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eLearning Resource — Ride2Work

[Subject: Interactive Design]

Task 2 — Asynchronous Testing (self-directed by user)

Task 1 Reflection

Task 1 of this brief, completed previously, involved the client, The Bicycle Network, and their requirement of an eLearning activity that taught road safety to cyclists and drivers in relation and preparation for the National Ride2Work day event and initiative. Made available as a digital asset for their website, by the means of an interactive prototype, the first iteration saw the achievement made by children, their parents and their teachers, gathering and comprehending information about road and bike safety, road rules and the health and environmental benefits of cycling through the successful completion of the eLearning task.

Task 2 therefore, focusses on employers and employees taking part in the Ride2Work day event. The employer’s goal is to ensure their employees receive a level of competency by means of tangible evidence, which indicate their eligibility and allow them to take part in such an event, safely and effectively. This can involve their solid understanding of road rules, bike safety and even a planned map of their travel route, but is designed to prepare participants in the Ride2Work day initiative, by eliminating any legal ramifications that could hinder their involvement.

The Goal

The goal for this project is to create an eLearning resource that promotes safety, a regular riding habit in Australians, while normalizing cycling as a commute option with numerous benefits to the rider. As mentioned in Stage 1, the eLearning activity will focus on the innate issues that cyclists, pedestrians and drivers need to know and understand in order to be an eligible participant, ensuring they are current and up-to-date with road rules, riding etiquette and their rights.

The Client

The Bicycle Network is responsible for the development of the National Ride2Work Day initiative. Designed for Australians as an incentive to kick-start a regular riding habit. Lead by CEO Craig Richards, the Bicycle Network organization believes that physical activity is vital for a healthy and happy life, by making bike riding part of every day and easy for everyone.

As in Stage 1, my work with The Bicycle Network continues as I begin to develop an adult version of the eLearning activity already created, that will encourage both employers and employees to get involved with the Ride2Work program. The newly designed eLearning resource should be completed by employees of a company, prior to signing up for the Ride2Work program, ensuring said participants are educated about road safety, road rules, and road etiquette, in turn encouraging users to create regular riding habits to improve their health, lifestyle and environmental impact.

Specifications

The eLearning initiative is ideally aimed at promoting The Bicycle Network’s National Ride2Work day, in conjunction with state and federal organizations regarding safety and road rules. The resource should therefore be helpful to the user, enabling them to reach a level of autonomy, by successfully completing quizzes and information that provide them with the skill, knowledge and confidence to ride and navigate themselves in real life situations. Moreover, as seen during Task 1, the resource is repeatable and enjoyable for all audiences.

The resource:

· needs to be a digital asset, made available on The Bicycle Network’s National Ride2Work day website, following the organization’s style guide;
· be autonomous, achievable and repeatable;
· be relevant, appealing and appropriate to the intended target audience
· provide a certificate of achievement on completion; and
· be available prior to and in preparation of the Ride2Work day event.

Moreover, a planned budget and a detailed project management document outlining milestones and timelines will accompany the resource.

Budget

The budget of this project, so far, has been entirely time based. The completion of Task 2 is due by the end of an eight (8) week, i.e. Sunday 17th July 2016, but will allow for some areas to be assessed at separate points before the due date. Therefore, based on the project management plan outlined above which contains the estimated time allocated for each task, my overall time estimate is 32 and a half hours. Based on an hourly rate of $40 my estimate for this project is $1300.

The Team

Iain — strong illustration (hand and digital) and written skills with an ability to create good ideas, based on research. Eye to detail and previous experience as a teacher to deliver an eLearning activity that is engaging.

Iain — Excellent prototyping skills with a beginner’s level of coding. WYSIWYG programs may be used to assist this section of the project.

Learner Goals

Adult:

  • Understand the premise of the eLearning activity, i.e. for users to develop a solid understanding behind the issues for cyclists, pedestrians and drivers around them, ensuring participants are current and up-to-date with road rules, riding etiquette and their rights.
  • Promoting the activity as a fun, interactive platform whereby participants can learn and also track their own progress, enabling them a tangible piece of evidence that qualifies them to participate in initiative.

Personas

While Task 1 allowed for two user personas, Task 2 uses one, generalizing the intended target audience who will interact with the resource made available prior to participating in the Ride2Work event.

