Suzannah Alexander

Academic writing

Instructional Design Document: Tent Camping 101: A Beginner’s Guide to Safe and Fun Camping Experiences

By Suzannah Alexander, Robyn McGhee, Zohra Samji, and Topeka Stacey

February 27, 2022

Project Overview

The website Campfire and Wine was created in July of 2021 as a way to catalog the outdoor adventures of Jerry Albano and Suzannah Alexander—to share their expertise and experiences with the camping community. The project began so that they could share knowledge and images of various Texas State Parks, as the available information on existing websites is sparse, difficult to visualize, and often unhelpful in trip planning. Campfire and Wine focuses on the exploration of different campsites across Texas, immersive activities such as hiking and canoeing, cooking meals that are both convenient and delicious, and sharing the art and photography inspired by nature.

Jerry and Suzannah envision the website becoming a resource that encourages both novice and adept campers to thoroughly enjoy the experiences they create outdoors. They essentially want to prevent new campers from making the same types of mistakes they did when they first started out and to provide tips and tricks that they have learned through trial and error over many years of camping. As such, the first step is to address how to begin camping, when there is so much equipment to buy and so many new skills to learn. The goal of this project is, therefore, to teach new campers all they need to know to successfully plan and safely partake in their first tent camping trips.

Topic

​​Tent Camping 101: A Beginner’s Guide to Safe and Fun Camping Experiences focuses on basic information that campers need to be prepared to camp in tents outdoors in different seasons, in various terrains, and with specific campsite amenities available.

Audience

The information on this particular subpage of the website will be aimed at novice tent campers who know little to nothing about camping best practices but want to successfully plan safe, comfortable, and fun two- to three-day trips to Texas State Parks and avoid common camping pitfalls. Everyone starts at different levels, but camping can be dangerous without the right resources to guide choices in equipment and experiences. There is a learning curve to camping that is overcome through experience.

Beginning campers may not have the funds or commitment to invest in expensive, high-end equipment. While camping can be enjoyed at a reasonable price, novice campers may not understand how to weigh price versus safety, usability, versatility, longevity, and comfort. There are a lot of equipment options at different prices, but the quality of the gear often greatly impacts the experience.

Camping appeals to people of all ages, so new campers may range in age from early 20s to late 70s. Camping can be enjoyed as a single person, in groups, as a family, and also with kids or pets. At least one person in the group must have the physical ability to carry heavy gear. There are wheelchair-accessible campsites, so physical ability does not necessarily restrict participation. Strenuous activities like hiking can attract people of all fitness levels, but trails must be chosen based on physical ability. Because this website focuses on Texas State Parks, learners are likely to be from Texas. However, out-of-state and international campers may also use the materials, as they will be made available online for free.

In general, campers are people looking to disconnect and recharge, which can be anyone, regardless of demographics or background. Novice campers likely include individuals who are looking to explore nature or adventurous people looking to experience new things. Oftentimes, hikers or those who like canoeing or kayaking get involved in camping to make these activities more readily accessible.

Purpose

To provide clear, concise, and consolidated learning content about preparing for short tent camping trips in Texas State Parks to improve the safety and experiences of beginning campers.

The purpose of this instructional material is to teach novice campers the basics of tent camping—specifically short trips at Texas State Parks—including but not limited to: how to select the best campsite; typical park regulations and campsite rules; what equipment to buy and bring; how to pack efficiently; campsite setup and takedown procedures; how to build and maintain a fire; how to cook over a campfire or on a propane grill; how to handle and avoid dangerous wildlife encounters; typical camping activities and how to prepare; and other basic camping best practices.

