Fall 2006 R521 Instructional Design Group 2
Project 2
Instructional Design Document
How to Change a Flat Tire
Group 2
Gloria Gill
Nathaniel Siders
Marsha Wilson
R521: Instructional Design and Development
Dr. Appelman
Seung-Hee Lee
Contents
Objectives of instruction 3
Overall goal of instruction 3
Terminal objective 3
Enabling objectives 3
First look at objectives, skills, knowledge 3
Motivational strategies 3
Attention and relevance 4
Confidence 4
Satisfaction 4
Introductory presentation of material 5
Prerequisites 5
Equipment 5
Context for learning 5
Presentation, Demonstration, and Practice Activities 6-7
Presentation 6
Demonstration 6
Practice Activities 8
Basic plans for instructor materials 8
Description of design for usability 8
Congruence between student materials and instructor materials 8
How instructional strategies will be communicated to users 8
Testing/evaluation plans 9
What is to be evaluated 9
Strategies for how evaluation will occur 9
How feedback is to be provided to the learner 9
General Purpose of Instruction
The purpose of this instruction is to motivate students to understand the relevance and importance of learning to change a flat tire and to provide them with the knowledge and experience required to do so. Because the objective of changing a tire requires the successful completion of several steps, the design team has found it practical to distinguish discreet units of performance, and to express our objectives as one terminal objective with eight enabling objectives, as suggested by Don Clark (2006).
Terminal Objective
Each student will demonstrate their knowledge and ability to safely change a tire by doing so using only the factory-supplied scissor jack and tire iron.
Enabling Objectives
· While viewing an instructional video, each student will complete an outline of the tire changing process.
· Each student will position car in appropriate place for a tire change.
· Each student will correctly set up the scissor jack.
· Each student will remove a hubcap.
· Each student will remove lug nuts & flat tire.
· Each student will install a spare tire.
· Each student will replace lug nuts.
· Each student will put away materials.
First look at objectives to be achieved and skills, knowledge to be learned
The team has experienced the iterative nature of the objective development process as described by Morrison, Ross, & Kemp (2004). The team has identified the instructional activities and accompanying evaluation methods and is now able to better define the objectives. The objectives began as simple behavioral objectives consisting of the two essential elements. At this point, the team has added conditions of performance elements to several objectives and may eventually include levels of achievement as well. Morrison (2004, p. 114) states that “such an objective is particularly important when the instruction has specific or minimum outcome requirements for proficiency.” Because the team wants each student to successfully complete the entire procedure, the objectives for this procedure fall into the category of objective to which Morrison was referring.
The physical skills involved consist of basic physical activities, such as lifting, moving, turning, and positioning objects, that do not require extensive practice to master. The tools to be used, the steps to take, and the correct sequence of events comprise the most important knowledge to be learned.
Motivational Strategies
Data acquired during the learner analysis indicates that that many factors may lead to a lack of motivation in regards to a tire change, including the assumption that help will always be available, or a perception that the process is too mechanically involved. It is our goal to invest students in the activity by capturing their interest and maintaining it by explaining the gravity of the consequences of being unprepared. Mindful of its history of efficacy, we used Keller’s ARCS model for developing motivational strategies (Song & Keller, 1999)
Attention & Relevance
As mentioned above, many students regard a flat tire as an unimportant eventuality, “Something I’ll deal with when it happens.” By bringing it into the present students will be more receptive to learning the process.
While students are in driving practice in a rural area, the instructor will unexpectedly ask driver to pull to the side of the road. The instructor will inform the students that they have just had a blowout. He or she will ask each student what he or she would be doing that very moment if driving alone. Few students would be able to change a tire, and so most will offer suggestions such as “I’ll call a parent,” “I’ll call a tow truck,” or “I’ll flag someone down for help.” For each response the instructor should offer a counter-response indicating factors that could make those plans ineffective, such as a cell phone dead zone, the considerable cost of a tow, or the dangers of soliciting strangers for help. The instructor will then announce that the most reliable, cheapest way of dealing with the situation is just to change the tire, which they will be learning soon.
Confidence
To a fifteen-year-old there are few skills that are more important to acquire than that of driving. Driver’s Education is a stressful time for students, as most will have little or no experience behind the wheel and one’s poor learning curve is readily evident to other students. Changing a tire brings with it the challenge of using tools, and, for the females in the class, performing a task that is often accepted as a “man’s job.” Coupled with factors mentioned earlier, these stressors may sour some students to the process altogether. Because the stakes are so high, it is essential that instructors bolster student confidence and lower stress levels, which will lead to better performance. The instructor will give encouragement to students at each stage of practice, using anecdotal examples of past student successes whenever possible. A casual, open atmosphere should be fostered within groups to encourage students to empathize with one another while sharing practice.
Satisfaction
Students will experience satisfaction from the positive comments given by leaders and other students as they demonstrate the procedure. Students will be at ease on the road, knowing that if a flat occurs, they have the ability to take care of it.
Introductory Presentation of Instruction
The State of Indiana requires that a high school driver’s education course contain at a minimum 30 hours of classroom instruction and six hours of road experience. For the typical Indiana high school, this is usually spread over the course of a semester or provided in a summer school session. In a semester session, the students meet for approximately one hour, five times per week, while in summer school the session is usually half a day, four to five days per week. Schedules may differ from school system to school system.
The tire-changing module will include classroom instruction time as well as lab time for each student to participate in a tire change and to provide feedback for peers on their performance. The lab time will use small group instruction, each group consisting of 3-4 students and an instructor. These groups should, when possible, be the same group and instructor used during the driving portion of the class.
