Petedouglas’s Weblog

November 9, 2008

Re-constructed course

Filed under: Constructing Course — by petedouglas @ 9:43 pm

Well here it is… My re-constructed course

Course Constructed – amended:   Teaching  Warden Duties and  Safety to Businesses and Organisations in the Otago Region.

 

Department:                                             Public Education  

Date:                                                         26th October 2008                 

Project Leader:                                         Pete Douglas

 

Project Goals For Re-constructed Course:

To introduce 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 service, i.e. training department and F/S department within the Service and international  services.

Background Project For Re-constructed Course:

With restrictions in place on the  Service IP provider (firewalls etc) and copyrights and permission to publish some certain some material, some parts of this plan are limited but with options of future developments I have included options that are not available currently but would be benificial if this course was to be adopted.

This project to re-construct this course is to be  undertaken because I feel there is a need within the 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 F/S 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. 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, depending on I.T working around the firewalls.

 Students learning outcome will need to be written, letting the student know what is expected of them at the completion of their course. And an 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 anybody 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 were 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 (This was a major factor for me!)

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 the tutors can help the student and prompt them in the right direction of the course.

I will use camtasia (provided firewall access) 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 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 I.T Department.

Other considerations was how our computers would run microsoft office 2007 along side other office versions i.e. 2002/2003, and how many would be available to each of the training suites 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 service firewall or does it have to be via a new website with links to the 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 will be developed.  Here are a few examples of how the course will be formatted:

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.

The course proposal is to be tiered into three phases with the first phase being an online open pre requisit for anyone interested in Fire Wardens. Componentry will include online videos, Wiki Readings etc. This is all pre required material/work that needs to be completed in phase one that grants people access to the face to face workshop. If internet access is restricted then face to face pre requisits can be done instead.

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 students will be allocated space in this course as resourses are available, and enrol and book times which suits them and at the 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

  • Phase 1– Online.

Extinguisher types and how to use them.

Types of emergencies requiring warden assistance

Fire Science

Role of the Fire Warden  to recognise base core of fire Warden skills required in any industry that requires such skills, and relevant legislation.

  • Phase 2– To provide a first qualification in public education for learners studying any field or domain, using NZQA unit standards

Unit standard 3271 Suppress Fire with Hand Held Extinguishers and Fixed Hose Reels.

Unit standard 4647 Explain Principles of Fire Science

Unit standard 497 Protect Health and Safety in the Workplace

  • Phase 3 – recognise an entry level for further education in advanced public education, utilising previous phases and including a practical component of Fire Warden roles and responsibilities in evacuations and extinguisher use.

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-ordinator.  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
  • Written

 Resourses:

A tutor manual will 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 for Fire Wardens, we will use up to date books when they come available along with the current liturature avilable now.

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 to a degree)  The NZFS computers would need to be upgraded to 1GB and virtual office 2007 installed and possibly an open source software similar to Warrington School.  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. As we have the service to stakeholders of the three hour Fire Wardens course, we can compliment this to complete our plan to configure the course to achieve the outcomes listed prior in the plan, offering a better service to our stakeholders.

 

 

Sustainability

As this course is a distance learning course with face to face aspects it increases the viability and sustainability by allowing for students to complete the course at their own pace with the required outcomes being met.

From a social sustainability angle, samual Mann 2008 “sustainable practitioners”we will be  working with our students and adjusting resources to incorporate this.

As we feed into the technical world, we would be issuing C.D’s as well as online components for study material so that the ecological sustainability would be benificial as we reduce the number of handouts being issued reducing our carbon footprint , which incorporates a economical sustainability by reducing costs of producing untol amounts of paper handouts.

From an economic sustainability point, to further benefit for sustainability would be to use “Free and popular media services” but back up with a NZ library.

