Instructional design document

Target Audience: Teenagers at the cusp of Legal Adulthood

Demographics: Age range: 14 to 17 year old (typical U.S. high school age)

Gender: Open to all genders

Location: Diverse locations (focusing on U.S.)

Occupation/Socioeconomic Status: Available to students from all backgrounds who will soon be able to make financial decisions independently.

Academic Background: High school students in the U.S. may learn some basics of finances (saving, spending, banking) but possess a very limited grasp of financial literacy overall, particularly an advanced topic like predatory lending. This course also may potentially be more useful to those who do not come from affluent circumstances and may need to rely on prudent financial management skills to thrive as adults.

Skills: As this will be a digital course, the learners will need to possess fundamental tech proficiency, including familiarity with engaging online platforms. Additionally, the learners will have basic grasp of communication and critical thinking, and ability to utilize some mathematical skills to understand various financial calculations.  

Disposition: Most teens are likely to be uninterested in complicated financial topic and would rather be exposed to simplified yet relevant content. Interest and motivation will vary; some will plan to be more hands-on with their finances, some will seek continual guidance from circle of influence, and some will struggle to find the topic interesting.

Additional Relevant Information: The learning process for this target audience will be interactive, as they are likely to be tech savvy and already familiar with digital learning, video games, and may already have some exposure to real-world financial situations. Some may struggle with complex financial terms associated with the topic. Relevant course materials such as case studies and real-life examples will make the content more relatable and applicable. Additional visual aids such as charts, graphs, videos, or infographics will help in digesting information that otherwise may seem difficult to apply or understand.

Informational Course – Based on the selected topic and the target learners, this course will be an Informational Course primarily, while including some How-To Course elements. The main objective of the course is to empower the learners with knowledge of predatory lending they previously did not possess, and provide some strategies and resources to avoid such damaging financial situations.

Asynchronous Online – Target audience of this course – 14 to 17 year olds in the U.S. – typically possesses decent digital literacy and is exposed to online platforms to supplement the formal classroom learning. This modality will provide flexibility and accessibility, enabling learners to be able to access and work through the course content at their own pace and engage with the material when it is convenient. This modality also allows for incorporation of interactive elements to enhance understanding and retention. Asynchronous course format also allows repeating of modules and assessments, and additional resources like articles, links, and videos to promote deeper leaning and self-paced exploration further into the subject. 

1. Define predatory lending and articulate its key characteristics, including the mechanisms it employs to target vulnerable individuals.

2. Identify predatory lending practices and differentiate them from traditional lending options based on specific characteristics and terms.

3. Explain the detrimental effects of predatory lending on individuals, families, and communities, citing specific examples and case studies.

4. Recognize key red flags of predatory lending, including manipulative marketing techniques, hidden fees, and confusing contract language, and explain their significance.

5. Utilize online resources and tools to conduct research on lending products, evaluate the credibility of lenders, and perform comparative analysis to identify safe borrowing options.

6. Identify and access appropriate consumer protection resources, regulatory agencies, and support networks to seek guidance when facing predatory lending situations.

Content:

• Detailed discussion on the negative effects of predatory lending on individuals, families, and communities.

• Real-life stories to provide emotional context and emphasize the stakes involved.

Activities:

• Problem-Based Learning: Analyze case studies of individuals impacted by predatory lending.

• Group Discussion: Reflect on case studies and share insights about the broader community effects.

Learning Objectives (LOs) for Selected Module:

• Explain the negative effects of predatory lending on individuals and families. (CLO 3)

• Identify the broader community impacts of predatory lending practices. (CLO 3)

• Analyze specific case studies to understand how predatory lending affects socioeconomic status. (CLO 3)

• Discuss the emotional and psychological toll of predatory lending on victims. (CLO 3)

• Evaluate how predatory lending contributes to cycles of poverty within communities. (CLO 3)

• Identify strategies for raising awareness about the impacts of predatory lending. (CLO 6)

• Reflect on personal values related to financial decision-making and its broader societal impact. (CLO 3)

• Create a presentation summarizing the consequences of predatory lending using real-life stories. (CLO 3)

Lectures and Presentations – presents learners with foundational concepts of predatory lending practices. Includes visuals, key terms, comparisons, and real-world examples.

