crescitelli - edtech 503 - idp

Mr. John T. Crescitelli

Instructional Design Project Report

EdTech 503(4172): Spring 2009

Submitted to: Dr. Ross A. Perkins

May 10, 2009

Project Goal: Learners will analyze and evaluate a bicycle’s me-chanical problems associated with brakes, gears, tires, and wheels and perform appropriate adjust-ments and repairs in order to complete a ride.

Table of Contents

SYNTHESIS REFLECTION PAPER ...................................................................................................................................... 3

INSTRUCTIONAL DESIGN PROJECT COMPILATION

Part 1: Analysis and Design

INSTRUCTIONAL DESIGN PROJECT PROPOSAL .............................................................................................................. 5

FRONT‐END ANALYSIS PLAN .......................................................................................................................................... 7

FRONT‐END ANALYSIS REPORT ...................................................................................................................................... 9

GOAL ANALYSIS DOCUMENT ....................................................................................................................................... 13

SUBSKILLS ANALYSIS & ENTRY BEHAVIORS FLOWCHART ............................................................................................ 15

LEARNER AND CONTEXT ANALYSIS .............................................................................................................................. 16

OUTLINE OF INSTRUCTIONAL OBJECTIVES .................................................................................................................. 24

LEARNER ASSESSMENT DOCUMENT ............................................................................................................................ 26

Part 2: Development, Implementation & Evaluation

INSTRUCTIONAL STRATEGIES PACKET ......................................................................................................................... 31

FORMATIVE EVALUATION PLAN .................................................................................................................................. 41

EXPERT EVALUATION RESULTS .................................................................................................................................... 45

INSTRUCTIONAL MATERIALS FOR LEARNERS .............................................................................................................. 48

Part 3: Appendix

LEARNER QUESTIONNAIRE .......................................................................................................................................... 63

DATA ANALYSIS RESULTS ............................................................................................................................................. 64

LEARNER ASSESSMENT SHEET ..................................................................................................................................... 65

LEARNER REFERENCE GUIDE ....................................................................................................................................... 66

AECT STANDARDS ........................................................................................................................................................ 67

Synthesis Reflection

The Instructional Design Process is a complex system intended to maximize learning potential of a target population for an identified instructional need. It is a recursive model of identifying and refining instruction to help learners master content. The instructional design process follows a systems approach to instruction, relying on all components of the instruction working together to assure learner success.

The systems approach to instructional design falls under the premise that all components of the process must be incorporated appropriately for the design of instruction to be accurate, pertinent and effective. There are five basic components to a systems approach: analysis, design, development, implementation and evaluation. These five components all must be included and examined throughout the process to ensure that designers are creating instruction geared toward highest learner outcome. “All of the

components work together in order for the user to produce effective instruction.” (Dick, Carey, & Carey, 2005). The systems approach is based on the premise that designers receive constant and varied feedback to determine goal mastery and lesson clarity. The systems approach to instruction looks to assure that the learner, the instructor, the materials and the environment are all soundly considered during the design of the instruction.

As I look back on the ISP of the past twelve weeks, two areas stand out as critical parts of the process – Learner Analysis and Formative Assessment. Learner Analysis is often overlooked. The designer may have assumptions about proper content, or the content may be directed by an educational mandate. Without proper analysis about target learners, however, the beginning stage of the design process can lack appropriate focus and subsequently follow an erroneous path. It is important to conduct thorough Learner Analysis, determining background knowledge, actual need and learner attitudes before designing any instruction.

Formative Assessment gleaned from several fronts assures that the design of the instruction maximizes learning and meets the needs of the learners. Instruction requires analysis from Subject Matter Experts as well as members of the target population. Each provides a unique perspective on the design and can offer insightful feedback. Each of those assessments is not a one‐time deal, however. SMEs and target learners must be used throughout the process to assure the designer that proper revisions are incorporated into the design so that clarity of instruction is improved. Designers use the information from all formative assessments (one‐to‐one, small group, and field trials) to revise and prepare effective instruction.

As I reflect on the semester and the changes I made to my practice, I cannot help but return to the learners. Much of the instruction I designed for the classroom was based on the frameworks provided to me by the state of Massachusetts. Many of the lessons I designed and implemented the past few years focused on covering material, regardless of learner readiness. The scope and sequence drove the amount of material covered per week. Although the learner was always a major consideration when it came to planning lessons, much of the design was based on predetermined assumptions about the

learners. Learner analysis went out the window, especially at the early stages of formative assessment. Assessments became more summative and less helpful to the student.

It is important for me as an educator to reflect on these changes in practice and examine how to place the needs of the student first. Although concepts may be dictated, methods of instruction surely are not. Pre‐service analysis of learners to determine background knowledge needs to move to the forefront of my instructional methods. Determining what learners already know and designing instruction based on that assessment that is vital to the focus of design and content. The evaluation of materials, environment, media and assessments must focus on the leaner, and not the material. As I plan classroom instruction, more emphasis must be placed on differentiation of instruction to meet the needs of target learners. That cannot happen without a thorough learner analysis and continual formative assessment.

As I head into the field of Educational Technology, it is important to apply these understandings to future employment opportunities. Designing instruction for professional staff, administrators, management and students may all be necessary job components when I become an technologist. I need to further my understandings of assessing need and designing instruction based on determined needs and target populations. Following the systems approach to design assures that the conditions for learning are at the forefront of all design and that the projected outcomes remain the focus.

The link between systematic instructional design and education technology is a sound one. The key to solid instructional design is the ability to meet learners at point of need. That entails differentiating instruction to maximize learning for all participants. Understanding and designing a delivery system most appropriate for the content and the learners shows the true skill of an instructional designer. Often, media and technology are incorporated into the instructional process as another tool for learners. Media and technology can aid in the delivery of instruction in certain learning environments and present the learner with educational opportunities. But regardless of the media utilized, clarity of instruction is a main goal of the designer. The designer needs to assess how the media can help the learner reach his/her maximum potential. The designer needs to establish clear goals as to how the technology aids the learner to meet the learning objectives. The job of the instructional designer is to properly incorporate all media thoughtfully and with measurable outcomes based on the needs of the learner. It is important for the designer to recognize that educational technology is the tool and not the learning.

References

Brown, A., & Green, T. (2006). The essentials of instructional design: connecting fundamental principles with process and practice. Upper Saddle River: Pearson Education, Inc.

Dick,W., Carey, L., & Carey, J. (2005). The systematic design of instruction. Boston: Allyn and Bacon.

Instructional Design Project Proposal The Fine Art of Cycling

Subject Area:

This may sound like a psychomotor ID project, but I assure you that no participant will be shown how to ride a bicycle. Like the expression goes, “It’s like riding a bike.” There are many limiting factors, however, that prevent the cyclist from being a safe and confident rider. Having an understanding of purpose and riding style enables the cyclist to choose an appropriate bicycle. Understanding gear ratios and shifting characteristics helps the beginning cyclist ride more efficiently and prevent injury. Developing road safety skills (i.e. emergency stopping, hand signaling) helps cyclists share the road safely. Understanding basic adjustments and flat repair empower the cyclist to ride further. Riding within the confines of new riding laws can help save lives.

Addressing limiting factors through planned instruction will enable the new cyclist to ride safely and for the long term.

Who is your audience?

The audience for this instructional program is the beginner/novice cyclist aged 15‐80. The intended audience is the cyclist who has needs that have prevented him/her from being a safer, more successful rider.

What is your rationale?

My rationale for this instructional design is three fold:

1. With the ‘green’ shift in this country and the skyrocketing cost of fuel, there are now more bicycles on the road than ever before. With that, of course, comes more risk. Many new riders are not properly prepared nor equipped for riding. Often, they feel intimidated on the road both because of automobiles and their lack of confidence in different riding situations.

2. In January 2009, Massachusetts updated and expanded all of its bicycle safety laws. Many people are unaware of the existence of these traffic safety laws, and most cyclists (and motorists) don’t follow them.

3. In the past two years, three cyclists have died on the roads where I live. One was an experienced rider, one was a youth, and one was a young college woman on campus. This has had a profound effect on the community and points to a need for improved bicycle knowledge in my region.

This ID project may be categorized as having Intellectual, Psychomotor, and Attitudinal characteristics. In example, a learner may be able to analyze that their current bicycle is not fitting properly, may be able to properly deduce a corrective action, but may still not make those alterations. A cyclist may have learned all of the laws but still doesn’t use hand signals. The Attitudinal characteristics, however, will not be measured in the

assessment process. A projected goal/outcome, however, would be a better informed, safer, more confident bicycle rider. I believe these are all measurable understandings.

Who will serve as your Subject Matter Expert?

Joe Mai is the proprietor of Joe’s Garage, a custom bicycle shop in Western Massachusetts. Joe is also the owner of a professional cyclocross team. Joe has been a good friend of mine for about ten years. He has organized and run many cycling programs throughout his 20 year career, from youth and beginner programs to professional training sessions.

Joe’s Garage, Joe Mai owner 4 South Main St. Haydenville, MA

413‐268‐9293 Changes to proposal

My SME has been monumental in the revisions to the original proposal. Several changes have been made to more reflect the needs of beginner rider. Joe has suggested removing the “fit” analysis from the project. His comment is that it is too variable (there are just too many styles of bikes, and fit is idiosyncratic) and not something that cannot be taught well. There is a refocus to training the cyclist on proper road techniques including minor ‘on the road’ adjustments. The SME has stressed the need is on road comfort – be it handling characteristics, understanding shifting, minor repairs, weather preparation, or sharing the road with cars. Joe has found in his experience that feeling safe on the road is the number one contributing factor in becoming a successful rider.

Frontend Analysis Plan PARTICIPANTS

How many people will you survey or interview to collect needs assessment data? As it is February in New England, the potential number of customers buying new bicycles may be small, but my goal is to collect at least ten this week for the data to be valid. To accomplish this, the questionnaires will be made available in three bicycle shops in the Pioneer Valley. Where will you find these potential participants? Although I plan to use Joe Mai of Joe’s Garage as my SME, I do not anticipate many beginner cyclists at his shop. He runs a custom shop for high‐end cyclists. I have permission to survey cyclists at F.J. Rogers in Florence, MA. Rogers is a family bicycle shop that specializes in beginner/novice riders. Because it is a small, multisport shop, it has higher traffic volume. I will also be placing these surveys at Northampton Bicycle in Northampton, MA. They have not agreed to administer them, but have allowed me to put them on the counter for customers. What are some of the characteristics of the participants? I am specifically looking for the beginner/novice cyclist. I am looking to determine the limiting factors that prevent them from becoming successful cyclists and addressing those needs.

LOGISTICS

What kind of instrument(s)/tools /techniques will you use to collect data for the analysis? I have created a short survey/questionnaire. I believe it needs to be short so that it can be administered in a bicycle shop in a sales setting. My SME was quite helpful in determining the focus of the questions. What arrangements do you need to make to collect the data/input? Joe Mai of Joe’s Garage has agreed to use the questionnaires in his shop for as long as I need. John Murray, the bicycle salesman at F.J. Rogers has agreed to ask customers shopping for bicycles if they would be willing to take a short survey. He is also going to tell the customer that the information will be helpful to him in helping them select the correct bicycle. The manager at Northampton has allowed me to put the surveys on his counter for a week. When do you plan to be collecting data for the front‐end analysis? (the analysis report is due FEB 22, 2009) Feb. 12‐Feb20, 2009 Where will the actual collection of data for the analysis take place? As previously stated, this survey/questionnaire will be administered at three bicycle shop: Joe’s Garage 4 South Main St. Haydenville, MA

413‐268‐9293 F.J. Rogers Bicycle Shop 3 Main St. Florence, MA 413‐584‐1727 Northampton Bicycle 319 Pleasant St. Northampton, MA 413‐596‐3810

DATA COLLECTION INSTRUMENTS The third page of this file is the survey that I have created for the needs assessment. The attempt was to keep it to one page so that patrons to a bicycle shop would be more willing to participate.

Male44%

Female56%

Gender

16‐2515%

26‐3514%

36‐5057%

50+14%

Male Age Groups

16‐2545%

26‐3511%

36‐5033%

50+11%

Female Age Groups

16‐2531%

26‐3512%

36‐5044%

50+13%

Combined Age Groups

Front End Analysis Report Characteristics of Participants

Data gathering for this project was a rather challenging endeavor. With 5 days to collect data, and it currently being February in New England, it proved difficult to gather substantial data about cyclists and their needs. Bicycling season doesn’t typically begin in New England until mid April. By the end of the week, however, 16 people

participated in the survey (9 females, 7 males). While the sample size is small, the collected data allows for early analysis and hypotheses about the level and type of instruction desired by these sub‐groups. However, additional data collection and further analysis is warranted to draw specific conclusions related to this study.

–Interestingly, 57% of all participants were aged 36 and up. Deciphering if this is a typical population for bicycle purchases is variable at best. Perhaps this is a mid‐winter population, which may change by month or season. Conducting a longer (perhaps month‐to‐month) Front‐end Analysis might produce very interesting data results with respect to age group and gender. Adults often flood into gyms and exercise centers after the New Year, vowing to make resolutions to address health. Perhaps this older crowd at the bike shop is in some way indicative of that patterned behavior. The SME for this project also mentioned that populations fluctuate in February and March depending on weekly weather fluctuations. A mid‐winter warm spell always boosts business.

While the older, mixed‐gender crowd comprises the majority of participants, the dominant sub‐group participating in the survey is females aged 16‐25. Smith College (a woman’s college) is walking distance from one of the bicycle shops used in the survey. While this majority sub‐group may influence the results of the overall small data sample size, the group may simply prove to be a target audience for instruction.

Experienced6%

Competent31%

Returning31%

Beginner19%

N/A13%

Type of Rider

The surveys were not segmented by bicycle shop in an effort to keep surveys anonymous. Identifying the individual bike shops in which the surveys were completed may prove helpful in determining the location of target learners.

Aspects about the Context

This particular Instructional Design Proposal has a broad target audience, which I thought might complicate the data analysis. Would I find a consistent instructional need with such a diverse target audience? Cross analysis showed consistent need throughout target

groups.

An interesting component of those surveyed is the number of riders who are “returning to cycling.” This result is unanticipated, revealing there are many more returning cyclists than beginner cyclists. Again, this may be indicative

of the time of year. It is my hypothesis that beginner cyclists won’t frequent bicycle shops until spring. As illustrated later in the analysis, the returning cyclist often had many of the same concerns as competent cyclists.

