FREE ESSAY ON COMPUTER BASED TRAINING BUSINESS INTERCHANGE

COMPUTER BASED TRAINING BUSINESS INTERCHANGE

COMPUTER BASED TRAINING (CBT) 
BUSINESS INTERCHANGE
Dallas Baptist University
Spring 1999
MISM 6330, Section 01
Database Management Systems
Instructor: Mary Braswell, MBA
Mary L. Everitt
19 April 1999
Table of Contents
Introduction
Computer-based training (CBT) is an all-encompassing term used to describe any
computer-delivered training including CD-ROM and the World Wide Web. CBT courseware
curriculum development involves the use of integrated multimedia training tools that have
taken the lead in developing training courseware. We have always had workplace learning
systems. People best learn many tasks and skills at the workplace or very close to the
workplace. There is also plenty of evidence to suggest that if people learn a task or a
skill at their workplace, they are more likely to transfer that skill to actual work
performance. The interfacing between workplace learning systems and corporate learning
systems is a critical strategic issue. In today's corporate environment centered around
cost cutting initiatives there is major pressure from corporate management to keep
training near the workplace to avoid the high cost of travel. The purpose of this
research paper is to examine new CBT technologies available, evaluate the current CBT
presentation methods and explore emerging technologies in the CBT business industry.
Computer Based Training (CBT)
Pacing, branching, and interaction are three unique characteristics that multimedia tools
bring to education. As costs decrease and the advantages of multimedia are documented,
corporations are rapidly adopting this new instructional method. Major benefits to the
individual and organization include instructional flexibility, increased retention,
decreased instructional costs, improved performance monitoring, and record keeping. 
Web-Based Training
Interactive Distance Learning
Computer Based Training (CBT) Advantages
MULTIMEDIA BENEFITS 
Corporations agree that training can ...raise productivity, build loyalty, and boost
profits (Henkoff, 1993, p. 62). Traditional corporate instructional methods include
on-the-job training, national instruction centers, self-paced in-house video training,
workshops, conferences, and manuals. As large organizations further define their
instructional strategies they will continue to use a combination of these methods, but
they are also introducing multimedia to take advantage of its benefits, both for the
individual and for the organization (Oz & White, 1993). 
New Employees Don't Have to Wait for Training 
In many organizations a few people are responsible for presenting training to a large
number of employees in a variety of situations. These situations include orientation and
basic skills for new employees, continuing technical skills training for specialized
employees, and non-technical and/or remedial skills or regulatory training. Multimedia
methods allow timely training for all employees. For Federal Express, The greatest
benefit [to multimedia training] is time compression... (Tynan, 1993, p. 43). 
Take the Training to the Employee 
With the use of networks, notebook computers, and multimedia CD-ROM players, training can
be integrated directly into the employee's work, home, or commuting environment (Caton,
1992; Sony, 1993). Multimedia allows us to do remedial training at point-of-need for
people in all locations (Bjorling, 1992, p. 6). 
Each Employee Gets Personalized Training 
Using multimedia authoring software a manager can design training around specific
employee requirements. Thus, employees can automatically study material that meets their
specific needs. For example, over 10,000 Allstate insurance agents and 15,000 support
staff need to understand the legal language of insurance policies and explain it to
customers. As needed, agents can study auto, homeowners, or business insurance (ICON
Associates, 1992). 
Each Organization Gets Personalized Training 
The organization can maintain and monitor its instructional standards program. From both
a legal and safety perspective, corporate managers are concerned about employees
receiving the same training and about the corporation's documentation of training
programs. Computer-managed instruction provides for these needs. Xerox can guarantee a
consistent level of education to its far-flung service personnel... (Tynan, 1993, p. 42).

Learning Is Self-Paced 
Since computer-based training (CBT) is self-paced and flexible, students can skip
material they have already mastered and concentrate on material they have not yet
learned. Additionally, students can play back materials for review. Students ...develop
skills faster and have higher retention rates when they control the training vehicle as
they can with CBT (Janson, 1992, p. 92). 
Increased Retention 
Research, comparing traditional classroom methods with multimedia training, shows the
latter to be more effective in helping employees retain information because of the
increased relevance of the training. Bethlehem Steel has several multimedia training
courses available and has found that employee retention improved 20 to 40% (Interactive
video, 1991) when multimedia training is used. A Department of Defense study on
multimedia training found that on average retention improved 38% (Ultimedia, 1992). 
Materials Can Be Easily Revised 
Revision of multimedia programs is easy to accomplish. Once resource materials are
obtained, they can quickly be added, deleted, modified, or re-arranged to fit corporate,
government, or individual needs. This was an important reason for Hughes Aerospace and
Defense to adopt multimedia technology (Tynan, 1993). 
Record Keeping Is Facilitated 
Since computer-managed instruction can develop and score tests and monitor each student's
performance, the computer takes on some of the more routine record keeping duties.
Therefore the instructor has more time to develop course material and provide
individualized instruction. BellSouth meets OSHA safety requirements by tracking ...the
participation and performance of each employee (IMC, 1993, p. 7). 
Decreased Training Costs 
Multimedia training startup costs are high. The initial costs include the acquisition of
hardware, authoring software; digital resources such as photos, video, and sound;
training of current staff and/or hiring of newly skilled people; adaptation of current
training goals and methods; and development of new programs. Maintaining manuals, videos,
and other traditional training materials can also be costly. However, the use of
multimedia may reduce some of these costs. Once initial training expenditures have been
made and values identified, it is the consensus among industry users of multimedia
training that interactive multimedia is cost effective. Dow Jones is beginning to realize
benefits from their investment, after investing in multimedia training nearly five years
ago (Smith, 1993). Steelcase, Inc. ...has reduced cost from $200 per employee per year to
only $20 for training its 4,000 employees... (Oz & White, 1993, p. 36). 
