Training Delivery Options

This delivery method may be the most versatile option and works well for individuals and teams who have schedules that do not permit long continuous training events which might take them away from work or other responsibilities. It’s also a great option for spreading training out over long periods or to meet demanding or inconsistent learner availability. Training can be implemented in two (2) to four (4) hour increments so that we’re working within a business or school schedule at the student’s pace—allowing development of a full understanding of course objectives. When this method is suitable for the learner, they can benefit by moving at their own pace, and/or by maintaining the smallest impact on existing work or life schedules.

This is generally a single 5-day Program of study that offers 40 hours of intense one-to-one training where learners are “immersed” in learning and practical application with their access technology to meet their vocational or academic needs. As with all other training methods, Courses and training objectives are specifically tailored to the student’s needs and training goals, but are delivered in a highly concentrated timeline and immersive environment by highly supportive instructors.

Depending on the training needs and the Program that is developed, Immersion Training may be more than one week , with weekend breaks, but is always a 40 hour per week high-tempo schedule. Immersion Training is offered at our Access Learning Center in Upper Darby Pennsylvania or at the learner’s worksite or academic location. Ideally in either case, but specifically when Immersion Training is facilitated at the VVT Access Learning Center, every aspect of the learner’s schedule is taken care of by the VVT Training Team. Everything from planning of transportation, lodging (as necessary) to meals is handled for the learner so that he or she can concentrate solely on learning for the entirety of the Program.

Students enrolled in the Immersion Training will not have to spend long periods of time away from work or school and will be able to apply what they have learned immediately upon their return to work, school, and/or home life.

Factors that point to the proven success of concentrated engagement training received in our Immersion Courses are:

• Student has more commitment and investment in his/her training
• Training is focused and targeted specifically to the goals of the student and/or supportive agency
• Student learns more effectively to use Access Technology integrated with computer based applications and/or some job-related proprietary software
• Consecutive day pattern training offsets interrupting the student’s training because of untimely scheduling and/or waiting for authorization for continuation of training.

This five week, 25 hour per week access technology training delivery method is a traditional training progression where courses or Programs are rolled out at a pace that is appropriate for the average learner who is seeking basic required training. Of course teaching objectives are also tailored according to the needs of the student and training goals. For students who plan to enter or re-enter the work force or attend college, but are not actively employed or enrolled, this delivery method is an excellent choice. Students will have the opportunity to take advantage of learning to effectively learn to use their access technology skills integrated with other computer based applications proficiently. VVT is available to assist with setup, configuration, and support of any software or hardware that is necessary for the training or in some cases, by providing a loaner PC during the training. Daily practice assignments will be provided to the students.

(Note: some V-Learning Offerings are still under development. Remote training via teleconferencing, email, and Learning In Tandern are currently being offered for most courses and programs)

Virtual Learning (V-Learning) is the VVT version of electronic, or e-Learning, one of many educational methodologies answering the call for something more flexible and usable than traditional classroom-based learning. Many other learning methods also speak to this need such as, Independent study, correspondence study and self-paced classes. This type of educational format—also known as “Distance Learning”—is being offered as an alternative learning solution for individuals who are separated from the instructor by distance, time, or other less tangible barriers. Courses delivered via V-Learning allow the individual the advantage to utilize the World Wide Web, e-mail, CD’s, teleconferencing, and other transferable media and techniques as an alternative means of acquiring their instructions instead of having to be present in a classroom.

Note that V-Learning is not usually a viable course delivery method for a novice user of Assistive Technology or someone new to computers and technical devices. Each individual enrolling in V-Learning is expected and required to have a defined skill set and understanding of the basic functions of using assistive technology integrated with a computer system and other high-tech communications mediums. This can be determined through the AT SAM assessment process.

All course materials delivered by V-Learning contain lesson objectives, course assignments as well as the instructor’s comments and suggestions for each lesson, making it simple for the candidate to complete assignments remotely and e-mail them to their instructor. V-Learning not only allows individuals to experience learning the necessary materials at a distance or on their own schedule, but offers one-to-one instructor support and attention, ensuring quality and optimal retention. The candidate is provided support for all of the course objectives as needed via phone and email. As with other delivery methods, remote testing of covered material is performed for the purpose of obtaining an outcome measurement of the candidate’s progress.

