The Potential of Video-based Training for Multimedia Software in the U. K - Literature review Example

 The Potential of Video-based Training for Multimedia Software in the U.K. 1.0 Review of Related Literature 1.1 Training According to the Food and Agriculture Organization of the United Nations, training is just instructing other people in information they are not used to, as well as in its application. Traditionally, the trainer is the most important element in any training situation. That is why he or she must be zealous, energetic, and really interested in both the subject and his message 4getting across people. (1998) A successful training produces the desired result and are said to lie entirely on the hands of the trainer. The job of the trainer, then, is to maximize the learning experience of the trainees. One way they do this is by following modules which are intended to provide them and their trainees the skills necessary to communicate the message clearly and transfer related information effectively. Another measure of success of the training is gauged on the relationship developed between the trainees and the trainer. In such case, there is trust and mutual respect among the party members. The trainer seeks to ensure that even the weakest of the trainees performs at the highest level possible while the trainee, on his or her part, aims to achieve likewise. In this setting, one can see that there is motivation – the trainer playing the part of the motivator and the trainee playing the part of the one being motivated. Benyon et al., however, made a cutting edge book which addresses this inherent weakness by banking on the concept of human centered-ness. His book, Designing Interactive Systems: People, Activities, Context, Technologies, realizes that the current trend in interactive system goes into a wide spectrum of devices, products and systems aimed to engage with people. 1.1.1 The Process of Learning Of course, no literature review on training – be it video-based or not – would be complete without examining learning, the end result of training. The process of learning follows the following process: First, external sensations stimulate the sense organs – eyes, ears, nose, tongue, and skin. Then, the nervous system transmits this information in proper subparts of the brain. The brain then, transmits electronic signals to the muscles and a reaction is created. (Food and Agriculture Organization of the United Nations, 1998). At this point, an impression is received and this becomes the beginning point of learning. As so, a strong impression must be received by the trainee and this would depend on several factors: (1) the number of senses involved, (2) interestingness of the information and (3) the recall of information. In order to determine if the materials have been learned, the trainer must observe the actions, written impressions and speech of the trainee. In today's world, learning is becoming more and more complicated. According to Ravet and Layte, the boundaries among work, entertainment and learning become increasingly blurred. (1997) One example of this can be found in the study of Garis et. al. In their study, they discovered that pairing instructional content with certain game features results in the power of games to engage users being harnessed to wanted instructional goals. (2002, 441-467) Independent studies made by Kurt Squire and Greenfield & Cocking also agree to this. Also, media, people and communication are now merging. Computers are becoming globally networked as people move from the desktop into the world. People, on the other hand, are not just mere passive recipients of information – they are actors which not only personalize content of information but are also able to change it. Consequently, even the workplace is becoming affected. Upheavals brought about by recession, competition, shorter product cycles and the need for flexibility, are stirring organizations of different sizes. There has also been an increasing size of professional and technical versus industrial workers at the ration of almost three is to one. (Ravet & Layte 1997) Therefore, there is a need to adapt to the times. 1.1.2 The Motivation for Learning For learning to happen, be it video-based on not, the student has to be motivated to learn. One source of this is an inspirational teacher. In the book by McGuey and Moore, asserted that even the most challenging students can be taught, not only in classroom, but also in life, in a high-trust relationship built by the teacher. This kind of relationship, however, does not happen overnight. The teacher undergoes first certain processes which begins with a personal mission statement has first to be created and ends, at the highest level, with relationship building. High trust relationship only happens as the teacher purposefully model principles, demonstrate respect and practice genuine listening skills to her students. (So crucial is this principle of trust that it even to the market place as noted by Bejou, et. al.) Thus, this area becomes the limitation of technology based training. Technology alone could not motivate people in the same way teachers do. The results of the paper by Carrell and Lori enforce this. In their study, undergraduate students were assigned to three educational scenarios. One of these was the traditional classroom setting. Another was a video classroom and the third was a classroom with audio with PowerPoint display. It was found out that the perceived immediacy of the instructor was significantly high for the live setting. 