EDUC 629
Imaginary Corporate
Technical Training Department
Educational Technology Plan 2014-2017
Kirt Robinson
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Table of Contents
TIP 1: Vision, Mission, Goals and Strategies………………………………………………………………………………………… 1
TIP 2: Needs Assessment..……………………………………………………………………………………………………………….…… 3
TIP 3: The Planning Process..……………………………………………………………………………………………………………….. 4
State Goals and Objectives with Local Strategies and Measures …………….……………………………… 7
Environment ………………………………………………………………………………………………………………………….. 7
Engagement ………………………………………………………………………………………………………………………….… 8
Application …………………………………………………………………………………………………………………………….. 10
Tools ……………………………………………………………………………………………………………………………….……… 11
Results ………………………………………………………………………………………………………………………………….. 12
TIP 4: Implementation: Timetable and Budget for Goals, Objectives and Strategies………………………….. 13
TIP 5: Executive Summary…..……………………………………………………………………………………………………….………. 15
TIP 6: References..………….………………………………………………………………………………………………………………….. 16
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TIP 1: Vision, Mission, Goals and Strategies of Imaginary
Corporate Technical Training Department
Mission
The Training Center of Excellence (TCOE) is tasked with delivering relevant and meaningful
instruction to our customer in a measurable and cost effective manner. Instruction will be
developed and delivered in a manner consistent with current corporate ethical standards in an
environment that supports diversity across business lines and free of gender bias. Training will
always be developed with cost savings and upgradeable content to meet the most current
trends in instructional design.
Vision
In order to meet the dynamic and changing needs of the customer we are moving towards a
larger digital footprint for training and record keeping. This transition will result in a cost
savings for the customer and a more open and auditable environment will be produced.
Goals and Strategies
In order to meet our vision for the future of instruction and allow for a more student centered
instructional environment the TCOE will implement these changes.
Goal 1: Convert all existing training records to a digital format
Strategy: This process will take place in two phases. The first phase will install an
electronic data base to track each student’s qualifications, training attendance, certifications,
and testing scores. The second phase will be to convert all current hard copies of student
performance into PDF files to be kept for the life of the program.
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Goal 2: Modify all existing and future course material to a format that allows for electronic
tracking and auditability.
Strategy: All course rosters will be kept in a digital format by class, attendee, and
instructor. All certification and qualification testing will be delivered in a digital format
proctored by TCOE with the examinations reviewed by the Subject Matter Expert (SME) on at
least an annual bases. As many course completion exams as possible will be delivered in a
digital format.
Goal 3: As far as practical course materials will be converted to digital media.
Strategy: Paper and printing costs are a large expense. To that end course materials
will be offered to the students as digital media. In addition to a reduction in paper costs this
will allow real time modification of course materials to ensure the student has the most current
revisions of the course material.
Goal 4: Reduce instructor travel costs.
Strategy: Through the use of distance delivery equipment and web based training travel
will be reduced. To the maximum extent possible training delivery will be modified to be
delivered in a real time distance environment. In addition courses will be modified to support a
web based environment to allow the students access to material in a just in time training
environment.
Goal 5: Student access and performance.
Strategy: Through the use of digital delivery allow students access to training materials
in a just in time format. This process will allow student’s access to all digitally delivered training
material as it meets their schedule. To prevent a loss of rigor in the system students will have
proctored exams in a controlled environment for critical training skills and paths.
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TIP 2: Needs Assessment
Strengths – What are the current strengths?
The TCOE has many strengths. The group contains 25 individuals of which half are instructors all
with degrees in instruction design and at least 15 years of experience. We have six multimedia design
engineers. The remainder are managers and support staff. Each individual has a laptop with 1 Gb
internet and intranet access at his/her desk. The standard Microsoft office suite and adobe premiere is
standard for all users. TCOE has seven dedicated classrooms with 70 inch HD monitors, two classified
classrooms with 70 inch HD monitors, four distance delivery rooms in four US locations with real time
communication and interactive smart boards, and two electronic classrooms with 12 workstations each.
