Chapter Nine: Educational Technology
From Common Docs
Learning Objectives After studying this chapter, you will be able to meet the following objectives with 100% accuracy: 1. Define educational technology and describe its history, development, and
current status.
2. Describe and explain the benefits of using technology to enhance training and
instruction.
3. Explain Piagetian psychology and its relationship to selecting appropriate
educational technology.
4. Define an educational technology system and describe components that can
be included in it. Accurately identify all the components in the technology system in your training facility.
5. Identify the operating system, application software, Internet browser, drives,
and peripherals that comprise your computer and/or the one in your training facility.
6. Correctly connect and operate all components of the technology system in
your training facility.
7. Demonstrate effective instructional use of all equipment and materials in your
training facility.
8. Successfully transport PowerPoint and other computer files from one computer
to another, including the computer in your training facility.
9. Determine if Internet access is available in your training facility and successful
establish access if available.
10. Explain the differences between inkjet and laser printers and discuss the
advantages and disadvantages of each type.
11. Explain resolution and illumination as they apply to projectors and camera
lenses.
12. Describe points to look for in evaluating, modifying, or creating PowerPoint
slides and presentations.
13. At a local bookstore, select and purchase a PowerPoint “how to” guide and
use it to edit and/or create PowerPoint slides suitable for your training course.
14. Define a hybrid/blended/sandwich training course and describe at least six
(6) tools you could use to “hybridize” your course.
15. Describe techniques or guidelines you should use to maximize the
instructional effectiveness of Internet components in your training course.
16. Describe steps you should take to correctly use, operate, and maintain all the
instructional equipment and materials in your training facility.
2.1 Chapter Overview Rapid and impressive developments in communications and information technology have occurred in the past few years that have made electronic and digital technologies a critical part of education and training. Educational technology is technology used to deliver, enhance, or customize instruction or training. Trainers are generally no longer concerned with whether educational technology can help improve teaching and learning, and are now more concerned with how to use it most effectively and efficiently. It is generally agreed that technologies such as color imagery, video, audio, interactive multimedia, and desktop virtual reality can have highly positive impacts on learning, when they are used well by instructors who understand their potentials and limitations. These technologies can be used in the training classroom or distributed to trainees beyond the classroom via CD-ROM, DVD, and the Internet. In this chapter, you will learn about some of the important educational technologies that can dramatically increase the effectiveness of training. You will learn about: The background and development of educational technology Factors currently influencing the development and use of educational technology Training benefits of educational technology Major components of educational technology systems commonly found in training environments Characteristics and features of educational technology components Factors to consider in selecting appropriate technologies for specific training purposes Guidelines for operating and maintaining educational technology equipment Techniques for using educational technology components efficiently and effectively This chapter will help you understand educational technology. It will help you select appropriate technologies for your training purposes, incorporate various technologies into your training lessons, and use technology efficiently and effectively to improve your training skills and presentations. 2.2 The Development and Current State of Educational Technology Using available methods or “technologies” for illustrating and expanding instruction is as old as drawing in the dirt and on cave walls. Humans have always tried to improve communication through the use of our multiple senses. Throughout human history, various methods have been used for communication and to improve learning. In the period of 1918 - 1924, an important new movement in American education developed that opened the era of modern educational technology. This movement was first known as “visual instruction,” and then later as “audiovisual instruction.” During this initial six-year period of the movement, several important events occurred (Saettler, 1968): The first formal for-credit courses in visual instruction were offered for teachers. The first national professional organizations for visual instruction were founded. The first professional journals for visual instruction were founded. The first systematic research studies on visual instruction were reported. This early period of emergence and development of educational technology was halted by the beginning of World War II. During the War, the development of technology in civilian education slowed down dramatically due to lack of equipment, materials, and training specialists. However, the War created an unprecedented demand for training millions of industrial workers in military occupations as quickly and effectively as possible. As a consequence, development of training technology became the domain of the United States armed services. During the war years, the American military made strong advances in such training technologies as films, filmstrips, graphics, photography, simulators or “trainers,” models and mock-ups, auditory trainers, and self-instructional “programmed instruction” (Saettler 1968). After World War II, many of the technologies advanced by the military were transferred back to civilian education, and a new movement in “audiovisual instruction” developed rapidly in schools of education throughout the United States. Growth in this movement continued rapidly as technologies improved and new technologies emerged. Then, the appearance of the microchip and the personal computer created a revolutionary new environment for what was by then know as “educational technology” or “instructional technology.” Finally, in 1996, the Internet and the World Wide Web erupted into popularity, and the stage was set for a new era in teaching and learning. These new tools were truly disruptive technologies, or technologies that completely transform society and the way people function within it. Today, educational technology based on a constantly-increasing array of exciting digital technologies is a critical part of the delivery strategies of schools, universities, private companies, military training, and occupational training for police, paramedical, and firefighting professionals. In addition to improving face-to-face training, digital technology is advancing the spread of distance learning and thus making education and training opportunities available to participants who would otherwise be unable to participate. Ausburn (2003, 2006) identified several technology trends that are currently converging to create strong support for technology in teaching and learning. These trends included: 1. Importance of Internet technology and e-learning: All current evidence suggests that use of the Internet to delivery e-learning, or learning via electronic technologies in which instructor and students work in different places and/or times, to learners outside of traditional training locations is increasing dramatically in degree-granting institutions, private companies, and professional training and certification organizations. The abilities of technology to allow trainees to do at least part of their study outside of classes and to make training more convenient for busy adults are important benefits of Internet and other digital technologies for training agencies. 2. Continuous advances in the power of computers and digital technologies: If you own or use computers, you know how quickly they become obsolete and are replaced by increasingly powerful and sophisticated machines that cost much less for the capabilities they deliver. New generations of computer processors, components, operating systems, and software are constantly increasing the power of desktop and laptop technology and opening exciting new doors for learning. Digital media such as CDs, DVDs, and personal “thumbdrives” are making large amounts of information in many formats easily transportable between computers. Technologies such as voice recognition and speech engines, artificial intelligence, virtual reality, and simulation are transforming computing as a training and learning tool. Presentation software such as Microsoft PowerPoint now allows trainers to make presentations that include a wide variety of multimedia components such as color photos and graphics, sound, video, animation, and Web site links. Immersive online virtual worlds and high-resolution desktop virtual reality can now take trainees into realistic situations and experiences without dangers or risk. Other new Internet technologies such as online course sites, weblogs (“blogs”), shared instructional resource repositories, and information-sharing “wikis” are expanding the communication potential of computers among instructors and learners.
3. Customization of learning materials and delivery: Through the use of digital technologies and instructional design that takes advantage of their capabilities, trainers can now easily customize their training to meet the specific needs of their situations and trainees. It is even possible to customize training to meet the learning needs and preferences of individual trainees. When training materials were available only in hard-copy form, customization was difficult and time-consuming. However, updates, changes, and providing options for trainees is far easier when materials are created and stored in digital form. The storing of training materials in digital material collections also makes it possible for groups of agencies and trainers to work together on materials and to share them efficiently. Effective use of this customization and sharing of materials uses a new form of instructional design in which learning materials are created in small independent pieces called reusable learning objects (RLOs) which are stored digitally and can be retrieved by anyone with access rights. These RLOs can be edited and recombined to meet the specific needs of a trainer or trainee (Ausburn 2004; Ausburn & Finney 2002).
2.3 Benefits of Educational Technology
Using technology in training programs can have several important benefits that aid both instructors and trainees. As an instructor, you should know about these benefits, which can include the following:
Focusing learner attention: It is well known that attention to learning material is necessary if learning and retention are to occur. In other words, you cannot learn unless you pay attention. The use of technology aids in arousing learners’ attention and focusing it where the instructor wishes.
Bringing experiences into classrooms that learners could not otherwise experience: Trainers often want to give their trainees experiences that are impossible to have in reality, or certainly not at the moment the instructor wishes them to occur. Technology makes it possible for nearly any experience to be brought dramatically and realistically into training classrooms at precisely the appropriate time to maximize impact and learning.
Preserving unique or “once-off” experiences: Many events that would improve learning occur rarely or only once, and thus cannot be brought into training classrooms. Such dramatic and significant events can be captured with technology and used whenever appropriate to assist training.
Making learning more “concrete”: The learning theory concept developed by psychologist Jean Piaget of “concrete vs. abstract” learning stimuli is well known in educational psychology. Research by Piaget
and educators interested in this theory demonstrated that for most learners the use of concrete or “realistic” learning experiences and materials often improves learning. This is particularly important when learners are being introduced to new concepts and information with which they have no prior experience. The use of technology can contribute substantially to making information more concrete.
The abilities of various types of learning experiences and technologies to make learning more concrete was discussed by Edgar Dale, who was a well-known supporter of the “audio visual” movement in education in the 1950s. Dale Cone of Experience has been modified and updated by several technology advocates, but the concept and basic principle has remained the same: The closer technologies mirror actual real-life experience, the more concrete the learning experiences they provide.
An example of a “ladder” or “pyramid” of learning experiences and technologies based on the ideas Dale’s ideas is shown in Figure 9-1.