Having phase one of the course being online, the access and reduction in travel time means it is possible to proceed to phase two reducing travel time and reducing the carbon footprint further as well

Access and Equity

As this course is offered as a free course, encouragement is provided for any person to attend. We advise “what is taken away from the course” along with “what is needed from the individual to get these outcomes achieved at the end of the course”In reference of Professor Barrie Oconner’s 2006 “Equitable use, maximise the usefulness of design for everyone, identical whenever possible and equivalent when not, so to avoid segregating or stigmatizing any user”our trainers are qualified to assist with individual students needs, whether a special requirment or disability involved maintaining access and equity.

For people with limited or no internet access the option of face to face alongside internet access still gives all involved equal access

 

 

 

Cultural Diversity

As the students that partake on our course are of such wide cultural diversity, we adapt the best practises to maintain teaching delivery to achieve the students achieve the outcome.

As we get a mixture of students ranging in age (16 –65+) it is not always easy to encourage those who “feel they know it all” and “I dont want to be here” attitudes so a range of self paced options and mediums is soon balanced on the learning styles and teaching methods to encourage the best outcome for all.

International culture also makes the course sensitive with differing teching styles being tested, i.e. some cultures do not look at you when they are talking or being spoken to as this is deemed to being rude, so trying to gauge their learning style and getting participation can be trying sometimes.

We do encourage feedback and eveluations to give us a better way to present the course in the future.

Plan Alignment

My plan aligns with the  Service organisational strategic direction and statutory obligation as per the NZF Service Act 1975, PT 2, 20 Commission to promote Fire Safety

Time / Costs

 

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

 

October 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. Scope activity

 

November 2008

Sell the course to stakeholders with the objectives and outcomes with measurable achievements by assessments and request feedback for consultation. Maybe trial a pilot demo

 

November 2008

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

 

November 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.

 

February 2009

Impliment new course content to future courses with ongoing evaluations so the best up to date courses can be run. Or trial as a pilot demo with advancements for full implimentation if successful.

 

 

 

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

 

1. Project Manager            $20,000 (Overtime rates to normal job rates)

2. Trainers                         $ 26,520(depends on number of courses-this figure  allows      for three course per week)

3. I.T assisstance              $15,000

4. Certification                   $3000

 

 

Chief Officer sign:                                                                       Date:

Project Leader sign:                                                                    Date:

Public Education Co-ordinator  sign:                                           Date:

Constructing Course to Enhance Learning

Filed under: Constructing Course — by petedouglas @ 9:36 pm

Constructing Courses to Enhance Learning

 

Well it is nearing the start of November and I have finally managed to get things sorted with this course having some restrictions on what can be viewed etc, so I am quite behind the eight ball with being on track. I have decided to construct my course on Fire wardens.

As earlier in my blog in my design course, and with the assisstance from Bronwyn, leigh, Terry and Heather I have used this plan as my constructed course as I have combined the “designing and constructing” in together.

 

Unfortunately some of my literature does get a little repetitive but I am hoping to cover all points necessary and they seem to tie in, in multiple places.

 

My evaluation of this course reverts right back to when i first decided to plan it in my DFLP course.  If i go back  and have a look at the whole process from where I started my plan to where I am completing this plan and it actually coming to fruitition and being taught to my students I can then truly Evaluate it.

Starting from the Students, to the Stakeholders, to the students learning styles, to the aims and outcomes, implementation plan, or the resources used. All these things have to be evaluated in a course.

Formative (which is conducted during the teaching instructions of the course to improve  it in any way)

Summative ( which is  conducted at the end of teaching instructions to determine how well the processing of the information  was taught and retained)

Evaluation is necessary for facilitators to keep the quality of the course and material at it highest standards and to keep improving it if needed.  All facilitators should evaluate the course and make sure it fits the stakeholders goal.  They should also evaluate the level of the course and the students who are taking the course, and if they are learning from the course, and asking what will the students take away from this course and will they retain it, to use in their own circumstances, whether it be at home, work, play,or school.

