In the scenario, the target audience is machine operators, the environment is a manufacturing plant, and outcome of the training is consistently safe product assembly. Both the learner profile and the technology must be considered before deciding on how best to deliver the training (Laff, 2007). By considering these factors, a designer may determine which technology to use to deliver effective training. In addition, it would stand to reason that there is a “high cost to be paid for errors” in safety; therefore, e-learning practitioner, Tony Karrer, suggests that it makes sense to use the top down approach and deliver the training via an LMS which may result in “ significant up-front training costs” (2007). Although there are greater up-front costs, a large number of people can be trained on the safe way to assemble product quickly.
Karrer reviews E-learning 1.0 to 2.0, and points out that learning technology has evolved and the way we use it can be combined between earlier methods such as the LMS as I am suggesting here, to more recent methods such as social networking (2007). However, all learning technology is not right for all types of courses. In this case, the training that is being delivered is very technical and will require visual illustration to show the step by step processes. I would suggest using a two-phased approach within an e-learning; a demonstration of the task in a video and then a graphic simulation where learners can practice what they watched.
Also important to adult learners is “chunking” content to allow users to access what they need when they need it (2007). By chunking, designers can make the most of learners working memory which is where learner transfer begins its trip from working memory to long-term memory. The working memory can hold about seven facts, plus or minus two so it is important that presented information does not overload the working memories capability (Clark, 2002). This will also address the assumption that learners have a limited amount of time away from the manufacturing floor and access to computers. Using shorter training, targeted to specific technique or process that the employee requires, will lessen their time away from their job where they can continue to practice, improve safety and reduces loss production time.
Rapid learning tools can be effective in developing courses for quick and efficient e-learning delivery when there are many learners that require the same information to perform the same tasks. One of the rapid e-learning tools that allows for demonstration and simulation using flash through a simplified point and click method is Adobe Captivate 5 (Ganci, 2010). This allows for learners to view videos, conduct simulations, and be tested using the simulation easily and effectively. Also, the easier the course is to develop, the faster it can be deployed to the learner. In this scenario Captivate or another rapid learning technology can be used to delivery short videos which allow the learner to first, see what is being done and then model it via graphic simulation. Research has proven that learners who receive information via graphical means along with text have greater learner transfer (Clark, 2002).
Further adding immediate feedback from evaluation of the learner, in this case using simulations, improves the learning process (Iahad, Kalaitzakis, Dafoulas, Macaulay, 2004). The ability to interact with the training and get immediate feedback on what was done correct and incorrect also enables learners to self correct and reduces the time it takes for this to occur. In the scenario, it is important that Supervisors can see that the learner has indeed learned and is able to model the activities presented in the e-learning. By using and LMS this is easily tracked through the test scores; and utilizing a feature in the rapid learning technology and LMS that limit the learners ability to mark a course complete until the user passes the assessment. If the assessment is a simulation, it will reinforce what needs to be done on the job and whether or not the learner is capable.
Requesting that machine operators to prepare blogs, wikis or live chat sessions, will probably reduce the efficiency of the learning in this case since the focus is on modeling technical tasks and behaviors, not discussing them live or spending time preparing blogs. However, because a discussion forum is asynchronous, the learner can access it every time they are taking a course and see what has been written or discussed; so this form of collaboration may be more beneficial and not add additional stress on learners.
I would like to add that Supervisors can also witness the person performing the tasks on the job and use an electronic performance check lists with all of the process steps that can be used to keep track of how well learners are applying what they have learned, which will help with further on-the-job mentoring for correct completion of tasks. The same information can also be compared to the course scores achieved by each learner to determine gaps in training and performance that can then be corrected.
References:
Clark, R. (2002). Six principles of effective e-learning: What works and why. Learning Solutions Magazine. E-Learning Guild. Retrieved from http://www.elearningguild.com/pdf/2/091002DES-H.pdf
Ganci, J. (2010). First look: Adobe captivate 5. Retrieved from http://www.learningsolutionsmag.com/articles/479/first-look-adobe-captivate-5
Iahad, N., Kalaitzakis, E., Dafoulas, G. A., Macaulay, L.(2004). Evaluation of online assessment: The role of feedback in learner-centered e-learning. 37th Hawaii International Confernece on System Sciences. DOI: 0-7695-2056-1/04
Karrer, T. (2007). Understanding e-learning 2.0. Learning Circults. American Society for Training and Development. Retrieved from: https://www.astd.org/LC/2007/0707_karrer.htm
Laff, M. (2007). The need for speed: Rapid learning alters training design and delivery. T+D Magazine. p 44-47.
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