ADDIEGroupAssignment

Running Head: INSTRUCTIONAL PLAN
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Instructional Plan:
Operating and Maintaining a WikiSpace for use as a
Staff Orientation, Training & Resource Manual
At a Traditional Summer Camp
Based on the ADDIE Instructional Design Model
Prepared by the Team 3 Members: Seeds 2 Success Consultants
Eileen Callejas, Janice Horoschak, Isaac Olvera & Anita Poellnitz
EIDT 6100-4: Instructional Design Part 1
Walden University
August 10, 2012

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Instructional Plan Cover Page 1
Table of Contents 2
Abstract 6
Analysis Documents 7
Product Description 7
Needs Analysis 8
Learner Characteristics of Initial Instructional Module Target Audience 9
Summer Staff Trainees 9
Learner Characteristics of Volunteers / Trainers / Maintainers of WikiManual
Product Camp Management / Subject Material Experts / Elder Volunteers / Board
Members 9
Specific Entry for Trainees into the Learning Module (Interview Process / prerequisites)
10
Learning Styles of Staff Trainees 10
Performance Gap Analysis 11
Contextual Analysis 11
Orienting, Instructional, and Transfer Context Analysis 12
Unit Goals 14
Task Analysis 15
Topic Analysis for the Initial Training Module Instructional Session 15
How to use WikiSpace as a training hub “Staff WikiManual” 15
Elaboration Exercises for a WikiSpace Training Hub “WikiManual” 16
for a Camp
Procedural Analysis Tables 17

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WikiManual Introduction 17
Communication 17
Safety Procedures 17
Camp Recreational Activites 18
Instructional Objectives Table 18
WikiManual 18
Communication 18
Safety 18
Design Documents 19
Instruction Sequencing 19
WikiManual 19
Communication 20
Safety 20
Pre-Instructional Strategy 21
Objectives Strategy Tables 21
Procedure Strategies For Wiki Tools Tutorials 22
Procedure Strategies For Communication 23
Procedure Strategies For Safety 24
Instructional Message 24
Materials 24

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Font and Color Scheme 25
Formatting 26
Multimedia Design 26
Development Guide Documents 28
Instructional Materials for the Initial WikiManual Introduction & Exercises 28
Developing Sample Instructional Materials 29
WikiManual Screenshots 29
Sample Video Tutorial 30
Additional Resources 30
Delivery Methodology 32
Instructional Plan Table for the Staff Trainee Introductory Lesson 34
"The Camp WhatzaWiki Challenge" 34
Learning Objectives 34
Content Presentation 34
Demonstration 34
Materials and Media Selection 35
Student Participation 35
Practice Items and Activities 35
Feedback 36
Implementation Plan and Facilitator Guide Documents 37
Unit Overview 37
Background and goals of instructional module 38
Pre-Workshop Planning 38
Instructional environment, equipment, and materials 39
Delivery Environment 39

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Equipment and Materials 39
Handouts 40
Lesson Sequencing: The Camp WhatzaWiki Challenge 40
Overview of Lesson 41
Sequence of Activities that Staff Trainees will Complete 41
Step by Step Instructor’s Demonstration on the Camp’s WikiManual 41
Step by Step Exercises for Staff Trainees to Elaborate on the Camp’s WikiManual
42
Follow-up Evaluation: Instructor & Trainee Feedback Discussion 43
Assessment of Learning

44
Pre-Assessment Strategy 45
Formative Assessment Strategy 45
Summative Assessment Strategy 46
Evaluation Process 47
Overall Assessment Documents 49
Alignment of Unit Goals 49
Evaluation Process 50
Conclusion 51
Reference 52

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Introductory Abstract
During the process of designing instructional modules, it is valuable for designers to
think through the steps of formulating the instruction’s sequencing, strategies, and message. The
following document depicts the design considerations for the creation of an online staff
orientation manual for a traditional summer camp. The manual described in the following pages
will be created in a wiki space, for the purpose of an ever-evolving tool, and will be adaptable to
the camp’s staff training and as an educational resource for the future. The goal of this project
document is to depict the various necessary components of an initial wiki-space “getting started”
training session, demonstration of the ease and variety of potential uses of a wiki space for
training materials, to encourage the intended client and the client’s staff to undertake the
customization and maintenance of a wiki space, or with the ongoing assistance of a technology
savvy instructional designer.

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Analysis Documents
Project Description
A traditional summer camp, which has a proud 53-year heritage,
(http://www.campnotredame.com/) needs to train the 24 to 30 young adults and college students
that it hires as cabin counselors and recreational leaders, each summer. Typically, 30% of the
staff members are returning employees from the previous summer, while 70% are novices, with
some experience in working or volunteering with children. Traditionally, the camp has handed
down its culture and teachings through oral instruction and experiential activities, which are part
of the annual weeklong orientation process. Yearly manuals are printed with key employee
information that the staff members are expected to know. Details and intricacies about each of
the recreational activity areas are sometimes passed on to new staff through interaction and
mentorship from the camp's elders, but some of the elders have passed on over the years and
their valuable lessons are beginning to be lost.
The camp is looking for a way to reduce printing costs, better engage the modern
generation of young adult staff in the orientation process, and retain its heritage and traditions for
the future. The camp has always prioritized simplicity and nature over technology and
modernization, and does not provide televisions or computers for use by the staff or campers.
However, the camp does have secure Wi-Fi available in and around the camp office building.
They use a digital projector and notebook computer to display photographs in PowerPoint slide
shows, of children and staff during alumni reunions. Most of the camp has cell phone coverage,
but staff members are not permitted to use or carry their phones. Staff members have ignored the
phone policy, using their mobile devices discretely for appropriate purposes.

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Since 2009, the camp has had a website, a Staff Alumni Group on Facebook in 2011; and
a Camp Page on Facebook in 2012. The instructional solution suggested to the camp
management is the creation of an Interactive Do-It-Yourself Online Orientation and Training
Hub. The Hub will initially be in a template format, with a draft customized by Seeds 2 Success
Consulting Company. The free Hub Space will be designed to resemble an Orientation Manual,
and built within WikiSpaces.com. Lesson links on how to modify, expand, and maintain their
Staff Training Hub will be included in the start-up WikiSpace design, and will be the focus of
this Design Plan’s initial Instructional Module. A small selection of links to camp related topics,
video tutorials, and resources will be included. This plan and the WikiManual’s Sample
Template/Draft will offer a visual demonstration of how the space can be utilized by the camp's
management, knowledgeable elders, and alumni volunteers.
Needs Analysis:
The design team has been asked to create a way for Subject Matter Experts (SMEs) and
Volunteer Alumni from a traditional summer camp to mentor the novice staff in both the
information and skills they will need, while maintaining the camp's heritage and traditions.
Currently, some SMEs live far from the camp and may not be able to travel and volunteer during
the scheduled orientation week. While others are beginning to age, but have a legacy connection
to the camp's origins and culture.
Although the camp's traditional orientation week has been filled with high quality
instruction but lately, too much information shared during the orientation has become
overwhelming to the novice staff members. They may need answers and resources later on in the
summer, when their roles and task assignments change. Instructing SMEs, Camp Managers, and

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Staff on how to create and maintain their Staff Orientation Manual online via WikiSpaces.com,
will empower them to update and expand valuable resources, provide information available to
the staff, in a concise and convenient way. By providing samples of a template/draft of such
information on a "Starter Space," the organization will be better able to conceptualize the
possibilities of how the site can be utilize and improved to meet the organization's greatest
advantage. This intervention is both instructional and logistical, as the new Online Orientation
Resource, named the “WikiManual.” The WikiManual will influence or change the way that
Staff Orientation is performed each summer. Suggestions on using the WikiManual, while still
maintaining the camp's “rustic and technology-free” culture and training methods will be
included in the initial lesson design and as part of the evaluation process.
Learner Characteristics of Initial Instructional Module Target Audience
Summer Staff Trainees:
1. Primary Direct Duty Camp Staff - Mature Young Adults
2. Cultural Majority are from Catholic High Schools / Catholic Churches
3. Culturally Raised to Respect Nature, Ethnic Diversity, and Social Responsibility
4. Mixture of Single Males and Females
5. Diverse Recreational Interests
6. Average to Above Average Experience with Mobile Technology
7. Experience Working or Volunteering with Children
Note: This category excludes the inclusion of the Camp Management, as well as the
Professional Staff, including the Summer Program Director, the Licensed Nurse, and
Professional Chef, which are also hired as Temporary Employees for the Summer Season.

