A Value-Added Supplement Lear A Start-Up Guide ‘pa it ane DISTANCE LEARNING IS CHANGING THE TRAINING HORIZON. SO. WHERE DO YOU START? HOW DO YOU SELECT AND USE THE TECHNOLOGY? WHERE CAN YOU FIND RESOURCES? PERHAPS LEWIS carsots sums ir ur eest: BEGIN AT THE BEGINNING. author of Being Digital, ells us “Distance is ierelevant: New York to London is only five miles farther than New York to Newark via satellite What a concept. Distance learning is clearly chang- ing the way we do business. Plain and simple: Workplace technology alfeets training delivery. Organi zations still rely heavily on such traditional means as lecture and videotapes to deliver training, but there's growing, widespread in in using such tools as the Intern videoconferencing, and corporate networks, One factor in this shift to technol- ogy-based training is cost. Distance learning enables companies to reach more employees at a lower cost. An- ‘other factor is the more competitive business environment. Using tec nologies to deliver training at cis- eHest improve productivity inee backlogs Jing resources sig- tance can help organizations Cantent and resources, and > cut training expenses go by challenging and guiding > increase access to subject matter ‘experts make training more flexible ‘cess alternative instructional re- sources, Here's what you need to know to get started. The trends and tos Ford Motor, AT&T, Oracle, and Unisys are just some companies that have documented proof that di tance learning is effective, Such or ‘ganizations are using distance learn- ing to enhance training, marketing, incl communications. Workers are using distance learn= ing to reinforce their skills. They're asking: What do I want to learn and need to learn? What skills will help me now of later? ‘They're controlling their careers with courses and tools in self-directed learning on the job, ‘or on the road. That means they use computers, video, audio, and other technologies to learn Classroom training is becoming an option rather than the rale. ‘Training departments are design- ing and delivering courses on tech- nical skills ancl critical thinking, ‘The “new” trainers help workers learn on or off the job—by assessing train ing needs, by providing subject trainees before, during, and fier a course has been delivered by distance learning, Distance learning is adaptable {0 most all traditional training approaches, inclucling lecture, video tapes, and role play. Distance learn- ing ean also incorporate any tech- nology, ts long as a structured two-way communication is created for learer-trainer Training & Development, December 1997 39CHECKLIST: WHICH TECHNOLOGY? Pros Cons Wall Work for You! Audioconference. Training through telephone connection. _Inexpen: Audio only; no visual. Send pre-work via mail, email, or fax in and relatively advance. Discuss as @ group in an audioconference with mul- easy to set up No visual cues ‘One-Way Satellite/Microwave. Training program delivered Good forshort, Can be boring if Oo ‘ia satellite or microwave link. Participants watch, then informational-type not designed respond via phone, fax, or email. (Microwave links are becom- courses with wide correctly; old ' I I I I I I 1 [tiple site t | Audiographics. Computer and phone linkage. Participants Includes visual Requires purchase (_) [listen and respond to the trainer via speaker phone, while and auditory of software and | observing computer screen training. They respond with a components; whiteboard; need [writing whiteboard linked to their computer screens. All sites very interactive expert to set up [linked “live” at same time. All linkage via phone lines. I | Videoconferencing. Television screens at all sites with cam- Costto purchase [| I. era and microphones to transmit visual images and audio, equipment can | Trainer and participants can see and hear each other at mult be high; consider {ple sites, Data and graphics can also be transmitted, renting 1 | Desktop Videoconference. Same es group videoconfer- New technology; Li I ence, but participants sit at a computer with camera and micro- not readily phone attached. Can see trainer, other participants, and data available, but [on computer screen, and hear/partcipate in all conversations. low cost, I | Computer Conference (Internet, email). Training via Easytodesign Must have email [email or the Internet. Training material sent to participants and implement; _or Internet. U I online; hey read and respond via online discussions (one- _very effective ‘access; need | way: copy each other on responses or two-way: use. “live forsmallclasses accountability | chat" function and “talk” at same time online), for participation I t 1 