Atmos Energy Corporation, a gas utility with headquarters in Dallas, chose computer-based
instruction to train employees in time-management and computer applications. The firm
eliminated the need to send trainers to its more than 80 locations in Texas, Oklahoma,
and Kentucky. Industry is recognizing the cost-effective benefits and accepting
multimedia and computer-based instruction. Educational research investigating the use of
traditional teaching and multimedia methods in the learning process also supports the use
of new technology (Kotlas, 1992; McNeil & Nelson, 1991; Oblinger, 1992). Perhaps the MIS
course can also benefit (2).
Computer Based Training (CBT) Emerging Technology
Computer Based Training (CBT) Structure
Conclusion
Technology is affecting the delivery and economics of training, the make-up of training
department teams, and the tools available for developing internal training (1).
One major business use for multimedia tools is for training. Computer-based training
provides the ability to offer training to individuals on their schedule. I also provides
a consistent approach that can be tested and verified for accuracy.
Computer-based training makes it easier to track employee progress to determine which
staff need refresher courses and to help in promotion decisions. Because of the
flexibility in scheduling, it gives the employees the ability to plan their own education
and choose their own direction in the company. All of these benefits can be achieved at
lower cost with computer-based than with traditional training methods.
If computer-based training is used by enough people, it can be a cost-effective teaching
technique. It can also be expensive and time consuming to create the individual lessons.
Because of the costs, computer-based lessons may not be updated as often as conventional
handouts and textbooks. Standardized tools used to create the lessons are not yet in
place and companies run the risk of creating lessons using hardware and software that may
rapidly become obsolete, requiring the project to be discarded or rebuilt from scratch.
As the variety and quality of software tools and libraries improve, it will become easier
and cheaper to build lessons (8).
Multimedia is primarily associated with the characteristics of sound, music, graphics,
animation, and full-motion video. These are the same sights, sounds, color, and motion
that we have all become accustomed to through our one-way interaction with television.
The unique qualities that set multimedia apart from television and many other methods of
communication are its pacing, branching and interaction capabilities (MacNelly, 1993). 
Pacing 
Multimedia training allows students to begin at the appropriate learning level and
progress at their own rate. The pace of the program can be controlled entirely by the
individual or, if required by the organization or external regulations, can be computer
controlled. The program can advance rather slowly or more rapidly depending upon the
student's interest and capabilities. A student can begin or end a program at any time or
location, and can repeat sections at will or as dictated by the system. One can spend as
little as a few minutes focused on a specific task or as long as needed. 
Branching 
A student can determine the order of progression or path through the training program. In
addition, one can design the system to branch or change direction automatically based
upon the student's choice(s). Students can skip sections, return later, or follow a path
that is particularly relevant to them at the moment. Likewise, the instructor can design
educational modules that are especially appropriate for each person or for a specific job
description. Branching greatly increases educational options when compared with
traditional linear learning methods like books, videos, and lectures. 
Interaction 
Perhaps the greatest potential use of computer-assisted multimedia methods is student
interaction with a program. The student and the program can actually influence each other
in determining outcomes, as well as the next decision point. This interaction can be such
that the individual becomes more involved, intellectually and emotionally, in the
educational process. Interaction physically takes place between the program and student
with keyboards, mouse, joy sticks, touch screens, voice, sound, and wireless pointers.
More complex sensory experiences, the future of multimedia, are imminent with 3-D
programs and virtual reality systems. Multimedia is becoming so common within the
computing industry that new microcomputer systems come complete with sound, CD-ROM
drives, and almost enough memory to make them really work. Many types of general purpose
software incorporate multimedia characteristics without particularly emphasizing the
multimedia concept. The most commonly used types include presentation (Compel), word
processing (WordPerfect), database (Oracle), expert system (KnowledgePro), and graphics
(Color Wheel). Software developers are adding capabilities to integrate sound, animation,
and video to their current products as they market new versions. 
CORPORATE MULTIMEDIA 
A recent survey of 304 information systems executives shows that multimedia is currently
being used extensively for training and presentations (Multimedia, now and then, 1993).
Predictions for 1995 are that these uses will double. Other significant applications will
include multimedia databases and reference materials, desktop video publishing,
image-based implementations, voice annotation and desktop video conferencing.
Corporations willingly share their successful multimedia experiences. For example: GPU
Nuclear Corporation has a four-hour interactive training course including simulations
(Stafford, 1994). Fred Myer, Inc. expects to have more than 300 multimedia training
modules in its 128 stores by the end of 1993 (Greene, 1994). Chevron U.S.A. has used
lectures, slide shows, videos, and hands-on training, along with safety manuals, to train
employees on the Federal Department of Transportation safety standards for transportation
of hazardous materials. After some initial resistance, which often accompanies change,
groups are now requesting new multimedia training tools (Newson, 1992). Holiday Inn
Worldwide, Pacific Bell Company and accounting firms Ernst & Young and Deloitte & Touche
use multimedia training (Francis, 1993). DuPont is purchasing 600 multimedia work
stations (Splavec, 1992). Companies as diverse as Alyeska, which manages the 800-mile
trans-Alaska pipeline, The New England, a chartered mutual life insurance company, and
IDS Financial Services now integrate multimedia into their training programs (Tynan,
1993). 
Estimates are that by 1996 U.S. corporations will spend $302 million training employees,
an increase of approximately 800% since 1990 (Tynan, 1993). Much of this increase in
training dollars is for multimedia software, hardware and program development.
Web-Based Training
Web-Based training from all perspectives provides an excellent platform for delivering
and tracking training, and as technology advances, will become a preeminent medium for
training as well (1).
The Training
As the market expands, increasing emphasis will be placed on the instructional design of
Web-based training. Successful companies will be those who are most able to maximize the
instructional potential of the Web. Looking at lessons learned from the computer-based
and CD-ROM-based training market can help new companies and experienced companies with
successful new ventures. These lessons include being early to embrace new technology, not
underestimating the value of a personal touch, and making sure that technology bells and
whistles don't overwhelm the instructional content.
