CATCH UP (Again)

Now that my time in Rotorua is drawing to a close at the end of July, I have squeezed the clock and created extra time to catch up on this course (now there is a little pressure with timelines)

Unfortunately with restrictions on my work computer I am having to manage the best I can from “links” and reading blogs to have a better understanding of what is happening and offer some of my own opinions.

Already with my plans comments by Leigh I am looking at simplifying and looking into options of “getting it out there” but restrictions arise setting up my own web page as the information taught is the property of the Fire Service and “Throwing it out there” is a little restrictive so hence I need to negotiate with higher management to “reel in the customer”

 

HISTORY OTAGO POLYTECHNIC

 Otago Polytechnic history has  moved into the area of flexible learning on a gradual incline since it started out as a technical college teaching the trade subjects, including typing and secretarial support. How these courses were taught  I am unsure of, whether full-time (Mon – Fri) or part time, i.e. block courses as was the case for myself personally doing my Butchery Trade and that attendance would have been compulsory in a block course Mon-Fri. If this was not the case, as the organisation developed, there may have been a facility for part-time attendance (nights or Saturdays) which would have created some flexibility for some people, starting the transition to “Flexible Learning” with ongoing developments for the best training for students.
 
Now I feel the polytechnic is increasing  flexible learning for people with structured lives (work and personal) with options to learn by offering the use of the open access suites, the community learning centres, online and e learning in some courses, RPL for experience and prior learning and part-time enrolments, creating the positive learning options.
I think Otago Polytechnic has taken a large step toward flexible learning, encouraging other learning institutions to advance learning options by way of flexible learning and has advanced a lot since it was officially opened as King Edward Technical College in 1914

How I think flexible learning exists today and where I see it is heading in the future.
Where is flexible learning headed? With the advancement of technology who knows?

With the advancement of technology, what is to stop video conferencing via cell phones, watch computers etc which years ago people wouldn’t have even contemplated these options and now they are a reality and a lot of tertiary institutions  have had to run with e-learning and moved there courses online with open access as we are now seeing being ready to “take the new technological step” to retain the student. I think in a society that wants information available as we have seen with the advancement of the internet – people are looking for information and from good reputable sources. We have the ability now to talk to people via web based teleconferences, do online scenarios like role plays, exist in second life and heaps of other stuff – I think this will only continue to develop.

Personally I just hope face to face teaching/learning does not disappear completely because due to different because due to different styles of learning, some would rather have than need face to face and also for practical components of some courses. So places like Otago Polytech will be as vital in the future as they are today maintaining flexibility so qualifications can be gained in as short a time frame as possible for some students, but flexible can surely only advance and not head in a backwards direction. I look forward to seeing what the future holds for flexible learning.

 

 

 

 

 

 

 

 

 

 

EXAMPLES OF FLEXIBLE LEARNING – OPEN, NETWORKED, RPL

 

Having read through the extra resources and the main article by Christine Geith http://blog.worldcampus.psu.edu/index.php/2008/02/01/can-oer-impact-human-development

Being cautious of losing face to face teaching/learning, I think that open and networked education provides a method to advance through technology, the teaching resources for formal education. It allows for a method of education that some students may prefer rather than the traditional formal teaching. It may also allow resources to be offered as it could be a cheaper means to do this but there are a lot of students that prefer and need face to face contact with their tutor/facilitator because access may allow more people to engage in education – access and “own time” is often not the only motivator. Students need to want to learn the information so as culture i.e. age, plays a part in motivation, access alone may not always be the answer, so we need to teach the students a bit about the technology and the purpose of it and then how to use the technology to advance and enhance their learning. This might be a harder task for an older learner set in their ways of “the scary technological world” who doesn’t have the understanding and grasp of technology that a younger learner might.
We also need to think about what methods in traditional teaching work really well – if its not broken don’t fix it. My suggestion therefore is to look at how we can use methods of open learning to enhance the learning of our students to encourage and engage them more in the learning process.