To get this evaluation you can get it from:

Teaching/Facilitator staff or collegues

In the Classroom/observation

Students completing assessments/quizzes/tests

By Moderation from internal and external stakeholders 

By self evaluation /by reflection

 

I have been trying very hard to put my thoughts on the learning styles of my students, that I am constructing my course for when it comes to the enhance and design of the course, which is why I created a matrix (located prior to “Course” to assist with the development of the course to combine the learner profile through to the outcome (what will they become) stage.

 

To gauge who my learners are I processed through the following question and found the following answer:

Students who have basic Fire Warden skills

Existing Fire Wardens

Students who are sent by thier employers to become a Fire Warden

Building owners/ occupiers who have purchased a business and dont know relevant legislation or Fire Warden roles and responsibilities.

Learner Context:

The time frame for this course will be approx 20 hour course and will run in 1 and 1/2hr sessions, pending on the student and the learning style and allow for learning disabilities.

This course could also be a blended course which will use both books, and will be taught via Services training Centre, on line for staff development/staff learners using blackboard (firewall pending).

The course will be made up in A4 booklet, with a Table of Contents, giving page reference to each learning outcome.  In the booklet will be written as well as visual intructions on how to. There would also be handouts for students to take home.

I would also like to have the course on CD for visual learners who have trouble interpreting instructions written on paper.  I will most likely use “Camstudio”  (with audio ) for this. If it was to be put on Blackboard I would like to use slideshow and put it on utube (once again firewall pending).

For the Group students who wish to be taught in the the training room  I would use a data projector, and give students hand outs and have excercises already on the computers.

The Stakeholders are;

NZF Service, Building owners/occupiers, business owners, people wanting to learn to be a Fire warden, members of the public.

 

On reflection to the outcomes that I put in my course I have taken into account

Being Specific:  I need to spell out exactly what students will be able to do after taking part in this course.

Measurable:  I need to have students learning to reflect and action their learning after their training, and be able use in their own situations.

Achievable:  I need to have the learning outcomes to be practical and realistic within the timespan and scope of the training course, and also the context to be at the correct level for the students compentency.

Timeline:   I need to specify which intended outcomes will be achievable, during the timespan of course, and which will need to be done in their own time.

 

I believe that there are many styles of learning and below are some examples.

Behavourism

Demonstrator model

Action Learning

Cognitive Learning.

As my course has a computer base in some of the phase training, I looked at Kolb Learning Styles and what training techniques are used best for optimal learning in computer related training.  Many training situations are designed for structure, task oriented procedures and this is how behavour modelling methodolgy is working best. This technique can show new ways to provide students with conceptional and proceedual information, with less fustrating and higher satisfaction. 

Abstract, Using multimedia with easy flowing techniques and topics and interactivity, with pictorial and sound utilization, with the help of using text and sound and video as well as graphics can be a great learning instruction.  Using also vocal and visual explanations with multimedia can be used in independent learning, and also collaborative learning. Convergers think about things and then try out their ideas to see if they work in practice. They like to ask ‘how’ about a situation, understanding how things work in practice. They like facts and will seek to make things efficient by making small and careful changes. They prefer to work by themselves, thinking carefully and acting independently. They learn through interaction and computer-based learning is more effective with them than other methods. This is mostly how my students will learn, dependant on the firewall restrictions for this phase of the course.

 

I have been having a look on the web for references to read for this course and i have found this site real valuable so i have saved it to my reference list.

http://members.shaw.ca/mdde615/index.htm

here are a few interesting ideas that i have read and found useful.

Key elements in communication

Many teachers new to online instruction believe that the opportunity to communicate with their students and the ability for students to engage in dialogue amongst themselves is reduced in the online environment. However, the reverse can actually be true. The opportunity for communication is greater than in the classroom because physical and temporal limitations vanish in the online classroom. Studies have shown that participation actually increases in well designed online settings. Shy students can be encouraged to participate in online discussions whereas they might never contribute in a classroom setting

 

Tips and strategies Be clear and upfront about your expectations, while still being flexible enough to meet the needs of your students. Remember many adults are taking distance courses so that they can juggle family, work and educational pursuits. Humanize your content by focusing on your learners not on the mode of delivery. While online courses rely on computers and various technologies for many aspects of communication and delivery, the technology should always support your learning goals and your students.

