Podcasts for Training in an Organisational Setting - Research Proposal Example

Research Proposal Total Number of Words Excluding Bibliography and Appendices: 4,201 Total Number of Words Including Bibliography and Appendices: 3,714 Table of Contents Introduction/Background to the Research (400 words) 3 Research Question/Why is the Research Important (300 words) 4 Methodology (750 words) 10 Ethical issues (250 words) 13 Conclusion (100 words) 13 References 15 Introduction/Background to the Research (400 words) The presented research will investigate the potential of podcasting as a technological tool to improve training in an organizational setting. In the same way that music is the business of the record industry, learning is the business of education. What matters in education is learning; not the way in which it occurs. As improving the quality of education is a primary goal in learning, podcasting inherently offers the features to facilitate that learning process. The domains of learning, especially acquisition where the learner chooses to learn, and emergence which includes tacit learning and promotes creativity and innovation, need to be recognized when considering learning for today's technology-driven learner (Siemens 2005). Podcasting offers consumer appeal, ease of use, and accessibility. The term podcasting, for the purpose of this research, refers to a technological tool that is mobile and has the capacity for internet communication, multimedia playback, and storage. A primary example of such a device is the famous iPod by the Apple Company. Although other podcast-enabled devices are available on the market, iPod is currently the preferred podcasting device (Apple 2006). The advance of technology has an obvious impact on the processes we use in an organization or institution. The suggested research will examine the affects of using podcasts for training in an organizational setting to determine its benefits and drawbacks on the training procedure. The following section of the proposal discusses the perceived relevance of the intended research, as it outlines and challenges the ability of the podcasting method to quantifiably enhance training in a given subject area. The second section presents comparable research studies through the literature review which focuses on podcasting in a first part, on the physiological and psychological aspects of learning in a second part. The third section relates to the methodology to follow in order to reach the research objectives outlined in the first section of the proposal. The details of the methodology utilized to test and measure our experiments are presented in that segment. The perspective of training with information-age technology offers a wide range of possibilities in several fields including higher education, medical and healthcare, business and management. Research Question/Why is the Research Important (300 words) Proposed Question: What do employees at my organisation (Boston Scientific) perceive as the benefits of podcasting Researchers forecast between 30 and 57 million people living in the United States will access and use iPod technology by the year 2010 - This estimate gives a general outlook on the advance of podcast-like technology into our everyday lives (Mindlin 2005). The Podcasting technology has enjoyed and continues to enjoy phenomenal growth in our society, particularly in higher education (Campbell 2005). Several institutions of higher education including Drexel and Duke University have recently introduced podcasting as a supplementary learning tool (Duke 2006). These universities embraced the technology as a way to leverage and improve the quality of their training, and the learning benefits of the technology are manifest. Dr. Lucic from Duke University concluded that the iPod initiative at Duke not only encouraged students to "think on their own", but also increased their level of creativity in how to use the technology to facilitate the learning experience (Dalrymple 2006). The adoption of the podcasting technology in these various institutions of higher learning is a testament of the importance that pervasive computing is having on the methods used to facilitate training and education in the information age. We believe that similar benefits can be obtained in an organizational setting as podcasting offers several added perspectives over conventional teaching and learning methods (OneupWeb 2006). Boston Scientific is recognized the world over for being a leader in the medical devices field. With twelve businesses employing more than 25,000 people, there is a continuous need for training as our product line and services evolve in our respective areas of focus. In this research we will study the expected benefits and drawbacks of podcasting in the workforce, and we will identify and measure the quantities that can lead to improve the training and learning experiences. Improvements identified may lead to a faster learning curve, better retention of material (as it is at their fingertips and easily accessible), ease of application of theoretical subjects, better time-management, and increased user activity through a Pod-Blog. These are the objectives we suggest to evaluate through testing, which is further developed in the methodology section of the proposal. The major drawback of podcasting is that it may decrease the effectiveness of group training and group work in an organization. Most large organizations such as Boston Scientific, GE, or Ford recognize the importance of group work. They emphasize training to maintain an optimum level of quality. We are concerned that the inherent individualism brought by podcasting could affect the cohesive group learning environment in large corporations. Although the Pod-Blog suggestion may be a way to circumvent this perceived disadvantage and turn it into an aspect to support training. The research in general would categorize the perceived disadvantages of the method directly from the users and trainers through data collection. In any organization, continued training is a fundamental aspect that is enforced to preserve the knowledge capacity and competitive edge of the workforce. As time value holds a prominent position in the workplace, the need for quicker and better learning techniques is a deterministic requirement for enhanced