10 Hmef5083 T6

Topic  Educational
Technology in
6 Training
LEARNING OUTCOMES
By the end of this topic, you should be able to:
1. Define technology-based training;
2. State the use of networked readiness index;
3. Discuss how to assimilate technologies into the work culture;
4. Identify the characteristics of learning-on-demand;
5. Differentiate between needs analysis and front-end analysis; and
6. Explain how we can use virtual worlds at workplace environment.
 INTRODUCTION
Training is useless unless you have a purpose; itÊs knowing for what purpose
to train for that can break menÊs fulfilment.
(Anonymous)
Technology has not only revolutionised learning in schools but also training in the
public and business sectors. At school and higher learning institutions, technology
is used to enhance learning, while in the public and business sectors, technology
is used to enhance training. What is training?
Copyright © Open University Malaysia (OUM)

150  TOPIC 6 EDUCATIONAL TECHNOLOGY IN TRAINING
Training is an act of developing the human resource of an organisation so that

the skills, competencies, knowledge and attitudes are constantly improved
with the advent of time. Nadler (1984) defines training as learning that is
provided in order to improve performance on the present job.
Training is part of human resource development. It involves an organised learning

experience that is conducted in a definite time period to enhance job performance.
Training may be a traditional form of instruction conducted in a formal nine to five
classroom-based environment. However, Spector (2016) differentiate training to
include two components, which are andragogy and the complex form of learning.
This means that training, which is reserved for adult learners, should be
personalised to the needs and learning styles of the learner. In addition, complex
learning tasks such as problem-solving should be addressed during training. Can
you see the difference between training and learning?
In the past, training approaches included paper documentation and was

instructor-led; however these may not be suitable with todayÊs rapid changes
in technology and market requirements. In skills training, trainees may be
apprenticed to a particular trade or industry and obtain hands-on-training as he
performs the required tasks. Hence, does the training fit the demands of the trainee
by giving just-in-time, justăfor-me and learning-on-demand? How can training be
made personalised, blended and adaptive to the learning demands of present
times and the learning styles of individual employees?
6.1 OVERVIEW OF TECHNOLOGY-BASED

TRAINING
Which one is more effective: traditional classroom-based training or technology-
based training? Do you think technology-based training gives more benefits
as compared to attending classes? If you are a manager, what is the best way
of implementing innovative training? How can technology improve individual
and organisational performance? Let us look at how technology can enhance
performance.

TOPIC 6 EDUCATIONAL TECHNOLOGY IN TRAINING  151
In training todayÊs employees, the use of web-based technologies is becoming the

norm. Nowadays, almost every employee who has access to the Internet can obtain
information regarding online staff development as compared to the traditional
classroom-based training previously. Traditional classroom training at the
workplace can disrupt employeeÊs work flow, reduce productivity and sometimes
frustrates employees. This is because there will be interruption to the staffÊs
working patterns, while there is differing organisational and personal demands of
the employee. Globalisation and rapid technological advancements have put
organisations into a quandary as they need to provide up-to-date training for their
staff to be competitive at the global level. Organisations may need to review their
current practices and use technology to enhance job performance.
New practices of training at the workplace may be deployed with new and
emerging technologies. Delivery of work-related knowledge which is constantly
changing due to new developments in the field can be easily done with technology.
Thus, new forms of training, which are more flexible, are needed. In this respect,
Malaysians are very lucky to be well-equipped with an adequate technological
infrastructure.
According to the report by the World Economic Forum, Malaysia was ranked at
the 32nd position and is the only emerging and developing country in Asia which
is in the top 60 position for network-readiness (Dutta, Geiger, & Lanvin, 2015).
Two-thirds of countries from the region are in the bottom half of the rankings
according to the report by the World Economic Forum.
The networked readiness index is based on a framework which will measure:
(a) The environment, both political and regulatory, as well as for business and
innovation;
(b) The readiness aspect which looks at the technology infrastructure, the
affordability of technology, and skills;
(c) Usage aspect which covers individual usage, business usage and
government usage; and
(d) The impact aspect: economic impact and social impact.