Examining the sport of cycling, I began to realize that much of the sport is either idiosyncratic in nature, or Psychomotor in learning domain. The SME steered me away from sizing ‐ or proper fitting of the bike to the rider ‐ because the variables are individualistic and idiosyncratic. And the participants of the survey steered me away from riding efficiency. A preliminary assumption prior to the analysis was that riding efficiency would be an area of instructional need. I am surprised to find that, although participants are interested in being more efficient, it was not a major area of concern.

Feedback from participants indicated that the survey questions were clear and the design contributed to its success. In general, the findings indicate that most riders are most concerned with mechanical issues. This appears to be a consistent need when cross‐referenced across age, gender and riding type. Although confidence on the road and handling characteristics are identified areas of need, they were of lesser importance overall.

0% 313%

Making Repairs1

Road Safety1

Handling Characteristics

Afraid to Break Down1

12%26%

Vehicles

Lack of Confidence

Major Findings

Limiting Factors

The above data indicates that there are two major Limiting Factors – the fear of breaking down, and the speed and number of vehicles. Both categories have a scale rating of 3.5. Fear of breaking down can be addressed through designed instruction. Addressing the vehicle problem may entail instruction on road safety, but instruction cannot address speed and number of cars. The third limiting factor is lack of confidence on the road, with a scale rating of 2.75. Survey participants were more concerned about breaking down on the road and not being prepared than worried about their confidence level on the road.

Encouraging Factors

The data examining the Encouraging Factors that influence a cyclist’s willingness to ride mirror the Limiting Factors in many ways. The top‐most need identified in the survey is education regarding on‐road mechanical issues and making minor adjustments accordingly. Making Road Repairs was the highest‐rated enabling factor at 3.93. Handling Characteristics is second with a rating of 3.43. Road Safety has a rating of 3.2. Surprisingly, Riding Efficiency is the lowest‐rated encouraging factor. Much of the original proposal of the study was based on the assumption that Riding Efficiency would be a high priority.

Influence on Instructional Goal

Conducting this Needs Assessment influences the direction the Instructional Design needs to proceed. The early finds suggest that the learning domain for the Instructional Design Project involves psychomotor instruction, but also requires mental and cognitive abilities – the ultimate goal is the execution of a physical skill. This was not the intention at the beginning of this process. In my original proposal, I hypothesized Riding Efficiency and Understanding Shifting as learning goals. The survey findings, however, clearly indicate that trouble shooting minor repairs is the primary learning objective needed to give the participants more confidence on the road and get them riding again.

Goal Analysis Document Goal Statement

Learners will analyze and evaluate a bicycle’s mechanical problems associated with brakes, gears, tires, and wheels and perform appropriate adjustments and repairs in order to complete a ride.

Goal Classification

This Instructional Design Proposal is psychomotor in learning domain. There is an intellectual component requiring the learner to analyze and evaluate on‐road mechanical problems (psycho), but the ultimate goal is for the learner to make appropriate mechanical adjustments and repairs in order to complete a bike ride (motor). This is supported by Bloom’s (1956) taxonomy of Psychomotor learning domain. It is also supported by Simpson’s (1972) seven levels of the psychomotor domain. The ability to adapt the instruction to different situations supports two of Simpson’s higher levels – Complex overt response and Adaptation. Both Bloom and Simpson state that although there may be a great deal of intellectual or cognitive activity involved, the learner must ultimately perform a task to attain the learning goal (Dick, Carey, & Carey, 2005).

Goal Analysis Outline

In order to accomplish the instructional goal, the learner must be able to meet several criteria. I have broken down the criteria into four subject areas:

1. Brakes 2. Gears 3. Tires 4. Wheels

For the learner to be able to successfully meet the learning goal, they must be able to evaluate mechanical issues in these four subject areas. They must then be able to adapt those understandings to different bicycles and situation scenarios. The instruction will focus on generalizations in each category, allowing the learner to evaluate and adapt those understandings to different and/or unanticipated situations. See the Goal Analysis Diagram on page 2 for more details.

SME Review

The SME could not stress enough that cyclists do not want to become mechanics. In fact, he explains that most cyclists deplore repair work. The SME agrees with the assertion that minor road mechanicals are a consistent area of concern for most cyclists, and that many cyclists feel they are unprepared. His advice is to keep it simple, to focus on the absolute minor adjustments that can help the cyclist complete a ride. He suggests short tutorials on each topic with hands‐on activities and examples to enhance the learning. We even discussed homework assignments geared toward the cyclist’s comfort with their own bicycle (Simpson’s psychomotor adaptation).

“Cyclists bring their bicycles to mechanics for real work,” states the SME. He agrees the four areas of instruction are appropriate and adequate, but is somewhat apprehensive about the wheels topic. Spoke work can be tricky, and should be attempted with the greatest of care. He thinks most people won’t need spoke work, so assess the learners before teaching that component.

His further interpretation of the data is quite interesting. He infers that although participants worry about mechanical issues on the road, the fact that riding efficiency was consistently in the middle of the data set, then it may also be an area for consideration.

References

Bloom, B. S., Englehart, M. D., Frost, E. J., Hill, W. H., and Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook 1: Cognitive domain. New York: McKay.

Brown, A., & Green, T. (2006). The essentials of instructional design: connecting fundamental principles with process and practice. Upper Saddle River: Pearson Education, Inc.

Dick, W., Carey, L., Carey, J. (2005). The systematic design of instruction. Boston: Allyn and Bacon.

Simpson, E. (1972). The classification of educational objectives in the psychomotor domain: The psychomotor domain (vol. 3). Washington DC: Appleton‐Century‐Crofts.

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Learner Analysis Entry Behaviors/Knowledge Characteristics: The target population comprises diverse age groups, and a broad range of

experience levels. The survey indicates that several participants are new to cycling while others have a certain level of mastery. There are basic entry‐level behaviors, however, that must be present in order for instruction to be conducted successfully. Learners must have a basic knowledge of shifting and braking. They do not need to know how to adjust gears or brakes (that is part of the instruction); they need to be able to shift into different gears correctly and use both front and rear brakes appropriately. Learners must also have minimal tool knowledge. They should be able to use a screwdriver and a hex wrench. They need to identify a spoke wrench and tire irons, but the instruction will aid in mastery of those tools. Learners must also be able to inflate tires to the proper air pressure using a bicycle floor pump.

Implications: Learners who cannot meet these entry‐level behaviors may require prior lessons in order to meet entry‐level prerequisites. The area of most importance is riding technique; riders must have a basic understanding of proper shifting and braking. One lesson may entail instruction on shifting gears and efficiency, while a second may entail braking techniques under diverse riding conditions. Basic knowledge of tools is certainly important, but this can be addressed during the instruction.

Data Source(s): Survey the learner; interview the learner

Prior knowledge of topic area Characteristics: The diverse target population intended for this instruction presents the

instructor with some challenges for meeting the individual needs of the learners based on their existing skill level and knowledge of tools. Some learners have relative comfort and basic knowledge of tool use and making some adjustments, While other learners lack any knowledge of tool use and have minimal entry‐level behaviors.

Implications: A participant’s prior knowledge will play a large role in the level of instruction, but not in the overall design of the instruction. The instruction is to be designed with the assumption that the learner is at a beginner level

of mastery. The entry‐level behaviors are the guide for the instructional design. However, the instruction will be designed with depth and flexibility for the presenter. The instructor can assess current learners and alter the instruction ‘in the moment’ depending on the level of knowledge of the participants. The prior knowledge of participants will vary for every workshop or lesson. Having a general instructional outline for the instructor allows for better differentiation of instruction to best meet the learner needs.

Data Source(s): Survey the learner; interview the learner; observation

Attitudes toward content and potential delivery system Characteristics: The SME conveyed that bicycle mechanics is an area most cyclists deplore.

Many cyclists do not feel competent about conducting repairs. Regardless, cyclists who participated in the survey did recognize the importance of being able to make on‐road adjustments in order to complete a ride inhibited by a mechanical problem. Participants may not have experience with some of the tools associated with the learning. Some cyclists report that they have uneasiness about making adjustments that might make the matter worse or that they may break something.

Implications: The implications for this are many. The instruction must reassure the learners that they can be successful and avoid breaking anything. Overcoming unease and lack of confidence regarding repairs is key to learner success. There needs to be a hands‐on approach to instruction, allowing the learner ample time for guided instruction, practice and feedback. The delivery of instruction should not be overtly mechanical in language and presentation, which could intimidate the learner or substantiate their dislike for the mechanical aspects of repair. Instruction should be ‘light’ in delivery, using a bare bones approach to content and level of instruction.

Motivation to learn Characteristics: The target population identifies the potential for a mechanical breakdown

as a major concern. The fear of becoming stranded miles from home provides a significant motivating factor. However, one must not over analyze this factor; the SME indicates that a rider’s distaste for conducting mechanical repairs can downplay that motivation.

Implications: The instructor must break down certain barriers to encourage participation

by the learner. Advertising techniques that lighten the message are quite successful. A playful course title, such as “A Survivor’s Guide to Bicycle Repair,” and an appealing display may have a certain draw for beginners. Another motivating technique is to give small gifts or prizes to participants, such as cycling gloves, a flashing tail light, a tool pouch, or a bottle of chain lube may be promoted and offered as prizes during a lesson. One proposal would be to provide all participants with free multi‐tools for their participation in all four lessons. The participant will learn the material and walk away from the instruction with the actual tool they will use in the field.

Data Source(s): Survey the learner, Interview the learner

Education and Ability Levels Characteristics:

It is assumed that all participants are of average intelligence, with the ability to read and comprehend instructional material. The participant must be physically able to ride a bicycle as instruction may entail some riding. The learner must also have the fine motor skills necessary to use the tools appropriately.

Implications: With adequate delivery of instruction, visual, auditory and kinesthetic practices in the lesson are designed to allow all learners to succeed.

General learning preferences Characteristics: Instruction must include hands‐on practice; however, the method of

instruction can take on several different strategies from there. Instruction may be individualized or presented in small group. Both methods are acceptable, and the instruction is intended as small group problem‐based learning. This allows the instructor to conduct formative assessment throughout the learning, differentiating instruction to meet the needs of the small groups.

Implications: The implications in this situation are relatively minimal. Since the instruction is hands‐on and problem‐based, it can be successfully conducted individually or in small group. Web‐based or lecture‐driven instruction does not allow the instructor to evaluate the learner and is an inadequate way to present material.

Attitudes towards person(s) or organization providing the training or education Characteristics: Participants display a general respect for the trainers, as the instructor may

very well be the salesperson or mechanic they see in their local shop. Participants who have a friendly rapport with the employees at their local bike shop are less intimidated or reluctant to learn from this person as their instructor. If the organization providing training is a local cycling club, they offer a community‐based level of instruction that is often less intimidating to the learner.

Implications: Learners are more receptive to learning from local shop employees or club members. The key to it, however, is rapport. The key for the instructor is to quickly develop friendly rapport in order to break some of those barriers discussed earlier. The instructor should personalize bike conversation and lessons so learners feel that their particular needs are being met.

Group characteristics Characteristics:

Although the age range of the target population is extreme (18‐80), there remains a certain level of heterogeneity when it comes to learning needs. Most riders identify similar concerns; however, it is the level of comfort and camaraderie that can enhance hands‐on group instruction.

Implications: The implications for instruction are great. Instruction can be dictated by certain demographic results. Several surveyed participants are students from the local women’s college. Perhaps a course geared to that population held on campus will create a level of comfort to aid instruction. The survey also identified several middle‐aged people returning to cycling. Perhaps gearing a workshop to that demographic would be of benefit.

Data Source(s): Survey the learner, Interview the learner

Instructional Analysis ENVIRONMENT: Informal/Non‐academic

Support Characteristics: As this particular IDP is based on intrinsic motivation, the support piece is

tricky. There is no boss, manager, professor or teacher assigning the instruction. No one is requiring participants to receive this instruction or participate in the course.

Implications: This lack of managerial or supervisory support places certain responsibilities on the instructor. The instructor must provide the extrinsic motivators and the positive feedback to encourage active participation and promote transfer of training. Some of the motivational techniques discussed in section 1 can be used as extrinsic motivators. However, the learner supplies the intrinsic motivation.

Data Source(s): Interview the instructors; interview the learner

Physical aspects Characteristics: Much of this instruction requires the participant own a small number of

tools and an air pump. For instruction to take place, the setting may need tools available for all participants. Much of the instruction should take place at the bicycle shop. However, an important factor is that the instruction must take place under conditions that are similar to how the skill will ultimately be performed. For this particular ID project, that happens to be the side of the road.

Implications: The instructional setting must be adequately supplied so that all participants have the proper tools to receive instruction. When learners leave the instructional setting, they should have the tools necessary to successfully follow through with the instruction. In order for the instruction to be practiced in conditions similar to authentic conditions, the instruction should include the practice of making repairs outside. The instructor may present the learner with repair scenarios on the side of a local road, allowing the learners the opportunity to practice authentic roadside repairs, outside the comfort zone of the bike shop.

Data Source(s): Site visit; interview instructor

Social aspects Characteristics: Cycling is a social sport/activity. Rides often occur in small group settings.

It is assumed that a rider experiencing a mechanical on a group ride would not be abandoned. Riders will work together to solve problems. However, if the cyclist is riding alone, he/she must develop the skills to work independently if the situation arises.

Implications: I believe that the instruction needs to be designed with aspects of group work and aspects of individual work. Learners will have an opportunity to work together on in‐class activities, but should also have an opportunity to practice authentic situation on their own, seeking guidance and assessment from the instructor.

Relevance of Skills Characteristics: The SME indicates that the goals of instruction are entirely relevant to the

learning needs. The new skills acquired will enable the learner to make repairs and adjustments in order to complete a ride. Learners will be able to analyze and adapt learning to different scenarios and situations.

Implications: Learners will finish the instruction with the skills necessary to meet the determinations of the needs assessment. There will be more cyclists on the road who are prepared for the mechanical issues and can make repairs and adjustments accordingly.

Data Source(s): Interview SME; interview the instructor

Context Analysis ENVIRONMENT: It is intended that the learning environment as informal/non‐academic. Instruction is intended to be delivered in local bicycle shops or meeting areas of local bicycle clubs.

Compatibility Characteristics: Conducting instruction in local bicycle shops is considered optimum for this

IDP. Meeting areas for local cycle clubs may also suffice. Implications: Conducting instruction at local bicycle shops allows the learner to become

familiar with their local shop and encourages communication between the local shop and customers. Lessons should be held in small groups or personalized, as most bike shops do not have the space available for large groups.

