The instructional module underwent full development, delivery, and evaluation in three phases of implementation with members of FMF-UAE when participating in scheduled mountaineering activities in the 3-month period between March and August 2025. The experience of the learners was initiated by the independent interaction with the digital material, and then the group discussion, the simulation with the scenarios, and the practical demonstration, which were evaluated by the peers. The data were recorded, such as attendance records, screenshots, task results, and post-assessment feedback.

The modules were all taught as blended courses through Google Sites and offline print packages supplemented by two face-to-face training sessions. The ADDIE model informed the overall instructional design process, with adult learning principles, constructivist theory, and situated learning strategies guiding the instructional content. The Theory of Learning in Micro was used to scaffold the modules to provide the delivery of the content in manageable units that were aligned with field activities (Thompson et al., 2022).

I. Description of the Project Activity

For my instructional design special project, I'm making an e-learning program for the Filipino Mountaineers Federation in the United Arab Emirates (FMF-UAE). The project is called "Interactive E-Learning Module for FMF-UAE: Enhancing Safety, Compliance, and Environmental Stewardship," and it's all about safety, following the rules, and taking care of the environment. The group, which is affiliated with the Migrant Workers Office under Filipino Communities in Dubai, is made up of individuals who like hiking, camping, and mountain climbing in the UAE. 

From my first assessment (see appendix C), observation, and activity participation in the field, namely at Wadi Atmar (March 23–24, 2025) and with another mountaineering group, Apex Outdoors (April 6, 2025), I saw that 40% of the members had no formal climbing training, most of the knowledge transfer is from peer-to-peer learning, and lastly, there is limited structured resource material. Regular safety, environmental stewardship, or even compliance training was not provided to the members. However, the results highlighted some of the strengths of the group, which are community ties, peer support, and peer participation, and needs to be met, which are organized content, formalized safety regulations, and legal and ecological education.

The project is intended to design and field test an e-learning module that is comprised of 3 foundational content areas (see Appendix A), each of which addresses particular training requirements identified through FMF-UAE internal assessments. They will consist of self-contained, accessible, media-rich, and interactive modules.

Module 1: Knots and Rope Work

In this module, students are given the basics of the rope and knot procedures for activities connected with mountain climbing. In the first section of this training, knots are described for their importance in climbing, securing equipment, and rescue. It does explore what types of ropes exist, namely static and dynamic, before it gets into the appropriate handling and storage. Detailed instructions on 10 basic knots, such as the Overhand Knot and Bowline, and the Figure 8 Knot, Clove Hitch, Prusik Knot, and the Taut Line Hitch, will be provided to students. For each knot taught during training, a diagram, a video clip, and a practical application are shown. Finally, with some safety pointers, the module finishes off with a set of common pitfalls learners should steer clear of.

Module 2: First Aid and Emergency Response

Basic Wilderness First Aid Training in a nutshell includes conducting safety assessments in conjunction with the DRABC (Danger, Response, Airway, Breathing, Circulation) sequence and learning basic triage techniques. Attendees will practice techniques for managing hiking injuries- sprains, lacerations, and heat-related injuries. Training encompasses full CPR training, along with details on how to contact emergency contacts via satellite phones, visual signaling, or mobile applications. The scenario approach allows students to become more familiar with the key decisions that must be made during the course of an emergency, thus improving preparedness in the real world and increasing safety outcomes (Nelson, 2022).

Module 3: Theoretical Foundations

The first two sub-modules within the module.

a. Leave No Trace Principles (LNT)

This section outlines the seven principles of Leave No Trace and some UAE-specific applications. The principles include planning and preparation, traveling and camping on safe grounds, waste disposal, minimizing and responsible campfire impacts, respecting wildlife, and responsible camping by being considerate to other people. Students will learn about the negative environmental consequences of hasty outdoor behavior and how to reduce their footprint (Leave No Trace Center for Outdoor Ethics, 2020).

b. Logistics Planning: UAE Permits and Law

The sub-module contains all the legal information related to hiking and camping in the UAE. It outlines various options for permits available and provides possible application processes and rules related to repercussions for non-compliance with permits (Fujairah Adventures, n.d.). Educating students on key laws of environmental protection and outdoor safety.

Delivery Plan

ADDIE Model

This instructional design project was based on the ADDIE model- Analysis, Design, Development, Implementation, and Evaluation. Every stage is a sign of my learning and development journey as a BES student, incorporating theory, field experience, and community-responsive design. The project saw the full development, delivery, and evaluation of three instructional modules to FMF-UAE mountaineers.

1. Analysis – Understanding the Learner and the Learning Context

I, as a BES student, started with intensive fieldwork, attended FMF-UAE hikes, monitored peer-to-peer learning, and informal interviews. I observed that about 40% of the members were untrained, and the majority of them used tips or words of mouth or posts in social media as a guide or source of knowledge. Structured safety, legal, and environmental education was non-existent.