The ranking of the country for the networked readiness index also mirrors the
development and income of the country, and this indicates that Malaysia is doing
very well in the region. Table 6.1 shows MalaysiaÊs position in comparison with
some of the advanced countries and countries in the region.
Table 6.1: The Top 35 Countries in the Networked Readiness Index 2015
2014 Rank
Rank Country/Economy Value Income Level* Group†
(Out of 148)
1 Singapore 6.2 2 HI ADV
2 Finland 6.0 1 HI-OECD ADV
3 Sweden 5.8 3 HI-OECD ADV
4 Netherlands 5.8 4 HI-OECD ADV
5 Norway 5.8 5 HI-OECD ADV
6 Switzerland 5.7 6 HI-OECD ADV
7 United States 5.6 7 HI-OECD ADV
8 United Kingdom 5.6 9 HI-OECD ADV
9 Luxembourg 5.6 11 HI-OECD ADV
10 Japan 5.6 16 HI-OECD ADV
11 Canada 5.5 17 HI-OECD ADV
12 Korea, Rep. 5.5 10 HI-OECD ADV
13 Germany 5.5 12 HI-OECD ADV
14 Hong Kong SAR 5.5 8 HI ADV
15 Denmark 5.5 13 HI-OECD ADV
16 Australia 5.5 18 HI-OECD ADV
17 New Zealand 5.5 20 HI-OECD ADV
18 Taiwan, China 5.5 14 HI ADV
19 Iceland 5.4 19 HI-OECD ADV
20 Austria 5.4 22 HI-OECD ADV
21 Israel 5.4 15 HI-OECD ADV
22 Estonia 5.3 21 HI-OECD ADV

23 United Arab Emirates 5.3 24 HI MENAP

24 Belgium 5.3 27 HI-OECD ADV
25 Ireland 5.2 26 HI-OECD ADV
26 France 5.2 25 HI-OECD ADV
27 Qatar 5.1 23 HI MENAP
28 Portugal 4.9 33 HI-OECD ADV
29 Malta 4.9 28 HI ADV
30 Bahrain 4.9 29 HI MENAP
31 Lithuania 4.9 31 HI EDE
32 Malaysia 4.9 30 UM EDA
33 Latvia 4.7 39 HI ADV
34 Spain 4.7 34 HI-OECD ADV
35 Saudi Arabia 4.7 32 HI MENAP
Note: Income level classification follows the World Bank classification by income (as of
July 2014). Group classification follows the International Monetary FundÊs classification
(situation as of October 2014).
* Income groups: HI = high-income economies that are not members of the OECD;
HI-OECD = high-income OECD members; UM = upper-middle-income economies;
LM = lower-middle-income economies; LI = low-income economies.
† Groups: ADV = Advanced economies; EDA = Emerging and developing Asia; EDE =
Emerging and developing Europe; MENAP = Middle East, North Africa, and Pakistan
Source: Dutta et al. (2015)
With these concerns in mind, we need to be aware of the concepts related to

emerging technologies that can lead to effective employee training, development
and tracking which may contribute to increased productivity, knowledge, loyalty
and contribution. In light of the above, emerging technologies for human resource
development can be used effectively as a tool to:
(a) Enhance work efficiency;
(b) Improve performance; and
(c) Capture and share learning.

SELF-CHECK 6.1
1. What is technology-based training?
2. What can we measure using the networked readiness index?
ACTIVITY 6.1
Study the rankings in Table 6.1. What could be the reasons for the
differences in the networked readiness index in different countries?
6.2 EMERGING TECHNOLOGIES

In training for development of human resources, companies will normally want to
consider providing education for their staff using instructional principles as
businesses are grounded in practicality (Gomez & Igado, 2008). Human resource
development (HRD) is an emergent field that builds upon multiple disciplines
including psychology, business and education (Bartlett, 2008). In human resource
development, learning is considered different from performance although the
overall goal is to improve the individual and/or organisation in a specific area
(Bartlett, 2008). Hence, to differentiate between the learning that takes place in
class rooms, and the performance that is required, the term „training‰ is used.
Training needs to be flexible in time and space (the moment and the place)
according to the individual circumstances. The Internet and new emerging
technologies can provide access to rich resources and virtual training rooms which
will affect the manner in which we work in, and our professional development.
Hence, it is important to use educational technology to plan for effective training.
As stated by Seels and Richey (1994), the purpose of instructional technology is to
affect learning both in the educational settings and in the workplace.
The Association for Educational Communications and Technology (2004) also

defines instructional technology in terms of learning and performance as it is
defined as „the study and ethical practice of facilitating learning and improving
performance by creating, using, and managing appropriate technological
processes and resources‰. The definition, which includes performance, is
translated to learning that takes place to meet the standards for jobs and improve
performance of employees at the workplace (Bartlett, 2008).