Insert Figure 9-1 Here
Figure 9-1
Learning Experiences from Concrete to Abstract
(Suggested by Dale’s Cone of Experience)
As shown in Figure 9-1, actual real-life experience is the most concrete of all learning situations. However, it is not always possible – or safe – for learners to experience the “real thing.” In such cases, other types of experiences can be substituted by using various types of technology. As an instructor moves up the ladder shown in Figure 9-1, the learning experience becomes less concrete and more abstract, thus harder for learners with no prior experience to relate to the real object or experience under study. Instructors should take note that the two most abstract methods of instructor (those at the top of the pyramid) are spoken words, which are completely abstract symbols for objects and concepts, and written words, which are abstract symbols for spoken words. Thus, written words are “abstractions of abstractions.” The lesson from Dale’s Cone and similar conceptualizations of learning experiences and technologies is that instructors should understand that more abstract methods of presenting ideas and information can be difficult for many learners to understand. It is a good instructional practice to use more concrete methods and technologies whenever possible, and to keep an eye on trainees for signs of problems in relating to less concrete presentations. Adding affective impact to learning: Just as technology can add concreteness of learning, it also adds impact. It fact, these two things are often related: Impact often comes from the realism of images and sounds. Regardless of how well an instructor presents verbal descriptions of important events or situations, the lecture cannot have the emotional impact of photos. Even more impact comes from videos which present the reality of the sights and sounds with color, large screen, and dual speakers with stereo sound! The stimulation and motivation that come from this kind of impact has significant learning implications that trainers can easily appreciate. Visualizing theoretical or unobservable processes: Learners often need to understand processes that cannot be readily demonstrated or observed in reality because they are theoretical, occur naturally over a long period of time, occur naturally in too short a time, or occur naturally in a location that makes them invisible. Opportunity to see such processes makes them much easier to understand, and this opportunity can be provided through such technologies as animation, time-lapse or slow-motion photography, and video microscopy. Giving instruction uniform quality: Every instructor has had the unhappy experience of having important information to give to several groups of trainees and realizing that the presentation given to some groups was not nearly as good as that given to others, or that some trainees were absent and missed the presentation entirely. Technology can help with this training problem. Technology-based lessons or materials give all trainees the instructor’s best efforts. Playback equipment does not need to “warm up” to its best performance, does not forget or leave things out, does not get bored by repetition, and does not suffer from performance-reducing fatigue or illness. A good technology program delivers the same high quality instruction time after time – every time – to every trainee, as many times, and in as many places, as necessary. Providing simulated experience and realistic practice: The value of giving trainees practice in performing the tasks they will encounter in their jobs is self-evident. Opportunity to learn through experience and “hands on” practice in realistic situations is extremely valuable and often critical to developing on-job competence. However, two major problems can arise in providing trainees with realistic experience and practice, both of which are readily apparent in fire-fighter training: a. Giving inexperienced trainees real-world experience can be dangerous and even life-threatening. b. Real-life conditions can be very difficult to simulate due to the presence of many interacting variables and circumstances. New digital technologies such as interactive multimedia and desktop
virtual reality can offer significant assistance in this area. They can bring
simulations of complex and dangerous situations into training classrooms
in highly realistic forms and allow trainees to learn about interacting and
conflicting factors and the consequences of various decisions,
manipulations, and errors without placing actual people and resources at
risk.
Providing efficient storage and retrieval of training information and materials: As the volume of important training information continues to grow, greater amounts of time, space, and effort are required to catalogue, store, locate, and retrieve the materials necessary for specific lessons. New technologies such as CDs and DVDs and digital information tagging, storing, and retrieval are making these critical tasks much easier, more efficient, and less space- and time-intensive. Extending the distance range of training: When training is confined to the four walls of designated places and at specially designated times, many trainees are disadvantaged. Exclusive reliance on this same time/same place training model in which instructor and trainees must be physically located in designated locations at one time can be a serious hardship for busy adults who may be located at considerable distance from training facilities. The ability of the Internet and powerful digital multimedia technologies to distribute training lets trainers use any combination of four different training models, based on the time and place characteristics of the trainer and the trainees. These four possible training models and an example of each model are shown in Figure 9-2. Insert Figure 9-2 Here Four Time/Space Training Models
Individualizing, personalizing, and customizing training: It is well known that everyone does not learn best in the same way or in the same time frame. Individual trainees have a wide range of abilities, interests, needs, and learning style preferences. It is also true that training lessons and materials must often be modified and customized to meet the needs of specific training situations and locations. When instructional materials are created and stored with digital technologies, this customization to meet specific training needs is easy and efficient. Instructors can select specific training materials to meet their needs, modify materials quickly, and even offer trainees choices among several versions of materials.
2.4 Introduction to Components of Educational Technology Systems Most training facilities today are equipped with a variety of common educational technology components. These equipment components each have specific capabilities and uses. While each component has its own purpose and function, they work together to create a multi-purpose technology system, or combination of flexible technology options, that can greatly enhance both instruction and learning and are thus beneficial to both trainer and trainees. Educational technology system components you are most likely to encounter as you work in training environments include these items: Computers, with presentation software such as MicroSoft PowerPoint and other specialized software required for specific lessons Digital data projectors Printers, either inkjet or laser Data portability media, including floppy disks, CD-ROMs, DVDs, and personal mini-hard drives (also called thumb drives, jump drives, or flash drives) Internet access, either hardwired or wireless Document cameras Digital still cameras Video cameras, either analog or digital Digital scanners Video players, either tape or DVD Chalk boards and white boards Electronic or “smart” boards and panels Display posters Easel pads Realia and models Each of these educational technology components will be discussed in this chapter. You will learn what each component does, how to operate and maintain it, and techniques for using it effectively to enhance instruction and learning. 2.5 Instructional Computing Systems One of the most common – and most valuable – educational technology components is the computer. A computer adds flexibility and impact to a technology system, and gives trainers numerous presentation options. These options can include graphic presentations, video, and direct access to appropriate Internet resources. The computing system in a given training environment can be either a desktop or a laptop model. Either type can have several types of devices to transport data into and out of the computer. Input and output devices that are not built into the computer itself are generally called peripherals. Computers can also have a wide variety of software that serve specific purposes. 2.5.1 Finding Out What Hardware and Software Are On Your Computer System To operate your computer system efficiently, you need to know what hardware and software your system contains. There are several simple procedures you can use to identify your computer system’s components and content. 1.Use the My Computer icon to learn what drives your computer has: A very easy way to see what data storage drives your computer has is to use the My Computer icon. To do this, you should: a.Find the My Computer icon on your desktop. b.Double click on the My Computer icon. c.A screen will pop up (see Figure 9-3) that shows what data storage drives are attached to your computer and what is the designated identification letter is for each drive. Insert Figure 9-3 Here Screen from My Computer Icon Showing Drives Attached to Computer
2.Use the Systems icon to learn what version of Windows is installed on your computer: It is important that you know what version of Windows your computer has installed so that you can determine if it will run all the software you may want to install. You can easily find out which Windows version is on your computer by following these steps: a.Find the green Start button at the lower left of your computer screen. b.Click on Start. c.When the choice menu opens, find and click on Control Panel. d.When the Control Panel box opens, find and double click on the Systems icon (see Figure 9-4). e.You will see a screen that tells you what version of Windows is installed on your computer (see Figure 9-4) Insert Figure 9-4 Here Control Panel, System Icon, and Windows Software Version
3.Use All Programs to discover what software programs are loaded on your computer: You should learn what software is on your computer so you can know what options you have available. You can easily examine your software choices by following these steps: a.Click on the green Start button in the lower left of your screen. b.Click on All Programs. c.You will see a pop-up listing of all the software programs that are installed and available on your computer.
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4. Use the Belarc Advisor software to see all hardware and software installed on your computer. The most comprehensive way to learn details of all hardware, software, and their locations on your computer, use can use an excellent piece of software that is available on the Internet. This software is called Belarc Advisor, and it available free as an Internet download. You can download Belarc Advisor very quickly and easily from the website www.belarc.com. When this page opens for you on the Internet, you should do the following: a. Find and click on Free Download (see Figure 9-5). b. When the next screen opens, click on Download Belarc Advisor (see Figure 9-5). When the next screen opens, click on RUN and follow the on-screen instructions. The Advisor will download and install to your computer and then run a complete analysis of all hardware and software on your computer. You can print out the analysis if you wish. c. Belarc Advisor will also install an icon on your computer desktop that is a shortcut to the program. To re-run Belarc at any time, click on this desktop icon. This will open the program and run a complete hardware/software analysis for you to examine and print. Insert Figure 9-5 Here Belarc Advisor Screens (NOTE: This figure will have 2 screen shot images)
2.5.2 Desktop Computer Systems
Many training classroom have desktop computer systems. A desktop computer usually includes:
Case that contains the processor unit, hard drives, CD and/or DVD drives, memory chips, graphics cards, modem or networking cards, and other internal hardware
Monitor
Keyboard
Mouse
The desktop computer system may also have other peripheral devices such as external speakers, printer, scanner, projector, etc. All the components and devices included in the desktop computer system must function together. They are a compatible set of equipment, and care must be taken in replacing any component to be sure it will operate correctly with the rest of the system.
2.5.3 Laptop Computers
Instead of a desktop computer system, some training facilities use a laptop computer. In a laptop computer, the processor, drives, memory, graphics card, keyboard, and monitor are all combined in a single unit. This unit also contains some device that replaces a mouse, such as a thumbpad or thumb ball. Many people prefer to attach a regular mouse to the laptop. It is also possible to attach other peripherals such as speakers, printer, and projector.
2.5.4 Data, LCD, or Media projectors A data projector (LCD or media projector) can be attached to either a desktop or laptop computer to allow the projection of the image from the computer screen. The projector can sit beside the computer, or it can be mounted overhead on a ceiling bracket. The data projector is an extremely useful component in a training technology system. It allows the trainer to project the image on his/her computer screen so everyone can see it. Without a projector, using computer presentations such as Microsoft PowerPoint slides effectively is nearly impossible.
