LTAP/TTAP National Conference
Boston, MA August 1-4, 2011
Using Technology to Improve Training and Logistics
Mary McCarthy: We are four speakers today. See from the agenda. Basically we are
going to run the session so that everybody has time for their presentation. Is to, they
are going to give about 10, 15 minute presentation. Have a couple of minutes for some
quick questions. Move on to the next speaker and then we’ll have some time at the
end, where we can kind of come back to things and have a little time to process and ask
some more questions of the speakers. Our first speaker today is Denise Brown with the
North Dakota LTAP. Denise is the administrative assistant, our office manager for the
LTAP. She has over 18 years of administrative experience, holds a Bachelor’s Degree
in Business Administration from the University of Mary. And will be pursuing a Masters
Degree in Instructional design this fall. She has a greet passion for online learning and
media technology. And she is going to share some of what she knows about that today
with us and how it’s helped her and the operations of the North Dakota LTAP serve their
customers better. Denise?
Denise Brown: This might be a repeat for some of you that were in the session last
year but we have improved our technologies and for our customers this past year. Just
with adding some programs onto what we had in the past.
Male speaker: Otherwise turn it around. Try and play again.
Denise Brown: Just to explain about North Dakota LTAP our part of Upper Great Plains
Transportation Institute with the North Dakota State University. We are a pop up
firmware, and we have satellite office in [Dismast] [0:01:35]. We are a small LTAP
agency. Actually there’s the director of program manager, myself and serving right in
there. Just to give you a little account on our training a bigger cluster. But I see I do
have a couple of here or one [Indiscernible] [0:01:55] the third one down the webinar,
we have more than 80 [Indiscernible] [0:01:59] since I guess I’m not pretty sure a bit
about that, but I was reviewing that stuff so I put it together and there were many more.
So as you can see we do, do a lot of video conference. Last year actually the only on
site we had was Lincoln Road’s one stop shop, which we did at four locations
throughout the state.
Now quite a time scheduling them. We had kind of a disastrous winter, so the video
conference really pulled through for us. And also the webinar so we weren’t having to
travelling block preset but also for our customers that they were haven’t to travel a great
distance in the weather that we were having. Our trading markets I would like to show
are our main one that we really have advanced with is our learning management
system. Our learning management system has made it easier for access of our online
modules. And you can see the schedule when you go into it, you go into schedule of
calendar where it shows where the workshops are, you just click on them, you pick the
site that you want to attend at and puts you into that site or it puts you into that
workshop very easily. I’m kind of leering going into this because I know our connection
is not… Tested the technology here, it’s [Inaudible] [0:03:30] to get in. A lot of hotspot,
we are on hotspot so hopefully it will go through.
And we have this website right on our, or the connection to the learning management
system right on our website which makes it very nice for our users, our audience that
they can just click on here and they can sign up for an account. Once their account is
activated then they can go in and do any type of registration or as it says on the screen
here they can go in and browser without an account to see if they want to become part
of that system. And as you can see at the top, we have the course’s registration link,
the message center, a learning plan, achievement record, profile and links. So far what
we’ve mainly worked with was the learning plan. Any course that you take through us is
tracked on your learning plan and your manager can go in there or your supervisor and
see what courses you’ve taken. We do have assessments with the courses especially
the online courses which will show up complete or incomplete passage on it. Just to
show you on the courses that we’ve had. You know, the easiest way is going to the
catalog. And the catalog system we have is very user friendly for our customers,
because they can go to the global, the Graduate School Opportunities, which is another
agency through UGPTI, your online courses that they can do at their own pace. And we
are posting a lot of NHI courses on there as well on site and resource library. Our video
conferences that previous held, I would like to show you that because it’s such a nice
link that you’re able to go from there right to the workshop… And I’ll just go to our
famous one of gravel road’s maintenance which is linked in. It’s a little bit slower but it
gets very nice. People would call us and they’ll say, “You know, there is just no way
that I can g to this workshop, or I miss it because of this reason, we just direct the
amount here and you’re able to go out there.” And we store all of our video conferences
on a content manager through [tanbag] [0:06:15] and they can access and that they’re
only sure they can project them up on a screen, so that a room full of people can watch
it with them as well.
As you can we have just a course description, a brief course description here? Any kind
of PDF that you might want to upload out here the instructors for instance, Ken
[Indiscernible] [0:06:37], Cubic Yard, spreadsheet here. And then all we have to do is
click here. It says the recorded session is viewable here. And this takes you right to the
content server right to the course itself. And we do go out there and edit. We have the
editing capabilities and we can start from you now, right at the beginning of the
workshops. We do a lot of audio, video checks. So we want to cut that out on our
recording and we were able to do that. Yeah this isn’t going to run real fast because it
is a video so I’m actually going to exit out of it. I’d like to show you more on it but you
can also look at it in your own time. But one thing I do want to show is the learning
plan. As you can see I have a tone of classes that I have on here. A lot of them show
in progress because I do a lot of the testing to make sure that everything is working
properly but you can see the ones I’ve been enrolled in,, the ones that are in progress
and from there all I have to do is push the launch button. And that will take you directly
to the course. And then you can stop and finish it, at the time that you, at your own
leisure. So that’s the learning management system again, easy access for our clients
and easier we can make it the better off we are. We do send them periodical emails
explaining to them you know, these are access more resources that we have added on
the learning management system. And then again the learning their, adding to their
learning plan achievement record is really important to us.
Other benefits we have and it’s a huge one for me, is the Staff Time for Registering
Participants. All of you know how much time you can use just getting those people
registered and if they want to cancel. This way they can go off to the system, if they
registered they can go on and cancel if something is not for us the headache of
registering is basically non-existent. And the registration process we do have a few
people who call and just are not text able, or are scared to death by the computer and
we just walk them through. The benefits; they can have advance access to the training
materials. As you know sometimes for instance the seal code word chop that we put on
is huge manual or a huge power-point that the instructor gives us and says distribute it.
Well it gets to be very time consuming, costly to do that, at this point with our learning
management system people can go out there and download that ahead of time and they
can you now, we could put a test out there, pretest out there also. They could take the
pretest and then come to the workshop. So that’s been a great feature as well. Our
reporting feature is great for the PARS data we have a dashboard where we can get the
courses that we’ve put on, how many people have attended? How many sites you know
what the organization wants that they came from so that’s also been a huge
advancement for us. And then the site management, if you do video conferencing you
know that site management can also be a headache at times but with our learning
management system we have a capability of putting how many people can be in one
site. Once that number gets filled up the site goes down so it’s been very useful. The
other one I want to talk about is our webinar training. We did do four webinars this past
year. First couple were a little bit shaky ‘cause we were not trained you know it’s one of
the self taught things. We are currently using instant presenter and it’s just a web
based platform that you can go off and get. We did do some research as too which one
we wanted to pick.
A lot of people use Adobe Connect. The thing that we found with the Dobie Connect
without getting in the higher level of payment to have more users. We can have 200
users on this one and we have a video capability as well and we feel it’s cost effective,
it’s $248 a month and also the nice feature about it is you don’t have to do six month
time with the company. You can do it month to month so we just use our credit card
payment on that. And they can present from any location and we haven’t had a lot of
issues with presenters of course you know technology is what it will be and you have a
presenter in another state and sometimes that can be challenging to get that through
but we usually do about three test before the webinar and possible an instructor. And
no time out of the office of course and no travel expenses for anyone. And it’s nice as a
recording that you get to upload webinar with the recording you can also add at the
recording and you can also post that to your website or send it to the participants after
Another thing that I’ve really been doubling in is email marketing. Constant contact has
been a great item for us. I’ve tried a couple other ones in forums. A great point was
another one but the cost of them was far more than one constant contact was and they
did not have features that I needed. I wanted to do email marketing and surveying the
event marketing. Part of event management part of it and it’s been a great tool for us.
For instance you can see the way [indiscernible] [0:12:47] is made. It’s for a shop. We
sent that out just to kind of get a feel of what the audience was needing and compared
to last year what they wanted to see in that workshop. We’ve had actually great
response from our audience so it’s a great way to get feedback from your customers
and as you can see I was just playing around I did our annual picnic out there to see if it
was all coming.
So but these are the [indiscernible] [0:13:16] that I have. I have emails, the survey polls
and the [inaudible] [0:13:19] so it’ll be very easy to use this for a workshop registration.
And we have a new lock to our website. Actually this is from about three weeks ago
and it’s been updated again and Upper Great Plains Transportation Institute; Patrick
Nicholas who does that actual website. He is also our webmaster. He’s done great job
with this kind of gave it a more modern look to it and easier access lessen garbage out
there so it’s been a great change for us. Another thing that we’ve done is Steve Chase
our circuit rider. He has come up with the safety talk. For every month we have this
posted on our website which usable to our customers and any LTAP agency. Just kind
of short low brief safety talks that you can use that your people could use just to have
an hour safety talk. And as far as my resources that I have here I have them listed here
these will also be posted after the fact I didn’t make copies so or I can also email you
the presentation. And just if you want to try out our webinar service just to get kind of a
feel of it, the free webinar service I really like is anymeeting.com and actually we’re
going to be researching that more because I used it once this summer and it worked
identical to instant presenter. I got I all the features that I needed from it and the
reporting and it is like open source, there is sponsorship but the sponsorship isn’t bad.
It’s actually pretty good service so I would suggest you use that and then the e-learning
guild, I always pull up [indiscernible][0:15:12] for that because that’s what I had a lot of
my e-learning skills is from the e-learning guild. You use $99 a year for membership
but you’ll gain tones of information from them. That’s all I have. Very good. Questions
Female speaker: One quick question, Denise.
Denise Brown: Sure.
Female speaker: At the very beginning on your presentation, you were showing the
[inaudible] [0:15:41] presentation that Ken did can… when you go in there do you have
to pay for that to see that video or anything like that?
Denise Brown: No.
Female speaker: You get to see it because you’re already a signed member or…?
Denise Brown: Right and also actually right off of our website in our [inaudible]
[0:16:00] website people [inaudible] [0:16:02] videos and content server, you’ll be able
to go directly into it so you don’t need the capital for the learning management system.
It’s actually a free service for all people for anyone really. It’s and the only thing we had
to be careful about is copyright for instance [indiscernible] [0:16:32]. Our college, there
are [indiscernible] [0:16:24] coming courses. They have copyright and they also have
permission so we haven’t signed the contract right at the beginning so we know how
long we can make it all on that content server but it’s very nice the content server you
can do research feature where you put seal proof for instance and you’ll probably come
up with three different ones but you just click on the most recent you can view it from
Male speaker: In recording the information to the [inaudible] [0:16:53] or you just take
focus on those individual videos or do you track how long they watch those videos or…?
Denise Brown: He’s asking about the PARS reporting you know how we’re trapping.
I’m not the expert at the PARS, I’ll openly admit that our program manager is but we
would be able to do that type of reporting for them actually the learning management
system is very powerful in our reporting feature. We can build our own reports because
they have customized reports but you can also do that. You can add on to them or
subtract from them. Yes?
Female speaker: Illinois actually just started using a learning management system last
training year. Do you guys have somebody to host all that information for you on the
internet? Like if we go through KMXI which is the company and host, is that pulling the
stuff off the internet? Is that where it’s stored?
Denise Brown: Right it’s stored on their server. Is that what you’re asking?
Female speaker: Right.
Denise Brown: And it’s the company. Actually it’s Alpatel learn plus so
Female speaker: Okay.
Denise Brown: So and they’re a Canadian company.
Male speaker: Is there cost per year [inaudible] [0:18:13]
Denise Brown: We actually have shared programs TOM which is our transportation
learning network. We also have a [Indiscernible] [0:18:21] which is the educational
ground that we [indiscernible] [0:18:24] highway and also not everybody out to
appreciate the cost. So it is an expensive learning management system I would say
and there are lots more out there that are probably less expensive but the capability is
that they are really awesome and there is a lot out there that is very robust.
Mary McCarthy: Any more questions for Denise? Alright thank you Denise.
Denise Brown: Thank you.
Mary McCarthy: Next up is going to be Eric Wells with the Vermont LTAP program.
He’s going to be talking about using the studio response systems to streamline the
evaluation and assessment processes. Eric Wells is the publication coordinator at
Vermont’s LTAP center, a position he’s held since January 2010. He’s implemented
new media communication tools including a word press blog and You-tube Channel the
center as new ways to reach out and share information. Eric is a master of Public
Administration candidate at the University of Vermont which he hopes to complete in
May 2012. He holds a Bachelors of Arts in Journalism and Mass Communication from
Saint Michael’s. I’ll let Eric who is going to… you need help passing those papers?
Eric Wells: Yeah.
Mary McCarthy: That’s for the little interactive sessions, so it has fun and try out the
Eric Wells: I’m here to talk to you today about this little I like gizmo clicker surely
changing how we do things in Vermont’s and I think from our savings perspective
hopefully I can get message across to you guys during my presentation. So it’s an
interactive participatory component to the workshop. And we use it for feedback on pre
and post test evaluations, and we used it this year in our flagger training which saved a
lot of time and a lot of the manual and [Indiscernible] [00:20:10] test which our instructor
enjoyed a lot and myself for staffing those. It provides instant instructor feedback used
on pre tests, you set it up for a chart to appear and you can see, kind of gauge how
your class is doing earlier, early in the day so then they can tailor their teaching, so if
someone already knows something then don’t dwell on it during the day. See where the
weaknesses are and see where strengths are starting the class. And what’s nice about
it is, all these poll into this data receiver I plugged in here and it will take all the data at
the end of the session and it will spit it out it’s like excel spread sheets. There is over
four to choose from. We really use only two or three just to get that main data points we
are looking for. It really is a click, who wouldn’t. Because of this, spring of 2010 before
we bought them ourselves.
This is a picture from a room raider class up in Denver Vermont. Honestly, everyone
loves these things, I haven’t heard up front they kind of are what are this, I tell them it
can’t open your garage door, you cannot change the channel with it. So no one’s stolen
them yet thankfully. They are looking for the clickers now, and one time we didn’t bring
them they said, “Hey, where’s the clickers today?” We bought our own set later on in
the year. So we are going to do a quick demo here, I tried to do some rough cost
analysis of what we ended up saving with these. Learn more to how to use it, we’ve get
video clip from the instructor and his thoughts on them and take some questions. I
won’t handle a lot of technical stuff here there is a lot of details that go into setting up
the software. I’ve troubleshooted with it past the year and a half and I had it
documented happy to work with anyone who is looking for this particular brand or
another brand or has any questions, feel free. I can give you my contact information
So I brought an eye clicker two these are turning technologies clickers. There’s two or
three brands out there on the market and there is probably more but two or three are
kind of more prominent out there, we just decided to go with these college floor based
that mikes is using them already. We can check them out for free and we [Indiscernible]
[0:22:07] here. So how many of you folks have used something like this before? Good,
about half or so, as you can see it’s a power-point plug-in so basically what I do is set
up a slide here and [Indiscernible] [0:22:24] at the class and then you look on your
clicker you see a corresponding number 1,2,3,4. What I’ve done ahead of time, is that
receiver is set to it to a specific channel, and all these clickers are on the same channel.
