September 18, 2019 Delivery WG Call Notes

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Action Items

Attendees

Zac, Jeff, Amy, Chris, Carissa Ganapathy (CARB), Leisa Bush (CARB)

Agenda

1. Review August Action Items 2. Carissa Ganapathy (CARB) presentation on LMS and Delivery 3. Review ICF delivery methods document (did not get to on this call) 4. Review training delivery internal doc (did not get to on this call)

Call Notes

August Action Items

  • Chris: provide access to training delivery methods review doc from ICF
  • Amy: update and provide training delivery internal doc to Zac
  • Zac: post updated doc to Google Drive
  • All: review and comment on the training delivery internal doc

Carissa Ganapathy (CARB) presentation on LMS and Delivery

  • CARB Discussion Questions
    • Introduction to the training program at CARB
    • What different delivery options do you use?
    • How do you choose a delivery method?
    • How/when does delivery integrate in and/or inform course design?
    • How does delivery integrate in and/or inform your LMS design?
  • Introduction to the training program at CARB
    • Primary audience air districts
    • Focus on enforcement, training on stationary source controls
    • Technical courses on control devices and industries; had ~20 different courses, have had to cut back due to resources
    • Internal training: on-boarding, health and safety
    • Training program is about 30 years old
    • Evolving to use online training to avoid travel
    • Working to plan development of training more robustly; in the past technical people would interact with industry, inspection points, regulations, and then do 8 hour presentation, maybe with a field trip; trying to up the training experience where instead of printing presentations, making workbooks to help engage people and to learn more from the course work
  • What different delivery options do you use?
    • To get districts engaged, trying to use more online
    • In addition to interactive training materials, developing webinars to have SME and facilitators teach different subjects
    • Helps share information and standardize processes in the state
    • Online training development, either in-house or using contractors; Articulate software 360, storylines, developing a contract to convert existing courses from studio to storyline; Articulate is a course design system that can plug into an LMS, for creating modules, tracking, evaluation, and record progress (pass/fail); Articulate is a tool for designing courses, storyline let’s you develop scenarios for deploying course materials; Camtasia for developing course materials
    • Paying $1500/year-seat for Articulate; Camtasia is $200 for screen capture/movies; for making training from Powerpoint; can simultaneously record screen shots and audio; can also plug into LMS and storyline
    • What’s the ratio of production to presentation? 1 hour PPT takes ~ 5 hours of production; with more animations can take much more time; varies based on what you wanted to make; time depends on what content you have, and how experienced you are with the software; finding free media takes time, but adds value/interest
    • Is Camtasia similar to Articulate Replay (360 suite, also for production)? Video production with quizzing options; good for a limited budget
    • Rise software (in Articulate 360): quick course building, makes web pages of information, e.g., takes content in PDF and pastes into a course, and then add interactive options; takes something that you would read, and builds interactive content around it; e.g., new guidance comes out, develop a course to understand what’s changed, highlight key points, quiz on key points, assessment?
    • CARB uses Cornerstone for their LMS; WI DNR will move from Oracle to Cornerstone
    • May start providing information clearinghouse through LMS, will include bucket of PPT materials for others to teach from
    • IP issues? How to keep from using protected content, how to protect developed content? Not sure what the policy is, but will control access, LMS can record who accessed the materials
    • On the job training/shadowing is helpful at times, not formal training, SOP/checklist; creating a more robust method on what’s needed
    • New training procedures cover better needs determination, what’s the issue and where’s the gap; need to analyze the audience and what they need from the training; takes surveys and talking with management; with compliance, do in-house training, already know the audience; set goals, what to get from the training, what do people need to learn, do they align with personal, agency goals, short/long-term strategy; develop robust learning objectives, audience is considered, behavior, degree they want them to learn, degree to measure/evaluate; announce learning objectives at the beginning of the training, use to determine if the training achieved its goals; once you decide on training delivery, working on more interativity, like online workbooks, fill in the blanks, games, online and live; already have tests/quizzes; mock interviews; live training = classroom training;
    • Live online training? Used to use this a lot when they had a green screen, stopped using all day courses because they didn’t have the equipment and weren’t sure people were learning as much; driven by lack of demand for in-person training, would sit at their desks; compromised the in-class participation, instructors liked the in-person classes; hard to train in this environment, connect live and online people; tough to engage people online when you have a large class room (AV challenges);
    • Once you have an LMS, you can push out content easily and track traffic through those materials
    • Planning better for assessments, moving beyond level 1 assessment (did you like it?); how effective was the training, what did you get out of it; level 3= behavior results, are they doing something different know in their work patterns; hard to measure; test several months later for L3; level 4 did the training impact their job performance (qualitative from mgmt), trying to figure out how to measure
  • How do you choose a delivery method?
    • Looking to use more QA before deployment, developing checklists for basic needs of courses
  • How/when does delivery integrate in and/or inform course design?
    • What’s the protocol for delivering the course materials? Will evaluation be in the LMS or in the course design software?
    • Tincan or Scorm? Evaluation/testing software
    • Benefit of putting evaluation in the course design sofware is that it’s easier to integrate media into the tests; LMS limits to multiple choice/short answer, but easier to fix because you don’t have to go back and rebuild the course
    • Put it in the LMS because it’s easier to maintain; LMS can integrate plug ins
  • How does delivery integrate in and/or inform your LMS design?
    • States have state/agency-wide LMS, not sure the level of engagement from the air programs
    • LMS seem to be underutilized in state programs
    • LMS house and record training, delivery, advertise;
    • LMS could be a single sign on for everything that state agencies do from training to timesheets
    • Working on developing curriculum where modules need to be taken in order, or as sets; as modernizing the training, working to make courses more standalone (e.g., not referring back to other modules), mix-match courses into customized curricula
    • Delivery is not just the teaching component, there’s media, evaluation, interactiviey
    • LMS certificate
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