New Services
While technology becomes more sophisticated and necessarily more serviceable, competition
will increase. In addition, the buyers of Web-based training will become more
sophisticated. A more educated client base with more options will demand better
administration and tracking services from its vendors, necessitating the development by
vendors of a total solution.
Evolution of Technology
The Internet and intranet industry will continue to work toward increased bandwidth and
better compression technologies. Chapters 4 and 5 look at those technologies already
available, as well as those in preparation for delivery to the market.
Technology is significantly limiting the growth of the market now because of the
difficulty of delivering multimedia over the Internet and intranets. The bandwidth
problem for audio and video should be eliminated for most organizations between 1999 and
2001.
The Changing Training Department
Corporations are demanding more training for more employees in more places, but without a
proportional increase in budget. Technology changes the way training is delivered, but it
also changes the way these departments operate. Training professionals will need to know
as much about selecting courses and vendors as the current professional knows about
delivering stand-up training.
What are the Advantages of Web-Based Training?
Flexibility, Accessibility, Convenience - Users can proceed through a training program at
their own pace and at their own place. They can also access the training at any time, and
only as much as they need - known as Just in time and just enough.
Cross platform - Web-based training can be accessed by Web browsing software on any
platform: Windows, Mac, UNIX, OS/2, Amiga, etc. You can deliver your training program to
any machine over the Internet or intranet without having to author a program for each
platform.
Web browser software and Internet connections are widely available - Most computer users
have access to a browser, such as Netscape Navigator and are connected to a company's
intranet, and/or have access to the Internet.
Inexpensive worldwide distribution - No separate distribution mechanism is needed.
Web-based training can be accessed from any computer anywhere in the world, keeping
delivery costs low.
Ease of update - If changes need to be made in the program after the original
implementation, they can be made on the server which stores the program and everyone
worldwide can instantly access the update. Courses can be designed to access designated
current information, such as the latest new product specifications from any other server
worldwide for an on-the-fly update whenever anyonthe program is run.
Travel cost and time savings - There are no travel costs for bringing remote employees to
a centralized workshop because the Web is available from the desktop. And according to
the report Return on Investment and Multimedia Training the actual time required for
training by computer averages about 50% that of instructor-led training, lowering costs
further.
What are the Disadvantages of Web-Based Training?
Bandwidth limitations - Limited bandwidth means slower performance for sound, video, and
intensive graphics, causing long waits for download that can affect the ease of the
learning process. The problem is greater over the public Internet where more traffic jams
occur, and less on a company's intranet which usually has greater bandwidth. Future
technologies will no doubt help to solve this problem.
Are computers replacing human contact? - There's a general concern that as we move
towards more computer usage, a glowing terminal replaces a friendly face. Decreasing
instructor-led training makes some trainees uneasy. If this is a concern, consider a
gradual introduction of the technology.
Today's Web-based training programs are too static - As with any emerging technology, the
level of interactivity in Web-based training is too-often limited. This is gradually
improving, and as it does the impact of the training on performance improves also.
Takes more time and more money to develop than expected - Like any first-time challenge,
learning about and implementing new technology takes more resources (and more aspirin)
than expected. You can make it easier by starting with a simple program and building on
success. Also, remember that the greater portion of costs associated with Web-based
training are start-up costs. Programs can be delivered and re-used with fewer costs than
with traditional methods.
Not all courses are delivered well by computer - Some training topics are not best served
by computer-based training and require a more personal touch. Team building activities
and dealing with emotional issues such as downsizing come to mind. Web-based training and
other technologies for training are mainly for assisting the learning process and are not
for replacing methods that already work well.
What are other related terms for delivering training over a network?
There are other terms for remote access training including Internet-based training,
intranet-based training, online training and net-based training.
Internet-based training - any training that can be accessed over the Internet. Usually
this is done with the World Wide Web, but e-mail correspondence courses and file
transfers also fall into this category.
intranet-based training - training based on a company's internal network. Web browsers
are used to access company pages, but they are only accessible within the company.
online training - an all-encompassing term that refers to any training done with a
computer over a network, including a company's intranet, the company's local area
network, and the Internet.
net-based training - same as online training(1).
Why did you choose to call it Web-based training?
Web-based training and Internet-based training are the two most widely-used and
widely-understood terms for this type of training. We conducted a survey of readers of
the Multimedia & Internet Training Newsletter as well as the subscribers to our
discussion-based mailing list, WEBTRAINING-L to see which term people were using most
often. There was no clear first choice and both terms are likely to remain popular. As
technology evolves, so does terminology.
What is multimedia training?
Multimedia training is a type of computer-based training that uses two or more media,
including text, graphics, animation, audio (sound/music), and video. In practice,
multimedia uses as many of these media as is practical to produce a colorful, engaging
program delivered via the computer. A typical program allows users to control their
progress and pace through the course so everyone can learn at his/her own speed. A
catch-phrase that reflects this impact is, With CBT, we captured their heads; With
multimedia we capture their hearts.
What are some other terms and technologies used for training?
Other technologies include:
Distance learning - in its most common historical form, this refers to a broadcast of a
lecture to distant locations, usually through video presentations
Desktop training - any training delivered by computer at one's desk.
Desktop video conferencing - a real-time conference using live pictures between two or
more people on a network who communicate via computer
Interactive training - an umbrella term that includes both computer-based and multimedia
training
Computer-assisted instruction - a term used more commonly in education for any
instruction where a computer is used as a learning tool
Self-paced training - training which is taken at a time and a pace determined by the user
(Hmmm. . . kind of like reading this page, huh?) Used historically for text or
audio/video self study courses, the term is used by some organizations now to include
computer-based, web-based and multimedia training.
Is this a medium worth investing in?
Yes. More and more information services and programs within organizations are moving to
the World Wide Web. The Web can provide the most efficient delivery of information
because of its ability to be accessible from anywhere, anytime. and to disseminate a
standardized, updatable version to multiple users. Think about this FAQ. We only had to
publish it once and store it on our server. If we need to update it, we can just upload
another version and you wouldn't know the difference - if you hadn't seen the previous
version.