You can change the channel but don’t worry about that don’t do that. I play I think about
23 of Michael Jordan’s numbers it’s easy for me to remember. They stay on there, so
what we would do like at a greater class I’d ask everybody, “Okay. Which of the
following distresses contributes to need for grading? One for port holes, two for loss of
crowd, three for wash board, four for ruts and five for all the above.” And before we
start can I have just a couple of volunteers that don’t want to click in right away. I just
want to show someone else this technology could do?
Female Speaker: I already won.
Eric Wells: Okay. So listen two or three people don’t click.
Female Speaker: Okay.
Eric Wells: How about you three folks in the back there? So feel free trying to
[Indiscernible] [0:23:13] on what you feel is the best answer. As you can see in the
upper right hand corner it says polling open and it will remain you can click in a million
times if you want as long as the polling is open. When I close it, that will be the cut off.
So I’m not sure how many again and I think it’s runs on the four of these.
Female Speaker: If I click in multiple times is it continue to tally up or?
Eric Wells: It will overwrite your original answer. So if some one is thinking about it,
you know what I’m going to change it now, I’m going to get two instead of one.
Male Speaker: And where are you getting that at the very top up there? The number?
Eric Wells: The upper right hand corner where it says response, we’ve got 26 in so far.
Female Speaker: 33 Eric if every one in the room has one.
Eric Wells: Okay. I will wait and see if the out come in but I will show you what’s really
neat here. We use this if we are doing a test like for flagging. I can bring up my
response grid and I can see everyone that’s keyed in so far but the key to setting this up
is it has to run off a participant list. So what I’ve done is each one has a serial number.
I’ve made a list with the serial number and then the number I put on the back of the
clicker so that way I can see It’s programmed I know that clicker 5, 7, 8, and14 haven’t
clicked so if you folks on the back would mind hitting an answer right now and click it
first, we’ll see their boxes disappear here.
Male Speaker: Cool.
Female Speaker: It’s magic!
Eric Wells: That’s a really useful tool if your use in a test taking atmosphere, you want
to make sure everyone has responded. ‘Cause you obviously run to people running
with an issue with the technology. Okay, I didn’t click on this one. This reassures them,
I have a go on clickers one through 30, 33people in the class handles out. I’d pop this
stuff if I only saw 29. I’d see okay, say clicker 7 hadn’t replied. I just throw it out there
you guys check reference number 7 please try resubmitting your answer on. This really
worked every time it usually happen once or twice each workshop so I want to share
that with you guys there. You can also brief a response grid on that color codes or
everyone’s [Inaudible] [0:25:25]. Just thinking about it right here. Okay. So that’s our
results, we’ve got 81 percent of folks think it’s all of the above. And this is all
customizable. I decided to put in an average, you can delete that and take that out. I’ve
also programmed to show the correct answers so we will see what everybody did here.
And we’ve got 81 percent got it right. So we use this in the pre test and the post test
and then we compare scores after each other. It’s all out there we have the data forum.
So instructor sees alright 80 percent of the class knows this answer and I don’t need to
really count it on this [Inaudible] [0:26:17] only 20 percent knew it.
Male Speaker: Eric, can we identify the people who didn’t get it.
Eric Wells: I can run a report after to see which numbers hadn’t got it.
Eric Wells: Another nice way you can use this is for [Indiscernible] [0:26:31]. So I want
to throw this question I wish you could get this.
Female Speaker: Oh. That’s easy.
Female Speaker: I think that’s a leading one ‘cause they’re listed as number one.
Female speaker: They should. I think there is a rule stronger I mean on this one.
Eric Wells: I’ll take a look and see what the distribution is here. Yes.
Eric Wells: That’s the right answer or something.
Female Speaker: Yeah.
Eric Wells: basically what we are looking at is we bought 50 of these. These are our
clickers here, two of the data receivers that collect them. Those go for $50 each or so.
We have got a big case we have got the little case and throw in some shipping cost we
are going to pay a little over $1900 for this set up. We bought that last summer.
Batteries on these are good haven’t go out yet. I think they’re kind of watch batteries
type of thing whenever you press it’s using some juice. So it’s very good so far haven’t
run out of batteries basically. So I tried to work some rough approximations on what we
Male Speaker: What kind of Bluetooth connection did you use with your computer.
Eric Wells: I have it plugged in to my U.S.B. port right now.
Eric Wells: Yeah it’s like a wireless radio transceiver [Indiscernible] [0:28:02]. Some
rough estimates before we were doing averaging about 450 per workshop per printing,
doesn’t seem like a lot but you add it up for 50 workshops we are looking at $225 per
year. That’s putting up pre and post test and written evaluation is double sided. So, it’s
good to have the paper after a while so now what we are doing we got rid of, we use the
clickers for the evaluation part and what we do a half sheet of paper for a couple of
questions. What you learn today, class you might like to see. So that really cuts down
our cost using this example to maybe $40 a year and seeing there are flagging test,
prints out like a 30 question flier test for 200 people we are spending probably about
$30 for that. We spend like 250 on it now. I basically need the assignment sheet to
write people’s names so which you critically have for our records. So you look at that
roughly we save $215 printing per year. You can buy Two M.E.T. C.D’s with that so to
kind of bring it home here. But the thing that I when I was exploring this is more of a
personnel time saving so one of our employees would take all the these pre post
evaluation results from before manually tabulate them then enter into our access based
And now we can just run the excel report right after. You don’t have to take that manual
time to tabulate using a software the employee, she will type in the responses from
those half sheets of paper we collected to get a nice uniformed report and then you look
at this. This is a real rough approximation we thought probably two and a half hours per
workshop there is more people less people and it would vary. She wasn’t sitting down
for two and a half hours straight every time too. She would spend some time do
something go back to it. We felt this was the best approximation used for this data. So
look at that with our aggravate probably like 50 workshops per year, we’ll hit 125 hours
personnel saving in this example. So you kind of take that to the next step here say the
employee was making $20 an hour.
They’re grossing about $2500 in that time work just tabulating results. And I did some
proportional productions to what we use at the college for taking away free pay checks,
we are looking at about $2100 in net pay for that employee. So that’s what
[Indiscernible] [0:30:18] and we’re saving roughly $2300 a year, using this best guess
numbers that’s exactly [Inaudible] [0:30:24] for you. [Indiscernible] [0:30:28] or more
just about $200 per month, and using this with our capital investment, I figure that these
clickers had paid for themselves by April 2011,about 11 months after we [Indiscernible]
[0:30:39]. So now we are saving about $2300 a year that before we were using on
printing, and personnel time to tabulate the data but we have this technology we can
use. If you buy four years of your LTAP membership for that amount of money each
year and three MET CDs. Yeah question?
Male Speaker: Yes. Is it true that in… if I understand right, that you’ve got software it’s
on board with your laptop that is trying to regulate your [Indiscernible] [0:31:04] and
everything, and that also then ties in with or prepares your reports…?
Eric Wells: Yep, its…
Male Speaker: And then you bring the reports [Indiscernible] [0:31:11]
Eric Wells: Yeah it’s terming technology software and it, it’s a plug-in for power point
essentially, and that’s a free software download, it won’t do much for you without the
hardware, the clickers but it’s all integrated in there you run your reports with excel and
spit them right out.
Male Speaker: Okay.
Eric Wells: So this is a visual there, you see kind of a flat line on capital investment that
are month by month savings. We [Indiscernible] [0:31:35] equilibrium approximately
April this year using these numbers as the best guess scenario. And I mentioned earlier
using for our flagging test approximately 200 individuals took the test via clicker this
spring, and it was very successful. At first I gave every one a separate sheet of paper
as well as another additional check. I showed you earlier, we can make [Indiscernible]
[0:31:57] when I keyed it in, I’ll have them write down on piece of paper what they were
going to click and they click it. Then after reviewing it in my pilot, at the first workshop, I
found like five or six anomalies in the data and some had written a different answer than
they keyed. So this didn’t affect anyone’s passing or failing the test, but to kind of
hedge off anything that may happen in the future, we just move to adjust clickers and no
trouble for us the way we did the five more times.
Like I said no one complained, we used a participate list, if we missed the response the
question, the software I figured out, we had the capability to go back and re-pull the
question if you want, you just need to when you run your report delete the first instance
that are being pulled. That’s more technical you have, we didn’t run to that at all, using
our strategy of, everyone keys in we see if 30, who wants to be a millionaire, is that your
final answer for everybody and then we kind of go on there, “I know yeah go on.” So
that’s was kind of our checks we put in place. And we also found this from a test taking
stand point, having instructor read the test to participants could alleviate any luring
difficulties or literacy, factors that they have been facing, and everyone was
comfortable, they like having someone read it to them, they were able to ask questions
quickly and we found it was a nice atmosphere to take a test, not really formal relegated
concepts [Indiscernible] [0:33:16].
You know people still, people come up to us like, “Hey I got to take a test today, you
know I haven’t taken a test in 20 years,” type of thing and just kind of reassuring them
you know, it will be fine, and it was. It was nice I can view their scores right to the end
too, so you can, I would, I mean cover the projector, I pull up everybody’s score so that I
can see who had passed or not, just above and bellow 80 percent, and only one person
was, didn’t pass the test out of 200 this year [Inaudible] [0:33:44] and just took him
aside and let him know what had happened. I like visuals, do you like visuals? I talked
about paper earlier, so this is kind of the visual approximation of it. Using about 5100
seats before, 800 seats after, so we’re looking at about saving 4300 sheets from
[Indiscernible] [0:34:03]. So that’s, it’s pretty significant and, you can see in picture but
Steve Jerome, I’ll show you [Indiscernible] [0:34:08] that red back drop for me there,
Female Speaker: Then how long Eric? Is that for…?
Eric Wells: It’s about a year’s time
Female Speaker: For a year.
Eric Wells: August to August. So I guess that probably save about 4300 hundred
sheets of paper in the last year. And another visual I pulled out two comparabable
workshops files from before and after. [Indiscernible] [0:34:33] left here we see pre-
clickers, that’s a double sided pre and post test and evaluation that will give me an in
tabulated after the fact. And then with clickers on the right with about 28 attendees in
the class, those are the excel reports that we generated and I didn’t double side them,
but I could have double sided those sheets of paper to and cut down on more paper.
And we save everything electronically as well which is nice ‘cause we send these out to
select board members [Indiscernible] [0:35:03]. And quickly I, Steve Jerome our circuit
writer, he couldn’t be here but, this his thoughts.
Male Speaker: As an instructor we will be talking the use of the clickers. I find it very
effective tool when we do a pre-quiz that allows me to see where the weaknesses are
on the students that we are instructing. Therefore I can customize the instructing to pick
up those weaknesses and strengthen the whole day as far as teaching goes.
Eric Wells: So future, just want to integrate this additionally and push it to other users in
the classroom and more instructors on board and using them as, in a pre-test setting to
really tailor their teaching.
Female Speaker: I have a question.
Female Speaker: Questions Yeah.
Eric Wells: That one on the back.
Female Speaker: Well, I would just add additional synergy is simply manually
[Indiscernible] [0:36:03] there is an higher chance of error as well and you need to
address that as a [Indiscernible] [0:36:09] would predict that you know it depends on the
employee obviously but you know often when you do something like that and you go
away and you come back to it, you know there is a chance you might not tabulate
correctly and with the clickers, your accuracy would be much higher.
Eric Wells: Yeah and that was a great point actually [Inaudible] [0:36:26]
Female Speaker: Just a comment, do you feel like you have a better quality of
feedback or maybe just more quantitative feedback because people are kind in essence
[Inaudible] [0:36:35] feedback or as if they’re filling out surveys its like,
Eric Wells: Yeah.
Female Speaker: Do they [Indiscernible] [0:36:40]
Eric Wells: Yeah, you’ll definitely the percentage of participation is greater and using a
strategy of the half sheet of paper as well. What we found after a couple of times is
having them felt the half sheet of paper first, to make sure everyone has a chance to do
that then we’ll do the clicker. Because before people would just kind of go through it
quickly you know and just like okay we’ll do the clickers in a minute.
Female Speaker: So I know you said that you went with this type because of the
university were you are at.
Eric Wells: Yep.
Female Speaker: Any feedback or information on the difference between that and I-
clicker? There was a presentation last year for the I-clickers, I’m just kind of curious as,
Eric Wells: I haven’t looked into the differences a lot, I’d like to touch base with some
other folks that use the I-clicker,
Female Speaker: These are lighter. We’ve used them, we don’t come and assemble,
we’ve used I-clickers, very similar. There is a different shape and size, with the long
skinny ones, so yeah.
Male Speaker: This has more options [Inaudible] [0:37:36] has five response and this
has lots of them.
Female Speaker: It is [Inaudible] [0:37:40] and I remember them being bigger and then
I’m wondering cost-wise too.
Female Speaker: I think these are a little cheaper.
Eric Wells: I know [Indiscernible] [0:37:45] technologies has partnerships with a lot of
universities too that you maybe able to buy a bulk amount, there maybe a cost that goes
down a little bit coming up a level like that.
Female Speaker: I think we happy our respond may be basically the same things, we
have [Indiscernible] [0:38:00] with the testing and the surveys, but what we found
honestly the greatest benefit, is you know you guys know training probably works
people [Indiscernible] [0:38:10] quiet, and don’t want to speak out especially if your
supervisor is in the room, and it’s just like Eric showed us you can get feedback and you
know you can get the wrong answer and they don’t know it’s you. And so we really on
our evaluations they already saying we love the clickers, and it allows the instructor to
get more immediate feedback.
Female Speaker: As in probably you’ve been using the clickers for long, we found out
that they were cheaper. There are university [Indiscernible] [0:38:36] uses actually a
different brains not the I-clicker, some, a third one but I have respond like a dozen
[Indiscernible] [0:38:42] now, but we found these were cheaper and had a lot more,
plug-in is really nice and it’s a little bit easier to [Indiscernible] [0:38:51] traditional
students they’re not taking with all different class looking to track them through a whole
four years or whatever so we found that easier. One of the biggest things I find is, as
the developer of the level two assessment working with the instructor, do you think it’s a
good question but with the reports that this generates I can look question by question
and see how everybody answered and if everybody answered you know a lot got it
wrong, they all answered is the same answer and that tells me either it’s a bad question
or we didn’t cover it. So as far as instructor feedback and kind of getting back with them
and saying, “We need to cover this more or this is a wacky question and we need award
it differently,” it’s a huge tool for them.
