Embracing Computer-Based Learning

     Technology is rapidly changing the world.   We have access to more information than ever before. The primary methods of communication are now electronic. We can retrieve nearly any information, or contact each other, almost instantly. The world is becoming more competitive as a result. Embracing this technology is no longer a matter of convenience; it is a matter of necessity. This is especially true in the field of labor education.  

     Schools and training centers must embrace computer based instruction or face irrelevancy. There are two primary reasons for this. First, there are numerous applications where it can be superior to traditional instructor-based classroom lectures. Interactive and immersive simulations are far more effective than two-dimensional pictures from a textbook or PowerPoint slides. Secondly, the next generation of students will learn better this way. A vast majority of current higher education students have grown up in the internet age. They are generally proficient at using a wide variety of technological tools. Using these tools in the classroom can help to bridge the generational gap that can exist between teacher and student.

     After identifying why computer based learning is necessary, training programs should seek to understand how to implement them. There are many types of computer based tools that will help to improve the learning experience for students. Examples of these are simulations, games, wikis, webinars, apps, and interactive videos. It is important to not be afraid of experimenting with the various tools. When using these tools, an instructor may learn as much as the students. The instructor can remain a master of the material while the students may be masters of the medium. This collaboration is mutually beneficial.  

Why? 

       Traditional instructional methods are tried and true. They have been proven over the course of decades. Most of us have been taught this way and it worked out fine. Why should we change them now? What if people thought the same way about the light bulb, the telephone, the automobile, or the airplane? Candles, letters, horses, and trains worked fine. Edison, Bell, Benz, and the Wright Brothers did the hard work in inventing these products. We are where we are now because people were forward-thinking enough to embrace them.

            Teachers must now embrace the use of computer based instruction in a similar fashion to anyone who has faced historic change. Either get on board, or get left behind. There are many reasons to participate in the growing interest in computer-based instruction. In many applications, it has proven to be more effective than traditional classroom instruction. A study of high school students was conducted by Dr. Han-Chin Liu, comparing those who learned about residential electrical wiring through interactive simulations to those who learned traditionally through lectures and teacher demonstrations (2011). This study found that the simulation group significantly outperformed the control group in all categories including knowledge, comprehension, and application of residential wiring. This is partially accredited to the additional mental effort or “cognitive load” required of the students enrolled in the simulations (Liu, 2011). By engaging more of their attention and thought process, more information was absorbed and retained.

         Many students, especially those studying in technical fields, are spatial and kinesthetic learners. Therefore, they learn better when they see and do, than when they hear or speak. This is especially true in the building trades. Most people who choose these types of careers do so because of their interest in working with their hands, and with tangible tools and materials. Much of what is taught in apprenticeships and job-specific training has several limiting factors that can make it difficult to use real world training aids. Safety, cost, time, and availability are a few of the major limiting factors.

            The aviation industry has long recognized the opportunity to increase safety through training simulations. Computer based simulators have been used for years to help train pilots. These simulators allow pilot trainees to practice being exposed to many situations that are not generally encountered during traditional flight training without the danger to themselves, others, or any equipment (Kearns, 2011, p.179). In many ways, these flight simulators laid the ground work for the programs now available to technical fields such as physics and medicine. Software programs are now available that make electrical training much safer also.

            The Electrical Training ALLIANCE recently released a simulator that was developed through a partnership with video game developer, Etcetera Edutainment (Etcetera, 2012). This simulation teaches about the arc flash hazards and proper personal protective equipment (PPE) covered in NFPA 70E. It allows students to experiment with various arc flash conditions while wearing various levels of PPE. The simulation contains lessons regarding electrical safety concepts and specific scenarios where students must demonstrate their knowledge in a real world context. This shows the students the potential effects of poor work practices without ever exposing them to real physical danger. IBEW local 229 has recently purchased troubleshooting software from SIMUTECH that allows students to troubleshoot and repair various types of electrical circuits. The simulation will immediately stop and correct the student if an unsafe act occurs. For example, if a student touches a live wire with a tool, they will immediately receive an alert message and have to start the exercise over. This establishes safe work practices, builds good habits, and reinforces the fact that it may only take one mistake to end your career, or your life. Using programs, such as these, provides an obvious safety advantage over, and a bridge to, actual lab experiments.

            Another distinct advantage of computer based learning is related to cost. While programs, software, and server space costs can add up, the savings can add up just as quickly. Many training programs may not have the funding necessary to purchase specific tools and equipment. For example, with the Milwaukee Test Instrument Academy, students are able to practice repairing a large rooftop air handling unit without the training program being required to purchase one. Computer based learning also eliminates the need to replace equipment that is damaged from improper wiring. In addition to major expenses, there is also a savings on consumables. For the electrical industry, these include items like wire, tape, labels, conduit, wirenuts, sta-kons, and light bulbs. With larger programs, these costs can add up quickly.

