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Using interactive videodisc to teach instrument calibration
I
USING INTERACTIVE VIDEODISC TO TEACH INSTRUMENT CALIBRATION
--7
I
Nancy W. Kenworthy Industrial Training Corporation
In 1989, the Instrument Society of America began developing instructional lessons in a n e w training medium--interactive videodisc. This medium was chosen because it offers abilities such as individualized learning, hands-on simulation, and computerized record keeping. The first series of interactive videodisc training courses produced is on the topic Instrument Calibration. These courses provide performance-based training for instrument technicians and engineers. This paper describes the aspects of interactive videodisc that make it particularly appropriate for training in instrumentation.
WHAT IS INTERACTIVE VIDEODISC? Interactive Videodisc Instruction is a presentation media that is becoming widely used for training. The interactive videodisc hardware system combines a personal computer, a videodisc player, and a touch-screen monitor. Video and audio for the training are contained on a laser videodisc. The personal computer provides computer graphics as well as programming to control the sequence of presentation. Computer images can also be overlaid on video. ISSN 0019-0578/90/03/0017/03/$2.50© ISA 1990
A laser videodisc is like a random access video memory. A single side of a videodisc contains thirty minutes of moving video or 54,000 individual video frames. The personal computer can instruct the videodisc player to access a single frame or video sequence. The trainee interacts with the system through the video monitor, typically through a touch-sensitive screen. Trainee interaction affects the sequence and branching of the computer program. For example, a correct response to a question might take the trainee to the next teaching sequence, while an incorrect touch may branch the trainee back to review material already taught. In addition, the computer can be used to keep track of trainee interaction. For example, a typical record keeping package would collect data such as student scores, time date, and duration of training. Interactive videodisc training can be designed so that it is highly individualized and can be done without an instructor present. In addition, the touch-screen monitor provides a means for hands-on practice in skills-oriented topics. In order to take a lesson, a student turns on the computer, monitor, and videodisc player at a particular learning station. After loading the videodisc and entering a predetermined access code, the lesson begins. A typical lesson provides a pretest to determine the ISA Transactions
•
Vol. 29, No. 3
17
existing level of skill and knowledge before training on a particular topic. Based on pretest scores, a trainee may decide to complete an entire lesson or only those areas in which pretest scores were below a standard. Training is typically presented in short segments, each requiring interaction from the trainee before going on. Presentation of material can be repeated as often as necessary to assure mastery. Practice exercises may follow the teaching segments. Often, the practice exercises provide simulations of realistic tasks. A post test may also accompany each lesson. A typical one-sided videodisc provides approximately 2 to 4 hours of training.
APPLYING INTERACTIVE VIDEODISC TO INSTRUMENT CALIBRATION Instrument Society of America chose interactive videodisc as the presentation medium for a series on Instrument Calibration. The series consists of five lessons. The first lesson, "Principles of Calibration," focuses on the importance of calibration, measurement errors and standards, and the why's behind the general steps in a calibration procedure. The remaining lessons in the series teach calibration procedures for different types of transmitters: pressure, temperature, flow, and level. The features of interactive videodisc make it appropriate for teaching the skills of instrument calibration. Although calibration is primarily a hands-on skill, it also requires a theoretical understanding of instrument standards and errors associated with measuring instruments. The capabilities of interactive videodisc to provide both realistic video for procedures and high-quality graphics for theoretical teaching make it effective in both areas. In addition, the design of the instruction can provide guided presentation of new material with a more open-ended simulation for practice.
DEVELOPMENT PROCESS The process of developing the Instrument Calibration series began with determining performance objectives for each topic. Interactive videodisc instruction is well-suited to performance-based training, because the instruction requires the trainees to perform the skills by interacting with the touch screen. Part of the objective development process also entailed selecting the specific types of equipment to be shown in each videodisc. In addition to determining objectives, it was essential to define the target population for the training. The primary audience comprised instrument technicians, both new technicians from technical schools and technicians being crosstrained from other skilled trades in the plant. In addition, it 18
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was assumed that engineers might use portions of the lessons. Another aspect of the development process involved coordination with industry experts to assure technical accuracy of the content and that the material was up to date. A telephone survey of ISA members was conducted to determine what types of instruments to use as examples of each type of transmitter shown.
