Selecting Learning Technologies

     Distance learning technologies abound, but the job of a good instructional designer is to discriminate between what is available and what is useful for instruction.  For each training need, the process involves assessment, design, development, implementation, and evaluation.  I revisit the process of instructional design because often it’s too easy to allow technology to drive strategy rather than vice versa.  Here’s an example of how the process would inform strategy in a specific situation:

Manufacturing Plant Needs to Improve its Safety Record

     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.

Training & Technology Solution

      In this situation, there is no need for some of the Web 2.0 technologies that we’ve become familiar with.   Employees don’t need to collaborate via discussion board forums, Wikis, or document sharing sites.   What they need is an opportunity to observe the desired outcomes.   The tasks to be learned are psychomotor functions that are best mastered through observation, followed by an opportunity to practice (Morrison, Ross, Kalman, & Kemp, 2011).  A thorough task analysis with input from a subject matter expert (SME) would reveal appropriate sequencing of steps for the safe operation of each machine which would need to be demonstrated.    

Videocast &  Job Aid

     The strategy for instruction could involve technology in this wise – as opposed to on-site training that is repeated for large groups on each shift, the manufacturing plant could work with a few supervisors to record demonstrations of best practices for operating each machine.   The video could then be edited including a voice over with clear and concise instructions for each step of operation.    The video would be made available as a videocast for distribution to management and supervisors on an intranet and archived in a training library for future use.    The video series would also be available for anyone who might need to access training remotely.  When dealing with learning technologies, it’s important to either determine or prescribe the lowest common technologies (Simonson, Smaldino, Albright, & Svacek, 2009).  Considering that everyone in a manufacturing plant may not have a personal computer, instructional videos should made available in a learning lab where employees could reserve time to use a shared computer.   The major advantage of a video presentation is that training becomes asynchronous so everyone doesn’t need to be in the same place at the same time.  Managers, supervisors, and employees can work together, considering workload and production requirements, to determine when it’s best for an individual to be off the floor for training.    With stand-alone modules, the employees could complete the training at their own pace. 

     A quick Google search for, “equipment demonstration training.,” reveals that video demonstrations are being used for heavy equipment from cranes to tractor trailors.  Organizations like Industrial Training International (ITI) have developed full computer based curricula using video and interactive content (ITI, 2011). 

     According to Simonson et al. (2009), one of the best ways to eliminate noise is to send information through multiple channels.  Video accomplishes this by utilizing the audio and visual channels.   I would also encourage the use of a job aid with pictures and text so that learners who have a preference for text can read through instructions.   

Simulation

     Edgar Dale’s Cone’s of Experience tells us that real experiences have the greatest impact (Dale, 1946); however, the critical job of the educator . . . is to be only as realistic as needed in order for learning to effectively occur (Simonson et al., 2009).  While it may not be practical for every employee to individually demonstrate best practices for each piece of heavy equipment, it is more feasible for them to practice and demonstrate their understanding through a simulation, especially if the employee does not work with the equipment daily.   A simulation experience reinforces what was observed in the video while compelling the learner to active participation and practice.   Simulations can now be developed using programs like Second Life, Active Worlds, and Simlog (Socond Life, 2011; Active Worlds, 2011; Simlog, 2011).   These kinds of programs employ VRML  standard programming language for virtual reality (Ausburn & Ausburn, 2007).  The Caterpillar Company is an excellent example of an organization that successfully uses  simulations for heavy equipment training (Holton, Coco, Lowe, & Dutsch, 2006).  A video Caterpillar's simulation training is also available on YouTube  (Caterpillar,2010) .  An alternate solution to virtual reality would be an interactive multimedia presentation where the user selects the correct approach for various functions from multiple options.     

Assessment

     After observing the best practices for operating equipment and engaging in a simulation, plant employees would need to demonstrate their learning.   Yes, the interactive multimedia presentation could serve as an assessment if the user responses are recorded, but the learner should have practice time without assessment.    Live assessments in this scenario would involve taking machines offline to allow employees to demonstrate competence.   Whether this is necessary is up to the company.  If so, this test would need to be scheduled and the supervisor should be required to assess according to a check-list that directly corresponds to the video and simulation experience.     If not, computer-based assessment might involve an electronic test where the learner views clips of best practices and is forced to identify the correct rationale for the practice.    The assessment might also include true or false questions with wrong answers leading to video reviews and explanations about why the answer is wrong.   When the employees has reached a predetermined level of mastery, a certificate of completion could be provided.   

