Selecting Distance Learning Technologies: The Collaborative Training Environment

Implementation of a new automated staff information system requires more than simply purchasing and installing new software. This is especially true when faced with technologically uniting or linking regional offices that may be located throughout the country or even in different countries around the world. Providing staff training workshops for such a scenario requires that the Instructional Designer(ID) employ distance education tools and technologies, taking into consideration such factors as scheduling conflicts due to differences in time zone, information exchange, and document sharing between staff members. The ID must also consider training in the use of technologies that facilitate and encourage ongoing participation and collaboration between regional offices and staff members. Consideration must be given to the level of learner proficiency in the use of distance education technologies, which, according to experts, “are tools that must be mastered to be effective” (Simonson, Smaldino, Albright, & Svacek, 2009).

Simonson suggests that successful distance education is “learner-centered instruction” and depends on “collective knowledge” as well as what information is communicated using appropriate technologies. Four steps are prescribed for selecting appropriate technologies: 1) assessing available technologies; 2) determining learning outcomes; 3)identifying learning experiences and matching each experience to the most appropriate available technology; and 4) preparing the learning experiences for online delivery (Simonson et al. 2009, pages 115 to 119).

Available technologies can be found in such CMS resources as Web2.0 which provides online capability for blogging, wikis, and podcasting(Simonson et al., page 244). Staff members are able to share visual, audio, and textual information across spatial, geographical, and time differences asynchronously. Encouraging staff members to participate in ongoing collaboration via these technologies as well as mastering the use of these technologies is considered essential. Nash suggests that “Best practices that take into consideration learning theory and behavioral psychology, including motivation, have a higher likelihood of success”(Nash, 2005).

Social networking online seems to have become commonplace at work and at home. Simonson cites a 2005 study by the Pew Internet and American Life project that reports web sites such as Yahoo.com, Google.com, Facebook and MySpace are used extensively for social networking purposes(page 246. These online resources should be considered as motivational tools for encouraging participation and ongoing collaboration. These online resources (including CMSs) provide the virtual environment for “technologically based training” that is "available on demand"(Simonson et al., page 26).

References:

Nash, S., (2005). Learning objects, learning object repositories, and learning theory: Preliminary best practices for online courses, Interdisciplinary Journal of Knowledge and Learning Objects Volume 1, (page 11).

Laureate Education, Inc., ( 2004), “The Technology of Distance Education” http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4603379&Survey=1&47=6435139&ClientNodeID=984650&coursenav=1&bhcp=1

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