Before you use a data projector, it is useful to know two things about it: (1) Resolution: The resolution of the projector determines how sharp its projected images will be. The higher the resolution, the sharper the projected images. The resolution of a projector is measured in the number of lines per image it projects. If a projector has low resolution, the images it projects will not be sharp and clear, regardless of how much resolution is available on the screen of the attached computer. If the image on your computer screen is very sharp, but the screen as projected through the projector is fuzzy despite attempts to focus it, the problem is probably with the resolution of the projector. Many older projectors have a low level of resolution. There is no way to correct this problem. (2) Illumination: The illumination of the projector determines how bright its projected images will be. Illumination power is measured in ANSI lumens. The higher the lumens number, the brighter the image projected. If a projector has low lumens, the images it projects will be dull and dim. If the image on your computer screen is bright, but the screen as projected through the projector is dim and dull, the problem is probably with the illumination of the projector. Many older or very small portable projectors have low illumination. There is no way to correct this problem.
2.5.5 Data Storage/Transport Devices and Media In order to transport data files such as software, video files, or PowerPoint presentations from computer to computer (such as from your home computer to the computer in a training classroom), it is necessary to use some type of data transport device or media. These devices or media are used to record and store computer files so they can be installed or played from one computer to another. There are several types of data storage/transport media: Floppy disks: Square plastic floppy disks were once used extensively for storing and transporting computer data. Now, however, they have been replaced by other, more efficient media. You should avoid using floppy disks for several reasons: They don’t hold enough data to include the color graphics, photographs, video, and sound files that make computer presentations more effective and interesting. They are unstable and easy to damage, which results in the loss of the files they contain. They are now no cheaper than CDs, and can actually be more expensive. Some new computers do not have a floppy drive, so you will be unable to use a floppy disk to play your presentation. CDs (Compact Disks): The round, shiny CD has become one of the most common data storage/transport media for computers. There are two kinds of CDs: CD-R (read only) and CD-RW (read/write). Both these media hold approximately 700 megabytes of data, or about 600 times the amount of data that can be placed on a floppy disk. They are also far more stable and less likely to become damaged and non-functional. The CD-R can be filled with data only once; it cannot be erased and used again. The CD-RW can be erased and reused, much like a floppy disk. However, in order to read and write on CD-RW media, the computer drive used must be an RW drive. A standard CD drive cannot write to an RW disk or even read a CD-RW. In addition, an RW disk created on one computer’s RW drive may not play on the RW drive of another computer. For these reasons, it is much safer to use a CD-R rather than a CD-RW for files you intend to transport from one computer to another. When you purchase or select a CD to use for creating a data transport disk, look carefully at the package to see whether it is CD-R or CD-RW. DVD (Digital Video Disk): Even greater data storage capacity is available on DVDs. You will recognize DVD as the medium on which full-length movies are distributed. Playing DVDs requires a special drive on the computer. A CD or CD-RW drive will not play a DVD, so if you wish to use a DVD, you will need to find out whether the computer has a DVD-capable drive.
Portable USB data devices: One of the most popular data storage/transport devises is the portable or personal hard drive. These are often called “thumb drives,” “jump drives,” or “flash drives.” They are about the size of an adult’s thumb and can store from 128 megabytes to several gigabytes of data, function exactly like a floppy disk, can be erased and re-used over and over, and are extremely robust and resistant to damage or data loss. These little drives plug directly into the USB (Universal Serial Bus) slots that are available on all new computers and require no special installation; they just “plug and play” in any computer that has a USB port. The big brothers of these little personal thumb drives are larger USB microdrives that can hold several gigabytes of data and the even larger USB portable hard drives that can hold several hundred gigabytes.
2.5.6 Internet Access Systems
Many training locations have Internet access available. This access makes it possible to use live Internet sites and activities as part of a training session. Internet access can be either wired, which requires the connection of the computer to an Internet connection point through a cable plus an appropriate Internet device in the computer, or wireless, which does not require a physical cable connection but does require other special components in the computer.
2.5.7 Software
The computer in a training environment, whether desktop or laptop, contains a variety of software. To use a computer effectively, you should know
what software is installed on it. You can learn about the software available on the computer you will be using for your training sessions by following any of the procedures discussed earlier in this chapter.
2.5.7.1 Operating System Software
All computers work on an operating system, which is a software program that contains the basic information required to tell the computer how to function and interact with its user. This is one of the most important pieces of software in a computer. The computer cannot function without an operating system, and this software is usually pre-installed when a computer is delivered to a purchaser. The operating system determines everything the computer “knows how to do”, and determines the commands a user much use to “communicate” with the computer. It also determines what software is compatible and can be used on the computer, and what peripherals (scanners, cameras, printers, etc) the computer can drive. The more you know about your computer’s operating system, the more efficiently and effectively you can use the computer, so you should determine what operating system is installed on the computer you will use for your training sessions. You can do this by following the procedures described earlier in this chapter.
The computers usually found in training facilities are PCs based on the Windows operating system from Microsoft. If your computer is reasonably new, it is probably using the current version of the Windows operating system called Windows XP, which is an extremely powerful and versatile software system. Older computers may be running on different versions of Windows, such as Windows 2000 or Windows 98. All software installed on a computer, and the peripheral hardware attached to it, must be compatible with its operating system, so it is very important to know what operating system is installed on a computer and what system is required by software you may want to add to the computer before you purchase new software or attempt to load new software onto the computer.
2.5.7.2 Net Browser Software Another very important piece of software in any computer is its net browser. This is the software that allows the computer to access and navigate the Internet. Without net browser software, use of the Internet is impossible. If your computer uses the Windows operating system, the Microsoft net browser software Internet Explorer is built into the operating system and is pre-installed into the computer along with Windows. Another popular net browser is Netscape; this software can be downloaded free from the Internet at the Netscape web site. 2.5.7.3 Application Software Many different “programs” can be installed on a computer to perform special functions; these programs are called application software. All applications are driven by the computer’s operating system, and must be compatible with this system.
Popular applications include:
The Microsoft Office® Suite that contains the Word® word processor, the PowerPoint® presentation program, the Excel® spreadsheet, and the Access® data base;
Adobe Acrobat Reader®, which lets the computer download and read documents in the popular pdf (portable document file) file format that is commonly found on the Internet because it can be “read” by any computer, regardless of its operating system;
Apple Quicktime® player, which lets the computer download and play video files in this popular multimedia format;
Real Player®, which lets the computer download and play files in this popular multimedia format;
Special content software, which includes an enormous variety of programs that perform special functions. All the “programs” beyond the operating system that are added to the computer for specific purposes, including its web browser, can be classified as “applications” of various types.
2.6 Peripheral Devices
Instructional computer systems can be enhanced in functionality and versatility by adding input and output devices that are not built into the computer itself, generally called peripherals. There are several commonly-used peripheral devices in addition to the usual mouse, keyboard, and speakers:
2.6.1Printers Adding a printer to an instructional computer system permits an instructor to print copies of materials to hand out to trainees. Printers can be either inkjet or laser. An inkjet printer creates an image, color or black and white, by spraying extremely small droplets of ink onto paper. These dots have different colors that combine to form photo-quality images. Inkjet printers generally use 4 to 6 different ink cartridges, which are located inside the printer. Inkjet printers are relatively cheap to purchase, but they can be expensive to operate, as the ink cartridges are costly and must be replaced frequently. By contrast, a laser printer functions on the principle of static electricity. The image is produced not by ink, but by various color of “toners,” which are electrically charged powder. Images are formed when the paper “grabs” the charged toners. Laser printers are generally more expensive than inkjets to purchase, but they are faster, more precise, and less expensive to operate. Toner is cheaper than ink, so toner cartridges will run more pages than ink cartridges and must be replaced less frequently, making the per-page cost of a laser printer considerably less than that of an inkjet. Thus, if high printing volume is needed, the speed and operating cost-effectiveness of a laser printer may make it a better choice than an inkjet. 2.6.2Scanners A scanner’s purpose is to “read” and analyze the image on a piece of paper, capture it as a digital picture, and save it as a computer file you can view on the computer screen or a data projector, print, save to a disk, or transmit via the Internet. Before digital cameras were common, scanners were very important because they were the only way to translate a photo or document from paper to the computer. While scanners are less important then they once were, they can still be very useful for creating computer files from documents or photos that exist only in hardcopy. Without a scanner, such paper-based documents could not be easily converted into computer files for use in presentations and lessons. Small scanners are currently very inexpensive and can be very useful for making archived photographs and documents suitable for insertion in printed materials, computer presentations, and web sites when they are needed in training. 2.6.3 Digital Still and Video Cameras Both still and video cameras are now available in digital formats that make photographs and movie clips readily available for insertion into computer presentations or web sites. Digital cameras are available in a wide range of prices and with a variety of features. The quality and performance of digital cameras is generally directly related to their price, and it is advisable to get the best quality you can afford. In still digital cameras, the sharpness of the photographic image they produce is called resolution. Camera resolution is measured in pixels; the more pixels a camera has, the more detail it can capture and the larger the picture can get without becoming blurry or grainy. Today’s digital cameras measure their resolution in megapixels (megapixels = 1,000,000 pixels) and have much better picture resolution than their predecessors. The price of these cameras is generally related to their resolution, so to get the best picture quality, you should buy the highest megapixel rating you can afford. Still digital cameras are available in three types: Standard digital, SLR digital, and SLR optical digital. Most digital cameras are standard digital. In these cameras, the photographer sees the image to be taken by the camera primarily through a small viewfinder that shows a picture area that is similar to the image coming into the camera through the lens. One step up is the SLR (single lens reflex) digital camera. In the SLR digital, the viewfinder image seen by the photographer is the one that is actually coming through the camera lens. The top of the line digital camera is the SLR optical. In these cameras, the photographer actually looks through the camera lens, similar to a pair of binoculars, and sees the actual image being photographed. The SLR optical camera also gives a clearer, sharper image, precision of focusing, and the option of having a set of interchangeable lenses for various purposes, including one for close-up work for photographing documents and small items on which standard lenses cannot focus clearly and without distortion.
