Annex A: Learning services streams and categories

Background

The Professional Services requested are intended to secure access to suppliers who are experienced at providing Learning services. This will be the prime vehicle used for the acquisition of Traditional Classroom Learning, Blended Learning, and eLearning product development services. This includes the development of new Learning requirements and for the updating and converting existing learning & eLearning products.

Learning development services includes any or all of the following services:

Language requirement

The Supplier will be requested to provide services in either the English or French language, or both, in accordance with each individual requirement.

Applicable documents

The following documents form part of requirements to the extent specified herein, and are supportive of the Requirements when referenced below.

All other document references are to be considered supplemental information only.

In addition to the documents specified above, the following documents form part of the requirements for requirements from the Department of National Defence (DND) where referenced below.

Note for suppliers

Web link is only accessible by DND personnel. It is the responsibility of the supplier to request a copy of the applicable documents for each DND requirement from tpsgc.ocamaservicesapprentissage-sosalearningservices.pwgsc@tpsgc-pwgsc.gc.ca.

Additional applicable documents may be included with individual requirements.

Requirements

Stream 1—Strategic learning advisory services

Learning Advisor

1. Analyze learning requirements

Tasks of the learning advisor include, but are not limited to:

  • 1.1 Analyze the organizational need and the need for learning;
  • 1.2 Identify the actual situation, the referred situation and the gap between the two situations;
  • 1.3 Identify the skills and abilities acquired and the skills and abilities to be developed;
  • 1.4 Discover and analyze the causes and challenges of the observed variances;
  • 1.5 Propose a training solution that takes into account organizational issues;
  • 1.6 Provide a variety of training options;
  • 1.7 Develop processes to diagnose the current situation in the organization;
  • 1.8 Develop tools for data collection;
  • 1.9 Analyze the data collected;
  • 1.10 Draft a report with apprenticeship recommendations; and
  • 1.11 Propose a training solution that takes into account accessibility (i.e. to ensure that the training is accessible to employees with disabilities, injuries and/or ergonomic requirements, or those who require access to systems, programs, information, computers and computer resources).
2. Develop learning strategies

In developing learning strategies, the learning advisor must perform the following duties:

  • 2.1 Develop a learning strategy based on a learning needs analysis;
  • 2.2 Define the learning strategy (objectives, methods, approaches and activities);
  • 2.3 Identify learning and training solutions aligned to the needs of the organization;
  • 2.4 Identify and establish a plan of action in terms of resources, costs and timeframes required for training; and
  • 2.5 Identify a learning assessment plan.

Deliverables may include:

  • 1. Strategic plans;
  • 2. Analysis and/or Strategy Reports;
  • 3. Statistical report on the current state of the organization in terms of learning and training;
  • 4. Research papers;
  • 5. Tools (questionnaires and maps); and
  • 6. Information and briefing sessions.

Minimum compentencies of the profession:

Senior Learning Advisor
  • Option 1:
    • M.1 Must have as a minimum a graduate degree with specialization in one of the following fields: education, adult learning, distance learning or e-learning.
    • M.2 Must have at least 5 years of experience as a Senior Learning Advisor as of the call-up request date or the resulting Request for Proposal closing date and time.
    • M.3 Must have completed at least 3 analyzes of learning needs over the past 5 years as of the call-up request date or the resulting Request for Proposal closing date and time.
    • M.4 Must have completed at least 3 learning strategy plans over the past 5 years as of the call-up request date or the resulting Request for Proposal closing date and time.
  • Option 2:
    • M.1 Must have as a minimum an undergraduate degree with specialization in 1 of the following areas: education, adult learning, distance learning or e-learning.
    • M.2 Must have at least 7 years of experience as a Senior Learning Advisor as of the call-up request date or the resulting Request for Proposal closing date and time.

Stream 2—Instructional design and development services

Instructional design and development services

1. Learning Designer

Tasks of the Learning Designer include, but are not limited to:

  • 1.1 Conduct needs assessments to review performance issues including:
    • 1.1.1 Conduct performance analyzes;
    • 1.1.2 Conduct case analyzes; and
    • 1.1.3 Find solutions and make recommendations.
  • 1.2 Help clarify the expected outcomes of education and training to ensure optimal performance at work including:
    • 1.2.1 Analyze the tasks of a position;
    • 1.2.2 Specify performance, education and learning objectives; and
    • 1.2.3 Produce qualification standards and knowledge standards.
  • 1.3 Describe and select a training program including:
    • 1.3.1 Define the characteristics of the learner;
    • 1.3.2 Establish integrated instruction and learning strategies;
    • 1.3.3 Specify instructional strategies;
    • 1.3.4 Specify the learning content and establish course guidelines; and
    • 1.3.5 Produce course guidelines (design guidance documents, scenarios, participant and instructor manual, drawings, etc.).
  • 1.4 Produce effective instructional materials in accordance with development guidelines including:
    • 1.4.1 Identify training/performance requirements and identify sources of learning materials;
    • 1.4.2 Make recommendations on the purchase of teaching aids;
    • 1.4.3 Developing guides;
    • 1.4.4 Produce teaching materials;
    • 1.4.5 Submit training materials to beta tests and formative or pilot evaluations to ensure compliance with prescribed standards and client requirements and revise as necessary;
    • 1.4.6 Data and corresponding level of Bloom taxonomy;
    • 1.4.7 Prepare instructors to use or implement instructional materials in instructional programs; and
    • 1.4.8 Evaluate instructional materials to determine whether they can be converted in whole or in part for e-learning.
  • 1.5 Propose a training solution that takes into account accessibility (i.e. to ensure that the training is accessible to employees with disabilities, injuries and/or ergonomic requirements, or those who require access to systems, programs, information, computers and computer resources).
  • 1.6 Produce accessible instructional materials in accordance with accessible documents including:
    • 1.6.1 Identify accessible requirements and identify sources of accessible formats;
    • 1.6.2 Make recommendations on the purchase of accessible hardware and/or software, if required;
    • 1.6.3 Produce accessible teaching materials;
    • 1.6.4 Submit accessible training materials to ensure compliance with prescribed accessible standards and client requirements, and revise as necessary;
    • 1.6.5 Prepare instructors on how to use or implement instructional materials in accessible formats; and
    • 1.6.6 Evaluate accessible instructional materials to determine whether they can be converted in whole or in part for eLearning.

Deliverables may include:

  • 1. Needs Assessment Report;
  • 2. Plan of instruction or program;
  • 3. Design Guide;
  • 4. Scenarios;
  • 5. Activities;
  • 6. Exercises;
  • 7. Presentation; and
  • 8. Educational material.