Topic coverage may include:

  • Pre-Trip Research and Planning
    • Site and amenities research
    • Selecting and booking sites that fit specific needs
    • Planning for arrival (daylight hours)
    • Planning park activities beforehand
  • What to Buy and Bring
    • Determining the proper equipment for both safety and comfort
    • Planning recipes, buying groceries, and meal preparation tips
    • Food, water, and other necessities (wood, propane)
    • Luxury and non-essential items that make camping more enjoyable
    • Games and campsite activities
    • First-aid supplies
  • How to Organize and Pack for Travel
    • Organization tips for easy accessibility
    • Packing checklists
  • Site Setup, Maintenance, and Takedown
    • Selecting the best onsite tent placement
    • Proper fire building, maintenance, and extinguishing tips
    • Keeping food and supplies safe and secure
    • Lantern placement and lighting gas lamps
    • Grill set up with a propane tank
    • Site takedown tips
  • Cooking
    • Sample recipes for meals (breakfast, lunch, dinner)
    • Snacks
    • Smores
  • Safety
    • WiFi availability
    • Common flora and fauna
    • Park regulations
    • Burn bans and wildfire prevention
    • Other park notices (trail closures, wildlife warnings)
    • Emergency services available in the area
  • Activities
    • Campsite games
    • Canoeing and kayaking
    • Hiking
  • Common Courtesy Rules
    • Noise pollution (quiet hours)
    • Alcohol disclaimer (no alcohol allowed at most parks)
    • Trash disposal (leaving the site free of trash on departure)
  • Post-Trip Activities
    • How to load the car with muddy or wet equipment
    • Camping equipment care (proper cleaning, drying, and storage)
Guiding Learning Theory

This project will mostly be guided by cognitive constructivist learning theory to encourage novice campers to assimilate new information and skills into their existing knowledge and experience with camping. The motivation of learners is intrinsic, as they will likely seek out this information as they need to learn specific details. Camping trip success will largely be dependent on each camper’s personal investment in the experience and willingness to learn.

Some social aspects of camping lend themselves to social constructivist learning theory. Camping is inherently a social experience that depends on the cooperation and collaboration of others. The website aims to build a community that at some point in the future may be interactive, and opportunities to encourage social activities may arise as the website develops over time, such as blog feedback and discussion threads. At this time, however, experiences beyond this website are dependent on individual campers.

In addition, multimedia theory will be used to create effective infographics and video tutorials that appeal to multiple learning styles and provide helpful visual representations of complex camping activities.

Instructional Format

The learning materials are intended for online delivery for self-instruction via the website. A new section called “LEARN” with Tent Camping 101 information for beginners will be added to the existing travel website and blog created on WordPress called Campfire and Wine. The word “LEARN” will be inserted in between “HOME” and “EXPLORE” in the top navigation row, and the “LEARN” subpage will also be linked via the “Learn Camping Basics” section toward the bottom of the home page. All new content that is created will adhere to user-centered design principles.

Duration

Learners’ time will vary depending on their interaction with the website resources. Research and planning time will vary depending on the learners’ experience level. Users may engage with the website before travel or while on their trip.

Identified Learning Gaps

Learning Expectations

At the end of this instruction, novice campers will be able to plan and execute a successful two- to three-day tent camping trip at a Texas State Park. There will be a survey that allows users to identify pros and cons of the website and offer suggestions for improvements based on their individual camping experiences using the materials.

Client Needs

The client currently wants to:

  • Appeal to novice tent campers that need to learn basic information;
  • Attract a following of tent campers that rely on the website for reference materials;
  • Further define the brand and create content with the desired personality, style, and quality standards;
  • Foster safety in all camping activities;
  • Provide pearls that create topnotch camping experiences;
  • Pinpoint pitfalls to avoid while camping and exploring outdoors; and
  • Recommend equipment, recipes, and experiences that make trips unique.

Eventually, the site may include:

  • Discussion forums that foster a community of like-minded campers that support each other’s adventures;
  • Information for extreme weather conditions and longer camping trips;
  • Information about other types of camping like through-hiking and camping;
  • ​​How to camp with pets, including how to keep them safe, where they can sleep, and which parks are pet friendly; and
  • Newsletters with a newsletter sign-up option to gather user emails.
Learner Needs

Beginning campers may include every kind of learner. All they need is a sense of adventure, a curiosity about the outdoors, and a willingness to learn. They are typically interested in camping by choice as a recreational activity. Some may be camping averse or pro-glamping, but most are interested in experiencing nature.

