Bicycle Network E-learning resource Project



Brief Overview

The task that has been give out to students entails the creation of a digital prototype E-learning resource for The Bicycle Network’s “Ride2Work Day”

Project aim
This project will entail creating two iteration of an E-learning resource, the first being targeted at children with the help their parents or teachers in an attempt to introduce basic information and road safety to a young audience. The second will be to create a similar resource directed at adults and business workers to attempt to encourage people to ride to work.


Bicycle Network Logo

National Ride2Work Day is a Bicycle Network initiative. Its goal is to kick-start a regular riding habit in Australians with this one-day active event. Normalising cycling as a commute option that has numerous benefits to the rider as well as the planet, by reducing pollution and the overall carbon footprint of the community. Held annually in October, the day celebrates the benefits of riding to work and brings together the communities that support it. Throughout this event safety around roads and bike riding is ensured with several available resources to read.


  1. To create a resource that the participant can reach a level of autonomy with the skill.
  2. To create a resource that is repeatable.
  3. To create a resource that is both informative and entertaining.

Project Management

For the task of project management during this project the website Trello will be used for the purpose of allowing important tasks to be broken up into manageable tasks, also allowing all information on the project to be in one easy to access place.

Time Line

As done with the first stage of this project that focused on Students, this will be repeated in similar fashion for Adults/Workers.

Project Timeline

Budget plan

As done with Project Stage 1, Project Stage 2 had a budget plan made, it was quickly discovered that the two budgets mirrored in all aspects aside from how much time was actually used to complete each task. With Project Stage 2 not requiring the same amount of time as previous Stage.

Finalised Project Stage 2 Budget Plan

Learning types


If you are an auditory learner, you learn by hearing and listening. You understand and remember things you have heard. You store information by the way it sounds, and you have an easier time understanding spoken instructions than written ones. You often learn by reading out loud because you have to hear it or speak it in order to know it.

As an auditory learner, you probably hum or talk to yourself or others if you become bored. People may think you are not paying attention, even though you may be hearing and understanding everything being said.

Here are some things that auditory learners like you can do to learn better.

  • Sit where you can hear.
  • Have your hearing checked on a regular basis.
  • Use flashcards to learn new words; read them out loud.
  • Read stories, assignments, or directions out loud.
  • Record yourself spelling words and then listen to the recording.
  • Have test questions read to you out loud.
  • Study new material by reading it out loud.

Remember that you need to hear things, not just see things, in order to learn well.


If you are a visual learner, you learn by reading or seeing pictures. You understand and remember things by sight. You can picture what you are learning in your head, and you learn best by using methods that are primarily visual. You like to see what you are learning.

As a visual learner, you are usually neat and clean. You often close your eyes to visualise or remember something, and you will find something to watch if you become bored. You may have difficulty with spoken directions and may be easily distracted by sounds. You are attracted to colour and to spoken language (like stories) that is rich in imagery.

Here are some things that visual learners like you can do to learn better:

  • Sit near the front of the classroom. (It won’t mean you’re the teacher’s pet!)
  • Have your eyesight checked on a regular basis.
  • Use flashcards to learn new words.
  • Try to visualise things that you hear or things that are read to you.
  • Write down key words, ideas, or instructions.
  • Draw pictures to help explain new concepts and then explain the pictures.
  • Colour code things.
  • Avoid distractions during study times.

Remember that you need to see things, not just hear things, to learn well.


If you are a tactile learner, you learn by touching and doing. You understand and remember things through physical movement. You are a “hands-on” learner who prefers to touch, move, build, or draw what you learn, and you tend to learn better when some type of physical activity is involved. You need to be active and take frequent breaks, you often speak with your hands and with gestures, and you may have difficulty sitting still.

As a tactile learner, you like to take things apart and put things together, and you tend to find reasons to tinker or move around when you become bored. You may be very well coordinated and have good athletic ability. You can easily remember things that were done but may have difficulty remembering what you saw or heard in the process. You often communicate by touching, and you appreciate physically expressed forms of encouragement, such as a pat on the back.