 

This next article i read was very interesting and believe after having so many nervous moments during this course it will help with my students in the future.

 

Encourage and insist upon participation by all students. Using a threaded discussion board is one means by which reluctant or shy students might feel comfortable contributing to online discussions. Start early with some sort of “ice-breaking”/getting used to the technology activity. This might, for example, take the form of brief biographical information posted to an introductory online conference or the design of individual web pages for posting to the course site. Make sure every student succeeds in this initial activity (you may need to email individual students to provide encouragement and assistance).

 

I was lucky to have the encouragement from the polytechnic staff when I felt the grasp of the course slipping away.

 

I want to reflect on who my learners are, and how they are going to learn, and what kind of learners are they. There are many theories of learning, and so i have decided to read up on a few, and here is how I have perceived some of these readings. 

People learn from many varieties, and i feel that it comes down to the way the course is designed and contructed, and how you teach in educational programs, and to recognise that every person has a different way of digesting information and learn in different ways. such as thinking, emotions, attitudes, motivation.

www.brookes.ac.uk/services/ocsd/2_learntch/theories.html

Above is a link to a website to go to, to give you some ideas on where i got my referencing from.

Burns mentions that behavioural learning as a relevant permanent change including both observational activity and internal processes, such as thinking, and attitudes examples being.

Experimental learning

Cognitive approach

Action learning

plus many more.

Expermential learning is thought by Kolb that there are four stages of learning and that this learning can begin at any one stage and that it is continuous (there is no limit to the number of cycles you can make in a learning situation.)  People learn in four ways they are:

concrete experience

through observation

through abstract conceptuation

through active experimentation

Kolb who has been exploring over the last few decades educational research and found that indivuals begin with their own style of experimental learning cycle.

Honey and Mumford http://www.ruby3.dircon.co.uk/Training%20Files/Theory%20Pages/learning%20styles.htm also identify four learning styles:

They are:

Activist (enjoys the experience)

Reflector (reflects a great deal)

Theorist (connects and abstract ideas from experience)

Pragmatist (enjoys the planning stage)

Action Learning is another approach which can be linked with the world of action through a reflective process of learning groups or Action Learning Groups (McGill & Beaty 1995) http://scholar.google.com/scholar?q=author:%22McGill%22+intitle:%22Action+Learning:+a+guide+for+professional,+management+%26+…%22+&hl=en&rlz=1T4ADBF_enNZ226NZ227&um=1&oi=scholarr is the aim from learning with and from each other, and said that there can be no learning without action and no action without learning. I believe that there are many styles of learning and below are some examples.

Behavourism

Demonstrator model

Action Learning

Cognitive Learning.

 

Whilst working for the Service I have been given the golden opportunity to enhance a new skill, that being as a public educator and recruit trainer,  and until completing my level 5 cert in Adult Teaching and working through my G.C.T.L.T have I not really pondered my teaching philosophy until now.

I felt I knew what my style and philosophy was until I started to research different sites did I realise that I am quite a jigsaw when it comes to teaching and have learnt more about myself and my phiolosophys. While continuing with my readings I came across Malcolm Knowles (1978, 1990)

 this i found great to read, as he is the one who brought the concept of adult education to us today. He taught that adult learning was special in a number of ways. for example:

Adult learners bring a lot of experience to their learning environment in which educators can use as a resource.

Adult expect to have a high degree of infuence on what they are to be educated for

Adults need to be able to see applications for new learning

Adult learners expect to have a high degree of infuence on how learning will be evaluated.