LESSON DESIGN The approved objectives and target population description were the guides used to determine the overall instructional design features for the lessons. It was decided that each lesson would have a pretest and a post test. These tests would be performance-based, correlated to the objectives. Trainees would be able to use the pretest to determine whether training in a particular topic area was required. The post test would be used to evaluate the performance level of the trainee after taking the lesson. Scores on the post test could also indicate specific areas in which further instruction might be warranted.In addition to the tests, each lesson would include teaching segments and practice exercises. These sections would also be designed around the specific performance objectives. A typical teaching segment introduces a particular skill, illustrates it visually, and explains the major teaching points. Then the trainee is asked to apply this information by performing the skill in a slightly different situation. If the trainee performs correctly, he proceeds to the next teaching segment. However, if the skill is not performed properly, remediation is provided. In a remediation sequence, the information may be retaught with a slightly different focus, or the trainee may be given help that is directly related to the incorrect choice made. Interactions in the teaching sections are not scored, and the trainee can repeat information as often as desired. After completing a teaching section on a particular topic, the trainee is provided an opportunity to try related practice exercises. The practice exercises are designed to simulate real hands-on skills. Typically, a practice exercise applies the generic skills to a variety of new situations. For example, if the presentation section illustrated transmitter calibration with one brand or type of transmitter, the practice exercises would ask the trainee to calibrate other brands or types. In order to make the simulations as realistic as possible, appropriate technical documents, such as manufacturer's instructions, can be provided through an onscreen reference key. Because the target population for the ICS videodisc lessons included several groups with different learning needs and learning styles, it was important to organize the lessons so information could be easily accessed. At the beginning
of each lesson, trainees are given three options: to take a pretest, to begin a default path through the entire lesson, or to go to a lesson menu. The menu lists the major teaching sections of the lesson. Touching any heading on the main menu accesses a submenu. The submenu provides a breakdown of subtopics as well as all practice exercises. Using the menus, a trainee can access a particular topic of interest or select a particular topic for review.
ADMINISTRATION A N D RECORD KEEPING The administrative capability of a system is a prime concern to users of interactive videodisc courseware. Because an interactive videodisc system is controlled by a personal computer, the system can be used to keep computerized training records. This feature is especially important if the system is to be used for independent study in a facility. The administration system is used to perform functions such as courseware installation, student enrollment, data collection, and record keeping. An effective system accomplishes each of these tasks easily but also provides the power and flexibility to customize the system to a particular facility's setup. The administration system must be able to accommodate facilities with one or several hardware systems. It must be able to provide efficient data collection, whether the systems are independent or networked. The administration system must also provide data collection and record keeping functions that can be customized to meet varying needs. For example, some facilities may require complete scores and data for all trainees to be used for certification or promotion. In another facility, some groups may object to any kind of score keeping. A system must be able to have scoring and data collection features that can be set for individual trainees, courses, or plant sites.
FEATURES A N D BENEFITS OF INTERACTIVE VIDEODISC INSTRUCTION Interactive videodisc instruction has become the training medium of choice at large corporations around the world. The primary reason is that it is cost-effective. Interactive videodisc instruction has been shown in numerous studies to reduce training time by approximately 50%. This reduces the trainee's time off the job and also makes more efficient use of training facilities and personnel. In addition, because the hardware can be used at any plant location, there are no travel costs for trainees. Because training itself can be done independently, instructor time is also reduced. Instructors can be freed to focus on plant and company-specific applications of the generic principles discussed. In addition, the computerized administration system does record keeping chores that would also traditionally fall to the instructor. In addition to being cost-effective, interactive videodisc training has also been shown to be more effective in terms of performances learned and retained. Learning is based on performance objectives. Trainees must demonstrate proficiency before moving on to more advanced areas. The learning is also individually paced, so that trainees can spend as much time on a topic as necessary for mastery. The video-based, interactive approach is also more motivational. Trainees can practice hands-on skills in realistic situations. There is greater transfer of knowledge to the job.
S U M M A R Y A N D CONCLUSIONS Interactive Videodisc Instruction can be an effective and economical training methodology. It allows hands-on practice of skills through on-screen simulations. In addition, the computer can be used to perform administrative and record keeping functions.
ISA Transactions
.
