Application7-Gorman.M.

Scenario

A training manager has been frustrated with the quality of communication among trainees in his face-to-face training session and wants to try something new. With his supervisor’s permission, the trainer plans to convert all current training sessions and wants to try something new. With his supervisor’s permission, the trainer plans to convert all current training modules to a blended learning format, which would provide trainees and trainers the opportunity to interact with each other and learn the materials in both a face-to-face and online environment. In addition, he is considering putting all of his training materials on a server so that the trainees have access to resources and assignments at all times. (Claiburg, 2010)

This scenario reveals a dilemma that is current and requires consideration and planning. With the cost of higher education and the limits on learner time and money, online distance is a most practical choice. So in making the decision to consult the supervisor with a different plan is essential. The present plan is not working and communication within the face-to-face environment is limited. Moving forward in action combining face-to-face with online distance education will create multidimensional learning that engages the trainers and trainees in both worlds. Although some changes to the course will be needed and there will be some variation, but the program will require equivalence to the original program. The trainer will now facilitate instruction and there will be some separation from the learner. Communications will give the trainee directions, references and an organized structure that captures the content required from traditional methods. Having the server replicate the original messages in a multimedia fashion in which access is allowed at varying times places the information in the hands and within the minds of his learners. Control has been released to the participant and now these practices are very familiar and the communication is authentically expressed. The functionality of these models will enhance production and mastery of work skills. At this point of need and change, it is here a suggested plan of sound instructional design is called for. By formulating a best practices guide the trainer will then have a manual to refer to and use as a guide for instruction. This guide will include definitions and theories of distance learning for reference, preplanning and preparations considerations, systematic stages of planning using ADDIE, strategies and methods, and best practices. Using Teaching and Learning at a Distance-4th ed. –Foundations of Distance Education as a major resource, this guide will direct further learning experiences for the Instructor and the participants.(Simonson, et.al, 2009) Other references will be cited along with the primary source of information.

Empowering teachers and students with current technology has proven to be successful. Reflecting on research results and applying the “best practices” while supplying the trainer or the instructor with the tools of equipment and training is also a promise to improving 21st century learning for all ages. An example of this immersion is given with a study in Texas where the Texas Education Agency selected three vendors as providers of Technology packages (Dell Computer, Inc., Apple Computer Inc., and Region 1 Education Service [ESC]. With a select group of computer companies, support tools were given and the following conclusion can be used as proof and motivation to change and create design for success. The positive changes with target schools are examples of the possibilities for other training and classroom models. “Teachers reached significantly higher levels of classroom technology immersion if they worked in schools with colleagues who embrace innovation and shared understandings about technology’s value for student learning, received ongoing profession development and in-class instructional support.”(Shapley, Sheehan, Malloy, Walker, 2010) With support and best practices a quality instructional models can build the levels of communications that this scenario requires. Using the manual and the charts given in this application it is my intention to share information in order for the training manager to establish practices for the trainees and for future programs.

References:
Clauburg, M., (2010) Distance Education Scenario Instructional Design and Technology Walden University Baltimore, MD

Shapley, K., Sheehan, D., Maloney, C., & Walker, F. (2010) Effects of Technology Immersion on Teachers’ Growing in Technology Competency, Ideology, and Practices Journal of Educational Computing Research Vol. 42 (1) 1-33, 2010

Simonson, M., Smaldino, S., Albright, M., & Zvecek Teaching and Learning at a Distance 4th ed.-Foundations of Distance Education Pearson Publishing Company New York, NY