High-Tech Training
When new technologies are developed, they often get hailed as being the next greatest educational tool. Technology has made it easier to connect learners at remote locations, allows trainees to access training anytime or anyplace at their convenience, allows trainees to progress at their own pace, and often offers trainees access to just-in-time training. However, technology is expensive and trainees must be motivated to access the training (Noe, 2010, p. 337). Often technology is used inappropriately.
Research has also shown that different types of learning require different learning approaches. Traditional face-to-face learning is often more effective for teaching skills that call for interaction among trainees or when they need instructional support. Technology-training is effective to transfer knowledge. Usually, a blended approach, utilizing both traditional and technology training results in optimized learning and transfer (Noe, 2010, p. 336).
For these reasons, technology will continue to have an increased impact on training into the future. Below, I will discuss the impact of five types of technology used for training will have on how people learn and interact.
Five Technologies Used in Training/Teaching
Technology | Impact on How People Learn and Interact | Implications for Training |
Simulations http://www.designingdigitally.com/ portfolio/simulations/firefighter-training- simulation-revas-process | Trainees can practice dangerous skills in a risk free environment. Trainees can take risks and get immediate feedback on the results. They can see the difference between different approaches. They can be exposed to more situations than is possible in traditional training. They can access the simulation anywhere, anytime. They are meaningful and engaging. Provide a consistent message. (Noe 2010, p. 320) | Development costs are higher, although costs are decreasing. Situations must be realistic or transfer will not occur. Trainees must be provided with immediate feedback on the results of their decisions. Best for teaching skills that can be learned through repetition. (Noe, 2010, p. 319-320). |
Electronic performance support systems (EPSS) http://www.google.com/imgres?imgurl= http://www.ifen.unibw-muenchen.de/ research/Simulation_Anflug.jpg& imgrefurl= http://www.ifen.unibw-muenchen.de/research/ gnss_simulator.htm&h=365&w=500 &sz=23&tbnid =3XDD2r0BMZiTMM:&tbnh=97&tbnw =133&prev=/search%3Fq%3Dsimulation %2Bimages %26tbm%3Disch%26tbo%3Du&zoom= 1&q=simulation+images&docid= 0D7HwWAuV6YhdM&sa=X&ei= M1Q0T767Dcj40gHZ3unlAg&ved= 0CDoQ9QEwBw&dur=5430 | Allows trainees to reach desired performance levels in the quickest time possible, with the least support from other people. Trainees do not need to acquire the skills/knowledge, but are provided with an assistant, librarian, teacher, and advisor to help automate the task into a step-by-step process. (Noe, 2010, p. 329) The provided link to the EPSS at the left actually incorporates a simulator into the system. (Institute of Geodesy and Navigation, n.d.) | During the needs assessment, it must be determined that trainees do not need to learn the skills/knowledge, but only need assistance to perform the task. Training must be provided on how to use the EPSS. (Noe, 2010, p. 329) |
Mobile phones http://www.google.com/imgres?q= using+mobile+phones+to+deliver +training&hl=en&client= firefox-a&hs=wAg&sa= X&rls=org.mozilla:en-US:official &biw=1366&bih=596& tbm=isch&prmd=imvns&tbnid =tfroYs4QaqD4KM:&imgrefurl= http://www.didmo.com/index.php/ news/34/59&docid=ks5oYCIqxlkf 3M&imgurl= http://www.didmo.com/uploads/images /Skillbuilder-phone-SML.jpg&w= 489&h=532&ei=jm80T8P sAbSv0AGs_tWqAg&zoom=1& iact=hc&vpx=809&vpy=4& dur=4106&hovh=234&hovw=215 &tx=119&ty=118&sig= 113946661045861615354&page= 2&tbnh=132&tbnw=121& start=19&ndsp=27&ved=1t:429 ,r:17,s:19 | In addition to being used for communication, mobile phones allow trainees to access online courses and virtual learning programs. This coursework can be accessed anywhere and at anytime. Trainees have control over the pace of the courses. (Ahmad & Orton, 2010, p. 48) IBM has found that mobile phones can be successfully used as an EPSS to increase trainee job performance. (Ahmad & Orton, 2010, p. 48-49) | It is important to only provided relevant information to the trainee. Access to information should be achieved in three screens or less. Information should be chunked so trainees do not have to scroll; bullets and tables work well with content on mobile phones. Limit the use of images to improve download time; trainees tend to only wait 30 seconds for information. Trainees prefer less information and fewer options when working on a mobile phone. Content should be presented with a familiar user interface. (Ahmad & Orton, 2010, p. 48-49) |