After reading some blogs and browsing through some websites that others have posted found this one on Nutritian Matters blog, beneficial to myself as well, which outlined five stages in the transition towards authentic learning. http://www.2learn.ca/Projects/Together/KWORDS/traditiw.html

 

 

This article outlines how computers have been used in the past and more recent trends to integrate computer technology in today’s classroom.  Formerly computers were primarily used in the classroom for word-processing and for interactive games.  A move has now begun that involves the integration of computer technology into the classroom for curricular-based projects and inter-global communication.

Typically, teaching has focused on the passive learner where students are expected to learn and repeat back information.  Authentic, practically applied learning challenges students to take a more active role in their own education, as they assimilate a strong theoretical knowledge base within the context of material that they can work with in real life.

Integration of technology does not mean that more traditional educational methods become outdated; rather, technology should maximize contact between teacher and student. Evolving teacher roles from lecturer to facilitator will support the shift towards authentic learning, a shift that will be neither easy, nor quick.

Five stages are involved in making this shift towards authentic learning:

1. Set the stage – explain why the students are using the technologies and processes
2. Provide coaching – help others gain skills by hosting mini-clinics or by tutoring
3. Get continual feedback – helps the teacher keep track of what’s going on in the classroom and allows for necessary adjustments
4. Patience – learning always emerges slowly initially.
5. Don’t expect too much – not all students will adjust to this method.

The article cautions the reader that many people expect technology to fill all the holes that traditional methods have left open, i.e. too many learning styles need to be addressed and the ones that traditional methods cannot reach may be reached by computer-mediated methods.  One must remember that with the elimination of traditional teaching methods, the teacher can disengage another set of students.  Maintaining a variety of teaching approaches when dealing with a classroom of students best addresses the needs and styles of today’s diverse classrooms, and it is up to the educator to ensure that these various methods are optimally combined.

 

ISSUES WITH FLEXIBLE LEARNING-THE MODERN INTERNET

 

What are some of the issues that the video, the debate and other participants in this course highlight that you think are significant in terms of what the modern internet has to offer flexible learning?

 

Like some others I am not as conversed with the modern internet as others and the restrictions imposed on my freedom working through a work fire wall is frustrating, then to further add to that I have only dial up at home so my relationship with the internet is a slow building one, never the less I battle on with online courses and feel well achieved upon successfully completing them and erase the previous thoughts of “Is it really worth it” YES. With the option of “discussion boards” “Wikis” “Blogs” and “Utube” to mention a few allows for support to students and anybody who wishes to, to advance the learning through modern internet, as long as research is conducted and not just one link being enough as “gospel” as many items can be posted on the net and not all is correct information, and the point needs to be made aware that there are a lot of resources to maximise the outcome of self-directed learning so use the tools well.

 http://www.eurodl.org/materials/contrib/2006/Christian_Dalsgaard.htm

LMS (Learning Management System) as a world wide tool for institutions leans towards administrative purposes but with the options of MSN, face book etc, the instant response wanted by students is an option rather than waiting for posts on “Discussion Boards” etc and I do agree on the points Dalsgaard raises.

 

Also Downes talked about three principle of online learning

1)      Interaction, with the availability of web cam, yes it is an option and Downes mentions the fact that you can take the information you need and require than be overloaded with information that you don’t require so time maybe an advantage if you are self disciplined and motivated to learn from home rather than having to go to a lecture, which I still feel requires the motivation and self discipline to get there.

2)      Usability,k another point Downes spoke about was the learner creating your own distribution knowledge learning system to simplify the message, the learner can search, advance and organise the web to meet their needs.

The other point raised was relevance, this is an advantage of E-learning as informative knowledge can be accessed and processed when and where they want it.

My DFL Matrix for course

dfl-matrix

 

Combined draft, final and final,final plan :-)

DRAFT PLAN

 

Project Title and Department:  Teaching Fire Warden Duties and Fire Safety to Businesses and Organisations in the Otago Region.

Project Leader:   Pete Douglas

Project Goals

Background Project:

This project is to be  undertaken because I feel there is a need within the New Zealand Fire Service Public Education Department to be provided with Public Education to Staff of businesses and organisations to offer a more indepth course than an overview course.  Part of our role is to provide free Fire Safety to members of the public under the NZ Fire Services Act 1975 Part 2 Fire Safety.  Also through the vision of Otago Fire Region of the NZFS where courses are being conducted currently, continue to provide the best upto date products maintaining a customer service and maintaining the knowledge on how to sell ourselves as well as our product as a professional organisation.

