Sunday, November 18, 2012

There are many types of technology tools that the instructional designer can use to enhance the learning experiences of distance learners. My assignment this week is to identify two distance learning technology tools to provide a solution to the following scenario.

 Asynchronous Training
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.

 Instructional Needs and Learning Outcomes

In choosing appropriate technology tools for asynchronous online instruction, one needs to assess the instructional needs and learning outcomes, which are the “observable, measurable behaviors that are a consequence of online instruction” (Simonson, Smaldino, Albright, & Zvacek, 2012). For the above scenario, these were identified:

·         Stand-alone asynchronous modules illustrating best practice and step-by-step processes

·         Interactive competencies to verify learning

·         Supervising tracking records

Developing an interactive video that staff can make selections in choosing the correct step in the process engages the student and increases learning. One site that creates interactive videos is (Scientific Animations, 2012). The videos are created with step-by-step processes, and then the user must decide what step is next. This makes the learner pay attention and think through the process instead of just viewing it.

 Another technology is a video that shows the steps as well as showing possible errors. Once such video example is located at (Rossiter & Co., 2012). This learning would be very realistic, effective, and authentic (Simonson et al., 2012).

 These technologies could be utilized within a course management system (CMS) so that there could be competencies developed and record tracking completed for the supervisors. The CMS could also provide communication between staff and supervisors (Simonson et al., 2012).
Scientific Animations 2012 Scientific AnimationsScientific Animations (2012). Retrieved November 18, 2012, from

Rossiter & Co. (2012). Retrieved November 18, 2012, from 20121118145944157820940


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