Vol. 29, No. 3
19
USING INTERACTIVE VIDEODISC TO TEACH INSTRUMENT CALIBRATION
--7
I
Nancy W. Kenworthy Industrial Training Corporation
In 1989, the Instrument Society of America began developing instructional lessons in a n e w training medium--interactive videodisc. This medium was chosen because it offers abilities such as individualized learning, hands-on simulation, and computerized record keeping. The first series of interactive videodisc training courses produced is on the topic Instrument Calibration. These courses provide performance-based training for instrument technicians and engineers. This paper describes the aspects of interactive videodisc that make it particularly appropriate for training in instrumentation.
WHAT IS INTERACTIVE VIDEODISC? Interactive Videodisc Instruction is a presentation media that is becoming widely used for training. The interactive videodisc hardware system combines a personal computer, a videodisc player, and a touch-screen monitor. Video and audio for the training are contained on a laser videodisc. The personal computer provides computer graphics as well as programming to control the sequence of presentation. Computer images can also be overlaid on video. ISSN 0019-0578/90/03/0017/03/$2.50© ISA 1990
A laser videodisc is like a random access video memory. A single side of a videodisc contains thirty minutes of moving video or 54,000 individual video frames. The personal computer can instruct the videodisc player to access a single frame or video sequence. The trainee interacts with the system through the video monitor, typically through a touch-sensitive screen. Trainee interaction affects the sequence and branching of the computer program. For example, a correct response to a question might take the trainee to the next teaching sequence, while an incorrect touch may branch the trainee back to review material already taught. In addition, the computer can be used to keep track of trainee interaction. For example, a typical record keeping package would collect data such as student scores, time date, and duration of training. Interactive videodisc training can be designed so that it is highly individualized and can be done without an instructor present. In addition, the touch-screen monitor provides a means for hands-on practice in skills-oriented topics. In order to take a lesson, a student turns on the computer, monitor, and videodisc player at a particular learning station. After loading the videodisc and entering a predetermined access code, the lesson begins. A typical lesson provides a pretest to determine the ISA Transactions
•
Vol. 29, No. 3
17
existing level of skill and knowledge before training on a particular topic. Based on pretest scores, a trainee may decide to complete an entire lesson or only those areas in which pretest scores were below a standard. Training is typically presented in short segments, each requiring interaction from the trainee before going on. Presentation of material can be repeated as often as necessary to assure mastery. Practice exercises may follow the teaching segments. Often, the practice exercises provide simulations of realistic tasks. A post test may also accompany each lesson. A typical one-sided videodisc provides approximately 2 to 4 hours of training.
APPLYING INTERACTIVE VIDEODISC TO INSTRUMENT CALIBRATION Instrument Society of America chose interactive videodisc as the presentation medium for a series on Instrument Calibration. The series consists of five lessons. The first lesson, "Principles of Calibration," focuses on the importance of calibration, measurement errors and standards, and the why's behind the general steps in a calibration procedure. The remaining lessons in the series teach calibration procedures for different types of transmitters: pressure, temperature, flow, and level. The features of interactive videodisc make it appropriate for teaching the skills of instrument calibration. Although calibration is primarily a hands-on skill, it also requires a theoretical understanding of instrument standards and errors associated with measuring instruments. The capabilities of interactive videodisc to provide both realistic video for procedures and high-quality graphics for theoretical teaching make it effective in both areas. In addition, the design of the instruction can provide guided presentation of new material with a more open-ended simulation for practice.
DEVELOPMENT PROCESS The process of developing the Instrument Calibration series began with determining performance objectives for each topic. Interactive videodisc instruction is well-suited to performance-based training, because the instruction requires the trainees to perform the skills by interacting with the touch screen. Part of the objective development process also entailed selecting the specific types of equipment to be shown in each videodisc. In addition to determining objectives, it was essential to define the target population for the training. The primary audience comprised instrument technicians, both new technicians from technical schools and technicians being crosstrained from other skilled trades in the plant. In addition, it 18
ISA Transactions •
Vol. 29, No. 3
was assumed that engineers might use portions of the lessons. Another aspect of the development process involved coordination with industry experts to assure technical accuracy of the content and that the material was up to date. A telephone survey of ISA members was conducted to determine what types of instruments to use as examples of each type of transmitter shown.
