Implementation Phase

Reflective Journal Entry

Session Date: May 3, 2025

Session Focus: Delivery and Implementation of Module 1: Knots and Rope Work

Insights Gained

This session was an important part of the project's implementation. This module's demonstrations, exercises, and discussions led to several important understandings. It was discovered in the first phase that adults in FMF-UAE preferred learning by doing, seeing, and touching, as I had expected from my analysis. Ropes, harnesses, and environmental examples connected the lesson to the local environment.

Besides, evidence of peer learning was evident when strong team members supported those who struggled during hinge-on-knot drills. It demonstrated that if community learning environments are well-maintained, they can become thriving knowledge-sharing settings. The analysis of Vygotsky's Zone of Proximal Development proved that group work helped students raise the levels of their knowledge past what they could accomplish alone (McLeod, 2022). 

Problems Encountered and Solutions Made

Despite the successful rollout, several challenges emerged during the session:

1. Deviation by Trainers: The trainers did not follow the script as planned. Eventually, they were involved in actions unavailable in the script. So, I recommended the creation of a Trainer’s Session Script detailing how to proceed, the main points, and how to fix common issues. I decided that each time we delivered a module, I would hold a short orientation with the trainers.

2. Limited Training Space: We have started having people rotate into small groups, which has doubled as a time-saving strategy and made it easier to give more detailed advice on ropes.

3. Incomplete Evaluation Forms: Many participants did not complete the feedback or skills evaluation forms. Once we looked into it, it was easy to tell that the length did not suit mobile devices. I simplified the design: a quick 5-question form using QR codes and emojis to help people respond more easily.

These problems offered an important lesson: delivery and engagement logistics can greatly influence the outcome, even with well-prepared content.

Critical Analysis (Reflective Lenses)

From Stephen Brookfield’s reflective model, several lenses are applied (Brookfield, 2016):

Autobiographical Lens: Being an experienced trainer in the past and moving to instructional design made me believe participants would be ready to fill out assessments and overlook the barriers created by brief sessions. I was reminded during this session that adult learners value using information quickly, efficiently, and in a way that matters.

Learner’s Lens: Participants seemed to enjoy and do better with hands-on activities than tasks involving talking or writing. Some students did not like to ask, but they involved themselves when cooperating with others. It pointed out that specific individuals are used to cooperative learning methods by the main principles of the pedagogical model.

Theoretical Lens: The theoretical approach showed that the session supported Mayer’s Multimedia Learning Theory. Multiple replayings by different users of the knot-tying clips demonstrated the importance of using short “modality” and “segmenting” content. When materials are divided into smaller parts, learners understand and use them better (Mayer, 2021).

Colleague Lens: Volunteers and advisers stated that the blended format was well received but required better coordination before the training, so logistics should be handled as carefully as content design.

Examination of Situations, Issues, and Influential Factors

How learners were grouped influenced the outcome. Many hikers are weekend adventurers; most spend their time hiking between work and family duties. The need to use what they are studying right away, rather than earn a qualification, motivates their learning. As they learned informally, their approach to the materials was different. The environment in the UAE, with its limited hiking rules, often-changing weather, and delicate ecology, ensured that having rope skills was not just a theory. 

Exploration of Alternative Views and Explanations

If the training were done only online, we would not be able to see or feel the technical objects. People taking part in the study admitted they would not understand the finer points of knot tightness, hand placement, or testing a load just by watching video guides. So, I stopped thinking about making the course strictly asynchronous. However, from my perspective, bringing asynchronous parts together with optional hands-on workshops greatly benefits the program since learners can benefit from broader access and greater skills.

Another way to help learners is by making the process fun through games. A simulation or quiz covering knot tying might help learners keep what they have studied, and can replace attendance at live lessons for those who cannot attend. Even though what is needed is more advanced, it is still a real future goal.

Action Plans

1. Trainer Preparation Module: Make a brief tutorial for trainers so all sessions are organized similarly.

2. Lightweight Toolkit: Produce a USB and print a copy of Module 1 for use by learners who do not have access to the internet.

3. Improve the Form: Make the skills checklist and feedback easy to use with a QR code and simple visuals, often attracting more replies.

4. Create a game where people must use their mouse to assemble knots as they review Module 1, related to adult learning.

5. Instructor Role: Choose leading learners and supply them with a kit so they can help other program participants informally during other sessions.

6. Schedule events using the FMF-UAE calendar in advance so that all training events are arranged smoothly, and many employees can join.

Final Thoughts

Being in this project session reminded me that my goal in instructional design is to transform learning. Because FMF-UAE is a unique group, designers must behave flexibly, show empathy, and use new solutions. I am discovering that being too strict with my plans does not help, and I should pay attention to what the learners go through every day and modify the lessons to address that. It reflects on me that the very best designs are developed through hands-on experiences in a field that is always changing.

