Driver+Behavioural+Change+Case+Study

=Project Name:= =Driver Behavioural Change = =Background=

Driver Safety Services (DSS) received funding through the Australian Flexible Learning Framework to develop an e-learning program that could lead to improvements in driver behaviour.

The objectives of this project were to:
 * 1) embed an e-learning capability within Driver Safety Services (DSS) utilising the Moodle LMS platform
 * 2) deliver a leading edge driver behavioural change program to a diverse and dispersed group of employees within a Tasmanian organisation (Forestry Tasmania)
 * 3) develop an evaluation model to compare the effectiveness of an e-learning driver behavioural change program to a classroom-based course.

Forestry Tasmania agreed to collaborate with DSS on this project. All Forestry Tasmania staff members are currently required to complete DSS crash-free driving learning program (CFDLP) as part of their employment conditions.

The CFDLP is a driver behavioural change program. It requires a highly skilled facilitator to manage its three parts. These being:
 * 1) introductory six-hour face-to-face course delivered in a training room
 * 2) ten practical self - coaching driving tasks
 * 3) two-hour face-to-face review in the training room.

During the program participants learn how their cognitive, emotional and physical habits compare to a safe benchmark. Through a process of guided reflection and connection with their intrinsic safety values, they bring about change in their own behaviour. There is a strong theoretical and research basis underpinning the program.

The program applies theory related to:
 * needs-based motivation
 * optimism bias (and calibration)
 * cognitive dissonance
 * risk homeostasis
 * emotional intelligence
 * causal attribution
 * meta cognition and critically reflective thinking.

The learning program is usually delivered to a group of ten to fifteen employees and runs for a period of approximately three to four weeks.

Understandably, there are several significant logistical and resourcing challenges with this program.

An e-learning format allows much greater flexibility, a self-paced approach, and more personalised coaching of each participant.

With this project, DSS evolved its current CFDLP classroom format into an e-learning format.

=What was done=

DSS chose the Moodle LMS platform as the most suitable e-learning computer application for the project. Moodle did what was required (with the use of plug-ins) and was free.

DSS Key personnel participated in an e-learning program 23 things provided by the Framework that up-skilled them and experimented with e-learning technology and resources. Skills Tasmania provided training to up-skill the project team to be able to utilise Moodle to develop Driver Behavioural Change e-learning program.

The initial plan was to ‘simply’ translate DSS’ current classroom-based behavioural change program into an online program. However, it quickly became evident that this was not going to be a simple task. The classroom-based course relies heavily on the skills of a facilitator to create learning experiences in real time. Take the facilitator out of the equation and the program loses its power.

We researched other examples of online behavioural change programs but there were very few to be found. Most online learning programs are designed to increase participants’ knowledge and skill rather than change well-established behaviours.

We located some cognitive-based therapy programs that aimed at treating depression and addictions. From these we extracted some design ideas for our program.

We discovered that we were really treading new ground and that rather than simply transfer the CFDLP to the online environment we would have to do a ground-up rebuild. We faced a very steep learning curve.

The learning design followed a standard curriculum development method: we set a course aim and developed learning objectives for the course; developed subsets of session objectives; and then designed learning activities and assessment tasks.

We were very mindful of language, literacy and numeracy issues and potential web illiteracy problems. While this would not be an issue in Forestry Tasmania, we knew we could expect such issues with other clients who were interested in the online program. The learning experiences, while sophisticated, had to be simple to follow. This issue was addressed primarily through use of instructional video that could reduce the amount of text required to be read by participants and explain some of the more sophisticated ideas. Thirty four (34) video vignettes were produced by DSS in-house for the program. Extensive use of questionnaires and surveys were utilised throughout the course.

The other main issue was working out how to integrate psychometrics tools into the Moodle platform. The standard platform is extremely limited in this regard. The learning program relies heavily of Likert scales and semantic differentials to help participants record and reflect on their values, beliefs, feelings and explanatory styles.

Generally speaking, the Moodle platform worked well. We also received a high-level of support from Skills Tasmania who provided training in utilising Moodle and technical advice and assistance in installing the Moodle platform in-house on our server.

Eventually all significant problems were solved and the trial e-learning program was completed. Fifteen participants enrolled in the program and are now at various stages of completing the course.

=Benefits experienced by=

This project was DSS’s first foray into e-learning. The project team experienced a steep learning curve and exited the project with the skills to further develop the crash-free online program and other DSS courses. The body of DSS courses are mostly limited to knowledge and skills-based learning objectives. The design and development work required for this project far exceeds that required for a simpler course. Being stretched by this project means DSS’ online capability now exceeds the minimum required to convert our courses, or elements of them, into an online format.

This project has attracted much interest both locally and internationally. Recently the project manager met with a UK-based driver risk management company. The organisation had been searching for behavioural change program to complement its suite of products and services. They have showed much interest in DSS’ e-learning program.

While the project has and will benefit DSS, there are clear road safety benefits. DSS’ behavioural change learning program will forever struggle to connect with large numbers of drivers. Face-to-face facilitation imposes many limitations few of which are the case with online learning. The online crash-free driving program can efficiently and cost-effectively connect with large and diverse cohorts of drivers.

=** Lessons learnt **=

The steep learning curve and the problems we had to solve stretched DSS. From this we learned more than just how to design an online program.

For this project we were moving into the unknown. We did not have the usual amount of prior experience to help us plan for the project and judge resourcing requirements. Ultimately there emerged a significant gap between the human resources we had to undertake the project and those actually required as the project was significantly more complex than originally estimated.

During this project DSS had several other concurrent significant projects. We did not accurately estimate the energy required for this project and how it would impact on the workload of staff.

=The results=

The objectives of this project were to:
 * 1) embed an e-learning capability within Driver Safety Services (DSS) by utilising the Moodle LMS platform in-house
 * 2) deliver a leading edge driver behavioural change program to a diverse and dispersed group of employees within a Tasmanian organisation
 * 3) develop an evaluation model to compare the effectiveness of an e-learning driver behavioural change education program to a classroom-based course.

The first two objectives we have met — DSS now has the proven capability to develop e-learning programs by embedding the Moodle LMS platform and the program is being undertaken by a diverse group of employees in Forestry Tasmania.

The third objective is part met. We developed an Evaluation Model to compare the effectiveness of an e-learning model to a face to face training model. We are in the process of comparing the behavioural outcomes of the online program to those of the classroom-based course.

Initial results are encouraging. The psychometric tools embedded in the program, combined with participant reflections, allow us to monitor the self-reported impact of the learning experiences on participants’ behaviour. In their responses all participants have shown that, to varying degrees, they are reflecting on their thoughts and feelings in relation to driving and reducing their risk by modifying their responses to driving situations.

While participants’ responses have been positive towards the content of the course, we’ve had valuable feedback on useability and process. There is some technical refinement that needs to occur so these aspects of the program do not get in the way of learning. Consequently we intend to correct these faults and run a second trial before comparing the behavioural outcomes to the current face-to-face course.

=Project Outputs=

The main project outputs for this project are providing:
 * 1) a case study report on embedding the Moodle platform in-house
 * 2) a case study report on the Evaluation Model developed to compare the effectiveness of an e-learning model to a face to face training model.

=Acknowledgement=

This is a Tasmanian E-learning Innovations project output, developed by Driver Safety Training and Forestry Tasmania, with seed funding from the Framework.

=For more information=

For more information on the Australian Flexible Learning Framework: Phone: 07 3307 4700 Email: enquiries@flexiblelearning.net.au Website: flexiblelearning.net.au