Instructional Design Documentation
(IDD)
Blueprint for the Globe:
Architecting Your Ideal Journey
Target Audience & Learner Profile
The ideal learners for my mini course are adults (18+) who possess foundational curiosity about the world but feel hindered by complex travel itineraries and the creation of travel agendas. This course will be designed for beginner to intermediate-level travelers who seek to go above package tours and more towards authentic, self-directed global experiences.
These learners are adults who speak at least an intermediate level of English, are motivated to maximize their travel experience, and have a modest to mid-level travel budget.
Prior to joining the course, these learners will have needed to travel for leisure at least once, know how to navigate a mobile GPS (e.g., Google Maps), use a translation app (e.g., Google Translate or Microsoft Translate), have basic digital literacy skills like navigating a website or taking an online quiz, have basic literacy skills (read, write, speak, listen, and comprehend), can utilize Excel (or a similar tool) to create a budget, can perform the four basic math operations (add, subtract, multiply, and divide), and are somewhat advanced in spotting online scams (e.g., ad pop-ups, urgent alerts, unsolicited contact).
Course Type
My mini-course best aligns with a how-to course type. It will be a skill-based ‘How-to’ course focused on procedural knowledge. Learners will be provided with a step-by-step digital tool guide to help them master travel.
This format ensures that each learner can effectively apply these steps to their real-world travel goals.
Course Modality
To best accommodate the diverse schedules and geographical locations of my target global audience, my mini-course will be designed to be fully asynchronous and learner-paced.
Because my mini-course is targeted to adult travelers, it requires the autonomy to engage with content at their own speed. Making my course asynchronous, it allows learners to skip already mastered concepts and spend more time on learning steps that they are unfamiliar with.
Course Learning Outcomes (CLOs)
By the end of this course,...
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Learners will demonstrate advanced proficiency in navigating travel related websites, including flight booking, accommodation booking, government travel requirements, safety notification, and credible flight deal sites.
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Learners will evaluate information and select reputable companies when choosing travel activities, including PLN feedback, reviews, blogs/vlogs, and/or videos.
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Learners will construct a detailed travel itinerary for an upcoming trip that includes accommodations, activities/excursions, costs, emergency contact information (name, phone, address), company names, destination(s), daily schedule, company points of contact, budget calculator, flight(s) and flight details (airport code, time, date, terminal, gate, etc.).
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Learners will demonstrate advanced proficiency in travel budgeting by creating a spreadsheet of travel associated costs that reflects their budgets.
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Learners will develop a Personal Learner Network (PLN) of travelers to source travel related feedback and recommendations from.
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Learners will select a travel destination(s) that aligns with their interests, safety needs, and financial budget.
Sample Alignment
Course Learning Outcome (CLO) 3:
Learners will construct a detailed travel itinerary for an upcoming trip that includes accommodations, activities/excursions, costs, emergency contact information, company names, destination(s), daily schedule, company points of contacts, budget, flight(s) and flight details (airport code, time, date, terminal, gate, etc.).
Module Title:
Unit 2 - Logistical Mastery: Budgeting & Blueprints
Module Learning Objectives:
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Provided an internal network of travelers, learners will leverage curated Personal Learning Network (PLN) to crowdsource authentic and credible travel-related feedback and recommendations.
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Given three itinerary templates and the choice of two destinations, learners will construct a sequencing a 24-hour travel schedule using a digital spreadsheet tool (Excel or Google Sheets) to centralize and manage activities, flight logistics (airport codes, boarding times, terminal/gate information, and layover durations), food/restaurants, accommodations, and calculated transit buffers to ensure operational clarity and mitigate logistical friction.
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Utilizing a provided budget template, learners will construct a comprehensive cost master tracker that systemizes critical trip expenditures.
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By the end of the unit, learners will integrate emergency information (e.g., embassy location, embassy phone number, embassy point of contact, emergency contact details (name, phone, address), closest hospital) into a centralized "Emergency Information" location within their itinerary.
Content & Activities:
Content
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Videos on structuring the perfect itinerary
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Itinerary guide and templates (3)
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Travel terminology and glossary
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Forum information gathering/crowdsourcing information
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Review destination feedback and insights
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How to conduct proper research on your destination(s)
Activities
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Drag & drop itinerary builder: Helps students build skills on structuring a logical timeline and effectively planning a travel schedule.
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Discussion feedback: Students will gather feedback and information from their PLNs on a chosen destination to gain insights and close the travel knowledge learning gap.
Assessment Strategies
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The "Expert" Node Submission (Obj 1)
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Learners will post one specific recommendation (restaurant, activity, hidden gem, etc.) to the community forum, including a link to a source (TikTok, Blog, local vendor) to verify its authenticity. (Formative Assessment)
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Layover Logic Quiz (Obj 2)
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A short scenario where a flight is delayed by 45-minutes will be provided. Learners must recalculate their transit buffer and identify which subsequent activity may be at risk. This activity will be automatically graded. (Formative Assessment)
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Operational Mastery Spreadsheet (Obj 2)
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Learners must submit a 24hr itinerary tab. This is instructor-graded based on a rubric and the inclusion of all required information. (Summative Assessment)
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Hidden Fee "Scavenger Hunt" Knowledge Check (Obj 3)
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Learners will review a mock hotel and flight receipt and must identify three "hidden costs" (resort fees, baggage fees, taxes) to add to their practice tracker. (Formative Assessment)
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Over/Under Analysis (Obj 3)
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Learners will submit a budget spreadsheet based on one of the two provided destinations and write a 200-word justification explaining how they adjusted their plans to stay within their chosen budget limits. A grading rubric will be provided. This assessment is instructor-graded. (Summative Assessment)
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The Embassy Pin Knowledge Check (Obj 4)
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Using the Safety and Entry Check activity, learners must screenshot the contact page of the nearest embassy for one of the two provided destinations and upload it along with their schedule to the LMS. (Formative or Summative Assessment)
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The 911-Equivalency Submission (Obj 4)
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Learners must create an "Emergency" section in their itinerary that includes local emergency numbers, the nearest level-1 hospital, and a secondary "Safe Node" (like a reputable hotel) if their primary accommodation is unreachable. This is instructor-graded using a rubric. (Authentic Assessment)
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Possible Learning Activities
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Peer teaching: Learners can teach other travelers through the discussion forums by providing at least one recommendation from a trip they previously went on. This can help learners gather resources and other important information needed for their travels, closing the travel knowledge learning gap.
