Saturday, September 21, 2013

Week 3 Blog - Example 3, Asynchronous Training


     I chose to tackle the training needs associated with example 3.  This particular example has several obstacles to overcome.  First, all staff members from every shift need this safety training.  Second, the safety training needs to include step-by-step processes that are easy to understand and follow.  Third, the shift supervisors need some guarantees that the staff members are engaged and actually learning the content enough to be able to demonstrate their learning.  I do believe that technology can help overcome these obstacles.  “Emerging technologies not only enable customization of content, but also customization of the level of interaction by allowing the learner to choose when and how to interact” (Beldarrain, 2006, p. 147).  The solution needs to be one that allows users to not only be engaged, but also choose when and where they want to learn.  After considering all of these obstacles, I thought of one tool that would deliver the results that the manufacturing plant needs.  I say that this is a job for Brainshark.  Allow me to explain what Brainshark is and how Brainshark will deliver the best training experience.



     In short, Brainshark is “the leader in online and mobile video presentations” (Combined Insurance, 2012).  Brainshark is a cloud-based tool that will allow anyone to develop fully functional and engaging training modules at their desk.  Even with the basic features of Brainshark, anyone can sit at their desk and create learning modules that include your own voice as the narrator, your own videos as the instruction and your own tests and questions to evaluate knowledge gained.  In the real world, a company named Combined Insurance used Brainshark to solve some of their training woes that had developed due to the mobile nature of their business.  As a result of using Brainshark, Combined Insurance reported that employee engagement and feedback increased (Combined Insurance, 2012).

     “Effective communication requires an active audience” (Simonson, Smaldino, Albright and Zvacek, 2012, p. 91).  By using Brainshark, the manufacturing plant will be able to communicate the training messages effectively due to the active nature of the training modules developed in Brainshark.  I recently came back from a training conference that stressed that some of the best training is peer-to-peer training.  I propose that the shift supervisors film a series of step-by-step video clips that would take employees through the proper safety procedures for each piece of machinery.  The instructional designer could aid and train the supervisors on how to upload the videos into Brainshark.  In addition to the step-by-step video clips, each supervisor could personalize the training even more by adding their own voice as the narrator.  With a simple microphone hooked into the pc, Brainshark captures audio and places it directly into the module.  By teaching the shift supervisors on how to use Brainshark, each supervisor could be in charge of the training modules in the future.  If they see a training need, they could create an additional Brainshark training module or modify the current modules to fit the need.

     Since Brainshark is a cloud-based system, it will not drain the bandwidth or technological components of the manufacturing plant. “Cloud computing provides datacenter computing power and storage” (Butoi, Tomai and Mocean, 2013, p. 27).  Since the storage and full Brainshark system is on the cloud, the manufacturing plant has little to no functionality to loose at the plant level.  With all the extra power that Brainshark provides, detailed tests can be created with full videos to test knowledge gained, allowing supervisors to see knowledge gained. Brainshark also has a very robust tracking component that would really help the plant supervisors evaluate the learning process.  In addition to adding tests and questions to evaluate learning, supervisors can track the use of modules on Brainshark.  Supervisors can view who has taken the modules, how long it took them to view the entire module and even how long they viewed each part of the module.  Within Brainshark, employees would have the ability to rewind and view any part of the training module.  So if they did not understand a certain step, they could easily go back and review the step again.  So supervisors could get a clear picture as to who really took the time to review the content and who just opened it up and quickly ran through the module without spending much time.

     The training modules created in Brainshark can be viewed on the cloud at any time and through many different ways.  If employees have an Internet connection of some sort, they can view the modules on a computer or many of the handheld mobile devices that are out on the market today.  So mobility and access to the training material is not a problem with Brainshark.  In fact, the plant supervisors may even find more uses for Brainshark past the safety modules being created.  I can see many uses for Brainshark such as rolling out new policies or introducing new team members to the corporation.

     In conclusion, I have no doubt that Brainshark is the tool for the job.  I know this for a fact because I have used Brainshark to create modules.  I have seen the results that Brainshark can deliver.  Brainshark is not a free service, but I believe you get what you pay for.  Brainshark is easy to use and understand.  The modules are rich and engaging.  Staff members will enjoy using Brainshark to learn.  When learning is fun or enjoyable, what is there to complain about?