Virtual Worlds http://www.google.com/imgres?q=second +life+education+image&hl=en& client=firefox-a&hs=pVM&sa= X&rls=org.mozilla:en-US:official& biw=1366&bih=596&tbm=isch& prmd=imvns&tbnid=AEtOmmtlFIQwMM: &imgrefurl=http://edutechtalks.wordpress. com/2010/07/29/second-life/&docid=tuH3Ah _jH-FA4M&imgurl=http://edutechtalks.files. wordpress.com/2010/07/second-life-education.jpg &w=520&h=390& ei=nn40T5epH4ro2QX5kYH4AQ&zoom =1&iact=hc&vpx=940&vpy= 143&dur=9126&hovh=194&hovw= 259&tx=143&ty=110&sig= 113946661045861615354&page=1& tbnh=122&tbnw=158&start=0& ndsp=21&ved=1t:429,r:5,s:0 | Virtual worlds are 3-D representations of the real world and are being used in training for classes, simulations, and role-playing. Trainees learn in a risk-free environment alone or with peers. The strength is the realistic situations that actively involve the trainees in learning. Second Life has developed actual workplaces for companies to conduct their training, such as IBM. These realistic world workplaces help transfer learning. Trainers, managers, and other employees can be teachers. Employees can interact with each other and see the results of different decisions. Trainees from multiple locations can access the virtual world from anywhere. (Noe, 2010, p. 321-322). | The more realistic the virtual world, the better the transfer of skills and knowledge. First-time trainees may have difficulty using the technology, decreasing transfer. (Noe, 2010, p. 322). Trainees should have access to the virtual world before training to gain familiarity with the technology so the novelty of the technology does not decrease learning. |
Podcasts http://www.google.com/imgres?q=podcast+image &hl=en&client=firefox-a&hs=AG2 &sa=X&rls=org.mozilla:en-US:official &biw=1366&bih=596&tbm=isch &prmd=imvnsfd&tbnid=53sX-a2U6s K21M:&imgrefurl=http://www.amnh.org/news /2012/01/podcast-knocking-on-heavens-door-with-lisa -randall/&docid=aKpiL8YxAAXNsM&imgurl =http://www.amnh.org/news/wp-content/uploads/2009/ 12/podcast_logo.jpg&w=706&h=706&ei =2YQ0T-zQMoaosQKOzpGvAg&zoom=1&iact=hc& amp;vpx=313&vpy=97&dur=548&hovh= 225&hovw=225&tx=116&ty=103&sig =113946661045861615354&page=3&tbnh= 130&tbnw=130&start=56&ndsp=30&ved=1t:429,r:23,s:56 | With podcasting, recorded material can be downloaded from the Internet and listened to at the trainees’ convenience. The power is that the podcasts can be edited, rather than a raw, recorded lecture. Trainees have access to information they may otherwise not have access to or can use it to review information that they do not completely understand. Podcasts activate multiple senses for learning. Podcasts also appeal to different learning strategies. (Scutter et. al., 2010, p. 181) | The material should be edited to include only relevant information. The information should be useful and effective for learning. How the trainees will be using the podcasts should be determined. If using to listen to small segments, the information should be chunked. If being used in conjunction with a PowerPoint presentation, the entire recording can be recorded. (Scutter et. al., 2010, p. 187) However, using the podcasts merely to replay the lectures results in passive learning. Therefore, it may be more appropriate to use the podcasts to explain key points (Scutter et. al., 2010, p. 189) |
References
Ahmad, N., & Orton, P. (2010). Smartphones make IBM smarter, but not as expected. Training and Development, 64(1), 46-50.
Designing Digitally. (2012). Simulations: Firefighter training simulation – REVAS process. Retrieved from http://www.designingdigitally.com/portfolio/simulations/firefighter-training-simulation-revas-process.
DIDMO. (2011). DIDMO and success associates first to extend distance learning to mobile phones. Retrieved from http://www.didmo.com/index.php/news/34/59.
Institute of Geodesy and Navigation. (n.d.). Galileo & GNSS-2. Retrieved from http://www.ifen.unibw-muenchen.de/research/gnss_simulator.htm.
Noe, R. A. (2010). Employee training and development (5th ed.). New York, NY: McGraw Hill.
Scutter, S., Stupans, I., Sawyer, T., & King, S. (2010). How do students use podcasts to support learning? Australasian Journal of Educational Technology, 26(2), 180-191.
Second Life. (n.d.). What is second life? Retrieved from http://secondlife.com/whatis/#Education_&_Enterprise.
Sue,
ReplyDeleteGreat blog. I really like the use of pictures and the chart. It makes things really easy to see. I also really like how you included both podcasting and virtual worlds as training tools. Both are very effective if they are used correctly.
Gene
Sue,
ReplyDeleteYou wrote, “Traditional face-to-face learning is often more effective for teaching skills that call for interaction among trainees or when they need instructional support”. Do you think that this is changing? Do you think that this may have more to do with expectations, rather than with the limitations of technology?
