Anthony Blusius
Design Document Instructional Design 57.550
Needs Assessment Organization Background The Skyview Charter Cruise Corporation has been in existence for the past 36 years. It is housed out of its main location in Tampa Bay, Florida. It also has a remote office in San Francisco, California. The Skyview Charter Cruise Corporation is modest sized company compared to the likes of Carnival Cruise Lines. They are proud of the family friendly atmosphere and down home service to its customers. Who It Serves The Florida operation of Skyview serves tourists on cruises throughout the Caribbean visiting the likes of the Bahamas, Belize and other destinations throughout Central America. The California location runs the same type of operation just in a different geographic region. From San Francisco the entire south pacific is home to Skyview operations and charters. The cruise line operations a modest four ships in each location, this has grown from the single liner “Sea Enchanter� launched in 1970. The organization is proud of its reputation and variety of activities they offer on cruises. The most popular of which has come to be scuba diving. Problem Introduction Recently, Skyview Charter Cruise Line has not been able to keep up with the demand of customer requests for scuba diving. The instructors aboard each boat are unable to keep up with demand. This has forced them to deny customers the chance to experience scuba diving excursions. The biggest problem facing the cruise line is the amount of time it takes to prepare a customer to be able to safely undergo a scuba dive trip. Currently the instructor spends two to three hours with each group of divers before the dive is made. This extended period of time prevents the instructors from keeping up with the demand of the customers.
Anthony Blusius
Design Document Instructional Design 57.550
Needs Assessment Instruments – Questionnaire, Interviews Data Collection Procedure Data collection was accomplished via two methods. First questionnaires were distributed to 240 individuals who wished to try scuba diving. That breaks down to ten people per cruise per ship. Each ship runs a total of three cruises a month which brings the total to 240 individuals. The questionnaires polled individual’s experience and knowledge about scuba diving along with their interest in wanting to try it. These questionnaires provided valuable feedback for the company about their current knowledge and interest levels. Respondents were told to simply return the questionnaire at the customer service counter on the main deck of the ship before the end of the cruise. Individual interviews were the second method of data collection. One individual per cruise per ship were randomly selected from those the surveys were handed out to. This gave a total of 24 people interviewed. These interviews were conducted after scuba dives were complete. These interviews provided useful information how to best restructure the orientation process for scuba dives. Every individual was interviewed separately and a list of questions was read for each interview with the results recorded. The questions individuals answered dealt with why it was taking so long to prepare for each dive session. Below you will find a copy of the questionnaire and the interview questions. After the copies of both aids you will find the data collection results for each collection method.
Anthony Blusius
Design Document Instructional Design 57.550
Questionnaire Please circle the answer for each question. If the question asks for an explanation please provide it in the space below each question. Please answer each question honestly and if you are unsure about a response please indicate so. 1. Have you ever been diving on a cruise before or just scuba diving at all? a. Yes b. No 2. If you answered “Yes” to the above question please indicate your experience level a. b. c. d.
I tried it once I have gone a few times I am an experienced diver I am a certified diver
3. What is a BCD stand for? a. b. c. d.
Breathing Containment Device Buoyancy Control Device Begin Controlled Decent I am unsure / do not know
4. What is an “octo” used for? a. b. c. d.
Protection against octopuses and other creatures Holding your equipment while diving Breathing air from the air tank I am unsure / do not know
5. How many breathing devices does a scuba diver have on his gear? a. b. c. d.
2 3 1 I am unsure / do not know
Anthony Blusius
Design Document Instructional Design 57.550
6. What is the most dangerous thing you can do underwater? a. b. c. d.
Not pay attention to what you are doing Ignore your buddy diver(s) Hold your breath. I am unsure / do not know
7. What could happen if you surface too fast? a. b. c. d.
You could receive a case of the “bends� You will just get to the surface quicker You just use less air on that dive I am unsure / do not know
8. What do you think is the limit you can stay underwater? a. b. c. d.
Until I run out of air Until my bottom threshold has been reached Until I get tired I am not sure / do not know
Anthony Blusius
Design Document Instructional Design 57.550
Interview 1. You recently sat through a preparation session. Did the instructor answer all your questions before the dive?
2. Do you feel that you were prepared adequately for the dive by the instructor?
3. Did you have any difficulties during the dive that could have been avoided by the instructor explaining it before hand?
4. Is there anything the instructor should have spent more time on?
5. Is there anything the instructor should have spent less time on?
6. Was their anything the instructor could have done better to prepare you?
7. Did you feel the preparation session was too long or too short?
8. Do you have anything else you wish to add?
Anthony Blusius
Design Document Instructional Design 57.550
Data Collection Analysis Questionnaire After examining the results it is obvious that most of the individuals questioned have little or no knowledge of scuba diving or scuba equipment. A total of 240 questionnaires were given out to individuals and a total of 83% were returned. The following are the results of the questionnaires: •
97% had never tried scuba diving before.
•
1% of all respondents were certified divers.
•
93% have no knowledge of any characteristics of scuba equipment.
•
95% did not know standard techniques.
•
95% were unaware of safety procedures.
Interview After examining the results from the interviews it is clear that the length of the preparation sessions is due to the large amount of information covered combined with questions asked by each participant. Below are the interview results: •
100% felt the instructor answered all their questions.
•
98% stated they were adequately prepared for the scuba dive.
•
45% experienced problems actually controlling their buoyancy underwater.
•
65% felt the instructor spent too much time on communicating underwater.
•
47% felt that the dive orientation should have been covered in more detail.
•
60% believed that a handout would have expedited the process and made it easier to comprehend.
•
54% stated that the session lasted too long due to repeated questions from people.
