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