Stream 15: Learning services for government owned training
A brief description of each type of learning services is provided below. The description outlines the general nature of the services required. Individual request for proposals will elaborate on particular requirements within the context of the below description. For each category, the supplier must ensure that the proposed resource(s) meets specific mandatory professional criteria. These criteria are defined in the Minimum mandatory criteria: Learning services for government owned training.
Overview
This stream provides access to suppliers who have experience at providing government owned learning services. Which includes:
- developing new learning requirements
- updating and converting existing learning and eLearning products that the government owns
This stream will be used to acquire services where the government owns the training material. For example:
- traditional classroom learning
- blended learning
- eLearning product development services
15.1 Learning advisor
The required services/tasks may include, but are not limited to the following:
- analyze the organizational need and the need for learning
- identify the actual situation, the target situation and the gap between the two situations
- identify the skills and abilities acquired and the skills and abilities to be developed
- discover and analyze the causes and issues of the gaps observed
- propose a training solution that takes into account organizational issues
- provide a variety of training options
- develop processes to diagnose the current situation in the organization
- develop tools for data collection
- analyze the data collected
- draft a report with learning recommendations
- propose a training solution to ensure that the training is accessible to employees:
- with disabilities, injuries and/or ergonomic requirements
- who require access to systems, programs, information, computers and computer resources
- develop a learning strategy based on a learning needs analysis
- define the learning strategy (objectives, methods, approaches and activities)
- identify learning and training solutions aligned with the needs of the organization
- identify and establish a plan of action in terms of the required resources, costs and timeframes for training
- identify a learning assessment plan
- provide:
- strategic plans
- analysis and/or strategy reports
- statistical reports on the current state of the organization in terms of learning and training
- research papers
- tools (questionnaires and maps)
- information sessions and presentations
15.2 Learning designer
The required services/tasks may include, but are not limited to the following:
- conduct needs assessments to review performance issues, such as:
- performance analyses
- cause analyses
- find solutions and make recommendations
- help clarify the expected outcomes of education and training to ensure optimal work performance, such as:
- analyze the tasks of a position
- specify performance, education and learning objectives
- produce qualification standards (QS) and knowledge standards
- describe and select a training program, such as:
- define the characteristics of the learner
- establish integrated instruction and learning strategies
- specify instructional strategies
- specify the learning content and establish course guidelines
- produce course guidelines (design guidance documents, scenarios, participant and instructor manuals, drawings, etc.)
- produce effective instructional materials in accordance with development guidelines, such as:
- identify training/performance requirements, and identify sources of learning materials
- make recommendations on the purchase of teaching aids
- develop guides
- produce teaching materials
- submit training materials for beta testing and formative or pilot evaluations to ensure compliance with prescribed standards and client requirements, and revise as necessary
- perform data analysis using Bloom’s Taxonomy
- prepare instructors on how to use or implement instructional materials in instructional programs
- evaluate instructional materials to determine whether they can be converted either in whole or in part into eLearning
- propose a training solution to ensure that the training is accessible to employees:
- with disabilities, injuries and/or ergonomic requirements
- who require access to systems, programs, information, computers and computer resources
- produce accessible instructional materials in accordance with accessible documents, such as:
- identify accessible requirements and sources of accessible formats
- make recommendations on the purchase of accessible hardware and/or software, if required
- produce accessible teaching materials
- submit accessible training materials to ensure compliance with prescribed accessibility standards and client requirements, and revise as necessary
- prepare instructors on how to use or implement instructional materials in accessible formats
- evaluate accessible instructional materials to determine whether they can be converted either in whole or in part into eLearning
- provide:
- needs assessment reports
- instruction or program plans
