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Abstracts
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Abstracts
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by John Viren
Developing multimedia/CBT applications requires organization, preparation, and skill that is best accomplished through project modeling. A project model is a functional workflow outline that addresses project issues throughout the lifecycle. Models come in many forms but all are used to organize the process and reduce the "cradle to market" development time. This paper briefly discusses one approach to project organization providing a baseline lifecycle model for multimedia/CBT development. An example model is presented that has evolved over many projects and addresses key issues found in a typical project. Using a lifecycle model will make your projects easier to analyze and manage.
by Bruce Gould, Martha Coulter, Suzanne Perry-Casler
Entering the 21st century, it seems that users, vendors, and researchers of distance learning can benefit greatly from sharing experiences across disciplines and asking fundamental, yet still unanswered, questions about teleconference adoption and implementation. This paper reviews a major videoconference project concerning domestic violence as a practical means of (1) examining the underlying assumptions used concerning project development and delivery, (2) sharing information on critical lessons learned and, (3) offering recommendations to future users who are planning to conduct similar distance learning activities.
by Kirk McCullough
New advances in knowledge transfer and its ancillary technology could change the very structure of our way of education. Historically this structure has not been inviolable. Centuries ago, education was a rarity, a flickering flame kept alive by the Church, or a product consumed by the rich. This article will present concepts and technologies that have the potential to destroy the fabric of public education as we know it. Whether this should occur for economic or sociological reasons will remain for further discussion.
by Miriam Schcolnik
Dr. Vannevar Bush, often referred to as the "grandfather of hypertext" was an engineer. He was also an inventor, a philosopher, and a visionary. The variety of titles of his essays and addresses reflect his wide range of interests, among others: technology, library science, scientific research, military science, atomic energy, the war effort, teamwork, the significance of various professions, patent reform, engineering, education, management, poverty, the medical profession, political systems, and baseball. Bush was a scholar and a practitioner, a person who cared about society and the implications of science, good and bad. This paper traces his ideas and achievements.
by James Russell and Dennis Sorge
Workshops can be effective in enhancing the integration of technology in schools. Teachers learn to effectively implement technology during a series of six workshops equally spaced throughout the academic year. Research results show that teachers’ computer anxiety decreased, their computer use increased, and their self confidence increased.
by Gertrude (Trudy) Abramson
An anytime/anyplace text-based classroom offers learners a remarkable environment for enhancing communication skills. So much of what occurs in society and business is frustrating and inefficient because the people involved communicate poorly. Reflective practitioners, in all fields of endeavor, take time at the end of the day to review the day’s work and to plan for necessary behavioral modifications to ensure better outcomes in the future. The asynchronous classroom is a collaborative mindtool. With it, participants read, reflect, draft responses, reflect on the responses, revise and post for others to enter the process. By crafting careful, thoughtful responses that are checked for relevance, more appropriate communication transpires and more meaningful outcomes are achieved. This article presents one model of collaborative, constructivist discussion.
by Gregory MacKinnon and Lynn Aylward
This paper outlines an approach for post-secondary educators to improve the quality of electronic discussion groups (EDG’s). Using a template of macros constructed in Microsoft Word 7, the authors outline a system of coding referred to as "cognotes." The coding of student’s discussion has promoted more substantive engagement of ideas through articulate and logical contributions.
by Laurie P. Dringus
Extensive human, information, learning, and technical resources are needed to produce and manage comprehensive online learning environments (OLEs). Whereas each of these resources is unique, all are largely interrelated and connected. Basic considerations for resources-based OLEs are discussed in terms of today’s technology. Future research will be needed to explore the complexity of these resources and how they can be optimized for effective delivery and management.
by Kurt Elfers
Wisconsin’s Fox River Valley is home to a technologically advanced distance learning network. An education consortium called KSCADE (for K-12 Schools/College Alliance for Distance Education) created the network with a number of business partners in order to provide students, especially from small, rural high schools, with courses that they might not otherwise have available in a way that is financially feasible for individual school districts. KSCADE’s video/audio/data technology is able to structure virtual classrooms for numerous sites simultaneously, as well as to provide Internet access at speeds 300 times faster than dial-up modems. The new technology is compared to older systems currently in use in many schools.
by Paula B. Doherty
This paper envisions a new epoch of adult learning: expansive, dynamic, learner-centered, and mediated by advanced technologies. Learning will be constructed, empowering learners to actively forge new knowledge, guided by prior learning and current circumstances; contextual, allowing learners to both define and engage their learning environments; collaborative, challenging learners to question, reflect, analyze, synthesize, and critique content within communities of shared purpose; negotiated, engaging learners as full partners in the learning process; personalized, supporting individualized learning goals, strategies, and choices; responsive, ensuring dynamic, adaptive, and interactive learning events; and mediated by technology, effecting new modes of cognition that transform learning. The learning landscape of the 21st century will be populated by cyber-networks, providing a ubiquitous venue for cognitive discovery within learning domains that transcend boundaries of place, time, or medium.
by Timothy J. Ellis
An increasingly large number of colleges and universities are at least exploring the feasibility of, if not rushing headfirst into, offering credit-bearing courses in a distance modality over the World Wide Web. Although there are numerous competitive advantages to an Internet-based course delivery system, there are an equal number of issues that must be addressed. This article explores one of the most crucial of those issues: how to translate the techniques for facilitating and monitoring student learning that have been developed for a classroom-based delivery into the Internet-based environment.
by Andy Runyan
Esther Dyson’s recent appointment as the interim chairperson of the Internet Corporation for Assigned Names and Numbers (ICANN), the new administrating body for Internet domain names and addresses, is indicative of her status in the technical community. She edits and publishes Release 1.0 which, according to Brockman (1996, p.82) is "the computer industry’s most intellectual newsletter." Dyson is the chairperson for the Electronic Frontier Foundation and is active in the development of technology in Eastern European countries through her venture capital firm, EDventure Ventures. She also chairs the Electronic Frontier Foundation, a civil liberties watchdog organization.