In digital video cameras, resolution is measured in lines rather than megapixles: The more lines of resolution, the better the image quality. Another important feature in selecting a digital video camera for purchase is the medium on which it records and stores movies. At the present time, the digital videocassette, which looks like a miniature video tape, is preferable to a DVD because images captured on the cassette medium are more compatible with current digital video editing software.
2.6.4Document Cameras
2.6.4.1 Camera vs. Projector Technology
Many instructional computing systems now include a document camera. This camera is the replacement for the old overhead projector. It is actually a video camera that is mounted on a stand pointed downward at a light stage on which items are placed for projection. Projection is accomplished through an LCD or data projector, which is usually integrated with a computer and other technology equipment, plus an input control box that lets the operator change the devise that is projected by pushing selection buttons.
The major difference between the old overhead projector and the new technology is that while the overhead was a projector, the newer device is actually a camera. Because it was a projector, the overhead required transparent materials in order to project light through them and thus project the image they held. However, because it is a camera rather than a projector, the document camera can clearly project anything placed on its stage, including transparencies, opaque paper, and even small solid objects. The document camera is a versatile and useful piece of digital equipment that is increasingly being added to the technology system of training venues. 2.6.4.2 Using the Document Camera Effectively The document camera can be a versatile and effective instructional tool if used correctly. To maximize its benefits and make professional presentations, you should follow several guidelines: Keep in mind the versatility of the document camera. Remember you can project a variety of items, including pages from books, brochures, drawings on any kind of paper, small solid objects, etc. Anything that can fit on the projection stage of the camera can be projected clearly and sharply. Keeping this capability in mind will help you use the document camera in a variety of ways to enhance your training lessons.
Practice using the document camera controls so you can handle them quickly and efficiently during your presentations. Have all items you plan to use during your lesson organized and placed near the camera so you can locate and handle them quickly and efficiently during the lesson. Check to see that the document camera is working correctly and that you can send it through the projection system before you start your training lesson. Before you begin your lesson, place the first item you plan to project in your lesson on the projection stage of the document camera. Turn on the camera, then use the zoom and focus controls to project it sharply. Leave the item on the camera stage and use the input box to “unproject” the camera. When you reach the point in your lesson where you are ready to project the item on the document camera, simply use the input box to send the camera image to the projector. Your image will instantly appear before your trainees, sized, focused, and ready to view.
If you need to change items to be projected on the document camera “on the fly” while you are talking, make a smooth transition by moving one item off the projection stage and the next item into place quickly and smoothly. Adjust the zoom and focus quickly. If you want to point to part of the projected image, remember you can point on the projection stage. It is not necessary or desirable to walk up to the projection screen to point, as this will block the class’s view of the projected image. You can avoid this problem by pointing directly on the document’s camera’s projection stage, using a pencil or a pointer. Remember that projection magnifies any shake in your hand, so for maximum steadiness, lay your pointer down on the stage instead of holding onto it. Do not allow the image from the document camera to remain on the projection screen when it is not the topic of discussion. It will tend to draw trainees’ attention away from where you want it focused. Be sure the document camera is turned off when you are not using it so it will not project distracting white light. 2.6.5Smart Boards and Panels Smart boards or panels are “electronic whiteboards” that are hooked into a computer and data projector system. Whatever is written or drawn on the smart board or panel can be “captured” by the computer system, projected through the data projector, saved as a computer file, and even sent to the printer to make copies. This is a very versatile piece of equipment that adds to the training technology system the ability to capture, present, and distribute anything that is written or drawn on the whiteboard during a training session. 2.7 Instructional Video 2.7.1 Background and Development of Instructional Video
Movies have been valuable and popular ingredients in training programs since early in the twentieth century. Originally, most films used in education were discarded or outdated commercial movies. World War I brought a strong new market for films developed specifically for training purposes. During World War II, the demand for rapid and effective training for both war-supporting industries and for military personnel created the impetus for massive development of the “training film” industry (Saettler, 1968) that led to the establishment of movies as an important medium for teaching and learning.
2.7.2 Video Media: Vide Tapes, VCRs and DVDs Instructional movies were originally distributed on film and projected through movie projectors. These films were easily damaged, and the projectors were complicated and subject to breakdown. Many of the problems with film projection were eliminated when video tape, video tape players (VCRs), and TV screens became the standard media set for presenting instructional movies. While many training facilities still have this video tape equipment (either stand-alone or connected to a data projection system), it is today being replaced by DVDs and DVD players. High quality image, ease of transport, and excellent control features make DVD an outstanding medium for video instruction. The DVD system can be either a DVD player hooked to a television monitor, or a DVD-capable drive in a computer that allows the video to be shown on the computer screen and/or through a data projector. 2.7.3 Using Video Effectively Video, presented via either VCR or DVD, is one of the most-used training media. Good video presentations can serve several valuable instructional functions, including presenting cognitive information, demonstrating how equipment works, taking trainees on realistic “field trips,” presenting documentary accounts of actual events, and presenting dramatizations or reenactments of events (Smaldino, Russell, Heinich, & Molenda, 2005). Used well, video can be an excellent and powerful teaching and learning resource. Used poorly, it becomes nothing more than an electronic babysitter. The following guidelines will help you maximize the instructional effectiveness and professional presentation of video in your training sessions: Choose the video carefully: Be sure it is appropriate for your trainees, relevant to what they are learning, up to date and accurate, high quality, and interesting. Preview the video: Never show a video that you have not carefully previewed and approved. A video that is not what you expected can be a time waster at best and an embarrassment at worst. Feel free to use only part of the video if appropriate: There is no need to show an entire presentation if only part of it is appropriate and relevant for the lesson. Cue the video so it starts immediately when you press PLAY. A long delay before the video starts loses trainees’ attention and takes the professional edge off your presentation. Introduce the video to trainees: Before you start the video, attract learners’ attention and prepare them for what they are going to see and why it is important. Focus on the main learning points. Give trainees a purpose for watching the video and why they need to watch it carefully. Use support materials for the video: Focus trainees’ attention and guide their attention with supporting handouts such as summaries, guided note-taking outlines, questions to answer, and quizzes. Involve trainees actively with the video: Attention and learning improve dramatically when learners do something while watching a video instead of just watching it passively. Facilitate trainee activity and participation with the video: Assign individual trainees or small groups different things to watch for while viewing the video. Ask them to report at the end of the video or whenever you take a break. Break a long video into shorter viewing segments: Stop a long video at several strategic points to avoid losing trainees’ attention. Review, ask questions, or give trainees a short activity to complete at each break point. Keep the room as bright as possible during the video: A dark room encourages wandering attention and prevents you from seeing your trainees’ reactions. Darkness also makes it hard for trainees to take notes or answer questions during the video showing. Stay in the room while trainees are viewing the video: A video should never be a time-filler or a babysitter. Watch your trainees while they are viewing the video. Their reactions can tell you a great deal about the effectiveness of the video and their understanding of the material it presents. Use this feedback to adjust your training session as necessary to maximize learning. Pause the video if you need to talk: Never attempt to talk over the video if you need to clarify or expand a point, or to ask trainees a question. Debrief after the video: Always end a video showing with a review and summary session. Check to see that trainees got the main points, completed assigned notes and questions, and understood information correctly. Give them another chance to be actively involved with the materials presented in the video by encouraging them to ask questions and discuss the video’s content. Use the board or a flip chart to list the major information points of the video as you debrief with trainees: Encourage trainees to write down these main points and to ask questions about any points for which they need clarification. Turn the monitor off when the video is finished: The blank screen will be a major distraction during follow-up activities or continuation to other presentation methods. This mistake will not only cost you trainees’ attention, but will also distract from the professionalism of your presentation. 2.8 Other Non-Electronic Technology Components 2.8.1 Chalk Boards and White Boards Chalk boards and white boards are still very commonly-used instructional technologies, and nearly all training facilities have one or the other. Modern computers and software, data projectors, and printers for creating handouts have largely replaced chalk and white boards for presenting prepared written and graphic information to trainees during lecture presentations. However, many instructors still find these boards very useful for writing or drawing information and ideas that arise spontaneously during class discussions. Nearly all instructors report using a chalk board or white board at least occasionally during training lessons. You can make effective and professional use of board – both standard and electronic – by following these showmanship guidelines: Check to be sure that the training room has a chalk or white board and a supply of appropriate writing materials and erasers. Chalk and white board markers are not expensive, and you will be better served by bringing your own than by having your lesson presentation disrupted by discovering too late that what you need is not in the room when you need it. If you plan to do any extensive writing or drawing on the board for a lesson, do it before the trainees arrive. Taking too much time to write or draw on the board during a lesson creates boredom and restlessness in the training room. Be sure that everything you write or draw on the board is neat, legible, and large enough for the entire class to see clearly. Students tend to feel that when an instructor writes on the board, it is something important that they should see and understand. They will be frustrated it the information is not legible.