Adaptability for simulation Characteristics: It is intended that the instruction take place at a local bicycle shop. As the

instruction is geared toward on‐road mechanical repairs, the instruction should to move outdoors for part of the instruction. It is important to simulate situations that are as similar to the actual setting of the applied learning. Learners will need to practice the new skills in an authentic setting.

Implications: Some of the instruction should take place outside (depending on the time of year the instruction takes place). Time should be allotted for learners to conduct analysis and perform repairs in the authentic setting. Instructors can focus on roadside safety and organizational skills while conducting roadside repairs. Guided practice in both group and individual situations enhances the realism of the learning.

Data Source(s): Site visit; interview Instructor

Delivery accommodations Characteristics: The optimum delivery accommodations are for employees of cycling shops

or members of cycling clubs to deliver instruction. This accomplishes several things. First, the level of knowledge in the instructor will exceed the needs of the learner. The instructor will then be able to differentiate instruction based on particular learners or their bicycles. This increases the instructional relevance and more thoroughly meets the needs of learners.

Implications: Class size is an important consideration for delivery success. Small group instruction allows the instructor to modify delivery based on learner need. It allows the instructor to formatively assess group and individual work throughout the lesson and differentiate as needed. It also supports learner need with more direct individualized instruction time.

Learningsite constraints Characteristics: There are few learning site constraints associated with this instruction.

One constraint is instructional group size. Encouraging cyclists to bring their bicycle to the instructional setting allows the instructor to personalize and differentiate the instruction, but it also takes up space. Bicycle shops generally do not have significant room to accommodate more than a small group for instruction. Instruction may need to occur after normal business hours to accommodate learners. A second constraint is assuring that there are enough tools for all participants to actively participate in all instruction simultaneously. It has been noted that some instruction should take place outside. The instructor must assure that there is a safe and appropriate site for this instruction.

Implications: The key is to present small group or individualized instruction. This is desirable. Three to six participants is optimum to provide adequate instruction, adequate group analysis work time and to individualize instruction.

Instructional Objectives Outline Terminal Objective

Learners will analyze and evaluate a bicycle’s mechanical problems associated with brakes, gears, tires, and wheels and perform appropriate adjustments and repairs in order to complete a ride. Subordinate Objectives

1. Following an instructional, hands‐on lesson on Brake Adjustments, students will analyze and evaluate brake problems and perform appropriate adjustments. Given a bicycle with brakes that are out of adjustment and the proper tools, the student showing mastery will… 1.1. Evaluate brake pads for proper alignment to the rim

1.1.1. Demonstrate how to adjust the brake pad so that it aligns and makes correct contact with the rim

1.2. Evaluate brake pads for proper closeness to the rim 1.2.1. Demonstrate how to adjust the brake lever adjustment knobs so that the brake

pads sit between inch and inch from the rim surface (1.5mm to 4mm)

1.3. Evaluate left and right brake pads for proper centering to wheel (cantilever and v‐brakes only) 1.3.1. Demonstrate how to tighten or loosen fine adjustment screws to center the

brakes to the rim 2. Following an instructional, hands‐on lesson on Derailleur and Gear Adjustments, students will

examine gear and shifting problems and perform appropriate adjustments. Given a bicycle with a derailleur that is out of adjustment and the proper tools, the student showing mastery will… 2.1. Analyze and identify if the derailleur alignment to the cassette is causing the gear

malfunction 2.1.1. Demonstrate how to adjust the derailleur so that the chain and derailleur line up

appropriately and prevent skipping 2.2. Analyze and identify if the derailleur is properly reaching the high and low limit range.

2.2.1. Demonstrate how to set the derailleur limit screws so that the chain and derailleur meet the high and low end stops correctly

2.3. Analyze and determine if the derailleur pulleys are the correct distance from the cassette 2.3.1. Demonstrate how to adjust the pulley distance knob so that the chain rolling

over the top pulley sits inch below the cassette

3. Following an instructional, hands‐on lesson Tire Repair, the student will demonstrate the ability to repair a flat tire. Given a bicycle with a flat tire and the proper tools, the student showing mastery will… 3.1. Demonstrate the proper technique for removing the wheel from the bicycle 3.2. Demonstrate how to properly remove the tire and tube from the rim 3.3. Explain the purpose of sweeping the inside of the tire 3.4. Demonstrate how to properly insert a new tube into the tire 3.5. Demonstrate how to properly rebuild the tire to the rim 3.6. Demonstrate how to inflate the new tube to the appropriate air pressure. 3.7. Demonstrate how to properly reattach the wheel to the bicycle

4. Following an instructional lesson on Emergency Truing, the student will straighten a small wobble in a bicycle wheel. Given a wheel that is out of true and a spoke wrench, the student showing mastery will… 4.1. Identify the location on the rim that is out of alignment and determine the correct

adjustments to perform the repair 4.1.1. Demonstrate how to correctly adjust spokes so that the wheel is true

Assessment Plan

Part A: Classification of objectives & Possible Assessment Item

OBJECTIVE TAXONOMY ASSESSMENT DESCRIPTION

1.0 Analyze and evaluate brake problems and perform appropriate adjustments

Analysis, Application

Checklist and feedback observation in a simulated setting by a qualified instructor

2 1.1 Evaluate brake pads for proper alignment to the rim

Evaluation Checklist and feedback observation in a simulated setting by a qualified instructor

3 1.1.1 Adjust brake pad

Application Checklist and feedback observation in a simulated setting by a qualified instructor

4 1.2 Evaluate brake pad for proper closeness to rim

5 1.2.1 Adjust adjustment knobs for proper spacing Application

6 1.3 Evaluate brake pads for proper centering Evaluation

7 1.3.1 Tighten or loosen fine adjustment screws appropriately

8 2.0 Analyze and evaluate gear and shifting problems

Analysis Checklist and feedback observation in a simulated setting by a qualified instructor

9 2.1 Evaluate derailleur alignment Evaluation

10 2.1.1 Adjust derailleur fine tuning knobs appropriately

11 2.2 Identify if derailleur is reaching high and low limits

12 2.2.1 Set derailleur limit screws appropriately

Application Checklist and feedback observation in a simulated setting by a qualified

instructor

2.3 Evaluate if the derailleur pulleys are the correct distance from the cassette

Evaluation

14 2.3.1 Adjust the pulley distance screw appropriately

15 3.0 demonstrate the ability to repair a flat tire Application

16 3.1 Remove the wheel from the bicycle Application

17 3.2 Release the tire from the rim Application

18 3.3 Remove tube from tire Application

19 3.4 Sweep the inside of tire for obstruction Application

20 3.5 inflate tube to give it shape Application

21 3.6 Insert stem and tube into tire Application

22 3.7 reinsert tire into rim

23 3.8 Inflate tire to appropriate pressure Application

24 3.9 Reinsert and fasten wheel to bicycle Application

25 4.0 Straighten a small wobble in the wheel Application

26 4.1 Identify wobble spot and determine correct adjustment

27 4.2.1 Tighten opposite spoke to pull rim Application

28 4.2.2 Loosen spokes on pull side of rim Application

Part B: Example Assessment Description

For this psychomotor Instructional Design Project, the instructor must evaluate the application of learned skills performed by each learner. To successfully perform this evaluation, the instructor utilizes a checklist, along with a written comment area and verbal dialogue. The instructional lesson must have fewer than 8 participants working in groups of 2 for the instructor to be able to successfully administer evaluations to all learners. This instructional program works best with 4 participants, but the skilled instructor should be able to evaluate up to 4 groups simultaneously in a simulated setting. Evaluation is broken into the four subcategories of instruction: brakes, derailleur, tires, and wheels. An evaluation checklist that correlates with each of these subcategories and objectives is employed (see example 1). The comment section is used by the instructor to elaborate on the level of mastery and/or offer feedback about areas of improvement. Another strategy is for the Instructor to use a Likert‐type scale that evaluates the level of mastery for each objective (see example 2). Rating performance as superb, adequate, or needs improvement accompanied by a feedback section can prove effective. However, a Likert‐type scale may be too subjective for the instructor, as evaluating the level of mastery may be difficult to determine. The instructor must prepare a simulated setting with bicycles presenting the problems in each area of assessment. While the instruction of these skills includes an outdoor authentic setting, the evaluation may be conducted in the instructional environment (bike shop). Since the objective of the instruction centers on timely adjustments and repairs, each simulation should be completed by the student in approximately 5 minutes (wheel truing may take slightly longer). The goal is for learners to complete all four evaluative simulations in ~15‐20 minutes.

The evaluative checklist must be completed by the instructor and given to the learner at the time of evaluation. Learners need to understand whether they are performing tasks correctly and how to make appropriate corrections to improve their level of mastery. Feedback is most effective when immediate. The instructor should also be available for dialogue feedback following the submission of the evaluation checklist to the learner. Below are two examples of an evaluative checklist: Example 1: A Yes/No comparative assessment

Brake Adjustments Yes No

Comments

Evaluate brake pads for proper alignment to the rim

Adjust brake pads

Evaluate brake pad for proper closeness to rim

Adjust adjustment knobs for proper spacing

Evaluate brake pads for proper centering

Tighten or loosens fine adjustment screws appropriately

Example 2: A Likert‐type scale assessment

Brake Adjustments Superb Adequate Needs

ImprovementComments

Evaluate brake pads for proper alignment to the rim

Adjust brake pad

Evaluate brake pad for proper closeness to rim

Adjust adjustment knobs for proper spacing

Evaluate brake pads for proper centering

Tighten or loosen fine adjustment screws appropriately

Clustering and Sequencing Objectives

Project Goal Statement (Terminal Objective):

CLUSTER TIME FRAME OBJECTIVES LISTED IN ORDER OF HOW

THEY WILL BE TAUGHT

Adjustments

30 Minutes: ‐10 minutes for each of the 3 subordinate categories 1.1, 1.2, and 1.3

1.0 The student will analyze and evaluate brake problems and perform appropriate adjustments.

1.1 Evaluate brake pads for proper alignment to the rim

1.1.1 Demonstrate how to adjust the brake pad so that it aligns and makes correct contact with the rim

1.2 Evaluate brake pads for proper closeness to the rim

1.2.1 Demonstrate how to adjust the brake lever adjustment knobs so that the brake pads

sit between inch and inch from the rim

surface 1.3 Evaluate left and right brake pads for proper centering to wheel (cantilever and v‐brakes only)

1.3.1 Demonstrate how to tighten or loosen fine adjustment screws to center the brakes to the rim

Derailleur and Gear

Adjustments

40 Minutes: ‐ 15 minutes subordinate skills 2.1 and 2.2 ‐10 minutes subordinate skill 2.3

2.0 The student will examine gear and shifting problems and perform appropriate adjustments

2.1 Analyze and identify if the derailleur alignment to the cassette is causing the gear malfunction

2.1.1 Demonstrate how to adjust the derailleur so that the chain and derailleur line up appropriately and prevent skipping

2.2 Analyze and identify if the derailleur is properly reaching the high and low limit range

2.2.1 Demonstrate how to set the derailleur limit screws so that the chain and derailleur

meet the high and low end stops correctly 2.3 Analyze and determine if the derailleur pulleys are the correct distance from the cassette

2.3.1 Demonstrate how to adjust the pulley distance knob so that the chain rolling over the

top pulley sits inch below the cassette

Tire Repair

30 minutes 3.0 The student will demonstrate the ability to repair a flat tire 3.1 Demonstrate the proper technique for removing the wheel from the bicycle 3.2 Demonstrate how to properly remove the tire and tube from the rim

3.3 Explain the purpose of sweeping the inside of the tire 3.4 Demonstrate how to properly insert a new tube into the tire 3.5 Demonstrate how to properly rebuild the tire to the rim

3.6 Demonstrate how to inflate the new tube to the appropriate air pressure 3.7 Demonstrate how to properly reattach the wheel to the bicycle

Emergency Truing

20 minutes 4.0 The student will straighten a small wobble in a bicycle wheel

4.1 Identify the location on the rim that is out of alignment and determine the correct adjustments to perform the repair

4.1.1 Demonstrate how to correctly adjust spokes so that the wheel is true

Motivational Strategies Project Goal Statement (Terminal Objective):

CATEGORIES & SUBCATEGORIES

STRATEGIES

ATTENTION

A.1. Perceptual arousal

A.2. Inquiry arousal

A.3. Variability

A.1. … Upon arrival to the lesson, the setting will have 2‐4 bicycles set up on stands depending on the number of participants (2 to 3 learners per bicycle). Each bicycle will have a small sign saying, “Do you know what is wrong with me?” Beside each bicycle will be a small table with the tools needed for the day’s lesson.

A.2. … On the table will be another sign saying, “Do you know how to use these tools? Feel free to pick them up.” If a computer is available, the instructor will have the Youtube instructional videos playing nearby to encourage further inquiry.

A.3. … As each lesson is approximately 30 minutes, broken into short sections of instruction followed by hands‐on practice, attention should not be too much of an issue.

RELEVANCE

R.1. Goal orientation

R.2. Motive matching

R.3. Familiarity

R.1. … As each of the four instructional lessons is geared toward a particular type of bicycle repair (brakes, derailleur, tires, and wheels), it is expected that participants to each particular lesson are coming in knowing the basic learning outcome.

R.2. … After the instructional lesson, the instructor will allow the learner to choose between the different styles of bicycles for the one that best meets their needs as a learner. There may be a mountain bike, road bike, hybrid or city cruiser on hand for learners to make appropriate choices as to what their needs are.

R.3. … All instruction needs to come back to relate to the learners and the bicycles each of them ride. During the hands‐on phase of the instruction, the instructor asks the learners if there are other scenarios that may not have been presented in the lesson that have been

experienced on the road. The instructor will modify instruction to address those scenarios.

CONFIDENCE

C.1. Learning requirements

C.2. Success opportunities

C.3. Personal control

C.1. … It is important to assure learners that they are not receiving instruction to become bicycle mechanics. It is also important to assure them that bicycle repair is not auto repair; anyone can make minor adjustments using just a few, easy‐to‐use tools. One way to assure them is to outline the instruction so that the learner understands what is going to be taught and at what level the instruction is to occur. When they see the level of the objectives, they are sure to understand that this is basic repair that can be done by anyone.

C.2. … Providing positive, productive feedback throughout the practice portion of the instruction is key. When the learner is able to perform the appropriate repair on his or her own, their competencies will be supported. Successfully performing all the repairs in the four instructional lessons will empower the learner to feel competent to perform repairs on the road.

