Week 3: Distance Learning Technology

Scenario 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.

Recommendation: 

In response to the above situation and scenario, I suggest using podcasting technology with an interactive quiz to deliver safety modules across all shifts.  There are several types of podcasts to select from, depending on the ease and comfort of the training staff.  The first is a narrated PowerPoint presentation that provides step-by-step graphics and narration demonstrating the best practices used to operate the machinery.  Videos are also able to be embedded in PowerPoint.  The next is an Adobe Flash media file combining images, graphics, video, and audio.  Other acceptable media formats exist to create podcasts, but at a minimum, it should include audio and graphics to be considered successful.

The podcast can be deployed via several means, depending on the security and needs of the company.  The preference is to place the podcast in an LMS or CMS that can track employee participation and determine if a specific employee viewed the podcast or not.  Other options include placing the podcast on a server and sending a link to all employees, uploading to iTunes U, or placing the file on a management system like SharePoint.

A quiz will also be needed to support the supervisors' need to have employees demonstrate learning.  If an LMS or CMS is being used to organize and administer the safety modules, an interactive quiz can be used which incorporates videos, graphics, audio, and text.  Moodle has this capability and other CMS packages like Haiku have similar capabilities.  Another option is to use SurveyMonkey to administer the test and track participation and results.

Rationale:
Podcasting can be successful for safety training.  Because podcasting takes advantage of images and sound, use of two or more media types will help employees retain information by using what is known as the dual-code theory (Ormrod, J., Schunk, D., Gredler, M., 2008; Laureate Education, Inc., 2010).  This application meets Simonson et al (2009) characteristics of an effective podcast:  each piece of machinery can be broken down and safety practices can be explained with the help of imagery and verbal cues within 10 minutes; the training will be part of an ongoing initiative, making each single podcast part of a larger event and program; if best practices change over time, the podcasts can be updated and quickly deployed with new revisions.  Several studies support the effectiveness of podcasting, especially when dealing with spatially and/or geographically separated learners.  Lee and Chan (2007) concluded in their study that learners felt podcasts were beneficial by clarifying and enhancing subject material.  Lonn and Teasley (2009) had similar conclusions in their study, stating that podcasting can help students learn by allowing self-monitoring and self-assessment to occur.


Several examples exist which showcase podcasting as a learning tool.  iTunes U is probably the most recognizable example.  MIT also has an open course, which provides lesson materials, including media files.  Of course, YouTube also provides countless files on everything imaginable -- from music videos to instructional videos.  Here are a sample of YouTube videos:  ear plug safety, personal protective equipment, and hardware simulation and training.

Overall, the use of podcasts and a test will be the most effective for covering all shifts at the plant. The stand-alone modules can illustrate the best practices with audio and visual imagery, be rapidly deployed, quickly edited if needed, and be part of an over-arching site message.
  

References

Laureate Education, Inc. (Producer). (2010). The technology of distance education [DVD]. In EDUC 6135. Baltimore, MD.

Lee, M., and Chan, A. (2007) Reducing the Effects of Isolation and Promoting Inclusivity for Distance Learners through       Podcasting.  Turkish Online Journal of Distance Education-TOJDE  January 2007 ISSN 1302–6488, Volume: 8 Number: 1 Article: 7 Retrieved from:  http://eric.ed.gov/ERICWebPortal/detail?accno=ED494811 

Lonn, S., Teasley, S. (2009) Podcasting in higher education: What are the implications for teaching and learning?. The 

Internet and Higher Education (12-2), Pages 88-92. ISSN 1096-7516, DOI: 10.1016/j.iheduc.2009.06.002.

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction  (Laureate custom edition). 

New York: Pearson.  

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 Learning

Distance learning is gaining popularity in today's world, whether it be within companies or within educational institutions.  But what is distance learning and how is it defined?  To me, distance learning is the process used to acquire knowledge from a reputed organization, institution, or instructor where the learner and instructor are geographically separated.  The process involves interaction, including feedback from both the learner and instructor.  I do not feel like correspondence or self-paced study truly fit my idea of distance learning because, in my mind at least, there is little interaction between the learner and instructor.  In these types of learning environments, I primarily see the instructor's role as grading assignments and tests and not as helping to transfer knowledge between the two parties.  In Teaching and learning at a distance: Foundations of distance education (2009), the authors define distance learning as "institution-based, formal education where the learning group is separated and where interactive telecommunication systems are used to connect learners, resources, and instructors (p.32)."  What stands out to me is the specific inclusion of interactive telecommunication systems within the definition.  I believe the authors' definition, as well as a revised copy of my own, is independent of industry, profession, or technical knowledge of an individual.

