This week we explored the use of
technology in distance education. In our learning resources Simonson, et al.
(2012) pointed out that “the key to success in an online classroom is not which
technologies are used, but how they are used and what information is communicated
using the technologies” (p.115). There are advantages and limitations of
different technologies that can be used when developing an online course. As an
instructional designer it is important to be aware of these when selecting the
most appropriate technologies that can effectively serve the purpose of meeting
the course outcomes and meeting the needs of the learners.
In
being presented with a scenario of creating an asynchronous training for a
biodiesel manufacturing plant I approached selecting appropriate technologies
by first examining what the purpose of the training was. I then considered the
unique needs of the learners and the context in which the training would take
place. The course outcomes of this asynchronous training would require that the
learners gain the knowledge and skills needed to safely operate heave machinery
within the plant in order to improve the organization’s safety record. These
course outcomes would need to be supported by activities that would enable the
employees to successfully achieve them (Simonson, et al., 2012). Because there are different shifts of
employees needing to complete the training it would need to be facilitated as
an asynchronous learning opportunity where the employees could complete the
course modules at different times.
Approaching
this scenario as an instructional designer I would select the use of a learning
content management system (LCMS) which Simonson, et al (2012) identifies as
being the corporate equivalent to a course management system (CMS) for delivery
of corporate training. The use of the LCMS would accommodate the asynchronous
needs of the learners within this context so that the course modules could be
completed at different times during the shift so as to not impact productivity
on the plant floor. Many of the examples in our learning resources this week
were CMS options that were geared toward K-12 education. In reviewing the
options and reflecting on my experiences in a corporate environment there were
some options that would also be appropriate for use in a business or corporate
setting such the biodiesel scenario. A few examples of these are Canvas, EDU 2.0,
and CourseSites (Capozzoli, n.d.). These examples would provide an opportunity
to fully customize and deliver course content and activities to meet the course
outcomes of an asynchronous safety training at the biodiesel manufacturing
plant. The option I would use in this scenario if the organization was not
already utilizing a LMS would be EDU 2.0 as it functions as a LMS that would be
useful for tracking the learning needs and outcomes of employees as well as having
the capability of delivering content for the training course with fully
integrated features that would help the employees successfully achieve learning
outcomes (EDU 2.0., n.d.). Another benefit of delivering the course content
through a CMS would be the opportunity to create different learning modules.
The training course could be set up to use hypercontent-designed instruction
where the employees would determine the order in which they completed the
topics (Simonson, et al., 2012). This would be useful for this scenario as the
employees could start first with completing the modules that addressed the
machinery that they most frequently use in their immediate roles on the job.
Some
of the technology features integrated through a tool such as EDU 2.0 is the
ability to deliver multimedia presentations and create assessments. In
selecting media for the training course it would be important to consider the
context, the content, the outcomes, and the learners (Simonson, et al., 2012).
It is also important to ensure that the quality of the media selected is
engaging and technically sound (Simonson, et al., 2012). For this particular
safety training scenario I would use step-by-step instructional videos. This
could be achieved through the use of video editing software to show employees
how to safely use the machinery as well as potentially provide an animated
demonstration on the potential dangers that can occur when the machinery is not
used effectively. There are many software options available for producing and
editing high quality instructional videos such Windows Movie Maker or iMoviee
(Widder, 2013). These software programs allow the user to easily edit videos
and save them in a format needed for exporting either to DVD, saving to the
user’s desktop, or uploading to sites such as YouTube or Vimeo (Widder, 2013).
One particular example that I have personally used is the tutorials created by
Lynda.com (n.d.). Videos that are available on this website are excellent
examples of how step-by-step instructional videos can support an individual’s
learning.
Another
media option for enhancing learning through technology would be through the use
of a simulation through a virtual world. Virtual worlds are useful for allowing
the learner to experience real-life practical application of course content
that may not be otherwise easily accessible by the learner (Simson, et al.,
2012). Virtual reality simulations have been proven to be successful in other
contexts such as the medical field where nurses or doctors can experience a
model of a scenario that might be challenging or too risky to recreate in real
life. For example Farra, Miller, Timm, and Schafer (2012) completed a study on
implementing virtual reality disaster training for nurses that proved to be
successful in improving the nurse’s learning of the disaster training course
content. In the scenario I am examining of training the biodiesel plant
employees, a virtual reality simulation could be used to assess the employees
by placing them in a real-life scenario virtually. They could exhibit the use
of the machinery without the risks associated with having employees demonstrate
their knowledge on the actual machinery where if mistakes were made there could
be risk of injury or damage to products. Virtual worlds are of course a
challenging and costly technology to develop (Simonson, et al., 2012). If I
were implementing a virtual world in a training course such as this scenario I
would need to consider if the costs, time, and resources would be a worth the
return on investment.
The
technologies that I explored have the potential for effectively supporting the
learning for a safety training course at a biodiesel plant. Whether choosing to
use these technologies or any others I would need to ensure that they were
developed and implemented in a way that maximized their potential for
positively impacting the learners.
References
Capozzoli, C. (n.d.). Web 2.0 Resources for 21st century instruction. Retrieved from http://web20guru.com/resources/
EDU 2.0. (n.d.). LMS for business. Retrieved from http://www.edu20.org/info/business
Farra, S., Miller, E., Timm, N., & Schafer, J., (2012). Improved training for disasters using 3-d virtual reality simulation. Western Journal of Nursing Research. 35(5) 655-671.
Lynda.com. (n.d.). Learn software, business, and creative skills. Retrieved from http://www.lynda.com/
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.
Widder, B. (2013, July 7) No Hollywood budget, no problem: 5 best free video editing programs. Retrieved from http://www.digitaltrends.com/computing/best-free-video-editing-software/
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