e-learning in the Industrial Refrigeration Industry

IRC TechNote e-learning in the Industrial Refrigeration Industry Industrial Refrigeration Consortium College of Engineering University of Wisconsin-Madison June 26, 2003

e-learning in the Industrial Refrigeration Industry This TechNote addresses trends in training and education for personnel at all levels involved with complex systems and technologies, such as industrial refrigeration. First, we outline the rationale for training those responsible for the design, construction, management, and operation of refrigeration systems. We then provide a comparison of existing training approaches and conclude with recent advances in course delivery that offer good potential to enhance your companies training programs for staff ranging from operators to managers. Motivation The technical knowledge and skills required of personnel who design, construct, manage, operate, and maintain complex systems, e.g. industrial refrigeration, are rapidly expanding in both breadth and depth. To some extent, this change has been driven by OSHA's Process Safety Management Standard; however, many refrigeration end-users are independently realizing that increasing their staffs' skill levels can provide benefits above and beyond merely satisfying regulatory requirements. These end-users have recognized that enhanced knowledge and skills can significantly improve the safety, reliability, efficiency, and productivity of their industrial refrigeration systems - all of which lead to greater profitability and reduced risk. Regardless of the drivers, the importance of developing, enhancing, and growing the technical skills of individuals responsible for industrial refrigeration is steadily increasing. What can enhance the skills and capabilities of those involved with industrial refrigeration? The answer to this question is complex but many would agree that a necessary ingredient is better training and education. Training and education develop an individual s skills through formal instruction as well as supervised practice to make that person fit, qualified, or proficient to execute their job responsibilities. As the number and level of these responsibilities increase, the need for training and education also increases. For staff at all levels, from those that manage or engineer refrigeration systems to those that operate them on a day-to-day basis, continued development of knowledge and skills through ongoing training and education will be essential in the 21 st century. How can effective training and education be efficiently delivered to those that require it? This challenge has always existed; however, the landscape of our world has changed dramatically during the last quarter century, and many of these changes have had a direct effect on how we deliver effective technical training and education. Let s look at emerging trends. Introducing e-learning The rapid development of the Internet and related technology that occurred during the late 1990 s spurred considerable interest in the use of new electronic communication applications for a wide variety of business processes. In the context of technical training and education, e-learning IRC-2003 2

offers the promise of using new information technology to deliver improved training at costs competitive with traditional methods. Just what is e-learning? Various organizations and experts offer a variety of definitions, some of them conflicting. For our purposes, we can define e-learning as the following: e-learning is a set of instructional methods & philosophies that make use of electronic communication technologies to develop knowledge or skills by instruction or study Approaches to Adult Learning Traditionally, there have been a number of informal and formal approaches for providing training and education to adult learners. Informal approaches include mentoring and "on-the-job training. Informal approaches have their place, but the need for formal presentation of technical content in an organized, structured manner will always exist. This TechNote addresses these formal approaches classified as either self-directed or instructor-led. Each of these classifications can be further subdivided into those using traditional delivery methods and those using e-learning methods. Self-Directed Learning Programs Self-directed learning can cover a rather broad spectrum of approaches. At the extreme, a minimally structured program might have participants solely responsible for seeking information and learning about a subject. Here we assume that the self-directed learning program provides previously prepared material to the participating learner, who autonomously studies the material. The effectiveness of a self-directed learning program is dependent on a number of factors. Two critical factors involve the learner and the provider. Since the readiness and receptivity of individuals to self-directed learning can vary widely, instructional design of educational content to address a range of adult learning styles is crucial. Because no learner can be completely autonomous while engaged in self-directed learning activities, on-going support is essential to help learners as they grow. The quality and accessibility of a support infrastructure for learners is essential for success with this approach. An advantage of self-directed learning programs is that content can be made available to participants on-demand, according to their own schedules. While development costs are relatively high, the delivery costs (once the material has been developed) are low. It is important to recognize that offering a quality learner support infrastructure, to answer questions, etc., will add to the delivery costs. In an e-learning context, the self-directed learning material can be designed for accessibility in a distributable electronic form on computer media (CD, DVD, etc.) or over the internet. IRC-2003 3

