Project Proposal

e-Learning: Use of Gym Equipment

Client: Health and Fitness Gymnasium -NSW Tafe's Randwick CampusClient Contact: John SmithProject Manager: John KlyzaProject Start Date: 22 July 2008Projected Finish Date: 02 December 2008

John Klyza8/15/2008

Table of Contents

Executive Summary i1.0 Introduction 1 1.1 Project Description 2 1.2 Project Objectives 2 1.3 Target Audience 32.0 Concept and Ideas 32.1 User interface 4 3.0 Proposed Work Schedule 5 4.0 Recommendations 7References 9

Tables

Table 1.0 Estimate time of completion 6

List of Figures

Figure 1.0 Mind Map showing the concept and the various ideas for implementing the product. 3

Figure 2.0 The products navigation path. 4

Figure 2a Scenario Interface 5

Figure 2b Choosing a correct answer 5

Figure 2c Choosing an incorrect answer 5

Figure 2d Choosing an almost correct answer 5

Figure 3.0 Example of a poll 7

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Executive Summary

This proposal is in response to the health and fitness gymnasium located at New South Wales Tafe's Randwick Campus (the client) wish’s to evaluate the potential of using scenario-based training allied with interactive digital media technologies. The aim of this proposal is to provide the client with a product (CD/DVD) containing the following:

i) A narrated video tour of the fitness studio that highlights the equipment groupings.

ii) Information on the rules for using the studio with a scenario-based training application to enable customers to test their knowledge of these rules in a variety of situations.

iii) Images of a range of equipment for exercising a selected muscle group (shoulders.) and a quiz for matching the equipment required to exercise specific muscles within the group.

There are many tools and systems that provide learning outcomes, but, in terms of self-paced learning outcomes, none, rival scenario based e-learning. It is the writers view that the most effective method for the gymnasium is an interactive scenario based CD/DVD. The value of the scenario based, interactive CD will be recognized for its outstanding contribution to the gym. I recommend that the full scope of this powerful tool be implemented for the use within the gym. The following criteria show why:

Cost effective Ease of use Interactive Available to those who need it, when they need it. Game-like familiarity Real life scenarios Selection options Fun Feedback from customers

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Client: Health and Fitness Gymnasium located at NSWTAFE's Randwick Campus (contact: John Smith)Start Date: July 22 2008Due Date: December 02 2008

E-Learning: Use of Gym Equipment

Project Manager: John Klyza

1.0 Introduction

According to Steve Dow (2003) “Gymnasiums are big business. About 1.6 million Australians use a gym or hold a gym membership, including about, 500 000 in NSW, or ten percent of the population...The Australian gym industry forecasts its membership will grow by 7 percent a year this decade”. Gyms are big business; they are also, at times, very busy. Generally, all new gym users complete an induction with a gym instructor. Training is given on correct use of machinery as well as the correct way to warm up, cool down, stretch and setting targets. However, despite the instructions, clients would need further instructions from time-to-time. Health and fitness gymnasiums can at times, as mentioned above, be a hive of activity. Although instructors endeavor to give clients their attention at these times, it is not always possible to do so.

Using current and emerging technologies, such as podcasts, blogs, conferencing tools, virtual worlds, and interactive scenario based digital media, can expand client and instructors interaction, improving both the content and the effectiveness of both digital media and traditional class formats. Podcasts can provide reinforcement and clarification of the learning experience. Blogs can be vehicles for documenting factual material as well as expressing creative and original thinking. Real time conferencing tools can support meetings, collaborative projects, mentoring, and tutoring. Virtual worlds show promise in education particularly among traditional age students who have grown up in an electronic culture. Scenarios are more-or-less realistic scenes that set the stage for an interaction between a digital media product and a user. The learner

344 Smith Street

Smithville NSW

Ph: 77777000

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1.1 Project Description

This report is in response to the health and fitness gymnasium located at New South Wales TAFE's Randwick Campus (the client). The client wish’s to evaluate the potential of using scenario-based training allied with interactive digital media technologies (the product).

1.2 Project Objectives

The aim of this project was clarified after consultation with the client and subject matter expert (gymnasium’s manager). JKlyza Graphics is to provide the client with a product (CD/DVD) containing the following:

navigates through by choosing options and is given feedback based upon their choice.Scenario based learning makes information and knowledge available to those who need it, when they need it.

i) A narrated video tour of the fitness studio that highlights the equipment groupings.

ii) Information on the rules for using the studio with a scenario-based training application to enable customers to test their knowledge of these rules in a variety of situations.

iii) Images of a range of equipment for exercising a selected muscle group (Legs, Arms, etc.) and a quiz for matching the equipment required to exercise specific muscles within the group. The shoulders have been chosen for this project.