Technology that is used in training and learning is typically identified as

instructional technology. The fields of instructional technology and human
resource development are distinct in nature but have overlapping goals of learning
and improving performance (Bartlett, 2008). Rosenberg (1982) notes that the field
of instructional technology and human resource development began with the
developments and extensive use of instructional media. As Bartlett (2008) puts it,
instructional technology is one of the tools to create solutions for human resource
development to improve performance at the workplace.
Gomez and Igado (2008) believe that blended and open learning allows for
diversification, personalisation and differentiation of the various services, which
is required in a training environment for professional development. Their case
study of a training company, Master-D, used different media channels for
their own virtual campus television, MP3, learning platforms, CD-ROMS
and environments using chats, forums, multi-videoconferences, which allow for
financial savings, as well as better and faster customer service.
Web 2.0 tools such as Blogs, Wikis, Podcast, YouTube, Flickr and Del.icio.us
are instrumental in ensuring collaborative learning for learning autonomy.
More importantly, it will cultivate the internal philosophy and culture of the
organisation in order to sustain, and encourage the workforce to achieve the
mission of the business (Gomez & Igado, 2008). In any business, innovation is the
key to being competitive, hence research and activities for technical innovation,
social innovation and innovation in managerial methods should be encouraged
(Gomez & Igado, 2008).
Other equally challenging emerging technologies include usage of desktop

videoconferencing, Voice over Internet Protocol (VoIP), biometric data (finger-
prints, voice, retina scans), availability of instantaneous international translation
and the creation of systems based on intelligence and neural networks.
Emerging technologies such as wireless mobile devices, virtual worlds and

collaborative workspaces are destined to replace wired Internet technologies.
These wireless technologies boast of the following:
(a) Rich interactivity;
(b) Total connectivity;
(c) Powerful processing;
(d) Accessible resources wherever you are;
(e) Strong search capabilities;

(f) Rich interaction;
(g) Powerful support for effective learning; and
(h) Performance-based assessment.
6.2.1 Emerging Technologies Assimilated into Work

Culture
While new and emerging technologies might support us in many ways, how can
organisations ensure that these technologies are well assimilated into the work
culture and at the same time create the impact to suit the demands of the modern
world? Some suggested initiatives include:
(a) Rethinking the Whole Nature of Learning

Present-day employees are aware of the knowledge challenges that lie ahead
of them. Most, if not all present-day employees want to embrace this
challenge. Organisations should take note of this fact and re-look into their
Human Resource Development programmes to see if the training services
that are provided meet employee expectations. If such initiatives are not
taken, old training practices will be employed, which may result in loss of
revenue in terms of employee absence (physically and mentally) and also
money invested.
According to Day, Peters and Race (1999), rethinking can be done in a variety
of ways, namely by:
(i) Identifying present learning needs by providing a detailed account of

social, cultural, work-based and knowledge-based processes;
(ii) Identifying future learning needs based on changes in commercial,

competitive and operating environments;
(iii) Addressing the gap between present and future learning needs
through structured learning opportunities;
(iv) Harnessing the day-to-day work experiences in a programmed way

and learning from it;

(v) Capturing and classifying knowledge in a systematic fashion;
(vi) Distributing the captured knowledge;
(vii) Using different approaches to learning and changing accordingly when

required to do so; and
(viii) Remaining focused on the end as well as the means.
(b) Developing the OrganisationÊs Total Learning Power

Developing a new learning culture is important so that we can constantly
and quickly renew our products and services. For this to happen, the
organisationÊs total learning power has to be developed. Promoting learning
and developing competence will require a change in management style
at all levels. E-learning and knowledge management strategies has to be
innovatively implemented within organisations to increase the learning
power of every individual within the organisation.
Learning power can be further maximised if there is a high learning tension

and access to information. To increase learning tension, a new management
culture has to be imposed. Management should also see training as a capital
item, not as an expense. This is because the more we use the human capital,
the more it appreciates and adds value.
(c) Making Learning-on-demand Part of Organisational Culture

This is forwarded by IBM and based on the concept of just-for-me
(personalised and blended). Four major characteristics of learning-on-
demand are being:
(i) Responsive;
(ii) Variable;
(iii) Resilient; and
(iv) Focused.

