The Green Machine

Recycling Instructional Plan
The Green Machine

Final Document
Yolanda Cherestal
Karyn DeFouw
Shaya Hintz
Nakesha Jones
Cynthia Mortenson
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Table of Contents
Title
Page
Evaluation Plan
Alignment of Unit Goals to the Evaluation Process
Analysis Document
Design Document
11
Development Guide
17
Implementation Plan
28
Facilitators Guide
32
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Evaluation Plan
Team Green Machine is committed to developing a quality and effective
instructional module for our learners in efforts to maximize the learning
opportunity. We will evaluate our instructional module to determine to what
extent the objectives of the instruction are being attained (Morrison, Ross, Kalman,
& Kemp, 2013, p. 258) by executing the following evaluation tasks:
Develop and Conduct a Pre Test: A Pre Test will help determine the level of
understanding, prior to the completion of the instructional module, of the
intended content as stated by the learning objectives. The learner would take
this online quiz prior to starting the instructional module, and content would
consist of questions related to our identified learning objectives.
Conduct continuous Formative Evaluation prior to the completion of
instruction development. This will allow our team to make necessary
revisions with the end goal of developing effective and objective-centered
materials. Formative evaluation will end at the start of implementation.
Per Morrison et al. (2013, p. 255), the following questions can be used within the
formative evaluation:
Given the objectives for the unit or course, is the level of learning
acceptable? What weaknesses are apparent?
How much time did the instruction and learning require? Is this
acceptable?
Were the materials convenient and easy to locate, use and file?
Is the instructional context appropriate?
We can complete the formative evaluation using the Dick and Carey (1991)
three-stage model (Morrison et al., 2013, p. 326), as listed below:
Stage
Instruction
Phase
Purpose
Learners
Main
Measures
Oneto-one
trials
Development
Try out impression
Individuals
Observation,
attitude
survey,
interview
Smallgroup
trials
Preliminary/draf Identify
t version
strengths/weakness
es
Small
groups (820)
Observation,
attitude
survey,
performance
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Field
Trials
Completed
Assess actual
implementation
Regular
classes
Performance,
attitude
survey
Develop and Conduct Posttest/Final Evaluation: Using the results of the pretest and post-test, we can determine the amount of learning regarding the
intended content, as stated by the instructional module objectives. The
content of the posttest should be a balance of all learning objectives, not only
the easiest or most difficult (Morrison, Ross, Kalman, & Kemp, 2013).
The learner would take this online quiz immediately after completing the
instructional module. The quiz should consist of questions related to our
instructional objectives.
Conduct a Summative Evaluation after the instruction has been fully developed
and after implementation, yet prior to sustained implantation, in efforts to
evaluate the effectiveness of the instruction by measuring the degree to
which the major outcomes are attained by the end of the course (Morrison
et al., 2013, p. 255) and obtain learner reactions to the course.
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Alignment of Unit Goals to the Evaluation Process

Pre assessment:
Prior to the beginning of the course, surveys were conducted to gauge the learners
perceptions, attitudes, and expectations/experiences concerning curbside recycling.
In addition to monitoring recycling activities and provide direct feedback to leaner
on their recycling habits at the beginning of the course.
Formative Assessment:
During the course, the instructor will informally assess learners throughout the
program with informal observations of the engagement of each student. The
instructor can use this information to guide and adjust instruction to meet the needs
of all learners.
Summative Assessment:
Finally, the pre assessment may be used at the end of the course to reassess the
familiarity and comfort level of the learners with recycling and curbside pickup. This
will provide vital information as to the growth and development of the learning
goals and objectives.
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Analysis Document
Project Description:
With the continuous rise in production to supply and satisfy our always-on-the go,
consumer-driven United States society, waste management is an important topic
considering the waste must go somewhere. In efforts to reduce the environmental
impact of manmade products and packaging, most of which is not biodegradable,
recycling has been identified as a strategy to combat the threat of North America
burying itself alive. According to 2011 recycling statistics, "Americans generated
about 250 million tons of trash" (U.S. Environmental Protection Agency, 2011), and
in 2008, paper and paperboard contributed to 31% and plastics contributed to 12%
of municipal waste. Additionally, Americans throw away enough paper and plastic
cups, forks, and spoons every year to circle the equator 300 times (Clean Air
Council).