Eric Wells: I’ll just take a couple more Mary.
Female Speaker: Yeah [Inaudible] [0:39:38]
Female Speaker: Are you using these with these with multiple instructors or just you
using them right now?
Eric Wells: Multiple instructors will use them across the board for evaluations,
[Indiscernible] [0:39:49] all kind of uniform evaluation will do with them, we’re trying to
get more instructors to look at think about pre test and post test more and develop the
questions that way.
Female speaker: Yeah, like how do you get some instructors to buy into using them,
and is there a training that’s involved to teach some instructors like how to get to use
them or [Indiscernible] [0:40:07]
Eric Wells: Yeah, its more of I kind of, they‘ve given me the questions and I’ve set it
Female speaker: Right,
Eric Wells: Like the Paul Brown, it’s like eight ball[Indiscernible][0:40:14] today.
Female speaker: Okay, so.....
Eric Wells: [Indiscernible] [0:40:21]in the back [Indiscernible] [0:40:22:].
Male Speaker: Yeah. This one has to do with your, the question of student records.
How you integrate the results of the, of say a post test , where somebody has got a
pass [Indiscernible] [0:40:31]in order to be, get credit for receiving the training, in to a
long term student records process, where you can look up five years from now and
found out, and they, find out that they took that course on that day and they passed it
and took the [Indiscernible] [0:40:47]. How do you integrate the two?
Eric Wells: We haven’t done a kind of a wide scale implementation with testing, it’s just
been for flagging as of now, but we’ve just kind of saved them as excels, excel files.
Male Speaker: But now you use self excel file tells you, the output tells you that person
X made this score, made this grade. Is that correct?
Eric Wells: Yeah, it would be , what would happen is, it has each persons number, then
what I’ve been doing, is I have that master list where number and person are listed and
then I will open the excel file and change the number there to the persons name.
Male Speaker: So you go in the key in the name...
Male Speaker: Yeah, and it only takes is about ten minutes or so.
Male Speaker: Okay. [Indiscernible] [0:41:21]
Eric Wells: As we move forward and have more data stored, we are going to have to
move that way and find a way to maybe transition it to the database and find a good
way to not spend a lot of time doing that [Indiscernible] [0:41:31]
Female speaker: Alright, if everybody wants to pass their flickrs in, we’ll look...
Female speaker: Thank you very much people.
Female speaker: Thanks [Indiscernible] [0:42:00]
Female speaker: Here, it’s like what we [Indiscernible] [0:42:03] Know it...
Female Speaker: Alright Lisa wanted to let everyone know that on the LTAP Forums,
there is a clicker discussion, also you do have options to use our, the webinar through
adobe connect, with the LTAP through ltap.org. So if you ever need to have questions
on that or want to do a test run, just let us know.
Female Speaker: Yeah, we set up the clicker discussion group, we haven’t really gotten
to use it that much but we [Indiscernible] [0:42:29] ‘cause were hoping that eventually
we can share assessments and yeah, just to kind of work together to share resources
and work each other, work through things with each other.
Female speaker: Our next speaker is going to be [Indiscernible] [0:42:43] he is with the
Jaime Carreon: today we will be discussing using a Student Management System to
Improve Program Operations, many of you may have attended a session last year in
Oklahoma on this
Female speaker: Creative ?
Jaime Carreon: The creative solution session, I gave kind of an overview of our actual
system itself, the X catalogue system. So I decided that this year since they wanted me
to present more on using a student management system to streamline your operations,
I’ve kind of go through the process that we use to pick the system, determine what we
needed in the system, and just very briefly touch on our, the way that we implemented
our system. So I want to first start by asking every body in the room if you have some
sort of student management database. Who has a, who uses a student management
database for their assignment? How many of those are actually utilizing some type of
database offer like Sequel, MySQL, Access? So if you... okay. And how many of you
have an online getway to pull information from online to your database on the back
end? So just, it looks like just one.
Okay, that’s where I feel the biggest advancement that we took using and picking the
system that we did came, is being able to allow the students on the front end to be able
to go to your website, register for a course, event, you know, whatever you are doing
and then have it come to our back end without us ever having to manually enter in the
information, copy and paste from an email its all seamless innovation. I also want to,
just because of the presentation from Denise earlier. They have a learning
management system which is more content driven, more about the content that you’re
going to see on their website, the videos, their training presentations. This is a
student’s management system, so this deals more with taking of registrations,
payments, rosters, attendants, things of that nature, so I just wanted to make sure that
we understood what the difference between the two was.
So first of all is why would you want to use a student management system? Obviously
all of us have to keep records, we all are a grant base centers, we all have to keep
records, we all have recording requirements, the biggest one being the file for LTAP.
So we all have to keep these records, and using a database driven system is an easy
way to do that. Also ease of use, in our center alone, we used to have two FTE’s that
ran our registration. And that’s all they had time for, is taking registration, processing
payments, marking attendance, we’ve been able to cut down from about a half to two
thirds of that FTE, and now that person is free take some more of their time and work on
workforce development and workshop development. So we’ve really been able to
utilize that persons time, rather that doing mundane processes of copying and pasting
and manually registering people, to actually build some more revenue for us.
Also for marketing, we’re able to now run reports on the people who are interested in
taking certain classes and market them, to them via email or post card, or some type of
marketing. And then also just for the pure fact of keeping up with the times, we’re
keeping up with the technologies. People now are used to e-commerce, they’re used
do doing things online and why should our business be any different. We should be
able to have an online payment gateway for our students to able to come and register,
to be able to see what classes we’re offering. So why should we be any different?
So a lot of people are going to ask, well you know, we know we need something like
this, how do I start the process of implementing, picking a system, paying for it, what I’m
I going to do?
Every person I talk to about what we’ve done with this system, the thing that I stress the
most is a needs assessment. We’ve all done needs assessment for other things, but for
some reason when people are picking a piece of software of hardware, they just skip
over that process completely. The needs assessment is your most critical piece of this
whole thing. You’ve got to figure out what you need and what you want, before you go
off the shelf and buy it. Can I tell you how many people I’ve talked to that have gone
and spend, thousands or tens of thousands of dollars on a piece of software, bought it,
implemented it, and now they hate it, because they cant do what they needed do. And
they’re stuck in this, you know five-six year contract, and they can’t get out of it. So
really do a needs assessment.
The next thing is also to determine your budget. You’ve go to determine how much you
can afford as a centre to spend on it. Research your options. There are tons and tons
of systems out there available to you. You’ve got to do your due diligent, and do your
research. Choose a system, choose the one, after you’ve done your research, you’ve
gone through your needs assessment; you’ve got to choose the one that’s best for your
centre, and for your implementation. And then the last thing is to do the actual
So what do we do for our needs assessment? The first thing that we did for our needs
assessment is that we took our entire staff, and we placed them into functional groups.
So for instance, we took all of our registration staff, we sat down with them, we had a
meeting with them, we asked them. First of all, we asked them what we need, what
they need. Okay, so we need to be able to collect the name, their date of birth, their
driver’s license number, their address, their phone number, their email address. Those
are the things that we have to have from these people for this system to work.
Then we said, “What do you want?” If there is something that you could have this
system do for you that is not something you need, but something that could make your
life easier, what would those be? And we wrote them all down. So we did that with our
registration folks, fiscal folks, workshop development and coordination, and one thing I
didn’t put up here is our marketing team. Now, a lot of these people cross areas, so
you’ve got people that do registration that also might do workforce development. So it’s
not just, its not separate people.
So in those meeting, we brainstormed ideas, like I said previously, came up with what
they needed, what they wanted. And then we put together a process flow, we want to
understand the process of how does it work? When a person comes to our website,
what do they see? What do they click on next, to get to the next part of our registration?
Do, you know, we wanted to make sure that we didn’t miss a step, in there. So we kind
of made a physical flow chart of how the process, the registration process worked.
And then the last thing that you need to think of is your procedure. We got tripped up in
our system on the procedure. We didn’t know that purchasing and IT needs and
guidelines that our university have. We did not know that anything over a software or
hardware purchase over 25 thousand dollars had to go through the CIO’s office. We
found that out after our contract had been approved by purchasing, and it went to the
CIO for his signature and he said, “Wow! What are you all doing over there spending all
this money on the software that we’ve never seen before?” So I stress this also, is that
you need to make sure whatever your purchasing procedures are, you need to make
sure you follow them. If you’ve got to go through a big process, make sure that you
follow that to the letter. If you can do a sole source contract do a sole source contract
but make sure you know what those procedures are before you get that started. So
next after you’ve done your needs assessment, the next thing to do is choose a system
research, research, research. Use all the tools that you have available to us.
Everybody says go Googling and that’s what I did, I just went out and I Googled
continuing education registration database and came up with hundreds of different
options that are out there.
The LTAP and TTAP centers that we have available to us, lots of centers are using this
kinds of software. Talk to our co-workers and our partners they all use different types of
software to talk to them. There’s a couple of different types, there’s hosted and self-
hosted. A hosted type means that they are going to take care of housing your database
on their server or they have some type of web server that they use that they’re going to
take care of all of your server maintenance, setting up your server and you are pretty
much a hands-off you are only an end user. A host, a self hosted version is you are
responsible for providing the server, the storage, the maintenance on the server and
anything that has to do with the technical side of the server. If the server goes down it’s
your responsibility to get it back up. You have to back it up, you’re responsible for
updates so you need to pick one, which ones best for you. Schedule live demos, all,
any reputable companies that’s going to be selling you their software, they’ll give you a
live demo for free.
You shouldn’t have to pay for it they’ll give you a live demo. Schedule a live demo,
they’ll do it through a go to meeting or the Adobe-Connect room or something like that
and they could walk you through. You can talk to them about what your specific needs
are and they can show you how they can meet them. Make sure to compare apples to
apples, whenever you’re comparing systems make sure that you have your list of needs
and your list of wants because not every software is going to be able to meet all of your
needs and wants, that just doesn’t happen unless you have it custom-built. So make
sure that when you are going through it, that you compare apples to apples. And lastly
don’t be afraid to ask questions, ask a ton of questions. The implementation is going to
be different for your system one of the things for any of you who know [Indiscernible]
[0:52:37] her favorite phrase is use two and a half times rule, so I was going to take two
and a half times longer than we originally thought it was going to be. Build that into
your timeline, make sure you leave time for training, and also it’s important to notify your
customers. Do an e-mail blast, we did a sneak peek of what it was going to look like in
our newsletter a little screen shot and also use your exciting website to notify your
customers. Just real quickly we picked a system called x-Catalyst is by a company
called ESX Inc. out of Houston Texas. It was chosen from three different bids. They
specialize in continuing education for a lot of major universities like Rice University and
the University of Houston. So they had a pretty good back in to them. The other nice
thing about our system is it’s a complete students’ course of website management
solution all in one package. The student management deals with all of our, the personal
information, you have to make sure to be, watch out for any security issues. We had to
take drivers license numbers for a particular certification that we give so we have to able
, we have to secure that down a little more than if you don’t. Public verses private
access what you’re going to let them see on the front and end, what they are able to
change, and what you, for your personal reporting process.
We are able to, the students are able to create profiles by themselves, they can go on
and they can view their course in the event history. They have an online registration
with a payment gateway through a PayPal gateway that’s seamless, they don’t see
anything but our website and we have a complete file reporting with a third party
reporting to [Indiscernible] [0:54:14] which is very similar to crystal reports, it takes us
about five minutes to do our part. The second thing it does is course and event
management. We have a complete course portfolio on the website that runs all through
x-Catalyst. We have course sessions and descriptions, how many PDH’s to CEU’s they
get, how many, what the schedule is for the class, location management, it will
categorize and let us manage all of our locations around the state that we hold the
training in. They’ll tell us how many people it can sit, how much it costs, what they IT
facilities are there, whether there is food nearby, we can put that all in the database.
And lastly it helps us do budgeting. And the last thing is it does our website, our entire
website is run by the x-Catalyst website module. So it’s a very easy WYSIWYG System
for those of you who’ve used WYSIWYG stands for what you see is what you get so its
very similar to using like a word processor for the web and it has seamless integration
with our course and event catalogue. So it’s all displayed on the front end of the
website. And then lastly is that it gives us some different levels of authorship for our
staffs so if I have the only element control over the main webpage but I can give staff to
do the second third fourth level web pages they can create and edit those. So you get
lots of levels and can control who can edit what pages. I know I kind of went over a lot
in a short period of time, does anybody have any questions?
Female Speaker : My first question is we kind of want to move towards this in the
future just for our training purposes. How much time would you say you took to
Jaime Carreon: We did it over a period of about a year as we were doing it solol
Female Speaker : And that’s what my next question [0:56:04].
Jaime Carreon: But we were also doing it with no guidance, no help, we did it
completely from scratch. So it took us probably about a year, from the time we started
to the time we implemented probably about a year.
Male Speaker : Were you able to process credit cards previous to this or were you
Jaime Carreon: What we did previously before we had this system is we actually had a
credit card terminal at our registrations persons’ desk. They call the person to get
payment, they gave us the credit card over the phone, we punched it into the terminal
printed out a receipt just like if you would go to a store, they have to punch in the
terminal. You’d have to run all the reports by hand from the terminal. Like it didn’t
connect anywhere there was no online housing for all the transactions we did, so yes
we did but there was an extremely cumbersome process.
Male Speaker : [Indiscernible] [0:56:56] to that you said the processes [Indiscernible]
[0:57:00] that means you used the expensive option instead of having it built in
[Indiscernible] [0:57:03] processing?
Jaime Carreon: What happens is, for those of you who’ve ever done anything with e-
commerce, the way it works is that you have a payment gateway, you have a merchant
and then you have your bank. So there’s kind of a three step process there. The
payment gateway is the actual way that you, the person enters their credit card
information, it verifies that the credit card was good and then, and that’s what PayPal
does and x-Cat their system was built to use PayPal. And it’s not the PayPal that use
on like Amazon or e-bay, it’s a pro-system so its much more secure, much more
advanced. And they were already using it and so that’s why we didn’t have to pay extra
for it. So it would have been a lot more if we had switched to something else. Anyway
PayPal hands off that credit card information to your merchant and usually your
university has a merchant account and the merchant then actually collects the money.
They take a portion like two percent and then it gets deposited into your bank account,
so it’s a three step process.
Male Speaker : What was the overall cost then?
