This eLearning module is intended for cadets who need to develop a basic understanding of Aviation English and apply it in real settings throughout their cadet training program. This module serves as a starter and it is the first module out of a total four modules in the training program.

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Upon successful completion of this module cadets will be able to

• pronunciate target aviation terms correctly

• use the target aviation terms effectively in real settings

• decode the METAR reports

• read the METAR reports

• identify airport signs

• differentiate between airport signs and runway markings

• identify parts of an airplane

• explain the function of the parts of an airplane

 

Audience: The target learners in this training module are cadets in a tertiary level institution.

 

Responsibilities:The responsibilities included Instructional Design, eLearning Development, and Project Management.

 

Tools Used: I utilized the following tools in this project:

• Articulate Storyline

• Canva

• Miro

• TTS Tool

• WavePad

 

Problem, Process, and Solution

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The target audience is a freshman students in a tertiary level institution offering Aviation English courses. The learners are cadets trained to become pilots. The medium of instruction is English and the students are English as Second Language learners. The course is offered at the beginning of the education program. Although the learners are all highly motivated to become a pilot, they still need to develop a basic understanding of Aviation terminology, on which they can further build in-depth knowledge on aviation. Unfortunately, the failure to develop such basic understanding often results in fossilization. That is, the learners cannot go beyond a certain level of achievement in the training program. Therefore, the following steps of the ADDIE model have been taken to develop the present training module.

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1. Analyze: The target setting and audience were analyzed by organizing a field trip and observing the trainings, having focused-group interviews with instructors and cadets, and by utilizing a need analysis questionnaire developed by the designer.

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2. Design: The training module was developed in the light of data collected in the analysis step. The data included field notes, and qualitative and quantitative data. Having carefully analyzed the data, I designed the action map for the training module. The design principles were "learner-centred approach", "working memory", and "attention"

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3. Develop: The needs of learners were the starting point when developing the training module. Next, as the working memory is limited in its nature, presenting too much information in each slide was avoided; rather it was intended to engage learners in the learning process by making each slide as interactive as possible. Last but not least, the attention span was taken into account and the slides were designed in such a way that they included design elements which might catch learners' attention.

 

4. Implement: Having completed the training module, the course was embedded into the e-Learning platform of the institution. The cadets were monitored through the LMS and their progress was tracked. The members of the training department of the institution were contacted for any issues with the training module.

 

5. Evaluate: The overall evaluation was completed in line with the Kirkpatrick's Model of Evaluation. The cadets were asked to complete a 5-point Likert type scale at the end of the module. What's more they were given a number of quizzes to complete throughout the training module and the results were presented to each learner at the end of the module. By doing so, Level 1 (Reactions) and Level 2 (Learning) of Kirkpatrick's Model were completed. Besides, the behavioral changes (Level 3) and the contributions of the training module (Level 4) were discussed with the members of the training department and other instructors in the target institution.