In 1993, before the proliferation of e-mail accounts, Internet access, and personal Web pages, Dyson saw the value of the medium in the modes of communication it supported. In those early days of the Internet, her insight into its future was uncanny: "As the rise of the Internet (a notoriously unfriendly, mostly text medium) shows, interactivity isn’t about the medium; it’s about communicating with other people — giving and getting attention and feedback from friends and colleagues, customers and suppliers. Computers are no longer a calculating device or a display device but a communication device" (Dyson, 1993, December 13). That insight into the true value of information technology has earned her such titles as "futurist" (Dreifus, 1997, p. 195), "the First Lady of Cyberspace" (Markoff, 1996, p. 88), and "the Pattern-Recognizer" (Brockman, 1996, p. 81).
by Adam Herrneckar
Innovative information technologies have contributed to the proliferation of Web-based educational opportunities. Despite this growth, methods for effective instruction within post-secondary education have remained relatively stagnant. This investigation will review traditional models for instructional design along with available educational technology, and suggest a derivative framework, based upon environmental factors and circumstance, which may assist the instructor in generating an empowered learning experience.
by Gertrude (Trudy) Abramson
INTERVIEW
by Bob Clyatt
Managing change and growth has never been easy. Today’s organizations may have new and more challenging change to master, but they also have a powerful new set of technologies to help them cope. The rapid rise of the Internet and corporate Intranets, widely accessible and built around standard, inexpensive platforms, offers a powerful response to organizations’ change and learning needs. While it may take years to achieve the grand visions of a completely wired and inter-networked society, these technologies can be put to work today performing many high-value tasks in corporate training communications. This article defines advanced Web-Based Distance Learning (WBDL), looks at some of its benefits, offers suggestions for appropriate application of WBDL, and shares scenarios of ways organizations are beginning to put WBDL to work.
by Joanne Goldenberg
This paper explores virtual learning communities in higher education from the student’s perspective. Different approaches and tools are examined for their effectiveness and ease of use. It is observed that most current research deals rather lightly with how or if a feeling of connectedness effects actual learning. This area would benefit from further research.
by Helen Schneider
Effective course planning requires the planning and judgement of faculty. Faculty concerns about adapting familiar courses to web based delivery include traditional concerns about class size, adequate compensation, ownership of course material, and job security. Web technology has added the issues of difficulty in acquiring and maintaining the new skills needed, adequate support and facilities, and unrealistic administrative expectations of the technology’s promise.
by Sandi Benefield
Internet telephony is the ability to use a personal computer with a microphone attached to make long distance telephone calls over the Internet. Software has been in existence for several years that permitted Internet telephony. Some disadvantages are the software required users on both end of the phone call to be using the same software and delays in sending and receiving voice were frequently unacceptable for professional phone calls. Among the advantages are being able to send data while talking, white-boarding, and the capability of video if a video camera is added.
by Patricia M. Sperano
The best time to train is when the learner is prepared to learn and in need of the training. As eighty percent of critical job skills learning occurs on the job, just-in-time training allows the workers to decide what to learn and when to learn it. Today's technology permits businesses to deliver just-in-time training to their workforce via Electronic Performance Support Systems (EPSS). This paper examines the role of Electronic Performance Support Systems (EPSS) in delivering just-in-time, on-demand business training to today's workers.
by K. R. Potter
This article discusses the motivation behind Interactive Contextual Learning Environments (ICLE). An ICLE places the learner into a virtual learning environment that is active rather than passive. Consequently, the learner is encouraged to learn by doing, which the research indicates yields a 90% retention rate among leaders.
by Stacy Nowicki
Electronic research resources enable students to accumulate information more quickly and easily than in the past. However, many users cannot effectively search for information, use appropriate resources, or differentiate between relevant and irrelevant material. These students must acquire skills to manage and evaluate the information they gather. Librarians involve themselves in solving this problem by teaching information literacy and critical thinking. The definition of information literacy is still in flux, and some debate its real importance, but most agree that survival in the information age involves using electronic resources effectively. Information literacy is especially important to users of "virtual libraries" and online learners because they primarily conduct research outside the library and beyond the reach of information professionals. Librarians and other educators must incorporate information literacy into their educational curricula if users are to be successful in an information-driven electronic environment.
by Marlyn Kemper Littman, Ph.D.
Community networks varying in size, scope, and sophistication appear with increasing frequency on the Web. These information infrastructures support online data interchange; diverse telecollaborative applications; and timely and economical access to vast reservoirs of electronic resources. Their proliferation is made possible by a convergence of ongoing technical advances in telecommunications, multimedia, and computer hardware and software.
by Harold J. Bailey and Kathleen A. Ergott
In order to be successful, a Project Manager must accomplish three goals: manage the workflow in order to complete the project, manage the expectations of the client, and maintain a standard of excellence in all work going out. Utilizing project documents as tools for communication and organization leverages the chance of project success. This article will discuss how to use the Project Plan, Meeting Report, and Status Report as tools for coordinating, planning, and conveying pertinent information.
by Jill A. Harlamert
Effective distance learners have been identified as resourceful and independent thinkers, exhibit non-compulsive behavior, and are traditionally those individuals that live in a fast-paced environment (Biner & Dean, 1997). These students use methodologies for learning that empower them. These methodologies in online learning require the student be an independent learner and take ownership for his own success. Students prepare their work using technologies like the World Wide Web, Internet, CD-ROM, audio, video, and multimedia. This study outlines general strategies for effective distance learners, methodologies students have adopted to learn online, and their preparation techniques.
by Ann H. Digilio
Older adult learners, referred to as non-traditional students, often have different needs from those of traditional students. Net-based instruction provides the flexibility to meet the needs of adult learners. An examination of the literature shows that adult learners experience different constraints, motivations, and learning styles from traditional college students. Examination of distance learning modes indicates that there are many points where net based instruction can be very effective in overcoming the constraints faced by adult learners.
by B. E. Cushing
Adult learners in online learning environments need to develop skills for critically evaluating Internet resources that can provide valid curriculum enrichment when carefully selected. The Internet offers an enormous amount of information, but adult learners must combine critical thinking skills and knowledge of hypertext document formats with evaluative methods for traditional sources to separate the quality from the quantity and determine authenticity. This paper drew upon published sources to construct a guide to tools for evaluation success in the online paradigm for adult learners. With the proper tools, adult learners can search the Internet for electronic resources, which may be more current than print materials, and take full advantage of the burgeoning digital information marketplace.