Adults expect their responses to be acted upon when asked for feedback on a course

Burns (1995) is quoted as saying

“By adulthood people are self-directing. This is the concept that lies at the heart of andragogy, this is therefore student-centred, experienced based, problem soving and collabrorative very much in the spitit of the humanist approach to learning and education, the whole educational activity turns on the student.”

So with all these thoughts I found more questions about myself than answers whaich was positive so I could learn more about what was really my philosophys and what I was percieving them to be.

 

Many training situations are designed for structure, task oriented proceedures and this is how behavour modelling methodolgy is working best. This technique can show new ways to provide students with conceptional and proceedual information, with less fustrating and higher satisfaction. 

Abstract, Using multimedia with easy flowing techniques and topics and interactivity, with pictorial and sound utilization, with the help of using text and sound and video as well as graphics can be a great learning instruction.  Using also vocal and visual explanations with multimedia can be used in independent learning, and also collaborative learning. Convergers think about things and then try out their ideas to see if they work in practice. They like to ask  how’ about a situation, understanding how things work in practice. They like facts and will seek to make things efficient by making small and careful changes. They prefer to work by themselves, thinking carefully and acting independently. They learn through interaction and computer-based learning is more effective with them than other methods. This is how some of my students will learn in the theory topics before putting into practice the practical topics.

With all these considerations I have taken on board and self evaluated,  my “Teaching Philosophy” lies in the “Kolbs diagram”which is a reference refered to by the fire service in teaching sectors and relates to the way we teach and values all the learning styles.

An example of my teaching is that given certain pieces of fire service equipment, the students must utilise the equipment and amoungst themselves achieve a task, focusing on all students ideas, encouraging everyones participation and full communication. If the task is not completed, I step in and offer advice on the topic to “broaden” the scope of their thinking and allow them to advance whilst they take on board what has been taught, leading to a concrete experience from the beginning of the reflective through Kolbs learning style diagram.

Admittedly, I do have other teaching philosophy in my teaching, but because of the vast style of learning I am teaching, Kolbs learning is a preffered reference.

 

A diagram of Kolb’s cycle of experiential learning

 

 

http://en.wikipedia.org/wiki/Computer-assisted_language_learning is a link that I have found to be of interest to me in the fact that offers tools not just “A method” for learning and offers the opportunity of flexibility to use internet or standalone in the learning field. This idea of a tool runs in alignment with my course that I have constructed as due to intranet restrictions in place disadvantages are being removed for those with limited inter/tra net access.

 

Overall positive feedback was recieved from my superiors regarding my plan to constuct a new wardens course. The outcomes/ feedback were:

A very well presented discussion point to advance current course.Positive aspect with offering external qualifications – unfortunately the service cannot award unit standards to ouside people not employed by them.

Distant learning giving flexibility to students was well recieved but the reality to upgrade the I.P provider to offer online without interupting protocols was quite limited so the course going from paper to lecture room was a fair way off.

The options were well recieved and with time I believe that distant learning to members of the public are a possibility, but as the training decisions are made from a higher authority, it is only my ideas that can go forward, but to know the possibility of utlising this course plan is quite an incentive and rewarding.

 


 

 

 

 

Learner Profile

Who are my students?

 

Who will support them

 Public Ed Dept

 

Learning content

 

Who is the Learner

Students wanting to be a fire warden

 

What do they come with?

What scheme is in place & basic Fire Safety

 

Who will they become

Competent Floor Wardens with sound basic Fire Safety & Science knowledge

 

How will I design my course

Use of visual technology, instructional

 

What are the issues/considerations

The design phase

 

The Development Phase

 

The Implementation Phase

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


 

October 14, 2008

Wikipedia – Assessment 1

Filed under: Wiki — by petedouglas @ 9:27 pm

http://en.wikipedia.org/wiki/Computer-assisted_language_learning is a link that I have found to be of interest to me in the fact that offers tools not just “A method” for learning and offers the opportunity of flexibility to use internet or standalone in the learning field. This idea of a tool runs in alignment with my course that I have constructed as due to intranet restrictions in place disadvantages are being removed for those with limited inter/tra net access.