To orgainise this plan i am going to look on u tube to see if there are any NZ Fire Brigades already there to give me some ideas on best how to progress with this.  I also have been talking and working with National Headquarters in Wellington for advice.  Also I will be looking at NQF units to match up some qualifications with this i.e. explain principles of fire science that we can gather the knowledge so should they wish to be assessed against that unit standard, it may be applicable.  I am also looking at making up some quizzes and exercises as well. 

Some of the plan hopefully will be presented on line, but will also need to be face to face as well.

I have been reading a fair bit of literature on designing courses and there are just so many things to be considered

a)  Course Content is designed to have easy accessibility to the staff, i.e. handouts, using blackboard, video, audio.

b)  Different learning styles of each staff member, i.e. kinesthetic, Interpersonal, intrapersonal, visual, Logically minded learners.

c)   Identify delivery method, write and develope the course, sourcing correct resources etc.

d)  find out about copy right permission from resources I have obtained

e)  Is the course content culturely sensitive to all parties

f)  Is the technology compatible to different venues.

Due to the amount of research I have to do I will continue to update this plan. Time for more resarch.

 

I have been looking through my own del.icio.us  bookmarks that I have tagged for later use to help me with my plan (Even though I have  but not many). I have also looked at others on the DFLP08 and have picked out that I have found quite valuable to this course.

 

Designing e-learning – Design approaches

 

Designing e-learning – Sample learning sequences

 

Technology That Enhances Verbal-Linguistic Intelligence

 

How Technology Enhances Howard Gardner’s Eight Intelligences

 

ADDIE Model – Wikipedia, the free encyclopedia

 

All these have confirmed a lot of what we do with our Public Education courses, we facilitate, but we also get to know our students and find out their learning styles whether they be visual, audiable, reflective etc.  From when they first arrive to enrol we get their details, what it is they are wanting out of the course (the outcome)  The students learning ability , the resources and equipment we use.  How long the course takes (how many recommended hours, currently not enough. ) also their time line.  We use Performance Criterias as a check list for our students to complete as they work through the course. We have evaluations forms that each student completes after the course.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

DRAFT PLAN No 2

 

Project Title and Department: Teaching Fire Warden Duties and Fire Safety to Businesses and Organisations in the Otago Region.

Project Leader:   Pete Douglas

Project Goals This project is to be  undertaken because I feel there is a need within the New Zealand Fire Service Public Education Department to be provided with Public Education to Staff of businesses and organisations to offer a more indepth course than an overview course.  Part of our role is to provide free Fire Safety to members of the public under the NZ Fire Services Act 1975 Part 2 Fire Safety.  Also through the vision of Otago Fire Region of the NZFS where courses are being conducted currently, continue to provide the best upto date products maintaining a customer service and maintaining the knowledge on how to sell ourselves as well as our product as a professional organisation.

Background Project:

 I think I will use  laboratory/workshop method that is when a student is hand on and can learn a practice new skills on simulated emergency site as well as theory in the lectureroom.  This is a visual style and i thought that I would use audio and  also a PDF file for students who dont like learning off  a screen so they can print this off and can read off it. (Reflective learners).  This content will relate to the learning objectives of the course.

The content will be in small incremental steps and logicale to read and understand, on the audio this will need to be clear and not too fast, not garbled, and understandable.

The links to other web sites i.e. youtube or weki need to be linked correctly.

 Students learning outcome will need to be written, letting the student know what is expected of them at the completion of their course. And a induction with student should be necessary for assisting to find the students skill level.

To orgainise this plan I am going to look on u tube to see if there are any NZ Fire Brigades already there to give me some ideas on best how to progress with this.  I also have been talking and working with National Headquarters in Wellington for advice.  Also I will be looking at NQF units to match up some qualifications with this i.e. explain principles of fire science that we can gather the knowledge so should they wish to be assessed against that unit standard, it may be applicable.  I am also looking at making up some quizzes and exercises as well. 