1.3 Traditional Training 1.3.1 Traditional Methods There are numerous methods of instructions. For this discussion, only the most popular will be considered - lecture, discussion, demonstration, and exercise. According to Susan Lister, a lecture is delivering contents through mostly a one-way vocal transfer for at least twenty minutes.(2005) A discussion, on the other hand is done by a group which engage in earnest conversation to consider a topic. It is said to be an exposition or a formal discourse on the topic. (Answers Corporation 2007) Demonstration pertains to either a display or show as in the case of presenting new data. (WordReference 2007) Finally, exercise is an effort, problem or task done in order to keep or increase skill level. (Farlex 2008) 1.3.2 Training Cost Charney and Conway, in their book “The Trainer's Tool Kit”, describe how to conduct a cost-benefit analysis for training. This can be done by comparing the cost and savings per participant through the following steps: Step 1 involves calculating the cost of training. Step 2 requires determining the potential savings generated. Step 3 necessitates calculating the potential savings. Prior to this, however, goals must first be set for post-training achievements. This is done by identification and quantification of changes produced by the training if ceteris paribus (i.e., all other factors are equal.) Step 4 is just a matter of comparing the cost of savings done in three substeps: (a) Get the product of the cost per participant and the total number of participants; (b) Multiply total number of participants by the savings per participant; and (c) Compare figures in steps a and b to build one's case. (2005) 1.5 Video-based Training 1.5.1 Applications According George Mason University, there have been a number of independent studies in the area of multi-media training. It was found out in these studies that a savings of 45% compared to instructor-led training can be derived. Multi-media also results in at least 15-25% improvement in the performance, 50-60% consistency and of the students due to increased retention and acquisition of knowledge. It was also reported that there is strong evidence stating that a higher or equal quality of learning can be derived from this type of training as opposed to traditional instruction. Video-based training has been proven to be effective in other fields as well. In sports, for instance, Farrow and Abernethy, in their article entitled “Can anticipatory skills be learned through implicit video based perceptual training?” found out that indeed, this is possible. (2002, 471-485) In Human Kinetics, virtual reality – an application video-based training – was tested in order to determine its viability of being used in training participants to learn exact motions needed often in sports and arts. In this project, an intuitive “ghost” metaphor (GM) was used so as to serve as first person point of view in this motion training. The results of this study by Yang and Kim (2002, 304-323) and also noted by Rizzo and Kim (2005, 119-146), and suggests the training and the effects are at least as good as or better than that in the real world. In Medicine, Shapiro and his colleagues made a study to find out if simulation-based team work training has any effect on clinical team performance. The members of this team think that the simulation-based training has been useful means of learning. (2002, 304-323) Also on the same field, McFetrich, on the other hand, adds that in anesthesiology, high fidelity simulators – which, of course, is also a video-based training method – are just common educational tools. (2006, 509-511). Another example where video-based training was employed in the area of medicine was in the rehabilitation of patients with unilateral neglect. The goal of this study by Tham and Tegner was to compare the effect or traditional verbal procedure of instruction versus video-based training in giving patients feedback on their neglect behavior in practical task. It was seen that those in the experimental group have significantly improved their baking tray task or on the other neglect measures mentioned, leading to the conclusion that there the use of video seemed to be a practical means of training in the rehabilitation of patients with unilateral neglect. 1.5.2 US vs. UK Video-based Training Providers There are companies which offer video-based training both in the UK and US. To be able to objectively compare them, the product and features they offer have been compared in this section. One of the best in the United Kingdom is the ScreenCasts online. It’s actually a video tutorial to help Mac users get the most out of their Mac computer. Every week, their website publishes a new video tutorial which includes, among others, topics on the OSX, switchers, new Mac applications and Web 2.0 services. (McAllister, 2007) There are also others like this is America. Total training, for instance, specialized in producing training video for web design, leading creative print and software programs aimed to increase productivity in the office. Their training videos contain specific instruction on software techniques. Project files are also provided to practice with so as to broaden the trainee’s understanding and improve retention. Total training has already forged relationship with Adobe and Microsoft and enjoys distribution of video tutorials that are customized for a number of web, print and video editing software solutions of Adobe. The