Example 3: Asynchronous Training
In an effort to improve its poor safety record, a biodiesel manufacturing plant needs a series of safety training modules. These stand-alone modules must illustrate best practices on how to safely operate the many pieces of heavy machinery on the plant floor. The modules should involve step-by-step processes and the method of delivery needs to be available to all shifts at the plant. As well, the shift supervisors want to be sure the employees are engaged and can demonstrate their learning from the modules.
In order to accomplish the results desired from this asynchronous training example, I believe some sort of CMS system is the main thing that needs to be in place. I am behind the notion that a CMS needs to be the focal point because of the fact that, in this example, shift supervisors need a way to manage and track the progress of their employees to ensure they are learning from the instruction as they manuever through and complete the modules. A CMS seems to be the sure way to accomplish that.
Due to the seriousness of safety when operating heavy machinery, I believe the modules should be presented using very detailed, step-by-step video demonstrations. Taking this route will allow learners to really see how to do things the correct way. This approach can be accomplished by organizing instruction based on the liner programming strategy. This strategy requires that all content to be organized (by the instructor) into concepts that are presented in blocks or chunks; the student reviews the content; take a self-test; and if succussful, move on to the next block/chunk until all are completed (Simonson, Albright, Smaldino, & Zvacek, 2009).
Each training video can represent a safety concept. Once the video is viewed, the student can be tested on its concepts via quiz or if applicable, a simulation module which will sort of give learners a semi hands-on approach. Once the learner has reached the established level of satisfacory, he or she will proceed to the next lesson. Here is sample video on machine safefy: http://www.youtube.com/watch?v=WwU1g3DefFI. It's a designed in an attention getting/keeping fun way, where it shows learners what happens when one practice safety and what happens when one does not. This next example is not a video on machine safety. Its purpose here is to show how videos, can be a sure way to reach learners when dealing with instruction that must be very specific: http://www.commoncraft.com/rss_plain_english.
Using a CMS to host the this training effort has other benefits outside of just being able to host the videos and track assessment progress but also it can be used to help keep the learners engaged. For example, the CMS could be used to the effect where shift supervisors could require their employees to sign into the CMS once every two weeks to either make a suggestion via wiki for improving safty awareness or to collaborate with them and/or their co-workers in some other ways relating to the topic of machine/workplace safety.
References
Common Craft (2007). RSS in Plain English. Retrieved November 21, 2010 from http://www.commoncraft.com/rss_plain_english
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
YouTube (2009). Safety Initiative, Machine Safety. Retrieved November 21, 2010 from http://www.youtube.com/watch?v=WwU1g3DefFI
Sunday, November 21, 2010
Sunday, November 7, 2010
Defining Distance Learning
Distance learning, to me, has always simply come across as the process of learning that takes place in a non-traditional classroom environment where the instructor and learner are in two different locations. From the introduction of this course, it has been proven to me that my definition is not incorrect but it tries to cover an idea that entails more information than it states. As result, I have been educated on the definition of distance learning and have adopted the following definition from Dr. Michael Simonson: Distance education is institution based formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources and instructors (Simonson, Smaldino, Albright, & Zvacek, 2009).
In my opinion, this definition seems to really break down what distance education is and it seems as if could be fit for all professions and technical knowledge levels. It has four parts: the fact that it is institutionally based (traditional schools/colleges/universities, businesses and corporations); the fact that the instructor and student are separated by location and/or time; the component of interactive telecommunications (systems); and the concept of connecting learners. These things must all take place in order to fully support the idea of distance education. As long as this is occurring, the existence of distance education by this definition would still hold true regardless of one’s profession or level of technical knowledge.
With that said, although they sometimes are, I believe that learners lack of technical knowledge and differences in profession should not be reasons to change the definition of distance learning/education. I do however believe the existence of those differences should influence the way distance education is approached by way of the design of a course. For example, it probably would not be wise to create a distance education course on how to use a certain computer application for the for individuals that work in the IT department of a company the same way you would for those who work in the company's Maintenance department. Two different professions with different levels of technical know-how are involved so two different approaches/formats would more than likely be needed in order to have a successful learning outcome. These differences do not seem to propose a reason to change this definition of distance learning, but they do create a reason to evaluate how it is carried out.
Because of the many differences that exist between the learners and instructors of distance education, it certainly has a future that will continue to evolve and change in the way it is applied to learning. I think that one important piece is to always place high value on the design of distance education courses because their structure, which should mostly be based around the learners need, will affect how beneficial the courses will be. This will then require high importance to be place on course evaluation. As stated by Moller, Foshay, and Huett in their article on the evolution of distance education, since evaluation of e-learning is necessary to demonstrate its worth, the need for better and more widely used evaluation models is critical to the future of e-learning (Moller, Foshay, & Huett, 2008).
