{"id":285,"date":"2019-12-01T19:19:31","date_gmt":"2019-12-02T03:19:31","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru0112\/?p=285"},"modified":"2019-12-01T19:19:31","modified_gmt":"2019-12-02T03:19:31","slug":"virtual-on-the-job-training","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru0112\/virtual-on-the-job-training\/","title":{"rendered":"Virtual On-The-Job Training"},"content":{"rendered":"

When assessing how technology can apply to learning there are many different approaches that can be taken.\u00a0 Through the process of the Stanford d.School\u2019s Design Thinking Process (2016), it became evident that Christina and Leigha have very different perspectives when it comes to the application of technology to learning.\u00a0\u00a0<\/span><\/p>\n

Christina works for a tech company making technology-enabled learning environments primarily for military personnel. She is responsible for designing and leading development teams in the creation of digital learning products and environments. These learning aids support or enforce learning that takes place in curriculum which is not created or controlled by her company.\u00a0\u00a0<\/span><\/p>\n

Leigha runs an accounting firm and is a finance professor at Capilano University (CapU).\u00a0 At CapU, she employs digital learning tools to support the learning environment and curriculum she designs.\u00a0 The learning tools are not created by Leigha and she has limited control within the functionality and restrictions of the tools.\u00a0<\/span><\/p>\n

\"Design<\/p>\n

While working through the Design Thinking Process (Carter, 2018), Christina and Leigha discussed the needs of their students and compared their outlooks on intellectual risk taking and engagement in online learning within their diverse professional fields.\u00a0 Through this discussion, they found that if a virtual environment could replicate the reality of on-the-job training, both types of learner groups would benefit. Christina\u2019s military students are often dealing with massive and expensive equipment, not to mention, life and death situations. Although they may have read instructions or learnt specific steps to follow within a classroom environment, they have to wait until a ship or tank and a supervisor is available to really understand how to read the situation and what the often, very severe repercussions of failure are.\u00a0 Leigha is in quite a different situation, where her students are not dealing with life and death situation, but following the law. Leigha is able to guide them towards the correct method of thinking in order to follow the law and complete a task. Leigha uses digital accounting tools to aid learning and support the curriculum she has taught. The digital accounting software available has limited flexibility and control, either providing too much guidance or just referencing textbook material.\u00a0\u00a0<\/span><\/p>\n

Although the learners are from two very diverse industries, the conclusion that the creation of a digital learning environment that mimics reality for on-the-job training, would be ideal.\u00a0 This idea is in alignment with Jeffrey Dalto who argued that unlike media that came before, these new immersive environments allow for areas that previously were only able to be learned on the job, be brought to the classroom (Dalto, 2018).\u00a0\u00a0\u00a0<\/span><\/p>\n

Problem Statement:<\/span><\/p>\n

Within an integrated online learning platform, how can we create real like consequences so that students experience the emotions and feelings of what failure could mean?<\/span><\/p>\n

Solution:\u00a0<\/span><\/p>\n

An online learning platform that includes:<\/span><\/p>\n