September 24, 2008

Feedback from presentation

Filed under: DFL Plan — by petedouglas @ 5:12 am

Overall positive feedback was recieved from my superiors regarding my plan. The outcomes were:

A very well presented discussion point to advance current course.

Positive aspect with offering external qualifications – unfortunately the service cannot award unit standards to ouside people not employed by them.

Distant learning giving flexibility to students was well recieved but the reality to upgrade the I.P provider to offer online without interupting protocols was quite limited so the course going from paper to lecture room was a fair way off.

The options were well recieved and with time I believe that distant learning to members of the public are a possibility.

Pete

DFLP PLan Sept 2008

Filed under: DFL Plan — by petedouglas @ 5:04 am

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

 

Department:                                             NZ Fire Service Public Education  

Date:                                                             25th August 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:

With restrictions in place on the Fire Service IP provider (firewalls etc) and copyrights and permission to publish some certain some material, some parts of this plan are limited but with options of future developments I have included options that are not available currently but would be benificial if this course was to be adopted.

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.

The course proposal is to be tiered into three phases with the first phase being an online open pre requisit for anyone interested in Fire Wardens. Componentry will include online videos, Wiki Readings etc. This is all pre required material/work that needs to be completed in phase one that grants people access to the face to face workshop. If internet access is restricted then face to face pre requisits can be done instead.

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

  • Phase 1– Online.

Extinguisher types and how to use them.

Types of emergencies requiring warden assistance

Fire Science

Role of the Fire Warden  to recognise base core of fire Warden skills required in any industry that requires such skills, and relevant legislation.

  • Phase 2– To provide a first qualification in public education for learners studying any field or domain, using NZQA unit standards

Unit standard 3271 Suppress Fire with Hand Held Extinguishers and Fixed Hose Reels.

Unit standard 4647 Explain Principles of Fire Science

Unit standard 497 Protect Health and Safety in the Workplace

  • Phase 3 – recognise an entry level for further education in advanced public education, utilising previous phases and including a practical component of Fire Warden roles and responsibilities in evacuations and extinguisher use.

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-ordinator.  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
  • Written

 

 

 

 

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 and possibly an open source software similar to Warrington School.  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. As we have the service to stakeholders of the three hour Fire Wardens course, we can compliment this to complete our plan to configure the course to achieve the outcomes listed prior in the plan, offering a better service to our stakeholders.

 

 

Sustainability

As this course is a distance learning course with face to face aspects it increases the viability and sustainability by allowing for students to complete the course at their own pace with the required outcomes being met.

From a social sustainability angle, samual Mann 2008 “sustainable practitioners”we will be  working with our students and adjusting resources to incorporate this.

As we feed into the technical world, we would be issuing C.D’s as well as online components for study material so that the ecological sustainability would be benificial as we reduce the number of handouts being issued reducing our carbon footprint , which incorporates a economical sustainability by reducing costs of producing untol amounts of paper handouts.

From an economic sustainability point, to further benefit for sustainability would be to use “Free and popular media services” but back up with a NZ library.

Having phase one of the course being online, the access and reduction in travel time means it is possible to proceed to phase two reducing travel time and reducing the carbon footprint further as well

Access and Equity

As this course is offered as a free course, encouragement is provided for any person to attend. We advise “what is taken away from the course” along with “what is needed from the individual to get these outcomes achieved at the end of the course”In reference of Professor Barrie Oconner’s 2006 “Equitable use, maximise the usefulness of design for everyone, identical whenever possible and equivalent when not, so to avoid segregating or stigmatizing any user”our trainers are qualified to assist with individual students needs, whether a special requirment or disability involved maintaining access and equity.

For people with limited or no internet access the option of face to face alongside internet access still gives all involved equal access

 

 

 

Cultural Diversity

As the students that partake on our course are of such wide cultural diversity, we adaspt the best practises to maintain teaching delivery to achieve the students achieve the outcome.