LESSON DESIGN The approved objectives and target population description were the guides used to determine the overall instructional design features for the lessons. It was decided that each lesson would have a pretest and a post test. These tests would be performance-based, correlated to the objectives. Trainees would be able to use the pretest to determine whether training in a particular topic area was required. The post test would be used to evaluate the performance level of the trainee after taking the lesson. Scores on the post test could also indicate specific areas in which further instruction might be warranted.In addition to the tests, each lesson would include teaching segments and practice exercises. These sections would also be designed around the specific performance objectives. A typical teaching segment introduces a particular skill, illustrates it visually, and explains the major teaching points. Then the trainee is asked to apply this information by performing the skill in a slightly different situation. If the trainee performs correctly, he proceeds to the next teaching segment. However, if the skill is not performed properly, remediation is provided. In a remediation sequence, the information may be retaught with a slightly different focus, or the trainee may be given help that is directly related to the incorrect choice made. Interactions in the teaching sections are not scored, and the trainee can repeat information as often as desired. After completing a teaching section on a particular topic, the trainee is provided an opportunity to try related practice exercises. The practice exercises are designed to simulate real hands-on skills. Typically, a practice exercise applies the generic skills to a variety of new situations. For example, if the presentation section illustrated transmitter calibration with one brand or type of transmitter, the practice exercises would ask the trainee to calibrate other brands or types. In order to make the simulations as realistic as possible, appropriate technical documents, such as manufacturer's instructions, can be provided through an onscreen reference key. Because the target population for the ICS videodisc lessons included several groups with different learning needs and learning styles, it was important to organize the lessons so information could be easily accessed. At the beginning
of each lesson, trainees are given three options: to take a pretest, to begin a default path through the entire lesson, or to go to a lesson menu. The menu lists the major teaching sections of the lesson. Touching any heading on the main menu accesses a submenu. The submenu provides a breakdown of subtopics as well as all practice exercises. Using the menus, a trainee can access a particular topic of interest or select a particular topic for review.
ADMINISTRATION A N D RECORD KEEPING The administrative capability of a system is a prime concern to users of interactive videodisc courseware. Because an interactive videodisc system is controlled by a personal computer, the system can be used to keep computerized training records. This feature is especially important if the system is to be used for independent study in a facility. The administration system is used to perform functions such as courseware installation, student enrollment, data collection, and record keeping. An effective system accomplishes each of these tasks easily but also provides the power and flexibility to customize the system to a particular facility's setup. The administration system must be able to accommodate facilities with one or several hardware systems. It must be able to provide efficient data collection, whether the systems are independent or networked. The administration system must also provide data collection and record keeping functions that can be customized to meet varying needs. For example, some facilities may require complete scores and data for all trainees to be used for certification or promotion. In another facility, some groups may object to any kind of score keeping. A system must be able to have scoring and data collection features that can be set for individual trainees, courses, or plant sites.
FEATURES A N D BENEFITS OF INTERACTIVE VIDEODISC INSTRUCTION Interactive videodisc instruction has become the training medium of choice at large corporations around the world. The primary reason is that it is cost-effective. Interactive videodisc instruction has been shown in numerous studies to reduce training time by approximately 50%. This reduces the trainee's time off the job and also makes more efficient use of training facilities and personnel. In addition, because the hardware can be used at any plant location, there are no travel costs for trainees. Because training itself can be done independently, instructor time is also reduced. Instructors can be freed to focus on plant and company-specific applications of the generic principles discussed. In addition, the computerized administration system does record keeping chores that would also traditionally fall to the instructor. In addition to being cost-effective, interactive videodisc training has also been shown to be more effective in terms of performances learned and retained. Learning is based on performance objectives. Trainees must demonstrate proficiency before moving on to more advanced areas. The learning is also individually paced, so that trainees can spend as much time on a topic as necessary for mastery. The video-based, interactive approach is also more motivational. Trainees can practice hands-on skills in realistic situations. There is greater transfer of knowledge to the job.
S U M M A R Y A N D CONCLUSIONS Interactive Videodisc Instruction can be an effective and economical training methodology. It allows hands-on practice of skills through on-screen simulations. In addition, the computer can be used to perform administrative and record keeping functions.
ISA Transactions
.
Vol. 29, No. 3
19