by Gerianne Chapman
Can computer-mediated communication (CMC), a tool used extensively in virtual classroom environments, be used to benefit the traditional classroom? This paper investigates the attitudes and participation of students in CMC campus-based courses and their perception of CMC's impact on their learning. Current literature is reviewed to determine how factors such as gender, educational status, computer experience, and skill level are related to student attitudes and participation. Student praise and criticism of CMC is also investigated.
by Steven R. Bernstein
The online learning environment is rapidly emerging in higher educational institutions. Videoconferencing is one technical method to implement and supplement learning outcomes. This study investigates student issues relating to enriching the online physical therapy curricula. It is suggested that by acknowledging student preferences, needs, and assessments, educators will further develop the teaching process. Students are very interested in distance learning, and physical therapy students are enthused about exploring videoconferencing technology. In general, students prefer to learn via a combination of learning styles. The lecture-demonstration model is most preferred. Also, successful outcomes seem to employ recognizing the need for interaction. Students have frequently indicated a need to communicate amongst each other and with the instructor. The students also tend to agree on similar preferences regardless of the model utilized. Experience suggests that Web based learning and videoconferencing models should encourage active interaction and critical thinking.
by Peggy G. Adams
Computer-based technology is an integral part of the interactive videoteletraining programs conducted by the Air Force. For students to use the computer-based technology effectively, they must be computer competent. This paper investigates academic literature to determine whether a relationship exists between the students' experience level with computers and their competence and favorable attitudes towards computers.
by Clifford A. Reid
K nowledge gaps arise when a small team in an organization creates or compiles a body of knowledge that needs to be deployed to a larger group of people. A gap then exists between the small team that has the knowledge and the larger group of people who need it. In the normal course of doing business, healthy organizations naturally create knowledge gaps, and the healthiest organizations create the most knowledge gaps. The most successful organizations fill their knowledge gaps as quickly as they possibly can. The most popular approach for filling knowledge gaps is to hold live meetings. For geographically dispersed organizations, live meetings suffer from a number of well-known logistical and financial drawbacks, yet they remain the most popular approach for filling knowledge gaps. But a superior alternative to live meetings has recently become available. A new class of computer-based information systems, called Enterprise Knowledge Deployment Systems (EKDS), combines streaming media technology, intelligent search technology, and the Internet into a powerful and cost-effective solution for filling large knowledge gaps. For example, using an Enterprise Knowledge Deployment System to launch a new product, a medium-size organization can cut the new product knowledge deployment cost from over $1M to under $150K, and simultaneously improve the effectiveness and timeliness of delivering new product knowledge to the field. These economic and strategic benefits of an EKDS increase as the size of the organization increases.
by Terrence R. Redding, Gordon Eisenman, and John Rugolo
The notion that everyone is computer lit- erate, or has used a computer is simply not true! More importantly, the number of late adopters, those deciding or being forced to use a computer for the first time, after reaching full maturity is the fastest growing segment of the computer and technology training market. This paper applies notions associated with adult learning theory in a case study that explores issues associated with teaching computer use to seniors. Of particular interest is the importance of peer led instruction, and the shared paradigm of late adopters learning technology. It provides important insight on how to remove learning barriers and dramatically improve the success rate for teaching technology to late adopters.
by John M. Morris, Steven V. Smith, Carole Mablekos, and John Fekete
Drexel University, a recognized innovator in computer-based educational support, has begun a strategically significant project aimed at producing a distributed instruction model program for a master's degree in Engineering Management. The production of high-quality Web-based graduate courses needs a concerted team effort because of the complexity involved in developing truly interactive and effective Web-based courses, particularly in engineering. The expertise and time requirements are considerable; an optimal blend of content, pedagogy, and technology is essential.
by Keith Kocho
Interactivity on the Internet traditionally breaks down into two types of experiences: active par- ticipation and passive viewing. As the Internet and its users become more sophisticated, a new revolutionary paradigm is emerging: passive/active interactivity. Today, Internet users can only choose between active participation: clicking links for more information; and passive viewing: being force-fed video audio and animation with no opportunity to interact beyond stop play and rewind. Passive/ active interactivity introduces the new class of user called the `viewser' (viewer-user). The viewser has the option of interacting with the storytelling experience as it streams over the Internet. Viewsers can passively experience the presentation or actively interact with it. Essentially, the viewser has control over the storytelling experience which is more analogous to human communications or real life conversation then what currently exists on the Internet. Passive/active interactivity is quickly moving from emerging to commonplace as the Net matures. Innovative Web developers, multimedia producers, and broadcasters are using passive/active interactivity to introduce a new concept in storytelling on the Net.
by William Graham & Sylvie M. Legere
Bringing abstract principles to life for learn- ers in a multimedia environment requires a creative blending of instructional design and technology. This paper discusses the goal-based design concepts used to build a CD-ROM-based course for senior executives at Andersen Consulting. The course revolves around such abstract concepts as "quality management" and "continuous improvement."
by Baharuddin Bin Aris, Mohd. Salleh Bin Abu, Henry Irvine Ellington and Mogana Dhamotharan
T he Ministry of Education has a vision for education in Malaysia. It is a vision in which all teachers are competent in operating the computer and have sufficient knowledge about information technology. Thus, Malaysian teachers need to be information technology (IT) literate in order to understand the potential of IT in their educational settings. In the light of the foregoing, Universiti Teknologi Malaysia, as one of the higher institutions for teacher training in Malaysia, plays a role in helping the country to realize her vision. Besides changing the curriculum and using the Internet as a teaching and learning tool, an attempt has also been made to develop a prototype interactive multimedia courseware with the hope of improving teachers' knowledge and attitudes regarding the use of IT in education. This paper will therefore focus on the purpose, content, and the development of the courseware, and how it will be used at UTM in its teacher-training program.
By James F. Moshinskie, Ph.D.
T his survey queried instructional designers about the increasing use of automated in- structional design software to develop computer-based training (CBT). While these automated tools compact the complicated production process, educators complain that the resulting software often presents lock-stepped, linear instruction that neglects the cognitive needs of individual learners. Although the survey found that most of the respondents expressed a positive interest in using these automated tools, it uncovered some significant differences between the respondents on desired features of such software. Also, the respondents reported a variety of concerns about automated software that should be addressed by schools and corporations who plan to develop and market such software in the future.
by Craig L. Miller, Ph.D.
