Effective distance based education and training could assist in the sustained competency of drinking water operators.

Since 2000, the Ontario government has enacted several drinking water regulations that require that all persons operating drinking water systems have the necessary skills and knowledge to treat or supply safe drinking water. The regulation requires mandatory licensing of water works operators, with auditable requirements for operator training that include certified training programs with defined learning objectives and measurable results.

For a new person in the field—an operator-in-training— completion of a formal training course is required, along with on-the-job practical training (Conestoga Rovers 2005). For existing operators to maintain their licenses, the regulation requires a minimum number of hours of continuing education and on-the-job practical training, depending on the complexity of the system being operated. 

Based on the authour’s experience, the needs assessment and the proposal will be focused around a medium sized gas and water utility located in south-western Ontario —  Kitchener Utilities.

Kitchener Utilities Drinking Water Sampling Training Needs Assessment and Proposal Development

Kitchener Utilities Drinking Water Sampling Training Instructional Analysis & Learner Assessment

Reflection

Add more here....

COMPETENCIES EXHIBITED -

These competencies involve applying instructional design models, concepts and skills to solve instructional problems in Distance Education. Examples of these competencies are listed below.

2.1.    Discuss the implications of personal perspectives and epistemological orientations for the teaching-learning process.

2.2.    Apply systems theory and systems analysis techniques to instructional design situations in distance education.

2.3.    Describe and apply a range of learning and motivational theories to instructional design situations in distance education.

2.4.    Describe the activities of the instructional design process and the advantages and disadvantages of using them in distance education.

2.5.    Develop instructional products or learning objects in distance education. 

2.6.    Discuss the common criticisms and controversies relating to the use of traditional and emerging instructional design models in distance education.

2.7.    Apply instructional design principles and models in distance education, in your workplace, or in other instructional contexts.