A new pedagogy, a sense of community and professional development, and how

institutions have to change to provide these new learning needs have to be
formulated. As such, in light of the above, the emerging technologies can act as
tools for:
(a) Work efficiency;
(b) Training efficiency; and
(c) Sharing knowledge.
In instructional technology, the focus will be on the latter two aspects.
SELF-CHECK 6.2
1. Discuss how we can assimilate technologies into the work culture.
2. What are the four major characteristics of learning-on-demand?
6.2.2 Instructional Technologies in Training

Human resource development encompasses many areas: performance
improvement, organisational analysis, employee relationship management,
evaluation, leadership and organisational change management (Bartlett, 2008). A
large component of HRD is training and employee development and this is related
to instructional technologies. Training can be done with instructional technologies
both formally and informally (Bartlett, 2008).
Formal learning is highly structured classroom-based and can be supported with

technologies. A learning management system (LMS) can be used as a platform for
delivery of training using synchronous and asynchronous learning tools for formal
training and employee development. Video conferencing with text and chat can be
used for synchronous interactions with the trainer.
Discussion forums, blogs, wikis and file sharing features to share videos and other
media can be used for asynchronous communication. In addition, there are
possibilities for online simulations of the business environment where teams may
need to make decisions and solve problems for situations created virtually. This
enables participants to explore the cause and effect of their actions.

Informal learning is intentional but not highly structured and learning may
be taken for granted and is unconscious. It includes self-directed learning,
networking, coaching, mentoring and performance planning. Technology can be
used to design an informal course without a course instructor. In informal training,
blogs and LMS can be used for the delivery of training. Coaching techniques
can be supplemented with instant messaging, discussion forums and emails. In
addition, different forms of media can be used.
In the development of human resource (HRD), the analysis phase is divided into
the needs assessment and the front-end analysis. The needs analysis examines
the current business situation and the desired business situation. The front-end
analysis examines how to eliminate the gap between the desired workplace
performance and the actual workplace performance.
While the front-end analysis suggested by Lee and Owens (as cited in Bartlett,
2008) relates directly to the multimedia instructional design process, others
overlap with the more traditional analysis phase in HRD. For example, the
audience analysis to examine the target population, task analysis determining the
requirements for the job, and situation analysis are all similar to the steps in HRD
(Bartlett, 2008).
The following are other forms of analysis which are part of the front-end analysis
(Bartlett, 2008):
(a) Situational analysis determines the environmental factors that can impact
learning while delivering a solution;
(b) The media analysis determines the best medium for delivering the solution;
(c) The extant data analysis determines the materials currently available; and
(d) The audience analysis determines the readiness of the target population.
In the HRD framework, there are three main phases which comes before the
implementation and evaluation phases. These are:
(a) Analysis phase;
(b) Design phase; and
(c) Creation phase.

In the analysis phase, data needs to be collected on the relevant technology issues.
The areas that impact instructional technology are determining the technology
available, technology considerations, and constraints for delivering training with
technology. The data and findings of this phase may be used to support a certain
instructional technology effective for training in a certain topic.
The front-end analysis of the proposed solution would assist in explaining how
the audience, the technology, tasks, critical incidents, objectives, media, extant
data, and cost align with the current instructional technology solution. In addition,
it would assist in determining how the solution aligns strategically in the
organisation.
The design phase is similar to the „creation‰ phase in the HRD process, where the
solution begins to be developed. In the creation phase, the focus is on the design
and development to base the design on a sound theoretical approach and the
instructional technologies used support the design theory (Bartlett, 2008). For
example, for a constructivist approach in design, the principles of andragogy
combined with technology are required to create solutions for the workplace.
When the solution for training has been developed, it would be implemented for
evaluation. The evaluation process can be done by the trainees, and the trainers for
the usability of the solution as well as the effectiveness and efficiency of the
solution. Hence, HRD process is similar to the process of instructional design, to
design a solution for the workplace.
SELF-CHECK 6.3
1. Describe formal and informal learning.
2. Differentiate between the needs analysis and the front-end analysis.
ACTIVITY 6.2
Select one of the technologies used for training. Research on how this
technology is used for training and present how this technology can
benefit training.

6.3 EMERGING TOOLS FOR TRAINING

EFFICIENCY
There are many new technologies which seem to be in the market. Digital
devices and equipment as well as new tools for communication, collaboration, and
learning are being developed.
While instructional technologists must avoid the temptation to allow any

technology to drive pedagogical decision-making, there is little question in
whether emerging technologies bring along with them new opportunities and
affordances upon which we can capitalise on (Bishop & Elen, 2014).
In instructional technology, these emerging technologies can be investigated

further to determine how they can be used most effectively for training. Firstly,
personal devices such as tablets and smartphones, has enabled resources and other
materials to be accessible to the learner at any time through mobile learning.
Training can be adapted to make use of the affordability of these devices to deliver
information anywhere and anytime during training. Emerging technologies
that are effective for training are devices and virtual worlds. For knowledge
management processes, Web 2.0 is an emerging technology for collaboration.
There are some emerging technologies which are effective for training. In the field
of science, technology and engineering, designing equipment and objects are
important for innovation. However, it is sometimes not cost-effective to develop
the prototype designs as it sometimes involves building huge moulds for the
equipment and objects. Hence, learners are not able to visualise and test their
abilities in design and manufacturing. However, advances in manufacturing
technologies have enabled 2D and 3D objects designed on screen to be printed as
real objects in plastic and cheaper materials, using 3D printers. This is a huge
saving as trainees can explore and test designs of objects and „print‰ them to
further test their suitability.
Interactive surfaces are another emerging technology. Interactive surfaces on