C.3. … When the learner can successfully perform the needed repairs on a bicycle considered unridable, the learner will know the success is based on performance and acquisition of knowledge, not on luck.

SATISFACTION

S.1. Natural consequences

S.2. Positive consequences

S.3. Equity

S.1. … The natural consequences occur right away upon arrival to the class. The bicycles set‐up for instruction will be similar to the learner’s bicycle and will provide authentic, hands‐on opportunities for learners to experiment with new learning.

S.2. … A reinforcement technique will be the immediate feedback (formative assessment) provided by the instructor. As the instructor is providing immediate, verbal feedback, he/she is also making appropriate notes on the feedback/assessment form for future reference.

Reinforcement to success would be to provide the student with a handy reference guide he or she can take on rides (in their map case or bag). This can be utilized as a job aid, used as a quick reference to reinforce covered material.

S.3. … Anchoring strong feelings about accomplishments can be done with small prizes for successful participation. Tools, lights, bottles, shirts.

Instructional Strategies Plan

STATED OBJECTIVE:

Following an instructional, hands‐on lesson on Brake Adjustments, students will analyze and evaluate brake problems and perform appropriate adjustments.

Objective

PRE‐INSTRUCTIONAL ACTIVITIES

Motivational strategy: Three bicycles will be set up on stands, each presenting one or more of the three areas of focus in the lesson: alignment to rim, closeness to rim, and centering to rim.

Pre‐Assessment: Opening dialogue with learners, the instructor will inquire about past experiences with brake problems and methods used to address the problem previously. The instructor will assess background knowledge of prior tool use and understandings of lever adjustment knobs. This will help the instructor determine what entry level behaviors are in place and where the instruction needs to begin.

CONTENT PRESENATION

Content: The instructor will follow the clustering and sequencing chart in the delivery of instruction (1.0 through 1.3.1).

Examples: Examples of the three brake issues will be covered using different bicycles, each presenting one of the three issues. The practice bicycles, however, will have from one to all three of the problems associated with the brakes. The instructor will clearly identify and accentuate the part of the brake needing adjustment and will demonstrate the proper adjustment procedure.

Groups: It is anticipated that learners will be working in groups of two so that the instructor will have sufficient time to provide adequate feedback to all learners.

Media selection: The instruction will be demonstration based with hands‐on practice to refine skills. However, students can access instructional videos on line pertinent to the instructional moment.

http://www.youtube.com/watch?v=wTyrh5S3vuY

http://www.youtube.com/watch?v=zqMDye2Jumg

STUDENT PARTICIPATION

Practice Items: Three bicycles will be set up, presenting the learners with a combination of three scenarios presented in the lesson. In groups of two or three (preferably 2), students will make determinations as to brake problems and will justify to the instructor methods to correct the issues. Students will then make the appropriate adjustments using the necessary tools.

Feedback: Feedback will be immediate during the hands‐on part of the lesson, the teacher first providing guided practice, and then allowing learners to tackle the problem on his/her own.

Assessment: The evaluative check sheet and feedback form can be used for each learner.

FOLLOW‐THROUGH ACTIVITIES

Memory aids: A handy Reference Card can be carried by the cyclist during rides to aid the learner in situations of authentic need.

Transfer: The learner will be able to transfer the lessons to work on his/her own bicycle in an authentic setting (on the road, in the woods).

STATED OBJECTIVE:

Following an instructional, hands‐on lesson on Derailleur and Gear Adjustments, students will examine gear and shifting problems and perform appropriate adjustments.

Objective

Motivational strategy: Three bicycles will be set up on stands, each presenting one of the three areas of focus in the lesson: derailleur alignment, high and low limits, and pulley distance.

Pre‐Assessment: Opening dialogue with learners, the instructor will inquire about past experiences with skipping gears, missing gears, and troubles with chain snag. The instructor will assess prior knowledge of front and rear derailleurs and how participant handled those issues in the past. This will help the instructor determine what entry level behaviors are in place and where the instruction needs to begin.

CONTENT PRESENATION

Examples: Examples of the three derailleur issues will be covered using different bicycles, each presenting one of the three issues. The practice bicycles, however, will have a combination of all three of the problems associated with shifting and gears. The instructor will clearly state, identify, and demonstrate the adjustment techniques for each of the three shifting issues.

Groups: It is the anticipated that learners will be working in groups of two so that the instructor will have sufficient time to provide adequate feedback to all learners.

Media selection: The instruction will be demonstration based with hands‐on practice to refine skills. However, students can access instructional videos on line pertinent to the instructional moment.

http://www.youtube.com/watch?v=OAMMi9tLq6w

http://www.youtube.com/watch?v=hr_6RcEX25E

http://www.youtube.com/watch?v=DPtIfYCKQso

Practice Items: Three bicycles will be set up, presenting the learners with a combination of three scenarios presented in the lesson. Tools will be available for the students to practice making adjustments. The teacher will be present to provide guided practice to assure mastery for all learners.

Feedback: Feedback should be immediate during the hands‐on part of the lesson, the teacher first providing guided practice, and then allowing each learner to tackle the problem on his/her own.

Transfer: The learner will be able to diagnose and adjust derailleur issues with his/her own bicycle and will be able to transfer that knowledge to other riders in authentic riding situations.

STATED OBJECTIVE:

Following an instructional, hands‐on lesson on Tire Repair, the student will demonstrate the ability to repair a flat tire.

Objective

Motivational strategy: The instructor will have a series of wheels on display, each with a flat tire. There will be a sign saying “Do you know how to fix these flat tires?” A table will have the appropriate tools available for the learners to examine and try before instruction begins.

Pre‐Assessment: Opening dialogue with learners, the instructor will inquire about past experiences with flat tires. The instructor will assess through this dialogue which tools that learners have experience with (tire irons, quick sticks, portable air pumps, co2 cartridges) and level of mastery. The instructor will also inquire as to past frustrations and challenges experienced by the learners when repairing a flat.

CONTENT PRESENATION

Content: The instructor will follow the clustering and sequencing chart in the delivery of instruction (3.0 through 3.7).

Examples: The instructor will demonstrate flat repair using at least two different types of wheels – a 700cc road wheel and a 26” mountain bike wheel. If possible, the instructor will also have a hybrid wheel and/or bmx wheel. The instructor will demonstrate how to properly use both tire irons and a quick stick to remove and repair a tire and will demonstrate proper inflation techniques.

Media selection: The instruction is demonstration based with hands‐on practice to refine skills. However, students can access instructional videos on line pertinent to the instructional moment.

http://www.youtube.com/watch?v=ntYIITLp90k

http://www.youtube.com/watch?v=bAa0iN4wrhU

http://www.youtube.com/watch?v=YpndZOhlGd0

Practice Items: A collection of flat bicycle tires will be presented to the learners (road, mountain, and hybrid wheels). Each student will be allowed to choose the wheel that will most represent his or her actual mechanical need (matches the bike he/she owns). Students will have access to both tire irons and quick sticks and will receive guided instruction on proper use.

Transfer: The learner will be able to teach other riders how to repair a flat and will be able to transfer this knowledge to his/her own bicycle(s).

STATED OBJECTIVE:

Following an instructional lesson on Emergency Truing, the student will straighten a small wobble in a bicycle wheel.

Objective

Motivational strategy: A bicycle will be set up on a stand. Both the front wheel and the back wheel will have a slight wobble to be repaired. A small sign will read, “Do your wheels spin like this? Go ahead, give me a spin.” This will encourage learners to spin the wheel in order to identify a wobble and compare it to his/her bicycle.

Pre‐Assessment: Opening dialogue with learners, the instructor will inquire about past experiences with wheel wobbles and methods used to address the problem previously. The instructor will assess prior knowledge of using a spoke wrench. This will help the instructor determine what entry level behaviors are in place and where the instruction needs to begin.

CONTENT PRESENATION

Examples: The instructor will have two wheels, one 700cc road wheel and one 26” mountain wheel on a truing stand in the bicycle shop to show the effects of a wobble on a wheel. The instructor will use the appropriately sized spoke wrench to demonstrate how to correct a small wobble.

Media selection: The instruction is demonstration based with hands‐on practice to refine skills. However, students can access instructional videos on line pertinent to the instructional moment.

http://www.youtube.com/watch?v=_aPTqHKaxIM

http://www.youtube.com/watch?v=cU2yKPRglaM

Practice Items: The teacher will make wheels available that have a small wobble that will need to be straightened. A spoke wrench will be available for each group so that the instructor can provide guided instruction and each group can demonstrate mastery.

Transfer: The learner will be able true a wheel on his/her own bicycle and will be able to assist other cyclists who may experience wheel troubles.

Formative Evaluation Plans

Formative Assessment for this instructional design project takes place throughout the process. Instructional design follows a recursive model, with assessment and revision occurring throughout the design process to ensure accuracy of instruction and success for the learner. Three types of formative assessment are used during the instructional design: One‐to‐One, Small Group and Field Trial. Each of these assessment strategies is used differently but with the same final objectives – clarity of instruction, impact on learners, and feasibility.

One‐to‐One Evaluations

One‐to‐One Evaluations are initiated at the earliest phases of the design process. To be successful, they are conducted in two ways – participation by the Subject Matter Expert and participation by learners from the target population. Each plays an important, yet very different, role in One‐to‐One Evaluations.

The Subject Matter Expert (SME) plays a vital role in assuring the accuracy and currency of the material. The SME must assess the appropriateness of the materials to the target audience, the scope and sequence of instruction, and the clarity, appropriateness and feasibility of the learner‐participation activities. The SME for this project is kept abreast of progress throughout the design process. He is provided with early Instructional Analysis and Performance Objectives to refine objectives and provide more focus prior to the instructional design. He reviews the instruction twice weekly during the design to assure that accuracy, appropriateness, sequencing and materials are consistently developed with learner outcome the top priority. These formative assessments are relatively informal, taking place via short conversations at the bike shop. The SME and I meet in person, each person having a copy of the material for discussion. We read the document together, both commenting about many aspects of the material. As the designer, I take notes and write revision ideas on a copy of the presented material. I take those ideas and revisions and incorporate them accordingly into the design.

Holding One‐to‐One Evaluations with learners from the target audience helps refine the instruction differently. The key outcome of One‐to‐One evaluations with learners is to assess the clarity of the instruction. Are the demonstrations and examples accurate or too abstract? Is the sequencing of lessons appropriate and is the timing of the lessons accurate? Does the learner understand the expected outcomes? Are entry‐level behaviors accurately determined? It is important to control the environment as much as possible because this evaluation is about clarity of the lesson, impact on the success of the learner and feasibility. This assessment must happen early in the design process as the designer is seeking to identify major flaws in the instructional design – flaws that need to be addressed before small group assessment occurs.

Three One‐to‐One evaluations are conducted with target learners when the initial instruction is completed. Each of the learners is chosen based upon specific learner characteristics. For this instructional design project, the primary method of selecting learners is the amount of previous mechanical experience. One learner from the target population has above average ability, one is of average ability, and one learner with below average skills.

The instruction takes place in the structured setting of a bicycle shop to simulate optimum learning conditions. As the instruction is presented, the learner is asked questions covering three criteria: clarity of instruction, impact on the learner, and feasibility. Regarding clarity of instruction, questions are geared toward examples and demonstrations. Are the demonstrations accurate in structure? Is the learner able to follow the instruction? Is the pace and amount of instruction correct? As far as impact on the learner, the questions determine if the learner perceives the instruction as relevant, realistically accomplishable, and providing enough interest. Feasibility questions and observations center on analyzing environment, assumptions about specialized equipment and manageability, and feasibility with multiple abilities. Notes are taken throughout the process, allowing the designer to revise instruction from anecdotal notes taken during instruction.

Small Group Evaluation

Small Group evaluation is quite similar to the Field Test, but occurs at an earlier time in the instructional design process. Following the revisions based on the One‐to‐One assessments, the instruction needs to be evaluated on two fronts: to determine the value of the revisions and to determine if other changes need to be made. Because the instructional design is geared toward small group instruction (8 of fewer), the small group learning environment essentially characterizes an authentic learning situation. The sample population provides a representative sample of cyclists with varying abilities. The group is selected randomly from a list of volunteers solicited from two local bike shops. It is ideal to make random selections for this evaluation in order to simulate the general target population.

For this evaluation, the designer performs the instruction. This is very similar to the One‐to‐One evaluations. In fact, the designer makes many of the same assessments: clarity of instruction, impact on the learner and feasibility. It is assumed that the clarity of instruction is improved based upon the impact of the One‐to‐One assessments. What is really important to assess at this point is feasibility. Since the small group offers a representative size, evaluations about space, materials, tools, demonstrations and practice bikes take on new importance. Did the learners understand what they were supposed to learn? Were the materials efficient for group instruction? Were the practice exercises prepared, relevant and feasible? Was there adequate time to reasonably assess learners and provide meaningful feedback during the practice exercises? Was time managed well overall?

The designer also assesses the environment better at this point. Ideally, instruction takes place in a bicycle shop to authenticate the experience and allows the designer to assess space concerns. Is there enough room in a bicycle shop for 8 learners? Is a typical shop big enough for 4 practice exercise bicycles? How are the practice bicycles prepared? Is this manageable? These new considerations were not pertinent during the One‐to‐One evaluations.

The learner feedback at this point is different than the One‐to‐One situation, which was more anecdotal. For this, the designer provides a feedback form to the participants asking them to comment of two fronts: clarity of instruction and impact on the learner. Each of the two categories has separate questions to which the learners must respond. The questions geared toward evaluating clarity of instruction include: Please comment on the adequacies of the demonstrations and examples. Please

comment on the introductions, transitions and summaries of each lesson. Please comment on the lesson size, pace and sequencing. Please comment on the effects of the hands‐on exercises. The questions geared toward evaluating impact on the learner include: Please comment on the relevance of the instruction to your needs. Please comment on the ease/difficulty of the lessons and skills learned. Please comment on your level of satisfaction with the skills learned.

The designer takes notes on the feasibility assessments along with the participant feedback forms and makes the next set of revisions to the instructional design. The objective at this point is to make all final adjustments and complete the design so the product can be delivered to an instructor for field testing.

Field Trial

At this stage all instruction and materials must be completed as the designer does not conduct any of the field trial. Rather, the designer provides all materials to an instructor, who then conducts the field trial. The objective of the designer is to observe and assess the instruction in an actual simulation. Consider it a dress rehearsal, if you will. The designer meets with the instructor prior to the field trial to address any questions or concerns prior to the trial. This interaction gives the designer and instructor a chance to assure the instructor understands how to deliver the instruction.