Avoid standing in front of the board as you are talking about what is on it. Trainees need to see what is on the board, which is impossible if you stand in front of it. You may need to move away from the board to give all trainees visual access. As you discuss what is on the board, talk to the class, not to the board. Avoid turning you back to the class during your presentation. If you expect trainees to copy what you place on the board, be sure to pause in your presentation and give them sufficient time to accomplish this task before you continue a presentation or discussion. If you continue before students have finished copying necessary information from the board, they will not be able to finish copying and listen to new information at the same time, and you will have to repeat yourself or answer questions unnecessarily. Be sure you verify with your students that they are finished copying material from the board before you continue your lesson or erase the board. A simple oral question to the class is all that is necessary. Remember that a chalk or white board is not a scribble pad; use the board purposefully and neatly. Students perceive information presented on the board as important and worthy of their attention and are quickly frustrated by unintelligible, messy, and meaningless “doodling” that divert their attention from the content of the lesson being presented. As a general rule: If it doesn’t contribute to, extend, or clarify a point of the training lesson, don’t write it on the board. 2.8.2 Easel Pads/Flip Charts Large writing pads set on easels are sometimes a substitute for chalk and white boards. The pages of these pads are bound at the top and the pages can be torn off or flipped by turning a used page back over the top of the pad to expose a fresh page. To use these easel pads or “flip charts” effectively as an instructional tool, check to be sure all necessary supplies are in the training room before you begin the lesson, and treat them as your would a chalk board during your presentation, following the guidelines listed above. Easel pads/flip charts are quite versatile in training sessions and can be used effectively by students as well as the instructor. According to Smaldino, Russell, Heinich, and Molenda (2005), audiences and trainees seem to view flip charts as a “friendly” medium for learning, considering them to be a casual and comfortable change of pace from high-technology electronic presentations. For example, easel pads are excellent tools for small group discussion activities. Give each group a pad and markers and ask them to record the main points of their discussion on the pad. At the end of the discussion period, ask a member of each group to place the group’s note page(s) on the wall or on an easel and review them with the class. If you use writing pads in small group activities, be sure to ask the students to write clearly and legibly. 2.8.3 Display Posters 2.8.3.1 Selecting Good Display Posters Computer presentations and easily-produced handouts have largely replaced display posters as instructional tools in most training situations. However, attractive and beneficial display posters are still occasionally available and can make good instructional components if used effectively. In assessing the value and instructional functionality of display posters, keep the following criteria in mind: Posters, and all information on them, should be large enough for the entire class to see. Posters should be colorful, eye-catching, and visually appealing. Posters should be highly graphic in design, with limited amounts of verbal information; the graphics should carry the message. Posters should be easy to read and understand. 2.8.3.2 Using Display Posters Effectively If you find display posters that you believe will make a good instructional contribution to a training lesson, several guidelines can help you present them effectively: Display the poster on an easel or tape it securely to a wall or chalk/white board. Avoid holding the poster yourself while you are discussing. Place the poster where it can be easily seen by the whole class, and avoid standing in front of it during your presentation. While you are discussing the poster, talk to the class, not to the poster; avoid turning your back to your trainees to make points about the poster. Posters that are not large enough for the entire class to see should be used for bulletin board displays available to students individually outside of class time, rather than as in-class presentation tools. Mention the posters to your class and ask them to study the posters outside of class time and be prepared to discuss them during a designated class meeting. 2.8.4 Realia and Models Pictures, posters, and videos of equipment and tools can certainly be effective instructional devices. However, the “real thing,” or at least a very close approximation, is often the best option as a training “technology.” Trainers have long relied on realia (actual pieces of equipment, tools, or materials) and models (realistic, three-dimensional representations, either in full-scale or miniature, sometimes with working components) as instructional tools. While it is not always possible to give trainees the opportunity to work with realia or realistic models, they offer the most direct and concrete learning experience possible: Nothing has the impact of the “real thing.” Realia do, however, have one potential disadvantage: They can be extremely complex, confusing, and even overwhelming for learners when first encountered. For complex equipment, it is a good idea to expose trainees to graphic, video, and/or model representations of the item, and to understand its components and their locations and functions, before they are introduced to the real thing. If you plan to use realia or models in a training lesson, the following guidelines will help you use if effectively: Be sure the item is available when you want to use it. Be sure you can bring the item into the training room OR that you can take trainees to the item. Make all necessary arrangements well in advance. Be sure all trainees can see the item adequately while you are talking about it. If you have introduced to trainees to equipment via graphics or video, review the important aspects of the item before exposing them to the realia. Use questioning to verify that all trainees have necessary prerequisite knowledge and are ready to experience the real items safely and effectively. Debrief trainees to be sure they have learned what was intended from the lesson. 2.9 PowerPoint® Presentations 2.9.1 Benefits of Computer Presentations One of the popular technologies for making training presentations is computer-based slide presentations. These presentations have several important benefits for both instructors and trainees, including the following: They can be projected from the computer through a data projector to produce a large, bright image that all students can see clearly. They can incorporate numerous types of materials, including text, graphics and photographs, animations, audio, video clips, and even links to Internet sites to create rich multimedia learning experiences. They help an instructor standardize his/her presentations and the consistency of lessons across training groups. They can be printed out and used as handouts to facilitate and guide note-taking by trainees. They can be easily transported via CDs or thumb drives and used in many training locations. They can be distributed via CDs to individual trainees and used for independent study. The computer presentation software most frequently used today is Microsoft PowerPoint®. This program is part of the Microsoft Office® suite of software and is installed on most computers in training facilities. However, if you plan to use PowerPoint presentations, you should check to be certain the program is available on the computer you will be using. 2.9.2 Evaluating and Designing PowerPoint Slides PowerPoint presentations can be extremely effective tools for teaching and learning. However, it is a good idea to evaluate PowerPoint slides – regardless of who creates them – to be sure they meet certain criteria and avoid some common design errors. Look for the following elements when you evaluate (or design) PowerPoint programs and slides: Good contrast between slides’ background and the text and graphics: This makes the text and graphics stand out and easy to read. Visual contrast can be accomplished by using either light lettering on a dark background or dark lettering on very light background. However, some experts claim that most people find dark text on a light background easier to read (Smaldino, Russell, Heinich, & Molenda, 2005). Limited amount of text on each slide: The slides are not a “scribble pad” and too much text is hard for learners to read. Limit the amount of text to key words and phrases, then elaborate on key points through lecture and discussion. Limited number of main points (about 4-6) on each slide: Too many points overcrowd a slide visually and make it difficult for learners to focus on critical points. It also requires the text size to be too small to be easily read by all learners in the rom. If you have numerous points to make on a single topic, use several slides for the topic rather than one or two overcrowded ones Consistency of design theme and color scheme: The slides in a presentation should have a common theme, background design, and color scheme, which should be appropriate for the content and “mood” of the presentation. Inconsistent and jumbled “ransom note” slide design, which is created by use of too many backgrounds, fonts, graphics, and colors should be strictly avoided; it is very distracting and it screams “amateur designer!” High quality graphics with clear relationship to the text: Good graphics can add interest and impact to presentation slides, but poor ones can actually be distracting and confusing to learners. Graphics should be clear, sharp, and easy to understand. They should also be clearly related to the text and help reinforce the text’s content. Avoid graphics that serve no purpose and are irrelevant to what the slide is trying to communicate. Appropriate use of text fonts: Fonts should be chosen carefully and must be easy to read and appropriate for the “message” of the presentation. The following guides can be applied in evaluating or selecting fonts for a presentation: Be sure they are large enough to see by everyone in the room, generally no smaller than about 24 points. For easy of readability, fonts should also have bold rather than fine lines and wide or “open” letters rather than narrow or “closed” ones. Be sure fonts are legible: Some fonts may create an interesting theme, but are far too elaborate and “busy” to read easily. These should be strictly avoided in computer presentations. Be sure the font is appropriate for the theme and content of the presentation. Text fonts have different “personalities”: They can be dignified, playful, friendly, modern, etc. Avoid using a font that sends a graphic “message” that is inappropriate for the content of mood of the overall presentation. Minimal use of “gee whiz” or special effects: PowerPoint is capable of dozens of different visual effects and will support the addition of many kinds of sounds, music, graphics, and video. These should be carefully selected and used judiciously in a presentation. Everything does not need to move, spin, whirl, or make noise in a presentation! In fact, too many effects are confusing and even annoying to learning. Sometimes more is not better; it’s just more. Effects and media should be used for specific reasons in a presentation, and should be kept to a minimum or they will lose their impact and aggravate learners rather than stimulate them. Remember, just because you can do dozens of things with PowerPoint, that doesn’t mean you should – and certainly not within a single presentation! 2.9.3 Presenting PowerPoint ® Effectively Following a few guidelines for good “showmanship” will help make PowerPoint presentations smooth, professional, and instructionally effective. Keep these tips in mind whenever your make computer-based presentations: Make a trial projection of all presentations before you use them in a training session – you may be surprised at what you see! The color match between your computer screen and the data projector is almost never perfect, so the colors on slides will probably not project just as they look to you on the computer screen. If the projected colors and contrasts are not acceptable, it may be necessary to make some changes on the PowerPoint slides before they are using in training. Have the computer and projector turned on and focused and the PowerPoint presentation open and ready to go before trainees arrive. Wasting time and losing trainees’ attention while you get your presentation set up is poor instructional technique. Having the title slide projected on the screen when trainees arrive will draw their attention, give them a clue about the topic of the lesson they will be working on, and prepare them for learning. Avoid having a PowerPoint slide on the screen when it is not the topic of conversation. It will compete with what you actually talking about and draw trainees’ attention away from the topic of discussion.
Make a copy of your PowerPoint slides and give them trainees as a handout. This handout will provide trainees with a copy of the information and images on the slides and guide their note-taking while they are viewing a presentation. Students tend to feel they should copy information presented by their instructor and will be too busy copying your slides to listen to what you are telling them. This can be avoided by providing the slides on a handout.
Avoid standing in front of the screen or turning your back to trainees while you are making a PowerPoint presentation. You should talk to the class, not to the projection screen. If you need to point to something on the screen, the best technique is to either use a laser pointer or use the mouse on the computer screen, rather than walking to the projection screen and pointing on it. Remember that whatever you do on the computer screen, including moving the mouse cursor over an item or highlighting it, will show up on the screen.