- design guides
- scenarios, activities, exercises
- presentations and educational materials
15.3 Content subject matter expert
The required services/tasks may include, but are not limited to the following:
- check the scope of content requirements
- determine content, including source documents and reference materials such as books, articles, video tapes and static media
- format and correct content before and after implementation
- review design documents, scenarios and final product to verify the accuracy of the content
- provide subject matter approved content
15.4 Technical writer
The required services/tasks may include, but are not limited to the following:
- check the scope of the content
- conduct end-user analysis
- research and analyze information provided
- draft theoretical and procedural content
- update and/or make changes to the copy
- create guides
- examine, review, and correct documents
- review the relevance and usefulness of written materials
- provide student workbooks, user manuals and guides
15.5 Advisor in eLearning and learning technology
The required services/tasks may include, but are not limited to the following:
- monitor technological advances and propose technical solutions for learning products and accessibility format requirements, as required
- conduct research and provide recommendations for new learning technologies, and accessibility format requirements, as required
- recommend tools that are readily available and useful for technology-based learning services and accessibility format requirements, as required
- develop standards and processes for new learning technologies
- explore current research areas in the field of eLearning
- explore and recommend eLearning materials and platforms, and accessible format(s)
- analyze learning and/or accessible tools and technology needs
- provide business cases for learning and/or accessible technologies
- report on learning and/or accessibility standards and processes
- provide strategic and/or operational planning for learning and/or accessible products or technology
- prepare reports on costs and cost-effectiveness of learning and/or accessible technology(ies) tools
- analyze eLearning platform models and accessible formats
More information
- Accessibility for Ontarians with Disabilities Act: Integrated Accessibility Standards Regulation (Audio-visual materials)
- United States Access Board: Audio-Visual Accessibility Initiative for Visitors with Disabilities
15.6 Custom eLearning programmer
- Custom eLearning product programmer:
- Use complex software that requires more expertise and user interaction, including the production of very complex animations. In addition, for highly complex online training, such as flight simulators or military equipment.
The required services/tasks may include, but are not limited to the following:
- conduct reviews and analysis and make recommendations on programming issues in project documentation, including:
- coding standard chosen
- assessment of client needs
- infrastructure topology
- develop state-of-the-art components for the project, including:
- user interface according to the style guide of the requirement
- pseudocode and metadata models
- advanced JavaScript course elements
- all course elements and related resources
- shared content elements and item metadata documents
- Sharable Content Object Reference Model (SCORM®) compliance and user-friendliness testing
- quality assurance testing
- maintenance guide that provides relevant information for modifying and maintaining the final products
- perform the coding or programming of eLearning product elements in accordance with course design documents, including:
- accessibility format requirements, as required
- multimedia elements
- interactive elements
- course content elements
- shared content elements
- evaluation tools
- means of assessment
- design and develop a data structure, including:
- design database structures and reports
- document the implementation of the database including connection information
- provide technical guidance, including:
- recommend best practices
- make recommendations on the development of eLearning products
- develop and recommend solutions to identified coding problems
- review test documentation
- document solutions or alternatives to identified problems
- provide:
- user interfaces
- prototype shared content items to be tested with SCORM® test logs
- models based on Extensible Markup Language (XML), Extensible Stylesheet Language Transformations (XSLT) and Extensible HyperText Markup Language (XHTML), alpha, beta and final versions of eLearning products
- SCORM®-compliant course with SCORM® test log
- maintenance guides that provide detailed guidance on maintenance and modification of eLearning products
- interactive multimedia elements
15.7 Rapid eLearning programmer
- Rapid eLearning programmer:
- Use eLearning software like Articulate Storyline® or its equivalent, that is easy to learn and use, program and publish on platforms and easy to operate even if the user is not a technology expert. Most organizations (school, university, industry, etc.) use this type of software.
