DATO

Last Edited: 12/3/2014

INSTRUCTOR BRIEF USER GUIDE: DATO

Contents

Introduction 2

Objectives 2

Audience 2

Logging into DATO 3

Creating a DATO Course 3

Navigating DATO 5

Inside a DATO scenario 6

Reporting 14

Document Revision History 17

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Introduction

Delmar Automotive Training Online – Diagnostic Scenarios (DATO) is a media-rich learning experience

that challenges students to master diagnostic and repair practices in 62 realistic scenarios spanning all

automotive system areas. Each scenario addresses a simulated problem on a specific vehicle and

teaches students to use a structured diagnostic process that starts with a customer-stated concern on a

repair order and ends with repair verification. Combining sound instructional design with top-quality

computer graphics, DATO helps students develop critical thinking skills that can then be applied to real -

world customer concerns.

Engaging features of DATO include:

• Videos and Flash animations that simulate a real shop environment and make learning fun;

• An audio track with real automotive sound effects for symptoms and diagnosis;

• Real-world problems on real vehicles from Ford, Chevrolet, Chrysler, Toyota, Honda and Hyundai;

• Two Modes: a Learning Mode that offers an array of help features, and a Challenge Mode that

requires learners to perform the repair successfully and fill out a Repair Order correctly.

DATO supports NATEF’s new online standard by providing a meaningful homework solution that

reinforces classroom learning. In keeping with NATEF requirements, DATO’s Learning Management

System capabilities track, record and report your progress.

Objectives

The document introduces instructors to the following:

Logging into DATO

Navigating DATO

Reporting

Audience

This document addresses the needs of DATO instructors.

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Logging into DATO

Instructors can follow these steps to access DATO through the Instructor Resource Center.

This table details the procedure:

Step Action

1 Use your browser to navigate to the URL: http://login.cengage.com/cb/ and enter your credentials.

2 Select the DATO course under My Course

3 Select Create a course to begin

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4 Enter a Course Description

5 Select Create Learning Code

NOTE: An e-mail will be generated after this step confirming the setup of your class. The e-mail will also provide you again with the Learning Code for your students. Be sure to share this Learning Code with your students, as it will connect them to your DATO gradebook.

6 Select Launch Course

NOTE: The course you have created is listed at the bottom.

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Navigating DATO

Once you’re in your DATO course, here’s how it looks:

Function Looks like this…

You will first see the homepage. If this is your first time in DATO, be sure to watch the instructional video.

The available courses are on the left hand side of the screen.

Select your course to view the DATO scenarios.

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Inside a DATO scenario

Here’s an example of a DATO scenario.

Function Looks like this…

Select a scenario to launch the video.

This scenario is Diagnosing an Abnormal Exhaust Color.

The scenarios can run in either Learning Mode or Challenge Mode.

Learning Mode records time on task and does not grade perfromance.

Challenge Mode is graded, timed, and students are required to perform the repair correctly, as well as fill out a repair order.

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Once a mode is chosen, the shop door opens and the issues are read.

Students are presented with a repair order. Once they have read it carefully, they can click on the green Next Button.

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Select the CC Button for closed captioning, or select Replay Audio to hear the audio again.

Students will see diagnostic strategy questions and receive immediate constructive feedback.

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In order to continue, students must select the correct answer.

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Students are then taken to the Resources screen, which provides options for what their next appropriate step is.

This is an example of a Vehicle Interior image.

Students select Start to start the car, and select Lock to turn off the car.

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Students are presented with an image of the problem -in this case, white exhaust coming out of the exhaust pipe.

Students are then presented with Knoweldge Check questions.

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The Service Information Computer gives detailed information for the student – in this case, it tells the student that the temperature gauge is too hot.

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Another Knowledge Check question is provided, followed by a Diagnostic Strategy Checkpoint question, which will lead students to their next task.

Continuing through the scenario would provide videos, more interactive exercises simulated with real vehicle images, and a shop foreman who serves as a guide.

Each scenario takes about 50 minutes to complete.

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Reporting

Instructors can follow these steps to access all reporting and generate reports.

Step Action

1 All reporting can be accessed and generated on this screen. All scores automatically feed to this page.

2 Select View Report

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3 This is the Reporting page, where you are able to view your courses and students enrolled in each course.Under Select Report Type, there are three different types of reports: Course Scores report, Course Usage report, and Course Summary report. These reports provide scores and time spent in each scenario.

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4 This is the Class Detail Report. It shows student results on the Post-Test score (the ASE-style questions at the end of Challenge Mode), the student Comprehensive Score (which is comprised of 80% how they did throughout the scenario and 20% how they scored on the ASE-style end-of-scenario questions), as well as the scenario completion date and time.

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5 This is the Course Usage report. This report shows time spent in both both Learning Mode and Challenge Mode, as well as total time spent in the scenario.

6

This is the Course Summary report which shows overall product performance. An instructor will find the number of scenarios a student has completed, the average score based on the scenarios completed, the average score based on all scenarios (even those not completed), as well as time spent in the product.

All reports can be printed or exported into an LMS.

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Document Revision History

Date Document

Version

Description Author/Editor

11/19/2014 .1 Initial Draft Erin Brennan