With careful attention to instructional design during the development phase, Web training
can be a valuable addition to your company's training and performance support offerings.
The future of the Web and Web technologies is long-term and big impact according to all
estimates.
What is driving the interest in Web-based training?
New demands in organizations are increasing the interest in Web-based training on a daily
basis. The need for less expensive ways to deliver training has led many companies to
explore the option of Web-based training. The convenience for users of the programs - at
their own pace, at their own place - and the engaging nature of the multimedia delivery
are big advantages. The centralized nature of web-delivered training makes the delivery
standardized for all users who take the course. Web-based training is often less
expensive and more convenient the alternatives. Web-based training is a fascinating new
field, which will likely have a vast impact on all professionals in the field. And, well,
it's pretty fun to use and develop for, too.
Where can Web-based training be delivered?
To any computer - anywhere - that can access the Internet or intranet (1).
What hardware is required by the end user?
The basic hardware required for a user to take a Web-based training course is:
A computer fast enough to handle the training program. For Windows computers, a 486 is
OK, but Pentium or better is preferred. For Macintosh computers, a 68040-based machine is
OK, but a PowerPC is preferred.
A sound card capable of playing back any audio files the training program uses.
A network connection, whether it is a digital line connected directly to the company
server, or a modem that can dial in to the Internet. If your training is delivered via
the company intranet, for example, your users would not need a separate Internet
connection.
What software is required by the end user?
A web browser
Any specialized browser plug-ins or controls that are required by the particular training
program, such as to play audio or video files.
Does the end user need the same computer system as the developer?
No. One of the major advantages of Web-based training over other types of computer-based
training is cross-platform compatibility. Web browsers can access Web-based training
using a language that is platform-independent.
Can you use Web technology on a company's internal network?
Yes. The same technology used for the Internet exists on many companies' internal local
area network, or intranet. While the public Internet is getting all the publicity in the
press, the fastest growing segment of the market for Web browsers and servers are
companies' internal intranets.
What is the difference between the World Wide Web and the Internet?
The Internet includes all electronic transmissions, including e-mail, file transfers, and
the Web. The Web is just one part of the Internet, but it is the fastest growing, most
promising part, especially as training is concerned.
How do you influence decision-makers to use Web-based training vs. traditional training
options?
The costs for a Web-based training program are often lower than those associated with
instructor-led training. The biggest stumbling block is often the start-up cost for
investment in the technology and development time. But the costs associated with delivery
are much lower than for traditional methods.
How can you justify investing in Web-based training?
Significant cost savings have a way of catching management's attention. Lower training
costs result from the reduction in time and resources for delivery, including eliminating
the costs of traveling to learning centers.
How can management be assured employees are actually completing the program?
Because Web-based training programs are designed to be at your own pace, the importance
of tracking a student's progress is a concern. Many programs have administrative features
that keep track of where employees are in the course and how well they are doing.
How do you motivate employees to use Web-based training?
Any motivation strategies you use now for other training can be applied to Web-based
training. By using a computer, some reward structures can be automated. In addition, the
tracking and reporting available with Web-based training allows you to structure rewards
and requirements for completion and mastery. Students will often need to be sold on using
something new, and sitting at one's own computer doesn't match having free donuts and
coffee at a workshop.
How do you help your training staff that is used to instructor-led training (ILT) make
the transition and embrace Web-based training?
To make the transition easier for trainers as well as students, some organizations
combine elements of Web-based training and ILT for some early programs. There are a
variety of new roles and career opportunities for those who are willing to adapt to the
new technologies.
What kind of a team is necessary to develop Web-based training?
Teams range from just one, very dedicated person who does it all, to project teams of
over 40 professionals.
In general, at a minimum, you will need:
a project manager capable of dealing with diverse work styles and personalities
an instructional designer familiar with computer-delivered instruction
a programmer or author to use the authoring tool
a graphic artist
a subject matter expert
a web master for maintaining the program on the server
and, of course, someone who can obtain funding for Web-based training from management
The people you use, naturally, will have either one or a combination of the above skills,
or it may be just that one person who can do it all. Do you know someone like that?
How much multimedia is being used now for Web-based training?
Multimedia on the Web is growing in popularity with languages like Java and plug-ins for
authoring tools like Shockwave and Neuron making it possible. Bandwidth is the major
limitation and right now, the vision and the potential is greater than the reality.
How about multimedia in the future for Web-based training?
Emerging technologies will provide greater bandwidth (i.e., bigger pipes), and greater
compression (i.e., lower fat) for delivering audio and video. It is only a matter of a
time before multimedia over a company's network and the Internet is commonplace. In the
meantime, Hybrid CDs, also known as Internet CDs, are an alternative in which the program
with audio and video are delivered on a CD-ROM, with updates delivered automatically over
the Web.
Think of Detroit in the early-to-mid 1900's when car makers were trying to figure out
basic technologies, such as automatic transmissions and 10-cylinder engines. Everyone
knew the problems would get solved eventually and just about everyone was working on it.
Once someone hits on a good idea, everyone jumps on board.
How do you determine the appropriate level of interactivity and media?
The type and amount of interactivity required varies with the instructional objectives of
a program. It is generally not possible for a program to be too interactive. However, it
is possible for a program to suffer from too many multimedia bells and whistles. They
become gratuitous when they don't contribute to meeting the instructional objectives.
From an instructional designer's perspective, how is Internet-based training different
from multimedia training?
Designing for the Internet presents a special problem. Connection speeds can be slow and
downloads can be long due to factors over which trainers often have no control. Until
bandwidth improves, design out most of the fat media in the program, especially video.
Design in interactivity, discussion, and access to other resources that are part of the
benefits of training on line.
From a student perspective, how is Web-based training different from CD-ROM based
training?