T he purpose of this project was the develop ment, evaluation, and implementation of an interactive multimedia CD-ROM instructional package used to train steelworkers in the basic concepts of hydraulic fluid power. This project was a university/industry partnership between the School of Technology at Purdue University and the Burns Harbor Division of Bethlehem Steel Corporation. Bethlehem Steel saw the need to train current and future employees in hydraulic fluid power and initiated this project when the 80" Hot Mill rolling process was updated from an electric to a hydraulic fluid power system. Bethlehem Steel benefited from this project because the interactive multimedia CD-ROM technology helped train new employees and retrain existing workers. It also captured the knowledge of experienced employees and documented their knowledge for future reference. The School of Technology also benefited from this project because it provided faculty and graduate and undergraduate students experience in producing and programming interactive multimedia CD-ROM. This paper will discuss the project and the theoretical foundation upon which it was based.
by William E. King, Ann Tolzman, and John J. Staczek
T his paper addresses the need and importance of doing business-based research on the In- ternet, the integration of on-line instruction in advanced business English classes for international students, and the necessity of a collaborative relationship (1) among students for learning and (2) among departments for implementation, in particular the Department of Modern Languages (DML), Information Technology Services (ITS), and the International Business Information Centre (IBIC/Library).
by Mary Garrett
In 1995, Lansing Community College (LCC) started developing multimedia supported, Internet based instruction. The materials were only used to supplement traditional and arranged courses until September 1996 when Dr. Sykes, President of Lansing Community College, announced that LCC would be offering a degree via the Internet starting Fall 1997.
by John Cordani, Ph.D. and Ramon A. Mata-Toledo, Ph.D.
Due to the Internet and the technological ad- vances of the recent years, it is now possi- ble to teach courses in a remote format. This paper describes the experiences learned in using this format for teaching students at the master level. It focuses on what seems to work and what does not work. It will also discuss the minimum equipment needed to make the course a successful one.
by J. Bahlis, Ph.D.
W ith the continued introduction of new and evolving technologies, selecting the most effective and economical method for the delivery of training is becoming more and more complicated. When should Web Based training be used, for example. Is it more effective or economical than computer based training? What about performance support tools and computer/video conferencing? Would a combination of delivery methods be more effective/economical than one? To answer these questions, BNH developed an electronic performance support tool "ADVISOR" that analyzes the training environment and determines the feasibility and effectiveness of using alternate methods or combinations for the delivery of training. Moreover, the tool computes direct, indirect, and hidden costs of various alternatives and compares the results on annual as well as over the life of the course basis.
by Norm Ainslie and Debra Eves
Instructors at Office Depot are now reaching three times as many students with software skills training using a virtual classroom via wide area network. Kent State University links online students at seven campuses with the best teachers to deliver courses unavailable through traditional teaching methods. At The Forum Corporation, change management training is delivered online via the Internet and phone conference across the country. The challenge every corporation faces today is how to provide information efficiently and effectively to staff who need it. The traditional role of the corporate training function and training companies is changing based on this challenge. The amount of information available is outpacing our ability as trainers to move this information to where it is needed most. A sense of urgency is being created at the learner level. In many cases the training industry is meeting this challenge with the help of technology.
by Yanyan Yong
This article investigates students' perceptions on learning through web technology. The sur- vey was administrated on line to forty six students who were taking the self-paced web units as an experiment for the new media. Students' feedback for both surveys is positive. The results suggested that web-based instruction permitted the students to take their own learning in control and to empower individual learning activities. It provided meaningful learning and flexible practice. The web also was able to integrate broader information and accommodate more learners if proper pedagogy was adopted. Students highly appreciated opportunities to fully access learning materials without time and location constraints. Concerns and suggestions by the students were discussed.
by Marcelo Milrad
Today, manufacturers spend large amounts of money producing technical information. This information is a very important part of today's company network support. Interactive Multimedia Technology can be used to enhance the ways this technical documentation is presented. The possibility of integrating all types of technical documentation and the presentation of technical product information into a single computer-based system, creates new alternatives for job performance support. This presentation will describe the development of a couple of multimedia applications designed for disseminating technical information to technicians and service engineers. These applications have been developed within the Interactive Manuals project, which has been sponsored by the Swedish National Board for Industrial and Technical Development.
by Janet Faye Johns and Julianne Marie Brander
Maintenance technicians must learn to visualize mechanical systems, visualize the complex relationships between components, visualize common problems, and visualize situations that are often difficult to duplicate with real systems. The maintenance technician must develop these perceptual skills to become an expert troubleshooter. We developed 3-dimensional Computer Aided Design (CAD) models for every major component in a representative mechanical system. The CAD models made it easy to generate 3-dimensional animations that are ideal for teaching perceptual skills in multimedia Computer-Based-Training (CBT) lessons.
by Patricia M. Boord, M.S.
T he Operational Training Unit (OTU) of the Federal Bureau of Investigation (FBI), like other organizations in the private and public sector, is being faced with diminishing resources and exponentially increasing training demands. To address these challenges OTU re-engineered its approach to training delivery. Using a variety of instructional media and a common sense approach in applying training technologies, OTU has saved the FBI almost $2,000,000 by developing a distance learning course to replace one full week of training at the FBI Academy. This article will explore the major issues faced by OTU in designing and delivering this course and the quantitative results it achieved.
by Dr. Harold J. Bailey and Ms. Kathleen A. Ergott
T he primary success of any project rests on the shoulders of the project manager. A project must be completed on schedule, within budget, and measure up to both the client's expectations and the vendor's quality standards. How can a project manager accomplish this? First, by establishing a systematic plan to implement and follow. Of equal importance is assembling and guiding strategically chosen team members through all phases of a project. Excellent interpersonal skills are paramount for effective communication to take place among the project members. The project manager must possess significant breadth of experience, be highly organized, be technically proficient, have exceptional communication skills, and be adaptive to changes and surprises in order to mitigate difficult situations.
by David E. Stone and Clarke A. Bishop
Typically, a project involves seven proven phases for successful multimedia courseware production: 1. Needs Assessment 2. Content and Design 3. Rapid Prototype 4. Storyboarding the Course 5. Building the Course Using The Production Pathway 6. Usability Testing 7. Quality Assurance and Testing Each phase is described in detail on the following pages. Keep in mind that each project is unique, and so we may vary or delete steps to accommodate that fact. It is important to be flexible enough to develop the best possible product, while still maintaining the integrity of the process.