Figure 1 below shows the increased trend in municipal solid waste within the
United States.
Source: U.S. Environmental Protection Agency, 2011

Waste is collected and dumped into landfills across the country, which vary in
frequency throughout the country. In 2008, only 30% of people within the Southern
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region had curbside recycling collection. They also had 7 times more landfills
compared to the Northeast region where 84% of people had access to curbside
recycling collection (U.S. Environmental Protection Agency (2009). Fortunately, the
disposal of waste to a landfill has decreased from 89% of the amount generated in
1980 to under 54% of MSW in 2011, and the number of recycling programs
nationwide has increase from 8,875 in 2005 to over 9,800. (U.S. Environmental
Protection Agency, 2011). Recycling aluminum creates 97% less water pollution
than making new metal from ore (Can Manufactures Institute, 2006), and just
recycling one aluminum can save enough energy to run your television for three
hours (Keep America Beautiful). In addition, recycling helps reduce the impact of
chemicals and gases that pass through landfill liners, soak into the earth soil and
infiltrate surface water (Clean Air Council), all of which humans and animals
interact with daily.
The waste statistics referenced above indicate a continued need to educate the
United States population regarding the positive impact recycling has on the
environment and human health. However, due to the variation within recycling
programs nationwide, including which waste items are eligible for curbside pick-up,
pick-up schedules and recycling requirements, it can be challenging for consumers
and residents to keep the details straight. This module aims to increase the
awareness of the positive impact of recycling and to encourage consumers and
residents to consider becoming an active participant within his or her local recycling
program.
Needs Analysis
The number of United States residents participating in recycling programs is not
enough to sustain the amount of waste production within the United
States. Landfills are filling up faster than necessary, and an increased participation
in recycling could yield positive impact to the environment and human health.
While instruction alone will likely not solve the entire problem, considering
additional factors affecting recycling programs, the instruction will assist in
developing an increased awareness within and among the United States residents
and consumers, as well as serve as a resource to access recycling-related
information in his or her area.
The purpose of this instruction is to educate learners on the positive impact
(benefits) of recycling programs, inform them as to how to access area-specific
recycling program information, and how to prepare and dispose eligible recycling
items for curbside pickup. After careful consideration, instructional intervention
was identified as the best solution to address our initiative to encourage and
increase the participation in recycling programs nationwide.
Learner Analysis
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The target audience will be those who currently recycle and those who express an
interest in learning how the system works. Our target audience is adult
learners ranging from college students to seasoned adults. Adult learners are highly
motivated, goal-driven, self-directed, independent learners and involved in
decision-making. Since there is no national law that mandates recycling, state and
local governments often introduce recycling requirements. Although a number of
U.S. states have passed laws that establish deposit or refund values on beverage
containers, other jurisdictions rely on recycling goals or landfill bans of recyclable
materials (United States Recycling Statistics, 2011).
The lesson will be designed to educate the learner on how to reduce the volume of
waste dumped within their area and to conserve our natural resources. Recycling is
one of the easiest ways that we can reduce the amount of waste sent to
landfills. Additionally, recycling helps to stabilize our trash collection rates. One
specific recycling company that comes to mind that will benefit learners in this
course is Waste Management. Waste Management is one of "North America's
largest residential recycler. They offer a variety of convenient solutions for
recycling items that don't belong in the trash. These include curbside pickup, recycle
by mail kits and more than 30 drop-off locations to make recycling easy for
consumers (Waste Management)."
Performance Gap Analysis
Those starting this course will have zero to some knowledge and experience with
recycling. By the end of the course, students will have the general understanding of
how recycling works. The learners will be able to determine whether or not an item
is eligible for recycling. In addition to knowing the benefits of recycling and how to
make the most appealing ways of disposing waste. Recycling involves the
processing of waste materials to make them reusable. This process helps in
conserving energy and at the same time reducing the consumption of natural
resources (How Recycling Works).
