EDTEC 544 - Design Concept for

Map Reading Skills

 


EDTEC 544 Instructional Design Assignments - Spring, 2007

Prepared by: Susan Lulee

Design Team: Anne Gossett, Jeffrey Harm, Susan Lulee, Kathryn Oristian, Joseph Totherow

Initiating Memo

Initial Analysis

System Specification

Design Concept/Description of Product

Prototype Evaluation

Design Notebook

EDTEC Assignments Home

Overview: Map Reading Skills - Module 3: Images - Using images in Word Documents

Map reading skill is essential to drivers who work for deliver companies, yet most companies expect it to be a natural talent from drivers without providing additional instructions. Map Reading Skills for Delivery Drivers is a web-based instructional product being developed to teach new delivery drivers to reach their destination on time. The goals of this product is to educate drivers to identify the different parts of a map, describe his/her accurate location,  find an address on a map and determine the best route between two points or arrange the most efficient route for visiting multiple locations.

This product will be designed for drivers with basic computer skills, 9th grade English ability, and desire to achieve high quality job performance; nevertheless, they are not proficient with reading maps, planning the best route, and use GPS system in the truck.

As discussed in System Specification, this three-layer web-based product intends to provide active learning environment that not only easy to update material but also easy to use across multiple offices in many cities; moreover, learning data can be recorded and tracked through LMS. Figure 1below, presents a global view of the product.

System Diagram

Figure 1. System Diagram for Map Reading Skills

  General Goals and Objectives

Objectives for Module 1 are:

Given various maps, the student will be able to accurately complete the following tasks:

  • Point out the cardinal/ordinal directions
  • Use the street index to locate a given street
  • Explain the meaning of scale
  • Use the legend to locate a landmark

Module Outline

Base on learner analysis in previous documents, it is reasonable to anticipate that the target learners, delivery drivers, prefer to have visualized multimedia contents than plain text; also, it is reasonable to infer that a formal hierarchical lesson layout will bring down drivers’ motivation to learn. As a strategy, I chunk the module content into bite sizes so that learners will feel respectably easy to chew and taste it without hesitate. (Clark, 1999) Ultimately, learners will be induced and move forward to further learning chunk by chunk.

To ensure learning outcome, the free style learning design must be accompanied with measurement. Two assessments serve for that issue: self-test and official exam. Self-test is designed for learners’ review and reflection; official exam is to collect indicated grade for supervisors. Both assessments follow by feedback and opportunities of return to related content.

Following figure and tables describe the block diagram, module outline, content performance matrix, and teaching strategy for Module 1.

Block Diagram

Figure 2 Module Block Diagram