I. Course Management Software (CMS)
A CMS such as Canvas Instructure provides a reliable learning environment “in the cloud” so that the workers can access content during any shift or even on their own personal time from home. More than one worker could access the courseware at any given time, so scheduling would not present any problems. A CMS offers organization by content or by modules or “around themes or ideas that directly relate to student activities or learning” (Simonson, Smaldino, Albright & Zvacek, 2012, p. 117). This would be perfect for establishing the biodiesel company’s individual safety modules. The CMS also allows branding features so that the company can customize its online look with logos and mission statements, etc. in order to bring the sense of workers’ physical environment at the plant to the internet. The instructional designer in this case should look for a classroom management software that provides easy, intuitive navigation capabilities which “permit students to move through the learning activities at their own rate and pace, in a route they determine themselves” (Simonson et al, 2012, p. 119). Also, a good CMS will provide tools to insert hyperlinks, graphics, photos and embedded videos so that “learning materials are available across the entire Web” (Simonson et al, 2012, p. 125). This would allow the instructional designer to refer workers to other manufacturing companies who follow best safety practices, thus expanding student learning and the credibility of the training. Finally, in this case study, a CMS would provide administrative “manageability: Can [the course site] system track the appropriate information about the learner and the content?” (Simonson et al, 2012, p. 140). Mining for data about how workers use the system would provide invaluable information not only for the ID to revise content, but also for monitoring and clocking which workers have completed which modules.
A Photo of one Biodeisel Plant:
II. Podcasts
“Podcasting is not a new idea. It has been around at least since the audio tutorial movement with the Sony Walkman” (Simonson et al, 2012, p. 146), which is why using podcasts for this case study makes sense. Experts also encourage supplementing podcasts with pictures or videos. Similar to a SONY Walkman audio tape from the old days, the podcasts placed in this training could be positioned as a more familiar technology to the workers, some of which may be digital immigrants and therefore not especially comfortable with online learning. From the instructional designers perspective, “audio recordings are easy to make and simple to edit, and they can easily be uploaded into course management systems” (Simonson et al, 2012, p. 130). Relying heavily on the podcast distance learning technology lets the ID further customize the content to each particular safety module, while maintaining the workers’ attention. “The versatility of podcasting may impact the way distance educators deliver instruction as well as the manner in which students are engaged in learning” (Beldarrain, 2006, p. 141). Perhaps, the ID in this case study might even explore recording one of the supervisors’ voices within the podcast in order to enhance familiarity and credibility of the learning. From the workers’ view, “the technology is relatively easy for students to use” (Simonson et al, 2012, p. 125) just like hitting the pause, play and rewind buttons of the old tape recorders, only now with a click. The only caution for the ID is to make sure that each podcast be single recorded events not lasting any more than “3 to 10 minutes long” (Simonson et al, 2012, p. 146). Studies show that anything longer than that, loses its learning transfer value.
Showcase Podcast Example in Distance Learning
Stanford University Open Courseware on iTunes
Stanford on iTunes U provides access to a wide range of Stanford-related digital audio content, courses, faculty lectures, event highlights, music, sports, and more via the iTunes Store, Apple’s popular online music, video, and podcast service. This site says, “Stanford on iTunes U grew organically out of a pilot project with Apple, beginning in the spring of 2004, to deliver supplemental course content to registered students using iTunes. We soon realized that the same platform would be an elegant and cost-effective way to deliver Stanford content to alumni and the public as well. The project has proven to be a great fit between Stanford and Apple. Apple provides us with an intuitive and broad scale method for distribution, as well as the storage and bandwidth for our content.”
Another Showcase of Podcasts in Distance Learning
Click HERE to jump to a link which provides an index of hundreds of FREE podcast modules on every topic of interest and every category of learning and living. Some podcasts are short while others are many hours long. Explore the wonderful world of podcasting.
III. Virtual Worlds and Avatars
The supervisors at this biodiesel plant are concerned that their workers remain engaged in the independent learning and that each worker can show their understanding of the safety training. A Virtual world could be created which matched the look of the plant's physical surroundings and then, one module or safety site at a time, virtual workers could carry out safety measures in this interactive world. Workers would remain engaged as they make the avatars in this copycat plant environment move to make the correct safety choices on the floor, the virtual floor that is. A worker could be given several choices in each given safety scenario to carry out correct safety procedures with their avatar. If they make the wrong move, the virtual world could be designed to track that, but then to also coach the learner with additional safety tips and reminders until the worker/learner makes the avatar execute the correct safety steps. “Virtual worlds appear to have exciting potential for placing students in real-life applications of course content; for example, in problem solving situations… virtual environments [are] built on the very premises of online engagement and interaction”(Simonson et al, 2012, p. 132).
A big concern about creating virtual worlds, however, is that they can be labor intensive to develop and instructional designers may not have the budget to support this kind of instructional development. In this circumstance, the virtual world still offers lower cost simulation tools such as simple talking avatars which can be inserted into the CMS to serve as a guide for example. A cartoon or character guide such as the ones which can be quickly customized at this Web 2.0 site can be used as a friendly, pop up Sherpa guide of sorts to talk the factory workers through the modules and help them manage their way toward the end of all the safety modules.
VOKI Avatars
Of course, the ID would have to make sure that all the necessary technical requirements for accessing a virtual world are in place before the asynchronous training could begin. “Bandwidth limitations make it difficult to present advanced technologies such as streamed video, multimedia, and memory intensive graphics, over the Web” (Simonson et al, 2012, p. 126).
Showcase Virtual World Example in Distance Learning
Second Life
“Linden Lab, the creator of Second Life, reports on the company's Web site that universities such as Harvard, Texas State, and Stanford have Second Life campuses. While Linden Lab states that more than 200 educators and about as many universities are using Second Life, all signs point to a far larger community. The fun factor can't be ignored, either. While some people think Second Life is too much fun for a serious endeavor, many teachers will retort that learning should be fun. A learning environment such as Second Life can make students eager to join the classes or projects. Another significant benefit to using Second Life is the availability of multimedia presentation tools. An instructor can load a PowerPoint presentation onto a virtual screen, play a video on a virtual monitor, and type Web site URLs students can launch immediately within the program. Teachers hand out class notes or other literature on note cards that can be copied into Word documents, and can make graphics that are clickable to reveal more information” (Harrison, 2012).
Other Virtual World Links:
Click HERE for virtual world lists and embedded video peeks at complex 3D virtual worlds used in numerous topic areas.
Click HERE for a listing of dozens of simpler virtual world games and sites for various age groups, for dial up or broadband, for the PC or the Mac and those that are FREE too.
References
Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2),139–153.
Harrison, D. (2012). Real life teaching in a virtual world. 1105 Media Inc. Retrieved from http://campustechnology.com/Articles/2009/02/18/Real-Life-Teaching-in-a-Virtual-World.aspx?Page=2
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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