Recycling used materials is one way of saving the environment. It is very important
to recycle to avoid harming the environment. Used glass and plastic bottles,
newspapers and aluminum can be recycled effectively to turn them into something
useful (U.S. Environmental Protection Agency (2012). Recycling is an effort to turn
something you consider as waste into something more useful and helpful. Prior
to beginning the course, we need to explore the needs of our audience. At this time
we will determine if adjustments need to be made in the material to meet the needs
of all the learners.
Contextual Analysis
In our contextual analysis, there are three variables that we need to consider:
Learners Goals. We need to examine what the learners' goals would be
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for electing to take this course. In other words, "Whats in it for me
(WIIFM)?" Our focus will be on emphasizing the positive impact recycling
can have on the environment and human health.
Learners' perceived utility of the instruction. Because the benefits of recycling
touches everyone, once we have established the WIIFM, our next step will be
to inform the learner of how they will benefit from the course content which
will be achieved by including a "Course Summary" and further defined in the
"Course Objectives."
Learners' perceptions of accountability. Because the primary focus of this
training content is to further awareness in an attempt to increase
participation in recycling programs, it is beyond the scope of this project to
observe the effectiveness of the training other than including exercises that
would allow the practical application of the content presented with the
exception of a knowledge check at the conclusion of the module and a survey
whereby we will be obtain user feedback.
Instructional Context
The instructional context for our training material will be an eLearning module that
will be accessed by clicking on a link to access the course content.
Transfer Content
As stated in #3 above, because it is not possible to measure the effectiveness of the
training content upon our target audience, the learner can measure their
understanding of the training content by engaging in interactive exercises
embedded throughout the training (eLearning module.)
Unit Goals
As outlined above, the goals of our instructional module will be to:
Educate learners on the positive impact (benefits) of recycling programs
Inform learners how to access area-specific recycling program information
Inform learners how to prepare and dispose eligible recycling items for curbside
pickup
How will Success be Measured?
Because the primary focus of this training module is to further awareness and
increase participation in local recycling programs, and because it is beyond the
scope of this project to observe the effectiveness of the training, we will include
interactions/exercises (e.g., present the learners with a number of "objects" that
they could drag into one of two bins, one labeled " recyclable" and the other "nonrecyclable" whereby the learner has to apply the knowledge they have been
presented with along with a knowledge check at the conclusion of the module.
Topic Analysis
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The following outline will help define cognitive knowledge:
Importance of recycling programs. Educate learners on the positive impact
(benefits) of recycling programs.
Define Key terms, as defined by EPA
Introduce and familiarize learners with the 3 R's of Waste Management: Reduce,
Reuse, Recycle
Facts/statistics about current recycling programs Identify United States MSW and
recycling statistics.
Present the various types of recycling programs. The learner will be educated on
how to locate and access area-specific recycling programs
Overview of recycling flow (graphic)
Processes/procedures for recycling programs. The learner will learn how to
prepare and dispose of eligible recycling items for curbside pickup and will
have the opportunity to demonstrate practical application of their new
knowledge by identifying whether an item is recyclable or non-recyclable.
Additional Resources
Procedural Analysis
Students will be provided with a graphic organizer so that they can see, and identify
what goes where for the flow of recycling. A graphic organizer like the one below
will be
used.
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Design Document
Sequencing Description
Our sequence strategy is based on each objective in an effort to produce the most
effective instructional module for the learner. Objective 1 involves understanding
the concept (concept expertise) of recycling, while objectives 2 and 3 are intended
to teach the learner how to conduct procedural tasks (task expertise). The module
is intended to take the learner between 30-45 minutes to complete.
i. Where our garbage goes: Below are samples of the graphics that will be
used to demonstrate some of the topics outlined in our task analysis:
ii. MSW Recycling Rates, 1960-2011
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iii. Municipal Solid Waste Rates (MSW), 1960 - 2011
Municipal Solid Waste (MSW) Rates, 1960 - 2011 (Source: EPA)

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iv. Recycling has contributed to a decrease in the amount of MSW put into
landfills. IN 1990, 145.3 million tons of MSW was dumped into landfills, compared
to 134.2 million tons in 2011. (EPA).
