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.