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:

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