Collaborative real-time multimedia technologies provide an effective and low cost opportunity to deliver corporate training activities that are required for today's fast-changing technological environment. Hyper-competition and rapidly changing business environments are strong motivations for continuous life-long learning. Company employees need to stay abreast of a rapidly changing technological environment to be competitive. Skills are becoming outdated much quicker and must be replaced continuously. The deployment of Internet and Intranet infrastructures within organizations provides an unprecedented opportunity to enhance on-going training activities by incorporating multiple forms of media and real-time interactivity.
There are numerous advantages to adopting collaborative real-time corporate training:
Organizations using collaborative interactive training sessions include: Hewlett Packard, AT&T, IBM Manufacturing, Prudential Insurance, among many others. The HP "Desktop Classroom," for example uses an innovative new collaborative software application (Placeware(TM)) to enable on-line chat, video, audio, whiteboard editing, and voting. Hewlett Packard uses these tools to provide real-time training for its engineers throughout the world. Dedicated classrooms train 20-25 users at a time. HP officials explain that this approach to training saves millions of dollars compared to traditional training costs.
Collaborative real-time multimedia for corporate training is the outcome of recent technology advances. It enhances interactive distance-based learning by using various forms of media in real time. Figure 1 describes three generations of distance learning. These generations range from traditional correspondence teaching, to multiple media delivery mechanisms of the second, to fully interactive mechanisms of the third.
| Generation | Time | Faculty to Student | Peer to peer | Sensory Mode |
|---|---|---|---|---|
| First Generation | Asynchronous | Asymmetrical | None | Single |
| Second Generation | Asynchronous | Asymmetrical | None | Multiple |
| Third Generation | Synchronous | Symmetrical | Synchronous | Multiple |
First generation of correspondence course for corporate training rely on hardcopy text as the primary form of communication between the instructor and student. This form of training was asynchronous in nature, the flow of information takes place asymmetrically (faculty to student only), and there was no peer-to-peer interaction. The second generation enhances the first through the use of multiple forms of media. For example, video, audio, TV, radio, and interactive CDs enhance text-only media are used in the second generation. Otherwise, the flow of information remains asynchronous. Third generation training uses collaborative multimedia technologies to enable communication and information sharing between instructor and students, and between student peers. Training sessions are synchronous, two-way communication is enabled between faculty and students, and multiple forms of communication and media are used.
Robert Johansen's grid of time/place interaction (Johansen et al. 1991) provides a useful framework for examining possible models of distance learning and corporate training activities. Communcation activities can be either one-way such as in a lecture format, or two-way, as in a seminar or video conference setting. The level of interactivity is influenced by the technology and infrastructure available. These factors combine to influence the mode of communication and interaction. For example, one cannot try to undertake video conferencing if the infrastructure only permits one-way communication.
The principle driving force leading to the adoption of collaborative multimedia training in corporate settings is economic. Large multi-national businesses save millions of dollars in training related expenses. Collaborative training in major corporate settings (HP, IBM, AT&T) have proven to be cost effective, while also increasing knowledge retention. Even with smaller companies, corporate training is a lucrative market.
The pervasive use of information technologies within corporate settings is another driving force leading to the deployment of collaborative real-time training. The adoption of open Internet standards and protocols, along with the deployment of intranets in corporate settings, has provided the necessary network infrastructure to support digital collaborative training activities. Common standards and protocols have also led to a proliferation of video training solutions. As third party vendors target the lucrative corporate training market, diverse solutions that address the specialized needs of institutions are emerging.
The development and adoption of the Internet has played a pivotal role in stimulating interactive distance learning. However, the Internet's success has led to increased traffic that threatens to undermine its usefulness in this important area. To overcome some of problems related to Internet congestion, firms are beginning to lease dedicated high-bandwidth networks as viable substitutes.
There are numerous impediments to success, namely the availability of robust communication networks to support both synchronous and asynchronous communication. Current network infrastructure is undoubtedly a limitation to widespread use. Also, human interface design for corporate training applications needs refinement. For example, efforts to coordinate signals and communication between students and instructor, issues of gesture, floor control, and peer to peer interaction need intuitive execution.
The costs for the training labs are non-trivial. The transition to a collaborative training environment involves considerable investments in infrastructure, applications, instructional personnel, and learning content. These elements must also be integrated. As with other forms of distance learning, dedicated training facilities require careful planning in terms of infrastructure, hardware, software planning, and setup. The appropriate delivery of training material also needs to match the levels of interaction supported. Instructors must be facile with the technology and the student interaction in collaborative settings. New instructional roles are needed to support telecommunications and manage digital connections between sites. If courses require on-line reference materials, these material need to be maintained. Finally, instructors and students must understand and effectively navigate their new learning environments if they are to maximize their learning experience. Findings from on-going developments suggest that a focus must be placed on how technology is used, rather than what technology is used. In other words, training goals and processes must determine which tools are adopted.
The impediments to the adoption of real-time collaborative multimedia technologies for corporate training can be overcome. For example, network infrastructure limitations are being addressed through the use of private and leased networks. Leased network lines provide a cost effective alternative to companies that need reliable connectivity, but cannot afford their own network. In addition, organizations are upgrading their LANs and WANs with more robust intranet and extranet architectures. These new architectures are not only cheaper than previous client-server solutions, but they are well suited to support high-bandwidth, high-speed corporate traffic such as two-way video and audio. While the technologies are not yet ubiquitous throughout society, they will soon become part of every corporate intranets. With the 1997 release of Netscape web server and browser software, real-time collaborative capabilities will be a part of every desktop.
The future of corporate training using collaborative multimedia technologies is very bright. Commercial enterprises have long been early adopters of innovative technologies to support their training activities. The economic rationale and the technology has been demonstrated in numerous settings. Real time corporate training activities have significantly reduced overall training costs while enhancing student retention rates. As the costs of infrastructure and tools decline, the capabilities of the tools increase. While there still remain some technical and human interaction issues, we expect that innovative third party vendors and system integrators will address these remaining issues over the coming years. We expect corporate distance training through collaborative interactive multimedia to undergo widespread adoption in the next five years.
Distance learning
Overview of Case Studies
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