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Recycling Instructional Plan

The Green Machine

Final Document

Yolanda CherestalKaryn DeFouw

Shaya HintzNakesha Jones

Cynthia Mortenson

The Green Machine 1


Table of Contents

Title Page

Evaluation Plan 3

Alignment of Unit Goals to the Evaluation Process 5

Analysis Document 6

Design Document 11

Development Guide 17

Implementation Plan 28

Facilitators Guide 32

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Evaluation Plan

Team Green Machine is committed to developing a quality and effective instructional module for our learners in efforts to maximize the learning opportunity. We will evaluate our instructional module to “determine to what extent the objectives of the instruction are being attained” (Morrison, Ross, Kalman, & Kemp, 2013, p. 258) by executing the following evaluation tasks:

• Develop and Conduct a Pre Test: A Pre Test will help determine the level of understanding, prior to the completion of the instructional module, of the intended content as stated by the learning objectives. The learner would take this online quiz prior to starting the instructional module, and content would consist of questions related to our identified learning objectives.

• Conduct continuous Formative Evaluation prior to the completion of instruction development. This will allow our team to make necessary revisions with the end goal of developing effective and objective-centered materials. Formative evaluation will end at the start of implementation.

Per Morrison et al. (2013, p. 255), the following questions can be used within the formative evaluation:

• Given the objectives for the unit or course, is the level of learning acceptable? What weaknesses are apparent?

• How much time did the instruction and learning require? Is this acceptable?

• Were the materials convenient and easy to locate, use and file?• Is the instructional context appropriate?

We can complete the formative evaluation using the Dick and Carey (1991) three-stage model (Morrison et al., 2013, p. 326), as listed below:

Stage Instruction Phase

Purpose Learners Main Measures

One-to-one trials

Development Try out impression Individuals Observation, attitude survey, interview

Small-group trials

Preliminary/draft version

Identify strengths/weaknesses

Small groups (8-20)

Observation, attitude survey, performance

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Field Trials

Completed Assess actual implementation

Regular classes

Performance, attitude survey

• Develop and Conduct Posttest/Final Evaluation: Using the results of the pre-test and post-test, we can determine the amount of learning regarding the intended content, as stated by the instructional module objectives. The content of the posttest should be a balance of all learning objectives, not only the easiest or most difficult (Morrison, Ross, Kalman, & Kemp, 2013).

The learner would take this online quiz immediately after completing the instructional module. The quiz should consist of questions related to our instructional objectives.

• Conduct a Summative Evaluation after the instruction has been fully developed and after implementation, yet prior to sustained implantation, in efforts to evaluate the effectiveness of the instruction by “measuring the degree to which the major outcomes are attained by the end of the course” (Morrison et al., 2013, p. 255) and obtain learner reactions to the course.

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Alignment of Unit Goals to the Evaluation Process

Pre assessment:

Prior to the beginning of the course, surveys were conducted to gauge the learner’s perceptions, attitudes, and expectations/experiences concerning curbside recycling. In addition to monitoring recycling activities and provide direct feedback to leaner on their recycling habits at the beginning of the course.

Formative Assessment:

During the course, the instructor will informally assess learners throughout the program with informal observations of the engagement of each student. The instructor can use this information to guide and adjust instruction to meet the needs of all learners.

Summative Assessment:

Finally, the pre assessment may be used at the end of the course to reassess the familiarity and comfort level of the learners with recycling and curbside pickup. This will provide vital information as to the growth and development of the learning goals and objectives.

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Analysis Document

Project Description:

With the continuous rise in production to supply and satisfy our always-on-the go, consumer-driven United States society, waste management is an important topic considering the waste must go somewhere. In efforts to reduce the environmental impact of manmade products and packaging, most of which is not biodegradable, recycling has been identified as a strategy to combat the threat of North America burying itself alive. According to 2011 recycling statistics, "Americans generated about 250 million tons of trash" (U.S. Environmental Protection Agency, 2011), and in 2008, paper and paperboard contributed to 31% and plastics contributed to 12% of municipal waste. Additionally, Americans throw away enough paper and plastic cups, forks, and spoons every year to circle the equator 300 times (Clean Air Council).