Reflective Journal Entry

Session Date: June 22, 2025

Session Focus: Module 2:  First Aid and Emergency Response

Insights Gained

Module 2 was a game changer, not only to the learners but also to me as the instructional designer. This session highlighted the life-saving value of first aid knowledge in the wilderness environment of the UAE. The participants were exposed to the DRABC protocol, CPR skills, wound care, and heat-related emergency response. One-half of the attendees acknowledged that it was their first formal emergency training, although they were regular hikers and campers.

The immersive format, which included video-based instruction, live simulation, and group reflection, was particularly effective. A strong example was during the group exercise session when the learners could use the DRABC steps in a mock heatstroke situation. Seeing this transformation from passive learning to confident action was encouraging and affirming.

It was evident that first aid is not only a technical skill, but also a psychological anchor during a crisis. The participants were more prepared and accountable not only to themselves, but also to other members of their mountaineering groups. The idea of the first responder in the group was very appealing, and it supported the importance of safety networks based on peers.

Problems Encountered and Solutions Made

Despite the success of the session, several issues emerged:

• Hesitancy with CPR Practice: Some participants were reluctant to practice CPR on mannequins in front of others. To overcome this, the trainer guided the learners to practice without fear of being criticized for their mistakes. This assisted in creating confidence without affecting learning outcomes.

• Confusion with procedures: The learners were initially overwhelmed with the procedures. The trainer dealt with this by simplifying the steps into small, easy-to-understand sections and giving visual aids and examples. This enhanced knowledge facilitated uniformity in the implementation of the procedures.

• Overload of Technical Terms: Some participants were hindered by medical jargon like heat exhaustion and hypothermia onset. The trainer made the terminology easier by using scenario-based stories, instead of clinical definitions, he used common descriptions and pictures of symptoms.

Critical Analysis (Reflective Lenses)

Autobiographical Lens: As a non-medical person, I was initially unprepared to tackle and attend this session. Nonetheless, the cooperation with a licensed emergency responder was credible and offered a good source of instruction. I was taught to accept my role as a facilitator and content organizer instead of a subject matter expert, a valuable lesson in multidisciplinary learning environments.

Learner’s Lens: The learners highly appreciated the concept of learning by doing, as indicated by feedback. They enjoyed the simulation activities and frequently mentioned them as the most helpful aspect of the session. Most of them said they had never thought of themselves as people who could administer first aid before this module, which is a testament to the empowering nature of experiential education.

Theoretical Lens: The session was based on the andragogy of Knowles, focusing on self-directed learning and direct applicability (Knowles, Holton, & Swanson, 2015). Learners well received real-life relevance. Constructivist values also emerge prominently, as peer learning and reflection on their personal experiences serve a significant role in the group learning process (McLeod, 2022).

Colleague Lens: My co-facilitators stressed the role of repetition in CPR and first aid training. Their recommendation is to add post-session review videos and continuous refresher drills, which will be used in the next version of this module.

 Examination of Situations, Issues, and Influential Factors

The need for this module was highly affected by the UAE context. FMF-UAE members are exposed to special medical risks with remote mountain hikes and extreme desert heat. Most of these regions do not have easy access to professional assistance, and the first response within the group is significant and necessary. The cultural aspect of physical touch and group role-play was initially met with hesitation, but this was overcome as the session continued. The legal system (e.g., the UAE Good Samaritan provision) also contributed to eliminating the fears of liability in providing help. The law explains that trained people who act in good faith give many people the power to act without fear (Al Tamimi & Company, 2019).

Exploration of Alternative Views and Explanations

At first, some learners were skeptical: 'Is this not the work of professionals?' But by the end of the module, they understood that wilderness emergencies rarely allow time for professional help. Even a temporary ability to stabilize a situation can mean the difference between life and death. While an alternative instructional design might have relied solely on video, the physical demonstration of CPR, limb splinting, and heatstroke triage clearly showed that emergency training cannot substitute for kinesthetic learning (Oladele, 2024).

Action Plans

1. Create Quick-Reference Field Cards: Laminated, portable cards with DRABC steps, CPR visual guide, and first aid symptoms.

2. CPR and Emergency Drills Quarterly: This will keep the muscle memory fresh and keep them competent.

3. Post Short Video Summaries: Short video summaries of CPR walkthroughs, first aid checklists, and legal reminders that can be accessed on-demand through mobile-friendly links.

4. Promote Formal Certifications: Collaborate with the Red Cross, Dubai Health Authority, or other reputable organizations to facilitate formal credentialing.

5. Legal Confidence Module: Include a brief, easy-to-digest video on the Good Samaritan law in the UAE with subtitles and real-life scenarios.