Minimum compentencies of the profession:

Senior Learning Designer
  • Option 1:
    • M.1 Must have as a minimum a graduate degree and specialization in 1 of the following fields: education, adult learning, distance learning or e-learning.
    • M.2 Must have at least 5 years’ experience in course design as of the call-up request date or the resulting Request for Proposal closing date and time.
    • M.3 If e-learning is part of the application, must have at least 2 years’ experience in designing e-learning products as of the call-up request date or the resulting Request for Proposal closing date and time.
  • Option 2:
    • M.1 Must have as a minimum an undergraduate degree and specialization in 1 of the following fields: education, adult learning, distance learning or e-learning.
    • M.2 Must have at least 7 years’ experience in course design as of the call-up request date or the resulting Request for Proposal closing date and time.
    • M.3 If e-learning is part of the application, must have at least 2 years’ experience in designing e-learning products as of the call-up request date or the resulting Request for Proposal closing date and time.
  • Option 3:
    • M.1 Must have as a minimum a College diploma (in any field).
    • M.2 Must have at least 9 years’ experience in course design as of the call-up request date or the resulting Request for Proposal closing date and time.
    • M.3 If e-learning is part of the application, must have at least 2 years’ experience in designing e-learning products as of the call-up request date or the resulting Request for Proposal closing date and time.
Intermediate Learning Designer
  • Option 1:
    • M.1 Must have as a minimum a graduate degree and specialization in 1 of the following fields: education, adult learning, distance learning or e-learning.
    • M.2 Must have at least 1 year of experience in course design as of the call-up request date or the resulting Request for Proposal closing date and time.
    • M.3 If e-learning is part of the application, must have at least 1 year of experience in designing e-learning products as of the call-up request date or the resulting Request for Proposal closing date and time.
  • Option 2:
    • M.1 Must have as a minimum an undergraduate degree and specialization in 1 of the following fields: education, adult learning, distance learning or e-learning.
    • M.2 Must have at least 3 years’ experience in course design as of the call-up request date or the resulting Request for Proposal closing date and time.
    • M.3 If e-learning is part of the application, must have at least 1 year of experience in designing e-learning products as of the call-up request date or the resulting Request for Proposal closing date and time.
  • Option 3:
    • M.1 Must have as a minimum a College diploma (in any field).
    • M.2 Must have at least 5 years’ experience in course design as of the call-up request date or the resulting Request for Proposal closing date and time.
    • M.3 If e-learning is part of the application, must have at least 1 year of experience in designing e-learning products as of the call-up request date or the resulting Request for Proposal closing date and time.
Junior Learning Designer
  • Option 1:
    • M.1 Must have as a minimum an undergraduate degree (in any field).
    • M.2 Must have at least 1 year of experience in course design as of the call-up request date or the resulting Request for Proposal closing date and time..
    • M.3 If e-Learning is part of the application, must have at least 6 months experience in designing e-learning products as of the call-up request date or the resulting Request for Proposal closing date and time.
  • Option 2:
    • M.1 Must have as a minimum a College diploma (in any field).
    • M.2 Must have at least 3 years’ experience in course design as of the call-up request date or the resulting Request for Proposal closing date and time.
    • M.3 If e-learning is part of the application, must have at least 6 months experience in designing e-learning products as of the call-up request date or the resulting Request for Proposal closing date and time.
  • Option 3:
    • M.1 Must have as a minimum a Secondary school diploma.
    • M.2 Must have at least 5 years’ experience in course design as of the call-up request date or the resulting Request for Proposal closing date and time.
    • M.3 If e-learning is part of the application, must have at least 6 months experience in designing e-learning products as of the call-up request date or the resulting Request for Proposal closing date and time.
2. Content Subject Matter Expert

Tasks of the Subject Matter Expert include, but are not limited to:

  • 2.1 Check the scope of content requirements;
  • 2.2 Determine content, including source documents and reference materials such as books, articles, video tapes and stationary media;
  • 2.3 Format and correct content before and after implementation; and
  • 2.4 Revise design documents, scenarios and final product to verify the accuracy of the content.

Deliverable products may include:

  • 1. Content approved by the Subject Matter Expert (SME).

Minimum competencies of the profession:

Senior Content Subject Matter Expert
  • M.1 Must have at least 10 years of experience in the field related to the subject matter of the requirement as of the call-up request date or the resulting Request for Proposal closing date and time.
Intermediate Content Subject Matter Expert
  • M.1 Must have at least 7 years of experience related to the subject matter of the requirement as of the call-up request date or the resulting Request for Proposal closing date and time.
Junior Content Subject Matter Expert
  • M.1 Must have at least 5 years of experience related to the subject matter of the requirement as of the call-up request date or the resulting Request for Proposal closing date and time.
3. Technical Writer

Tasks of the Technical Writer include, but are not limited to:

  • 3.1 Check the scope of the content;
  • 3.2 Conduct an end-user analysis;
  • 3.3 Conduct and analyze information provided;
  • 3.4 Draft theoretical and procedural content;
  • 3.5 Update and/or make changes to the copy;
  • 3.6 Create guides;
  • 3.7 Examine, review, and correct documents; and
  • 3.8 Review the relevance and usefulness of written materials.

Deliverable products may include:

  • 1. Student workbooks;
  • 2. User manuals; and
  • 3. The guides.

Minimum competencies of the profession:

Senior Technical Writer
  • M.1 Must have as a minimum a College diploma (in any field).
  • M.2 Must have at least 9 years’ experience as a technical writer as of the call-up request date or the resulting Request for Proposal closing date and time.
Intermediate Technical Writer
  • M.1 Must have as a minimum a College diploma (in any field).
  • M.2 Must have at least 5 years’ experience as a technical writer as of the call-up request date or the resulting Request for Proposal closing date and time.
Junior Technical Writer
  • M.1 Must have as a minimum a College diploma (in any field).
  • M.2 Must have at least 3 years’ experience as a technical writer as of the call-up request date or the resulting Request for Proposal closing date and time.

Stream 3—Custom and rapid eLearning product programming

1. Advisor in e-Learning and Learning Technology

Tasks of the Advisor in e-Learning and Learning Technology include but are not limited to:

  • 1.1 Monitor technological advances and propose technical solutions for learning products and accessibility format requirements, if required;
  • 1.2 Conduct research and provide recommendations for new learning technologies and accessibility format requirements, if required;;
  • 1.3 Recommend tools that are ready and useful for technology learning services including accessibility, if required;
  • 1.4 Develop standards and processes for new learning technologies;
  • 1.5 Explore current research areas in the field of e-learning; and
  • 1.6 Explore and recommend e-learning platforms, platforms and accessible format(s);

Deliverables may include:

  • 1. Analysis of learning and/or accessible tools and technology needs;
  • 2. Business Case for learning and/or accessible technologies;
  • 3. Writing Reports on Learning Standards and Processes;
  • 4. Strategic and/or operational planning for learning and/or accessible products or technology;
  • 5. Preparing reports on costs and cost-effectiveness of learning and/or accessible technology(ies) tools; and
  • 6. Analysis of models of e-learning platforms and accessible formats.

Applicable documents:

The following documents form part of requirements to the extent specified herein, and are supportive of the Requirements when referenced below.

Minimum competencies of the profession:

  • 1. Accessibility for Ontarians with Disabilities Act—Integrated Accessibility Standards Regulation (Audio-visual materials);
  • 2. United States Access Board—Audio-Visual Accessibility Initiative for Visitors with Disabilities.
Senior Advisor in e-Learning and Learning Technology
  • M.1 Must have as a minimum an undergraduate degree in education with specialization in technological education or e-learning.
  • M.2 Must have at least 5 years of experience in the research and application of learning technologies, including open technologies, adaptation and support technologies, training and Desktop publishing as of the call-up request date or the resulting Request for Proposal closing date and time.
  • M.3 Must have developed and integrated at least 4 needs analysis and/or learning technology or online training solutions over the past 4 years as of the call-up request date.
  • M.4 Must have developed models of learning technology solutions tailored to clients' needs (4 different models) as of the call-up request date or the resulting Request for Proposal closing date and time.