Overall, this week's lesson taught me that distance education, although probably now is at its most popular pike, has been around for a very over a hundred years and this definition seems to cover that aspect of history as well. That is one of the main reasons why I saw Dr. Simonson's definition fit. It seems applicable to the concept of distance education during the earlier times just as well as what it seems to mostly be now. And I believe doing that is important because, to me, knowing the history of something makes having knowledge of it that much more valuable.
References
Moller, L., Foshay, W., & Huett, J. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 1: Training and development). TechTrends, 52(3), 70–75.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
In my opinion, this definition seems to really break down what distance education is and it seems as if could be fit for all professions and technical knowledge levels. It has four parts: the fact that it is institutionally based (traditional schools/colleges/universities, businesses and corporations); the fact that the instructor and student are separated by location and/or time; the component of interactive telecommunications (systems); and the concept of connecting learners. These things must all take place in order to fully support the idea of distance education. As long as this is occurring, the existence of distance education by this definition would still hold true regardless of one’s profession or level of technical knowledge.
With that said, although they sometimes are, I believe that learners lack of technical knowledge and differences in profession should not be reasons to change the definition of distance learning/education. I do however believe the existence of those differences should influence the way distance education is approached by way of the design of a course. For example, it probably would not be wise to create a distance education course on how to use a certain computer application for the for individuals that work in the IT department of a company the same way you would for those who work in the company's Maintenance department. Two different professions with different levels of technical know-how are involved so two different approaches/formats would more than likely be needed in order to have a successful learning outcome. These differences do not seem to propose a reason to change this definition of distance learning, but they do create a reason to evaluate how it is carried out.
Because of the many differences that exist between the learners and instructors of distance education, it certainly has a future that will continue to evolve and change in the way it is applied to learning. I think that one important piece is to always place high value on the design of distance education courses because their structure, which should mostly be based around the learners need, will affect how beneficial the courses will be. This will then require high importance to be place on course evaluation. As stated by Moller, Foshay, and Huett in their article on the evolution of distance education, since evaluation of e-learning is necessary to demonstrate its worth, the need for better and more widely used evaluation models is critical to the future of e-learning (Moller, Foshay, & Huett, 2008).
Overall, this week's lesson taught me that distance education, although probably now is at its most popular pike, has been around for a very over a hundred years and this definition seems to cover that aspect of history as well. That is one of the main reasons why I saw Dr. Simonson's definition fit. It seems applicable to the concept of distance education during the earlier times just as well as what it seems to mostly be now. And I believe doing that is important because, to me, knowing the history of something makes having knowledge of it that much more valuable.
References
Moller, L., Foshay, W., & Huett, J. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 1: Training and development). TechTrends, 52(3), 70–75.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
Sunday, February 28, 2010
Reflection for EDUC 6115 - Learning Theories and Instruction
Throughout this course as I furthered my knowledge about how people learn, the most surprising thing I found was how big of a part one’s prior knowledge and experience plays in his or her learning. Being able to relate new information to old information makes a huge difference in how fast and how long one retains the new information. Learning this helped me to understand my own learning process especially. I have always had the idea that repetition was the main cause behind my retaining information. Therefore, when I encountered times where I repeated information a lot but still failed to remember or learn it, I had a hard time understanding what was going wrong. This course helped me to understand that the failure was occurring because I was not aware of the fact that when I am fed information that I can tie to what I already am familiar with, I am able to learn and regurgitate it much faster. This notion is one that I believe to be relevant to all learners regardless of their preferred method(s) of learning.
There are several different styles, theories, technologies and reasons for motivation when it comes to learning. Although they are all different, all however are connected because they have a strong dependency upon each other. Motivation is probably the most important of them all. In order to successfully learn, one must have some sort of motivation to do so. After the motivation is established, the different learning theories can be exercised through different learning styles and technologies. Also, the type of technology and learning style can influence and help maintain an individual’s motivation for learning. Presenting a variety in the two can keep a learner from losing interest in the subject at hand.
As I further my career in the field of Instructional Design, the knowledge I acquired from this course will certainly serve as a good foundation. One of the most important things for me to carry along was mentioned in an article by Merrium. It was stated that adult learning is a complex phenomenon that can never be reduced to a single, simple explanation. This article’s focus was on adult learning but I believe these words have relevance to learners of all ages. This simply says that everyone does not learn the same; therefore, there is no one right answer or way to teach individuals. It’s about tuning into learners as individuals to find out how they learn best.
Sheree
There are several different styles, theories, technologies and reasons for motivation when it comes to learning. Although they are all different, all however are connected because they have a strong dependency upon each other. Motivation is probably the most important of them all. In order to successfully learn, one must have some sort of motivation to do so. After the motivation is established, the different learning theories can be exercised through different learning styles and technologies. Also, the type of technology and learning style can influence and help maintain an individual’s motivation for learning. Presenting a variety in the two can keep a learner from losing interest in the subject at hand.
