AECT Proposal BlueOwl .pdf

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April 1, 2016

Dear Nevada Department of Conservation and Natural Resources:
Enclosed you will find our training design and development proposal in response to your
recent RFP. Our goal is to provide clients with training solutions that will increase
employee efficiency and productivity. We utilize the latest design and development
technologies, and strive to follow industry best practices in the creation of our eLearning
Should you have any questions about our proposal, we would be happy to discuss those
with you at any time. Blue Owl Instructional Design would like to thank you in advance
for your thoughtful consideration. We will look forward to hearing from you.
The Staff at Blue Owl
Blue Owl Instructional Design






Nevada Department of
Conservation and Natural Resources

Training Proposal

April 1, 2016

Problem Statement ……………………………………………………………… 3
Training Strategy .……………………………………………………………….. 3
Instructional Technology ……………………………………………….………. 4
Timeline ………………………………………………………………….……... 5
Evaluation Plan ………………………………………………………….……… 5
Funding …………………………………………………………………….…… 6
References ………………………………………………………………..……..




The purpose of this proposal is to address the training needs expressed by the Nevada
Department of Conservation and Natural Resources. Each year, the State of Nevada hires
dozens of seasonal employees to work in its 23 (Nevada State Parks, n.d.) beautiful and
diverse state parks. It has been determined that an improved education and training
program will help guarantee that park employees are better informed in areas such as
public safety and federal regulations. Additionally, an improved training program will
assist seasonal park employees in being better prepared, and more likely to stay in their
positions for a full season. Finally, as a result of the new training program, those who
choose to return to their positions will come back as more valuable senior employees,
ready to lead and mentor other park staff.
The training must accommodate the variety of park positions and locations in the State of
Nevada. This may include positions such as, but not limited to, Park Ranger Technician,
Park Aid, and Lifeguard (Nevada State Parks, n.d.). Due to the diverse nature of each of
these roles, as described on the Nevada State Parks website (n.d.), training will focus
primarily on the issues of safety, public service, and legal/compliance concerns. The
Nevada Department of Conservation has requested that training be made available for
three unique groups of individuals, including; prospective employees, newly hired
employees, and returning employees. Each stage of the training program should have
assessment components and feedback to allow each learner to easily recognize the
progress that they have made, as well as allow directors to see readiness for employment
at the given levels, and determine which type of job roles to assign each employee.
In order to address the unique training needs outlined by the Nevada Department of
Conservation and Natural Resources, our proposed method of design and delivery will
consist of three core components: (1) highly visual scenario-based eLearning modules
developed for multiple platforms, and (2) a new training website designed to host the
eLearning modules, and (3) an online training database used to track user progress. Each
of these components will be developed as custom resources for the Nevada Department
of Conservation and Natural Resources.
Our eLearning modules will utilize scenario-based learning (SBL) strategy, which allows
students to work through a storyline or case while applying newly learned skills and
subject knowledge in a safe, real-world context. Scenario-based learning challenges the
learners’ critical thinking and problem solving skills, while also allowing the learner to
demonstrate their knowledge. SBL is based on the principle of situated learning theory
(Lave & Wenger, 1990), which argues that learning is most effective when taking place
in the context in which it is going to be used; as well as situated cognition, which is the
idea that knowledge is best acquired and more fully understood when situated within its
context (Kindly, 2002). This instructional strategy seems highly relevant and appropriate
given the nature of the training that is sought by the client, and should encourage active
inquiry on the part of the trainee.