I applied learner profiling techniques from my BES coursework to identify:

• Periodic unavailability on a working schedule.

• Mobile-first (WhatsApp, Facebook, Google Drive) engagement.

• Visual, practical, and scenario learning.

• A firm peer network and civic motivation.

Why this is important: This stage formed the basis of all that happened thereafter. Since I am a BES student, I have learned that the process of instructional design starts with listening, not to data, but to people. Being a part of the activities of FMF-UAE, I did not simply find the gaps but realized the rhythms, relations, and realities of the community. This made me not design the generic content, but to design modules that were receptive to real-life conditions of the field. It also made me understand the importance of informal learning and community strengths, which led me to develop community support instead of substituting the same. The analysis step has served as a reminder to me that empathy is a good beginning for designing and that respect will be demonstrated by learning about the learners and their context.

2. Design – Translating Theory into Strategy

In the Design phase, that is where my BES coursework became a reality. I have followed the ADDIE model to design the learning experience, but with four important theories:

• Constructivism informed my decision to work on scenario-based tasks. I desired learners to construct knowledge based on experience - knot tying, safety choices, and problem solving.

• Andragogy also helped me to remember that FMF members are grown-ups and have a wide range of motivations. I planned autonomy, relevance, and flexibility. I wanted to allow the learners the freedom to work at their own pace, on their own terms.

• Situated Learning allowed me to regard the mountains and deserts of the UAE as places to learn, rather than as a setting. I incorporated local permit laws, terrain-specific and safety tips, and ethics that are cultural.

• Cognitive Load Theory influenced my application of graphics, chunks, and straightforward designs. I did not want the learners to feel overwhelmed with the information intake.

I have also used Universal Design for Learning (UDL) to make it accessible:

• Visual illustrations, audio presentation, and printable directions.

• Mobile-responsive designs and offline designs.

• Various types of engagement (video, text, interactive)

Assessment Planning:

Each module included formative, summative, and practical assessments:

The training aims to build students' professional skills while enhancing their knowledge regarding environmental protection laws and ecological sustainability principles. These learning resources enable both blended study and continuous self-testing alongside hands-on utilization of practical skills in genuine environments.

Target Learners & Context

This learning environment follows a non-formal, community-driven structure because participants manage both outdoor recreational activities, their full-time jobs, and irregular schedules. Because of this, one must focus on flexible learning and easy access points. Technologically competent students access their information through mobile devices and computers while following a pattern of brief study periods.

The content requirements include both simple navigation and translation options for the Filipino language (optional) and adaptability for different literacy skill levels (The 17 goals. (n.d.). The successful education of this learner group requires content that resonates with their cultural background, along with specific local context illustrations and dense visual representations.

Instructional Strategy

The educational material will contain small, structured thematic segments. The lesson starts with real-life situations and query-based openers to maintain learner focus and establish background context. How should you respond to someone who collapses when hiking in the Ras Al Khaimah mountains? The approach enables students to understand how the educational content applies to specific UAE mountaineering circumstances. After each primary content section, the learning material will show formative assessments, which include quick quizzes, drag-and-drop activities, and decision trees.

Visual instructional materials containing demonstrations and step-by-step guides on relevant skills will be the focus of content delivery and assessment through image-based quiz activities (Adeoye et al., 2024). The case-based application questions within summative assessments will determine the overall understanding of learners.

Members can proceed through the learning flow at their own pace while maintaining continuity because the structure allows for starting and stopping without missing any information. Every learner will find content accessible through mobile options and optional Filipino-language support while remaining mobile-friendly and inclusive. Continuous improvement of the module will be made possible through periodic feedback opportunities.

Assessment Tools

Performance-based tests are part of the lessons and help students remember important course material while also giving them instant feedback. These tools were chosen because they fit with the idea of practical learning, which says that students can show they understand by doing things instead of just remembering them. The students took short multiple-choice tests to show that they understand and can remember what they learned after each main part. That's why these quizzes are called developmental tests. They help students see how well they are doing and review important ideas without too much stress. 

The visual identification tasks allow students to apply what they've learned by labeling knots through dragging and dropping, as well as matching symptoms to first aid kits. These tasks help students remember things and learn by seeing them. They also help them practice making choices in real life. Hands-on training provides students with safety choice scenarios that occur in real-life situations. The game's choice points are like real-life ones in that they force players to think carefully. This method is based on constructivism and helps students figure out how to behave and get along with others in real-life scenarios. 

At the end of the lesson, students take a test to see how well they learned. The test has case-based scenarios that see how well students can obey the right rules for safety, the law, and respect for the environment in real-life climbing situations, or students would have to either choose the right emergency first aid steps or the right pass for a group hike in a protected area. This last part is about remembering things and is more about how to use what you've learned. This format fits with the idea that adults need to be able to learn on their own and be useful. 

