Selecting Distance Learning Technologies Assignment

Scenario-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.


Technology can be a great asset to enhance learning. The fore mentioned example will rely on technology in great detail for its implementation. To provide and effective asynchronous training module design, an instructional designer should consider or incorporate Charles Wedemeyer’s Theory of Independent Study and/or Borje Holmberg’s Theory of Interaction and Communication. Wedemeyer set forth a system with 10 characteristics emphasizing learner independence and adoption of technology as a way to implement that independence (Simonson, Smaldino, Albright & Zvacek, p.42). In addition, Holmberg asserted, according to Simonson, et al, teaching and learning rely on mediated communication, usually based on preproduced courses.

The safety training modules requested by the biodiesel manufacturing plant would best be implemented through the use of prerecorded media and the use of a course management system. The need is for a step-by-step process the outlines safety procedures for operation of heavy machinery, but the target audience is limited in time due to the plant operating in shifts. Evaluation of the modules effectiveness and the learner’s information processing ability is also required.

Course Management Systems allow podcasts to be uploaded, viewed infinitely, with no restrictions on start and stop points, turning synchronous learning into asynchronous through the use of the internet for course delivery. A podcast provides the flexibility and medium for the process to be divided into individual learning modules. Rather, it is best to “chunk” a 50 minute class into five or six single-concept blocks, each as a separate learning object (Simonson, Smaldino, Albright & Zvacek, p97). Thereby meeting the need designated by the client.

In a study conducted by Chris Evans for the Centre for Educational Multimedia, the use of podcasts as a revision tool used by learners after their traditional lecture course has finished, but before their final examination, was conducted. Their interest was in learner perceptions of the technology, which lead to the development of a learner-centred design, noting the learners’ opinions on the course revisions and implementation of podcasts. As a result, the students reported that the podcasts were “efficient, effective, engaging and easily received learning tools.” Podcasting appears to have significant potential for enhancing the revision process (Evans, 2007).

The question of whether listening or watching something repetitively means you have processed information and can retrieve it, is the basis for the study conducted by Reynolds and Bennett with students working towards a Foundation Degree in e-learning. The study focused on student responses to two questions:

1. Do students like listening to educational podcasts?

2. Do students learn from using podcasts?

In this case study, results were largely favorable of the effectiveness and usefulness of the podcasts, though a significant number reflected negatively. The negative responses were narrowed down to the learners experience with particular modules, they were given a total of 13. Reynolds and Bennett report the following recommendations on the use of podcasts in teaching and learning have been drawn from the findings of the study; ensure pace, style, content and length of podcasts consider guidelines based on the research of Cebeci and Tekdal (2006) and of Kallinen and Rajava (2005):

• Podcasts should be less than 15 minutes. long


• Recordings should be logically sequenced.


• Speech should be interspersed with music.


• Content should be placed in the context of the course of study and of the learner’s own working practice.


• Pace of speech should be approximately 143 words per minute.


• Ensure that audio content forms part of a wider range of learning activities that allow students to process, discuss and apply what they have heard and to gain formative feedback on their responses.


• Recommend that students undertake cognitive activity whilst listening to the podcasted material but take account of the type and level of learner in deciding upon the form this activity should take. Lower level learners might appreciate structured activities which higher level learners might find inhibiting.


• Inclusion of audio content may help students to retain information more effectively than purely text-based delivery.


• Provide appropriate metadata for podcast episodes to allow learners to glean the essentials and assess the relevance and content of the episode before they listen to the whole thing.



References:

Evans, C. (2007). The effectiveness of m-learning in the form of podcast revision lectures in higher education. Science Direct Computers & Education 50 (2008) 491–498. Retrieved from http://uwpodcast.pbworks.com/f/Podcast_Effectiveness.pdf


Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.


Reynolds, C. , Bennett, L.(2008). A social constructivist approach to the use of podcasts. Association for Learning Technology, Issue 13, July 2008. Retrieved from http://newsweaver.co.uk/alt/e_article001142653.cfm


Cebeci, Z. & Tekdal, M. (2006) ‘Using Podcasts as Audio Learning Objects’ Interdisciplinary Journal of Knowledge and Learning Objects, v2, pp. 47-57