EIDT 6100
Instructional Design
Development Guide
Team Member A
Instructional materials
Team Member A
Instructional materials
Prezi: Disaster Preparedness: Are You Ready?
Description: Prezi is presentation software. This will be used to generate the overlying
structure for this learning module. Through this venue a variety of other instructional
material regarding disaster preparedness will be embedded into the learning module. This
includes: slides, videos, documents, internet links, voice recordings, etc. “Unlike static
slides, Prezi combines motion, zoom, and spatial relationships to engage your audience
and help them remember your message (Prezi Inc., 2015).” This presentation allows
students to first proceed through the module sequentially, then intermittently by selecting
given icons.
Justification: The structured, yet animated transitions and layout of this venue promotes
student engagement, thus encouraging learners to proceed through the self-paced module.
This venue supports self-paced learning by allowing students to move through the
module sequentially, then intermittently to review instructional material. Students will
not proceed unless they press an icon. According to Morrison, Ross, Kalman, and Kemp
(2013) effective self-paced instruction allows learners to “proceed at their own pace to
one that gives individuals virtually complete freedom and responsibility for choosing
their own activities and material according to their own learning styles or preferences.”
The Prezi will be the overlying structure that will address all learning Goals: 1-5.
Instructional video: How to Build an Emergency Kit.
Description: This instructional video will be part of the group presentation. The student must
click the play button to begin the video and can stop and go back as needed for
information transfer. The video’s primary purpose is to educate the student on what to
include in an emergency (disaster preparedness) kit. It offers explanations on why to
include some distinct, but common items. The video also includes a reference to acquire
more information, at the end.
Justification: This video was selected as an accompaniment to an emergency kit checklist. It
is intended to be viewed before the checklist in order to give students clear, concrete, and
engaging directions as to how to create a home emergency kit. Morrison, Ross, Kalman,
and Kemp (2013) suggest including concrete examples in their guidelines for self-paced
learning. The instructional video addresses learning Goal 1.
Checklist document: How to Build an Emergency Kit
Description: This instructional checklist document will be accessed through the group
presentation, but is meant for students to carry out independently. It is an accompanying
document to the instructional video: How to Build an Emergency Kit. It is intended to be
viewed after the video. The checklist document includes the items mentioned in the video
that help students create their own emergency kit. This is a printable document.
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Justification: This checklist document will serve as a review and organizational resource for
students should they take the initiative to create their personal emergency kits. Morrison,
Ross, Kalman, and Kemp (2013) suggest including “subject content with a repetition of
explanations in different context.” The instructional checklist addresses learning Goal 1.
Family Contact Cards
Description: Family contact cards are printable, organizational documents. These cards offer
a template for learners to fill in with necessary contact and meeting information should
disaster strike. The cards also include tips to stay in touch during a disaster.
Justification: This cards give learners an idea of what information will be relevant should
disaster strike. They serve as an informational and organizational resource for students
should they take the initiative to create their family communication plan. The family
contact cards addresses learning Goal 2.
Map: Natural Disaster Risk Map
Description: This instructional map is a graphic representation of common disaster risk
areas in the United States. It is meant to instantly inform students as to which natural
disasters are a risk in their individual regions and what the level of risk is. The map offers
links to informative videos which give specific information about each disaster type.
Justification: This instructional map will instantly give students vital and specific
information that is meaningful to them. Through this map students will be able to
independently pinpoint what disaster they are at risk of experiencing and make a personal
connection with the material presented in the module. Through the map links, learners are
able to select learning experiences and resources, as is suggested for self-paced learning
by Morrison, Ross, Kalman, and Kemp (2013). The instructional map addresses learning
Goal 3.
REFERENCES:
Prezi Inc. (2015). Presentation Software: Online Presentation Tools. Retrieved from
http://prezi.com/. 015 https://prezi.com/Prezi Inc.2015 Prezi Inc.
Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2013). Designing Effective
Instruction (7th Edition ed.). Hoboken, NJ: John Wiley & Sons.
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Instructional Design
Describe in 250-500 words an overview description of at least two instructional materials that
you are going to create or use. Include in the description a justification of why the instructional
resource was chosen and if it will be used as part of a group presentation or be self-paced.