company has also produced training videos for Microsoft Office 2007 and Expression Studio. Moreover, their video tutorials are featured on Adobe.com and Microsoft.com. Total Training offers a variety of video-based references for gaining knowledge in Adobe, Apple and Microsoft Programs such as Adobe Photoshop CS3, Creative Suite, InDesign CS3, Photoshop Element 5, Flash CS3, Flash Lite, Flex2, Dreamweaver CS3, Illustrator CS3, Acrobat 8. They also offer digital video and audio training for Adobe Production Studio, Premiere Pro 2, Premiere Element 3, After Effects, Audition and Encore. (2008) Other company big companies in America are Lynda and VTC. Lynda offers an online training library to subscribers in digital media, design, and development. Beside flash tutorials, they also offer multi-user solutions for companies which have more than five staff. They have an online store and even podcasts through iTunes. (2008) VTC, on the other hand, offers video courses on a variety of topics such as animation & 3D, audio, bundles, business applications, certification, databases, graphics and page layout, internet and web design, multimedia and video, networking and security, operating systems, programming and quick start. 1.5.3 Theoretical Groundwork In mathematical terms, video-based training is just a subset of computer-assisted training. Computer-assisted training may be employed using a video. Computer-assisted training, on the other hand, is technology-based training (TBT) on a more general sense. According to Ravet and Layte, computer-assisted learning is just the trainee encountering the trainer – in this case, the designer of the learning program – using the computer as a proxy. The challenge today for both the users and developers is to mix increasing knowledge of how people learn with good understanding of the features of the technology available today with the design of learning experience. In other words, this will only work when good training design intersects with relevant technology. (1997) Thus, the determinant of training programs now is the organization's future skill requirements. Compared with the present level of skills, training needs can be determined and programs can be developed to meet those requirements. Finally, the most effective delivery would have to be determined and the suitable technology for its execution would hinge on this. There are actually a number of factors which determine the choice of TBT solution. First, the reduction of training cost is analyzed through the number of learners and training locations involved. Flexibility is also considered in terms of the willingness to release trainees from their current job so that they could attend the training, the individual starting times and levels, and the availability of local training support. Another factor is the content which should be at par with the use of technology. Its stability – that is, the long-time use or permanence of updating – is also considered. Finally, technology must also be given weight as the learners already using computers, as well as the unique features of the TBT, have to be determined. 1.5.4 Pros Qualitatively, a good TBT would have the following benefits on the organization: Using team approach, the design quality would be increased. Throughout the design process, there would be a systematic formative evaluation. An improvement in the training related to competence standards is also expected. Moreover, there would be new learning scenarios unavailable before such as the numerous cases all incorporated into just one program. High-risk environments could also be safely simulated. Contributions of recognized exports would be expanded in scope as it would become more widely available. Trainers would be able to concentrate on their job as facilitators as TBT would free them from routine delivery of information. Assessment and practice of students can also be readily embedded on the TBT. A feature to track demonstrated competencies can also be explored through portfolio-building. On the part of the learner, there would also be a number of benefits including the following: (1) privacy and flexible, independent study; (2) progress and organization of learning activities at the hand of the learner; (3) direct involvement of the learner; (4) having practices which are systematic through simulations; (5) feedback on performance, knowledge and understanding immediately available; and (6) enhanced motivation and enjoyment. Certainly, video training is the way forward in the since that one can learn a program more effectively at his own pace, at an economical cost. There is no need for books, training courses, and private tutor in the conventional way. All that one has to do is to turn on his/her computer, simply put a DVD or access a particular video-training website on one's computer and select the chapter he/she wants to study. There, one would be able to watch a tutor explain and do the thing he/she is trying to learn it hands on. With all these in mind, it can be readily seen that investment on this area is needed. In fact, Kodama predicted that video-based information network will be a crucial multimedia and communication platform in regional level to advance the invigoration of the region. One example of this would be in the field of customer service as discussed by Domegan. (1996) He also predicted that this will extend in the medical and educational fields. In the case of the United Kingdom, however, this is not so. In fact, according to Ravet and Layte, 48% of companies in the UK do not have formal training in the area of information technology. Of the remaining 52%, over 50% spend on training less than 5% of their budget. Of this number, three fourths neither measure the effectiveness of the training nor its contribution to business processes. 