The field trial is conducted in a bicycle shop, again, to focus on environmental factors. A random, representative sample of learners is selected from the same volunteer list used in the small group evaluation. The instructor explains that they are a field trial group and that they will be given a questionnaire following the trial. This questionnaire is identical to the one provided during the small group evaluation. The main focus, however, is viability. More focus at this point is spent between the instructor and the designer assessing overall feasibility. The key for the instructor is to evaluate the instructional procedures. Time, pacing, grouping, exercises and assessment of the instructional guide are all evaluated by the instructor. The designer and instructor assess if the instruction allows the learner to succeed in actual performance context. The practice exercises can be conducted outside the shop to authenticate the site where the skills are ultimately intended to be used. The overall goal of the field trial is to evaluate the effectiveness of the instruction.

The designer also evaluates all printed material, including documents created for the instructor and the participants. Are all material and guides effective and useful? Does the instructor’s manual adequately present material in a sound and consistent manner? Are the illustrations used effectively and correctly? Are the sequencing, timing and flow of instruction smooth? Are the directions for the components of the lesson the instructor needs to prepare accurate and reasonable?

Lastly, the designer evaluates the Instructor. Although a field trial is geared toward fine‐tuning instruction, it is important to assess the delivery of the instruction. It is important for the designer to assure that predilections about instructor abilities are assessed as well. Does the instructor present the material as it is designed? Is the presentation clear and interesting? Are there areas where the instruction digresses? Does the instructor engage the learners and provide good feedback to questions? Does the instructor make transitions well? Is the instructor able to provide adequate time with the learners and feedback during practice exercises? The designer documents and uses this information to

assess the effectiveness of the instruction. Understanding the authenticity of delivery helps the designer fine tune materials to assure effective instruction.

Formative Assessment is the key to effective instructional design. Using three styles of Formative Assessment (One‐to‐One, Small Group and Field trial) and following a recursive model, ensures accuracy of instruction and success for the learner. Each of these assessment strategies is used differently but with the same final objective – to clarify and correct instruction to maximize learning potential.

Expert Evaluation Results

Subject Matter Expert (SME), Joe Mai of Joe’s Garage Bicycle Shop, received all of the instructional materials on Friday, April 24th, 2009. Four documents were sent to Joe for review:

• Instructional Strategies Packet

• Instructional Materials Packet

• Participant Assessment Form

• Learner’s Guide Handout

Joe was also given a list of questions to provide focus for his formative assessment. We met on Friday, May 1st, 2009, at which time we reviewed the questions and the four documents.

Guiding Questions for the SME

Meeting with the SME is a critical component at many junctures along the instructional design process, none more so than the final revisions and editing. As with much of the formative assessment, the focus for the SME at this point is Clarity of Instruction and Feasibility. The SME plays a vital role in assuring the accuracy and currency of the material. The SME must assess the appropriateness of the materials for the target audience, the scope and sequence of instruction, and the clarity, appropriateness and feasibility of the learner‐participation activities.

To best use the SME’s time, he was provided with a list of questions, each focusing on specific criteria best suited for a SME evaluation:

Clarity of Instruction

• Does the instructor’s manual present material in a sound and consistent manner?

• Are all material and guides effective and useful?

• Is the sequencing of lessons appropriate?

• Are entry‐level behaviors accurately determined?

• Are the demonstrations accurate in structure and adequate for the instruction?

• Are the sequencing, timing and flow of instruction smooth?

• Is the pace and amount of instruction correct?

• Is the instruction relevant and realistically accomplishable?

Feasibility

• Are the practice exercises realistic in scope and organization?

• Can the instructor provide adequate feedback using the form during practice exercises?

• Are the directions for the components of the lesson the instructor needs to prepare accurate and reasonable?

• How can the practice bicycles best be prepared? Is this manageable?

• Is there enough room in a bicycle shop for 8 learners?

• Is a typical shop big enough for 4 practice exercise bicycles?

• Are there concerns about materials and supplies?

• Is this instruction adequate for most beginning cyclists? Do you have other suggestions?

A meeting was held between the SME and the designer when the materials and questions were given to the SME. The SME looked over the questions and took a quick glance of the materials. We dialogued as to the expectations of the SME evaluation to assure any gaps and errors in design were caught during this late phase of development. The SME spent one week evaluating the materials and taking notes for the discussion held on May 1st.

SME Feedback

The SME remained involved throughout the design process. At one point during the production of the Instructional Material, the designer visited with the SME twice weekly for assessment and suggestions. Most of the material presented in this latter phase was quite familiar to the SME. Two forms were new however: the Participant Assessment and the Learner’s Guide.

The SME commented that the design followed his advice about keeping the instruction simple. The SME reiterated that, “Cyclists do not want to be mechanics. They simply don’t want to be stranded on a ride.” With that said, he commented that the four focus areas were quite adequate. He did mention, however, that lesson 4 on wheels and spokes was not quite at the level as the other three lessons. He stated that although spokes are an issue, they tend to be significantly rarer in incidence and occur mostly with older bicycles.

The SME commented that the Instructional Packet was well organized and sequenced well. Examining the Instructional Strategies Document, he felt the lessons were adequate in length and provided appropriate detail. He thought the photographs were pertinent and used well and that the suggestions in the instructional packet were a nice feature.

The SME did have some rather pointed areas of concern, specifically in the lessons on brakes and shifting. His apprehension was that the focus in each area is a bit too narrow and that only a well‐educated instructor could differentiate the instruction adequately. The SME states that for both brakes and shifters, there are many more styles and models than covered in the instruction. Specific to braking, there are center‐pull, cantilever, side‐pull, roller cam, u‐brakes, v‐brakes, and now disc brakes. The instructional packet does not address all of these styles of bicycle brakes individually. However, all of these brakes do have barrel adjustors, which is the focus of the instruction. Instructors can differentiate their instruction on barrel adjustors for each specific style, even disc brakes. The SME commented that shifters are even more individualistic. There are thumb shifters, bar‐end, rapid‐fire, twist‐grip, braze‐on, and integrated lever shifters. He commented that older derailleurs may not have the ability to fine tune according to the lessons, so some instruction may not be pertinent to all learners. Similar to brakes, however, there is ample overlap in the manner in which derailleurs and shifters are adjusted for the instructor to differentiate as needed.

The SME stated that the instruction on flat tires was adequate in some aspects, but insufficient in others. He felt removing, sweeping, and rebuilding was adequate and accurate. His main concern was

the learners’ understanding of presta and schraeder valves. He suggested adding a piece to the instruction about the two styles of tube stems. He commented that using both floor pumps and travel pumps with the two different stems needs to have a stronger focus. The SME stated that many tubes are broken during inflation because stems get broken. Learners do not have ample practice with either style of pump and can make errors, especially with presta valves.

The last area of comment from the SME, and certainly his main area of concern, was preparation for practice exercises. After looking at the Participant Assessment form, he felt it was certainly feasible to fill out during the practice exercises. His concern was with practice bicycle preparation. The SME feels that since this part is left up to the instructor, the preparation had the potential to vary in each different lesson. He felt that some instructors may be very well prepared and skilled to appropriately prepare bicycles prior to the practice sessions. However, he worried that some instructors may not prepare bicycles in a way that is adequate nor represents authentic scenarios. He also questioned whether all instructors would have access to enough practice bicycles for the instructional model.

Reflections

Following the final meeting with the SME there is much to consider about the instructional design. Does it meet its intended need for the intended audience? Are there major structural changes that need to occur to the design? How much should be changed prior to implementation? Are the concerns about adequate practice bicycles and preparation of them legitimate? What changes should be made to the brake and derailleur lessons? How should the flat tire lesson best be expanded? These are all excellent areas of feedback provided by the SME.

I determined that the lessons on brakes and derailleurs can be adequately differentiated. There is enough overlap among break styles for the instructor to answer questions and provide examples on most breaks. However, a primary concern is how to adequately review disc brakes. Although disc brakes have barrel adjustors, their mechanism is significantly different than the other styles. Perhaps a lesson specific to disc brakes is needed. Regarding the derailleur lesson, older derailleurs may not have fine tuning adjustments; however, most derailleurs are able to be adjusted in a manner consistent with the instruction.

The lesson on flat tires definitely should be expanded to include two lessons – understanding tube stems, and proper pump use of floor and hand pumps. Presta valves can be fragile and rather finicky when it comes to inflation, so incorporating practice of this stem (especially with a hand pump) is important. The SME was correct in his analysis concerning flat repair.

As far as preparation of practice bicycles, certain aspects of the instruction have to be left up to the individual instructors. It is the hope of the designer that the skill level of the instructor is high enough for adequate practice bicycle preparation. If the instructor does not have adequate access to practice bicycles or is inefficient at preparation, the instruction could occur without that phase of the instructional design. However, practice exercises are a key component to learner success and should be incorporated at all costs.

Instruction

Instructor’s Guide Summary of Lessons

Lesson 1

Lesson 4

Lesson 3

Lesson 2

The overall goal of this instructional model is to prepare cyclists to perform minor mechanical ad-justments in four common problem areas: brakes, shifting, tires and wheels. This instructional model is not intended to turn cyclists into mechanics. Rather, the model focuses on interventions and adjustments the cyclist can make to continue with a ride. Learners analyze and evaluate a bicycle’s mechanical problems associated with brakes, gears, tires and wheels and perform appropriate adjustments and repairs in order to complete a ride. The instructional model has three components: Lesson Launch, Explore and Summary. In the Lesson Launch, you (the instructor) provide direct instruction in cycling repairs. During Explore, you facilitate and provide feedback as participants practice the instruc-tion on bicycles. In the Summary, you wrap up the lesson and seek feedback on the instruction. Letting students wrestle with authentic situa-tions may take time; however, the payoff in the long run is that students learn to diagnose in authentic situations and carry that knowledge into real-life situa-tions. It is expected that when students finish with this instruction they will have the skills to analyze, diag-nose and correct minor mechanical problems with their bicycles and be able to complete the ride.

Overview

Brake Adjustments

Lesson 1 focuses on brake adjustments. Participants learn how to analyze and repair three common brake problems: alignment to rim, closeness to rim, and proper centering.

Derailleur Adjustments

Lesson 2 focuses on derailleur and shifting problems. Participants learn how to analyze and repair three common shifting problems: derailleur alignment, proper end stop placement, and pulley distance.

Flat Repair

Lesson 3 focuses on the most common problem - a flat tire. Participants learn how to properly change a tube and repair a flat tire.

Emergency Truing

Lesson 4 focuses on wobbly wheels. It is called “emergency truing” because this repair should only be conducted on the road when the condition of the wheel prohibits the completion of the ride. Outside of a roadside emergency, wheel truing should only be per-formed in a bike shop by a qualified mechanic.

Lesson 1

Lesson 1 Brake Adjustments

Given a bicycle with brakes that are out of ad-justment and the proper tools, the student will… • Evaluate brake pads for proper alignment to the rim

◊ Demonstrate how to adjust the brake pad so that it aligns and makes correct contact with the rim

• Evaluate brake pads for proper closeness to the rim ◊ Demonstrate how to adjust the brake lever ad-

justment knobs so that the brake pads sit be-tween 1/16 inch and 1/8 inch from the rim sur-face (1.5mm to 4mm)

• Evaluate left and right brake pads for proper center-ing to wheel (cantilever and v-brakes only)

◊ Demonstrate how to tighten or loosen fine ad-justment screws to center the brakes to the rim

This lesson engages participants in problem-solving activities associated with brake problems. The participants are first introduced to three common prob-lems and proper techniques to solve the problems are demonstrated. This allows for questions pertinent to real-life situations. Participants work in groups of two (three at the most) diagnosing and correcting mechanical issues on a simulation bicycle previously prepared by the in-structor.

Lesson Information

Suggested Pacing - 1 hour • Launch: Each lesson requires ~10 minutes of

demonstration, followed by a question and an-swer session.

• Explore: Participants working in groups require ~20 minutes of facilitation and feedback.

• Summarize: Wrap-up and course feedback re-quire 10 minutes.

Materials for Instructor and Participants

• 3,4,5 and 6 mm hex wrenches

• Tiny screwdriver • Tiny Phillips-head screw-

driver • Rag and cleaning brush

Lesson Launch

Before starting any demonstration, begin by asking participants about brake problems they may have experienced in the past. Inquire about how the cyclists dealt with past problems. Determine if there are any commonalities that may define the focus of the instruction. Identify the agenda of instruction for the par-ticipants and ask if there are any questions before you begin.

Lesson 1a

Brake Pad Alignment

Suggested Questions: • Have any of you had a brake pad that was rubbing

against something (the tire, part of the rim)? • What strategies did you use to fix that? • Have any of you gotten a flat tire because your

brake was rubbing the tire? Explain to participants that a loose brake pad is a small problem that can cause serious problems for the cyclist. A pad that is too high can rub against a

tire, potentially de-stroying the tire. A pad that is too low may not make proper contact with the rim causing a lack of braking power. Assuring pads are snug and aligned to the rim appropriately is the focus of this in-struction. It is important to show proper align-

ment to the rim. Focus on two concepts:

• The pad should curve with the curvature of the wheel (top photo)

• The pad should make contact with the rim at a straight angle and centered to the rim (photo on top of next page).

Answer questions if participants have brakes that differ from your demonstration bicycles.

Be sure to show how adjustable the brake pad is once loosened. Assure them that they can align brake pads with great accuracy.

Lesson 1

Lesson 1 Continued…

Lesson 1b

Brake Pad Proximity to the Rim

Suggested Questions: • Have any of you had to pull your brake lever al-

most all the way in order to stop? • Have any of you felt you were barely moving the

lever and you stopped really fast? • What strategies did you use to fix that?

Explain to participants that an appropriate brake lever pull should be less than 50% of the total possible allotted to stop soundly. Explain that comfort for varied hand sizes can be easily accounted, but rein-force the main point is stopping power. Demonstrate a sound brake pull on a well-adjusted brake. Show and explain that the lever is comfortable and powerful at less than 50% pull. Using one of your ‘explore’ simu-lation bicycles, show a lever that pulls almost to the handle bar. Explain that the loss of stopping efficiency rises dramatically when the pull is too long. Now turn the participants attention to the rim and brake pads. Show learners that the brake lever problem is a direct result of how far the brake pads sit from the rim. Again, using the well-adjusted bike, indicating that the lever posi-tioning is about adjusting the closeness of the brake pad to the rim, whether on a road bike or a mountain bike. Be sure to pause at this moment and ask if there are any questions. Ask if anyone has an idea about how the levers can be adjusted with the pads for proper braking. Have them examine the route from the lever to the brake, looking for clues and ideas. Seek ideas from participants at this point.