            Using computer based instruction can also be viewed as a form of time management. There is a huge potential to save time when using technology instead of traditional labs. It can take a lot of time to set up a lab, evaluate it, and reset it for another student. One advantage with many of the simulations is the ability for a student to start over if they make a mistake.   Instructors and students can get immediate, personalized feedback from computer based instruction that can save them time when evaluating progress. Another time saving advantage is that the number of student who can work simultaneously is limited only by the number of computers available. For training centers that have small lab areas, this can be a huge time saving advantage over having some students wait and take turns on a limited number of trainers.

            As you can see, there are many reasons to embrace computer based learning. Students are ready to embrace this type of technology in the classroom. Most have already done so in their personal lives. The challenge lies in getting the tools into the hands of the instructors and helping them become familiar with them. They must become proficient enough to gain the confidence needed to know when and how to apply them to their lessons.      

How?

          As discussed previously, there are many forms of computer based instruction. Instructors must learn the applications and limitations of each, as well as how to administer them. There are no set rules describing these applications and limitations. However, with some research and creativity, instructors can take examples from each other and learn new ways to use these tools. We expect continued professional development from our students. Therefore, we should hold ourselves to the same standard and continually improve our teaching methods.

       One interesting example of the use of computer based instruction includes the idea of a “flipped classroom” (Sams, 2011). In this model, instructors use webinars, podcasts, or screencasts to deliver the instructor-based portion of the class. This is generally the lectures and presentation of new material. This frees up the classroom time for more interactive discussions, labs, and other student-based instruction.

        While we discussed the use of simulations in the previous section, it is worth noting these types of programs do not need to be expensive and extremely realistic to be effective. In fact, there are many available as free downloads. For example, an electrical circuit simulator is available for free and can be used to teach the basics of alternating and direct current (Informer Technologies, 2012). In fact, most of the tools needed to implement computer based instruction are available for free.

       While there are numerous programs available for each tactic an instructor may use, a few of the most common examples are listed here. Lectures can be uploaded to YouTube. Documents can be shared through GoogleDocs. Class websites can be created with Wikispaces. Podcasts can be created with Audacity. There can be quite a learning curve for instructors who are not familiar with these tools. There may also be an initial sense of intimidation and reluctance. However, it is not insurmountable by any means. Actually, in my experience, as one begins to work with them, confidence comes rather quickly. As confidence grows, so does curiosity.       

Summary 

                Technology is providing many opportunities that were not available even a few years ago. The way the emerging workforce thinks and learns is changing. We are no longer a culture that depends on recalling information from memory. If we need to know something, we get out our cell phones and “Google” it. Van Dam describes the learning goals of the 21st century workforce as “access look-up knowledge, acquire must-know knowledge, create and share knowledge, skill development, and skill practice” (2012).  Since so much information is immediately available, we must shift some of our efforts from memorization to research methods and embrace the idea of “look-up knowledge” (van Dam, 2012). This can free up some class time to focus more on skill development and practice.

            While computer based training cannot, and should not, entirely take the place of hands-on training, it can bridge the gap between textbooks and real world situations. It can save time, money, and space, while eliminating safety hazards. Computer based instruction also provides many options for instructors to engage students and keep class interesting, while maximizing their use of face-to-face time. With all of the tools available, and proven to be effective, we must get on board, or be left behind.

References

 
Etcetera Edutainment. (2012). Electrical safety sim. Retrieved October 19, 2012 from http://www.etceteraedutainment.com/product_esslv.html

Informer Technologies. (2012). Circuit construction kit: AC & DC. Retrieved October 19, 2012 from http://circuit-construction-kit-dc-and-ac.software.informer.com/

Kearns, S. (2011). Online Single-Pilot Resource Management: Assessing the Feasibility of Computer-Based Safety Training. International Journal Of Aviation Psychology, 21(2), 175-190. doi:10.1080/10508414.2011.556499

Liu, H., & Su, I. (2011). Learning residential electrical wiring through computer simulation: The impact of computer-based learning environments on student achievement and cognitive load. British Journal of Educational Technology, 42(4), 598-607. doi:10.1111/j.1467-8535.2009.01047.x

Sams, A. (2011). The flipped class: Shedding light on the confusion, critique, and hype. Retrieved October 19, 2012 from http://www.thedailyriff.com/articles/the-flipped-class-shedding-light-on-the-confusion-critique-and-hype-801.php