by Travis Piper
T oday's technology makes it possible for a cli- ent in one part of the world to seek out a multimedia developer in another part of the world. But how does this all work out? What about meeting face to face? What about working side by side? What about reviews, mileposts and deadlines? This paper documents how today's technology can help to bring people together "face to face" and even "side by side" to combine the best resources to complete the project, even though there are many miles between them. It includes descriptions and illustrations of some of the technology being used today to accomplish these ends.
by Olivia A. M. Freeman
Operations Analysts has researched virtual reality (VR) delivery systems for public and home based instruction. Educators agree learners need a method leading to ownership of studied material. VR provides synthetic experiences learners remember as their own. This paper provides the criteria for the VR system to deliver this new paradigm. Guidelines and recommendations to aid developers and instructional technology will be presented and explained.
by Richard M. Cavagnol
The equipment used to transport and apply the powder to vehicle surfaces differs signif- icantly from the solvent-based paint equipment. To develop a fully trained workforce to meet the challenges of the new equipment and processes, Chrysler contracted with Technology Applications Group, Inc. (TAG) to design and develop a computer-based training program using MPEG digital video delivered from CD-ROM. The program was developed following TAG's Multimedia Instructional System Development Process and was authored using TAG's Interactive Development Editor. The resulting program provides paint department workers with on-the-job, just-in-time training.
by John Paul Ashenfelter
T here is a distinct group of faculty on any cam- pus that have limited computer skills, yet are simultaneously interested in incorporating multimedia technology and the web into their courses. After working with several of these faculty in classroom and one-on-one settings, several common concerns are evident: that the technology will overwhelm the course content; that they are missing required computing skills; and most importantly, that they don't even know what questions to ask or where to begin. Strategies that were developed during work with an assistant professor of drama and a senior professor of classics will be discussed.
by Jan Utterstrom
The use of formal Computer Based Training has become widespread in industry. The early success of CBT helped to generate a myriad of near evangelistic ideals in CBT development methodology and tools. The pendulum has swung so far that whole disciplines are now devoted to development processes. This has further added to the development complexity, schedule, and cost for many CBT courses. Business today has come to realize that, while highly effective, CBT is a highly costly tool which must be deployed with caution and a strict eye on budget and resources.
by Fred W. Reneau and Lori L. Kremski-Bronder
The evolution of distance education has brought us from the correspondence course through the satellite link to on-line delivery. The degree of interaction offered through distance education parallels advances in technology (Schlosser & Anderson, 1994; Ahern & Repman, 1994). Today, the Internet offers another medium for delivery. Higher bandwidth capacity allows educators to tap into a variety of synchronous and asynchronous methods of data transmission incorporating text, audio, video, and graphics (Harumi & Bermudez, 1996). Corporate downsizing and increased technology in the workplace has forced many adult learners back to school. On-line instruction offers an opportunity to complete coursework independent of time and place constraints, as well as family and workplace responsibilities (Ahern & Durrington, 1995-1996; Ahern & Repman, 1994; Berge & Collins, 1996; Schrum, 1995; Hiltz, 1997; Seagren & Watwood, 1996).
by Terresa Jackson, USAF Armstrong Laboratory Daniel Lorenc, Global Information Systems Technology, Inc. Luciano Iorizzo, Jr., US Army Armor Training Center
The Armstrong Laboratory at Brooks Air Force Base manages the Modeling Of Automated Instruction (MAIN) Improved Instructional Techniques for Intelligent Training Systems (INTec) contract. Under this contract, Global Information Systems Technology Inc. implemented a hybrid Internet course for the Army. The INTech project provides technological solutions that satisfy military training needs. It evaluates hardware and software products for prototyping training systems to advance state of the art instructional technologies and to field and evaluate the courseware developed to document the effectiveness of the instructional strategies and theories.
by Elizabeth L. Haslam, Ph.D.
As national standards become mandated, pub- lic school districts must train their K-12 teachers to re-design their courses and instructional materials to align with the standards across the curriculum. This session will demonstrate a CD-ROM "Planned Course Design" that provides district-wide instruction for each teacher to plan, design, and print out their courses using a multimedia interactive format with QT movies, coaching, examples, animated sequences, and more. The instructional and media design elements of the CD will be discussed, as well as users' experiences with this new effective tool for in-service.
by Joan M. Dasher
More and more, you read and hear about states spending tens of millions of dollars to "wire the schoolhouse" or to acquire new - or more - PCs. A 1995 report by the U.S. Department of Education found that the number of schools with access to the Internet increased from 35 to 50 percent, although only 9% of all classrooms, labs, and library media centers are actually connected. This is a laudable activity; after all, the need for student computer use has never been greater. A full 80% of Americans feel that teaching computer skills is "absolutely essential" (Public Agenda Foundation 1995). Many teachers today also believe that computer skills are second only to basic skills for today's 51.7 million school students, especially if they are to be able to compete in an increasingly competitive, global economy.
by Jared Carman and Doug Boynton
Interactive multimedia training has been deliv- ered via CD ROM or hard drive for a number of years. With the appearance of multimedia on the internet, and the advent of multimedia authoring tools for internet-based applications, many find themselves wondering if the internet is not now the best way to deliver interactive multimedia training. Others wonder if a CD ROM, a PC hard drive, or a LAN server might not still be a better choice for delivering the kind of multimedia courses they want to build. Faced with more options than ever, how does one decide which system is best for delivering multimedia training? This paper presents a case study on how two sister companies evaluated the various delivery systems available today, made a choice, and successfully implemented a multimedia training initiative.
by Iain Wood
Given the challenge of training over 9,000 students globally on their products, Mitel, a telecommunications firm, decided to take the plunge and go multimedia. The goal was not only to create a world-class multimedia course, but also a usable procedure for future CD-ROM development. This article discusses the creation of their first multimedia training CD-ROM and cites real-life successes and near-misses. It describes how key technical, organizational, and interpersonal challenges were overcome and shows in detail the highly-efficient development procedure which resulted. Using the procedure, Mitel has experienced a 40% efficiency increase on their last 5 CD-ROM titles.
