View the Motor Magazines Top-20 Tools Article which features Smoghouse Emissions

Smoghouse
Recipient of ATMC Training Excellence Award

Smoghouse… the Evolution

How did it all start…

Well we know that many of us have dabbled in programs such as Microsoft Power Point, C, and Visual Basic and my beginnings are not very different.

Back in 1987 I purchased my first computer (a laptop). Like many others, I began the process of becoming self-taught. I would often intentionally crash the computer or worse yet re-format "C" drive (I assure you I did this with the sole purpose of proving my allegiance to the breadboard-laden machine with the hope that someday it would be loyal to me). I would often wonder why I put myself through such torment!

Maybe my persistence and dedication has paid off. In 1998 Smoghouse received International headlines in major industry publications. Including several prestigious awards, such as the ATMC National Training Excellence Award and Motor Magazines TOP-20 Tools Award. Today I have a company that prides itself on producing some of the industries finest innovative computer based training material.

In the fall of 1997 a well-known shop owner, industry technician, advocate, and friend Ron Turner, asked me if I would like to produce and deliver an instructor-led course on emissions. Ron was very active in the New Emissions Program and realized that technicians were in need of additional 5-gas training.

During the first week of December, Ron, another associate and I attended a week long advanced diagnostic course in the mid-West. During that week we would spend much our time brainstorming what type of information we needed in order to deliver a quality emission training course and how it was should be delivered.

We decided that the course outline should include the following:

• Pre & Post Catalyst Case Studies
• Engine De-Carboning Case Studies
• Interactive 5-Gas Case Studies
• Procedural Diagnostics: Approaching Failed Vehicles Correctly

We also decided that we wanted to bring hands-on into class. We wanted to make each of the technician’s feel as though they were an integral part of the learning process and not just being lectured to. In order to do this I decided that the best way to deliver the course would be via group activities and multi-media simulation. I envisioned an interface that would include a building and repair shop. One that allow the technician to pull a vehicle onto a dyno in a "Virtual Shop", complete with an emission machine and a bench full of interactive diagnostic equipment.

In late December 1997 I began designing the Interactive Emissions Training course. The thought of a student version had not yet been conceived, nor the courseware name. It was not until January 1998 when I finally got fully into the design mode. The class date was already set for February 28,1998.

Being a former editor did not make me immune to deadlines! The pressure was on and this did not leave me much time to get the course together. Up to this point I was working alone and had just hired a part-time graphic assistant. It is important to note here that we obtained everything from the theory to case studies to the art; all of it was our own original material!

Early in January my father and sailing partner (Joe Schnell) were reviewing a preliminary version of the Interactive Emission Training program and noticed a name on the virtual repair shop. "Smoghouse", he said, "I like that. That should be the name of the course!" I could not agree more and Smoghouse Interactive Ttraining became the official courseware name.

The Methodology…

Allow me to take you through the methodology, which we use to develop all of our Smoghouse products. You see Smoghouse is not just a title for the emissions training software, instead it is the name of all our software and the only thing that we change is the subtitle.

Anyone can learn a multi-media program. However, you see its not enough to know how to effectively use the program. Nor is it enough to be proficient with the high-end drawing, CAD or animation software. Competent use of Microsoft Word can also be equated to this anecdote. Just because someone knows all the commands, does not mean they are good writers. Success in the Multi-Media world of courseware is dependent on one thing, Engaging Content!

Let's delve into the creative techniques and some of the simple axioms of human learning that we used to develop Smoghouse.

Originally, as I said earlier, we had initially developed the course for instructors. As we began developing the program, we went with the thought that unless you are a multi-media developer you don’t think work is fun and receiving training is even less desirable. Unfortunately, we were taught in school that learning is work. Just try mentioning to someone that you have a test coming up and see how he or she reacts. Their natural reaction is sympathy for you! Faced with this lack luster image of learning - we knew that we needed to be visionaries or dreamers and take the technician out of the real world and into our "Virtual World" or "Virtual Shop". The only answer is to make learning fun and somehow disguise the test portion.