2. Custom eLearning Programmer

Definition of the custom eLearning programmer

Use more complex software, which requires more expertises and interventions of the user, for example: to produce very complex animates like: People Management®.

In addition, for highly complex online training, such as flight simulators or military equipment.

Tasks of the Custom eLearning Programmer include, but are not limited to:

  • 2.1 Conduct review, analysis and recommendations on programming issues in project documentation, including:
    • 2.1.1 Coding standard chosen;
    • 2.1.2 Assessment of client needs; and
    • 2.1.3 Infrastructure topology.
  • 2.2 Develop leading-edge components for the project, including:
    • 2.2.1 User interface according to the style guide of the requirement;
    • 2.2.2 Pseudocode and metadata models;
    • 2.2.3 Advanced Course Elements JavaScript;
    • 2.2.4 Set of Course Items and Related Resources;
    • 2.2.5 Shared Content Elements and Item Metadata Documents;
    • 2.2.6 SCORM® compliance and user-friendliness test;
    • 2.2.7 Quality Assurance Testing; and
    • 2.2.8 Maintenance Guide which provides relevant information for modifying and maintaining final products.
  • 2.3 Perform the coding or programming of items of e-learning products in accordance with course design documents, including:
    • 2.3.1 Accessibility format requirements, if required;
    • 2.3.2 Multimedia Elements;
    • 2.3.3 Interactive elements;
    • 2.3.4 Content of the course;
    • 2.3.5 Elements of shared content;
    • 2.3.6 Evaluation tools; and
    • 2.3.7 Means of assessment.
  • 2.4 Design and develop a data structure, including:
    • 2.4.1 Design database structures and reports; and
    • 2.4.2 Document the implementation of the database including connection information.
  • 2.5. Provide technical guidance, including:
    • 2.5.1 Recommend best practices;
    • 2.5.2 Make recommendations on the development of e-learning products;
    • 2.5.3 Develop and recommend solutions to identified coding problems;
    • 2.5.4 Review test documentation; and
    • 2.5.5 Document solutions or alternatives to identified problems.

Deliverable products may include:

  • 1. User interface;
  • 2. Prototype shared content items to be tested with SCORM test logs;
  • 3. Models based on XML, XSLT and XHTML;
  • 4. Alpha, beta and final versions of e-learning products;
  • 5. SCORM-compliant course with SCORM test logs;
  • 6. Maintenance Guide that provides detailed guidance on maintenance and modification of e-learning products; and
  • 7. Interactive multimedia elements.

Minimum competencies of the profession:

Senior Custom eLearning Programmer
  • M.1 Must have as a minimum a College diploma (in any field).
  • M.2 Must have at least 7 years’ experience in programming Web applications using Java, C language or script language, and secondary programs (file structure) and/or of databases as of the call-up request date or the resulting Request for Proposal closing date and time.
  • M.3 Must have developed and integrated at least 4 Automated Training (AT) or web-based training courses over the past 4 years as of the call-up request date or the resulting Request for Proposal closing date and time.
  • M.4 Must have optimized the performance of multimedia resources, including audio, video or still images for at least 4 e-learning products as of the call-up request date or the resulting Request for Proposal closing date and time.
  • M.5 If SCORM is required in the application, it must have developed SCORM-compliant content (any version as specified by the client, including content packages and metadata files) for at least 9 SCORM-compliant courses over the past 3 years as of the call-up request date or the resulting Request for Proposal closing date and time.
Intermediate Custom eLearning Programmer
  • M.1 Must have as a minimum a College diploma (in any field).
  • M.2 Must have at least 3 years’ experience in programming Web applications using Java, C language or script language, and secondary programs (file structure) and/or databases as of the call-up request date or the resulting Request for Proposal closing date and time.
  • M.3 Must have developed and integrated at least 2 AT or web-based training courses over the past 3 years as of the call-up request date or the resulting Request for Proposal closing date and time.
  • M.4 Must have optimized the performance of multimedia resources, including audio, video and still images for at least 2 e-learning products as of the call-up request date or the resulting Request for Proposal closing date and time.
  • M.5 If SCORM is required in the application, must have developed a SCORM-compliant conjecture (any version as specified by the client, including content packages and metadata files) for at least 6 SCORM-compliant courses over the past 3 years as of the call-up request date or the resulting Request for Proposal closing date and time.
Junior Custom e-Learning Programmer
  • Option 1:
    • M.1 Must have as a minimum a College diploma (in any field).
    • M.2 Must have at least 1 year experience in programming Web applications using Java, C language or script language, and secondary programs (file structure) and/or databases as of the call-up request date or the resulting Request for Proposal closing date and time.
    • M.3 Must have developed and integrated at least 1 AT or Web-based training course over the past 3 years as of the call-up request date or the resulting Request for Proposal closing date and time.
    • M.4 Must have optimized the performance of multimedia resources, including audio, video and still images for at least 1 e-learning product as of the call-up request date or the resulting Request for Proposal closing date and time.
    • M.5 If SCORM is required in the application, it must have developed SCORM-compliant content (any version as specified by the client, including content packages and metadata files) for at least 3 Course in accordance with SCORM in the last 3 years as of the call-up request date or the resulting Request for Proposal closing date and time.
  • Option 2:
    • M.1 Must have a Secondary school diploma.
    • M.2 Must have at least 3 years’ experience in programming Web applications using Java, C language or script language, and secondary programs (file structure) and/or databases as of the call-up request date or the resulting Request for Proposal closing date and time.
    • M.3 Must have developed and integrated at least 1 AT or Web-based training course over the past 3 years as of the call-up request date or the resulting Request for Proposal closing date and time.
    • M.4 Must have optimized the performance of multimedia resources, including audio, video and still images for at least 1 e-learning product as of the call-up request date or the resulting Request for Proposal closing date and time.
    • M.5 If SCORM is required in the application, it must have developed SCORM-compliant content (any version as specified by the client, including content packages and metadata files) for at least 1 Course in accordance with SCORM in the last 3 years as of the call-up request date or the resulting Request for Proposal closing date and time.

3. Rapid E-Learning Product Programmer

Definition of the Rapid E-Learning Programmer

Use easy eLearning software like Articulate Storyline®; They are easy to learn and use, program and publish on platforms, easy to handle even if the user is not a technology expert. Most organizations (school, university, industries, etc.) use these software.

Tasks of the Rapid e-learning programmer include but are not limited to:

  • 3.1 Create multimedia animations using images, sound and videos;
  • 3.2 Use authoring software to assemble e-learning content and publish the course in accordance with educational design documents;
  • 3.3 Design and create interactions that are included in rapid e-learning software;
  • 3.4 Diagnose breakdowns and resolve issues related to online course interactions that do not properly publish or report data to a learning management system;
  • 3.5 Develop content in collaboration with training designers based on scenarios;
  • 3.6 Provide advice on appropriate interaction and also on the limitations of some applications; and
  • 3.7 Create reusable online content.

Deliverable products may include:

  • 1. The alpha, beta and final versions of e-learning products;
  • 2. Courses conforming to the SCORM standard; and
  • 3. A maintenance guide giving specific instructions on updating and modifying e-learning products.

