Distance Learning, Training, Development, and Course Delivery for the National Highway Institute

Amendment 1 is issued to correct the due date to September 20, 2010 and the room number for deliery of proposals to E65-101. Amemdment 1 is also issued to provide clarification in the attached amendment 1 Q&A. This competitive acquisition is solicited in accordance with FAR Subpart 19.8 for the competitive 8(a) Program. This acquisition is restricted to qualified 8(a) Small Business Concerns. SECTION B SUPPLIES OR SERVICES AND PRICES/COSTS The Federal Highway Administration (FHWA) through the National Highway Institute (NHI) intends to award multiple 5-year, Indefinite Delivery/Indefinite Quantity contract (ID/IQ) under which fixed price Task Orders will be issued. The Task Orders may require the conversion, development, revision, updates, deployment, presenter preparation and/or assist in the delivery of training in the broad area of Surface Transportation. Such training may include, but not be limited to, courses in modern developments, techniques, and procedures, relating to highway planning, environmental factors, acquisition of rights-of-way, engineering, safety, construction, inspection, maintenance, and contract administration. PRICING STRUCTURE Task Quantity Firm Fixed Price Kick-Off meeting 1 $_____________ The minimum funding guarantee for the contract is $25,000. Each Task Order issued hereunder will be individually funded. It is estimated that the dollar value of all task orders will amount to approximately $4,500,000 over the 5-year period. Unless specifically stated otherwise, the contractor shall furnish all necessary facilities, materials, and personnel to perform services necessary to complete each Task Order issued. All authorized travel will be reimbursed at cost in accordance with the Travel and Per Diem clause (reference Section G). SECTION C DESCRIPTION/SPECIFICATIONS/STATEMENT OF WORK C.1 BACKGROUND The National Highway Institute (NHI) is the technical training arm of the Federal Highway Administration, and as such plays a vital role in the FHWA's overall effort to provide training in new and evolving highway related technologies. The target audience is very broad, and includes Federal, state and local highway and transportation agencies located within the United States, Metropolitan Planning Organizations (MPOs), the Local Technical Assistance Program (LTAP) Centers, associations, consulting firms, private industry, universities and other national and international entities engaged in highway work of interest to the United States. In order for NHI to best accomplish its training mission, which is to fill the voids not being met by other sources, it is necessary to accurately determine the needs of the target audience, and then develop and deliver a variety of training packages that will most effectively and efficiently allow participants to interact with the content. The NHI has been performing this role primarily by delivering traditional, instructor-led, classroom training on a broad range of topic areas since it was established by Congress in 1970. However, the electronic era is rapidly opening new avenues for cost savings, complying with divergent schedules, and training larger audiences in shorter periods of time. The NHI intends to explore these avenues by providing enhancements to the current approaches or outright replacement of current approaches as appropriate to achieve the desired outcomes. To assist us in these efforts we are looking to broaden our prime contractors beyond the traditional engineering companies to include training companies, companies with an ability to develop distance delivery material, and a proven track record with distance delivery mechanisms. C.2 SCOPE OF WORK This ID/IQ contract provides for the development, revision, promotion, and presentation of training in the broad area of Surface Transportation. Topics may come from the general categories of Structures, Pavements and Materials, Geotechnical, Design and Traffic Operations, Construction and Maintenance, Hydraulics, Intelligent Transportation Systems, Freight and Transportation Logistics, Real Estate, Environment, Transportation Planning, Civil Rights, and/or Highway Safety. It may also include the conduct of any research required for the development of a specific course, and other support services that may be required for the promotion of the training program. The contractor shall incorporate accepted Instructional System Design principles using adult learning techniques in the development of courses, materials, and instruction. C.3 OBJECTIVE The objective of this contract is to effectively develop a curriculum of high quality training dealing with all aspects of surface transportation issues. Work shall be performed in accordance with the terms of this contract and individual Task Orders issued. Potential offerors may view courses currently being offered along with the course objectives and the target audiences on the NHI Web site at http://www.nhi.fhwa.dot.gov/. C.4 Kick-off Meeting, The contractor shall attend a Kick-off meeting for approximately 2-6 hours, which will include the following attendees: the contractor's key personnel, including the Program Manager, the Contract Officer's Technical Representative (COTR), and additional FHWA