scholarly journals What Can You Do To Virtually Teach Hands-on Skills?

10.28945/2879 ◽  
2005 ◽  
Author(s):  
Peter Fenrich
Keyword(s):  
New Media ◽  
Multimedia Technology ◽  
Design Strategies ◽  
Media Technology ◽  
Computer Based Training ◽  
Development Cycle ◽  
Learning Techniques ◽  
Hands On ◽  
Computer Based ◽  
Interactive Session

What can you do to virtually teach the hands-on skills traditionally taught in labs? If you include simulations, active experimentation, discovery-learning techniques, numerous questions with detailed feedback, video, animations, and photographs, you can effectively teach practical hands-on skills through multimedia technology. Through discussion and demonstration, this session will highlight practical tips for implementing the instructional development cycle as well as uncommon but effective instructional design strategies for teaching practical skills. Some of the highlighted programs (such as a virtual chemistry lab) have pushed the boundaries of what can be accomplished with multimedia technology. By the end of this interactive session, participants (who can range from novices to experts) should be able to identify computer-based training applications that effectively use multimedia technology, generate examples of where new media technology can be appropriately used to virtually teach hands-on skills, and decide where to incorporate the strategies shown into their computer-based training productions.

scholarly journals Instructional Design Tips for Virtually Teaching Practical Skills

10.28945/2752 ◽  
2004 ◽  
Author(s):  
Peter Fenrich
Keyword(s):  
Instructional Design ◽  
New Media ◽  
Multimedia Technology ◽  
Practical Skills ◽  
Design Strategies ◽  
Media Technology ◽  
Computer Based Training ◽  
Development Cycle ◽  
Hands On ◽  
Computer Based

What can you do to virtually teach the hands-on skills traditionally taught in labs? If you include simulations, active experimentation, discovery-learning techniques, numerous questions with detailed feedback, video, animations, and photographs, you can effectively teach practical hands-on skills through multimedia technology. Through discussion and demonstration, this session will highlight practical tips for implementing the instructional development cycle as well as uncommon but effective instructional design strategies for teaching practical skills. Some of the highlighted programs (such as a virtual chemistry lab) have pushed the boundaries of what can be accomplished with multimedia technology. By the end of this interactive session, participants (who can range from novices to experts) should be able to identify computer-based training applications that effectively use multimedia technology, generate examples of where new media technology can be appropriately used to virtually teach hands-on skills, and decide where to incorporate the strategies shown into their computer-based training productions.

Development of a Mechatronics Course Integrated With Lab

2017 ◽  
Author(s):  
Biswanath Samanta
Keyword(s):  
Theoretical Background ◽  
Specific Content ◽  
Course Materials ◽  
Hands On ◽  
Hands On Learning ◽  
Contact Hours ◽  
Computer Based ◽  
Interactive Session ◽  
Application Specific ◽  
Southern University

This paper reports the development of an introductory mechatronics course in Mechanical Engineering (ME) undergraduate program at Georgia Southern University. This an updated version of an existing required course in the ABET accredited BSME program. The course covers three broad areas: mechatronic instrumentation, computer based data acquisition and analysis, and microcontroller programming and interfacing. This is a required 3-credit course in the ME program with updated computing application specific content reinforcing theoretical foundation with hands-on learning activities of the existing course. The course has four contact hours per week with two hours of lecture and two hours of interactive session of problem solving and laboratory experiment. For each topic covered, students get the theoretical background and the hands-on experience in the laboratory setting. Both formative and summative assessment of the students’ performance in the course are planned. Both direct and indirect forms of assessment are considered. The paper reports the details of the course materials.

The application of multimedia technology in physical education

2020 ◽  
pp. 002072092093683
Author(s):  
Wan-Ping Hai ◽  
Chun-Li Zhong ◽  
Yuan-Le Li
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
New Media ◽  
Multimedia Technology ◽  
Media Technology ◽  
New Era ◽  
Multimedia Teaching ◽  
Teachers And Students ◽  
The Times ◽  
Primary And Secondary School

With the development and progress of the times, multimedia technology covers all aspects of our production and life, especially in the education and teaching reform of our country, which has made outstanding contributions. This paper expounds the feasibility of multimedia teaching in primary and secondary school physical education from three aspects: the role of multimedia technology in primary and secondary school physical education, the precautions of using multimedia technology and how to promote the relationship between teachers and students. This paper studies the application of new media technology in Physical Education in the new era, finds out various problems in the process of developing countries, and finds out several strategies according to the problems, hoping to improve the level of physical education in China, so that the physical education discipline in China can get a good development.

scholarly journals (A41) Perceptions of Military Medical Disaster Training

2011 ◽  
Vol 26 (S1) ◽  
pp. s12-s12
Author(s):  
D.M. Higgins
Keyword(s):  
Disaster Preparedness ◽  
Disaster Response ◽  
Online Survey ◽  
Medical Personnel ◽  
Training Methods ◽  
Computer Based Training ◽  
Hands On ◽  
Computer Based ◽  
Disaster Training ◽  
The Military