As we get a mixture of students ranging in age (16 –65+) it is not always easy to encourage those who “feel they know it all” and “I dont want to be here” attitudes so a range of self paced options and mediums is soon balanced on the learning styles and teaching methods to encourage the best outcome for all.

International culture also makes the course sensitive with differing teching styles being tested, i.e. some cultures do not look at you when they are talking or being spoken to as this is deemed to being rude, so trying to gauge their learning style and getting participation can be trying sometimes.

We do encourage feedback and eveluations to give us a better way to present the course in the future.

Plan Alignment

My plan aligns with the NZ Fire Service organisational strategic direction and statutory obligation as per the NZ Fire Service Act 1975, PT 2, 20 Commission to promote Fire Safety

Time / Costs

 

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

 

October 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. Scope activity

 

October 2008

Sell the course to stakeholders with the objectives and outcomes with measurable achievements by assessments and request feedback for consultation. Maybe trial a pilot demo

 

November 2008

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

 

November 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.

 

January 2009

Impliment new course content to future courses with ongoing evaluations so the best up to date courses can be run. Or trial as a pilot demo with advancements for full implimentation if successful.

 

 

 

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

 

1. Project Manager            $

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

3. I.T assisstance            $

4. Certification            $

 

 

Chief Fire Officer sign:                                                                 Date:

Project Leader sign:                                                                     Date:

Public Education Co-ordinator  sign:                                                  Date:

Think I am there!

Filed under: DFL Plan — by petedouglas @ 4:59 am

After my meeting with Leigh three weeks ago and Heather yesterday I feel I am there now having provided for the three assessments: 1- Weblog and weekly reading, 2-presentation of initial flexible learning plan and 3- Final flexible learning plan which I will post soon.

The demo is on it’s way to Leigh early next week with feedback included from my superiors. I realise from earlier discussions with Bronwyn that my plan is a bit overboard but I feel it runs in alignment with the “Constructing courses” which I can now give my undivided attention to.

I appreciate the understanding of my time frame to complete this (hopefully I have met all the requirements!) and can honestly say it has been stressful with limited access on the I.P provider I have access to (acess and equity). Unfortunately I am having similar issues with the “Constructing course” with things like accessing Illuminate as well. Man it is frustrating but hope these disabilities do not hinder my chances of completing the GCTLT course

Pete

Catch up with Heather Day

Filed under: Uncategorized — by petedouglas @ 3:57 am

Hi

Leigh, I had a catch up with Heather yesterday whilst working on another paper.

I mentioned the implications I am having regarding the access via our network and some confidentiality issues and I will be sending you in a copy of the presentation on a disc for you to view and include a summery of the feedback and also a copy of the new plan (which will be on my blog) and hopefully that will fulfill the requirements for myself to conclude this paper.

Thankyou Heather for your assisstance, you have made life alot less stressful now.

Pete

August 27, 2008

Meeting with Leigh

Filed under: Uncategorized — by petedouglas @ 8:28 pm

After catching up with Leigh on Tuesday26th August, I have discovered some of my short comings (luckily not too many). One is the confidentiality and copywrite status of some Fire service content and also the restrictions in place with fire walls. With these in mind my approach is to advance with the hope that whether the plan is implimented or not,to continue as if it will. Reality of being near the bttom of the food chain my say in utilising different sites as put forward by others to me, may be more adventurous, but maintaining positivity anything is possible.

Thanks for you time Leigh and I am in the process of my presentation of my plan, which hopefully will be in a powerpoint format with audial (firewall permitting).

June 28, 2008

CATCH UP (Again)

Filed under: Responses to schedule — by petedouglas @ 11:25 pm

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.

June 11, 2008

My DFL Matrix for course

Filed under: Uncategorized — by petedouglas @ 4:21 am

dfl-matrix

 

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