level I) at the end of training. • Sample Question • Which law governs the need for an inclusive recreation program (measures the awareness of ADA of 1990 and aligns w/ PBO 3) • GI Bill section 508 • ADA of 1990 • Post 911 GI Bill • Equal Employment Act of 1975

6. Learner Characteristics • The learner characteristics : • General characteristics • AGE: • Manager 35-45 y.o. (Baby Boomers/Gen X) • Recreation Lead Programmer 22 -26 y.o. (Gen X or Millennial) • Recreation Aid 18-20 y.o. (Gen C) • Education: • Manager – BS in Recreation, Education or related field w/ 3 years progressive experience • Recreation Lead Programmer – HS Diploma w/ 5 years of experience or BS (like above) and 1 year experience • Recreation Aid – HS Diploma or GED (entry level) membership in Boy/Girl Scouts, 4-H, YMCA, etc. highly desired • Special Skills: • Tech Savvy • Recreation background – team sports and high adventure – leadership roles • Learning styles: • Technology rich learning, gamification techniques a plus

7. Learning Context • Online module based training program. Current employees will have six months to complete the modules. All new hire employees will be required to complete the Introduction to Inclusive Recreation training within 3 months of the date of hire. • Employees will be given 4 hours of on the job training time to complete the online based modules. Employees who do not successfully complete the modules with an end of course assessment of 75% or higher on the first or second attempt will be required to meet with a training instructor to determine if there are other considerations such as a language barrier preventing the successful completion of the training modules. • Employees will have access to the Boardman University computer lab to complete the training. However, access to the online modules will be possible at work stations and even on personal laptops and mobile computing devices for employees who choose to complete the training in an alternate location. • Job aids will be available to the employees and accessible on the staffs Wiki page for use in the future, as needed, to modify recreational opportunities for resort guest. Training modules will remain accessible to employees after successful completion of the modules as a performance support tool.

8. Delivery Modality • Online asynchronous learning event • Reach-back performance support tool • Just In Time training • Knowledge • Next Step: professional organization training, i.e. National Recreation and Parks Association (NRPA)

9. Instructional Strategies • Direct Instruction (lecture) in an In-Direct environment (online, asynchronous) • Learners will view web based online instruction. • Reading content • Voice Over tutorial presentations • Choice simulations • Knowledge checks • Web links will be provided for additional resources

10. Plan for Implementation (Timeline) • Information to be included in the timeline is: • Needs Assessment, Topic Research, SME Interviews, Best Practice Reviews, Macro Design, Peer Review of Design, Online Content Development, SME Review of Development, Development modifications (if needed), Pilot Launch, Post Pilot Hot Wash, Development/Design modifications (if needed), Educate Target Audience, Market to Target Audience, Live Launch of Online Training, Evaluate and Re-Tool as needed. • Needs Assessment – 180 days prior to launch • Macro Design – 150 days prior to launch • Pilot Launch – 60 days prior to launch • Live Launch – 15 September. • Backward planning will be used to develop complete timeline of milestones to be reached during the Design, Development and Implementation Stages

11. Plan for Implementation (cont.) • This Online training is dependent on a successful technology infrastructure (network based training program). • LMS (learning management system) • Design computers including equipment warranty • Design software including licenses to operate • Instructional designer • SMEs (subject matter experts) • Adequate fiscal resources to pay for the LMS, renewal fees, royalties, association dues, accreditation memberships/fees ,etc. • Survey software account (i.e. survey monkey)

12. Plan for Implementation (cont.) • Training is Online – Available through the LMS Anytime, Anyplace. • Participants are employees working in the recreational operations at Boardman Resort. Training is mandatory. • Boardman already offers online training and the target audience is already aware of this type of training; however, individuals needing assistance with the technology will be provided assistance from the Corporate University.