Minimum competencies of the profession:

Senior Rapid eLearning Programmer
  • M.1 Must have as a minimum a College diploma (in any field).
  • M.2 Must have developed at least 5 e-learning courses over the past 2 years using rapid learning tools (as specified by the client, such as Adobe Illustrator, Adobe Photoshop, Adobe Captivate, Adobe Dreamweaver, Adobe Contribute, HTML, CSS, Adobe Flash and/or TechSmith's Articulate) as of the call-up request date or the resulting Request for Proposal closing date and time.
  • M.3 If SCORM is required in the application, it must have developed SCORM-compliant content (any version as specified by the client, including content packages and metadata files) for at least 3 SCORM-compliant courses in the last 2 years as of the call-up request date or the resulting Request for Proposal closing date and time.
Intermediate Rapid eLearning Programmer
  • M.1 Must have as a minimum a College diploma (in any field).
  • M.2 Must have developed at least 4 e-learning courses over the past 2 years using rapid learning tools (as specified by the client, such as Adobe Illustrator, Adobe Photoshop, Adobe Captivate, Adobe Dreamweaver, Adobe Contribute, HTML, CSS, Adobe Flash and/or TechSmith's Articulate) as of the call-up request date or the resulting Request for Proposal closing date and time.
  • M.3 If SCORM is required in the application, it must have developed SCORM-compliant content (any version as specified by the client, including content packages and metadata files) for at least 2 courses in accordance with SCORM in the last 2 years as of the call-up request date or the resulting Request for Proposal closing date and time.
Junior Rapid Programmer eLearning
  • M.1 Must have as a minimum at least a Secondary school diploma.
  • M.2 Must have developed at least 3 e-learning courses over the past 2 years using rapid learning tools (as specified by the client, such as Adobe Illustrator, Adobe Photoshop, Adobe Captivate, Adobe Dreamweaver, Adobe Contribute, HTML, CSS, Adobe Flash and/or Techsmith's Articulate) as of the call-up request date or the resulting Request for Proposal closing date and time.
  • M.3 If SCORM is required in the application, it must have developed SCORM-compliant content (any version as specified by the client, including content packages and metadata files) for at least 1 in accordance with SCORM in the last 2 years as of the call-up request date or the resulting Request for Proposal closing date and time.

4. Quality Assurance

Tasks of the quality assurer include, but are not limited to:

  • 4.1 Develop a Quality Assurance (QA) program, including:
    • 4.1.1 Quality standards, methodologies, procedures and tools required for QA activities;
    • 4.1.2 Resources, timing and responsibilities required to conduct QA activities; and
    • 4.1.3 Activities and tasks in support of various QA processes, including verification, validation, joint review, verification and problem solving.
  • 4.2 Develop QA protocols, including alpha, beta and pilot testing;
  • 4.3 Implement quality assurance testing protocols, including:
    • 4.3.1 Test e-learning programs to verify that they are compliant with client-approved pre-projects, instructional standards, guidelines, precisions and scenarios;
    • 4.3.2 Test the e-learning program for interactivity, functionality and programming errors;
    • 4.3.3 Verify grammatical and spelling accuracy in eithe or in both of Canada’s official languages, as required;
    • 4.3.4 Ensure consistency of the on-line learning product in terms of presentation and style, including use of colors, fonts, formats, architecture and navigation strategy, modularization And consistency between the English and French versions;
    • 4.3.5 Ensure compliance with guidelines, conventions, taxonomies and best practices with respect to the use of metadata;
    • 4.3.6 Verify compliance with SCORM in an approved Learning Management System/Learning Content Management System (LMS/LCMS) test medium;
    • 4.3.7 Test e-learning programs to ensure that they are functioning as intended in the client's LMS/LCMS environment;
    • 4.3.8 Record the results of all QA interventions and make them available to the technical authority;
  • 4.4 Write reports based on the results of the QA test protocol.

Deliverables may include:

  • 1. QA Plan;
  • 2. testing and test protocols; and
  • 3. test reports.

Minimum competencies of the profession:

Senior Quality Assurance Specialist
  • M.1 Must have at least 6 years’ experience in developing QA policies, programs, procedures and measures as of the call-up request date or the resulting Request for Proposal closing date and time.
  • M.2 Must have at least 6 years’ experience in developing standards related to software design as of the call-up request date or the resulting Request for Proposal closing date and time.
  • M.3 Must have at least 6 years’ experience in QA process management as of the call-up request date or the resulting Request for Proposal closing date and time.
Senior Tester
  • M.1 Must have at least 4 years’ experience in testing e-learning products in accordance with test protocols as of the call-up request date or the resulting Request for Proposal closing date and time.
  • M.2 Must have at least 4 years’ experience supervising the testing of e-learning products as of the call-up request date or the resulting Request for Proposal closing date and time.
  • M.3 Must have at least 4 years’ experience in managing test protocols for e-learning products that arise from the QA process as of the call-up request date or the resulting Request for Proposal closing date and time.
  • M.4 Must have at least 4 years’ experience in implementing test procedures for online learning products as of the call-up request date or the resulting Request for Proposal closing date and time.
  • M.5 Must have at least 4 years’ experience in scenario design and test scripts for online learning products as of the call-up request date or the resulting Request for Proposal closing date and time.
  • M.6 Must have at least 4 years’ experience in developing an e-learning product validation and verification capability as of the call-up request date or the resulting Request for Proposal closing date and time.
  • M.7 If SCORM is required in the application, it must have tested SCORM-compliant content (any version, including content packages and metadata files) for at least 6 Courses in accordance with SCORM in the last 3 years as of the call-up request date or the resulting Request for Proposal closing date and time.
Intermediate Tester
  • M.1 Must have at least 2 years’ experience in testing e-learning products in accordance with test protocols as of the call-up request date or the resulting Request for Proposal closing date and time.
  • M.2 Must have at least 2 years’ experience supervising the testing of e-learning products as of the call-up request date or the resulting Request for Proposal closing date and time.
  • M.3 Must have at least 2 years’ experience in developing test protocols for e-learning products as of the call-up request date or the resulting Request for Proposal closing date and time.
  • M.4 Must have at least 2 years’ experience in scenario design and test scripts for online learning products as of the call-up request date or the resulting Request for Proposal closing date and time.
  • M.5 Must have at least 2 years’ experience in developing an e-learning product validation and verification capability as of the call-up request date or the resulting Request for Proposal closing date and time.
  • M.6 If SCORM is required in the application, it must have tested SCORM-compliant content (any version, including content packages and metadata files) for at least 3 courses in accordance with SCORM in the last 3 years as of the call-up request date or the resulting Request for Proposal closing date and time.

Stream 4—Multi-media design and development

1. Graphic designer

Tasks of a Graphic Designer include, but are not limited to:

  • 1.1 Determine the best way to achieve the desired graphics either through the use of existing stock, development of new material, or combination of both;
  • 1.2 Consulting with clients to establish the overall look and graphical elements;
  • 1.3 Reviewing the Presentation Design Document and/or the Scripted Storyboards and making recommendations to the Instructional Designer(s) and/or client; including: Consulting the clients regarding associated costs and Validating that the design is engaging and meets the client requirements;
  • 1.4 Create designs, concepts, and sample layouts of graphical elements in accordance with the Presentation Design Documents and the Scripted Storyboards;
  • 1.5 Determine size and arrangement of illustrative material and copy, and select style and size of type;
  • 1.6 Create new images using computer software;
  • 1.7 Mark up, paste, and assemble final layouts; and
  • 1.8 Digitizing images.

