Selecting Distance Learning Technologies

The Problem

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.

The Solution

My solution to this problem would be through the use of interactive media technology.  Interactive media would allow the employees to view media and interact with it in order to keep them engaged.  I would have an interactive quiz in which they would have to demonstrate their learning.  By using interactive media the safety training modules can be access over the web at any time so people on the different shifts would be able to access the materials at their convenience.  In our course on Multimedia we learned about interactive learning and its abilities to engage learners and present materials.


According to Kearsley and Schneiderman (1999), it is the responsibility of the instrutor to mazimize student interaction.  One of the main needs in the scenario is that the employees be engaged in the learning process.  By choosing to use an interactive media format the employee will be egaged directly in the learning process.  By engaging the employee there is a much larger chance that they will retain the information which presented.  This will reinforce the information that was presented because they will have to put it into use.  By employing the use of text, picture and video along with the use of interaction many different types of learning are engaged.  Visual, auditory and kinesthetic learning will be employed.  This increases the likelihood of attracting the different types of learners.  

In my search on the web I found that NASA has developed a learning technology project in order to educate people on space exploration.  Even the Mayo Clinic has developed interactive learning.  You can learn about stress on their website and complete and interactive quiz in order to learn your own stress levels.  Interactive media would be very effective in presenting the training materials in a manner that employees can easily understand.  I would use text, video and pictures.  These techniques have been very successful with other large organizations.  This will take the learning process beyond the traditional safety videos that employers have their employees watch and make it into one with which the employees can interact.

References:

Mayo Clinic. (2010). Stress Management. Retrieved from http://www.mayoclinic.com/health/stress-assessment/SR00029

NASA. (2010). Interactive Features. Retrieved from http://www.nasa.gov/multimedia/mmgallery/index.html

Beldarrain, Y. (2006). Distance Education Trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2), 139-153. doi:10.1080/01587910600789498.

Brian Hunt, Patrik Burvall, & Toni Ivergard. (2004). Interactive media for learning (IML): assuring usability in terms of a learning context. Education & Training, 46(6/7), 361-369.  Retrieved September 26, 2010, from ABI/INFORM Global. (Document ID: 711342011).

Defining Distance Learning MindMap

Defining Distance Learning

My personal definition of distance learning has changed several times within the past two years. Prior to becoming an employee or student of Walden University I didn’t have a very good idea of exactly what it consisted of. I also had a bad opinion of distance learning itself. I believed distance learning to consist of online learning where students would meet online to discuss things and get and their assignments from their instructors. I felt this type of learning to be disconnected and boring. This was due to my previous experiences with distance learning. I had attempted two online classes with my local community college about four years ago to brush up on some skill for my previous position. I withdrew from the classes before finishing because I didn’t feel like I was getting anything out of it.

After I became an enrollment advisor with Walden University my definition changed of distance learning. As a part of our initial training we learned about many distance learning formats and some of the history of distance learning. This changed my definition to become any form of a learning in which there was some separation between the learners and their instructor. This was to include correspondence, online, synchronous, asynchronous, television and video. In speaking with some of the students who were attending Walden University I also began to change my perspective on distance learning being boring and disconnected. I spoke with students who were very enthusiastic about the learning process and spoke highly of the level of interaction they had with their instructors.

Once I decided to pursue my masters degree and became a student at Walden University my opinion changed yet again. I did not feel the same way that I did in my previous experiences. I enjoyed the online learning format. I liked the flexibility that I was being offered to include education in my life without becoming a disruption from my other duties. This made my definition change to a type of learning that is provided with a degree of separation from the instructor which allowed the learner more flexibility to attend school while not having to completely change from the current schedule and responsibilities.

Then finally my definition has changed yet again. A few months ago I started my position with Laureate Education, Walden University’s parent company, as an Instructional Support Specialist. It is through my current position and what we have learned so far during this course that has led me to my newest definition of distance learning. This week we have learned so much more about the history of distance learning than I had ever known before. And in learning my new position I am getting an opportunity to see firsthand all that goes into planning and providing a distance education learning opportunity. I know see distance learning as a learning opportunity where there is separation between the instructor and learner but they are connected through some form of technology in a manner that is consistent with sound instructional design principles.

I believe that as more and more technology tools are created distance learning will continue to grow and evolve. Educational programs in which students and the instructor are separated by place and often time are currently the fastest growing form of instructions both in the United States and throughout the world (Gunawardena & Mclsaac, 2004). Technology has led to so many conveniences in our everyday life. It is only natural that we would want to utilize it in our learning processes. The technology that was available yesterday may not have been right for someone but the technology that releases tomorrow may create just the opportunity they needed in order to attend school. Distance learning is providing opportunities for so many people to attend school that normally would not have been able to otherwise. Distance learning is able to provide great learning experience with the ability to make it fit into your life instead of having to change your life to fit it. This is something that will appeal to everyone in one way or another.



References

Tracey, M., & Richey, R. (2005). The Evolution of Distance Education. Distance Learning, 2(6), 17-21. Retrieved from Education Research Complete database.

Moller, L., Foshay, W., & Huett, J. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 1: Training and development). TechTrends, 52(3), 70–75.

Moller, L., Foshay, W., & Huett, J. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 2: Higher education). TechTrends, 52(4), 66–70.

Huett, J., Moller, L., Foshay, W., & Coleman, C. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 3: K12). TechTrends, 52(5), 63–67.

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