Take out the ap-propriately sized hex wrench for the brake pad you are aligning in the demonstration (generally 4 or 5mm). Participants may wish to examine the hex wrenches more closely; be sure to have an extra set of hex wrenches available. Loosen the nut on the brake pad, identifying to the participants the rotational qualities of a loose brake pad and the ease with which it can be maneuvered.

This is especially true on a mountain bike brake pad. Align the brake pad appropri-ately, focusing on cur-vature and angle of contact, and tighten the hex nut. Partici-pants should be shown that the adjusted pad does not come in con-tact with the tire and

makes solid contact with the rim. Be sure to actively engage participants and in-quire about bicycles they may own. Older bicycles may use an 8 or 10 mm lock nut. You should have both 8mm and 10mm wrenches on hand in the event you need to differ-entiate instruction at this point. Re-gardless of how the pad attaches to the brake arm, adjust-ments will remain the same. Be sure to check in with participants, asking for questions and concerns before moving onto the next part of the in-struction.

Stress that the brake pad is not to make any contact with the tire nor dip below the bottom of the rim. Good clean contact is the key.

For all bikes and all types of brakes the same principle applies - braking power is determined by how far the brake pad sits from the rim. A crisp pull of the brake lever should pull the brake pads cleanly against the rim.

Usually a 5mm hex wrench is needed; an 8mm or 10mm wrench may be required for older bicycles.

Lesson 1

Lesson 1c

It is now time to introduce barrel adjustors. Located on either the lever or the brake (see diagrams below), these knobs are used to tighten or loosen the cable that connects the lever to the brake. It is this ad-justment that manipulates the distance from the pad to

the rim correctly. Be sure to clearly indicate the two locations. The barrel adjustor on the lever is designed for a mountain bike lever, while the barrel adjus-tor on the brake is de-signed for road brakes. Demonstrate that turn-ing the barrel adjustor

moves the brake closer or farther from the rim as you turn it. Be sure to demon-strate that barrel adjustors can tighten pads right to the rim and loosened them so far they have almost no braking ability. Whether the barrel adjustor is on the lever or the brake, the mechanism works exactly the same way: • A clockwise turn loosens

the cable and allows the brake pads to move away from the rim.

• A counter-clockwise turn tightens the cable and draws the brake pads toward the rim.

These adjustments should be made 1/4 turn at a time. The barrel adjustor is notched at the 1/4 turn to help, but remember, reinforce these are minor adjustments.

Proper Centering

The centering of brakes is only an issue for cantilever brakes and v-brakes. Over time, these brakes have a tendency to lean one way or the other due to the spring mechanisms that direct them. Fortunately, there is an easy adjustment to help assure the brakes are centered.

Suggested Questions: • Have any of you had a brake that rubbed on only

one side of the wheel? • Have any of you had a brake pad that wore out on

one side but not the other? • What strategies did you use to fix that? • Do any of you have cantilever and v-brakes on

your bicycle? First, rein-force that brakes can be finicky. Brake adjustment can be off in many ways, and leaning to one side is a common problem as brake cables age. Assess if any participants have cantilever or v-brakes. Participants

with either of these brake styles need this instruction. Cantilever brakes are generally on older mountain bikes; v-brakes are on most new mountain bikes. Using a v-brake (above photo), demonstrate that when a brake is centered, the brake arms sit cen-tered to the brake frame, allowing the brake pads to reach the brake at the same time. This allows for solid, efficient braking. A brake leaning to one side causes the pads to reach the rim at different points, seriously limiting stopping power (photo right). Brakes have spring tension that allow them to pull away from the rim when the cyclist releases the brake lever. In the case of v-brakes and cantilever, the tension of the springs can be adjusted independently, enabling fine tuning.

Barrel adjustor on brake lever

Barrel adjustor on the brake

Brake arms should sit centered to the wheel, assuring even braking.

These cantilever brakes lean predominantly in one direction, causing inefficient braking and pad rubbing. Try to have both cantilever and v-brake bicycles available during instruction.

Lesson 1

The transition from instruction to participant exploration is a critical one. Preparation is the key. It is important to have one bicycle for each group of two participants (three at the most). Make sure that the sce-narios you set up on the bicycles are authentic and en-able the participants to feel a level of success. The goal is for each participant to diagnose common brake problems and perform the correct adjustments.

Explore

Summarize

Bring all participants back together. Ask them to share new understandings from the lesson and ex-ploration. The more specific the participant responses, the better the learning for all participants, so ask clari-fying questions to engage learners. Ask if there are questions that still remain? Again, ask clarifying questions so that you answer questions as accurately as possible. Quickly review the assessment sheets for the participants. Did you notice any commonalities in your assessments? If so, highlight those commonal-ities - both good and bad. If there is an area that needs to be revisited, feel free to do so. Give each participant the check/comment sheet you completed for each of them. Answer questions they may have about the check sheet or about anything from the instructional lesson. Distribute the class assessment form. Ask par-ticipants to rate the instructional lesson using the form. Explain to them that they can remain anonymous and that the purpose of the class assessment form is to en-sure the instruction is sound.

How you choose to group participants is lesson specific. Some participants may come with friends, others alone. You need to decide how to group partici-pants. You may choose to group participants by style of bike ridden (mountain, road), or mechanical experi-ence (beginner, intermediate). Make every attempt to match each group with the style of bicycle they utilize when outside of the learning environment. Once groups are organized and matched with an appropriate bicycle, provide each group with the tools required for the lesson. Review each tool and confirm that all participants have an understanding relative to the objective of their exploration. Explain that you are assessing with a check/comment sheet. Also let them know that you may ask them questions about decisions and procedures. Feel free to share the check/comment sheet so participants have a strong understanding of how they are being assessed. Your objective is to guide the learners to suc-cessful completion of the task. Provide constant feed-back to learners throughout the Explore.

Ask if there are any questions be-fore you pro-ceed. Show the learners the fine ad-justment screw for both v-brakes and cantilever. V-brakes have a screw that sits at the base of the brake arm (left photo) while cantilevers usually have a 2mm hex nut embedded in the brake arm (right photo).

This is a good time to reinforce the need for learners to have a tool kit that enables them to handle all of the situations covered during the instruction. A 2mm hex wrench may seem like a un-usual tool, but it is included in most bicycle hex wrench sets and multi-tools for this reason.

Have your small screwdriver and 2mm hex wrench ready for instruction. Demonstrate and explain these three concepts:

• A clockwise turn tightens the spring and pushes the brake arm and pad away from the rim.

• A counter-clockwise turn loos-ens the spring and draws the brake arm and pad towards the rim.

• When centering the brake, it is neces-sary to both tighten one side and loosen the other to assure consistent spring tension and proper cen-tering.

Reinforce that this is a minor adjustment. Turns should start at 1/8 of a turn.

Point out that the fine adjustment screw may need a screw-driver (left) or a tiny hex wrench (right).

Given a bicycle with a derailleur that is out of adjustment and the proper tools, the student showing mastery will… • Analyze and identify if the derailleur alignment to

the cassette is causing the gear malfunction ◊ Demonstrate how to adjust the derailleur so

that the chain and derailleur line up appropri-ately and prevent skipping

• Analyze and identify if the derailleur is properly reaching the high and low limit range.

◊ Demonstrate how to set the derailleur limit screws so that the chain and derailleur meet the high and low end stops correctly

• Analyze and determine if the derailleur pulleys are the correct distance from the cassette

◊ Demonstrate how to adjust the pulley distance knob so that the chain rolling over the top pul-ley sits 1/8 inch below the cassette

This lesson engages participants in problem-solving activities associated with shifting and gear problems. The participants are introduced to three common issues that inhibit proper shifting. The in-structor demonstrates and explains techniques to im-prove shifting performance. Participants work in groups of two (three at the most) diagnosing and correcting gear and derailleur issues on a simulation bicycle previously prepared by the instructor. The instructor facilitates group work through guided instruction.

Lesson 2 Derailleur Adjustments

Goals Lesson Launch

Suggested Pacing - 1 hour • Launch: Each lesson requires ~10 minutes of

demonstration, followed by questioning. • Explore: Participants working in groups require

~20 minutes of facilitation and feedback. • Summarize: Wrap-up and course feedback re-

quire 10 minutes. Materials for Students

• 3,4,5 mm hex wrenches • Tiny screwdriver • Tiny Phillips-head screw-

driver

Lesson Information

Before starting any demonstration, begin by asking participants about shifting problems they may have experienced in the past. Inquire about how the cy-clists dealt with past problems. Determine if there are any commonalities that may define the focus of the in-struction. Identify the agenda of instruction for the partici-pants and ask if there are questions before you begin.

Suggested Questions: • Have any of you had problems with the chain not

staying in a particular gear? Did it cause a ‘skipping’ feeling while you pedaled?

• Have any of you been unable to get into your high-est gear or your lowest gear?

• What strategies did you use to solve it? • What do you know already about adjusting derail-

leurs?

Lesson 2a

Derailleur Alignment

The most common shifting problem experienced by a cyclist is when there is a particular gear that ‘skips’ or

doesn’t shift smoothly. This happens because the pulleys on the derailleur do not align properly with the cassette, causing the chain to skip between two gears. The chain may be too close to the one gear (either high or low) caus-ing the chain to catch on the next cog on the cas-sette. This is what causes the skipping. Demonstrate a perfectly aligned derail-leur by pedaling forward and backward in a middle gear. Show participants that the chain spins smoothly (use the same view as the image on the left).

cassette

top pulley

The chain must smoothly spin from the cassette to the pulleys. If not, the gears will ‘skip.’

Lesson 2

Fortunately, this is an easy adjustment. Remind the participants that they worked with barrel adjustors in the first lesson on brakes. Barrel adjus-tors are the key to ad-justing the rear derail-leur as well. The con-cept and mechanism are the same. While turning the pedal, demonstrate how a misaligned pul-ley causes skipping. Do this by turning the derailleur barrel adjus-tor in either direction until there is a signifi-cant ‘skip.’ Compare this to the first exam-ple, pointing out the obvious problems of misalignment. Then, as you re-adjust it, show that that skip goes away as you align the derailleur pulleys properly. The adjustments are very small and should be conducted 1/4 turn at a time. Make sure to stress the adjustments are minor. The barrel adjustor has notches every 1/4 turn to make that easier. Focus on two concepts:

• A clockwise turn loosens the cable, moving the de-railleur right.

• A counter-clockwise turn tightens the ca-ble, moving the de-railleur left.

Be sure to answer questions for partici-pants if they have a derailleur that differs slightly from your demonstration bicy-cle. Some newer de-raillers also have bar-rel adjustors on the shifter. The adjust-ments occur the same way.

Lesson 2b

Adjusting Limit Screws

Another common shifting issue occurs when the derailleur does not shift into either the lowest or highest gear on the rear cassette (sometimes both). Ask participants if they have had problems with this in the past. Talk about needing the lowest gear when hit-ting a hill and needing the highest gear when traveling a higher speeds. Ask participants how they managed in those situations. Introduce the participants to the high and low limit screws located at the back of most derailleurs. Explain that they work similarly to the barrel adjustor in the last les-son, as they set the low-est and highest limit the derail-leur can travel. The top screw sets the limit for the lowest gear (biggest cog on the cassette), and the bottom screw sets the limit for the highest gear (smallest cog on the cassette). The derailleur moves up or down until it hits the limit screw. Explain that if the limit screw is turned too far

clockwise, the derailleur can-not move far enough left, and if the screw is too far counter-clockwise, then the de-railleur cannot move far enough right.

Low limit screw adjustor lines up the pulleys for the lowest gear

High limit screw adjustor lines up the pulleys for the high-est gear

Pulleys can be adjusted inward and outward to align the chain to the appropriate gear.

It is important to make adjustments 1/4 turn at a time. The adjustment is sensitive. The knob is notched for help.

Lesson 2

Most often the derailleur does not reach the lowest gear. This is because the limit screw does not let the derailleur move far enough left, toward the largest cog. If the derailleur does not shift into the lowest gear on the cassette, follow these steps:

• Shift the derailleur to the lowest gear. • While an assistant turns the pedal slowly, turn the

low adjustment screw counter-clockwise, allowing the derailleur to move a bit more left. When the pulley aligns with the lowest cog, the low limit screw should be adjusted correctly.

It is also common for the chain to shift past the lowest gear, getting caught in the spokes. This is because the limit screw is too loose, allowing the derailleur and chain to move past the end of the cassette. If the de-railleur shifts beyond the lowest gear on the cassette, follow these steps:

• Shift the derailleur to the lowest gear. • While an assistant turns the pedal, turn the low ad-

justment screw clockwise, pushing the limit the derailleur can travel to the right. When the pulley aligns with the largest cog, the limit screw should be correct.

Sometimes the derailleur does not allow the chain to move into the smallest cog on the derailleur. This hap-pens when the high limit screw is adjusted too far, pre-venting the derailleur from moving under the smallest cog. If the derailleur does not shift into the highest gear (the smallest cog on the cassette), follow these steps:

• Shift the derailleur into the highest gear. • While an assistant turns the pedal, turn the high

limit screw counter-clockwise, allowing the derail-leur to move to the right. When the pulley aligns with the smallest cog, the chain should shift into gear.

It is rare that a derailleur moves past the smallest cog towards the outside of the frame. If the derailleur does over-shift to the right, follow these steps: • Shift the derailleur into the highest gear. • While an assistant turns the pedal, turn the high

limit screw clockwise until the pulley lines up un-der the smallest cog on the cassette.

Lesson 2c

Adjusting Pulley Distance

One problem associated with a rear derailleur is typically only an issue with a newer derailleur. It is not a common problem, and is more of an issue for bikes that have a large range between the highest and lowest gears on the rear cassette. When in the lowest

gear on a cassette, sometimes the top pulley is too close to the cog on the cassette. If the cog and cassette are too close, the chain does not spin from one to the other. They essentially rub at the same time and stick when attempts to shift are made. If the largest sprocket and the pulley are too far apart, the chain does not spin well in the lowest gears, and it can be difficult to shift. The goal is to achieve a distance that places the top pulley below the largest cog to al-low a smooth transi-tion (top photo). Now, introduce the pulley adjustor screw located at the rear of the derailleur, where the derailleur attaches to the bike’s frame. It is always a set screw that requires a screwdriver to properly adjust. The screw sets the derailleur distance from the frame.