Team Members D1 & D2 (Team Member D2: Project Leader)
D1 Member
The Adventures of the Disaster Dudes Activity
Instruction to Students: Now I‘m going to show you a video called ―The Adventures of the
Disaster Dudes‖ starring three children who are about your age. We will watch part of the DVD
then stop to discuss in more detail.
PLAY PART I OF THE VIDEO. PAUSE/STOP VIDEO WHEN PROMPTED.
STOP #1: Ask the following questions.
1. What is a real disaster?
a. Blizzard, flood, fire, ice storm, hurricane, tornado
2. What is an emergency?
a. Power going out, car breaking down, small ice storm
3. What is the difference between an emergency and a disaster?
a. Disasters are large scale and affect a lot of people across a large area. Emergencies are
any event that affects your family. The video uses the word disaster‘ a lot, but when we talk
about disasters and emergencies, we will usually use the word ‗emergency‘ to cover everyevent
where we want to be prepared.
That is why this program is called ―Student Tools for Emergency Planning‖
4. What are some of the ways disasters or emergencies affected the lives of the children in the
video?
a. Girl‘s home burned while she was at a gymnastics meet; A boy‘s apartment was
destroyed and laundry was found on the roof; half a house was blown away
5. What are other ways a disaster could affect someone?
6. Has anyone in the class experienced a disaster or emergency? What was it like? Were you
prepared for it?
7. What kinds of disasters are possible in our state?
a. Snowstorms, ice storms, fires, flooding, hurricanes, rainstorms, tornadoes
8. In the story I read before the video, Tilly Smith saved people’s lives when she told others
about something she learned in school. Is it possible for someone in this room to be a hero?
What could you do that would help your family or friends in a time of trouble?
a. Call 9-1-1 if you see a serious accident; tell someone if you see something dangerous
such as fire, downed wire, broken glass, suspicious activity, lightening, etc; provide
information that could help your family prepare.
9. The video says “Grownups and kids have to take action quickly.” Why is it important to
prepare for emergencies?
a. There may not be time to think about it when things happen suddenly; planning ahead
makes people feel more confident that they can handle a difficult situation; we all have to be
responsible for ourselves and the safety of our own families.
Let‘s go back to the video now….
RESUME VIDEO. PAUSE/STOP VIDEO WHEN PROMPTED.
STOP #2:
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1. The quiz show talks about what you need if there is no electricity or if you had to evacuate
your home. If the power went out in your home or if you had to leave suddenly, would there
be time to gather everything you needed?
a. Probably not; it can be hard to think clearly in an emergency
2. Of the disasters we talked about, which are the most likely to happen here?
a. Floods, blizzards, ice storms, maybe hurricanes, fires or overturned freight cars, heavy
snow on roofs that may lead to the roof collapsing. Please access the STEP website at
www.fema.gov/about/regions/regionii/natl_prep_step.shtm for more information specific to your
area.
3. You don’t want to be running around your house looking for things at the last minute. How
could you and your family be prepared in advance?
a. Prepare an emergency kit and keep it handy.
4. There are a lot of ways you can find information about family emergency kits. What do you
think should go into an emergency kit? Here is a family supply list with some suggestions.
a. Distribute handout. HANDOUT: WHAT GOES IN AN EMERGENCY KIT
5. Take a quick look at this sheet. Do you have to go out and buy a lot of new things for your
emergency kit?
a. No, many of these items are already in your house.
6. It is important to know that every family is different and therefore every family emergency kit
should be different as well. Will every family need everything on this list?
a. Some families with babies will need diapers, but most families will not need to put
diapers in their kits.
7. Most families will not put everything on this list in their emergency kit. The important thing is
to pick the most important items and fill your emergency kit with what you can. What are some
of the most important things for you?
a. Whatever you put in your kit may be your only resource if you have to leave your home
suddenly. Let‘s go back to the video and then you will have a chance to start planning
what is important for your family‘s emergency kit.
RESUME VIDEO UNTIL THE END.
CONCLUSION:
1. The video talks about an emergency supply kit. What were some of the items that Chris put
into his duffle bag emergency kit?
a. Flashlight, extra batteries, radio, canned food, water
2. Do you ever need to change the items in your emergency kit?
a. Yes, flashlights may need new batteries, food and water may expire, children may out
grow their spare clothes.
