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.
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