Assignment: Journal reviews

Carter, K. (2004), Online Training: What's Really Working?, Technology & Learning, May, 2004, Volume 24(10), 32 - 36

This article explores the features that make up successful on-line training programs.  Some of these features are incorporated in all on-line training models discussed but none of these models combines all the features.  That is, some features are part of the "basic package" of all on-line training programs. One of the common components incorporated in many on-line training programs is video streaming.  Video streaming comes in different forms.  The video source may be broadcast live from a studio or it could be live from a classroom.  The video source could be a prerecorded tape or DVD.  A basic application of this training model may include the recording of a live lecture and replaying the lecture tape/disc whenever a student chooses.  Inter-classroom video conferencing offers tremendous possibilities yet to be explored.

Another component incorporated in many on-line training models is the use of a bulletin board system (BBS).  This, of course is like the Quick Topic bulletin board system that CW Post Ed Tech uses. However in most of the training models discussed in this article, the BBS component of the program is under-uterlized.   Primarily the BBS systems incorporated in the on-line training programs are used for posting assignments, announcements and responses.  Relatively few models include the use of a BBS system for collaborative projects.  This seems to be a missed opportunity for most of the current on-line training models.  This may be because of the extra effort required to coordinate a collaborative project.  It is made even more difficult since all contact between the collaborators is "virtual."

Another basic feature of most on-line training programs is project orientation. Nearly all the models discussed have students working on well defined, on-going projects. I believe this is a key aspect of all training programs, but even more significant in an on-line training environment.  Projects should be carefully defined. They should be on-going, growing, continuous as the course progresses.  The problems presented in the projects should be relevant to the students.  They should be "developmental" in complexity.  The project should present simple problems to solve at first and increase in complexity as the course material is presented.  The added project complexity should parallel the new course material  as it is presented.  Allowances should be made for students with varying skill levels. This is less a factor in on-line training than traditional training, but nevertheless should be accounted for.  Either vary the pace or vary the quantity of work.

Live chat is a feature of some on-line training programs.   Live chat provides access to mentors by students at pre-arranged times.  This is a valuable addition to those on-line training programs that incorporate it. "A key premise of TI (Tapped In) is that a small amount of centralized support can yield a large pool of ... expertise and sharing." (Carter, K. p 34) Once again, those programs that do incorporate live chat tend to "under-utilize" its potential. There is a missed opportunity by some programs that use live-chat.  That missed opportunity is facilitating collaborative project work.  It is true that there is added difficulty in coordinating a collaborative project in an online environment but there are some clear benefits. In addition to the natural synergy, collaborative projects in an on-line environment provide extra opportunities to monitor students' progress;  it adds an element of CMI, "computer managed instruction." Live chat is usually implemented as a "call-in" service. But there are possibilities as a pro-active service that most on-line training programs ignore.

On-line Research facilities are another componant of nearly every on-line training program.  Links to public and private databases are common. Training materials and tutorials developed in-house are also available in many on-line training programs.

One of the common disadvantages of most online training programs is the loss of personal motivation.  The physical interaction of students and teachers, their face-to-face conversations, have a big affect on student motivation in any training program.  The very nature of online training minimizes this contact.  They each acknowledged the loss of motivation in online training environments but none of the models discussed compensated much for this. One way that online training programs could minimize this disadvantage is to conduct one-on-one video conferences between student and mentor as well as many-to-one video conferences between teacher and collaborative group.  The technology for some of these configurations is available today in rather simple, inespensive systems.  Some online training providers are dealing with this impersonalization successfully;  they introduce "human connections" at frequent points in the learning process.  It's an acknowledgement that online training is not synonomous with automated training.  This also implies a specialized job skill - online training facilitation.. 

Another issue discussed is privacy.  As in any online service-delivery system, propper firewalls and security protections should be built into the teaching software. 

