"Technology-Based
Instructional Media: A Primer for Trainers"
by
Frank Brusca. From
Experts Only: The Linton Training Sourcebook & Buyer’s Guide.
Hopkins, MN: Linton Companies. 1995.
Technology-Based
Instructional Media:
A Primer for Trainers
To
successfully meet the training requirements of businesses and
organizations, training professionals and instructional designers
must be cognizant of today’s increasingly heterogeneous workforce
and their needs. Training environments are increasingly transitioning
From traditional classroom environments to the employee’s work
space. Moreover, the changing nature of the workforce is placing
new and previously unforeseen requirements on training. During
the design and development phase of any training material, training
professionals must consider high turnover rates, customer satisfaction
issues and organizational resources. They must also factor work
force diversity into the design of instructional materials.
Creating training materials that provide a more stimulating
learning lesson with less investment of an employee’s time is
paramount to achieving the best training mileage for a business’
investment in education.
Furthermore, today’s workforce requires higher levels of instructional
technology in order to obtain and retain their education. Training
professionals find themselves having to train a workforce composed
of individuals raised on MTV and 60-second sound bites. Today’s
emerging workforce is highly technologically dependent and very
literate in video and computer technologies. As a result, trainers
must select instructional media that build upon this technology
orientation. To further complicate the training requirements,
attention spans are decreasing. A recent study of learners finds
that attention levels are down to a startling eight minutes. The
challenge to training professionals and instructional designers
is that instructional materials be stimulating, interesting, and
must engross the learner in the subject matter. Interactive multimedia
and other technology-based media satisfy many of these challenges.
Multimedia
Case Study
This
article uses interactive multimedia instruction to illustrate
the complexities encountered while developing a training application.
The concepts described below apply to other forms of technology-based
media specifically teletraining (distance learning via satellite,
video conferencing, audio conferencing, desktop video collaboration,
computer networks), electronic performance support systems, instructional
videotapes and audio tapes.
Only a few years ago, the hardware and systems costs associated
with multimedia instructional stations were so high that few could
afford them. Recent price reductions, however, as well as technological
advances have resulted in systems that are more affordable, easier
to use, and more functional. As a result, more businesses and
organizations are recognizing and realizing the advantages of
interactive computer-based instructional media. Despite these
advantages and cost-efficiencies, potential users must make the
case for the use of technology -- and computer-based instructional
systems. Trainers must examine several key areas or the project
may be fated for failure. Specifically, they must ask themselves:
- What
are the exact training needs?
- Are
technology-based instructional media the most cost-effective
and cost-efficient methodologies to meet those needs?
- Do
we have the expertise to conduct an analysis that supports a
thoughtful instructional development process?
- Do
we have qualified instructional designers and subject matter
experts that can dedicate their time and efforts towards the
development of instructional media?
- What
skills are required to produce the instructional media? What
skills are lacking?
- Should
the work be completed in-house or should it be contracted? Should
the entire project be contracted?
- What
hardware and software does the design, development and implementation
require?
- What
standards and methodologies should we use to protect our investment?
The
State of Developing Technology-Based Instructional Systems
It is
important for any organization considering technology-based media
to be cognizant of the state of media development. There are many
misconceptions about multimedia that result in false expectations,
poorly designed applications, overspent budgets, and missed schedules.
While it is true that multimedia development tool and hardware have
achieved greater ease of use and reduced costs, the process
of developing multimedia applications remains very complex and expensive.
The simple act of selecting multimedia development software, for
instance, can be overwhelming for the novice developer. There are
dozens of multimedia software development tools on the market today,
yet no single tool provides a developer with all of the capabilities
required for successful development. It is more likely that the
development of a multimedia application will require a dozen or
two software tools in order to produce a high quality multimedia
application. Developers require software to scan and capture 2-
and 3-D image artwork, create vector and bitmap images, manage palettes,
dither and re-size images, and undertake inter-format conversions.
Developers also need software to capture, edit, compress and decompress
audio and video files, and create installation packages. The software
acquisition process appears to be daunting and never-ending to the
first time developer.
