As an Instructional Designer (ID) tasked to find ways to improve the safety record at a biodiesel manufacturing plant, I will address how to improve step-by-step training methods, ensure the method of delivery will be available to all shifts of workers and make the training engaging for learners and instructors. I will use two methods to improve worker training. First, I will use a linear-programmed approach that is fun and engaging. Next, I will use gamification principles for the adult learner to enhance their experience.
To ensure that delivery will be available to all shifts of workers at the plant, a reliable Course Management System (CMS) would be needed for all workers to access. The CMS would have the ability to import SCORM compliant course authoring systems. Course authoring systems provide tools such as Adobe Captivate or Articulate’s Elearning software that can be rapidly produced with the software’s built in templates. As ID’s, using this approach will make courses interactive, get the right feedback from learners and ensure that courses come out in rich quality content (“Creating Smart Linear,” 2015).
Simonson, Smaldino, Albright, & Zvacek (2012) states that linear-programmed instruction presents content in chunks or blocks and that students self-test, “and if successful move to the next chunk/block of information” (p. 119). Students move in the same linear fashion to complete the safety training. To increase engagement, ID’s need to make sure that a linear course is not a mundane, mind-numbing experience for the learner. ID’s can enhance engagement by using rich multimedia (e.g. audio, video or Flash). Kuhlmann (2007) argues that that even though an ID creates a linear course, they should “leverage the multimedia technology available to you” (para 8). In other words, a linear course does not have to be boring but designed well with content that is relevant and engaging to the learner (Kuhlmann, 2007). The linear approach, as opposed to the branched-programmed instruction, might not be the most dynamic type of instruction but it is a good means of building training (Kuhlmann, 2007).
Another method that I would use gamification principles for the Adult learner by letting learners compete against each other. The use of leaderboards and percentage points motivate learners to strive to get higher points against their co-workers. Bhasin (2014) mentions that serous games and gamification “are both trying to solve a problem, motivate and promote learning using game-based thinking and techniques” (para 4). In addition to leaderboards and points, Bhasin suggests that game mechanics for the course software could use: collecting badges, the ability to gift and gaining status. Adult learners would compete in an intuitive nature that would result in a better user experience.
In conclusion, as ID’s we can be challenged to deliver training methods that provide step-by-step instruction methods of delivery available to shifts during shifts of works who need to be engaged and demonstrate their learning. Employing e-learning templates through a reliable CMS with rich multimedia content using gamification principles for adult learners in a linear programmed approach will proper outcomes.
References
Bhasin, K. (2014, January 27). Gamification, Game-based Learning, Serious Games: Any Difference? Retrieved from http://www.learningsolutionsmag.com/articles/1337/gamification-game-based-learning-serious-games-any-difference
Creating Smart Linear model Elearning Courses. (2015, January 6). Retrieved from http://www.elearningserv.com/blog/creating-smart-linear-model-elearning-courses/
Kuhlmann, T. (2007, June 25). Click & Read E-learning Courses Don’t Need to Be Boring. Retrieved from http://www.articulate.com/blog/click-read-e-learning-courses-dont-need-to-be-boring/
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson
Saturday, January 24, 2015
Sunday, January 11, 2015
Defining Distance Learning
This application will discuss my personal definition of distance learning, my revised definition of distance learning with new information obtained from our resources, and how the definition of distance learning is always changing and what factors lead to that change. Lastly, this application will look at my vision for the future of distance learning as it continues its path of evolution and change.
I had a rather generic definition of distance learning before I started this course. It could be loosely defined as learners engaged in distant (i.e. remote) learning either in real time (synchronous) through webinars or teleconferences or through asynchronous mechanisms such as webcasts hosted on webservers that can be observed at any time.
My revised definition of distance learning after reviewing my course material has changed to include our texts definition:
My prior experience with distance education started in the early 1980’s when my friend’s brother used mail correspondence for his MBA program. Around the year 2001, I enrolled in a distance learning class at a local Community College that used “Click2Learn” e-Learning software. I wanted to brush up on my computer repair and networking skills. I can remember that I was displeased by the lack of design of the course. The course pretty much consisted of downloadable PowerPoint slides that were copy and pasted from a book that I read earlier that year. It looked like sheer plagiarism. (Moller, Foshay, & Huett, 2008) describe that there are managers who “promote e-learning because it is cheap to deliver and it absolves them from the potential to provide potentially more expensive or involved training” (p. 71). Unfortunately, the course tainted my image of distance learning for me for many years. I thought that online courses were just revenue makers for Colleges or Universities.
The factors driving the definition of distance learning to change ‘has paralleled advancements in technology, but its development is also a reflection of changing educational values and philosophies” (Tracey & Richey, 2005, p. 17). The advancements in technology have a big role in distance learning. However, the changes in the philosophy of instructor and student interaction changes as well. Tracey & Richey (2005) suggest the changing philosophy and educational values can be seen in the independent and autonomous nature of the distant learner. Hence, the degree of the autonomy between instructor and learner leads me to conclude that the definition of distance learning evolves and changes depending upon the environment between learner and instructor.