performance. Podcasting gives its users an undeniable edge as individuals can learn at their own pace, in their preferred media, and in the location of their choice. The content of the podcast can vary in subject of course but also in length (from a few minutes to a full one hour audible manual). The amount of information capable of being conveyed to a user in this manner is considerable. In the medical field, podcasts can be utilized in various ways including for training on new medical tools and practices, on preferred medical procedures and rules, and as a daily tracking tool to physicians and researchers. In language teaching, podcasting can be an efficient way to learn and practice pronunciation, which can be extremely valuable to international business travelers. At Boston Scientific where access to updated and targeted information is essential, the podcasting training method seems an adequate candidate to improve the in-house training process. Literature Review (1200 words) In this literature review, we present the existing work undertaken in the area of the proposed research. It serves as a foundation on which to build our research upon. As with any new technological tool, it is useful to evaluate the reasoning behind the use of the device in question, and bridge it with the learners' needs in order to estimate the efficiency of the method employed. At present, most studies regarding podcasting have been conducted in Universities; where the adoption of podcasting equipment does not create a barrier or significant technology shift to its targetted audience. In August 2004, Duke University distributed 20-gigabyte iPods to its 1,600 commencing students, pre-loaded with orientation information. Administrative and academic materials in MP3 format are now available for students to download from the Duke Web server and through Apple iTunes (Duke 2006). In 2005, Apple launched iTunes U (Apple Computer 2005), a free hosted service for colleges and universities that provides easy access to audio and video content such as lectures and interviews, using the same technology as the commercial iTunes Music Store. Several top-rated schools, notably Stanford University, UC-Berkeley, University of Wisconsin-Madison are currently using the iTunes platform to provide podcasting services to their students (Apple Computer 2005). From a general standpoint, most university iPod programs fail to disclose of the affect of the iPpod on training. Obviously the method is recent and thereby may require further testing before quantitative results of the effects of podcasting on the student population become available. Audio-only material has traditionally been neglected and underused as a teaching and learning medium (Bates 1981, Romero-Gwynn and Marshall 1990, Scottish Council for Educational Technology 1994). Perhaps this may be attributed to the popular view that "listening to audio is not learningas this is not synonymous with comprehension and action" (Clark and Walsh 2004, p.25). However, Durbridge (1984) emphasizes the educational advantages of audio over printed media: "As compared with a written text, the spoken word can influence both cognition (adding clarity and meaning) and motivation (by conveying directly a sense of the person creating those words)." Predominant platforms in online learning, such as course delivery systems like Blackboard, as well as collaborative tools like discussion boards or forums, focus on text as the primary medium. However, "the use of audiois experiencing a renaissance fueled by the ubiquity of portable audio players, broadband Internet, and software tools that allow the relatively easy creation and distribution of audio files" (Schlosser 2006). More complex multimedia elements such as video, animation and interactive media like simulations and games may have a high success rate in terms of boosting attention, motivation and interest, but they are expensive and time consuming to develop, typically requiring a great deal of technical expertise. Also, the true mobility of users is severely restricted due to the need for visual fixation on a screen. Digital audio, on the other hand, is cheap and simple to produce and manipulate due to the availability of basic sound recording and playback hardware and software in homes, and in educational institutions. Content can be produced on the fly in response to information obtained from feedback, enabling educators to address learners' needs and concerns as they surface. As such, it is an unobtrusive activity that can be integrated with other activities in our lives, thus paving the way for true mobile learning. In the enterprise, iPods are being used by medical professionals at the University Hospital of Geneva as a portable tool to view medical images on the go. This is eventually a major advantage of the podacasting technology as it also offers considerable storage space. The latest podcasting devices also offer video playing capability and wireless connectivity making them first-choice items for the medical environment. Dr. Ratib at the University Hospital of Geneva co-created the Osirix software which allows complex medical images to be viewed on an iPod. In comparison to the expensive devices used to view medical images, this software allows for considerable savings while making time-critical information available for doctors, physicians, and nurses. The software platform is open-source and has been utilized by medical professionals throughout the world. Used in combination with the Apple's iChat instant messaging software, it allows users to interact, discuss, and comment on the images transmitted through the Osirix software (Ratib 2005). In general, podcasting use has been an evolving trend in the enterprise. Several companies currently use podcasting as a method for training their employees including Sprint, IBM, BMW, Amazon.com, John Deere, American Express for instance. According to a study by OneupWeb (2006), podcasting serves several purposes in the enterprise including marketing, brand building, training, relationship building, product information, and public relations. On the aspect of training in an organizational setting, the study shows the quantifiable savings that podcasting brings in comparison to traditional methods such as teleconferencing. Not only does it require