Selecting Instructional Technologies

Scenario 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.

Recommended Technologies for Instruction

Selecting a course management system or the appropriate technologies for use with an online learning experience requires the instructional designer to take several factors into consideration.  After familiarizing oneself with the available technologies, the ID would identify the learning outcomes and experiences to be developed that will allow successful achievement of those outcomes. Once the course is developed, the individual activities should be matched to appropriate delivery methods using the available technology ( Simonson, Smaldino, Albright, & Zvacek, 2009).  

In order to meet the demands of this instructional project I would recommend that the employer develop an online tutorial utilizing a pre test, tutorial, and post test. The course management system should allow for the tracking of the employees who have logged on and completed the training module, and successfully completed the post test. When the lessons are presented in a linear format, the learner is allowed to review the materials, take an assessment, and move forward to the next unit if they are successful in demonstrating their knowledge (Simonson, et.al, 2009).  Accommodations should be made for learners needing to repeat the tutorial if they are unable to show mastery o n the post test.  The tutorial should be developed as a narrated PowerPoint, and include the illustrations and videos to inform the learner of the proper and safe operation of the equipment.

To evaluate the learners, I would recommend that the ID use videos of role playing scenarios, filmed in the factory, to provide as near a real experience as is practical to demonstrate proper operation of the equipment and to explain situations that may arise that present a safety hazard. The video would be used to assess the decision making skills of the learner, asking the learners if they can identify how the worker should respond in a safe manner to the situation being presented.  Real experiences have the most impact on learning, yet the experience needs to be only as real as needed to create a learning experience (Simonson, 2009). Using a video will allow a realistic look at the workers’ environment.

Hosting multimedia modules and videos on a web page will make them available 24 hours a day from any location.  Employees from all shifts and in all locations would be able to log into the learning modules from any workstation, or from home if needed. Asynchronous instruction will allow the employee to progress through their required module at their own pace, repeating material as needed, and completing and saving assessments as documentation of the course completion.

Examples:

To view an example of a PowerPoint based training program you may view

http://www.free-training.com/osha/hazcom/Label/13.htm  In this online safety training course the lesson is arranged in a linear format. The learner progresses as long as they answer correctly. If the incorrect answer is selected, they are returned to the lesson for review.  In this example, a multiple choice test is given at the completion of the modules, with an option to enter the employee ID and email the results.

The courses offered at http://www.xilinx.com/training/free-video-courses.htm  are examples of instruction using narrated PowerPoint and allow the users to select which modules they will need to complete within the course. This flexibility allows the user to focus their effort in the area they need.

Resources

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