Converting to a Distance Learning Format

This week as an instructional designer, I have been hired to help the training manager, Jim Foley at Weldon Manufacturing convert all of his training modules to a blended learning format.  The catalyst behind the conversion is a lack of quality communication in the face-to-face training sessions. The goal is to help create a dynamic synergy between the trainers and trainees while fostering interaction with the training materials in both a face-to-face as well as the online learning environment.

With the aforementioned scenario in mind, I have created the following action plan which I will communicate to the training manager by week’s end:

Good Moring Jim,

After visiting with you last week and gaining a better understanding of your situation, I believe that working together we can achieve the transformation of your training program from the traditional face-to-face training to a blended format which historically has been well received by trainees. Throughout this plan I have cited works from other professionals in the field of instructional design. This is to provide you with additional resources and to facilitate the implementation process for both yourself and your trainers.

Of course the most important aspect to keep in mind when attempting to affect change is the significance of communication. It is imperative that trainees be provided with clearly stated objectives before training commences. Clear, concise instructions are mandatory as are clearly defined course expectations if the trainees are to be successful (Durrington, Berryhill, & Swafford, 2006).  

As the training manager, you should consider communicating to your trainers that with this new training format, the responsibility of learning has shifted. Since trainees are being given access to the training materials and the trainers are now functioning more in the capacity of facilitators, the trainees themselves will be responsible for their own learning. They must take the initiative to interact with the training and communicate to the trainers (Simonson, Smaldino, Albright, & Zvacek, 2012).

You have conveyed to me that you wish to convert all your paper documents to electronic files to be placed on your company server and then destroy the paper files for both inventory reduction and security concerns. I must advise against this as there are special circumstances to consider when there is sole reliance on electronic files. Electronic media can be subject to loss through a variety of ways: file corruption, viruses, loss due to power surges, etc. (Arndt, & Porges, 2012).

If reduction of inventory is an absolute necessity, I would suggest that after all paper documents have been converted to electronic files, an online repository be considered. This will provide a backup copy of all files from an alternate site should the originals become corrupted or destroyed.  Once the backup has been made, all electronic files can then be loaded on your server for accessibility by the trainees. This essentially allows access to training 24/7 and in some cases this accessibility eliminates the presence of trainers. Online learning can now be accomplished at the convenience of the trainee. Understand that even in today’s world of modern technology, things can still go awry. Sometimes servers need maintenance and must be taken offline. In times such as these, reverting back to short face-to-face lessons will keep the trainees engaged with the class and allow timely submission of assignments (Macfarlane & Smaldino, 1997).

When the trainers address the class, I suggest the utilization of open ended questions and liberal use of trainee names which confirms this training as community learning and establishes deeper connections to both the material and other trainees as well. I have included in the lesson plans several collaborative projects as a means to help foster classroom relationships which also provides positive stimulus for the reluctant online trainee (Simonson, Smaldino, Albright, & Zvacek, 2012).

At various stages throughout the training, I have included placement for assorted quizzes and tests that will indicate learner progress and signal areas of need to be addressed (Gay & Lentini, 1995). Training records will be kept in order to monitor individual progress. A minimum passing score of at least 80% must be achieved on each test prior to a trainee moving to a more advanced training module (see example table below).

Training Module 1

Student Name	Quiz 1 Score	Quiz 2 Score	Test 1 Score	Test 2 Score	Final Exam Score
Hunter Green	90	96	76	88	92
Phase 1 Proficiency	Yes	Yes	No	Yes	Yes
Attempt 2			94
Phase 1 Proficiency			Yes

                                                                                                                            Student Scores and Proficiency Table

We will continue to work together to ensure that all phases of the training plan are implemented successfully. After implementation, we will survey the trainees to see what worked and what areas are in need of improvements (Lockee, Moore, & Burton 2002). After this initial evaluation, we will revise the training plan where needed and strive to continually improve the training process at Weldon Manufacturing.

Thank you for the opportunity to work with you and your organization. It has been my pleasure getting to know you and your training processes. Should you run into any unscheduled difficulties, the staff and I here at Instructional Design are just a phone call away. 

Very Respectfully,

Keith Williams

President, Instructional Design

4041 Roosevelt Way

Lawton, OK. 73505

(580) 555-1212

References

Arndt, R. Z., & Porges, S. (2012). Preventing Data-Loss Disaster. Popular Mechanics, 189(10), 80-84.

Durrington, V., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), 190–193. Retrieved from http://www.redorbit.com/news/technology/433631/strategies_for_enhancing_student_interactivity_in_an_online_environment/

Gay, G., & Lentini, M. (1995). Communication resource use in a networked collaborative design environment. Ithaca, NY: Interactive Multimedia Group.

Lockee, B., Moore, M., & Burton, J. (2002). Measuring success: Evaluation strategies for distance education. Educause Quarterly, 25(1).

Macfarlane, C., & Smaldino, S. (1997). The electronic classroom at a distance. In R. Rittenhouse & D. Spillers (Eds.), Modernizing the curriculum: The electronic classroom (pp. 171-195). Springfield, MO: Charles Thomas.

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