Anthony Blusius
Design Document Instructional Design 57.550
Defining the Problem Current Situation Customers wishing to partake in scuba diving must undergo a lengthy preparation session to instruct them in the necessary procedures to dive safely. Due to the length of these sessions combined with the demand for scuba diving the Skyview Charter Cruise Line has been forced to turn away customers interested in scuba diving. Desired Situation Skyview Charter Cruise Line has the ability to prepare a larger volume of people for scuba diving in a shorter amount of time allowing them to fulfill the demand of their clients to enjoy the activity of scuba diving. It is estimated that the cruise line must reduce its orientation time by half in order to become more efficient and handle a higher volume of customer requests. Knowledge Gap According to the information gathered from the interviews and questionnaires only three percent of Skyview vacationers have a familiarity with scuba equipment. Only five percent of those polled are familiar with standard diving techniques and safety procedures. This leaves 95% of all Skyview customers without the necessary knowledge and skills to scuba dive successfully. Proposed Solution A self paced tutorial on how to prepare should be provided to customers when they register for a scuba dive. This tutorial will orient them to the necessary skills needed for a successful dive. This will shorten the amount of time needed for each preparation session and allow the Skyview Charter Cruise Line to better service it’s customers.
Anthony Blusius
Design Document Instructional Design 57.550
Instructional Goal Vacationers of the Skyview Charter Cruise Line will be able calculate bottom time, perform underwater communication, describe the buddy system, list safety procedures and describe dive planning using the Skyview Dive Preparation and Planning Guide. Domain Intellectual Instructional Goal Analysis Instructional Goal Vacationers of the Skyview Charter Cruise Line will be able calculate bottom time, perform underwater communication, describe the buddy system, list safety procedures and describe dive planning using the Skyview Dive Preparation and Planning Guide.
Outline Safety procedures 1
A
Evaluate Buddy System 2
Assemble dive gear 5
Compute bottom time 3
Prepare mask, snorkel, and fins 6
Distinguish Underwater communication 4
Complete Final Gear Assembly 7
A
Anthony Blusius
Design Document Instructional Design 57.550
Subskill and Entry Behavior Analysis Outline Safety procedures 1
Describe what to expect on the dive boat 1.6
Describe never holding your breath 1.5
Illustrate how to remain calm 1.4
Describe breathing technique 1.3
Describe safe ascent rate 1.2
Describe safe decent rate 1.1
Evaluate the Buddy system 2
Evaluate what to do if separated 2.3
Illustrate why you have a buddy 2.2
Identify what is a buddy 2.1
B
Anthony Blusius
Design Document Instructional Design 57.550
Compute bottom time 3
B
Illustrate Underwater communication 4
Calculate total possible bottom time 3.3
Illustrate “Distress/Help” signal #2 4.7
Reference Recreational Dive Planner 3.2
Illustrate “Distress/Help” signal #1 4.6
Illustrate “Low air” 4.5
Determine Maximum Depth 3.1
Illustrate “I am cold” signal 4.4
Illustrate “OK” sign for above water 4.1
Illustrate “OK” sign for underwater 4.2
Illustrate “Ears not clearing” signal 4.3
C
Anthony Blusius
Design Document Instructional Design 57.550
C
Assemble dive gear 5
E
Arrange hoses correctly 5.8
D
Fit regulator to air tank and BCD 5.3
Assemble weights on weight belt 5.7 No
Is the belt tight? 5.2
No Evaluate if leaks exist 5.6
Yes
Alert instructor 5.6.1
Yes
Loosen tank belt 5.2.1
Can you breathe? 5.5
Assemble air tank and BCD 5.1
D
Operate breathing aparatus 5.4
No
Alert instructor 5.5.1
Anthony Blusius
Design Document Instructional Design 57.550
E
Prepare mask, snorkel and fins 6
F
Remove all gear 6.7 Yes No Do they fit snug? 6.6
Remove fins 6.6.1
Try another pair 6.6.2 Position fins on feet 6.5 Adjust mask strap 6.2.1
Attach snorkel to mask 6.4
No
Does it fit snug? 6.2
Slide mask on face 6.1
Yes
Remove mask 6.3
Anthony Blusius
F
Design Document Instructional Design 57.550
Complete Final Gear Assembly 7
Perform final buddy check 7.5
Slide fins on 7.4
Put mask/snorkel on 7.3
Slide into BCD and secure it 7.2
Put on weight belt 7.1
Anthony Blusius
Design Document Instructional Design 57.550
Entry Behaviors Be able to swim comfortably. Be able to function in a group environment. Be able to follow instructions while in the group. Be able to open and close valves. Be able to breathe comfortable through a device without gagging. Have no medical conditions that would prevent them from diving. Context Analysis Training vs. Performance Context Training Context The training environment will be located in the cruise ship cabin of the learner who is about to scuba dive. Most likely the self paced guide will be read while sitting down. The environment will depend from learner to learner depending on their cabin. For instance should there be children or family there is a possibility they will be in the cabin. Since the instructional materials are in the form of a self paced guide the learner should feel comfortable about their pace when reviewing the materials. Only after the learner has reviewed the materials in the guide will they be able to actually implement the procedures and techniques covered in the guide. Performance Context The performance environment will be located on a small motor vessel in open water. Here the learner will have a limited amount of space in which to prepare for the dive. There is also a chance that weather could be a factor in the environment. Should rough seas occur the learner could find the motor vessel rocking slightly. This will also be the first instance the learner encounters the gear that was covered in the self paced guide. Learners will be able to have the self paced guide with them for reference during the activity. Mild physical exertion
Anthony Blusius
Design Document Instructional Design 57.550
may be required when preparing the gear and suiting up to perform the activity. Also unlike the training context the learner will be performing these actions in a group setting. Means of Overcoming Differences To allow for an easy transition between learning and performance contexts the learner will be able to take the self paced guide with them to the performance context. This is to serve as reference and reinforce what the learner has covered. Also should the learner become disoriented the dive master, the person who is leading the dive, will be available to help wherever needed in performing the tasks. Training vs. Performance Context Training Context
Performance Context
Overcoming Differences
Located in the learners cabin
Located on a dive boat in open water
Reading how to assemble the scuba equipment.
