Project 2 - Group 5 (G5) How to Repair or Replace a Flat Bicycle Tire Group members: Christopher Brunclik Xuan Cai Carrie Donovan Shaun Hammer Sarah K

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<ul><li>Slide 1</li></ul> <p>Project 2 - Group 5 (G5) How to Repair or Replace a Flat Bicycle Tire Group members: Christopher Brunclik Xuan Cai Carrie Donovan Shaun Hammer Sarah K. McIntosh Charles Sinclair 1 Slide 2 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. Slide 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 3 Slide 4 4 Specific Entry Competencies Prerequisite skills Prerequisite knowledge Prior experience Special Needs Learning Styles Physical Demands Potential Learners Continued Slide 5 Design Summary Procedure Learners Context Approach Instructor 5 Slide 6 Design Summary Subject Matter Expert Design Instructor Materials Student Materials Formative Evaluation Expert Consulting Usability Study 6 Slide 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 7 Slide 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 8 Slide 9 Approach The model outlined by Foshay, Silber, &amp; Stelnicki (2003) Motivation is suitable for this age group YCDI &amp; WIIFM Strengthen the new knowledge through practice Not enough examples and non-examples Minimalism discussed after usability study 9 Slide 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 10 Slide 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. 11 Slide 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. 12 Slide 13 Description of Instruction Bicycle Tire Repair/Replacement Introductory Presentation Hands-on Practice Individual Performance Observation and Assessment Focus on relevance, confidence, and satisfaction 13 Slide 14 Instructor Materials Design Layout/Format Content Intended use 14 Slide 15 Student Materials Design Layout/Format Content Intended use 15 Slide 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 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 6 th grade female learner to determine what physical challenges existed 17 Slide 18 Major Instructional Decisions Slide 19 19 Address Instructional Strategies This is same as instructional approach? Slide 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 20 Slide 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 21 Slide 22 Evaluation and Assessment 22 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 Slide 23 Usability Study 23 Usability study details Bike trail park shelter in Van Meter, Iowa Four learners and one instructor Team observation and videotaping of the instruction Slide 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 Slide 25 25 Results from Usability Test What we took away from it What we would change Slide 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 26 Slide 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 27 Slide 28 Potential learners What we would change Problem: portability of instructors 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 28 Slide 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 instructors narrative to replace complex terminology 29 Slide 30 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. Slide 31 31 Questions? </p>