Some of the plan hopefully will be presented on line, but will also need to be face to face as well.

I have been reading a fair bit of literature on designing courses and there are just so many things to be considered

a)  Course Content is designed to have easy accessibility to the staff, i.e. handouts, using blackboard, video, audio.

b)  Different learning styles of each staff member, i.e. kinesthetic, Interpersonal, intrapersonal, visual, Logically minded learners.

c)   Identify delivery method, write and develop the course, sourcing correct resources etc.

d)  find out about copy right permission from resources I have obtained

e)  Is the course content culturely sensitive to all parties

f)  Is the technology compatible to different venues.

 

Resourses

A tutor manual would needed to be written, and made available so they can help the student and prompt them in the right direction of the course.

I will use camtasia to do the video and audio and screan hunter to do the screen shots for PDF and handouts, also for the quizzes, being assited by our I.T people

I will also use web connections like wekipedia to show examples as well.

There is not alot of resourse information available for fire safety through the website www.fire.org.nz but I hope to have a  link to a web site on books available later this year.

Considerations 

 To look at  if we can put this on line it would be a huge project and I would need to approach National Office as well as regional office for their support and  to see if there are other national  courses as well, and maybe talking with the IT department.

Other considerations would be how our computers would run micorsoft office 2007 along side other office versions i.e. 2002/2003, and how many would be available to each suite and to the number of  students, if they have no outside access to computers and being able to link the external students to a site through the Fire service firewall or does it have to be via a new website with links to the Fire service with specific and relevant information?

The Outline

I would be working with local staff, and the IT dept including  quizzes and excercise sheets, with questions and anwers and maybe a small assessment at the end.

Project Scope:

Pete would be invloved in stting up this course with Dave Seque (Chief Fire Officer)

Dave Seque may oversee this project.

Time / Costs

The cost is a major factor in this project. Proposals would have the following considerations. (All costs are estimates)

 

1. Project Manager            $30,000

2. Trainers                 $25,000+ (depends on number of courses-this figure allows for three course per week)

3. I.T assisstance            $15,000

4. Certification            $1,500

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

FINAL PLAN

 

 

 

 

Project Tiltle:   Teaching Fire Warden Duties and Fire Safety to Businesses and Organisations in the Otago Region.

 

Department:                                             NZ Fire Service Public Education  

Date:                                               1st June 2008                 

Project Leader:                              Pete Douglas

 

Project Goals:

To introduce Fire Service staff and stakeholders to the best training given to our stakeholders and give value for money (advancing on the exceptional training currently being provided).  This will be for regional public education, also to offer unit standards to members of the public for the qualifications gained on the course. To develop online materials and resources in collaberation with colleagues in other departments within the Fire service, i.e. training department and fire safetry department within the NZ Fire Service and international fire services.

Background Project:

This project is to be  undertaken because I feel there is a need within the New Zealand Fire Service Public Education Department to be provided with Public Education to Staff of businesses and organisations to offer a more indepth course than an overview course.  Part of our role is to provide free Fire Safety to members of the public under the NZ Fire Services Act 1975 Part 2 Fire Safety.  Also through the vision of Otago Fire Region of the NZFS where courses are being conducted currently, continue to provide the best upto date products maintaining a customer service and maintaining the knowledge on  I think I will use  laboratory/workshop method that is when a student is hand on and can learn a practice new skills on simulated emergency site as well as theory in the lectureroom.  This is a visual style and i thought that I would use audio and  also a PDF file for students who dont like learning off  a screen so they can print this off and can read off it. (Reflective learners).  This content will relate to the learning objectives of the course.

The content will be in small incremental steps and logicale to read and understand, on the audio this will need to be clear and not too fast, not garbled, and understandable.

The links to other web sites i.e. youtube or weki need to be linked correctly.

 Students learning outcome will need to be written, letting the student know what is expected of them at the completion of their course. And a induction with student should be necessary for assisting to find the students skill level.