3. The video talked about having a family meeting place near your house and another
placeoutside of your neighborhood. Where would be a good place to meet for your out-of
neighborhood meeting place and why?
a. Library, community center, church, favorite store; because it is important to find a
familiar place that is safe and has people around that you trust who can help you if you need
them to.
4. Remember that it is important for everyone in the family to know where the meeting places
are. What do you think some good meeting places are?
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a. Answers will vary, but some good examples are someplace close to home such as a
mailbox or a neighbor‘s house and someplace outside the neighborhood in case it is flooded or
inaccessible, like a library or grandmother‘s house.
5. For homework, you will work with your family to create a family communications plan that
will include designating these meeting places.
6. Why do you think the end of the video says “Kids, take charge!”
a. Grownups may not have time to think about these things; they may be busy with
working, cooking meals, etc
7. If you bring home information and talk about the importance of having an emergency kit and a
communications plan, your parents will listen. Tilly Smith’s parents listened when she told them
the ocean looked like a Tsunami was coming. The whole family needs to be involved in
preparing for emergencies. What will you say to your family members tonight to explain why
preparing is important?
a. Answers will vary
Reference:
Retrieved from http://www.fema.gov/pdf/about/regions/regionii/step_guide.pdf on October 2,
2015.
My views of the instructional material would include:
Prezi - for self-paced online instruction
Emergency Kit Checklist - so learn can have a list to shop from when actually building their
personal kit as modeled in the youtube video
Family Contact Cards - one of the learner goals/objectives is to be able to create contact cards for
each family member
Lesson Evaluation - Someone mentioned doing this via Survey Monkey - I this that would be a
great way to poll the participants on the effectiveness of our lesson. I believe that information
would be more valuable than a content-based post-test.
I am in the process of completing my portion of this week's development document. I will have it
posted shortly.
D2 Member
Learning Objective: How to prepare an Emergency plan and Emergency Kit.
Content Presentation: Visual aids
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Content: Build a kit items list, items, and sample of a plan to follow.
Demonstration: Step by step instruction on how to create and escape plan and build a kit using
video below.
Materials and Media Selection: Kit items, sample kit, and sample escape plan to follow.
www.survivalkitstore.net/store/disaster-survival-kit/4-person...
www.redcross.org/prepare/location/home-family/get-kit
http://www.bing.com/videos/search?q=how+to+prepare+a+home+kit+for+natural+disaster&qpv
t=how+to+prepare+a+home+kit+for+natural+disaster&FORM=VDRE
Student Participation: Workshop Presentation
Student Grouping: Five to ten participates in small group setting.
Practice Items and Activities: Kit Preparation Guideline, and samples of how to plan escape.
Feedback: Short survey for participate to see if information was valuable to them.
References:
http://2161779.r.msn.com/? Natural Disasters
http://2161779.r.msn.com/disasterbpreparednesschecklist
www.redcross.org/prepare/location/home-family/get-kit
Different types of natural disasters
http://www.bing.com/videos/search?q=how+to+prepare+a+home+kit+for+natural+disaster&qpv
t=how+to+prepare+a+home+kit+for+natural+disaster&FORM=VDRE
www.survivalkitstore.net/store/disaster-survival-kit/4-person...
Learning Objective : Different types of Disaster.
Content Presentation : Video from (www.topemergencypreparedness.com/types-ofdisasters/index.php)
ContentTypes of Disaster
Earthquake
Earthquake is an unexpected and rapid shaking of earth due to the breakage and shifting of
underneath layers of Earth. Tornado
Tornado is one of the most violent storms on earth. It seems like a rotating and funnel shape
cloud. It expands from the thunderstorm to the ground in the form of whirl winds reaching
around 300 miles per hour. The damage path could move on to one mile wide and around 50
miles long. These storms can strike quickly without any warning.
Flood
Flood is also one of the most common hazards in the United States and other parts of the world.
The effects of a flood can be local to a neighborhood or community. It can cast a larger impact,
the whole river basin and multiple states could get affected. Every state is at its risk due to this
hazard.
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Water Damage
Water damage has a huge effect on your home, its neighborhood and your city. It is very much
necessary that you should prepare for water damage. You must know what should be done
during and after water damage.
