Making training accessible
August 1st 2008 Developments in technology over recent years have
not only enhanced the quality of training, they
have also made it more accessible, says David
Towlson of RRC Training
The last quarter century or so has seen rapid advances in
technology. Much of this has found its way into the
classroom. We have witnessed the widespread adoption of
personal computers (of impressive capability, connectivity
and portability) and enormous growth in Internet
bandwidth. The latter has enabled such things as remote
access to learning materials, the realistic ability to stream
rich media (such as recorded and live video feeds), hosting
of low-cost remote live web seminars (e.g. Webex),
incorporating interaction, assessment and a multitude of
other useful features. Virtual learning environments (e.g.
WebCT) are now widely used in further education colleges.
The demise of the overhead projector
Much training material, in principal at least, can be
prepared, recorded and posted on websites for later review
by students. Internet search engines have made
independent researching more accessible (yet at the same
time can often lead to information
overload). The ubiquitous
computer/dataprojector/
PowerPoint slideshow
combination has seen the demise of
its predecessor – the overhead
projector (OHP). The OHP is not
quite dead yet however; visualisers
are modern equivalents which will
project images (objects, text),
whether transparent or not.
Interactive whiteboards (e.g.
Smartboard) are hot on the heels of
traditional whiteboards and
flipcharts. If used as intended they
can be employed to encourage
student interaction. Handheld
Classroom (or Personal) Response
Systems (CRS) enable individual
users in a live class to indicate
answers and the aggregate scores/preferences to be
displayed instantly.
Most people have seen some or all of these technologies
but not everyone understands how such technologies can
make training more accessible. That means, they can be
used to facilitate learning, that learning "can be reached".
Clearly technology can be used in the class-room (face-toface)
or used to enable remote learning. It is fairly
obvious that a remote learning technology can make a big
difference to people who would otherwise find it difficult
to travel. At the very least it is cheaper and widens
choice. It is also fairly obvious that technology can greatly
help those with disabilities and learning difficulties, if
used imaginatively (e.g. font size enlargement, voice
activation, use of colours and imagery).
Beware of technology for technology's sake
It is clear that technology can greatly enhance learning,
making it more accessible, interactive and memorable.
But, technology does not create learning in itself. Indeed
it can be a barrier – and not just for technophobes out
there. I'm sure we have all experienced modern
technological curses such as "death by powerpoint", which
has frustrated learning. Using technology for technology's
sake is a recipe for disaster. If it helps learning it should
be embraced, explored and experimented with.
Remote learning
e-Learning is a form of distance learning studied remotely
but which incorporates a degree of technological resource.
This might include online classrooms, collaborative forums
and online course materials, combined with the facility to
communicate either synchronously or asynchronously with
an online tutor. Much has been written about e-learning
over the last few years and many people now accept that
it can offer benefits to those who prefer to study
independently or who are unable to access traditional
face-to-face training. But technology has now moved on,
allowing us to enrich still further the learning experience.
Mobile learning (or m-learning) incorporates a variety
of tools that can be used to disseminate learning using
mobile phones, including text messaging and audio
learning via podcasts. One of the main benefits being
speed of development and the corresponding reduction
in costs. Students can fit training around a busy work
and social life.
Podcasting for the reluctant learner
Podcasting has also proved popular recently as an
informal way of imparting information to learners. RSS
technology can actively "feed" the latest releases
straight to the learner's computer, ipod, MP3 player or
mobile phone without requiring them to visit a specific
website and download it. This makes it useful for
reluctant learners who may not have the motivation to
log in to a traditional e-learning site.
Endeavouring to make learning accessible, both
intellectually and physically, is all part of the job of the
teacher. Competent teachers use a variety of teaching
strategies and resources to engage students. Technology
has the potential to add to this variety and have a
substantial positive impact on learning and its
accessibility. Students of course also have responsibility
for their own learning. Technologies can be used
inappropriately, say exclusively or for their initial "wow"
factor and yet contribute little of substance to learning.
But, used wisely, they can be an extremely beneficial
conduit to enhance learning. Technology is a servant
rather than an end in
itself. More articles from RRC Business Training: | 