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Learner Characteristics of Volunteers / Trainers / Maintainers of WikiManual Product
Camp Management / Subject Material Experts / Elder Volunteers / Board Members:
1. Older Young Adults - Middle Aged and Active Older Adults
2. Cultural Majority are from Catholic High Schools / Catholic Churches
3. Most have University Degrees including Master’s & Doctorate’s Degrees
4. Culturally Raised to Respect Nature, Ethnic Diversity, and Social Responsibility
5. Mixture of Males and Females, many with Families and Children of their Own
6. Diverse Career and Recreational Interests with Expertise in Various Topics
7. Average to Below Average / Delayed Experience with Computers or Mobile Technology
8. Numerous Years of Experience Working or Volunteering with Children
Note: The additional documents included in this Instructional Plan will focus on the Staff
Trainee learning Group, although additional notes may be added to highlight any adaptations that
might be included when resubmitting the same or similar instruction to the “Management”
group.
Specific Entry for Trainees into the Learning Module (Interview Process / prerequisites):
1. Diverse skills that will be applicable to a Camp setting (review applications, use
questionnaire) evident at the time of hiring the staff member.
2. Positive attitude (use one-on-one and group interviews to determine attitude and social
dynamics also questionnaire) evident at the time of hiring the staff member.
3. Aptitude (willingness to learn) evident at the time of interview/hiring the staff member.
4. Educational level (review application and questionnaire) at the time of interview / hiring of the
staff member
Learning Styles of Staff Trainees: (Use hiring interviews to determine learning styles):
1. Visual
2. Kinetic

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3. Written
4. Auditory
5. Spatial
6. Manual, Hands on learner
Note: The Camp / Client’s culture on-the-job emphasizes experiential learning and instruction.
Performance Gap Analysis:
The Summer Staff Trainees may be able to perform their duties to a minimum standard
under the current Paper Manual Based Orientation Process, but the Performance Gap lies
between their sharing in the skills available from the Camp Management and Volunteer Activity
Area Specialists/Enthusiasts. The Camp Management and Volunteers are limited in their
availability to work directly Face-to-Face with the Staff Trainees to share their years of
knowledge, but also may lack experience with computers, wiki spaces, and mobile devices. The
Summer Staff Trainees may be proficient with computers, wiki spaces, and mobile devices.
However may have limited knowledge of their assigned areas such as the Youth Cabin
Leadership, Activity Subject Areas, and summer maintenance.
Contextual Analysis:
Collecting data from the Camp’s elders would be important to determine each Volunteer
Specialist’s/Enthusiast’s strengths and weakness. They bring experience to the camp program,
and the advanced Subject Matter Mentoring to Summer Staff Trainees. Contacting both former
and current Volunteer SME mentors for assistance in developing and producing video tutorials
and other materials will continue many old traditions and teach the young trainees to collaborate

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on WikiManual for the Camp. Surveys and multiple-choice response-forms can determine pre-
existing knowledge and experience of the Volunteer SMEs.
Introducing the Summer Staff Trainees to the utilization, elaboration, and maintenance of
a Camp Staff Orientation & Activity Resource WikiManual, team leads from among the Summer
Staff Trainees, would be appointed as on-site peer-leaders and project managers. These leaders
would perform the practical hands-on demonstrations and wiki exercises, based upon their
knowledge of technology, appropriate mobile device usage, and the wiki-editing processes.
Gauging everyone’s proficiency with technology is important for teams of Returning
Young Adult Summer Staff, Novice Staff Trainees, along with the possibility of Visiting SME’s.
Volunteer Activity Specialists/Enthusiasts could work on WikiManual Elaboration Projects, and
successfully complement one another’s skill sets. Once this data is collected, it will further and
incrementally elaborate the WikiManual Elaboration Project’s design and delivery methods.
These delivery updates are custom-made video tutorials filmed on location at the camp, under
the direction of the SME’s.
Orienting, Instructional, and Transfer Context Analysis
The orienting context of the learner is that the Summer Staff Trainees are technology
savvy young adults that have a willingness to help children. The goal of the staff training is to
learn and retain the policies and procedures to assist and lead the children at the camp, following
proper protocol for the duration of their summer camp stay. Since the staff are excited and
experienced with the use of technology such as computers, smart phones, and tablets/iPads on a
daily basis, it is clear that online delivery of the training resources should be the desired method

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toward the camp evolution. If the staff members pass the training and orientation process and
continue to work at the camp, they would have experience for their college/work resume, as well
as potentially applicable for community service hours for their church, school, or another
organization.
The instructional context of the training will be accessed through any mobile device. The
staff-training portal, “Camp Staff WikiManual” can be accessed through the camp’s WikiSpace,
as well as an invisible link from within the camp’s current website. The best method of training
is the ability of accessing the site via smart phone, tablet/iPad, notebook computer, or preferably
all of the above. This flexibility will give every staff member a way to access the training
resources from their device or sharing a co-staff member’s device. Since the camp has some Wi-
Fi coverage, and most staff already own smart phones that include a contract with internet usage,
everyone will be able to access the website and training/resource materials.
Scheduling of pre-training will be flexible. Staff members can go online anytime or
anywhere, even prior to the start of the designated Staff Orientation Week. Viewing of certain
portions of the Staff WikiManual can be assigned as a pre-requisite to the New Staff Trainees
beginning Orientation Week or as commensurate to their initial interview when applying for
work at the camp.
The learning transfer context is accessed and viewed via online training, which is then
followed up with hands on exercises to verify knowledge has been applied. A recommendation is
that new Staff Trainee Members team up with a Veteran Summer Staff Trainee Team Member,
in order for immediate projects to begin on elaborating the Template/Draft WikiManual, which
has been provided by Seeds2Sucess. Then the camp may evolve to having the young Staff

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Trainees who have become accustomed to utilizing the WikiManual, teach the Volunteer SMEs
and Activity Specialists/Enthusiasts about the online training. In turn, the veteran staff would
then be able to train the young adults with the hands-on portion of the various Activity and
Specialty Areas, while collaborating on the production of various Video Tutorials about their
specialty areas of expertise. The online training would pull from the memory of the veteran staff
when it came to the practical portion, to make young adult trainee staff more aware of certain
policies and procedures, as well as camp skills and traditions.
Unit Goals:
1. Staff will succeed in gaining access to the standardized employee training resource that are
accessible from multiple web-friendly devices from the camp website “WikiManual” portal.
2. Staff will build relationships with each other, and with the camp’s elders and visiting
volunteers, by learning from and teaching one another about the camp and technology.
3. Staff will understand the historically established and newly updated policies, processes, and
procedures of the camp facility and programs, which includes the topics of communication,
safety, and the various recreational activity area programs.
4. Staff will implement knowledge and apply experiences learned through their camp orientation
and staff training for the duration of their employment positions at the camp, and beyond.
5. Trainees will recall their collaborative experiences with the camp’s visiting volunteers and
activity specialists/enthusiasts, and can therefore feel welcomed and inspired to return as a Staff
Alumni in a similar Subject Matter Expert / Mentor capacity for new Trainees in the future.