Reflective Journal Entry

Project Title: Interactive E-Learning Module for FMF-UAE: Enhancing Safety, Compliance, and Environmental Stewardship

Project Locale: Filipino Mountaineers Federation-UAE (FMF-UAE)

Session Date: August 17, 2025

Session Focus: Module 3 – Theoretical Foundations: Leave No Trace & UAE Legal Logistics

 Insights Gained

The Module 3 delivery represented a chance to involve the members of the FMF-UAE in serious discussions on environmental responsibility and adherence to the law during outdoor recreation. The two elements of concentration, the Leave No Trace (LNT) and UAE-specific legal logistics of any mountaineering activities, forced the learners to think beyond practical skills towards the ethical and legal consequences of following such rules.

Most participants acknowledged that they did not fully understand how big an impact they would have on desert and mountain areas rich in ecological fragilities. Most of the members have misconceptions about whether acquiring permits and following guidelines is even required in such mountaineering activities.

The most valuable lesson was the change in the way it was taught. The resistance to rules, which were perceived as administrative, was initially the mindset. Following exposure to the actual guidelines on hiking and camping in the UAE, the participants indicated willingness to promote more responsible behavior in future events and activities.

Problems Encountered and Solutions Made

Although the module's content was necessary, it became a pedagogical issue because it was rather abstract. The Module 1 Knots & Rope works, and Module 2 First Aid & Emergency Response are physical activities that apply to real-world applications. Module 3, however, requires learners to comprehend common terminologies used by the local government in terms of permits and processes. Most of the members stated that they were not too keen on understanding the “legal logistics” section because they felt it was too much information, or did not find it as interesting.

To counter this, some examples are mentioned in the teaching materials. The mention of real-life examples of groups fined or denied access when they did not have the correct permitted practices, and success stories. These narratives established emotional associations between people and the rules they had now invested in.

Moreover, the material provided includes steps for acquiring these permissions. These guidelines were very effective since they streamlined the organization of the legal knowledge and made this material more accessible. 

Critical Analysis (Reflective Lenses)

Autobiographical Lens: I was first of all under the impression that the content of legal compliance would not be popular. Nevertheless, despite this limitation, I could interpret the laws through the lens of hikers' personal experience, such as being called back to Jebel Jais because they had no permit. This discussion helped me snap out of the notion that the law should be complex and scholarly.

Learner Lens: Most participants felt more empowered after seeing the sense in these rules. They became attracted to learning more when they realized how compliance helped to improve environmental protection and their safety. The members just realized that it is not a rule book; it is a life survival guide.”

Theoretical Lens: Situated Learning Theory was proven again. Retention and applicability were enhanced when the laws and principles were clarified using examples based on the UAE. Applying LNT concepts to recognizable landmarks (e.g., Wadi Shah, Hatta, Al Marmoom) has helped match the abstract concepts with real-world environments.

Colleague Lens: Co-facilitators' comments were on the significance of localization. Their recommendations included developing a handbook of LNT that would apply specifically to the UAE and be included in the training content. These suggestions correlated with my intention to be accurate and encourage the assistance of the leadership of the group.

Examination of Situations, Issues, and Influential Factors

The UAE's highly dynamic and sophisticated legal environment was one of the decisive aspects influencing the session. The rules of mountaineering, hiking, and camping are not necessarily coordinated, and many practitioners used to work under the guidance of unofficial agreements or the advice of their colleagues. Surprisingly, they had, in some way or another, violated the local laws in many of their previous works.

The cultural diversity of FMF-UAE also played a role in the session. The multilayered permit requirements proved overwhelming to some mountaineers, particularly the UAE newcomers. Others, more so those who have lived in the area for an extended period, suggested practical techniques that had been learned to move around these systems. Such cross-perspectives enhanced the conversation and the importance of inclusive training materials.

Exploration of Alternative Views and Explanations

First, the people felt the approval system was limiting or unnecessary for the mountaineers. For example, some were annoyed that they had to get permits to take small group hikes in locations they had visited over a long period. Though slowly, as the understanding of the material continued and the learners heard of cases under which the rescue operations were enabled due to the submitted permits over these entities, perceptions started changing.

In addition, the idea of environmental stewardship as a civic responsibility was proposed in the module, which was closer to the more activist-oriented learners. Taking responsibility for the community and ecosystem in framing the legal compliance, not only as a duty but as a means to secure the community and ecosystem, helped to transform doubt into action.

Although it could have been recommended to simplify the module by turning it into a mere environmental ethics course, it would have reduced the usefulness of the entire module in the real world. This is necessary to understand the laws that facilitate long-term behavioral change.

Action Plans

1.     Develop a simple, laminated, printable checklist of the permit and compliance guide, arranged by emirate and site, and translate that to English and Filipino.

2.     Include simulated planning sessions regularly where the group plans simulated hikes and applies for sample permits on local websites.

3.     Offer LNT accountability tools, where participants are given cards of commitment to sign as a pledge to uphold the responsible behavior, which is the LNT.

4.     Introduce multilingual provisions in future modules by having bilingual sources of significant environmental and safety policies to cover gaps in comprehension.