Selecting and Developing Courses for Police

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Selecting and Developing Courses for Police

• Product Road Map

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Product Road Map

• CPKNs primary tool to assess and plan courses
  for development.
• Assessment Criteria
• Need
• Benefit to CPKN
• SME/Content Availability
• Course Duration
• Development Capacity

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Product Road Map
Process in Practice
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Timeline
Product Road Map

• Fall 2006 Initial analysis with RCMP
• Jan 2007 Funding approval from Police Sector
  Council
• Feb 2007 Project Kick-Off
• - Content Review
• - Project Plan ? PDD
• - Evaluation Plan
• Aug 2007 Pilot Launch

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Pilot Update
Product Road Map
Registered Users
Police 1006
Non-Police 391
Complete 264
Complete 36
Started 552
Started 162
Not Started 190
Not Started 193
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Product Road Map ADDIE
ADDIE Model
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Selecting and Developing Courses for Police

• Analysis

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Analysis
Course Selection Process

• Review of course material
• CDs/DVDs
• PDFs
• Pamphlets
• Classroom Material
• Determine initial cost/effort estimates

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Project Kickoff
Analysis

• Discovery Fact Gathering
• Conversations with SME/Content Provider
• Discuss wants/needs including internal timelines
• Test parameters
• Layout of the baseline for the project cycle
• Set expectations
• Project Estimates
• Possible course treatments
• Potential size Number of lessons and pages
• Produce project cost and timelines
• Internal Discussions and Approval

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Analysis
Project Definition Document
Challenge/Risk SME availability

• Project Solution Description
• Objectives
• Target Audience
• Proposed Content
• Challenges and Risks
• Outlines potential stumbling blocks for
  successful project completion

Mitigation A compressed schedule will lead to a
larger design team making demands on the SMEs
time. Approvals will have to be completed
according to the schedule or delays will occur.
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Analysis
Project Definition Document

• Outline Changes vs. Corrections
• Project Management Assumptions
• Estimate Effort Summarization
• Proposed Schedule

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Selecting and Developing Courses for Police

• Design

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Design Our Objectives

• Design engaging solutions that encourage quick
  and easy access to information
• Create solutions that will allow the learner to
  transfer newly acquired knowledge and skills to
  the job
• Enable learners to be successful

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Design How Do We Design?
Primary Tasks
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Design Solution Definition

• Solution Definition
• Roadmap for designing a high quality learning
  solution
• Defines the requirements for ensuring a
  consistent learning experience

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Design Standards and Templates

• Standards
• Look and feel of the interface and interactive
  components
• Types and treatment of media and graphics
• Presentation and formatting of content
• Instructional design conventions

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Design Standards and Templates

• Templates
• Storyboards
• Activities

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Design Content Development

• Content Review
• Identify information that needs to be clarified
• Identify contradictions and conflicting
  information
• Identify gaps

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Design Content Development

• Content Creation
• Create learning objectives
• Write content
• Organize content into manageable chunks
• Create job aids and resources

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Design Storyboarding

• Storyboard
• Visual representation of the end product
• Quickly and easily created and edited
• Helps prevent unnecessary and costly rework

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Design Review Process

• Review Workbooks
• Track and manage changes
• Improve internal workmanship

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Selecting and Developing Courses for Police

• Develop

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Develop
Tools and Technologies

• Industry Standard Tools

Industry Standard Technologies
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Develop
Standards

• CPKN Web Standards
• Internet Explorer 5.0 for Windows and higher
• Macromedia Flash 7 Browser Plug-in
• Adobe PDF Reader 4.0 and higher
• Most content is built for screen resolutions of
  800X600

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Develop
Build Assets

• Photos, Illustrations, Animations, Activities

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Develop
Create Course

• Text from Storyboard and Assets are assembled
  into page layout

Assessment created
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Develop
Review

• Review Workbooks
• Track and manage changes
• Improve internal workmanship

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Selecting and Developing Courses for Police

• Implement

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Implement
Delivery Platform

• Xtention LMS
• Learning Management System used by CPKN since
  2004
• SCORM 1.2 Compliant
• Capable of Multi-Portal implementation
• Certificate generation on successful completion
  of course(s)
• Role based reporting

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Implement
User Access

• Review and Release
• Subject Mater Expert review
• Peer review
• Pilot release
• Global release

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Selecting and Developing Courses for Police

• Evaluation

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Evaluation Why Do We Evaluate?

• Reasons for Evaluating
• Validate training
• Justify costs
• Improve design

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Evaluation How Do We Evaluate?
Kirkpatrick Model
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Evaluation Kirkpatrick Model

• Level One Reactions
• Relevance of the objectives
• Ability of the course to maintain interest
• Appropriateness of interactive exercises
• Ease of navigation
• Perceived value and transferability to the
  workplace

Methods of Measurement - Interviews -
Questionnaires - Observation - Meetings
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Evaluation Kirkpatrick Model

• Level Two Learning
• New or improved skills, knowledge and attitudes
• Pre-test and Post-test

Methods of Measurement - Interviews -
Questionnaires - Written or verbal tests -
Problem solving exercises - Attitude surveys
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Evaluation Kirkpatrick Model

• Level Three Behaviour
• Level of retention
• Changes to behaviour
• Application of new skills

Methods of Measurement - Questionnaires -
Observation - Self-reporting
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Evaluation Kirkpatrick Model

• Level Four Results
• Business impact of the training

Methods of Measurement - Return on investment
analysis - Before and after studies
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Selecting and Developing Courses for Police

• Conclusion and Questions

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Benefits of E-learning

• Any location, any time
• Self-paced
• Less expensive to produce
• Provides a consistent message
• Increased retention
• Updated easily and quickly
• Easily managed for large groups of students