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Preview Section
Clicking the Preview tab displays the screen, as it has been
defined up to the current moment, in the bottom frame. The navigation bar will
be visible but inactive.
Lesson Overview
The “Lesson Overview” button presents an overview of all the
pages you have authored for the current course and depicts their relationships
as you have defined them.
Pages are arranged in a collapsible outline, according to
how you have defined their linkages. Each “cluster” contains all the pages in a
group that are linked together.
Concept: Where do my
pages go?
Most of the material that makes up
your authored pages resides in the FlexTraining database, so do not look for
lots of new HTML pages on your web server when you finish some authoring work.
The exceptions are any images you use
in your authored pages (that you created outside of FlexTraining, and that
reside in the asp/content/sections/images directory).
Keeping the authored page content in
the database keeps your directory structure simple and avoids the proliferation
of files and documents that is the hallmark of external authoring software.
Other exceptions are the multimedia
(streaming audio and video) files that occupy the pages you identify as
multimedia pages. These files MUST have already been defined as dynamic
messages (see Dynamic Messages section above) before they may be used in an
authored page.
Defining a “message” to hold these
multimedia files or addresses makes these objects re-usable and it is easier to
keep track of them.
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Training
What process was used?
Were they created through authority, custom or consent?
The ultimate strength and credibility of these standards is that, in fact, they were (and still are being) negotiated through voluntary consensus. The CLFDB has never had either the intention or the ability to enforce or regulate these Standards. It was, in effect, sketching a picture of quality training for others to recognize and use.
The process, then, of creating the Training Standards began with Board approval of terms of reference for this project in the spring of 1994. A Working Group was assembled with
representation from the CLFDB constituents: business, labour, education/training, equity, local boards, and sectoral councils . A background paper, available from either
the CLFDB or FuturEd, was prepared for the Working Group by K. Barker and it contained:
background and rationale to the project.
the situational context including related training standard developments in New Zealand, the United Kingdom, Australia, the United States, and federally in Canada.
a discussion of terminology including training, standards, and quality.
samples of practice to draw on, for example training performance indicators and training quality indicators found in the literature review.
a framework within which to guide what was then called Standards to Guide the Purchase of Training.
The Working Group brought their constituency views and personal expertise to the project and, with the background paper as a basis, began to draft principles of good practice or quality indicators for training that is effective, efficient and equitable. The draft standards were approved in principle by the CLFDB in December 1994, and then an extensive national consultation process began. The draft standards were distributed as widely as possible, by direct mailing and through the CLFDB’s extensive number of constituency organizations:
17 business organizations including, eg., the Canadian Federation of Independent Business and the Canadian Manufacturers’ Association;
2 labour organizations — the Canadian Federation of Labour and the Canadian Labour Congress;
10 national education and training organizations including, eg., the Association of Canadian Community Colleges and the National Association of Career Colleges;
69 organizations representing Aboriginal peoples, visible minorities, women and persons with disabilities;
all provincial governments through the ministries of training and/or labour; and
the federal government — Human Resources Development Canada.
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