2.9.4 Modifying, Enhancing, and Adding Slides to a PowerPoint Presentation
Sometimes a PowerPoint presentation needs to be modified to fit the specific needs of a particular training situation. To maximize the instructional effectiveness of PowerPoint presentations you will be using, you should always preview presentations carefully and decide if you will need to make alterations, enhancements, or additions. Anytime you want to make alterations to a PowerPoint presentation, you should create a copy of the original file. All your modification work should be done on the copy, NEVER on the original file. This practice will preserve the original as a backup, which you always go back to if case you make a serious error and ruin the copy you are working on. Making one disastrous mistake that causes substantial irreparable damage to a presentation file you are trying to edit and discovering you have no backup of the original presentation will convince you to never make this mistake again.
To effectively modify or enhance a PowerPoint presentation to meet your specific needs requires some basic PowerPoint production skills. With a little effort, you can easily learn to:
Delete slides from a presentation
Re-order slides in a presentation
Add slides to a presentation
Duplicate slides to use them as a template for new slides
Re-format slide backgrounds
Change text font size and color
Add photographs and other graphics to slides
Insert sound and video files in slides
Delete, add to, or change text on a slide
These basic skills are easy to learn. There is no need to present instructions here, as there any many excellent PowerPoint “how to” books available at any bookstore that carries computer books. The Additional Resources section at the end of this chapter offers some suggested books, but there are many good ones to choose from, so choose one that appeals to you, fits your budget, and is presented in the way to like to learn. A good PowerPoint instruction book is a recommended purchase for anyone who uses this medium for training and instruction. It is a resource that you will use many times as you develop your skills with computer presentations and move from user, to modifier, to designer/creator of this powerful instructional medium.
2.10 Internet-Based Instruction
2.10.1 Technical Requirements to Access the Internet
In order to access the Internet and teach or learn through online resources, it is necessary to have three basic components:
1.Browser software, such as Microsoft Internet Explorer or Netscape, which lets the user navigate on the Internet,
2.An Internet Service Provider (ISP), which is the company that, in return for a fee, provides an “access gateway” to get on the Internet, and
3.Some type of Internet connection, which connects the user’s computer to the Internet. This can be done by a “dial up” system using a telephone and modem card in the computer; a cable modem; or a high speed DSL line and special equipment that attaches to the computer. As discussed earlier in this chapter, Internet connection can be either “hard wired” by a cable or by a wireless networking device.
2.10.2 Internet Instructional Methods and Tools
Use of the Internet for teaching and learning has many benefits. You learned earlier in this chapter that the Internet goes beyond the confines of the same time/same place environment and makes it possible to provide training opportunities to people who could not participate in traditional classes (see Figure 9-2, page ___).
While training programs can be presented completely online, the instructional model generally preferred today by most training organizations that utilize Internet instruction is a hybrid or blended or “sandwich” model. In this approach, Internet resources, study, and activities are combined with traditional face-to-face classroom-based instruction.
As an instructor in the fire service, you may be asked to conduct a training course completely online. Should this occur, you should receive training in operating the course via a specific online course software or “platform.” However, even if you are asked to present a training course in the traditional classroom mode, you can give your trainees some of the benefits of online learning by adding some Internet resources and activities, thus creating a hybrid teaching/learning environment. Some of the Internet tools you may want to investigate that could help you “hybridize” your training course include:
Online Course Sites: An online course site provides a location on the Internet where an instructor can communicate with members of a training class and post assignments, learning materials, and interactive discussions. These sites can range from simple and inexpensive to complex and expensive. Complex course management systems such as Blackboard® and WebCT® provide very comprehensive features for creating and presenting either hybrid or totally online courses, but they are expensive and usually accessed through a license purchased by a training organization. However, there are alternatives that are easy to learn and either free or very inexpensive, well within the budget of individual instructors who want to provide an online “home base” for a training class. One option is EBoard (www.eboard.com), an inexpensive (less than $50 per year) course site tool which resembles an online “electronic cork board” where an instructor can post Notes containing assignments, course materials and resources, pictures, Web links, and discussion questions. Samples from EBoard are shown in Figure 9-6.
Insert Figure 9-6 Here
Examples from EBoard Course Site
(NOTE: This figure will have 2 screen shot images)
Another option for instructors who want to create an online course ` site is Moodle (www.moodle.com). Moodle is a complete course `management system that allows the creation of a comprehensive online course site; it is open source, which means it is available to anyone with Internet access, completely free of charge. MIKE – Add whatever you want about Moodle here. You can include a Figure showing a screen shot of a Moodle course if you wish. It would be Figure 9-7.
Individual Online Lessons and Activities: You can add a high-interest Internet-based activity or lesson to a training course by simply giving trainees an assignment that requires then to conduct research on the Internet and report on their findings. There are also numerous free or inexpensive tools and resources online that can be used to create Web-based assignments, activities, learning games, quizzes, surveys, and virtual field trips, which can be linked to an online course or used in “stand alone” mode.
Virtual Reality: Virtual reality (VR) technology has been defined in many different ways and can mean different things in various settings. Ausburn and Ausburn (2004) explained that VR “can range from simple environments presented on a desktop computer to fully immersive multisensory environments experienced through complex headgear and bodysuits” (p. 34). VR technology of various types have been shown to be effective in giving trainees highly concrete and realistic learning experiences. VR is now used in many training situations to introduce trainees to complex or dangerous situations and give them realistic practice to prepare them for actual field environments. The main characteristic of VR is that it uses some form of computer input and control to simulate or replicate a 3-dimensional (3D) environment and give the user a sense of “being there”, taking control, and interacting with the environment personally. Rigole (1996) summarized the characteristics of VR and defined it simply as any computer generated simulation of a real or imagined 3D environment that is user interactive. A type of VR of interest to many trainers is known as desktop virtual reality, which is a simple form of 3D virtual environment that can be created on a desktop computer and explored by learners by manipulating keys or a mouse so that the images move and zoom in and out (Ausburn & Ausburn, 2004, 2006; WhatIs, 2005). Desktop VR is a fairly new technology, but it has already been demonstrated to be an effective tool for helping trainees learn technical skills (Jeffries, Woolf, & Linde, 2003; Lapoint & Roberts, 2000; Wong, Ng, & Clark, 2000) and safety practices (McConnas, MacKay & Pivik, 2002), and to orient themselves and remember details in a learning environment (Ausburn, et al, 2006; Ausburn & Ausburn, 2006). Desktop virtual environments and Internet-based virtual worlds appear to have strong potential for training and, as a fire service instructor, you may what to research their uses in your industry.
Online Collaboration and Journaling: Until recently, creating content for the Internet was far more difficult than accessing and reading it, and actually developing Web-based information sites was beyond the skills of most teachers and students. Now, however, this situation is considerably different. New online tools have opened up the Internet and created a new Read/Write Web (Richardson, 2006) that allows anyone to easily publish their thoughts and ideas on the Internet. One of the most popular of these new online formats is the blog (short for Weblog). Blogs are a type of online journal where instructors and trainees can easily create and constantly update information, ideas, thoughts, and experiences. “Blogging” is, in essence, a type of personal publishing on the Internet. It is currently being used by 1000s of instructors and students as part of the teaching/learning process. Somewhat similar to blogs are wikis, which are a type of interactive or shared group blog spaces online where instructors and students can present information, edit each other’s work, and collaboratively develop content and ideas. Password-protected wikis are currently being incorporated as course sites and group project sites by many instructors and their students. If you have an interest in easily incorporating Web-based journaling, group projects, information-sharing, and writing, you may want to investigate the blog and wiki tools available online, many free of charge.