References

Active Worlds (2011, Sept. 25). Retrieved from http://www.activeworlds.com/

Ausburn, L.J. & Ausbutn, F. B.(2007). Desktop virtual reality: a powerful new technology for teaching and research in industrial teacher education. Journal of Industrial Teacher Education. 41 (4), 1 - 16.  Retrieved from http://scholar.lib.vt.edu/ejournals/JITE/v41n4/ausburn.html

Bloom B. S. (1956). Taxonomy of Educational Objectives : Handbook 1. New York: David McKay Co Inc.

Caterpillar (2010). Cat® simulators track type tractor software. Retrieved from http://www.youtube.com/watch?v=PQCBwqchASA

Dale, E. (1946). Audiovisual methods in teaching. Hinsdale, IL: Dryden Press.

Holton, E.F., Coco M.L., Lowe, J.L., & Dutsch, J.V., (2006).  Blended delivery strategies for competency-based training. Advances in Developing Human Resources , 8,  210-228

Industrial Training International (2011). E-learning demo videos. Retrieved from http://iti.com/crane-rigging-resources/e-learning-demo-videos/?Tag=iti+e-learning

Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective instruction (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.

Second Life (2011, Sept. 25). Retrieved from http://secondlife.com/

Simlog (2011, Sept. 25). Retrieved from: http://www.simlog.com

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.

Distance Education Today

I finished undergraduate studies in 1991, at which time I would have thought it impossible to earn a graduate degree in a distance education program.  In all honesty, the concept of distance education had not occurred to me and if I were queried on the subject, I would have conjured up images of instructional television programs like cooking shows.   I might have thought of some pre-recorded video being integrated into the classroom as a form of distance education, but the idea of me actually participating in a full blown distance education program didn’t occur to me until recent years.   I had to experience the benefits of internet communication and interaction in my business and personal life before I ever considered that it might be a viable solution for continuing my education.   I’m not advocating that technology and distance learning are one in the same.   I will say that existing internet and Web 2.0 technologies, when used effectively, support learning in a manner that is at least as effective as traditional classroom environments.  Blogging, mindmapping, chatting, and interactive gaming are examples of applications that enhance distance learning.   For me, distance education has to involve the student(s), a qualified instructor who knows the subject matter, some structure, and a means for timely communication to bridge the gaps in spacial and temporal presence.  The foundation of distance education is that students and instructors are absent from one another, but have agreed to achieve certain learning goals together.  Click here for a visual of distance education today. 

The concept and practice of distance education is not new.   Holmberg (2005, p.14) cites the Apostle Paul’s letters as evidence of the existence of distance education in the first century.    Paul’s students were many in his lifetime and even more through the years.   Letter writing for the purpose of instruction can also be found in other cultures dating back centuries.   This type of instruction was the beginning of distance education and it has evolved over time.    The recent history of distance education begins in the late 1800s with European correspondence schools like Hermods Teaching organization and Anna Ticknor’s Boston based Society to Encourage Studies at Home (Simonson et al., 2009). 

As technology evolved, it was apparent that the integration of this technology into distance learning settings enhanced communication and provided a better means for dialog in both directions – from teacher to student and student to teacher.  Through the years, use of the telegraph, radio, telephone, television, and now the internet, have all contributed to the gradual transformation of distance education.   In the 20^th century distance education, in every form – correspondence, broadcast instruction, satellite delivery, etc. – was embraced by major universities, industry, and in some cases primary schools.  For instance, the University of Chicago had a thriving distance education program in the early 1900s and radio broadcast courses for college credit were offered by Iowa State.   (Simonson et al., 2009).  In 1906, The Calvert School was the first primary school to offer distance education. (Laureate, n.d.).    As with other fields, the internet has brought exponential growth for distance education.  In addition to timely student-teacher communication, learners are able to communicate from student to student so that the barriers that had previously existed for distance learners are greatly diminished.   Simonson et al. (2009, p. 35-36) posits that, “the virtual classroom can no longer be viewed as something quasi or pseudo . . . Rather, distance education is about as real and actual as education can be.”      

