Forecast of the Nature of Training 20 Years Hence - Essay Example

Assignment Forecast of the Nature of Training 20 Years Hence The current of technology today has impacted the training profession in a variety of ways. Widespread use of the internet has provided a venue for web-based training in multiple languages. Mobile computing has given rise to mLearning, which makes eLearning available anywhere that is accessible through a mobile device. Knowledge management systems allow learners at different locations to work together, learn collaboratively and exchange knowledge (Driscoll, 2002). Studies show that training programs using augmented reality or augmented virtuality systems produce learners who are able to retain more over time as compared to print-based or video-based learners. The next step is to make augmented reality systems mobile (Macchiarella, 2005). In 1995, Gordon Moore, Chairman Emeritus of Intel predicted that computational power will double every 18-24 months. This would mean that in 20 years, computers would be able to handle data and processes at least 10 times of what it can do today. Having said that, we can let imagination run wild with the kinds of computer-based training systems that will be available 20 years from now. This author predicts that in 20 years time computing power would have multiplied ten times over, the physical size of devices would have shrunk 10 times its original size, and mobile facilities would have increased an unimaginable number. This means that limitless training can be had conveniently using a conveniently small computing device which can be carted around anywhere. Palm-sized computers equipped with electronic writing device, earpiece, internet access, and interactivity can replace conventional devices used for web-based training. Such devices can even be taken to the work area and can be used to provide a readily accessible reference "material" in case problems are encountered on the job. Macchiarella's prediction of making augmented reality training systems mobile could well be achieved in 20 years. Learning booths for various AR training would have been mass-produced and installed in convenient locations such as community centers, malls, airports or other places where people go to when they have spare time or where have to wait and needlessly waste time. Access cards to the training booths may be equipped with a payment facility for pay-per-use training or to logon to an organization's training program. Trainer-trainee interaction may have become readily available after 20 years. In much the same way that 24/7 operations are conducted, trainers on shift would be able to interact with trainees from any part of the world who has accessed a training material over the internet. Using a mobile device with instant messaging capabilities would make this possible. According to Wexler (2008), different training technology modalities are on the rise and this is expected to continue for the next decades. These are podcasts, blogs, communities of practice, Wikis, LMS, online references, online assessment and testing, synchronous and asynchronous e-Learning, learning content management and portals. Moreover, the training profession is also forecasted to diversify and specialize in new areas such as aggregators of content who will sell access to their content to organizations which need them, developers of generic courses who will sell their courses on a pay-per-use basis, or developers of specific courses targeted to specific industry requirements (Heathfield, 2008). With technology advancing by leaps and bounds, the applications for training may well be limitless. If it can be imagined, it will most probably be possible. Assignment 2: Statement of Work Abstract Due to increasing diversity in the workplace, there is a need to level the field in terms of English language communication. Effective communication among community members is essential for peaceful coexistence and for solving many day-to-day problems. The constant flow of information from country to country in a globalized world has created the need to encourage and support the development of common language communication skills (TESOL, 2007). This web-based training course uses the participants' previous education and language knowledge of English and introduces them to basic literacy skills and helps them adjust to their new cultural environment. W/CBT is the training delivery method of choice so that participants may be able to undergo training at their own pace, time and place, where internet access is available. Upon successful completion of the training, the participant would have gained adequate English language communication skills necessary for the workplace. The training is intended for adult learners who are non-native speakers of the English language but have had English language instruction through formal education in a non-English speaking country. The course consists of online interactive activities for oral and visual communication, reading and writing. A pre-assessment exercise is provided for participants to rate their level of expertise in the English language prior to taking the course. A post-test is also provided to rate learning achievement at the end of the course. For successful completion, a prescribed post-test score must be achieved. If the target score has not been attained, participants are advised to repeat the course. Throughout the training, quizzes, drills and other exercises are incorporated to check the participants' understanding of specific topical instruction. Instructional Objectives Effective instruction occurs when the learner's behavior is changed in desired ways. The instructional objectives define expected student outcomes from the course (O'Bannon, 2002). The course aims to develop the participants' ability to use oral and written English for daily needs, develop basic conversation skills and vocabulary, and use simple sentence patterns. Upon successful completion of the course, the participant would have: developed fluency and accuracy in oral communication using English in socially appropriate ways increased reading comprehension and vocabulary developed accuracy in written information through simple compositions and accomplishing forms Content Outline Each instruction Unit consists of several modules addressing specific learning objectives. Each module has a lecture or demo-based instruction and a test activity. The modular instruction can be completed in less than 10 minutes. The test activity has an option for viewing solutions or having it disabled. I. Introduction - a brief audio-video based introduction (1 minute) to the course. Key points in the introduction may also be read on screen. II. Listening a. Simple words in common, everyday situations b. Comprehension of basic commands through physical action c. Understanding of face-to-online trainer communication using previously learned material d. Restating what has been heard e. Responding to emergency warnings f. Listening to acquire specific information required III. Speaking a. Making statements about basic needs