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SECTIONS Analysis - Artefact
Like many things in life, one tool or technology does not and cannot address all problems.
The SECTIONS model proposed by Bates and Poole (2003), was utilized to assess the applicability of distance education technology to a specific course called “Entry-Level Course for Drinking Water Operators.” In this case, it is suggested that various distance education technologies can be utilized to facilitate proper training and sustained competency for operators, not only in the more densely populated areas of southern Ontario, but also in more remote locations in northern Ontario.
The SECTIONS model provides a structured approach in order to evaluate various distance education technologies, ranging from electronic mail systems to more modern Web 2.0 applications, such as web-logs or wiki’s. The SECTIONS model provides a framework to compare technologies in a context specific manner and considers the benefits and constraints related to each of the technologies. Questions are asked which are related to how distance education technology could be applied and assess how successful it may be within a specific situation.
Non-Technology SECTIONS Analysis of a Drinking Water Operator Training Course
SECTIONS Analysis of Distance Education Technologies
Context of the analysis is very important, as it will be greatly influenced by the environment which the educators and the learners are working within. Perhaps the greatest challenge is that adoption of technology is not driven so much from a critical analysis as it is more by popular demand, even though the technology may not necessarily provide an enhancement to the learning environment. Educators are challenged by the ever moving stream of technology flowing by them and a SECTIONS analysis will help to guide the selection process.
Viability of D. E. Technologies to a Drinking Water Operator Course
|
Technology Description |
Opportunities for Application |
Potential for Use |
|
|
Learners would use this to communicate with the instructor, get specific questions addressed and deliver assignments for grading. There is excellent deployment potential, as most learners would have basic understanding with email and its novelty is low. Cost implications are low to WCWC and will not be formally considered in this proposal. |
High |
|
Learning Management System (LMS) |
LMS would be useful in developing a learning community through the use of forums, sharing web links and accessing course information. WCWC can use the LMS to get learners to submit assignments and track learner information. Most learners would not be familiar with the technology but given some training, it is anticipated that learners would adopt it easily. This would require an investment by WCWC in either technology or operational support staff. |
High |
|
Computer-assisted instruction (CAI) |
CAI could be effectively implemented to demonstrate specific techniques, such as water sampling, water main installation techniques, or water treatment applications. This would be augmented with face to face learning experience where the learner would gain insights from an experienced operator. This would require an investment by WCWC in purchasing instructional digital video disks (DVDs). |
High |
|
M-Learning |
The technology would be deployed from the WCWC website and special lecture topics related to drinking water regulations, interpretation of water sampling results or describing the duties of a drinking water operator, would be available for download by the learner. Younger learners would be more likely to have experience in downloading podcast material. Where high speed internet service is not available, this may limit the student’s access. |
High |
|
List Servers |
Provision of additional reference material or links to drinking water specialists. This method could help enhance the learner’s interest level in the drinking water industry. Though useful, it may not be applicable considering the type of assignments and content to be learned. |
Medium |
|
Web 2.0 |
Link to drinking water wikis or blogs would be a useful way to share information from industry associations or other research institutions. The learners could access this to enhance course content. Instructors would have to research and identify appropriate sites and link to the LMS. Cost implications are low to WCWC. |
Medium |
|
Social Networking Software |
A social network could assist in the development of a learning community and this could be used by any learner entering the course. This is a relatively new technology and many learners would not be familiar with it. The value added to the learner and educational program would be low at this time. |
Low |
|
Web-based Conferencing |
The technology could be used to teach learners about various math or chemistry subjects where working the problem on the white board could be effective. This would require an investment by WCWC in purchasing rights to the web-conferencing application, such as Elluminate. Most learners would not be familiar with the technology and may be a little more than what most potential learners could handle. The value added to the learner and educational program would be low at this time. |
Low |
|
Internet Provider Video Conferencing |
The technology is viable and stable. The usefulness would be limited to re-creating the face to face instructor and learner environment. The added value would be low to this course. Also utilization would be limited by the student’s broadband access, and would not be recommended. |
Low |
Competency Categories Exhibited -
1. Problem Solving, Analysis, & Decision Making
2. Instructional Design & Development
3. Communication Technologies & Networking
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