Such options offer the potential to incorporate special features to reach those with disabilities or learning impairments. Instructional designs can also utilize multi-media to cover the range of individual learning styles: visual, auditory, and tactile. Animation, photos, diagrams, and sketches can be used to address visual learners. Recorded voice and other sounds (such as a pump cavitating) can be captured and integrated into self-directed learning modules to facilitate auditory learners. Addressing the needs of tactile or kinesthetic learners is more difficult since their style leads them to learn best through hands-on activities. The design and development of self-directed e-learning learning resources also offers the opportunity to address other factors that are crucial to learner success. DeJoy and Mills (1989) identified the following critical features of successful self-directed learning programs: 1.) opportunities to practice new learning immediately 2.) feedback on performance at regular intervals 3.) adjustable levels of difficulty 4.) adjustable pace of presentation 5.) control of the sequence of information presented 6.) possibility for reviewing/correcting/repeating information 7.) opportunity to exit and reenter program without repetition 8.) ability to save responses for future use Today's technologies for electronic communications allow these capabilities to be incorporated into self-directed learning programs more easily than into traditional programs. Table 1 summarizes the advantages and disadvantages of traditional self-directed learning programs. Instructor-Led Programs The key feature of instructor-led programs is the presence of a subject matter expert who develops, directs, and delivers educational content. The subject matter expert also serves as a mentor and resource to answer questions raised by participants. Instructor-led programs can be highly successful but their success depends on a number of requisite factors. First and foremost, instructor-led programs have to address the needs of the audience, including learning style, experience, skills, and learning objectives. Subject matter experts have to be more than just knowledgeable they must be able to effectively convey complex technical concepts at a level the audience can understand. A subject matter expert who does not possess the skills and qualities of a good teacher will not be effective even if they have a high degree of technical expertise. IRC-2003 4

Traditional instructor-led programs have several advantages that arise from the physical proximity of instructors and learners. Attendees have the ability to interact with instructors, and the instructors can adjust their presentations in response to feedback from the participants. Learners also benefit from interactions with each other, and may tend to motivate each other to greater success. Traditional (classroom setting) instructor-led programs have been effective and will remain an essential component of delivering technical training and education for industrial refrigeration systems and technologies. The major disadvantage of this approach is the necessity for all participants to be present at the same location at the same time for the duration of training. Like self-directed learning programs, traditional instructor-led programs will continue to play an important role in providing technical training for industrial refrigeration. The fundamental challenge is to recognize the advantages and identify strategies to mitigate the disadvantages listed in Table 2. Approaches for e-learning If we accept that e-learning encompasses the development and delivery of educational content using some type of electronic means, the next step is to consider the manner in which that educational content is delivered. It is important to provide learners with a structured environment so they can acquire the skills, knowledge and capabilities to effectively engage industrial refrigeration systems and technologies. Like traditional pedagogical approaches, e-learning can be utilized for the development and delivery of content on technical subjects. E-learning in both self-directed and instructor-led formats offers opportunities to address the weaknesses of traditional approaches. Let s look at each individually. Self-Directed e-learning In an e-learning environment, some of the previously mentioned drawbacks can be minimized or eliminated. Self-directed e-learning programs have a different set of advantages and disadvantages summarized in Table 3. Clearly, self-directed learning programs and approaches can have a role in providing the technical training and education for industrial refrigeration. It is important to keep in mind that individuals can vary widely in their ability to absorb information and function in a self-directed environment for learning. Instructor-Led e-learning Instructor-led programs have been effective and will remain an essential component of delivering technical training and education for industrial refrigeration systems and technologies. We have attempted to remove the accessibility barrier by pursuing the development of an instructor-led e-learning approach that utilizes web-conferencing as the primary mode for content delivery. The remainder of this TechNote describes the programs developed to-date along with their key features. IRC-2003 5

