Asynchronous Safety Training

Example #3 Asynchronous Safety Training 

The learning objective for this module is to train the employees on how to safely operate the pieces of heavy machinery on the plant floor. Since the training has to be accessible to the entire staff, regardless of their shift, asynchronous training with the use of an Web 2.0 tool like Matrix, formerly edu2.0.org from this weeks resources. The Matrix (LMS) will serve as a way to receive presentations, resources, assessments, and scores. Once the learner is given the username and passcodes they are free to move about the training course on safety.  

The beginning for the model would be titled The Introduction: Safety, what does it look like when operating the pieces of heavy machinery.The introduction would inform and question the learner during instruction whether or not if their current technique was safe. I would also include the information on what the state standards for safety were. There would be a link under the web resources, on the Matrix (LMS) that sends the employee to the states website on safety guidelines. It would also have a link for the Poison and Control Centers. On the Survey section under Assessments I would give the employees a quick 3 question survey. This would be another way to understand the barriers from safety in the plant and allow guidance for future instruction or evaluation. I would ask is my current procedure safe enough, what concerns are there currently about safety conditions, and what would they like to improve on for their safety techniques they currently practice. 

The next module would be titled Module #2: The Safety Zones. The goal of this module is to inform the learner of the areas that are assigned in the plant and can find safety supplies.There will be pictures and maps showing the Safety zone areas mentioned with the use of  media graphics. In the resources area of the module, there will also be quick 4-5 minute movie content on the Safety Process showing employees practicing these techniques. The movie will consist with the Segmenting Principle instruction that shows employees displaying the safety precautions, then pauses with audio that verbalizes and highlights what was seen in the movie. In the Matrix (LMS), the employees also have a choice in whether to use the course wiki, blog, discussion board or chat to discuss and get feedback from their coworkers on their thoughts of the areas that they considered to be safety zones or what areas they think should not be considered as safety zones 

Then the third module would be titled Displaying Safety Procedures. This module would include the present actual workers practicing the safety procedures that were displayed in the module #2 short film. As a way to keep employees engaged in the training process, per the management, and demonstrating the safety techniques that were covered in this training. This module would include information on how to obtain  free giftcards for practicing safety in a "Show Safety" campaign at the plant. The winner of the $50 giftcards show level one safety practices, then level 2 practices get $100 gift cards and so on. The winners would be awarded at the once a month Shift meetings held in the break room, with the winners picture on the employee info wall. Also for each module that is taken and completed by an employee by the due date will be entered in the drawing for a $500 giftcard. Hopefully this works!  

Defining Distance Learning

                      The advancements in technology are the main factor for driving changes to the definition of Distance Learning. In the beginning, Correspondence Study was the term being used to describe methods for learning from afar, which were also based on the technology available for delivering instruction. Another factor that drives the change of the definition for distance learning are the same in any industry which is time. Time drives development of new technology and the need to disperse information quickly. My personal definition for distance learning before reviewing the resources for this week was "learning that can take place from any location through correspondence of a teacher and a student".

                      My personal observations of distance learning come from being a student and as an instructor. As a student first at Northcentral University and then here at Walden working towards a Master's Degree in Education I have experience the student side of distance learning. Then working as an online instructor for grades K-6, I have experienced the role of instructor in online learning as well. I have relied on the usage of web-based technology in both positions and I have realized that geography and time are surpassed by the advancements in technology. Throughout history, due to influences like industrialization and societal changes, the methods for delivering instruction have been evolving. I can attest that when teaching I use a different web 2.0 learning environment, which is considered "same time, different place education (ST-DP) (p.9,Simonson et. al., 2012).

                    The revised definition of distance learning that I have come up with has become " the process of teaching and learning through correspondence between the instructor and the learner in different times and places, through a combination of interactions". My previous definition doesn't acknowledge the many forms of distance learning environments that are possible to apply to the definition of distance learning. I can appreciate the many benefits of an asynchronous learning environment, such as that of Walden University, which may be considered "different-time, different -place education (DT-DP)",(p.9,Simonson et. al., 2012).

                    My previous thoughts were that only through the use of web-based learning was communication made, but it has been revealed that it comes in many forms. In the earliest history of distance learning the method for correspondence between the instructor and learner was mail. In recent times there are several methods such as the internet through web-based learning, satellite compressed video recorded in real time, and blended/hybrid classes that allow for a dual learning experience that mixes both distance and a face-face experience. Due to the innovations in distance learning there have been benefits in the field of training and development as well, "e-learning is instantly available, providing timely on-demand learning access impossible in a training center" (Moller et. al, 2008). So it appears as though the innovations of distance learning will flow over into the training and developmenSimonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson. Chapter 2, "Definitions, History, and Theories of Distance Education" (pp. 32–41 only)t arena as well.
                   
                    A vision for the future of distance learning that I would conceive would be centered around the possibilities for projections of 3-Dimensional visuals, like holograms, to accompany recording of the voice. I think that it would be another form of presenting information to help instructors to have more control of engaging students when presenting visual information from a distance. Holograms have been used in several theatrical performances. Frequently the importance has been placed on what's considered accessible to all learners and with the importance that has been placed on HD "High Definition" televisions tells us that people are interested in seeing the full picture. Learning has been attempted in many forms to achieve the goal of transferring information that needs to be distributed faster through paper correspondence, over radios, over televisions, through compressed satellite video and maybe through holograms next!

                   In the future, I hope that the challenge in defining distance learning is that it is an ongoing progression of technology that challenges a permanent definition. The It would be like trying to build a cage for a baby lion when you know that it will grow. All you can do is give it space to grow and hope for a positive outcome for the challenge. So giving a precise term for distance learning is ongoing and so is the process of learning.

References:
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson. Moller, L., Foshay, W., & Huett, J. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 1: Training and development). TechTrends, 52(3), 70–75.

Mindmap

http://prezi.com/s46pvgntcboo/present/?auth_key=gl5u7as&follow=7kn7s0kotpmb

Distance Learning Today

      I am amazed to find out about the history of Distance Learning and where it's headed to in the future. The reality is that distance learning has been around for more than a hundred years, even though it may seem new to many. The concept was first realized in Europe for the wealthy and later the concept was brought to the United States. The 1st school of distance learning, The Society to Encourage Studies at Home, was started in 1873 by Anna Ticknor for young women. The school was only in existence for 24 years, but " it served 7,086 students and had over 200 correspondent teachers" (Wikipedia, 2015) it was the first prototype for the future of Distance Learning. This serves as a model  for the future of education and technology would be successful in the future. I can't wait to see what other methods of learning  and instruction can be given to learners and teachers when there is distance and time zones! Please leave any thoughts that you may have about Distance Learning!!