Running Head: RIDE SMARTER, SAFER

CALIFORNIA STATE UNIVERSITY MONTEREY BAY

Ride Smarter, Safer CAPSTONE PROPOSAL

Submitted in partial satisfaction of requirements of the degree of

MASTER OF SCIENCE in Instructional Science and Technology Alexander D. Conway June 24, 2013

_________________________ _______________________ _____________ Advisor Name Signature Date

________________________ ________________________ _____________ Capstone Instructor Name Signature Date

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Table of Contents
Executive Summary .............................................................................................. 3 Introduction ........................................................................................................... 5 Identified Problem ............................................................................................ 6 Target Audience ................................................................................................ 7 Literature Review ............................................................................................. 8 Solution Description ............................................................................................. 9 Goal of the Project .......................................................................................... 10 Learning Theories ........................................................................................... 12 Instructional Strategies .................................................................................. 15 Goals & Objectives ......................................................................................... 16 Resources ......................................................................................................... 17 Risk Analysis ................................................................................................... 18 Methods/Procedures ........................................................................................... 19 Procedure ......................................................................................................... 19 Timeline ........................................................................................................... 22 Time.................................................................................................................. 23 Cost ................................................................................................................... 23 Evaluation ............................................................................................................ 23 Summative evaluation .................................................................................... 26 References ............................................................................................................ 29 Appendices ........................................................................................................... 31 Appendix 1 ....................................................................................................... 31 Appendix 2 ....................................................................................................... 36 Appendix 3 ....................................................................................................... 53

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Executive Summary
The National Highway Traffic Safety Administration (NHTSA) is the federal agency that assists states in pursuing strategies to address the factors contributing to motorcycle crashes and fatalities through various activities, including providing guidance, outreach, and training, administering grants, and sponsoring research. According to the NHTSA, in 2010, an estimated 95,000 motorcycle crashes occurred in the U.S. and 4,423 of these crashes were fatal. Additionally, the NHTSA states, while motorcycles accounted for only about 3 percent of all registered vehicles, they were involved in about 15 percent of all fatal vehicle crashes States have responsibility for developing and implementing strategiessuch as training programs for motorcyclists and laws requiring helmet useto address motorcycle safety (NHTSA, 2010). According to the NHTSA, current mandatory licensing standers fail to prepare new riders, especially young riders, with the skills needed to operate the bike safely in extreme circumstances to avoid major accidents. Obtaining these necessary skills only come from experience over time. In other words this means young men and women are hitting the open road ill equipped both mentally and physically to handle specific situations which can turn deadly quickly. The skills that can only come from experience are things like operating bike at high speed, apex turning, braking while turning, bike malfunctions, avoiding and crash mitigation. Nick Lanatsch, avid motorcycle rider and advocate for safer riding. Nick has written many books and articles on motorcycle safety. In one particular article called, The Pace, Nick states, Racing involves speed, concentration and commitment; the results of a mistake are usually catastrophic because there's little

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room for error riding at 100 percent. Performance street riding is less intense and further from the absolute limit, but because circumstances are less controlled, mistakes and overagressiveness can be equally catastrophic. Plenty of road racers have sworn off street riding. "Too dangerous, too many variables and too easy to get carried away with too much speed," track specialists claim. Adrenaline-addled racers find themselves treating the street like the track, and not surprisingly, they get burned by the police, the laws of physics and the cold, harsh realities of an environment (Lanatsch, 2009). To minimize the experience gap, I propose an instructional eLearning module to teach these skills. The objective of the interactive eLearning module is to create a professional training tool to be added in conjunction with current licensing requirements. To reach this goal, I will conduct a needs assessment, learner analysis, goals and objectives, assessment tools, usability evaluation and an instructional plan, to design and develop a learning module that will give new riders the knowledge that could one day save their life. The final product will be an eLearning tool, called, Ride Smarter, Safer. The intention of the course is to give riders the knowledge, skills and techniques needed to minimize risk and crash potential. Naturally, this course is not a substitute to hands-on-training; it is intended to supplement such training, promote safe motorcycle riding in a convenient, self-passed and widely accessible platform. Safely operating a motorcycle involves more than physical ability. Understanding the risks and mental skills involved are just as important in order to be properly managing those risks. Additionally, taking personal responsibility for the results of the actions that you take each time you ride will require you to think of the consequences of your riding behavior.

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Introduction

According to The Federal Grants Management handbook, in attempt to reduce motorcycle crashes and fatalities, the Government Accountability Office (GAO) has asked Congress to allow states to use the motorcyclist safety grants for purposes other than motorcyclist training and raising driver awareness of motorcycles, the current priorities, to expanded priorities such as helmet safety, impaired driving and licensing, including a promising practice of graduated licensing for teens. The United States Government Accountability Office conducted a research analysis of NHSTSA, to determine the integrity and the extent to which NHTSA assists states in pursuing strategies that address factors of motorcycle crashes. GAO reviewed studies, analyzed documents and data from NHTSA. According to the GOA, Motorcycle-training programs aim to provide motorcyclists with the knowledge and skills necessary to safely operate a motorcycle. Most states offer basic rider courses for new riders and advanced courses to encourage experienced riders to refresh their skills and learn advancedriding techniques (GAO, 2012). Between 2006 and 2012, the federal agency granted close to $46 million in motorcycle safety funding to states, although, these funds can only be used in certain campaigns, like motorcyclist training and for education efforts targeting motorists. States that receive highway safety funding are limited by the kind of issues that they can spend this money on. The Government Accountability Office wants that to change. There are a number of other motorcycle safety strategies that are also proven to help reduce the number of motorcycle accidents. For instance, promotion of helmet usage can encourage more motorcyclists to wear helmets, protecting them from serious or fatal head injuries during an accident. Motorcyclists can benefit from greater

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safety training, and more education about how to prevent accidents. For instance, motorcyclists can reduce their risks of an accident by being more conspicuous on the road, and federal safety funding can effectively be used to educate motorcyclists about reducing these risks (GAO, 2012)

Identified Problem
Motorcycle designs have changed significantly over the past ten years. Engine sizes have increased, suspension systems have drastically changed and frame design and construction have improved. The amount of power and speed found in todays bikes is quite significant in contrast to bikes ten years ago. Some sport bikes can reach speeds approaching 200mph and controlling these powerful bikes has increased in difficulty at an exponential rate, while licensing requirements have remained much the same. According to the National Highway Traffic and Safety Administration, single vehicle motorcycle crashes, about 13 percent of fatalities have been related to a braking maneuver used during the crash, even though braking performance may not have been a contributing factor in the crash. In addition, about 9 percent of the fatalities have been related to steering maneuvers (NHTSA). The GOA, advocates the efforts of the NHTSA to reduce motorcycle incidents, particularly when it comes to courses designed to increase rider knowledge and skill level. Although, the courses are not mandatory and many riders do not enroll, thus creating a gap between the current licensing requirements and critical knowledge and skills that new riders need to know to reduce this risk. In California riders will need to pass a written test and take a basic riding course if you are under 21. The course really teaches exactly what is says The basics. A rider must maintain control of the bike while navigating a small lane with a white line painted down the middle, which should be followed.