by Kelly Michael Stewart
Interactive games on the Web are not just for fun. With the wide acceptance of the Internet and the arrival of multimedia browser plug-ins, many training publishers are now using Web-based games as a powerful way to engage, simulate, educate, and assess. This article discusses basic elements of game design, the purpose of using games in courseware, the unique advantages of Web instructional gaming, and possible pitfalls.
by Keith Schall
The Army's Teletraining Network (TNET) pro- vides two-way audio and video links throughout the US and to selected sites overseas. TNET has established three sites in the Bosnia area of operations in support of Operation Joint Endeavor. Linked by satellite back to Army training institutions in the US, these sites permit soldiers to receive mission essential training, professional development courses and specialty training, and college courses for soldiers' careers and personal development. The TNET link also permits face-to-face visits of soldiers with their families back in the US. Army plans are to increase the number of overseas links, and Europe is scheduled for seven additional sites.
by David T. Bill
Presently, well into the information age, organizations face an ever increasing tsunami of information. If an organization is to remain competitive and learn from the vast ocean of knowledge created by the technology explosion, it must adopt a systematic network to capture and store information in an accessible format. Only then can the organization begin to learn from the knowledge it has amassed.
by Frank S Wilson and Alan D. Stuart
When the Sloan Foundation began its dis- cussions with Penn State, it was inter- ested in how emerging communications technologies could be used in the design and delivery of professional development courses for home-based engineers. In a broad sense, the challenge for the development team was threefold: to choose a course that would satisfy a market need; to choose an emerging technology (or technologies) accessible to the target market and appropriate to learning; and to select a design strategy that would satisfy the conditions of learning, yet be able to provide meaningful evaluation and feedback for continuous quality improvement. (As an Instructional Designer would remind us, these are interdependent, not independent, variables. Course Selection
by Doreen P. Waldman
Studies show the largest cost of training is time: The time an employee spends away from his/her usual duties when in training. How can the amount of time spent in training be reduced without compromising on results? Research indicates that interactive multimedia, an alternative delivery system, measurably decreases the largest cost of training without compromising on quality. This reduction can be traced objectively and quantitatively to an organization's bottom line. "Whoever admits that he is too busy to improve his methods has acknowledged himself to be at the end of his rope." J. Ogden Armour, President, Armour Meat Packing Co. Given the responsibilities and constraints of the current corporate environment, when is there time for training? We need to leave our offices, get to the physical training location, learn, and return. Is the cost of the time spent training worth the return on this investment (ROI)?
by Tara Pangakis
You've developed the perfect seminar. You've been teaching it for a few months but now enrollments are dropping off before you've had a chance to recoup your development investment. What can you do? Is there a secondary delivery mechanism for your materials? One way is to use your materials (see a sample overhead, Figure 1) to create an increasingly popular training medium known as CBT (see the resulting CBT, Figure 2). CBT (Computer-based Training) can include just about any student/computer interaction. It is providing opportunities for distance learning via CD-ROM, disk, Internet and intranet. Available just when it's needed, CBT is facilitating learning for just about anyone, of any age, who wants to learn new skills, processes, and procedures.
by James F. Moshinskie
The availability of adequate emergency medi- cal service (EMS) in rural America remains a critical healthcare problem (Hussar, 1993). Too often, many rural American communities either have precariously low numbers of trained EMS personnel available, or must wait for ambulance crews from a neighboring community if any EMS help is even available there. The major reason for these gaps in service is the lack of adequate, convenient training being available for rural EMS volunteers. EMS students typically attend classes at urban colleges, but rural volunteers complain that they do not have the time to leave jobs and families and travel to larger cities for the mandated courses (Swan, 1993). To resolve these problems, urban health care educators need innovative ways to deliver high quality courses directly to rural students.
by Marlyn Kemper Littman, Ph.D.
Distinctly suited for voice and nonvoice communications, ISDN (Integrated Serv- ic es Digital Network) technology has important implications for distance learning. ISDN services support reliable delivery of digital data, video, and image traffic and such applications as telecommuting, Internet access, and videoconferencing. Despite ISDN capabilities, debate on the effectiveness of ISDN for tele-education persists in the academic community. This paper examines ISDN technical fundamentals, advantages, and drawbacks. Challenges associated with ISDN use in the educational setting are explored. Strategies for ISDN implementation to facilitate instructional delivery and enrichment are described.
by Alex Carter
Interactive distance education is the technique of providing live instruction from an origination site to students located at one or more remote sites. In this type of distance education the remote sites are geographically separated from the origination site. The process utilizes both video and audio for real-time communication between all network sites. The video and audio signals are usually transmitted on communication lines such as a T1. In this way the individuals at all sites can see, hear, and actively participate in what is happening at all other sites on the interactive distance education network.
by Hill Patterson Read III
This paper describes three Internet projects: (1) Internet-based training. Development and delivery of an introductory training module for Netscape Communication Inc.'s Proxy Server. This is an example of how the Internet may be used to deliver training remotely. (2) Intranet information management. Design of a framework for a regional bank's internal web services, and the creation of a prototype and templates which allow the client to continue building its Intranet. This is an example of the ways in which Internet technologies are used to capture and distribute intellectual capital within an enterprise. (3) Partnered marketing services. Design, implementation, and maintenance of a commercial Web site for Olympic athlete Michael Johnson. This is an example of how the Internet may be used to generate advertising, mailing lists, merchandising, and publicity.
by John Leddo
Educators wish students had the same in- terest in learning academic subjects as they do in playing computer games. Developing computer games that are entertaining, yet educational, pose technical challenges. These include developing a game environment that supports the subject matter being taught, assessing student learning from game-playing behaviors, and having game events respond to individual student learning needs. The present paper describes work to develop a computer game to teach scientific reasoning. The game context is to solve detective problems in outer space. Detective work is chosen for its similarity to the scientific method. Assessment of student learning is accomplished by using a rich knowledge representation framework capable of understanding problem solving behavior and by having game characters converse with players to probe their reasoning. The scenes in the game teach different aspects of scientific reasoning. The activities and information present in these scenes are driven by student learning needs.
by David Jackson, Ph.D.
