Eastern Illinois University Technology Tools for Trainers Discussion
Description
For this discussion assignment, you will need to: Readings Are Attached below1. Identify at least two different technology tools (free if possible) for trainers to use in developing different types of instruction.This is to get you thinking about the different technologies available for you Identify technologies different than the ones in the textbooks.Keep in mind that you do not actually have to download, purchase, or buy thistechnology for the project. READ the instructions for the final project for further details.2. In the discussion thread, you will need to post a separate paragraph for each technology tool.Each paragraph should contain the following:a. Title of the technology toolb. Web address (URL) for the website for the technology tool.c. A description of the technology tool.d. An explanation of how you would use the technology tool to create effective WBT.
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Chapter 6
Four Types of WBT
Driscoll
Selecting the most appropriate type of WBT
Web/Computer-Based Training
Purpose to provide learners performancebased training with measureable goals and
objectives
Four Types of
Web-Based
Training
Web/Electronic Performance Support Systems
Purpose to provide learners practical
knowledge and problem-solving skills in a justin-time format
Web/Virtual Asynchronous Classroom
Purpose to provide group learning and
communication in an asynchronous
environment
Web/Virtual Synchronous Classroom
Purpose to provide collaborative learning in a
real-time environment
Characteristic
Self-paced
Learners engage in learning at convenient
times and set their own pace for completing
lessons and module
Individual learning
Web/ComputerBased Training
Learners work alone to master skills. W/CBT is
well-suited to drill and practice of repetitious
skills
Highly Structured
Topics with clear right and wrong answers are
well-suited for W/CBT. Developers can predict
the answers and provide feedback,
reinforcement, and remediation
Discrete Units of Instruction
Teaching measureable objectives makes it
desirable to divide the content into lessons
and modules
Characteristic
Learner-Determined
Learners determine how, when, and at what
level of detail they will use the Web/EPS
systems
Web/EPS
Systems
Individual Learning
Learners work alone to solve problems.
Ill-structured
Used to solve problems that require analysis,
synthesis, and evaluation. Problems lack clear
right or wrong answers.
Just in time
Learners use Web/EPS systems when and
where needed, rather than in anticipation of
future needs
Characteristic
Group learning
Involves learners working with one another on
projects, case studies, and exercises. Learners are
encouraged to learn from one another as well as the
instructor.
Accessed at different times of day and night
Web/Virtual
Asynchronous
Learners and instructor independently access the
Web
Problems/topics are somewhat structured
The best topics are those that the instructor can
define the outcomes and anticipate most of the
resources learners need. The role of the instructor is
to provide flexible facilitation.
Learning is done in anticipation of need
Learners take training to fill a current or anticipated
gap in skills and knowledge
Requires more than one class meeting
Group work and projects require several sessions to
complete
Characteristic
Group learning
Learners work together on projects, case studies,
and exercises. They are encouraged to learn from
one another as well as from the instructor
Web/Virtual
synchronous
Anticipated need for knowledge
Learners enroll because they have a current or
anticipated need for skills and knowledge
Meets at fixed times
Learners and the instructor meet online at an
agreed-on time.
Ill-structured problems
The topics best suited for this environment involve
many variables and complex issues.
Chapter 7
Types of Asynchronous
Interactions
Driscoll
Delivery of training that is not
presented in coordinated time.
Asynchronous
Interactions
Taken at the learners convenience.
Facilitator and learners do not need
to be online at the same time.