Jaime Carreon: When the bids came in, the original cost that they gave us was seventy
six thousand. We talked them down to a flat figure of forty five thousand. So it’s a very
large initial cost but again it saved us almost three quarters of an FTE and just the ease
of use, [Indiscernible] [0:5833] reporting takes five to ten minutes now as opposed to
having to go through spread sheets and figure out how many hours and how many
people attended this courses. So we feel that it’s very much worth the expense. We
were also able to, through our university kind of finance it out over about three years so
it wasn’t a huge blow to us right away.
Female Speaker: Sorry if I have a lot of questions but, but are you paying like an
annual storage fee or a service- based …?
Jaime Carreon: We don’t pay storage fee because we host it ourselves because I have,
I’m able to administer the server. But we do pay a fifteen hundred dollar a year
maintenance fee so they give us, whenever they come out with an update we get that
for free, well not for free but we pay for it but it’s all taken care of.
Female Speaker : Any other questions?
Male Speaker : One more quick one, I’m seeing [Indiscernible] [0:59:27] still with the
credit cards our university will not allow us to take credit card payments or anything to
do with checks and [Indiscernible] [0:59:35] pay cash to then with PayPal system maybe
you do or don’t know this, I know with regular PayPal you basically just, once the funds
are cleared you just transfer that to your account. Is that basically the same way your
pro-PayPal account works for that.
Jaime Carreon: No the problem you have to have a merchant account. I don’t believe
you can just set up the pro-account to go straight into a bank account. I believe you
have to have a merchant account to go through with it.
Female Speaker: Alright. Any other quick questions?
Jaime Carreon: And feel free to contact me anytime I’m available.
Female Speaker: Alright, last but not least , we have Dan Montagna from
Massachusetts LTAP I’m sure everybody’s met him by now, he’s been like a little, the
guy behind the curtain in the office making sure that our little morning newsletter is done
and we’re all out here okay and we got exactly.
Male Speaker: [indiscernible] [1:00:34] kind of a dummy.
Female Speaker: Dan has worked for the Massachusetts LTAP Center for over two and
a half years, he graduated with a bachelor’s degree in geography and regional planning
from Westfield State College and is currently attending a Master’s in public policy
administration program that e-mass, he has a strong emphasis on technology and a
spirit of doing more with less he’s going to talk to us a little bit about some tips and tools
for increasing your productivity with new technology.
Dan Montagna: And he’s a good guy.
Female Speaker: And he is… he’s fun.
Dan Montagna: So I’m excited that so many people are in the last session on
Wednesday afternoon, the only question I have about room is. Who doesn’t like the
bride or the groom based on your seating with the waiting on our side is a little bit
[indiscernible] [1:01:25] right there? My presentation, let’s we’re going very late, it’s a
open discussion, these are kind of, I’m always on the prowl for little tips, tricks,
applications things that can help me get through my day, things that will help me do my
job in a better way. These are not the only options of the kinds that I’m going to show
you and we’re going to go through about six or seven of them, this is a slightly different
version of a presentation that I did for our region one LTAP which was laced with heavy
sarcasm and bitterness. [Indiscernible] [1:02:08] one people who I knew could take it so
I’m going to pair way back and just a regular person.
Dan Montagna: alright so let’s see, okay and as Mary will know I changed the title of
my presentation five or six times during course of the development of it and I did not just
finish this at 3:00 O’clock today if that’s what you were wondering, so at the reception
desk out there. So that was the title I ended up with, this was also one it didn’t impress
me as much and this is why I also made a list of those not as impressive in any way so I
just kind of Googling through that. So we started with getting and I’ll go very quick
through this, this is my favorite picture of one of the oldest and most modern computers
that came about this is ENIAC, something numerical it’s on the next page it’s a long
day. So basically this monster fills a banquet hall, this is where we started in the
1950’s, this was actually a ballistics computer, did calculations, advanced calculations
at that time based on the technology, weighed about thirty tons here’s some stats on it,
just a monster and this is where it all began and so I feel the need to pay homage to it
by showing people what it used to look like, it’s all here.
So I’ve broken up the applications that I wanted to kind of discuss with everyone today
into a few different topics, productivity which is the hot one for me, this is where we’ll
start. It’s when you’re at your desk what is the best way to do something? What’s the
best way to get something done? Which software works best for you? These are not
answers for you, these are things that work for me that I wanted to share in a session
because it may be something that you haven’t seen before, you may have seen
something like it but didn’t really get to try it, I can vouch for all the things you’re going to
see here today, so they have street credit with me. The very basic ones smart phones,
this is my smart phone there many like it but this one is mine, that’s my [indiscernible]
[1:04:26] if you’re not using something like this it’s not the end of the world, smart phone
is eliminating so many different items and technologies and it can do so much, I am not
really able to get around without it at this point, I use mine for directions, walking around
on the streets here when I took the wrong turn and you pop open your navigator and
you go . It does everything except make you breakfast in the morning, so I’m super
impressed with how far smart phones have come, beyond the fact that you have
internet access on them if you have data plan, there’s reading documents, checking e-
mail it just runs the gamut, there’s just too much for us to go I can do a whole session
I’m just talking about what you can do with that. The one I would say the hotspot has
been a savior of ours which is most carriers have them if you can enable your phone to
become wireless modem, we’ve run a couple of sessions at this conference off of it we
actually ran region one session.
Female Speaker: We’re running one right now well we use the [indiscernible] [1:05:35].
Dan Montagna: There we go so it’s just a great tool to have and I’ve been in the
position in some our far Massachusetts towns where I’m up in the hills and I either have
cell phone reception or they randomly have a wireless spot in town I can still do
everything I need to do just off my phone if nothing else is available, so not enough to
say about this it’s a good tool to do extra things, people should be looking at them, now
when I presented this at region one there were some nay sayers, some people don’t
want to embrace technology, you don’t have to but you should be thinking about the
things that it’s going to help you with and that’s kind of the point where we’re talking
about here today.
This is a screenshot of my laptop and we’re going to use this for the next couple of
slides, productivity wise I love this program called DropBox it is very simple and my
presentation is going to have a list of links to all these things that I’m talking about today
so you can basically we’re going to be posting these on the website and you’ll be able to
get to it. It’s a tiny program you sign up online for free but you get two gigs for free and
then your pay plans if you want bigger space, except for high definition video and heavy
graphics work two gigs is a lot of space and my motto is anytime someone offers you
two gigs of free web storage space take it there’s no reason not to, DropBox is great,
you install it, it basically becomes a folder on your computer and when you click on it
there’s just folders in there and that’s it. And once you install it on any of your devices
so I have Verizon, I have an Android phone, there’s a mobile DropBox application, I
have it on my laptop, I have it on my desktop and I have it on my home computer, and
once you drag a file into that box it syncs with every PC that’s connected to the internet
that you have, all the things that Apple and other places are talking about and now there
the new cloud computing things. There’s plenty of these programs out there and a lot
of them are just small companies trying to make a name giving away free space. So I
can’t say enough about it I used it to back up all my conference information, once you’re
connected to the internet it syncs it you’re done, all your devices phone, desktop,
laptop, whatever you have and you can also in that folder there’s a public folder so you
could drag information into public and other people can go online find your folder and
share the information, so a great web based storage space and for free you can’t beat
Male Speaker: So if I’m online and I want to find information in a public folder that you
put online or put there through your with your implements do I have to have this
software to do it?
Dan Montagna: Yes, and it takes about five seconds to install. You just have to create
an account to get the software, and then you automatically have the two gigs and then
you are able to get to whatever you need to.
Female Speaker: Except that he needs to get the web link from you to get on
Dan Montagna: Yeah and that’s it, it’s not just randomly available for you but I think you
can search for it actually I’m not sure about the searching but yeah you have to give
them a direction to go.
Male Speaker: He could, he doesn’t need software if you post something in public
folder I think if you give him the link.
Female Speaker: If you give the web link I don’t think that [indiscernible] [1:09:01].
Male Speaker: He doesn’t need it.
Dan Montagna: Yeah I haven’t done a lot with the public but I know it exists because
it’s basically Chris [indiscernible] [1:09:16] and I, there’s no one else I’d really need to
be sharing things with except those other methods that I used to do that as well, so but
yes it’s a great simple tiny program, install it and you’re done I recommend everyone to
at least try it if it bothers you for some reason delete it it’s done.
Okay what do we have here UMass U-Drive and there’s a lot of things you can do with
it I put mine on here and basically again you can get it saved onto your desktop and
links so that you can access it just like a shared network folder as long as you have
internet connection. Most universities, I’m assuming, maybe I’m wrong have some type
of service like this. They basically just set-up a, I think it’s one gig of space for every
student, faculty teacher. Anyone who works for the UMass system and this is how we
submit class work and you can use it as just like the DropBox a shared storage space.
You can do versioning of documents, to track document changes. So I just wanted to
put this in here to give you an example of what our University has. Your university may
have this and you just haven’t opted to it ‘cause you saw that e-mail once and deleted it
and it never came up again.
So take a look at what resources your university IT departments have because often
times they have things like this as well as free software and software deals which we’re
going to talk about in a second. External file share and I was actually glad to follow your
discussion about your student system. We have the good fortune to get a hold of a
student worker who is a computer programmer and we specifically we’re looking for
them, we advertise for a student who knew PHP MySQL. And I was the only one who
raised my hand and so we had an online database for our student system. But he’s a
programmer, we have him for 20 hours a week and one of things I had to do right off
was create a, basically take a desktop and make it sharable to us with like a VPN or
virtual private network. So we had access to a desktop that sits in the office which has
a two terabyte hard drive which has everything we’ve done in the past one year. So, as
long as had an internet connection and is not before 1:00 in the morning which we shut
down, to have it shut down and take a break. I can just click that and I see my files as if
I could see them almost sitting on my desk at work. It’s been a great resource for us,
the down side is university internet is not fantastic. Definitely can slow, so working on
large files is not a great idea, it’s more you grab it pull it over the desktop and then
transfer back. So that’s has limitations itself, but it’s a nice little tool if randomly we
need access to an evaluation form or some contact information we don’t have on us. If
it’s not in my DropBox, it’s here. That’s pretty much it.
Right productivity again Cute PDF writer, if no one has ever heard of Cute PDF. Great
tiny program free, there’s an upgradable version that will do a little bit more but the
power of this is, everyone’s got the Acrobat and you can save on word and you can
save to a PDF. But for any program you’re in if you want to shoot somebody a sample
of what you’re working on, on a graphics document, a web page you’re looking at and
saying “Oh you can’t access,” or your internet is down or whatever it is, you can just go
file print and shows up once you install it as a printer in your printer list. You print it and
saves it as a PDF so it doesn’t matter what it is, so you’re not printing from word and
saving it as a PDF, it’s any program you’re using, this becomes an available printer and
it just 'creates PDF and then you can do whatever you want with that. So it’s a great
little utility that I’ve put under this topic because RDOT sometimes has a problems with
internet caching issues and they can’t see changes that I make into our website.
So sometimes I have to take screen shots of the web-page and e-mail that to them so
that they can see what updates and changes I’ve made. This is just a simpler way to do
that because often times taking a screenshot is time consuming and [indiscernible]
[1:13:42] it’s just a time saver it’s a great little program. Security, I got two on here and
the first one probably most people know about, I think I made it a little too big, I don’t
care about them that much alright. So AVG is a good free anti-virus program and there
are paid upgraded versions of it but, if don’t have anything, you must have something.
Put at least one antivirus program on your computer, it doesn’t matter what you use as
long as you’re happy with it. If you want something free to get you through over the
[hump] [1:14:15] until you shell out the 20 bucks for another one, do what you got to do.
US provides us with Mc Afee the licensed copy so we actually have a little better thing
that we can get for free but your universities may have something as well.
This one you probably don’t know about, and I highly recommend it, it’s called
TrueCrypt, it is a free software, it is a very high level drive encryption program that
everyone’s laptop who has any type of sensitive information should be on. This
program will, you could do laptops, desktops and even better with jump drives. So
we’re all carrying around these nice data sticks that we hand it out for the meeting you
can actually encrypt a portion of it or the whole thing so that you can put a password on
it, without having to pay $40 for one that’s pre-encrypted and I see them all online. It’s
straight forward, there’s tutorials for it, you can keep all the basic settings, look into it.
Your laptop should be encrypted, your thumb drives should be encrypted if there’s any
sensitive information and we’ve all got something on there that we don’t want to share
with everybody even if it’s just our regular run of the day, [indiscernible] [1:15:32]
information it doesn’t hurt to have password protect your files.
Under utilities we’ve got C-Cleaner, a fantastic program that I love. Free software and
there are upgraded versions which you can pay for but the free one does a lot of things.
Unnecessary file removal, clears every internet files, clears all your garbage, the
registry it finds bad links and cleans the registry, you can wipe free hard-drive space
uninstall and install programs, manage restore points and you can make an installable
version of it on USB so if you just happen to be at a different computer, plug it in and
you want to clean that computer, you can do it from your thumb drive, great program,
Male Speaker: Did you say it was available free?
Dan Montagna: Yes, the base version is free and this is the free version and I didn’t
download this say at 2:00 o’clock to install in my laptop. Dariks Boot and Nuke (DBAN),
I do some part-time IT work for a credit union, the NCUA and The Natural Credit Union
Association has cleared us to use this to wipe our VPs and high end personnel laptops.
When a laptop or a hard drive, desktop or laptop is being thrown away, we wipe the
drive using this software and it is considered military grade where it cleans it out, there’s
nothing left and it rewrite so many times in such a heavy duty using some type of
algorithm and I’m not going to get to the math of it ‘cause I can’t. Your data is gone and
it’s pretty much impossible to get back.
Dan Montagna: Well but again it’s all in the technique, there’s the typical and you can
choose there are some settings you can use on there, but this standard one does three
passes but it’s writing in such a way during three full passes that the data is
irrecoverable. The only better way to get rid of all the data on a drive is to sand blast
literally take a hard drive and sand blast it, this is strong stuff. You’re not getting
anything back after this so be sure you’re done there. For our clients two quick things,
one so, our website we’ll talk about it another time. One of the things I wanted to try out
Chris’s blessing on was to do a Chat box. And instead of spending months researching
as we’re supposed to I’m more of an impulse buyer. I found this free Chat box by
Meebo and again you’ll have the links for all this, that’s it, when you go to our page, in
the about contact page, that’s what you are going to see and when I’m in the office or
when I’m on my laptop online it says “Dan is online it’s green and you and I are talking.”
It’s great, I haven’t gotten beat down with it. We kind of buried it on the about contact
page just so it was on the homepage so that’s all I’ll be doing all day. I’ve gotten just
enough where I’m really happy with this basic free tool that install by just cutting and
pasting code into our website. As long there’s a spot that you can put in and we made
one. Very simple, very quick, anyone, you are web person should be able to install this
in 20 minutes.