To orgainise this plan i am going to look on u tube to see if there are any NZ Fire Brigades already there to give me some ideas on best how to progress with this.  I also have been talking and working with National Headquarters in Wellington for advice.  Also I will be looking at NQF units to match up some qualifications with this i.e. explain principles of fire science that we can gather the knowledge so should they wish to be assessed against that unit standard, it may be applicable.  I am also looking at making up some quizzes and exercises as well. 

Some of the plan hopefully will be presented on line, but will also need to be face to face as well.

I have been reading a fair bit of literature on designing courses and there are just so many things to be considered

a)  Course Content is designed to have easy accessibility to the staff, i.e. handouts, using blackboard, vidoe, audio.

b)  Different learning styles of each staff member, i.e. kinesthetic, Interpersonal, intrapersonal, visual, Logically minded learners.

c)   Identify delivery method, write and develope the course, sourcing correct resources etc.

d)  find out about copy right permission from resources I have obtained

e)  Is the course content culturely sensitive to all parties

f)  Is the technology compatible to different venues.

 

Resourses

A tutor manual would needed to be written, and made available so they can help the student and prompt them in the right direction of the course.

I will use camtasia to do the video and audio and screan hunter to do the screen shots for PDF and handouts, also for the quizzes, being assited by our I.T people

I will also use web connections like wekipedia to show examples as well.

There is not alot of resourse information available for fire safety through the website www.fire.org.nz but I hope to have a  link to a web site on books available later this year.

Considerations 

 To look at  if we can put this on line it would be a huge project and I would need to approach National Office as well as regional office for their support and  to see if there are other national  courses as well, and maybe talking with the IT department.

Other considerations would be how our computers would run micorsoft office 2007 along side other office versions i.e. 2002/2003, and how many would be available to each suite and to the number of  students, if they have no outside access to computers and being able to link the external students to a site through the Fire service firewall or does it have to be via a new website with links to the Fire service with specific and relevant information?

The Outline

I would be working with local staff, and the IT dept including  quizzes and excercise sheets, with questions and anwers and maybe a small assessment at the end.

Project Scope:

Pete would be invloved in stting up this course with Dave Seque (Chief Fire Officer)

Dave Seque may oversee this project.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

FINAL, FINAL PLAN

Project Tiltle:   Teaching Fire Warden Duties and Fire Safety to Businesses and Organisations in the Otago Region.

 

Department:                                             NZ Fire Service Public Education  

Date:                                               7^th June 2008                 

Project Leader:                              Pete Douglas

 

Project Goals:

To introduce Fire Service staff and stakeholders to the best training given to our stakeholders and give value for money (advancing on the exceptional training currently being provided).  This will be for regional public education, also to offer unit standards to members of the public for the qualifications gained on the course. To develop online materials and resources in collaberation with colleagues in other departments within the Fire service, i.e. training department and fire safetry department within the NZ Fire Service and international fire services.

Background Project:

This project is to be  undertaken because I feel there is a need within the New Zealand Fire Service Public Education Department to be provided with Public Education to Staff of businesses and organisations to offer a more indepth course than an overview course.  Part of our role is to provide free Fire Safety to members of the public under the NZ Fire Services Act 1975 Part 2 Fire Safety.  Also through the vision of Otago Fire Region of the NZFS where courses are being conducted currently, continue to provide the best upto date products maintaining a customer service and maintaining the knowledge on  I think I will use  laboratory/workshop method that is when a student is hand on and can learn a practice new skills on simulated emergency site as well as theory in the lectureroom.  This is a visual style and i thought that I would use audio and  also a PDF file for students who dont like learning off  a screen so they can print this off and can read off it. (Reflective learners).  This content will relate to the learning objectives of the course.

The content will be in small incremental steps and logicale to read and understand, on the audio this will need to be clear and not too fast, not garbled, and understandable.

The links to other web sites i.e. youtube or weki need to be linked correctly.

 Students learning outcome will need to be written, letting the student know what is expected of them at the completion of their course. And a induction with student should be necessary for assisting to find the students skill level.

To orgainise this plan i am going to look on u tube to see if there are any NZ Fire Brigades already there to give me some ideas on best how to progress with this.  I also have been talking and working with National Headquarters in Wellington for advice.  Also I will be looking at NQF units to match up some qualifications with this i.e. explain principles of fire science that we can gather the knowledge so should they wish to be assessed against that unit standard, it may be applicable.  I am also looking at making up some quizzes and exercises as well. 