support staff. The purpose of the Kick-off Meeting is to introduce the contractor and Government teams as well as to provide background information, clarify course content issues, define roles and responsibilities, establish timelines and respond to questions. This meeting is generally held at the U. S. DOT Headquarters in Washington D.C., 1200 New Jersey Avenue, S.E., Washington, D.C. 20590. C.5 GENERAL WORK DESCRIPTION Specific work to be performed will be set forth under individual Task Orders. However, Task Orders will generally consist of work in the following task areas: The Government reserves the right to issue a Task Order for one or more of the areas described below. Task Area A: Training Needs Analysis and Evaluation of Training Effectiveness The NHI's goal is to optimize the training for maximum effectiveness ensuring participants have an opportunity for learning within the defined constraints of the designated learning environment. Part of this process involves development of material precisely targeted to participant needs and learning styles. Furthermore, even though achieving a true measurement of the effectiveness of training can be elusive, it is desirable to obtain accurate feedback from course participants and supervisory staff. Task Orders may be issued to include, but are not limited to, the following: 1. Conducting analysis of short and long term training needs of all or specified segments of target audiences for the topic areas identified in the Task Order. 2. Developing an organized and logical approach to fulfill the NHI's needs within projected budget allocations. 3. Conducting analysis of target audiences to determine specific training needs, course objectives and learning outcomes for identified target areas. 4. Conducting and analyzing post course evaluations to determine effectiveness of delivery methods, course content, and instructional presentation in accomplishing the training objectives. 5. Evaluating and proposing alternative delivery strategies and learning environments that encourage greater participation and knowledge transfer from the learning environment into the workplace. Task Area B: Technical Review Panel Coordination The quality of NHI courses is improved if the interests of selected groups are represented on panels that will provide comments during a needs assessment or during a course development process. Their review of proposed curriculum material as it evolves can be invaluable. Task Orders may be issued to include, but are not limited to, the following: 1. Establishing and coordinating panels representing the Federal Highway Administration (FHWA), the American Association of State Highway and Transportation Officials (AASHTO), and other public and private sector organizations or individuals to review and provide comments on training needs, curriculum development, and course presentation activities. Task Area C: Course Development, Revision and Updates The NHI offers a constantly changing battery of courses, some of which may need minor revision, while others may require major updating to stay abreast of current technology. In addition, new design procedures, changing specifications, research results, emerging technologies, new regulations and policies, computer programs, et cetera, continually precipitate the need to develop entirely new courses. In other instances, it may be desirable to convert existing material into a more appropriate format that allows for course participation at a distance. The NHI's goal is to optimize the training for maximum effectiveness ensuring participants have an opportunity for learning within the defined constraints of the designated learning environment. Part of this process involves the development of material precisely targeted to participant needs and providing clearly articulated Learning Outcomes. The principles of adult learning and Instructional System Design will be incorporated into each course, as well as a learning assessment (i.e. post tests, exercises, skill demonstration, etc) in order to be consistent with IACET (International Association of Continuing Education and Training) requirements. The training shall also be learner-centric and not instructor-centric. Adult Learning Considerations Before revising, developing or presenting any training program targeted at adult audiences, it is first useful to gain an appreciation of the difference between child-centered learning and adult- centered learning. Almost all of us have experienced 12 or more years of education as children and many of us have experienced additional years of education as young adults. The educational models fixed in our minds are the pedagogical models-- the art and science of teaching children--drawn from those experiences. As adult trainers, it is easy for us to teach as we were taught rather than implement good adult learning principles. We know the following things about adult learners: Adults have a need to know why they should learn something. One of the first tasks of the adult trainer is to develop a "need to know" in the learner - to demonstrate the value of what is being offered to them. Adults have a deep need to be self-directed. However, often when they enter a program labeled "education" or "training" they revert back to their conditioning as children, put on their hats