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.
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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"
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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(.
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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
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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
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