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Task Analysis
Topic Analysis for the Initial Training Module Instructional Session:
The topic that will be covered in this instructional course focus on how to create a
WikiSpace training hub, known as a “Staff WikiManual,” used in orienting the new Staff
Trainees and Returning Staff Trainees . This module will demonstrate the effectiveness of using
a wiki as a source for training. The creation and expansion of the wiki will provide valuable
information for a person or a group looking to find a common area in which to build upon their
training and have one location for a wealth of information. As a result, the following outline will
define the specific areas that will be address by the instruction.
1. How to use WikiSpace as a training hub “Staff WikiManual”
1.1. Review setting up a WikiSpace page (Completed by the Consulting Designers)
1.1.1. Review how to register for a WikiSpace account (Completed by the Consulting Designers)
1.1.1.1. Introduce finding the WikiSpace on the internet
1.1.1.2. Introduce entering personal information to initiate a WikiSpaces account
1.1.1.3. Introduce checking Email to confirm Wiki Editing Access
1.1.2. How to add members (Presented to the Management, but not the Staff Trainees)
1.1.2.1. Adding members to WikiSpace training hub (Presented to the Management only)
1.1.2.2. Sending out Email notifications (Presented to the Management, not the Staff Trainees)
1.1.3. How to add pages to a Wiki
1.1.3.1. Organizing a Wiki page
1.1.3.1.1. How to name pages to keep the WikiSpace organized
1.1.3.2. Adding pages to a WikiSpace training hub
1.1.4. Introduction of Video Tutorials on how to add training resources to a Wiki Page

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2. Elaboration Exercises for a WikiSpace Training Hub “WikiManual” for a Camp
2.1. Introduce Additional Topics of Communication, Safety, and Recreational Area Knowledge
2.1.1. Elaborate on Communication about One Self and other Important Information
2.1.1.1. Elaborate on Communication of Names / Welcoming / Hospitality towards Others
2.1.1.1.1. Elaborate on Communication of Cabin Rules / Dining Hall Rules / Camp Rules
2.1.1.1.1.1. Elaborate on Communication of Camper Needs and Concerns
2.1.1.1.1.2. Elaborate on Communication Arrangements with Parents
2.1.1.1.1.2.1. Letter & Postcard Writing Ideas
2.1.1.1.1.2.2. Taking Photos of Cabin Mates and Activities at Camp
2.1.1.1.1.2.3. Inclusion in the Weekly Camper Newsletter posted online
2.1.1.1.1.3. Elaboration on the use of Camp Signs, Signals, and Songs for Communication
2.1.2. Elaborate on Safety Procedures to Include in Staff Training
2.1.2.1. Elaborate on Training for staff on Effective Child Management
2.1.2.1.1. Elaborate on How to handle Unacceptable Interactions
2.1.2.1.1.1. Elaborate on How to Intervene in Disruptive Camper Behaviors
2.1.2.1.2. Elaborate on How to Properly Respond to a Camp Emergency
2.1.2.1.2.1. Elaborate on How to Properly Handle Various Camp Safety Equipment
2.1.3. Elaborate on Activity Specialty Areas and Provide Resource Information
2.1.3.1. Elaborate by Links to Online Resources
2.1.3.2. Elaborate by Creating and Posting Camp Photos and Video Tutorials
2.1.3.2.1. Elaborate on How to Present Information for Activities
2.1.3.2.2. Elaborate on How to Respond to Young Camper Attendees’ Questions
2.1.3.2.3. Elaborate on How to Clean-Up and Maintain Activity Areas and Equipment

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Procedural Analysis Tables:
Topic: WikiManual
Introduction
What does the learner
do?
need to know?
What cues inform the learner of a problem,
completion, or more information is necessary?
Learn how to access,
view, and edit the
organization's
WikiSpace
Learner needs to have
experience using a
mobile device to
access the internet.
Problem exists when trainee is unable to access the
web address, or does not comprehend the video
tutorials that are imbedded in the wiki. Completion
problem arises if trainee is unable to learn from
peer mentors / teammates to complete projects.
Topic: Communication
What does the learner do?
need to know?
What cues inform the learner of a
problem, completion, or more
information is necessary?
Learns the protocol on how to
communicate to staff,
attendees, and how to gain
information about camp
interactions/notices.
Learner needs to have
experience with
speaking, writing,
signals, managing a
cabin of children, and
interacting with other
attendees.
Problem exists when all staff and
attendees are not aware of
announcements, information for
activities, and types of questions being
asked. Learner can evaluate where the
breakdown in communication is located
to resolve the problem.
Topic: Safety Procedures
What does the
learner need to
know?
Inspect camp equipment, grounds, and
buildings for any hazards and remediate
or report issues to management.
Maintain Activity Equipment properly,
Remind campers to use safety
precautions at all times.
Learner needs to
be aware of safety
rules and
regulations for the
camp.
Problem exists when the safety
rules and regulations have not
been met. Learner will have to get
more information to resolve
problem to bring camp site up to
the correct codes.

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Topic: Camp Recreational
Activities
What does the learner need
to know?
(This topic to be custom
designed by the camp staff ad
trainees.)
(This topic to be custom
designed by the camp staff
ad trainees.)
(This topic to be custom designed by
the camp staff ad trainees.)
Instructional Objectives Table:
WikiManual Introduction: (Cognitive Domain, Psychomotor Domain, and Affective Domain)
Objectives: To have the knowledge of how to utilize a WikiSpace for job-relevant training and
orientation purposes. To collaborate on elaboration and maintenance of the organization's
WikiManual with updated communication, safety, and activity related resources. To be able to
work with other staff trainees to analyze and post appropriate job-relevant materials to a wiki.
Communication: (Cognitive Domain, Affective Domain)
Objectives: To have the ability to recall knowledge for the purpose of communicating to others.
To be able to conduct an analysis to verify that information is being presented to all parties. To
have the ability to evaluate the lines of communication and make adjustments using appropriate
verbal and non-verbal cues and signals.
Safety: (Cognitive Domain, Psychomotor Domain, and Affective Domain)
Objectives: To have the safety knowledge for the purposes of evaluating the camp to maintain a
safe environment at all times. To have the ability to perform routine clean-up and maintenance
of the various camp areas, personal belongings, and activity equipment in order to maintain
safety. To respond quickly to resolve safety problems or emergencies.
Camp Recreational Activities: (Cognitive Domain, Psychomotor Domain, Affective Domain)
Objectives: To have the Camp Staff, Management and Trainees work collaboratively to post
resource links, and produce their own resource media and materials on the WikiManual online
space, thus aiding in their knowledge and ability to administer the various recreational programs
provided by the camp. To maintain the various recreational areas, equipment, and activity
programs according to camp guidelines.