Applicable documents:

The following documents form part of requirements to the extent specified herein, and are supportive of the Requirements when referenced below.

  • 1. Accessibility for Ontarians with Disabilities Act - Integrated Accessibility Standards Regulation (Audio-visual materials)
  • 2. United States Access Board - Audio-Visual Accessibility Initiative for Visitors with Disabilities.

Deliverables may include:

  • 1. Graphic Concepts;
  • 2. Graphics;
  • 3. Sample Layouts;
  • 4. Final Layouts; and
  • 5. Multimedia Graphic Objects.

Minimum competencies of the profession:

Senior Graphic designer
  • M.1 Must have as a minimum a College diploma (in any field).
  • M.2 Must have a minimum of 3 years of experience within the last 5 years as a Graphic Designer as of the call-up request date or the resulting Request for Proposal closing date and time.
Intermediate Graphic designer
  • M.1 Must have as a minimum a College diploma (in any field).
  • M.2 Must have a minimum of 2 years of experience within the last 3 years as a Graphic Designer as of the call-up request date or the resulting Request for Proposal closing date and time.
Junior Graphic Designer
  • Option 1:
    • M.1 Must have as a minimum a College diploma (in any field).
    • M.2 Must have a minimum of 1 year of experience within the last 5 years as a Graphic Designer as of the call-up request date or the resulting Request for Proposal closing date and time.
  • Option 2:
    • M.1 Must have as a minimum a Secondary school diploma.
    • M.2 Must have a minimum of 3 years of experience within the last 5 years as a Graphic Designer as of the call-up request date or the resulting Request for Proposal closing date and time.

2. Photographer

Tasks of a Photographer include:

  • 2.1 Determine the best way to achieve the desired Photographs either through the use of existing stock, development of new material, or combination of both;
  • 2.2 Use traditional or digital cameras to take pictures either in a studio or on location;
  • 2.3 Adjust apertures, shutter speeds, and camera focus based on a combination of factors such as lighting, field depth, subject motion, film type, and film speed;
  • 2.4 Determine desired images and picture composition; and select and adjust subjects, equipment and/or lighting to achieve desired result;
  • 2.5 Scan photographs into computers for editing, storage, and/or electronic transmission;
  • 2.6 Measure light levels, distances, and numbers of exposures needed;
  • 2.7 Manipulate and enhance scanned and/or digital images to create desired effects, using computers and specialized software;
  • 2.8 Reviewing the Presentation Design Document and/or the Scripted Storyboards and making recommendations to the Instructional Designer(s) and/or client; including:
    • consulting the clients regarding associated costs; and
    • validating that the design is engaging and meets the client requirements.

Deliverables may include:

  • 1. High quality photos;
  • 2. Web-ready photos and thumbnails;
  • 3. Panoramic photos; and
  • 4. Virtual spaces.

Minimum competencies of the profession:

Photographer
  • Option 1:
    • M.1 Must have as a minimum a College diploma (in any field).
    • M.2 Must have a minimum of 3 years of experience within the last 6 years as a Photographer as of the call-up request date or the resulting Request for Proposal closing date and time.
  • Option 2:
    • M.1 Must have as a minimum a Secondary school diploma.
    • M.2 Must have a minimum of 5 years of experience within the last 8 years as a Photographer as of the call-up request date or the resulting Request for Proposal closing date and time.

3. Animator

Tasks of an Animator include, but are not limited to:

  • 3.1 Determine the best way to achieve the desired animation either through the use of existing stock, development of new material, or combination of both;
  • 3.2 Design and create two-dimensional and three-dimensional images depicting objects in motion and/or illustrating a process, using computer animation or modelling programs;
  • 3.3 Make objects or characters appear lifelike by manipulating light, colour, texture, shadow, and transparency to give the illusion of motion;
  • 3.4 Create Storyboards that show the flow of the animation and map out key scenes and/or characters;
  • 3.5 Reviewing the Presentation Design Document and/or the Scripted Storyboards and making recommendations to the Instructional Designer(s) and/or client; including:
    • Create Storyboards that show the flow of the animation and map out key scenes and/or characters, consulting the clients regarding associated costs; and
    • Validating that the design is engaging and meets the client requirements.

Deliverables may include:

  • 1. 2D and 3D animations; and
  • 2. Complex gaming objects, such as avatars, systems, and landscapes.

Minimum competencies of the profession:

Senior animator
  • M.1 Must have as a minimum a University degree (in any field) or College diploma (in any field).
  • M.2 Must have a minimum of 5 years of experience within the last 8 years as an Animator as of the call-up request date or the resulting Request for Proposal closing date and time.
Intermediate animator
  • M.1 Must have a as a minimum a College diploma (in any field).
  • M.2 Must have a minimum of 3 years of experience within the last 6 years as an Animator as of the call-up request date or the resulting Request for Proposal closing date and time.
Junior animator
  • Option 1:
    • M.1 Must have as a minimum a College diploma (in any field).
    • M.2 Must have a minimum of 1 year of experience within the last 6 years as an Animator as of the call-up request date or the resulting Request for Proposal closing date and time.
  • Option 2:
    • M.1 Must have as a minimum a Secondary school diploma.
    • M.2 Must have a minimum of 3 years of experience within the last 6 years as an Animator as of the call-up request date or the resulting Request for Proposal closing date and time.

4. Video Producer

Tasks of a Video Producer include, but are not limited to:

  • 4.1 Determine the best way to achieve the desired video either through the use of existing stock, development of new material, or combination of both;
  • 4.2 Cut shot sequences to different angles at specific points in scenes in order to make individual cuts fluid and seamless;
  • 4.3 Edit video to insert music, dialogue, and/or sound effects;
  • 4.4 Select and combine scenes to form a logical and smoothly running story;
  • 4.5 Determine the specific audio and visual effects, and/or music necessary to complete the video;
  • 4.6 Reviewing the Presentation Design Document and/or the Scripted Storyboards and making recommendations to the Instructional Designer(s) and/or client; including:
    • consulting the clients regarding associated costs; and
    • validating that the design is engaging and meets the client requirements.

Deliverables may include:

  • 1. High quality video; and
  • 2. Web-ready video.

Minimum competencies of the profession:

Video producer
  • Option 1:
    • M.1 Must have as a minimum a College diploma (in any field).
    • M.2 Must have a minimum of 3 years of experience within the last 6 years as a Video Producer as of the call-up request date or the resulting Request for Proposal closing date and time.
  • Option 2:
    • M.1 Must have as a minimum a Secondary school diploma.
    • M.2 Must have a minimum of 5 years of experience within the last 8 years as a Video Producer as of the call-up request date or the resulting Request for Proposal closing date and time.

5. Audio Producer

Tasks of an Audio Producer include, but are not limited to:

  • 5.1 Determine the best way to achieve the desired audio, sound bite, music, sound effects, and/or audio clip either through the use of existing stock, development of new material, or combination of both;
  • 5.2 Record speech, music, and other sounds;
  • 5.3 Regulate volume level and sound quality during recording sessions;
  • 5.4 Mix and edit voices, music, sound effects;
  • 5.5 Separate instruments, vocals, and other sounds, then combine later during the mixing or post production stage;
  • 5.6 Synchronize and equalize pre-recorded dialogue, music, and sound effects with animation, video, and/or into the learning product; and
  • 5.7 Reviewing the Presentation Design Document and/or the Scripted Storyboards and making recommendations to the Instructional Designer(s) and/or client; including, consulting the clients regarding associated costs and validating that the design is engaging and meets the client requirements.

