SELECTING DISTANCE LEARNING TECHNOLOGIES

Asynchronous training requires a delicate approach in its implementation. This blog explores the idea and importance of selecting the appropriate distance learning technology for such an environment as asynchronous training. In the scenario involving the efforts to improve poor safety records, biodiesel manufacturing plant is in need for a series of safety training modules. Some of the desired outcome expected by the shift supervisors is that the employees are able to engage in the training and demonstrate their learning from the modules.

With the advancements in technology it has afforded institutions of higher

learning and corporation’s with the ability to reach learners in ways that expand how we teach, communicate, learn and create knowledge. One of the advancements in technology involves the emerging use of Web 2.0 services such as blogs, wikis and social networking sites. To help capture step-by-step processes that the employees can review and ensure that they are made available to all shifts at the plant I would look to utilize quality videos that can be uploaded to networking sites such as Youtube. With YouTube’s ability to reach a number of learners several modules can be created to capture and illustrate the best practices of how to safely operate heavy machinery on the plant’s floor. McLoughlin and Lee explains, “In such a digital world, with high connectivity and ubiquitous, demand-driven learning, there is a need to expand our vision of pedagogy so that learners are active participants or co-producers rather than passive consumers of content, and so that learning is a participatory, social process supporting personal life goals and needs.” (p. 664).

In this learning situation we have adult learners with an immediate need to improve safety habits and a greater need that they be applied right away. In the article, “Youtube and the classroom,” author Reed Markham explores the use of Youtube technology in the classroom and concludes:

“YouTube videos can speed comprehension and add interest. Effectively integrating a
YouTube video can assist in audience understanding and comprehension of topics under
discussion. YouTube videos can also improve audience memory. Communication
research findings indicate that visual images improve listener recall.”

YouTube can be an effective tool to help workers that particularly need a visual approach in understanding complex safety issues and ideas.

Another important aspect to this training is the ability for trainees to collaborate and share ideas. Since we have an organization that operates around the clock, it will be imperative that information can be shared between the multiple shifts. The sharing of ideas and best practices is important to any organization that is looking to improve their operating procedures. I would look to establishing a place that would allow for asynchronous threaded conversations that can help to open the door for dialogue and further create a deeper understanding of the safety procedures. One method that can be used is the implementation of a discussion form through such sites as Tangler. It will be important that subject matter experts in the organization be brought into the discussion process. Mazzolini and Maddison (2005) explain, “Whether the instructor chooses to lead discussions or to keep a low profile it can affect student participation in surprising ways.” (p. 1). These subject matter experts can have great influence over the trainee’s discussions and participation. They can help to provide clarification to any safety methods that may not be clearly understood or choose to generate dialogue on a particular area of concern.

These are two pretty inexpensive ways for any organization to implement training that incorporate advance technology and not have to worry about a huge overhead cost. If optimizing development cost and time is a concern the combination of these learning methods has the potential to balance out deployment costs and time. Other methods of delivery may be too expensive to produce and may require other complicated resources, but combining a quality video that can be viewed at the learner’s pace along with a virtual method for discussion, collaboration and coaching sessions can help to improve the organizations safety program.

References

Markham, R. (2005). YouTube and the classroom. Retrieved from
http://ezinearticles.com/?YouTube-and-the-Classroom&id=1652151

Mazzoline, M. & Maddison, S. (2005). When to jump in: The role of the instructor in
online discussion forums. Computers and Education. Retrieved from
https://www.tlupress.com/~kpata/haridustehnoloogiaTLU/instructor.pdf

McLoughlin, C. & Lee, M., (2007). Social software and participatory learning: Pedagogical
choices with technology affordances in the Web 2.0 era. ICT: Providing choices for
learners and learning. 664-675. Retrieved from
http://www.ascilite.org.au/conferences/singapore07/procs/mcloughlin.pdf

Photos retrieved from www.flickr.com

DISTANCE LEARNING DEFINITION AND VISION - MINDMAP

Defining Distance Learning

Defining distance learning is forever changing because learner’s needs and the advances of technology are forever changing and it is the technology that has helped to shape these changes. I do not foresee a cookie cutter definition ever being designed to truly define distance learning. As our society expands in its desire to make education accessible to all who desires it the abilities of distance learning will take on various forms. The changes that may seem to help define distance learning should not be based upon an individual’s profession or their technical knowledge. The various forms from face-to-face, videoconferencing, online courses, and correspondence courses can all be explored in new ways with technology that will allow integration of these methods to establish an authentic learning experience.

Simonson, Smaldino, Albright, & Zvacek help to define distance learning by establishing four elements: (1) institution-based, (2) sharing of learning experiences (3) separated learning group, and (4) interactive telecommunications systems. Before beginning this course I never thought much about exactly what was or what was not considered distance learning. I took my first formal distance learning course around 1999 and I recall the excitement I felt. I was excited about the freedom and control that distance learning allowed me to have responsibility over my own learning. The freedom that it brought to me by freeing up my travel time in attending a traditional course allowed me to place more focus on actual learning. Although it brought me much freedom there was some apprehensions as well. Would I walk away at the end of course actually having learned something more than when I began? How would I feel not being able to instantly interact with my fellow classmates? The biggest concern, would I have an instructor that was responsive if I had questions? Simonson, et al. (2012) explains, “…the purest form of distance education occurs at different times and in different places.” (p. 10). Before the start of this course I would have simply defined distance learning as the ability for students to take learning materials and systematically apply the information that bring about learning on their own. I could not have ever been so wrong; distance learning involves much more than the learner’s involvement.

After spending time learning about distance learning I would have to place emphasis of the need for responsiveness of the content as well as the form and place of delivery. Distance learning should have a learner-focused and performance-centered approach. If the learning is designed effectively it should allow the learner the ability to master skills from the lesson, obtain knowledge for future use that will help them to be successful. The goal in any distance learning environment is that it adds value to the learning process. The change in our society, educational institutions, business organization, and individuals requires that responsive and responsible learning opportunities be provided according to their need no matter of time, place or space. The selection of the means for distance learning should not be taken lightly, but rather keep in mind that everything we use should always add value to everyone involved in the process.

At the rate technology is advancing our society the future of distance learning is endless. The future of distance learning will be shaped and defined as useful learning opportunities continue to present their needs. Education is no longer locked behind the walls of the traditional classroom setting. We must assure that we are responsive to learners’ requirements and this should include conveniences for the learner. Some worry that the traditional settings of education could potentially be eliminated with the improvements of distance learning. Simonson indicates that he does not see this as the case. Whatever the advances that technology has to offer to the improvements of distance learning instructional designers should keep in mind the overall goal of effective learning. When designing learning material they should use a learner-focused performance-centered approach. Keep in mind that no two learners are the same, knowing and understanding individual differences, motivation, and learning styles are important to helping them achieve the objectives in a distance learning program. The future of distance learning will require that the learning material and method delivered be fully responsive to the learner and how they best learn.

As we continue to progress as a society we should expect current forms of media to become easier to manage and integrate into the learning process. The fear that the traditional face-to-face education will vanish should not be a concern. The only concern that should be addressed is how do we keep up with these advances? Educators that are more accustom to their style of teaching will need to ensure they are willing participants in adapting to the uses of new technology. With the introduction of new learning mediums it further opens the door for more media choices to be incorporated in designing learning interactivities. We can expect all the previous methods of learning to continue even as new means of delivery are developed.

Resources:

Simonson, M. (n.d.) “Distance Education: The Next Generation.”
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.