Potential multimedia developers will also need to acquire or gain
access to video and audio production equipment (cameras, recorders,
microphones, editors), graphics production tools (scanners, tablets)
and utility systems (CD recorders, tape back-ups). Once the organization
obtains the hardware and software, they must integrate the systems
and gain experience in its use. Furthermore, issues such as file
format compatibility, license fees, copyrights and technology
patents, peripheral and network support make media development
even more confusing.
After the organization selects its hardware and development tools,
they must select an instructional approach:
- How
much interaction will take place in the instruction frames?
- Will
there be hyper-linking?
- What
levels of remedial instruction will be used?
- When
do digital audio and video support an instructional approach?
When is it appropriate to use animation?
- Will
there be close-ended or open-ended simulation?
- What
features should the courseware contain?
- Should
the organization consider summative or formative evaluations?
- What
is the best way to handle testing and student tracking?
The
organization must apply attention to detail when using other technology-based
instructional solutions as well. Teletraining (two-way video conferencing,
desktop video collaboration, and audio conferencing), electronic
performance support systems, and embedded training and support all
require deliberation by the instructional media development team
members and a detailed instructional strategy.
Managing
Technology-Based Media Development
Organizations contemplating the development of technology-based
instructional media should start the process with an in-depth
analysis of their organizational objectives to determine the applicability
of specific media. Reynolds and Anderson’s Selecting and Developing
Media for Instruction (3rd edition, Van Nostrand-Reinhold,
1992) is an excellent resource guide for the training professional
to assist in the media selection process. Next, a review of internal
resources and capabilities in order. The result of the search
determines to what degree an organization can successfully complete
development in-house. Simultaneously, trainers should initiate
contact with other organizations that have developed similar applications.
This data gathering process will provide training professionals
will provide training professionals with insights as to project
successes and pitfalls.
When an organization determines that it needs external resources
in order to complete the project, the training professionals should
begin interviewing potential partners. When selecting a consultant/developer,
price should not be the sole determining factor. When training
professionals select partners entirely on price, they often find
their decision penny wise and pound foolish. Training professionals
should consider:
Stability.
Unfortunately, many smaller development and consulting companies
are short-lived. Will the consultant/developer be able to provide
additional services a year From now when it is time to update
your training application? If the consultant/developer goes out
of business tomorrow, you may have a training application that
is virtually impossible to change.
Experience.
How many years has the developer/consultant been developing instructional
media? Make sure the consultant/developer shows you examples of
their work.
Resource
Team. Does the external resource have fully qualified team
members? Or will the developer/consultant in turn recruit other
developers and consultants to be members of their team? Is the
development team formally trained in instructional design and
instructional technology? Ask for resumes of the team members.
References.
As for the names of other organizations similar to yours for whom
the developer/consultant has developed similar projects. Ask for
points of contact.
Warranties
and Support. Does the consultant/developer provide any warranty
for the products they develop? If so, ask for a written copy.
What type of technical support does the consultant/developer provide
if your training application fails?
Written
Agreement
When selecting a consultant/developer, be sure to define roles,
responsibilities, and expectations in a formal written agreement.
The agreement should cover issues such as (where appropriate):
- Instructional
Treatment (an abstract of the proposed training application)
- Instructional
Design
- Production
Plan
- Customer
reviews and formal customer sign-offs
- Responsibilities
of all parties (including penalties for noncompliance of either
party)
- Milestones
(dates and deliverables)
- Provisions
for changes, additions, and deletions beyond the scope of the
agreement
- Development
Team (with resumes)
- Definition
of all development tools and processes
- Documentation
(scripts and storyboards)
- Cost
Schedules
- Warranties,
guarantees and customer support
A well-crafted
agreement protects your organization as well as the consultant/developer.
If a consultant/developer balks at any type of a written agreement,
consider this a red warning flag regarding the successful development
of you technology-based application.
Summary
Whether your organization has the internal resources to develop
technology-based instructional media or it elects to use external
resources, it is important for the training professional to be
aware of how complex development can be. Trainers should conduct
as much investigating and data gathering as time and money allows.
Its is only through proactive analysis and planning that training
professionals can ensure timely completion of technology-based
instructional media within budget.