Interaction refers to
The give-and-take between the learner and the
instructional medium
Interactivity
Interactive learning programs have the ability
to
Encourage
reflection
Provide
control
Direct
attention
Add
dimension
to content
Types of Interactions
Learner-content
Learner-learner
Learner-instructor
The learner is presented
with material to study
Communications among
learners working
asynchronously or as
part of a real-time group
Include feedback on
assignments, responses
to questions, quizzes,
suggestions,
encouragement, and
motivation
Email
Checklist for Email usage
Spelling and grammar; Response times;
Netiquette rules; Message length; Type
of interaction; Type of document
Discussion Groups and Community Spaces
Asynchronous
Options
Community Spaces
Take the concept of discussion groups and
extend that concept to provide additional
services such as posting documents, sharing
URLs, uploading photos, reviewing archives,
annotating a group calendar, conducting polling,
and accessing a directory of members
Checklist for Effective discussion groups and
community spaces
Establish norms and standards; Determine
whether to moderate; Determine who will be
included; Decide whether to participate in a
public discussion group; Determine whether to
maintain after the class
Asynchronous Options
Quizzes and Tests
Technical considerations for developing
online tests
Question banks
Timing
Rich media questions
Submitting
Scrolling
Mixing question types
Feedback
Types of Questions True/False
Best for testing simple recall, sequences, or
patterns
Advantages
Relatively easy to construct, correct, and
administer
Guidelines for developing test questions
Provide clear directions
Make statements simple
Ask questions in logical sequence
Use terminology from the lesson
Test breadth of the lesson
Allow learners to review their answers
Provide respectful and meaning feedback
Types of Questions Multiple
Choice
Best for testing simple recall and for applying abstract concepts to a
particular situation
Advantages: Relatively easy to construct, correct, and administer
Considerations for creating multiple choice questions
Provide directions
Put all repeated words into a stem
Test one idea per question
Use a logical sequence for answers
Create plausible alternative
Avoid all or none of the above
Create only one answer per question
Provide no clues inadvertently
Demonstrate respect for the learner
Types of Questions Essay
Essay questions merely ask a question and
provide directions for answering it
Advantages
Relatively easy to construct, administer
It is a good indicator of depth of knowledge
Considerations for creating essay questions
Provide explicit directions
Encourage learners to respond to long essays
with alternative tools
Test everything being taught
Identify subject-matter experts
Plan respectful and timely feedback
Types of Questions
Application/Job-Task Assessment
Form of performance-based testing that requires learners to
exhibit the skills they learned in class by performing them on
the job or on a task that mimics the job
Advantages
Measures job proficiency
Good indicator of depth of knowledge
Considerations for creating application/job-task assessments
Use only for performance-based testing
Provide detailed directions
Provide adequate time
ask subject-matter experts to evaluate
Determine criteria for evaluation
Develop meaningful and respectful feedback
Advantages
Asynchronous
Options
Hypertext/Media
It is a product that connects media (text, audio, graphics, video,
and animation) in a nonlinear manner
Allows learners to control the pace, sequence, and depth of
content
Learners choose what topics to examine and in what order
It is a valuable interactive product that offers instructors many
opportunities to engage learners with layers of information
Disadvantages
The biggest problem is that learners may get lost in complex
hypermedia webs
Checklist for designing hypermedia interactions
Target and profile the audience
Educate users about hypermedia
Collect information and establish links
Develop hypermedia and pilot the product
Keep design simple
Example of Asynchronous Learning
The following Screenshots
are an example of a more
modern approach to
asynchronous learning.