Figure 1 below shows the increased trend in municipal solid waste within the United States.

Source: U.S. Environmental Protection Agency, 2011

Waste is collected and dumped into landfills across the country, which vary in frequency throughout the country. In 2008, only 30% of people within the Southern

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region had curbside recycling collection. They also had 7 times more landfills compared to the Northeast region where 84% of people had access to curbside recycling collection (U.S. Environmental Protection Agency (2009). Fortunately, the disposal of waste to a landfill has decreased from 89% of the amount generated in 1980 to under 54% of MSW in 2011, and the number of recycling programs nationwide has increase from 8,875 in 2005 to over 9,800. (U.S. Environmental Protection Agency, 2011). Recycling aluminum creates 97% less water pollution than making new metal from ore (Can Manufactures Institute, 2006), and just recycling one aluminum can save enough energy to run your television for three hours (Keep America Beautiful). In addition, recycling helps reduce the impact of chemicals and gases that pass through landfill liners, soak into the earth soil and infiltrate surface water (Clean Air Council), all of which humans and animals interact with daily.

The waste statistics referenced above indicate a continued need to educate the United States population regarding the positive impact recycling has on the environment and human health. However, due to the variation within recycling programs nationwide, including which waste items are eligible for curbside pick-up, pick-up schedules and recycling requirements, it can be challenging for consumers and residents to keep the details straight. This module aims to increase the awareness of the positive impact of recycling and to encourage consumers and residents to consider becoming an active participant within his or her local recycling program.

Needs Analysis

The number of United States residents participating in recycling programs is not enough to sustain the amount of waste production within the United States. Landfills are filling up faster than necessary, and an increased participation in recycling could yield positive impact to the environment and human health.

While instruction alone will likely not solve the entire problem, considering additional factors affecting recycling programs, the instruction will assist in developing an increased awareness within and among the United States residents and consumers, as well as serve as a resource to access recycling-related information in his or her area.

The purpose of this instruction is to educate learners on the positive impact (benefits) of recycling programs, inform them as to how to access area-specific recycling program information, and how to prepare and dispose eligible recycling items for curbside pickup. After careful consideration, instructional intervention was identified as the best solution to address our initiative to encourage and increase the participation in recycling programs nationwide.

Learner Analysis

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The target audience will be those who currently recycle and those who express an interest in learning how the system works. Our target audience is adult learners ranging from college students to seasoned adults. Adult learners are highly motivated, goal-driven, self-directed, independent learners and involved in decision-making. Since there is no national law that mandates recycling, state and local governments often introduce recycling requirements. Although a number of U.S. states have passed laws that establish deposit or refund values on beverage containers, other jurisdictions rely on recycling goals or landfill bans of recyclable materials (United States Recycling Statistics, 2011).

The lesson will be designed to educate the learner on how to reduce the volume of waste dumped within their area and to conserve our natural resources. Recycling is one of the easiest ways that we can reduce the amount of waste sent to landfills. Additionally, recycling helps to stabilize our trash collection rates. One specific recycling company that comes to mind that will benefit learners in this course is Waste Management. Waste Management is one of "North America's largest residential recycler. They offer a variety of convenient solutions for recycling items that don't belong in the trash. These include curbside pickup, recycle by mail kits and more than 30 drop-off locations to make recycling easy for consumers (Waste Management)."

Performance Gap Analysis

Those starting this course will have zero to some knowledge and experience with recycling. By the end of the course, students will have the general understanding of how recycling works. The learners will be able to determine whether or not an item is eligible for recycling. In addition to knowing the benefits of recycling and how to make the most appealing ways of disposing waste. Recycling involves the processing of waste materials to make them reusable. This process helps in conserving energy and at the same time reducing the consumption of natural resources (How Recycling Works).