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Design Documents
Instruction Sequencing
It is valuable in design to outline the sequence of events that will take place in any lesson,
as with a Staff WikiManual project, and determine which method of sequencing will best work
to provide effective learning and retention of instructional materials. It is fitting that the
sequence of the topics for the selected module be both learning-related and world-based.
For this project, Wiki Training has been listed first, because the module aims to
encourage the company leadership and staff to grow accustomed to both using and maintaining a
self-managed wiki space, as the platform of their updated Orientation & Resource WikiManual.
Communication is the second logical topic, because it comes into discussion and action as the
staff greets one another, greet parents and campers as orientation culminates and the summer
session begins. Safety is the third logical topic, since shortly after greeting campers, the staff are
assigned to host their first “Cabin Meeting” to orient their campers to the week ahead. They will
discuss the various policies and rules at camp, many of which are aimed at keeping campers safe
and healthy during their stay. The various Recreational Activity Areas are the next logical topic,
but due to their vast nature, are not included further beyond being listed with imbedded links.
The Sample Template/Draft WikiManual provided by Seeds2Success is below:
Wiki Training
1. Demonstrate the ability to use mobile computer devices for staff training.
2. Demonstrate ability to navigate the internet and collect educational resources.
3. Present a Wiki-Tools orientation based on the needs of the learner using an advance organizer.

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4. Provide links and media resources depicting skills used to update and maintain a Wiki Space.
Communication
1. Model appropriate greeting and welcoming of staff at the start of orientation.
2. Preset and practice methods for learning names and information about staff and camp guests.
3. Provide resources to additional name and communication games for staff to use with campers.
4. Introduce / practice the various signs and signals used at camp and the Welcome Song.
5. Provide resources and guidance to staff for conducting an effective “Cabin Meeting” with
their campers.
Safety
1. Provide overview of basic safety concerns to be understood by staff and campers at each area.
2. Describe and provide visual / pneumonic reminders of preventative measures used to stay safe.
3. Describe steps in sequence of how safety violations are monitored and consequences given.
4. Alleviate potential fears by reviewing precautions and procedures for handling any minor or
major emergencies that might arise at camp.
Recreational Areas
1. Provide overview of the recreational areas to be administered by the staff to the campers.
2. Describe and provide visual and kinesthetic demonstrations of the various activity procedures.
3. Review all necessary safety precautions and safety equipment to check for understanding.
4. Review needed materials and brainstorm on lessons or ideas to enhance activity experience.
5. Practice demonstrating how to introduce and lead assigned activity programs with peer staff.

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Pre-Instructional Strategy
The pre-instructional strategy best suited for the young adult audience of learners,
summer camp staff, and their adult camp directors, is an "Overview of Concepts.” Morrison
described this concept for the task of preparing learners (Morrison, Ross, Kalman & Kemp,
2011). The Training Hub is being used as an orientation tool and a reference resource, may be
accessed randomly. The various elements of the site arranged by list, tab, and topic and briefly
explained on an introductory page in the form of a graphical advance organizer/table.
The young adults and leaders are typically advanced students, with a suitable level of
autonomy. After introduction to the learning module and an overview of how to navigate within
the variety of contents, they will utilize the site as a tool for self-paced pre-orientation study,
group presentations, and individual reference. An Overview of the WikiManual and instruction
on how to use and customize the Manual should be preliminary, followed by subsequent
overviews; coordinating advance organizers of the various topics and resources atop the
categorized tabs and pages that follow.
Objectives Strategy Tables
Following are the collection of the three strategy tables that pertain to each concept;
Wiki-Tools, Communication, and Safety, that were the initial objectives for the team. For each
objective, the team has considered the prescriptions identified by Morrison (Morrison, Ross,
Kalman, & Kemp, 2011). These prescriptions include: facts, concepts, principles, rules,
procedures, interpersonal skills, and attitudes.

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Procedure Strategies For Wiki Tools Tutorials
Procedure Example Strategy Initial Presentation &
Generative Strategy
Provide overview and note
about requesting Wiki Edit
Access by current employees
Demonstration, organization,
utilization, elaboration, design
practice,
-watch media clip provided
and take notes
-verbally recall steps of
procedure within group
-discuss other scenarios that
group may wish to customize
to the camp’s needs
-team up in partners and
groups to role-play procedures
and photograph / film
scenarios
-discuss findings, additional
questions, or concerns as a
group
-create a list of “unknowns”
that may not be able to be
answered yet – seek solutions
-create new resource links and
post media / page updates that
staff can utilize in the future.
Identify tools and processes
for linking to internet
resources within the manual
Demonstrate process for
posting useful photos and
links
Demonstrate process for
imbedding or including
documents and forms used for
reference (schedule tables,
calendars, etc.)
Link to resources for creating
Multimedia including
PowerPoint Lessons
Link to resources for creating
Advanced Multimedia like
ScreenCasts and Video Demos
Highlight tools for organizing
and maintaining the online
Wiki Orientation Manual Site.
Highlight invitation to Staff to
provide additional resources
as needed – Invite staff to join
DIY Training and Resource
Manual Design Team

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Procedure Strategies For Communication
Generative Strategy
Facilitate importance of
learning names of others
elaboration, practice
precautions
and take notes
group may have encountered /
may encounter
group
-create FAQs page updates
and links to additional
resources that staff can refer to
in the future
Identify visual/written,
gestural, verbal, and auditory
communication methods to be
used (bugle, raised hand, cabin
signs, etc.)
Demonstrate and practice
playing of name and memory
games
Demonstrate and practice
Camp Welcome Song
Facilitate understanding of
professional attire for
communication (wearing staff
uniform shirts on parent’s day)
Demonstrate leading
discussions on rules and
procedures with campers
Highlighting the use of
appropriate rather than
inappropriate words and terms
Highlighting the use of
working as a buddy / cabin
and how / when to
communicate needs to others

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Procedure Strategies For Safety
Generative Strategy
Learning proper CPR & life
saving, and first aid during
swimming instruction
elaboration, practice
precautions
and take notes
group may have encountered /
may encounter
group
-create FAQs page updates
that staff can refer to
Understanding weather safety
(dehydration, heat exhaustion,
sunburn, storms, floods, etc.)
Facilitate importance of fire
safety on camp-outs
Identifying dangerous /
unfavorable wildlife (ex.
spiders/ snakes/ticks, etc.)
Identifying poisonous plants
(eating/touching)
Buddy System / lost children
Understanding camp facility
and natural surroundings (staff
patrol duty, nurse on duty,
wearing of shoes, no running
on trails, etc.)
Understanding general safety
supplies / precautions (flash
lights, life jackets, bow and
arrows, fishing hooks, life
preservers, etc.)
Instructional Message
Upon consideration of materials, this design team and staff will need to create and
continually revise the training instruction needed by the camp. The following lists have been
comprised:
Materials
Role-plays and other How-To videos:
§ Actors / Staff willing to be videotaped or photographed.

25

§ Digital camera-for still pictures.
§ Digital video camera-to create videos.
§ Props and Costumes: (relevant to the wiki training, communication, safety, and activity
topics).
§ Archived documents: Pictures, videos, learning resources, awards, and other relevant
documents.
§ Smart Phones, iPads/Tablets, and/or Computers/Laptops (mobile device for viewing
learning resources).
§ USB Cord and/or Scanner (photo/video uploading).
§ Wireless / Mobile Internet Access.
In consideration of the overall layout and professional look of the instructional material
presented on the Wiki Manual’s main space, a standardized font and color scheme has been
chosen. It is to be understood that various other internet and resource links, which may be
imbedded into the Wiki Manual site may not comply with this format, and would be
representational of the site from which it is provided. It should also be understood, and
controlled in some manner at the point of resource selection, that some outside materials may be
posted on sites which also contain extraneous advertising and flash graphics, which are unrelated
to the organization or its training intentions.
Font and Color Scheme:
• Font Theme – Arial.
• Pitch: Ascending to descending order of most import to least important. This should be
kept consistent through each topic (Heading-36, Topic-24, Descriptive Informationm-16,
Etc).

