An Asynchronous Training Solution

This weeks application assignment is to review a training scenario and provide solutions that will meet the needs of the situation.  I've chosen Example 3: Asynchronous Training, which states, "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."

The primary technology I am focusing on for this asynchronous training opportunity is a Course Management System (CMS). A secure, internet-based CMS can be used to deliver course content that includes pre-recorded media such as video podcasts. Virtually delivered instructor led classes could be recorded and housed on the CMS or purely web-based courses could be developed. Either method can be made available 24/7 through asynchronous delivery via the CMS. “Web-supported instruction allows instructors to capture class activities and archive both process and product, enabling access to course content beyond the timeframe of the course; expands opportunities for students to contribute through use of asynchronous communication tools; is readily accessible and amenable to all schedules; and encourages active learning.” (Dabbagh, N., 2002). Course content can include a series of educational video podcasts, and supporting process documentation that provides step-by-step instructions regarding how to safely and effectively operate heavy machinery on the plant floor, can be “stored on [the CMS] website for easy access.” (Simonson, et. al., 2009). Learning objectives will be based on documented best practices and the step-by-step process instructions. The chosen CMS will manage online assessments that will test the participant’s mastery of the learning objectives. This will include delivery of the online assessment, recording student completions and providing reports on student scores/performance. Additionally, we might recommend that – given the criticality of topic, safety – the company implement post-training Level 3 evaluations, such as on-site observations to ensure employees are applying the concepts and safely operating the equipment on the job. The CMS of choice will also provide a collaborative work space through the use of Web 2.0 technologies such as discussion boards, forums, wikis or blogs. (Simonson, et. al., 2009). These tools support collaborative activities such as trainee-to-trainee and supervisor-to-trainee/trainee-to-supervisor communications. Activities may include guided discussions, follow up assignments, sharing of key learning, on-going collaboration and communications regarding best practices.

For a commercial training application, Moodle (www.moodle.org ), may be an appropriate CMS option for a commercial training application. Moodle does not provide web hosting services so it would require that the company provide a web server or choose one of many secure and affordable hosting options that are available. Moodle’s Open Source Course Management System is highly scalable and can be used for asynchronous online courses and/or synchronous virtual deliveries (blended learning). This solution also utilizes Web 2.0 technology to support collaborative learning communities through tools such as wikis, blogs, and forums. Multi-media elements (video podcasts) and online assessments are fully supported. Use of RSS feeds will also allow the organization to “push” information to subscribers. “In a study conducted to see the viability of using RSS feeds in a work setting, [it was] concluded that the main benefit for using RSS feeds is that it allows information to be “pushed” to the receiver, instead of the receiver having to see the information.” (Belderrain, Y., 2006). This is a powerful way to keep learners informed and current on important topics such as safety.

References

Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2),139–153.

Dabbagh, N. (2002). Using a web-based course management tool to support face-to-face instruction. Retrieved on November 21, 2010 from: http://technologysource.org/article/using_a_webbased_course_management_tool_to_support_facetoface_instruction/ 

Moodle Open Source Course Management System … http://www.moodle.org/

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.

Defining Distance Learning

Background

       It has been an eye opener to realize that distance learning originated in the early 19th century. The methods of delivery, over the years, have essentially utilized the most prevalent and advanced communication methods of the times. For example, in the late 1800’s, “correspondence courses” were available through the U.S. mail, America’s primary means of communication. The availability of these courses greatly impacted our society and our culture. It provided women an avenue for advancing their knowledge and education at a time when most women were expected to stay at home and care for their families. This initial form of distance learning, through home study, allowed women to raise their families and care for their husbands needs; all while acquiring knowledge and attaining higher levels of learning and education. Distance learning has had a powerful socio-political impact on our country. Particularly for those who have, historically, been considered second class citizens. 

       Today, distance education continues to evolve in step with our technological advancements. This includes the development and accessibility of the internet, the telecommunications networks on which it is built, the availability and greater affordability of personal computers and software programs. All of these elements have become more available and accessible to those living in more economically advanced countries. Of course, “availability does not necessarily ensure accessibility.” (Ng, 2010). Domestically and globally, economic conditions can still negatively impact individuals and communities living with diminished financial resources and economies.

What is Distance Learning?

    Distance Learning Today

       There are four main components to the definition of distance education. Distance education is institutionally based; the teacher and learner are separated; it is distributed through interactive telecommunications technologies; and last, the learning experience is shared via data, voice and video. (Simonson, et. al., 2009). From a practical standpoint, this means that with technology as its foundation, learning institutions can bring geographically dispersed teachers and students together to provide formal learning events and higher education.



        Just as was the case with the earliest correspondence courses of the late 1800’s, education is now available to those who might not otherwise have access. Today, accessibility is expanded beyond borders, time and space! Classes can be facilitated in either a synchronous (live/real time) or asynchronous (on the learners schedule) mode. (Simonson, et. al. 2009). Walden University is a perfect example of an institution utilizing telecommunications technologies to deliver asynchronous, higher learning between geographically separated teachers and students. They do a wonderful job of using a variety of formats to deliver content and resources. This includes data, voice and video. In addition, the graduate program that I am participating in guides students in using online tools to create, submit and share their work. Examples include free online services such as this blog, wikis, online mind mapping, online shareable bookmarking, course development and LMS launch sites. These online tools make sharing, across time and space, not only possible but convenient!

Benefits of Distance Learning

       If it were not for distance learning, I would not be able to attend graduate school at this time in my life. I have an incredibly demanding career and family demands that dictate my schedule. This often includes travel. I require the flexibility that an asynchronous program offers, to work around these demands to complete my studies. Regardless of time or space/location, I am able to access my classroom and my colleagues. Walden has made it easy for me to direct my own learning – in terms of exploration, research, self reflection – while working collaboratively with my fellow students through the use of discussion boards and online collaboration. I have learned that I get out of it, what I put into it. Distance learning may require a shift in our mindset from learning models that many of us grew up with. However, if a student is motivated, open, and willing to learn new ways of learning … there is nothing lost through distance learning and so much to be gained.

The Future of Distance Learning

My vision for the evolution of distance learning is that telecommunications bandwidth and equipment will become more and more affordable/accessible. (Simonson, 2010).  As we expand our comfort levels with the tools that are available today, we will utilize them more fully in the future. I also hope that we will expand our learning communities, globally. Distance learning provides such a phenomenal vehicle for expanding our world to include distant cultures and diverse perspectives.

References

Ng, K. (2010). Availability of technology does not ensure accessibility. Retrieved on 11/06/2010 from http://www.digitalopportunity.org/comments/availability-of-technology-does-not-ensure-accessibility

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson. Chapter 2, Definitions, History, and Theories of Distance Education.

Class multimedia resource: Distance learning timeline continuum. (2010). Walden University.

Video Program: Simonson, M. (2010). Distance education: The next generation. Walden University.

Website: International Council for Open and Distance Education... http://www.icde.org/