Deliverables may include:

  • 1. High quality audio; and
  • 2. Web-ready audio.

Minimum competencies of the profession:

Audio producer
  • Option 1:
    • M.1 Must have as a minimum a College diploma (in any field).
    • M.2 Must have a minimum of 3 years of experience within the last 6 years as an Audio Producer as of the call-up request date or the resulting Request for Proposal closing date and time.
  • Option 2:
    • M.1 Must have as a minimum a Secondary School diploma.
    • M.2 Must have a minimum of 5 years of experience within the last 8 years as an Audio Producer as of the call-up request date or the resulting Request for Proposal closing date and time.

6. Multimedia Director

Tasks of a Multimedia Director include, but are not limited to:

  • 6.1 Determine the best way to achieve the desired audio, sound bite, music, sound effects, and/or audio clip either through the use of existing stock, development of new material, or combination of both;
  • 6.2 Coordinate the work of camera and/or audio resource(s);
  • 6.3 Coordinate with Video and/or Audio Producers during the post-production process;
  • 6.4 Plan details such as framing, composition, camera movement, sound, and actor movement for each shot or scene;
  • 6.5 Establish pace of programs and sequences of scenes according to time requirements and cast and set accessibility;
  • 6.6 Select settings and locations for Video and determine how scenes will be shot in those settings;
  • 6.7 Coordinate rehearsals and communicate the "approach, characterization, and movement" needed for each scene; and
  • 6.8 Reviewing the Presentation Design Document and/or the Scripted Storyboards and making recommendations to the Instructional Designer(s) and/or client; including, consulting the clients regarding associated costs and validating that the design is engaging and meets the client requirements.

Deliverables may include:

  • 1. Production ready storyboards; and
  • 2. A finished multimedia eLearning product.

Minimum competencies of the profession:

Multimedia director
  • Option 1:
    • M.1 Must have as a minimum a College diploma (in any field).
    • M.2 Must have a minimum of 1 year of experience within the last 6 years as a Multimedia Director as of the call-up request date or the resulting Request for Proposal closing date and time.
  • Option 2:
    • M.1 Must have as a minimum a Secondary school diploma.
    • M.2 Must have a minimum of 3 years of experience within the last 6 years as Multimedia Director as of the call-up request date or the resulting Request for Proposal closing date and time.

7. Narrator

Tasks of a Narrator include, but are not limited to:

  • 7.1 Performing the voice dialogue of scripted storyboards whereby the narrator communicates directly to the reader;
  • 7.2 Performing the voice-over presentation to the audience (also known as off-camera or off-stage commentary); and
  • 7.3 Performing voice-acting activities, not limited to, animated characters for short films, video games, instructional videos, singing, etc.

Deliverables may include:

  • 1. Sample audio recordings;
  • 2. Final audio recordings;
  • 3. Sample voice dialogue recordings; and
  • 4. Final voice dialogue recordings.

Minimum competencies of the profession:

Narrator
  • M.1 Must have as a minimum a Secondary school diploma.
  • M.2 Must have a minimum of 1 year of experience within the last 3 years as a Narrator as of the call-up request date or the resulting Request for Proposal closing date and time.

Stream 5—Training delivery

1. Instructor

Instructors may be used to teach government owned training in any of the subject areas identified below. Subject areas are based upon the content and not the target population.

  • Human Resources (HR);
  • Finance;
  • Management Skills;
  • Leadership Development;
  • Change Management;
  • Project Management;
  • Career Counselling;
  • Environment;
  • Energy Management;
  • Military Occupation Training;
  • Public Safety;
  • Health & Safety;
  • Information Technology;
  • Health Services;
  • General (subject area to be identified in the resulting call-up or bid solicitation).

Tasks of the Instructors include, but are not limited to:

  • 1.1 Confirm with the client if there are any accessible requirements prior to the start of the scheduled training start date;
  • 1.2 Deliver the training in accordance with the course Lesson Plan, using appropriate Adult Education techniques, and using accessible services and/or equipment, if required;
  • 1.3 Setting up the classroom prior to the start of the scheduled start time including setting up accessible services and/or equipment, if required;
  • 1.4 Ensure that the set-up of the classroom will allow for participants to have a direct line of sight to interpretive services (i.e. no support columns creating visual barriers), if required;
  • 1.5 Ensure that all entrances, hallways and ramps are free of barriers, if required;
  • 1.6 Provide administrative briefing to participants at the beginning of the course outlining location of fire exits, washrooms, restaurant facilities, lunchroom area, and course outline;
  • 1.7 Provide instructions to participants on how to use instructional materials in available accessible formats, if required;
  • 1.8 Distribute attendance list to participants for their signature;
  • 1.9 Evaluate tests and/or assignments;
  • 1.10 Distribute course certificates to participants;
  • 1.11 Distribute course evaluations to participants;
  • 1.12 Provide any feedback and recommendations to the Project Authority regarding the course; and
  • 1.13 Set-up the online environment in accordance with the training plan.

Deliverables may include:

  • 1. Course Feedback Report

Minimum competencies of the profession:

Senior instructor
  • M.1 Must have a minimum of 120 training days within the last 3 years in Instructing in the identified subject area of the requirement as of the call-up request date or the resulting Request for Proposal closing date and time.
  • M.2 Must have a minimum of 1 year working experience in the identified subject area of the requirement as of the call-up request date or the resulting Request for Proposal closing date and time.
Intermediate instructor
  • M.1 Must have a minimum of 60 training days within the last 3 years in Instructing in the identified subject area of the requirement as of the call-up request date or the resulting Request for Proposal closing date and time.
  • M.2 Must have a minimum of 1 year working experience in the identified subject area of the requirement as of the call-up request date or the resulting Request for Proposal closing date and time.
Junior instructor
  • M.1 Must have a minimum of 30 training days within the last 3 years in Instructing in the identified subject area of the requirement as of the call-up request date or the resulting Request for Proposal closing date and time.

2. Training Facilitator

Training Facilitators may be used to facilitate any government owned training that is delivered as in-person training facilitation (for example classroom), online facilitation, and for blended training facilitation (for example classroom and online).

Definition of Online Facilitation:

  1. Online Facilitation involves managing learners and learning through an online medium such as virtual classroom applications. It also refers to the management of online communication between learners by a facilitator. In this regard, online facilitation is moving from an emphasis on web content to a more interactive structure that recognizes the social and interactive elements of knowledge construction, and to pedagogical approaches that enable learner centred, rather than facilitator driven learning;
  2. There are two main types of online facilitation:
    1. Asynchronous—communications such as discussion forums, electronic bulletin boards and e-groups in which the facilitator acts as a moderator reviewing contributors message offline and posting administrative messages; and
    2. Synchronous—events in which the facilitator works in real time, leading or assisting in the delivery of instruction to learners within a virtual classroom application though lecture, discussion, interactive exercises, use of slides, whiteboard, application sharing and document review, and other tools and techniques commonly associated with virtual classroom applications.’
  3. Means of online facilitation include, but are not limited to the following:
    1. Virtual Classroom application software;
    2. Static Text;
    3. Threaded or unthreaded discussion boards;
    4. Instant Messaging (IM) or Chat;
    5. Live voice or video;
    6. Provision of links to other materials or lists of materials;
    7. E-mail; and
    8. Non-virtual means, such as phone support.