1.5.5 Cons The following are some arguments developed by LeftBrain Media against e-learning which includes media-training and even video-based training. The context of the article is to safeguard people against choosing the wrong developer: The schedule of production is slow. Training materials are costly to create. Others appear like manuals and are boring to study. Others, though fun (e.g. games), consumes too much time when it could be presented in an alternative way. The presentation may be ugly in terms of images, graphics, and animations. Some presentations may be aesthetically pleasing but lack content. The training is not user friendly. The material takes a long time to load. Some web-based materials have too many plug-ins. With these in mind, a prototype may be developed which would avoid all these issues. 2.0 Methodology After deciding on the topic, a case study approach was employed. This was used as a method to filter the information from primary and secondary sources. According to Bell, “Primary sources are those which came into existence in the period under research . . . Secondary sources are interpretations of events of that period based on primary sources . . .” (Bell 1999, p.108). The benefit of the case study is that it utilizes multiple sources of evidence within its real-life context when the boundaries between phenomenon and context are clearly evident (Yin 1989, p.23). There are two types of research method and both were applied in this dissertation and both types were used in this research. 2.1 Types of Research Methods The first type is the quantitative method of study. This is appealing in the sense that outcomes are collected from widely comparable experience. The data gathering is usually done by surveying and the findings are processed through statistical analysis. Second method is just the converse of the quantitative method - the qualitative method. In this case, a set of facts is of less interest. The stress of this research method is gaining an insight on the subject under study. McCracken (1996) remarks that a case study is quantitative in nature to “isolate and define categories as precisely as possible before the study is undertaken, and then to determine, again with great precision, the relationship between them” (p.16). This dissertation would examine the case of video-training provided by the best video-training providers in the UK and the US – screencast, total training, lynda, and vtc. Specific questions would be prepared in advance, which reflected the core issues such as production, technology, labour and design. The basic categorisation scheme for the type of questions is the familiar series: ‘who’, ‘what’, ‘where’, ‘how’ and ‘why’ (Yin 1989, p.17). The production manager from each company would be interviewed to answer various questions. The case study results will be analysed in a comparative nature, using a grid table both to compare and contrast the results of the companies in question. This will enable to test the hypothesis that video from the UK is superior over that of the US. From here, overall findings would be established which would support recommendations and allow conclusions to be made such as for the case of the pricing strategy, for instance. Pricing strategy would involve three steps: (1) Determine the cost of traditional training; (2) Find out the production and development cost of the training video; (3) Determine the willingness to pay of people. Using linear programming, these three variables maybe mathematically modeled and find the maxima, as well as the feasible region. As noted by Waner, a linear programming problem is a problem wherein the maximum or the minimum of a linear expression is determined. 2.2 Types of Sources 2.2.1 Secondary sources In order to obtain a well-rounded understanding of the subject, the initial stages of research were conducted through secondary sources, consisting of a wide range of printed media to provide the essential theoretical framework and substantiation for the study. 2.2.2 Primary sources Primary research was imperative to this investigation in order to add and build upon secondary findings. The primary sources used included a pre-press digital technology questionnaire and semi-structured interview. 2.3 Survey Questionnaire A survey questionnaire was used to generate a higher and greater response rate, screen suitability of applicants and establish a broader selection of answers required for the research topic. The first section would develop a company profile from six questions; the second would establish the human resources and technical profile and finally, the last section would ask for conclusions and recommendations relating to video-training in the UK. Fifty questionnaires would be randomly distributed to learners who have tried both video-based training from US and UK providers. The locality allowed for a focused study, and was convenient for distributing the questionnaires and organising follow-up interviews. Bell (1993) states that “surveys can provide answers to the question what? where? when and how? But it is not easy to find out why?” (p.11). For this reason, the surveys were preliminary to the semi-structured interviews. The aim of the survey was to gather empirical data on which to base the findings: that is, “based on data obtained from direct, systematic observation rather than specification information” (Priest 1996, p.242). 