Selecting Distance Learning Technologies

Example 3: Asynchronous Training
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.

Fig. 1.          Example of biodiesel manufacturing plant retrieved from: http://www.omniventures-sarl.com/BIOFUEL-BIODIESEL.html           

The employees in the example 3 need to learn skills to use many pieces of heavy machinery and shift supervisors (as employers or representatives of the employers) are interested in employees engaging in activities that will demonstrate the knowledge gained. Simonson et al. (2012) argue that “Much of this is possible because of the concept of distance education, which involves bringing learners and the content of instruction together no matter where each is located” (p.27). For centuries, teachers have solved many problems using technology tools that match the context of instructional design or pedagogy (Manning & Johnson, 2011). For example, a mathematics teacher would use stones or bottle lids as tools to teach learners counting skills. In this case, we need to explore which technology tools could be selected to teach a series of safety training modules?

            It would be best to select technology that will serve as a central point to simulate the real learning environment for distance learning employees (Gunes, & Altintas, 2013). The LMS Moodle www.moodle.org  will be selected as a learning technology where asynchronous training will occur. Videos would be placed in each module as a resource, either developed by the instructional designer or using the existing YouTube videos to effectively engage learners in the process of learning step- by-step procedures on how to operate different machines. Videos could be developed using Jing, SnagIt or Camtasia from http://www.techsmith.com/. Jing would be the best option as it is available free of charge and can be used to create short videos limited to the maximum of 3-5 minutes. This is an example that demonstrates how to use Jing: https://www.youtube.com/watch?v=5FLsSUTFYyw. Tutorials are often provided to help understand how to use Jing as a technology tool: http://www.techsmith.com/tutorial-jing-taking-your-first-capture.html. The use of video for training has the following benefits as stated by King & Cox (p.69, 2011):

• Available on demand (24/7). The employees would be able to access the videos at any time when they are not on shift.
• Able to retrieve an infinite number of times. Students will have the opportunity to repeat the learning process, until they have mastered the hands-on skill without being limited by the number of times they have to watch the video.
• Able to incorporate visual and audio learning styles. The videos would incorporate images of the machines with the verbal instruction on how to operate it and text highlighting important steps in a process.
• Able to serve the needs of both teacher-centered and self-directed students. The teacher would use videos to introduce and illustrate a concept to be learned. Students would be able to access videos at their own time. Where they will have the independence to pause, replay and stop at any point while learning. Jing is easy and user friendly for the learners to capture their own videos to demonstrate knowledge learned about each piece of the machine and share information with their own classmates.

·      Able to develop 21^st century skill. Giving a student a project, such as to develop their own videos on how to operate any of the machines would integrate the use of technology skills.

            Another distance learning component to be used for an asynchronous training would be discussion forums in Moodle www.moodle.org, to encourage communication among students and with the instructor as they explore the series of modules and wrestle with pertinent questions (Manning & Johnson, 2011). Discussions would develop employee’s writing and critical thinking skills as they participate through writing and responding to each other’s posts (Laureate Education, 2009). The participation in the forum is an exemplary way of engaging distance learners in a gradual process of learning through various stages to more complex tasks while using different learning styles (Fig. 2).

Fig. 2.                Discussion forum with different learning styles

     In conclusion, the selection of the distance learning technologies needs to be driven by each situation that needs training and on the availability of technologies that can be supported by the organization. Beldarrain, (2006) posits that “it is the responsibility of instructional designers, administrators, and technology experts to investigate which tools offers the best solution for the task of providing interaction in asynchronous distance learning training” (p.143).

References

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

Gunes, A. & Altintas, T. (2013). Evaluation of Distance Education Components of e-MBA program – A Case Study. International Journal on E-Learning, 12 (1), 69-80.

King, K.P. and Cox, T.D. (2011). Video development and Instructional use: simple and powerful options. In K.P. King & T.D. Cox (Eds.), The professor’s guide to taming technology: leveraging digital media, web 2.0, and more for learning (pp.67-88).

Laureate Education, Inc. (Producer). (2009). The Technology of Distance Education [Multimedia Program]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3467554_1%26url%3D.

Manning, S. & Johnson, K.E. (2011). The technology toolbelt for teaching. San Francisco, John Wiley & Sons, Inc.

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