7. Learning services for government owned training stream

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

7.1 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

7.2 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 and corresponding level’s from 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 that takes into account accessibility. For example, 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 or exercises
  • presentations and educational materials

7.3 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

7.4 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

7.5 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

7.6 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, such as:
  • 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

7.7 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

7.8 Quality assurance specialist

The required services/tasks may include, but are not limited to the following:

• develop a quality assurance program, such as:
  • 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

7.9 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
• digitize images
• provide:
  • graphic concepts
  • graphics
  • sample layouts
  • final layouts
  • multimedia graphic objects

7.10 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 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
  • virtual spaces

7.11 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 2-dimensional and 3-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

7.12 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

7.13 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

7.14 Multimedia directors

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

7.15 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

7.16 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)

7.17 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

7.18 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.

7.19 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