Some of the plan hopefully will be presented on line, but will also need to be face to face as well.

I have been reading a fair bit of literature on designing courses and there are just so many things to be considered

a)  Course Content is designed to have easy accessibility to the staff, i.e. handouts, using blackboard, vidoe, audio.

b)  Different learning styles of each staff member, i.e. kinesthetic, Interpersonal, intrapersonal, visual, Logically minded learners.

c)   Identify delivery method, write and develope the course, sourcing correct resources etc.

d)  find out about copy right permission from resources I have obtained

e)  Is the course content culturely sensitive to all parties

f)  Is the technology compatible to different venues.

 

Resourses

A tutor manual would needed to be written, and made available so they can help the student and prompt them in the right direction of the course.

I will use camtasia to do the video and audio and screan hunter to do the screen shots for PDF and handouts, also for the quizzes, being assited by our I.T people

I will also use web connections like wekipedia to show examples as well.

There is not alot of resourse information available for fire safety through the website www.fire.org.nz but I hope to have a  link to a web site on books available later this year.

Considerations 

 To look at  if we can put this on line it would be a huge project and I would need to approach National Office as well as regional office for their support and  to see if there are other national  courses as well, and maybe talking with the IT department.

Other considerations would be how our computers would run micorsoft office 2007 along side other office versions i.e. 2002/2003, and how many would be available to each suite and to the number of  students, if they have no outside access to computers and being able to link the external students to a site through the Fire service firewall or does it have to be via a new website with links to the Fire service with specific and relevant information?

The Outline

I would be working with local staff, and the IT dept including  quizzes and excercise sheets, with questions and anwers and maybe a small assessment at the end.

Project Scope:

Dave Seque may oversee this project.

Pete Douglas would be involved in setting up this course in collaboration with others e.g. National Office Wellington (ITE), Dave Seque (CFO). Kerry Mcnamarra (Public Education Co-ordinator)

Outline of Course.

There is a variety of ways that this course with relevent resources could be developed.  Here are a few examples:

A)  By hand out with instructions. 

B)  Video and Audio instructions,

C)  By CD or DVD

D)  By Blackboard or Wiki resourses.

A laboratory/workshop method, which is hands on will  be used so participants can learn and practice new skills in live fire experiences with fire extinguishers and evacuations. This utilises, visual and kinaesthetic styles of learning.  The use of audio and also PDF files will be used for participants who do not like learning off a screen for pre course online components of the course with the distant learning component, because they have the choice of listening to instructions and printing them off, so they can read them.  This learning method is suitable for reflective learners.  This content will relate to the learning objectives of the course.

The content will  be presented in small incremental steps, so it is logical to read. On the Audio, instructions will need to be clear and not spoken too fast and so they are understandable.  Links to other websites will be provided i.e. Youtube or wiki resources  and also maybe using powerpoint slides on slideshare, and they will need to be linked correctly, as this is fustrating to the learner if the link is non-operational, or does not take you to the correct web page.

Length of the programe.

This programe will be delivered on a part time basis with students electing to complete the requirements which would lead into the practical Fire Wardens course.  This is a self directed course.

Entry Criteria.

Mininum academic entry criteria would be:

Open to all students who are currently in the role as a Fire Warden or wish to be a Fire Warden.  All student will be allocated space in this course as resourses are available, and enrol and book times which suits them and at the Fire Service training facility, and will undertake the self -paced learning material provided, online via the link for the course.

Considerations for learners:

Learning Styles:

Part time Delivery at our ltraining centre, and as this is self paced. it will be step-by-step guides to learning, for each indivual student, and tuitorial staff will be available to assist on a one-on-one basis, and the amount of time wil vary according to skill level of the indivual student.  Different elements would be shaped, i.e. fire science/legislation/extinguishers.

Distant Delivery could be made available to help with busy demands of people who have busy work shedules and not able to get into our centres to learn, or who wish to learn at their workstations, at their workplace.  This could be accessed by Blackboard, Wekipedia, CD or DVD.

