Asynchronous Training

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 instruction and the method of delivery 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.

Asynchronous training is distance education where instruction is offered and students access it at separate time or anytime it’s convenient for them (Simonson, Smaldino, Albright, Zvaeck, 2102 p. 34).  Think of it in terms of anytime, anyplace, any path learning.  In this training the instructional designer is tasked with developing stand alone modules that also demonstrate how to process for a manufacturing plant. The challenge with asynchronous training is selecting methods of teaching that provide learners enough interaction to keep them on task while encouraging them to explore their learning experiences (Simonson, Smaldino, Albright, Zvaeck, 2102 p. 204).   A couple of different technologies the instructional could use as part of their development of these modules are podcast and blogging. Additionally based on what is known from the scenario, existing training in the form of videos may be available at the Occupational Safety and Health Administration.

Podcast

The lecture or training can be revisited once the training is complete (Kersey, J. 2009).  This provides the student flexibility to review the video at their own pace. This type of flexibility provides the learner to review any step-by-step instruction they may have missed in the initial viewing the opportunity to view again.  This isn’t an option in a classroom lecture environment.  There is the ability to embed notes within the podcast that the student can access. The step-by-step instruction of the training can be called out in these notes.

A podcast (video) addresses multiple learning styles in single format that will appeal to all types of employees required to take the safety training. For example, those that need the visual element, the podcast streams video of how to perform the step-by-step instruction.

Real world examples can be found here at Walden University in my MS Instructional Design program.  We view podcast/video cast weekly as part of the resources to support content and reading materials.

Blogging

As part of the learning the employees are to demonstrate their learning from the modules.  A great way to validate the learning is to have the employee perform the action and document their process, experience and results in a blog for review.  Blogs can be excellent tools for students to reflect about course content or reporting activities in a student teaching experience (Simonson, Smaldino, Albright, Zvaeck, 2102 p. 129).  A study conducted by Brescia and Miller findings suggest that the reinforcing of course engagement and the repetition of exposure to coursework are the most valuable aspects of blogging (Brescia, W., Miller, M. (n.d.).  The blog can also be used to provide feedback, coaching and suggestions for the employee to successfully complete the modules.

References:

Kersey, J.C. (2009).  Benefits of using Podcast in Higher Education.  Retrieved May 24,2012 http://sfaapodcasts.net/2009/02/27/benefits-of-using-podcasts-in-higher-education/.

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

Brescia,W.F., Miller M. (n.d.) Retrieved may 24 2012. Electronic Journal for the Integration of Technology in Education, vol. 5 http://www.google.com/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=10&ved=0CLgBEBYwCQ&url=http%3A%2F%2Fejite.isu.edu%2FVolume5%2FBrescia.pdf&ei=4sG-T96NNKmViQL0taSaCA&usg=AFQjCNH8W2rwxgSN-q1314niJAZhr4w4nQ&sig2=XaAloxmiqMlTVQjEacjKjw

Defining Distance Learning

Defining Distance Learning

As I started this distance learning course, I felt like I had a pretty good grasp on the definition of distance learning. At its core distance learning is when a person takes instruction without the physical teacher being present.  As I read the text and so many different interpretations of distance learning I was baffled. Some of definitions are much more complicated and in-depth than others. I started to feel overwhelmed with how our text book spit these definitions from all these authors.

By far from all reading resources this week, I still think Dr. Michael Simonson’s definition in its most simplistic form best defines distance learning.  He defines distance learning as self-study at a distance (Simonson, n.d.).  This type of distance learning includes distance teaching and distance learning. That the teacher can also be at a distance and is still plays a critical role in the learning just as the distance learner. This definition by Dr. Simonson helped me look at distance learning from a different lens. I remember as a child my mother taking Correspondence courses via the military and her course work being delivered by mail. I didn’t really view those courses as distance learning until this course.

Additionally, I attended undergraduate study at a brick and mortar institution. As I recall there were no distance learning courses available. I do remember however accepting my first real corporate job and as part of the training, I completed the computer-based training courses, which now that I reflect back on those courses, they too were distance learning courses. Courses in the blended curriculum I’ve also developed where one of the components of the distance learning is institutionally based where my company is offering education at a distance (Simonson, Smaldino, Albright, Zvacek 2012, p. 33) Another component these course offers is separation of teacher and student. The student can access the course at anytime and basically any location (Simonson, Smaldino, Albright, Zvacek 2012, p. 34). 

I viewed this week’s vodcast by Dr. Simonson, called Distance Education: The next Generation which explained the evolution of distance learning.  I was really amazed at how far back in history Distance Learning, from the European newspapers offering composition, language and civil service courses through mail correspondence as far back at 1833 (n.d.).  The fact that distance learning spawned in Europe and from my perspective progressed so quickly that we’ve been performing self-study at a distance as a civilization for a long time and it’s evolving even more with technology. To the more progressive type of distance learning by the Florida Virtual School which has a phrase, “Any time, any place, any path, any pace” to indicate it’s approach to teaching and learning. 

My definition of distance learning has evolved based on my discoveries this week.  Distance learning as I know it is not new, just the manner in which is done has changed, evolved and made improvements with technology and people wanting to learning anytime, anyplace, anywhere. Distance Learning provides this path. I don’t think my vision of the future of distance learning would be any different than my classmates as we see so much integration of technology and learning tools via mobile learning. Though like Simonson, I don’t see the traditional brick and mortar institutions phasing out; Just that more distance learning will be integrated into learning environments with the added social elements of collaboration and real time feedback.

References

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

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

Simonson, M (n.d.) "Distance Education: The Next Generation" Retrieved May 5, 2012. https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=/webapps/blackboard/execute/launcher?type=Course&id=_549515_1&url=

Simonson, M (n.d.) vodcast. Distance Education:  The Next Generation. Retrieved May 6, 2012. https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_549515_1%26url%3D

Mind Map