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CLO 5
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Red flag audit: This activity can be a hands-on activity that requires learners to review various images and examples to distinguish between reliable sources and information or clickbait. Because it is essential to their digital skill development, it can help close the digital literacy gap.
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CLO 2
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Drag & drop itinerary builder: Students can use a collaborative online learning tool to sequence provided travel activities. This activity will focus on structuring a logical timeline and help learners reduce their cognitive load from trip planning.
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CLO 3, 6
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Discussion feedback: Before submitting their final itinerary, learners can use discussion forums to gather feedback about their itinerary from other travelers. This will give them a chance to review and think about questions or challenges that they may not have considered, closing the travel knowledge learning gap.
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CLO 3, 4, 5
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Booking site review: This activity will closely resemble project-based learning (PBL) or simulation immersion. Learners will be presented with at least three different booking site UIs, and they will need to review these pages for “hidden” terms. It will help close the digital literacy and travel knowledge gaps because it’ll help them identify risky travel terminology.
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CLO 1
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Safety and entry check: This activity closely aligns with hands-on and simulation learning. Learners will navigate government travel websites to review the requirements of entry, visa, etc., for at least two of the three recommended travel destinations in their quiz provided. They will submit these requirements with their itineraries, helping to close the travel knowledge and digital literacy knowledge gaps.
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CLO 1, 3
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Travel quiz: Learners can utilize information from this activity to select travel destinations that closely align with their travel interests, safety requirements, and locations that will provide them with more opportunities for their money.
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CLO 1, 2, 3, 6
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Final Itinerary Submission: Learners will utilize one of the three provided itineraries to create a comprehensive trip schedule for their upcoming travel. This itinerary should include the trip budget, destination(s), travel restrictions/notices (if applicable), daily schedule, flight and other transportation information, accommodation(s), dates, costs, emergency contact information, and a tab that includes all trip expenses compared to the budget.
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CLO 1, 2, 3, 4, 5, and 6
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Subject Matter Experts & Resources
The travel industry does not seem to have subject matter experts (SMEs) because it heavily relies on the economy, politics, economics (supply and demand), very recently AI, and so many other factors. Because of that, I plan to utilize my current knowledge of my personal travels, experiences, and a few other relevant digital resources to help with the content and expertise of the industry. I identified the following three resources that can assist with keeping content and recommendations relevant:
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Google Flights & Skyscanner: these sites are essential when researching flight and accommodation costs. These will be essential for teaching learners how to interpret real-time data and “hidden” options.
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U.S. Department of State, Travel Advisories: This resource is critical for learners when researching travel safety concerns and other emergency details. It will also be beneficial as a resource as I develop my glossary.
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Social Media (TikTok, YouTube, Instagram): There are creators on social media platforms who specialize in “hacking” travel and maximizing budgets for destinations.
Instructional Design (ID) Models
I believe the best instructional design model(s) for my mini are the Understanding by Design (UbD) and Rapid Instructional Design (RID) approach. I chose a hybrid model that combines UbD and RID because it offers a great balance of andrological depth and operational agility. UbD helps learners achieve digital travel literacy, RID provides the speed necessary to keep learning materials updated in a frequently changing industry.
Comparisons
Unlike ADDIE, which is too rigid for the fast-paced travel sector, or SAM, which requires heavy stakeholder collaboration, the UbD/RID hybrid allows me to develop a high-quality, responsive learning experience independently.
ADDIE | SAM | Hybrid (UbD + RID) |
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Linear / Systemic | Iterative / Agile | Outcome focused / Rapid |
Slow | Moderate (due to components) | Fast |
Process integrity | Prototype refinement | Learner mastery & accuracy |
Learning Theories
Andragogy
The target audience consists of adult learners seeking immediate real-world application. Andragogical principles will be applied by focusing on intrinsic motivation, practical problem-solving, and immediate application to real-world travel scenarios.
Activities like the itinerary drag and drop, red flag audit, and peer teaching align with this learning theory.
Constructivism
Constructivism serves as a foundation; learners must have prior leisure travel experience, as the course scaffolds new skills in digital literacy, travel planning, and budgeting onto their existing experience.
Activities like booking site review, travel quiz, and discussion feedback align with this learning theory.
Connectivism
Finally, Connectivism is the backbone of my course’s interactive elements. Navigating digital spaces and bridging digital literacy gaps through activities like crowdsourced information, discussion feedback, and peer teaching allows learners to leverage their Personal Learning Networks (PLN), ensuring a community-driven experience.
Activities like discussion feedback, peer teaching, and the safety and entry check align with this learning theory.