Having experienced several types of distance learning, I find many fit the evolution of distance learning as documented by researchers and individuals in the instructional design (ID) fields.  Correspondence, or self-paced study, are purported to be over 100 years old (Simonson et al, 2009; Imel, S., 1998; Sherry, L., 1995) and are recognized to be the first forms of distance learning.  I had previously been enrolled in a self-paced study class where I was given the materials to learn on my own.  There was no interaction with the instructor or other students regarding the learning aspect.  The instructor's role was to grade my exams, not to teach, share knowledge, or provide feedback.  This was my least favorite type of learning, mainly because there was no interaction with anyone.  I had to hire a local tutor to help answer my questions and draw connections to real life examples.  The fact that it was a differential equations class didn't help either.

The next distance learning class I experienced was a taped lecture, similar to what broadcast television offered in the 1950's (Simonson et al, 2009).  This time, I was in the class that was taped and the tapes were mailed to a sister school, approximately 500 miles away.  I remember being glad I was in the class that was taped and not viewing the tapes.  Questions I had were answered in real time, material was clarified when needed, and we were able to review homework problems that specifically gave us difficulty in class.  I recall feeling a bit sorry for the remote students not being able to engage with the instructor as were able to to.

Most recently, I have been enrolled in a distance learning university.  While the concept seems new, distance teaching universities have been around since the 1960's and 70's (Simonson et al, 2009).  The program I am enrolled in takes advantage of technological advances such as two-way communication and media programs which are streamed on demand.  The use of technology in learning has been slowly evolving, with the largest explosion occurring in the late 1980's and 1990's (Imel, S.,  1998; Sherry, L., 1995).  I have learned the most from courses closely fitting my above description.  These classes used technology such as discussion boards, email, and Web 2.0 tools and required learners to collaborate on projects.  Instructors provided quick feedback regarding learner's work, within a day or two.  With the use of technology, learner's have an experience more closely related to traditional, face-to-face (F2F) learning.

The future of distance learning will continue to evolve as technology evolves.  I echo Imel's (1998) sentiments that distance learning will offer more rich interactions, mimicking interactions found in face-to-face learning environments.  While the methods used in distance classes will be different than F2F classes, the goals and objectives for learning will remain the same.  Moller, Forshay & Huett (2008) mention the move to a blended learning environment, where distance education and traditional F2F components will become more popular in the future.  I have already begun to see this at some universities, colleges, and high schools.

Overall, the future changes and possibilities to distance learning will be tied into technology advances.  I cannot begin to predict what that will look like, much like no one knew in 1950 how we would be capable of learning from a distance in 2010.  The trend we are currently seeing with more acceptance and popularity of distance learning will continue to increase.  Distance learning will not replace F2F classes, but will augment and complement traditional classes.  The future I envision and direction we seem to be headed fits my personal definition of distance learning.  My revised definition of distance learning is: distance learning is the process used to acquire knowledge from a reputed organization, institution, or instructor where the learner and instructor are geographically separated and uses technology and telecommunication for interaction, including feedback from both the learner and instructor. 

Elements of Effective Distance Learning

References

Imel, S. (1998). Distance Learning. Myths and Realities. Retrieved from ERIC database.

Moller, L., Foshay, W., & Huett, J. (2008). The Evolution of Distance Education: Implications for Instructional Design on the Potential of the Web. TechTrends: Linking Research & Practice to Improve Learning, 52(4), 66-70. doi:10.1007/s11528-008-0179-0.

Sherry, L. (1995). Issues in Distance Learning. International Journal of Educational Telecommunications, 1(4), 337-365. Charlottesville, VA: AACE. Retrieved November 3, 2010 from http://www.editlib.org/p/8937.

 

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