Reflections on Week 1

My name is Ariel, and I am a fire training officer in Milton, Ontario. I have held this role since 2018 and have been with the fire service since 2011. As I was developing this post, I was listening to a colleague speak on a firefighting podcast about evolving training philosophies. One idea that stood out was whether firefighting should be considered a blue-collar trade or a profession requiring formal education. The suggestion that it may be better understood as a “grey collar” profession—combining practical skill with post-secondary education—resonated with me, particularly in the context of how training is currently structured.
Fire training and certification, as defined by the Ontario Fire Marshal, includes both cognitive and psychomotor components. In practice, these are often understood as theory followed by hands-on application. Many firefighters tend to place greater value on the practical component, often preferring to engage directly with tools and applied skills. This preference can create challenges when those same individuals are responsible for delivering theoretical instruction, particularly when instructional expertise is assumed rather than developed.
In 2022, Ontario Regulation 343/22 formalized what had been widely anticipated: firefighters must meet and maintain NFPA job performance requirements across disciplines by 2028 (Ontario, 2022). This increased pressure to standardize training coincided with the disruption caused by the COVID-19 pandemic. Fire departments were required to shift rapidly to technology-mediated environments, relying on video conferencing and web-based instruction. What we initially believed would be sufficient proved less effective than expected, largely due to a limited understanding of how to design effective learning experiences in digital environments.
At the same time, this shift revealed some unexpected benefits. Online environments created more space for discussion and reflection, and they challenged some long-standing assumptions about training practices. Billsberry’s (2026) emphasis on teaching the person rather than the topic is particularly relevant here, as it highlights the importance of understanding learners as individuals rather than focusing solely on content delivery.
This perspective is supported by research in other high-skill fields. For example, Greenberg et al. (2021) found that remote surgical training could be effective when supported by appropriate technology, structured guidance, and opportunities for practice. This suggests that even highly technical, hands-on skills can be developed in virtual environments when instructional design is intentional.
The Virtual Symposium further expanded this perspective, particularly through discussions of neurodiversity and learner variability. Initially, I was unsure how applicable this topic would be to my field. However, research suggests that neurodiversity is present across many professions. What surprised me most was how prevalent neurodiversity was in the trades and emergency services (Wolffe et al., 2023). These sessions emphasized that learners process and engage with information differently, which has important implications for training design.
Some sessions felt less directly applicable, particularly those focused on government learning and design, as firefighter training in Ontario is highly standardized and prescribed by the Ontario Fire Marshal and Fire College. However, Dr. Christopher Huffam’s presentation on common problems in training design was especially relevant, given its connection to first response environments. His work reinforced the importance of aligning training methods with the realities of operational practice.
One of the more significant realizations for me through both the pandemic experience and the Virtual Symposium is that the challenges we encountered in training were not solely due to the absence of hands-on experience. Rather, they reflected gaps in how training was designed and delivered. I had previously viewed technology as a temporary and somewhat inadequate substitute for in-person training. However, I now recognize that, when supported by thoughtful instructional design, it can play a meaningful role in preparing firefighters for complex tasks.
This has further reinforced my perspective on how technology can interact synergistically between fire training and cognitive/theory training. Instead of viewing it as a linear progression from theory to practice, I more clearly see it as a process that requires refined simultaneous interaction between cognitive preparation and hands-on experience. Moving forward, this will require a more deliberate and calculated approach to training design, one that accounts for how individuals learn, supports a range of learner needs, and creates opportunities for reflection and application.
 

Greenberg, J.A., Schwarz, E., Paige, J. et al. At-home hands-on surgical training during COVID19: proof of concept using a virtual telementoring platform. Surg Endosc 35, 1963–1969 (2021). https://doi.org/10.1007/s00464-021-08470-6

Billsberry, J. (2026). Teaching the Person, Not the Topic: An Implicit Theory Approach to Management Education. Journal of Management Education, 50(2), 174-200.

Ontario. (April 14, 2022). Ontario Regulation 343/22. Government of Ontario. https://www.ontario.ca/laws/regulation/r22343

Wolffe, T. A. M., Robinson, A., Clinton, A., Turrell, L., & Stec, A. A. (2023). Mental health of UK firefighters. Scientific Reports (Nature Publisher Group), 13(1), 62. https://doi.org/10.1038/s41598-022-24834-x

Note: AI was utilized to refine the phrasing and flow, but the thoughts and concepts belong to me.