26

• Font style-bold and underlining used to emphasize, distinguish, and highlight important
subject matter.
• Color Scheme: Use minimal color to keep importance of topics (monochromatic), Camp
colors could be considered in color scheme; as well as rustic/natural textures for
backgrounds (wood, grass, etc.) Variation of color for linked and accessed web resources
should be contrasting to the main black and white text, in order to highlight the fact that a
link has been added.
• Formatting: Top to bottom, Left to right, Left justification, Video in center of page if
applicable, pictures compositionally pleasing to font arrangement.
Multimedia Design
Considering the scope of the message, it will be prudent for this project to incorporate
several multimedia technologies. A wiki training hub focuses on the key attributes that a
prospective learner will use in order to achieve a level of understanding and comprehension. As
a result, the team must consider an effective presentation of the message in an environment that
best expresses the content in different mediums. Therefore, Photos, Web Links, PowerPoint,
Video, YouTube, and the wiki, will be incorporated within the instructional course. Each of
these components will provide further instruction for the summer camp staff and administration,
as well as those seeking to learn how to use wikis.
Considering the rich content available on the Internet today, it enables the team to source
instruction without having to expend time or money on development and creation of certain
topics. The team or client’s staff and administration desire customized PowerPoint Slides or
customized video tutorials; they have the ability to include their own multimedia resources for a
particular task.

27

The design team has chosen to highlight the use of PowerPoint resources and design tools
to allow designers to incorporate many aspects within a presentation that enables encoding the
message toward a variety of visual and auditory methods. One may decide to incorporate a song,
a portion of a speech, sound effects, or even a jingle (mnemonic representation of a key concept).
In fact, PowerPoint has many possibilities through its use of visual effects such as swipes,
rotations, and color schemes. Presentations can be temporarily paused to allow the learner to
participate or demonstrate an activity. For example, a PowerPoint presentation displays a video
of the steps required to setup a wiki account followed by music playing along with each
individual step, while waiting for the learner to perform the action. In other words, PowerPoint
can be a way to demonstrate an action followed by the learner performing the action.
The design team has also chosen to highlight the use and creation of video tutorials,
which can be uploaded to YouTube. YouTube is a website that allows any individual to post a
video representation of any activity the creator wishes to show to the world. This makes
YouTube a valuable asset toward development of a wiki training hub. Initially, the wiki's videos
and video screencasts will comprise pertinent and informative host site and YouTube
videography tutorials. In the future, the wiki training hub will have links to videos created and
posted by the staff members. In addition, the linking of videos within a PowerPoint presentation
allows for a further combination of mediums for the learner.
It is the goal of the project not only to educate the learner on wiki tools, and the
usefulness of both PowerPoint and videos as training resources, but also to motivate the client’s
administration and staff to create their own customized resources.

28

Development Guide Documents
Instructional Materials for the Initial WikiManual Introduction & Exercises
The wiki training hub requires many instructional units in order to prepare the summer
camp staff. This will require both the development of materials and the use and revision of
existing materials. WikiSpaces offers a variety of resources toward the creation of an individual
wiki or a collaborative effort. As a result, the team will incorporate some of these materials
within its framework of a summer camp wiki training hub, referred to as their “Staff
WikiManual.”
WikiSpaces training video tutorials provide guidance on creating a wiki used to
collaborate and post group information. One resource explains the sequence of steps involved
with creation and initializing a wiki home page. Other lessons offer instructions on adding
members, adding pages, adding pictures, and incorporating video. Each of these instructional
video tutorial components guides the user toward the development of a wiki and subsequently
modified to a training hub. These materials enable the staff to develop, modify, connect, and
guide his or her abilities, effectively generating resources critical for training new members and
re-training older members. Therefore, the team chose to utilize these valuable resources in the
mission-critical front landing page space of the manual. Considering the limitations of the staff’s
time and their duties, it behooves the team to provide these materials as a pre-orientation week
self-paced learning experience or as a small group exercise.

29

Developing sample instructional materials (draft form)
To view and interact with the Sample Template/Draft of the current Camp Staff
WikiManual that was built by this design team, please click on the following link:
http://seeds2success.wikispaces.com/
To actively view and interact with a sample Video Tutorials on how to post resources to a
WikiSpace Manual:
Click on any one of the six "Learn How To..." links currently posted within the table/matrix on
the draft of the home "splash" page. http://seeds2success.wikispaces.com/
The tutorials that are currently imbedded into the WikiManual were provided
bywww.Wikispaces.com and www.youtube.com.
A Screenshot of the WikiManual currently under construction is also included here:

30

A Screenshot of a sample link to a VideoTutorial, produced by WikiSpaces, on how to modify
the WikiManual Pages by adding Pictures and Files is included here:
Additional Resource Links, which gives learners an idea of other potential resources, are listed
below:
The following links could potentially be included under the Category Page and could be offered
to the staff as a handout list. In the initial WikiManual training as practice items or as a
springboard for resources to review for their WikiManual Elaboration Exercise:
Learning CPR: Retrieved from:
http://www.heart.org/HEARTORG/CPRAndECC/HandsOnlyCPR/Hands-Only-
CPR_UCM_440559_SubHomePage.jsp

31

Additional links which could be included in a handout or listed in the: WikiManual Intro
Exercise” Page directly on the WikiSpace are:
First aid (scrapes/cuts): Retrieved from: http://www.webmd.com/a-to-z-guides/wound-care-
10/slideshow-caring-for-wounds
Retrieved from: http://www.lovetheoutdoors.com/camping/safety.htm
Dehydration: Retrieved from: www.drugs.com/cg/dehydration.html
Sunburn: Retrieved from: http://health.howstuffworks.com/skin-care/beauty/sun-care/10-home-
remedies-for-sunburn.htm
Bug bites and stings: Retrieved from:
http://kidshealth.org/parent/firstaid_safe/emergencies/insect_bite.html#
Weather (Thunderstorms): Retrieved from: http://www.redcross.org/www-
files/Documents/pdf/Preparedness/checklists/Thunderstorm.pdf
Camp fire safety: Retrieved from: http://www.smokeybear.com/
Unfavorable wildlife: Snakes: Retrieved from: http://www.paherps.com/herps/snakes
Insects and Bugs: Retrieved from:
http://bugguide.net/node/view/28627?from=50&comments_per_page=50

32

Poisonous Plants: Retrieved from: http://www.wikihow.com/Test-if-a-Plant-Is-Edible
Retrieved from: http://www.wilderness-survival.net/chp10.php
Retrieved from: http://www.youtube.com/watch?v=nDQV61cNKsU&noredirect=1
Buddy System: Retrieved from: http://www.ehow.com/video_4957105_use-buddy-system-
camping.html
Camp patrol: Retrieved from: http://www.guidingworks.com/resources/camping/rosters.html
Retrieved from: http://kootenaygirlguides.files.wordpress.com/2011/03/camp-duties.pdf
Boating Safety: Retrieving from:
http://paddling.about.com/od/safetyprecautions/a/kayaking_safety.htm
Retrieved from: http://www.canoeing.com/beginner/howto/canoesafety.htm
Pool Safety: http://www.abcpoolsafety.org/ABCs_of_Pool_Safety.377.0.html
Delivery Methodology:
The Wiki Space is designed to train staff in a small-group format. SME or designated
Management Trainer will attend this training for disseminating these concepts to new staff
members. An initial large group introduction, followed by the small group format learning and
application activity is the best method to the meet the learning objectives. This manner is also
appropriate for the camp’s current instructional culture.
The small group format has strengths for training and maintaining the WikiSpace. The
strengths for the small group format of the WikiManual is to “provide [SMEs] an opportunity to
synthesize the content and [model] their communication skills, [ability] to discuss materials,
share ideas, problem solve [and]…promote active learning” (Morrison, Ross, Kalman, & Kemp,
2011). Working in these small group formats will assist Staff Trainees with how to share
knowledge of technology, media design ideas, and collaborative skills. This will assist them to
create a bond with the camp heritage through its elders and visiting volunteers/activity area

