Example 3: Asynchronous Training for Application: Blog-Selecting Distance Learning Technologies

Application: Blog-Selecting Distance Learning Technologies

From the three examples given, I have chosen Example 3: Asynchronous Training.

I have identified two distance learning technologies I think will provide the best solution for the given challenge. These are Podcasts and Blogs.

I have used Podcasts as my method of delivery needs to be available to all shifts at the plant. Seeing that the biodiesel manufacturing plant is very technological, I have chosen to use the audio-only format on the plant itself as the best solution to present my Asynchronous Training. In this way, workers all over the plant can hear the training course and also workers in all shifts can have the same audio-only format given to them. They could also have the audio-with images ones given to them on their iPods if they are so technically inclined.

From the multimedia program on “The Technology of Distance Education*, I have the supporting document on Podcasts that states that one of the advantages of using Podcasts is that it can be easily downloaded from the internet and also it would allow students to take responsibility for their own learning. I can then save it in an mp3 format and upload the same to a Web server. In this case, it would be to www.blogger.com which offers free podcast hosting services which I am currently using. They can either go to my blog and/or subscribe to my rss feed document which would allow them to access my podcast.

One the external sources that I have used to give me some of this information is http://www.det.wa.edi.au/education/cmis/eval/curriculum/ict/podcasts/ . I also checked this other website for safety issues in biodiesel manufacturing plants.

I found this other website www.aidic.it/CISAP4/webpapers/106Salzano.pdf that would allow me to use this knowledge to make my presentation most effective as the production process can be dangerous “as methanol and other flammable reactants such as sodium methylate can leave the plants vulnerable to fire and explosion if not properly engineered and operated” even though Biodiesel is a safe substance. These are only some of the issues that should be addressed in modules in the training program.

I would use the Linear programmed instructional model to deliver my content in chunks which would involve step-by step processes using the podcasts. Students would also be given a self-test and if successful move on to the next chunk or block of information.

Using these sources would definitely serve the problem of poor safety record in the biodiesel manufacturing plant, illustrating best practices on how to safely operate the many pieces of heavy machinery on the plant. By doing these things, the shift supervisors would be satisfied that the employees are engaged and can demonstrate their learning from the modules.

References

www.aidic.it/CISAP4/webpapers/106Salzan

http://www.det.wa.edi.au/education/cmis/eval/curriculum/ict/podcasts/

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