of dependency, fold their arms, sit back and say, "Teach me." This puts them at immediate odds with their need for self-direction, causes inner conflict and a resistance to participation in training. To resolve this as adult trainers we must help adult learners make a quick transition from seeing themselves as dependent learners to becoming self-directed. Adults have a greater volume and different quality of experience than children. Adults bring into the learning situation a background of experience that is itself a rich resource for many kinds of learning for themselves and others. Adults have a broader base of experience from which to attach new ideas and skills and give them richer meaning. The greater experience, however, also has a potential negative consequence. The greater experience can cause people to develop habits of thought and bias, to make presuppositions, to be less open to new ideas. Evidence indicates that this phenomenon is especially characteristic of undereducated adults. Adults become ready to learn when they experience in their life situation a need to know or be able to do in order to perform more effectively and with greater satisfaction. Adults learn best when they choose voluntarily to make a commitment to learn. Adults enter into a learning experience with a task-centered (or problem-centered) orientation to learning. Adult learning activities are better received when designed around tasks, problems, or life situations. Very often, if they can apply what they have learned to a recent experience or situation, they can better appreciate the newfound knowledge and skills. Adults are motivated to learn by both extrinsic and intrinsic motivators. The problem is they may not be motivated to learn what we want to teach them, hence the importance to develop "a need to know" as a basic ingredient of adult training. The most potent and persistent motivators for adults are intrinsic motivators such as self-esteem, broadened responsibilities, power, and achievement. Implications for Practice Adult learning concepts-- combined with an understanding of the training need-- suggest the following approach to course design: Participants want to have a chance to tailor knowledge to their local situation. Participants want to have an opportunity to interact with others during the training session. Participants want to understand why something is important. Participants have a need for training that will demonstrate the benefits of learning. Learner-Centric Instruction In an effort to make training more effective and move the content into working environments, the NHI believes in learner-centric instruction. The core principles for learner-centric instruction are those in which learners, with a facilitator's guidance, are made responsible for constructing their own comprehension and potential usage of the course content. As the term implies, it is an instructional approach in which the learner is placed at the center of training. In such a setting, the individual involvement of the learners in the learning process is emphasized through their active participation in building up knowledge and understanding. Instructors play a facilitatory role in the process. The main players and constructors of knowledge and learning experiences are the learners themselves. There are actually three ultimate goals that are ideally reached through learner-centered strategies: 1.The development of inquiry and problem solving skills 2.The development of deep understanding of topics and 3.The development of democratic processes (e.g. critical examination of our own and other's positions) Learning environments are contextualized to meet the real learning needs of the learners. In short, this means that learners are provided with authentic learning experiences and activities that require an understanding similar to the one required in real world settings. In addition, the learning environment is set to accommodate a variety of instructional tools and methods as well as flexible arrangements of time and place. Learning centered approaches cater to the diversity of participants' abilities and learning modalities and attempt to attend to participants' varying learning needs. Learner-centered approaches are best applied to invoke higher-level thinking, inquiry, and problem solving skills. It comes at the essence of the learner-centered approach is that learners are internally motivated and are active participants in the knowledge gain process mediated through personal and interpersonal interactions. Examples of learner-centered educational practices include, but are not limited to, the following: Collaborative group learning, both inside and outside the classroom Individual participant research and discovery Research and discovery by participants and teacher together Problem-based inquiry learning Participant-teacher studio and performance activities Hands-on, experiential learning activities On-site field experiences Self-paced tutorials Learning Assessment The NHI is authorized to award International Association of Continuing Education and Training (IACET) continuing education units (CEUs) and as such, follows Bloom's Taxonomy of learning levels including associated outcome and assessment development. As part of a continuous improvement process and to conform to IACET