CD-ROM-based training programs usually have their own unique interface. Web-based
training requires a Web browser, so the basic navigation scheme is usually familiar to
the student. Students who will be receiving Web-based training should be familiar with
how to use a browser. In general, the student should see little difference in the actual
training once it has been accessed. If the training is over an intranet, the difference
is not very noticeable, but over the Internet, the connection speeds and download times
are often much slower than CD-ROMs.
More and more, CD-ROM and the Web are being seen not as two different methods, but as two
parts of the same method - content delivery. CD-ROM is useful for intensive media and the
Web is useful for information distribution. Combine the two and you have a real
solution.
Do I need a learning assistant or facilitator like Microsoft's Online Learning Institute
(MOLI) has as a part of the learning process?
An assistant or facilitator available online can be helpful but your training can be
designed without them. An assistant on line can help handle customer service issues or
technical problems. A facilitator can help with content issues and can guide discussions.
Web-based training -especially within an organization - is usually designed to be a
stand-alone process to be taken at any time of the day or night. Even in the latter case,
having e-mail access to a webmaster, course manager, or content expert can be helpful.
Can an existing CBT be converted into a Web-based training?
The major authoring tools (described in a later chapter) allow you to create both a
stand-alone version of the program, and a Web version of the program. Depending on which
authoring tool you use to create a pre-existing CBT program, you may be able to convert
most of it for delivery over the Web.
What special programming languages do you have to know to create programs for the Web?
Although you need to be somewhat savvy in all things Web-ish, there are no complicated
programming languages you need to learn. In general, you should be familiar with HTML,
although this is not required if you are using one of the high-level HTML editors, such
as Microsoft's FrontPage which allows you to create Web pages without knowing HTML. The
major authoring programs are nearly the same whether you are developing for CD-ROM or the
Web. There are also object oriented visual tools for programming with Java, such as
Aimtech's Jamba and Symantec's Visual Cafe.
How much technical information do I need to know about specific Web languages, like
Java?
Java is a programming language that allows the developer to create small applications
called applets that control specific aspects of a Web-based training program, such as
creating interactive animations. Shockwave is a plug-in for programs developed with
Macromedia's Authorware so these programs can be viewed with a Web browser over the Web.
There is also the Neuron plug-in, which allows ToolBook II applications to be viewed with
a Web browser. You should be aware of what Java is capable of, although the specifics of
programming a Java applet are not necessary if you use the right authoring tool. Or send
one of your staff off to authoring school.
What is Adobe Acrobat? Do I need to use it?
Acrobat is used when existing documents need to be displayed on screen or downloaded in
the same format as they appear on paper. Acrobat saves the graphics and font files along
with the text of the document so that it always looks exactly the same on the screen no
matter where or how it is viewed. Government agencies use Acrobat for electronic versions
of reports and papers because they need to make references to specific page numbers. You
can use Acrobat to reproduce existing company documents if they need to look the same on
the screen as they do on the page. An Acrobat file can also have hyperlinks within and
between documents. Be aware that HTML has similar functionality and is often easier to
use.
What about the overall impact of the Internet?
Someone pretty bright put it well: The Internet is being overhyped but underestimated.
The Internet will change everything.
Should the training be interactive on the Web or should it be downloaded and used
off-line?
It depends on the type of training and administration that you are after. Real-time
administration, as the user is taking the course, can be achieved while the user is
online. Off-line programs can be set up to send completion information and test scores at
the end of the course, and, if necessary, download another portion of the course. But if
a student is taking a course off-line, he or she may not be aware of any updates to the
program that may occur while the course is in progress. If the online course requires a
change or update of some part of the data or coding, the student is not disrupted, and
does not have to initiate another download of the entire course.
Where is the water cooler?
Down the corridor on the right. Just past the cubicle with all the Dilbert cartoons.
What kinds of authoring systems are available for Web-based training?
Authorware, ToolBook II, IconAuthor, Quest, IBTAuthor, CBIQuick, and many others are
currently available, most with training components built in. If you want to start with a
simple program, an HTML editor or Web page layout program like Netscape Navigator Gold,
Microsoft FrontPage, Claris Home Page or Asymetrix Web Publisher may be all you need.
How fast a connection is needed to access Web-based training effectively?
If your program utilizes video, animation, and audio, the connection should be as fast as
possible. For home office users, this means ISDN or 33.6Kbps & 56Kbps modems. If the
training utilizes limited graphics and no audio or video, then a minimal connection via a
14.4 modem should be adequate.
What is bandwidth?
The actual speed available at the time of the transmission. The more users are on a
network, the less bandwidth available for that transmission.
How can I calculate how fast my program will be delivered over a network?
It is difficult to calculate actual speeds because bandwidth varies so often. One second,
your training might be delivered at 6.5Kbps, the next it may be 1 or 2 Kbps or even less.
In general, your files are calculated in bytes (MB, KB, etc.) and bandwidth is measured
in bits (Mb, Kb, etc.). To determine how many bits your program is, multiply the number
of bytes by 8. A program that takes up 4 megabytes of space takes up 32 megabits. If your
connection speed is 2Mbps (Megabits per second), this file would take 16 seconds to
download. Alternatively, over an Internet connection of 33.6Kbps (.336 Mbps) your 32 Mb
training would take about 96 seconds. All this is assuming ideal conditions. And, of
course, conditions are always less than ideal.
Do you need a Web server to provide Internet-based training?
A Web server is needed to have the training available to others. The options are a server
maintained by your department or information technology (IT) department, or a public
Internet service provider (ISP).
Once a course is developed, how do you get it on the Internet or intranet?
Most of the time it is just a matter of placing your program and its accompanying files
on your server, then testing to ensure it works properly. Ask your network administrator,
Webmaster or ISP provider how to upload the files the Web site. After that it is a matter
of marketing.
How can you charge for courses over the Internet?
The most utilized method is to have the users pay up front by credit card, then give them
a password that lets them into the program once payment has been made. Security for
taking payment over the Internet is relatively good. For internal programs over an
intranet, course registration software can automate chargebacks to the purchasing
department.
What about security? I've heard about viruses, hackers, etc.
