Electronic Learning Environments: Design Considerations

FROM UNIVERSITIES TO TRAINING CENTERS AND VOCATIONAL SCHOOLS, THE USE OF TECHNOLOGY IS FAST BECOMING PREVALENT IN MOST TRAINING AND EDUCATION ARENAS. Reflecting on current and expected changes in pedagogy and technology, Blackett and Stanfield (1994) advocate remembering three principles for general classroom planning: 1) plan for the full range of teaching methods, 2) plan for change and flexibility, and 3) focus on the exchange of ideas and acquisition of knowledge. Wilson (1993) reported the thoughts and projects of higher education professionals exploring the issue of high-tech classrooms. He discusses the state of uncertainty and ambiguity that exists with respect to classroom design at many institutions. Originating as a training enhancement, the use of technology is now one of the main considerations when establishing new training systems or facilities, registering right up there with training content and objectives. The explosive widespread application of computer-based training (CBT), Web-based training (WBT) and distance learning (DL) is an indication that the industry and academia have welcomed technology as a method of making the training and education process more effective, efficient and immediate. Institutions and companies refusing to adopt technology as a part of their training strategies are now viewed as archaic and non-conformist. Current Technologies Current technologies that lend themselves well to the training process include high-speed computers, high resolution DVD, high capacity storage systems, transmission systems that alleviate bandwidth problems (fiber optics), and very high resolution display systems. In addition, software is becoming increasingly user-friendly. Programs such as Allen Communication's Quest 6.0, Macromedia's Authorware 5.0 Attain, and Asymetrix ToolBook 6.0 are just a few examples of high-end authoring systems that have taken advantage of the speeds and processing power of today's computers. In addition, they are highly flexible products, capable of authoring content that can be restricted to a single platform configuration or disseminated over the Internet or even in a cross-platform environment. The widespread acceptance of Java has enabled many software products originally limited to a single platform to now be distributed and played across many different operating systems. Establishing A Vision A critical factor when considering the implementation of technology in any training program is for the organization to establish a vision. It is imperative that a strategic plan is put in place to support the vision, and the future needs are considered. Many past mistakes have been the result of a "jump on the bandwagon" attitude that hurried a corporation or institution into a solution that was not well planned or thought out. A visionary process is essential if an end user is to take maximum advantage of current technologies. The following questions should be answered before implementing any training technology plan: What are the needs? This not only includes the corporate or institutional needs, but the student or trainee needs as well. Things such as present and future training requirements, specific training hardware needs (mock-ups, trainer panels and other peripheral training devices), as well as other projected or anticipated changes. What can be done about hardware obsolescence? The main issue at stake here is actually how long it will be before another hardware or software change drives upgrade requirements. Commercial off-the-shelf hardware that can be expanded or upgraded modularly should be of prime consideration. Proprietary solutions should be avoided whenever possible, unless no other solution is available. Who produces the required software and hardware? What vendors currently support your requirements? What type of client base do they serve? Can you talk to a customer who has dealt with them? …