Selecting Distance Learning Technologies

Overview

This is Week 3 of the Walden EDUC 6135 course, and class members are asked to consider the needs and requirements of the learning context as well as distance learning technologies which may provide solutions for one of three examples:  1) Collaborative Training Environment; 2) Interactive Tours; or, 3) Asynchronous Training.

The asynchronous training example seems to most closely resemble a situation I may encounter as a designer in my current work environment and it reads as follows:

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.

Distance Learning Technologies

This week’s Walden resources state that the key to success in an online classroom is how technologies are used and what information is communicated using them.  As such, it is important to follow the necessary steps in selecting technologies for online instruction (Simonson, Smaldino, Albright, & Zvacek, 2012):

1.    Assess available technologies.  For the safety training described above, an Internet-based survey can be created to determine lowest level of common technologies for the learners.

2.    Determine the Learning Outcomes. Once appropriate technologies are identified, there are a variety of technology-based activities that can be incorporated for ensuring the course(s) is/are authentic and learners can demonstrate desired outcomes.  Activities may include:

o    Graphics/pictures

o    Animations

o    Hyperlinks to discussion boards (used by both the employees and their managers)

o    Simulations and/or scenarios

o    Audio and video

o    Knowledge check questions

3.    Identify Learning Experiences and Match Each to the Most Appropriate Available Technology.  Organize the content into logical sections of information and create the instructional delivery strategies.

4.    Prepare the Learning Experiences for Online Delivery.  There are four strategies for organizing instruction for online delivery:

o    Linear-programmed instruction – All content is organized into concepts that are presented in blocks or chunks.  Learners review the content, take a self-test, and if successful move to the next chunk/block.

o    Branched-programmed instruction – Similar to linear except that self-tests are more sophisticated to learners can branch ahead if they are proficient or are directed back to more remedial content as needed.

o    Hyper-programmed instruction – Content is organized into modules and concepts, but permits learners to move through learning activities at their own rate and pace in a route they determine themselves. 

Note:  The hyper-programmed instruction model is nicely explained in an article by Tom Kuhlmann called Are Your E-Learning Courses Pushed Or Pulled?

o    Student-programmed instruction – Only the framework of the content is provided to online learners who are expected to provide the structure, outcomes, and sequence of learning activities.

DeAnn’s Choices

For the Biodiesel assignment, the technologies to use for the asynchronous training modules would include a “Pull” strategy as described in the Tom Kuhlmann article referenced above; audio narration; videos of the process (maybe even an opening video of one of the leaders explaining the importance of safety); and, interactive scenarios where employees could choose the steps involved in the process of safely operating heavy machinery on the plant floor.

The courses would ideally be housed in an Intranet-based learning management system with unlimited access and before launch would be beta-tested by the managers.  Hyperlinks to knowledge check quizzes as well as Intranet discussion boards would be embedded in the courses with a requirement for completion.

Quizzes would model the scenarios/simulations in the courses and the discussion boards would have pre-populated topics for employees to respond to and engage their peers.  Managers would also have access to the discussion boards to monitor as well as offer additional questions and comments.

Showcasing Technologies

A decent example of an asynchronous course on Biofuel Production Operations which incorporates graphics, animations, and knowledge checks can be found here: http://www.gatlineducation.com/bio_fuel_demo.html

Some excellent examples of free online e-learning courses that successfully incorporate technological strategies can also be found here:  http://www.onlinecollege.org/2012/01/22/15-inspiring-examples-of-free-online-education/

References

Kuhlmann, T. (2009). Are Your E-Learning Courses Pushed Or Pulled? The Rapid E-Learning Blog. Retrieved on November 14, 2012 from http://www.articulate.com/rapid-elearning/are-your-e-learning-courses-pushed-or-pulled/

Onlinecollege.org. (2012). 15 Inspiring Examples of Free Online Education. Retrieved on November 14, 2012 from http://www.onlinecollege.org/2012/01/22/15-inspiring-examples-of-free-online-education/

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and Learning
           at a Distance: Foundations of Distance Education, (5th ed.). Boston, MA:
           Pearson.