Advantages of a V-Learning experience:

• Course materials are offered in a variety of accessible formats
• Self-motivated learning is encouraged as students follow a time-segmented, asynchronous, flexible pace for learning.
• V-Learning accommodates different learning styles as students work within a flexible structure that combines multiple options for instructor and peer interaction for any given program or course.
• Candidates receive invaluable independent learning experiences applicable to on-the-job training in today’s world.
• V-Learning components are available as a ready resource for learning 24 hours a day, 7 days a week
• Candidates usually experience a deeper learning experience and objective comprehension because assignment completion depends on motivation and self-discipline in order to complete independent research and practical application.
• Participants can leverage V-Learning courses as a way to meet their own vocational or educational CEU requirements, or to begin or complete progress toward obtaining certification as an instructor of assistive technology
• V-Learning allows the student to blend different interactivity modes to best fit his or her abilities and comfort level. There are many paths to achieve the required outcomes.
• V-Learning can easily be combined with classroom and other course-delivery modes.

Currently, remote training with V-Learning is only offered via teleconferencing, email, and Learning In Tandern as an alternative method of lesson delivery. In the near future, candidates will also be able to obtain their training and instruction through online resources by logging into our virtual classrooms.

The Small Group Training Option is offered only at our Learning Center location, in Upper Darby, PA. It is offered for the Basic Learning course only to insure that up to five (5) students will work together toward similar primary learning objectives. In our training lab, each computer station is equipped with the latest version A T software and other computer applications necessary for training.

Training is offered in small groups of five (5) to ensure optimum facilitation of the training program and to ensure maximum learning for each student. (See course curriculum) Students will work together toward the same primary learning objectives before advancing on to one-to-one customized training.

The small group setting is an all day course which operates week days only for a period of five (5) weeks. This Learning Option allows beginners to work together, learn together and realize that they are not alone as they discover new and essential skills to deal with vision disability. Each student has his/her own workstation and time for independent, hands-on practice.

How the program works

Each candidate undergoes an assessment process to determine their eligibility to enter the group training program or any of our other training programs such as, Daily Training, One Week Immersion or the Instructor Certification programs. The assessment process assists in identifying goals of training for each individual entering the program; assist in making a determination as to what program the individual should be assigned and assists in the grouping of individuals together with similar goals.

Program Requirements

• Intake /Knowledge base testing – Student information is gathered about each student and a pre-entry evaluation of the student’s computer knowledge.
• Keyboarding Skills Assessment – A typing test is administered to measure the student’s typing accuracy and keyboarding proficiency
• A T (Access Technology) Skills Assessment- Evaluation of the A T that the student is currently using.

Outcome Measurement:

On-going contact with the student’s counselor or Social Worker will be maintained by providing staffing and written reports and evaluations. This allows the supporting agency and VVT professional staff to modify the training and education programs while students are still actively involved in the program. This flexibility allows VVT staff and supporting agency to recognize and address any issues the student may be experiencing. Two staffing sessions will be scheduled within the five week training program.

• Mid-course student evaluation: VVT Staff-Student- Counselor collaboration about student’s progress
• End of course student evaluation: VVT Staff-Student- Counselor collaboration about student’s progress and course outcome

Reports – AT Report to the referring agency includes:

• Details of assessment results
• Details of staffing results
• Recommendations
  • Type of service to be provided
  • Number of hours needed to complete services
  • Customer expectation (training objectives)
  • Customer progress measurement (outcome evaluation)

Course Curriculum:

– The five week course is a comprehensive course that is designed to promote a continuous (uninterrupted) learning experience. This course is usually offered to an introductory/intermediate level learner.

Course that includes the following:

• Basic introduction to assistive technologies (AT) for their own vision enhancement
• AT integration with Computer Basics, MS Office applications, OCR Scanning Solutions, Internet and Email
• Introduction to assistive technology (AT) equipment options
• Braille skill development (optional) – Student has the option to learn Grade 1 and 2 or computer Braille. We emphasize the importance of Braille skills for the success, productivity and accuracy of job performance.
• JRC Workshops – Preparation for seeking employment; Resume and cover letter writing; Techniques of interviewing; Networking