Interactive Quiz – a short multiple-choice quiz at the end of each module using gamification (think Who Wants to be a Millionaire) to reinforce key terms and concepts, and keep learners engaged

This or That Game – to help differentiate between good and bad choices, learners are presented with various lending products, contracts, or situations, and decide which items are legitimate and which are predatory

Predatory Lending Jeopardy – this interactive game includes categories such as Name the Red Flag, Lender Types, Consumer Protections, Bad Choice Consequences, etc. to engage students and make learning and reinforcing knowledge fun

Problem/Project-Based Learning – learners view 3 real-life cases of individuals/families/communities affected by predatory lending to better understand the damaging impact of these practices. At the end of each scenario, learners answer questions on various observations in the scenario

Lending Scenario Role Play Simulation – learners are presented with various lending situations, and have to make choices and see the resulting consequences of their selections. This will help critical thinking, decision making, and application of knowledge gained.

TikTok Knowledge Drop Challenge – in this Peer Teaching Project, learners make short videos sharing key knowledge on predatory lending concepts, identifying red flags, and avoiding scams using their own creative approaches.

Module 4: The Impact of Predatory Lending

1. Strategy: Case Study Reflection
   Activity: Learners will write a short summary about a specific case study.
   Objective: Reflect on emotional and psychological toll caused by the negative effects of predatory lending (CLO 3)

2. Strategy: Impact Map Creation
   Activity: Learners will use creativity and develop a visual map of community impacts
   Objective: Identify the broader community impacts of predatory lending practices (CLO 3)

3. Strategy: Emotional Impact Essay
   Activity: Learners will write a brief overview of the emotional impact on victims of predatory lending
   Objective: Discuss the emotional and psychological toll (CLO 3)

4. Strategy: Comparative Analysis Assignment
   Activity: Learners will compare two case studies and examine various similarities and impacts
   Objective: Evaluate how predatory lending contributes to cycles of poverty. (CLO 3)

5. Strategy: Video Analysis Assignment
   Activity: Learners will view and analyze a video on long term financial effects on victims of predatory lending
   Objective: Analyze specific case studies to understand socioeconomic status impacts. (CLO 3)

Agency/Website: 

Consumer Financial Protection Bureau – CFPB is a great financial literacy resource and provides resources and information on consumer financial protection issues, including predatory lending.

Book: 

A Fighting Chance by Elizabeth Warren – In addition to being a U.S. Senator, she has also served as a professor at Harvard Law School. Senator Warren helped architect the Consumer Financial Protection Bureau. Her book explores the impact of predatory lending along with advocacy for consumer protections.

Website/Org: 

Center for Responsible Lending (CRL) – CRL works to promote financial fairness and issues related to predatory lending. CRL also provide research and advocacy for stronger consumer protections.

Video: 

The Danger of Predatory Loans by Khan Academy – this Khan Academy produced education video explains how predatory loans work and how they can potentially impact the borrowers.

Based on the characteristics of this course and the target learners, I believe ADDIE (Analysis, Design, Development, Implementation, and Evaluation) may be the best option for my mini course. ADDIE is a systematic instructional design framework that provides a structured approach with some flexibility that fits the iterative and interactive nature of this course as well as the course learning objectives. ADDIE will allow me to analyze my target learners’ needs, design engaging activities, develop relevant content, and implement the course strategy and evaluate its effectiveness in meeting course objectives.

I may also consider the Successive Approximation Model (SAM) approach to this course. SAM is more iterative than ADDIE, and allows for rapid prototyping and modifications based on feedback during the design process. I can use SAM to get feedback on some of the learning activities from a small group of teens (starting with the 17 year old in my house), and refine before implementing, which may help ensure the course will resonate with my target audience.

I think leveraging a combination approach of Constructivism and Cognitivism as my foundational learning theories will best serve this course, given the target audience (teenagers) and the selected modality (asynchronous online).

Constructivism theorizes that learners are active participants in the process and construct their own understanding and knowledge of the world through their opinions, beliefs, and unique experiences formed through effort and interactions. Activities like the This or That Game, Predatory Lending Jeopardy, and the Tik Tok Knowledge Drop Challenge will promote learner engagement with the material and reflection on the learning in a social context. The Problem/Project-based learning and role play scenarios also support the Constructivism approach by encouraging collaboration and real-world application of knowledge.  

Cognitivism focuses on understanding how learners process information and mental activities such as critical thinking, memory, and problem-solving. Incorporating activities like interactive games, quizzes, and real-life case studies will encourage learners to engage in critical thinking and practical application of knowledge. Presenting information in varied formats such as videos, graphics, case studies, etc. will allow this course to appeal to different cognitive styles, hopefully increasing the learners’ grasp on the knowledge and ability for practical application in real-life situations.

Constructivism and Cognitivism and their combined strengths will enable me to create an engaging learning experience that will equip my target audience with essential knowledge and skills to navigate the complex world of predatory lending and make informed financial decision.