Social media is a technology that is increasingly being integrated into training, where its niche appears to be facilitating “teaching skills that call for interaction among trainees or when they need instructional support”. Common organizational objections to integrating social media include “Our people need training, not socializing” and “People will post incorrect information” (Bingham, 2011, p. 10).
One finds that these objections are based more in a lack of experience with social media, and not in any inherent limitation of the technology. For example, part of the response to “People will post incorrect information” is to point out “When you provide venues where people can share peer to peer and be accountable, the best information rises to the top because may people have rated it as useful” (Bingham, 2011, p. 10).
I do not mean to suggest that social learning, or any technology, is or ever will be more effective for teaching than fact-to-face training. But as effective? If technology hasn’t been proven to be as effective for teaching some skill, I’m inclined to add the word “yet” to that sentiment.
- Patrick
Reference:
Bingham, T. (2011). Social learning for learning professionals. Infoline, 28(1101), 1-16.
Hi Patrick
DeleteAs technology continues to become increasingly realistic, I would have to agree with you on the yet. Blended learning is a great tool at the present. Students can learn about a topic online, then come together face-to-face to practice new skills, such as conflict resolution skills or skills that need to be completed as a team. Given how technology is growing in leaps and bounds, we may soon have the technology where it truly will be as if we are in the same room even though we are a continent apart.
“The primary difference between a virtual school and a stand-alone brick and mortar school is the latter's physical interactions among teachers, staff and students” (Greenleaf, 2009, p. 1). Traditional schools provide socialization and allow trainees to better understand each other in face-to-face encounters and conversations (McFarlane, 2011, p. 10). This is why face-to-face instruction may be better to teach interpersonal and leadership skills (Noe, 2010, p. 337).
Sue
Greenleaf, J. (2009). Definition of Virtual School. eHow Inc., Retrieved from http://www.ehow.com/about_5370360_definition-virtualschool.html.
McFarlane, D. A. (2011). A comparison of organizational structure and pedagogical approach: Online versus face-to-face. Journal of Educators Online, 8(1), 1-44.
Noe, R. A. (2010). Employee training and development (5th ed.). Alexandria, VA: ASTD Press.
Hi Susan:
ReplyDeleteWell designed post. I too looked at mobile learning. According to an article in the July T & D Magazine (ASTD, 2011, p. 25) "65 percent of employers are either using, considering, or currently developing learning for mobile devices." I see this technology becoming integrated into the learning process more and more. It is amazing how much other technologies can be included in mobile learning. For example, podcasts can be downloaded and viewed on your phone, there is the ability to have discussions/chats, learners can download e-books or reference books, etc. Another article in the December 2010 T & D magazine (ASTD) mobile learning was listed as one of the "6 trends that will change workplace learning forever". In this article it references an IBM study that I think sums up why we see this technology increase "But an even more important reason to venture into the world of mobile learning is that newer workers in the workforce, the Millenials, are demanding it" (p. 39). In order to attract and retain employees, organizations and academia will have no choice but to move in this direction.
I don't see this as being the only method of training, but rather included in other training methods. How do you see the future of mobile learning?
Lisa
References:
Ketter, P. (2010, December 1). Six trends that will forever change workplace learning forever. T & D, 35-40.
Wentworth, D., & Green, M. (2011, July). Mobile learning: Anyplace, Anytime. T & D, 25.
Sue,
ReplyDeleteI liked your selection of technology tools that will benefit training and development in the future. You made a very good point regarding the importance of the learning scenario within a simulation being authentic or transfer will not occur. Part of the effectiveness of a simulation, as you pointed out, is the instant feedback each learner participating receives. You made a good observation that effective use of an EPSS system requires that time be spent training the learners on the system. What do you see as some potential uses of EPSS systems in the future?
I would agree with Lisa that mobile phone technology has great potential for corporate training as well as for educational institutions. Did you come across any information on the use of mobile phones as assessment tools? You made an excellent point regarding the delivery of information on a mobile phone having to be chunked in order to be effective. Trainees as you stated are very impatient and will only wait 30 seconds at most for information to download.
Besides the need to make sure that trainees have access to the virtual worlds prior to training to gain familiarity, what other limitations do you see in this delivery method? You made a good point in your response to Patrick regarding the fact that face-to-face instruction provides the opportunity for socialization and allows learners to better understand each other through encounters and conversations. However, as you know, these encounters and conversations can have both a positive or negative affect on the learning environment.
You're correct that podcasts can activate multiple senses for learning and appeal to different learning strategies. Excellent point that podcasts need to be edited to include only relevant information, otherwise it becomes a passive lecture. What implications do you see for the future of podcast technology?
Mike
Being a user of an Australian broadband service provider, I conducted a self learning activity at home during my free time. There is no curriculum, just free style learning on different things.
ReplyDelete