standards, the NHI has instituted a course design policy to include a post-course assessment. Selection of this learning evaluation tool is an Instructional Systems design (ISD) decision and shall be designed to measure participant performance with the course learning outcomes. Acceptable tools include, but are not limited to case studies, skills demonstrations, and objective tests. To this end, the contractor shall develop "end of course assessments" that fully measure the mastery of each overall course learning outcome (a Kirkpatrick Level II evaluation), but not necessarily each lesson outcome. The assessment shall form a comprehensive end of course evaluation of the participant's retention of critical skills and knowledge for successful job performance after training. Participants should be able to complete a typical assessment within 45 minutes; time to administer the test shall be reflected in the course agenda. In developing the assessment tools, the assessments shall include objective measures such as multiple choice questions, matching questions, fill in the blank, in limited circumstances - true/false, or methods that require critical thinking such as case studies or skills demonstrations. Subjective formats such as case studies shall have clearly stated response criteria or parameters to reduce subjectivity when evaluating participant responses. The assessments shall be designed so that a score of 70 is considered "passing." Tests are used to measure and document a participant's knowledge, cognitive ability, and performance of job tasks. The specific type of test item to use should be determined by the behavior specified in the outcome to be tested and the instructional delivery system used. Various types of test items may be used and are described below. Test Item Type Characteristics Multiple-choice Useful for testing knowledge and cognitive abilities. Consists of a stem and four responses. Matching Useful for testing terms and labels. Consists of two columns of related words, phrases, or symbols to be matched by the participant. True/False Useful for testing knowledge. Consists of a single statement. Completion or "fill in the blank" Useful for testing recall of knowledge committed to memory. Consists of a statement from which a word(s) or short phrase has been omitted. The participant must supply the missing word(s) or phrase in the blank(s) provided. Performance Useful for testing job tasks and skills. Consists of a simulated or actual environment with certain conditions of performance and certain expected outcomes. When so specified in a Task Order, the contractor shall develop the required test items, and all required supplemental materials (e.g., instructions for the presenter, instructions for the participant, scoring procedures, answer key, etc.). Delivery and review of test items will coincide with delivery of draft course materials. The number of test items shall be sufficient to adequately measure participant mastery of each course-learning outcome and to provide multiple versions of a test. Task Orders may be issued to include, but are not limited to, the following: 1.Developing, revising, or updating curriculum material including course outlines, facilitator guides, participant workbooks, and visual aids. 2.Developing new or converting existing curriculum material into a format that can be delivered by distance learning such as by satellite, Web-based, virtual worlds, or other electronic medium such as CD-ROM. The typical "players" in an NHI course development include the Contracting Officer's Technical Representative (COTR), the Technical Review Panel (TRP) (i.e. the FHWA program office lead contact, other agency representatives, target audience reps, stakeholders, etc) and the contractor Project Team (both subject matter experts and instructional systems designers) secured through the Task Order process. Once a contractor is selected for a task order, the following are typical stages in an NHI course development process: Kick-off Meeting, typically includes the following attendees: the contractor's key development personnel, including the Instructional System Designer, the COTR, the TRP and the Contract Officer, if available. The purpose of the Kick-off Meeting is to introduce the players, provide background information, clarify course content issues, define roles and responsibilities, establish timelines and respond to questions. The specific details for Kick-off meetings will be included in Task Orders. Technical Review Meetings, usually conducted via online meetings at appropriate checkpoints in the development process. The purpose of a technical review meeting is to discuss relevant technical issues in the course materials, based upon government comments previously provided. Such a meeting provides clarity both ways between the technical panel and the contractor. The contractor provides electronic files for the DRAFT presentation deliverables as specified in the task order in advance of the technical review meeting. The specific details for Technical Review meetings will be included in Task Orders. Technical Walk Through Meetings, usually scheduled four to six weeks in advance of the pilot. At this meeting, the Contractor Project Team shall deliver all presentation materials to the COTR in advance of the technical