Look at it, it’s slightly customizable, you still end up with the get Meebo on the bottom
but to test it out to see if people are actually listening to you or wanting to talk to you
great little tool. And then our website in general, we’ve got, we’ve used the same
student that I was referring to. Brian I guess I should give him a name instead of
student. Brian’s done a fantastic job and we’ve got to the point where I’m giving him
guidance on what to do but a couple of quick highlights, we are able, we’ve managed all
the attendance we are a register once and then you have a log in password type of
site now. We are able to, one click attendance is checked off, we are able to print our
workshop certificates. There is a PDF template that we got onto the system so on the
spot portability wise we could hook up printer and print off certificates right there.
We’ve got, we are working on [Inaudible] [1:20:06], I mean all kinds of other back end
things that we’re going to do. Alright so, turn, cloud computing and we skip right
through. If you’re not at least testing Google docs, Chris and I use it all the time, it’s
actually how we planned our conference budget and all of the minor details, we just had
a Google spreadsheet that he and I share with the region and filled in information as it
came and made changes and everyone is able to keep the changes on the fly. At least
try it out, you just need a Gmail account which is free. Microsoft 365, when I couldn’t
sleep last night I tried installing it and I’m unhappy with it so far. $12 per user is fine for
a month but my initial setup was troublesome and I’m still working on that so maybe at
some future event I can report more on what we might be able to do that. I love the
idea of using Outlook and Microsoft online, in cloud computing style as well as being
stuck with your desktop so that at any computer you can get all your contacts and all of
your e-mail instead of having to have your laptop without all your stuff. That’s the goal
of this I have a lot more work to do.
And, is it okay, of course it’s okay that I don’t care. It’s a good question. Now you’re
going to have to [Inaudible] [0:21:34] your hands and it is wrong you should know at
least some of this and using some of it in some way because that’s the biggest
program. Institutions are using it a lot of places that you commonly bank with and that
you do business with on a regular basis. No one stores their data anymore, I mean it’s
all over the place so you’ve got to be careful. Obligated to see the small budgets, us
there is tools like these that are going to help us overcome some of the hurdles that
we’re facing. And we need to lead some of our clients. When you do some hand
holding to bring some of our people up to speed, we can’t leave any of them behind and
we can’t get too far in front but by talking about it with them and moving through it, that’s
what is going to happen, you are going to start getting them involved and they are going
to start understanding that they need to be doing some of this too. And thank you very
much, I appreciate your compliments and [Inaudible] [1:22:30]. Try any of these many
things and see what you think. Now like I said, there is multiple companies making
multiple versions of all of these things I talked about. These are some of the ones that
are tried and tested by me and my word is fine here, it’s, you are all set. You don’t have
to go any further than this, question?
Male Speaker: Well I have one question, to what extend does your university or your
organization have administrative control of anything that you put on, or take off or put
on, any kind of software you put on your computer?
Dan Montagna: We have, our officers are not on a domain system so they are trying to
get us to do that but they also want to charge us to do that, so that is something we’ve
been wrangling with for a while. I’m not against doing that and having to manage us at
the same time that limits some of the things that we need to do.
Male Speaker: Yeah that...
Dan Montagna: Other centers or other folks that are in university may need to be
managed a little tighter but we’re working on certain things on that.
Male Speaker: Yes, but what I’m concerned with is whether those kind of things might
block us being able to use some of these programs...
Dan Montagna: Some people are not going to be able to do everything that is manually
install things and test like I’ve been able to, we do have an exceptional amount of
freedom to that but whenever you can overcome, and usually you can get permission
from somebody because they’ve been cleared, they’re, as long as it’s not a virus ridden
program, then usually all they have to do is scan it and say “here you go.” An IT
department should be able to scan a software and give it back to you and say install it.
Male Speaker: Yeah but it may get within their policy?
Dan Montagna: If it’s within their policy...
Male Speaker: Then that’s a problem...
Dan Montagna: There is exceptions to every rule so you’ve got to push them
Male Speaker: Do you have a description of [Inaudible] [1:24:09] your whole system for
I forget the student’s name yeah but [Inaudible] [1:24:21]
Male Speaker: Yes I can give that to you and I’m also willing to share, we got to, just a
little bit further, and we tidy up a few things. I’m willing to share our files, your work, it’s
turning out very well... we’re getting a lot done with it and it’s getting to a point where
we can all of things that you, we can’t do credit cards, we can’t do any of that as we’re
restricted but the basic management of it can be outlined. I’m willing to share a file I
have no problem with it. So, but I’ll get you a description just shoot me an e-mail.
Male Speaker: Okay, thanks.
Dan Montagna: Okay no problem.
Female Speaker: Thank you very much.
Steve Jenkins: Next we’ve got Dee Hadfield and I’ve known Dee quite a long time.
He’s been involved in this area of complication much longer than I have from a practical
point he was the city of Logan manager engineer, equipment trainer, all that and then
he is a national fit into the [Inaudible] [1:25:15] program and really he is the expert in
terms of taking an idea and converting that into a workshop so we’ve asked him to do
that. Mindy Carlson I think all of you are very familiar with Minnesota and how
developed they are, where we all get the [Indiscernible] [1:25:34] we all get the
research, we all get the fully developed product from them and it never cost anything, it
just comes in the mail free, it’s like due given to us and I don’t even know how it’s
developed but it sure is nice for me to go through so Mindy has got a course that they’re
working on and she’s going to go through the process and it’s a...
Female Speaker: An online class that’s the topic.
Steve Jenkins: It’s an online class that they’ve got, it’s not done but they’re in the
process. And then earlier on I think you know with Wisconsin, Don Walker he
developed the parser program, they built that at the university, we’ve all heard of it or
used it, that implementation was amazing how they’ve done that around the country and
Steve Pudloski now is doing, Steve how long have you been involved in training?
Steve Pudloski: Oh gee first class I ever taught was in 1971 but then I quit teaching for
Steve Jenkins: I was in junior high at the time or boarding. Anyway we really
appreciate them working on these presentations they’re each going to take five to
fifteen to twenty minutes, whatever time they need and I really want you to be involved
and ask questions and be active, that’s really how [Inaudible] [1:26:51] learn isn’t it in
our classes? By being actively involved, by asking questions, I hope you kind of do
that. So they don’t have time material, ten to fifteen minutes we’ve got time for your
discussion and your ideas, maybe hold that until the end of the presentation and then
we’ll have questions and answers or discussion at the end of each one. So I’m going to
introduce Lisa Cody, she’s been a friend of mine for many years, she’s a really good
hiker, when I went to Colorado I could not keep up with her and today I’m afraid of trying
I’m sure she’s got sore feet and probably stones, but let’s see how she does cope.
Lisa Cody: Good afternoon and thank you for having me here this afternoon. This is
just a picture, I’m looking south upon Mt. Rose from Reno it’s our campus, just thought
it might be nice to...
Male Speaker: It’s a beautiful place.
Steve Jenkins: It’s downtown. It’s facing downtown so, so we’re going to talk today
about locating good instructors. Where do you begin? Annually we all do advisory
board meetings. You can sit when you have your advisory board meeting, ask your
advisory board members see if they might have a suggestion for you. We’ve done that
at our center. You can contact other centers within your region, you have regional
meetings that might save on travel time if you invite one instructor out to teach for you
then sure you might be able to travel to another state that’s close by and also ask
colleagues. This is a great place, a website to check out. You can do searches on here
on subject matter and instructors. On our workshop evaluations, I added a question
and on the question I put how can you recommend the name of an instructor that might
be interested in teaching a class for your center. We’ve had a few people did not put
the information on so we’re compiling that at this time. You can ask your attendees.
When you are checking attendees in for a workshop, ask them, they might have
someone or during the break times or lunch times. I have had a few attendees come up
to me and ask if there are, they have people that are interested and might be, teach a
class for us.
Your current instructors, this has worked very well for us in Nevada. We have current
instructors that come out to Nevada to teach certain subjects and we’ve asked them if
they could possibly teach other subject matter, it has worked very well for us and they
have been able to do that. If you’re not sure of one of your instructors maybe you can
sit in on a class, see how the instructor interacts with participants, are the participants
interested? Austin is located at the University in Reno and we have asked some of our
faculty and our temporary faculty that they will be interested in teaching a workshop for
us specifically in a specific area. In engineering we have a transportation centre.
We’ve asked the faculty member there to teach a class on certain software, related
software related to the roads and signals and he has taught a couple of classes for us.
The classes have been small because it’s specialized but we’ve had at our university
and the cost is very minimal. On the department of transportation, we utilize our DOT
quite a bit as well.
We have several DOT instructors, retired DOT instructors who come and teach for us
and our DOT had a research day. I would have made a presentation and the
presentation I made from [Inaudible] [1:31:07] I met some professors at the University of
Las Vegas and listened to what they had to present. They had some really good
subject matter and I asked if they would be interested in teaching class for us in Vegas,
they didn’t have to travel and again that worked very well with us. We had it at the
University of Las Vegas and they taught at another class on specific software.
Conferences or meetings, talk to your speakers that come in. If you’re hosting a
conference talk to those speakers, see if they might be interested in teaching some
other classes or some workshops for you.
We host annually and in the valid infrastructure concrete conference, I had a couple of
speakers approach me and ask would you be interested in us coming to Nevada to
teach the classes for you? And I told her sure give me some information of what you
think you might be able to teach and they did they came out and taught a concrete
overlay class. It worked out very well. Another thought maybe advertising your
newsletter, put a help on its side in the back and lastly maybe you become an instructor
yourself; I am considering it right now. Maybe take a refresher class in the subject
matter that might be interest to you and then you can create and teach your own class.
Female Speaker: What are you going to teach in?
Female Speaker 1: I am going to try and teach a basic English email class. It has been
requested by our DOT in that they don’t have any type of English classes for any of their
employees so we put a half day class together. Yeah so I took a grammar refresher
class. So does anyone have further questions?
Steve Jenkins: Yeah I do a concrete presentation...
Female Speaker: Yes...
Steve Jenkins: It’s good stuff.
Female Speaker: Yes I’ve brought a few with me yeah.
Steve Jenkins: Or I can give you my email address...
Female Speaker: Okay.
Steve Jenkins: Or I could give you my e-mail address and you can send a copy.
Female Speaker: Okay. Sure.
Steve Jenkins: Thank you so much.
Female Speaker: You’re welcome.
Female Speaker: Lisa I’d like to hear a conference of your presentations as well...
Female Speaker: Okay.
Female Speaker: And do you have experience using the database. I’m trying to locate
instructors through the online sign up form [1:33:17]
Female Speaker: I do little bit of search on the database I haven’t spent a lot of time on
it. I do try to find some information on whose teaching some English classes and I
didn’t do very well with that aspect of it.
Female Speaker: I’ve used the database [1:33:44]
Female Speaker: Have you? How did you like it?
Female Speaker: It’s been pretty helpful.
Female Speaker: Has it?
Female Speaker: There’s pretty good information and a lot of just kind of basic
information that you can then decide if it’s worth contacting the instructor further so I
found it really helpful.
Male Speaker: But if you lost everybody contact has been really the kind hitch there on
the data base.
Female Speaker: They have them.
Male Speaker: The schedule has been hard to play with them or is it...
Female Speaker: No, it only had a couple of times where we’ve been working with
people who teach college classes and so we kind of have to work around, their teaching
schedule or spring break but so we might have to be a little bit more flexible on our end
but it hasn’t been impossible or even that difficult.
Male Speaker: As far as giving the instructor the more the cost request you have you
know in that ability side, it kind of get them to adapt to what you want to do. Do you
have to put them up with that?
Female Speaker: I think we have, you know we’ve, I made some contacts had the
instructor make some contacts with people in the back to find out what their needs are.
Half of them settled yes.
Female Speaker: I’ve used it too a couple of times and it’s worked out very well.
Another thing too I was curious about if anyone has ever talked about or maybe put
together a workshop in fighting those [Indiscernible] [1:35:03] that in your statement
might be interested in learning how to teach? You know I’m sort of holding a workshop
for that or you know something like that?
Female Speaker: Sure you know if anyone has to agree on any of…
Male Speaker: Can you repeat that...
Male Speaker: Maybe is public speaking or something like that?
Female Speaker: Oh no, it was that I was just wondering if anyone had ever maybe put
together and L-type workshop for potential folks that might want to instruct and then
kind of bring him there and talk and maybe do some teaching for presentation styles
and stuff and [Indiscernible] [1:35:36]
Male Speaker: For them?
Female Speaker: We did that a couple of years ago which I’m thinking we need to
revisit. But the way we outlined it was we brought in one of our supervisory skills
instructors to teach the first morning portion on teaching to older adults and those
issues so she addressed the south side of that, of dealing with adult learners and
especially equipment operators and those in our field because they’re the ones afraid to
get up and speak in front of anyone. And then I actually handled the second portion of
the training class which dealt with all the new technologies and I brought in everything I
could imagine you could incorporate into a training class. Not just a DVD player, I mean
we have instructors that can’t even hook up the DVD player to the LCD to the computer
to the... so we brought everything in.
The LCD, I brought in a video camera, if you wanted to have a little tiny camera looking
out a work zone layout on your table but the whole class needs to see it. How can you
project that onto the big screen? So we brought in just a bunch of different kinds of
technologies and I went through that and just hooking them up together, showing them
how you could use them in conjunction with each other and so we had two different
aspects of that class.
Female Speaker: I wonder if you know they’d be a next year’s conference or a year
after that, if people would be interested in having a sort of train the trainer. You know
like for us and someone teaches us how to teach them, how to teach classes and I don’t
know whether we could arrive but maybe...
Male Speaker: I didn’t get to do that...
Male Speaker: A lot of misconceptions out there too on training and what really works
for our audience is what we really need to share, what really works and, so you get all
Female Speaker: I think Renee could be a good doc.
Female Speaker: We can enter into that.
Male Speaker: Steve had a couple of years ago, our region got together with NHI to do
the instructor course and that was a very interesting experience because they do have a
manual on instructing and you go through the process and then you teach, I can’t
remember, it’s a half hour or something each person in class. That night prepares a
presentation comes back, the next day gives the presentation to the rest of the class
and then gets graded on it. So there is a structure that...
Female Speaker: So NHI [indiscernible] [1:37:56] is that?
Male Speaker: I honestly don’t know if they still offer but it’s was a very interesting...
they do offer?
Male Speaker: Yeah they still offer.
Male Speaker: It’s a very worthwhile experience and it was a good way for the region
that, to get together in a way. Does anyone [Indiscernible] [1:38:11] right now? Class
just a show of hands you are an NHI instructor, works for the government? Go to the
back [Indiscernible] [1:38:18] be brief.