Hail
Hail comes into existence when updrafts in the thunder clouds take the raindrops up towards the
extremely cold regions in the atmosphere. They freeze and combine forming lumps of ice. As
these lumps can be very heavy and are not supported by the updraft, they fall off with the speeds
of about 100 km per hour or more. A Hail is created in the form of an enormous cloud,
commonly known as thunderheads.
Wildfire
Wild forest areas catching fire is a very big problem for the people who live around these areas.
The dry conditions caused several times in the year in different parts of United States can
increase the possibility for wildfires. If you are well prepared in advance and know how to
protect the buildings in your area, you can reduce much of the damage caused by wildfire. It is
everyone’s duty to protect their home and neighborhood from wildfire.
Hurricane
Hurricane also like the tornado is a wind storm, but it is a tropical cyclone. This is caused by a
low pressure system that usually builds in the tropical. Huricanes comes with thunderstorms and
a counterclockwise spread of winds near the surface of the earth.
Winter Freeze
Winter freeze storms are serious threats for people and their property. They include, snow,
frozen rain, strong winds and extreme cold. Many precautions have to be taken in order to
protect yourself, your family, home or property.
Lightning
Lightning is a much underestimated killer. Lightning is an abrupt electric expulsion which comes
from cloud to cloud or from cloud to earth followed by an emission of light. Lightning is a
common phenomenon after heavy rain and can also occur around 10 miles off from rainfall.
Most lightning victims are people who are captivated outdoors in summer during the afternoon
and evening.
The natural disaster guides come with all the relevant action and awareness messages that are
made specifically to help the people. Using this guide, people can reduce their chances of injury
or loss in the course of the natural and man made disasters.
Preparedness Guides
The preparedness guides work towards direct spread of information to the general public. These
preparedness guides are created specially to make the citizens aware that people can protect
themselves and their families against natural or man made hazards. These guides ask you
questions like "Are you prepared?" And, if you are not it tells you how you can be well prepared.
It is said to take the place of a reference source. It can be seen as a step-by-step manual to
prepare to counter emergency.
The focus of the information mentioned here is to tell people how they can develop a good
emergency plan of action, practice it and maintain it. The plans should be prepared beforehand.
They must know what they can do before hand or during and even after the disaster to protect
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themselves, people around them and their property. Read on to know more on emergency
preparedness.
Copyright, 2006 topemergencypreparedness.com
Human Action Guides
The human action guides facilitate the means to have a safe, fast and efficient response for an
actual emergency. Participation and Action of Human Force
The impacts and losses caused by the disasters are grave. It brings financial losses as well as the
emotional and physical losses. The emotional and physical loss brought by the disaster is at times
even more destructive than the financial stress of damage of home, office, business or property.
Emergency incidents are sorted out as per their severeness and possible impact. The emergency
event is often classified as the Level 1, Level 2 and Level 3 situations.
• The Level 1 Emergency is a minor incident, which is resolved fast with interior possessions and
partial help. In this situation, the emergency plan is not followed as there is little or no impact on
the human actions.
• The Level 2 Emergency is a major emergency that disturbs the ample parts of the community.
This emergency may influence the mission critical functions and thus require human action
assistance from the other organizations.
• The Level 3 Emergency is a big disaster that includes the whole campus and nearby
community. The normal operations of the area are suspended and all the organizations are
engaged in emergency response.
Demonstration:
http://www.bing.com/images/search?q=different+types+of+natural+disasters&qpvt=different+ty
pes+of+natural+disasters&qpvt=different+types+of+natural+disasters&FORM=IGRE
Materials and Media Selection: Use of computer and smartboard to share video viewing and
above handout to follow..
Student Participation
Student Grouping: Five (5) to Ten (10) participates.
Practice Items and Activities: Post Assessment on different type of disasters and location that
they occur.