walkthrough. The Contractor Project Team, COTR and Technical Review Panel shall "walk through" the curriculum materials and exercises. It will include the following attendees: the contractor's key development personnel, ISD, presenter(s), the COTR and TRP. The purpose of the Technical Walk Through is to link course content with the learning outcomes; validate technical course materials; agree on course sequencing; explain any group exercises, case studies, computer applications, virtual field trips or other course content issues and secure approval to proceed. All presentation materials shall be complete at this stage. The Contractor Project Team will make any adjustments to course materials before the pilot and is responsible for providing all materials to the COTR in sufficient time to allow distribution of materials in advance of the pilot. The specific details for Technical Walk Through meetings will be included in Task Orders. Pilot course is scheduled as a "beta test" when the course reaches "FINAL DRAFT" and presented by the contractor before a representative target audience. The COTR, the NHI ISD, and the Technical Review Panel participate as observers. The course is checked for content validity, length, pacing; delivery techniques are assessed and questions raised by participants are recorded. The COTR will facilitate a de-briefing of participants at the end of the course. Feedback will be incorporated in the final course development. Course development, update, or revision Task Orders may include, but are not limited to, developing or designing the following items: Draft Course Outlines High-level and Detailed-level Design Plans Participant Workbooks Facilitator Guides Executive Summaries Resource Manuals and materials Visual Aids Audio or Video Files Digitized Products (CDs/DVDs) Case Studies Computer Applications Group Exercises Independent Exercises Task Area D: Media Production The NHI's goal is to optimize the training for maximum effectiveness ensuring participants have an opportunity for learning within the defined constraints of the designated learning environment. Part of this process involves development of material precisely targeted to participant needs and learning styles. Task Orders may be issued to include, but are not limited to, the following: 1.Designing, developing, and producing visual messages that can be distributed and accessed via DVD, CD ROM, or mobile devices such as mobile phones, hand-held Personal Data Assistants (PDAs), Net books, and other digital mobile devices designed to access public data networks. Task Area E: Course Delivery The NHI's synchronous Web-based courses are generally taught in teams of two, a presenter which is an individual knowledgeable and credible in the content area, and a host which is an individual skilled in using the features and functions of the synchronous environments. The NHI's synchronous video-based courses are generally taught in teams of two instructors, including combinations of contractor instructors and NHI-provided instructors. There may be times that a local representative is invited as a "guest" speaker to address a particular course topic; this would be specified in the course Instructor Guide. Task Orders may be issued to include, but are not limited to, the following: 1.Verifying the set up of the online learning room in the Web-conferencing tool including resetting all pods to the initial conditions for conducting a course. 2.Providing both a Presenter and a Host or just a Host to work with the NHI-provided presenters for scheduled Web-conference courses. 3.Coordinating with the presenter to practice using the online learning room to ensure that all course materials are available, checking room arrangements, familiarizing themselves with available and required features of the learning environment, and use of the pods. 4.Delivering a written assessment of the session including but not limited to the number of registered participants, the number of participants that completed the course, the length of time participants took in each asynchronous module, the date, time, and length of each synchronous module, the average test scores of participants, any recommendations on which participants should not be awarded CEUs based upon insufficient participation, significant comments, and any recommendations for adjustments to the course materials. 5.Delivering and supporting video conference sessions ensuring remote locations can access and participate with the course content as designed. 6.Arranging for or presenting instructor training to enhance and optimize both the Government and contractor's presenters' skills in the delivery of synchronous Web-based training delivery. 