Actually assemble the scuba equipment.
What to do in an out of air emergency.
Performing the actions when an out of air emergency
Reviewing safety procedures.
Actually being aware of safety procedures while implementing the dive.
Reviewing buddy system techniques
Performing buddy system techniques.
Calculating the bottom time using sample data.
Calculating the bottom time using actual dive data.
The learner will be made aware of the environmental differences and what to expect. The learner will be provided with pictures and diagrams of how to assemble the equipment. Stress the necessary steps if the situation occurs and reenforce that the user remain calm. The learner will be provided with tips to ensure that all safety procedures are followed. Provide the learner with tips and stress the most important factor of the buddy system. Provide the learner with two separate charts for calculating the bottom time in the self paced guide.
Anthony Blusius Reviewing underwater communication.
Design Document Instructional Design 57.550 Demonstrating underwater communication.
Overview of how to remain Actually remaining calm calm and enjoy yourself and possibly having some anxiety. Reviewing suiting up gear in preparation to dive.
Actually suiting up gear in preparation to dive.
Provide pictures which show the learner how to perform each hand signal and encourage them to practice each signal. Provide the learner with examples and techniques of how to relax and enjoy themselves. Provide the learner with diagrams indicating how to suit up in the gear and the proper order to do so.
Anthony Blusius
Design Document Instructional Design 57.550
Learner Analysis Interview Directions: Please provide the answers in the space below. Should a question be considered too personal to answer the interviewee many refuse to answer the question. If this occurs just simply write “Skipped” in the question space. Wherever possible please ask the interviewee to elaborate as much as possible in order to gather detailed information for each response. Should more space be required please write on the back of this form. Background Information 1. What is your name?
2. What is your gender? a. Male b. Female 3. What is your age range? a. b. c. d. e.
18 or under 19-29 30-40 41-51 52+
4. Which of the following best describes your educational background? a. b. c. d. e.
Did not finish high school High school graduate / GED Some college / current college student Associates degree Bachelor’s Degree or higher
5. Do you have any medical conditions which could prevent you from scuba diving? If so please explain.
Anthony Blusius
Design Document Instructional Design 57.550
Entry Skills Information 1. Do you have any problems swimming? If so please explain.
2. Do you have any trouble breathing through a device such as a snorkel or regulator?
3. Do you function well in a group environment? Please explain your response.
4. Can you open and close a valve without any difficulty?
5. Have you ever had any difficulty following instructions while working with others?
Ability Information 1. Have you ever been in open water before? If so please explain.
2. How would you rate your past experiences in open water. (If the interviewee answered “No� to the above question please skip this question.)
Anthony Blusius
Design Document Instructional Design 57.550
3. How many times have you gone scuba diving or snorkeling in the past? Please provide dates and locations for past dives (if applicable).
4. Do you feel confident that you will be comfortable participating in a scuba dive? Please elaborate and provide examples of why you feel this way.
General Impression 1. What attracted you to scuba diving the most?
2. What attracted you to scuba diving the least?
3. Do you feel that you will be safe while diving?
4. What made you decide you want to go scuba diving?
Anthony Blusius
Design Document Instructional Design 57.550
Learner Analysis Report 1. The Intended Target Audience The intended target audience includes individuals who would like to enjoy scuba diving while on vacation with the Skyview Charter Cruise Line. These individuals have little or no experience regarding scuba diving. These individuals are not looking to undergo a certification course but rather enjoy an activity that will leave them with a memorable vacation experience. 2. Participant Information Name
Telephone Number
Email Address
Kevin Reeder Elizabeth Shotwell 3. Interview Each interview consisted of an eighteen question form that was followed for each interview session. The questions were formatted to gather information on the individual’s ability to efficiently complete the task in the open water environment. The interview form was broken into four sections. The first section of the interview consisted of gathering background information. These questions were designed to give basic information such as gender, age range, and educational experience. This will help determine the individual’s ability to successfully complete the task. The second section of the interview consisted of gathering entry behaviors required to complete the task. The individuals should not have answered that they were incapable of performing any of the items asked otherwise they would need further instruction before being able to perform the task. The next section of the interview consisted of gathering information to determine the individual’s past experiences with the task. These questions were designed to determine whither
Anthony Blusius
Design Document Instructional Design 57.550
or not the individual had performed the task at some point in the past along with gather information regarding past experiences if they had done so. The final section of the interview consisted of gathering the individual’s general feelings about the upcoming task. This was designed to demonstrate how the individual feels about the upcoming task and what was the deciding factor to perform the task. 4. General Characteristics The individuals interview where different on some instances. They were both in the same age range (19-29). Their education experiences where quite different with some having a bachelor’s degree or higher while others were a high school graduate or equivalent. Both individuals felt that they had no preexisting medical conditions that would prevent them from being able to accomplish the task. Even though the background characteristics of the individuals interviewed were different they do represent the target population in respect to general characteristics. The age and education level, as well as gender would not prevent either individual from accomplishing the task. The most important factor was that both individuals claimed no preexisting medical condition that would prevent them from accomplishing the task. 5. Goal Related Characteristics Both individuals indicated that they would not have any difficulty completing the designated tasks. No additional training is required for these two individuals to complete the task. Both have had experience in regards to being in open water in the past. One of the individuals has in the past gone swimming in the ocean with stingrays. This individual currently has performed in a group setting in open water. This individual has a great deal of motivation to perform the task due to the enjoyment of their past experience.
