Running head: INSTRUCTIONAL PLAN 1

Instructional Plan: Mountain Biking Safety for Adult Learners

Week 5 Final Paper

Eric Fonseca

Adult Learning and Instruction EDU 362

Instructor Patsy Reece

March 23rd, 2017

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Instructional Plan: Mountain Biking Safety for Adult Learners

Adult learners have many life experiences that shape the way they interact with the world

and how they create meaning. In fact, Taylor, Marienau, and Fiddler (2000) state Adults learn

everywherein the workplace, at home, in their communities. They do so to function

effectively in the changing world around them (p. 4). This constant learning environment

means that instructors need to create plans that accommodate the varied backgrounds and

experiences of the adult learner. Identifying the benefits and challenges of the delivery model

allows an instructor to determine the correct path toward the learning outcomes. The outcomes

must be examined and learning strategies identified that lead to the goal of instruction. Relevant

learning and development theories are identified and included. Also, if a technology is used, it

needs to be analyzed for its effectiveness. Lastly, considering learners cultural values and

beliefs affects the capacity in which they construct meaning. Identifying and analyzing these

topics will ensure the learning environment allows participants to reach the goal of instruction.

Instructional Plan Focus and Delivery Model

The instructional plan described here will be regarding mountain biking safety. The

course will be a multiple day course on evaluating trails, identifying safety equipment, and

emergency procedures. This course will be delivered in an online e-learning environment,

consisting of computer-based training modules and a web conference. This community

education program is designed for individuals in all parts of the world that enjoy mountain

biking and can be taken anywhere in the world by signing up for the program online. Persons of

any age who are interested in mountain biking should take this course to ensure they are riding

safely and able to help themselves or others in an emergency situation.

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The e-learning environment is the optimal setting for this course, as it will allow more

individuals to be able to attend the course. The e-learning environment is an effective way to

teach adult learners, though there is a lack of face to face connection. In fact, the use of e-

learning tools can facilitate student synthesis of information whether it be in an online course or

a classroom (Desplaces, Blair, & Salvaggio, 2015). This statement shows that using e-learning

tools even in a classroom environment helps with student achievement. The strengths associated

with the e-learning environment is that it is easily accessible, can be implemented in various

settings, and it can be used to supplement traditional learning. Challenges that may be

encountered are: it relies on technology that may fail, staff and students may not be adequately

trained in using the technology, and instruction may be more focused on the technology than the

learning outcomes. Therefore, it is important that the design focuses on strategies that will work

well in an online environment and technologies that are used are evaluated to ensure they are

effective in reaching the goal of instruction.

Learning Outcomes and Strategies

Learning outcomes identify what the learner should know once leaving the instructional

setting. Learning outcomes should be able to be assessed and measured to determine if students

have met the goals of instruction. In 1950, Benjamin Bloom created a taxonomy that provides a

structure that categorizes learning outcomes into knowledge, comprehension, application,

analysis, evaluation, and synthesis (Wynne, n.d.). Each category provides a different level of

student engagement, and strategies should lead to the outcome. For example, the knowledge

outcome requires the recall of information by the student. In this case, the learner has little

involvement in the process as they are required only to memorize and recall information that
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they receive. In contrast, the synthesis category allows the learner to use higher cognition and

construct new ideas regarding the information they are receiving.

In a course on mountain biking safety, all the outcome categories may be used. The

knowledge outcome focuses on the learner recalling information about safety gear. The students

would be presented with information on safety equipment and recall the items. In

comprehension, the student is involved in using a higher cognitive function as they would be

identifying safety equipment that is used based on environmental factors. The application

outcome would require participants to demonstrate proper use of the safety gear. In application,

the student is more involved as they must use motor skills and cognitive skills to show the proper

use. In the analysis category, participants would have to differentiate between different biking

equipment and what benefits and challenges they present for their trail. During the evaluation

outcome, they would use the knowledge they have acquired throughout the course and justify the

choices they made regarding their equipment. The student is most involved in the synthesis

outcome, where they must use creativity and relate information on safety products to identify

alternatives to safety equipment they do not have.

Learning strategies are activities that are performed in the educational environment that

lead to the learning outcomes of the course. Learning strategies in the adult environment should

allow participants to ask questions and create answers to lead to transformation in their thinking.

Adults have much experience they have acquired throughout their lifetime, and want to draw on

their experiences and be self-directed learners. Palis, and Quiros (2014) find Encouraging

active learning (where students actively participate in their learning through debates,

questioning, case resolution) over passive learning (where students just sit back and expect to be

fed by the teacher) is one strategy for helping students make a transition from dependent to
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self-directed learners (p. 115). Self-directed learning is an asset in an adult education course

because many adults want to be involved in the educational process and not just a receiver of

information. Designers of instructional strategies and teachers should work to involve adult

pupils in the construction of knowledge.