Recycling used materials is one way of saving the environment. It is very important to recycle to avoid harming the environment. Used glass and plastic bottles, newspapers and aluminum can be recycled effectively to turn them into something useful (U.S. Environmental Protection Agency (2012). Recycling is an effort to turn something you consider as waste into something more useful and helpful. Prior to beginning the course, we need to explore the needs of our audience. At this time we will determine if adjustments need to be made in the material to meet the needs of all the learners.

Contextual Analysis

In our contextual analysis, there are three variables that we need to consider:

• Learners Goals. We need to examine what the learners' goals would be

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for electing to take this course. In other words, "What’s in it for me (WIIFM)?" Our focus will be on emphasizing the positive impact recycling can have on the environment and human health.

• Learners' perceived utility of the instruction. Because the benefits of recycling touches everyone, once we have established the WIIFM, our next step will be to inform the learner of how they will benefit from the course content which will be achieved by including a "Course Summary" and further defined in the "Course Objectives."

• Learners' perceptions of accountability. Because the primary focus of this training content is to further awareness in an attempt to increase participation in recycling programs, it is beyond the scope of this project to observe the effectiveness of the training other than including exercises that would allow the practical application of the content presented with the exception of a knowledge check at the conclusion of the module and a survey whereby we will be obtain user feedback.

Instructional Context

The instructional context for our training material will be an eLearning module that will be accessed by clicking on a link to access the course content.

Transfer Content

As stated in #3 above, because it is not possible to measure the effectiveness of the training content upon our target audience, the learner can measure their understanding of the training content by engaging in interactive exercises embedded throughout the training (eLearning module.)

Unit Goals

As outlined above, the goals of our instructional module will be to:

• Educate learners on the positive impact (benefits) of recycling programs• Inform learners how to access area-specific recycling program information• Inform learners how to prepare and dispose eligible recycling items for curbside

pickupHow will Success be Measured?

Because the primary focus of this training module is to further awareness and increase participation in local recycling programs, and because it is beyond the scope of this project to observe the effectiveness of the training, we will include interactions/exercises (e.g., present the learners with a number of "objects" that they could drag into one of two bins, one labeled " recyclable" and the other "non-recyclable" whereby the learner has to apply the knowledge they have been presented with along with a knowledge check at the conclusion of the module.

Topic Analysis

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The following outline will help define cognitive knowledge:

• Importance of recycling programs. Educate learners on the positive impact (benefits) of recycling programs.

• Define Key terms, as defined by EPA• Introduce and familiarize learners with the 3 R's of Waste Management: Reduce,

Reuse, Recycle • Facts/statistics about current recycling programs Identify United States MSW and

recycling statistics. • Present the various types of recycling programs. The learner will be educated on

how to locate and access area-specific recycling programs• Overview of recycling flow (graphic)• Processes/procedures for recycling programs. The learner will learn how to

prepare and dispose of eligible recycling items for curbside pickup and will have the opportunity to demonstrate practical application of their new knowledge by identifying whether an item is recyclable or non-recyclable.

• Additional ResourcesProcedural Analysis

Students will be provided with a graphic organizer so that they can see, and identify what goes where for the flow of recycling. A graphic organizer like the one below will be used.

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Design Document

Sequencing Description

Our sequence strategy is based on each objective in an effort to produce the most effective instructional module for the learner. Objective 1 involves understanding the concept (concept expertise) of recycling, while objectives 2 and 3 are intended to teach the learner how to conduct procedural tasks (task expertise). The module is intended to take the learner between 30-45 minutes to complete.

i. Where our garbage goes: Below are samples of the graphics that will be used to demonstrate some of the topics outlined in our task analysis:

ii. MSW Recycling Rates, 1960-2011



iii. Municipal Solid Waste Rates (MSW), 1960 - 2011

Municipal Solid Waste (MSW) Rates, 1960 - 2011 (Source: EPA)



iv. Recycling has contributed to a decrease in the amount of MSW put into landfills. IN 1990, 145.3 million tons of MSW was dumped into landfills, compared to 134.2 million tons in 2011. (EPA).

