Training Industry Quarterly - Fall 2011 - (Page 30)

F FORCES IN TODAY’S WORKPLACE N NECESSITATE INSTRUCTIONAL DESIGNERS T TO THINK INNOVATIVELY a list of commonly used technology-based l learning tools currently available to instruclea tional tio designers. From these resources come the th learning solutions that meet the business objectives of the modern workplace. These ob technologies are: tec This is an impressive record of innovation and creative use of technology for learning. In reviewing our list, we see technologies that provide more effective, engaging and memorable learning utilizing advanced media such as photography, film and audiovisual. We also see technologies with the ability to deliver learning to geographically dispersed learners through television, radio and computers. Finally, we see computerbased learning that enables learners to access learning on their own schedule when needed. We could summarize the major benefits of these technologies as follows: • Learning is available in multiple delivery mediums • Learning is available over distances • Learning is available on demand Learning professionals did not stop here in utilizing learning technologies. Below is • Instructor-led virtual classroom training • Self -paced e-Learning • Mobile learning • Performance support and context driven learning • Blogs, Wikis and online communities • Online resources and self directed search Our list contains technologies that have gained wide acceptance as learning tools such as instructor-led virtual training and e-Learning. It also contains technologies such as blogs, wikis and online communities that are in use but may not have broad acceptance as learning tools. Technology offers significant benefits to learners and offers instructional designers a broader range of options for the design and delivery of learning. Technology also offers challenges to the traditional learning conventions. With this broader portfolio of tools, instructional designers will not only be masters of learning design but must possess expertise in knowledge management, user generated learning content, as well as performance support. As we consider the role of instructional design and technology, we can use a common definition of instructional design to guide our thinking. This definition defines instructional design as “The practice of maximizing the effectiveness, efficiency and appeal of instruction and other learning experiences.” This process includes: • Determining the current state and needs of the learner • Defining the end goal of instruction • Creating an intervention to assist in the transition This definition is succinct, to the point, and if we broadly define the term intervention used in the third bullet, then instructional designers are free to draw from the broad portfolio of learning technologies based on the suitability and effectiveness of the technology itself. This includes currently available stand alone technologies as well as the integration of multiple technologies into compound learning solutions. We have seen Takeaways The rapid pace and changing demographics of today’s workplace have changed the way we build a knowledgeable and skilled workforce. The development, maturation and acceptance of technology-based learning solutions provide the tools needed to address the learning needs of this new workplace. Instructional designers have historically identiﬁed and utilized technology to meet the needs of the workplace and will be the key force in this transformation to a technologybased learning environment. Technology-based learning may require we revise some terminology to better describe the characteristics of the learning solutions. In a technology-based learning environment, we need to distinguish between the way we deliver learning and the actual learning content itself. Below is a brief summary of these categories and their characteristics. • Structured Learning: learning that is scheduled and required for speciﬁc workers to be completed in a deﬁned time period. Structured learning is typically tracked and managed as to learner completions and scores. • Unstructured Learning: learning that is spontaneous and undertaken by the individual learner when they determine it is needed. • Formal Learning Content: tangible learning assets created speciﬁcally to accomplish identiﬁed learning objectives. • Informal Learning Content: tangible or intangible learning assets such as online communities, discussion groups, documentation, or search results. 30 Training Industry Quarterly, Fall 2011 / A Training Industry, Inc. ezine / www.trainingindustry.com/TIQ http://www.trainingindustry.com/TIQ

Table of Contents for the Digital Edition of Training Industry Quarterly - Fall 2011

Training Industry Quarterly - Fall 2011
From Where I Sit: Back to the Basics
Table of Contents
Ad Index
The Learning GPS
Work that Stretches: The Best Teacher
The Promise and Peril of Social Enterprise
Technical Training: How is it Different?
Companies Press 'Play' on Training Games
Redefining the 'e' in e-Learning
Essential Components for Effectively Training a Global Workforce
Five m-Learning Considerations for Your Talent Management Strategy
Instructional Design: Learning Meets Technology
Improving Training: Thinking Like a Game Developer
Casebook: Pfizer: Moving Product Sales Training Online
Why is Mobile Learning Not More Popular?
Tweet Suite
Company News
Closing Arguments: The Three T's

Training Industry Quarterly - Fall 2011