33

specialists/enthusiasts. The small group format will also allow the visiting SMEs (elders and
activity area specialists) to learn how to maintain and elaborate independently or remotely on
their WikiSpace submissions for the improvement of future training.
The small group format delivery has several weaknesses that include, technologically
inexperienced SMEs whom “need to [be prepared] before the… training” and “careful planning
of group composition and management is required to create an atmosphere that encourages all
group members to participate” (Morrison, Ross, Kalman, & Kemp, 2011). An additional
challenge is having inexperienced Staff Trainees, that need to develop camp procedural and
safety knowledge quickly, while still allowing for the additional time for an exercise in which
they produce various instructional elaboration materials.
The second challenge is confirming that the most experienced SMEs attending the small
group are also comfortable appearing on camera or in photographs, which will be used as the
foundation of the collaboratively designed tutorial and training resources. Their experience is
valuable to share and maintain quality programs at the camp.
The third challenge is obtaining commitment from the SMEs to update the WikiSpace as
needed, on an independent basis, or to return throughout the summer or during following seasons
to add to their media tutorial files imbedded into the WikiManual.
The small group format delivery method will include Discussions, Stories, and Case
Studies from actual experiences of previous camp events, Role Playing, and Games to meet the
learning objectives for training. Discussions will include topics on Wiki Space Training,
Communication and Sharing of Camp Policies, Safety Procedures, and the Leading of

34

Recreational Activity Areas. SMEs will review events from previous camp experiences to
prevent former issues occurring a second or third time. The purpose of Role Playing and Games
is to reinforce rules and procedures of the camp, along with WikiSpace training.
Instructional Plan Table for the Staff Trainee Introductory Lesson
"The Camp WhatzaWiki Challenge"
Learning Objectives
The Camp Staff Trainees will demonstrate the appropriate use of a WikiSpace for posting work-
related instructional content.
Content Presentation
Content:
The Camp Staff Trainees will:
- Learn how to choose a work-related content topic.
- View the instructional video links on how to up-load content to a WikiSpace.
- Search on the web for appropriate content links.
- Add a corresponding camp photo or screenshot from their computer or mobile device.
- Share their resource with the rest of the trainees.
Demonstration:
The Camp Staff Trainees will be given a demonstration of how to log onto the
WikiManual, and how to click on the Video Wiki Tutorials. As well as click on the menu of
Topics that still need to be completed/customized for the WikiManual.

35

Materials and Media Selection:
Notebook computers/tablets or mobile devices, digital camera/camcorder (if needed), internet
access, power source for recharging batteries, digital projector & screen (optional).
Student Participation
Student Grouping:
Camp Staff Trainees will work in a large group for the initial presentation and the conclusion
(resource sharing). Trainees will work in pairs or small groups to practice the procedures and
complete / add a needed resource link to the WikiManual.
Practice Items and Activities:
Camp Staff Trainees will divide or assigned into pairs or small groups to:
- Click on and watch the video tutorial that introduces what a WikiSpace can be used for, and
how it works.
- Click on and watch the video tutorial that introduces how to add a resource link to a Wiki page.
- Click on and watch the video tutorial that introduces how to upload a photograph to a Wiki
page.
- Select a topic form the list of unfinished instructional material in the Staff Orientation
WikiManual.
- Search the internet for similar/useful information that fits the topic they have selected
- Copy and save the web address of their best selection of found information to their computer
notebook / tablet / mobile device.

36

- Paste the web address / link to the pertinent information, following the instructions provided in
the Wiki video tutorial.
- Upload the picture to the corresponding Wiki page they are working on, following the
instructions provided in the Wiki video tutorial.
- Save / Upload the changes to the Wiki page.
- Reconvene with the rest of the Staff Trainees to present their new resource link to the group.
- Ask all members of the Staff to click on and view / access their new Wiki edits.
Feedback
- The Camp Staff Trainees will give feedback on the ease and motivation of the process of using
mobile computers and devices at the camp.
- Returning Staff Trainees will give feedback on comparing the WikiManual Design activity to
the traditional "lecture" method of information sharing used exclusively in previous years.
- The Camp Staff Trainees and Camp Management will discuss the value of maintaining an
"Online Resource and Training Manual" which can be instantly updated for online access.
- The Camp Staff Trainees and Camp Management will discuss the value of accessing an
"Online Resource and Training Manual" before Staff Orientation Week begins.

37

Implementation Plan and Facilitator Guide Documents
Unit Overview
Background and goals of instructional module:
This training is proposed as a technological alternative to educate camp staff to obtain
and revise knowledge about resources, information, processes, and procedures of the camp while
a staff member.
The staff training team will:
-Utilize technology resources to develop camp Wiki website.
-Interact with other staff members to co-produce a contemporary learning resource.
Introduction to the unit:
In this unit staff trainees will:
-Identify items on camp Wiki that need to be updated.
-Familiarize themselves with the Wiki process so they can administer the camp
WikiManual.
Learning Objectives:
-Understand how to navigate through and edit the camp WikiManual.
-Research web based resources to add to the camp WikiManual.
-Explore additional web-based resources to make the camp WikiManual more user-
friendly and keep information current and accurate.
-Collaborate in pairs/groups to gather content on a chosen topic.
Structure of this guide:
This guide was designed to provide camp trainee staff with a comprehensive overview to
all camp processes and procedures. This will allow trainee staff to operate independently as

38

knowledgeable staff members. Staff members will then be able to maintain proper policy and
procedures with other staff members and with the children attending the camp.
Table of Contents:
Introduction:
Goals and Objectives
Online Tutorial
-How to navigate on mobile device/computer.
-How to access the internet on mobile devices at camp.
-How to gain access to edit camp WikiManual Pages.
Demonstration of WikiSpace:
-Importance / Potential use of WikiSpace.
-Best Practices.
Content Updating:
-How to find camp-relevant information online.
-Creating media for a Wiki.
-Editing a Wiki.
Evaluation:
-Trainee Feedback.
-Instructor Feedback.
-Revisit and Conform initial goals and objectives have been re-aligned or achieved.
Pre-workshop Planning
To prepare for the instructional unit, the instructor will need to understand the importance
of using a wiki for training. He or she must have experience using a wiki and have good

39

presentation skills; engage the staff trainees, good speaking level, expressive, comfortable, and
likeable. The instructional unit requires trainees to comprehend the use of the Internet and locate
or search for the WikiSpaces’ website. Both the instructor and trainees must know how to
operate a mobile device such as a smart phone, laptop, or tablet and bring a mobile device to the
camp. This will require the instructor and trainees to know how to change their internet settings
if applicable to a specific technology. (Some devices automatically change connections from Wi-
Fi to 4G, other devices do not, and others require manually changing Internet access.)
Furthermore, both trainees and the instructor must read, write, and speak English.
The large group of (24-30) trainees will watch and listen as the instructor presents the
instructional unit, explain the scope of the training, and describes the use of a wiki. After this
presentation, the large group will divide into small groups of at least two students and one
mobile device. At this point, the teams may disperse to view each step of wiki development,
followed by the teams performing the previous learned information.
The teams will locate and post useful information that will further advance the scope and
content of the wiki training hub. As this process occurs, the instructor will move around to the
various teams, and assist those teams having difficulties by answer questions, providing
guidance, and measuring understanding.
Once this task has completed, the instructor will regroup the trainees and have each team
present their findings to the rest of the staff. Afterwards, instruction on focusing the wiki will
have the trainees work together to remove duplicate links or information that seems redundant; to
streamline and organize the information.