Male Speaker: No, he said he didn’t want to be taken at the last minute.
Female Speaker: What’s the daily expenses?
Male Speaker: I can’t remember.
Female Speaker: [Indiscernible] [1:38:28] also offers of the ways they used to a
presentation classes it was like a two-day format where you actually had to do
presentations and they video taped you and we worked through our governor’s highway
safety wrap and our DOT and so you might want to check the fact that maybe an
opportunity [Indiscernible] [1:38:45] for us.
Male Speaker: So the national traffic safety?
Female Speaker: Traffic safety administration.
Male Speaker: Do we have, Greg you have any more questions for Lisa?
Male Speaker: Yeah I had a question. One of the difficulties we’ve always had is trying
to apply at the beginning exactly looked a lot better than training [Indiscernible] [1:39:05]
with purpose who the audience was and whatever and I’m an engineer and I know how
we think and too often, we think everybody is supposed to figure it out but we’ve had a
lot of problem, a lot of times we get into, we think we know what it is and we don’t hit the
mark afterwards. How do you handle that?
Female Speaker: Actually that happened to one of our classes that we did. It was a
class on cracked ceiling. The City of Reno really wanted a class on cracked ceilings so
we found an instructor and he came out and he did it and after I got the main
evaluations it wasn’t what they were looking for. So I haven’t remedied it yet, I’m
working on it, I think we have another instructor who is very good in the [Indiscernible]
[1:39:50] field. We’re thinking bringing him has cost her a little bit higher but I think it
might be worth what we’re looking for.
Male Speaker: It’s a gamble alright?
Female Speaker: It is, it is a gamble, yeah.
Male Speaker: You are used to that.
Male Speaker: I think I can tell you from developing a class for especially development
of public works people if you are not willing to put it a [Indiscernible] [1:40:14] out there
every once in a while you are never going to get the good class. Chris isn’t in here but
I’ll tell you I did not have myself in the back we just did a class in Connecticut on plan
reading, it was the fourth class that actually got to the point where you are supposed to
get something done and accomplish.
Male Speaker: That really came together.
Make Speaker: Yeah, and is takes that sometimes it takes those concepts especially if
you are talking about maintenance stuff, it takes two or three iterations before you
actually find one that actually works, so you got everyone’s why you hate to throw a
conquer out there but that happens.
Male Speaker: And I really think my stage is very diverse I can show up in one class
and expecting something different from what I [Indiscernible] [1:40:58] Eastern
Montana, and so if an instructor is flexible, willing to listen and interact with the class it
makes it so much better. We get some instructors that are pretty rigid and they might
be accepted in at one of our biggest cities but certainly not out the country so they have
to be willing to.
Male Speaker: Any other questions for Lisa? Yes please.
Female Speaker: Do you use volunteer instructors Lisa? [Indiscernible] [1:41:22] any
quick just quick tips on finding and retaining, showing appreciation?
Female Speaker: We don’t really volunteer, we pay all of our instructors.
Female Speaker: Okay.
Female Speaker: But I had really good luck with the retired DOT people, I’ve heard
really good luck with our faculty, I haven’t checked the community college but I just
wanted things to do our methods.
Male Speaker: So let’s move on to the… we’re good? Quick one. Go ahead.
Female Speaker: Yeah. When you do a contract with the person to conduct classes
does that contract come through the university or does your contract have to be a
reviewed by the university?
Female Speaker: The contract has to go through the university, the instructor can set
his fee and then we process the paper work through the university, through the
university guide lines.
Female Speaker: Okay thank you that’s just what I wanted to hear.
Male Speaker: Let’s see, same here. Go ahead.
Female Speaker: I just want to throw out one more quick idea that we’ve used vendors
in the past and we are just very careful to outline what our expectations are.
Male Speaker: Good comment.
Female Speaker: We just recently had a workshop a round table for our public works
mechanics and we used a vendor and they really appreciated just being able to sit
around and talk with this person about why they should use this product and how it’s
going to benefit them…
Male Speaker: They liked the [Indiscernible] [1:42:50]
Female Speaker: Without the sales pitch and we are just very careful to outline that fact
that this is what we are looking for so that’s another avenue as well.
Male Speaker: Yeah, We’re doing the same thing in order with the metro [Indiscernible]
[1:43:01] we are using a vendor to present it and we have someone a couple of times
we have a few class and in full classes four and five classes and most of the class we
had someone from the center attending the class and it’s he’s really representing the
methods but he is the vendor that we have the equipment, our loan program, we have
that equipment so we having vendor from that company given a class but he kind of go
through all the methods so that’s another option.
Male Speaker: [Indiscernible] [1:43:33] you got to have Kat come along too. Dee again
has been a friend for a long time I really appreciate him and really to, I think many of
you had not traded your areas or a kind of a friend he is, so I appreciate him being here
Dee Hadfield: That’s pretty risky clap. I’d like to just add a little bit to what Steve talked
about, you he talked about the different generations of our lives and our industry I think
of my life and where I come from with heavy equipment. I started out running heavy
equipment which was gear driven and now we’re to warble sticks, think of the
generation change and think of what those operators are going through and think how
we have to take in a day after our training to them so that it gets to them and that’s what
I try to do and Steve talked about being very flexible, you’ve got to deal with what they
want to hear if you expect to keep their attention and keep their interest. So that’s my
tube is worth on that part because I like motor graders and everybody in this room
knows that that knows me. Starting off with Power-Point. Everybody knows about
PowerPoint, right? How many times do you see people aren’t up here in the show
program up here? To turn your Power-Point off or [Indiscernible] [1:45:11] down here
on the bottom, for the little symbol to turn it on. F5 does a really nice job with [Inaudible]
[1:45:17] and work outside. Now if you ever get a situation where you don’t want that
up there? Like I didn’t want it up there before and I want the screen black, he does a
really nice job of turning that black. If you push B, it will come back. But if you want it to
[Indiscernible] [1:45:40] do a drawing on there with your little pencil thing, why the W
does a really nice job of [Y] [1:45:48] for you. And W will bring it right back to where
you were. If you want to jump a couple of slides and move ahead of the program
because your not, don’t have enough time, may we say, all you got to do is go number
six and enter and your now six slides into your production. But if you want to be back at
the front, one will put you right back where you were. I like to use something to get
people’s attention, to start right off with. Kids don’t float. Anybody wants to do a test
where this sign is?
Female Speaker: [Indiscernible] [1:46:31]
Dee Hadfield: 18 miles East of North Alaska. Out in the middle of nowhere? They
have these all over to protect the kids up there. And I put kids in here ‘cause I don’t
want to start, you’re going with kids a little bit, because that’s going to be a big point with
the Power-Point presentation that I developed that I’m going to try and talk you through.
The things, I try to look at while I develop a program. First find out about the request of
the workshop and the available information. I had a manager from the division of
streets in Utah, come to me and said, “I need a workshop on [Indiscernible] [1:47:16]
and parking accidents.” I’ll go on. Wow, what did I do? I’m a heavy equipment
operator, so I started looking to see what, you know, is there a need for this kind of a
workshop? Is there anything out there that really tells me about this, and is there a
need for? Second, one of the causes of this problems, for the [Indiscernible] [1:47:45]
and parking accidents. Third, show the steps to reverse the problem, and four is the
hard one that keep the audiences attention and all that attention will tell you’ve got the
information presented across to them.
So as I come out, the first slide I normally have just like I did with this one, I have
something to catch people’s attention. And the equipment operators usually like sports,
automobile and horses those kinds of things, so I try to put something out there that
catches their attention, right now and holds them. Now, next thing is, is I want to say
“Okay, is there enough information out there or is there a big enough need for this
workshop?” [Indiscernible] [1:48:27] in our safety presentation curves 28 percent of the
accidents, what are the gentlemen saying about it? Think about how little time we’re
actually in curves but yet it’s 28 percent of our accidents, you want me to send you back
another one? Think of 30 percent of your accidents, and the amount of time you are
going backwards, that shows you how significant this problem really is because you got
30 percent of the accidents, with the amount of time you are going backwards. Okay,
even though the potential serious injury does not exist most of the time because of
speed, very slow speeds usually it’s just the small impact. People that are being
impacted are the small children; the kids. And we look at this in my world, I like to use
the Power-Point buttons again too because that allows me to speed up or slow down so
I can jump forward. You look at these two little guys and say, do I want to run over one
of them. Every six days in the state of Utah, one of these little guys gets impacted by a
backing accident. Some days you think, it would probably be good if [Inaudible]
[1:49:51] do you really want it to happen? We are the ones who can make a difference
with this problem. So I try get people’s attention like that and I can’t. These little power
buttons off the side make it so I can move ahead or back. Another impact: 500 deaths,
1500 injuries per year, a problem. How much experience we got going backwards
compared to going forwards in a car? Not very much. Hard to see where we are going.
It’s usually a little speed so we don’t think anything is going to happen. Okay, other
things, I tried to bring out quite a bit of [Indiscernible] [1:50:33], 1.6 seconds, 300,000
accidents that are reported not on unreported accidents, 400 people dying, 1.3 billion
dollars. Are they preventable? Just simple backing cameras or [Selangor] systems
that they are putting on cars now can stop a lot of these things. How much did it take to
buy a simple little back up camera? I got two for 69 dollars. That’s pretty cheap child
protection as far as I’m concerned.
Other things are kids and cars is a website. I use a lot of websites to pull the
information, talks about the other things that are impact. It talks about the small kids
here even though 6 percent of the whole US population builds up 30 percent of the non-
occupancy victims. So again those are pretty good stats to jump out at you. 57 percent
increase between sixty and sixty…
Male Speaker: Through
Dee Hadfield: 2006 and 2007. Why? SUVs, vans, pick-ups, those kinds of things
become more popular and we got problems with it, what are our causes? I try to pick
out incidences that have happened, I bring those incidences out. You see Grant’s bill,
you see Salt Lake, you see Las Vegas, you can see Texas, don’t remember where this,
Wisconsin, all over you are seeing these types of information coming out telling us
about accidents. One of the websites I like to use is ‘spot the Tot’, this was talking
about leaving the kids in the cars during summer time with hot air or hot heat. You go
down in here, it will give you this picture. This is a poster that they will provide for you to
hand out to the people in your workshops to get attention. And it goes so far as to have
a little sticker that you put right here on your door. So when you go to open that driver’s
door, you got ‘Spot the tot’ right there and you say okay am I clear? Do I need to walk
the car, around it? Or what do I need to do? Hold your attention to it right now. So
there’re those kinds of places that you can get information from and get support for your
Kids and cars is another one, that’s the one you saw just a minute ago. This goes
through and talks about back-overs. I think this little guy right here grew two years old,
his dad backed over him driving out of the drive-way. You know what’s the worse thing
about this 60 percent of these children that are killed are killed by their parents or their
grand-parents. I don’t know about you but that tears me up a little bit because I think of
those little guys, because those two other guys out there are my grandsons. I think
about those two little guys, I can’t imagine having that happen.
Differences in cars, does that make any difference how tall we are? You bet it does.
Here is the average right here. If you’re have to be a little bit on the, what do they call it,
heights challenge side, it takes your view away from you. You can’t see near
[Indiscernible] [1:54:00]. And that goes from what, 17 feet put it out to 52 feet if you
happen to be in a full size truck. So these are pretty significant things to bring to
people’s attention. Again, more facts coming off of these websites, graphs, whatever
you want to look at. What are our causes? Distractions, cell phones, anybody ever talk
on their cell phones while they are driving?
Dee Hadfield: I try my hardest not to but I catch myself every once in a while doing it.
Let me show you how bad this can actually be and you may have already seen this, I
don’t know or not. If you look, look back up, you look at that lady’s face right there.
Look at that lady’s face.
Female Speaker: She doesn’t even see him.
Dee Hadfield: She doesn’t even realize that she hit that guy. See her face right there?
See her face? This kind of thing brings the attention to the group. And I like to use
those kinds of things and again it’s one of those deals where you have got a short
period of time, you can pass that up and just talk about it, move right on past blind
spots. Do we ever have blind spots? Never have blind spots on trucks or anything, do
we? Very insignificant here with that because it’s just out on some guy’s car wash
trapped back into it. Speed, does speed have an impact on it? You bet it does and if
we take a look at this, little picture I got right here, look what’s in the back of the truck,
asphalt. This is a patch crew for one of the cities out just patching potholes and now we
can back up and get that pothole. See what you got. Takes that long and you got that
Okay, what are some of the causes again like, you can see them, I’m running short on
time. I’d like to bring it to people’s attention that a lot times they are at fault with the
actions and stuff that they do. You look at this, all backing accidents are
chargeable/fault accidents to the driver. Your backing and you got, you hit somebody,
you might as well get ready to start paying and let your interest, your insurance charges
and everything go up. They are not defendable or defensible, okay? What do we do to
change that, why did they occur? Just a few more of those, this comes from Utah state
legislature. How did avoid them? Talk your way through them. We have other areas;
Texas Workers’ Compensation Commission can give us additional information. This
next slide it’s going to be really a lot of fun because I got two people in this room I want
to know if they’ve ever seen this document. Julie and Castus have you ever seen this
document? [Indiscernible] [1:57:21]
Male Speaker: A what?
Dee Hadfield: Honolulu? You ever seen that document?
Male Speaker: Nope.
Dee Hadfield: Okay, the information can come from anywhere and it’s good
information. You get inside of it you can see that it talks about the corner of your rear
view mirror, talks about backing skills and again, backing skills, something to get their
attention. Remember that I’m dealing with…oh it’s not going to deal with it.
Female Speaker: What do you do when that happens?
Dee Hadfield: I ended up in a workshop in Florida and I hooked up everything, I’m
ready to go, I’ve got 12 or 13 people sitting there, I turn it on and my won’t talk to there
and what do I do? And I talk for a while. Finally I turn my computer around and say
watch my screen we’ll go off my screen until the first break. At first break, I locked out, I
changed the resolution on my computer and the projector picked it up. But it’s awful
nice to have that done the night before. So if you’re going to work with somebody else’s
stuff, try to get it the night before and get set up with it so you know that it’s going to
work when you get out there. And this was working the last night off of, that’s what I did
wrong, if we put it. If we had left it on my chip we would have been okay.
Anyway, what that, what this, the one is and I really had a good one to show…I’ll just
talk [Indiscernible] [1:59:15]. It’s a trailer, it’s a truck and a trailer on a logging road.