Online training programs presume that students have an "adequate" knowledge of technology to be able to use the technology for learning. While it need not be super technical it does require, I think, above average computer literacy to deal with the remote/networking computing issues..  Online training providers can hide much of the technical details from students, but some it cannot and should not.  How each training program defines "adequate" determines the basic audience it is marketing to. Online training providers need to deal with a wide range of technology skills including technical novices.

Online training programs are wonderful candidates for computer managed instructional (CMI) systems, since much of the teaching delivery and learning responses are computer based.   Monitoring and tracking student progress in an online training environment is quite easy.

Some interesting statistics caught my attention: "Research from a recent Pew Internet & American Life project shows that 63 percent of U.S. adults are now online and, perhaps more significantly, have built Internet use into their daily lives." (Carter, K. p.32)

The following useful links were referenced in the above article.  Some of these links are providers of online training programs: 


The links above, highlighted like this sentence, are of particular interest.

Carter, Kim (2004)
Online Training: What's Really Working?, Technology & Learning, May, 2004, Volume 24(10), p. 32 - 36

review by Jerry Garfunkel

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Which of the ISTE Standards are discussed in this article?
ISTE Standards
1 Basic operations and concepts
Yes
 > Students demonstrate a sound understanding of the nature and operation of technology systems.  
Yes
 > Students are proficient in the use of technology.  
2 Social, ethical, and human issues
No
 > Students understand the ethical, cultural, and societal issues related to technology.  
No
 > Students practice responsible use of technology systems, information, and software. Legal  
Yes
 > Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.  
3 Technology productivity tools
Yes
 > Students use technology tools to enhance learning, increase productivity, and promote creativity.
  
Yes
 > Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.  
4 Technology communications tools
Yes
 > Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
  
Yes
 > Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.  
5 Technology research tools
Yes
 > Students use technology to locate, evaluate, and collect information from a variety of sources. Research
  
Yes
 > Students use technology tools to process data and report results.  
Yes
 > Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks. Critical thinking - knowledge, evaluation, synthesis, application  
6 Technology problem-solving and decision-making tools
Yes
 > Students use technology resources for solving problems and making informed decisions. Webquests
  
No
 > Students employ technology in the development of strategies for solving problems in the real world .Critical thinking - knowledge, evaluation, synthesis, application  
this chart was cut and pasted from http://cnets.iste.org/docs/NETS_S.doc. It is a personal homework aid for me. J. Garfunkel

~~~~~~~~~~~~~~~~~~~~~~~~~

Which of the NY State Technology Education Standards are discussed in this article?

NYS Technology Education Standards
Design
No
 Engineering Design  
Key Idea: Engineering design is an iterative process involving modeling and optimization used to develop technological solutions to problems within given constraints.  
Tools
Yes
 Tools, Resources and Technological Processes  
Key Idea: Technological tools, materials, and other resources should be selected on the basis of safety, cost, availability, appropriateness, and environmental impact; technological processes change energy, information, and material resources into more useful forms.  
Computer
Yes
 Computer Technology
  
Key Idea: Computers, as tools for design, modeling, information processing, communication, and system control, have greatly increased human productivity and knowledge.  
System
Yes
 Technology Systems  
Key Idea: Technological systems are designed to achieve specific results and produce outputs, such as products, structures, services, energy, or other systems.  

History


No

History & Evolution of Technology

  
Key Idea: Technology has been the driving force in the evolution of society from an agricultural to an industrial to an information base.
  
Impact
No
 Impacts of Technology
  
Key Idea: Technology can have positive and negative impacts on individuals, society, and the environment and humans have the capability and responsibility to constrain or promote technological development.
  
Management
Yes
 Management of Technology
  
Key Idea: Project management is essential to ensuring that technological endeavors are profitable and that products and systems are of high quality and built safely, on schedule, and within budget.
  
this chart was cut and pasted from http://www.emsc.nysed.gov/ciai/mst/techmap/map.htm. It is a personal homeworkaid for me. J. Garfunkel

 

jg take me home