Pulley adjustor screw

The chain should roll from the biggest cog right onto the top pulley.

Lesson 2

Using either a regular or Phillips-head screw-driver, demonstrate the effects of turning the pulley distance screw. Remind the learners that these are tiny adjustment motions. Start with a 1/4 turn, and readjust accordingly. Similar to other derailleur adjustments, a very smooth backward and for-ward pedal stroke indicates success. The instruction should focus on two con-cepts:

• When the set screw is turned clockwise, the de-railleur moves slightly away from the frame, dropping the pulley. This creates a greater distance from the largest cog on the cassette to the top pulley on the derailleur.

• When the set screw is turned counter-clockwise, the derailleur moves slightly closer to the frame, allowing the pulley to spring upward. This creates a shorter distance from the largest cog on the cassette to the pulley.

Be sure to check in with participants at this point. This adjustment is a bit more obscure than the first two. Learners may not see the problem as some-thing they are likely to encounter. Reinforce that pul-ley distance makes shifting smoother for the chain as it moves along the cassette. While shifting the demon-stration bike, point to the top pulley as it moves across the cassette. While demonstrating, explain that when the pulley distance is set properly, the chain does not strain to move from gear to gear. Each gear shift should move smoothly.

A clockwise turn pushes the pulley away from the cassette.

A counter-clockwise turn lifts the pulley toward the cassette.

Prior to the lesson, prepare one bicycle for each group of two participants. Make sure that the sce-narios you set up on the bicycles are authentic and en-able the participants to feel a level of success. Two common scenarios are positioning the low end limit screw in too far, and an unaligned barrel adjustor. The goal is for each participant to diagnose common de-railleur problems and perform the correct adjustments. You need to decide how to group participants. You may choose to group participants by style of bike ridden (mountain, road) or mechanical experience (beginner, intermediate). Be sure to make every at-tempt to match each group with the style of bicycle they utilize when outside of the learning environment. Provide each group with the tools necessary for the lesson. Review each tool and confirm that all participants have an understanding relative to the ob-jective of their exploration. Explain that you are as-sessing and providing constant feedback. Also let them know that you may ask questions about decisions and procedures. Feel free to share the comment sheet so participants have an understanding as to what is being assessed. Your objective is to guide the learners to successful completion of the task.

Explore

Now, ask participants if there are any concepts they want to review before proceeding to the hands-on por-tion of the lesson. Take the time to review any con-cepts, but remind them that many of the questions will be answered while working directly with the derail-leurs.

Summarize

Bring all participants back together. Ask par-ticipants to share new understandings from the lesson and exploration. The more specific the participant re-sponses, the better the learning for all participants, so ask clarifying questions to engage learners. Ask if there are questions that still remain. Again, ask clarify-ing questions so that you answer questions as accu-rately as possible. Quickly review the assessment sheets for the participants. Did you notice any commonalities in your assessments? If so, highlight commonalities - both good and bad. If there is an area that needs to be revisited, feel free to do so. Give each participant the check/comment sheet you completed for each of them. Answer questions they may have about the check sheet or about anything from the instructional lesson. Distribute the class assessment form. Ask the participants to rate the instructional lesson.

Given a bicycle with a flat tire and the proper tools, the student showing mastery will… • Demonstrate the proper technique for removing a

wheel from the bicycle • Demonstrate how to properly remove a tire and tube

from the rim • Explain the purpose of sweeping the inside of a tire • Demonstrate how to properly insert a new tube into

the tire • Demonstrate how to properly rebuild the tire to the

rim • Demonstrate how to inflate a new tube to the appro-

priate air pressure • Demonstrate how to properly reattach the wheel to

the bicycle This lesson engages participants the most com-mon concern for a new cyclist, a flat tire. Participants learn the proper techniques to repair a flat, including the use of tire irons and floor pumps. Participants work in groups of two repairing a flat tire from wheels previously prepared by the in-structor. The instructor facilitates group work through guided instruction and feedback.

Lesson 3 Tire and Flat Repair

Suggested Pacing - 45-50 minutes • Launch: Demonstration of two wheels (1 road,

1 mtn.) requires ~15 minutes of instruction. • Explore: Participants working in problem-

solving pairs require ~25 minutes of facilitation and feedback.

Materials for Students and Teacher

• Wheel with flat tire • New bicycle tube • Set of tire irons • Bicycle floor pump • Handheld travel

Lesson Information

Lesson Launch

Before starting any demonstration, ask partici-pants about flat tires they have experienced in the past. Inquire about how the cyclists dealt with past prob-lems. Determine if there are any commonalities that may define the focus of the instruction. Reiterate that this is the biggest concern (and rightfully so) of any cyclist. Flats are a common reality for cyclists.

Suggested Questions: • Have any of you had to fix a flat tire in the past? • Have any of you struggled with removing the tire

from the rim? • Have you used a screwdriver for that purpose? • Do you regularly inflate your tires to the right

pressure? • How many of you rarely check your air pressure?

Acknowl-edge that flat re-pair is not the easiest repair to make and can be relatively messy and complicated. Reassure partici-pants, however, that after this lesson they will have the skills to fix any flat tire and will understand proper inflation better. Begin by introducing tire irons. Explain that these tools often come in a snap-together three pack, and that participants typically require the use of two of the three for tire removal. Stress that participants should never use a screwdriver for this purpose as it could ruin the rim, tire or tube. Tire irons have rounded edges to prevent further damage.

Notice the first tire iron held in place with a spoke hook at the end of the iron. The second tire iron is placed ~6 inches away and used in the same manner. Notice how the tire has come away from the rim. A simple spin along the rim removes one side of the tire from the rim, allowing for tube re-moval.

Stress that the tire iron should be placed between the tire and the tube. The objective is to pry the wheel off the rim without damaging the tube.

Lesson 3

The objective is to use the tire irons to lift the tire off of the rim. The tire iron is tucked under the edge of the tire, sliding between the tire and the tube. When the tire iron is pulled back, the tire begins to come off the rim. Done with two tire irons spaced ~6 inches apart, the tire should easily separate from the rim. For tight tires, a third tire iron may be needed. At this point, take time to answer questions about the use of tire irons. If par-ticipants want to try using them, take a moment to hand out tire irons and let par-ticipants try to use them on the demonstration wheel you are using. Reinforce the need to tuck the tire iron be-tween the tire and the tube, and let participants prac-tice that connection. Now, remove the tube. Start opposite the stem from where it enters the rim. As you get to the stem, explain to the learners that they must use caution when

removing the stem from the rim, and more impor-tantly (they’ll see soon) that the insertion of a new stem must be done carefully so as not to break the stem. Once the tube is completely removed, ex-plain and demonstrate the most critical step of tube replacement – assuring that there is not a pro-truding object lodged in-side the tire. Failure to follow this step can lead to another flat (perhaps

immediately). Demonstrate a sweep of the inside of the tire, explaining that you are looking for any object that may have caused the flat (glass, thorn, rock, nail,

etc.). Care should be taken when sweeping, so as not to puncture a finger, but you cannot stress enough that locating the cause of the flat is key. Perhaps your dem-onstration wheel might have a thorn or tiny nail lodged in the tire for demonstration. Once assured the tire is clear of any foreign object, a new tube can be inserted. Remove a new tube from the packaging and ex-plain the basic steps for reinserting a new tube. Using a floor pump, inflate the new tube with only enough air so as to give it shape. Only a small amount of air in the tube is needed. Too much air may not allow the tire to be rebuilt. One push of the pump handle should provide sufficient air in the tube. Reinsert the tube into the tire, starting at the stem. Care must be taken when inserting the stem. Tuck the tube all the way around the inside of the tire. Once the tube is inserted, begin reinserting the tire onto the rim, again starting at the stem. Point out that the tire tucks between the rim and the stem, and that the tube should not be pinched by the tire. You may need a single tire iron to get the very last bit of the tire onto the rim. Most tires slide onto the rim with just your hands, but tighter tires may need

the assistance of a tire iron. Proper inflation is the final step, and an often over-looked step. Tires vary as to how much air they require (mountain bikes ~45 psi, road bikes ~90 psi). As you demonstrate how to properly use a floor pump, explain that air should be checked regularly (before every ride) because tires lose pressure. Explain that a ‘pinch’ flat happens when a

wheel is low on air and the tube gets ‘pinched’ be-tween the road and the rim. This can create two tiny

Do Not Miss This Step! Stress that par-ticipants must thoroughly check (sweep) the inside of the tire for a foreign object (nail, glass, thorn, rock) that caused the flat. Failure to follow through on this step can lead to another flat.

Teach that all rebuilding starts at the stem. Insert the new tube beginning at the stem. Sliding the tire back onto the rim also starts at the stem.

Explain that different tires require different amounts of air. The recom-mended pressure is printed on the side of the tire.

Once one side of the tire is opened, you can carefully remove the damaged tube. Reinforce that participants must be careful around the stem during removal.

Lesson 3

It is important to have one flat tire for each group of two participants. Each group member can take the same tire apart. As the instructor, you can quickly reassemble the tire so both group members have the opportunity to take it apart. The only tools required for this exploration are tire irons and a floor pump. The most effective scenario for grouping is style of bike ridden (mountain, road) or mechanical experience (beginner, intermediate). Make every at-tempt to match each group with the style of wheel they will utilize when outside of the learning environment (mountain, road, hybrid). Be sure to have a new tube ready for each tire being repaired. It is advisable to have more than one floor pump (but not absolutely necessary). Once you have the groups organized and matched with an appropriate tire, provide each group with the tools that needed for the lesson. Review each tool, and confirm that all participants have an under-standing relative to the objective of their exploration. Explain that you are assessing with a comment sheet and providing constant feedback. Also inform them that you may ask questions about decisions and proce-dures. Feel free to share the comment sheet so partici-pants have a strong understanding as to what is being assessed. Your objective is to guide the learners to suc-cessful completion of the task. Provide constant feed-back to learners throughout the Explore.

Explore

Bring all participants back together. Ask par-ticipants to share new understandings from the lesson and exploration. The more specific the participant re-sponses, the better the learning for all participants, so ask clarifying questions to engage learners. Ask if there are questions that still remain. Again, ask clarifying questions so that you answer questions as accurately as possible. Review the assessment sheets for the partici-pants. Did you notice any commonalities in your as-sessments? If so, highlight those commonalities - both good and bad. If there is an area that needs to be revis-ited, feel free to do so. Give each participant the check/comment sheet you completed for each of them. Answer questions they may have about the check sheet or about anything from the instructional lesson. Distribute the class assessment form. Ask the participants to rate the instructional lesson using the form. Explain to them that they can remain anony-mous and that the form is to ensure the instruction is sound.

Summarize holes in the tube, commonly called a ‘snake bite.’ Stress that having a reliable floor pump is a necessity for any cyclist. Most floor pumps have a built-in pres-sure gauge to assist the cyclist with proper inflation.

At this point, ask participants if there are any concepts they’d like to review before proceeding to the hands-on portion of the lesson. Take the time to review any concepts, but remind them that many of the questions will be answered while working directly with the flat.

Given a wheel that is out of true and a spoke wrench, the student showing mastery will… • Identify the location on the rim that is out of align-

ment and determine the correct adjustments to per-form the repair

◊ Demonstrate how to correctly adjust spokes so that the wheel is true

This lesson engages participants in a challeng-ing problem – a wheel out of true – and a repair that should only be attempted in emergency situations. The participants are presented with a wheel with a wobble in one spot. Techniques to solve the wheel wobble are demonstrated. This allows for questions pertinent to real-life situations. Participants work in groups of two diagnosing and correcting an out-of-true wheel on a simulation previously prepared by the instructor. The instructor facilitates group work through guided instruction and feedback.

Lesson 4 Wheel Truing

Suggested Pacing - 50 minutes • Launch: Demonstration of two wheels (1 road,

1 mtn.) requires ~15 minutes of instruction. • Explore: Participants working in problem-

solving pairs require ~25 minutes of facilitation and feedback.

Materials for Students

• Spoke wrench • Bicycle with wheel out of

true (1 for each group)

Materials for teachers • Spoke wrench • Truing stand

Lesson Information

Goals Lesson Launch

Before starting any demonstration, begin by asking participants about experiences with wheel wob-ble or loose spokes in the past. More than likely sev-eral participants will comment about loose spokes causing problems. Inquire about how the cyclists dealt with past problems. Determine if there are any com-monalities that may define the focus of the instruction. Identify the agenda of instruction and ask if there are any questions before you begin.

Inform learners that it is very important to keep wheels functioning properly as they support both the rider and the bike at all times. Emphasize:

• Loose spokes are never okay and can lead to serious injury as wheels can crumble if not strong. Have a demon-stration wheel ready that has several loose spokes. Demonstrate and explain that spokes should have consistent tension in all of the spokes. Having

some loose spokes and some tight spokes causes the rim to flex, potentially breaking and putting the rider at serious risk. **Now, the most important point to empha-size: Spoke adjustments should only be made in case of absolute emergency. Over adjusting can do more damage to the wheel and may cause irreparable harm. This repair is gen-erally performed when a spoke or two are signifi-cantly looser than the others or if there is a slight wobble. Major repairs should be left to a mechanic. Stress that altering spokes is a tricky adjustment and

should be done only when absolutely necessary. Any major adjustment should be handled by a skilled bicycle mechanic.

Performing a simple squeeze test will identify spokes that are too loose. All spokes should have the same tension.

Lesson 4

Introduce participants to a spoke wrench. Ask if any participants have experience using a spoke wrench. Demonstrate how it fits snuggly around the nut at the top of each spoke. Turn the wrench both clockwise and counter-clockwise, demonstrating that the nut tightens and loosens the spoke. Place a wheel on a truing stand. Explain to learners that although you are using a truing stand to demonstrate, when in an authentic situation a truing stand will not be available. While riding, truing can be monitored by following the rim as it spins, comparing its closeness to the brake pad. Emphasize two points during demon-stration:

• A clockwise turn tightens a spoke and draws the rim toward the side of the hub from which the spoke originates.

• A counter-clockwise turn loosens a spoke and alle-viates pull to that particular side.

