Selecting and Developing Courses for Police Product Road Map

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

Product Road Map Process in Practice

Timeline Fall 2006Initial analysis with RCMP Jan 2007Funding approval from Police Sector Council Feb 2007Project Kick-Off: - Content Review - Project Plan  PDD - Evaluation Plan Aug 2007Pilot Launch Product Road Map

Pilot Update Registered Users: Police 1006 Non-Police 391 Complete: 264Complete: 36 Started: 552Started: 162 Not Started: 190Not Started: 193 Product Road Map

Product Road Map ADDIE ADDIE Model AnalysisImplementDesignDevelopEvaluate

Selecting and Developing Courses for Police Analysis

Course Selection Process Review of course material: CD’s/DVD’s PDF’s Pamphlets Classroom Material Determine initial cost/effort estimates

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

Project Solution Description Objectives Target Audience Proposed Content Challenges and Risks Outlines potential stumbling blocks for successful project completion AnalysisProject Definition Document Challenge/Risk: SME availability Mitigation: A compressed schedule will lead to a larger design team making demands on the SME’s time. Approvals will have to be completed according to the schedule or delays will occur.

Analysis Outline Changes vs. Corrections Project Management Assumptions Estimate Effort Summarization Proposed Schedule Project Definition Document

Selecting and Developing Courses for Police Design

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

Design How Do We Design? Primary Tasks Solution Definition Storyboarding Standards And Templates Content Creation Review Process

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

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

Design Standards and Templates Templates Storyboards Activities

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

Design Content Development Content Creation Create learning objectives Write content Organize content into manageable “chunks” Create job aids and resources

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

Design Review Process Review Workbooks Track and manage changes Improve internal workmanship

Selecting and Developing Courses for Police Develop

Industry Standard Tools Tools and Technologies Industry Standard Technologies

Develop 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 Standards

Develop Photos, Illustrations, Animations, Activities Build Assets

Develop Text from Storyboard and Assets are assembled into page layout Create Course Assessment created

Develop Review Workbooks Track and manage changes Improve internal workmanship Review

Selecting and Developing Courses for Police Implement

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 Delivery Platform

Implement Review and Release Subject Mater Expert review Peer review Pilot release Global release User Access

Selecting and Developing Courses for Police Evaluation

Evaluation Why Do We Evaluate? Reasons for Evaluating Validate training Justify costs Improve design

Evaluation How Do We Evaluate? ReactionsResultsLearningBehaviour Kirkpatrick Model

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

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

Evaluation Kirkpatrick Model Level Three – Behaviour Level of retention Changes to behaviour Application of new skills Methods of Measurement - Questionnaires - Observation - Self-reporting

Evaluation Kirkpatrick Model Level Four – Results Business impact of the training Methods of Measurement - Return on investment analysis - Before and after studies

Selecting and Developing Courses for Police Conclusion and Questions

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