To support web based training and data we have a dedicated server connected to the intranet accessible
by any student and we host a website that outlines all of our training opportunities and announcements.
Weaknesses – What are the current weaknesses?
Our biggest weakness is the environment we work in. Because we deal with classified
information preventing data spills and intrusion to the network trumps all other actions. Most of the
classrooms are self-contained and do not have internet or intranet access. Wireless communication of
any type is not allowed in the building. Hardware with few exceptions is provided for us by the
corporate IT group with standard software, non-standard software can be obtained but the vetting
process makes it almost unattainable. Long lead times for infrastructure change tend to discourage
innovation.
Opportunities – What are the future opportunities?
The environment is starting to change and we may have the opportunity to establish intranet
and internet in a number of the classrooms. Multimedia staffing has increased and the ancillary work
load on the individuals has been reduced. Simulators and the need for greater 3d modeling has been
recognized by the corporation and our customer. The ongoing interactive components of Adobe and
Microsoft allows for more work to be done at the desktop. We recently established a sound booth and
video production area. This allows us to perform our own voice over productions along with green
screen video. Tuition assistance allows all those who are willing to increase their level of knowledge in
distance education, multimedia design, or instructional design. A budget increase for vendor training
will allow us to have more train the trainer events at our site. We currently own student tracking
software and web based development software, both of which can be expanded to meet the tracking
needs and increase development processes of web deliverable content.
Threats – What threatens those future opportunities?
Time is the biggest threat to this project. The amount of free development time for the
instructors is decreasing. While it is great to have a developed team it also means the average age of
the workforce is near 55 with many of them contemplating retirement in the next five years. Reductions
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in support staff means that more non direct to training functions will be the responsibility of the
instructors resulting in a threat to development time and the process of converting non-digital records
to a digital format. Increased rigor in our testing format will require more time to proctor exams. The
rapid expansion of mobile apps and cloud processes will place us at a distinct disadvantage relative to
the environment we work in.
TIP 3: The Planning Process
State Goals and Objectives with Local Strategies and Measures
Goals
Nets
Convert all existing training
records to a digital format
Increases auditability and allows
student to know their training
path in an on demand
environment
Modify all existing and future
course material to a format that
allows for electronic tracking and
auditability.
Allows the student to know
exactly where he is in his training
path.
Student can access his
qualifications and certifications
for planning purposes.
Increased rigor in exams by the
use of a test generator.
As far as practical course
materials will be converted to
digital media.
Students are more likely to
retain course materials for
review at a later time.
Strategies
1. All active training will
immediately shift to
digital class rosters.
2. All training checklists will
be converted to
electronic format
accessible by the student
3. Convert all hardcopy
training records to PDF
format as time allows
with a completion goal
of FY 2017.
1. Student will know what
class he has attended,
when, grade obtained,
and if refresher training
is required.
2. SME review insures
validity of testing
material in accordance
with current standards.
3. Moving exams to a
central location allows
for a data base to be
developed based on
syllabus objectives.
Reducing redundancy of
exams and the creation
of a random test
generator.
1. Paper takes up space
and is usually discarded
following the course of
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Allows just in time revisions to
training material to ensure most
current information is available.
Interactive media can be
embedded in the course material
for the students use.
Increased student refection
time.
Reduce instructor travel costs.
More time to develop and
modify training.
Student is able to reach out to
the instructor in real time.
2.
3.
1.
2.
3.
4.
5.
Student access and performance
Better trained students.
Student centered instruction.
On time and on demand
centered instruction.
Increased rigor.
1.
2.
3.
4.
5.
6.
instruction. Cd’s do not
take up much space,
hold more material, are
inexpensive to produce.
Material in cd form is
customizable for a given
student population.
Digital formats allow for
archiving of past lesson
plans and syllabi. This is
important in a long and
changing program. It
shows concrete evidence
of how we got to where
we are today.
