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
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