The mountain biking safety course would include an activity allowing participants to

research materials they may find in their surrounding or have with them, that can be used in

place of safety gear that they did not bring on their biking trail. The activity is started by placing

individuals in groups and having them discuss ideas and additional research that must be done by

the team members. The individuals then break apart from the group to conduct research and

formulate ideas of items that may serve as a replacement for safety equipment such as bandages

or tire patches. These people then go back to the group with their findings and explore

innovations based on what others have contributed. Finally, the course participants come back as

a large group and present their material where new questions and innovations may be considered.

The activity would lead to the synthesis outcomes of the instructional plan.

Learning strategies and outcomes are important to the instructional design. Well-

constructed strategies should lead to the learning outcomes of the course. Incorporating specific

and well-formed materials and activities alleviates students confusion and frustration and leads

to greater student growth and comprehension of the learning outcomes. If the material is not

designed with the goal of instruction in mind students may become confused as to the knowledge

that should be transferred outside of the instructional setting. It will also make it difficult for the

instructor to assess the students comprehension once the course has been completed. Students

may also find it difficult to grasp the concepts being presented and become frustrated.
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Learning and Developmental Theories

There are many ideas as to how adults learn best in the instructional environment. One

theory that is often included in course design is the constructivist theory. This theory identifies

that the learner creates knowledge based on their values and culture (Scheurman, 1998). In this

type of setting, the instructor acts as a guide to the student in constructing their understanding of

a topic. Another theory is social-learning which incorporates collaborative learning in the

instructional environment. This approach includes a dialogical process of asking questions and

working with others, leading to the desired learning outcomes. Social-learning also allows

individuals to view others behaviors and how they accomplish tasks.

Both learning theories would be present for the mountain biking safety course. The

learners would construct knowledge on their own by researching information on safety

equipment and alternatives. A constructivist learning theory is relevant to this type of instruction

as the several learning outcomes lead to the student problem-solving issues they may encounter

while they are mountain biking. Constructivism also leads to the student gaining additional skills

that may not be increased if they were just provided materials and asked to recall information.

They would also have created their knowledge of what equipment is necessary for different

locations they wish to ride their bike. Constructing information would better allow the

individuals to retain the information they are receiving, as it uses higher cognitive functions.

Constructivism is similar to social learning in that it allows learners the ability to form their

conclusions rather than having them presented by an instructor. A significant difference between

constructivism and social learning is that constructivism is conducted at a personal level rather

than in a group setting.

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Social learning allows the students to work together and find solutions to problems which

may be necessary for a mountain biking trek. Even if an individual is biking on their own, it

may require the rider to be resourceful in an emergency. By identifying others behaviors and

solutions, it would assist participants in the identification of innovative solutions to issues of

their own. The group aspect of this strategy would allow interaction and understanding of

differing perspectives of peers in the course. There are many ways social learning can be

implemented into an educational environment and it may be affected by the mode of instruction

either in person or online. Social learning may be utilized by placing people in small groups or

using the entire class. Participants may interact in person or using technology such as a wiki site.

The e-learning modality of this course would have the attendees using web-conference tools and

wiki sites to collaborate. The web-conference creates an environment for groups to work directly

together rather than waiting for feedback from peers. The wiki site would allow groups to share

pictures, post documents and communicate to reach learning outcomes at their own pace.

It is also important that students have an appropriate amount of guidance and time

available to them for social learning. Vuopala, Hyvnen, and Jrvel (2016) find Students need

time and space for the planning and coordination of group activities, and such discussions need

to be supported by a teacher (p. 35). This quote shows the importance of designing effective

activities and teacher interaction when including social learning. The teacher should act as a

guide to constructing new knowledge within the group setting. The activity must also allow

enough time for the individuals to be able to form their comprehension of the presented materials

and use prior experience as a guide to a solution to the problem presented in the activity.
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Technology in the Educational Setting

Technology is increasing in its availability and usefulness at a very high pace.

Technology is not new to the educational setting, but new ways of incorporating it into the

learning arena are increasing. One main item that needs to be considered before implementing

technology is to identify if it is useful and leads to the learning outcomes. Imel (1999) finds that

learning outcomes should dictate technology choice and the technology should be invisible in the

learning process in most settings. Technology can be easily used inappropriately, and it may also

be unnecessary. If it is used just because it is available, it may not lead to the learning outcomes

and hinder the learners from reaching the goal of the course. Another issue that arises is a lack of

training or education on how to use the technology on the part of the teacher or the student

(Chang, & Hannafin, 2015). If the educational technology tool is not implemented correctly, it

may cause issues and confusion with all parties involved in its use.