Here are some things that tactile learners like you can do to learn better:

  • Participate in activities that involve touching, building, moving, or drawing.
  • Do lots of hands-on activities like completing art projects, taking walks, or acting out stories.
  • It’s OK to chew gum, walk around, or rock in a chair while reading or studying.
  • Use flashcards and arrange them in groups to show relationships between ideas.
  • Trace words with your finger to learn spelling (finger spelling).
  • Take frequent breaks during reading or studying periods (frequent, but not long).
  • It’s OK to tap a pencil, shake your foot, or hold on to something while learning.
  • Use a computer to reinforce learning through the sense of touch.

Remember that you learn best by doing, not just by reading, seeing, or hearing.

Learning Goals

SMART Goals — Audience Adults

Specific : Stating the exact goal wanted to be achieved· — ·if it’s a larger task, break it down into smaller parts. 
Measurable : Clearly establish definitions that can be used to determine success.
Attainable : Using action verbs. Make sure the objects are challenging but still within the ability to achieve the outcome. 
Relevant : Ensure it is related to the main goal and intended outcome.
Time-sensitive : State when the goal needs to be achieved by and if it is realistic.

1. To recite all basic road rules from memory to prepare for Ride2Work day- the user should at the end of the resource be able to recite from memory all the discussed road rules detailed in the resource.

S:For the user to become independent and able to ride a bike anywhere and obey the road rules
M:6–10 rules per week
A:To have memorised the information of the resource after first use and continued memorisation of information after extended use.
R: Knowledge will be Australian Road rules that relate to bike riders
T: Min — within a month before the event Max — within a week before the event.

2. To have a clear understanding of bike safety — the user should be able to walk away from the resource with a clear understanding of Bike safety Adults should be able to get over 70%.

S: for the user to have an accepted knowledge of bike safety
M:25 questions ranging from — common sense to road rules etc.
A: 6 — 10 rules within each week — min
R: Knowledge will be road safety and bike safety
T: within a month before the event

3. The user should be able to confidently teach other people of bike safety and have all correct information.

S:User should have the correct information memorised enough to recite to others lacking information of the topic
M: all answers to questions
A:To memories at least 10 a week over course of use
R: Information is on road and bike safety
T: Min — within a month before the event Max — within a week before the event.

Target Audience and Assessment Strategy

Personas — Audience Adults

For the second stage of overall productions the main User Audiences that are focused on and the resources being made for them are for the user Audience of adults. User research found that many people of the age bracket this group’s majority is of an age of 18+ and many have their drivers licence already and if they don’t already have some experience with bike safety. In light of this it was decided that these users are capable of a greater challenge than with children.

Project Audience 2: Teachers/Supervisors of Students

The second audience of this project is adults and business workers. As Ride2Work day is an event that attempts to encourage people to ride a bike to work rather than drive, to help people stay healthy and to reduce the carbon footprint.

Persona 2 — Teachers

The user audience of Teachers/Supervisors of Students fall into a middle ground territory, these are users that can may find themselves making extended use of the Student focused resources but will also make use of the Adult focused resources. Because of this the audience needs to be tested more than kids are.

The goals of the adult audience is for the resource to be both interesting, informative and engaging. The Resource will also be done by teachers and the resource should be able to challenge a teacher who may be walking students through the resource.

Frustrations of that were found for the adults include things such as. A resource being something that is too big so that it take too long to load, people want to avoid having to spend too long a time to complete the resource well. It was also found that Passwords are a frustration to avoid, because the resource is being used by teachers as well having to handle the passwords of over 20 students as well as their own can be a huge problem.

Project Audience 3:Adults/Business Workers.

The audience of adults and business workers As Ride2Work day is an event that attempts to encourage people to ride a bike to work rather than drive, to help people stay healthy and to reduce the carbon footprint.

Persona 3 — Workers

Similar to the second, audience 3 is an adult that may already have a drivers licence the resource can make use of this experience to create a resource that is engaging but also challenging to an adult.