Now this guy backs this truck up and turns it around. Now if you’re going to back a
truck up and turn it around, won’t you put the back out there first and try to pull out and
go that way? This guy puts the back down the road and bends it like this and pushes it
out onto a peninsula type corner on the roadway and then turns and comes back this
way and it comes right around. It’s totally a different way of turning them a truck around
that I would have thought of but it‘s something that keeps the audience interest.
Something that keeps their right on your presentation and that’s what I try to do there.
Then again depending on my, amount of time that I’ve got left, this button would got to a
about a twenty-minute film called, the blindfold effect. I don’t know whether you’ve ever
seen it or not but it talks about driving blindfolded. And it’s virtually what you are doing
when you’re backing and how hard it is to respond to what’s going on around you when
you’ve got that kind of effect. So that’s something else, if I’ve got time I’ll finish up with
that. Going through signals; are signals important when you are backing? You bet they
are, I’ll tell you how important one they agencies I visit in Utah, had a brand new fire
hall, had a new fire truck and their new policy was they can’t back up unless they had a
spotter. They’re backing this brand new fire truck into the brand new fire hall and they
hit the new fire extinguisher hanging on the wall. They went before the safety
committee, the safety councils, committee whatever you want to call it. And you know
what the driver’s excuse was? I didn’t understand the signal my spotter gave me. How
many ways can you say stop? Stop, stop, stop, stop, you know, so get those
communications link right off the back start off with him. So if you are communicating
with the people that are around you. These are websites that I use, I always try to list
those and I always try to give a summary at the end, talking about the things that we’re
supposed to have accomplished through the presentation and then something to keep
their mind on where they are parking their cars, cause this is really not a really good
spot to be parking a car.
Female Speaker: Do you ever use break out groups or another, an activity or is it pretty
much stand and deliver?
Dee Hadfield: Most of training that I do is, you know, taking information to them and
delivering it. I do use that with grades when I go into moderator operating and gravel
roads when we start talking about the cross section and a slows on the roads. I like to
get people out of the audience, I’ll ask, who’s got experience with grades here,
somebody will raise their hand, I ask them to come up and take a hand lever and a tape
and go through a hand lever or eye leveler [Inaudible] [2:03:36] whatever you want to
call it. And try to get them working with that. That makes to me that makes up really a
lot of fun as a trainer. If I can get some people going and try and get them, thinking,
thinking their way through some of these challenges that we have for them, that’s what
makes it a whole bunch of fun for me and the more information I can get back, the more
communication between myself and the people within the room, the better it is. I had
just really a good time when it gets to that, okay? Thank you very much.
Mindy Carlson: Several months ago, Steve had contacted me and asked if he had
heard about this new project that we were working on and saw the LTAP to develop an
online course for our gravel road design and maintenance workshop that we do. So,
one day, you know, course where we have an instructor who goes in, does his five
presentation, and a great great workshop and we hold it every year around the state,
it’s very popular always tell it to the mass, people hold it every year. So, last year I did a
proposal with our local gravel research board, gave them a dollar amount, told them
what we wanted to do, [2:05:00] talked about the tasks deliverables and what not and
Jim came to, I didn’t come to an LTAP last year national conference. So he came and
gave me an update on, you know, thought we were going to do this, so here I am Steve
asked me to do an update or at least he thought that maybe that thing hadn’t been done
yet. But it’s not anywhere near done yet. I’ve done some presentations and you always
have the back ups, so I need some screen charts of the different pages that are already
outlined. And so fortunately I got to plan B, it’s like I could use good slide B, plan A but,
that’s why it’s plan B. So, I’m just going to go over, why now, online courses aren’t new.
This one in particular might be new maybe to some of you, and it’s certainly new to us.
I know back when Shirleen was the director she had always talked about doing wanting
to move right into that online and you know we did a little bit of research back then and I
just, not that I hindered that in anyway but I really didn’t think our audience was ready
for that. You know, I mean we’re looking at maintenance people and rural Minnesota,
some of them don’t have high school, even high school degrees, education diplomas,
and certainly a lot of them have gone on to college and why that’s so, I mean what…
they’re really going to sit down on a computer. But I kind of started thinking over the
last couple of years that you know [Indiscernible] [2:07:10] start looking towards this and
you know maybe we should start thinking about it. We can start with sort of maybe
departmental area and get people used to it and, you know, really do some hands on or
training with an online tape thing. So I decided if I’m going to do this, so we’re going to
move forward with this, I need to know what its like because I’ve never really taken an
online class. So I signed up for one at the University of Minnesota, it was a nine-month
course and it was just a basic psychology class and I loved it, I just thought it was really
fantastic and it was the best thing I have ever learned in my life. The way it was set up
the way it was structured, I never talked to an instructor. We had a type of blog thing
where you could interact with the other students and also with your instructor on what
just the way it was all laid out here, really set you up for success and you basically had
like eighteen chapters, they gave you an introduction, and overview for every lesson
they told what you going to learn and at the end of every lesson you have a test and you
didn’t move on to the next chapter until you pass the test. And so anyway I did great I
loved it and I thought what if I could do this, and for sure anybody can, so that was sort
of my investigation and then Jane and I talked and we decided to move forward with
proposing it to our local agency to ask them for extra funding to do this. So through the
project management then of course was doing the work scope and defining what those,
identifying what those tasks and deliverables were going to be and getting that contract
through which… that’s always a challenge in itself. So, but we finally did get it, we got
the funding we got the contract through and we started working on it last November and
one of the first tasks really was to hire a web developer and one thing I could
recommend if your ever thinking about proceeding in this direction would be to look at
the resources of your university and see what they have because we do have people
that do all the web developing and do video and all kinds of narration types of things.
They’ll help you with the writing scripts and things like that so. Anyway we took this
course; we took the workshop materials, the tiny materials that we already have for the
one day class, we took the FHWA gravel road’s handbook and we took the gravel
road’s meeting the challenge DVD, I think most of you have probably seen that when
[Indiscernible] [2:09:50] and I brought those all to the web developer and our university
Mindy Carlson: I worked with the web developer at our University and I actually also
had other assistance… there was another program online that had already been done, it
wasn’t one from us. I was going to show you that too if it’s completed but I can’t. But I’ll
show you where it is later if you’re interested. And so I kind of told Tracy, this is what
I’m kind of thinking, you know we’re thinking that we’d like it to look like, but you know
with our stuff.” So, it took… I don’t know, December we probably started getting the
objectives [Indiscernible] [2:10:34] sketched it all the objective based on all these
materials that we have and all the different chapters and then we presented those to our
technical assistance committee made up of Ken and our current instructor and a few
other people that actually had hands on, Gravel Road experience in things that made
sure that these were the objectives and that we were going in the right direction and
everything was good. And so just recently she’s come up with this draft that I was
telling you about and the actual type of format it’s called Moodle, has anyone ever heard
Mindy Carlson: Oh, okay great.
Male Speaker: We use for [Indiscernible] [2:11:14] refresher online course.
Mindy Carlson: Oh, great, so some of you already have it. Well, this was our first
experience with it. The class that I… the psychology class I took was in a previous link
called Glab Vista. But apparently now we’re called [Indiscernible] [2:11:29] toward this
Moodle site. Moodle, I have the definition, is a course meant for a system for virtual
learning. It’s equipped with a variety of built-in communication, collaboration,
assessment and evaluation tools. So it’s pretty comprehensive and I think it’s going to
do the job. I’m really super excited about it. Let me see, okay I told you that on
[Indiscernible] 2:11:57] to a couple of the… So if you can see this, like I said, this is a
really rough draft [Inaudible] [2:12:04] and some of these things have already changed
in the way we’re identifying these different requirements and instructions. There’ll be
more clarifications on some of the things and what the students are supposed to do and
open. We’re not going to really necessarily have that sort of an assigned instructor,
we’re going to have, John who teaches our class now. It’s sort of going to be like talk
about it as collaboration more of these different people, John and Ken who does the
video, ‘because we’ll have this video introduction is actually Ken’s cool stuff on that
video. So when they click on that it will be him and he’ll be talking and then we’ll have
our new, our instructor now for the actual hands on class, on there as well.
So and then these will be called lessons not modules, just some different things like that
that are going to be changing up. I guess it’s that rule that our picture of how the
introduction will be in so this just so doesn’t do justice. Well, let me see if there are any
other things here I wanted to mention. We are going to have, like I said there will be a
lot of interactive type of tools here. So when, you won’t just click on that slide
presentation, it will actually be… it will open up into slides that a voice will just be talking
and, “Hello this is how you get into your moderator, and you’ll go down the road and…”
And then we’ll have assignments where it will say you have to read pages one, nine
through 11, 13 through 14 and blah, blah, blah, blah. There will also be a requirement
at the beginning where we’re going to ask them to create an action plan, so throughout
the whole course they have created this action plan and they’ll continue to make notes.
There’s a tool in there that allows you to make notes and then sort of combines it all at
the end it helps you create your action plan and that will be a requirement that they turn
in at the end of the thing. They have a quiz at the end of every lesson and they can
retake it as many times as they want. It’s about ten to 15 questions that this particular
Moodle format of like that just great things like when they go to retake it, it makes up all
the questions or adds different ones in and puts them in multiple choice or true/false, it’s
just really great. But they can take it as long, as many times as they need to, we’re
really to setting this up so that they feel good and that they’re successful in taking this
so that they’ll want to continue and they’ll get down to the course and, “Well, I want to
do another one.” So there’ll also be, this is sort of what the virtual gap when the… you
can have a whole list of how many times you’ve taken the class or, excuse me, taken
the test until you pass it and then you could do your average. This is an example of a
question. This is another example like I was talking about how we’ve all switched up
how the questions are formatting.
So then at the end there will be a final exam and there’s about 75 questions and all of
those questions will be taken from all of the other questions that they’ve been given
throughout the course. And one of the challenges when you’re developing this is to
make sure that the instructor has answered every question or at least talked about it or
you know…that we’ve discussed that so... And they’ll also be able to take that final as
many times as they want to and then their final requirement will be to turn in their actual
So in wrap up, we hope to have this finished by November. As you all know at the
University or at Universities there’s always something going on and apparently there’s a
an event coming up. So anyway, but we’re hoping it will be done by November after
that we’ll do about a year of taking it, taking it around to some of the different introduce
into our County engineers, our city engineers and maybe doing some hands-on training
with those folks that they can get people then in their shops and what not to get
comfortable with using their computer and of course [Inaudible] [2:17:18], question?
Female Speaker: Do you plan on charging like a registration fee for them to take this
and is it something that would be available so like if we promoted it in Colorado then my
people could just go and sign up for it and pay for it online or something?
Mindy Carlson: Yeah we are going to charge a fee and that it will be a nominal fee
which simply, we don’t want it to be a huge fee, but we just want it to be on the cover,
the administration cost of having our registration system at the University to take care of
registering as people we’ll get like they’ll become a student at the U with continuing
education College. And so they’ll actually get a student number and then they’ll just
create a password so that there will be a [indiscernible] [2:18:06] to it, I think the fee will
be maybe somewhere between $25 and $50 depending on what we work out that
administration fee to be.
Male Speaker: How much the refresher course, the lab courses?
Mindy Carlson: It is $70 for our local, no wait; 70 for state employees, 60 for our local
[Indiscernible] [2:18:34] so it’s actually more for….
Male Speaker: What was your cost to develop, once you had all your pieces put
together and all to give it to the web people and have them develop?
Mindy Carlson: Well we asked for 40,000 from our local web research board and that’s
all for administration everything, but the actual web development of it was between 26
Male Speaker: Got time to recover more questions. Yes, Nina
Female Speaker: You mentioned audio, are you going to close caption from the audio?
Mindy Carlson: That’s a good question; thank you.
Male Speaker: We don’t have any answer at this time.
Mindy Carlson: I will check on that for you. Are you suggesting that I make sure that
Female Speaker: And that is a really good idea, when you put it on our experience.
Mindy Carlson: Okay.
Male Speaker: She doesn’t ask a question that’s not leading.
Mindy Carlson: Yeah, I know.
Male Speaker: One more question please? Yes.
Male Speaker: Yes. How do you make the determination of which courses you’ll put
online and which courses you cannot put online or would not put online?
Mindy Carlson: I think that… we haven’t really come up with a formula for it. This was
a class that they had always before I had come to LTAP but they’ve talked about
possibly being a good candidate for an online class. I guess, we also have a motivator
program that’s today on a [Indiscernible] [2:20:19] hands-on and so not something like
that but maybe refresher type courses that would involve people that have already been
through the work all these stuff that just need a refresher course on that or seasonal but
we haven’t been able to come up with the formula. Do you have any suggestions or…?
Male Speaker: Keith and do you have a card I’m just going to say this will be a great
and we do the field day in the classroom, they can I give the classroom online they
could [Indiscernible] [2:20:44] in the field day and get them in the…
Mindy Carlson: Right.
Male Speaker: Get them in the graders and going round you can [Indiscernible]
[2:20:49] to be to gather two days off at work and that type of thing.
Mindy Carlson: And that’s one type of thing I wanted to mention to you is I think in your,
on your agenda it sad for my name classroom versus web and I don’t believe that. I
think that there’s some blended, it will never be classroom versus web.
Female Speaker: I just want to comment to say, we like to promote the clear roads with
their maintenance training DVDs. It’s a similar format of training on the way you’re
having the interactiveness where you can get the videos or just pictures or texts on the
screen and there are six different DVDs on different Winter maintenance topics and it’s
this kind of interactive you can go in and out at any different time. You can take quizzes
and it shows your scores and stuff like that. It’s called clear roads and I think that’s very
Male Speaker: Let’s give Mindy a hand. Thanks for letting me to mention all the
evaluations you wanted me to give you specific instructions to get with [Indiscernible]
Steve Pudloski: Okay. I decided not to use Power Point, try something different.
Female Speaker: Amazing.
Female Speaker: Yeah.
Steve Pudloski: That’s right by the way that NHI class was called trying to avoid get by
Female Speaker: [Inaudible] [2:22:50] it’s probably like this.
Steve Pudloski: Yeah.
Female Speaker: Like a [Inaudible] [2:22:53].
Steve Pudloski: How many of you have done oh, my topic was supposed to be talking
about distance education and distance training. How many of you have done a distance
course or something like that?
Male Speaker: Distance course.
Steve Pudloski: Bet I know Keith works in the ITE distance program, anybody else
teach in the ITE distance program? How many have produced a distance course
Male Speaker: I’ve taught people hundreds of miles away [indiscernible] [2:23:30] I’d
Steve Pudloski: Well you know there are so many different kinds of distance. Just to
give you the idea I’m in a department in the College of Engineering in UW-Madison, it
does outreach and we have a number of distance efforts. We have three masters
degree, they’re totally done by distance. One is two years long, 12 three credit courses
in a project that takes from August full year including the summer and other August. It’s
called the Masters of professional Practice. It uses Moodle. There is an acing credits’
learning, a lot of the stuff is done online. There’s group work and all, every week there’s
group work, there’s a hand-out where you have to turn in homework every week. And
these thirty people in this class I think we’re on our tenth class all but one person has
graduated and that’s because there’s a mother in the class who calls them every
Monday morning if they haven’t finished their work from the week before and wants to
know why they didn’t, when it’s going to be done.
