Asynchronous Training Technologies – Example 3

26 Jan

Asynchronous Training Technologies – Example 3

Let’s say a company needs a series of safety training videos to illustrate best practices for equipment usage and a method to demonstrate trainee learning after completion of the online course.  As an instructional designer, which technology tools would be best used to solve the issue?

There are many options to choose that would help solve this problem.  If you break the question apart, there are two distinct issues at hand.  Distributing step-by-step process instructions for a complex piece of machinery to different shifts will require streaming video to be most effective.  Streaming video has many benefits.  According to Greenberg and Zanetis (2012), the three key concepts that streaming videos impact are interactivity with content, engagement, and knowledge transfer and memory.  Engagement and the student’s apparent value placed on the course are thought to be essential to a student’s retention of material and their positive learning experience (Harrington & Floyd, 2012).  Interactivity occurs when the student is able to relate the video content seen to when they apply the concept.  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).  For example, the Darla Moore School at the University of South Carolina incorporated various video technologies into the organization design class to allow students to interact with experts from NBC facilities in New York. (Greenberg & Zantis, 2012).  Students were able to present their projects to professionals and ask for recommendations for improvement.  Streaming video eliminated the physical distance between the students and the subject matter experts located hundreds of miles away.

The second question involves supervisors ensuring that the employees are both engaged and can demonstrate their learning.  Creating an online assessment or survey can be easily developed to determine the effectiveness of the training.  According to Pellegrino (2009), assessment, in a transformative perspective, can break down the obstacles between competency and proficiency, similar to the role played by educational technology (as cited in Learner Assessment, n.d.).  Websites like SurveyMonkey and KwikSurveys allow anyone to easily create online assessments that can be customized to a particular course or training session (http://www.surveymonkey.com and http://www.kwiksurveys.com). Assessments results are automatically collected and tabulated for analysis.  For example, Kaplan University used post-class assessments to get an idea on how their students enjoyed the class as well as their knowledge retention. Surveys showed that many felt bored through the class as they already knew much of the material.  Kaplan instituted a credit for work or life experience, military training and other certifications where undergraduates can create and submit a portfolio for credit considerations (Kaplan University, n.d.).

Streaming video can hold the attention of the student, fit various learning styles and can act as reinforcement to learning (Cofield, 2002).  Greenberg & Zanetis (2012) echoed this reinforcement principle: “Students today are increasingly visual-spatial learners, able to multitask and interact with multimedia” (p. 35).  Online assessments take this interaction capability and allow a way not just to monitor student learning but to improve the quality of the student learning experience (Simonson, Smaldino, Albright, & Zvacek, 2012).

References

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

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

Harrington, S. J., and Floyd, K. S. (2012). Enhancing engagement and the value of the course to the student through course organization and active learning. In M. Bart (Ed.). Online student engagement tools and strategies (pp. 16-18). Reprinted from Online Classroom, 2009.  Retrieved from http://www2.cumberland.edu/communications/women%20in%20higher%20education%20in%20tn/4-News/-%20support%20files/FF-Online-Student-Engagement-Report.pdf

Kaplan University. (n.d.). Credit for prior learning. Retrieved January 30, 2013 from http://www.kaplanuniversity.edu/admissions/prior-learning.aspx

Learner Assessment. (n.d.). In Edutech Wiki. Retrieved from http://edutechwiki.unige.ch/en/Learner_assessment

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

Stiggins, R, and Chappuis, J. ().Using student-involved classroom assessment to close achievement gaps.  Theory into Practice, 44(1), 11-18.  Retrieved from http://ati.pearson.com/downloads/tip-pub.pdf

 

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