Technologies for Training Toolkit
Date of Report: 12/2012
Introduction and Contents
This resource is intended for use by the AETCs in determining when and how to use technology in their training programs. It includes an overview of popular forms of technology, case studies, evaluation tips, and an FAQ section.
 | Thinking of Using a Technology for AETC Training? First Steps to Get Started: Workgroup member Mari Millary from the New York/New Jersey AETC discusses considerations for deciding whether technology is a good fit for your project or goals. | ||||||||||||||||||
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| Frequently Asked Questions: Workgroup members address questions including: What is blended learning? Is online learning supported by the professional literature? | ||||||||||||||||||
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| Evaluation Approaches for Trainings that use Technology: Kevin Khamarko from the National Evaluation AETC outlines useful constructs for discovering how well technology supported your learning objectives. | ||||||||||||||||||
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| Guides for Specific Technologies
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Learning Technology Summary Table
| Technology | Description | Pros | Cons |
|---|---|---|---|
| Webinar | Allows for live web meetings and e-learning Best used for trainings at Levels I and II | Attendees at multiple locations can interact during a live meeting Attendees can work collaboratively on documents It is possible to make recordings for those who not able to attend in-person | Internet access is required Technical difficulties can occur |
| Presentation Recording Software (PRS) | Enables users to enrich PowerPoint slides with audio, quizzes, video, and more Best used for trainings at Levels I and II | Recordings can be edited to create a polished, professional product (eg, can remove "ums," "ahs," etc) Works well in blended learning environments | Live events are not possible Internet access is required Software varies widely in price (and some fees are higher than others) |
| Podcast | Allows for the recording and sharing of audio and video files via the Internet Best used for trainings at Level I | Platforms are free and straightforward to use Participants can receive multiple podcasts on a particular topic | Not possible to interact with users Listeners may be multitasking |
| Learning Management System (LMS) | Allows for the creation of virtual, interactive classrooms that provide constant communication among learners; tracks learner performance; manages/delivers course content; and monitors learner participation Best used for trainings at Levels I and II; Can be used to deliver stand-alone or blended courses | Allows for self-paced learning in an environment that is selected by the participant Provides a significant amount of interaction between participants and trainer/faculty Instructor has control over when the learners can view the content Content is secure and easy to upload in a variety of formats (documents, videos, images) with multiple collaboration tools (wikis, blogs) Assessment and testing tools are included to track activity and performance | Requires ongoing instructor involvement Vendor management can be a challenge System performance, administration, and technical infrastructure are needed Rigid interfaces do not allow for customization |
| Video Teleconferencing System (VTS) | VTS platforms allow for long-distance clinical consultations and professional health-related education Good platform for Level IV group clinical consultations | Allows for low-cost, efficient clinical consultation across multiple locations Can be used as a learning tool through didactic presentations combined with case presentations Face-to-face video promotes discussion and collaboration via peer learning | Technical difficulties may occur Requires Internet connection Requires video camera, microphone, and speakers Can require video-conferencing software Initial configuration can be complicated |
| Video | Video platforms allow users to edit and upload videos to the Internet These platforms are best used for trainings at Level I, but are suitable for trainings at all levels | YouTube and Vimeo enable users to reach a wider audience Short videos can be fun and engaging and can help reinforce a lesson or demonstrate a task/skill Some platforms are free and easily accessible, and many house a robust library of related video resources Editing platforms allow for creation of a polished, personalized product | Some platforms may be difficult to learn and are time-consuming Some platforms may be technology specific |
Background and Credits
The AETC Technology and Training Workgroup began meeting in January 2012 to identify, share, and develop tools related to the topic of technology and training. A literature review was conducted to learn more about how technology is used in educational activities, and which formats have evidence to support their use.
Contributors: Jenna Kah Bardwell (Managing Editor), Jamie Steiger, Nicolé Mandel, Judy Collins, Bruce Maeder, Elizabeth Fullerton, Joanne Orrick, Katie Carroll, Mari Millery, Tracy Tessmann, Kevin Khamarko, Kim Koester, Jim Meenaghan
Workgroup Members: Jenna Kah Bardwell (Leader), Nicolé Mandel (Co-leader), Judy Collins, Jamie Steiger, Mary Jo Hoyt, Carli Rogosin, Kevin Khamarko, Kim Koester, Marjorie Douglas-Johnson, Lisa Lawrence, Tracy Tessmann, Donna Gallagher, Jim Meeneaghan, Bruce Maeder, Mari Millery, Katie Carroll, Matt Garafalo, Adrena Harrison, Laura Donnelly, Deborah Phillips, Barbara Schechtman, Amanda Wilkins, Marsha Royder, K. Mona Moore, Andrea Norberg, Nathan McMullen, John Roberts, Michelle Kipper, Jaclyn Rubio, Diana Palow, Anna Kinder, Elizabeth Fullerton, Lindsay O'Connell