And they’re all working, they’re from all over the world, it’s a very successful class. It
takes tremendous amount of effort they’re paying for tuition. We also have a Masters of
Engineering in Engine Science, that’s a three-year program and a technical Japanese
program. Virtually everybody that starts these programs finish them. That’s not true for
non-credit distance education. They were getting something out of it. My favorite book
is called the Positive Power of Negative Thinking and before you jump in the distance
you should really think about this and talk about this down with folks. Are you really
getting the deal for 40,000 Pounds for this course and et cetera, truly amazing with the
troops doing them?
We also…my first scaffold at University was counsel the satellite courses in conjunction
with APWA. I think I did five of those with APWA, one I actually had over 400 sites at
the class and we do credit at a distance where we mail a tape-out. They take it instead
of Moodle it’s actually old-fashioned, we’re making money and we were fist at credit at a
distance because people can’t go to school, they’re getting masters that way usually in
Electrical Engineering. We have a UN Disaster Management Certificate which is
essentially a correspondence course online. They’re just PDFs of basically little books
and then they take a test on that book that they do, they can talk to instructors but I
think we’ve had two or three hundred folks get that. It’s a UN-sponsored certificate
So we also do weathers, we have a building code for us like where we are doing a non-
credit building dome courses, six weeks, two hours at a crack, six sessions, one week
with part two hours of each one going through the international vote. We’ve been trying
to figure out on the continuing education side of the house, how do we pay for distance
courses we’re self-supporting department? So, how do we pay to develop these
courses and still get people and charge a fee that people are willing to pay?
Most of the webinars are almost given away by vendors and by other folks that are tying
to sell something and there’s really a difference between distance courses and face to
face courses. And I saw three or four things up here today that really don’t happen in
distance courses or are very difficult to accomplish the distance courses. Does
anybody, what makes a face to face course entertaining right or…?
Female Speaker: A discussion interaction.
Steve Pudloski: Pardon me?
Female Speaker: Discussion.
Steve Pudloski: Interaction and discussion?
Female Speaker: You can see when people are or aren’t understanding.
Steve Pudloski: You can see when…there’s feedback, alright?
Male Speaker: Experience, discussing the different experiences.
Steve Pudloski: Okay, so you can actually get people involved in with their experience
and sharing their experience?
Male Speaker: You can also see the reaction of the class.
Steve Pudloski: See the reaction of the class.
Male Speaker: Or lack thereof.
Steve Pudloski: Or lack thereof, humor.
Female Speaker: Yeah.
Steve Pudloski: Emotion. You did a great job in stirring that folk’s emotion, what makes
a class successful? All those things plus?
Female Speaker: A good instructor.
Steve Pudloski: Pardon me?
Female Speaker: A good instructor.
Steve Pudloski: When you leave a class, what makes it successful for you?
Female Speaker: You learn something.
Steve Pudloski: You learn something?
Female Speaker: You implement that…
Steve Pudloski: Pardon me?
Female Speaker: You implement something you’ve learned.
Steve Pudloski: Yeah, it helps you solve a problem, right? And there are a lot of other
things too. The first distance classes’ idea that I realize well, first of all, people forgive
you for poor performance in a face to face class. They do not forgive you at a distance
class because there are so many other distractions. They will answer the phone, they
will talk to the guy working for him, they will turn around, they will leave, they will… So,
it’s very, very difficult to keep their interest. So as you do this, if you’re going to do this
you really have to think about the intention, the intention span of the people
participating. How long is the attention plan of the people that are participating in your
Female Speaker: 45 minutes.
Steve Pudloski: 45 minutes.
Male Speaker: [Indiscernible] [2:29:42] for the knowledge.
Steve Pudloski: Not more than an hour.
Female Speaker: Except that I heard somebody it’s 30 seconds.
Steve Pudloski: The younger the shorter right? Well, a rule of thumb that we’ve been
working with instruction of designers that specialize in distance courses, if you don’t
have some kind of an activity, some kind of a feedback mechanism, something that
changes the pace every ten minutes, we’re going to lose the significant unfortunately.
So, they’re telling us to just develop our programs in ten minute chunks, that’s right,
that’s almost impossible. If you teach a two hour session face to face, how long will it
take you to teach that in a distance program?
Male Speaker: [Indiscernible] [2:30:52] the whole day.
Steve Pudloski: Pardon me?
Male Speaker: It is double the time.
Steve Pudloski: It doubles the time?
Male Speaker: At least [Indiscernible] [2:31:01]
Steve Pudloski: It halves the time.
Male Speaker: It halves the time?
Steve Pudloski: Yeah, if you teach a six hour course and you do it in a distance you’ll
probably going to finish it in three to four hours. There are early eruptions, there is
almost no feedback.
Male Speaker: Well this is for asynchronous kind of course.
Steve Pudloski: Even synchronous, unless you have a group that’s working together
over and over again, like those masters programs, where they meet every week online
for two years. That’s very different than a six, these sixty minute or ninety minute
Male Speaker: You know, but one of the things that I kind of feel like, you keep saying
in master programs that when you’re teaching the courses that we’re talking about,
you’re talking to people that number one, like the lady was saying, may not have any
education beyond high school.
Steve Pudloski: Right and we have electrical engineering classes virtually all those
electrical engineers know everything about computers, they have no problem, and they
just crank through it. If you have a group of highway superintendents at the town level,
it’s not going to happen. I’m just using an example. My problem when I go to talk to our
instructional designers and the people, they act like this is a credit course for advanced
students, and I want to get to people who’re out on the road, rating roads or doing
something else. And it really means something totally…need to take a total different
approach, but you still have to keep it interesting, right? You still have to try to develop
some kind of feedback; you still have to break it up into pieces.
Right now we’re doing a series of webinars on rating pavements. Steve mentioned we
invented the [indiscernible] [2:33:19] rating system, it’s a one through ten rating system
for paved roads and one through five for unpaved roads, many of you know it. In
Wisconsin there are 1924 local governments or street and highway responsibility, nearly
2000. They are all required to rate their roads every two years and turn that rating into
the state. So the year of the rating, I used to go round and do fifteen, one-day
workshops, teaching them how to rate the roads and how to use the state database
which has all the road data in it and also has some analysis to on [indiscernible]
[2:34:00]. Well this year the state refused to go round with me. We can’t take four
weeks out of our busy schedule and do all the training. So we’re doing webinars on the
topics, we are on our third webinar, we have it divided into three 90minutes sections,
rating roads 90 minutes, understanding the database 90 minutes, using the information
in the database to go out and do the fieldwork and turn the ratings in.
We’re using Adobe Connect, anybody use Adobe connect? Okay, it’s very simple,
inexpensive, university has a hundred seat license, so we advertised and we have 92
people, or 92 sites registered in every one, 92. So there is a sloop of people sloop,
what kind people are they? Town clerks? Oh yeah, three levels of government, 72
counties, 1,244 towns. There’s 100,000 miles of local road in Wisconsin and 65% of
that 100,000 miles belong to town governments. So we have an average of 50 miles
per town government, most of them have one employee, so talking about a different
level of…these are, a lot of time they climb off their tractor, go to the town board
meeting and then get the [indiscernible] [2:35:39] some dangerous thing with the
The clerks are better at this, so the Adobe Connect, those of you who use Adobe
Connect, we’re using the method which essentially was feeding information out, no dual
voice, they are hearing us, they want to get in touch with us, either using the
[indiscernible] [2:36:05] facility. We did that because we do have a phone bridge
available to us, so you’re going to have two way communication, they’d be on the phone
and on their computer, it cost 20bucks an hour to use the phone bridge. We’re charging
50 bucks for all three sites, yeah.
Male Speaker: Yes sir, I thought I want to make sure I understood, [indiscernible]
[2:36:27] something out of context, but I thought I just heard you say that relative to road
evaluation pavement evaluation, clerks are better at this than…
Steve Pudloski: Clerks are, actually sometimes they are, but clerks are better at the
computer and taking the…getting the data out of the state database, putting the data
back in, sometimes the elected officials go out and rate their own roads.
Male speaker: Right, I think it has, like one of my question to is [indiscernible] [2:36:55]
if of you’re trying to change behavior, which is what someone had mentioned earlier on,
if you’re trying to change behavior, how difficult is it to use an online program to ensure
that your objectives of changing behavior has been attained?
Steve Pudloski: This online program is to give…first of all the changing of the behavior
is the state required to turn the ratings in. What we’re trying to do is give them enough
information along with the manuals to allow him do the work, a list of other people who
have done this kind of work, they’ve been doing this, the pacer rating system was
invented in 1988 or ’89, they’ve been doing the ratings every other year since 2001. So
they’re on their sixth time around. I’ve gone out and rated their roads afterwards they’re
always one rating to a high, you know wants the improvement.
Male Speaker: Steve that question I had is you mentioned instructional designers?
Steve Pudloski: Yep.
Male Speaker: Where do they come from? Is there an office at the university that
provides them and who aids that [indiscernible] [2:38:10]
Steve Pudloski: Okay, our department hired the two of them because of the
Female Speaker: Steve can you repeat the question? You know.
Steve Pudloski: Where do the instructional designers come from? We actually have
some on staff, our department uses instructional designers so we borrow them, they
review what we are doing and make recommendations. We don’t turn the information
over to them, there’re poling features in this, our ten minutes rates are based on we ask
them a question. So we are rating, we show them a picture of a road with a list of the
possible distresses and they have to pick up what the distresses are, or they’ll have to
rate the road, so we’re asking them, you know, here’s a picture what do you see? Then
we show that poll and talk about what was right and what was wrong. So there are
techniques but it is…my advice is first if we’ve got to do this do the class live like you’re
doing it. Secondly, do a pilot, get some of your friends in and do it with them and make
sure whatever you’re doing solves your customer’s problem and do it in small chunks
or… This has been pretty successful, we started with…I think we had 92 registered, 87
signed up, 85 signed [indiscernible] [2:39:34] kept on and 55 filled up the evaluation
[indiscernible] [2:39:39] at the very end, so…
Male Speaker: Any other question for Steve? Beth you had a [indiscernible] [2:39:44]
for a pass instructor we jumped on, do you remember what your question was?
Female Speaker: Oh yeah, I mean have you thought about using multiple topics in one
Female Speaker: No I haven’t done that.
Female Speaker: To cover like an intro-type series or anything like that and to break it
up into smaller chunks maybe?
Female Speaker: No I haven’t thought about that yet, this class they’ll have three
months to finish.
Female Speaker: Three months to finish, okay.
Female Speaker: So and you know the class that I took online, the first thing that they
had to do was plan out their schedule because you know they told you, that’s like the
hardest or the biggest challenge for most students is “Oh yeah, I’ve got nine months to
do it” and then they wait till the eighth one, you know that kind of thing. So I didn’t
necessarily, I’m not sure, I don’t think I’m going to have them do that, but I think three
months and having to create that action plan will hopefully propel them to you know, like
I would take a lesson a week, I would do a lesson all week through Thursday and then
Friday I would take the exam, you know, so I’m kind of hoping that maybe I encourage
them to do it that way. So, but we’ll see, you know maybe a future class would have
different choices, so.
Male Speaker: We’ve got about three minutes to do a little wrap-up here I wanted to do,
if you don’t Michelle is going to present at the end anyway but I’m sure this is just a
demonstration if we teach for an hour, they’re going to hear about half of what you said,
get about 30 minutes out of that. Of that 30 minutes they’re going to understand about
half of that, so we’re down to 15 minutes. And that that they understand they’re going to
believe about half of that, so we’re down to seven and a half minutes, and usually by the
end of class, they’ve forgotten half of that, and by the next day they’ve forgotten the
other half, so we really don’t have a lot of hopes they’re going to get anything at all out
what we say.
I spent six years in college in engineering, got my Masters in Engineering and there
was a lot that I didn’t understand when I sat there, even in college, you know what I
mean, you kind of sat there, kind of understood it, memorized it for the test but did you
really understand it and then there’s a lot I haven’t used, I don’t think I’ve done a partial
differential equation since I got a problem. This really happened, and then the hands
on, you know there wasn’t a lot of that when I was in college, I remember one time we
went out and dug a couple of things when I was in Geotech. But you know what? I’m
really impressed with in Montana is a common sense; it is amazing how brilliant these
people are that have never been to college.
It just amazes me the things that they come up with and how quick they are and things
that, in a different way they’re smart in a whole different way. I had a little video clip on
that that was really good but… students retain ten percent of what they read, 20 percent
of what they hear, 30 percent of what they see, we’re up to 50 percent of what they see
in here and 70 percent of what they say, that’s why it’s so important that you talk in this
class and then you’ve asked questions and we get our students to do that. Now here’s
the big one 90 percent of what they, that they do something, they go out and actually do
it in our class.
You know, you ask about the break out groups and that’s where we learn sometimes, I
think we all do break out groups that [Indiscernible] [2:42:59] he does a lot of break out
groups in his training which is really just [Indiscernible] [2:43:02]. Something that we’ve
done so successfully in Montana, I just have to share with you all this [Indiscernible]
[2:43:10] scholar programs, we all do, what do you do with it. This is our group last year
and I want to point out that we have three county commissioners that are Road
Scholars, where’s Sandy, oh there she is. Three county commissioners and our
commissioners are involved deeply in our program. We are getting to see a lot of Road
Scholars that have been in ten classes and we tell them right off when we have that big
ceremony, got 200 people there, give them jackets and we give them certificates and
it’s a big deal to them, then I get up on the podium and I tell them “It’s your responsibility
now, you’re all at the age to pass the torch, you want to do it and you can do it, you’ve
learned this, you know have a license to do it, and I need you in my classes to teach it, I
don’t have all that practical knowledge you do.”
So every class that we teach I’ll call three Road Scholars from that district, they come
out and they’re right up in front and they teach the class and they do the handling for
me. It’s amazing, we force them into teaching, they’re hesitant, they get into it and they
want to do it and so you use your Road Scholars, they’re the gems, the gold that you
might, you’ve worked hard to develop and you need to get them to be involved. Guys I
appreciate you being here, I think we’re about out of time, any other last comments for
any other instructors? It’s just an honor to be with you all, I really cherish the friendships
that we have over the years I really do and thanks for being here.
[RECORDING STOPPED] [2:44:40]