2.10.3 Using the Internet Effectively As you have discovered in this chapter, there are many excellent techniques and tools for using the Internet effectively to add impact, variety, and learner interactivity to your training lessons and programs. However, to use the Internet effectively in teaching and learning, there are some guidelines that need to be observed. Following these suggestions will help ensure that you and your trainees have a successful, beneficial, and pleasant Internet experience: Carefully evaluate all Internet sites to be used in instruction: While there are a great many excellent Web sites available for incorporation into training programs, there are also many extremely poor sites. You should never use or send your students to a Web site you have not carefully evaluated for suitability, quality, and legitimacy. Many Internet users have reported a belief that a site is more legitimate and believable if it has contact information, evidence of author credentials and expertise, clarity and organization, currency, and professionalism in use of grammar and spelling (Snyder, 2005). In evaluating Web sites to use for Internet activities in your training program, you should be sure to assess the following aspects of the site: Source and credentials of the organization and/or author Accuracy and objectivity of information presented Currency of information presented Relevance of information for the lesson Suitability of the site for your trainees (reading level, interest, etc.) Ease of navigation and searching within the site Accessibility of the site by learners without difficult downloads of plug-ins and media players Quality, relevance, and ease of use of video, animations, and other media embedded in the site Attractiveness and visual appeal of the site Be sure all trainees have the skills and technology to access the web sites you plan to use: Do not assume that all trainees know how to find assigned web sites, download necessary plug-ins and players, or navigate within complex websites. Some trainees may need special assistance or instructions before they can successfully use the websites you assign. You should also check to be sure all trainees have access to the technology required by the assigned websites. Some things you might want to check on include the trainees’ computer operating system and application software, processor speed, available memory, and Internet access technology. For example, trainees who are still using a dial-up modem for Internet access will have serious problems and frustrations with Net sites that require streaming video and other types of complex media. Avoid having trainees simply “surf” the Internet: Internet assignments will be much more focused and meaningful as learning vehicles if they include such things as specific questions to answer, activities to complete, and individual or group assignments and presentations to prepare. Be sure Internet assignments and activities are well integrated into a training lesson: Net assignments should never appear to trainees as a “filler” or “extra.” To be effective, Net activities must be clearly an important and integral part of the training curriculum. Trainers can send this message and improve the integration of online activities by following these guidelines: Have a clear purpose for each Internet activity. Be sure trainees have access to necessary materials such as note sheets or questions that are designed for use with Web sites. Prepare trainees for online activities by presenting a good introduction. Debrief trainees after online activities by questioning what they have learned. Build learning accountability into online activities by requiring reports, tests, or other “graded” activities. Check frequently to see that assigned Web sites are still available, operational, accurate, and updated: Sites can quickly appear, disappear , and move on the Internet. They can also become outdated if their sponsors fail to keep their content current. Trainees are quickly annoyed and frustrated by Web sites that do not open or operate correctly or that present information that is no longer accurate or relevant to their study. Trainers should check all assigned sites frequently to avoid these reactions. 2.11 Operating and Maintaining Instructional Equipment Most of today’s instructional equipment is relative sturdy and easy to operate and maintain. Your training experiences should be pleasant and fairly trouble-free if you will follow a few basic guidelines. Be sure adequate supplies of consumable materials are available and that they are in useable condition. This includes items such as chalk, white board markers, board erasers, easel pads and markers, tape, etc. Check supplies regularly and be sure you know who to notify if supplies need to be replaced and restocked. Be sure you have access to necessary items such as extension cords, multi-plugs, projectors stands and equipment carts. Be sure you know how to operate all equipment correctly. You should have someone who knows the equipment well check you out on operating procedures before you use it for training. Try to locate the manuals to equipment such as data projectors and VCRs; they are handy to have in case you have operating problems. Always have an alternative plan for presenting your training lesson in case of equipment failure. You should never have to end a lesson because an instructional device malfunctions. Keep chalk boards and white boards clean and ready for use. Chalk boards can be cleaned with water and a soft rag. White boards should be cleaned with a special fluid. Mark on white boards only with special dry erase markers that will not adhere permanently to the writing surface. You should never use chalk or other kinds of markers on a white board, as these can permanently stain and damage the board’s surface. Keep fingers off screens and lenses of all technology equipment. Clean computer screens and document camera stages with a special screen-cleaning solution and a soft cloth or tissue. Clean lenses of cameras, document cameras, and computer screen in two steps. To avoid scratching the lens, first remove dust and lint with a soft lens brush or an air canister. Then clean the lens with a special lens solution and a soft cloth or lens cleaning tissue. Check to see if spare ink or toner cartridges and paper are available for the printer in the training facility, and that you know how to install cartridges and clean the printer correctly and put paper in the printer and clear paper jams. If someone else is responsible for printer maintenance, be sure to let them know whenever the printer ink/toner or paper supply is low. Connect all technology equipment (computer, projector, etc.) before turning them on. Some systems will allow a “hot connection” after equipment is turned on, but others can be damaged by this process. Avoid moving equipment such as computers and projectors once they are turned on, as this can sometimes cause costly damage or blown bulbs. Let data projectors “blow” after they are turned off. This will cool the projection bulb and prevent breakage. These bulbs are very expensive, and can be damaged by not letting the projector cool down before the fan is shut off. The projector fan with shut down automatically when it is safe. If you have to change the bulb in a projector, handle it very carefully and keep fingers off the bulb’s surface. Finger prints cause “hot spots” on the bulb that cause it to blow out. Refer to the projector’s manual for instructions before attempting to change the bulb. Turn off all equipment when you leave the training room, and report any problems to whoever is in charge of the facility.
MIKE – This is where we thought you would pick up with the Case Study, and Summary sections. You will also have to add some Learning Objectives for your content, and possibly some Key Terms and Review Questions from your added content. Additional Resources Chapter Reference Ausburn, F.B., Ausburn, L.J., Ashton, J., Braithwaite, P., Dotterer, G., Elliott, W., Fries, C., Hermes, M., Reneau, D., Siling, C., & Williams, M.S. (2006). Effects of desktop virtual reality on scenic orientation, recall of scenic details, and perceived confidence levels in scenic comprehension. OATE Journal: Journal of the Oklahoma Association of Teacher Educators, XXXXXX (NOTE: This journal has been printed and will be available shortly. This citation can then be completed.)
Ausburn, L.J. (2004). Customized learning: A union of object-based instructional design and digital technology. OATE Journal, 8, 1-12
Ausburn, L.J. 2003. Beyond the inflection point: The softer side of learning’s new digital landscape. Scholar-Practitioner Quarterly, 2(1), 79-97.
Ausburn, L.J. 2006. Invited Commentary: Are we there yet? The digital learning inflection point revisited. Scholar Practitioner Quarterly, 3(2), pgs…….. (NOTE: This is currently in press. It is scheduled for publication in Summer, 2006. So, this citation will be complete by the time the book
is published)
Ausburn, L.J., & Ausburn, F.B. (2004). Desktop virtual reality: A powerful new Technology for teaching and research in industrial teacher education. Journal of Industrial Teacher Education, 41(4), 33-58.
Ausburn, L.J., & Ausburn, F.B. (2006). Effects of desktop virtual reality on learner performance and confidence in environmental mastery: Opening a line of inquiry. Paper presented at conference of the Association of Career and Technology Education Research, Atlanta, GA.
Ausburn, L.J., & Finney, M. (2002, July). Customized learning: A union of design and technology. Invited paper presented at the Syllabus Conference on Educational Technology in Higher Education, Santa Clara, CA.
Dale. E. (1954). Audio-visual methods in teaching (Rev. Ed.). New York: The
Dryden Press.
Jeffries, P.R., Woolf, S., & Linde, B. (2003). Technology-based vs. traditional instruction: A comparison of two methods for teaching the skill of performaning a 12-lead ECG. Nursing Education Perspectives, 24(2), 70- 74.
La Point, J.F., & Roberts, J.M. (2000). Using VR for efficient training of forestry machine operators. Education and Information Technology, 5(4), 237-250.
McConnas,J., MacKay, M., & Pivik, J. (2002). Effectiveness of virtual reality for teaching pedestrian safety. CyberPsychology and Behavior, 5(3), 185-190.
Richardson, W. (2006). Blogs, wikis, podcasts, and other powerful web tools for classrooms. Thousand Oaks, CA: Corwin Press/Sage Publications.
Rigole, N. (1996). Virtual reality: What VRML has to offer distance education. Available at http://www.mindspring.com/~rigole/vr.htm
Saettler, P. 1968. A history of instructional technology. New York: McGraw-Hill. Smaldino, S., Russell, J.D., Heinich, R., & Molenda, M. (2005). Instructional technology and media for learning (8th Ed.). Upper Saddle River, NJ: Pearson Prentice Hall.
Snyder, L. (2005). Fluency with information technology: Skills, concepts, & capabilities (Brief Ed.). New York: Pearson Addison Wesley.
WhatIs. (2005). Virtual reality. Available at http://www.whatis.com.
Wong, B.L.W., Ng, B.P., & Clark, S.A. (2000). Assessing the effectiveness of Animation and virtual reality in teaching operative dentistry. Journal of Dentistry: Educational Technology Section. Available at http://www1.elsevier.com/homepages/sab/identity/contents/wong2/wong2. html
Books on Microsoft PowerPoint Finkelstein, E. (2003). How to do everything with Microsoft Office PowerPoint 2003. New York: McGraw-Hill/Osborne
Wempen, F. (2003). Microsoft Office PowerPoint 2003 Bible. Indianapolis, IN: Wiley Publishing.
Internet Resources for Further Study Active Worlds (www.activeworlds.com): Site for learning about, visiting, and creating online virtual reality “worlds”
Belarc Advisor Sytems Analyzer (www.belarc.com): Identifies all hardware and software resident on any computer. The Advisor software will download from the Internet and install to any desktop or laptop computer and can then be run whenever desired to identify the name and location of all components and software currently available on the computer
Blogger (www.blogger.com): Set up free blog sites for inclusion in training programs; instructions and examples available
EBoard (www.eboard.com): Learn about EBoard online learning program, see demonstrations, create your own EBoard sites
MERLOT (Multimedia Educational Resource for Learning and Online Teaching (www.merlot.org): An open source set of reusable learning objects (RLOs) in a variety of subject areas; learn about MERLOT, join the community, access RLOs you can use in your training program
Microsoft (www.microsoft.com): Information about Microsoft products, free downloads, and other features
Moodle (www.moodle.com): Place to learn about, experience, and join teachers and trainers working with Moodle online course management system for online learning
Netscape (www.netscape.com): Free download of Netscape web browser and information about Netscape Internet service)
Quia (www.quia.com): An online activity creator for developing numerous types of games and interactive learning items
QuizStar (quizstar.4teachers.org): Open source site for creating, scoring, and recording online quizzes
TrackStar (trackstar.4teachers.org): Open source tool for Internet lessons based on collections of web sites selected by an instructor; access 100s of available learning “Tracks” or create your own
VRToolBox (www.vrtoolbox.com): Information and examples of VRWorx desktop virtual reality software, free trial downloads, links to related equipment and information
WebQuests (webquest.sdsu.edu): An Internet research and inquiry project tool especially designed for small teams
Wikispaces (www.wikispaces.com): Set up free wiki sites for inclusion in training programs, visit example sites, complete instructions online
Virtual Field Trips (www.uen.org/utahlink/tours): Open source “Tram Line” tool for creating guided Internet “trips” to places beyond the reach of the training room; visit existing trips or create your own
Zoomerang and Survey Monkey (www.zoomerang.com OR www.surveymonkey.com): Tools for creating and implementing online surveys and questionnaires as class activities or trainee evaluation of training programs.
Mike – add any other net sources you think are good
Key Terms
Application software: “Programs” installed on a computer to perform special functions and operations. All applications are driven by the computer’s operating system (see definition), and must be compatible with this system.
Compact Disk (CD or CD-ROM): Round, shiny disk that has become one of the most common data storage/transport media for computers. There are two kinds of CDs: CD-R (read only) and CD-RW (read/write). The CD-R is the most trustworthy medium for transporting data files from computer to computer. Data CDs will hold about 700 megabytes of information.