Many campers prefer tutorial videos or infographics to explain concepts, as instructions can be complex or rely heavily on visuals. They often need to use maps or guides based on the area and activities they want to explore. Short to-do lists or checklists are needed to make plans. Plus, learners may need offline options (as WiFi is unreliable while camping) or a printable version of the information.

Learners need to:

  • Distill the myriad camping recommendations and information available online;
  • Choose the right equipment for the intended circumstances;
  • Learn the basics of camping to feel comfortable and confident in tent camping;
  • Avoid common pitfalls experienced by those new to camping;
  • Be prepared for unknown experiences and wildlife encounters; and
  • Read and interpret park and trail maps as well as trail markings.
Broad Learning Goals
  • Acquire knowledge to get the best out of initial tent camping experiences.
  • Be prepared to stay safe while camping outdoors.
  • Obtain tips for common activities, situations, and encounters while tent camping.
Learning Objectives

After reading the instructional materials, novice campers will be able to:

  1. Select a park and campsite with the specific amenities they need.
    1. Determine the length of the drive, arrival time, and how much time is needed to set up and take down the campsite (e.g., how much light there will be on arrival).
    2. Evaluate the types of water sources available (i.e., potable versus non-potable) and what activities are safe for such resources (e.g., drinking, doing dishes, brushing teeth, hand washing, bathing).
    3. Differentiate between the types of sites and the amenities available at each site type (e.g., campsite primitive, campsite water only, campsite electric, campsite full hookup, campsite equestrian, group camp, pavilion).
    4. Assess distances to important amenities (e.g., bathrooms, park hosts, hiking trails) to make the best reservation decisions for specific scenarios.
    5. Determine WiFi availability and plan accordingly (e.g., bring a power bank to keep mobile devices charged).
  2. Identify and obey typical park regulations, campsite warnings and notices, and other general campsite rules.
    1. Determine and prepare for specific burn ban notices and rules (e.g., fire in fire ring only, no fires allowed, charcoal only).
    2. Locate special warnings and notices on park websites.
    3. Practice common campsite courtesy (e.g., noise, trash, drinking rules).
  3. Select, purchase, and pack appropriate equipment for the type of camping experience they are planning to undertake.
    1. Evaluate how the weather (i.e., season, temperature, rain forecast, etc.) will impact the specific camping experience and the equipment needed (e.g., sun or rain shelter, cold-weather equipment, fans for hot conditions).
    2. Determine how the length of stay and number of campers influences how much food, water, and other supplies to bring.
    3. Gauge how much wood and propane are needed for both cooking and warmth.
    4. Select a cooler and determine how much ice or how many ice packs are needed to keep the food cold for the allotted number of days.
    5. Identify common wildlife for the specific area and prepare for how they may interact with campers and the campsite.
    6. Select equipment for comfort, usability, and durability in addition to price.
  4. Pack efficiently and effectively for an enjoyable camping experience.
    1. Perform common checklists to ensure all equipment is packed every time.
    2. Recognize the value in specific organizational strategies (e.g., plastic tubs with locking lids rather than open tote bags).
    3. Create menus and grocery lists for easy meal preparation.
    4. Pick recipes to ensure enjoyable and filling meals.
  5. Set up camp.
    1. Select and prepare a flat, clear surface for the tent (e.g., avoiding rocks).
    2. Put up the tent in less than 15 minutes.
    3. Prepare, place, and properly light lanterns.
    4. Secure supplies against the elements (e.g., rain) and wildlife (e.g., raccoons).
    5. Position logs for a fire in a starting formation that ensures easy lighting.
    6. Set up a woodpile for easy fire maintenance.
  6. Start, maintain, and properly extinguish a fire.
    1. Build and start a fire, even in the rain.
    2. Add logs at an appropriate interval to ensure a steady fire.
    3. Properly extinguish a fire to avoid starting a wildfire.
    4. Recognize common safety rules (e.g., no leaving a fire unattended, no horseplay around the fire).
  7. Cook over a campfire or on a grill with a propane tank.
    1. Select recipes and prepare ingredients for fast and easy cooking.
    2. Determine the best cooking equipment for the circumstances.
    3. Recognize when the wood and coals are hot enough for cooking.
    4. Use grills and common campsite equipment.
    5. Clean up to avoid wildlife in search of food.
  8. Handle and preferably avoid wildlife encounters at the campsite.
    1. Adhere to park ranger advice.
    2. Pack food away securely at night.
    3. Safely dispose of trash, including food scraps.
    4. Protect against mosquitos, spiders, ticks, and other insects.
  9. Identify and select camping activities, including how to prepare and what to bring.
    1. Plan, execute, and enjoy onsite games and other activities.
    2. Plan, execute, and enjoy a safe and fun day of hiking.
    3. Plan, execute, and enjoy a safe and fun day of canoeing or kayaking.
  10. Stay safe while camping and participating in common activities.
    1. Bring a trail map, even if WiFi is available.
    2. Prepare and bring a portable first-aid kit.
    3. Recognize wildlife and what to do during an encounter on the trail.
    4. Determine how to contact park rangers and other emergency services.
  11. Pack up and leave a minimal trace.
    1. Loosely fold wet or muddy equipment in the car for the trip home.
    2. Leave the campsite as it was found (i.e., pick up trash, dump waste).
    3. Leave nature in nature (i.e., avoid taking rocks, sticks, and other nature souvenirs).
  12. Care for camping equipment to keep it clean, dry, and properly stored to avoid mold and ensure longevity.

