ImageVerifierCode 换一换
格式:PDF , 页数:3 ,大小:15.88KB ,
资源ID:1018618      下载积分:10000 积分
快捷下载
登录下载
邮箱/手机:
温馨提示:
如需开发票,请勿充值!快捷下载时,用户名和密码都是您填写的邮箱或者手机号,方便查询和重复下载(系统自动生成)。
如填写123,账号就是123,密码也是123。
特别说明:
请自助下载,系统不会自动发送文件的哦; 如果您已付费,想二次下载,请登录后访问:我的下载记录
支付方式: 支付宝扫码支付 微信扫码支付   
注意:如需开发票,请勿充值!
验证码:   换一换

加入VIP,免费下载
 

温馨提示:由于个人手机设置不同,如果发现不能下载,请复制以下地址【http://www.mydoc123.com/d-1018618.html】到电脑端继续下载(重复下载不扣费)。

已注册用户请登录:
账号:
密码:
验证码:   换一换
  忘记密码?
三方登录: 微信登录  

下载须知

1: 本站所有资源如无特殊说明,都需要本地电脑安装OFFICE2007和PDF阅读器。
2: 试题试卷类文档,如果标题没有明确说明有答案则都视为没有答案,请知晓。
3: 文件的所有权益归上传用户所有。
4. 未经权益所有人同意不得将文件中的内容挪作商业或盈利用途。
5. 本站仅提供交流平台,并不能对任何下载内容负责。
6. 下载文件中如有侵权或不适当内容,请与我们联系,我们立即纠正。
7. 本站不保证下载资源的准确性、安全性和完整性, 同时也不承担用户因使用这些下载资源对自己和他人造成任何形式的伤害或损失。

版权提示 | 免责声明

本文(REG NASA-LLIS-0973-2001 Lessons Learned Web-based Training Considerations.pdf)为本站会员(postpastor181)主动上传,麦多课文库仅提供信息存储空间,仅对用户上传内容的表现方式做保护处理,对上载内容本身不做任何修改或编辑。 若此文所含内容侵犯了您的版权或隐私,请立即通知麦多课文库(发送邮件至master@mydoc123.com或直接QQ联系客服),我们立即给予删除!

REG NASA-LLIS-0973-2001 Lessons Learned Web-based Training Considerations.pdf

1、Lessons Learned Entry: 0973Lesson Info:a71 Lesson Number: 0973a71 Lesson Date: 2001-07-26a71 Submitting Organization: HQa71 Submitted by: Wilson HarkinsSubject: Web-based Training Considerations Description of Driving Event: In the 1995-1996 timeframe the Office of Safety and Mission Assurance (OSMA

2、) began development of a distance learning capability under the umbrella of the Professional Development Initiative (PDI). This distance learning capability eventually evolved from a Safety and Mission Assurance discipline system into the Site for Online Learning and Resources (SOLAR) (http:/solar.m

3、sfc.nasa.gov), currently one of NASAs primary distance learning resources. The intent of the initial development effort was to design and implement a prototype system for the Safety and Mission Assurance discipline.Over the five years since the initial release of SOLAR (or its predecessor) there hav

4、e been approximately 2500 training instances (completion of a single module by a single person) in the Safety and Mission Assurance disciplines approximately 70 courses. Over this time period some Safety and Mission Assurance courses have as few as 20 training use instances while others have had sev

5、eral hundred training use instances. In other disciplines (such as Information Technology Security) where SOLAR is used for mandatory training there have been thousands of training use instances for a single course.Based on this data, is it reasonable to assume that a potentially large number of tra

6、ining use instances is the only determining factor in the decision to develop a web-based training course? Certainly the need to provide a large number of training use instances suggests web-based training as a candidate for content delivery since per training use instance development and delivery c

7、osts are reduced each time an additional student completes a course. In contrast the development costs for instructor based training are reduced each time an additional student completes a course but the delivery costs vary depending on the number of students, their location, etc. If the course cont

8、ent is appropriate for delivery via web-based training, then web-based training can be an effective method for training large numbers of students.Provided by IHSNot for ResaleNo reproduction or networking permitted without license from IHS-,-,-If a large number of potential training use instances re

9、presents a good potential course for web-based development, does that mean that a small number of training use instances rules out web-based training as an alternative to instructor based training? The answer depends on several factors. Just considering the potential number of students alone is not

10、sufficient to make the determination. The location of the students and the instructors must be considered. The cost to deliver training to 20 students that are collocated with the instructor is quite a bit less than the cost to deliver training to 20 students that are each in a different location, s

11、ince travel, lodging and meals must be considered. (Note: Other options for providing the training such as the use of Video-teleconferencing may offset some or all of these costs and should be a factor in determining method of delivery).The period over which the training is to be provided and the sh

12、elf life of the course material must also be considered. If the course was to be delivered to 5 students a year for 4 years, web-based course delivery might be more cost effective than instructor based delivery. Again location of students and instructor would affect costs. The shelf life of the cour

13、se material would also be a factor. If the course required no updates over the 4-year period then the development cost is spread over all of the training use instances. If updates were required during the 4-year period then each of those represents an additional development effort; in essence the “s

14、ingle“ course would actually look like four courses from a development standpoint. One final consideration concerns the timing of the course. If all of the training instances can be accommodated simultaneously (synchronous) then even in a dispersed student population use of technology such as Video-

15、teleconferencing could make instructor based delivery a consideration. If however the training can not be delivered simultaneously (asynchronous) web based training becomes more attractive.Lesson(s) Learned: There are many factors in addition to the number of potential training instances that should

16、 be considerations in determining if web-based training is an appropriate method for training delivery. These factors include potential number of training instances; dispersion of students/instructor; delivery period; shelf life of the course materials; instructor based delivery options such as Vide

17、o-teleconferencing; synchronous vs. asynchronous delivery requirements; portability among training delivery systems.Note: As distance learning technology evolves other factors may need to be considered when determining the training delivery method. Advances in training technology now allow for the e

18、asy separation of development of course content and course templates (the operational look and feel of course delivery). For example, the Shared Content Object Reference Model (SCORM) has been recently developed as a standard means for packaging course content. Course content developed in accordance

19、 with this standard can be plugged into compliant training delivery systems. SCORM compliant course materials are also packaged in segments that can be used by multiple training courses. The goal being to encourage technologies that enable dynamic learning where content is custom-assembled and deliv

20、ered to learners according to their own personal pace and need. This enables sharing of course content among different courses or training systems. In comparison the Provided by IHSNot for ResaleNo reproduction or networking permitted without license from IHS-,-,-current SOLAR technology relies on s

21、tatic webpages specifically developed for a course/module. (The course content is not independent from the delivery system). Any reuse would require replicating the webpages and assembling them within a new course/module. Reusability of course segments or use in other training systems as in SCORM wo

22、uld allow development costs to be potentially spread over an even larger number of training use instances.Recommendation(s): Carefully consider all factors when determining the method of training delivery.Evidence of Recurrence Control Effectiveness: N/ADocuments Related to Lesson: N/AMission Direct

23、orate(s): N/AAdditional Key Phrase(s): a71 Policy & Planninga71 Standarda71 Training EquipmentAdditional Info: Approval Info: a71 Approval Date: 2001-07-30a71 Approval Name: Eric Raynora71 Approval Organization: QSa71 Approval Phone Number: 202-358-4738Provided by IHSNot for ResaleNo reproduction or networking permitted without license from IHS-,-,-

copyright@ 2008-2019 麦多课文库(www.mydoc123.com)网站版权所有
备案/许可证编号:苏ICP备17064731号-1