Dale’s Cone of Experience: Pyramid-shaped developed by audio-visual education leader Edgar Dale in the 1950s to illustrate the “concreteness” of various types of educational media and experiences.
Data (LCD, media) projector: A projector that can be attached to either a desktop or laptop computer to allow the projection of the image from the computer screen. The projector can sit beside the computer, or it can be mounted overhead on a ceiling bracket. A data projector can also be connected to a multi-input system that allows other devices, such as a document camera (see definition) or a VCR to be projected as well as a computer.
Data transport devices/media: Items such as floppy disks, CDs, DVDs, and “thumb drives” (see definitions) upon which can be recorded computer data files for storage and/or transport from computer to computer.
Disruptive technologies: Technologies that completely transform society and the way people live, work, and function within it.
Digital Video Disk (DVD): A device similar to a CD, but able to hold much more information. DVD is the medium on which full-length movies are currently distributed. To play a DVD on a computer, the machine must have a DVD-capable drive installed.
Document Camera: This devise is the replacement for the old overhead projector. It is actually a video camera that is mounted on a stand pointed downward at a stage on which items are placed for projection. Projection is accomplished through an LCD projector. Because it is actually a camera rather than a projector, the document camera is not limited to transparencies; it can “photograph” anything laid on its stage, including solid objects, and end its image to the data projector for projection.
Dry Erase Markers: Special markers designed for use of white boards. The markers contain ink in a dry power form that will not stain or adhere permanently to white boards and can be easily wiped off with a special dry eraser. These are the only type markers that should ever be used on white board.
Easel Pads/Flip Charts: Large pads of paper that are bound at the top, so individual pages can be either torn off or turned back over the top. The pads can be placed on a easel to be used in front of a group.
Educational technology: Any equipment and material used to deliver, enhance, or customize instruction or training.
E-learning: Learning through electronic technology, in which instructor and students are separated in time and/or space. E-learning allows instructional opportunities to be “distributed” outside the walls of traditional locations, and lets learners learn in the times and places that best meet their needs.
Floppy disks: Square plastic disks used to store and transport computer files. Floppies have been largely replaced today by CDs and DVDs, which hold much more data and are far more stable and less easily damaged.
Fire Wire (IEEE): The type of connection commonly used to connect digital video cameras to a computer. The computer must have a Fire Wire card installed, and a Fire Wire cable is required to connect the two devices.
Hybrid/Blended/Sandwich Courses: Training courses that combine traditional class instruction with one or more types of Internet or e-learning.
Inkjet Printer: A printer that creates a color or black and white image by spraying extremely small droplets of ink onto paper. These dots have different colors that combine to form photo-quality images. Inkjet printers generally use 4 to 6 different ink cartridges, which are located inside the printer. Inkjet printers are relatively cheap to purchase, but they can be expensive to operate, as the ink cartridges are costly and must be replaced frequently.
Illumination: A measure of a projector that indicates how bright its projected images will be. Illumination power is measured in ANSI lumens. The higher the lumens number, the brighter the image projected.
Input Control Box: A device that allows two or more pieces of equipment (computer, document camera, VCR, etc.) to be connected to a single LCD/data projector. Buttons on the box let the user select which device is projected and to change to selected device at will.
Internet Browser: Special application software (see definition) that lets a computer locate, select, and navigate through sites on the Internet.
Internet Service Provided (ISP): A company or institution that, in return for a fee, provides a user with an access “gateway” to get on the Internet.
Laser Printer: A printer that functions on the principle of static electricity. The image is produced not by ink, but by various color of “toners,” which are electrically charged powder. Images are formed when the paper “grabs” the charged toners. Laser printers are generally more expensive than inkjets (see definition) to purchase, but they are faster, more precise, and less expensive to operate. Toner is cheaper than ink, so toner cartridges will run more pages than ink cartridges and must be replaced less frequently, making the per-page cost of a laser printer considerably less than that of an inkjet.
Models: Devices that look like miniature versions of the equipment they represent. Many have actual working parts that simulate the functions of the full-scale equipment. Model can be useful to introduce trainees to complex or dangerous equipment before they encounter the actual equipment.
Online Course Site: A location on the Internet that provides an online location where an instructor can communicate with members of a training class and post assignments, learning materials, and interactive discussions and activities. Course sites can range from simple and inexpensive to complex and expensive.
Open Source: A repository (often online) where instructional tools, materials and “reusable learning objects” (see definition) can be placed and retrieved free of charge for use by trainers and instructors; usually required “registration” to join the user “community.”
Operating System: A special software program that contains the basic information required to tell a computer how to function and interact with its user. The computer cannot function without an operating system, which is usually pre-installed when a computer is delivered to a purchaser. The operating system determines everything the computer “knows how to do”, and determines the commands a user much use to “communicate” with the computer. The current operating system for Windows-based machines is Windows XP; for Macs it is a version of OS 10.
PDF (Portable Document File): A format for computer files that is “universal” and can be read by all computers. It is commonly used for files placed on the Internet. A pdf file is basically a “photograph” of a file, which means it looks the same when opened on any computer.
Peripherals: Input and output devises that work with a computer, but are located externally. These include such items as printers, scanners, cameras, projectors, portable hard drives, DVD players, etc.
Piagetian psychology: Based on the work of Swiss psychologist Jean Piaget, this branch of educational psychology stresses the different developmental stages that human beings go through as they gain mental ability into adulthood. The Piagetian concept of concrete vs. abstract thinking is important in understanding the ability of different types of instructional experiences and technology to make learning more concrete and realistic.
Pixels: The common unit of measurement of the resolution of a digital still camera. The more pixels a camera has, the more detail it can capture and the larger the picture can get without becoming blurry or grainy. Today’s digital cameras measure their resolution in megapixels (1 megapixel = 1,000,000 pixels) and have much better picture resolution than their predecessors
PowerPoint®: A computer software application that is used to create and present multimedia slide shows that can combine text, graphics, photographs, animation, sound, video, and even Internet links. PowerPoint is part of the Office® suite of applications made by Microsoft.
Realia: Actual equipment, tools, materials, etc. used for training and instruction. When appropriate and available, realia can be used instead of models, simulations, video, photographs, etc.
Resolution: A measure of the “sharpness” of the lens in a camera or projector. The higher the resolution of the lens, the sharper the image it can capture or project.
Reusable Learning Object (RLO): A small independent piece of instructional material that can be stored digitally in a learning “repository” and retrieved and used by anyone with access rights. RLOs can be edited and recombined to customize learning and instruction and meet the specific needs of a training situation.
Same Time/Same Place training model: Traditional classroom training method in which instructor and trainees are located together in the same place at the same time. New technologies are making possible newer training models such as same time/different place, same place/different time, and even different time/different place.
Scanner: A device that “reads” and analyzes the image on a piece of paper, capture it as a digital picture, and save it as a computer file you can view on the computer screen or a data projector, print, save to a disk, or transmit via the Internet.
Smart Boards/Panels: Electronic white boards or special writing pads that are connected to a computer. Information or drawings placed on these devices can be sent to the computer, saved as data files, printed, or sent over the Internet.
Technology System: A collection of educational equipment that works together to give a variety of flexible technology options that enhance both instruction and learning and benefit both trainers and trainees.
Thumb (Jump, Flash) Drives: Small personal hard drives for storage/transport of computer files.They are about the size of an adult’s thumb and can store from 128 megabytes to several gigabytes of data, function exactly like a floppy disk, can be erased and re-used over and over, and are extremely robust and resistant to damage or data loss.
USB (Universal Serial Bus): A computer input/output format that is commonly used to connect peripheral devices (scanners, printers, thumb drives, digital still cameras, etc.) to a computer that is equipped with USB “ports.” USB connections require appropriate cables.
Virtual Reality: Technology that uses one or more computers to simulate a 3-dimensional environment or “world” and place it under operator/learner control. Virtual reality (VR) is highly interactive technology that gives a user a realistic sense of “being there” and controlling a complex environment. New software for desktop VR allows the creation of simulated environments for desktop computers and lets learners control exploration by using the keyboard and/or mouse.
Review Questions
1. What historical events and technical advancements contributed to the
development and growth of educational technology? What trends and technologies are currently shaping the growth of educational technology? How would you describe the state of technology in teaching and learning today?
2. How does educational technology help improve teaching and learning in
modern training programs? What contributions can technology make and how do these contributions help both the instructor and the trainees?
3. What equipment and materials are currently available in your training facility?
What additional items would you like to see made available to you and your trainees? Prepare lists of currently available and desirable additional equipment and materials. How would you justify your additions using ideas you have learned in this chapter to support their purchase?
4. What tips or guidelines have you learned that you believe will most improve
your use of technology or instructional materials in your training program? How will these tips/guidelines strengthen your teaching?
5. How would describe a hybrid/blended/sandwich training course? Is your
training program current a hybrid? Do you believe that “hybridizing” your training program would be beneficial? What tools or techniques you have learned about in this chapter would you like to use for add online components to your course? Develop a plan for hybridizing your training course and effectively integrating new Internet components. What tips you have learned in this chapter will you use as you hybridize your course?
6. What is expected of you in your training facility regarding setting up, operating,
and maintaining the equipment and materials? Do you have any technical assistance available? What supplies are available? Are equipment manuals available? Who should you contact if you have questions or need assistance? How can you find the answers to these questions?
7. Perform an evaluation of the PowerPoint presentations you have for your
training course using the guidelines you learned in this chapter. What are the
strengths of the PowerPoint presentations? In what ways could they be
improved? What changes and/or additions would you recommend making to
the presentation slides? What new PowerPoint skills do you need to gain in
order to make these changes and/or additions? How will you gain these new
skills?