40

Instructional environment, equipment, and materials
Delivery Environment
The delivery environment for the camp staff trainees has to be in a place conducive for
media support. Trainees will be able to access the internet via Wi-Fi or 3G/4G mobile
connection, view video tutorials, and upload their pictures or images to the WikiSpace. The
training may take place outdoors, to promote the concept of discrete and integrated use of
technology in natural surroundings, but moved indoors in the event of severe weather conditions.
Equipment and Materials
Wireless Internet Access – The WikiSpace is located on the internet along with the
ability to conduct searches on the internet.
Tablet or Handheld Mobile Device – This device has to have the ability to view
streaming video without buffering issues.
Laptop Computer & Digital Projector or Monitor (Optional)- Typically reserved for
display of the Camp Websites or Wiki Site to gatherings of Camp Elders / Stakeholders /
Donors / or Board Members at meetings or fundraisers, or for display of web content and
video clips off-line.
Handouts
Traditional Staff Orientation Manual
List of Camp Website and WikiManual Links
List of Potential Resource Links for Teams to Review
Lesson Sequencing

41

"The Camp WhatzaWiki Challenge"
Overview of Lesson:
The Camp Staff Trainees will demonstrate the appropriate use of a WikiSpace for
posting work-related instructional content. By participating in this exercise, the Camp
Staff Trainees will be working together to expand the Camp’s Library of educational and
activity resource information.
Sequence of Activities that Staff Trainees will complete:
- Form a work group or pair with at least one person in each group having a working
mobile device.
- View the instructional video links on how to up-load content to a WikiSpace.
- Choose a work-related content topic to elaborate on for the Camp’s WikiManual.
- Search on the web for appropriate content links.
- Add a corresponding camp photo or screenshot from their computer or mobile device.
- Share their resource with the rest of the trainees.
Step-by-Step Instructor’s Demonstration on the Camp’s WikiManual:
- Ask Camp Staff Trainees to form pairs or small groups with staff who have access to a
mobile device with internet access.
Demonstrate, using a mobile tablet device, or a notebook computer connected to a digital
projector:
-Log into the Camp WikiManual: Ask the Camp Staff Trainees to log onto the Camp’s
WikiManual from their pair’s/team’s mobile device by typing the following address into
the device’s web browser: http://seeds2success.wikispaces.com/ while demonstrating this
step in front of the group.

42

-Navigate in the Camp WikiManual: Point to the selection of WikiTutorials on the cover
page, then Ask the Camp Staff Trainees to click on the Video Wiki Tutorials, and view
each of these brief tutorials together in their pairs/teams.
-Allow pairs/teams approximately 15 minutes to complete this step while circulating
among the group to ensure that each pair/team is accessing and viewing the video
tutorials and content pages.
-Navigating the Assignment Options: Now Point to the list of Menu Topics along the
right side of the WikiPage. Ask the Camp Staff Trainees to click on the menu of Topics
that still need to be elaborated on (completed/customized) for the WikiManual. Assign or
-Ask Pairs/Teams to select a topic, which they would like to find or create additional
resources to add to the Camp’s WikiManual.
-Allow pairs/teams approximately 15 minutes for the pairs/teams to discuss this
challenge, while circulating among the group to ensure that each pair/team is accessing
and viewing the current links and video tutorials on the current drafts of the content
pages.
-Ask each team to tell the Lesson Instructor which topic they will be working on to find
additional resources and elaborate on for the WikiManual.
-Explain to the Pairs/Teams that they will have the next 90 Minutes to choose a location
at camp to work together, and come up with additional resources for the WikiManual. Set
the guidelines that each link or resource they wish to post must also have a corresponding
photograph which helps to depict the topic of the link.

43

-Ask each pair/team to copy and save their best resource link addresses to their mobile
device, as well as provide them with guest access to upload their links directly to the
Camp WikiManual Space.
-Ask each pair/team where at Camp they will be working during their 90 Minute time
segment, and visit each group periodically to ensure that they are able to access the
WikiManual and the Internet for locate additional resources.
-Regardless of their progress on the project, ask the /pairs/teams to reconvene in exactly
two hours for a debriefing exercise.
Step by Step Exercises for Staff Trainees to Elaborate on the Camp’s WikiManual:
Camp Staff Trainees will divide / be assigned into pairs or small groups to:
(15 Minutes)
- Click on and watch the video tutorial that introduces what a WikiSpace can be used for,
and how it works.
- Click on and watch the video tutorial that introduces how to add a resource link to a
Wiki page.
- Click on and watch the video tutorial that introduces how to upload a photograph to a
Wiki page.
(15 Minutes)
- discuss and Select a topic form the list of unfinished instructional material in the Staff
Orientation WikiManual.
(90 Minutes)
-Choose an alternate workspace at camp for the pair/team to complete additional resource
searches and take correlating photographs to add to their selected topic page.

44

- Search the internet for similar / useful information that fits the topic they have selected
- Copy and save the web address of their best selection of found information to their
computer notebook / tablet / mobile device.
- Paste the web address / link to the pertinent information, following the instructions
provided in the Wiki video tutorial, and Guest Editing access information provided.
- Upload the picture to the corresponding Wiki page they are working on, following the
instructions provided in the Wiki video tutorial, and Guess Editing access information
provided.
- Save / Upload the changes to the Wiki page.
(30 Minutes)
-Reconvene with the rest of the Staff Trainees to present their new resource link to the
group.
- Ask all members of the Staff to click on and view / access their new Wiki edits.
Follow-up Evaluation: Instructor & Trainee Feedback Discussion
(30 Minutes – 90 Minutes)
-Ask the Camp Staff Trainees to give feedback on the ease and motivation of the process
of using mobile computers and devices at the camp.
- Ask the Returning Staff Trainees to give feedback on comparing the WikiManual
Design activity to the traditional "lecture" method of information sharing used
exclusively in previous years.
- Ask the Camp Staff Trainees and Camp Management to discuss the value of
maintaining an "Online Resource and Training Manual" which can be instantly updated
for online access.