a. List the benefits of recycling (EPA)

Reduces the amount of waste sent to landfills and incineratorsConserves natural resources such as timber, water, and mineralsPrevents pollution by reducing the need to collect new raw materialssaves energyReduces greenhouse gas emissions that contribute to global climate changeHelps sustain the environment for future generationsHelps create new well-paying jobs in the recycling and manufacturing

industries in the United Statesb. Identify the two main method of recycling: curbside pickup (which will be the focus of this instructional module) and compost (which will include minimal detail)

c. Identify an d explain the recycling symbol(s), including accompanying numeric number(s), generally found on plastic

d. Inform learners how to access area specific curbside recycling program information

Identify the area that you are interested in participating in a curbside recycling program

Identify who to contact, (e.g., town/city public works department)e. Inform how to prepare and dispose eligible recycling items for curbside pickup

f. Review the curbside recycling program details to familiarize yourself with the requirements, including the following:

• Types of materials that can be recycled in your area (such as plastic, aluminum cans, glass)

• Frequency of pickup/ calendar of pickup• Whether or not different materials need to be separated at the time of

curbside pickup• Desired location where your eligible recycling items should be placed on

the determined day for curbside pickup



Pre-Instructional Strategies



Strategies Table

Text Design

One of the strategies that will be used to signal the expectations or information that will be used will be a KWL chart, which will help activate the student’s background knowledge about recycling. (This would be in the form of a pre-test). The student would become aware of what they already know about recycling, what they don't know.

Multimedia Design

Some considerations for message design using PowerPoint are to use headings, italics and graphics. One idea is to use headings at the top of each slide to let the learner know what the topic of that particular section is about. We will also utilize key vocabulary as well as include pictures or graphics to provide visuals depicting statistics. We will also use signaling words, (e.g., first, next, etc.) to help signal important points for the leaner.

Embedded with the eLearning under the "Resources" section will be a short two minute video that explains why recycling is important. It also has a quick explanation about how to find out what materials are recyclable. It also links to other video related to recycling. http://www.youtube.com/watch?v=ojixdJxTA4w



Additionally, included in the "Resources" section will be a link to a short video from Keep America Beautiful that tells why recycling is important and shows what is recyclable and what is not. This will provide an audiovisual aspect of learning in our presentation enabling the leaner to connect the information with the material that has been covered in the eLearning module. https://www.facebook.com/recyclenow



Development Guide

Instructional materials

Following is an overview description of two instructional materials that you will be used in our eLearning module.

Sorting Reference Guide: The goal of this document will be to illustrate the two basic categories of Bottles & Cans and Paper & Cardboard, including common items that belong in each category. Content will be similar to page 2 of the St. Paul Sorting Instructions PDF (saved in File Exchange section of our Group Wiki). This type of document, comprised of various illustrations with integrated graphics and text will help reduce cognitive load to allow the learner to familiarize him or herself with common recyclable items, as well as learn how to procedurally identify and sort items for curbside pickup. This self-paced resource will be listed in the Resources section of the eLearning module and available for the learner to print out (PDF form).

Plastics 101: This document will provide a basic overview of plastics to help learners better understand the importance of following curbside recycling program guidelines. This document will differentiate between the numeric numbers listed on various plastic items. For example, see page 1 and 4 Plastics by Numbers PDF (saved as Plastics by Numbers File Exchange section of our Group Wiki). I particularly like the Definitions table, listed on page 4, that shows the recycling symbol and number(s), including a brief description that tells learners which numbers are associated with which items (i.e.: Number 1 is associated with polyethylene terephthalate (PET), commonly used for water and soft drink bottles). This self-paced resource will be listed in the Resources section of the eLearning module and available for the learner to print out (PDF form).

This document provides information to help the learner better understand the concept of recycling. In addition, the utilization of a table to display the different kinds of plastic will aid in the reduction of cognitive load experienced by the learner.