Tasks of a Training Facilitator include, but are not limited to:

  • 2.1 Becoming familiar with the course content prior to course delivery;
  • 2.2 Attending train-the-training sessions, dry run and pilot tests;
  • 2.3 Contribute suggestions towards course improvements or revisions;
  • 2.4 Deliver training by:
    1. Guiding learners through course materials and specific activities (for example problem solving, information sharing), and focusing on critical points;
    2. Critiquing work / thinking in a supportive fashion;
    3. Promoting interactivity and discussions;
    4. Maintaining a pace suitable to the course schedule;
    5. Creating and fostering a collaborative and safe environment for participants;
    6. Motivating learners to take responsibility for their own learning;
    7. Catering to different learning preferences and learner needs, finding the optimal balance between private e-mail and public discussions, and
    8. encouraging collaborative work and learner-learner or group discussions;
    9. Moderating and/or managing discussions, encouraging and gently guiding the discussion, planting ideas or starting new topics, and managing differences of opinion or perspectives effectively;
    10. Sharing information and resources with the group;
    11. Answering participants’ questions and provide help when required.
  • 2.5 Helping learners make the transition from private one-on-one e-mail to group participation;
  • 2.6 Assisting learners to become comfortable with systems and software; and
  • 2.7 Scanning for copyrighted material that shouldn’t be posted without permission of the author.

Deliverables may include:

  • 1. Course Feedback Reports.

Minimum competencies of the profession:

Senior training facilitator
  • M.1 Must have delivered a minimum of 120 training days within the last 3 years as a Training Facilitator as of the call-up request date or the resulting Request for Proposal closing date and time.
  • M.2 If online training facilitation is part of the requirement, then must have delivered a minimum of 90 training hours within the last 3 years as an Online Training Facilitator as of the call-up request date or the resulting Request for Proposal closing date and time.
Intermediate training facilitator
  • M.1 Must have delivered a minimum of 60 training days within the last 3 years as a Training Facilitator as of the call-up request date or the resulting Request for Proposal closing date and time.
  • M.2 If online training facilitation is part of the requirement, then must have delivered a minimum of 60 training hours within the last 3 years as an Online Training Facilitator as of the call-up request date or the resulting Request for Proposal closing date and time.
Junior training facilitator
  • M.1 Must have delivered a minimum of 30 training days within the last 3 years as a Training Facilitator as of the call-up request date or the resulting Request for Proposal closing date and time.
  • M.2 If online training facilitation is part of the requirement, then must have delivered a minimum of 30 training hours within the last 3 years as an Online Training Facilitator as of the call-up request date or the resulting Request for Proposal closing date and time.

Stream 6—Training evaluation services

Training evaluation services will provide the organization with strategies, planning and tools to:

Evaluate and measure desired learning outcomes

  • In the short term: Improve the design and delivery of courses;
  • Medium-term: Making informed decisions about employee learning opportunities;
  • Long-term: Focusing more on results.

The objectives of the learning assessments provide performance data for ongoing quality assurance or design improvement.

Learning Assessment Model

Most organizations use the Kirkpatrick learning assessment model or equivalent.

Learning assessments based on the Kirkpatrick model are defined at four levels: Levels 1, 2, 3 and 4.

Levels of evaluation of learning

  • Level 1, reactions: the degree to which participants respond positively to the learning event;
  • Level 2, Learning: the degree to which participants acquire the expected knowledge, skills and attitudes based on their participation in the learning activity;
  • Level 3, Behavior: the degree to which participants apply what they have learned during their training when they return to work;
  • Level 4, results: the degree to which the targeted outcomes occur, as a result of a learning event and subsequent reinforcement.

The learning evaluator must apply current techniques in the evaluation of courses or programs in order to provide an evaluation framework or evaluation report.

1. Training Evaluator

Tasks of a Training Evaluator include, but are not limited to:

  • 1.1 Provide recommendations and suggestions to the evaluation framework;
  • 1.2 Evaluate the level of use, as well as the relevance and effectiveness of the tools in the context of the project;
  • 1.3 Validate and provide the best assessment tools to achieve the objectives of the evaluation framework;
  • 1.4 Develop and propose evaluation tools to be chosen in collaboration with the client (for example on-line questionnaire, semi-structured interview, written analysis, assessment tools, focus groups, observations);
  • 1.5 Develop and propose a standardized evaluation questionnaire for different programs and training: classroom questionnaire; quiz for virtual classroom courses, questionnaire for online courses and customized and adapted questionnaires have also been put in place for other activities;
  • 1.6 Administer evaluation tools, tests, including the use of on-line tools, where necessary and appropriate;
  • 1.7 Compile, capture, integrate and analyze data to ensure that established training objectives have been met for courses,
  • 1.8 Submit standardized and assessment reports;
  • 1.9 Submit a report with important observations that could affect learning, objectives, activities or communication tools (including specific recommendations on the implementation approach - timeline).

Deliverables may include:

  • 1. Development of an evaluation framework;
  • 2. Development of an evaluation strategy;
  • 3. Development of an evaluation plan;
  • 4. Conducting an evaluation of training;
  • 5. Data collection and analysis;
  • 6. Interpretation of results and preparation of conclusions; and
  • 7. Writing a report and presentation.

Minimum competencies of the profession:

Evaluator
  • M.1 During the past 5 years must have completed at least 5 KirkPatrick learning assessments or an equivalent method in the assessment of learning and/or training programs for adults of the call-up request date or the resulting Request for Proposal closing date and time.

Stream 7—Project management

Project manager

Tasks of a Project Manager include, but are not limited to:

  • 1. Managing the scope of the projects and products, budget and schedule;
  • 2. Developing and updating the work breakdown structure and detailed project plans;
  • 3. Tracking project plans and managing resources;
  • 4. Managing the change control process;
  • 5. Maintaining communication with government stakeholders and other project managers and reports progress of the project on an ongoing basis and at scheduled points in the life cycle;
  • 6. Managing risks and implementing problem resolutions;
  • 7. Planning, organizing, directing and controlling quality assurance throughout the project; and
  • 8. Supporting the release, implementation and delivery of products.

Deliverables may include:

  • 1. Work Breakdown Structure;
  • 2. Project Plan; and
  • 3. Project Status Reports.

Minimum competencies of the profession:

Senior Project Manager
  • M.1 Must have as a minimum a College diploma (in any field) or a Project Management Professional certification from the Project Management Institute.
  • M.2 Must have a minimum of 6 years’ experience as a Project Manager, including 3 years’ experience in managing training projects as of the call-up request date or the resulting Request for Proposal closing date and time.
  • M.3 If eLearning is part of the requirement, then the Project Manager must have a minimum of 3 years’ experience in managing eLearning and/or software projects, including a minimum of 1 year of experience in managing eLearning projects as of the call-up request date or the resulting Request for Proposal closing date and time.
Intermediate Project Manager
  • M.1 Must have as a minimum a College diploma (in any field) or a Project Management Professional certification from the Project Management Institute.
  • M.2 Must have a minimum of 4 years’ experience as a Project Manager, including 2 years’ experience in managing training projects as of the call-up request date or the resulting Request for Proposal closing date and time.
  • M.3 If eLearning is part of the requirement, then the Project Manager must have a minimum of 2 years’ experience in managing eLearning and/or software projects, including a minimum of 1 year of experience in managing eLearning projects as of the call-up request date or the resulting Request for Proposal closing date and time.
Junior Project Manager
  • M.1 Must have as a minimum a College diploma (in any field) or a Project Management Professional certification from the Project Management Institute.
  • M.2 Must have a minimum of 2 years’ experience as a Project Manager, including a minimum of 1 year experience in managing training projects as of the call-up request date or the resulting Request for Proposal closing date and time.
  • M.3 If eLearning is part of the requirement, then the Project Manager must have a minimum of 2 years’ experience in managing eLearning and/or software projects, including a minimum of 1 year of experience in managing eLearning projects as of the call-up request date or the resulting Request for Proposal closing date and time.