Anthony Blusius
Design Document Instructional Design 57.550
The other individual has experienced open water while at the shore. This individual however has not swum in open water before other than at the shore. The individual has an understanding of the necessary requirements in order to complete the task. According to her responses she would be an excellent candidate to perform the activity and works well with others. 6. Instructional Analysis Changes No changes are necessary. Even though the individuals have not ever performed the task they meet all the entry behaviors required. Changing the instruction to those who are more advanced would only confuse those who were not quite as advanced. 7. Additional Observations Both individuals felt that a self-paced guide would be easier compared to an instructor led course. They felt that the ability to work at their own pace would be the main advantage of the guide. Both individuals felt that a web base solution would not be practical since they will be aboard a cruise ship a will not have convenient access to a computer while on board. Performance Objectives and Assessment Items Instructional Goal Vacationers of the Skyview Charter Cruise Line will be able calculate bottom time, perform underwater communication, describe the buddy system, list safety procedures and describe dive planning using the Skyview Dive Preparation and Planning Guide. Terminal Objective Following the instruction provided by the Skyview Dive Preparation and Planning Guide, travelers will be able calculate bottom time, perform underwater communication, describe the
Anthony Blusius
Design Document Instructional Design 57.550
buddy system, list safety procedures and describe dive planning using the Skyview Dive Preparation and Planning Guide and completing all of the steps contained in it. Do I need to use “always� for the POs or “the learner will (verb) simply work? Steps 1 Outline the safety procedures
1.1 Describe a safe decent rate
1.2 Describe a safe ascent rate
1.3 Describe the breathing technique
Performance Objectives When asked, the learner will always outline the safety procedures that they must follow from memory.
Before beginning a dive the learner will always describe a safe decent rate to the dive master, using a complete sentence. Before beginning a dive the learner will always describe a safe ascent rate to the dive master, using a complete sentence. Before beginning a dive the learner will always describe the breathing technique before a dive, using a complete sentence..
1.4 Illustrate how to remain calm
When prompted, the learner will illustrate how to remain calm before beginning a dive.
1.5 Describe never holding your breath
When asked, the learner will describe why never holding your breath is necessary.
Test Items Directions: Circle the correct response, which of the following is correct regarding safety procedures A. The just make everything more complicated. B. They insure that you will be able to dive without any incident. C. Give the dive master something to talk about. Directions: Using a complete sentence describe a safe decent rate in the space below: _________________________ Directions: Using a complete sentence describe a safe ascent rate in the space below: _________________________ Directions: Using a complete sentence describe the breathing technique in the space below: _________________________ Directions: List two ways how to remain calm in the space below: 1. ______________________ 2. ______________________ Directions: Using a complete sentence describe why you should never hold your breath in the space below:
Anthony Blusius
1.6 Describe what to expect on the dive boat
2 Evaluate the Buddy system
2.1 Identify what is a buddy
Design Document Instructional Design 57.550
When asked, the learner will describe what to expect on a dive boat, using a complete sentence.
When prompted, the learner will always evaluate the buddy system without any assistance from the Skyview Dive Preparation and Planning Guide. When prompted, the learner will identify what is a buddy without any assistance.
_________________________ Directions: Using a complete sentence describe what to expect on the dive boat in the space below: _________________________ Directions: Circle the correct response, The buddy system is an important aspect of successful scuba diving? True False Directions: Circle the correct response, which of the following is true about your “buddy� A. You watch football together. B. He is your partner for everything you do. C. He keeps you safe D. It is your best friend. Directions: Using a complete sentence illustrate why you have a buddy in the space below:
2.2 Illustrate why you have a buddy
When asked, the learner will be able to illustrate why you have a buddy without any assistance.
2.3 Evaluate what to do if separated
When needed, the learner will evaluate what to do if separated without consulting the Skyview Dive Preparation and Planning Guide.
_________________________ Directions: List the correct order of steps of what to do when you become separated from your buddy in the space below: _________________________
When asked, the learner will always compute the bottom time for the upcoming dive.
_________________________ Directions: Circle the correct response, knowing how long you can stay underwater for in important?
3 Compute the bottom time
3.1
When asked, the learner will
True False Directions: On a dive of 30
Anthony Blusius Determine the maximum depth
Design Document Instructional Design 57.550
3.3 Calculate the total possible bottom time
When prompted, the learner will calculate the total possible bottom time without any assistance.
and 78 feet, please indicate the maximum depth in the space below. ____78__ Directions: On a dive of 65 feet what is your maximum bottom time, please indicate it on the space below. ___40___ Directions: What is your total possible safe bottom time, indicate it in the space below. ____20__
4 Illustrate Underwater communication
When prompted, the learner will illustrate underwater communication without any assistance.
Directions: Circle the correct response, underwater communication is done by rapidly blinking your eyes
4.1 Illustrate the “OK” signals
When needed, the learner will illustrate the “OK” signals to the dive master and other fellow divers.
True False Directions: Circle the correct response, which of the following best matches an “OK” symbol?
3.2 Reference the Recreational Dive Planner
4.2 Illustrate the experiencing problems signals
always determine the maximum depth before setting out on the dive. When prompted, the learner will reference the recreational dive planner without any assistance.
When needed, the learner will illustrate the experiencing problems signals without any assistance.
4.3 Illustrate the air emergency signals
When needed, the learner will be able to illustrate the air emergency signals to the dive master and other fellow divers.
4.4 Illustrate the “Distress/Help” signals
When needed, the learner will illustrate the experiencing problems signals using a
A. Crisscrossing your arms over your chest B. Touching the top of your head. C. Both A and B D. None of the above. Directions: Circle the correct response, touching the top of your head is not a signal for when you are experiencing problems. True False Directions: Using a complete sentence describe why you would need to signal an air emergency in the space below: _________________________ Directions: Circle the correct response, waving your arms wildly is a good way to signal
Anthony Blusius
Design Document Instructional Design 57.550 complete sentence.
for help/distress?