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Riders must never touch the ground and demonstrate they are capable of properly operating the clutch. According to the NHTSA, current mandatory licensing standers fail to prepare new riders, especially young riders, with the skills needed to operate the bike safely in extreme circumstances to avoid major accidents. Gaining the necessary skills to safely operate a motorcycle usually only comes from experience. In other words, novice riders are hitting the road ill equipped, both mentally and physically to handle specific situations which can turn deadly quickly. The skills that most novice riders are lacking are: operating bike at high speed, apex turning, braking while turning, bike malfunctions, avoiding and crash mitigation. Presently, advanced riding skills training methods are inadequate. For the most part, instruction requirements are limited to individual state basic skills and written tests. Riders seeking additional training are restricted. Currently the best option for a new rider to increase their ability to safely operate a motorcycle is to enroll in a class taught by professionals on a track. Although live courses are highly effective at training riders, the downside to this is that most people cant afford this level of training or dont have the time. The interactive learning module would bring, cost-free instruction to anybody with accesses to a computer and the Internet. The lack of training options certainly plays a role in the increase of novice rider crashes.

Target Audience
The specific intended end-users of the eLearning Module are novice or newly licensed motorcycle riders. Although, due to the inherent danger of motorcycle riding, benefits from the module could extend to riders of all levels.

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The pre-requisite skills are basic understanding of computer or iPad functions and access to the Internet. Learners must also be licensed and have general knowledge of motorcycle riding and understand the names of basic bike components. The overall goal of the module, is not to encourage aggressive riding, rather, it is intended to increase the knowledge of novice riders, thus increasing their ability of safely operating a motorcycle, reducing the risk of an accident. Users will be guided through an interactive learning module intended to get riders mind focused on the messages from the bike, recognize impending disaster, understand proper body position, counter steering and cornering, which are the skills most novice riders lack and do not learn until it is too late.

Literature Review
The Cochrane Collaboration conducted a study on Motorcycle rider training for the prevention of road traffic crashes. Their collaborative study is mostly true experimental due to its intended purpose to determine the effectiveness between trained and non-trained motorcycle rider. A variety of trials were conducted to contribute in data collection. However, the study is also partially a qualitative study because of the human factors involved along with the historical data collected from other sources. The purpose of the study was to determine the impact of motorcycle training has on reducing the accidents, injuries and death (Kardamanidis K. 2010). The objective of the study is clearly stated, To quantify the effectiveness of pre- and post-license motorcycle rider training on the reduction of traf!c

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offences, traf!c crash involvement, injuries and deaths of motorcycle riders (Kardamanidis K. 2010). The procedure of the review was done by conducting, relevant studies such as randomized and non-ran-demised controlled trials and interrupted time series studies, and observational studies including cohort and case-control studies were used when determining criteria for considering studies used for research. Historical data was collected from independent reputable database sources as well as relevant papers and road safety websites listed by the World Health Organization Department. Sources were checked and study authors were contacted to identify published, unpublished and ongoing trials relevant to motorcycle training. Cochrane also collected data through their own studies using willing participants consisting of motorcyclist and moped riders of all ages. The participants were used to evaluate the difference of pre and post license while varying type of training. To determine validity of all data, study design and methods it was analyzed by two independent authors. A third author, ensuring proper research and data collection methods, resolved any discrepancies. Ultimately due to the limitations and multiple perspectives a concrete conclusion was not met. The effectiveness of training new riders was inconclusive, although it was found to be beneficial to reducing accidents and increasing safety. Cochrane stated, It is vital that researchers and policy makers collaborate to develop further high quality evaluations of motorcycle rider training programs to help inform development of new and effective training programs (Kardamanidis K. 2010).

Solution Description

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Goal of the Project

Many Motorcycle crashes can be attributed to: Lack of experience Lack of basic riding skills Failure to use special precautions while riding Lack of cornering and braking skills Failure to follow the speed limit Riding while impaired

These factors require motorcyclists to take special precautions and place more emphasis on defensive riding. Improving motorcycle-riding skills in young beginner riders is undeniably important to saving lives and minimizing serious injuries. Designing an online simulation module presented to beginners would be an effective way to enlighten them on important riding techniques and skills. Users will be guided through an interactive learning module (ILM) intended to develop skills needed to become a safe and responsible motorcycle rider. Such as, the physical and mental skills needed to safely operate a motorcycle, as well as helping you learn how to minimize risks and handle special riding situations

Purpose The rider will use the module as a tool to enhance their knowledge of riding skills and techniques. The module is applicable to all types of motorcycles. Completing the module and assessment should take no longer than 30 minutes. Interaction with all aspects of instruction will be mandatory, in order to ensure

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sections are not skipped. The final assessment will consist of 20 true/false and multiple-choice questions to check for understanding. In addition to the final assessment there will be pre-test sections incorporated into the module to ensure learner attention is maintained. If a pre-test is not passed with a score of 80% or higher, the rider will be directed to review of the particular section.

Scope Major project activities: 1. 5 crucial concepts to understand 2. Cornering, braking and counter steering instruction 3. Proper body position 4. Critical motorcycle safety components

Given the end product will be an interactive learning module, the delivery method will be via Internet, thus, the instructional unit will be accessible online. This will deliver a cost free, effective training, which is widely accessible to new riders. The best way to becoming a proficient rider is practice and experience. The best way to increase skills and proficiency operating a motorcycle is to enroll in a professional class taught on a track. Although this can be a very costly way of

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becoming a better rider, the ILM is the next best thing because of its accessibility and cost-free instruction. The learner will be instructed on key points and concepts that riders would encounter in real life instruction.