BackgoundTo be effective, disaster preparedness training should continually meet the needs of the trainees. Most military medical personnel undergo training focused on practicing in austere environments with little support. However, while located at their home station, disaster response is conducted in a different manner due to staffing and available resources. This survey attempts to identify areas of the military medical disaster response staff are most concerned with in order to better formulate future training for home station as well as contingency operations, ultimately increasing confidence and effectiveness.MethodsAn online survey service was utilized to anonymously poll 106 military medical personnel assigned to a joint Level 1 trauma center in Iraq using 38 forced Likert-scale questions. The training issue of most concern for both arenas is the patient surge. Military-civilian collaboration was a key point regarding the home station setting and supplies/equipment for the deployed setting.ResultsEighty-nine percent of responders rated disaster training as moderate to very important. However, there was a low perception of disaster exercises conducted in the manner of a real-world event. This was attributed to unrealistic participation and training methods. Computer-based training (CBT) was identified as an ineffective method of training; hands-on instruction clearly identified as the preferred method. Participants rated considerable confidence in Level C personal protective equipment, and the majority surveyed would report for duty despite exposure risk.ConclusionCurrent training methods may not optimally produce disaster response effectiveness. Management of the patient surge was a repeating training concern for both home and deployed settings. Future training efforts should focus on military-civilian collaboration for the home station, and management of the patient surge for both arenas.

Simulation of Operational Equipment with a Computer-based Instructional System: A Low Cost Training Technology

1978 ◽  
Vol 20 (2) ◽  
pp. 215-223 ◽  
Author(s):  
Alice M. Crawford ◽  
Kent S. Crawford
Keyword(s):  
Low Cost ◽  
Instructional System ◽  
Performance Skills ◽  
Computer Based Training ◽  
System A ◽  
Hands On ◽  
Computer Based ◽  
Task Training ◽  
Cost Implications ◽  
Student Input

The feasibility and effectiveness of teaching performance skills using a computer-based training (CBT) methodology were investigated. Graphic simulations of the appearance and functions of a system in an anti-submarine aircraft were presented to students within an instructional framework. Programmed logics controlled the dynamic representations of the equipment in response to student input made through a touch panel. The objective was to determine whether CBT could be used for low cost, part-task training. The performance of CBT students, as measured on a high fidelity simulator, was compared to that of students who had gone through conventional training consisting of workbook study and hands-on practice in the simulator. Results showed that CBT students performed the necessary skills as well before practice in the simulator as conventionally trained students could after this practice. The theoretical and cost implications are discussed.

scholarly journals Computer Based Training Authors' and Designers' training

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Frédéric Godet
Keyword(s):  
Distance Learning ◽  
New Media ◽  
Information And Communication Technologies ◽  
Interactive Multimedia ◽  
Public And Private ◽  
Computer Based Training ◽  
New Information ◽  
Information And Communication ◽  
Computer Based ◽  
The Right

This communication, through couple of studies driven since 10 years, tries to show how important is the training of authors in Computer Based Training (CBT). We submit here an approach to prepare designers mastering Interactive Multimedia modules in this domain. Which institutions are really dedicating their efforts in training authors and designers in this area of CBTs? Television devices and broadcast organisations offered since year 60s' a first support for Distance Learning. New media, New Information and Communication Technologies (NICT) allowed several public and private organisations to start Distance Learning projects. As usual some of them met their training objectives, other of them failed. Did their really failed? Currently, nobody has the right answer. Today, we do not have enough efficient tools allowing us to evaluate trainees' acquisition in a short term view. Training evaluation needs more than 10 to 20 years of elapsed time to bring reliable measures. Nevertheless, given the high investments already done in this area, we cannot wait until the final results of the pedagogical evaluation. A lot of analyses showed relevant issues which can be used as directions for CBTs authors and designers training. Warning - Our studies and the derived conclusions are mainly based on projects driven in the field. We additionally bring our several years experience in the training of movie film authors in the design of interactive multimedia products. Some of our examples are extracting from vocational training projects where we were involved in all development phases from the analysis of needs to the evaluation of the acquisition within the trainee's / employee job's. Obviously, we cannot bring and exhaustive approach in this domain where a lot of parameters are involved as frame for the CBT interactive multimedia modules authors' and designers' training.

Designing Learner-Centered Multimedia Technology

2011 ◽  
pp. 1059-1064 ◽  
Author(s):  
Sandro Scielzo ◽  
Stephen M. Fiore ◽  
Haydee M. Cuevas
Keyword(s):  
Information Technology ◽  
Verbal Ability ◽  
Multimedia Technology ◽  
Training Environment ◽  
Training Outcomes ◽  
Academic Environments ◽  
Computer Based Training ◽  
Individual Learner ◽  
Learner Centered ◽  
Computer Based

The ubiquitous use of information technology (IT) promotes a fast-paced and dynamic training environment with enormous potential for performance increases in a variety of domains. This reality has many important ramifications, including how best to incorporate multimedia IT into computer-based training (CBT). Well-designed CBT offers us tremendous potential to effectively and efficiently train the workforce, foster learning in academic environments, and improve performance over and above what is currently achieved. Following a learner-centered design approach, in this article, we present an in-depth look at the use of multimedia CBT, as it relates to aptitude-treatment interactions; that is, how various CBT designs can differentially interact with individual learner aptitudes, such as spatial and verbal ability, to influence training outcomes. The goal of this article is to emphasize the importance of learner-centered design when developing multimedia computer-based instructional material for the growing needs of many sectors of society.

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