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• W2200669358 abstract "Fifteen staff at the University of the South Pacific were trained in Macromedia Flash by developing a CD-ROM for use in a distance learning course. Rather than divide the workload into specializations, as is the standard practice in multimedia production (Rutkowski, 2001; Hughes, 1999), we distributed the workload into equivalent crosssections of the necessary skills. Our view was that the standard “assembly line” multimedia production process could impede both the training and production aspects of an in-situ training project. By creating interchangeable work units, the cross-sectional approach enabled the project to succeed in spite of a substantial staff dropout rate, and helped to provide a variety of roles for the participants, which is a critical characteristic of immersive training strategies (Herrington, 1995). However, generalization did not automatically follow this cross-sectional divisional of labor, as most participants still required additional examples within each role to generalize their skill-set. Introduction The University of the South Pacific serves 12 island-nations distributed over 33 million square kilometers of ocean (The University Region, 1999). Approximately half of the students study outside the main campus (USP Summary Statistics, 2001), and have significantly less access to lecturers than do on-campus students. In an effort to enrich the learning experience of these remote students, the University initiated a program to create interactive CD-ROMs in support of coursework. One of the first projects involved transferring a print-based Fundamentals of Engineering Drawing course into an interactive CD-ROM for distribution among the dozen member-nations, including 30 separate animations created in Macromedia Flash and over 100 separate audio tracks. Because I was the only staff member with significant Flash experience at the onset of the project, and as there were no funds nor time available to send staff on training courses, we needed to combine training for this project with production of the project at no cost. We designed this in-situ training project with this goal in mind. In-situ training has been used in a wide variety of circumstances: for ecological conservation in India (Badola, 1999), community media training in Africa (Mwangi, 1996), sexual abuse prevention skills in the United States (Miltenberger, Roberts, Ellingson, Galensky, Rapp, Long & Lumley, 1999), a bamboo training program in India (Bakos, 2000), an art restoration in Thailand (“The Restoration of Wat Sratong”, 2000), and is even the technique proposed for a study in the training of robots with NASA (Handelman, 2002). But while Insitu training techniques clearly have broad applications, they also have many potential drawbacks. Factors such as the cost of importing the necessary equipment to the workplace (Eleftheriou, 2000), geographical isolation of trainees (Clyatt, 1998) and lack of proper planning (Badola, 1999) have all caused problems with past in-situ training projects. Because geographical and equipment-transport issues were not a factor in this case study, we focused on project-planning methodologies for in-situ training projects. In a situated learning environment, “knowledge and skills are taught in contexts that reflect how the knowledge will be used in real-life situations.” (Lankard, 1995) In-situ training methods are meant to enable such experiential learning situations. According to existing literature, these situations are most effective when the learners engage in a variety of roles and have the chance to apply what they learn in the target environment (Oliver, Herrington, Herrington, & Sparrow, 1996; Herrington, 1995; Brown, Collins, & Duguid, 1989). Past studies of in-situ training techniques as they pertain to multimedia have focused largely on the role of multimedia as an in-situ training aid through simulation (Chmielewski, Pandya, Woolford, Adolf, Whitmore, Berman, & Maida, 1998; Teo, 2000; Wilson, 1995; Chambers & Stacey, 1999). This case study examines how in-situ training can be used to teach multimedia development skills. Specifically, I focus on how division of labor can affect both the training and production aspects of an in-situ multimedia-training project. By dividing the participants’ workloads into cross-sections of the entire set of skills needed for the project, we aimed to elicit the varied roles identified by prior studies as critical to such learning situations (Lankard, 1995; Oliver et al, 1996; Herrington, 1995). Through this division of labor, we also hoped to provide “padding” on the production side by producing a pool of equivalently skilled staff who could cover for each other when necessary." @default.
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• W2200669358 title "The Role of Division of Labor in an In-situ Multimedia-training Project: a South Pacific Case Study" @default.
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