Learning Theories

The philosophy behind the end development product is inspired by two different learning theories: behaviorism and cognitivism. Behaviorism, also known as behavioral psychology, is a theory of learning based upon the idea that all behaviors are acquired through conditioning occurs through interaction with the environment (Watson, 1930). Behaviorists, such as Watson, Skinner and Pavlov believe that our response to environmental stimuli shapes our behaviors. Thus, as an extension of behaviorism, we can state that one learns through imitation, which is a strategy that we seek to use in our video tutorial. Users will thus visualize a process being performed and as a consequence, they will imitate the process and while doing so, learn how to properly operate a motorcycle. In order to effectively instruct certain elements increasing cognitivism, video-demonstrating objectives will be included into module. According to this learning theory, people are rational beings that require active participation in order to learn, and whose actions is a consequence of thinking. Changes in behavior are observed, but only as an indication of information and knowledge processing which is occurring in the learners brain, according to cognitivism. Thus, the ILM will use the events of instruction as prescribed by Gagne, Briggs and Wager (1992). Video tutorial will make use of elements that will gain the attention of riders and learning objectives will be clearly and concisely stated

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from the very beginning. Elements such as pre-test will stimulate recall of prior learning, as well as elements that will present distinctive stimuli (e.g. riders will be exposed to a series of visual stimuli). The video tutorial will improve learning, elicit performance, guide feedback while assessing their performance and enhance retention and transfer of knowledge. According to Gagne, Briggs & Wager (1992) the above mentioned learning events should satisfy or provide the necessary conditions for learning and serve as the basis for designing instruction and selecting appropriate media. Swellers theory of cognitive load theory (CLT) suggest that the brain can only handle a limited amount of new information at a time. The theory relates to the understanding of memory; in particular, working memory and long-term memory. Working memory differs from short-term memory in that, short-term memory, is information that we only store for a short period of time. According to Sweller, humans are only conscious of the information currently being held and processed in working memory and are essentially oblivious to the enormous amount of information stored in long-term memory (Sweller, 1988). Furthermore, when handling new information, working memory is severely limited in both capacity and duration; that is, working memory can only hold about seven (plus or minus two) items, or chunks of information, at a time (Miller, 1956). Swellers schema construction is built upon Millers work of chunks. Schemas refer to the organization of domain specific knowledge and information is held in our longterm memory. Accessing long-term memory when needed is achieved by schema, by categorizing elements of information according to how they will be used (Sweller, 1998). Essentially, schema is information we already know and can readily access. Working memory and schemas work together in the learning process. When a learner is presented new information, which is completely foreign to them, the more working memory is being used to process it. On the

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other hand, when the learner is given previously absorbed information or relatable content in addition to the foreign information, the more working memory is freed up to absorb material. With an understanding of CLT and its instructional implications, educational practitioners will be in better position to design and develop instructional materials that align with human cognitive architecture. Ultimately, instructional materials that utilize CLT guidelines have the potential to enhance learning effectiveness and efficiency for students in a multitude of education and training contexts. Cognitive load theory is important theory to be consider whether youre a teacher or a designer. Reducing cognitive load on the learner, the more effective your instruction or module will be. A common mistake designers make when developing an e-learning course is overwhelming the leaner with too much information presented at once, i.e. too much text, complex photos with text, challenging concepts/ideas without explanation or prior learningetc. Sweller found, the extraneous cognitive load of separated sources of information can be considerably reduced by integrating the two sources of information as far as possible (Sweller, 1998). For example, an instructional designer could use narration rather than text to explain an image or visual display, thus reducing cognitive load and increasing amount of available working memory. The learner would more efficiently process slide content through both their auditory channel and visual channel, rather than through only one channel. Likewise, a teacher could achieve similar cognitive results through pre-training, giving the students simple concepts, which would become schemes before moving on to a more complex application.

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Instructional Strategies
What engages Learners? This was a question I frequently asked myself when designing the ILM. According to Robert Gagn (1985), there are nine events that are needed for effective learning. The first event, gain attention. In order to capture the learners attention I focus on the first three slides of the ILM. The first slide simply displays the modules title with an image of a sport bike in the center. In order to begin the module the learner must click the start button on the bottom of the slide. Once the button is clicked, a sound bite of a bike starting plays and then the bike drives off screen leading them to the next slide. Although the interaction is minimal, the user gets the sense of interaction as well as gains their attention through sound and movement. The following slides also keep the attention of the user through visual stimulation of images and text explaining the module purpose. Then a button appears telling the learner click to watch a video along with sub text explaining the following slide will display key terms important to riding safe. Once the button is clicked by the learner they are taken to a slide with a video I made of a friend racing his sport bike on a track. This is the real attention grabber. The video is fast exciting and displays key terms that will be covered in the module. In addition to gaining the learners attention the pop up text is built off of Ganges second event, inform learner objective. This allows the learner's to organize their thoughts and around what they are about to learn. This strategy is utilized when speaking about the importance of focus, awareness, tires, and braking when riding. Narration of each topic is accompanied by only an image and only after narration is finished does text pop-up explaining the main lesson learned.

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Goals & Objectives

The goal of the Ride Smarter, Safer interactive learning module, is to create a professional eLearning tool, to supplement with current state licensing requirements. No doubt novice riders will learn something that will help them as they progress to becoming a more experienced rider. The desired performance outcomes are formulated as follows. I. Goal: Riders will be able to identify and properly inspect components of a motorcycle, which are critical for safe operation. Objective 1: Riders, when given a multiple-choice test, will be able to recall the effects temperature can have on tire pressure. Objective 2: Riders, will be able to properly inspect basic, yet critical brake components on their motorcycle prior to riding and be able to ensure proper working order with 80% accuracy. Objective 3: Riders will be able to pass (70% or higher) a true/false post module assessment on fluids that should be consistently inspected. II. Goal: Riders will learn proper body position and how it can affect how a motorcycle operates. Objective 1: Riders, when given a multiple-choice test, will be able to recognize which part of your feet should be anchored to the foot pegs with 90% accuracy.; Objective 2: Riders, when given a multiple-choice test, will recall counter steering techniques with 80% accuracy. Objective 3: Riders will be able to identify the correct image depicting

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correct body position for entering a corner, out of a total of four images with 80% accuracy. III. Goal: Riders will learn how to properly brake in a corner. Objective 1: Riders will, when given a multiple choice test, will be able to identify the apex of a corner with 90% accuracy. Objective 2: Upon completion of the module, riders will recall ways they can practice braking next time they ride with 80 % accuracy.

Resources
The eLearning module, Ride Safer, Smarter, is created using Adobe Captivate 6. The module will be delivered via the Internet and can be accessed by any computer with a modern web browser and latest version of Flash. There is also a mobile version of the module that is compatible with the iPad. In conjunction with other Adobe products, such as, Fireworks, Audition, Photoshop and MacFlux to create the website and write HTML code. I will use resources available online to gain the skills to work with such programs. The product will be uploaded to the server of CSUMB; additionally will be delivered by CD-ROM. The instruction will be no more than 20-30 minutes. Videos, both personally filmed and from Logan Aiello, a local sport photographer. Data collected from Todd Grices racing bike Interview Ken Hill and Nick Lenatsch from fastersafer.com Personal interviews from riders of all levels. Adobe Captivate, Illustrator and Fireworks

Development of the interactive learning module project will be created

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through the help of experienced riders knowledge and other online motorcycle safety advocate groups online. Additionally, using Captivate and other Adobe products, which will help in the refinement of my product.