a. List the benefits of recycling (EPA)
Reduces the amount of waste sent to landfills and incinerators
Conserves natural resources such as timber, water, and minerals
Prevents pollution by reducing the need to collect new raw materials
saves energy
Reduces greenhouse gas emissions that contribute to global climate change
Helps sustain the environment for future generations
Helps create new well-paying jobs in the recycling and manufacturing
industries in the United States
b. Identify the two main method of recycling: curbside pickup (which will be
the focus of this instructional module) and compost (which will include
minimal detail)
c. Identify an d explain the recycling symbol(s), including accompanying
numeric number(s), generally found on plastic
d. Inform learners how to access area specific curbside recycling program
information
Identify the area that you are interested in participating in a curbside
recycling program
Identify who to contact, (e.g., town/city public works department)
e. Inform how to prepare and dispose eligible recycling items for curbside
pickup
f. Review the curbside recycling program details to familiarize yourself with
the requirements, including the following:
Types of materials that can be recycled in your area (such as plastic,

aluminum cans, glass)
Frequency of pickup/ calendar of pickup
Whether or not different materials need to be separated at the time of
curbside pickup
Desired location where your eligible recycling items should be placed on
the determined day for curbside pickup
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Pre-Instructional Strategies
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Strategies Table
Text Design
One of the strategies that will be used to signal the expectations or information that
will be used will be a KWL chart, which will help activate the students background
knowledge about recycling. (This would be in the form of a pre-test). The student
would become aware of what they already know about recycling, what they don't
know.
Multimedia Design
Some considerations for message design using PowerPoint are to use headings,
italics and graphics. One idea is to use headings at the top of each slide to let the
learner know what the topic of that particular section is about. We will also utilize
key vocabulary as well as include pictures or graphics to provide visuals depicting
statistics. We will also use signaling words, (e.g., first, next, etc.) to help signal
important points for the leaner.
Embedded with the eLearning under the "Resources" section will be a short two
minute video that explains why recycling is important. It also has a quick
explanation about how to find out what materials are recyclable. It also links to
other video related to recycling. http://www.youtube.com/watch?v=ojixdJxTA4w
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Additionally, included in the "Resources" section will be a link to a short video from
Keep America Beautiful that tells why recycling is important and shows what is
recyclable and what is not. This will provide an audiovisual aspect of learning in
our presentation enabling the leaner to connect the information with the material
that has been covered in the eLearning module.
https://www.facebook.com/recyclenow
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Development Guide
Instructional materials
Following is an overview description of two instructional materials that you will be
used in our eLearning module.
Sorting Reference Guide: The goal of this document will be to illustrate the two basic
categories of Bottles & Cans and Paper & Cardboard, including common items that
belong in each category. Content will be similar to page 2 of the St. Paul Sorting
Instructions PDF (saved in File Exchange section of our Group Wiki). This type of
document, comprised of various illustrations with integrated graphics and text will
help reduce cognitive load to allow the learner to familiarize him or herself with
common recyclable items, as well as learn how to procedurally identify and sort
items for curbside pickup. This self-paced resource will be listed in the Resources
section of the eLearning module and available for the learner to print out (PDF
form).
Plastics 101: This document will provide a basic overview of plastics to help learners
better understand the importance of following curbside recycling program
guidelines. This document will differentiate between the numeric numbers listed on
various plastic items. For example, see page 1 and 4 Plastics by Numbers PDF (saved
as Plastics by Numbers File Exchange section of our Group Wiki). I particularly like
the Definitions table, listed on page 4, that shows the recycling symbol and
number(s), including a brief description that tells learners which numbers are
associated with which items (i.e.: Number 1 is associated with polyethylene
terephthalate (PET), commonly used for water and soft drink bottles). This selfpaced resource will be listed in the Resources section of the eLearning module and
available for the learner to print out (PDF form).
This document provides information to help the learner better understand the
concept of recycling. In addition, the utilization of a table to display the different
kinds of plastic will aid in the reduction of cognitive load experienced by the learner.