Apresentation which sets up the structure for middle school teachers to utilize theWorld Wide Web as a useful tool in geography, this paper will discuss the practicality and effectiveness of having geography students researching on the WWW. It will look at how students conducted searches of valuable information, downloaded files, and composed reports on their research findings. It will also show reports on how middle school students feel about conducting research on the Web.
by John J. Hirschbuhl
T oday we are in a transition from a perfor- mance society to an information based learn- ing society. There is a continual need to learn new skills before we have totally polished previously learned skills. We are caught up with the information age and the technologies that have generated it. (Hirschbuhl, 1992)
by Lyn Gubser, Ph.D. and Thomas H. Held, M.S., Ed.S.
Being able to converse with computers has been the dream of computer engineers for more than 30 years. Such imagined capabilities as were demonstrated by HAL, the talkative if psychopathic mainframe in Stanley Kubrick's 1968 epic film, 2001: A Space Odyssey, were considered to be the fiction of the science of a distant future. Suddenly, we find ourselves only five years away from 2001. So where is HAL today in the evolution of automated speech technology? And what might be the implications of this technology for training and education?
by Delynn D'Angelo and Richard M. Cavagnol
How can technology make wildlife more ex- citing? The answer-by using twenty-first century technology to virtually transport you to a single locale where animals from all countries live, a place otherwise known as the zoo. Zoos are, and continue to be, a place for people of all ages to visit. You go to zoos to observe and learn about animals in a setting that approximates their natural habitats. Zoos offer you an abundance of information about nature and animals using natural exhibits, displays, signs, and maps. You can spend days at the zoo and still not see, hear, or experience everything a good zoo has to offer. Fortunately, modern technology has opened the mysteries of the animal world to the most inquisitive visitor. Utilizing the latest Pentium microcomputers equipped with touchscreens and delivering full-motion digital video from CD-ROMs, the sights and sounds of a multi-acre zoo are delivered directly to you by simply touching an interactive kiosk's display screen.
by Dr. Catherine Chandler-Crichlow & Olga Giovanniello
No abstract.
by Thomas E. Wolfe
In today's Air Force, distance learning-struc- tured learning that takes place without the physical presence of the instructor-has catapulted into the technology era. Along with paper-based correspondence courses, this paper will discuss the use of the Air Technology Network (ATN), computer-based instruction (CBI), and interactive multimedia courseware (IMCW, CD-ROM) with electronic classrooms through the use of the Internet. This paper will look at the expansive growth of distance learning in the USAF.
by M. Stephen Mauldin, Ed.D
An electronic performance support system (EPSS) may be considered an innovation: an idea, practice, or object that is perceived as new by an organization. Innovations possess the potential to produce wide-ranging effects upon an organization: some anticipated, and some unanticipated. The way in which an organization responds to unanticipated effects of an innovation may determine the innovation's future, the future of the organization, the future of the organization's workers, or a combination of any of these. Therefore, a study was conducted to determine the unanticipated effects of an electronic performance support system (EPSS) on an organization. This paper reports the findings of this study along with recommendations for further research.
by Harlan L. Hammack, Beverly R. Jester, and Charles C. Brown
For decades, corporations across America have searched for ways to increase the knowledge and performance capabilities of their employees without adversely affecting production. Conventional, instructor-led training classes gave way to more high-tech alternatives, such as computer-based training and video courseware. While these solutions provided consistent training, they did little to alleviate the impact training had on day-to-day production. Employees were required to leave their workstations or put aside assignments to be trained on the very systems and workstations they were leaving idle. Management asked for a more viable alternative, and the performance support system was born.
by Michael R. Dulworth, Insync Corporation
The promise of interactive multimedia is re-ceiving a significant
amount of attention in the popular press. Much of the information, we believe, is a bit
overblown, and the applications mentioned (500 TV channels, the information superhighway,
interactive TV, etc.) will not hit the mainstream within the next few years on any
widespread basis. However, there are applications in which interactive multimedia is a
reality today. Interactive multimedia learning systems are one of these areas. These
systems are now gaining a foothold in organizations as a cost-effective, just-in-time,
learning approach. Most organizations, if they are not currently adopting this technology,
are at least exploring its potential.
The purpose of this article is to present an overview of interactive multimedia learning
systems. It will: (1) discuss interactive multimedia generally (what it is, how it runs,
and how it is designed and developed); (2) provide an overview of interactive multimedia
learning systems (benefits, barriers, and a technology migration path); and (3) present a
useful checklist for evaluating multimedia programs.
by David H. Dasenbrock, Ph.D.
Distance learning is a new term which en- compasses a well established instruction- al paradigm - correspondence education. This article traces one aspect of the transformation of a traditional proprietary correspondence school relying entirely on the United States Post Office for delivery to a modern technology based distance learning center.
by Richard M. Cavagnol
Paint is one of the highest warranty items on a new car. The quality of the paint finish on new vehicles is directly related to the knowledge and skill of the workers involved in each step of the paint process. Technology Applications Group, Inc. (TAG), working very closely with Ford Paint Division, has developed an MPEG digital video-based Interactive Paint Training program in a multimedia format integrated with text, graphics, and animation. The fourteen-module, fifty-two lesson program is delivered to the workers from CD-ROMs by personal computers located close to the vehicle assembly lines in Ford's 22 North American Vehicle Operations plants. This self-paced program includes a learner registration, record-keeping, and reporting system that meets the ISO9000 standard for training verification. Background
by Yanyan Yong & Shiping Wang
Technology is only a tool and cannot solve poor teaching. Instructors are the key to success in distance learning. This research studied faculty's perception of teaching on a newly established distance learning system which is one-way video and two-way audio. The study focuses on their attitudes toward their involvement in the system in terms of their personal and professional growth, utilization of technology and their concerns. There are three issues to be considered for maintaining faculty support in a distance learning program. First, faculty should be involved in the whole process of policies-making for the program. Second, it is necessary to integrate distance teaching into the ongoing activities of the academic department. Finally, it is very important to establish an effective communication channel between support staff and faculty.
by Rex Woollard
T o provide flexible training that is cost-effec- tive and technologically innovative, compa- nies and individuals must make use of just-in-time Computer-Based Training (CBT) resources that are dynamically adaptive. Over many years of research and development, Training Innovations has built a CBT authoring and delivery system that implements these characteristics. This authoring system, called Teach
by Mark Siegel
Over the last 6 years we have worked to create training models that would address the specific training requirements that are defined in the federal health and safety standards. These standards form the instructional foundation of all of our courses. We have adopted teaching strategies that are designed to hold the attention of our audience as they sift through what is often very technical information. A 'guided learning' approach to our designs is central to our approach to instructional design. It centers on creating a training 'story', essentially, that will direct the student through the central points of the program.
by C.W. Russ Russo, Ed.D. and Tracy Callaway Russo, Ph.D.
