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.




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 but I hope to have a  link to a web site on books available later this year.


 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


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.


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.




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.


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.

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.

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 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),+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.


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 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




















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