1. Name different types of disasters?
2. When do they typically occur?
3. What types of disasters occur in your area?
4. What are the signal that your local government have in place to alert the community?
5. What is meant by human action guide or plan?
Reference:
http://www.topemergencypreparedness.com/emergency-preparing/index.php
http://www.bing.com/images/search?q=different+types+of+natural+disasters&qpvt=different+ty
pes+of+natural+disasters&qpvt=different+types+of+natural+disasters&FORM=IGRE
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http://essay911.org/search/different_types_of_natural_disasters.html
Team Member I
Delivery methodology
We will be designing a self-paced lesson to meet the learning objectives of our lesson. Our lesson on
Disaster Preparedness is intended to reach the general public at their convenience. Using an internet
based lessons platform will allow participants to access this instruction twenty-four hours a day / seven
days a week from any device that has web access.
By using Pezi as our platform, we can reach learners wherever they are and they will have unlimited
access to the instruction. This online plat-form will allow learners to move through the instruction at a
pace that is comfortable for them. They will be able to watch embedded videos multiple times if needed
and pause to take any notes they feel would enhance their learning of the material. One of our
objectives is that the learner will be able to build and maintain an emergency kit of their own. Using
Prezi allows us to show the learner a video of how to build a kit as well as provide a full checklist of
items needed. We are also able to allow the learner to focus on disaster preparations specific to their
geographical locations. While our instruction has information for all types of natural disasters, they
learner has the option to only view what they feel is important for them. This allows some degree of
personalization of the lesson.
As a result of the lesson being self-paced, we hope that the learners retain more of what is learned.
Some other advantages of designing a self-paced lesson are:
 Consistency of instruction – each participant will receive the same basic information
that is not filtered through the views of a presenter.
 There are minimal cost, if any associated with using Prezi as our platform for delivery.
 It increases self-reliance and personal responsibility of each learner.
We also recognize that using self-paced instruction will have its limitations as well. These limitations
include:
 There will be no instructor interactions with the learner and therefore no way to
respond to learner questions – this will need to be considered in the design process,
taking care that all instruction is very clear and concise.
 Lack of self-discipline can result in incompletion of the learning tasks. Specific to our
lesson there will be no accountability for actually building an emergency kit, creating the
contact cards, and making a family emergency plan. This will be the sole responsibility of
the learner.
References:
Kalman, H.K., Kemp, J.E., Morrison, G.R., & Ross, S.M. (2013) Designing effective instruction (7th ed.).
Hoboken, NJ: John Wiley & Sons, Inc.
Instructional Plan Table/Member E
Learning Objective
1.3: Inform students the importance of preparing for and surviving disasters.
Content Presentation
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Content:
The students will learn how to build an Emergency Kit, will receive a checklist containing
recommended emergency kit supplies, a Natural Disaster Risk Map, and how to create an
Emergency Escape Plan.
Demonstration:
1. Students will watch an instructional video that details the importance of building an
emergency kit.
2. Students will be shown which items and supplies are recommended to fill an emergency
kit and the importance of each item (depending on the type of diaster).
3. Students will be given a printed checklist containing the supply items mentioned in the
video.
4. Students will be given a Natural Disaster Risk Map and instructed on to read it and apply
it to the individual student's geographic area.
5. Students will be instructed on the importance of as well as how to create an escape plan.
Materials and Media Selection:
An instructional emergency kit and escape plan video, a checklist handout with emergency kit
recommended supplies, and a Natural Disaster Risk Map.
Student Participation
Student Grouping:
Students will work in a small group of five to ten people; they will work individually when
necessary.
Practice Items and Activities:
1. After watching instructional videos, students will watch a detailed demonstration on how
to build an emergency kit.
2. Students will watch a detailed demonstration on how to create an emergency escape plan.
3. Students will be instructed on how to read a Natural Disaster Risk Map along with
learning which types of disasters occur in the United States and its territories.
4. Students will participate in question and answer sessions during pauses in the
instructional materials and demonstrations.
5. Students will complete a pre-test prior to instructional video (to gauge students' general
knowledge of disaster-preparedness.
6. Students will complete a post-test after at the end of instruction and demonstrations have
concluded to guage how well the information translated to them.
Feedback
Each student will be asked to participate in anonymous short survey to give feedback on whether
the instruction and information were valuable to them.
Instructional Plan
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You will put together the elements of the first three stages (ADD) by actually writing your
instructional plan using the Instructional Plan Table. There is an example provided to guide your
task. The table views the instruction from the perspective of the instructor's content presentation
and the student's participation. You will need to work closely with the other members of your
team to complete this task.
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