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Advanced Training Technologies What they are''' How they are utilized''' What we can expect in the f

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Enthusiast (very early exposure to some of the very first commercial ... Evaluator--Looking at Self-study embedded training CBTs for the Army, Simulation ... – PowerPoint PPT presentation

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Title: Advanced Training Technologies What they are''' How they are utilized''' What we can expect in the f


1
Advanced Training Technologies What they are...
How they are utilized... What we can expect
in the future...
Dr. Robert E. Richards
Technical Lead, Learning Technologies and Systems
June 7, 2001
2
Prefacing Comments
  • Hats I wear/have worn
  • Enthusiast (very early exposure to some of the
    very first commercial systems Plato, TICCIT)
  • Evaluator--Looking at Self-study embedded
    training CBTs for the Army, Simulation exercises
  • Innovator (prototyping)--Early Asynchronous
    Teleconferencing (now called Web-based Learning)
  • Researcher (Study of Advanced Training
    Technology Emerging Answers to Tough Questions)
  • Consultant (Within INEEL, DOE, NIEHS)
  • Tool developer (Lab Directed RD) Simulating
    Simulatons

3
Bobs recipe for sure-fire learning Mix in at
least 2 of the 3 ingredients below
  • 1. Interest, attention, desire, felt need,
    motivation, readiness, on the part of the learner
  • Attention is a terrible thing to waste (Roger
    Schank)
  • When the student is ready the teacher will
    appear
  • 2. Good teaching (manage the learning)
  • Can fan spark of interest or
  • Can compensate for inadequate learning resources
  • 3. Effective learning resources (Activities,
    displays, problems, feedback, etc.)
  • Can focus attention
  • Can convey content

4
Advanced Training Technologies--Should always
serve as tools (means), not ends unto themselves
  • Can help
  • assess readiness and
  • generate and maintain interest
  • Can (imitate) incorporate logical strategies and
    sequences of good teachers
  • Can store and present learning resources
    including models of the systems, environments,
    and behavior to be learned

5
Types of .
  • At least a dozen ways to slice the ATT pie
  • Delivery devices (hardware)
  • Number of media forms used
  • Individualized vs Group-based
  • Instructor-led vs Pre-programmed
  • Asynchronous via Synchronous
  • Informing (only) vs Interactive/Action
  • Linear vs Branching
  • Textually oriented vs Visually oriented
  • Glossy vs Plain
  • Interesting vs Boring
  • Cheap vs Expensive
  • Easy to implement vs Difficult to implement

6
Another way to slice the pieElectronic
  • E-learn
  • E-teach
  • E-collaborate (share)
  • E-certify/test
  • E-administer
  • E-work
  • E-Communicate

7
Examples of E-learn, E-certify/test (No other
humans present)
  • Computer-based training
  • Web-based training
  • Intelligent tutoring systems
  • Device simulations
  • Full scope simulations (with scenarios)
  • Online testing

8
Examples of E-teach (Instructor-led Courses)
  • Asynchronous computer conferencing based
  • Incrementally added like with discussion groups
    but can advance on multiple topics at once
  • One hour of live class discussion may take as
    long as a week to replicate
  • Synchronous

9
Examples of Synchronous E-teach
  • Live Advanced Classrooms (Instructor has
    multimedia resources)
  • Projected multimedia
  • Groupware
  • Virtual Classrooms (live or stored)
  • Types of interactions
  • One-way audio (and video) Instructor to students
    with audio or text back to class
  • Two-way/multi-way
  • Through Internet
  • Through satellite or teleconferencing services

10
Examples of E-collaborate (share)/E-communicate
  • Web sites (bulletin boards)
  • Email
  • Clearinghouses
  • Cross-Cutting Training Forum

11
Examples of E-work/E-administer
  • Online help systems
  • Online reference systems/ research tools
  • Online performance support
  • Online just in time
  • Online discussions
  • Online tracking systems (learning management)
  • Online evaluation/feedback
  • Groupware

12
How is ATT being Utilized?
  • Industry averages about 12 of courses delivered
    by ATT
  • Ranges from near 0 to gt50
  • Many Corporate Universities adopting commercially
    available web courses
  • Libraries consist of hundreds of courses
  • Can prepay for number of Learner Seats
  • Can add custom courses
  • Scrambling for quantity hopefully quality will
    follow