During the actual test, students have the opportunity to demonstrate skills such as knot-tying and first aid application if desired. It's fun for students to show off their skills while giving each other opinions on their work. This style of assessment helps them learn by having to work together and think about what they've done. It also helps them become better at what they do by telling them what to change. These steps make sure that students can learn and practice in a range of open settings.

Media and Materials 

Multiple multimedia components, together with support materials incorporated in the e-learning system, guarantee engaging content that is accessible to FMF-UAE members. The module's core instruction consists of videos, animated lessons, and visual content. Step-by-step high-resolution visuals and demonstration videos will provide members of FMF-UAE with a better understanding and retention of skill-based content such as knot tying and first aid procedures. Students can access printable digital reference guides within each module, which include a knot guide and Leave No Trace checklist, as well as a UAE hiking permit application walkthrough for use in the field or offline reviews. 

Every material appears on an adaptable online learning platform usable by both desktop and mobile devices. Simple bookmarking tools will arrange the learning materials, enabling learners to resume where they left off. The learning experience will become more dynamic through embedded multimedia features in quizzes and case simulations. Combining digital and printable materials within the module generates flexibility that supports various learning needs, particularly among trainees who alternate between virtual education and on-site training.

Accessibility & Inclusivity Features  

The e-learning module ensures all members from FMF-UAE can access it through features that accommodate different devices and learning ability ranges. Mobile device optimization will be the standard for all platform content, given that members mostly use smartphones to access the internet. The platform enables learners to download guides and checklists, providing offline access in areas with unstable internet connectivity (Adeoye et al., 2024).

The module will contain simple, direct language, together with optional Filipino translations, which will support learners' English proficiency limitations. The instructions present written and audio explanations and step-by-step visual demonstrations that help all learners understand basic skills such as CPR and knot tying. The system design will follow universal principles by using clear icons and a consistent layout while providing text size adjustment and contrast customization to users. All video content throughout the program will include closed captioning to support users who have hearing difficulties. The training module delivers beneficial results to all FMF-UAE members through its adaptable formats combined with visual instructional tools and multilingual informational resources.

Accomplishments

Module 1: Knots and Rope Work was successfully piloted on May 3, 2025. This module included (See appendix  Q) :

• A video presentation

• Rope work tutorials with step-by-step instructions

• Real-world application of practice

• Theoretical and scenario-based learning session, classroom learning set-up

• Assessment through Google Forms (see Appendix R)

• Survey feedback insights via QR codes from subject participants (see Appendix R )

I believe that this special project contributed to training FMF-UAE participants with the skills they needed and improving their background knowledge of mountaineering. I was able to observe how various modules that were fully implemented, i.e. Knots and Rope Work, First Aid and Emergency Response and Theoretical Foundations, helped the learners become more confident, informed and proactive in their work in the outdoors. The modules did not just turn instructional, but they were transformative. My working experience in collaboration with the FMF leadership team to collect field data, content validation, and application enabled my growth as an academic competent educator and instructional designer. It helped me learn that collaborative, experiential, and community-based education is the most effective approach to teaching. The co-creation with learners and facilitators also helped me to strengthen my knowledge of Constructivist theory, Situated Learning and Andragogy not only as a theory of learning, but as principles in life.

I have also suffered some real-life issues during the project: uninterested learners because of inappropriate material, lack of involvement, and barriers to digital access. These were dealt with using hands-on approaches, visual scaffolding and modular delivery formatting. I utilized the concept of the Zone of Proximal Development created by Vygotsky by creating tasks, which students could accomplish with the assistance of peers and under supervision. I also maintained communication channels as a source of feedback which were critical in retention of learners and module improvement.

In the future, I can envision the obvious means of how to make the process of delivering the next modules better. In addition to the in-classroom lessons, I will support learning with field-based training - preferably right after the digital lessons in order to ensure optimal retention and use. I will create practical models of lecture delivery, based on the terrain-dependent situations and making moral choices. I would also like to have the experienced mountaineers facilitate the extended courses together so that learners can develop their knowledge by peer teaching.

This approach is not only good but also considerate of the wisdom experienced by the community. It demonstrates my perception that the instructional design should be all-encompassing, responsive, and grounded on the realities of the learners to whom the design is intended to serve.

I am very much satisfied with my experience in the University of the Philippines Open University. The project has enabled me to gain knowledge, skills and mindset to address instructional issues and meaningful design. Not only has it sharpened my critical thinking, but it has also enhanced my reflective practice, and increased my innovative spirit, which will be with me in the process of going Version 2.0 and spearheading the democratization of education within and outside the mountaineering community.