Industrial Refrigeration e-learning Programs Since its inception, the IRC has worked to develop strategies and approaches that provide effective, high quality industrial refrigeration training and education. The majority of our efforts are built around traditional instructor-led approaches; however, some would consider our eeducation as a blend of both self-directed and instructor-led approaches. We continue to seek approaches that overcome the disadvantages of traditional instructor-led and self-directed learning paradigms while strengthening and expanding their advantages. In 2001, the IRC began an initiative to explore the use of the internet to deliver industrial refrigeration systems training in an instructor-led format. The result was the development and delivery of the industry s first web-based course titled Overview of Ammonia Refrigeration Systems. Feedback from attendees was positive, particularly regarding the structure of the course and its delivery. Subsequent course offerings were refined, based on participant comments, and the current version of the course has the following features: Instructor-led format: Each learning session has a lead instructor as well as a support instructor. During each learning period, the lead instructor has the primary responsibility for delivering (lecturing) content while the support instructor provides additional input to enhance content delivery as well as facilitating in managing questions from the course participants while on-line. Delivered over the web: The course content is delivered over the internet using the web conferencing software, Placeware. Participants need only a standard web browser to see visuals that course instructors are presenting. The audio portion of each on-line session is carried using a standard teleconference call bridge. Manageable learning periods: The Overview of Ammonia Refrigeration Systems course meets for two hours per day and three days per week (Monday, Wednesday, and Friday) over two and one-half weeks. Each day s session is split into two fifty-five minute learning periods. The shortened learning period is intended to sustain a high level of participant attention. Allows participant-instructor interaction: The IRC has developed six ways for participants to interact with instructional staff during on-line sessions and off-line between sessions. During on-line sessions, participants can interact with instructional staff by sending text "chat" messages, changing their status within Placeware, or by speaking directly over the audio teleconference bridge. Off-line communication between instructors and participants is accomplished by e-mail, professionally-staffed toll-free telephone hotline, or by a web-based discussion bulletin board. The multiplicity of approaches allows participants to use methods of interaction that are most comfortable to them. Homework: Another key feature of the IRC s web-based programs is homework. The homework is designed to reinforce the principles presented in the electronic classroom. Also, many of the homework problems require participants to develop solutions specific to their individual refrigeration systems. By design, the homework strengthens the link IRC-2003 6

between the classroom and the engine room. Interactivity: Placeware has features that facilitate interaction between instructional staff and participants. During on-line sessions, we utilize interactive polling features to present anonymous "mini-quizzes", which gauge the participants' understanding of the material being presented. These features also allow us to raise more difficult questions that initiate on-line discussion. Archived on-line sessions: Each on-line session is recorded and made available to course participants on the web for a limited time. The recorded on-line sessions allow participants to reinforce previously presented materials through off-line review or to view presentations that they may have missed. The recorded sessions serve only as a resource for those enrolled in the current course they are not used for subsequent classes. Quality written materials: Prior to starting a course, written materials are sent out to each course participant. In addition to providing instructions for participating in the structured learning sessions, the course materials include all of the presentation materials for each session. A textbook chapter supplements each individual session of the course; thereby, bringing a self-directed learning element to the delivery. Concurrent with the development of the Overview course, the IRC partnered with Kraft Foods to develop a comprehensive program aimed at building the skills and capabilities of ammonia refrigeration operators at Kraft Food facilities. Like the Overview of Ammonia Refrigeration Systems program, the Kraft Foods Ammonia Operator Training Program is a web-based program delivered over the internet. In addition to the features listed above, the Kraft program includes an assessment element. The Kraft program began with baseline testing of each ammonia refrigeration operator to assess their knowledge in a number of competency areas. The operators' performance on the baseline tests highlighted areas to be addressed in strengthening the training program. The benchmarking process also allowed IRC staff and Kraft Foods managers to gauge the effectiveness of the training program by comparing pre- and posttraining performance. Conclusion There are several approaches to providing training for refrigeration staff, each of which has its advantages and disadvantages. Any training program should consider these factors as well as the individuals' training needs and learning styles. All too often, the emphasis is solely on the cost of training while the value of the training is either assumed or overlooked. The IRC continues to develop strategies and approaches that effectively build the technical skills and capabilities of refrigeration staff at all levels. Our approach to web-based training can be considered a blend of instructor-led and self-directed learning approaches. The approach has been well received by attendees and resulted in good success as indicated by carefully conducted quantitative evaluations. The instructor-led facet of the training involves delivery of IRC-2003 7