The required services/tasks may include, but are not limited to the following:
- create multimedia animations using images, sound and video
- use authoring software to assemble eLearning content and publish the course in accordance with educational design documents
- design and create interactions that are included in rapid eLearning software
- diagnose breakdowns and resolve issues related to online course interactions that do not properly publish or that do not properly report data to a learning management system
- develop content based on scenarios, in collaboration with training designers
- provide advice on appropriate interaction and also on the limitations of some applications
- create reusable online content
- provide:
- alpha, beta and final versions of eLearning products
- courses conforming to the SCORM® standard
- maintenance guide giving specific instructions on updating and modifying eLearning products
15.8 Quality assurance specialist
The required services/tasks may include, but are not limited to the following:
- develop a quality assurance program, including:
- quality standards, methodologies, procedures and tools required for quality assurance activities
- resources, schedule and responsibilities required to conduct quality assurance activities
- activities and tasks in support of various quality assurance processes, including verification, validation, joint review, verification and problem solving
- develop quality assurance protocols, including alpha, beta and pilot testing
- implement quality assurance testing protocols, including:
- test eLearning programs to verify that they are compliant with client-approved drafts, instructional standards, guidelines, specifications and scenarios
- test the eLearning program for interactivity, functionality and programming errors
- verify grammatical and spelling accuracy in either or in both of Canada’s official languages, as required
- ensure consistency of the on-line learning product in terms of presentation and style, including use of colors, fonts, formats, architecture and navigation strategy, modularization and consistency between the English and French versions
- ensure compliance with guidelines, conventions, taxonomies and best practices with respect to the use of metadata
- verify compliance with SCORM® in an approved learning management system/learning content management system testing environment
- test eLearning programs to ensure that they are functioning as intended in the client's learning management system/learning content management system environment
- document the results of all quality assurance interventions and make them available to the technical authority
- write reports based on the results of the quality assurance test protocol
- provide quality assurance:
- plans
- testing and test protocols
- test reports
15.9 Graphic designer
The required services/tasks may include, but are not limited to the following:
- determine the best way to achieve the desired graphics:
- using existing stock
- developing new material
- using a combination of both existing stock and new material
- consult with clients to establish the overall look and graphical elements
- review the presentation design document and/or the scripted storyboards and make recommendations to the instructional designer(s) and/or client; including:
- consulting the clients regarding associated costs
- ensuring that the design is engaging and meets the client requirements
- create designs, concepts, and sample layouts of graphical elements in accordance with the presentation design documents and the scripted storyboards
- determine size and arrangement of illustrative material and copy, and select type style and size
- create new images using computer software
- mark up, paste, and assemble final layouts
- digitizing images
- provide:
- graphic concepts
- graphics
- sample layouts
- final layouts
- multimedia graphic objects
More information
- Accessibility for Ontarians with Disabilities Act: Integrated Accessibility Standards Regulation (Audio-visual materials)
- United States Access Board: Audio-Visual Accessibility Initiative for Visitors with Disabilities
15.10 Photographer
The required services/tasks may include, but are not limited to the following:
- determine the best way to achieve the desired photographs:
- using existing stock
- developing new material
- using a combination of both existing stock and new material
- use traditional or digital cameras to take pictures either in a studio or on location
- adjust apertures, shutter speeds, and camera focus based on a combination of factors, such as:
- lighting
- depth of field
- subject motion
- film type
- film speed
- determine desired images and picture composition
- select and adjust subjects, equipment and/or lighting to achieve desired result
- scan photographs into computers for editing, storage, and/or electronic transmission
- measure light levels, distances, and numbers of exposures needed
- manipulate and enhance scanned and/or digital images to create desired effects, using computers and specialized software
- review the presentation design document and/or the scripted storyboards and make recommendations to the instructional designer(s) and/or client; including:
- consulting the clients regarding associated costs
- validating that the design is engaging and meets the client requirements
- provide:
- high quality photos
- web-ready photos and thumbnails
- panoramic photos and virtual spaces
15.11 Animator
The required services/tasks may include, but are not limited to the following:
- determine the best way to achieve the desired animation:
- using existing stock
- developing new material
- using a combination of both existing stock and new material
- design and create two-dimensional and three-dimensional images depicting objects in motion and/or illustrating a process, using computer animation or modelling programs
- make objects or characters appear lifelike by manipulating light, color, texture, shadow, and transparency to give the illusion of motion
- create storyboards that show the flow of the animation and map out key scenes and/or characters
- review the presentation design document and/or the scripted storyboards and make recommendations to the instructional designer(s) and/or client; including:
- consulting the clients regarding associated costs
