Technology
in Training

Digital Collaboration

- Linux is a place where professionals can come together from all over the world to work on open source code.
- Buzzsaw.com in a place where “contractors, suppliers, and engineers can buy and sell products and services as well as exchange blueprints, designs, and other data to cut building time.
- 5 classrooms in Baltimore, India, and
China are a place where students can discuss the currency exchange by using
videoconferencing technology.
Virtual Worlds
There are
several different providers of virtual worlds on the internet; Second Life,
ProtoSphere, Forterra and Virtual Heroes. The most widely used is Second Life. “The multi-user, high graphical fidelity, multimodal
nature of SL creates many affordances for teaching and learning” (Mayrath,
2010). A multitude of schools and
organizations have used SL for its “computer-based, simulated online virtual world that includes a three-dimensional
representation of real World” to “host learning programs or experiences” (Noe,
2010). SL is free and designed to not
only provide a place where people can role play, but also collaborate with
people from around the world, generate 3-D models, and publish their work in
multiple forms of media (Mayrath, 2010). Second Life has offered platforms for training and learning in several ways for several
organizations: Stapoil has a oil platform
they use for safety training, Harvard University hosts law courses and “British
Petroleum uses Second Life to train new gas station employees in the safety
features of gasoline storage tanks and piping systems” (Noe, 2010).
Global Kids
(2007) listed the following as the Best
Practices for Using SL for Real World Education:
- let students play, explore and have fun
- have a backup plan
- plan for things taking longer than expected
- use the multiple forms of communication in SL
- plan on students having different skill levels
- teacher becomes facilitator, students become peer
mentor
- scale projects to fit resources
- use SL for distance collaborations
- give students opportunities to build relationships
online
- use web 2.0 affordances
Virtual worlds
can be a great asset to training because they can imitate real world environments. This
allows learners to try their hand at new skills without it resulting in real
life consequences or costs. “Virtual worlds can also be useful for teaching
interpersonal skills such as time management, communications, leadership, and
working under pressure” (Noe, 2010). Much like digital collaboration, virtual
worlds allow people to learn from across the world.
Intelligent Tutoring Systems

Intelligent
tutoring systems can do the following things that make them a great asset to
many trainings:
- match instruction to individual student needs
- communicate and respond to student
- model the trainees learning process
- decide what information to provide
- make decisions about the trainee’s level of
understanding
- modify teaching process based on assessments (Noe, 2011)
Mobile Technology
This type of
technology is great because it basically allows you to take your learning
everywhere. If there is Wi-Fi, Bluetooths, PDAs, tablets, laptops and any other
mobile device you have mobile technology! There are so
many ways that we can use these mobile devices for training, learning and
sharing information. Aside from accessing the internet from these devices, listening
to podcasts, or reading articles, there are companies that are going a step
further. “Some companies are using PDAs as their primary method for delivering
training or as a follow-up to training programs delivered face-to-face or
online” (Noe, 2011). Tyco International is using this technology to teach sales technicians to set the burglar alarms and
Capital One is using iPods for the audio components of their Capital One
University classes (Noe, 2011). IBM has
also created a “Mobile Blue Pages” which is “an internal company directory
suited for IBM’s mobile sellers, consultants, technologists, managers, and
executives and can be accessed via a mobile browser” (Ahmad & Orton, 2010).
But a good thing to remember is that just because people can access multiple things from a mobile
device does not mean they
will. IBM thought that they would be able to have their 25,000
employee-development mini-courses being accessed by their workers from their
PDAs, but in actuality employees were using their smartphones almost
exclusively for in-field performance support and to access late breaking
information (Ahmad & Orton, 2010).
Other information that was learned in this study:
- usability is crucial for the adoption of mobile phone applications
- employees prefer less information and options from their
mobile phones
- users will quit an application that takes too long to
load
- the ability to locate others quickly in a time of need increased users perception of their job performance

I just read that
people are more likely to turn around and go back home if they forgot their
cell phone than if they forgot their money. This statement is a strong one,
being constantly tethered to technology is our present and future. So mobile
technology is here to stay and will only become more and more user friendly.
Web 2.0