The goals of the worker audience is for the resource to be both interesting, informative and engaging. The Resource should be able to challenge them. The Audience after completion of the resources should be confident in the topic of the resource.

Frustrations of that were found for the worker include things such as. A resource being something that is too big so that it take too long to load. It was also that the resource should be something easy to navigate with easy to follow rules and instructions for anyone.

Assessment Strategy


The user by use of the resource should be able to remember previous attempts. Quizzes that allow multiple attempts provide information on what answers were wrong and corrects the user for future memory. Flash Cards allow the user to use memory of Information associated by a visual that helps the user remember.


After Remembering the user should be able to understand the reasons for the answers being as such, they should have no questions about the topic if they understand well — drag and drop’s, & mix and match games.


After understanding the user should be able to apply their knowledge, the user should be able to after the resource to make use in the real world of what they just learned in the resource with confidence. — simulations or even a simple road test document


Analysis means that the user should be able to break down information into smaller parts an analyse how each part of information relates to each other. — spot the difference activities or “find the item” type games.


Evaluating is to find the correct answer to a set of information after the user make correct judgment based on their knowledge of the topic — quiz, multiple choice or true an false


Create is to make use of the users knowledge to place information in a creative and innovative way usually in a tactile manner of task to create something physical so the user can further remember what was in the resource — Puzzles, filling in the drawing tasks.

Delivery Methods

  1. What devices will it be used on?
    Computer, Ipad and mobile — this means the design must be easy to read on all devices along with responsive to react to the different sizes of device. the devices will need an INTERNET connection, this will remove the need to download a program, which some of the devices will not be able to do. all the devices have the ability to make use of a Flash designed program
  2. How will the learning resource be accessed by the user?
    For this project it was deemed that the content should be able to be accessed easily from one location as to avoid users needed to go to many different areas of the internet to access the resources. therefore for this project all resources made will be added to a free hosting site made through Wix as Wix is a simple site to use the site can be easily created with only a minor time usage needed to create.
    on the URL:
  3. How will the learning resource be delivered to the user?
    The resources for The Audience group focus of this stage will have the information delivered in multiple forms, including Infographics, Games, Puzzles and Quizzes
    to create the resources many different programs will be used
  4. What are the required assessment features?
    A quiz with true and false questions. this will allow the resource to be completed at any pace.
  5. What is your budget?
    the budget is not money based however the task only provides a total of 8 weeks overall to complete.
  6. How technical is your team?
    The members helping in the creation of this project lack advanced knowledge in code, meaning that the designed project may need to be very simple and easy to create an interactive program.

The Above discussed delivery platforms means that the program is accessible at any environment that has a computer, the resources made will also attempt to create responsive design allowing for the resources to be used on mobile device, giving the user a greater range of access than simply computer only.

Design Stage


Story boarding process of the project created 2 working designs for resources, a infographic design that will give the users information on a wide range of questions they may be given as well as the wireframe design for the website that will also be made.

Resource 1 — Ride Too Quiz

This quiz was designed to have a large focus on adults who the majority of have a drivers licence and can to a degree understand the road rules that this quiz may assess them on. The quiz will be made using quiz generator site Qzzr, use of this site will allow the quiz to be made quickly and easily, allowing for a greater focus to be put on the creation of the questions and the sourcing of the information needed for the questions. The quiz will allow the users to answer questions at a comfortable rate to themselves with out the need to rush, thus making them more likely to retain information. The quiz will have 3 possible outcomes, Fail — Nearly — Pass each with their own answer correct percentage needed to attain:
Fail — 0–40%
Nearly — 40%-70%
Pass — 70%-100%
The percentage needed to pass of 70% will make the resoruce able to keep the defined purpose of adults being able to get 70% of total questions right at least.