References (PDFs posted in File Exchange section)

Saint Paul 2013 Sorting Instructions. Retrieved 11/27/13 from http://www.eurekarecycling.org/pdfs/2013_saintpaulguide_web.pdf.

Plastics by Numbers. Retrieved 11/27/13 from http://recycle-bowl.org/wp-content/uploads/15-Plastics-by-the-Numbers-numberless-done.pdf.

There are several factors that are important to the development of sample



instructional materials. This includes the “organizing of learning tasks from simple to complex”, the appropriate “timing of distribution of materials” the use of “repeated tasks to automate the consistent aspects of a skill, including a “high variability of skills taught” and beginning with a large amount of “learner support” that is “gradually decreased” over time. (Morrison, Ross, Kalman, Kemp, 2013). Creating instructional materials is time consuming and, likely, costly. It's much more effective to find existing materials that may be able to be adopted or amended to meet your needs., however if creating new materials is deemed necessary, a variety of tools can be used to help plan and carry out the development process.

Material 1: Prezi Presentation

The first instructional material we are offering our students is a Prezi Presentation with detail instructions and other factors of Recycling. Prezi is a web-based presentation tool using a map layout and zooming to show contextual relationships. It is used for presentations, much like PowerPoint. However, it is a lot more dynamic. The students will be able to properly dispose eligible recycling items for curbside pickup in his or her local area. The Prezi presentation would be recorded and saved as a Flash file and would be embedded in the eLearning as a video. Sample Draft of Material: Prezi (Recycling & Saving the Environment)

http://prezi.com/vkd6yjwjbhsi/?utm_campaign=share&utm_medium=copy&rc=ex0share

Retrieved from: http://prezi.com/vkd6yjwjbhsi/recycling-saving-the-environment/#

Created by: Kaitlin Lugo

References:

Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2013). Designing effective instruction (7th ed.). Hoboken, NJ: John Wiley & Sons, Inc.

In the Contextual Analysis of our Analysis Document, we indicated that the instructional context for our project would be an eLearning module. The following screenshots depict a (DRAFT) form of instructional materials contained within the eLearning. As stated in our Design Document, one of our objectives was to educate learners on the positive impact (benefits) of recycling programs by educating learners on the following:



• Key Terms• 3 R's of Waste Management and• Identify United States MSW and recycling statisticsThis interaction contains the instructional material addressing bullet No. 3 above. The images used in the following interactions were obtained from the following website: http://www.freedigitalphotos.net/images/Recycling and the graphs were obtained from http://www.epa.gov/osw/nonhaz/municipal/msw99.htm



Example #2: Drag and Drop - Recycling Sorting Activity

In this exercise, learners will be able to apply information previously presented to them and identify items that are eligible for recycling and those that are not. If the user tries to place an item into the bin that is not eligible for recycling they would receive automatic feedback whereby if they try to drag the item to the wrong bin, the image will automatically snap back to it's original place on the screen.



Delivery methodology

The delivery method that will be used is the distance education/virtual education setting method and the delivery mode will be an eLearning. In the distance education method, the instructor is able to teach and students are able to learn without having to be on campus. According to the Morrison, Ross, Kalman, and Kemp one of the benefits is “unlike with conventional video presentations, students can experience instruction as it happens, thus permitting updates, announcements, and the spontaneity of live events.” This will be most appropriate for our project since we have become accustomed to this method while going through schooling for degrees o0n the master’s level. Another reason why we have chosen to use this method to present our project is because students can do all of their work wherever they have computer access. Students will not be scheduled to be at a location at a certain time to do required work, but they will be given the flexibility to complete work “anytime, anywhere.” Many students will benefit from this method of delivery when information is presented to them because they will be able to interact with instructors and peers to continue conversations that could lead to clarity on unclear information.

