My design has evolved through the previous phases, and now seems to be taking shape. I have high ambitions for where this will lead in the long term but corralling the scope for this assignment has led to a nicely focussed product.
- Description – The product is intended to be an easy to use semi-interactive video lesson for the evacuation plan from the airport facility my organization works out of. It will be HTML or presentation software driven to allow for users to customize their experience, as well as test their knowledge of emergency evacuation from various areas in the building.
- Learning goals – The goal of this product is to familiarize our employees, visitors, or outside contractors to the main points of facility evacuation. The greater overarching goal of this project is to serve as an entry demo to the executive team showcasing the capacity we have to develop our own high-quality training product.
- Intended audience – The primary target student is a pilot, mechanic, dispatcher, operational support, or administration employee of Airpartners corporation. The secondary intended student is a visitor or outside contractor who may be occupying the facility without a direct chaperone who is an employee.
- Rationale – I believe a 3d animation video describing the key locations and aspects of an evacuation plan will improve on the current standard, which is a map with arrows. My belief is that placing the user in an eye-level simplified representation of our facility will be more a engaging and representative learning experience.
- Tools – I will be using a combination of 3D animation software (Blender 3D) and apple’s ‘Keynote’ for the initial design and construction. Should more advanced video and audio editing be required, I’ll be using ‘Screenflow’ software as a non-linear editor. This suite of products should allow me to produce my own animation, create voiceovers and text annotations if required, then package them in an easily exportable format (Keynote, PowerPoint, or HTML) for delivery and distribution for use by the learners.
- Initially, beta testers will be interviewed for feedback. Once officially implemented, the learners will be asked for feedback after completing the session, then during the facility walk through they can be quizzed in person to test retention.
- Learning theories and instructional design principles –
- Cognitivism is the prominent driver of this project, particularly in that the 3D model represents a simplified version of the actual facility, and the user has the capacity to interact with the lessons to ‘explore’, to a degree, the building. The model will use minimal colors and detail that may be distraction, with the goal being to provide focus specifically on safe egress and muster.
- Coherence effect will be achieved through appropriately representative 3D models.
- Multiple examples, and Feedback Effect will be achieved through the ‘exploration’ aspect of the 3D presentation. While choices will not be unlimited as this would require a full game engine, there should be sufficient options and consequences to achieve these goals.
- Instructions – Users will either open a browser to access the html content or use PowerPoint/Keynote and open a presentation. Next, there will be on screen buttons with prompts to direct them through the initial video sessions describing the key aspects of a facility evacuation. Once the videos have been watched, the user will have the option to select different areas of the facility and will be presented options for how to evacuate; correct choices will lead to a successful egress and muster, incorrect choices will lead to corrections.
- Plan for use – As this is a facility specific demonstration, it will be distributed directly to the learner as a closed resource, although there are no restrictions on my cohort accessing this resource for the purposes of the MALAT program. The reason for this is two-fold:
- 1) The company will control who access information about our facility, as well as safety procedures
- 2) There is a regulatory requirement that any changes in the facility be reflected in the most current version of the evacuation training. Direct distribution ensures that learners have a documented current version.
As this has been, and continues to be, an iterative process, I’ll update this blog if major diversions from this plan are required.
References:
Bates, A. T. (2015, April 05). Teaching in a Digital Age. Retrieved July 30, 2018, from https://opentextbc.ca/teachinginadigitalage/chapter/3-3-cognitivism/
Halpern, D. F., Graesser, A., & Hakel, M. (2007). (25) Learning principles to guide pedagogy and the design of learning environments. Washington, DC: Association of Psychological Science Taskforce on Lifelong Learning at Work and at Home.
- Description – The product is intended to be an easy to use semi-interactive video lesson for the evacuation plan from the airport facility my organization works out of. It will be HTML or presentation software driven to allow for users to customize their experience, as well as test their knowledge of emergency evacuation from various areas in the building.
- Learning goals – The goal of this product is to familiarize our employees, visitors, or outside contractors to the main points of facility evacuation. The greater overarching goal of this project is to serve as an entry demo to the executive team showcasing the capacity we have to develop our own high-quality training product.
- Intended audience – The primary target student is a pilot, mechanic, dispatcher, operational support, or administration employee of Airpartners corporation. The secondary intended student is a visitor or outside contractor who may be occupying the facility without a direct chaperone who is an employee.
- Rationale – I believe a 3d animation video describing the key locations and aspects of an evacuation plan will improve on the current standard, which is a map with arrows. My belief is that placing the user in an eye-level simplified representation of our facility will be more a engaging and representative learning experience.
- Tools – I will be using a combination of 3D animation software (Blender 3D) and apple’s ‘Keynote’ for the initial design and construction. Should more advanced video and audio editing be required, I’ll be using ‘Screenflow’ software as a non-linear editor. This suite of products should allow me to produce my own animation, create voiceovers and text annotations if required, then package them in an easily exportable format (Keynote, PowerPoint, or HTML) for delivery and distribution for use by the learners.
- Initially, beta testers will be interviewed for feedback. Once officially implemented, the learners will be asked for feedback after completing the session, then during the facility walk through they can be quizzed in person to test retention.
- Learning theories and instructional design principles –
- Cognitivism is the prominent driver of this project, particularly in that the 3D model represents a simplified version of the actual facility, and the user has the capacity to interact with the lessons to ‘explore’, to a degree, the building. The model will use minimal colors and detail that may be distraction, with the goal being to provide focus specifically on safe egress and muster.
- Coherence effect will be achieved through appropriately representative 3D models.
- Multiple examples, and Feedback Effect will be achieved through the ‘exploration’ aspect of the 3D presentation. While choices will not be unlimited as this would require a full game engine, there should be sufficient options and consequences to achieve these goals.
- Instructions – Users will either open a browser to access the html content or use PowerPoint/Keynote and open a presentation. Next, there will be on screen buttons with prompts to direct them through the initial video sessions describing the key aspects of a facility evacuation. Once the videos have been watched, the user will have the option to select different areas of the facility and will be presented options for how to evacuate; correct choices will lead to a successful egress and muster, incorrect choices will lead to corrections.
- Plan for use – As this is a facility specific demonstration, it will be distributed directly to the learner as a closed resource, although there are no restrictions on my cohort accessing this resource for the purposes of the MALAT program. The reason for this is two-fold:
- 1) The company will control who access information about our facility, as well as safety procedures
- 2) There is a regulatory requirement that any changes in the facility be reflected in the most current version of the evacuation training. Direct distribution ensures that learners have a documented current version.
As this has been, and continues to be, an iterative process, I’ll update this blog if major diversions from this plan are required.
References:
Bates, A. T. (2015, April 05). Teaching in a Digital Age. Retrieved July 30, 2018, from https://opentextbc.ca/teachinginadigitalage/chapter/3-3-cognitivism/
Halpern, D. F., Graesser, A., & Hakel, M. (2007). (25) Learning principles to guide pedagogy and the design of learning environments. Washington, DC: Association of Psychological Science Taskforce on Lifelong Learning at Work and at Home.
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