Less travel time more
development time.
Travel costs can be
reallocated for hardware
and software.
Improved instructor
attitude.
Opens windows for train
the trainer sessions.
Allows just in time
training for the student.
Student receives training
when they need it.
Student can progress
through training material
in a fashion that meets
their needs.
Student drives their
training requirements.
Testing rigor is increased
through a proctored
environment.
Supplemental
information can be
included for students
that want a deeper
training experience.
More modes of
instruction can be used
in a digital environment.
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Environment
The instructional environment will be driven by student needs and the scope of the instruction.
While our stated goal is to reduce cost and make instruction more accessible the needs of the student
will always be the driving force behind the type of instruction that will be delivered. Digital media will
be used to the maximum extent possible in every training environment. Those materials that can be
delivered in a blended face to face instructional design should be. Materials that do not lead to a critical
skill and can be delivered in a 100 percent web accessible format should be delivered in that method to
allow the student maximum access to the material. Material that is critical may be considered for a split
delivery. The initial course will be thought face to face with an instructor and refresher training may be
a candidate for web based instruction. In no instance where a critical skill must be demonstrated will it
be taught without an instructor present, however records of the student performance will be captured
in a digital median, up to and including video of the student’s processes.
Engagement
During New Employee Orientation (NEO) the employee will be shown the student tracking
system, be given an access code to the system, and receive a tour of the facilities. When the student
reports to their work area the local training coordinator will demonstrate for the employee how to
access his/her training path, identify paths that require qualification or certification, and those which fall
into the classification of critical skills. Upon his first visit to the TCOE the student will be introduced to
the individual instructors, receive the instructors contact information, and be told the areas of
instruction that each instructor is responsible for.
Application
Tools
All of the hardware tools are in place for this transition at the moment. Modification of the
tools may be required as the security protocols change. Each salary employee has a laptop or desktop
computer at his or her workstation with internet and intranet access. All hourly employees have work
stations available to them on a needs base which are equipped with the same hardware and software
links as the salaried individuals. The information technology group will install additional hardware as
required and resolve any communication issues between existing users and future users. Each
employee will be given a unique corporate email address and individualized access to information data
bases.
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Results
Students will have greater access to training resources. Structured instruction will be available
to the student when and as often as they need it. Historical records of training received will allow for a
greater auditability for outside inspectors and aide in root cause analysis when failures occur. By
allowing the student more control of their training environment a higher quality of learning will take
place. Up to date, interactive, culturally diverse, and divergent training will be the standard not the
goal.
TIP 4: Implementation
Budget
Expense
1st
2014 qtr.
2nd
qtr.
3rd
qtr.
Instructor Travel
Vendor Training
TCOE Summit
Office Supplies
15000 15000 10000
6000
2000
USB DVD players
Hard drives
(portable)
Tablets
Lan Wiring to
classroom
Upgrades/maint.
Tech Support (on
site)
New Server
Software
2000
Scanner
Totals
Yearly Totals
5000
5000
4th
qtr.
4th
qtr.
2000
1000
2000
2000
2000
2000
3000
1000
3000
1000
3000
1000
3000
1000
3000
1000
3000
1000
1000
1000
1000
25000
1500
1000
1000
1000
1500
6000
2000
3rd
qtr.
4000
1000
1500
2nd
qtr.
6000
2000
3000
2500
4000
8000
2000
1st
2015 qtr.
6000
2000
2500
6000
2000
3000
2500
2500
1500
850
28500 20000 24500 21850
43700
17500
17500
35000
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Costs for this program are minimal. Instructor salaries and infrastructure are paid on a continuing basis
and are not considered part of the budget. The software and servers to support the standup of the
electronic technology have already been purchased. Distance delivery equipment has been purchased
and established at the four primary sites on a previous contract. During the next technical refresh
instructors will be supplied with laptops that no longer contain DVD writers, as a result of this refresh
each instructor will need a portable drive. Portable hard drives will give efficient backup at a local area
for each instructor. As they move from hard copies to digital interfaces backup space will come at a
premium portable drives will ease the storage problem.