- ensuring that the design is engaging and meets the client requirements
- provide:
- 2D and 3D animations
- complex gaming objects, such as:
- avatars
- systems
- landscapes
15.12 Video producer
The required services/tasks may include, but are not limited to the following:
- determine the best way to achieve the desired video:
- using existing stock
- developing new material
- using a combination of both existing stock and new material
- cut shot sequences from different angles at specific times in the scenes so that the final product is fluid and seamless
- edit video to include music, dialogue, and/or sound effects
- select and combine scenes to form a logical and smoothly running story
- determine the specific audio and visual effects, and/or music necessary to complete the video
- review presentation design document and/or the scripted storyboards and make recommendations to the instructional designer(s) and/or client; including:
- consulting the clients regarding associated costs
- ensuring that the design is engaging and meets the client requirements
- provide high quality video and web-ready video
15.13 Audio producer
The required services/tasks may include, but are not limited to the following:
- determine the best way to achieve the desired audio, sound bite, music, sound effects, and/or audio clips:
- using existing stock
- developing new material
- using a combination of both existing stock and new material
- record speech, music, and other sounds
- regulate volume level and sound quality during recording sessions
- mix and edit voices, music and sound effects
- separate instruments, vocals, and other sounds, then combine later during the mixing or post production stage
- synchronize and balance pre-recorded dialogue, music, and sound effects with animation, video, and/or other sounds into the learning product
- review presentation design document and/or the scripted storyboards and make recommendations to the instructional designer(s) and/or client; including:
- consulting the clients regarding associated costs
- ensuring that the design is engaging and meets the client requirements
- provide high quality audio and web-ready audio
15.14 Multimedia director
The required services/tasks may include, but are not limited to the following:
- determine the best way to achieve the desired audio, sound bite, music, sound effects, and/or audio clips:
- using existing stock
- developing new material
- using a combination of both existing stock and new material
- coordinate the work of camera and/or audio resource(s)
- coordinate with video and/or audio producers during the post-production process
- plan details such as framing, composition, camera movement, sound, and actor movement for each shot or scene
- establish pace of programs and sequences of scenes according to time requirements and cast and set accessibility
- select sets and locations for video and determine how scenes will be shot in those settings
- coordinate rehearsals and communicate the "approach, characterization, and movement" needed for each scene
- review presentation design documents and/or the scripted storyboards and make recommendations to the instructional designer(s) and/or client; including:
- consulting the clients regarding associated costs
- ensuring that the design is engaging and meets the client requirements
- provide production ready storyboards and finished multimedia eLearning products
15.15 Narrator
The required services/tasks may include, but are not limited to the following:
- perform the voice dialogue of scripted storyboards whereby the narrator communicates directly to the reader
- perform the voice-over presentation to the audience (also known as off-camera or off-stage commentary)
- perform voice-acting activities to animated characters for short films, video games, instructional videos, singing and other sounds
- provide sample audio recordings, final audio recordings, sample voice dialogue recordings and final voice dialogue recordings, as required
15.16 Instructor
Instructors may be used to teach government owned training in any of the subject areas identified below. Subject areas are based upon the content and not the target audience.
- Human resources
- Finance
- Management skills
- Leadership development
- Change management
- Project management
- Career counselling
- Environment
- Energy management
- Military occupation training
- Public safety
- Health and safety
- Information technology
- Health services
- General (subject area to be identified in the resulting bid solicitation)
Required services or tasks
The required services/tasks may include, but are not limited to the following:
- confirm with the client if there are any accessibility requirements prior to the scheduled start date of the training
- deliver the training in accordance with the course lesson plan, using appropriate adult education techniques, and using accessible services and/or equipment, if required
- set up the classroom prior to the scheduled start time of the course, including setting up accessible services and/or equipment, if required
- ensure that the classroom is set-up in such a way that participants have a direct view of the interpretation services (for example, without any columns obstructing the view), if required
- ensure that all entrances, hallways and ramps are free of any obstacles, if required
- provide administrative briefing to participants at the beginning of the course, to include the:
- course outline
- location of emergency exits
- washrooms
- restaurant facilities
- lunchroom area
- provide instructions to participants on how to use instructional materials in available accessible formats, if required
- distribute attendance list to participants for their signature
- evaluate tests and/or assignments
- distribute course completion certificates to participants
- distribute course evaluation forms to participants
- forward any feedback and recommendations to the technical authority, regarding the course
- provide course feedback reports
- set-up the electronic environment in accordance with the training plan and accessibility requirements, if required
15.17 Training facilitator
Training facilitators may be used to facilitate government owned training that is delivered in-person (for example, in-class), or online, or by combining the delivery methods (for example, in-class and online).
