Table of Contents CHAPTER 2 Design Instruction
Design—verb—de·sign \di-ˈzīn\—to make drawings, preliminary sketches, or plans; to plan and fashion the form and structure of an object, work of art, project, program, etc.
The On-Water skills standards may be used to design effective instruction programs or strengthen existing programs.
For a discussion on skills-based instructional design, please consider the following definitions: • Novice: a person who is new to an activity and typically has little or no knowledge or skills related to that activity. • Beginner: a person who has begun a course of instruction or is learning the fundamentals.
• Entry-level: the proficiency reached by a person who has successfully completed an appropriate amount of beginner instruction, or has achieved a sufficient level of experience, to be ready to pursue (or “enter” safely into) recreational boating.
In the context of powerboat skills instruction, the novice is someone who has decided they want to “drive” a powerboat, but has perhaps never done so, or maybe tried it with supervision once or just a few times. The novice may have some notional concepts about powerboat operation but will likely have few direct skills, if any.
The beginner has enough motivation to “take the plunge” and obtain instruction for powerboating skills. They may or may not hold a safe boating certificate issued by their state of residence, and they may have done a bit of research about boating in books, magazines, videos, or Internet-based media.
The entry-level operator is a person who has successfully completed a beginner skills-based instructional program/ course(s), or has sufficient personal experience, and is deemed ready to safely be in command of a recreational powerboat, under certain conditions. This includes whatever complimentary knowledge is required to be able to safely operate the boat.
The language structure of EDU-1 is outcome-based, meaning that the skills identified within the standard describe the outcomes of completing on-water skills-based instruction in powerboat operation.
Designing New Programs
Like any quality product, an effective instructional program begins with sufficient planning and a viable foundation. One of main purposes of EDU-1 is to provide a solid foundation upon which high quality skills-based instructional programs for entry-level recreational powerboating can be built. Course developers are asked to consider the following recommended guidelines when designing beginner powerboating skills instructional programs:
Decide first on the purpose and outcome skills for the instructional program.
Define and describe why the instructional program is being developed and what the student should be able to achieve as a result of participating in the program. This will help set the context for decision making about curriculum and course designs included in the instructional program.
EDU-1 identifies the outcome set of skills that an entry-level operator should be able to perform after successfully completing a skills-based instructional experience in recreational powerboat operation. Generally speaking, the outcome of the instructional program is an entry-level operator who is more likely to be safe because they can satisfactorily perform all of the skills.
Since the skills identified in EDU-1 are targeted at beginners, prerequisites are not necessary for a course that is designed using the standard. However, course developers may choose to establish knowledge or skills prerequisites, based on their business model, equipment (boats), or environment (waterway or prevailing weather conditions).
This Technical Support Document was produced in part through USCG grant funds to develop National On-Water Skills Standards. 5 ©2022 United States Sailing Association. Facilitated by Think First Serve.
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