Action Research: Cycle 1

 

 

Introduction

My first action was to design and facilitate a course for instructors on how to effectively deliver training using online synchronous technology.

My objective was to prepare instructors for the unique challenges of using a web-conferencing tool for actual delivery. It was also important for the instructors to learn the importance interaction and group learning, both key components of successful online learning.

Finally, I wanted to learn how instructors feel about synchronous learning. Are they willing to take the next step and instruct an actual online class? Do they feel this type of technology and instructional approach will work for Amgen? What needs to change before an actual course is delivered online? Or to state it more simply, do they think this is a good idea? This feedback was important since instructor support and involvement would be crucial moving forward.

 

My Action

This cycle began by scheduling the online instructor course. My primary audience were instructors (training specialists) who would be delivering future online classes. Three instructors were invited, each being qualified to teach our first topic; a troubleshooting course on autoclaves. These instructors were located at sites in California, Rhode Island and Puerto Rico, and each would take the course online from their location. I also invited others from our original design team (those who designed the classroom version of our future test course - autoclave troubleshooting). This included a instructional designer, project lead, senior manager (our project representative from senior management), and a manager from one our client groups (a key stakeholder in the project).

Before the course was delivered, I developed a course outline and powerpoint slides. This is where my literature review (and entire OMET experience) was so helpful. Instead of presenting the content via lecture and discussion, I designed the course to be primarily learner driven. For example, when discussing the traits of an effective online instructor, I allowed each of the participants to add to a whiteboard list. They created the list and provided discussion with little help from me. When it came to learning the major functions of WebEx, we all took turns practicing and taking control.

I also wanted to have the instructors practice using some of the actual autoclave materials they would be using for the upcoming autoclave course (my cycle II). My plan was for each instructor to present one short section of the materials and get a feel for the instructional flow, especially delivering it online.

 

Evidence and Evaluation

The learners demonstrated learning through discussions, work on whiteboards, and through hands-on practice in using each of the major functions of the web-conferencing software. Finished whiteboards, polls, and chat discussions were all used as evidence of learning.

Feedback was gathered by discussing the outcome of the course with each of the participants, including training specialists, managers, and the instructional designer. I also evaluated to course through personal observation and analysis.

Following is my summary of the feedback:

Overall, the course went well. The feedback I received from each participant was very positive. The most positive remarks were regarding the practice of using the tools. Each person seemed to enjoy tremendously the opportunity to play with Web-Ex functions. This did create a problem however. Since we spent more time then planned learning the functions, we had little time at the end to practice presenting the actual autoclave course materials. In the end, only one instructor has sufficient time to practice. This was a major concern from another instructor, who asked for another session to get familiar with the autoclave materials. Another negative was a lack of sufficient breaks. It became clear that students need more breaks if they are to remain attentive and involved during online learning.

Each of the participants agreed that we should move forward with delivering an actual class. Several noted the tremendous potential for this type of instruction and seemed very excited. Each of the instructors felt comfortable instructing future sessions, as long as sufficient preparation time was made available.

Reflection

My primary concern was the awkwardness of learning a new method of instruction. Would the method be rejected prematurely by the participants because of a demanding learning curve? Would this approach seem like as something trendy rather then a legitimate form of learning? Would the technology be a problem? I was also nervous because I was personally new to the technology. Could I facilitate effective learning when I lacked so many of the needed web-conferencing skills?

In the end none all of these concerns were put to rest. In fact, I really think the newness was actually a blessing. It forced us to practice true community learning. In the class, students were discovering Web-conferecing functions that were completely new to me, and they were having fun. The whiteboard and other tools allowed students to draw and contribute comments throughout the presentation, and led to relaxed atmosphere.

I also grew tremendously as a instructional designer and instructor. I learned, more then ever before, to let go and allow student to create their own learning. I do still have room to improve here, having caught myself several times starting to dominate discussion. I am, however, pleased with my growth in this area.

There were other personal benefits to this experience. For one, I have introduced an entirely new technology into program. This initiative and risk has been a real challenge and reward for me and a real boost to my confidence.

I am excited about the next cycle, and the opportunity to introduce this technology to staff from around the country, for actual intruction.

Next Steps

My next cycle will involve delivering an existing classroom topic "Troubleshooting Autoclaves," via online synchronous instruction. Since this is our first standard course instructed in this manner, we will be treating it as a pilot. This will include comparing feedback and test scores against previous classroom sessions.

This next course will also include several highly qualified subject experts. These experts will help support the instructor as needed.

I will also make some changes to the next course based on what I learned during cycle 1. First, I will ensure that there are plenty of breaks scheduled throughout the instruction. This seems absolutely necessary in holding the attention of virtual participants. Second, I will allow for more time to perform exercises and to allow student to have fun with the technology. This will help insure involvement and enjoyment for all participants.

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