Risk Analysis
To motivate new riders to take the course and gain as much knowledge as possible I will need to deliver a product that is realistic and accurate as possible while ensuring that keep my goals within reach in order to complete it on time

Project Name Responsible person Risk identification date Condition

Ride Smarter, Safer Alex Conway

8/31/12 The product calls for the use of advance functions and high-level of understanding of the software program Adobe Captivate. The developer is new to the software program for the first time. Consequence/Impact Program required to complete project and create description ILM Consequence/Impact value Non-negotiable Response Strategy Known Cost of Response Contingency for Response Complete training through online and printed sources Time Seek one-on-one assistance from school 1. Utilize online learning resources provided by CSUMB 2. Watch and read training materials provided by Adobe Ride Smarter, Safer

Project Name

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Responsible person Risk identification date Condition Trigger event Consequence/Impact description Consequence/Impact value Response Strategy Known Cost of Response Contingency for Response

Alex Conway 8/31/12 Copyright rights to use Rider Risk instructional videos on counter steering and brakes Would have to make own videos on limited budget and resources Less effective training on counter steering and braking Shoot, edit video with Todd Grice Time Find alternative media 1. Contact Rider Risk and request rights

Methods/Procedures

Procedure
The interactive learning module begins when the user clicks the start button to begin. The interaction will continue throughout the ILM, with buttons and interactive widgets. Button position will remain mostly fixed, however they may not become active until instruction is given, constraining the learner to complete or read slide. There is a Table of Contents located on the left of the ILM that will enable the user to move around freely, unless during an assessment, giving them freedom to skip areas that they are already proficient and understand.

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The introduction slide will explain the ILM and what you will learn. This course will be riding-technique based, the closest thing you can get to a daily clinic, aimed at making you a better rider. By the end of this course you will have a greater understanding of proper riding techniques and how to apply them. The first instruction will be the pre-ride checklist. This is a user interactive slide to explain important components of your bike before you ride. There are images of each component with rollover caption naming each of them. When the learner clicks on a specific component they will then be taken to a slide, which explains which components of a motorcycle should be examined before riding. The basics section will follow the pre-ride checklist and will be a group of interactive slides explain the basics of riding techniques. Not much time will be spent on this section, being that this is an ILM intended for someone who already knows the basics. The purpose of these slides will be to refresh the rider as well as highlight techniques that are important for high-speed operation. A few of the skills included in the section will be: body positioning, braking, cornering and malfunction scenarios (the keywords used during the introduction video). Some of these sections will also include decision interactions to emphasize the point in non-linier interactions, again forcing the learner to stay alert and engaged. Example of Location! Pedagogical Learning Strategies! Outcome Type! ! ! ! 1. Important Slide 6, One central slide components 7-11! containing pictures to examine ! with roll over before captions describing riding! the title of each Assessment Strategy!

! The user is presented with an easy to navigate page with a visual image of learning objective which will navigate them

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component. Clicking on each will take you to another slide explain the important components. This section is important information for new riders and goes beyond state licensing requirement. The continue button will not appear until every section has been visited.! ! ! 2. Steering and Body position techniques and how to practice.! ! ! ! Slides 23-28! ! The user will watch a video explaining counter steering and how to apply this skill on their own. Followed by a slide introducing body position, proper body position when riding straight, cornering and a video on setting up the corner. This section is extremely important in safe motorcycle operation.! ! This section is

to page explain through text what to look out for on specific components.! ! The user will be assessed by an early on with an unexpected pre-test questioning them on information explained in previous section. If the user fails to answer both questions correctly they will be forced to a single review slide with a single widget to review all information covered in the pre-ride checklist. In addition of a final quiz at the end of the module.! ! ! The user will be asses by a quiz and possibly through a pre-test. Both elements are not currently in the assessment.! !

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3. How brakes can affect a sport bike and how to practice on own.! ! !

Slides 28 covered by a short & 29! video. The video also teaches the user ways of practicing or acclimating them to the brakes next time they ride.!

Assessment will be same as above.!

Timeline

Task Statement of Work Compile all materials/content from client as well as outside research that will be used to create project Add Audio to Captivate Project Create Assessment for ILM Preliminary Proposal Beta Testing- Round 1 Capstone Proposal Quality Assurance Testing- Final Final Project

Start Date 09/15/2012 09/15/2012

End Date 10/15/2012 Ongoing

Comments

Waiting on Rider-Risk approval

11/01/2012 04/15/2013 09/15/2012 04/30/2013 09/01/2012 10/01/2013 Ongoing

In-Work 08/15/2013
05/14/2013

Narration

05/15/2013 07/23/2013

12/15/2013

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Time
Stage of development Analysis Design Development Implementation Evaluation Time 30 hours 40 hours 45 hours 4 hour 20 hour

Cost

Item Research
Software

Cost Time $379 $100 $50

Beta testing Evaluation

Evaluation
Formative Testing The eLearning prototype will be beta-tested by an audience of both experienced and novice riders, teachers or other stakeholders. Basic pre-requisite skills of beta testers are an understanding of eLearning modules and Internet navigation. To achieve the most accurate and constructive feedback, testers

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should have general knowledge of instructional design, motorcycle riding, academic advisement and/or safety training. The eLearning prototype module, Ride Safer, Smarter, was created using Adobe Captivate 6. The module will be delivered via the Internet and can be accessed by any computer with a modern web browser and latest version of Flash. There is also a mobile version of the module that is compatible with the iPad. The module is a stand-alone prototype that will serve as a beta-model of the Capstone project for the test learners to get a clear understanding of its overall instructional goal, to instruct novice motorcycle riders on vital skills and techniques for safe operation. The eLearning prototype will be beta-tested by an audience of both experienced and novice riders, teachers or other stakeholders. Basic pre-requisite skills of beta testers are an understanding of eLearning modules and Internet navigation. To achieve the most accurate and constructive feedback, testers should have general knowledge of instructional design, motorcycle riding, academic advisement and/or safety training. The specific intended end-users of the eLearning Module are novice or newly licensed motorcycle riders. Although, due to the inherent danger of motorcycle riding, benefits from the module could extend to riders of all levels. The pre-requisite skills are basic understanding of computer or iPad functions and access to the Internet. Learners must also be licensed and have general knowledge of motorcycle riding and understand the names of basic bike components. Target Audience Soliciting candidates for a usability test was achieved by emailing known riders, teachers and designers requesting their honest feedback and assessment of the module. Attached to the email was a link to a brief survey of their background

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and riding ability. A total of nine beta-testers were selected and verified to meet the necessary skills and knowledge criteria. Based on the survey and previously known background, evaluators consisted of: 2 professional riders, 3 advanced riders, 2 novice riders and 3 teachers. A second opposing usability test was conducted to gain further perspective of the module. Five testers, with very little familiarity of eLearning modules and no prior knowledge of motorcycle riding evaluated the project. The purpose of the additional test was to determine two key points; the ease of navigation and its effectiveness at educating someone with no riding experience (see appendix 2).