Resource 2 — Word Pile_Fill in blank game

The design of this game is to both provide information to the user and to test the user of prior knowledge. the design shows the user a set of sentences with a word missing from them, while the possible words for those spaces are displayed on the right of the screen. The user must select an answer to fill in the gap to complete the game. This game will provide adequate information in the sentence that will allow the user to use common sense to fill in the blanks presented to them. This will be created using

Resource 3— Infographic

The designed infographic will be created to present the user with the majority of their information needed to complete the resources. While the information they are given will not focus on aspects that are considered common sense and therefore should be know to the user already. The infographic will be designed split into 3 unnamed sections — Bike/Personal Safety, Riding/Road Safety, Facts and Health. The three main categories provide the widest range of topics to provide an appropriate amount of information to the user, while not overwhelming the user with information that may not be relevant to riding safety.

Optional task — Site WireFrames

After Completion of Project Stage 1, it was deemed that the resources created for this project need to be accessible in one easy to access area on the internet. In light of this a site has been designed beginning with a wire frame. The User will be able to access all the resources made for this project easily, depending on their audience group either Shrimp (kids) or Fogeys (adults). This should create a fun and and easy to navigate site, meaning users do not have to navigate to different sites to complete each activity.

User Testing

As done in stage 1 of this project, stage 2 had a User Test conducted on the resources made for this section of the project. The resources for this task tested were more focused on adult users. Two users tested both adults of the ideal age bracket to test. The users were tasked with reading the created info-graphics, and then completing both of the games created for the users. The uses would be recorded so as to gather more information for future reference on the users interaction with the resources.

User 1 — LAC_1 — Lee-ann Cooper (age: 40–60)

Lee-ann was the first recorded user of the resources. Lee-ann proved to be a good “benchmark” for future users, as she has a good understanding on how to interact with the INTERNET, stating that she has a proficient knowledge of how to use the computer. Saying that she has a good understanding but can still learn more. This can be considered that average user knowledge on how to use the INTERNET and computers. User 1 felt that the resources that she was tasked with completing was well rounded and had a lot of information. Initial testing on the Infographics resulted in the user finding an error in the text (an error that can be easily fixed).

User 1’s testing of resource 2 -Word Pile game — User found this game to be something that was easy to use and informative, however the user found it frustrating that each sentence in the game needed t be completed in order, meaning the user can not come back to questions they didn’t know.

User 1’s testing of the final game the RideToo Quiz. The user found this quiz easy to use and with no issues, the questions that the user was given the site had previously given to the user (if they read the info-graphics).

User: “so to pass you have to get over 70%?”
 TESTER: “yes”
 User: “I guess that’s a good percentage to give, 70% would mean that they understand almost everything” TESTER: “that’s what I was going for”

Pre-event and Post-event Questionnaire

User 2 — PTC_2 — Peter Cooper (age: 60+)

Peter Cooper was the second user, Peter proved to be a good example of how older users who lack the knowledge and understanding of how to use the INTERNET and computers, Testing of User 2 showed whether or not the resources made could be used by any one regardless of age. User 2 overall in testing experience no major issues with completion of the resources.

User 2 ‘s testing of the info-graphic stated nothing to note about them, as the user simply looked at the info-graphics without actually ready them at all. This action also helped to proved in the later resources that without actually reading the information provided it can be expected that the user can get all simple questions correct but is much more likely to get the complex questions wrong.

User 2’s testing of resource 2 -Word Pile game — User 2 had similar feeling about the Word Pile games as User 1, feeling that the game was simple and easy to use while being informative, like User 1; User 2 also felt that it was strange that each question needed to be finished in order, removing the ability for the user to come back to questions they didn’t know.

User 2’s testing of the final game the RideToo Quiz. The user found this quiz easy to use and with no issues, the questions that the user was given the site had previously given to the user (if they read the info-graphics). As stated, the User experienced that the more complex questions (namely about signs they may encounter) to be harder and was more likely to answer these incorrectly as they did not read the information provided in the info-graphics.

Pre-event and Post-event Questionnaire

Testing Conclusions

After conducting Testing on the resources created for Project stage 2, I was pleased with the results found. It was found during this testing that users who actively interact with the resources with the intent to learn, by actively reading the information provided, they were more likely to overall do well in the testing games, this meets a goal of the project of creating resources to educated the users. I was also pleased with the results of user experience, as both users had no major issues that stopped their completion of the tasks.