1.3 Target Audience

The health and fitness gymnasium located on TAFE's Randwick Campus is equipped with a wide range of state of the art fitness equipment and is a dual purpose facility

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whose customers includes students of TAFE's health and fitness courses, members of the public attending classes and individualized training programs. In general, the target audience includes a wide socio/economic range whose ages are from teens to seniors.

2.0 Concept and IdeasThe mind map (Figure 1.0) provides an illustration of the ideas for implementing the project concept. The map identifies, in broad terms, content, and the various possible ways of implementing the final product. There are four main contents, namely, Scenarios (related to rules), equipment (related to quiz’s), walkthrough (related to video) and user feedback (related to online links).The project is to be completed using the facilities of the designer. The project prototype is expected for completion and evaluation on December 2, 2008.

Figure 1.0 Mind Map showing the concept and the various ideas for implementing the product.

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2.1 User interface

The authoring tool, Adobe Director 11 will be used in the production of the product. The product has a very simple user interface. It consists of a standard area where text is shown. The text will display a welcome message and describe aspects of the gym. Themenu area deals with the specific tasks related to the interactivity of the final product, namely, a video walkthrough, rules, scenarios and user feedback. Figure 2.0 depicts the contextual menus and navigation. All the functions that correspond to these specific aspects are accessible through the left button of the mouse, and is a key for the usability of the program interactivity, since users can use the resulting application exactly in the same way they are used to. Figure 2a –2d show a typical scenario based program similar to that proposed in this report.

It is important that the client receive feedback from their customers. Feedback helps the client to enhance their business relationship with customers by providing customers with better service and understanding their changing needs. Feedback is best achieved by using polls and surveys linked to an online service such as Polldaddy (see Figure 3.0).

Figure 2.0 The products navigation path

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Figure 2a Scenario Interface Figure 2b Choosing a correct answer

Figure 2c Choosing an incorrect answer Figure 2d Choosing an almost correct answer

3.0 Proposed Work Schedule

Table 1.0 shows the expected time taken for each milestone and task. Wireframes, storyboarding and the building of a prototype are valued in that they provide a visual overview to both the written requirement and specifications.

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Table 1.0 Estimate time of completion

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Figure 3.0 Example of a poll

4.0 Recommendations

According to Randall W. Kindley (2002), “The scenario approach generally follows a performance improvement imperative. The focus is on improved outcomes rather than the acquisition of knowledge and skills”. Kevin Dwyer considers (2008) “...scenario based training is more fun; people learn more when they are having fun, and it teaches people to learn from their mistakes, which can be no bad thing in its own right”.

Such testimonies as those above are abundant in the e-Learning communities. For a reason, as stated in the introduction, there are many tools and systems that provide learning outcomes, but, in terms of self-paced learning outcomes, none, rival scenario based e-learning. It is the writers view that the most effective method for the gymnasiumis an interactive scenario based CD/DVD.

I highly recommend this system based on the following criteria:

Cost effective Ease of use Interactive Available to those who need it, when they need it. Game-like familiarity

Did you find the interactive product helpful?

Very helpful

Helpful

Not helpful

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Real life scenarios Selection options Fun Feedback from customers

The value of the scenario based, interactive CD will be recognized for its outstanding contribution to the gym (see above criteria). Although this proposal provides for a prototype related to a single muscle group (the shoulder), I would further recommend that the full scope of this powerful tool be implemented for other muscle groups.

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References

Dow S (2003), Energy Crises. Steve Dow Journalist. Web site: http://www.stevedow.com.au/Article/article.asp?id=144 (Accessed August 3, 2008)

Dwyer K (2006), The Benefits of Scenario Based Training. Ezine Articles. Web site:http://ezinearticles.com/?The-Benefits-of-Scenario-Based-Training&id=341951(Accessed August 3, 2008)

Kindley R.W. (2002), Scenario-Based E-Learning: A Step Beyond Traditional ELearning. Learning Circuits, Web site:http://www.learningcircuits.org/2002/may2002/kindley.html (Accessed August 1, 2008)

Image Sources

Title Page.

Choice, Web site; http://www.choice.com.au/viewArticleAsOnePage.aspx?id=104348(Accessed August 3, 2008)

Page 2.

Muscle & Fitness. Web site: http://www.muscle-fitness.com.au/25.html (Accessed August 3, 2008)