Evaluation Methodology The usability evaluation was conducted through both observation of the user through the module, as well as remotely. To ensuring beneficial feedback of the ease of use and observe if parts of the module were confusing, the evaluators were provided with only the goal, intended purpose and instructions oh how to access the module. While observing the testers work through the module and both the pre/post assessment, they were given no assistance on navigation. These observations were key in determining if there were any areas of the module that would be confusing to the user. Evaluators connected with the module through a link on my webpage. Upon completion of the module, beta testers would be taken to a survey embedded in my website. The survey was created at surveymonkey.com, and consisted of 25 questions (see appendix 1).

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Summative evaluation
Functionality The first round of Beta testing resulted in mostly positive feedback with, ease of use, load time and glitch-free performance all scored very easy or extremely easy across the testers. One tester suggested adding, an over view of key parts and components on a bike with pictures. Additionally, some betatesters suggested to move the continue button in order to ensure the user has completed each interaction before moving on. All testers stated that the module was well built and cant wait to see the final version. Moreover, all felt the subject matter to be important and should be implemented. The beta testers were asked, How successful is our software in performing its intended task? 66.7% of users reporting being extremely satisfied with the module and the rest scored it moderately satisfied. Half of the testers said the module was very successful at performing its intended task.

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Reactions Ease of use, load time and glitch-free performance all scored very easy or extremely easy across the testers. One tester suggested adding, an over view of key parts and components on a bike with pictures. Additionally, some betatesters suggested to move the continue button in order to ensure the user has completed each interaction before moving on. All testers stated that the module was well built and cant wait to see the final version. Moreover, all felt the subject matter to be important and should be implemented. Todd Grice, a professional rider said, Even as an experienced rider Im still learning everyday; whether its from other riders, a book or from track time, I still have to know my limits as well as my bike or these can go wrong quickly.

Summary Overall, I am happy with the feedback on the ILMs ease of use and overall performance. I have since modified the module from the feedback given

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by the testers. I added pictures slides with narration and brought in any text after the narrating was complete in order to reduce the cognitive load of the user because they are able to focus on the dialog without the distraction of accompanying text. To improve usability as well as ensure users interacted with all elements within the module, I moved the continue button to show only after each slide has been completely view. This same concept was also integrated into my ILM through advanced actions. In both the Pre-Ride and The basics sections now the user has to view all elements before the continue button will show. Additionally after each topic is covered in these sections the links turn blue indicating to the user has already viewed that slide. As I Continue to refine my module, I will be consistently seeking feedback from target audience. I feel like the feedback I received was too positive and the beta-testers did not provide me with as much critical feedback as I would like. To help receive more constructive feedback I will be reaching out to more users with a background in software, design and training. Currently, I am talking with John Rice, Command Safety Officer and Safety Director at the Defense Language Institute in Monterey, CA. He has expressed interest in my project and would love to help and provide some feedback on the prototype. Additionally I plan on reaching out to a few of the many motorcycle safety awareness groups found online to do the same. I hope that by the end of the project I will have developed a program that will benefit motorcycle riders, and maybe, even save someones life someday.

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References
Cossalter, V., Lot, R., Massaro, M., & Sartori, R. (2011). Development and validation ofan advanced motorcycle riding simulator. Proceedings of the Institution of Mechanical Engineers, Part D: Journal of Automobile Engineering, 225(6), 705-720. Retrieved from http://pid.sagepub.com/content/225/6/705.full.pdf Department of Transportation, The National Highway Traffic Safety Administration. (n.d.). (pp. 12-34). Retrieved April 11, 2013, from http://www.nhtsa.gov/people/injury/pedbimot/motorcycle/motorcycle03/in dex.htm Gagne, R. M., Briggs, L.J. & Wager, W. W. (1992). Principles of Instructional Design. 4th edition. Orlando, Fl: Harcourt, Brace, Jovanovich. Hahn, P. (2012). Motorcyclists Legal Handbook: How to Handle Legal Situations from the Mundane to the Insane. Retrieved from http://books.google.com/books?hl=en&lr=&id=JenUNUrwPEgC&oi=fnd &pg=PA1&dq=motorcycle+crash+statistics+beginner&ots=O1qp8k8ean &sig=U3LNW9XMXEHdawZZUCjKt962ndo Kardamanidis K, Martiniuk A, Ivers RQ, Stevenson MR, Thistlethwaite K. Motorcycle rider training for the prevention of road traffic crashes. Cochrane Database of Systematic Reviews 2010, Issue 10. Art. No.: CD005240. DOI: 10.1002/14651858.CD005240.pub2. Ken Hill and Nick Ienatsch of FasterSafer.com Ienatsch, N. (2003). Sport-riding techniques. Phoenix, AZ: David Bull. Lenatsch, N. (2009, February). The Pace. Motorcyclist Magazine. Retrieved July 17, 2013, from

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http://www.motorcyclistonline.com/flashback/122_0911_the_pace_nick_i enatsch/ Rockfeller, J., & P. (2012, November 14). Motorcycle Saftey (United States, Government Accountability Office). Retrieved April 20, 2013, from http://www.smsa.org/SMSA%20PDF's/GAO%20Motorcycle%20Safety% 20Full%20Report.pdf Sweller, J. (1988). Cognitive load during problem solving: effects on learning. 1988 Lawrence Erlbaum Associates, Inc., 12 (2), 257-285. United States. California Department of Motor Vehicles. DMV.org. N.p., n.d. Web. 11 Apr. 2013. <http://www.dmv.org/ca-california/motorcycle-license.php>. Watson, J. (1930). Behaviorism. Chicago, IL: University of Chicago Press.

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Appendices
Appendix 1
The following survey will identify the specific needs in terms of the effectiveness of the module. The last slide includes a link to another webpage with a survey embedded to receive proper feedback and usability.

Ride Smarter, Safer: vital skills & techniques for new riders
1. What is your experience level riding a motorcycle? Answer Options Response Percent Expert Advanced average novice beginner None Response Count

2. Are you male or female? Answer Options Male Female

3. What is your age? Answer Options 18 to 23 24 to 30 31 to 44 45 to 50 above 4. How quickly did the interactive Learning Module (ILM) load? Answer Options

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Very quickly Moderately fast Slightly slow Not at all/failed to load Other (please specify)

5. How user-friendly is the ILMs interface? Answer Options Extremely user-friendly Very user-friendly Moderately user-friendly Slightly user-friendly Not at all user-friendly Other (please specify)

6. How effective was the ILM initially, at gaining your attention? Answer Options very somewhat not very not at all

7. How successful was the ILM in performing its intended task? Answer Options Extremely successful Very successful Moderately successful Slightly successful Not at all successful Other (please specify)

8. Were the learning objectives and purpose of the ILM clear? Answer Options Extremely useful Very useful Moderately useful Slightly useful Not at all useful Other (please specify)

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9. Which slide narration did you prefer? Answer Options Computer generated Live voice Other (please specify)

