Technology Tools
The need for distance learning is growing
rapidly. You can’t just take a traditional classroom syllabus and put it on the
web and call it distance learning. The instructor or facilitator has to be
trained and prepared to design a lesson using various technologies tools to
enhance the instruction.
This week in my distance learning class, I
was given a real life scenario that focused on selecting the appropriate
distance learning technologies to provide the best solution for the challenge.
The challenged was centered on a manufacturing plant that needed to implement a
series of safety training modules to its employees. The training had to be an
asynchronous training so that it could be available to the employees from all
working shifts. Also, the shift supervisors wanted to make sure employees were
engaged and could demonstrate their learning from the modules.
The first technology tool that came to mind
was utilizing a course management system (CMS). Course management systems are
software systems designed to assist in the management of educational courses
for students, especially by helping teachers and learners with course
administration (Simonson, Smaldino, Albright, & Zvacek, 2012). Most CMS are
equipped with various technology features that encourage student engagement,
collaboration, assessment, and communication. The second technology tool I would suggest
would be to implement podcast into the module trainings. A podcast is a
digitally recorded sound (or sometimes sound with vision) file (Edirisingha,
Hawkridge, & Forthegill, 2009). It can be embedded easily in a CMS. The
real power of podcasting is twofold: It gives learners point-of-need access to
information, and it disseminates information in exciting new ways (Edirisingha et
al., 2009). In 2007, Apple introduced iTunes U (http://apple.com/itunesu), a dedicated Internet-based service to
mange, distribute, and control access to educational audio and video content
for students within an educational institution as well as the broader Internet
(Wikipedia, n.d.). The third technology
tool I would suggest is online assessments. The supervisors wanted to have a
method to assess the learning of the employees so online assessments would
assist in that department. Online assessments can be geared for individual
performance and collaborative learning projects. The instructor or facilitator
has to implement formative and authentic assessment methods in order to have a
significant impact of assessment measures (Kim, Smith, & Maeng, 2008).
The three technologies I chose to provide
a solution for this scenario offered tools that could be used in an
asynchronous training. Using podcast would deliver step-by-step audio and
visual instruction. Online assessments would provide data to the supervisor so
they will know the percentage of employees who were in compliance with the
safety rules. Lastly, the CMS would be a great technology tool to organize and
manage the learning environment.
References
Edrisingha,
P., Hawkridge, D., & Forthegill, J. (2009). A renaissance of audio:
Podcasting approaches for learning on
campus and beyond. Retrieved from:
Kim,
N., Smith, M., & Maeng, K. (2008). Assessment in online distance education:
A
companion of three online programs at a
university. Retrieved from: http://www.westga.edu/~distance/ojdla/spring111/kim111.html
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S.
(2012). Teaching and learning
at a distance:
Foundations of distance education (5th ed.) Boston, MA: Pearson.
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