1. Design and Development of HED 302s (Driving Task Analysis) into a Distance Learning, Multimedia World Wide Web Course Given at 44 th Annual Conference of the American Driver and Traffic Safety Education Association Billings, Montana 30 July 2000 Dale O. Ritzel, Professor, Health Education Director, Center for Injury Control and Worksite Health Promotion Southern Illinois University dritzel@siu.edu

2. Background n Driver Education is undergoing a teacher certification and program credentialing process. n The Driver Education program at SIUC was one of early approved training sites around the USA offering certification courses. n HED 302s is one of the first course be offered as a Web based, distance learning course in the USA. n HED 302s was developed as Web based in Summer 1999 and tested in Fall 1999. n During Summer 2000, the course is being taught to students from Guam, California and northern Illinois.

3. Development Process n Developed during May-August 1999, spending 228 hours in initial development. –40% of time spent on paper –40% of time spent on computer –20% of time spent in reviewing and correcting links and material.

4. Development Process continued n During Fall Semester an additional 50 hours was spent enhancing the course. (Total of 278 hours in development) –most of the 50 hours related to making additional corrections. n Developed 13 different topics into an interactive format.

8. Into the Web n Many of the Topics areas were placed into a PowerPoint format, then htm format. n Other topics and information/fact sheets were placed into html via Microsoft FrontPage 2000 and Word 2000. n Authorware 4 Interactive Studio was used to create compelling interactive material. n Externally linked content was also added where appropriate.

9. Topics n Introduction n Purpose of Highway Transportation System n The Task of the Driver n Motor Vehicle Laws and Regulations n Personal Factors influencing Operator Performance. n Visual Perception n Managing Risks in the HTS

10. Topics continued n Improving Driver Performance n Motor Vehicle Systems, Maintenance, Safety Devices, and Performance Capabilities n Ethics and Use of the HTS n Trip Planning n Fuel Efficient Driving

11. Reading Assignments

12. Introduction

17. The Purpose of the Highway Transportation System

19. The Task of the Driver in the Highway Transportation System

22. Motor Vehicle Laws, Regulations, and their Application

26. Personal Factors Influencing Operator Performance

28. Sensory Perception and Performance of the Driving Task Sensory Perception and Performance of the Driving Task

30. Searching Techniques

31. Use of Web Articles- ADTSEA

32. SIPDE background information

33. The Smith System

34. Assignment

35. Managing Risk Within the Highway Transportation System

36. Improving Driver Performance

37. Test- Evaluation of Situations

38. Motor Vehicle Systems, Maintenance, Safety Devices, and Performance Capabilities

39. Ethics and Use of the Highway Transportation System

40. Trip Planning

41. Fuel-Efficient Driving

42. Fuel-Efficient Driving Test

43. Application Process Fall 1999- Non-Web Group n One group of 8 students was placed into a regular classroom based course. –Students completed course through normal process of classroom instruction, interaction, visual training, discussion, and group work. –Instructor spent 130 hours preparing, teaching, evaluating, and communicating with students.

44. Application Process Fall 1999 - Web Group n Another group of 8 students completed the course via Web format. –Each student would log into each session, browse through material, complete multimedia assignments, conduct simulations provided, and complete evaluations for each session. –Assignments, worksheets and test responses were emailed to instructor.

45. Web Group –All tests were completed by students via Web with feedback provided to student via Authorware Attain or instructor via email. –The instructor spend 211 hours dealing with communication, answering questions, sending messages, evaluating and grading papers, sending grade responses to students and sending grade updates.

46. Results n Overall the Web based students averaged 735.6 points out of a total of 850 points. n The non-Web based students averaged 672.8 points out of 850 points. n The Web based students, on average, scored 62.8 points better then the non-Web based students.

47. Subjective Impressions n Working with undergraduates in distance learning, Web based instruction is worthwhile, challenging, and frustrating. n Undergraduate students want structure and schedules in Web based courses, even though that tends to be contrary to the purpose of distance learning.

48. Subjective Impressions n We aware of hardware problems with student’s computers. RAM was the biggest problem with students with older computers. Once they got on newer computers with more RAM and speed, they were able to access all of the files. n After realizing the need to motivate themselves, the Web based students liked the visual approach to learning and being able to work on a course at any time.

49. Conclusion n It was possible to develop HED 302s as a Web based class and have the students be successful in completing such.

50. The Future n Starting Summer 2000, HED 302s is being taught as a total Web based course. n Other driver education courses (and related ones too) will be either totally developed into a Web based format or partial Web based format. n Offer the complete driver education program in a distance learning format.