The Successive Approximation Model (SAM) will also be utilized to guide the design
and development portion of this training program. The SAM model will allow both the
design and development teams to work closely with subject matter experts at the Nevada
Department of Conservation and Natural Resources to create an iterative strategy for each
phase of the process. This will allow for ongoing improvement to the eLearning modules
and the training program’s host website as the project progresses. We are focused on use
of this particular model for the efficient and flexible design that it offers (Allen and Sites,
2012), and will use it as a guiding model as we work towards the development of
engaging and effective eLearning products for the client.
Figure 1. Successive Approximation Model (Allen and Sites, 2012)

Additionally, this training program will utilize the several multimedia design principles,
as outlined by Clark and Mayer (2011), to create an aesthetically appealing and effective
eLearning experience for employees of Nevada State Parks. This includes the modality
principle, in which words are presented as speech rather than on-screen text; the
contiguity principle, in which spoken words are synchronized with corresponding
graphics; the segmenting principle, in which lessons are broken into parts to manage
learning complexity, and; the personalization principle, which encourages the use of
conversational style in training an eLearning experiences.
In order to achieve the desired training outcomes, our team will utilize Articulate
Storyline as the primary instructional technology development resource to create dynamic
learner-focused modules publishable in HTML5, which will be easily viewable across
multiple platforms. Using Articulate Storyline, our development team will build
eLearning modules with branching capabilities to accommodate the different park staff
roles as well as the different levels of learner expertise; this includes prospective
employees, newly hired employees, and returning employees.
Articulate Storyline will also allow for built-in formative and summative assessment
within each module, and can be connected to the proposed online database, which would



be made accessible to directors and other park administration so that they may retrieve
learner progress data. The database would accompany the new training website designed
to host all eLearning modules for the Nevada Department of Conservation and Natural
Resources. Additionally, the design and development team would utilize several of
Adobe’s Creative Suite resources including Illustrator and Photoshop to create training
assets, Premiere Pro to edit video and audio, as well as Dreamweaver to assist with
website construction and file management. Finally, free resources such as Audacity, may
be utilized for eLearning audio recording and editing.
By constructing a new website and database as the means for hosting and tracking
progress throughout the eLearning modules, as opposed to adopting a traditional
Learning Management System (LMS), our team believes that we will be able to
significantly reduce support costs, maintenance costs, renewal costs, and training costs
over time. Developing and hosting in this format will also allow the team to create a fully
customized resource to meet the specific needs of both the Nevada Department of
Conservation and Natural Resources and its employees.
Considering the client requirements, our team will plan to construct all training program
components following a schedule that will allow the team to launch both the training
website and eLearning modules in time for the spring/summer 2017 hiring season.
Figure 2. Proposed Design and Development Timeline

Program success will be evaluated through small group observation and interviews
during the alpha and beta test phases. This will allow our team to collect learners’ realtime reactions to the training, observe learning progress, and note any usability issues.



Additionally, we will utilize follow up interviews and surveys after the product launch to
obtain learner reflections on overall experience, and gain a solid understanding for how
well each topic was presented and whether trainees felt comfortable and at ease with use
of the proposed eLearning solution. Regular communication will also occur between the
design and development and the client during the design and development process to
allow for iterative adjustment to each module, which will help to ensure the accuracy and
quality of each training module.
In order to assess knowledge acquisition of each individual employee, we will implement
both formative and summative assessment activities as checkpoints within each of the
eLearning modules. Formative assessment activities may include, but not be limited to,
interactive drag and drop, fill-in-the-blank, video-based question and answer, or scenariobased activities. Summative assessments will appear in the form of multiple-choice
questions at the end of each module to assess learners’ knowledge by focusing on the
comprehensive learning experience. These assessments will also allow us to identify
areas in which trainees did not perform well and make appropriate adjustments to the
training by focusing on areas of concern.
Our proposed design and development budget for the first seven months of the project, as
outlined in Figure 2, are displayed in Figure 3 below.
Figure 3. Itemized Budget



Allen, M. and Sites, R. (2012). Leaving ADDIE for SAM: An agile model for developing
the best learning experiences. United States: American Society for Training &
Clark, R. C., & Mayer, R. E., (2011). E-Learning and the science of instruction: Proven
guidelines for consumers and designers of multimedia learning. San Francisco, CA:
John Wiley & Sons.
Nevada State Parks (n.d.). Retrieved March 25, 3016, from
Kindley, R. W. (2002). Scenario-based e-learning: a step beyond traditional e-learning.
ASTD Magazine. Retrieved from
Lave, J., & Wenger, E. (1990). Situated learning: Legitimate peripheral participation.
Cambridge, UK: Cambridge University Press.



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