affordable and easy-to-use equipment, but podcasting also allows for a level of mobility and accessibility which is valued in any organization that has a strong sales force or needs to conduct training and support on a continued basis. Several authors are identified as being supportive of these in-control learner and collaborative technological tools: Paivio's (1986) Mental Representations, Mayer's (2001) Multimedia Learning Theory, Siemen's (2005) Connectivism Theory and the Learning Development Cycle (Siemens 2005), as well as Gardner's (1999) work on multiple intelligences. Their approach covers physiological and psychological aspects of learning which allows our research to be referenced on the basis of scientific data. These mostly support the technological benefits that podcasting devices could bring to the learning process. Paivio (1986) highlights the importance of effective learning. Following on is Mayer's (2001) theory of multimedia learning and the three assumptions underpinning Mayer's theory are dual channels, limited capacity, and active processing. The dual channel assumption is based on the idea that animation or on-screen text is processed in the visual or pictorial channel, whereas the spoken word or a non-verbal sound is processed by the auditory or verbal channel. The 'limited capacity' assumption is that people do not have unlimited capacity to process information in the auditory and verbal or visual and pictorial channels of working memory. Therefore, educators would assist students by not overloading them with information and by giving them instead shorter clips of material. When creating audio files, the idea of shortening the length of the clip should be considered. Audio learning objects can provide invaluable options to personalize the needs of the auditory learners (people who prefer or have facility learning through listening). According to Sun et al. (2003 p. 4) "for these learners, written information may have a little meaning until it is heard". Mayer's third assumption of active processing involves the idea that students are active participants in their individual learning and this fact is important in order to make meaningful experiences. Siemens (2005) tells us that connectivism as a learning theory illustrates the idea that "nurturing and maintaining connections is needed to facilitate continual learning and the ability to know where takes the place of know what, and know how" (p.20). Furthermore, Siemens (2005) provides us with a novel metalearning design model, the Learning Development Cycle (LDC). The model consists of five stages: scope and object of learning design, creation of learning resources, user experience, meta-evaluation to determine effectiveness, formative and summative evaluation of the learner experience. Gardner's (1999) initial work on "seven intelligences" may support the use of podcasting technology as a tool because it involves the bodily-kinesthetics. Therefore, it becomes apparent how the use of podcasting can be supported by listening and learning, as well as by interacting with the computer to learn and collaborate with peers. And, perhaps the use of podcasts, that allows the learner to listen to a variety of subject matters, will be viewed as a practice that attends to MI theory. Methodology (750 words) I intend to use methodological triangulation, as I feel when you use more than one technique to get the same information, interviewing, administering a questionnaire, observing, and examining documents; it provides better information than using a single technique. In the procedure we are getting not only what people say they do, what we observe them doing, but also what they are recorded as doing (Kane and O'Reilly-de Brun, 2001). The expected benefits we will measure in using this methodology are as follows: Faster learning curve - We anticipate that podcasting would offer employees at Boston Scientific a faster learning curve. The medical field is an area where the amount of information needed to be retained can sometimes appear overwhelming. It is therefore particularly important to investigate methods to facilitate and accelerate the rate of training. The mobility of podcasting suggests a continuous access to information during the learning process and should therefore allow for an increased ability to learn and make use of relevant information in a given topic. Better retention - As employees learn faster due to the accessibility of podcasting, so are they expected to retain better. Podcasting allows for a user to focus on a given area and repeat information pertaining to that area at will and in a spaced manner to maximize retention. Repetition at carefully spaced and repeated intervals does promote our ability to retain and remember information better (Rohrer 2005). Hands-on applications - Podcasting in the medical or therapeutic environment can be used as a way to teach and form users on the operation of devices and/or machines used in one of the twelve businesses of the company. This benefit is actually remarkable as people can be trained to use a tool on the fly as they follow simple basic instructions via a podcasting device. It is also a great method to determine ways to enhance the learning process for tools, machines, and devices in use in the medical field. Time-Management - Any organization is concerned with this issue, and as the organization grows it becomes a critical element that employees should thrive to improve through basic training. Through faster learning and better retention, we expect the user to be enticed to reorganize his work for added efficiency. User interactivity through Pod-Blog - The Pod-Blog would be a first integration into the evaluation of the effects of podcasting in this organization. The perceived benefit of the feature would be to address the issue of group work by allowing users being trained on a system to easily interact with one another through a blog administered and mediated by the trainer. We expect that the Pod-Blog could dramatically improve employee interactivity by getting employees involved in the learning process and by taking into account their suggestions to improve training. We plan on using a sample of 40 to 50 people who in addition to being full time employees with Boston Scientific, often go through training for the purpose