Learning Styles & Objectives

Being that adults learn in different ways, the same way as children do, the learning style used to test and solidify the intended target audience, needs to appeal to a much broader and more sophisticated group of individuals. In Task 1, the use of animation, illustration and colourful layouts worked to engage the user of a child, while also inviting the possibility of group and peer teaching and learning practices; however, this may not necessarily be possible or feasible to an adult target group. Adults, or working professionals, may be time poor and unable to complete the same 30 questions as was asked in Task 1’s testing and therefore needs the new test to be simplified in order for them to pass the quiz in a shorter testing timeframe (i.e. a lunch break), while also trying to use any of their prior knowledge as an informational base. Having said that, it is not fair to assume that all adults in such a persona demographic have the knowledge of bike safety and road rules, but it can be deduced that most, within such an age bracket, generally have ridden a bike before (as a child for example), and are up to date with current road rules as they most likely have a driver’s license and the means of driving a vehicle. As there is a cross-over of rules and regulations between cycling and driving, it can be assumed that the knowledge base of this particular group of people can be carried over and used within this new testing model.

Learning Outcomes

It is therefore important that the new test be responsive in its design to be completed by people who have limited time or wish to complete the task during a commute or break in their work day by other digital devices other than a desktop computer. As such the learning objectives, based on the SMART model are:

S: Learn about/refresh knowledge of bike safety and road rules;
M: Answer a series of questions (including multiple choice and true or false questions) on bike safety and road rules;
A: Answering all questions at 100% success rate;
R: Make connections between their current knowledge and new or refreshed knowledge, provided by the eLearning resources, so that their preparation for the Ride2 Work day event is relevant and up-to-date; and
T: the ability to complete the task at an appropriate and convenient time achieving the required success rate to qualify.

By the end of testing, by means of the newly designed prototype, the user will:
- know and understand five (5) rules about road safety, taught from the perspective of a child, but still relevant to an adult audience;
- know and remember five (5) road rules that apply to cyclists and drivers; and
- apply such knowledge obtained above to their involvement and participation in the Ride2Work day event.

New Quiz Questions

1. When riding your bicycle, when should you wear a bike helmet?
a) Always
b) Never
c) Sometimes
d) Only when I feel like it!

2. As a bicycle rider, how does the law see you in relation to other road users?
a) Separately
b) The same as all vehicles on the road, meaning I should obey and follow the same road rules
c) As a cyclist, I have right of way all the time and other road users should give way to me
d) Partially, I have to obey some road rules the same as any other vehicle, but not all

3. So you are visible to drivers, what type of clothing should you wear?
a) White
b) Neon, Fluorescent or Bright Clothing
c) Black
d) Any clothes will do!

4. True or False: In Australia, drivers should always drive in the left hand lane of a road where possible?
True 
False

5. What things should you check your bike for to ensure it is safe to ride?
a) I don’t need to check anything, a bike’s a bike
b) Just that the bell is working
c) Reflectors, tyres, lights, breaks and a working bell
d) Reflectors and breaks only

6. If you have to ride your bike on the road, what distance should be between you and another vehicle?
a) No distance, you can ride as close as you want!
b) 1 metre
c) 2 metres
d) In front of a vehicle

7. True or False: It is okay to listen to music through headphones when riding your bike and pay no attention to other road users or pedestrians?
True 
False

8. Select from the below list, the 5 main rules of bike safety
- Keep left at all times on a footpath or road
- Ensure you have a licence to ride a bike
- There are no rules for cyclists
- Give way to walking pedestrians
- Ring my bicycle bell loudly enough to ensure other road users know I am there and will therefore give way to me
- Walk your bike when crossing a road, using an allocated crossing
- Perform tricks on my bicycle to impress anyone watching
- Ensure both hands are on the handle bars at all times
- Use your bike bell as a warning when needed

9. What is the reason behind the National Ride to Work or School day?
a) To make money
b) To encourage more people to get healthy by riding their bikes
c) To test whether people can ride a bike
d) Because no public transport operates on that day

10. Overall, cycling is:
a) Healthy for me and good for the environment
b) A bad idea and should be avoided
c) Dangerous and unhealthy
d) None of the above

Content Gathering

Having read the resources and information available on the The Bicycle Network’s website and other research resources, my plan is to develop a sister page for the current website which involves embedded YouTube clips about the topics of road and bike safety, a PDF factsheet published by Queensland University of Technology and the reiteration of information on the website that applies to the organisation’s initiative, including regular riders and new rider’s information and links.

How are you going to present the content to the learner?