7.Arranging for or presenting instructor training to enhance and optimize both the Government and contractor's presenters' skills in the delivery of video-based training delivery. The contractor shall in all cases, provide skilled, competent, and knowledgeable support that helps ensure participants can engage in the course content as designed and intended to achieve the desired learning outcomes. To be truly effective, synchronous training requires skilled, competent, knowledgeable, credible, presenters, with adult education experience. In some instances, the FHWA will provide a presenter to co-teach classes. It may be necessary to conduct train-the-trainer sessions to meld together a team of contractor and FHWA presenters to maximize their effectiveness. C.5 Typical Specifications for Course Presentations Contained in a Task Order: The Host Agency typically furnishes a learning environment to accommodate the participants; is responsible for selecting and inviting participants; and for video conference sessions, will provide flip charts, tape, pads, markers; screens, VCR's, extension cords, and related audio-visual equipment for all local and remote locations. A variety of entities can serve as the "host" of an NHI course. These include: State or local transportation agencies; resource agencies, Metropolitan Planning Organizations (MPOs); environmental agencies, private sector consultants; transit providers; other Federal agencies, etc. The host agency will designate a "local coordinator" whose name and phone number will be listed on the NHI Web site for sessions that have been confirmed. This person is the contact for any logistical information related to the scheduled session (e.g. publicizing the session, course registration, training location, directions, lodging information, etc). As the course registration contact, the Local Coordinator is responsible for selecting and inviting participants and can "sell" slots to others if space is available. Up to 30 participants will be invited to attend each course. If the Local Coordinator requests additional slots, and the Coordinator guarantees that the training environment will comfortably accommodate learner participation, the COTR in concert with the session presenters will make the final decision. The Local Coordinator will provide a training facility that meets ADA requirements, audio visual equipment, flip chart paper and stands, markers, etc. Many Local Coordinators arrange for morning and afternoon refreshments and provide information on nearby lunch options. Local Coordinators are also responsible for completing the NHI Certificates of Training. Additional information on Local Coordinator responsibilities is available in the Registration and Coordination section of the NHI catalogue, available on-line at: www.nhi.fhwa.dot.gov. The host and presenters are responsible for connecting to the learning environment, using the Facilitator Guide and any other, course-related materials specified in the Task Order for the proper delivery of the course. For on-site instruction such as a video conference, the instructor is responsible for bringing a laptop computer with appropriate course materials and a multi-media projector (e.g. LCD projector) that supports operation of Microsoft - PowerPoint 2007 or higher software, with compatible resolution; The laptop computer and multi-media projector shall be capable of projecting images, videos, and other multi-media training materials at a resolution appropriate to the materials, and bright enough to be transmitted to remote locations. The Government is normally responsible for printing and shipping participant course materials (e.g. Participant Workbook, Reference Manual, etc), NHI Class Roster, NHI Course Registration Forms, NHI Evaluation Forms, three-ring binders, blank Certificates of Attendance, and name tents. These materials are shipped to the Host Coordinator 30 days in advance of the class. The Government is not responsible for making travel arrangements for presenters. For each synchronous Web-based presentation, the contractor shall, as a minimum: Log in at least 5 days in advance of the scheduled session start time to ensure that the training room is properly set up, links to external information and resources are functional, the presenter and host are confident that all pods are built and populated and become familiar with general use of the learning environment. Ensure that each presenter has registered on the NHI Web site as an instructor, has indicated which courses they are under contract to instruct, has input their biography (not to exceed 2000 characters), and has received a 4-digit NHI Instructor Code. Questions about the procedure may be directed to the NHI Instructor Liaison. Discuss local conditions with the Local Coordinator and adjust the class hours to match local work hours or time zones as requested by the sponsoring agency. Prepare a session agenda and one-page biography for each contract instructor and furnish copies to the Local Coordinator in advance of the session presentation. Contact the appropriate Subject Matter Expert (e.g. FHWA division office rep, environmental agency rep, MPO staff, etc) at the session location and discuss local concerns, hot issues, or topics that would be relevant to those attending. Adjust the presentation to allow increased/decreased emphasis on certain modules to accommodate the training needs of session participants. A week before the start of the NHI session, visit the NHI Web site and check the Resources Page for delivery contractor/instructor resources and updates (http://www.nhi.fhwa.dot.gov/). Log in at least 30 minutes in advance of the scheduled session start time to ensure that the training room is properly set up for the session and the Web-conference session dial-in number is posted. Encourage all participants to complete the End-of-Course Assessment. Encourage all participants to complete the N...