1 I ing outdated, due to cost and distance limitations.) ‘audiences method, ica | Two-Way Satellite/Microwave. Same as above, but with Two-way video _Ineredibly Oo | television cameras at participants’ end so there is two-way and audio; very _expensive; I. video and audio. Similar to videoconferencing, but with interactive rarely done I different equipment. t a | One-Way Satellite with Keypad. Same as one-way satel- More interactive Cost goes up J I lite above, but with an electronic keypad asa response tool than one-way; _with keypads; I for participants. They respond to the trainer by selecting their participants installation |. choice on the keypad. Answers are displayed on aTV screen preferit issues | atall sites. Gen neeee as no oka oo Soe omen e eee Technologies can be categorized as interactive or You can use a technology checklist to weigh nonin gies have one-way communication capabi bining any of the noninteractive technologies with a phone, fax, or interactive technology, you can create 2 distance learning environment. (See the hox, Distance Learning Technologies, on page 39.) Gonching tainees through escpar ofa complex “SS” How to develop a program machine may require two-way video capability plus Ie vital to build inteructivity into each distance learning whiteboard sketches. A training meeting may work with course, The rule of thumb is to add ere wing just rwo-way audio and a single camera for slides. interactive activities every five to seven minutes. The 40 Training & Development, December 1997Voicemail. Trainer sends out material in advance, then asks participants to leave responses on voicemail. Trainer responds to each via voicemail. Can also set up so all partici- pants hear each others’ responses and have discussion. Cable/Broadcast Television. Same as one-way satellite/ rowave, but with cable television. Instructor teaches from a TV station. Materials sent in advance; participants respond via phone, fax, or email. Used by many universities for home study. Printed Materials. The oldest distance learning technology; send printed materials with course lesson. Participants mail responses back. Trainer provides feedback via mail or phone. This is the model used in correspondence courses. respond to trainer via phone, fax, or email. Older method of distance learning, Audiotape. Mail out audiotape with course. Participants respond to trainer via phone, fax, or email, or they make ‘own audiotape response. Old method. ‘Computer Disk/CD-ROM/Laser Disc. Mail out with course. Participants respond to trainer via phone, fax, email, or com- puter dish Radio. Old method. Course was broadcast via radio waves. Participants responded via mail or phone. Used in Australia to teach students in the outback. Virtual Reality. Participants placed in a realistic situation to arn a new skill where they must respond verbally, visually, ind kinesthetically. Involves computer simulation of some type. A flight simulator is a good example. Other equipment includes virtual reality technology. Easy to imple- Need good ment; low cost; course desig good for short ‘must install classes voicemail Good for short, Can be boring if informational-type courses with wide audiences. Simple to implement; course design; inexpensive participants must be motivated to finish Same as Same as above above Same as Same as above above Same as Same as above above Can reach many Outdated method; people across new alternatives vast distances have replaced it Taps into all Technology very senses and learn- new; costs very jing styles; exciting high; not yet readily available Interactivity Guide Pyramid can help you develop and deliver a well-balanced program. (See the figure on page 42.) The Imeractivity Guide Pyramid works like a food guide pyramid. For example, choose ngs of activities from the Personalize Group pate Group » 203 servings of activities from the Show Group » 3 to 5 servings from the Question Group » sparingly from the Presentation Group (ifa aed presentation) or generously (if mixed with activities, from the other groups). {A compressecl-video environment leads logically 10 an ‘emphasis on interaction. Interactivity can involve panici- pants at remote sites, and off-site for communication and individual or group projects. The activities should be shon, intense, well-planned, meaningful, enjoyable, and involv- ing. They should also match objectives. Interactivity spans the spectrum from simple to complex. It includes ways to present, personalize, show, participate, and question, ‘A course development team consists of an instruction: al designer and instructional developer, a technology Training & Development, December 1997 44