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Non-Profit Distance Learning Proposal Final

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Melissa Metzger

on 30 April 2011

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Transcript of Non-Profit Distance Learning Proposal Final

Non-Profit Distance Ed Proposal Group: "Going the Distance"

Kimberly Burke
Brina Ferrara
Melissa Holt
Melissa Metzger Audience Both paid ARC staff members and volunteers.
Diverse ages, genders, ethnicities, and technology skill levels.
DE was selected as an excellent delivery method for the ARC’s audience, able to address all current issues.
DE offers: customized training to every local chapter without travel expenses; train at a pace comfortable; access from any internet-connected computer. As with many non-profits, funding for the AMC is a critical issue.
Thus, sending hundreds of reps for on-site training in DC is cost prohibitive.
With the variance in local chapters size and resources available the need for an enterprise-wide training curriculum exists. Current Issues + Disaster Management Training for the American
Red Cross + Methods Learning Management System
Interactive Multi-Media Instruction
Textual content
Video Rationale Audience benefits—flexibility, convenience, availability, accessibility, and self-direction
Budget—no costly travel, no printed materials, cost-effective updates
Several formats—individual, team, supplemental sessions and practice drills Design Strategy/Plan Course Structure Evaluation Progress Checks To practice knowledge items for repetition of content through application. Discussion
Boards Live Sessions/
Practice Drills Survey Learning Coordinators Based on a chapter's size and resources, learning coordinators will be available to assist with completion of this course.
A specific chapter may have its own learning coordinator or multiple smaller chapters might communicate with the same learning coordinator.
Learning coordinators will also support discussion boards.
Coordinators have the ability to tailor (require or omit) user content modules to adjust for area-specific disasters. Training Options Trainees can take the training alone or simultaneously as a team. "How To Use" Lesson Additional support in the form of a "How To Use" lesson will be incorporated to instruct users on utilizing the courseware. On-site Experts On-site Experts may be needed if local chapters choose to incorporate additional "live" sessions and/or practice drills. HQ Senior Learning Coordinator To assist the local learning coordinators with any questions or issues. HQ Training Team To continue to update the training program and to ensure that materials stay relevant. HQ Technical Resource To help troubleshoot any technical issues with the program that the individual chapters may encounter. The technical requirements would be largely based upon existing requirements to use the ARC intranet. Cost of Instructor-Led Training In addition, computer stations will require Flash players, speakers, suitable video cards, and Internet connection speeds of 56k or greater. Similar costs to an ICW program: program manager, instructional systems designer, quality assurance specialist, and graphic artists. In addition, costs will need to be taken into account for a publication designer, the cost of printing instructor manuals, and the cost for users to participate in the training. Cost of ICW/Simulation Each lesson and corresponding simulation is estimated at three hours of instruction time. With approximately 100-300 production hours for each hour of instruction time across 13 content modules, the cost of the entire program will be approximately $480,000. Return on Investment Compared to instructor-led training, there is a substantial savings in time and money when employing ICW training. Factors that cause this reduction in cost include training time and travel expenses. Administrative Issues The American Red Cross (ARC) is in need of a course on disaster management, focused on instructing local chapters in various emergency disaster responses. The chapters vary in size and resources, but all will require a uniform training in emergency disaster response.

"Going the Distance" has developed a comprehensive distance learning course to help the ARC achieve these goals. Training Needs Analysis Users are unable to skip portions of training, users are not able to move on to the next section without completing all prior sections.
Users have discussion boards for peer-to-peer and peer-to-instructor interaction.
"How to Use" lesson is incorporated to instruct users on utilizing the courseware.
Content is relevant to all users, despite their differing levels of knowledge. Each content module consists of the following topics:
Overview of the disaster
Appropriate methods and techniques for the disaster
Individual disaster preparedness plan
Required resources necessary to carry out the disaster plan
Scenario simulation
Summary User-paced, hierarchical navigation
Thirteen content modules providing branching
Each content module consists of three hours of Level 2 IMI courseware, culminating in a computer-based simulation of that particular disaster scenario.
Provides just-in-time training, streamlined, last-minute education in an automated fashion—essential when emergency disasters occur with little to no warning. Overcoming Potential Issues Simulations throughout to put theory into practice and to practice "real world" scenarios.
Will test mastery of the knowledge and provide feedback for errors made. Online Simulations Based on funds and resources, specific chapters may choose to conduct "live" sessions and/or practice drills.
The expert on-site will be able to evalute student progress through participation. At the end of the training, a survey will be implemented so that users can evaluate the program itself.
Will consist of closed-questions, open-ended questions, and questions to rate on a five-point Likert scale. Trainees will have interaction with content experts, learning coordinators, and other trainees. Instructor Support Needed Student Support Needed Several studies have shown a 25-50% decrease in training time. If training time is reduced by two days, a savings of $256,000 is realized in employee wages. Travel is reduced by eliminating the need to send coordinators to instructor-led training in Washington, D. C. , who then return to disseminate the information to their staff. By using a Learning Management System, travel expense is virtually eliminated. Technical Requirements Administrative issues include support of executives and management, supporting the organizational structure, cultural issues, legal issues, and confidentiality concerns. Additional
Considerations Current Issues Funding for ARC is a critical issue and they cannot support sending hundreds of representatives to DC for training.
Local chapters vary in size and resources, from smaller rural outposts with one paid staff member and minimal resources to larger metropolitan chapters with extensive resources.
The need for an enterprise-wide training curriculum has been determined to be necessary. Design & Development To evaluate knowledge gained and to see if trainees properly learned the necessary criteria. Pre-Tests &
Post-Tests About Us Learning/Teaching
Strategies & Rationale Strategies Direct Instruction
Authentic Activities via computer generated simulations and multimedia
Engaging lecture materials
Progress checks
Required completion grade minimums Using Constructivist principles, students will interact with course materials, work through scenarios and incorporate information into an existing framework on disasters and the role played by the ARC.

Students will interact with materials, each other and with the instructor depending on implementation. A pre-assessment will be given to check for technological readiness and a "How to Use" lesson provided, if necessary. Primary Learning
Objectives Upon course completion, user will be able to: Identify appropriate methods and techniques for emergency disaster response.
Describe possible disaster(s) and their individual disaster preparedness plans. Chemical emergencies, Earthquakes, Fires, Floods, Heat Waves, Hurricanes, Landslides, Thunderstorms, Tornadoes, Tsunamis, Volcanoes, Wildfires, and Winter Storms
Describe the various roles within disaster management.
Demonstrate the proper response for each of the roles.
Assess the resources necessary to carry out a disaster management plan.
Apply knowledge and skills via computer-generated simulations to respond appropriately in various crisis situations.
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