Identifying E-learning Tools

Scenario:

A new automated staff information system was recently purchased by a major corporation and needs to be implemented in six regional offices. Unfortunately, the staff is located throughout all the different offices and cannot meet at the same time or in the same location. As an instructional designer for the corporation, you have been charged with implementing a training workshop for these offices. As part of the training, you were advised how imperative it is that the staff members share information, in the form of screen captures and documents, and participate in ongoing collaboration.

Tools:

In addition to providing recording of the training workshop, I explored various Web 2.0 e-learning tools, I selected two tools that I feel can be effective in presenting the information, enable collaboration with all participants long after the training, and cost nothing.

q I wanted a software/web-ware that enabled me to capture screen shots and facilitated easy sharing. Snagit came to mind, its one-time cost of $49.95 slowed me down, and then I remembered I had Jing loaded on my computer.

Jing is free and enables the user to take a snapshot of the entire window or a specific area—real helpful when trying to have a discussion about a particular section of the program. Jing also allows users to capture five-minute videos; once again this is helpful in asking for clarification and/or receiving an explanation. 

Jing provides excellent tutorials to help the user get the most out of the program.  Screencast.com, which facilitates sharing of images or videos by providing a shareable URL, supplements Jing and is simple to use. What is nice about Jing is that the user—the one creating the videos or taking screenshots, can keep their files online or choose to download, thus not losing the videos if the company shut down for any reason.

q Next I am considering using Google Drive to story and update documents as needed and be readily accessible to all participants. Google Drive allows users to store any kind of file, create documents, spreadsheets, presentations and drawings, while keeping them on the web in a secure environment. The snapshots obtained via Jing can be uploaded here for easy access. Each file can be given access rights based on the user—make comments, or just view, resulting in everyone collaborating on the same file.

Personally, Google Drive helps me access files fro anywhere I can reach the Internet, even from my Smart Phone—yes there is an app for that. Files do not get lost, or accidently deleted from my email. In a previous class, our team utilized Google Drive to share our files and provide input.

Why they work:

So, why did I select Jing and Google Drive? Lets consider what a video provides, even five minutes worth. Video provides audio and pictures, allowing the recipient to see the non-verbal and hear the verbal messages that emphasize specific item(s). Video illustrates how something is to be done—a great benefit when your students are miles away, and short video clips help with the downloading time. Seeing and/or hearing your instructor personalizes the training, and taking the extra effort brings a more direct experience (Simonson, Smaldino, Albright, & Zvacek, 2012).  

Simonson, Smaldino, Albright, and Zvacek (2012) highlights student-centered learning as it supports active learning, collaboration, as well as, “mastery of the course material and student control over the learning process” (p. 123). Visualization is another consideration instructional designers need to consider, Heinich (2004) emphasized that “good visual media” enhances the learning experience for the student, and using Jing minimizes copyright infringements (cited in Simonson, Smaldino, Albright, & Zvacek, 2012, p. 159).

Real-World Usage:

In 2013, Matt Ives share at the TeachMeetNZ, virtual meeting with educators in New Zealand, his experience with Google Docs and how he pushed his students to utilized Google Docs to collaborate between students, and how he used comments to provide feedback as the students work on their assignments.

In 2011, an “effective practice” was done at Webster University to determine the impact of using “Jing” to provide feedback to students (Smith, 2013). Students and faculty expressed satisfaction as it provided an alternative for giving feedback to the student, and in turn the student approved as it brought a connection to the instructor.  

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References

Google docs – Share and share alike [Video podcast] (2013). [with Matt Ives] Retrieved from http://youtu.be/yTT6FXCQ3L4.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.

Smith, M (2013). Five minute feedback: Teaching with jing. The Sloan Consortium.  Retrieved from http://sloanconsortium.org/effective_practices/five-minute-feedback-teaching-jing.