10. Do you feel this ILM is a necessary? Answer Options Highly less than highly nice resource, but not necessary No need

11.Were there particular sections of the ILM that you found overwhelming, confusing or particularly ineffective? Answer Options Open-ended

12. Overall, are you satisfied with the performance of the ILM? Answer Options Extremely satisfied Moderately satisfied Neither satisfied nor dissatisfied Moderately dissatisfied Extremely dissatisfied Other (please specify)

13. How likely are you to recommend the ILM to others? Answer Options Extremely likely Very likely Moderately likely Slightly likely Not at all likely

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Other (please specify)

14. Have you ever seen a similar program? Answer Options yes no Other (please specify)

15. How often did the ILM freeze, crash or similar? Answer Options Extremely often Very often Moderately often Slightly often Not at all often Other (please specify)

16. How easy is it to navigate the ILM? Answer Options Extremely easy Very easy Moderately easy Slightly easy Not at all easy Other (please specify)

17. How clear is the information available on the ILM? Answer Options Extremely clear Very clear Moderately clear Slightly clear Not at all clear Other (please specify)

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18. How visually appealing is the ILM? Answer Options Extremely appealing Very appealing Moderately appealing Slightly appealing Not at all appealing Other (please specify)

19. How professional is the look and feel of the ILM? Answer Options Extremely professional Very professional Moderately professional Slightly professional Not at all professional Other (please specify)

20. How convenient is the ILM to use? Answer Options Extremely convenient Very convenient Moderately convenient Slightly convenient Not at all convenient Other (please specify)

21. How responsive is the ILM? Answer Options Extremely responsive Very responsive Moderately responsive Slightly responsive Not at all responsive

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Other (please specify)

22. How well did the Narration representatives at the ILM communicate with you? Answer Options Extremely well Very well Moderately well Slightly well Not at all well Other (please specify)

23. What changes would most improve the ILM? Answer Options Open-ended

24. If you are not likely to use the ILM, why not? Answer Options Do not need a service like this Do not want a service like this Satisfied with competing services currently available Cannot pay for a service like this Not willing to pay for a service like this Other (please specify)

Appendix 2
Usability test 2 Street Smarts: vital skills & techniques for new riders
1. W hat is your experience level riding

Street Smarts: vital skills & techniques for new riders

Street Smarts: vital skills & techniques for new riders

1. W hat is your experience level riding

Street Smarts: vital skills & techniques for new riders

1. W hat is your experience level riding

1. What is your experience level

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motorcycles? Answer Options Expert Advanced average novice beginner None

riding motorcycles? Answer Options Expert Advanced average novice beginner None

motorcycles? Response Percent 40.0% 20.0% 0.0% 0.0% 0.0% 40.0%

motorcycles? Response Count 2 1 0 0 0 2

answered question

answered question

2. Are you male or female? Answer Options Male Female

2. Are you male or female? Answer Options Male Female

2. Are you male or female? Response Percent 80.0% 20.0%

2. Are you male or female? Response Count 4 1

answered question

answered question

3. W hat is your age? Answer Options 18 to 23 24 to 30

3. What is your age? Answer Options 18 to 23 24 to 30

3. W hat is your age? Response Percent 20.0% 60.0%

3. W hat is your age? Response Count 1 3

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31 to 44 45 to 50 above 75 or older

31 to 44 45 to 50 above 75 or older

20.0% 0.0% 0.0% 0.0%

1 0 0 0

answered question

answered question

4. How quickly did the interactive Learning Module (ILM) load? Answer Options Very quickly Moderately fast Slightly slow Not at all/failed to load Other (please specify)

4. How quickly did the interactive Learning Module (ILM) load?

4. How quickly did the interactive Learning Module (ILM) load? Response Percent 40.0% 40.0% 20.0% 0.0% 0

4. How quickly did the interactive Learning Module (ILM) load? Response Count 2 2 1 0 0

Answer Options Very quickly Moderately fast Slightly slow Not at all/failed to load Other (please specify)

answered question

answered question

5. How userfriendly is the ILM's interface? Answer Options

5. How user-friendly is the ILM's interface? Answer Options

5. How userfriendly is the ILM's interface? Response Percent

5. How userfriendly is the ILM's interface? Response Count

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Extremely userfriendly Very user-friendly Moderately userfriendly Slightly userfriendly Not at all userfriendly Other (please specify)

Extremely user-friendly Very user-friendly Moderately user-friendly Slightly user-friendly Not at all user-friendly Other (please specify)

80.0% 20.0% 0.0% 0.0% 0.0% 0

4 1 0 0 0 0

answered question skipped question

answered question skipped question

5 0

5 0

6. How effective was the ILM initially, at gaining your attention? Answer Options very somewhat not very not at all Other (please specify)

6. How effective was the ILM initially, at gaining your attention?

6. How effective was the ILM initially, at gaining your attention? Response Percent 80.0% 20.0% 0.0% 0.0% 0

6. How effective was the ILM initially, at gaining your attention? Response Count 4 1 0 0 0

Answer Options very somewhat not very not at all Other (please specify)

answered question

answered question

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skipped question

skipped question

7. How successful was the ILM in performing its intended task? Answer Options Extremely successful Very successful Moderately successful Slightly successful Not at all successful Other (please specify)

7. How successful was the ILM in performing its intended task? Answer Options Extremely successful Very successful Moderately successful Slightly successful Not at all successful Other (please specify)

7. How successful was the ILM in performing its intended task? Response Percent 60.0% 40.0% 0.0% 0.0% 0.0% 0

7. How successful was the ILM in performing its intended task? Response Count 3 2 0 0 0 0

answered question skipped question

answered question skipped question

5 0

5 0

8. W ere the learning objectives and purpose of the ILM clear? Answer Options

8. Were the learning objectives and purpose of the ILM clear? Answer Options

8. W ere the learning objectives and purpose of the ILM clear? Response Percent

8. W ere the learning objectives and purpose of the ILM clear? Response Count

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Extremely useful Very useful Moderately useful Slightly useful Not at all useful Other (please specify)

Extremely useful Very useful Moderately useful Slightly useful Not at all useful Other (please specify)

80.0% 20.0% 0.0% 0.0% 0.0% 0

4 1 0 0 0 0

answered question skipped question

answered question skipped question

5 0

5 0

9. W hich slide narration did you prefer? Answer Options Computer generated Live voice Other (please specify)

9. Which slide narration did you prefer? Answer Options Computer generated Live voice Other (please specify)

9. W hich slide narration did you prefer? Response Percent 40.0% 60.0% 0

9. W hich slide narration did you prefer? Response Count 2 3 0

answered question skipped question

answered question skipped question

5 0

5 0

10. Do you feel this ILM is a necessary?

10. Do you feel this ILM is a necessary?

10. Do you feel this ILM is a necessary?

10. Do you feel this ILM is a necessary?

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Answer Options Highly less than highly nice resource, but not necessary No need Other (please specify)