13. Instructional Resources • Subject Matter Expert notes • Applicable Laws • Case Studies for knowledge reinforcement • Computer Software i.e. Adobe Captivate • Computer with access to design software • Speakers and Microphone hooked to computer • Website resources • Best Practice Community information for resources • Knowledge check assessment questions with answers • Technical support access • Voice Over narrator

14. Formative Assessment • The formative assessment will include review of the instruction, videos and pre/post course assessments • Conducted by Professional Organization (i.e. NRPA) • Course Pilot course to a sample of target audience • Instructional design team/peer review • Post course assessment item analysis • Knowledge Checks will be conducted during training to allow students to self measure their understanding of the content. • Post course assessment will allow for re-tooling of online content

15. Please read before proceeding with this section!! PART IIITemplate Instructions • For your Week Six assignment you will complete the evaluation phase of ADDIE. • Part III– Evaluation of Instruction • Complete the following sections: • Evaluation Strategies – slide 16 • Outcome Review – slide 17 • Recommendations – slide 18 • References – slide 19 & 20

16. Evaluation Strategies • Kirkpatrick’s Model: • Level I – Reaction – Post course learner survey • Level II – Learning – Pre/Post course assessment with results comparison • Level III – Behavior – 120 day follow up w/ learner and supervisor • Level IV – Results – semi-annual customer feedback survey results

17. Outcome Review • Design goals will be considered met when 90% of the participants are successful at achieving the Level II measure of success. • In addition, the future successes of the course will be determined by evaluating a Level III and Level IV survey to the employee, supervisor and the customer.

18. Recommendations • This Instructional Plan will be useful for implementing an online, asynchronous learning event. • Learning outcomes are knowledge based only • Follow on practical application in an ‘internship’ or ‘apprentice’ setting (if needed) • not recommended for Boardman Corporate University or the Boardman Island Resort setting (not cost effective) • Retain contract Certified Therapeutic Recreation Specialist (as needed)

19. References • Gardner, J. C. (2011, September 25). A basic overview of the evaluation phase of the ADDIE instructional design model [Video file]. Retrieved from Youtube website: http://www.youtube.com/watch?v=CBoI0wBo4vw • Gyms becoming more inclusive. (2003). Journal of Physical Education, Recreation & Dance, 74(4), 8. Retrieved from http://search.proquest.com/docview/215761328?accountid=458 • Hermes, E. D. A., Rosenheck, R. A., Desai, R., & Fontana, A. F. (2012). Recent trends in the treatment of posttraumatic stress disorder and other mental disorders in the VHA. Psychiatric Services, 63(5), 471-6. Retrieved from http://search.proquest.com/docview/1370341774?accountid=458 • Klitzing, S. W., & Wachter, C. J. (2005). Benchmarks for the delivery of inclusive community recreation services for people with disabilities. Therapeutic Recreation Journal, 39(1), 63-77. Retrieved from http://search.proquest.com/docview/218620098?accountid=458 • Luongo, G., Letizio, P. & Rodrigues, K. (2012). Family and MWR online course management standard operating procedures. Retrieved from https://apps.imcom.army.mil/wiki/display/54/Standard+Operating+Procedures. • MG Robert M. Joyce Installation Management Academy School for Family and MWR. (2014). NAF Internal Controls Post Course Student Survey. Retrieved from MG Robert M. Joyce Installation Management Academy School for Family and MWR Wiki page at www.imcomacademy.com

20. References (Cont) • MG Robert M. Joyce Installation Management Academy School for Family and MWR. (2014). Online Business Case. Retrieved from MG Robert M. Joyce Installation Management Academy School for Family and MWR Wiki page at www.imcomacademy.com • Miller, Kimberly D,M.S., C.P.R.P., Schleien, Stuart J,PhD., L.R.T./C.P.R.P., & Bowens, F. (2010). Support staff as an essential component of inclusive recreation services. Therapeutic Recreation Journal, 44(1), 35-49. Retrieved from http://search.proquest.com/docview/347857914?accountid=458 • Schleien, S. J., & Miller, K. D. (2010). Diffusion of Innovation: A Roadmap for Inclusive Community Recreation Services. Research & Practice for Persons With Severe Disabilities, 35(3/4), 93-101. Retrieved from http://av4kc7fg4g.search.serialssolutions.com.ezproxy.apollolibrary.com/?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info:sid/summon.serialssolutions.com&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Diffusion+of+Innovation%3A+A+Roadmap+for+Inclusive+Community+Recreation+Services&rft.jtitle=Research+and+Practice+for+Persons+with+Severe+Disabilities+%28RPSD%29&rft.au=Schleien%2C+Stuart+J&rft.au=Miller%2C+Kimberly+D&rft.date=2010&rft.pub=TASH&rft.issn=1540-7969&rft.eissn=2169-2408&rft.volume=35&rft.issue=3-4&rft.spage=93&rft.epage=101&rft.externalDocID=EJ926883&paramdict=en-US