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7/27/2019 Human Resource Development Chapter 7
1/19
Effective Training: Systems,Strategies, and Practices, 4thEdition
Chapter Seven
Computer-Based Training Methods
P. Nick Blanchard and James W. Thacker
Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall 7-1
7/27/2019 Human Resource Development Chapter 7
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Names and Descriptions Used forComputer-Based Training Approaches
Part 1 of 5
CBT Computer-based training is the term most oftenused in private industry or the government for
training employees using computer-assistedinstruction. It is a general term referring totraining provided in part or whole through theuse of a computer.
Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall 7-2
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Names and Descriptions Used forComputer-Based Training Approaches
Part 2 of 5PI Programmed instruction (PI) is used in computer-based
programs consisting of text, graphics, and perhapsmultimedia enhancements that are stored in memory and
connected to one another electronically.
Material to be learned is grouped into chunks of closelyrelated information. Typically, the trainees are presented withthe information in the chunk and then tested on their retention
of the information. If the trainees have not retained thematerial, they are referred back to the original information. Ifthey retained the information, they are referred to the nextchunk of information to be learned. PI may be computer-based, but is also found in printed material and interactivevideos.
Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall 7-3
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Names and Descriptions Used forComputer-Based Training Approaches
Part 3 of 5
ICAI Intelligent Computer-Assisted Instruction (ICAI) system is aCBT system that is able to provide some of the primarycharacteristics of a human tutor. It is a more advanced formof PI. Expert systems are used to run the tutoring aspect ofthe training, monitoring trainee knowledge within aprogrammed knowledge model and providing adaptivetutoring based on trainee responses.
ITS Intelligent tutoring systems (ITS) make use of artificialintelligence to provide tutoring that is more advanced thanICAI-type tutoring. ITS learns the best methods of facilitatingthe trainees learning based upon the trainees responses.
Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall 7-4
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Names and Descriptions Used forComputer-Based Training Approaches
Part 4 of 5
Simulations Computer simulations provide a representation of asituation and the tasks to be performed in the situation.
The representation can range from identical (e.g., wordprocessing training) to fairly abstract (e.g., conflictresolution). Trainees perform the tasks presented tothem by the computer program and the computerprogram monitors their performance.
Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall 7-5
7/27/2019 Human Resource Development Chapter 7
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Names and Descriptions Used forComputer-Based Training Approaches
Part 5 of 5
Virtual
Reality
Virtual Reality is an advanced form of computer simulation,placing the trainee in a simulated environment that is
virtually the same as the physical environment. Thissimulation is accomplished by the trainee wearing specialequipment such as head gear, gloves, and so on, thatcontrols what the trainee is able to see, feel, and otherwisesense. The trainee learns by interacting with objects in the
electronic environment to achieve some goal.
Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall 7-6
7/27/2019 Human Resource Development Chapter 7
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Basic Components for
Creating and Delivering CBTLearning
ManagementSystem
Authoring&
DesignTools
Delivery Systems
Internet or intranet
CD or DVD distribution
LAN or local computer
Knowledge Base
(provided bycontent experts)
Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall 7-7
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Programmed Instruction for PI.
Part 1 of 5Learning Stem
1. Many people think it isimpossible to learn without
making a large number of errors.Because trial and error learningis time consuming and createsfrustration in the learner, mostpeople dont like this method.
After making many errors, people
begin to lose their desireto learn.
Questions
1.a Learning bymaking errors until
the right response isdiscovered is called:
1.b What happensto peoples desire tolearn when they mustuse the trial and error
method?
Instructions
Compare youranswers to these:1.a Trial and error
learning.1.b It decreases1.c Programmed
Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall 7-8
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Programmed Instruction for PI.
Part 2 of 5
Learning Stem
2. Many trainers feel
that if learning iscarefullyprogrammedto occur in a specificmanner, people canlearn without making alarge number of errors.
Questions
1.c When
leaning materialis prepared sothat people makefew errors, it issaid to havebeen carefully:
Instructions
If your answers match
those above, go on tosection 2. If not,reread section 1,paying attention to theitalicized concepts.Then answer thequestions again.
Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall 7-9
7/27/2019 Human Resource Development Chapter 7
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Programmed Instruction for PI.
Part 3 of 5Learning Stem
2. Programmed instruction (PI)operates on the principle that if
learning is programmed to occurin small steps, few errors willoccur. Another principle of PI isthat if trainees are givenimmediate feedback regardingthe appropriateness of their
response, they will learn morequickly and complete a greateramount of material.
Questions
2.a If the goal is toreduce the number of
trainee errors beforethe material islearned, how shouldlearning beprogrammed?
2.b To increase theamount learned andthe speed of learning,when shouldfeedback be given?
Instructions
Compare youranswers to those
below:2.a In small steps.
2.b Immediately.If your answersmatch those above,
go on to section 3.If not, rereadsection 2, payingattention to theitalicized concepts.
Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall 7-10
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Programmed Instruction for PI.