Learning Activities

These learning activities will need to be available as a mix of both online and offline resources for best potential use, given that campsites may or may not have WiFi available. Articles, interactive elements, videos, and quizzes are intended for use while learning, exploring the website, and planning camping trips, whereas infographics, just-in-time aids, and checklists may be downloadable, saved to a mobile device, or printed before trips for offline use while camping.

Vocabulary

A list of camping terminology will be provided before each article or activity so that learners understand how to research equipment, campsites, and other information (LO 1–12).

Some examples include:

  • R-value: insulation rating for sleeping bags and tents
  • Toilet vault: a hole in the ground bathroom
Checklists

Checklists will be used to ensure novice campers bring all necessities and equipment for a safe trip. Checklists will be provided in both digital and offline formats.

  • What to buy (e.g., groceries, firewood) (LO 4)
  • What to bring and pack (e.g., food, water, firewood, equipment) (LO 3)
Brief Articles with Step-by-Step Instructions

Brief articles will provide clear and succinct instructions on best practices before, during, and after the trip.

  • Campsite selection—what to keep in mind when choosing a site (LO 1)
  • Equipment selection—how to pick essential gear (LO 3)
  • How to organize and pack equipment for travel (LO 4)
  • How to quickly set up and take down camp (LO 5)
  • Meal planning and preparation tips and tricks (LO 7)
  • How to care for camping equipment (LO 12)
Infographics for Online or Offline Use

Infographics will summarize key information in an easy-to-remember, quick-tip, visually appealing format.

  • Park regulations and campsite warnings and notices (LO 2)
  • Campsite courtesy (LO 2)
  • How to make smores (LO 7)
  • Tips to avoid wildlife encounters at the campsite (LO 8)
  • First-aid kit components (LO 10)
  • Safety tips (LO 10)
  • Leaving a minimal trace (LO 11)
Tutorial Videos

Tutorial videos will explain complex, multi-step processes that need a visual example and an in-depth explanation.

  • How to make a fire with step-by-step instructions (LO 6)
  • How to make hamburgers over a campfire, including an original recipe for how to prepare the hamburger patties before the trip (LO 7)
Reference Guides

Reference guides will be used to explain potential campsite and park activities, where print instructions, maps, or other hard-copy elements are needed.

  • How to play specific games at the campsite (e.g., horseshoes, croquet, or card games) (LO 9)
  • Hiking tips and tricks (LO 9)
  • Canoeing or kayaking tips and tricks (LO 9)
External Weblinks to Outside Resources

All articles and activities will link out to external websites and other resources as needed (LO 1–12). For example, if a great video with instructions has already been created, a weblink to that information may be a better solution than recreating the material. Weblinks will also be used for equipment recommendations and other products that users may need to purchase for their trips.

Some examples include:

Just-in-Time Aids

Just-in-time aids will be created for activities with videos that may not play at the campsite but include complex instructions that first-time campers may not perfectly recall onsite.

