Asynchronous Training Technologies

So as an ID we have come across a certain situation. Here is the problem at hand:

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.

In this situation it looks like there are two important parts: a training piece that is available anytime to accommodate all the workers no matter what shift and a way to ensure that all the workers have effectively learned the information they need to know.

As far as the matter of the training goes I believe that there are a couple different options, but I am going to choose to go with streaming video. Video combines multiple input methods in combination to promote learning and knowledge transfer.  By merging pictures, movement, text, animation, graphics and sound together, the student has more control of the learning (Greenberg & Zanetis, 2012). Streaming video can also hold the attention of the student, fit various learning styles and can act as reinforcement to learning (Cofield, 2002). This is important because the larger the corporation the more employees you have to train and that is going to being forth many different learners. Many companies have found success by streaming video. For example Cisco Systems experienced high growth and had to explore creative ways to “rapidly and affordably manage” their staff. (“Streaming Video Case Study: How Cisco Uses Streaming Video for Worldwide Corporate Events and Training”, n.d., n.p.) They chose a combination of live broadcasting and video on demand. The benefits listed for the use of streaming video by Cisco were as follows: increased learning, improved rate of absorption, augmented content retention, productivity enhancements, increased information availability and convenient access , and cost avoidance. (“Streaming Video Case Study: How Cisco Uses Streaming Video for Worldwide Corporate Events and Training”, n.d.) The following is a snapshot of a table of benefits found in this case study.

This website has a full write up of the results that Cisco had when using streaming video for their trainings. http://www.cisco.com/web/about/ciscoitatwork/unified_comm/streaming_video_corporate_events_web.html

As you can see this biodiesel plant would be able to solve their problem of needing to do intensive training of their many different employees. Using video streaming would not only save them money but it would also allow for the trainings to happen at any time the employee was available.

Now on to the second problem, the supervisors need a way to see what their employees have learned. There are many different online resources that could satisfy this need and it really just depends on what the company is looking for. There are free options like Survey Monkey (www.surveymonkey.com) that could work but I was not quite sure if the informality of it would be a great fit for a large corporation so I did some digging. I found a few things but EduBrite really stuck out to me. It has the abilities to train, assess, and collaborate so this product can also take care of the training that needs to be done as well if the company found it to be a better fit than the video streaming. EduBrite’s website states , “Corporations need learning solutions for their employees, customers and partners and EduBrite enterprise solutions can satisfy their needs. EduBrite's unique capabilities support both internal and external training needs, so if you are a product company and want to start online trainings for your customers and partners, EduBrite can be a great fit. HR/Compliance departments can use the EduBrite platform to power their trainings & assessments.” (“EduBrite”, n.d.).

When looking through the testimonial page I found that EduBrite would certainly be a useful tool for the situation that the biodiesel manufacturing plant is in. Take a look:

"At Kestrel, we have geographically dispersed IT development teams. We needed a global solution, which allows training and testing developers anytime anywhere. EduBrite is the right solution for us because it makes quiz creation, exam management and reporting very intuitive and easy to use. We have integrated the exam delivery in Confluence using Gilly, which allows users to appear in exams without requiring to sign in to a different application"
Paul Goodling | Senior Director of Training and Education | Kestrel -- Boeing Defense, Space & Security (“EduBrite” n.d.)

"We use Edubrite to perform periodic assessments for our staff after they have been trained on individual work roles as well as documenting compliance with required education such as HIPPA, OSHA etc. This excellent product saves a great deal of time and ensures that our team knows their stuff. Customer support is personalized and responsive, and the application looks like it can be tailored to any industry. "
Jitander Dudee | Medical Vision (“EduBrite”, n.d.)