5 Assemble the dive gear
When prompted, the learner will assemble the dive gear in preparation for a dive.
5.1 Assemble the air tank and BCD
When prompted, the learner will assemble the air tank and BCD without any assistance.
True False Directions: In the space below list the all the gear that needs to be assembled for a dive. 1. _BCD ________ 2. _Regulator ___ 3. _Air Tank_____ 4. _Weight Belt___ 5. _Weights______ Directions: Circle the correct response, the BCD is connected to the regulator?
5.2 Determine if the belt is tight
When prompted, the learner will determine if the belt is tight using a complete sentence.
True False Directions: Using a complete sentence in the space below indicate how you can determine if the belt is tight.
5.2.1 Reattach the tank belt
When needed, the learner will reattach the tank belt safely without any assistance.
5.3 When prompted, the learner Fit the regulator to the air tank will fit the regulator to the air and BCD tank and BCD without any assistance. 5.4 Perform an operational check
When needed, the learner will always perform an operational check before participating in a dive.
5.5 Arrange all the hoses correctly
When prompted, the learner will arrange all the hoses correctly without any
_________________________ Directions: Circle the correct response, the tank belt should be completely removed and undone when reattaching? True False Directions: Circle the correct response, it is not ok to allow water to get into the regulator when attaching it to the tank? True False Directions: Circle the correct response(s), which of the following are things you check for during an operational check. A. Air leaks B. If everything matches C. Air flow D. All of the above Directions: Please choose the correct answer, You should not have all your hoses
Anthony Blusius
5.6 Assemble the weights on the weight belt
6 Prepare the mask, snorkel, and fins
6.1 Check how the mask fits
Design Document Instructional Design 57.550 assistance.
crisscrossing your body.
When directed, the learner will assemble the weights on the weight belt according to the Skyview Dive Preparation and Planning Guide.
True False Directions: Circle the correct response, the belt should be twisted over each weight to prevent it from sliding around while diving?
True False When prompted, the learner Directions: Circle the correct will always prepare the mask, response, what is the most snorkel and fins for diving. important factor when selecting your gear?
When directed, the learner will always check how the mask fits before participating in a dive.
6.2 Attach the snorkel to the mask
When prompted, the learner will attach the snorkel to the mask without any assistance.
6.3 Position the fins on their feet
When prompted, the learner will position the fins on their feet without any assistance.
6.4 Remove all gear
When prompted, the learner will remove all the gear without any assistance.
7 Complete the final gear assembly
When instructed, the learner will always complete the final gear assembly according to the Skyview Dive Preparation and Planning Guide.
A. How it looks B. If your buddy likes how it looks C. How it fits on you D. None of the above Directions: Circle the correct response, you mask should be snug enough to possibly cause red marks on your face? True False Directions: Complete the Yes/No question. Did you attach the snorkel to the mask as instructed to by the selfpaced guide? X YES __ NO Directions: Complete the Yes/No question. Did you position the fins on your feet as instructed to by the selfpaced guide? X YES __ NO Directions: Complete the Yes/No question. Did you remove the gear? X YES __ NO Directions: Complete the Yes/No question. Did you complete final gear assembly as instructed to by the selfpaced guide? X YES __ NO
Anthony Blusius
Design Document Instructional Design 57.550
7.1 Put the weight belt on
When instructed, the learner will put the weight belt on their body without any assistance from the instructor.
7.2 Slide into the BCD and secure it
When instructed, the learner will slide into the BCD and secure it without any assistance.
7.3 Put the mask and snorkel on
When instructed, the learner will put the mask and snorkel on without any assistance.
7.4 Slide the fins on
When instructed, the learner will slide the fins on without any assistance.
7.5 Perform the final buddy check
When prompted, the learner will always perform the final buddy check before entering the water.
Directions: Complete the Yes/No question. Did you put on the weight belt as instructed to by the self-paced guide? X YES __ NO Directions: Complete the Yes/No question. Did you slide into the BCD and secure it as instructed to by the selfpaced guide? X YES __ NO Directions: Complete the Yes/No question. Did you put the mask and snorkel on? X YES __ NO Directions: Complete the Yes/No question. Did you side the fins on your feet as instructed to by the self-paced guide? X YES __ NO Directions: In the space below list the correct order in which you perform the final buddy check. 1. _____________________ 2. _____________________ 3. _____________________ 4. _____________________
Anthony Blusius
Design Document Instructional Design 57.550
Instructional Strategy Objective Clusters Cluster 1 1 1.1 1.2 1.3 1.4 1.5 1.6
Cluster 2 2 2.1 2.2 2.3
Cluster 3 3 3.1 3.2 3.3
Cluster 4 4 4.1 4.2 4.3 4.4
Cluster 5 5 5.1 5.2 5.2.1 5.3 5.4 5.5 5.6
Cluster 6 6 6.1 6.2 6.3 6.4
Cluster 7 7 7.1 7.2 7.3 7.4 7.5
After reviewing the Sub-skill and Entry Behavior Analysis objective clusters were formed following the SAEB flowcharts. Each cluster represents a clearly defined objective that must be completed before moving on to the next objective. Also, each cluster sub-step directly relates to the main objective in each cluster and would not be appropriate for another cluster. The clusters will be presented in the following order since each cluster builds on one another and completing them in sequence will allow the learner to complete the terminal objective. Sequence and Training Activities 1. Introduction with Objectives 2. Cluster 1: Outline the safety procedures Steps: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6 3. Cluster 2: Evaluate the Buddy system Steps: 2.1, 2.2, 2.3 4. Cluster 3: Compute the bottom time Steps: 3.1, 3.2, 3.3 5. Cluster 4: Illustrate Underwater communication Steps: 4.1, 4.2, 4.3, 4.4 6. Cluster 5: Assemble the dive gear Steps: 5.1, 5.2, 5.2.1, 5.3, 5.4, 5.5, 5.6 7. Cluster 6: Prepare the mask, snorkel, and fins Steps: 6.1, 6.2, 6.3, 6.4 8. Cluster 7: Complete the final gear assembly Steps: 7.1, 7.2, 7.3, 7.4, 7.5 10. Terminal Objective Total Time
Time Allotted 3 minutes 5 minutes 4 minutes 5 minutes 4 minutes 6 minutes 5 minutes 4 minutes 11 minutes 48 minutes
Anthony Blusius
Design Document Instructional Design 57.550