2.4 Semi-structured Interview Due to the structure of the survey the interviewee could talk with greater ease and flow. The method was a ‘semi-structured’ interview, “a directed conversation, the purpose of which is to gather information by means of administering the sure set of questions in a consistent way to all selected respondents” (Frey 1995, p.1). This would enable the production manager from each video-training provider to openly discuss the effect the digital revolution has had and is having upon the company. One of the advantages of the semi-structured interview is that a small number “can generate a considerable amount of research material when turned into a fully transcribed text” (Deacon 1999, p.352). Another advantage is that the information is immediate and follow-up questions can be asked, which is not an option when using a questionnaire. One of the disadvantages, however, is that “simply mapping the re-emergence of different themes in the texts can prove a complex and time-consuming task” (Deacon 1999, p.352). For this research, four persons would be interviewed – each from the four companies mentioned: screencast, total training, lynda, and vtc. 2.5 Problems and Limitations Some of the problems and limitations of secondary and primary research methods are as follows: Secondary Research – due to the fact that digital technologies tend to progress faster than books can be written about them, books lacked in-depth, extensive and detailed analysis of the issue. Primary Research – It has been suggested that the main reason questionnaires generate a low response as that too many questions were asked and many also required in-depth answers. 2.6 Reliability and Validity Reliability and validity are vital to ensure the accuracy of findings, results and integrity of the research project. Reliability is defined as “whether repeating the same measurement or experiment will yield the same or similar results. For quantitative research to be meaningful, reliability must be reasonably high.” (Priest 1996, p.251). Validity is “whether the researcher is measuring or observing what he or she thinks is being measured or observed.” (Priest 1996, p.255). Priest exemplifies as “misleading survey questions…or experiments based on erroneous reasoning all lack validity” (Priest 1996, p.255). It is vital that all information sources consulted and used in the case study are directly related to the research project. To prove the validity of the research, a video-based training media will be produced of the principles gathered from the survey. For the video-based training in the context of multimedia can be a very powerful tool if it appeals to more senses as described in the previous section. Therefore, initial phase of the design would involve learning the technical ground of the subject of multimedia as a whole as exemplified in the book Digital Multimedia by Chapman & Chapman. 2.7 Data Analysis In general, “data analysis consists of extensive reading, sorting, and searching through your materials; comparing within categories, coding, and adding key words and concepts; and then writing mini-summaries of categories” (Altheide 1996, p.43). One of the ways this will be employed is in the market research aspect of the project. One's marketing mix, according to Lake, is a combination of marketing tools which would suit both the company and the customer's objectives. However, to effectively do this, a marketing concept has first to be established (Gronroos 1991) so as to build a good market orientation. (Caruana, et. al. 1997) It is hoped that through this method, a relationship marketing program may be established in the future (Voss & Voss 1997) and the concept of social marketing may be employed wherein social objectives can also be met. (Kotler & Zaltman 1971, 3-12) Due importance to customer perspectives will be given importance (Szmigin & O'Loughlin 2005) with the goal of transforming them from users to customers (Rowley 2000) as relationship marketing is being built. (O'Malley & Tynan 2000) Once all these data have been gathered, design would be modified if possible to accommodate feedbacks from the potential market. This would ensure that an empirically validated marketing is being pursued (Kasabov 2007) and credibility is established (Glasser 2007). Moreover, since this process forged initial interpersonal relationship between the product developer and the potential customer, customer satisfaction and loyalty is also expected to be positively affected. (Guenzi & Pelloni 2004) All the marketing strategy that would be formulated is geared towards satisfying the market in the UK and would expand to other places based on the would-be established relationships of clients' from London. This is where relationship marketing orientation comes in. (Tse et al. 2004) In this way, inter-organizational relationships may be developed. (Laing & Lian 2005) Finally, a promotion strategy would be developed based on the respondent's feedback. In conclusion, it can be stated that using quantitative and qualitative research methods for the initial primary data collection was a valid approach. The following chapters analyses video training for multimedia software in the literature review. 3.0 References Answers Corporation, 2007. Discussion. [Online]. 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