Your company's intranet should be protected from hacker intrusions from the public
Internet by a firewall. Your IT department or network administrator can recommend virus
protection software. While these problems exists and make big news in the media, the
percentage of incidents is quite small and should not deter your work deploying Web-based
training.
What is a firewall?
A firewall is a hardware and/or software security measure taken by companies with
internal intranets to keep out unwanted transmissions or visitors from the Internet. An
effective firewall will keep out hackers, casual users, and accidental queries while
allowing access to legitimate users of the company's intranet from a remote location.
Some firewalls limit the ability of employees within the company to download files from
the Internet to keep out viruses.
Interactive Distance Learning and real-time multimedia 
Interactive Distance Learning (IDL) technology allows for simultaneous, interactive
instruction of student groups at up to four locations by providing high-quality video,
audio and data communications. IDL is popular and effective because it emulates the
traditional classroom experience. Students ask questions, watch other students on video
monitors, and receive responses from their teacher and other students in real time (6). 
Interactive instruction offers a solution for minimizing training time without
sacrificing desired training outcomes. Those organizations that use interactive
instruction report reductions in training time when compared to the traditional
instructor-led approach for instruction delivery. This reduction in instructional time is
typically in the range of 20-75%.
The ability of interactive training to save employee time decreases training costs and
permits organizations to redeploy the time of its employees to activities useful to the
organization(1). 
Consider the potential benefits of these advanced distance training technologies. Your
inability to understand or deliver advanced training capabilities will compromise your
organizationrs success and maybe the outlook for your own career. You'll need a
systematic approach to their introductions or you'll risk the propagation of ineffective
use. Successful introductions of technology are measured by the degree to which users
adapt and own its introduction and implementation. This begins with your own
understanding. In the next article we'll look at direct broadcast satellite in detail.
We'll examine an actual field implementation at other companies.
Computer Based Training (CBT) Challenges
The purposes of this paper were to examine unique characteristics multimedia brings to
the educational experience; to explore ways industry is using multimedia for training
purposes; to review benefits industry has discovered through experience; and finally, to
consider multimedia technology as a method for presenting the junior level MIS course. 
Multimedia, as an instructional tool, is finding its way into higher education. Solomon
(1994, p. 81) ... explores the factors that have inhibited widespread use of
multimedia...[in]...higher education as well as the factors that are necessary to allow
multimedia to thrive. Sammons (1994) specifically studied the deterrents university
faculty have in adopting multimedia teaching methods and recommends strategies for
overcoming these problems. 
EMERGING PC TRAINING TECHNOLOGIES 
The rate of information doubling is every five years. Toffler (1970) describes the
shattering stress and disorientation that we induce in individuals by subjecting them to
too much change. Generally speaking we are approaching and have probably exceeded our
ability to make use of all the given information presented to us in a day. Because the
amount of information and the ease of its distribution have increased, employees now
receive an overwhelming volume of context-free information, mail memos, reports,
periodicals, books, manuals, classroom training, and much more. 
Employees learn most effectively in the context of a meaningful work environment.
Research indicates that 80% of all job skills are leamed on the job (Malcom 1993). Today,
on the job means at the PC. Yet we continue to focus all our energy on improving formal
training programs while we barely influence the 80 percent of learning that always has
occurred - on the job (Malcom 1993). Paradoxically, 80% of training resources are
expended on the 20% of learning that occurs in the classroom or similar environment. 
Instructional design is the systematic way of designing, carrying out, and evaluating the
total process of learning in terms of specific objectives, based on research in human
learning and communication. (Gagne, 1990) There are proven methodologies that illustrate
how several types of communications media, including the PC, can be combined in various
ways to mediate the flow of information between instructor/technology and recipient. 
The exponential growth and commercialization of the Internet presents numerous
opportunities as well as challenges :
-  Information access 
With the development of the World Wide Web, a global distributed information system,
accessible information across the Internet has multiplied (In today's world, this could
mean high speed connection between intranets). 
-  Information distribution 
With an estimated 30 million users and 200,000 connected networks world wide, the Intemet
is becoming a mainstream public as well as corporate network. (Intemet World, 1995) The
ability to use this system for training will only get better as we develop technology
that assures available bandwidth reservation. 
-  Intercompany integration 
With new business models that demand outsourcing, 'just in time everything, and virtual
organizations, integration across organization boundaries by leveraging the Intranet and
Internet can improve intercompany productivity. 
With the adoption of universal conferencing standards, advanced digital compression and
more powerful desktop computers, it is only a matter of time before the WWW and Intranet
becomes a tool for direct audio and video communication. 
-  Cost effective 
According to a recent research study, the average corporate investment in proprietary
network implementations is $245,000, with an average payback period of more than two
years. 80% of the respondents to this study targeted a single groupware application. A
groupware application is characterized by the enabling role it plays in employee
collaboration of documents and communication over the network. On the other hand, WWW
applications can be fully developed and deployed for $10K or less. (Source: International
Data Corporation). 
WWW/Internet/Intranet Training
The development of the WWW/lntemet and relatively new focus on the Intranet, leave us
with possibilities limited only by the extent to which we are willing to use our
imaginations. Since the National Science Foundation gave up control of the Information
Superhighway in late 1994, permitting commercial applications on the Intemet for the
first time, technology development can only be described as exponential.
It is clear that the Web and Intranet can be used as an educationalnraining aide,
providing available information in moments. And, because it is free of many of the
bandwidth problems slowing aspects of WWW/lnternet development, some useful training
applications will be available on the Intranet before they are generally ready on the
Web.
The advent of Java and the assimilation client side execution languages like VB and Java
Scripting are permitting a high degree of immediate interactivity, today. Objective
testing and tracking can now be accomplished over the web.
.