whiteboards, tabletops, tablets and smartphones have enabled learners to
manipulate information with their fingers and provide the learner with
kinaesthetic learning experiences (Bishop & Elen, 2014). The interactivity in tablets
has been extended in the commercial and training sectors. Tablets are now used to
take orders and communicate with the kitchen in restaurants, as well as to display
interactive catalogues for sales of products.

This concept of interactivity has been extended with interactive spaces in smart
rooms which can enable manipulation with fingers, feet and other body
movements which when detected, provides interaction and enables collaboration.
For example, an interactive room which simulated an earthquake was done in the
RoomQuake project. Natural interfaces in such rooms with multiple access points
for groups of learners to collaborate provide a unique experience for collaboration
and kinaesthetic learning (Bishop & Elen, 2014).
6.3.1 Virtual Worlds

Virtual worlds make use of immersive technologies to provide alternative
environments for situated learning by providing a variety of virtual contexts to
give the users a sense of „being there‰ (Bishop & Elen, 2014). The usersÊ avatar
is a representation of the self in some form which interacts with digital agents,
artefacts and contexts.
According to Bishop and Elen (2014), the immersive sensation is achieved through:
(a) The use of sensory inputs through (graphics, sounds, visual perceptions of
moving through the environment, the ability to touch objects, maps
providing geo-location clues);
(b) A variety of social communication layers;
(c) Avatar personalisation;
(d) Choice and autonomy to advance the storyline;
(e) The ability to design and build aspects of the environment itself; and
(f) By providing feedback mechanisms to help learners visualise their own

progress in the environment.
In a virtual world, the learner is immersed in a situation and can test out situations
which may not be possible in the real world. Virtual worlds and immersive
simulations are designed to create a compelling, collaborative and participatory
experience for the user (Dawley & Dede, 2014). Thus, the learner is engaged in the
learning experiences as he solves problems, and applies learning in his own social,
physical and cultural context, in the specific environment.

Learning is situated. For example, a student who manages a store will gain
knowledge and skills in business operations, customer relations and marketing in
an authentic way when he or she manipulates operations in an online virtual world
with virtual customers, supervisor, stock and money. This experience is not the
same as reading a textbook and writing a paper. The work in this virtual world is
an important contribution to the success of the store.
Virtual worlds may also cater for multiplayers (Dawley & Dede, 2014). In this
case, there might be many stores with many players mending the stores.
Communication options such as chat and messaging are normally offered and
there may be role-playing elements. The interactivity between stores and different
organisations to simulate the real world may be possible to contribute to the
success of the whole virtual community. Wheelock and Merrick (2015) claim
that virtual worlds such as „Minecraft‰, „Second Life‰, „OpenSim‰, „World of
Warcraft‰ and „Unity‰ engage learners. These applications have also been used
for the workplace. IBM has used „SecondLife‰ in their virtual meetings and
corporate training sessions (Frontline, 2010).
Virtual worlds can be used for learning at the workplace. Virtual reality can
simulate the real workplace environment, prepare you for the real environment
and allow you to empathise with the users in the environment (Tracey, 2016). The
Learning Provocateur (Tracey, 2016) has given examples of how it has been used
for these purposes: for training real estate agents, for getting a patientÊs perspective
on a medical procedure and being immersed in a Syrian town ravaged by bombs.
General MotorsÊ „VisualEyes‰ system enables designers to collaborate to inspect

and review 3D CAD models of the products, while Accenture Technology Labs
had developed two system prototypes using virtual world for sales training and
the leadership training (Nebolsky, Yee, Petrushin, & Gershman, 2016). Hence,
there is a huge potential of using virtual world in workplace training.
SELF-CHECK 6.4
1. What is virtual workplace?
2. Discuss how immersive sensation can be achieved.
3. How can we use virtual worlds at workplace environment?

