Using E-Learning and Multimedia to Develop Technical Skills

George SiemensStephen Yurkiw

Setting the Scene…

Drivers of changeNew environmentNeed to implement new approaches to

meet needsIntegrating vocational and technology

Terms

Vocational EducationSkill-based learning

ElearningTechnology-enabled learning

Vocational E-LearningSkill-based Technology-enabled learning

Goals of Education

Acquire tools for survival Discover meaning Learning to learn More humane communities Role in social reform/reconstruction Not only to equip to contend with reform, but to

initiate Secure democracy

Jerold Apps, Dewey, Lindeman, Bergevin

Goals of Vocational Education

To prepare for gainful employmentMust be close to real worldInstructor must be successful practitionerCurriculum must reflect content of

occupationCreate skill set and attitudes needed to

succeed in a particular field

Change in “Teacher’s” Role

Due to focus of individual, social objectives and furthering of technical field, teacher is partner with learner

Teacher is helper, facilitator, guide, encourager

Student is not object of teaching, but focus of learning

Bergevin, Lindeman

Learning EcologyWhat do learners need to learn?

Content – text, videos, interactive activities, animations, etc.

Forums to connect with learners (i.e. replicate real life in career)

Mentorship – apprentice, instructor/chefAccess – education outside of a physical

locationFlexibility – education that accounts for life

Reducing Irrelevant Learning

Technical students have varying background and skills

ALL are at different pointsEducation needs to permit entry and

access based on skill/experienceRequires complete system change, but

the process can be mimicked online – i.e. student controls pace

Stages of Knowing

Linking – association between concepts/knowledge

Reproducing – copying something as taught Interpreting – using existing knowledge to

recognize needs and guide actions/decisions in new situation

Applying – applying existing knowledge/skills to solve new problems

Adapted from Broudy, Smith, Burnett

How Can Technology Meet Vocational Education Goals?

Technology as a supplement, not replacement

Tech improves access & flexibilityTech can communicate skills & theoriesTech – better “quality” assuranceF2F needed to develop social/industry

awareness

Elearning Overview

HistoryDriversWhy is it changing learning?How is it changing learning?Scope and size

Combining Technology & Classroom

BlendedSaves instruction timeIncreases learning efficiencyAnxiety and intimidation in regular

classroom minimizedPractice to proficiencyVariable learning rates

Tools & Technologies

Streaming Video Audio – audio blogging, pronunciation, VoIP Internet – LMS, blogging, “simple starts”,

email, discussions Software – development, delivery,

collaborate Simulations

Examples

Dining Room SkillsCulinary ArtsMenuOnline Course

Our Experiences

Culinary ArtsHotel and Restaurant AdministrationTeaching right way upfrontUnlimited repetitive feedback

Results

Success indicators – no quantitative data yet

Initial anecdotal feedbackBetter learningMarks same as with traditional classes

Instructor ObservationsStudent Feedback

Student Experiences

Student commentsEngagingFun way to learn “I can learn when I want” - Flexibility “I’m in control”No instructor physically present –

disorienting to some students

Implications

Technology as a toolElearning meets needs of technical

education – access, flexibility, qualityTheory, skills, relationships, mentorship

– can all be taught/enhanced via elearning

What is still needed

Administration supportModel for elearning development – skill

based industry (plumbing etc.)Tech advances – ability to stream

confidentlyTraining instructors how to develop and

use technology in teaching

Conclusions

Change drivers are significantNew student/industry needs require new

approachesContinued vocational e-learning can:

Expand the field Improve educationResult in higher student satisfactionGreater organizational quality control