  • “How to Build a Fire” reminder card with the overall steps and proper log configuration illustration (LO 6)
Concept Checks

Brief quizzes or interactive activities will ensure the learners practice and recall the concepts in each article, video, or lesson activity (LO 1–12).

  • Campsite selection: given a specific camping scenario, the participant will select the best park or camping site type
  • Identify warning notice and important park signs: where to look for notices on the Texas State Park website, using image hotspots, as well as what certain signs mean, using drag-and-drop or matching exercises
  • Equipment selection: given a specific camping scenario, the participant will select the correct equipment for the trip
  • Set up camp: sequencing exercises for activities like lighting a lantern or connecting a propane tank to a grill
  • Fire protocols: sequencing exercises for starting, maintaining, or extinguishing campfires
  • Pack up and leave a minimal trace: questions on how to pack up the campsite or image hotspots that show all that needs to be cleaned up

Assessment

Concept check questions or brief activities will be used to assess whether learners can recall the important concepts outlined in each article, video, or activity. No formal final assessment will be included. Instead, self-assessment will be encouraged via the various concept checks presented throughout the material.

Some examples include:

  1. Classify whether each activity is safe for potable water versus non-potable water.
    1. Potable water: drinking, doing dishes, brushing teeth
    2. Non-potable water: handwashing, bathing
  2. What organization system works best to keep supplies safe from wildlife?
    1. Suitcases
    2. Tote bags
    3. Plastic grocery bags
    4. Plastic tubs with locking lids
  3. Show photos of different signs found at parks and campsites and have users identify what they mean.
  4. Identify the type of amenities available at each type of campsite. (This is a potential drag-and-drop exercise.)
    1. Campsite primitive
    2. Campsite water only
    3. Campsite electric
    4. Campsite full hookup
    5. Campsite equestrian
    6. Group camp
    7. Pavilion
  5. Place each step in building a fire in the correct order. (Jerry will provide and confirm steps.)
  6. Select all items that should be completed before leaving the campsite.
    1. Dump all food waste
    2. Leave the fire burning for the next set of campers
    3. Loosely fold wet or muddy equipment and place in the car
    4. Pick up all trash
    5. Take rocks, sticks, and other nature souvenirs

Evaluation

There will be a contact form at the bottom of the page for users to supply open-ended feedback or to ask questions of Jerry and Suzannah. Additional information will be added to the website based on this feedback, so the look of the website, the article content, and the multimedia delivery will be an ongoing, iterative process as the website evolves over time.

The Campfire and Wine website will also use an optional survey to evaluate visitors’ experiences. Survey questions will provide Jerry and Suzannah with information to help them improve the website’s content and functionality.

  1. How did you hear about us? (This question provides qualitative information about visitors to the website.)
    • Search engine
    • Recipe blog posts
    • Word of mouth
    • Social media
    • Other, please explain.
  2. Did you find the information you were looking for on the website? (This question encourages iterative improvements.)
    • Yes
    • No
    • If not, what other topics would you like to see covered?
  3. Was the website content complete and helpful in planning and successfully executing your trip? (This question also encourages iterative improvements.)
    • Yes
    • No
    • List any specific suggestions to help us improve the content.
  4. Was any information provided on the website inaccurate, hard to follow, or misleading? (This question will help to confirm the accuracy and safety of the information and recommendations.)
    • Yes
    • No
    • If so, please explain.
  5. Was it easy to find the information you needed? (This question provides information to help improve the content organization and overall user experience.) 
    • Yes
    • No
    • If not, please explain.
  6. Do you have any other specific needs or suggestions on how to improve the website? (This free-response question will help identify unknown pain points and provide insight into future content based on user-driven data.)
  1. Would you recommend this website to other campers? (This question will help measure user satisfaction.)
    • Yes
    • No
    • If not, tell us how we can better meet your needs.