using previously learned words/phrases b. Answering simple questions with yes, no, or short-phrase response c. Asking simple questions d. Giving simple commands e. Interact using face-to-online trainer conversation IV. Reading a. Identify phonological sounds using letters or letter clusters b. Recognize sight words c. Interpret sentences using vocabulary and structures previously learned d. Demonstrate understanding of previously learned words, short sentences, directions and simple signs e. Demonstrate understanding of simple forms which require personal information f. Scan simple lists and forms for specific information V. Writing a. Writing letters of the English alphabet b. Writing numerals c. Writing lists from material heard/read d. Copy words, phrases, expressions from materials read e. Take dictation f. Fill out simple forms g. Write simple sentences VI. Pre-Test - A bank of 1000 pre-test questions are kept in the system with 100 questions randomly generated upon access of the section. Resulting score after completing the test are displayed with textual interpretation. VII. Post-Test - A bank of 1000 pre-test questions are kept in the system with 100 questions randomly generated upon access of the section. Resulting score after completing the test are displayed with textual interpretation. The post-test and pre-test scores are also compared and percentage improvement is displayed. Performance in the tests and other assessment activities in this program are measurable by a test score, which summarizes the evidence contained in the learner's responses to the items of a test to be able to determine the level of knowledge, skill or aptitude of the learner (Thissen & Wainer, 2001). Navigation Flowchart A website navigation flowchart breaks down a site into manageable categories. Each category is assigned a page. Main categories become the top-level buttons in a website's navigation bar. Some categories need to be broken down further into sub-categories. The navigation flowchart typically represent the different pages as boxes with lines denoting how the pages are linked (Owen-Boger, 2007). Based on the Content Outline above, the navigational flowchart for the W/CBT is as follows: Multimedia One of the most powerful aspects of computing technology is the use of multimedia by combining text, sounds, graphics and moving images (Lynch, 2002). The following multimedia elements will be incorporated into the runtime products. Text - Very readable textual information shall be presented on the W/CBT pages with particular consideration in the use of typography. Summary, "nice-to-remember", bulleted lists will be presented in highlighted boxes. Audio - In order to correctly represent spoken English, all material in the W/CBT will have clear, well-spoken audio. Video - Each module will have a short video clip depicting the topic to be learned with real-life situations used as examples. Graphics - Appropriate graphics will be included in the pages for highlighting purposes. Avatars and other icons will also be used both to entertain and interest the learner. Animation - Some graphics will be executed with animation effects to drive home points being discussed. Interactivity - Test activities will be interactive with immediate feedback on wrong or right answers/solutions. Hardware and Software Planning and implementing a web-based training program involves picking the right tools for development and implementation. Various resources are available for development, delivery, and management of training over the Internet, in terms of professional development service providers, ready-to-use software for content authoring, and learning management (IDKB, 2006). Whatever the development tools will be decided upon, the following hardware and software are necessary for the development of this project. Computers Servers Network Access Software to be created Audio Animation Text Graphics Video Assignment 3: Storyboard Visual Explanation Homepage The page will contain the logo of the training program and a brief introduction about the course. The same introduction will be on audio which can be activated by clicking the audio button. The page will also have navigation buttons leading the various Units of the learning program, as well as the pre-test and post-test sections. Objectives Contains course objectives in textual and audio form. Sitemap Contains site map which lists section unit and module titles and test titles hyperlinked to the actual pages. Instructional (Unit Page) Contains an introduction to the Unit, the specific learning objectives for the unit and the type of test exercises included in both text and audio form. Instructional (Module Page) Contains the instruction on the module. The video depicts a portrayal of a real-life situation where English is used, emphasizing on how it is used. The module text summarizes the points taught by the audio narrator. It also presents a list of new English words, phrases and expressions introduced. Assessment Both pre-test and post-test contain multiple choice questions. The questions may need to be read or listened to. If the section is exited prior to completion of the test, there will be a reminder message that the test was not completed and asks if the learner wants to save the incomplete test or not, for future completion. Upon completion of the last question, the "next" button will give an assessment and evaluation of the score. If the post-test was taken, it will be compared with the pre-test score previously stored for the learner. Conclusion The ultimate completion of the course is the attainment of the Certificate of Completion. This page displays the Certificate with options to save to file or print. References Driscoll, M. (2002). Web-based training: designing e-learning experiences (2nd ed.). San Francisco: Jossey Bass/Pfeiffer. Heathfield, S. (2008). Training Trends. Retrieved 20 November 2008, from http://humanresources.about.com/od/trainingtrends/a/training_trends.htm IDKB. (2006). Web-Based Instruction and Training Development. Retrieved 20 November 2008, from http://classweb.gmu.edu/ndabbagh/Resources/IDKB/resources_wb_instruction.htm Lynch, P. & Horton, S. (2002). Web Style Guide, 2nd ed. Retrieved 20 November 2008, from http://www.webstyleguide.com/index.html/sites/site_structure.heml Macchiarella, N. D. (2005). Augmenting Reality as a Medium for Job Task Training. Journal of Instruction Delivery Systems, 19(1), 21-24. O'Bannon, B. (2002). Instructional Objectives. Retrieved 20 November 2008, from http://edtech.tennessee.edu/bobannon/objectives.html Owen-Boger, G. (2007). Developing your website: The basics. Retrieved 20 November 2008, from http://www.owenproco.com/NewsletterApril07.htm TESOL. (2007). TESOL's Mission, Values and Vision. Retrieved 20 November 2008, from http://www.tesol.org/s_tesol/sec_document.aspCID=218&DID=220 Thissen, D., & Wainer, H. (2001). Test Scoring. Mahwah, NJ: Erlbaum. Wexler, S. (2008). Training Methods Trends: eLearning Technology. Retrieved 20 November 2008, from http://elearningtech.blogspot.com/2008/09/training-method-trends.html Read More