This example came from
the Source: e-Learning
Trends in 2019 Author:
Asha Pandey
The example is continued
on the next slide
Example of
Asynchronous
Learning
Example of
Asynchronous
Learning
CHAPTER 8
TYPES OF SYNCHRONOUS INTERACTIONS
Driscoll
Synchronous interactions are only possible
when the instructor and learners are
working together in real time (virtually)
SYNCHRONOUS
INTERACTIONS
Benefits
Live group learning and immediate feedback
Ability to bring a group of learners together for discussions,
brainstorming, case-study analysis, debates, and project work
Real time interactions reveal the tone and personality of
learners and create a greater sense of presence
Jut-in-time development (JIT)
Good for providing skills and knowledge for which learners
cannot wait
SYNCHRONOUS INTERACTIONS
BENEFITS
Range of tools
Makes complex topics manageable
Complex topics can be explained by directly
using tools such as whiteboards, application
sharing, text-chat, real-time audio, and
videoconferencing
Simple classroom Metaphor
Most like a real classroom, where learners and
the instructor share a learning experience in real
time
Provides a structured meeting time and the
support encouragement of live peers
SYNCHRONOUS INTERACTIONS
LIMITATIONS
Educational Limitations
There is little value in bringing learners together if they are working on their own
The effectiveness of this technology is limited to instructional strategies that build on
the synergy of live group interactions
Logistics
Logistics can be a major limitation for organizations that want to offer programs to
leaners working in different time zones
Technical
W/VSC programs require powerful networks and servers, multimedia computers,
layers of software, and substantial technical support
TYPES OF SYNCHRONOUS
INTERACTIONS
Internet Relay Chat
Real-time, text-based conferencing via the Internet or an intranet, sometimes referred to as
chat.
IRC chat rooms offer real-time communication between two or more people
They are similar to meetings or conference calls; the chats take place in the form of moderated
discussions, private conversations, and question-and-answer forums.
Effective tool for creating peer-to-peer learning opportunities
This type of tool is not good for poor writers
Guidelines
Provide clear directions, limit number of participants, keep the conversation on track, ask for a
conservation summary, involve learners in setting norms
TYPES OF SYNCHRONOUS
INTERACTIONS
Instant Messaging
Enables real-time text-based chat
Using instant messaging, learners are able to create a contact list of
fellow students and have the computer track their peers status (online,
busy, not online).
This is a synchronous tool, but it is most often used in combination with
asynchronous self-paced programs or asynchronous group learning
programs to enable student to collaborate with the instructor and other
students
TYPES OF SYNCHRONOUS
INTERACTIONS
Real-time Audio with Visuals
Ability to carry on a conversation with learners over the Internet or intranet. In most
cases, it is used in combination with visuals
Enables the instructor and learners to talk to one another while sharing graphics,
images, videos, etc.
Strategies: Interview, role-play, debate, panel discussion, class discussion, question-andanswer, guest speakers, debates, games, and round-table discussions
Guidelines
Create an advance organizer; explain to learners how to interact; plan five- to sevenminute segments; use a variety of strategies; use a variety of strategies; have visuals
support the audio; create a respectful environment; draw on audience experience;
limit length of program; bring the program to clear close
TYPES OF SYNCHRONOUS
INTERACTIONS
Application Sharing/Whiteboards
Ability for learners to work collaboratively on a software application such as a spreadsheet, a
PowerPoint presentation, or a whiteboard.
Frequently done in combination with other synchronous interactions
The shared whiteboard is an excellent tool for collaborative activities such as brainstorming,
diagramming solutions, and outlining recommendations
Guidelines for using Shared Applications to Teach Software skills
Teach problem-solving skills
Supplement the shared application
Ask learners to work in teams
Provide problem sets and solutions
– Limit class sizes
TYPES OF SYNCHRONOUS
INTERACTIONS
Application Sharing/Whiteboards (continued)
Guidelines for using application Sharing as a Teaching Tool
Assess learners knowledge of the application
Explain how it will be used and time limits
Provide a practice exercise
Allow adequate time
Make applications available outside of class time
TYPES OF SYNCHRONOUS
INTERACTIONS
Web-Based Videoconferencing
Ability to transmit audio and video images to multiple learners via the Internet or intranet
Advantage: allows participants to see and hear one another; learners not only can hear others
voices, but they can see facial expressions and body language
Requires that learners add a microphone, camera, and software to their computers
Guidelines
Test system prior to program date; Prepare graphics in advance; Start on time; Familiarize
learners with controls; Use a variety of interactions; Call on people by name and allow time for
response; Limit the number of sites; Summarize key points; Conclude on time
Strategies for Multipoint Web-based video conferencing
Demonstration, Analysis, Monitor
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