Week 3 project: Redo

Selecting Distance Learning Technologies-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.

A needs analysis reveals that a biodiesel manufacturing plant desires to improve on its poor safety record through a series of safety training modules (Laureate Educate, 2011). The availability of the module (the same content) to all shifts at the plant calls for an asynchronous training to address the needs of the professional operators (who work at different time) of the heavy machinery on the plant floor. The sophistication of information technology provides various course management systems (CMSs) to many universities, colleges, and other institutions to manage learning-related materials and processes (Malikowski, Thompson, and Theis, 2007). One to two distance-learning technologies I think provide the best solution for the given challenge will consist of Desire2Learn (D2L) and Adobe Captivate 5, to ensure participants to engage and demonstrate their learning from the modules.

CMS such as D2L seems to be one of the most powerful technology tools available and yet is often the least used (Textley and Adelstein, 2006). D2L offers statistical tools that can track learner’s interaction with any information the instructor transmitted (Malikowski et al., 2007). D2L provides many opportunities for good instruction. It provides more latitude and is suitable for any subject. Its tools feature gradebook, threaded (asynchronous) discussion, real-time chats, online assessment, and student work. The tools can allow teachers to enrich their programs for many diverse learning styles and establish more efficient and meaningful teacher-student and student-student communication. Malikowski et al (2007) declared:

The primary strength of D2L is the breadth and adaptability of its features. It
is a fully integrated learning management system that has evidently evolved
through close relationships between the software developer and educational
institutions. Because D2L is XML standard-based, it is relatively easy to
integrate it with other database systems (p. 173).

Indeed, D2L is an effective CMS and LMS tool for learning teaching with its limitations. When it supports links to other sites, it could be expensive but biodiesel manufacturing plant can afford the start-up cost. Please check out the following sites:
http://www.desire2learn.com/fusion/video/
http://www.desire2learn.com/fusion/video/


Adobe Captivate 5 (Cp) is an authoring tool that can integrate different digital media elements such as text, graphic, sound, animation and video into a coherent interactive application in a computer to convey a message or information. It consists of software packages that allow the user to perform the authoring. Cp is suitable for use in this scenario for sequencing and synchronization of digital media elements to the target audience via the Web (Pomales-Garcia, Lopez, and Liu, 2010). Cp provides clarity, organization, simplicity, structure, visual/aesthetical attractiveness, and Excitement. The following sites exemplify the qualities of this business solution software:
Http://www.adobe.com/products/captivate/
http://blogs.adobe.com/captivate/tag/free-demo
http://www.youtube.com/watch?v=S5AVYjSoxag



Pomales-Garcia et al. (2010) declared: “By using Adobe Captivate software’s simple point-and-click user interface and automated features, teachers can easily record on-screen actions, add e-learning interactions, create interactive questions and complex branching scenarios with feedback options” (p. 23). Gunawardena, Linder-VanBerschot, LaPointe, and Rao (2010) conducted a study on online courses that were designed using a problem-centered (like the one with the biodiesel manufacturing plant) and case-based approach to learning. These courses utilized technologies including learning management systems such as well as instructional design tools such as Captivate, and PowerPoint and concluded that “online self-efficacy emerged as the strongest predictor of learner satisfaction; collegial support was the strongest predictor of transfer of learning” (p. 225). Adobe Captive 5 has a start-up cost of $599, which is insignificant for biodiesel manufacturing plant.
Many colleges, universities, and other institutions use D2L and Cp as CMS/LMS. The instructional designer, James Falkofske (2005) used D2L at the Metropolitan State University of Minnesota and University of St-Paul in Minneapolis to dispense an online course and presented step-by step-by-step tutorials for both faculty and students’ population, for overview ( http://faculty.metrostate.edu/FALKOFJA/vids/D2L_IntroductionLogin2.htm), ceating templates using Microsoft Word (http://faculty.metrostate.edu/FALKOFJA/vids/TemplateUseIntroduction.htm}, gradebook (http://faculty.metrostate.edu/FALKOFJA/vids/GradesSetupFall2005_Part2.htm), quizzes, final exams (http://faculty.metrostate.edu/FALKOFJA/vids/QuizzesRandomQuizCreation.htm), and anything that has to do with institution’s policies, and others. Please follow the links for an exciting journey (http://faculty.metrostate.edu/FALKOFJA/Tutorials.htm).

Blogging becomes more fun with Cp ( http://blogs.adobe.com/captivate/for_blog_02.swf). Adobe Captivate 5 improves workflow. The online trainer for the biodiesel machinery plan can easily screen capture to help at risk learners (http://www.adobe.com/products/captivate/features/?view=topnew).

In general, CMS features can address a complex learning goal, which involves declarative, conceptual, and procedural knowledge (Textley and Adelstein, 2006). D2L and Adobe Captivate 5 tools feature the transmission of course content, the evaluation of students, courses and instructors, the creation of class discussions and computer-based instruction. They offer opportunities such as interactive Flash activities, streaming videos, photos, and audio.


References

Falkofske, J. (2005). D2L training: Center for online learning. Retrieved from http://faculty.metrostate.edu/FALKOFJA/Tutorials.htm

Http://blogs.adobe.com/captivate/tag/free-demo

Http://www.adobe.com/products/captivate/

Http://www.desire2learn.com/

Http://www.desire2learn.com/fusion/video/

Http://www.youtube.com/watch?v=S5AVYjSoxag

Laureate Education. (2011). Application: Blog—Selecting Distance Learning Technologies. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4744647&Survey=1&47=6623504&ClientNodeID=984650&coursenav=1&bhcp=1.

Malikowski, S.R., Thompson, M., & Thesis, J.G. (2007). A model for research into course management systems: Bridging technology and learning theory. Journal of Educational Computing Research, 36(2), 149-173.

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

Textley, J., & Adelstein, D. (2006). A platform to stand on. Science Teacher, 73(7), 30-32.