The National Academies Press

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From page 19... ... CHAPTER 4 Conclusions and Suggested Research Conclusions Through this project, the existing classroom curriculum for training traffic incident responders and managers was transformed into an interactive e-learning training course. The completed elearning course meets the overall focus of the training to motivate different stakeholder groups -- law enforcement, fire and rescue, EMS, transportation agencies, towing and recovery, and notification and dispatch -- to acquire a common set of core competencies to promote a shared understanding of the requirements for achieving the safety of responders and motorists, quick response, and effective communications at traffic incident scenes. Read the entire page →
From page 20... ... In addition, similar "mini-modules" could easily be developed for members of the secondary audience of the TIM training course including • Coroners/medical examiners; • Municipal government: mayors; city, town, or village officials; city managers; traffic engineers; • New media: television, radio, traffic reporting organizations; and • Federal agencies: National Transportation Safety Board (NTSB) , Environmental Protection Agency (EPA) Read the entire page →
From page 21... ... APPENDIX A ADDIE Instructional Design Methodology Consistency is a crucial concern whether developing a single course or a set of courses. The team's approach to instructional design follows the widely used Instructional Systems Design (ISD) Read the entire page →
From page 22... ... • What, if any, are the technical constraints bearing on the user's environment? For example, there may be issues associated with bandwidth or user access to audio sound cards and headsets. Read the entire page →
From page 23... ... • Constructivist theory assumes that learners are responsible for their learning. Learning is seen as an active, social, and contextual process. Read the entire page →
From page 24... ... Learning Theory Instructional Strategies Behaviorist Theory • Instructional cues to elicit correct response • Practice paired with target stimuli • Reinforcement for correct responses • Multiple opportunities/trials (drill and practice) • Discrimination (recalling facts) Read the entire page →
From page 25... ... Creation of the Required Media Online courses are heavily dependent on the authoring tools and delivery environment. UMD's development team is well acquainted with multimedia development software. Read the entire page →
From page 26... ... Evaluation As mentioned previously, evaluation occurs at a number of points in the development process. In fact, each previous phase of the ISD process includes a review checkpoint to ensure the results of the original analysis are still accurate, the design is still appropriate, and the development process is still consistent with the program goals and objectives. Read the entire page →
From page 27... ... APPENDIX B Literature Review The individual literature and training programs that are currently available are summarized below. Read the entire page →
From page 28... ... National Traffic Incident Management Coalition (NTIMC) Read the entire page →
From page 29... ... responsibilities, emergency vehicle lighting and markings, and roadway scene safety. A review of the content of the IAFF training publication found the guidelines and procedures to be consistent with the core competencies outlined in the SHRP 2 L32A train-thetrainer instruction. Read the entire page →
From page 30... ... http://www.dot.state.oh.us/Divisions/Operations/EmergencyOperations/Ohioquickclear/Pages/de fault.aspx Towing and Recovery Association of America The Towing and Recovery Association of America (TRAA) was founded in 1979 and is the umbrella trade group and national voice of the towing and recovery industry in the United States. Read the entire page →
From page 31... ... A review of the content of the TRAA Vehicle Identification Guide found the guidelines and procedures to be consistent with the core competencies outlined in the SHRP 2 L32A trainthe-trainer instruction. http://ops.fhwa.dot.gov/publications/fhwahop10014/s5.htm Ten Cones of Highway Safety This 18-minute video highlights highway safety for emergency services using an actual case study and interviews with Lionville Pennsylvania Fire Company members who were on the scene of a minor motor vehicle incident when a tractor trailer went out of control and slammed into the incident scene killing one firefighter and severely injuring nine others. Read the entire page →
From page 32... ... along local roads and highways. The video highlights through dash-cam video the many accidents that occur as officers are going through their enforcement action procedures. Read the entire page →
From page 33... ... curriculum to be both accurate and appropriate. The agencies and organizations that have developed their own policies, procedures, and training materials are widely varied. Read the entire page →

From page 19...

... CHAPTER 4 Conclusions and Suggested Research Conclusions Through this project, the existing classroom curriculum for training traffic incident responders and managers was transformed into an interactive e-learning training course. The completed elearning course meets the overall focus of the training to motivate different stakeholder groups -- law enforcement, fire and rescue, EMS, transportation agencies, towing and recovery, and notification and dispatch -- to acquire a common set of core competencies to promote a shared understanding of the requirements for achieving the safety of responders and motorists, quick response, and effective communications at traffic incident scenes.