References (PDFs posted in File Exchange section)
Saint Paul 2013 Sorting Instructions. Retrieved 11/27/13 from
http://www.eurekarecycling.org/pdfs/2013_saintpaulguide_web.pdf.
Plastics by Numbers. Retrieved 11/27/13 from http://recycle-bowl.org/wpcontent/uploads/15-Plastics-by-the-Numbers-numberless-done.pdf.
There are several factors that are important to the development of sample
instructional materials. This includes the organizing of learning tasks from simple
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to complex, the appropriate timing of distribution of materials the use of
repeated tasks to automate the consistent aspects of a skill, including a high
variability of skills taught and beginning with a large amount of learner support
that is gradually decreased over time. (Morrison, Ross, Kalman, Kemp, 2013).
Creating instructional materials is time consuming and, likely, costly. It's much more
effective to find existing materials that may be able to be adopted or amended to
meet your needs., however if creating new materials is deemed necessary, a variety
of tools can be used to help plan and carry out the development process.
Material 1: Prezi Presentation
The first instructional material we are offering our students is a Prezi Presentation
with detail instructions and other factors of Recycling. Prezi is a web-based
presentation tool using a map layout and zooming to show contextual relationships.
It is used for presentations, much like PowerPoint. However, it is a lot more
dynamic. The students will be able to properly dispose eligible recycling items for
curbside pickup in his or her local area. The Prezi presentation would be recorded
and saved as a Flash file and would be embedded in the eLearning as a
video. Sample Draft of Material: Prezi (Recycling & Saving the Environment)
http://prezi.com/vkd6yjwjbhsi/?utm_campaign=share&utm_medium=copy&rc=ex
0share
Retrieved from: http://prezi.com/vkd6yjwjbhsi/recycling-saving-theenvironment/#
Created by: Kaitlin Lugo
References:
Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2013). Designing effective
instruction (7th ed.). Hoboken, NJ: John Wiley & Sons, Inc.
In the Contextual Analysis of our Analysis Document, we indicated that the
instructional context for our project would be an eLearning module. The following
screenshots depict a (DRAFT) form of instructional materials contained within the
eLearning. As stated in our Design Document, one of our objectives was to educate
learners on the positive impact (benefits) of recycling programs by educating
learners on the following:
Key Terms
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3 R's of Waste Management and
Identify United States MSW and recycling statistics
This interaction contains the instructional material addressing bullet No. 3
above. The images used in the following interactions were obtained from the
following website: http://www.freedigitalphotos.net/images/Recycling and
the graphs were obtained from
http://www.epa.gov/osw/nonhaz/municipal/msw99.htm
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Example #2: Drag and Drop - Recycling Sorting Activity

In this exercise, learners will be able to apply information previously presented to
them and identify items that are eligible for recycling and those that are not. If the
user tries to place an item into the bin that is not eligible for recycling they would
receive automatic feedback whereby if they try to drag the item to the wrong bin,
the image will automatically snap back to it's original place on the screen.
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Delivery methodology
The delivery method that will be used is the distance education/virtual education
setting method and the delivery mode will be an eLearning. In the distance
education method, the instructor is able to teach and students are able to learn
without having to be on campus. According to the Morrison, Ross, Kalman, and
Kemp one of the benefits is unlike with conventional video presentations, students
can experience instruction as it happens, thus permitting updates, announcements,
and the spontaneity of live events. This will be most appropriate for our project
since we have become accustomed to this method while going through schooling for
degrees o0n the masters level. Another reason why we have chosen to use this
method to present our project is because students can do all of their work wherever
they have computer access. Students will not be scheduled to be at a location at a
certain time to do required work, but they will be given the flexibility to complete
work anytime, anywhere. Many students will benefit from this method of delivery
when information is presented to them because they will be able to interact with
instructors and peers to continue conversations that could lead to clarity on unclear
information.
The things that make this delivery method weak are things like dropout rate,
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hardware requirements, and two-way communication. Instructors will need to
provide immediate feedback in order to clear any misunderstanding on material.