45

- Ask the Camp Staff Trainees and Camp Management to discuss the value of accessing
an "Online Resource and Training Manual" before Staff Orientation Week begins.
- Ask the Camp Staff Trainees and Camp Management to discuss other methods of
uploading customized training materials for the camp, aside from using internet links to
outside resources. (i.e.: homemade photomontages and slideshows, homemade videos,
homemade screencasts, etc.)
- Ask the Returning Camp Staff and Camp Management to discuss how technology and
media can discretely be incorporated into the camp’s programs and culture - without
disrupting the traditional flow of camp activities, or shift the focus away from camp’s
preference for a “rustic and natural” environment.
Assessment of Learning
The pre-assessment strategy
This will measure the level of use the students have had with wikis. By knowing the
experience level of the students, the instructor can progress through the beginning portion of the
instructional unit quickly or slowly. This provides the instructor an immediate overview of the
knowledge of the students as it pertains to the instructional unit. The pre-assessment strategy will
involve the use of the following questions:
1. “Do you know what a wiki is?”
2. “Do you know how to use a wiki?”
3. “Do you know how to navigate a wiki?”
The formative assessment strategy
This involves the instructor observing the students as they listen to his or her presentation
and the actions exhibited by the students. In other words, the students ask questions, look

46

engaged, and seem enthusiastic about the lesson. However, if the students seem distant, bored, or
using a mobile device for texting, playing games, reading or searching for information that does
not pertain to the instructional course objectives than the instructional unit has the problem of
length of time or presentation skills. A quick feedback session with the students will determine
whether the instructor has poor presentation skills or the length of time of the activity needs
shortening.
During the activity of searching for information to add to the wiki site, the instructor can
measure understanding by observing and asking questions of the students as he or she moves and
interacts with each group. Students that understand the task will have added content to the wiki
and those students having difficulties will ask questions and seek guidance. If a large number of
groups require assistance then the training needs modification because the information has
become too difficult for the students to demonstrate. Lastly, collaborating as one group, the
students will present their findings and collate the data to eliminate redundant information.
Verification of learning involves the instructor observing and monitoring the wiki’s information,
links, and structure changing. The adding of pages or the deletion of pages by the students will
convey whether the students understand how to organize the wiki site.
The summative assessment strategy
This
first
will
consider
the
data
gathered
through
the
formative
assessment
and
will
involve
a
feedback

session
with
some
of
the
students
to
ask
their
opinions
of
the
training,
demonstrate
several
tasks

performed
during
the
training,
and
answer
questions
about
specific
segments
of
the
training.
By
doing

these
tasks,
the
evaluator
will
know
whether
the
students
have
understood
the
objective
of
the

instructional
unit.
In
addition,
the
instructor
will
answer
questions
about
the
instructional
unit
and

provide
feedback
on
what
works
well
and
what
needs
improvement.

47

Evaluation Process
To evaluate the “WhatzaWiki Challenge” training module, the team must address
whether the training module achieves the goals of the instruction. In order to achieve this result,
the evaluation process involves goal measurement and obtainment. The objectives include the
following list:
1. The learner locates the Wiki Training Hub site
2. The learner recalls the steps required to add information to the wiki
3. The learner demonstrates the modification of the wiki page
4. The learner discriminates the useful information against the redundant or non-
necessary information
5. The learner organizes the information
The evaluation process requires some form of measurement throughout the training
module. Before training commences, the instructor will ask three questions to understand his or
her students’ knowledge about the subject. During the instruction, evaluation will include
observation and assistance when necessary in order to ensure students add content to the wiki. At
the conclusion, a summative evaluation will require interviews with some students, and the
instructor, a survey of all students, a demonstration by some students, and post-test. In addition,
the steps needed to determine whether the implementation has achieved its objectives or not will
include the instructor observing his or her students perform the following:
1. Students locating the Wiki Training Hub Site
2. New information added to the Wiki Training Hub Site
3. The organization of information

48

As a result, the team must create several tools to measure whether objectives achievement
has occurred. The first tool, the interview, determines through questions the enjoyment level of
the students and instructor, instructional difficulty, possible modifications, and pacing. The
second tool, a survey, will provide feedback on the effectiveness of the “WhatzaWiki Challenge”
on learning to use, operate, and arrange information on a wiki. The last tool needing creation, a
post-test, will measure remembrance by the students of the steps involved with adding and
deleting content from a wiki.

49

Overall Assessment Documents
Assessment of the Alignment of Unit Goals to the Evaluation Process
Alignment of Unit Goals
The purpose of aligning the unit goals of the “WhatzaWiki Challenge” to the evaluation
process is to ensure learning objectives have been met, along with staff trainee enjoyment. The
evaluation process will include the following assessment:
1. To have working knowledge of how to utilize a WikiSpace for job-relevant
training and orientation purposes.
2. To collaborate on elaboration and maintenance of the organization’s WikiManual
with updated information.
3. To be able work with other staff trainees to analyze and post appropriate job-
relevant materials to a WikiManual.
The Camp’s Management will do this process through the Summative Evaluation process
through feedback discussion interviews, SME questionnaire surveys, demonstrations, and post
assessment. The team will be able to answer the three questions, stated earlier, and to conduct
formal or informal interviews. This will provide the results for the Impact Evaluation within the
Summative Evaluation (Trochim). An Impact Evaluation is a “broad…and assesses the overall
or net effects – intended or unintended – of the program or technology as a whole” (Trochim).
The team will also conduct Outcome Evaluations to “investigate whether the program or
technology caused demonstrable effects on specifically defined target outcomes” (Trochim).
Questionnaire Surveys and Post-Analysis review by the Camp Management will determine the
level of understanding for the staff trainees and SMEs when working on collaboration exercises.
The survey will also include questions to verify staff trainee and SME enjoyment of the

50

“WhatzaWiki Challenge” training module, in order to foster continued positive interactions
between the two groups.
Evaluation Process
To evaluate the “WhatzaWiki Challenge” training module, the team must address
whether the training module achieves the goals of the instruction. In order to achieve this result,
the evaluation process involves goal measurement and obtainment. The objectives include the
following list:
6. The learner locates the Wiki Training Hub site
7. The learner recalls the steps required to add information to the wiki
8. The learner demonstrates the modification of the wiki page
9. The learner discriminates the useful information against the redundant or non-
necessary information
10. The learner organizes the information
The evaluation process requires some form of measurement throughout the training
module. Before training commences, the instructor will ask three questions to understand his or
her students’ knowledge about the subject. During the instruction, evaluation will include
observation and assistance when necessary in order to ensure students add content to the wiki. At
the conclusion, a summative evaluation will require interviews with some students, and the
instructor, a survey of all students, a demonstration by some students, and post-test. In addition,
the steps needed to determine whether the implementation has achieved its objectives or not will
include the instructor observing his or her students perform the following:
4. Students locating the Wiki Training Hub Site
5. New information added to the Wiki Training Hub Site

51

6. The organization of information
As a result, the team must create several tools to measure whether objectives achievement
has occurred. The first tool, the interview, determines through questions the enjoyment level of
the students and instructor, instructional difficulty, possible modifications, and pacing. The
second tool, a survey, will provide feedback on the effectiveness of the “WhatzaWiki Challenge”
on learning to use, operate, and arrange information on a wiki. The last tool needing creation, a
post-test, will measure remembrance by the students of the steps involved with adding and
deleting content from a wiki.

52

Conclusion
This design exercise and final review of a cumulative Design Plan, Team 3/
Seeds2Success design participants were able to see the evolution of their various essays, along
with the progress of their sample product. It was a valuable part of the final evaluation process
to be able to return to the initial goals and objectives of the lesson, and re-calibrate each to match
the progressing evolution of the documents and products. This enabled the group, to ensure in
the end, that any incremental learning and experimentation that took place during the lesson and
product design affected the underlying goals and objectives. Which could then be better
articulated, through the team’s design experience, and thus included in the analysis portion of the
document.

53

References
Camp Notre Dame (2012). http://www.campnotredame.com
Morrison, G., Ross, S., Kalman, H., & Kemp, J. (2011). Designing Effective Instruction.
Hoboken, NJ: Wiley & Sons.
Trochim, W.M.K., (2006). Introduction to evaluation. Research methods knowledge base.
Retrieved on 08/10/2012 from http://www.socialresearchmethods.net/kb/intreval.htm
WikiSpaces (2012). Camp Manual under construction by Team 3: Seeds 2 Success.
http://seeds2success.wikispaces.com/

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