6.4 EMERGING TOOLS FOR KNOWLEDGE

MANAGEMENT
An organisationÊs total knowledge can be divided into personal, organisational,
tacit and explicit knowledge. Knowledge is a powerful asset for an organisation
which can make it more efficient in terms of operations, processing time, time for
innovations and quality products and services and ensure long-term profit
growths (Nonaka, 1991).
Without managing the explicit and tacit knowledge in the organisation, the
company is not recognising the full potential of its capabilities, or harnessing the
brainpower within. As aptly put by Durrant (2001), enterprises are realising how
important it is to „know what they know‰ and to be able to make maximum use
of the knowledge. Knowledge resides in databases, knowledge bases, filing
cabinets and peopleÊs heads and is distributed across the organisation (Durrant,
2001). In order for employees not to repeat and be redundant in their tasks, work
processes must be captured and shared as knowledge in the organisation.
Knowledge management processes for the transformation of knowledge are

(DeWitt, Alias, Siraj & Hutagalung, 2014):
(a) Knowledge acquisition;
(b) Knowledge internalisation;
(c) Knowledge creation;
(d) Knowledge sharing; and
(e) Knowledge application.
Knowledge acquisition skills is required in order for the information to be made

accessible to the organisation as knowing where to access reliable and credible
information is important. Search engines and data mining tools are used for the
acquisition and discovery of knowledge. Collaboration when sharing information
and databases through emails, bulletin boards, knowledge forums and content
management systems may assist the worker in capturing the appropriate content.
Knowledge acquired needs to be internalised in the next step.

Knowledge internalisation takes place when the knowledge acquired is

transferred and represented in the minds of the learner. Tacit knowledge is present
at this stage which may be highly informal, personal, unverbalised and derived
from experience. This can be made explicit which is more of formal knowledge
and can be expressed through writing, mental maps and externalised to be shared
in the community. Internalisation in order to make the tacit knowledge explicit
requires the worker to discuss, argue, reclassify and synthesise the knowledge.
Socialisation enables the tacit knowledge to be made explicit as social interaction

enables the application and transfer of knowledge through the sharing of
experiences among the members of the community. Hence the process of
knowledge sharing can occur using online platforms.
Knowledge creation is when the personal explicit knowledge of the members is

combined into the explicit knowledge of the community and organisation by
means of categorising, reclassifying and synthesis of existing knowledge (DeWitt
et al., 2014). Collaboration can assist the learning process at the workplace and will
contribute to the knowledge economy. Telecollaboration can be done and include
the pedagogy where a democratic view of teacher and learner interaction exists, as
well as the culture of the community (Lamy & Goodfellow, 2006).
After the process of negotiation in the community of practice, new knowledge

would have been created (Hsu, Ching, & Grabowski, 2014). This knowledge which
was co-constructed with the community of practice in the organisation should be
captured organisation and should be made available to the community (Hsu,
Ching, & Grabowski, 2014). The knowledge created should be published. This can
be done on websites, wikis, blogs, vlogs and videos and stored in repositories or
content management systems for other members of the organisation to access.
The final knowledge management process is knowledge application. The new

knowledge created can now be applied to innovative situations and designs. The
affordance of using Web 2.0 tools is that there is an added feature of interactivity.
When users interact with the content, there might be new alternatives to consider
which may bring about new innovative ideas. Hence, Web 2.0 technologies have a
possibility of generating new knowledge for continuous improvement.
Digital literacy can enable the knowledge management processes to be made

efficient. Mastery of technology tools can ensure the success of learning
communities (DeWitt et al., 2014).

SELF-CHECK 6.5
Explain the knowledge management processes.
ACTIVITY 6.3
In your opinion, what are the best Web 2.0 tools to encourage knowledge
workers in your organisation? How can these tools encourage the
knowledge management processes? Search for different emerging Web
2.0 tools which can be used in training and discuss how you can use these
tools.
6.5 GUIDELINES IN THE IMPLEMENTATION

OF EMERGING TOOLS
In implementing emerging technologies, the following can provide guidance:
(a) Ensure that this is not an ad-hoc effort, simply viewed as an IT project.
Permanent resources, departments should be created. Creation of portfolio:
Chief Learning Officer. Suggested job specifications include:
(i) Diagnose organisational learning needs;
(ii) Support learning deficiencies;
(iii) Define internal learning strategies;
(iv) Identify and leverage resources already available in the organisation;
(v) Identify standards and processes for the development, purchase and
delivery of emerging technologies;
(vi) Evaluate how training activities are maximised in realising visions of

emerging technologies; and
(vii) Come up with comprehensive planning, execution and verification

instruments to create the knowledgeable worker.
(b) Build a curriculum. A curriculum is the scope, sequence and content of what
is to be learnt. In a learning organisation, setting a curriculum is one way of
prioritising your efforts.