Action
1st qtr. 2014
2nd qtr. 2014
3rd qtr. 2014
4th qtr. 2014
Convert all
existing training
records to a
digital format
Create the first
phase and
install an
electronic data
base to track
each student’s
qualifications,
training
attendance,
certifications,
and testing
scores.
Verify that
first phase has
installed and
record
student
information to
the data base
while keeping
manual copies
as a backup to
beta testing of
the electronic
data base.
Stand up first
phase
discontinue
the use of
hard copy
records
Convert 20
percent of
existing student
records to a pdf
format and
upload into the
archive portion
of the electronic
data base
Modify all
existing and
future course
material to a
format that
allows for
electronic
tracking and
auditability.
All course
rosters will be
kept in a digital
format by class,
attendee, and
instructor.
As far as
practical course
materials will be
converted to
digital media.
Course
materials will
be offered to
the students as
digital media.
Establish
electronic
student
feedback
form. Modify
training as
All
certification
and
qualification
testing will be
delivered in a
digital format
proctored by
TCOE with the
examinations
reviewed by
the Subject
Matter Expert
(SME).
Complete first
review.
Start real time
modification
of course
materials
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Reduce
instructor travel
costs
Identify the
courses that
can be
delivered in a
real time
distance
environment
Student access
and
performance.
required in
accordance
with student
feedback.
Identify the
courses that
can be
delivered in a
web based
environment
Write
procedures for
and identify
exams to be
proctored
Modified
instruction to
be delivered
in a real time
distance
environment
Modify the
courses that can
be delivered in
a web based
environment
Establish
proctoring
schedule and
collect
performance
digitally
Action
1st qtr. 2015
2nd qtr. 2015
3rd qtr. 2015
4th qtr. 2015
Convert all
existing training
records to a
digital format
Convert 20
percent of
existing
student
records to a
pdf format and
upload into the
archive portion
of the
electronic data
base
Convert 20
percent of
existing
student
records to a
pdf format and
upload into the
archive portion
of the
electronic data
base
Convert 20
percent of
existing
student
records to a
pdf format
and upload
into the
archive
portion of the
electronic
data base
Examinations
reviewed by
the Subject
Matter Expert
(SME).
Convert 20
percent of
existing student
records to a pdf
format and
upload into the
archive portion
of the
electronic data
base.
Audit program
Modify all
existing and
future course
material to a
format that
allows for
electronic
tracking and
auditability.
As far as practical
course materials
will be converted
to digital media.
Reduce instructor
travel costs
Audit program
Audit program
Start delivery
of instruction
to be delivered
Start delivery
of the courses
that will be
Audit program
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in a real time
distance
environment
Student access
and performance.
delivered in a
web based
environment
Review
proctoring
status and
modify as
required
Audit program
TCOE owns a full multimedia production facility. The shift to more student centered instruction
will require the multimedia group to expand their footprint. To support their expansion a new server
will be brought online with intranet access improving student access time and more dynamic types of
interaction. This will also require more software licenses for the instructor. The tools used to develop
PowerPoint type lectures are fine for standup instruction, as we proceed down the interactive
development road each instructor will have to become fluent in multimedia tools.
Currently only three of our nine classrooms are wired with intranet access. In order to promote
student interactivity each of the remaining classrooms will need to be hardwired for Lan access.
Currently wireless access points are forbidden in the building. We will ask for a local area exception to
utilize the tablets scheduled for the next phase of development. If denied the instructors will preload
the tablets with the required digital media to be used in the classroom, or docking stations will be
purchased that allow the tablets to use a hard connection. In 2016 progress as addressed in the TCOE
summit and student feedback will dictate the follow on budgets and resources will be allocated as
necessary.