Pre-Instructional Activities Motivation This guide will prepare vacationers of the Skyview Charter Cruise Line for their upcoming scuba dive. In order to motivate the learner two items will be used. First there will be a story in the introduction of the guide. This will be a story of a wreck discovered out in the ocean. It will go into detail regarding the wreck and the items they encountered on the dive. The second item will be imagery. These images are going to be of a wide variety of scuba related topics. Diving with exotic fish, fellow divers, ship wrecks are all images that will be used to motivate the learner. This should motivate the learner personally. They should feel a sense of excitement about their upcoming dive and that excitement will help them to complete the self-paced guide. Motivation will also be provided in the form of positive reinforcement at the end of each cluster. Objectives The introduction page of the guide will outline the instruction objectives. These objectives will also be introduced prior to each section. This will give the learner an idea of what should be learned from the material presented in each section. The main objectives of the Skyview Dive Preparation and Planning Guide are stated below. At the conclusions of the self-paced guide, the learner will be able to: 1. 2. 3. 4. 5. 6. 7.
Outline the safety procedures Evaluate the Buddy system Compute the bottom time Illustrate underwater communication Assemble the dive gear Prepare the mask, snorkel, and fins Complete the final gear assembly
Entry Behaviors After the introductory paragraph the learner will be reminded of the entry behaviors necessary to complete instruction. All learners are required to have these skills and behaviors before undertaking instruction. Should the learner not have the necessary entry behaviors they will be required to notify the dive instructor. The dive instructor will then determine if the missing entry behaviors or skills can be taught to the learner. If the behaviors or skills can be taught then the learner will be able to resume the training, in the case where they are unable to learn the missing behaviors or skills the learner will then be informed that they will not be able to participate in the activity. The entry behaviors are listed below. • • •
Be able to swim comfortably. Be able to function in a group environment. Be able to follow instructions while in the group.
Anthony Blusius • • •
Design Document Instructional Design 57.550
Be able to open and close valves. Be able to breathe comfortable through a device without gagging. Have no medical conditions that would prevent them from diving.
Assessment Pretest No pretest will be administered. The self-paced guide teaches the learner a procedure that must be practiced in real life before it is perfected. The learner cannot be expected to master the procedures in the self-paced guide without practicing them first hand. Therefore pre and post tests would not an effective means of judging the learners comprehension of the topics. Practice Tests Following each cluster will be a short “Quiz yourself” section. This will provide instant feedback to the learner and allow them to check their progress. This will allow the learner to check their comprehension of the material presented. The answers for the “Quiz yourself” sections will be provide upside down in a smaller print at the bottom of the section. Should the learner be unable to answer the questions they should review the material before moving on to the next cluster. Test There will be a 20 question test administered at the end of the training. It will consist of true / false, fill in the blank, and multiple-choice questions. The test will give the learner an idea of their level of comprehension at the end of the instructional materials. The learner should only take the test after the learner has completed the instructional guide. The test will not be graded and is to inform the learner of possible content areas they should review. Post-Test No post-test will be administered.
Anthony Blusius
Design Document Instructional Design 57.550
Content Presentation Cluster 1: Outline the safety procedures Steps 1.1 Describe a safe decent rate 1.2 Describe a safe ascent rate 1.3 Describe the breathing technique 1.4 Illustrate how to remain calm 1.5 Describe never holding your breath 1.6 Describe what to expect on the dive boat Information Presentation Learners will be instructed on the safety procedures necessary when scuba diving. How to ascend and descend safely will be covered along with the correct way to control their breathing using the breathing technique. The learner will also be instructed in how to not get overly excited and remain calm. Never holding your breath will also be covered with the learner along with an explanation of what can happen if you do so. Finally, the learner will be instructed on what kind of conditions to expect on a dive boat and how to prepare for those conditions. Examples • •
A picture of a diver in the water descending with a group to the dive site along a rope. This will help to familiarize the learner with the actual event. Provide an example of what can happen if the learner holds their breath at depth and then surfaces. To help the learner relate marbles or jelly beans will be used in the analogy.
Elicit Practice The following questions will be asked at the end of each cluster: Directions: Using a complete sentence describe a safe decent rate in the space below: ____________________________________________________________________ ____________________________________________________________________ Directions: List two ways how to remain calm in the space below: 1. ___________________________________________________ 2. ___________________________________________________ Directions: Using a complete sentence describe why you should never hold your breath in the space below: ____________________________________________________________________ ____________________________________________________________________
Anthony Blusius
Design Document Instructional Design 57.550
Feedback At the end of each cluster the learner will participate in a “Quiz yourself” activity. This is designed to provide feedback to the learner and allow the learner to assess how well they understood the material covered. The activity will be between four and six questions and the answers will be provided on the back of the page. Should the learner not answer all the questions correctly they will be encouraged to review the necessary material before continuing to the next cluster. After successful completion the learner will be given words of encouragement. An example is given below. “Congratulations, you now understand how to keep yourself safe while diving. Let’s get read for the next step.” Cluster 2: Evaluate the Buddy system Steps 2.1 Identify what is a buddy 2.2 Illustrate why you have a buddy 2.3 Evaluate what to do if separated Information Presentation In this cluster learners will be instructed on the buddy system. They will be instructed on what a buddy is. They also will be given some suggestions on how to choose a buddy if they don’t already have one. The learners will also be instructed on why they have a buddy and how their buddy will keep them safe while having fun. Finally the learner will be instructed on the correct order of steps to perform in the event that they become separated from their buddy. Examples • •
A picture of two people swimming together underwater would be provided to reinforce why having a buddy is so important. A list of the steps to take when separated from your buddy will be provided to help prepare the leaner should the situation occur.
