Selecting Distance Learning Technologies
Example 3: Asynchronous Training
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.
As I begin to design this asynchronous training module, I would create a series of courses through a course management system (CMS), such as Blackboard (all following information is in reference to release 9.1). Within this system, a series of modules would be created that relate to each of the safety training topics. Each module would contain all of the documents and videos that have been created to assist the trainees in fully understanding the material and then set up using the Training Plans option. Students can access these materials at a time designated by the employers or at any time available to them, as was done by Bent at Newcastle University Library. Within Blackboard, students are expected to be participatory learners, as they are engaged in discussion questions, one-on-one chats, and wikis regarding the information learned in the module. Since the supervisors voiced a need to “be sure that the employees are engaged,” then they will need to be taught about Blackboard’s user statistics. Here, they will be able to monitor the trainees’ activity within each module.
A second distance learning technology that I would consider is a virtual world such as Second Life or Active Worlds. By using this type of program, trainees are able to experience “real-life applications of course content, for example, in problem-solving situations” (Simonson, 2009, p. 246). This would allow the supervisors to properly assess students’ ability to “demonstrate their learning” before having to implement the information at the plant. This is especially prudent in problem-solving situations as it would give the supervisors a chance to see how the trainees would respond to specific safety scenarios. According to Nebolsky, Yee, Petrushin, and Gershman, the use of virtual worlds creates an environment to “immerse learners in a realistic environment to practice skills” (2003). Second Life offers an asynchronous training option that would be most beneficial for this particular training situation.
Bent, M. (2002). Blackboard and staff development at Newcastle University Library. SCONUL Newsletter.
Nebolsky, C., Yee, N., Petrushin, V., Gershman, A., (2003). Using Virtual Worlds for Corporate Training, Third IEEE International Conference on Advanced Learning Technologies (ICALT’03).
Simonson, M., Smaldino, S., Albright, M., Zvacek, S. (2009). Teaching and Learning at a Distance: Foundations of Distance Education (4th Ed.). Boston, MA: Pearson.
Definition of Distance Learning
Prior to beginning this course in distance learning, I had a very rigid, yet unfounded, definition of distance education. To my mind, it simply meant learning from a location separated from that of the educator. In some instances, this included watching videos of professors giving instructional lectures. In others, it meant using course required discussion boards to socialize and dissect instructional points with fellow classmates.
Through this week’s readings and course videos, it became apparent that this definition, while accurate, does not encompass the full capabilities of distance education. Not only does effective distance education offer videos and discussion boards, it should give students the option to gather information through these sources as well as many others (interactive displays, written articles, textbooks, audio files, etc).
Within this definition, students must be independent and capable of working on the course material consistently, despite not having a definitive course meeting time. Along these same lines, instructors are conscientious of the different online learning styles and how material can be presented to both match these styles and teach the required information.
Through the past 200 years, distance learning has changed from mail correspondence to highly interactive online programs (Laureate Education, 2010). As each new change is introduced to the public, we are amazed at the abilities that this new technology offers to use as learners and educators, without any inclination as to the greatness that will be offered by the next new advancements. Distance learning has shown no signs of slowing its progression and is going to continue to grow in numbers and importance in the coming years (Laureate Education, 2010).
This ever-changing climate has allowed for a great amount of research and advancements, each leading to the unknowable future of distance learning. We cannot know, or even guess what the future holds, but I know for certain that the advancements and changes will offer students unforeseen benefits to learning at a time and place most suited to their learning styles.
Huett, J., Moller, L., Foshay, W., & Coleman, C. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 3: K12). TechTrends, 52(5), 63–67.
Laureate Education, Inc. (2010). Distance learning: The next generation [Video]. Retrieved Retrieved September 7, 2010 from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4442084&Survey=1&47=3976079&ClientNodeID=984650&coursenav=1&bhcp=1
Laureate Education, Inc. (2010). Distance learning timeline continuum [Graph]. Retrieved September 7, 2010 from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4442084&Survey=1&47=3976079&ClientNodeID=984650&coursenav=1&bhcp=1
Margaret Ann's Thoughts on Design 