Timetable for Goals, Objectives, Strategies, and Measures
Professional Development Plan
During the first qtr. of 2014 instructors and administrative personnel will be given a two week
course of instruction on the new data bases (ontrack and QCT). This course will train the instructors
how to schedule courses, reserve rooms, identify equipment to be used in the room, notify students of
upcoming classes. During the first week of this course instructors will utilize a sandbox mode of the
database to become familiar with each of the functions of the program. The second week will be for
instructors to upload their individual courses under the guidance of a course leader. They will continue
to print rosters and keep hard copies of course material until 3rd qtr 2014.
Although each of the instructors is certified in instructional design a one week refresher course
in assistive and adaptive teaching methods will be conducted by an outside vendor in a train the trainer
session. After which each of the 320 courses taught at this facility will be evaluated for conversion to
web based or distance delivery. Courses that can be an amalgamation of face to face and web based
will also be identified. For example courses that may be identified as face to face for the initial
instruction and web based for refresher training. In order to prevent instructor bias and improve the
cohesiveness of the group this process will take place as a group one hour per day for the remaining 9
weeks of the first qtr. of 2014 and 12 weeks of the 2nd qtr. 2014.
Starting in the 3rd qtr. of 2014 instructors will start to receive train the trainer courses from an
approved vendor. These classes will occur once per qtr. on a reoccurring basis. They will focus on
educational technology to assist the instructor in the process of moving his course material to a digital
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media. Courses in Adobe, PowerPoint, Word, Smart board, Outlook, and Synchronous learning will be
the first to be offered. After the first cycle of training has been completed the instructors will
recommend the type of training most desired for the next cycle.
Once the first qtr. of 2015 arrives the instructors will have collected 24 weeks of student
feedback from the course modifications and the digital network. At this time enough data will have
been collected to start the shift from instructor based training to student centered training. One day
per month the instructors will meet as a group with the multimedia group and discuss the feedback
received from the students and produce storyboards that will change the delivery of the material to
make it more student centered. 2015 will also mark the start of a TCOE summit. This summit will take
place twice per year for one week. During the summit stakeholders and SME’s will be invited to address
any shortfalls and gaps in the training being delivered, assess the training in terms of what and how the
students are performing as a result of received training and recommend training development in
relationship to the future needs of the organizations. 4th Qtr. 2015 audits will formally address the
success or less than successful portions of the current modifications as outlined in parts 1 and 3 of this
TIP.
Lesson Plan 1
Before the lesson:
Topic/Subject/Grade: No Sweat Blueprint Reading/Blueprint Reading/Adult
Six months prior to the class:
Enter it in the ontract data management system to announce the class. Set the maximum class
size to 12 and select a room. Individual training coordinators will populate the class on a needs basis.
Students may also enter themselves into the class if they desire until the class maximum has been met.
Two weeks prior to the class:
Check class enrollment. Identify any self-identified special needs students. If class is full check
the student request list and identify students with the highest priority rating and balance the roster on a
needs basis.
One week prior to the class:
Finalize the roster and send a welcome email to each student along with a link to the TCOE
digital library that will allow them to download and print the worksheets for the course. At this time
they can choose to bring the textbook to class in a digital format on their own device or print a hardcopy
of the textbook. Stress that while they may use a digital copy of the text the worksheets must be
printed.
Standards:
QCT checklist for engineers and mechanics
Objective:
Students will understand the basic concepts related to blueprint reading. To include title blocks,
page groupings, and graphical representations as depicted on class three drawings.
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Condition of the task:
Given three pages of a standard class three blueprint students will have to identify selected
items on the drawing.
Observable task:
Students will respond correctly to a 25 question exam related to the subject matter.
Measurable criterion:
Correct responses to 20 of 25 questions on the exam will meet the minimum requirement to
complete this course of instruction.
Classroom diversity:
Cultural Diversity: This course is designed for engineers and is written in the language of
mathematics which is universal. Ethnical culture should not be an issue. The cultural diversity of past
experience and level of training will have to be addressed. Students may come to the class and never
seen a blueprint before class, some may work with them every day. This large disparity will have to be
addressed in the course. The ability of the student to translate spatial concepts between 3d and 2d may
cause issues during the interpretation process.
