Asynchronous learning presents many challenges for the instructional designer. The designer is expected to provide valuable learning opportunities for students who are physically and temporally apart from fellow students and the instructor. One key element to any successful learning module is that of group interaction. Simonson, Smaldino, Albright & Zvacek assert that instructional designers should, “Plan activities that allow for student group work. This helps construct a supportive social environment” (2009, p.127). When given the task to create a computer system training module for users located across the country, adding the collaborative component is a challenge that must be met. Simonson et al. assert, “The ideal collaborative project requires interdependent work by students, during which reciprocal social interactions result in positive outcomes for the entire group” (2009, p. 283). The question of how to provide valuable interactive experience can be answered through the use of various technology tools.
The collaborative training environment scenario includes a group of staff members from six different regional offices that need to be trained on new office systems software. The six groups are not able to meet at the same time nor place for this training. The instructional designer is given the job of creating a training module that includes collaboration and interaction. My initial thoughts when faced with this scenario included an asynchronous e-learning course with system simulations and "try-its" along with the establishment of an online discussion board group where members can check in at times of their own choosing yet contribute to the discussion. A group exercise would be assigned for the staff who are in the same regional office. The resulting project would be shared through a podcast with the other regional staff.
According to Simonson et al. “Learners need to have direct, purposeful experiences to draw upon in order to successfully learn from more abstract events” (2009, p. 92). In this case, the staff have used similar systems and have a base knowledge of the products of the company. They must now connect what they already know to the new information system. With regard to creating the assignments, Simonson et al. give this advice, “However, when new information is presented, it is important that it be as realistic as possible” (2009, p. 92).
In this scenario the staff at each office would be asked to first watch the official demonstration of the new system created by the software company. Then staff would be instructed to join a provided discussion forum such as YaBB (http://www.yabbforum.com/) where staff will interact with members from all six regions. Discussion prompts would be provided to promote discussion.
Next, staff in each regional office would be given a group assignment. Their objective would be to create a podcast including a play by play simulation either in motion or through the use of screen shots of an assigned aspect of the new system. The final podcast would be uploaded to Youtube and the url added to the discussion board. Simonson et al. state, “A podcast is a single idea that can be explained verbally, or if necessary with audio and appropriate still or motion pictures. (2009, p. 97). Each group would decide on the recording device and software with which to create the podcast. To make it more fun, staff would be encouraged to be creative in the delivery of the material. A resource list of free software and examples of podcasts would be provided to each group through the discussion board. Staff members would be encouraged to share ideas and ask advice as they move through the project.
Finally, staff members would be asked to watch the other group simulations and post comments to the discussion board. An optional video conference between groups could be offered at the conclusion of the course. As a result of this course, each regional group will have created a podcast of one aspect of the new program that can be used to help future staff members master the system.
At the beginning of the course text, Simonson et al. states, “In other words, the media used to connect the learner, teacher, and learning resources must be capable of conveying all necessary information” (2009, p. 9). Examples of this type of connected learning can be found at the Smart Board’s SMART Exchange website (http://exchange.smarttech.com/. Here teachers from across the country can ask questions through the discussion boards, as well as, find examples of interactive white board lessons, view tutorials, and share new ideas. YaBB (http://www.yabbforum.com/), Yet Another Bulletin Board, is great free resource for designers. Yabb offers free downloadable software which enables users to create, customize, and manage discussion forums on an existing websites.
References:
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
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