of their job. In collaboration with training staff in a given area, we will administer the testing through surveying, interviewing, and focus group. The surveys can consist of a weekly mixture of close-ended as well as open-ended items, and will be administered using a Web-based tool. The objective of the survey is to capture the participants' experiences using podcasts, and to reveal the features of podcasting which hold the capability to enhance or reduce the learning process. I consider the surveying tool essential in order to make comparisons systematically. I also believe that surveys can be used to get baseline information, and as a reference for future data when the quantifiable metrics observed have been altered. The testing period should span over a two-month period, and shall not be any less than one month. In a concern to have triangulation, we will determine a portion of our testing population to be non-users of the podcasting system, thereby providing reference we need to evaluate the benefits of the method. Out of the sample, we will determine demographics that are relevant to our study, from an age standpoint, but also from a position and responsibility point of view. The focus group testing will be the opportunity to estimate the affects of podcasting on group work, and should therefore provide us with data to challenge the perceived benefits of this method. The testing period will be concluded following a final survey and interview which will close the data collection phase of the research. My plan is that the members (users) of our sample will have the option of either downloading files manually through hyperlinks on the online subject outline through a portal or podcatching (software function to request and get a podcast). At the conclusion of the testing period, members of the group will be sent e-mail invitations to participate in a final survey, which shall remain voluntary and anonymous. Online focus groups will occur at the second stage and members of the testing sample will be asked to indicate their willingness to take part. In addition, a case study strategy will frame learners' experiences on the usefulness and impact of podcasting on the learning process. The case study will give insights into how and why something works or doesn't work in real life, over time. I will use the case studies to illustrate patterns which have been identified using the other methods described earlier (Nassar-McMillan and Borders 2002). Additionally to surveys and group focus, integrating podcasting tracking software would assist in presenting the overall usage tendencies of our sample during the testing period. There are several podcast tracking tools available, but the Podtractor Enterprise is recognized for providing relevant tracking statistics we could use for the purpose of our research (OneupWeb 2007). Following the data gathering portion of the testing, we will be able to analyze the data with respect to each of the benefits we have identified as objectives. The data obtained from the sample should deliver clear trends in use and in the perceived benefits of the method from a users' perspective. Depending on time availability, we may also evaluate the psychological affects of podcasting use on our sample, and how it may have impacted performance during testing. As the research should be completed within eight months, I suggest a preliminary schedule as follows: Elaborate theory, objectives, and methods to be used to measure and analyze data based on this proposal (3 months) Testing preparation with trainers (1 month) Testing (2 months) Data analysis and final redaction of thesis (2 months) Ethical issues (250 words) Podcast-based learning is a relatively new field and its careful implementation, in the absence of 'best practice' experience and guidance, is critical. Areas for concerns to consider would include: Issues in the creation and delivery of podcats - Their later distribution and how it relates to copyright law. Assumptions about the age/sex/background of the learner, or of the characters being portrayed in the learning material. Devices such as the iPod may appear as a gadget and considered gender preferential. Issues of access, mostly relating to physical ability to access. In fact it becomes a form of segregation to promote devices that the disabled would have trouble using in the workplace. The podcasting device may encourage introversion of its users, which could affect their production depending on the function of the work. Conclusion (100 words) This preliminary proposal discusses the procedure to conduct a research study investigating the pedagogic benefits of the podcasting technology in an enterprise such as Boston Scientific. Specific metrics in correlation to the podcasting method were identified and are to be measured accordingly, as described in the methodology section of the proposal. We estimate that the data obtained from the testing procedure will indicate patterns and quantifiable trends to support the hypothesis that in fact podcasting present several benefits as a training tool in an organizational setting. Suggested future work in the research area would be to investigate the affect of video versus audio podcasting as a catalyst for training in the medical environment. References Apple Computer Apple iTunesU. 2005,http://www.apple.com/education/products/ipod/itunes_u.html Apple Computer. iPod builds learning communities. Profiles in success: Georgia College & State University. Retrieved 8 November 2006, http://www.apple.com/education/profiles/georgiacollege/ Bates, A.W. (1981). Radio: The forgotten medium Studies in the use of radio programming and audiocassettes in Open University courses. 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Connectivism: A Learning Theory for the Digital Age, 2005, http://www.elearnspace.org/Articles/connectivism.htm Siemens, G. Learning Development Cycle: Bridging Learning Design and Modern Knowledge Needs, 2005, http://www.elearnspace.org/Articles/ldc.htm Sun L., Williams, S., Ousmanou, K. & Lubega, J. (2003). Building personalized functions into dynamic content packaging to support individual learners. Proceedings of the 2nd European Conference on eLearning, Glasgow, pp. 439-448, 2005, http://www.ais.reading.ac.uk/papers/con41-building%20personalised.pdf Read More