Computer-based training modules would be used in the designed mountain biking safety

course, along with an online conference application. The computer based training modules

would allow learners to view safety equipment and gain necessary information about mountain

biking safety. These modules would be designed with ease of use in mind and directions would

be provided to the learners prior to the use. The participants would then join an online web

conference which would include instructor-led training, collaborative activities, and video

presentations. These technologies are essential in meeting the learning outcomes of the course.

The computer based training modules would allow the learners to join the web conference with

the information necessary to perform the activities. The online conference would enable students

to participate in the construction of new knowledge and demonstrate their path to the learning

outcomes. The participants would use the online webcam option of the web conference
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application to demonstrate their knowledge and the ability to use safety equipment correctly.

The capacity to use break-out sessions in the application would also be used for collaboration

during the course.

Learner Cultural Values and Beliefs

Learners are usually a very diverse group of individuals with various belief and values

associated with their backgrounds. This diversity means that instructors must consider culture

when designing activities, creating material, and teaching their students. Members of differing

cultures may view learning from varying perspectives, therefore, having many types of activities

that cross the spectrum of the cultural values is necessary. In his article Considering culture in

the selection of teaching approaches for adults. Ziegahn (2001) identifies many differences in

culture. A students culture may provide a background of being more of an independent learner

or someone who gains knowledge better in a group setting. Students may also be more action-

oriented, wanting to get to the goal quickly or they may wish to spend more time discussing and

expanding on topics. Another significant difference between cultures is communication. It may

be something overt such as being unable to understand what another person is saying or covert

like a personal belief that is differing between parties.

In regards to the course on mountain biking safety, varied activities would need to be

implemented to encompass the diversity of the learners. It is important to conduct a learner

analysis if possible to ensure materials are unbiased and lead to learning outcomes regardless of

cultural background. Incorporating group activities that allow students to share personal

experiences and knowledge will assist with the social challenge. Also, the computer-based

training modules allow all learners to come in with a basic understanding of the topic being

discussed which will minimize the cultural difference upon entry into the online web
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environment. The computer based modules also provide a more relaxed setting for learners who

may be afraid to ask questions related to the material in front of other students. The computer-

based training modules allow individuals to escape the fear of answering incorrectly in the

training class.

Conclusion

Indeed, adult learners have many life experiences that shape the way they interact with

the world and how they create meaning. The continuous learning environment that adults

interact with means instructors need to create plans that accommodate the varied backgrounds

and experiences of the adult learner. This paper identified the benefits and challenges of the

delivery model which allows an instructor to determine the correct path toward the learning

outcomes. The learning outcomes were examined and strategies identified, that lead to the goal

of instruction. Relevant learning and development theories were identified. Also, the use of

technology was analyzed for its effectiveness. Finally, cultural values and beliefs of the learners

were considered and how they affect the capacity in which students construct meaning.

Identifying and analyzing these topics ensures the learning environment allows the student to

reach the goal of instruction.

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References

Chang, Y., & Hannafin, M. J. (2015). The uses (and misuses) of collaborative distance education

technologies: implications for the debate on transience in technology. Quarterly Review

of Distance Education, (2), 77.

Desplaces, D., Blair, C. A., & Salvaggio, T. (2015). Do e-learning tools make a difference?

Results from a case study. Quarterly Review of Distance Education, 16(4), 23.

Imel, S. (1999). Using technologies effectively in adult and vocational education (Practice

Application Brief No. 2). Retrieved from http://files.eric.ed.gov/fulltext/ED427257.pdf

Palis, A. G., & Quiros, P. A. (2014). Adult learning principles and presentation pearls. Middle

East African Journal of Ophthalmology, 21(2), 114-122. doi:10.4103/0974-9233.129748

Scheurman, G. (1998). From behaviorist to constructivist teaching. Social Education, 62(1), 6-9.

Retrieved from https://search.proquest.com/docview/210642352?accountid=32521

Taylor, K., Marienau, C., & Fiddler, M. (2000). Developing adult learners. San Francisco, CA:

Jossey-Bass.

Vuopala, E., Hyvnen, P., & Jrvel, S. (2016). Interaction forms in successful collaborative

learning in virtual learning environments. Active Learning in Higher Education, 17(1),

25-38. doi:10.1177/1469787415616730

Wynne, R. (n.d.). Learner centered methodologies: Overview of course design and planning

process. Retrieved from

http://www.assetproject.info/learner_methodologies/before/overview.htm

Ziegahn, L. (2001). Considering culture in the selection of teaching approaches for adults.

Retrieved from http://files.eric.ed.gov/fulltext/ED459325.pdf