Similar to brake centering, loosening one side while tightening the other is the best way to solve a wobble. It is important to note that similar to other instruction, the adjustments are extremely minor, per-haps as small as 1/8 turn at a time. You cannot stress enough that over-adjusting can make matters worse. The objective is to straighten the wobble enough to finish the ride. As learners practice dur-ing Explore, assure they are both tight-ening one side while loosening the other. For loose spokes, simply tighten until they are snug (do not over tighten!). Hopefully there is only a minor wobble and simply tightening loose spokes until they snug is sufficient.

This is the toughest lesson for which to pre-pare. In order to have one bicycle for each group, each with a wheel out of true, the number of groups needs to be small. Prepare the wheels for work, preferably with two to four loose spokes causing a minor wobble. Make sure that the scenarios you set up on the wheels are authentic and enable the participants to feel a level of success. The goal is for each participant to diagnose common spoke and wheel problems and perform the correct adjustments. Grouping can be more random for this activity. All wheels work essentially the same, so grouping by style of bicycle is not necessary. Grouping by level of mechanical experience may be more appropriate. Once you have the groups organized, provide each group with the tools required for the lesson. As-sure that all participants have an understanding rela-tive to the objective of their exploration. Explain that you are assessing with a comment sheet and providing constant feedback. Your objective is to guide the learners to successful completion of the task.

For minor adjustments, use the brake pad to gauge the wobble in the wheel. Try to adjust the rim so it stays the same distance from the rim through a full rotation.

Explore

Summarize

Bring all participants back together. Ask par-ticipants to share new understandings from the lesson and exploration. The more specific the participant re-sponses, the better the learning for all participants, so ask clarifying questions to engage learners. Ask if there are questions that still remain. Again, ask clarifying questions so that you answer questions as accurately as possible. Review the assessment sheets for the partici-pants. Did you notice any commonalities in your as-sessments? If so, spend highlight those commonalities - both good and bad. If there is an area that needs to be revisited, feel free to do so. Give each participant the comment sheet you completed for each of them. Answer questions they may have about the check sheet or about anything from the instructional lesson. Distribute the class assessment form. Ask the participants to rate the lesson using the form. Explain that they can remain anonymous and that the form is to ensure the instruction is sound.

Spoke wrench

Appendix

LEARNER QUESTIONNAIRE .......................................................................................................................................... 63

DATA ANALYSIS RESULTS ............................................................................................................................................. 64

LEARNER ASSESSMENT SHEET ..................................................................................................................................... 65

LEARNER REFERENCE GUIDE ....................................................................................................................................... 66

AECT STANDARDS ........................................................................................................................................................ 67

A Survey for new and novice cyclists

16-25 years old 26-35 years old 36-50 years old 50+ years old

Riding Experience Do you currently own a bicycle? Y Ν If yes, do you ride it? Y Ν What sort of bicycle do you own? mountain bike road bike hybrid cruiser __________ How many speeds are on the bike you own? 1 3 10 or more When you leave your house, where do you envision yourself riding your bike? flat roads hilly roads bike paths and parks mountain biking city riding please clarify:________________________________________________________________________

Factor Rating Not a Factor Very Important

My bicycle needs repairs 1 2 3 4 5 I do not feel confident riding on the road 1 2 3 4 5 I don’t understand how to use the gears correctly 1 2 3 4 5 I fear that I will break down and be unable to fix my bike 1 2 3 4 5 I do not feel skilled or prepared for the weather conditions 1 2 3 4 5 Speed and/or number of motor vehicles 1 2 3 4 5 Not enough multi-use paths (rail trails) 1 2 3 4 5 Poor condition of roads or bike paths 1 2 3 4 5 The terrain is bad (steep hills) 1 2 3 4 5

Limiting Factors - On a scale of 1-5, what factors limit you from cycling more often?

Encouraging Factors - What would encourage you to bicycle more?

Factor Rating Not a Factor Very Important

Education on handling characteristics (shifting, braking) 1 2 3 4 5 Education on road safety 1 2 3 4 5 Education on how to be a more efficient rider 1 2 3 4 5 The ability to repair a flat and make other minor adjust-ments on the road 1 2 3 4 5

More bike lanes on marked roads 1 2 3 4 5 Better access to rail trails 1 2 3 4 5

About You Please identify your age group. How would you classify yourself as a cyclist? Experienced/confident Returning to cycling Competent but don’t like busy roads Beginner

Please take a moment during your visit to help your salesman understand your needs as a cyclist. Your answers to this survey are confidential. The data is intended to be used for the purpose of designing instructional pro-grams for cyclists.

Gender Male Female

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16‐25 ye

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36‐50 ye

Female

36‐50 ye

Female

36‐50 ye

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AN Evaluative Summary for ________

Evaluate brake pads for proper alignment to the rim 1 2 3

Adjust brake pad 1 2 3

Evaluate brake pad for proper closeness to rim 1 2 3

Adjust adjustment knobs for proper spacing 1 2 3

Evaluate brake pads for proper centering 1 2 3

Tighten or loosen fine adjustment screws appropriately 1 2 3

Superb Adequate Needs Improvement Comments Brake Adjustments

Below is your evaluation for the Bicyclists Survival Course. You will find evaluations and com-ments for all of the areas that we have studied in the four-part class. If you have questions for your instructor, please do not hesitate to ask. Thank you for your participation in this course.

Superb Adequate Needs Improvement Comments Derailleur Adjustments

Superb Adequate Needs Improvement Comments Tire Repair

CUT ALONG DOTTED LINE

Congratulations! You successfully completed the Bicyclist’s Survival Course. The lessons you learned enable you to make minor adjustments on the road and ride with more confidence. The Survival Guide below is a gift to you. Cut out the guide and place it in your bicycle tool bag. It can be a helpful reminder of the instruction you received and help assure that your future riding is safe and trouble free. Happy riding!

Tips and reminders for performing safe repairs on the road.

The barrel adjustor on the derailleur helps

fix a skip in your shifting. It works much like the brakes: • A clockwise turn loosens the cable,

moving the derailleur right. • A counter-clockwise turn tightens

the cable, moving the derailleur left.

It is important to make adjustments 1/4 turn at a time. The adjustment is sensitive. The knob is notched to help.

High and low limit screws set the limits the derailleur travels. Loosen the screw if you cannot shift into a gear, and tighten if you are over

shifting.

The pulley adjustor screw sets the distance of the top pulley from the derailleur. Clockwise drops the pulley. Counter-clockwise raises the pulley towards the cassette.

Altering spokes is a very tricky adjust-ment and should be done only when

absolutely necessary. Any major adjustment should be handled by a skilled bicycle mechanic. For minor adjustments, use the brake pad to gauge the wobble in the wheel.

Try to adjust the rim so it stays the same distance from the brake pad through a full rotation. • A clockwise turn tightens a

spoke and draws the rim to-wards the side of the hub from which the spoke originates.

• A counter-clockwise turn loosens a spoke and alleviates pull to that particular side.

Loosening one side while tightening the other is the best way to solve a wobble. It is important to note that the adjustments are extremely minor, perhaps as small as 1/8 turn at a time.

Use the tire irons to lift the tire off of the rim. The tire

iron is tucked under the edge of the tire, sliding between the tire and the tube. Pry the wheel off the rim without damaging the tube in any way. Peel one side of the tire off the rim and remove the tube.

Do Not Miss This Step! Thor-oughly check (sweep) the inside of

the tire for an object (nail, glass, thorn, rock) that might have caused the flat. Failure to follow through on this step may immediately lead to another flat.

Insert the new tube, starting at the stem, and sliding the tire onto the rim. Ensure the tube is not pinched. Inflate to proper air pressure.

The barrel adjustor, whether on the lever or brake, works exactly the same way: • A clockwise turn loosens the cable and

allows the brake pads to move away from the rim. • A counter-clockwise turn tightens the cable and draws the brake pads towards the rim. If the brake pad is out of align-ment, use a 5mm hex wrench to adjust the pad to the rim. Align the brake pad, focusing on curva-ture and angle of contact, and tighten the hex nut.

AECT Standards

Professional Standards Addressed (AECT)

The following standards, developed by the Association for Educational Communications and Technology (AECT), and used in the accreditation process established by the National Council for Accreditation of Teacher Education (NCATE), are addressed to some degree in this course. The numbers of the standards correspond to the numbers next to the course tasks show on the list of assignments. Not all standards are addressed explicitly through student work.

Assignments meeting standard in whole or part Standard 1: DESIGN 1.1 Instructional Systems Design (ISD) X Reading notes/test on Brown & Green text 1.1.1 Analyzing X IDP – Part 2, 3, & 7; Reading from Dick, Carey & Carey1.1.2 Designing X IDP – Part 4, 5; Reading from Dick, Carey & Carey 1.1.3 Developing X IDP – Part 10; Reading from Dick, Carey & Carey 1.1.4 Implementing X Final IDP Report; Reading from Dick, Carey & Carey 1.1.5 Evaluating X IDP – Part 11 & 12, Discussion #11; Reading from Dick, Carey & Carey1.2 Message Design 1.3 Instructional Strategies X IDP – Part 9A, 9B, & 9C; Reading from Dick, Carey & Carey1.4 Learner Characteristics X IDP – Part 5, 6; Reading from Dick, Carey & Carey

Standard 2: DEVELOPMENT 2.0 (includes 2.0.1 to 2.0.8) X Overall ID project2.1 Print Technologies X Overall ID project2.2 Audiovisual Technologies 2.3 Computer‐Based Technologies X Overall ID project2.4 Integrated Technologies

Standard 3: UTILIZATION 3.0 (includes 3.0.1 & 3.0.2) 3.1 Media Utilization X IDP – Part 9C, 10; Discussion #123.2 Diffusion of Innovations3.3 Implementation and Institutionalization X Overall ID project; Reading from Dick, Carey & Carey3.4 Policies and Regulations

Standard 4: MANAGEMENT 4.0 (includes 4.0.1 & 4.0.3) 4.1 Project Management 4.2 Resource Management 4.3 Delivery System Management 4.4 Information Management

Standard 5: EVALUATION 5.1 Problem Analysis X IDP – Part 1, 4, 55.2 Criterion‐Referenced Measurement X IDP – Part 85.3 Formative and Summative Evaluation X IDP Part 11, 12; Discussion #115.4 Long‐Range Planning

1.0 Design

1.1 Instructional Systems Design

1.1.a Utilize and implement design principles which specify optimal conditions for learning.

1.1.b Identify a variety of instructional systems design models and apply at least one model.

1.1.1 Analyzing

1.1.1.a Write appropriate objectives for specific content and outcome levels.

1.1.1.b Analyze instructional tasks, content, and context.

1.1.2 Designing

1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text chapter, an interdisciplinary unit) to demonstrate application of the principles of macro‐level design.

1.1.2.b Create instructional plans (micro‐level design) that address the needs of all learners, including appropriate accommodations for learners with special needs.

1.1.2.d Incorporate contemporary instructional technology processes in the development of interactive lessons that promote student learning.

1.1.3 Developing

1.1.3.a Produce instructional materials which require the use of multiple media (e.g., computers, video, projection).

1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application.

1.1.4 Implementing

1.1.4.a Use instructional plans and materials which they have produced in contextualized instructional settings (e.g., practica, field experiences, training) that address the needs of all learners, including appropriate accommodations for learners with special needs.

1.1.5 Evaluating

1.1.5.a Utilize a variety of assessment measures to determine the adequacy of learning and instruction.

1.1.5.b Demonstrate the use of formative and summative evaluation within practice and contextualized field experiences.

1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies, and assessment measures.

1.2 Message Design

1.2.a Apply principles of educational psychology, communications theory, and visual literacy to the selection of media for macro‐ and micro‐level design of instruction.

1.2.b Apply principles of educational psychology, communications theory, and visual literacy to the development of instructional messages specific to the learning task.

1.2.c Understand, recognize and apply basic principles of message design in the development of a variety of communications with their learners.

1.3 Instructional Strategies

1.3.a Select instructional strategies appropriate for a variety of learner characteristics and learning situations.

1.3.b Identify at least one instructional model and demonstrate appropriate contextualized application within practice and field experiences.

1.3.c Analyze their selection of instructional strategies and/or models as influenced by the learning situation, nature of the specific content, and type of learner objective.

1.3.d Select motivational strategies appropriate for the target learners, task, and learning situation.

1.4 Learner Characteristics

1.4.a Identify a broad range of observed and hypothetical learner characteristics for their particular area(s) of preparation.

1.4.b Describe and/or document specific learner characteristics which influence the selection of instructional strategies.

1.4.c Describe and/or document specific learner characteristics which influence the implementation of instructional strategies.

2.0 Development

2.0.1 Select appropriate media to produce effective learning environments using technology resources.

2.0.2 Use appropriate analog and digital productivity tools to develop instructional and professional products.

2.0.3 Apply instructional design principles to select appropriate technological tools for the development of instructional and professional products.

2.0.4 Apply appropriate learning and psychological theories to the selection of appropriate technological tools and to the development of instructional and professional products.

2.0.5 Apply appropriate evaluation strategies and techniques for assessing effectiveness of instructional and professional products.

2.0.6 Use the results of evaluation methods and techniques to revise and update instructional and professional products.

2.0.7 Contribute to a professional portfolio by developing and selecting a variety of productions for inclusion in the portfolio.

2.1 Print Technologies

2.1.3 Use presentation application software to produce presentations and supplementary materials for instructional and professional purposes.

2.1.4 Produce instructional and professional products using various aspects of integrated application programs.

2.3 Computer‐Based Technologies

2.3.2 Design, produce, and use digital information with computer‐based technologies.

3.0 Utilization

3.1 Media Utilization

3.1.1 Identify key factors in selecting and using technologies appropriate for learning situations specified in the instructional design process.

3.3 Implementation and Institutionalization

3.3.1 Use appropriate instructional materials and strategies in various learning contexts.

3.3.2 Identify and apply techniques for integrating SMETS innovations in various learning contexts.

3.3.3 Identify strategies to maintain use after initial adoption.

5.0 Evaluation

5.1 Problem Analysis

5.1.1 Identify and apply problem analysis skills in appropriate school media and educational technology (SMET) contexts (e.g., conduct needs assessments, identify and define problems, identify constraints, identify resources, define learner characteristics, define goals and objectives in instructional systems design, media development and utilization, program management, and evaluation).

5.2 Criterion‐referenced Measurement

5.2.1 Develop and apply criterion‐referenced measures in a variety of SMET contexts.

5.3 Formative and Summative Evaluation

5.3.1 Develop and apply formative and summative evaluation strategies in a variety of SMET contexts.

SMET = School Media & Educational Technologies

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