Transcript into a Distance Learning, Multimedia World Wide Web Course

Design and Development of HED 302s
(Driving Task Analysis) into a Distance
Learning, Multimedia World Wide Web
Course
Given at 44th Annual Conference
of the American Driver and Traffic Safety
Education Association
Billings, Montana
30 July 2000
Dale O. Ritzel, Professor, Health Education
Director, Center for Injury Control and
Worksite Health Promotion
Southern Illinois University
[email protected]
Background
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Driver Education is undergoing a teacher
certification and program credentialing
process.
The Driver Education program at SIUC was one
of early approved training sites around the
USA offering certification courses.
HED 302s is one of the first course be offered
as a Web based, distance learning course in
the USA.
HED 302s was developed as Web based in
Summer 1999 and tested in Fall 1999.
During Summer 2000, the course is being
taught to students from Guam, California and
northern Illinois.
Development Process
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Developed during May-August 1999,
spending 228 hours in initial
development.
– 40% of time spent on paper
– 40% of time spent on computer
– 20% of time spent in reviewing and
correcting links and material.
Development Process
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continued
During Fall Semester an additional 50
hours was spent enhancing the course.
(Total of 278 hours in development)
– most of the 50 hours related to making
additional corrections.
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Developed 13 different topics into an
interactive format.
Into the Web
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Many of the Topics areas were placed into a
PowerPoint format, then htm format.
Other topics and information/fact sheets were
placed into html via Microsoft FrontPage 2000
and Word 2000.
Authorware 4 Interactive Studio was used to
create compelling interactive material.
Externally linked content was also added
where appropriate.
Topics
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Introduction
Purpose of Highway Transportation
System
The Task of the Driver
Motor Vehicle Laws and Regulations
Personal Factors influencing Operator
Performance.
Visual Perception
Managing Risks in the HTS
Topics continued
Improving Driver Performance
 Motor Vehicle Systems,
Maintenance, Safety Devices, and
Performance Capabilities
 Ethics and Use of the HTS
 Trip Planning
 Fuel Efficient Driving
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Reading Assignments
Introduction
The Purpose of the Highway
Transportation System
The Task of the Driver in the
Highway Transportation
System
Motor Vehicle Laws,
Regulations, and their
Application
Personal Factors Influencing
Operator Performance
Sensory Perception and
Performance of the
Driving Task
Searching Techniques
Use of Web Articles- ADTSEA
SIPDE background information
The Smith System
Assignment
Managing Risk Within the
Highway Transportation System
Improving Driver Performance
Test- Evaluation of Situations
Motor Vehicle Systems,
Maintenance, Safety Devices, and
Performance Capabilities
Ethics and Use of the Highway
Transportation System
Trip Planning
Fuel-Efficient Driving
Fuel-Efficient Driving Test
Application Process
Fall 1999- Non-Web Group
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One group of 8 students was
placed into a regular classroom
based course.
– Students completed course through
normal process of classroom
instruction, interaction, visual
training, discussion, and group work.
– Instructor spent 130 hours preparing,
teaching, evaluating, and
communicating with students.
Application Process
Fall 1999 - Web Group

Another group of 8 students completed
the course via Web format.
– Each student would log into each
session, browse through material,
complete multimedia assignments,
conduct simulations provided, and
complete evaluations for each
session.
– Assignments, worksheets and test
responses were emailed to instructor.
Web Group
– All tests were completed by students
via Web with feedback provided to
student via Authorware Attain or
instructor via email.
– The instructor spend 211 hours
dealing with communication,
answering questions, sending
messages, evaluating and grading
papers, sending grade responses to
students and sending grade updates.
Results
Overall the Web based students
averaged 735.6 points out of a
total of 850 points.
 The non-Web based students
averaged 672.8 points out of 850
points.
 The Web based students, on
average, scored 62.8 points better
then the non-Web based students.
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Subjective Impressions
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Working with undergraduates in
distance learning, Web based
instruction is worthwhile, challenging,
and frustrating.
Undergraduate students want structure
and schedules in Web based courses,
even though that tends to be contrary
to the purpose of distance learning.
Subjective Impressions
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We aware of hardware problems with
student’s computers. RAM was the
biggest problem with students with
older computers. Once they got on
newer computers with more RAM and
speed, they were able to access all of
the files.
After realizing the need to motivate
themselves, the Web based students
liked the visual approach to learning
and being able to work on a course at
any time.
Conclusion
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It was possible to develop HED
302s as a Web based class and
have the students be successful in
completing such.
The Future
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Starting Summer 2000, HED 302s is
being taught as a total Web based
course.
Other driver education courses (and
related ones too) will be either totally
developed into a Web based format or
partial Web based format.
Offer the complete driver education
program in a distance learning format.