What Technologies Would You Choose?

What Technologies Would You Choose for an Asynchronous Training?

 

     Asynchronous learning environments are an excellent way to provide training on-demand. In an asynchronous setting, learners have access to training materials when the time is right for them. Simonson et al. describes asynchronous learning as “instructions…offered and students access it at separate times, or anytime it is convenient to them”.  (Simonson, et al., 2012, pg. 34)  The learning technologies used to deliver asynchronous training may vary depending on the needs of the customer.  To illustrate how to go about selecting possible technology tools for an asynchronous training, let’s use the following scenario.
 

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.

 

There are seven principles to consider when selecting the appropriate technology for an online environment. 

(1) Encourage contact between students and faculty.

(2) Develop reciprocity and cooperation among students.

(3) Use active learning techniques.

(4) Give prompt feedback.

(5) Emphasize time on task.

(6) Communicate high expectations.

(7) Respect diverse talents and ways of learning.  (Beldarrain, 2006)

  

Now let’s identify the specific needs of the customer.  The first need described in the scenario is a series of stand-alone training modules.  Next, the modules should be step-by-step and made available to all shifts.  Finally, employees are expected to be engaged and demonstrate what they have learned.  If you wanted to employ a CMS at this stage, a recommendation I would make is Moodle.  The Moodle platform is designed in modules, accommodates presentation and video viewing, and has the capability of chat rooms for text interaction.  (Moodle, n.d.)  If I were selecting the latest technology tools to best fit this scenario, I would select podcasting and discussion technologies.  Podcasting “provide video content on demand”.  (Beldarrain, 2006, pg. 141)  Podcasts are single ideas, recorded in 3-5 minutes, and are part of a series.  (Simonson, et al., 2012, pg. 97)  This would meet the needs of stand-alone training modules.  Podcasts are “stored on a website or other Internet location for easy access”.  (Simonson, et al., 2012, pg. 97)  This should make the training available to all shifts.  An example of training done by podcasts is iPEMs by the EMSC National Resource Center.  They produced a series of podcasts to train “medical students, residents, and fellowship trainees and focus on three primary objectives: (1) to educate trainees about pediatric medication safety issues in the emergency setting; (2) to describe potential solutions to improve medication safety; and (3) to equip trainees with the tools to implement a quality improvement initiative in their training program”.  (Video and Audio Podcasts, 2011)  Lastly, the discussion technologies “help students collaborate and engage with peers and the instructor”.  (Laureate Education, n.d.)  Discussion technologies will provide an opportunity for the students to engage with other students and demonstrate their understanding of the training. 

     Podcasting and discussion technologies can provide solutions to meet the needs of the customer as described in the scenario.

References

Video and Audio Podcasts. (2011). Retrieved July 20, 2013, from EMSC National Resource Center: http://www.childrensnational.org/emsc/educationtraining/videoaudiopodcasts.aspx

Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2), 139-153.

Laureate Education, I. (n.d.). The Technology of Distance Education. Retrieved from Laureate Education, Inc.

Moodle. (n.d.). Retrieved July 17, 2013, from Moodle.org: https://moodle.org/

Simonson, M. S. (2012). Teaaching and Learning at a Distance: Foundations of Distance Education. Boston: Pearson Education.

Pamala Bolden

The Ever-Changing Face of Distance Learning

The Ever-Changing Face of Distance Learning

     The question was posed “Why do you feel the definition of distance learning is always changing and what factors drive that change?”  As I pondered over a response to this question, my first thought was before I can finish this entry, the definition would change again.  I think the definition of distance learning is always changing because of both the available resources and the needs in different professions.  A quote we have often heard back from the 1980s is “work smart not hard!”  This happened around the era when the phrase “corporate downsizing” was popular.  It became imperative to develop ways to share, develop, and deliver information with common interpretation around the country and never leave your desk.  But most of all save money.  Huett et al. mentioned for both education and Corporate America economics was a motivation factor for using distance learning.  (Huett, 2008)  Therefore, my definition of distance learning is the study and training of materials through available resources, across the United States without leaving your home or office.    

     Distance learning for me date back to a correspondence bible study class I took during the summer as a child.  I remember mailing a letter requesting to be a part of this summer program and receiving my official materials in the mail.  I would have to work independently to complete assignments by a certain deadline and return the lesson via snail mail to the originator.  They in turn would assess your work.  I think for me, there was no right or wrong for the course.  It seemed to be just a vehicle to get you to study the bible.  However, this is exactly what Huett et al. discussed about ways to effectively measure the success of the program.  (Huett, 2008)

      Dr. Simonson offered his definition of distance learning as “formal education in which the learning group (teacher, student, resources) are separated by geography, and sometimes, by time and technology resources are used to link the teacher and the learner”.  (Laureate Education, 2009)  I like to use the KIS principle.  I would sum distance learning up like this.  Distance learning is a teaching and learning process shared by different people, in different places, at different times, using different resources.  Dutifully note the word process.  The word process indicates phases, stages, or steps to reach a particular goal.  This is where the changing definition of distance learning takes place. 

     The future of distance learning I think will definitely be global.  It actually already has made a global presence.  But the transition will be to have a visual classroom setting via little, talking avatars.  Whatever the future holds, I sure the possibilities of distance learning are limitless.    

References

Huett, J. M. (2008). The evolution of distance education: Implicastions for instructional design on the potential of the web (Part 3: K12). Tech Trends, 52(5), 63-67.

Laureate Education, I. (2009). Distance Education: The Next Generation. Baltimore, MD.

 

 

Distance Learning Welcome Post

Hi Fellow Classmates,

This is Pamala.  I’m a high school math teacher and I’m looking to follow anyone in education to see what is happening in your area of the country in education.  I look forward to subscribing to your blog and see how things are going leading into a new school year.