Technology Requirements

Accessibility  
  • The Campfire and Wine website includes resources that are accessible to people with disabilities.
  • The Campfire and Wine website is presented in an easy-to-read format to accommodate a wide range of reading proficiency levels.
  • The Campfire and Wine website follows Web Content Accessibility Guidelines (WCAG) for color accessibility.
  • The Campfire and Wine website is a responsive website that can be viewed on various mobile devices. 
  • Videos will include accurate closed captions.
Privacy

Information obtained from users of the Campfire and Wine website will not be sold or provided to third parties.

Technical Competence

Users of the Campfire and Wine website should be able to:

  • Complete basic tasks on a mobile or desktop device;
  • Use a web browser on a mobile or desktop device;
  • Download digital assets from a website;
  • Print assets from a website;
  • Find resources using a search engine;
  • Follow directions using step-by-step reference guides; and
  • Be familiar with various file types (e.g., .jpg, PDF, Word).
Minimum Device Requirements
  • Ability to access the Internet using WiFi or a mobile network
  • Audio and video capabilities
  • Mobile devices should have Bluetooth
  • Desktop devices running Windows versions 11 and 10 or Mac OS versions 12,11, and 10.5
  • Apple mobile devices (iPhone, iPad): iOS versions 15, 14, 13, and 12
  • Android mobile devices: Versions 12L, 12, 11, 10, and Android Pie
  • External battery pack to keep mobile devices charged while camping

Team Roles and Responsibilities

Subject Matter Experts and Stakeholders

Jerry Albano and Suzannah Alexander, ​​Campfire and Wine:

  • Jerry Albano is an avid camper who has been camping for much of his entire life.
    He also enjoys cooking and provides the majority of the recipes and food preparation tips.
  • Suzannah Alexander runs the creative side of the website, taking and editing photos, shooting and editing videos, providing art and painting instruction, developing other instructional materials, and building the WordPress website.
Instructional Design Team

Product Owner and Collaborator: Suzannah

  • Providing basic course outline and learning objectives
  • Providing resource materials such as photos and videos for learning activities
  • Analyzing materials and recommending design features
  • Creating learning activity content
  • Building website on WordPress

Collaborators: Topeka, Zohra, and Robyn

  • Organizing meetings and facilitating group discussions
  • Providing written accounts of client interviews
  • Analyzing materials, sourcing technology integration, and recommending
    design features
  • Creating learning activity content
  • Providing facilitator and participant guides
  • Providing assessment and evaluation questions

Project Resources

Resources needed to complete the project include:

  • WordPress website for final project delivery;
  • Adobe Creative Suite (Photoshop, Illustrator, Premiere Pro, Audition);
  • Adobe Acrobat;
  • Microsoft Word and Teams;
  • Infographics software (Canva);
  • Activity software to embed in WordPress (https://h5p.org/);
  • Original photos and video clips from Suzannah and Jerry; and
  • Camping equipment to use for demos.

Project Timeline

Communication with the subject matter experts and stakeholders includes direct contact with Suzannah Alexander and scheduled meetings with Jerry Albano. Microsoft Teams will be used to stay in regular contact via chat and meetings on a weekly basis, at minimum. This project, including all learning activities, will then be delivered on or before May 1, 2022, according to the following timeline.

  • Phase 1—Analysis and Information Collection:
    • Speak with SMEs about learning objectives, learner needs, project deliverables, timeline expectations, and format preferences.
    • February 13: Pre-Needs Analysis
    • February 16: Initial Client Meeting
    • February 20: Client Needs Analysis
  • Phase 2—Design:
    • February 27: Design Document
  • Phase 3—Development:
    • March 6: Course Outline and Course Description
    • Draft an outline for all page content as well as detailed content for each topic category, including step-by-step instructions, external weblinks, checklists, infographics, storyboards, and other multimedia, where applicable.
    • Create multimedia deliverables.
    • Create web pages with multimedia integration (e.g., images, infographics, videos, and web links).
    • April 3: Facilitator Guide (e.g., facilitating campsite games)
    • April 10: Participant Guide (e.g., hiker’s guide)
  • Phase 4—Implementation:
    • Website published live with first basic articles and multimedia integration
  • Phase 5—Evaluation:
    • Feedback questionnaire or site contact form
    • Review the success of the web page via feedback collected from the questionnaire or contact form
    • April 17: Quiz and Evaluation