This will encourage students continue to participate in group discussions since
information is being cleared up as the students go along. As students go farther into
a course the amount of feedback from the instructors has to prevent students from
feeling overwhelmed, which in return causes students to drop out. The availability
of resources needed to complete courses successfully is a weakness that many
students encounter. Due to the lack of money to purchase better or newer hardware
for courses students begin to find them discouraged or frustrated when being taught
through distance education. An event like this causes students to become less
productive, or seem to not be participating in discussions, or turning in assignments
late. Lastly, communication is a downfall to this method. Instructors may create
discussions that seem to be very engaging, but in reality the students are not
engaged in the material. The instructor must continue to create conversations that
will force students to learn the information in a way that does not bore them and
cause them to feel as if the material is not interesting.
Instructional Plan Table

Learning Objective
Learner will appreciate the positive impact of recycling programs. (Affective)
Learner will name area-specific recycling programs. (Cognitive)
Learner will demonstrate how to prepare and dispose of eligible recycling items
for curbside pick-up. (Psychomotor)
Content Presentation
Content:
The learner will be educated on the positive impacts of recycling. The learner will
be able to identify a recyclable object from a non-recyclable object.
Demonstration:
The learner will be given information about the statistics of recycling to see the
positive effects that recycling has on the environment and health.
The learner will be given a basic understanding of key vocabulary specific to
recycling.
The learner will be given a demonstration on the flow of recycling. (a graphic
organizer will be used from the design document)
The learner will be given an organizer to help identify whether a material is
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recyclable or non-recyclable
The learner will be given a demonstration on how to locate and access area-specific
recycling programs and how to prepare and dispose of eligible recycling items
for curbside pickup.
Materials and Media Selection:
Computer, printer, paper, pencil, household items for eligible recycling
Student Participation
Student Grouping:
The learner will work independently through an eLearning presentation.
Practice Items and Activities:
The learner will work independently to complete a KWL chart to help with their new
knowledge on recycling) The learner will find a household item and locate the
recycling symbol, numeric number or by referencing local recycling program
guidelines and will determine if the item is recyclable or non-recyclable.
If the item is recyclable the learner will place the item in a proper container for
curbside recycling.
Feedback
Included in the eLearning will be interactive exercises (e.g., drag and drop exercise,
match the term with the definition) where the learner would receive immediate
feedback for an incorrect answer. There would also be Knowledge Checks (e.g.,
multiple choice questions, true/false, multiple answer, etc) following each section to
reinforce the learning and would again receive immediate feedback if their answer
is incorrect.
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Implementation Plan
Background
With the continuous rise in production to supply and satisfy our always-on-the go,
consumer-driven United States society, waste management is an important topic
considering the waste must go somewhere. In efforts to reduce the environmental
impact of manmade products and packaging, most of which is not biodegradable,
recycling has been identified as a strategy to combat the threat of North America
burying itself alive. According to 2011 recycling statistics, Americans generated
about 250 million tons of trash" (U.S. Environmental Protection Agency, 2011), and
in 2008, paper and paperboard contributed to 31% and plastics contributed to 12%
of municipal waste. Additionally, Americans throw away enough paper and plastic
cups, forks, and spoons every year to circle the equator 300 times (Clean Air
Council).
Intended Learner Audience
Individuals living within the United States, primarily those living within urban
areas, ages 18 and older.
A LMS will be utilized to develop and execute the instructional module. Therefore,
the students should have basic computer experience and comfortable using a
keyboard and mouse, as well as be familiar with how to download a PDF. The
student will need access to a computer and internet connection to access and
complete the instructional module. Anticipated time need to complete the course is
60-90 minutes.
Goal of this Instructional Module

To provide a distance learning opportunity for students to increase their
understanding of recycling efforts within the United States and promote increased
participation.