13
Documented Benefits (as applicable)
  • 1. Reduced learning time
  • Typically 30-40 less time is required compared
    to classroom instruction.
  • 2. On-demand learning
  • Instruction is available when and where the
    learner needs it. Increases access to learning
    for the disabled.
  • 3. Increased motivation
  • Students usually find technology-based
    interactive learning more interesting and
    enjoyable than classroom lectures.
  • 4. Increased achievement
  • When corrective feedback or a mastery learning
    strategy is provided, students often show better
    test results, retention, or job performance from
    technology-based interactive learning.
  • 5. Better quality control
  • Since learning experiences are delivered in the
    same way each time, they are much more consistent
    and reliable than classroom instruction.
  • 6. Increased safety
  • Learners can learn about and practice dangerous
    procedures without safety concerns.

14
Documented Benefits (Continued)
  • 7. Greater flexibility
  • Fluctuations in the number of learners and/or
    their backgrounds can be accommodated more easily
    than with classroom instruction.
  • 8. Improved accountability
  • Automatic collection of data on learner
    performance can verify learning accomplishments
    and identify learning problems.
  • 9. Faster revision
  • To the extent that the learning experiences are
    delivered via a networked system, changes and
    updates to information can be made immediately.
  • 10. Reduced delivery costs
  • Once developed, technology-based interactive
    learning is likely to cost less relative to labor
    intensive classroom instruction. It can also be
    used instead of expensive equipment.
  • 11. Learner controlled
  • Each learner is able to review topics or to skip
    beyond the information they already know.

15
A Goal is to Replicate Power of Tutoring

Technologies Can Make This Instructional
Imperative Affordable
16
Utilizing ATT at the INEEL--Case Study
  • About 15 of our training is Technology-Supported
  • WBT
  • Created and delivered over 100 internal
    web-based training courses/activities during the
    last 2 years many to over 6000 employees
  • Utilize NETg for Software Training
  • Administered 9 distributed Learning Centers with
    65 workstations
  • Refreshers in confined space, respirator (minus
    the fit test), abestos awareness, rad worker,
    etc.
  • Fully evolved Learning Management System

17
Web-based Registration
18
Web-based Training Splash Screen
19
Web-based Training Content Screen
20
When Not To Use Technology?
  • Cost of development does not justify
  • Small audience size
  • Complex content requiring extensive media
  • Frequent content changes/material revisions
  • Not a match for learning objectives (current
    constraints)
  • Lots of real-time interaction with other people
  • Lots of real-time interaction with physical
    objects
  • Bandwidth and delivery constraints
  • Cant get it to audience

21
What can we expect...
  • Look to the RD Labs and Other Initiatives
  • Incredible graphics and audio capabilities at the
    desktop (Immersive and non-immersive virtual
    environments and simulations)
  • Voice interaction
  • Video conferencing at the desktop
  • Intelligent tutoring/coaching
  • Palm-based performance support and learning
  • Broadband access to the Internet
  • Reusable learning components (plug and play
    learning)
  • Models using cases, stories, problems

22
Looking back to see the future...
  • The magical part of ATT is in the
  • Media itself (e.g. movies, TV, Computers,
    Internet)
  • (Add) Message content and formatting
  • (Add) Interaction strategy
  • (Add) Integrated models, problems and simulation

Media-Centric
Message-Centric
Strategy-Centric
Model-Centric
23
Model-Centered Instruction
  • In solving problems, learner interacts directly
    with systematic models (learn by doing)
  • Models of performance
  • Models of the system
  • Environmental models
  • Development of competence through mastery of
    sequence of problems
  • Entails problem-solving by providing appropriate
    sequencing, demos, prompting, coaching and
    feedback

24
Readiness and Acceptance
  • GARTH--General Acceptance and Readiness for
    Technology Heuristic
  • Lay the groundwork systematically
  • Tie into corporate human resources models,
    information management systems
  • MAYA (Most advanced yet acceptable--and
    appropriate)
  • Make the technology invisible

25
Conclusions
  • Embrace Change
  • Much potential if used appropriately
  • Cost is decreasing
  • Potential effectiveness increasing
  • Can augment/enhance all the good we know about
    teaching and learning
  • Not a quick fix or silver bullet but some
    wonderful potential benefits
  • Exciting present and even more exciting future
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