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 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.

As an instructional designer, it is imperative to fully understand the situation in order to offer flexible solutions while integrating student interaction so that effective measures can be constructed and conveyed (Beldarrain, 2006). By dissecting the scenario we are given, it is easier to design instruction that will provide a solution to the problem sought. So reviewing the scenario, we find that:

1. A series of training modules are needed to increase the plant safety record;

2. The modules must illustrate best practices on machine operation in a step-by-step fashion;

3.  Instruction must be available to all shifts in the plant; and

4. Learners must demonstrate learning proficiency from the training modules.

Living in the 21^st century, we are afforded the luxuries that technology brings. With a variety of course management systems (CMS) available such as Canvas, edu2.0, and others, it is possible to provide quality online learning any time of the day from virtually anywhere.

In the scenario provided, I would suggest a CMS be used with the capability of integrating the use of Computer Based Training (CBT) in online content. This allows the learner to receive training as needed, illuminating individual needs as the focus of attention. Utilization of a CMS can also incorporate interactive discussion tools (blogs and podcasts) to help the learners stay up to date on relevant changes and to facilitate two-way communication and feedback to the instructor. Presentation tools such as PowerPoint can be used to provide the learner with relevant information before the administration of an online quiz. An online interactive quiz can be constructed to provide the learner with the capability of multiple attempts in individual training modules until proficiency is demonstrated. This is just one example of how computer based training allows for customization rather than less desirable standardization of content (Reigeluth, 1999).

Computer based training in online content combined with the interactive discussion tool native to the CMS selected would provide quality just-in-time distance learning in a highly desired customizable format (Simonson, Smaldino, Albright, & Zvacek, 2012).

Below are links to two websites that utilize the format described above:

http://www.ehs.okstate.edu/index.htm

http://texas.testsecuritytraining.com/

References

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

Reigeluth, C. M. (1999). What is instructional design theory? In C. M. Reigeluth (Ed.), Instructional design theories and models: A new paradigm of instructional theory (Vol. 2, pp. 5–29).

Mahwah, NJ: Lawrence Erlbaum Associates.

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