The things that make this delivery method weak are things like dropout rate,



hardware requirements, and two-way communication. Instructors will need to provide immediate feedback in order to clear any misunderstanding on material. This will encourage students continue to participate in group discussions since information is being cleared up as the students go along. As students go farther into a course the amount of feedback from the instructors has to prevent students from feeling overwhelmed, which in return causes students to drop out. The availability of resources needed to complete courses successfully is a weakness that many students encounter. Due to the lack of money to purchase better or newer hardware for courses students begin to find them discouraged or frustrated when being taught through distance education. An event like this causes students to become less productive, or seem to not be participating in discussions, or turning in assignments late. Lastly, communication is a downfall to this method. Instructors may create discussions that seem to be very engaging, but in reality the students are not engaged in the material. The instructor must continue to create conversations that will force students to learn the information in a way that does not bore them and cause them to feel as if the material is not interesting.

Instructional Plan Table

Learning Objective

• Learner will appreciate the positive impact of recycling programs. (Affective)• Learner will name area-specific recycling programs. (Cognitive)• Learner will demonstrate how to prepare and dispose of eligible recycling items

for curbside pick-up. (Psychomotor)

Content Presentation

Content:

The learner will be educated on the positive impacts of recycling. The learner will be able to identify a recyclable object from a non-recyclable object.

Demonstration:

• The learner will be given information about the statistics of recycling to see the positive effects that recycling has on the environment and health.

• The learner will be given a basic understanding of key vocabulary specific to recycling.

• The learner will be given a demonstration on the flow of recycling. (a graphic organizer will be used from the design document)

• The learner will be given an organizer to help identify whether a material is



recyclable or non-recyclable• The learner will be given a demonstration on how to locate and access area-specific

recycling programs and how to prepare and dispose of eligible recycling items for curbside pickup.

Materials and Media Selection:

Computer, printer, paper, pencil, household items for eligible recycling

Student Participation

Student Grouping:

The learner will work independently through an eLearning presentation.

Practice Items and Activities:

• The learner will work independently to complete a KWL chart to help with their new knowledge on recycling) The learner will find a household item and locate the recycling symbol, numeric number or by referencing local recycling program guidelines and will determine if the item is recyclable or non-recyclable.

• If the item is recyclable the learner will place the item in a proper container for curbside recycling.

Feedback

Included in the eLearning will be interactive exercises (e.g., drag and drop exercise, match the term with the definition) where the learner would receive immediate feedback for an incorrect answer. There would also be Knowledge Checks (e.g., multiple choice questions, true/false, multiple answer, etc) following each section to reinforce the learning and would again receive immediate feedback if their answer is incorrect.



Implementation Plan

Background

With the continuous rise in production to supply and satisfy our always-on-the go, consumer-driven United States society, waste management is an important topic considering the waste must go somewhere. In efforts to reduce the environmental impact of manmade products and packaging, most of which is not biodegradable, recycling has been identified as a strategy to combat the threat of North America burying itself alive. According to 2011 recycling statistics, “Americans generated about 250 million tons of trash" (U.S. Environmental Protection Agency, 2011), and in 2008, paper and paperboard contributed to 31% and plastics contributed to 12% of municipal waste. Additionally, Americans throw away enough paper and plastic cups, forks, and spoons every year to circle the equator 300 times (Clean Air Council).

Intended Learner Audience

Individuals living within the United States, primarily those living within urban areas, ages 18 and older.

A LMS will be utilized to develop and execute the instructional module. Therefore, the students should have basic computer experience and comfortable using a keyboard and mouse, as well as be familiar with how to download a PDF. The student will need access to a computer and internet connection to access and complete the instructional module. Anticipated time need to complete the course is 60-90 minutes.

Goal of this Instructional Module

To provide a distance learning opportunity for students to increase their understanding of recycling efforts within the United States and promote increased participation.

Introduction to the Unit

Every day, millions of Americans toss used or unwanted items into nearby garbage cans, whether you’re in your home, running errands, or perhaps dining out. And if you’re like most people, once you toss out your garbage, it becomes out out-of-sight out-of-mind. However, waste statistics indicate Americans tossed out 250 million



tons of trash in 2011 (U.S. Environmental Protection Agency, 2011), and all that trash has to go somewhere. Recycling is one strategy that can assist in the reducing the amount of trash that is dumped into landfills across the nation and reduce the environmental impact of manmade, non-biodegradable products. This module will provide you information about the recycling within the United States in hopes that you will become an active participant in recycling efforts, both locally and nationally. Together we can make a big difference and contribute to a environmentally cleaner future.