As I further my career in the field of Instructional Design, the knowledge I acquired from this course will certainly serve as a good foundation. One of the most important things for me to carry along was mentioned in an article by Merrium. It was stated that adult learning is a complex phenomenon that can never be reduced to a single, simple explanation. This article’s focus was on adult learning but I believe these words have relevance to learners of all ages. This simply says that everyone does not learn the same; therefore, there is no one right answer or way to teach individuals. It’s about tuning into learners as individuals to find out how they learn best.
Sheree
Sunday, February 21, 2010
Fitting the Pieces Together
The information that this class has presented to me on the different learning theories and learning styles over the last 6 weeks has definitely been enlightening. It has really given me a better understanding on how I personally process information and why others digest information they way that they do as well.
One of the biggest misconceptions that I had about my own learning, was how I viewed the role of repetition. I was under impression that the more I repeated information, the more I would be guaranteed to learn it. However, periodically, when I would experience times where I could not remember things that I has spent a lot time memorizing or repeating, it made me question my learning abilities a little bit. It was after listening to Dr. Jeanne Ormrod’s piece on information processing that I learned that how easy information is retrieved depends on how it was stored. I had trouble recalling some of the information that I has been storing (repeating) because during my storing process, I was not linking it to things or situations I was already familiar with. When new information is linked to old information, it is much easier to recall it because you then know where to look.
When it comes to learning, I have always had the preference to see and actually do (if action is required) what I am being taught. Therefore, I labeled myself as a visual and kinesthetic learner. Also at times, depending on the situation, the need to hear information has made learning more reachable as well. When I have more than one of these styles in progress, learning is much more successful. As Dr. Ormrod said, encoding information in more that one way, increases its chance of reaching the long term memory. That helped me to understand why I feel need to have new information presented to me in more than one form in order for me to grasp it.
Learning about the role of motivation also helped me to understand my learning preferences. I kind of always had its relevance to learning in the back of my mind but I never really gave it much thought until entering this class. Without motivation, the knowledge I gave acquired would not have taken place. Something was present that made me want to learn…may it have been a situation, a person, a certain goal, etc. Motivation is a very important factor for me, as I’m sure it is for others, as I continue this online course and approach those that are to follow. For, as stated in an article on adult learning by Conlan, Grabowski, and Smith, motivation is key to self-directed learning. Therefore, its existence is very necessary.
Technology plays a very large role in my learning as well. It just simply makes things easier and more convenient. Being able to have computers, storage devices, the Internet, cell phones, and the software applications that allow you to use the previous items to research, store, share and process information in just about any location, is pretty close to being priceless to me.
One of the biggest misconceptions that I had about my own learning, was how I viewed the role of repetition. I was under impression that the more I repeated information, the more I would be guaranteed to learn it. However, periodically, when I would experience times where I could not remember things that I has spent a lot time memorizing or repeating, it made me question my learning abilities a little bit. It was after listening to Dr. Jeanne Ormrod’s piece on information processing that I learned that how easy information is retrieved depends on how it was stored. I had trouble recalling some of the information that I has been storing (repeating) because during my storing process, I was not linking it to things or situations I was already familiar with. When new information is linked to old information, it is much easier to recall it because you then know where to look.
When it comes to learning, I have always had the preference to see and actually do (if action is required) what I am being taught. Therefore, I labeled myself as a visual and kinesthetic learner. Also at times, depending on the situation, the need to hear information has made learning more reachable as well. When I have more than one of these styles in progress, learning is much more successful. As Dr. Ormrod said, encoding information in more that one way, increases its chance of reaching the long term memory. That helped me to understand why I feel need to have new information presented to me in more than one form in order for me to grasp it.
Learning about the role of motivation also helped me to understand my learning preferences. I kind of always had its relevance to learning in the back of my mind but I never really gave it much thought until entering this class. Without motivation, the knowledge I gave acquired would not have taken place. Something was present that made me want to learn…may it have been a situation, a person, a certain goal, etc. Motivation is a very important factor for me, as I’m sure it is for others, as I continue this online course and approach those that are to follow. For, as stated in an article on adult learning by Conlan, Grabowski, and Smith, motivation is key to self-directed learning. Therefore, its existence is very necessary.
Technology plays a very large role in my learning as well. It just simply makes things easier and more convenient. Being able to have computers, storage devices, the Internet, cell phones, and the software applications that allow you to use the previous items to research, store, share and process information in just about any location, is pretty close to being priceless to me.
Sunday, February 7, 2010
Connectivism: Connections Facilitating Learning
How has your network changed the way you learn?