(c) Decide who owns the curriculum. The poorest solution is to vest it in the HR
department, as if planning is their business and no one elseÊs. The HR
professional is an invaluable resource in helping to design and deliver
learning events, but the sense of ownership ideally is shared throughout
the organisation. Learning is therefore everyoneÊs business, everyoneÊs
opportunity and everyoneÊs responsibility (Day et al., 1999).
(d) Develop internal learning advisors. The chief librarian, chief financial
controller and chief of security should act as internal „professors‰.
(e) Conduct action research. Embed research into the system so that initial bugs
can be identified early, results analysed and action taken.
ACTIVITY 6.4
1. Search for several emerging technologies suitable for training, in
your organisation. You may consider a Moodle-based LMS with a
variety of tools, or specific emerging technologies such as Pbwiki,
SecondLife, and use the above guidelines to plan and decide
whether your organisation would purchase the selected emerging
technology tool to be used in your organisation.
2. If you were the Chief Learning Officer of a company, and you were
asked to come up with solutions to improve the Human Resources
Development programmes, how would you go about doing it using
an Instructional Systems Design (ISD) model?
 Training can be seen as learning that is provided in order to improve

performance on the present job.
 In training, applying the tenets of technology wisely is of greater concern than

knowing the characteristics of available technology.
 The Internet and its related technologies are seen as the emerging technologies
that will affect the manner we work and upgrade our knowledge.
 Organisations should take note of this fact and relook their HRD programmes
to see if the training services that are provided meet employeesÊ expectations.
 Learning-on-demand should be made part of an organisational culture.

 In the development of human resources (HRD), the analysis phase is divided

into the needs assessment and the front-end analysis.
 The needs analysis examines the current business situation and the desired
business situation.
 The front-end analysis examines how to eliminate the gap between the desired
workplace performance and the actual workplace performance.
 Knowledge management should start with the premise that an organisation

has „intellectual capital‰ which can be used to recreate more capital.
 Knowledge management processes include knowledge acquisition,

knowledge internalisation, knowledge creation, knowledge sharing, and
knowledge application.
Explicit knowledge Knowledge internalisation

Human resource development Knowledge sharing
Knowledge acquisition Learning-on-demand
Knowledge application Tacit knowledge
Knowledge creation Virtual reality
Association for Educational Communications and Technology (AECT). (2004).

The definition of educational technology. Retrieved from
http://ocw.metu.edu.tr/file.php/118/molenda_definition.pdf
Bartlett, J. E. (2008). Instructional technologies in human resource development:

Impact, models, and changes. International Journal of Instructional
Technology and Distance Learning, 5(3), 51ă65. Retrieved from
http://www.itdl.org/journal/mar_08/article04.htm
Bishop, M. J., & Elen, J. (2014). Emerging Technologies. In J. M. Spector, J. Elen,

M. D. Merrill & M. J. Bishop (Eds.), Handbook of Research on Educational
Communications and Technology (4th ed.). New York, NY: Springer.
Dawley, L., & Dede, C. (2014). Situated learning in virtual worlds and immersive
simulations. In J. M. Spector, J. Elen, M. D. Merrill & M. J. Bishop (Eds.),
Handbook of research on educational communications and technology
(4th ed.) (pp 723-734). New York, NY: Springer.
Day, A., Peters, J., & Race, P. (1999). 500 tips for developing a learning organisation.
London, England: Kogan Page.
DeWitt, D., Alias, N., Siraj, S., & Hutagalung, T. (2014). Designing instruction for
knowledge management processes using a wiki. In F. L. Gaol, W. Mars, &
H. Saragih (Eds.), Management and technology in knowledge, service,
tourism & hospitality. Netherlands: CRC Press.
Durrant, F. (2001). Knowledge management in the context of government.

Retrieved from
http://unpan1.un.org/intradoc/groups/public/documents/caricad/unpa
n002480.pdf
Dutta, S., Geiger, T., & Lanvin, B. (2015). The global information technology report
2015: ICTs for inclusive growth. World Economic Forum. Retrieved from
http://www3.weforum.org/docs/WEF_Global_IT_Report_2015.pdf
Frontline. (2010). Interview: Francoise LeGoues. Public Broadcasting Service.

Retrieved from
http://www.pbs.org/wgbh/pages/frontline/digitalnation/interviews/leg
oues.html#4
Gomez, J. I. A., & Igado, M. F. (2008). Blended learning: The key to success in a
training company. International Journal of Instructional Technology and
Distance Learning, 5(8), 33ă42. Retrieved from
http://itdl.org/Journal/Aug_08/article04.htm
Hsu, Y. -C., Ching, Y. H., & Grabowski, B. L. (2014). Web 2.0 applications
and practices for learning through collaboration. In J. M. Spector, J. Elen, M.
D. Merrill, & M. J. Bishop (Eds.), Handbook of research on educational
communications and technology (4th ed.). New York, NY: Springer.
Nadler, L. (1984). The handbook of human resource development (glossary).