content over the internet using web-conferencing tools. The self-directed learning element provides attendees with high-quality written materials to supplement the on-line presentations and for further self-study. This blended approach enriches the learning experience for attendees with varied learning styles to achieve effective refrigeration-related training while breaking down barriers of space and time. References Braman, O. R., The Cultural Dimension of Individualism and Collectivism as a Factor in Adult Self-Directed Learning Readiness, Ph.D. Dissertation, University of Southern Mississippi, (1998). Confessore, G. J. and Barron, D. L., Learner Orientations Among Baby Boomers, Expanding Horizons in Self-Directed Learning, H. B. Long (ed), University of Oklahoma, pp. 39-51, (1997). DeJoy, J. K. and Mills, H., Bridging Theory and Practice: Applications in the Development of Services for Self-Directed Learners, appeared in Self-Directed Learning: Emerging Theory and Practice, H. B. Long (ed), Oklahoma Research Center, pp. 13-42, (1989). Kerka, S., Myths and Realities of Self-Directed Learning: No. 3, Clearinghouse on Adult, Career, and Vocational Education, Center on Training and education for Employment, Ohio State University, (1999). Merriam, S. B. and Caffarella, R. S., Learning in Adulthood, 2 nd Edition, Jossey-Bass, San Francisco, CA, (1999). About the IRC The IRC is a collaborative effort between the University of Wisconsin-Madison and industry. Together we share a common goal of improving safety, efficiency, and productivity of industrial refrigeration systems and technologies. We realize this goal by conducting applied research, delivering knowledge transfer, and providing technical assistance. The IRC offers its members a unique resource built upon professional staff that have academic qualifications, technical expertise, and practical experience with industrial refrigeration systems and technologies. We constantly strive to provide our members with high-quality objective information that is not biased by an affiliation with any particular organization. Currently, the following industry leaders are reaping the benefits of membership in the IRC: Alliant Energy, CF Industries, General Mills, Kraft Foods, NOR-AM Cold Storage, Sargento Foods, Schoep s Ice Cream, Tropicana Products, Wells Dairy, Xcel Energy. Complementing our end-user members in the IRC are the United States Occupational Safety & Health Administration (OSHA) and the Environmental Protection Agency (EPA) are also members. For more information on membership, browse our website at: www.irc.wisc.edu or contact us at info@irc.wisc.edu. The IRC is wholly funded by external funds. IRC-2003 8

Table 1: Traditional Self-Directed Learning Programs Available on-demand Low delivery cost Advantages Content can be provided to individuals as they request it. Once developed, the delivery costs are low. Learner support High development cost Disadvantages Difficult and costly to update and maintain Requires motivated and autonomous individuals Can be viewed as a convenience Difficult to provide direct support (e.g. for answering questions) to learners. The development cost for programs that incorporate all of the features noted above as well as high quality technical content results in extremely high development costs. As technology continues to evolve, the initial self-directed learning program will require continual updates. This increases the level of risk and cost to the organization that has funded the program. The success of self-directed learning approaches tends to correlate with an individual s level of education. Some organizations view self-directed programs as a convenience to simplify the process of training new and existing staff.

Table 2: Traditional Instructor-led Learning Programs Advantages Expert instructors leading training Attendees have the ability to interact with instructional staff Participants can motivate each other Instructors can obtain immediate feedback from participants Effective instructor-led learning programs rely on participation of subject matter experts to lead training sessions. One of the most significant advantages of instructor-led training programs is the opportunity for participants to get immediate answers to their questions. Course instructors provide an important motivating force for participants; however, course participants can synergistically motivate each other as well. If participants are struggling to absorb presented materials, a good instructor will be able to adjust the delivery to bring the participants along. Disadvantages High development cost Easy to update & maintain course content High delivery costs Scheduling Intensive The development cost for instructor-led programs can be somewhat high but will likely be less than self-directed programs. Significantly easier to update, expand, and enhance instructor-led programs. Delivery costs can be high, particularly if travel is required to participate. Instructor-led programs require that participants meet during scheduled dates and times. All day courses over several days take their toll on even the most interested learner. Ability to absorb information diminishes as course duration increases. IRC-2003 10

Table 3: Self-Directed e-learning Programs Advantages Available at any time and in any place Ability to incorporate a number of features critical to self-directed learner success Low delivery cost Ability to track and document learner Progress Learner support Disadvantages Content can be provided on individual media (CD, DVD, tape, ) or made accessible over the internet. Although no self-directed programs cover all of the features mentioned above, it is theoretically possible. Once developed, the delivery costs are low. A feature that is important for monitoring individual development. Difficult to provide direct support (e.g. for answering questions) to learners High development cost Difficult and costly to update and maintain Requires motivated and autonomous individuals Can be viewed as a convenience Development cost for programs that incorporate desirable features as well as high quality technical content leads to extremely high development costs. As technology continues to evolve, the initial self-directed learning programs require continual updates; thereby, increasing risk and cost. The success of self-directed learning approaches tends to correlate with an individual s level of education. Some organizations view self-directed programs as a convenience to simplify the process of training new and existing staff. IRC-2003 11