As the demand for distance education increases, and institutions realize the benefits of being able to attract part-time students, and increase revenue, there is a need to clearly define distance education and associated theory.   With such broad participation in distance education, it makes sense to extract from historical experience so that we know what works, and we can proceed to design, instruct, and learn with confidence.   One of the most widely cited scholars on the topic of distance education is Desmond Keegan who formulated a definition of distance education encompassing 5 essential elements (Keegan, 1990):

1.    Quasi-permanent separation of teacher and learner

2.    Influence  of an educational organization in planning preparation and support

3.    Use of technical media to unite teacher and learner and carry out course content

4.    Two-way communication where the student benefits from intimate dialogue

5.    Quasi-permanent absence of the learning group from the teacher through the learning process so people are generally taught as individuals.

According to Simonson et al. (2009), other scholars have offered similar definitions.  Most agree that separation is essential; that distance education must be institution based, and that telecommunications should be used to foster two-way communication.   

            Distance learning theories are many and varied, but they can be classified in three categories (Simonson et al., 2009):  theories of independence, theories of industrialization, and theories of interaction and communication.   Keegan’s theory would fall into the independence category.  Otto Peters is the most notable industrialization theorist.  His work involved analysis of distance teaching organizations from the 1960s.   Concepts introduced by Peters are still relevant in distance education today.   For instance, he knew that “change of function” was important for the lecturer.   In distance education, the lecturer becomes more of a consultant or guide and more emphasis is placed on planning than day-to-day delivery.   Peters also recognized that cost efficiencies in distance education are generally realized when resources are centralized.   Fordism, Neo-Fordism, and Post-Fordism are extensions of industrialization theory where the focus is on modifying practices for greater efficiency.  Holmberg’s Theory of Interaction and Communication focuses on social and affective elements in distance education like student motivation, student participation in decision making.

Having studied the many definitions of distance education and considered theory, my perspective is that in order for education to be considered distance education, it must involve student(s), teachers, an institution (structure), quality subject matter, engaging design , and two-way communication.  When institutions move forward with subject matter experts collaborating with instructional designers, distance education products are more likely to meet learner needs, and learners are more likely to succeed. Because learning activities are designed to both disseminate information and engage the learner, the student is likely to enjoy learning while attaining specified objectives.   The appropriate application of theory and technology afford us many opportunities to make distance education rewarding and enjoyable.      

References

Holmberg, B. (2005). The Evolution, Principles and Practices of Distance Education.  BIS-Verlag der Carl von Ossietzky Universität Oldenburg. Retrieved September 7, 2011 from: http://www.mde.uni-oldenburg.de/download/asfvolume11_eBook.pdf

Keegan, D. (1990). Open learning: Concepts and costs, successes and failures. In R. Atkinson and C. McBeath (Eds.), Open Learning and New Technology: Conference proceedings, 230-243. Perth: Australian Society for Educational Technology WA Chapter. Retrieved September 11, 2011 from: http://www.aset.org.au/confs/olnt90/keegan.html

Laureate Interactive Media (n.d.). Distance Learning Timeline Continuum.  Available from Walden University.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.

Greetings classmates! It’s great to be starting another journey with you all. I’m excited about our subject matter for this course, especially since we’ve been experiencing it for quite some time now. I’m sure there is a lot to be learned about the evolution of Distance Learning as well as principles that foster success in this area. I’m glad to see familiar names as well as new ones, and I look forward to following some of your blogs.

A little bit about me -- I work in medical sales, and I’m transitioning to a new career in education and instructional design. I have about two years of experience as a curriculum designer and facilitator for a high school in the Milwaukee Parental Choice Program. I enjoyed that work tremendously, so when the opportunity ended, I decided to get formal training through Walden’s Instructional Design Program. On a personal note, I just sent my youngest son off to college. Empty nesting is a whole new reality for me, but I’m sure this course will keep me busy enough to shift my attention away from how much things have changed around here.

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