Scenario: In an effort to improve its poor safety record, a biodiesel manufacturing plant needs a series of safety training modules. These stand-alone modules must illustrate best practices on how to safely operate the many pieces of heavy machinery on the plant floor. The modules should involve step-by-step processes and the method of delivery needs to be available to all shifts at the plant. As well, the shift supervisors want to be sure the employees are engaged and can demonstrate their learning from the modules.
A biodiesel manufacturing plant is in need of improving it safety record and would like to create training materials in an asynchronous learning environment for all employees. Asynchronous distance education is when “instruction is offered and students access it at separate times, or anytime it is convenient to them” (Simonson, Smaldino, Albright, & Zvacek, 2012, p.34). The learning materials that will be created need to illustrate step-by-step processes of the operation of the machinery. Employees will also need to be assessed in their understanding of the new material.
To begin, it is important to understand that the “dissemination of content through the use of distance media is only as effective as the quality of the instruction” (Holden & Westfall, 2010, p.8) and that the “transfer of knowledge is facilitated by the development of effective instructional strategies” (Holden & Westfall, 2010, p.8). To assist in resolving the issue of poor safety measures at the plant, as the instructional designer, I recommend the use of a course management system (CMS), which allows the content within the CMS to be available to all of the employees at the plant at their own time and location. CMSs are “software systems designed to assist in the management of educational courses for students” (Simonson, Smaldino, Albright, & Zvacek, 2012, p.162).
For this case, the educational course will be regarding safety in the plant and how to operate the machinery. Within the CMS there will be stand-alone virtual simulations to teach the employees how to operate the machines in a real-word, scenario-based, and step by step manner. Simulations replicate or mimic a “real event and allows for continual observation. A simulation creates a realistic model of an actual situation or environment” (Holden & Westfall, 2010, p.12). Each simulation will pertain to a specific piece of equipment or task and will be based on a specific set of standards.
Simulations are a great distance learning technology and “enable discovery, experimentation, practice, and the active construction of systems and content based on concrete examples in a risk-free environment” (Koller, Harvey, & Magnotta, n.d, p.17). Simulations have been proven effective in distance education through the use of case studies. Overall, “students found value in their experiences with simulations, including feedback that involved satisfaction due to immediate feedback, and inclusion of real-world situations” (Rogers, n.d, p. 2), and they also enjoy the high level of interactivity.
To assess the workers knowledge, comprehension tests will become available within the CMS at the end of their simulations. The assessment tests will be grouped by specific standards, depending on the content desired. Course management systems allow for the creation of assessments within the program, which makes it convenient for both employee and employer. This will meet the need of the company to have the workers demonstrate their understanding of the modules.
References:
Holden, J. & Westfall, P. (2010). An Instructional Media Selection Guide for Distance Learning:
Implications for blended learning. Retrieved from:
https://www.usdla.org/assets/pdf_files/AIMSGDL%202nd%20Ed._styled_010311.
Koller, V., Harvey, S., & Magnotta, M. (n.d). Technology-Based Learning Strategies. Retrieved
from: https://www.doleta.gov/reports/papers/tbl_paper_final.pdf
Rogers, M. (n.d). Use of Computer Simulations in Distance Education. Retrieved from:
https://itec.sfsu.edu/wp/860wp/F04_860_rogers_computer_simulations_in_DE.pdf
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a
distance: Foundations of distance education (5th ed.) Boston, MA: Pearson