L earning technologies are powerful tools to help trainers and educators provide the skills, knowledges and attitudes that their students or trainees require. Because in many cases these technologies represent significant commitments of financial and human resources on the part of organizations, decision-makers need an effective rationale to acquire and implement advanced learning technologies. ISO 9000 provides a context for trainers and educators to rationalize acquisition and use of technologies in an especially potent way.
by Marian Frymire and William Coppola
SCANSLink is a model for state-wide post-secondary faculty development training delivered via the Internet. Using open dialogue format and interactive lesson modules, faculty will be able to receive instruction as well as exchange information.
by Barbara J. Clinton, Ed.D.
T raining projects today can be local, region al, national or international. Although it might appear that the contract considerations would be similar for the same subject content it is becoming increasingly evident that there are different needs and requirements in planning, negotiating and executing projects which are international and delivered as a second language for the participants. Cultural differences as well as language translation problems can create added "snafus" in an otherwise straightforward project. An international training project worksheet and checklist can help keep all parties in the same ballpark and ensure a well executed project. The first six items of this suggested worksheet/checklist are common to most project planning sheets, the last six items are specifically for international contracts.
by Bryan P. Bergeron
The evolution of technology-enabled tools for instruction and evaluation has been driven largely by technologic advances in computer hardware and software and less by innovations in education. Rudimentary character-based displays supportive of narrative text tutorials and multiple-choice exercises have been supplanted by graphically rich multimedia environments capable of supporting highly interactive and engaging simulations, animations, and video sequences. However, from a pedagogic perspective, technologic advances have generally failed to live up to educational expectations. For example, although multimedia simulations, when properly implemented, immerse users in realistic and engaging environments, it is difficult to quantify the added educational or evaluation value these multisensory experiences provide.
by J. Alan Whiteside, Ph.D. and Mary F. Whiteside, Ph.D.
Performance support systems produce signif- icant benefits, both tangible and intangible, that can help companies achieve some of their most important strategic business initiatives, such as increased customer satisfaction and decreased costs of products and services. To date, justifying the development of a performance support system to support a software application often has been less than systematic and totally focused on quantifiable advantages. While quantifiable benefits are important, the intangibles can help make the case for performance support rather than training-a traditional but not always the best performance solution. Tangible benefits include increased productivity, reduced training and support costs, lower maintenance costs, and lower lost opportunity costs. Intangible benefits relate to user satisfaction, decreased frustration with one's job and, generally, higher morale. These intangible benefits can help reduce employee turnover, which will decrease the costs of products and services, and sustain customer loyalty, a factor in maintaining market share.
by John Sener
This past spring, Northern Virginia Commu- nity College (NOVA)'s Extended Learning In- stitute (ELI) and engineering, science, and mathematics faculty at NOVA's Annandale campus offered four introductory math, science, and engineering courses for home-based learners. These courses were piloted as part of a project funded by a grant from the Alfred P. Sloan Foundation to develop an entire Associate in Science degree in engineering through home study. The project's principal objectives are to develop viable math, science, and engineering courses for home-based learners, demonstrate that they can be offered effectively, and promote student interaction and collaboration through the development of asynchronous learning opportunities.
by Enrico Nicolo' and Bartolomeo Sapio
This paper presents a strategic evaluation of the global multimedia scenario, considering both stand-alone workstations and distributed multimedia in the worldwide interactive networked environment, including educational databases connected to the Internet and information superhighways.
by Marlyn Kemper Littman
Internet access to online information can en- hance classroom instruction. However, network connectivity generates security risks for the learning environment. This paper explores security challenges and practical approaches to safeguarding school networks against invasion. Methods for minimizing security vulnerabilities are delineated. Guidelines facilitating the implementation of effective security procedures are described. Techniques for password protection and encryption are indicated. The role of firewalls in protecting organizational resources is noted. Issues associated with the design of a policy promoting responsible use of the Internet are examined from the high school and university perspective. Strategies for maintaining information integrity, ensuring individual privacy, and establishing procedures to prevent access to Internet material deemed inappropriate are presented.
by George Kontos, Ed.D. and Michael LeConte, Ed.D.
The role of the videodisc in classroom multi- media applications is changing. Although CD-ROM is gaining momentum and there is a rather decreased interest in videodiscs, there are some factors suggesting that videodiscs will not be entirely replaced by CD-ROMs. There is speculation that CD-ROMs will support rather than replace videodiscs and videodiscs will be around for a long time. This paper will discuss the formats and levels of videodisc technology, the educational uses of videodiscs, and the growth and future of videodiscs in the school setting.
by John S. Hoffman
The job world is full of complex procedures- those incorporating complex logic with many difficult decisions. This complexity places special demands on the developers and architects of performance support systems. Not only must developers be able to accurately and efficiently capture complex tasks, they must be able to present those tasks to workers in simple, easy to understand, supportive ways. This article describes useful techniques for both capturing complex procedures, using modified Structured English representations, and for designing performance support systems that address this complexity, using techniques such as nested cue cards, filtered menus, and embedded enabling information.
by Michael R. Harlan
There are many distance learning initiatives in existence today as well as many more in the development stage throughout the country and the world. Out of all these initiatives there are few that have been accepted by the receivers of information over these interactive systems using distance media. The content of this paper is to stimulate your thinking to avoid the pitfalls of the distance learning paradigm. We offer new thought to new initiatives in the Interactive Distance arena, and to those existing initiatives making their strategies at a distance better.
by Charles M. Allen and David E. Boelzner
The development of multimedia and interac- tive technologies, like other significant tech- nological advances, challenges the legal system in its aim of providing protections for intellectual property while at the same time encouraging creative innovation. This presentation reviews the areas of intellectual property law - patent, copyright, and trademark - and discusses how multimedia raises legal issues in each area. The talk covers both the scope of available protections and the concerns involved in negotiating licensing and publishing agreements for multimedia.