Answer Options Highly less than highly nice resource, but not necessary No need Other (please specify)

Response Percent 100.0% 0.0% 0.0% 0.0% 0

Response Count 5 0 0 0 0

answered question skipped question

answered question skipped question

5 0

5 0

11. W as there particular sections of the ILM that you found overwhelming, confusing or particularly ineffective? Answer Options

11. W as there particular sections of the ILM that you found overwhelming, confusing or particularly ineffective?

11. W as there particular sections of the ILM that you found overwhelming, confusing or particularly ineffective?

Answer Options

Response Count 5

answered question skipped question

5 0

5 0

Number 1

Response Date May 30, 2013 2:04

Response Text No

Categories

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AM 2 3 4 5 May 4, 2013 1:55 AM May 3, 2013 8:23 PM May 1, 2013 10:24 AM May 1, 2013 9:28 AM The british cornering video, they were on the opposite side of the road. No none none

12. Overall, are you satisfied with the performance of the ILM? Answer Options Extremely satisfied Moderately satisfied Neither satisfied nor dissatisfied Moderately dissatisfied Extremely dissatisfied Other (please specify)

12. Overall, are you satisfied with the performance of the ILM?

12. Overall, are you satisfied with the performance of the ILM? Response Percent 100.0% 0.0% 0.0% 0.0% 0.0% 0

12. Overall, are you satisfied with the performance of the ILM? Response Count 5 0 0 0 0 0

Answer Options Extremely satisfied Moderately satisfied Neither satisfied nor dissatisfied Moderately dissatisfied Extremely dissatisfied Other (please specify)

answered question skipped question

answered question skipped question

5 0

5 0

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13. How likely are you to recommend the ILM to others? Answer Options Extremely likely Very likely Moderately likely Slightly likely Not at all likely Other (please specify)

13. How likely are you to recommend the ILM to others? Answer Options Extremely likely Very likely Moderately likely Slightly likely Not at all likely Other (please specify)

13. How likely are you to recommend the ILM to others? Response Percent 50.0% 50.0% 0.0% 0.0% 0.0% 0

13. How likely are you to recommend the ILM to others? Response Count 2 2 0 0 0 0

answered question skipped question

answered question skipped question

4 1

4 1

14. Have you ever seen a similar program? Answer Options yes no Other (please specify)

14. Have you ever seen a similar program? Answer Options yes no Other (please specify)

14. Have you ever seen a similar program? Response Percent 20.0% 80.0% 1

14. Have you ever seen a similar program? Response Count 1 4 1

answered question

answered question

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skipped question

skipped question

Number 1

Response Date May 30, 2013 2:04 AM

Other (please specify) Cellphone training

Categories

15. How often did the ILM freeze, crash or similar? Answer Options Extremely often Very often Moderately often Slightly often Not at all often Other (please specify)

15. How often did the ILM freeze, crash or similar? Answer Options Extremely often Very often Moderately often Slightly often Not at all often Other (please specify)

15. How often did the ILM freeze, crash or similar? Response Percent 0.0% 0.0% 20.0% 20.0% 60.0% 0

15. How often did the ILM freeze, crash or similar? Response Count 0 0 1 1 3 0

answered question skipped question

answered question skipped question

5 0

5 0

16. How easy is it to navigate the ILM?

16. How easy is it to navigate the ILM?

16. How easy is it to navigate the ILM?

16. How easy is it to navigate the ILM?

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Answer Options Extremely easy Very easy Moderately easy Slightly easy Not at all easy Other (please specify)

Answer Options Extremely easy Very easy Moderately easy Slightly easy Not at all easy Other (please specify)

Response Percent 100.0% 0.0% 0.0% 0.0% 0.0% 0

Response Count 5 0 0 0 0 0

answered question skipped question

answered question skipped question

5 0

5 0

17. How clear is the information available on the ILM? Answer Options Extremely clear Very clear Moderately clear Slightly clear Not at all clear Other (please specify)

17. How clear is the information available on the ILM?

17. How clear is the information available on the ILM? Response Percent 80.0% 20.0% 0.0% 0.0% 0.0% 0

17. How clear is the information available on the ILM? Response Count 4 1 0 0 0 0

Answer Options Extremely clear Very clear Moderately clear Slightly clear Not at all clear Other (please specify)

answered question

answered question

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skipped question

skipped question

18. How visually appealing is the ILM? Answer Options Extremely appealing Very appealing Moderately appealing Slightly appealing Not at all appealing Other (please specify)

18. How visually appealing is the ILM?

18. How visually appealing is the ILM? Response Percent 60.0% 40.0% 0.0% 0.0% 0.0% 0

18. How visually appealing is the ILM? Response Count 3 2 0 0 0 0

Answer Options Extremely appealing Very appealing Moderately appealing Slightly appealing Not at all appealing Other (please specify)

answered question skipped question

answered question skipped question

5 0

5 0

19. How professional is the look and feel of the ILM? Answer Options Extremely

19. How professional is the look and feel of the ILM?

19. How professional is the look and feel of the ILM? Response Percent 80.0%

19. How professional is the look and feel of the ILM? Response Count 4

Answer Options Extremely professional

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professional Very professional Moderately professional Slightly professional Not at all professional Other (please specify) Very professional Moderately professional Slightly professional Not at all professional Other (please specify) 20.0% 0.0% 0.0% 0.0% 0 1 0 0 0 0

answered question skipped question

answered question skipped question

5 0

5 0

20. How convenient is the ILM to use? Answer Options Extremely convenient Very convenient Moderately convenient Slightly convenient Not at all convenient Other (please specify)

20. How convenient is the ILM to use?

20. How convenient is the ILM to use? Response Percent 60.0% 40.0% 0.0% 0.0% 0.0% 0

20. How convenient is the ILM to use? Response Count 3 2 0 0 0 0

Answer Options Extremely convenient Very convenient Moderately convenient Slightly convenient Not at all convenient Other (please specify)

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answered question skipped question

answered question skipped question

5 0

5 0

21. How responsive is the ILM? Answer Options Extremely responsive Very responsive Moderately responsive Slightly responsive Not at all responsive Other (please specify)

21. How responsive is the ILM? Answer Options Extremely responsive Very responsive Moderately responsive Slightly responsive Not at all responsive Other (please specify)

21. How responsive is the ILM? Response Percent 80.0% 0.0% 20.0% 0.0% 0.0% 0

21. How responsive is the ILM? Response Count 4 0 1 0 0 0

answered question skipped question

answered question skipped question

5 0

5 0

22. How well did the Narration representatives at the ILM communicate with you?

22. How well did the Narration representatives at the ILM communicate with you?

22. How well did the Narration representatives at the ILM communicate with you?

22. How well did the Narration representatives at the ILM communicate with you?

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Answer Options Extremely well Very well Moderately well Slightly well Not at all well Other (please specify)