VIDEOCONFERENCING
In 1997 Corporate I.T. networks will enable us to use the company's existing PC network
to connect with other organizations - from desktop to desktop simultaneously training any
number of cc-workers. This is facilitated by the transition to 100MB ethemet networks
from 10MB ethernet networks. The Ethernet network is a system originally developed by
Xerox, Intel, and Digital Equipment Corporation in the early 1980s. Many PC workstations
are connected using an ethernet cable. A special network operating system manages traffic
over the cable for the workstation. The significance in the 100MB ethemet network is in
its ability to carry streaming video and audio without impact to other users on the
network, where this would be othennrise impossible with a 10MB ethernet network.
In an Ethemet networked video conferencing solution the audience can see, hear and view
material all at once. Participants submit written questions, which appear on the screens
of all trainees, or request to speak directly with the instnrctor. Attendance records can
also be maintained.
This will enable a training organization to meet higher demands with fewer resources.
Cover more bases with less interruption to the workday. Instant connections will enable
your corporation to conduct management seminars, benefits presentations or Q & A sessions
from an office cubicle. And, we'll be able to deliver live and pre-recorded training
sessions to people across campus sites - simultaneously. And because we'll be able to
incorporate training into regular work schedules where work is done at the PC, we can
relay new or time-sensitive information, work together in groups and conduct seminars
more frequently - without increasing staff or budgets.
New products such as multipoint to mulitipoint videoconferencing are evolving into the
market now. With these products your employees will be able to hold a multipoint to
multipoint videoconferencing and share documents in a shared whiteboard space using
standard ISDN.
ISDN, Integrated Services Digital Network, is often evangelized as the telecommunications
network of the future bringing digital (as opposed to analog) signals into the home or
office. ISDN can provide 64 to 128 Kbits/sec of digital data. Compare this to typical
modem rates of 28.8 Kbits/sec.
Many new video conferencing technologies use ISDN. With this exciting technology people
in a variety of distant locations will be able to confer and share applications such as
Excel or Word. The video quality delivered is excellent at video speeds of 15 frames per
second (FPS), compared to theater movies at 28 FPS, and n/ 30 FPS. The use of Multipoint
Controller Units (MCU) will allow'continuous presence' calls with dozens of video enabled
PCs. Each person is equipped with full interactivity on a shared 'whiteboard space. The
MCU capability will be brought to us by the telecommunications carders AT&T, Sprint or
MCI. Scheduling a multipoint video conference will be as easy as scheduling a
teleconference today. 
With the coming conferencing capabilities, look for Active X video and audio conferencing
in the fall of 1996, using H323 for real-time web communication without high bandwidth
requirements. Long distance contact and application sharing will be commonplace. Trainers
and teachers will be able to deliver product real time, from long distances and get
immediate true assessment of their teaching effectiveness. This will be most effective
outside the formal classroom setting, where asynchronous training philosophy dominates,
as a supplement- i.e. teacher student conferences.
Before the beginning of 1997, the Web/lntranet will be much more than its present status
as more a 'display' medium for research and training aides. It will be a fantastic
altemative for actual delivery of Rich Multimedia Content (RMC), effectively
supplementing more focused delivery media like multipoint videoconferencing and
interactive television, which will continue to be the best alternatives for planned
presentation of classroom content.
Direct Broadcast Satellite (DBS). 
DBS is a one-way broadcast network offering information and video delivery to IBM
compatible PCs. DBS uses a full Ku-band transponder on a satellite to provide 12 Mbps
digital broadcast channel. 12 Mbps or 12 Megabits per second transmission is equivalent
to 30,000 time faster transmission than your 28.8 kilobits per second modem!
A transponder is analogous to an antenna. Ku-band transponders are high powered digital
broadcast antennas on the satellite. Ku-band differ from C-band transponders, lower
powered analog broadcast antennas on older satellites. New Data Encryption Standards
(DES) and certification systems enable authentication of broadcast recipients. In simple
terms, this conditional access capability ensures that a receiver PC may only access data
that it is authorized to receive.
While old C-band transponders require 1.2 meter dishes or larger, Ku-band transponders
require much smaller dishes because their signals reach closer to the earth and therefore
require a smaller receiving footprint or dish. Today's Ku-band-ready dishes are as small
as 18 to 24. Hughes Network Systems pioneered this technology in 1995 and introduced the
now familiar DirecTV system as an alternative to traditional cable TV programming. The
DirecT/ dishes are 18 and cost as little as $600.00. Soon every PC owner will be able to
own their own satellite dish. They will watch N quality video at their PC and surf the
intemet at blinding speed. Examination of DBS is key to understanding the enabling role
it can play in delivering distance learning to the desktop.
Today DBS is an ideal medium for Interactive television. Interactive Television (INJ is a
satellite based one-way, point-to-multipoint live video broadcast service. It transmits a
television quality signal to any number of remote classroom locations. Classrooms can be
equipped with keypads connected to dedicated phone lines. Participants view the program
on standard TV sets at remote classroom sites, equipped with individual keypads, allowing
participants to ask and respond to questions and offer comments during live broadcast.
Over the course of the next 12 months the technology will evolve such that ITV be
delivered to the desktop PC. in this implementation a satellite dish connects to the PC
via a standard coaxial cable. The cable in tum powers the dish. The cable connects to the
PC through a standard PC TV tuner card that can be purchased at the local computer store
for under $100. The student will interact with the broadcast facility through keypad
emulation software residing on the intemet.
TELETRAINING
Teletraining is an integrated system for the planning, design and delivery of live and
stored audio/video to a student. An'on demand system interacts with and queries a
database of video indexes on a server and plays back stored video broadcasts as opposed
to live broadcasts.
For example, Joe, our new hire can dial into an intemet server populated with corporate
videos of sales orientations, stockholders meetings, company archives, and more. Joe
requests the server to transmit the sales orientation video to the small satellite dish
connected to his PC.
IMPLICATIONS TO TRAINING COSTS
A small dish satellite solution will significantly reduce training and travel time; and
travel, hotel, instructor, postage, printing, and other expenses associated with live 1:1
instruction are practically eliminated. For example, instead of sending an army of
marketeers on the road to demonstrate the company's latest products, the product demo can
be taped or broadcast live to a number of remote classrooms, hotel sites, or corporate
networks connected to PCs and equipped with a DBS dish. There is only the one time
development cost, and the cost of deployment decreases the cost per recipient with each
broadcast of the same marketing material.