Learning Objectives:

• Educate learners on the positive impact (benefits) recycling programs,• Inform learners how to access area-specific recycling program information• Inform how to prepare and dispose eligible recycling items for curbside pickup

Section II: Pre-workshop Planning

Preparation is the most important factor to the success of a workshop or training program implementation plan. Therefore, it is important for the facilitator to evaluate many factors before and during the actual training.

Preparing participants

Learner will be familiar with the basics of recycling materials (such as plastic, aluminum cans, glass). Learner will be educated on the positive impact (benefits) recycling programs.

Student Groupings

The facilitator will group the learners who have similar needs or interests. Then will identify a learner who has a higher level of experience with environmentally friendly packaging and biodegradable items. This type of grouping is called Performance-based groups. Performance-based groups are most effective when formed on the basis of a particular need rather than in response to predetermined performance levels. Performance-based groups provide a means for increasing learners' access to a particular concept or skill.

Giving participants advance information

Learners will be given the recycling programs knowledge to help improve water and



air quality for sustainable growing communities. In addition to comprehending how recycling can impact his or her community with tangible improvements to the quality of life.

Section III: Instructional environment, equipment, and materials

Because this is an eLearning module, the presentation will be accessed via the web and users will be able to access it via PCs and iPads. As part of the implementation process and before going live, we will perform beta testing with a sampling of learners to ensure the course is accessible and performing as it should be. Given the nature of the instructional environment, which could be virtually anywhere one can access the internet, we have no control over the equipment the user will use to access the training.

The course is designed to ensure consistency throughout the module (e.g., navigation buttons are in the same place, outline is visible in the left-hand margin of the module, etc.) in an effort to avoid the learner experiencing extraneous cognitive load. The interface will be designed so that it is intuitive for the learners as well as allow them to take control of the instruction. For example, learners will be able to move forward or backward within the module or to replay an interaction if so desired. Additionally, the learner will be presented with an outline that will be visible throughout the module allowing them to access specific topics (sections) at any point in the module. This is particularly important for learners who are already familiar with the topic and would like to focus their instruction on a specific section. Also included within the module will be a "Resources" tab that will contain valuable reference material outlined in the Development Section of our Instructional Plan which include the following:

• Sorting Reference Guide• Plastics 101 (PDF)

Section VI: Instructional delivery and sequencing

OVERVIEW OF LESSON

The facilitator has researched and put together an eLearning module to educate adults on the importance of recycling. With the help of research, the module will



show the learner why recycling can help the environment and personal health. The module will also teach the learner how to identify a material that is available for recycling. As the student is working through the lesson, there will be assessment activities for them to gain immediate feedback.

SEQUENCE OF ACTIVITIES

Pre-assessment

• Information on recycling statistics• Drag-and-drop activity (recycling sorting)• Information related to finding local recycling• Information on flow of recycling• Demonstration on how to tell if a material is recyclable on non-recyclable• Knowledge check

STEP-BY-STEP PROCESS

• Pre-assessment• Recycling statistics• Knowledge check• Drag-and-drop recycling sorter• Area-specific recycling resources• Recyclable vs. non-recyclable• Knowledge check• Demonstration on how to tell if a material is recyclable• Information regarding how to dispose of recycling• Knowledge check



Facilitator’s Guide

• Formative assessment strategies (during learning) Students will complete a say, mean, matter chart to assess what they have learned so far on the topic. An article will be picked out that talks about the processes of recycling and where items should be sorted out to. Students will have to complete the chart to help instructor make any necessary changes to reteach information that was not obtained the first time.

Summative assessment strategies (after learning) Students can create a flowchart or graphic organizer of their own to show what the effects of not recycling does to the environment versus how recycling helps our environment.


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