Prerequisites needed for instruction
To participate in this module, the student must be currently enrolled in a driver’s education course. Enrollment in the driver’s education course ensures a set of criteria for the learner, including being at least 15 years old, having adequate eye sight, and being able to read. Special needs students, such as those with physical impairments, attend special driver’s education courses that address specific challenges and provide methods and equipment for compensating for those challenges. For the purposes of developing this module, we assume the students have average motor skills and no limiting physical impairments. No prior knowledge of tire changing is presumed other than the identification of a passenger auto and the difference between an inflated and deflated tire.
Equipment and facilities required for instruction
The classroom instruction will take place in the room used for other driver’s education modules. Technology needs include a television with DVD player for the presentation of content, and a car, scissor jack, and tire iron for each group during the practice and evaluation activities. The lab portion will be conducted in the school parking lot (during warmer months) or in an auto shop area (during winter months) where sufficient room for using equipment (jack, tire iron, spare tire) is available. Even though nearly all current theories of instruction emphasize that learning should ideally take place in the same environment in which the knowledge will be demonstrated (Ertmer & Newby, 1993), the design team has decided it prudent to limit tire changing activities to safe areas rather than the more authentic – but more dangerous – roadside.
Context for Learning
Key Terms
Spare tire
Scissor jack (also bottle jack, ratcheting jack stands, etc.)
Jack point
Tire iron (also lug wrench)
Hub
Hubcap
Lug nut
Lug nut stud
Counterclockwise
Clockwise
Presentation, Demonstration, and Practice Activities
As stated in Morrison (2004) psychomotor procedures are best taught through modeling or demonstration. Because each step in the process of changing a tire depends on the effective completion of the step before, the design team has adopted a temporal sequencing scheme for presentation, demonstration, and practice activities.
Strategies for the Presentation of Content
Morrison validates using a videotape in procedural instruction because it helps develop a model for completing a task, and adds that learning is enhanced when verbal labels are added to the steps (Morrison, 2004, pg. 135). Our presentation strategy facilitates both factors.
Students will first be shown the steps of a tire change via instructional video. The video will be developed by the instructional design team and will introduce key terms and illustrate the twenty steps identified in the task analysis. Each student will be given an incomplete outline of these steps, which will be completed individually while watching the video. The function of the outline is to provide verbal labels for steps of new knowledge, to keep students attentive to the video, and to act as a procedural aid in the practice activity. Because the completion of the outline is of such importance, students will be informed that the outline is a graded assignment, resulting in higher levels of motivation for accurate completion.
Strategies for Demonstration
After the presentation, students will divide into their driving groups and move to a predetermined area with their instructor and instructional vehicle. The instructor will demonstrate the steps for changing a tire before eliciting the same performance from each student. For the sake of expedience, the twenty steps will be chunked into the seven groups below. The chunks also correspond to the seven enabling objectives. The instructor will model each chunk first, modeling how to use the procedural aid to recall the needed steps. After a demonstrating a chunk, the instructor will reset the materials for student practice.
1. Perceive flat tire and position car in appropriate place for a tire change
(steps 1-3). Because it is unfeasible at best and dangerous at worst to create a driving situation that results in a flat tire, the instructor will need to verbally discuss the indicators of a flat tire. The instructor will also need to discuss what characteristics make certain areas ideal for a tire change, other areas unacceptable, and why. Unacceptable areas to be discussed should include, but not be limited to:
· Anyplace on an incline (could cause the jack to tip over)
· Soft surfaces (will be unable to jack the car)
· High traffic areas (such as an active traffic lane, at the risk of collision)
2. Setup (steps 4 & 5). Instructor will demonstrate how to locate and remove materials from trunk of the car. Instructor will need to help students learn to recognize the frame of the car, as well as the jack point, in addition to how to effectively set up the jack. He or she will also need to emphasize that the car should not yet be lifted, as that will allow the wheel to spin and make the process of removing the tire much more difficult.
3. Remove hubcap (steps 6 & 7). Instructor will need to indicate the appropriate seam in which to insert the wedge. He or she will also emphasize the value of the hubcap as a place to put the lug nuts, ensuring that none will be lost after taking them off.
4. Remove flat tire (steps 8-11). Instructor should demonstrate some strategies for removing particularly tight lug nuts, such as applying greater force to the iron by stepping on it. He or she will; emphasize the importance of not yet removing the lug nuts, as it increases the chances of destabilizing the car. Instructor will illustrate an appropriate height to which the car should be lifted and should comment that the higher the jack is lifted, the more unstable it becomes. He or she will once again highlight the value of the hubcap as he or she deposits the lug nuts therein.
5. Replace with spare tire (steps 12-14). Instructor will draw student attention to the differences between the spare tire and the inflated road tires, a visual reinforcement that the spare needs to be changed as soon as possible. Instructor will demonstrate most effective way of fitting the spare onto the lug nut studs.
6. Replace lug nuts (step 15). Instructor will demonstrate the correct sequence for replacing the nuts while emphasizing that tightening them in the wrong order will lead to an unbalanced tire.
7. Finish & put away (steps 16-20). Instructor will demonstrate how to put away jack, tire iron, and flat tire. Instructor will verbally lead a discussion of possible courses of action that could be executed once the car is back on the road, such as driving to a repair shop, or going home if it is within 50 miles (the maximum recommended distance for which spare tires are made).
Practice Activities
After the instructor has demonstrated a chunk, he or she will then have each member of the group perform the same single chunk. Once each student has successfully completed the chunk and reset materials for next student the instructor will move on to the next, resulting in a cycle of demonstration and practice. The instructor should stay as hands-off as possible while each student performs each step, offering mostly advice and encouragement. For the first and last chunk, where the activities cannot be physically performed, student practice activities consist of taking part in the instructor-lead discussion of appropriate behaviors that would be demonstrated in those circumstances.