Part 4 of 5Learning Stem
3. Trainee learning is enhanced ifthe trainee is active in the learning
process. PI asks trainees torespond to questionsputting thetrainee in an active learning
mode. Because trainees learn atdifferent rates, they learn best ifthey can move through the
material at their own pace. PIallows people to learn at their ownpace. Finally, frequent review ofmaterial helps trainees retainthematerial for longer periods of time.
Questions
3.a Programmingquestions into thematerial enhanceslearning because itplaces trainees intoa(n) ________ modeof learning.
3.b At what paceshould trainees movethrough the material?
3.c Frequent reviewof material results in:
Instructions
Compare youranswers to these:3.a Active.3.b Their own pace.3.c Longer retention
of material.
If your answers matchthose above, go on to
section 4. If not, re-read section 3, payingattention to theitalicized concepts.Then answer thequestions again.
Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall 7-11
7/27/2019 Human Resource Development Chapter 7
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Programmed Instruction for PI.
Part 5 of 5Learning Stem
4. In summary, PI allowstrainees to learn more material,quicker, and retain it longer with
less frustration by:1) programming small learning
steps,resulting in fewerresponse errors,
2) requiring frequent active
responses by the trainees,
3) providing immediate feedbackto trainee responses,
4) allowing trainees to move
through the material at their
own paceand5) reviewing the material.
Questions
4.a What are fiveprinciples that PI usesto improve the ease,
amount, speed, andretention of learning?
4.b PI increases thetrainees desire to learn
by reducing the numberof ________ the traineeis likely to make.
Instructions
Compare your answersto these:4.a 1) Small learningsteps, 2) frequent andactive trainee response3) immediate feedback,4) self-paced learningand 5) frequent review
4.b Response errors.If your answers matchthose above, you havecompleted the sectionon PI successfully. Ifnot, review section 4
and answer questions.Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall 7-12
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Student Modeling Example
Student A
Never carries over
22+3951
46+39
75
Student B
Carries over incorrectly
22+39161
46+39185
Student C
Trouble with simple additionproblems
22+3962
46+3983
Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall 7-13
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Points to Consider in Development ofan Interactive Multimedia Program
Part 1 of 3Factor High If Low If
Self-pacing The pace of the program is The only way to control the paceentirely controlled by the of the presentation is by usinglearner. a special key.
Trainees can select menu It is not menu-driven, i.e., theoptions to determine the trainee cant select a particularorder of modules. lesson segment or skip segments.
Trainees can skip lessons Trainees can exit the program
or segments at will and only at certain points.can exit the program fromany screen.
Additional practice and morein-depth material are availableupon request.
Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall 7-14
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Points to Consider in Development ofan Interactive Multimedia Program
Part 2 of 3Factor High If Low If
Interactivity Trainees responses follow The program has long,instructional segments. uninterrupted lesson segments
that offer no chance for thetrainee to ask or answerquestions.
The program tests skills and The program tests recall insteadjudgments, not just facts. of skills.
The orderly sequence of Segments do not build on onetopics is apparent to the another.learner.
The learners answers aretagged right or wrong with nofurther explanation.
Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall 7-15
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Points to Consider in Development ofan Interactive Multimedia Program
Part 3 of 3Factor High If Low If
Multimedia The voices are distinct and The sound or visuals are ofnatural.
poor quality.
A voice provides program There is no direct connectioninstructions so that the between the audio and visualtrainee doesnt have to material (e.g., the sound is
read them.
limited to irrelevant music).
Sound and visuals reinforce The sound is restricted to aone another. voice saying, You are correct
or Try again.
Visuals use color and motion The visuals dont reinforceCopyright 2010 Pearson Education, Inc. publishing as Prentice Hall 7-16
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Some Health and Safety TrainingUsing CD-ROM Technology
Part 1 of 2Accident Investigation
Prevents costly accidents from reoccurring by investigating them to findcause and implement steps to prevent them. Training time 30-60 minutes.Price $695
Basics of Ergonomics
Help workers understand injuries that are caused by repetitive motion andwhat to do to prevent them. Training time 30-45 minutes. Price $695
Blood-borne Pathogens
Helps workers understand the cause of Hepatitis B and HIV, the diseasethat causes AIDS. This course uses 30 interactions to teach workers whatblood-borne pathogens are and the precautions to take to prevent beinginfected. Training time 20-40 minutes. Price $695
Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall 7-17
7/27/2019 Human Resource Development Chapter 7
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Some Health and Safety TrainingUsing CD-ROM Technology
Part 2 of 2
Confined space entry
This training teaches workers concepts essential for a safe workenvironment when in a confined space. Twenty-nine interactive activities
assess the level of understanding of the key learning objectives, and letthem apply what they have learned in a safe environment.Training time 30-45 minutes. Price $695
Copyright 2010 Pearson Education, Inc. publishing as Prentice Hall 7-18
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All rights reserved. No part of this publication may be reproduced,stored in a retrieval system, or transmitted, in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise,without the prior written permission of the publisher. Printed in the
United States of America.
Copyright 2010 Pearson Education, Inc.publishing as Prentice Hall
Copyright 2010 Pearson Education Inc publishing as Prentice Hall 7 19