New York, NY: John Wiley & Sons.
Nonaka, I. (1991). The knowledge-creating company. Harvard Business Review.

Retrieved from
https://hbr.org/2007/07/the-knowledge-creating-company

Nebolsky, C., Yee, N. K., Petrushin, V. A., & Gershman, A. V. (2016). Corporate
training in virtual worlds. Systemics, Cybernetics and Informatics, 2(6), 31ă36.
Rosenberg, M. (1982). Our instructional media roots. Performance and Instruction,

21(3), 12ă3315.
Seels, B. B., & Richey, R. C. (1994). Instructional technology: The definition

and domains of the field. Washington, DC: Association for Educational
Communications and Technology.
Spector, J. M. (2016). Foundations of educational technology: Integrative

approaches and interdisciplinary perspectives (2nd ed.). New York, NY:
Routledge.
Tracey, R. (2016). 3 uses of virtual reality in workplace education. Retrieved from

http://learnnovators.com/blog/3-uses-of-virtual-reality-in-workplace-
education/
Wheelock, A., & Merrick, S. (2015). 5 virtual worlds for engaged learning.
International Society for Technology in Education (ISTE). Retrieved from
https://www.iste.org/explore/articledetail?articleid=395

10 Hmef5083 T6

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

10 Hmef5083 T6

Uploaded by

Copyright:

Available Formats

Topic  Educational

Copyright © Open University Malaysia (OUM)

Training is an act of developing the human resource of an organisation so that

Training is part of human resource development. It involves an organised learning

In the past, training approaches included paper documentation and was

6.1 OVERVIEW OF TECHNOLOGY-BASED

Copyright © Open University Malaysia (OUM)

In training todayÊs employees, the use of web-based technologies is becoming the

The networked readiness index is based on a framework which will measure:

(d) The impact aspect: economic impact and social impact.

Copyright © Open University Malaysia (OUM)

Copyright © Open University Malaysia (OUM)

23 United Arab Emirates 5.3 24 HI MENAP

With these concerns in mind, we need to be aware of the concepts related to

(a) Enhance work efficiency;

(b) Improve performance; and

(c) Capture and share learning.

Copyright © Open University Malaysia (OUM)

2. What can we measure using the networked readiness index?

6.2 EMERGING TECHNOLOGIES

The Association for Educational Communications and Technology (2004) also

Copyright © Open University Malaysia (OUM)

Technology that is used in training and learning is typically identified as

Other equally challenging emerging technologies include usage of desktop

Emerging technologies such as wireless mobile devices, virtual worlds and

(a) Rich interactivity;

(b) Total connectivity;

(c) Powerful processing;

(d) Accessible resources wherever you are;

(e) Strong search capabilities;

Copyright © Open University Malaysia (OUM)

(f) Rich interaction;

(g) Powerful support for effective learning; and

(h) Performance-based assessment.

6.2.1 Emerging Technologies Assimilated into Work

(a) Rethinking the Whole Nature of Learning

(i) Identifying present learning needs by providing a detailed account of

(ii) Identifying future learning needs based on changes in commercial,

(iv) Harnessing the day-to-day work experiences in a programmed way

Copyright © Open University Malaysia (OUM)

(v) Capturing and classifying knowledge in a systematic fashion;

(vi) Distributing the captured knowledge;

(vii) Using different approaches to learning and changing accordingly when

(viii) Remaining focused on the end as well as the means.

(b) Developing the OrganisationÊs Total Learning Power

Learning power can be further maximised if there is a high learning tension

(c) Making Learning-on-demand Part of Organisational Culture

(iii) Resilient; and

Copyright © Open University Malaysia (OUM)

A new pedagogy, a sense of community and professional development, and how

(a) Work efficiency;

(b) Training efficiency; and

(c) Sharing knowledge.

In instructional technology, the focus will be on the latter two aspects.

2. What are the four major characteristics of learning-on-demand?

6.2.2 Instructional Technologies in Training

Formal learning is highly structured classroom-based and can be supported with

Copyright © Open University Malaysia (OUM)

(a) Analysis phase;

(b) Design phase; and

(c) Creation phase.

Copyright © Open University Malaysia (OUM)

2. Differentiate between the needs analysis and the front-end analysis.