Example 1: Collaborative Training Environment
Background:
Background:
A new automated staff information system was
recently purchased by a major corporation and needs to be implemented in six
regional offices. Unfortunately, the staff is located throughout all the different
offices and cannot meet at the same time or in the same location. As an
instructional designer for the corporation, you have been charged with
implementing a training workshop for these offices. As part of the training,
you were advised how imperative it is that the staff members share information,
in the form of screen captures and documents, and participate in ongoing
collaboration.
Technology Solutions:
Podcast-podcasts are a
compilation of digital files that can be automatically downloaded from the Web
each time updated files in the collection they are released (The Technology of
Distance Education, 2013). This tool
will allow the staff members to access the course content at times that is convenient
for them. This will also permit the
instructional designer to develop and design a training module that lets the
staff easily access the content to successfully complete the class. Also, audio recordings are easy to make and
simple to edit and they can easily be uploaded into course management systems
(Simonson, 2012, p. 130). Another
advantage of podcasts is that they can be stored on a website for easy access
and they are current and updated frequently (Simonson et al, 2012, p. 97).
Wikis-a wiki is usually
thought to be a space designed to be created and edited by groups of persons
(Simonson et al, 2012, p. 129). Since
the instructional designer was advised to create a training that included
ongoing collaboration between staff members, wikis would be a perfect fit for
what they expect as their outcomes for this course. A wiki can be an excellent tool for
collaborative online writing assignments and group activities compiling
information in a single online resource (Simonson et al, 2012, p. 129). Another benefit of wikis is that they are
available at no cost to educational institutions and would allow the
instructional designer to spend money on other components of the course to make
it more efficient and user friendly.
Both of these technology tools will help
enhance the program for all of the staff members. These tools will allow the staff to have the
flexibility to complete course work within their schedules and communicate with
other staff members using the wiki. Most
CMS technologies incorporate many of these tools very easily. These tools will also allow the corporation
to access information about their staff members and give them updated
information in regards to staff performance.
Podcasts
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Wikis
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Example
1
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At
the University of Leicestor in 2010, a team of instructors devised two master
level courses in Occupational Psychology for distance learning using
podcasts. Their goal was to increase
the level of student engagement with materials, improving learner support,
creating more flexibility, reducing learner isolation and enabling skills development. The development team produced more than 100
podcasts in six different categories.
The purpose of these podcasts was to provide an overview of the
modules, to explain key concepts, to provide support and clarification, to provide
discussion about key concepts, to guide students through the dissertation
process, and to provide feedback.
Podcasting made a large contribution on how the course content was
delivered. Many students commented on
how personalized the instruction was and many felt they were on the right
track and the guidance it provided writing their dissertations.
|
At
COFA online a course coordinator wanted to implement a tool online for his
students, so that they would be able to collaborate with one another
successfully. Craig and an academic
developer wanted to create an online version of an existing face to face
class designed to teach students effective collaboration. They found that using wikis would be the
most effective. They thought that
wikis would provide the most support, feedback and learning opportunities for
students taking this course online.
This course has successfully been implemented for four years through
the use of wikis.
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Example
2
|
Peter
Smitham of the UCL Institute of Orthopeadics and Musculosketal Science and
his team developed a series of podcasts. Their theory is that podcasts buids engagement with students in
distance learning. The students in
this program are now beginning to create podcasts of their own. They were given this opportunity tio
develop an enhanced distance learning tool consisting of podcasts. Since distance learning is becoming more
essential in education, they wanted to create a way to enhance learning and
increase engagement. The money that
they received was spent on website development and technology tools, including podcasts. This is an ongoing study, but they have
seen a lot of improvement in student engagement and performance.
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Scardamalia
and Bereiter (1994) developed a computer program, that provided a structure
to support group knowledge building activity. This program allowed students
to set and refine questions for investigation,and share ideas and evidence
with one another. They shared this
through the use of wikis. The use of
wikis has provided them with a more collaborative and structured learning
environment.
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References:
Mcintyre, S.
(2012). Using
wikis for student collaboration.
Retrieved from:
Grant,
L. (2006). Using wikis in school: a case
study. Retrieved from: http://www.cblt.soton.ac.uk/multimedia/PDFsMM09/Wikis_in_Schools.pdf
Simonson,
M., Smaldino, S., Albright, M., Zvacek, S.
(2012). Teaching and learning at a distance: Foundations of distance education
(4ed). Boston, MA. Pearson
.
Smitham,
P. (2013). Using podcasts for distance
learning. Retrieved from:
University
of Leicestor. (2010). Integrating
podcasting into two masters’ distance learning programmes
in occupational psychology. Retrieved from: http://www2.le.ac.uk/departments/beyond-
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