Elicit Practice The following questions will be asked at the end of each cluster: Directions: Circle the correct response, which of the following is true about your “buddy” A. You watch football together. B. He is your partner for everything you do. C. He keeps you safe D. It is your best friend.
Anthony Blusius
Design Document Instructional Design 57.550
Directions: Using a complete sentence illustrate why you have a buddy in the space below: ____________________________________________________________________ ____________________________________________________________________ Directions: List the correct order of steps of what to do when you become separated from your buddy in the space below: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ Feedback At the end of each cluster the learner will participate in a “Quiz yourself” activity. This is designed to provide feedback to the learner and allow the learner to assess how well they understood the material covered. The activity will be between four and six questions and the answers will be provided on the back of the page. Should the learner not answer all the questions correctly they will be encouraged to review the necessary material before continuing to the next cluster. After successful completion the learner will be given words of encouragement. An example is given below. “You now know why having a buddy is so important, good job with this section, let’s go on to the next section.” Cluster 3: Compute the bottom time Steps 3.1 Determine the maximum depth 3.2 Reference the Recreational Dive Planner 3.3 Calculate the total possible bottom time Information Presentation Learners will be instructed on how to computer the bottom time for their upcoming dive in this cluster. First the learners will be instructed on how to determine the maximum depth of their dive from the pre-dive briefing. Following that, the learner will be instructed on the use of the Recreational Dive Planner with sample data. Finally, the learner will be instructed on how to determine their total possible bottom time they can spend on this dive. Examples • •
The Recreational Dive Planner will be provided and the sections used for the example will be highlighted to allow the learner to understand how to use it. An example will be give to the learner to illustrate how you would get the depth information from a dive containing multiple depths.
Anthony Blusius
Design Document Instructional Design 57.550
Elicit Practice The following questions will be asked at the end of each cluster: Directions: On a dive of 30 and 78 feet, please indicate the maximum depth in the space below. ____78__ Directions: On a dive of 65 feet what is your maximum bottom time, please indicate it on the space below. ____40__ Directions: What is your total possible safe bottom time, indicate it in the space below. ____20__ Feedback At the end of each cluster the learner will participate in a “Quiz yourself” activity. This is designed to provide feedback to the learner and allow the learner to assess how well they understood the material covered. The activity will be between four and six questions and the answers will be provided on the back of the page. Should the learner not answer all the questions correctly they will be encouraged to review the necessary material before continuing to the next cluster. After successful completion the learner will be given words of encouragement. An example is given below. “Now that you know how long you can stay underwater you are ready to move on to the next section, nice job.” Cluster 4: Illustrate underwater communication Steps 4.1 Illustrate the “OK” signals 4.2 Illustrate the experiencing problems signals 4.3 Illustrate the air emergency signals 4.4 Illustrate the “Distress/Help” signals Information Presentation In this cluster learners will be instructed on the use of underwater communication. The learner will be instructed on how to signal that they are “OK” by performing the standard signals. Also, the learner will be instructed on how to signal if they are experiencing problems by performing the standard signals. Following that, the learner will be instructed on how to signal they are experiencing an out of air emergency. Finally, the learner will be instructed on how to signal to their fellow divers that they are in distress or require help.
Anthony Blusius
Design Document Instructional Design 57.550
Examples • •
Illustrations for each hand signal will be displayed to the learner to help reinforce how to perform the signal. A list of when to perform each signal will be given to the learner to help them comprehend when to use a certain signal.
Elicit Practice The following questions will be asked at the end of each cluster: Directions: Circle the correct response, which of the following best matches an “OK” symbol? A. B. C. D.
Crisscrossing your arms over your chest Touching the top of your head. Both A and B None of the above
Directions: Circle the correct response, touching the top of your head is not a signal for when you are experiencing problems. True
False
Directions: Circle the correct response, waving your arms wildly is a good way to signal for help/distress? True
False
Feedback At the end of each cluster the learner will participate in a “Quiz yourself” activity. This is designed to provide feedback to the learner and allow the learner to assess how well they understood the material covered. The activity will be between four and six questions and the answers will be provided on the back of the page. Should the learner not answer all the questions correctly they will be encouraged to review the necessary material before continuing to the next cluster. After successful completion the learner will be given words of encouragement. An example is given below. “Now that you have mastered communicating you are ready to assemble your gear, well done.”
Anthony Blusius
Design Document Instructional Design 57.550
Cluster 5: Assemble the dive gear Steps 5.1 Assemble the air tank and BCD 5.2 Determine if the belt is tight 5.2.1 Reattach the tank belt 5.3 Fit the regulator to the air tank and BCD 5.4 Perform an operational check 5.5 Arrange all the hoses correctly 5.6 Assemble the weights on the weight belt Information Presentation In this cluster the learner will be instructed on how to assemble their dive gear in preparation for a dive. First the learner will be instructed how to assemble the BCD and air tank correctly. The learner will be instructed on how to determine if their tank belt is securely fastened in place. Should the belt not be securely fastened then the learner will be give instructions on how to reattach the belt securely. Then the learner will be instructed how to attach the regulator to the BCD. Following that, the learner will be able to perform an operation check to make sure the equipment is functional and not leaking. Next the learner will be instructed how to arrange all the hoses correctly on the BCD. Finally, the learner will be instructed on how to prepare their weight belt and assemble the weights on it. Examples • •
A picture of how the hoses should be arranged on the BCD will be provided along with a description highlighting why they are arranged that way. A list of steps the learner can perform should the tank belt not be tight enough will be provided to help the learner resolve the issue and tighten the belt securely.