References

Beldarrain, Y. (2006). Distance education trends:  Integrating new technologies to foster student interaction and collaboration.  Distance Education, 27(2), 139-153.
Butoi, A., Tomai, N., & Mocean, L. (2013). Cloud-Based Mobile Learning. Informatica Economica, 17(2), 27-40. doi:10.12948/issn14531305/17.2.2013.03
Combined Insurance Uses Brainshark Video to Train Mobile Sales Force. (2012). Insurance Advocate, 123(18), 16-18.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.

Sunday, September 8, 2013

Week 1 Blog - My Reflection of Distance Learning


     Distance learning has evolved over the past several years.  Currently, there are many ways to learn from a distance and even more ways to relay information and knowledge.  Today’s educators and design professionals must be ready for the next tool or trend.  For me, distance learning is a growing field and is gaining popularity, value and acceptance.  Allow me to share my own personal thoughts and definitions on what distance learning has been, what distance learning currently is and what it will be in the future.

     My initial thoughts of distance learning were not so good ten to fifteen years ago.  I defined distance education as learning from a television set through a series of videos or tapes.  I was sure that distance learning was a temporary trend.  I felt as if distance learning was not up to speed and as good as any classroom environment around the country.  I felt that distance learning was second rate.  I believed that people could only learn in a classroom environment and in front of a real teacher.  How could people really learn anything from a screen?  It is the personal, face-to-face interactions between teachers and students that really make the difference.  Was I right?  At the time, I thought I was right.  I now know different.   I am beginning to understand that distance education can lead to the type of deep understanding and growth that I have desired.

     My current definition of distance learning is much more positive due to the success and quality of my education here at Walden University.  I would define distance education as the process of learning through online collaboration and research to deepen one’s knowledge about a skill or topic.  Through the quality programs that Walden has offered, I have been able to not only see, but also enjoy the benefits of distance learning.  I have been empowered to be in control of my own education process.  This week’s resources have validated one of the benefits of distance education.  “In distance education, there is a gap between teacher and student, so the student must accept a high degree of responsibility for the conduct of the learning program” (Simonson, Smaldino, Albright and Zvacek, 2012, p. 45).  For me, this need for a higher level of responsibility is a benefit.  With this responsibility comes control and empowerment.  These two qualities really make me appreciate distance education because I am the author and editor of my own learning process.  Although our professors and resources do a great job supplementing the learning process, I get to control how and when I learn and that is a big deal for me.

     The future of distance education looks very bright from my perspective.  I truly believe that the future success of distance learning will be amplified by new modes of communication.  Our text states, “communication occurs when two or more individuals wish to share ideas” (Simonson, Smaldino, Albright and Zvacek, 2012, p. 90).  The recent improvements of social media and mobile devices such as the iPad are leading to a more mobile classroom.  In today’s terms, I can have class in my office, at my home, in my car or at my son’s baseball game.  As technological advancements continue to come about, distance education will reap the rewards.  Through futuristic technology, distance education may become mobile education.  Although I cannot exactly tell what the future may bring, I know that communication and the ability to connect with others is going to be high on the list for developers and inventors.  I truly feel that distance education is not a trend.  Distance education is here to stay and possibly even develop into something more.

     In conclusion, I would like to be a little selfish and say that I want distance education all to myself.  I want to keep this little piece of heaven away from the world around me.  I guess my concerns surround the worry that as more and more people learn the value of distance education, the more things will change.  I am happy where things are because it is the unknown that is challenging for me.  I am coming to terms that distance education will change.  The key for instructional designers is to be ready and willing to stretch for the sake of our students.  We need to embrace and develop distance education like the growing preference it truly is.  For me, being a passenger on the train of evolution is not good enough.  I want to be in the driver’s seat.  Do you want to come along with me?  I think there is room!  Together, we can always achieve more!


References

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.








Tuesday, September 3, 2013

Welcome Everyone!

I have used blogs for classroom projects only.  I guess you can say that I have not had enough exposure to blogging.  I appreciate your feedback and comments throughout this course.  Good luck and thank you for considering my thoughts and comments.  Have a blessed evening!