IMPLICATIONS TO IT ORGANIZATIONS
satellite services can supplement or even extend our terrestrial-based services to give
companies a competitive edge. Because it reduces cost, while increasing system
availability satellite technology is a valuable business tool.
In future articles we'll thoroughly examine small dish interactive television
implementations, its purpose, its service, architecture, technical specifications and key
benefits. The intention is not only to examine the solution architecture but elicit some
forethought and insight as to the many possible benefits derived from integrating small
dish satellite into current training activities. The aim is to demonstrate a correlation
between the small dish business model and the requirements to deliver communication,
training, and information through it - anytime, anywheRe!
For further reference check out ATT's homepage at http://www.att.com
Learning Systems
Future-state designs now must encompass learning systems at a number of different levels.
The corporate level or the centralized learning center is only one version. Workplace
learning systems of various varieties are equally as important, and networked learning
systems via networked information technology are a must.
The Role of Technology
No modern T&D strategy is complete if the future-state design does not create a specific
role for information technology and training delivery technology. Most training
organizations today do not have consistent information technology linking them together
across an organization, nor do they have common delivery technology platforms that enable
easy transit of learningware across the business.
Benchmarking
Benchmarking or best practices visits can be a very powerful tool in developing a T&D
strategy, particularly if executive sponsors are personally involved. It can be
particularly powerful if executive sponsors lack a rudimentary understanding of what the
role of T&D is in a modern corporation and what a world-class training system looks like.
The drawback to including benchmarking or best practices visits in a strategy project is
the lengthening effect that it typically has on the project schedule, since getting
executives calendars together in both the host company and the company doing the strategy
project can be a logistical nightmare. Our general recommendation is to conduct
benchmarking and best practices visits as a matter of routine, and then incorporate the
results of those into the strategy project when that strategy project is done.
Communications
Planning to spend the time to do the necessary communications during and after the
strategy formulation is a very important issue for the strategy project. If a T&D
strategy results in a significant departure from the way T&D is organized or conducted
today, a great many people will require communications regarding the proposed future
state. Many of these will be important stakeholders that must be briefed in person and
should not be briefed via memos, E-mail, company news articles, and so forth.
Appendix A
Case Study: Intel Corporation 
Abstract 
Intel designs, manufactures and markets microprocessors. The Logistics Systems training
group previously offered traditional classroom instruction for learning new applications.
The group decided to begin providing embedded training in the applications themselves,
thus eliminating the need for training. Comparison of hours off the job for training on
the LEUCIE Project at Intel Corporation showed traditional classroom training would have
required up to 12 hours, while embedded CBT training required up to 2 hours. 
Background of the Company 
Intel Corporation is the world's largest supplier of microprocessors for use in personal
computers. The logistics department at Intel consists of 800 people worldwide responsible
for coordinating the movement of materials and supplies in and out of the company. 
Purpose of the Training Project 
The Logistics Education and Performance Support Team at Intel is responsible for
providing training on new software applications. While the group historically provided
traditional classroom training for new programs, the group now provides embedded training
in the applications themselves. Users of the new applications can click on an icon to
bring up a training module which provides instruction that is designed as just-in-time
and just-enough for the task at hand. Rod Ibieta, manager of the Logistics Education and
Performance Support Team, reported that development required working closely with the
software programmers to have the training modules appear seamless to the user. 
The LEUCIE project (Logistics End User Computing Information Enabler) is a new report
generating application. Development involved three instructional designers working with
the software development team to provide ideas for the user interface design and content.
The resulting Electronic Performance Support System (EPSS) included traditional online
help, Step-by-Step Cards (on-screen instruction windows that stay resident on top of the
application while enabling the user to still interact with the software), and simulations
of the software (mini-training modules). 
Hardware and Software 
The program runs on Intel-based PCs. The training program / electronic performance
support system (EPSS) was developed using Macromedia's Authorware Professional. 
Results 
Intel has replaced the estimated 8 to 12 hours of classroom training typical for such an
application with 1 to 2 hours needed to complete the embedded training modules. The
program managers report that in addition to the time savings, there has been an increase
in accuracy. Their project report quotes Gloria Gery as saying research shows classroom
training on software results in 78% average accuracy, versus 98% average accuracy with
embedded training built into an electronic performance support system. The project report
(Smiley, 1994) provided the following information: 
Providing a comprehensive performance support system eliminated the need for any
classroom training. A course on how to use LEUCIE would have been 8 to 12 hours, so the
team estimated saving a day of the users' time. In addition, the users benefit from
having the simulations and other PSS elements available at their desktop, and can access
these tools whenever necessary. Since the LEUCIE application is being implemented
worldwide, users have 24-hour access to the training and support information regardless
of their location or work schedule. Use of the LEUCIE PSS is being tracked automatically
through the networks it is installed on. Markers in the LEUCIE software count whenever a
user accesses one of the PSS tools. User reaction to the PSS is being tracked via a
survey following their initial use (1). 
Bibliography
Bibliography
http://www.gise.org/JIGE/Voll-5/CORPORAT.htm, Corporate Multimedia and the MIS Course.
http://www.ozemail.com.au/~visible/papers/CBT.html#Prices, CBT Prices.
http://www.zdnet.com/zdnn/content/pcwk/1435/pcwk0108.htm, Training Companies.
http://itta.org/news.htm/trainingnet.com, Trends in Training & Development.
http://www.brandonhall.com/newsletter.html, Brandonhall Training Home Page.
http://www.newbridge.com, Interactive Distance Learning.
Additional Information
ISP: The Internet Connection (TICNET), Dallas, TX.
Hardware Configuration: Compaq Presario 5020 System, Compaq MV500 17" Monitor with Compaq
IJ700 Printer.
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