Learning outcomes

• To recognise a base core of fire warden skills required in any industry that requires such skills.
• To provide a first qualification in public education for learners studying any field or domain.
• recognise an entry level for further education in advanced public education.

An introduction with each participant at the beginning of the course will be necessary to establish the baseline skill level.  All students will  need to complete a Performance Criteria before they are able to sit an assessment.  To do this, we will need to sit with the student and go through the questions with them on the Performance Criteria so they know what is expected of them and that they understand the unit they are completing.  They will then need to sign this, as proof that this their own work. Also additional excerise sheets with quizzes, question and answers should be given to them to work through as well, as they learn this new skill. Summative assessement activities will be used when it is considered that an student is ready to be assessed.  Some assessments could be assessed on line, with the student identifying when they are ready to undertake their assessement.

Student Feedback.

Students can give us feed back by way of an evaluation form given to them after sitting their assessment, this would be sent to the Chief Fire Officer or Public Education Co-ordinatore.  Students will get feed back on their assessment results within five working days of the date of assessment.

The number of re-sits would be three.

Students may wish to have their assessment in Te Reo Maori, this may be undertaken if enough time limit is allowed on a written request to Programe manager is made.

Assessments will be based on a range of strategies including:

• Observation of practical skills
• Practical assesment tasks
• Simulations
• On-line interactive assessments
• Oral Presentation

Resourses:

A tutor manual may need to be written, and made available so the tutor can help the student and prompt them in the right direction of the course. As there is not a lot of resourses as yet published Fire Wardens, we will use up to date books when they come available.

Camstudio will be used for the video and audio and screen captures and the production of screen shots for handouts made by using screen hunter, also developing quizzes, questions and answers.  I will also use web resources such as those on Wikipedia to show examples as well. (This save the problem of copyright)  The NZFS computers would need to be upgraded to 1GB and virtual office 2007 installed.  This is one way of getting around the problem with running other office versions i.e. 2002/2003 at the same time.

Considerations:

Students must have access to the course content and be able to have access to resources and equipment i.e. (broadband or dial-up),  books and worksheets, CD player, DVD player.

Each student has a different learning style i.e. visual, active, reflective, so it is important to make available all resourse to accomodate this.  It is important for the student to know exactly the units they are working towards, and the achievements they want from this course, and that it is at their skill level. 

Reference to different styles can be accessed by a website. (yet to be made available)

This will need to be a collaborative project as external companies have courses on fire science and evacuations, and there will need to be discussions with Dave Seque (CFO) and the Information Technical team (IT) departments which provide software for the organisation and staff computing training.

Time / Costs

 

With as few glitches as possible the timelime would be as approximate as follows:

 

July 2008

Identify if the proposed plan is an advantage to the Fire Service and Stakeholders, and is more benificial than the current education format currently available.

 

July 2008

Sell the course to stakeholders with the objectives and outcomes with measurable achievements by assessments and request feedback for consultation.

 

August 2008

Start implimenting I.T side of course content and fine tune course content and lesson plans.

 

August 2008

Upskill existing trainers on new course lesson plan, assessments and run a pilot course. Evaluate and remedy any glitches in the training format until it runs foolproof.

 

September 2008

Impliment new course content to future courses with ongoing evaluations so the best up to date courses can be run.

 

 

 

The cost is a major factor in this project. Proposals would have the following considerations. (All costs are estimates)

 

1. Project Manager            $30,000

2. Trainers                 $25,000+ (depends on number of courses-this figure allows for three course per week)

3. I.T assisstance            $15,000

4. Certification            $1,500

 

 

Chief Fire Officer sign:                                                                 Date:

Project Leader sign:                                                                Date:

Public Education Co-ordinator  sign:                                                    Date:

Catching up

Hi all, just to let the team know I apologise that I have been a bit slow with this course. I am now on the homeward slide for the recruits course here in Rotorua and alot more time and focus will be available to completely catch up with this course when I return to tropical Dunedin next month. I have receieved the disc this week thankyou Bronwyn and will look at it asap.

In the meantime I have put together my last few weeks absentness of bits and pieces and compiled my draft, final and final,final copy of my lesson plan lol.