idaho national engineering and environmental laboratory advanced training technologies what they...
TRANSCRIPT
Idaho National Engineering and Environmental Laboratory
Advanced Training Technologies What they are... How they are utilized... What we can expect in the future...
June 7, 2001
Dr. Robert E. RichardsTechnical Lead, Learning Technologies and Systems
Idaho National Engineering and Environmental Laboratory
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 R&D) Simulating Simulatons
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Bob’s 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
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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
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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
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Another way to slice the pie:
Electronic…
• E-learn• E-teach• E-collaborate (share)• E-certify/test• E-administer• E-work• E-Communicate
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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
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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
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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
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Examples of E-collaborate (share)/E-communicate
– Web sites (bulletin boards)– Email– Clearinghouses– Cross-Cutting Training Forum
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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
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How is ATT being Utilized?
• Industry averages about 12% of courses delivered by ATT
• Ranges from near 0% to >50%• 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
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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.
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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.
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# Students
ClassroomStudents
Adapted From: Bloom, B.S. The Two Sigma Problem: The Search for Methods of Group
Instruction as Effective as One-to-One Tutoring. Educational Researcher. 13,4-16 (1984)
ON AVERAGE, TUTORED STUDENTS SCORE BETTER THAN 98% OF CLASSROOM STUDENTS -- A 2-SIGMA SHIFT
Achievement
2
TutoredStudents
Technologies Can Make This Instructional Imperative Affordable
Technologies Can Make This Instructional Imperative Affordable
A Goal is to Replicate Power of Tutoring
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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
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Web-based Registration
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Web-based Training Splash Screen
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Web-based Training Content Screen
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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– Can’t get it to audience
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What can we expect...• Look to the R&D 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
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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
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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
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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
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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