Obviously there are many different options for this biodiesel company; I have just simply narrowed it down to my thoughts. I think video streaming is a great option and has shown to be very successful in training and saving money. EduBrite can be a useful resource as it can train and assess using the same program. As stated before it really just depends on what the company is looking for and above all what it can afford. In utilizing this combination of technology tools for these training needs, offers a more abstract form of learning to occur, which is a more efficient use of resources available, in addition to learning occurring in an environment with fewer distractions (Simonson et al., 2012)

 

Resources
Cofield, J. L. (2002). An assessment of streaming video in web-based instruction. Presented at the annual meeting of the Mid-South Educational Research Association,

Chattanooga, TN. Retrieved from

http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED471348&ERICExtSearch_SearchType_0=no&accno=ED471348

EduBrite. (n.d.) Retrieved from

http://www.edubrite.com/oltpublish/theme-eb-www/cms.do

 

Greenberg, A. D. and Zanetis, J. (2012, March). The impact of broadcast and streaming video in education. Retrieved from

http://www.cisco.com/web/strategy/docs/education/ciscovideowp.pdf

 

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

 

Streaming Video Case Study: How Cisco Uses Streaming Video for Worldwide Corporate Events and Training. (n.d) In Cisco. Retrived from

http://www.cisco.com/web/about/ciscoitatwork/unified_comm/streaming_video_corporate_events_web.html

 

Defining Distance Learning

What is distance learning? Well it depends on who you ask, what they do, and what their experience is with it. Over the past few decades that definition has changed for many different reasons. One of the main reasons this definition seems to be ever changing is mainly because technology is ever changing. The more advanced technology becomes the more intricate distance learning can be.

Before starting my distance education course in my masters program my definition of distance learning was purely based on my own experiences. My first experience with distance learning was as a student in undergrad and now it ranges to being an educator to students fifth through ninth grade. With these experiences in mind I would have defined distance education as a way to learn without having to travel to the classroom or university; being able to learn whenever and wherever.

Then I started this course and realized that distance education is so much more profound than that. According to Simonson, Smaldino, Albright, and Zvacek distance learning is “an institution-based, formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources, and instructors.” (Simonson, Simaldino, Albright, Zvacek, 2012, pg. 32). I was close, but it is way more complicated than just sitting at home to learn. There are four characteristics that distinguish distance learning from other kinds of learning. First of all it has to be through an institution and not a self-study or nonacademic learning. Second geographic separation exists in distance education whether it be time or location that separates the teachers and students. (Simonson, Simaldino, Albright, Zvacek, 2012). This was part of my definition but there is so much more than just being separated from the teacher. Simonson, Simaldino, Albright, and Zvacek go on to say that a well designed program covers the gaps caused by intellectual, cultural, and social differences between students (Simonson, Simaldino, Albright, Zvacek, 2012). Thirdly in order to be considered distance education must also include interactive telecommunications that connect the teachers and students. This can include any kind of communication from as advanced as the internet all the way down to simply using the postal system. And finally it must be comprised by an established learning group including teachers, students and instructional resources (Simonson, Simaldino, Albright, Zvacek, 2012). There are a lot of things to consider when defining distance learning as I learned from this week’s resources.

Keeping these definitions in mind I know that distance education is just going to continue to grow and expand, therefore the definition will evolve as well. We were asked to discuss our vision for the future of distance education and I find this to be the hardest question to answer. I really believe that the opportunities for distance education are just going to continue to expand and become more and more popular. I see it becoming used more and more in the physical schools and classrooms as well as those that are home-bound for whatever reason. Honestly that is the only thing I am able to speculate at this point, the growth and popularity of the offerings of online learning. As far as the technology that will expand this form of education, that leaves me dumbfounded. I am not very versed in technology but I know the things that are available now that were not available ten years ago and I can only imagine what the future holds as far as technology in distance learning.

I am really hoping that this course continues to open my eyes what distance education is and the possibly it holds for the future. I think that distance learning is always changing because education itself changes. We learn more about the learner everyday and therefore our teaching practices change then add in the fact that technology is ever changing. I fully believe that the definition of distance education will never be stagnant but will always be modified to fit the times it exists in. For now I would define distance learning as an education funded by an institution where students and teachers are separated by distance (whether time or location), where the curriculum and the learning community are accessed through a form of telecommunication.

 

Resources

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

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Intro...

My name is Stephanie DeVee. I am currently an online teacher for K-12 Services teaching Math to At-Risk students.  I am using this blog for one of my Master's classes and will be discussing Distance Learning. :)