Paper based learning module designed to teach or re-teach adult learners how to use longitude and latitude.

This module was completed in multiple steps across the full length of a semester long Instructional Design course. Each step was a practical implementation of part of the Dick and Carey ISD model. After studying a stage in the Dick & Carey model, students were required to implement the step in their overall project. Each stage had to be graded and approved before students moved on to the next stage.

Stages Included:
- Needs Assessment & Analysis.
- Drafting a goal statement and terminal objective following goal analysis.
- Identifying target learners entry behaviors & needed subordinate skills.
- Analyzing the context the learners will learn in.
- Translating the goal statement into performance objectives.
- Writing assessment items for each learning objective.
- Selecting an appropriate instructional strategy.
- Developing instructional materials.
- Conducting formative evaluation (individual & group).
- Revising the product in light of evaluation findings.

The project idea was derived freshly from imagination. The nature of the subject material was selected for its interest, simplicity, and because many adult learners feel self consious because they are unable to execute certain skills that children in school can.

A prior project idea was deemed unrealistic by the professor due to the fact that it was so complicated it would distract from the underlying ISD model being learned. The geograhpy idea came naturally as a result of my prior work as a public school geography teacher. There were no specialists or SME's consulted during the course of the project. All graphics were found on the web or on previous geography teacing materials I possessed.

The project spaned the entire spectrum of a general ISD life cycle; from front end analysis all the way through formative evaluation. The project was taken to completion but has not been used as of yet. It may be made available in the future to other geography instructors. Users of the product have thus far only been those who participated in the module's formative evaluation.

The authors role in the project was that of the sole instructional designer. All aspects of the project were designed, completed, and revised by the author. No other contributions were recieved by other individuals apart from required review meetings with the professor.