Scenario 3 (EDUC-6135-1 Distance Learning, Week 3 Application Assignment)
“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.”
The best training choice for this scenario would be a fully distant, asynchronous model, since workers on all shifts need to access the module. A learner-centered approach, as described by Simonson, Smaldino, Albright, and Zvacek (2009), would allow plant employees to make predictions about safe and unsafe behaviors on the job. It is important that learners be able to apply what they learn to real-life situations.
Moller, Foshay, and Huett (2008, p. 70) noted that “in many corporate e-learning implementations, effectiveness is either naively assumed or not particularly valued”. It would be dangerous, in this case, to assume that workers understand safe work practices based only on their ability to answer multiple choice, or true/false questions.
A problem solving activity, in which the learner would choose the best order of steps to take when operating the machinery, would provide a more authentic assessment. This could be created with software like Adobe’s Captivate. Adobe’s product site offers a sample of a formative assessment in which, among other activities, the learner must order steps according to their importance. To see the sample, go to the “What You Can Do” section, and click on “Assessment and Quizzes”.
This kind of assessment gives the learner an opportunity to apply what was learned to a real life problem. This is of greater value than traditional types of quizzes, which only require the learner to memorize and regurgitate facts. E-learningtemplates.com sells templates specifically for ordering sequence of events. The learner drags each item to its correct place in order, receiving encouragement for correct responses, and remediation for incorrect responses. Click HERE to see a sample template. The drag and drop exercise in this week’s resources is another good example of interactivity as formative assessment. The learner is not graded, but is able to self-check for comprehension.
The use of a blog, or some other discussion forum, would make it possible for learners share their reactions to a relevant scenario. Learners could be presented with a scenario of a potentially dangerous work practice. The scenario could be presented through text, but photos or video might be more effective. Learners would be able to identify the problem, and share their ideas about solutions or improved safety practice on the job.
References
Moller L Foshay W Huett J 2008 evolution of distance education: Implications for instructional design on the potential of the Web.Moller, L., Foshay, W., & Huett, J. (2008). The evolution of distance education: Implications for instructional design on the potential of the Web. TechTrends, 52(3), 70-75.
Simonson M Smaldino S Albright M Zvacek S 2009 Teaching and learning at a distanceSimonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance (4th ed.). : Allyn & Bacon/Pearson.