Presented in the form of links; i.e. embedded vides, downloadable files (PDF Factsheets) and reiterated information, which will encourage the target audience to understand the given content prior to taking the organisation’s survey (regular riders) and the online quiz (designed by me) which will generate their knowledge and skill base, determining whether they are eligible to participate.

Delivery Methods

Therefore, the chosen delivery platform will be a sister page to the organisation’s current website, that by means of an embed (external link) quiz, the target audience will be allowed to test their knowledge to report they are safe to participate in the Ride2Work initiative as expected by their employer.

1. What devices will it be used on? What does that mean for your designs?
· Does it need to be responsive? — Yes, as target audience may use multiple devices, my design needs to be responsive to computer (desktop), laptop, iPad/tablet and Smartphone.
· Will the devices have an internet connection — Yes. As my design requires a flash element, all devices should have an internet connection in order to get the best performance and allow them to interact live by watching embedded videos and completing online research and tests. .
· How powerful is the device? — The devices used should be powerful enough to host an internet connection and flash needed for viewing the embedded videos.
· What technology will the devices support (Flash?) — The devices should support flash or the equivalent.

2. How will the learning resource be accessed by the user?
• CD / DVD? — No. The interactivity and live feature of the online eLearning quiz needs to be more current than a DVD/CD Rom version.
• Over the internet? — Yes. The link from the Company’s website (URL) will allow the user to access the quiz and other important information, therefore internet connection is needed.
• Via an app? — Not immediately, however after this system is trialed, The Bicycle Network may choose to convert the online eLearning quiz into an app.

3. How will the learning resource be delivered to the user? What types of content will it need to support?
• Images? — Yes, the online eLearning quiz will be mainly content (text) based, however, will include The Bicycle Network and Ride2Work logos.
• Video? — Yes, link obtained by YouTube videos to be embedded
• Interactives? (Quiz, Games etc) — Yes, the user will need to interact with the online eLearning quiz in order to be successful at completing the quiz and to obtain a level of success satisfactorily
• Text — Yes. the online eLearning quiz will use text throughout its makeup to deliver information and track the user’s progress.

4. What are the required assessment features?
• Quiz — Yes
• Drag and Drop — No
• True or False — Yes

Assessment Strategy (Blooms Taxonomy)

Using Blooms Taxonomy as my Assessment Strategy for Task 2, the user will incorporate all levels in order to be successful.

Creating: combine information of videos and factsheets on Road/Bike Safety and Road to make decisions
Evaluating: make informed judgements of information and validate ideas
Analysing: Break-up information,make inferences and well support evidence.
Applying: demonstrate acquired knowledge, solve problems and apply knowledge, facts, practices and rules.
Understanding: Demonstrate understanding of facts and ideas and how they apply to real life.
Remembering: demonstrate the recalling of facts and recognize their place and use.

Storyboards

To create a rapid prototype for Task 2, I used the program Axure, as in Task 1, to create a mirror image of The Bicycle Network’s present/current site, slicing their layout and manipulating it to achieve what is essentially an interactive version for the embedded content I need for my user to successfully test my new prototype.

Starting with a mirror copy of the page design and architecture, information and images of The Bicycle Network’s Ride2Work landing page, I was able to create a link at its page conclusion that follows to a second mirror copy page whereby the YouTube videos to be studied by the user have been embedded, followed by another link to the user test, created and hosted by proprofs.com

This design and idea, suggests that the videos and quiz are part of The Bicycle Network’s website which is referred to the user enabling them to participate. The quiz creation, allows the user to study and brush up on their knowledge of Road Rules and Bike safety, by way of the embedded videos, giving the the confidence to complete the 10 question quiz, that records their score and progress and produces a certificate of achievement (based on a 100% success rate only) that they can print and//or email to make them eligible to participate in the Ride2Work event.

Learner Style

Being that my user, according to Peter Honey and Alan Mumford’s PART Learner Model, is in fact a Theorist, meant that my prototype and accompanying YouTube videos needed to allow the analysis and synthesis of models, concepts and facts, successfully engage my learner.

Pre and Post Test Questionnaires

To get the user’s attention and prepare them for the quiz to come, I felt it was valuable to test them prior to taking the quiz and after, by way of a Pre and Post Test Questionnaire.