My network has certainly changed the way I learn. It allows me to tap into information in ways that can present a broader range of knowledge. This is true because I have the opportunity to interact with individuals to exchange thoughts, opinions and ideas on different subjects. My network also allows more convenient ways of learning. For example, having the option to do research within university libraries without having to physically go to one is certainly a change that can be appreciated due to the convenience factor it presents.
Which digital tools best facilitate learning for you?
There are quite a few digital tools that assist me in learning. However, I would have to say that email and online search engines best facilitate learning for me. These two are the most common because I believe they are used the most by the average person.
How do you gain new knowledge when you have questions?
Asking questions is very important part of learning. When I have questions about something that I am trying to learn, I first try to find the answers for myself. This is done through the internet may it be through a Google search or a search through Walden's or USC's online library systems. To me that helps me in learning it. When I take the time to research something, that process or event itself, usually helps me to, in the future, recall or remember what I have learned. However, a lot of the times it depends on what it is I am trying to understand. If it is something I absolutely have no clue about, having the option to personally contact another individual usually helps the most.
In what ways does your personal learning network support or refute the central tenets of connectivism?
My personal learning network definitely supports the concept of connectivism. Within all of my outlets lie a network that allows the use of technology to transfer information between myself and other individuals. I constantly use such technologies as email, listservs, intranets, remote assistance, etc at work to communicate information between myself and co-workers. For purposes related to school, blogs, email, and online libraries are utilized to share and receive information.
My network has certainly changed the way I learn. It allows me to tap into information in ways that can present a broader range of knowledge. This is true because I have the opportunity to interact with individuals to exchange thoughts, opinions and ideas on different subjects. My network also allows more convenient ways of learning. For example, having the option to do research within university libraries without having to physically go to one is certainly a change that can be appreciated due to the convenience factor it presents.
Which digital tools best facilitate learning for you?
There are quite a few digital tools that assist me in learning. However, I would have to say that email and online search engines best facilitate learning for me. These two are the most common because I believe they are used the most by the average person.
How do you gain new knowledge when you have questions?
Asking questions is very important part of learning. When I have questions about something that I am trying to learn, I first try to find the answers for myself. This is done through the internet may it be through a Google search or a search through Walden's or USC's online library systems. To me that helps me in learning it. When I take the time to research something, that process or event itself, usually helps me to, in the future, recall or remember what I have learned. However, a lot of the times it depends on what it is I am trying to understand. If it is something I absolutely have no clue about, having the option to personally contact another individual usually helps the most.
In what ways does your personal learning network support or refute the central tenets of connectivism?
My personal learning network definitely supports the concept of connectivism. Within all of my outlets lie a network that allows the use of technology to transfer information between myself and other individuals. I constantly use such technologies as email, listservs, intranets, remote assistance, etc at work to communicate information between myself and co-workers. For purposes related to school, blogs, email, and online libraries are utilized to share and receive information.
Wednesday, February 3, 2010
Sunday, January 17, 2010
EDUC 6115-1 Week 2: Interesting Sites on the Information Processing Theory and the Role the Brain Plays in Learning
I came across two sites that seem to be good resources for insight on how the brain relates to learning and insight on the information processing theory. To begin with, besides the information each site gives, the main reason these sites stood out to me was because they both gave good sound information without being too technical/over whelming or going into “information overload”. The information is presented in a simple, easy to read and straight forward manner.
The site on the information processing theory pretty much captures the same information that Dr. Ormrod presented in our resources for this week. It really talks about how relating the newly received material to material one already has in LTM (encoding) really has an affect on how successful one is at storing and retrieving information. This site also gives info on how to go about helping individuals to enable/trigger this information processing strategy.
This site can be reached via the following URL: http://www.uky.edu/TASC/ED/cognitivetheory.php
The site on brain-based learning talks about how learning occurs when the brain is in a state where it’s able function normally. I see this site to be a valuable resource because it gives info on how the brain’s function really plays a big part in how effective learning techniques are. It presents a good look at different techniques and experiences instructors can create to help ensure learning is successful.
This site can be reached via the following URL: http://www.funderstanding.com/content/brain-based-learning.
Enjoy!
The site on the information processing theory pretty much captures the same information that Dr. Ormrod presented in our resources for this week. It really talks about how relating the newly received material to material one already has in LTM (encoding) really has an affect on how successful one is at storing and retrieving information. This site also gives info on how to go about helping individuals to enable/trigger this information processing strategy.
This site can be reached via the following URL: http://www.uky.edu/TASC/ED/cognitivetheory.php
The site on brain-based learning talks about how learning occurs when the brain is in a state where it’s able function normally. I see this site to be a valuable resource because it gives info on how the brain’s function really plays a big part in how effective learning techniques are. It presents a good look at different techniques and experiences instructors can create to help ensure learning is successful.
This site can be reached via the following URL: http://www.funderstanding.com/content/brain-based-learning.
Enjoy!
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