Introduction to the Unit
Every day, millions of Americans toss used or unwanted items into nearby garbage
cans, whether youre in your home, running errands, or perhaps dining out. And if
youre like most people, once you toss out your garbage, it becomes out out-of-sight
out-of-mind. However, waste statistics indicate Americans tossed out 250 million
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tons of trash in 2011 (U.S. Environmental Protection Agency, 2011), and all that
trash has to go somewhere. Recycling is one strategy that can assist in the reducing
the amount of trash that is dumped into landfills across the nation and reduce the
environmental impact of manmade, non-biodegradable products. This module will
provide you information about the recycling within the United States in hopes that
you will become an active participant in recycling efforts, both locally and
nationally. Together we can make a big difference and contribute to a
environmentally cleaner future.
Learning Objectives:
Educate learners on the positive impact (benefits) recycling programs,
Inform learners how to access area-specific recycling program information
Inform how to prepare and dispose eligible recycling items for curbside pickup
Section II: Pre-workshop Planning
Preparation is the most important factor to the success of a workshop or training
program implementation plan. Therefore, it is important for the facilitator to
evaluate many factors before and during the actual training.
Preparing participants
Learner will be familiar with the basics of recycling materials (such as plastic,
aluminum cans, glass). Learner will be educated on the positive impact (benefits)
recycling programs.
Student Groupings
The facilitator will group the learners who have similar needs or interests. Then will
identify a learner who has a higher level of experience with environmentally
friendly packaging and biodegradable items. This type of grouping is called
Performance-based groups. Performance-based groups are most effective when
formed on the basis of a particular need rather than in response to predetermined
performance levels. Performance-based groups provide a means for increasing
learners' access to a particular concept or skill.
Giving participants advance information
Learners will be given the recycling programs knowledge to help improve water and
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air quality for sustainable growing communities. In addition to comprehending how
recycling can impact his or her community with tangible improvements to the
quality of life.
Section III: Instructional environment, equipment, and materials

Because this is an eLearning module, the presentation will be accessed via the web
and users will be able to access it via PCs and IPads. As part of the implementation
process and before going live, we will perform beta testing with a sampling of
learners to ensure the course is accessible and performing as it should be. Given the
nature of the instructional environment, which could be virtually anywhere one can
access the internet; we have no control over the equipment the user will use to
access the training.
The course is designed to ensure consistency throughout the module (e.g.,
navigation buttons are in the same place, outline is visible in the left-hand margin of
the module, etc.) in an effort to avoid the learner experiencing extraneous cognitive
load. The interface will be designed so that it is intuitive for the learners as well as
allow them to take control of the instruction. For example, learners will be able to
move forward or backward within the module or to replay an interaction if so
desired. Additionally, the learner will be presented with an outline that will be
visible throughout the module allowing them to access specific topics (sections) at
any point in the module. This is particularly important for learners who are already
familiar with the topic and would like to focus their instruction on a specific
section. Also included within the module will be a "Resources" tab that will contain
valuable reference material outlined in the Development Section of our Instructional
Plan which includes the following:
Sorting Reference Guide
Plastics 101 (PDF)
Section VI: Instructional delivery and sequencing
OVERVIEW OF LESSON
The facilitator has researched and put together an eLearning module to educate
adults on the importance of recycling. With the help of research, the module will
The Green Machine
30

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

Drag-and-drop activity (recycling sorting)
Information related to finding local recycling
Information on flow of recycling
Demonstration on how to tell if a material is recyclable on non-recyclable
Knowledge check
STEP-BY-STEP PROCESS
Pre-assessment
Recycling statistics
Knowledge check
Drag-and-drop recycling sorter
Area-specific recycling resources
Recyclable vs. non-recyclable
Knowledge check
Demonstration on how to tell if a material is recyclable
Information regarding how to dispose of recycling
Knowledge check
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Facilitators Guide
Formative assessment strategies (during learning)
Students will complete a say, mean, matter chart to assess what they have
learned so far on the topic. An article will be picked out that talk about the
processes of recycling and where items should be sorted out to. Students will
have to complete the chart to help instructor make any necessary changes to
re-teach information that was not obtained the first time.
Summative assessment strategies (after learning)
Students can create a flowchart or graphic organizer of their own to show
what the effects of not recycling does to the environment versus how
recycling helps our environment.
The Green Machine
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Recycling Instructional Plan