Special needs: Accommodations have been made in the course to address visual and auditory
needs. If identified the room can be selected to accommodate wheelchairs and special seating as
required. No activities will take place in an unregulated atmosphere and temperature and humidity can
be controlled locally.
Socioeconomic Groups: All materials will be provided and no work will be required outside of
the classroom.
Materials and equipment:
Automated Student Response System (ARS), display screen, DVD player, laser pointer, laptop,
blueprints, block set, measuring devices, colored pencils, erasers, highlighters, speakers, cabling as
required, and 12 copies of the textbook and worksheets for students that fail to bring the required
material.
During the lesson:
Prior to students arriving: Print a hardcopy of the students enrolled for their signature. Ontract
will does not have a mechanism to capture student attendance in a face to face instructional
environment. Connect laptop, large display, DVD player, speakers, ARS system, place blueprints on the
desks, place modeling blocks with measuring tools in a central location and adjust classroom
environment controls. From laptop using media player play music softly in the background and use
PowerPoint to display welcoming screen and digital picture frame application changing every 5 seconds
in a loop. Setup donut and coffee station for student use.
Set:
Great students at the door and introduce yourself. At the start of class verify all students have
the required materials if not supply them and have them sign the roster. Introduce yourself and have
each of the students introduce themselves with a brief description of where they work, background in
blueprint reading and what they expect to learn from the course. Make a mental note of the responses
given by the students this will help you figure out the culture in the class and the diversity of material
you will need to supplement the standard course of instruction. Hand out ARS clickers and give a brief
explanation of how they will be used during the presentation.
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Lesson:
Open the developed PowerPoint presentation and cover the objectives of the class. This
presentation has embedded questions to check learning with the ARS system outside of the text and
workbook. Have the students open their workbooks so they can follow along with the presentation
video. Draw the student’s attention to the measuring tools and modeling blocks that accompany the
video. Repeat process for each of the modules.
Instruction/modeling:
After the video has completed return to the PowerPoint and cover the highlights of the video
and ask the ARS embedded questions to determine if they have captured the key concepts presented if
they have missed a portion reinforce the concept and offer to take questions about the material. Direct
them to the workbooks for practice. Repeat process for each of the modules.
Guided student practice:
The work books are an essential part of the course. After each video and PowerPoint
presentation the student will apply what they have learned to the blueprint examples provided in the
workbook. They will be required to draw lines, make annotations and define surfaces from one view to
another as related to the drawings. Students that suffer from spatial reformulation may require
demonstration with the modeling blocks or may self-discover if they work with them independently.
Encourage the students to work as a group during this process and leverage the students with more
experience to help those with less. This will make the students feel as if they are taking part in their
own learning experience. After each student has completed the workbook return to PowerPoint and
post the answers to the questions. Open the floor for discussion and address problems the students had
with the project and what they found valuable in the lesson. Watch the clock on this exercise you can
easily consume too much time and start to run behind. Repeat process for each of the modules.
Independent practice:
After the completion of all the models send the students back to their workplace with their worksheets
and textbooks to review the material prior to the summative assessment.
Summative assessment:
Within two weeks of the completion of class students will be required to return to TCOE for the
proctored summative assessment. The student will be required to login to the test bank and a random
test from the bank will be generated linked to each of the objectives covered. The student will take the
exam, if he scores the required 20 of 25 his completion will be recorded and the results entered into the
QCT checklist. A course completion certificate will be generated and emailed to the student. If the
student fails the assessment a notification will be sent to the student’s management and they will direct
the student to more independent study with a follow on summative assessment or require him to
repeat the course of instruction prior to taking the test again.