So how did we achieve this act of deceit? Simply put we used a "Thematic Interface"!

The Thematic Interface sets the stage for a story and everyone loves a story. We know that automotive technicians, only second to journalists, are no stranger to the glory of a good parable. The TV/Movie industry is another prime testament to this example! The art of effective story telling.

As we began our scripting or storyboarding of the program, we used a few acronyms to guide us. Another thing the automotive industry does well. The saying I developed goes like this:

A.S.K. and you S.H.O.U.L.D. receive

A.S.K. For Learning Outcome

A – Assess their…

S – Skills and …

K – Knowledge

In order to provide the answer to what we A.S.K.,

We S.H.O.U.L.D.:

S – Simplify the subject

H – Hold the students attention

O – Organize the delivery

U – Underscore key points

L – Lead the student down the correct learning path

D – Demonstrate the methods covered

We have all heard the scientific theory of people who use the right portion of their brain more than the other and vice-versa. The theory is that individuals who are left-brained tend to be more creative and those that are right appear to be more scientific. Different people respond to different learning techniques.

For example, some people learn visually. You can tell by the way that they speak, for example: "That looks right to me". Other people learn aurally, "That sounds right to me". While others respond to a tactile or emotional component: "That feels right to me". It is important to remember that all of these skills are present in everyone. It just depends on the method they prefer.

As we said earlier, Thematic Designs work because they incorporate and force the student to use multiple modes of thinking. Maybe that is where the first term of "Multi" in Multi-Media originates! The more areas of the brain we engage during learning objectives, the more retention and understanding we will attain.

Now lets take a few minutes and look at the interface we have designed. Keep an eye out for certain aspects such as story telling, thematic design and deceit!

This is our entry screen. This is where the student program begins. Here you will note that there are three garage doors. Each one of these doors serves a purpose. It is the use of these doors that has coveted us so many awards.

The first door provides the student with necessary Theory relating to the subject at hand. The Theory sections currently consume from 140 to 160 screens of information. In this area of the program, the student interface includes voiceovers, mini-quizzes to verify the understanding of the theory, graphics and animation. The object of this portion of the program is to provide the technician with all of the resources that they will need later in the "virtual shop".

After the student completes the Theory portion, they will proceed to the middle door – "Virtual Shop". Here the technician is confronted with five different case studies. Each one is a unique case study, failure or drivability problem. All the case studies are based off real world failures. The instructor or the student will begin the case study by performing the initial emission test.

In the multi-media industry, we refer to these as a "Cut Scene". A Cut Scene is something that introduces a story and a theme to the user. It draws the user into the virtual world. It sets the stage and raises the expectations of the user. This portion of the Virtual Shop is actually the main Assessment Test or Quiz portion of our program. However, I bet none of you even realized you were in the middle of a Test! We also refer to this as a simulated analysis or better yet a Game!

When the student is done in the virtual shop we bring them back into the real world via the third garage door. Here the student is supplied with some form of computer based diagnostic flow chart or a database.

As I stated earlier, we originally had designed this program as an instructor-led version. The instructor-led version only has the virtual shop set as functional. However, thanks to some of our students, we were instructed to come out with this student version. It just goes to show that we all can stand to learn something no matter how well educated we are. This gives the student the capability of taking home a student CD after the class or if they cannot attend a class, they can purchase a copy of the program to view at work with other technicians.

On a final note we have added several other products to Smoghouse and the Tools For Education line, such as:

• Smoghouse "A.T.A.C.S. the problem" – this program is designed to teach Amperage Theory, Analysis and Case Studies via a lab scope and inductive amp probe..
• We will also be releasing another Smoghouse program on Electronic Power Accessories and DVOM, complete with a virtual breadboard for simulating wiring circuits and training.
• A laminated or down;loadable version of the popular 5-Gas diagnostic flowchart is also available.
  
  

Send mail to info@smoghouse.com with questions or comments.
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