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.

Instructional Needs:

§  A series of standalone modules

§  Modules must illustrate how to operate heavy machinery using step-by-step procedures and images

§  24-hour access is necessary to accommodate round-the-clock shifts

§  Completion of training must be documented in employee training records and evaluation in which employees demonstrate their learning linked to promotions and bonuses to create motivation

§  Training modules must be engaging for the learner

Training Videos

In terms of teaching, I love combining learning concepts. The same can be true for distance learning. Hopefully by combining concepts, you will be able to meet the needs of all learners based on learning style. With training videos, learners can focus on specific tasks associated with the training information and the environment. As with all training videos, information should be broken down into manageable chunks. Strategically place computers or kiosks should be available to employees to allow immediate access to asynchronous, self-paced, interactive videos supported by the course modules that include simulations of real word safety risk scenarios. Additional video scenarios may be incorporated to allow students to critique the situation, identify problems, and discuss the proper way to handle the situation based on their learning of the proper safety produces. This may be used for assessment to validate learning. Anytime-Anywhere access that offers situated, context based learning meets the constructivists’ theory of learning. Simonson, states that “Much of this is possible because of the concept of distance education, which involves bringing learners and the content of instruction together no matter where each is located” (p.27). Based on this theory, students can interpret and construct the meaning of their learning and by doing so, will create their own learning. The cognitive Theory of Multimedia is also being used with the use of video. Videos focus on both auditory and visual for processing information and the learning is active process of filtering, selecting, organizing and integrating information. (Mayer, 1998)

Measuring the success and effectiveness of the training could be based on Kirkpatrick’s four level of evaluation. Level 1 measures learner reaction to the training; Level 2 measures knowledge acquisition; Level 3 measures application of knowledge; Level 4 measures overall success of the training program; Level 5 (new level) measures return on expectations. (Kirkpatrick)

Example:

The American Heart Association uses an Interactive Cardiovascular Library for animated self- paced videos to explain cardiovascular disease and CPR. Viewers can construct knowledge based on how the interactivity of the videos and apply this knowledge to their symptoms or disease.

http://watchlearnlive.heart.org/CVML_Player.php?moduleSelect=angiog

Concept Maps
Concept maps, also called mind maps, would be an effective technological tool to engage students in learning as well as providing an assessment of their comprehension of safety procedures. Concept maps are graphical tools for organizing and representing knowledge.

Concept mapping serves several purposes for learners:

·         Helping students brainstorm and generate new ideas

·         Allowing students to more clearly communicate ideas, thoughts and information

·         Helping students integrate new concepts with older concepts

·         Enabling students to gain enhanced knowledge of any topic and evaluate the information.

Concept maps elicit more high-order cognitive processes, such as explaining and planning which will reinforce learning. As with all learning concepts, students vary in quality of prior knowledge and with motivation. Meaningful learning is the goal and requires that the material is clear and examples are relatable to the learner’s prior knowledge and the student must choose to learn meaningful. This is the point where instructional strategies and assessment is of great importance.

Examples of Concept Maps being used

Dr. Stout uses concept mapping as an assessment technique in the college classroom. She provides information on how to use concept maps at http://youtu.be/Gm1owf0uGFM.

Another example is CmapTools is software developed at the Institute for Human and Machine Cognition brings together the strengths of concept mapping with the power of technology, particularly the Internet and the World Wide Web (WWW). (Novak & Canas, 2008)

References:

American Heart Association. (n.d.) Interactive Library. Retrieved from http://www.heart.org/HEARTORG/

Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2), 139–153.

Kirkpatrick, D. L. (n.d.). The one and only Kirkpatrick. Retrieved from http://www.kirkpatrickpartners.com/OurPhilosophy/tabid/66/Default.aspx

Mayer, R. E.; R. Moreno (1998). “A Cognitive Theory of Multimedia Learning: Implications for Design Principles”. http://www.unm.edu/~moreno/PDFS/chi.pdf.

Novak, J. D., & Canas, A. (2008, 01). The theory underlying concept maps and how to construct and use them. Retrieved from http://cmap.ihmc.us/publications/researchpapers/theorycmaps/theoryunderlyingconceptmaps.htm

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