Elicit Practice The following questions will be asked at the end of each cluster: Directions: In the space below list the all the gear that needs to be assembled for a dive. 1. _BCD ________ 2. _Regulator ____ 3. _Air Tank_____ 4. _Weight Belt___ 5. _Weights______ Directions: Circle the correct response, the BCD is connected to the regulator? True
False
Anthony Blusius
Design Document Instructional Design 57.550
Directions: Circle the correct response(s), which of the following are things you check for during an operational check. A. Air leaks B. If everything matches C. Air flow D. All of the above Feedback At the end of each cluster the learner will participate in a “Quiz yourself” activity. This is designed to provide feedback to the learner and allow the learner to assess how well they understood the material covered. The activity will be between four and six questions and the answers will be provided on the back of the page. Should the learner not answer all the questions correctly they will be encouraged to review the necessary material before continuing to the next cluster. After successful completion the learner will be given words of encouragement. An example is given below. “Nice, you have all your gear assembled and ready to go. Lets move on to the next section and continue.” Cluster 6: Prepare the mask, snorkel, and fins Steps 6.1 Check how the mask fits 6.2 Attach the snorkel to the mask 6.3 Position the fins on their feet 6.4 Remove all gear Information Presentation In this cluster the learner will be instructed on how to prepare their personal equipment. First the learner will be instructed on how to get their mask to fit correctly. Then the learner will be instructed how to attach the snorkel to their mask and adjust it. Following that, the learner will be instructed on how to get the correct fit when positioning the fins on their feet. Finally, the learner will be instructed how to remove and lay out their gear in preparation for the actual dive. Examples • •
An illustration will be provided to indicate to the learner how they should position their mask strap. A list of items will be provided as to what to check for when trying on fins to help insure that the learner gets a correct fit.
Anthony Blusius
Design Document Instructional Design 57.550
Elicit Practice The following questions will be asked at the end of each cluster: Directions: Circle the correct response, you mask should be snug enough to possibly cause red impressions on your face? True
False
Directions: Circle the correct response, what is the most important factor when selecting your gear? A. B. C. D.
How it looks If your buddy likes how it looks How it fits on you None of the above
Directions: What are the two types of fins? __Open Toe______ __Closed Toe_____ Feedback At the end of each cluster the learner will participate in a “Quiz yourself” activity. This is designed to provide feedback to the learner and allow the learner to assess how well they understood the material covered. The activity will be between four and six questions and the answers will be provided on the back of the page. Should the learner not answer all the questions correctly they will be encouraged to review the necessary material before continuing to the next cluster. After successful completion the learner will be given words of encouragement. An example is given below. “Your gear is all fitted and ready to do, nice job, lets continue on to the next section.” Cluster 7: Complete the final gear assembly Steps 7.1 Put the weight belt on 7.2 Slide into the BCD and secure it 7.3 Put the mask and snorkel on 7.4 Slide the fins on 7.5 Perform the final buddy check Information Presentation
Anthony Blusius
Design Document Instructional Design 57.550
In this cluster the learner will be instructed how to complete the final gear assembly and then actually go diving. First the learner will be instructed on how to put their weight belt on in the correct position. Following that, the learner will be instructed on how to strap on their BCD and securely fasten it. Then the learner will be instructed on how to put their mask and snorkel on. The learner will then be instructed on how to slide their fins on. Finally the learner will be instructed on how to perform the final buddy check before the dive. Examples • •
An illustration will be provided to the learner on how to stand up while wearing all the scuba gear. This is to reinforce to the learner how to complete the task successfully. A list of the items on the final buddy check will be provided to make sure the learner completes the safety check in the correct order, an anagram will also be provided.
Elicit Practice The following questions will be asked at the end of each cluster: Directions: In the space below list the correct order in which you perform the final equipment check. 1. _BCD________ 2. _Weights_____ 3. _Releases_____ 4. _Air_________ 5. _Final Okay___ Directions: When slipping into the BCD, what is the next thing you should do after securing the Velcro strap? Secure and clasp the safety strap. Directions: What is the very first piece of equipment you should put on when preparing to enter the water? The weight belt Feedback At the end of each cluster the learner will participate in a “Quiz yourself” activity. This is designed to provide feedback to the learner and allow the learner to assess how well they understood the material covered. The activity will be between four and six questions and the answers will be provided on the back of the page. Should the learner not answer all the questions correctly they will be encouraged to review the necessary material before continuing to the next cluster. After successful completion the learner will be given words of encouragement. An example is given below.
Anthony Blusius
Design Document Instructional Design 57.550
“Well done you have completed every chapter successfully!� Terminal Objective Strategy First the main objectives will be restated to the learner to insure that the learner is aware of what is to be expected at the end of the instructional materials. Following that, there will be a 20question test administered at the end of the training. It will consist of true / false, fill in the blank, and multiple-choice questions. The test will give the learner an idea of their level of comprehension at the end of the instructional materials. The learner should only take the test after the learner has completed the instructional guide. The test will not be graded and is to inform the learner of possible content areas they should review. Feedback The learner will first be congratulated on completing the materials. The main objectives will be stated below. The learner will then be able to check their progress on the terminal objective assessment.