Appendix 1 to Annex A: Description of blended learning and eLearning

1.0 Description of blended learning and eLearning

1.1 Blended learning and eLearning

1.1.1 Blended Learning usually combines traditional classroom based learning with more modern technology enabled methods and may include various types of eLearning products.

1.2 eLearning products

1.2.1 Canada focuses on the broadest view of eLearning products that includes stand-alone, self-directed eLearning products to integrated, blended and hybrid approaches that combine a variety of delivery methods, tools, learning events and learning models, including:

  1. Computer-based training (CBT) (not Web based, files reside on Personal Computer (PC) or CD-ROM);
  2. Self-directed Web Based CBT (Running through web-browser, files reside on PC or CD-ROM);
  3. Self-directed Web-based Training (Browser-based, files reside on server, runs over Internet and/or Intranet);
  4. Synchronous / Virtual Classroom / Webinar. Design and development aspect, but not delivery aspect;
  5. Asynchronous online discussions/learning. Design and development aspect, but not delivery aspect;
  6. Hybrid (face to face classroom and online training). Design and development aspect, but not the delivery aspect;
  7. Electronic Performance Support (EPS);
  8. Online Communities of Practice;
  9. Blogs, wikis;
  10. Podcasts, webcasts;
  11. E-Library (online interactive manuals, references, etc.);
  12. Complex gaming products;
  13. Synthetic environments (2D and/or 3D);
  14. Simulations;
  15. Multi-Media portions of traditional classroom-based courses; and
  16. M-learning (mobile learning).

1.3 Learning product characteristics

1.3.1 Learning products have the following characteristics:

  1. Interactive (learner to learner, learner to instructor, learner to mentor, learner to coach, learner to information database);
  2. Based on formal instructional design incorporating research-based learning models or products to support learning such as job aides and knowledge repositories depending on requirements. Incorporating a variety of instructional approaches, including examples, problems, presentation and demonstration, practice and feedback, scenarios, case studies, role-play, simulation, assessment etc;
  3. Integrated within a strategic learning and/or eLearning framework; and
  4. ELearning may be developed to SCORM specifications depending on requirements.

1.4 ELearning product delivery methods

1.4.1 ELearning solutions may be provided to Canada via the following channels:

  1. Intranet, Internet, and/or CD-ROM;
  2. Government owned or contracted legacy LMS/LCMS;
  3. an asynchronous/synchronous tool; or as a
  4. stand-alone product.

1.5 Multi-media integration

1.5.1 ELearning products will require integration of a variety of Multi-Media/interactive elements depending on requirements, which may include one or more of the following:

  1. Text, graphics, video, sound;
  2. Pop-up boxes and roll-overs;
  3. Navigation features (forward, back, return to main menu, exit, book-marking);
  4. Changing content organization depending on results of pre-assessment tests;
  5. Drag-and-drop exercises;
  6. Multiple choice and true/false questions;
  7. Feedback on questions linked to area in courseware with the answer;
  8. Exploratory functions—hot areas on screen;
  9. Text entry for simple word recall, longer answer responses, or gather user information such as passwords;
  10. Sliders—to allow user to select a choice or range of choices on a linear scale;
  11. Timers—indicate passing time as user completes an exercise;
  12. Simple simulations such as demonstrating sequence of keystrokes to perform basic commands in a software application;
  13. Basic animations;
  14. Testing, scoring, course management (tracking and reporting), and
  15. Operational support (help, search (full-text and keyword based on metadata), glossary, dialogue boxes).

1.6 Delivery platform independence

1.6.1 ELearning products must be able to be delivered through multiple mechanisms (for example CBT, WBT). The solution must allow the ability to choose delivery mechanisms.

1.7 Dynamic content and flexible architecture

1.7.1 Unless stated otherwise in any resultant call-up / contract:

  1. ELearning solutions must accommodate dynamic content. The solutions must permit changes to the underlying information (text and graphics/illustrations) while minimizing changes to the product.
  2. ELearning solutions must accommodate changes to the overall architecture (beyond the information itself) in that new modules or components will need to be added and existing modules or components changed or discarded.

1.8 Easy to Navigate and maintain information structures

1.8.1 Information structures must be easily and intuitively navigable by novice users. The information and navigation structures must be easy to maintain.

1.9 Media and delivery mechanisms

1.9.1 The internet/intranet using browser technology will be used as the delivery environment. The product must support the applicable browser(s) as stated in the resulting call-up / contract. Unless stated otherwise in any resultant call-up / contract, plug-ins will not be permitted.

1.10 Reusability

1.10.1 The Offeror / Supplier must design with re-usability in mind. Content must be designed as reusable information objects that can be used as modular building blocks for larger learning structures such as lessons (Reusable Learning Objects). The use of metadata tags to describe information and learning objects facilitate rapid updating, searching, and management of content.

1.11 Performance tracking and assessment

1.11.1 The approach and extent of performance data collected will be a function of eLearning product requirements and the Information Management and Information Technology (IM/IT) infrastructure.

1.11.2 Performance Tracking and Assessment functionality may be required to conform to SCORM as identified in any resultant call-up / contract. Use of Application Programming Interface (API) calls falling under SCORM conformance must only be used if required by the client.

1.11.3 Performance Tracking and Assessment functionality may include any or all of the following:

  1. Performance assessment in a learning context;
  2. Basic student survey technique, collecting subjective data;
  3. Advanced forms of data collection including the use of a database;
  4. Collection of objective data, such as completion rates and times; and
  5. Ability to track the student’s progress, to help them keep track of test scores and evaluations.

1.12 Searching

1.12.1 The approach and extent of eLearning product search functionality will be a function of the eLearning product requirements and the IM/IT infrastructure.

1.12.2 Searching capabilities can range from full-text searching within a product or directory, to field-based searching using metadata at the module, topic, sub-topic and keyword levels.

Appendix 2 to Annex A: Acronyms

API
Application Programming Interface
AT
Automated Training
CBT
Computer-based training
CFITES
Canadian Forces Individual Training and Education System
CLF
Common Look and Feel
DLN
Defence Learning Network 
DND
Department of National Defence
EPS
Electronic Performance Support
GC
Government of Canada
HR
Human Resources
IM
Instant Messenging
IM/IT
Information Management and Information Technology
IP
Intellectual Property
IT
Information Technology
LCMS
Learning Content Management System
LMS
Learning Management System
NCR
National Capital Region
PC
Personal Computer
PMI
Project Management Institute
PMP
Project Management Professional
QA
Quality Assurance
SCORM
Shareable Content Object Reference Model
WBT
Web-based training
WCAG
Web Content Accessibility Guidelines
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