- Online facilitation:
-
Involves managing learners and learning through an online medium such as virtual classroom applications. It also refers to the management of online communication between learners by a facilitator. In this regard, online facilitation aims to:
- focus on web content
- set up an interactive structure that recognizes the social and interactive elements necessary for the:
- acquisition of knowledge
- pedagogical approaches that enable learner centered, rather than facilitator driven learning
There are 2 main types of online facilitation:
- Asynchronous: methods of communication such as discussion forums, electronic message boards and e-groups in which the facilitator acts as a moderator by reviewing participant messages offline and posting administrative messages
- Synchronous: events in which the facilitator works in real time, leading or assisting in the delivery of instruction to learners within a virtual classroom application, through:
- presentations
- discussions
- interactive exercises
- use of slides
- whiteboard
- application sharing and document review
- other tools and techniques commonly associated with virtual classroom applications
Means of online facilitation
Means of online facilitation include, but are not limited to the following:
- virtual classroom application software
- static text
- threaded or unthreaded discussion boards
- instant messaging or chat
- live voice or video
- provision of links to other content sources or resource lists
- non-virtual means, such as phone support
Required services or tasks
The required services/tasks may include, but are not limited to the following:
- become familiar with the course content prior to course delivery
- attend the train-the-trainer sessions, dry run and pilot tests
- contribute suggestions towards course improvements or revisions
- deliver training by:
- guiding learners through course materials and training activities (for example: problem solving, information sharing), and focusing on key points
- critiquing work/thinking in a supportive fashion
- promoting interactivity and discussions
- maintaining a pace suitable to the course schedule
- creating and fostering a collaborative and safe environment for participants
- motivating learners to take responsibility for their own learning
- catering to different learning preferences and learner needs, finding the optimal balance between private email and public discussions, and encouraging collaborative work, learner-to-learner discussions and group discussions
- moderating and/or managing discussions, encouraging and gently guiding the discussion, planting ideas or starting new topics, and managing differences of opinion or perspectives effectively
- sharing information and resources with the group
- answering participants’ questions and providing help when required
- help learners make the transition from private 1-on-1 email to group participation
- assist learners to become comfortable with systems and software
- check for copyrighted material that shouldn’t be posted without permission of the author
- provide course feedback reports
15.18 Training evaluator
Training evaluation services will provide the organization with strategies, planning and tools to evaluate and measure desired learning outcomes:
- Short-term: Improving the design and delivery of courses
- Medium-term: Making informed decisions about employee learning opportunities
- Long-term: Focusing on results
The objectives of the learning assessments provide performance data for ongoing quality assurance or design improvement.
Learning assessment model
Most organizations use the Kirkpatrick learning assessment model or equivalent.
Learning evaluation levels
Learning assessments based on the Kirkpatrick model are defined at 4 levels:
- Level 1, reactions: the degree to which participants respond positively to the learning event
- Level 2, learning: the degree to which participants acquire the expected knowledge, skills and attitudes based on their participation in the learning activity
- Level 3, behavior: the degree to which participants apply what they have learned during their training when they return to work
- Level 4, results: the degree to which the targeted outcomes occur, as a result of a learning event and subsequent reinforcement
The learning evaluator must apply current techniques in the evaluation of courses or programs in order to provide an evaluation framework or evaluation report.
Required services or tasks
The required services/tasks may include, but are not limited to the following:
- provide recommendations and suggestions to the evaluation framework
- evaluate the level of use, as well as the relevance and effectiveness of the tools in the context of the project
- validate and provide the best assessment tools to achieve the objectives of the evaluation framework
- develop and propose evaluation tools to be chosen in collaboration with the client (for example, on-line questionnaire, semi-structured interview, written analysis, assessment tools, focus groups, observations)
- develop and propose a standardized evaluation questionnaire for different programs and training:
- classroom questionnaire
- quiz for virtual classroom courses
- questionnaire for online courses
- customized and adapted questionnaires
- administer evaluation tools, tests, including the use of on-line tools, where necessary and appropriate
- compile, capture, integrate and analyze data to ensure that established training objectives have been met for courses
- submit standardized assessment reports
- submit a report outlining key observations that could affect learning, objectives, activities or communication tools (including specific recommendations on the implementation approach and/or timeline)
- develop evaluation frameworks, evaluation strategies, and evaluation plans
- conduct training evaluations
- perform data collection and analysis
- provide interpretations of results and prepare conclusions
- provide written reports and presentations
15.19 Project manager
The required services/tasks may include, but are not limited to the following:
- manage the scope of projects and products, budget and schedule
- develop and update work breakdown structures and detailed project plans
- track project plans and manage resources
- manage the change control process
- maintain communication with government stakeholders and other project managers and provide project status reports on an on-going basis and at scheduled times during the project
- manage risks and implement solutions to problems
- plan, organize, direct and control quality assurance throughout the project
- support the release, implementation and delivery of products
- provide work breakdown structures, project plans and project status reports
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