In conclusion, my vision of for the future of distance learning will be individualized and adapt to the learner. Moller et al. (2008) describes the need just-in-time education and there is a demand for “greater customization of the learning process to cater to their individual interaction needs – whatever those needs might be” (p. 75). Hence, distance learning technology will not be a “one-size” fits all model but it will adapt to the individual.
Mindmap image:
References:
I had a rather generic definition of distance learning before I started this course. It could be loosely defined as learners engaged in distant (i.e. remote) learning either in real time (synchronous) through webinars or teleconferences or through asynchronous mechanisms such as webcasts hosted on webservers that can be observed at any time.
My revised definition of distance learning after reviewing my course material has changed to include our texts definition:
Distance education is a method of education in which the learner is physically separated from the teacher. It may be used on its own, or in conjunction with other forms of education, including face-to-face. In distance education, learners are physically separated from the institution that sponsors the instruction. (Simonson, Smaldino, Albright, & Zvacek 2008, p. 35)Although there are various definitions of distance learning in our text and other resources, I like this definition because it clearly explains the physical separation from the learner and instructor.
My prior experience with distance education started in the early 1980’s when my friend’s brother used mail correspondence for his MBA program. Around the year 2001, I enrolled in a distance learning class at a local Community College that used “Click2Learn” e-Learning software. I wanted to brush up on my computer repair and networking skills. I can remember that I was displeased by the lack of design of the course. The course pretty much consisted of downloadable PowerPoint slides that were copy and pasted from a book that I read earlier that year. It looked like sheer plagiarism. (Moller, Foshay, & Huett, 2008) describe that there are managers who “promote e-learning because it is cheap to deliver and it absolves them from the potential to provide potentially more expensive or involved training” (p. 71). Unfortunately, the course tainted my image of distance learning for me for many years. I thought that online courses were just revenue makers for Colleges or Universities.
The factors driving the definition of distance learning to change ‘has paralleled advancements in technology, but its development is also a reflection of changing educational values and philosophies” (Tracey & Richey, 2005, p. 17). The advancements in technology have a big role in distance learning. However, the changes in the philosophy of instructor and student interaction changes as well. Tracey & Richey (2005) suggest the changing philosophy and educational values can be seen in the independent and autonomous nature of the distant learner. Hence, the degree of the autonomy between instructor and learner leads me to conclude that the definition of distance learning evolves and changes depending upon the environment between learner and instructor.
In conclusion, my vision of for the future of distance learning will be individualized and adapt to the learner. Moller et al. (2008) describes the need just-in-time education and there is a demand for “greater customization of the learning process to cater to their individual interaction needs – whatever those needs might be” (p. 75). Hence, distance learning technology will not be a “one-size” fits all model but it will adapt to the individual.
Mindmap image:
References:
Moller,
L., Foshay, W., & Huett, J. (2008). The evolution of distance education:
Implications for instructional design on the potential of the web (Part 1:
Training and development). TechTrends,
52(3), 70–75.
Moller,
L., Foshay, W., & Huett, J. (2008). The evolution of distance education:
Implications for instructional design on the potential of the web (Part 2:
Higher education). TechTrends, 52(4),
66-70.
Simonson,
M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education
(5th ed.) Boston, MA: Pearson.
Tracey,
M., & Richey, R. (2005). The evolution of distance education. Distance Learning, 2(6), 17–21.
Tuesday, January 6, 2015
Welcome
Welcome to my Blog. My name is Mark and I have a wife, 2 children (9 y.o. boy and an 11 y.o. girl) and a dog. I live in Maryland - just outside of Washington, DC.
As a student at Walden University’s Instructional Design and Technology program, I am strongly interested in Adult Learning theory. Currently, I work for a nonprofit medical association as their eLearning Manager. I work with professionals (i.e. physicians and nurses) who range from their early 30’s to their late 70’s and I help them obtain their Continuing Medical Education (CME) credits. Prior to eLearning, I worked in web development. I enjoy the technical aspect of my current position as an eLearning Manager which ranges from creating new instructional videos to post on our Learning Management System (LMS), working with vendors to create eLearning Apps (mostly native IOS or Android Apps) and case-based question bank content to help learners with their Board Exam preparations.
I wear many hats in my eLearning position. One thing that I strive for is to focus on the usability and accessibility of the learning content. Please feel free to add any comments to my post. I am looking forward to hear from my Distant Learning classmates.
As a student at Walden University’s Instructional Design and Technology program, I am strongly interested in Adult Learning theory. Currently, I work for a nonprofit medical association as their eLearning Manager. I work with professionals (i.e. physicians and nurses) who range from their early 30’s to their late 70’s and I help them obtain their Continuing Medical Education (CME) credits. Prior to eLearning, I worked in web development. I enjoy the technical aspect of my current position as an eLearning Manager which ranges from creating new instructional videos to post on our Learning Management System (LMS), working with vendors to create eLearning Apps (mostly native IOS or Android Apps) and case-based question bank content to help learners with their Board Exam preparations.
I wear many hats in my eLearning position. One thing that I strive for is to focus on the usability and accessibility of the learning content. Please feel free to add any comments to my post. I am looking forward to hear from my Distant Learning classmates.
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