Storyboards

Video 1 — https://www.youtube.com/embed/o6pdd_oY9LA — RACQ Road Safety

Video 2 — http://www.youtube.com/embed/0nws12qyBoQ?list=PL4832D27DC53CA213 — QLD Road Rules

Video 3 — https://www.youtube.com/embed/h0Vx6d7K40g — ACT Government Bike Safety Advertisement

Quiz — https://www.proprofs.com/quiz-school/story.php?title=mtu5nzq1mad4bx

Product Walk Through

Style Tile

Evaluation (User Test Report)

As previously mentioned, prior to testing, I had my user fill in the Pre-Test Questionaire. Here was the result:

Secondly, I had my user complete the eLearning activity. For assessment purposes, the user did watch the embedded YouTube videos; however, I chose to edit them out of the user test video.

Video Link: https://youtu.be/X0TX8j2VxbA

At the completion of my user taking the eLearning activity, I asked them to complete the Post-Test Questionnaire. Here was what they had to say:

User Feedback

Adult Learner Goals:

o Understand the premise of the eLearning activity, i.e. for users to develop a solid understanding behind the issues for cyclists, pedestrians and drivers around them, ensuring participants are current and up-to-date with road rules, riding etiquette and their rights.

o Promoting the activity as a fun, interactive platform whereby participants can learn and also track their own progress, enabling them a tangible piece of evidence that qualifies them to participate in initiative.

Adult Learning Objectives:

S: Learn about/refresh knowledge of bike safety and road rules;

M: Answer a series of questions (including multiple choice and true or false questions) on bike safety and road rules;

A: Answering all questions at 100% success rate;

R: Make connections between their current knowledge and new or refreshed knowledge, provided by the eLearning resources, so that their preparation for the Ride2 Work day event is relevant and up-to-date; and

T: the ability to complete the task at an appropriate and convenient time achieving the required success rate to qualify.

By the end of testing, by means of the newly designed prototype, the user will:

- know and understand five (5) rules about road safety, taught from the perspective of a child, but still relevant to an adult audience;

- know and remember five (5) road rules that apply to cyclists and drivers; and

- apply such knowledge obtained above to their involvement and participation in the Ride2Work day event.

How was this learning objective being measured or assessed?

Having watched and understood the information provided by the embedded YouTube videos, prior taking the eLearning Quiz, the user was able to comprehend the sufficient information needed to complete the quiz relying on their memory, demonstrating their understanding of the content provided. Therefore, the learning objective was measured by the user’s execution of recounting the correct information and assessed by their correct answers and 100% success completion.

Did the user achieve this learning objective? (yes / no / partly)

Yes. By comprehension of the YouTube videos prior to taking the eLearning activity, the user successfully completed the entire quiz, demonstrating success in achieving the learning goals and objectives, by answering all questions correctly, gaining 100% and the issue of a printable certificate of achievement.

If not, why was the objective not achieved.

N/A

This session took 4 minutes and 44 seconds to complete, which was the rough estimated time I expected. Of course, such a time did not indicate the watching of the embedded YouTube videos, but at 1 minute 57 seconds, 1 minute 28 seconds, and 59 seconds respectively, the total time would be an additional 4 and a half minutes, totaling under 10 minutes. Such a time was what I envisaged and think is appropriate for the target audience, allowing them to complete such a task, as originally referenced, on their commute to work or while on a break.

Furthermore, the user found the eLearning activity engaging, making it all the way through the session with 100% success. Their only comment was that they felt that the video’s were slightly juvenile to their age group, despite the information being appropriate, as the video was obviously generated at a younger audience, they had some trouble adjusting to the tone of the video, but still managed to comprehend the information necessary.

Reflection

In a real life situation, I think better videos would improve the eLearning activity, perhaps designed by The Bicycle Network themselves in promotion of their separate Ride2Work and Ride2School programs. Gearing the information at both target audiences will further encourage more users. While the information provided to both generations is identical in terms of rules and what is expected by law, the tone of the way the information is provided is vital to the success of the user. Luckily, my adult user was not discouraged by the more juvenile videos used; however, it is important to note that some would be.

Conclusion

Overall, I think the design, architecture and testing of this new eLearning activity proved to be quite successful. While some errors were evident by way of the YouTube videos being a little juvenile when used by an adult target audience, the eLearning resource still encouraged the user to refresh their knowledge base rather than rely on their complacent understanding.

Moreover, as the entire eLearning activity was short and succinct, the 10 minutes time required, woud appeal to the adult user, anabling them the opportunity to gain the success they needed in order to participate in the Ride2Work initiative, during their commute to work or when on a break.