As for the
future of Web 2.0 in training and teaching its services “constitute a new pedagogical
paradigm that makes students a central part of the learning press. The K-12
classroom is filling with a new generation of learners labeled “digital natives”(Prensky, 2001)” (Cheon, 2010). These
students are knowledgeable about these technologies, they are creators and contributors
(Cheon, 2010). So teachers and trainers will have to be technologically savvy
as well.
These are just
some of the technologies that are out there that can have a major impact on
your training and teaching. But remember “media and technology can substantially
improve the efficiency of training and learning, which is extremely important.
However, they have little to no impact on the effectiveness of learning” (Stolovitch & Keeps, 2011).
References
Ahmad, N., &
Orton, P. (2010). Smartphones make IBM smarter, but not as expected. Training and Development, 64(1), 46–50.
Cheon, J., Song,
J., Jones, D., Nam, K. (2010). Influencing preservice teacher’ intention to
adopt web 2.0 services. Journal of
Digital Learning in Teacher Education. 27(2), 53-64.
Global
Kids. (2007). An educational non-profit’s history of the teen grid: Global Kid’s
adventure in best practices. Second Life Community Convention. Retrieved
February 8, 2009 from Best practices using second life for real world education:
http://www.flickr.com/photos/holymeatballs/sets/72157601198270790/
Marion,
A. & Oluwafunmilayo, A. (2011). Design and development of an intelligent
instructive system. Turkish Online
Journal of Distance Education. 12(4), 34-44.
Mayrath,
M., Traphagan, T., Jarmon, L., Trivedi, A., Resta, P. (2010). Teaching with
virtual worlds: Factors to consider for instructional use of second life. Journal of Educational Computing Research. 43(4),
403-444.
Noe, R. A. (2010). Employee training and
development (5th ed.). New York, NY: McGraw Hill.
Salopek,
J. (2000). Digital collaboration. Training
and Development. 54(6), 38.
Stolovitch, H. D.,
& Keeps, E. J. (2011). Telling ain’t training. Alexandria, VA: ASTD Press.
This is a nice analysis of the role these technologies can play in supporting training. I think you have identified how these tools can be used to support learning, transfer and performance support. One of the potential challenges with using these resources that I have noticed is that many people have limited access to them in the workplace. For example, some organizations block YouTube or limit access to mobile devices. This is often out of concerns that employees will waste time or security concerns (Hanson, 2011). What would you say to an organization that was hesitant to use web 2.0 tools for learning?
ReplyDeleteHanson, A. (2011, July 25). “Why 54% of companies are still blocking social media–and why they should stop?” Communications Conversations. Retrieved April 6, 2012 from http://www.arikhanson.com/2011/07/25/why-54-of-comapanies-are-still-blocking-social-media-and-why-they-should-stop/
Alexis,
ReplyDeleteIt is really time for these companies to see that limiting learning because you are limiting access is not the best route to take. I understand the security concerns and with proper software I think that can be managed. But if a company is blocking because of productivity concerns, the reality is you can use facebook, watch youtube, and so on from almost any smartphone from almost anywhere. "Companies that allow users to access Facebook in the workplace lose an average of 1.5% in total employee productivity" (Gaudin, 2009). But stack that against how much productivity you are losing by limiting the use of Web 2.0 tools in the work place. In my eyes the tradeoff is well worth it. Yes, there will be people who abuse the system, as there are with any and all things. There are people who waste time in the bathroom, but we cannot just remove them as well (Okay, that one was a bit much, but you get my drift).
So that is my simple argument!
Dani
Gauldin, S. (2009)."Study: Facebook use cuts productivity at work." retrieved on April 7, 2012 from http://www.computerworld.com/s/article/9135795/Study_Facebook_use_cuts_productivity_at_work
That's a good point Dani. The issue is not the technology it is the way staff are managed.
ReplyDeleteHi Dani,
ReplyDeleteNear the beginning of you post you suggest that training should not be used to simply make the “training
Look good”. I agree whole heartily. Some companies fall into the trap of thinking that including new technology will make them appear up to date and that the use of technology alone will engage its employees. Instead companies should take time to compare the advantages and disadvantages of each tool to ensure that the chosen technology will fit into the organizations culture and business strategy, while meeting the needs of the employees (Noe, 2010).
Noe, R. A. (2010). Employee training and development (5th ed.). New York, NY: McGraw Hill
Denna
ReplyDeleteI could not agree with you more! It is a waste of money and usually learners' time to include unneeded technologies.
Dani,
ReplyDeleteI liked your opening comment regarding the use of technology to increase the effectiveness and efficiency of a company's training. I liked your new meaning for the word "place" in our digital age. Thank you for sharing those best practices for using Second Life with students from the Global Kids' article. You made a good observation that virtual worlds can be a great asset to training by imitating real world environments and problems.
Of the three types of intelligent tutoring systems you discussed, which do you feel has the most potential for training in the future? You made a good observation that just because people can access multiple resources at any time in any place, it doesn't mean they will. As a designer/trainer how do we promote the use of mobile devices? I would agree with your comment that the Web 2.0 has created a "new pedagogical paradigm that makes the student a central part of the learning process". I would concur that educators need to become technologically savvy in order to integrate technology into their curriculum and motivated today's digital natives. You made a very good point to Alexis that not limiting access to the Internet in the workplace has more advantages than disadvantages. Very informative post this week, good work.
Mike