Answer Options Extremely well Very well Moderately well Slightly well Not at all well Other (please specify)

Response Percent 80.0% 0.0% 20.0% 0.0% 0.0% 0

Response Count 4 0 1 0 0 0

answered question skipped question

answered question skipped question

5 0

5 0

23. W hat changes would most improve the ILM? Answer Options

23. W hat changes would most improve the ILM? Answer Options

23. W hat changes would most improve the ILM?

Response Count 2

answered question skipped question

2 3

2 3

Number 1 2

Response Date May 30, 2013 2:06 AM May 3, 2013 8:27 PM

Response Text

Categories

Nothing! It was great! A small amount of eye candy

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24. If you are not likely to use the ILM, why not? Answer Options Do not need a service like this Do not want a service like this Satisfied with competing services currently available Cannot pay for a service like this Not willing to pay for a service like this Other (please specify)

24. If you are not likely to use the ILM, why not? Answer Options Do not need a service like this Do not want a service like this Satisfied with competing services currently available Cannot pay for a service like this Not willing to pay for a service like this Other (please specify)

24. If you are not likely to use the ILM, why not? Response Percent 50.0% 0.0% 50.0%

24. If you are not likely to use the ILM, why not? Response Count 1 0 1

0.0% 0.0%

0 0

answered question skipped question

answered question skipped question

2 3

2 3

Number 1

Response Date May 1, 2013 9:30 AM

Other (please specify) very likely

Categories

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25. How can we improve the ILM? Answer Options

25. How can we improve the ILM? Answer Options

25. How can we improve the ILM? Response Count 5

answered question skipped question

5 0

5 0

Number 1 2

Response Date May 30, 2013 2:06 AM May 4, 2013 1:58 AM

Response Text N/A

Categories

Clearer condensed message. It seemed to lean towards the MSF style stuff at times and drawn out. I would not have minded some ladies to catch my attention keep it up keep up the good work

3 4 5

May 3, 2013 8:27 PM May 1, 2013 10:25 AM May 1, 2013 9:30 AM

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Appendix 3 Copyright & Permission to Use Media & Others Content

Location

Media: Image, audio, video, animation, content; logos

Source/Ownersh Permission to ip Use Provide type of permission you obtained for use of each media. For example: Fair Use, Commercial License, Public Domain, Creative Commons License (and type). !!

List the slide number the media Describe each item appears on in used. your module.

List addresses/links to the source of each media/content; and copyright/author/ publisher ownership information.

!!

For example: Image- !! red chicken; Audioclucking; Videochicken running; Animation-eggs hatching; MusicShell be Coming Around the Mountain; Quote: Be the change you with see in the world; LogoKentucky Fried Chicken

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1. Motorcycle top right (Slide Theme).

1. http://www.ncstat ecollege.edu/cms /mediacustom/images/c ertificates/motorc ycle-training.jpg

1. Fair use

Located on most slides. 2. By Simon Broen (Megelli morotcycles) [CC-BY-3.0 (http://creativeco mmons.org/licens es/by/3.0)], via Wikimedia Commons 3. www.soundbible. com !! !! !! !! !! 1. Logan Aiello, photographer gave me photos and personal permission to use in ILM 2. Personal permission to use media use 2. Creative Common

2. Main black & red Megelli motorcycle Slide 1

3. Audio

3. Royalty free License

1. All Images Slide 2

1. Aiello, Logan. Rival Photos

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2. Audio

2. Nick Lenatsch & Ken hill of fastersafer.com

by ken, through email and by paying membership fee. !! !! !!

!! 1. Created by, Alex Conway, Todd Grice is the rider

Slide 3

1. Video

!! !! 1. Personal permission Full permission to film him and access to other media.

Slide 4

1. Introduction

1. By: Alex Conway. Source: fastersafer.com 2. Created by: Alex Conway Source: fastersafer.com

1. Fair use

Slide 5

1. Images previously cited 2. Transcript

2. Personal use

1. Tire image Slide 6 2. Chain image

1. http://www.zercus 1. Fair use toms.com/ 2. Creative Common License

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2.http://www.wall paper4me.com/w allpaper/Motorcyc le-Chain/. Edited by, Alex Conway 3. Nut and Bolt image 3. http://www.circletr ackimports.com/F astenersHardware-andGaskets/#axzz2S 0KuCK00. Edited by, Alex Conway 4. http://www.123rf. com/ 4.Controls image 5. http://www.123rf. com/ 5. Fluid image !! !! !! 3. Fair use

4. Royalty-Free site. I have an account to purchase rights. 5. Royalty-Free site. I have an account to purchase rights.

!! !! !! 2. Personal permission to use media use by ken, through email and by paying membership fee. End-User License

Slide 7-11

1. Includes same images included on slide 6

2. fastersafer.com

2. Content on checklist Slide 12 1. Widget I am the content owner

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Slide 15

1. Image

1. Todd Grice

1. Personal permission

Slide 17

1. Image

1. http://us.123rf.co m/400wm/400/40 0/fleyeing/

1. Royalty-free

Slide 18

1. Image

1. http://img.ehowcd n.com/articlenew/ehow/image s/a06/k1/8a/tighte n-throttle-cable800x800.jpg, 1. Fair use http://img.ehowcd n.com/articlenew/ehow/image s/a06/k1/8a/tighte n-throttle-cable800x800.jpg

Slide 19

1. Image

1. http://image.sport rider.com/

1. Fair use

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Slide 20

1. Narration/script

2. Image-Evaluate Slide 21 1. Tire image

1. www.autoblog.co m/media/2012/08 /motorcyclist-hitsdeer.jpg

1. Fair use

1.ultimatemotorcy 1. Fair use cling.com 1. Todd Grice 1. Personal permission

Slide 22

1. Image

Slide 23

1. Video

1. http://www.youtub e.com/user/riderri sk?feature=

1. Fair use. However I am in contact with them pending a full Creative Common use permission

riderrisk.uk Slide 24 1. Images 1. Todd Grice 1. Personal permission

Slide 25

1. Image

1. www.innovapain.com/wpcontent/uploads /2012/03/sport.jp g

1. Fair use

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Slide 26

1. Video

1. www.youtube.co m/watch?v =SF1ezf8LNNU &feature =share&list=UU6 _LaUTiJYaC4_g6Q0 UGQA

1. Fair use. However I am in contact with them pending a full Creative Common use permission

Slide 27

1. Images 1. Bottom image (full bike parked) & brake caliper 2. Brake wheelie image

1. Logan Aiello, Rival Photos

1. Personal permission given 1. Personal permission given 2. Fair use

1. Todd Grice

Slide 28

2. www.carpart4u.c om !! !!

Slide 29

1. Video

1. Fair use. However I am in 1. contact with http://www.youtub them pending a e.com/user/riderri full Creative sk?feature= Common use permission