After the lesson:
Six weeks after course completion an email will be sent to the student and the manager of the
student. This email will include a course critic and three open ended questions. In particular it will ask if
they found value in the course, if they have used the material from the course in their job duties and
what was not included that they have found they need to perform their job. The email to the manager
will ask an additional question that asks if they have found earned value in the employee after the
training was completed. These responses will be cataloged and stored for discussion at the semiannual
TCOE summit.
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TIP 5: Executive Summary
In this technology implementation plan a clear vision and goals for the advancement of the
TCOE have been established. The mission of delivering relevant and meaningful instruction on a
continuing basis lies before us. There are five concrete and measurable goals before us and a plan
forward to execute these goals. The success of this TIP hinges on the accomplishment of each of the
goals. There can be no partial success, each goal must be accomplished to achieve the objective. The
strengths of this group are prevalent but we have weaknesses to address and challenges for the group
as they try to master new skills and skill sets.
In a corporate environment of do more with less time is a constant threat to our ability to
accomplish the things we need to accomplish in a timely manner. The implementation plan is
aggressive, do not forget that time is a commodity just as important as the lesson plans being produced.
Instructors should review the goals and objectives and align their courses with the goals and measures
dictated in the plan. The student has been identified as the primary objective in all we accomplish. The
diversity of each group must be addressed and the training needs of each student should be addressed
in each lesson plan to the maximum extent possible. Strong ethical principles have been identified for
embedment in each of the courses we deliver. If these principles are compromised then the entire
program becomes suspect.
A strong structured audit program and a structured feedback loop have been incorporated into
the system but these will not replace a constant vigilance required in the classroom to monitor student’s
performance. The budget needs for the first two years have been accounted for and will be readdressed at the first critical review of the implementation plan. A large focus and portion of this
budget if for instructor professional development, both upfront and as a continuing resource. Capital
investment in the instructors will always pay dividends in the future even though they are harder to
calculate on a spread sheet.
This plan is a solid investment in projected student outcomes, instructor performance, and
increased sustainability for the customer. Students will see greater access to training materials in a just
in time format. A greater measurability of student performance. Access to materials from multiple sites
that increases the number of students served in a given cycle. The material presented to the student
will have greater flexibility of modification to ensure it is current with practices being observed and
utilized in the work environment. By keeping the needs of the student first in all our processes the
intrinsic desire of the student to excel beyond the basics becomes a reality achieved.
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EDUC 629
TIP 6: References:
Athanasou, J. A. (2012). Adult language, literacy, numeracy and problem-solving skills in the workplace.
Australian Journal of Adult Learning, 52(1), 173-182.
Blair, E., & Seo, D. (2007). Safety training. Professional Safety, 52(10), 42-48. Retrieved from
http://search.proquest.com/docview/200365362?accountid=12085
Breda, B., & Michael, K. (2001) "Workplace learning and Generation X", Journal of Workplace Learning,
Vol. 13 Iss: 2, pp.57 – 65
Council of Forest Industries (British Columbia); IWA – Canada (1991). A Preliminary Study of Job-Related
Communications Skills in British Columbia Sawmills. National Literacy Secretariat, Ottawa (Ontario).
Mioduser, D., Nachmias, R., Lahav, O., Oren, A. (2000). Journal of Research on Computing in Education;
Fall 2000; 33, 1; ProQuest pg. 55
Organization for Economic Cooperation and Development (OECD) (2012). Literacy, Numeracy and
Problem Solving in Technology-Rich Environments: Framework for the OECD Survey of Adult Skills.
OECD Publishing Paris, France.
Sergienko, Greg (Fall 2000). Skills Evaluation with Multiple-Choice Questions. The Law Teacher, Volume
8, number 1, p. 3-5.
Uriarte, J., Cummings, A., Lloyd, L. (2014). An Instructional Design Model for Culturally Competent
Community Health Worker Training, Health Promot Pract March 2014 vol. 15 no. 1 suppl 56SVan, W. M. (2010). Routledge Studies in Human Resource Development: Workplace Learning: Concepts,
Measurement and Application. Florence, KY, USA: Routledge. Retrieved from
http://www.ebrary.com
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