Enhancing Digital Skills Training: Interactive Multimedia Instruction

2012 ◽  
Author(s):  
Gregory A. Goodwin ◽  
Paul N. Blankenbeckler
Keyword(s):  
Interactive Multimedia ◽  
Skills Training ◽  
Multimedia Instruction ◽  
Digital Skills

Digital Change Takes a Network

2021 ◽  
Vol 73 (03) ◽  
pp. 24-24
Author(s):  
Stephen Rassenfoss
Keyword(s):  
Oil And Gas ◽  
Scale Up ◽  
Skills Training ◽  
Vice President ◽  
Data Sets ◽  
Wide Range ◽  
Digital Skills ◽  
New Thinking ◽  
Potential Applications ◽  
Digital Knowledge

A lot is expected of Meindert Dillen and Philipp von Wussow by Wintershall Dea. Their mission is to ensure that the company’s technical team is increasingly able to use advanced data analysis to find and produce oil and gas more productively. The focus is on increasing the capabilities of those with traditional engineering and geology training. “Someone who can understand seismic processing can program a neural network,” said Patrick von Pattay, a vice president for Wintershall Dea and chairman off the Digital Transformation Committee of SPE’s Digital Energy Technical Section. That is an apt description of Dillen, whose work as a geophysicist using advanced analytics led to his current job. In both roles, finding new ways to extract useful bits of information from massive data sets is valuable. This team was created after the merger of Wintershall and Dea - with one member from each company. They have been working to scale up their influence by “building a community and pulling people together.” A key part of their effort was creating a digital skills network a few years ago. This grassroots effort has helped bring together technical staffers with the wide range of traditional and digital knowledge needed to deliver digital change. “We are in a lucky position,” Dillen said. “A lot of people are interested in this technology and want to apply it in ways” that can have a significant impact. The number involved must be expressed as a range - between 100 and 200, because engagement varies - with people including geophysics experts who were learning about neural networks in the 1980s when the available computing power limited its uses and digital natives who wonder why their workplace is not using the tools found in everyday life. A network’s worth of skills is required because the potential applications are as varied as the many disciplines within engineering, geology, and geophysics, among others. “No one on Earth can define all the use cases,” said von Wussow, whose career began in subsurface roles and later included stops in business development and management along the way to analytics. The company does offer digital skills training and discussions - which are done online because of COVID-19. A lot of the new thinking is spread by word of mouth in online communities. “Now, people in Norway who know people in Argentina and Russia spread the ideas,” von Wussow said. Von Wussow and Dillen sometimes play the role of matchmaker. Relatively simple requests can be met by connecting people with complementary skills inside the company or steering them to outside sources. Other times, the problem is bigger and project evaluation and management skills are required, beginning with figuring out the root of the problem, how digital might help solve it, and whether the benefit of doing so justifies the effort. If a project is a go, those involved need to think through the plan of attack and consider the people and resources required and whether they will come from inside or outside the company.

Military Applications of Adaptive Training Technology

2008 ◽  
pp. 304-347 ◽  
Author(s):  
James E. McCarthy
Keyword(s):  
Case Studies ◽  
Interactive Multimedia ◽  
Intelligent Tutoring ◽  
Technology Enhanced Learning ◽  
Multimedia Instruction ◽  
Comprehensive Review ◽  
Adaptive Training ◽  
Military Applications ◽  
The Military ◽  
Enhanced Learning

This chapter provides an overview of the use of adaptive training technology within the military domain. Throughout the chapter, we will discuss the use of intelligent tutoring, adaptive interactive multimedia instruction, and their combination to form closed-loop adaptive training. Frequently, the discussion of a particular approach will be illustrated with one or more case-studies. Moreover, we will explore impediments to widespread adoption of these interventions throughout the military, methods to overcome these impediments, and the migration of this technology into other domains. We will conclude by summarizing trends that are likely to characterize on-going development. Rather than providing a comprehensive review of technology-enhanced learning in the military, which is likely to be outdated before it is published, the author hopes that this illustrative review will open new avenues of thought for researchers, developers, and purchasers of these systems.

scholarly journals Development of SMASH Skills Training Model on Volleyball Based on Interactive Multimedia

2020 ◽  
Vol 14 (06) ◽  
pp. 53
Author(s):  
Muhammad Suhairi ◽  
Moch. Asmawi ◽  
James Tangkudung ◽  
Achmad Sofyan Hanif ◽  
Firmansyah Dlis
Keyword(s):  
Interactive Multimedia ◽  
Skill Training ◽  
Skills Training ◽  
Training Model ◽  
Multimedia Technology ◽  
Development Research ◽  
Practice Model ◽  
Qualitative And Quantitative ◽  
Actual Application ◽  
Is Development

<p class="0keywords"><strong>—</strong><em> </em>SMASH's skill is a technique that can be done by a person in a hard swooping towards your opponent to produce numbers. Interactive multimedia technology is expected to be a guideline for athletes in looking at more variation models of SMASH. The aim of development research is to produce an interactive multimedia volleyball playing skill training model. The method used in this research is development research design by Borg and Gall. The approach used in this study is a qualitative and quantitative approach. This study is hoped to improve volleyball skills by looking at the interactive multimedia volleyball playing practice model. This study concludes that interactive multimedia-based volleyball skill playing model can be used in the actual application of exercises.</p>

scholarly journals Assessing the Graphic Questionnaire Used in Digital Literacy Training

10.28945/4302 ◽  
2019 ◽  
Keyword(s):  
Data Collection ◽  
Digital Literacy ◽  
Skills Training ◽  
Small Scale ◽  
Elderly Persons ◽  
Socially Disadvantaged ◽  
Self Reports ◽  
Digital Skills ◽  
Literacy Training ◽  
The Impact

[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: To capture digital training experiences, the paper introduces a novel data collection method – a graphic questionnaire. It aims to demonstrate the opportunities and limitations of this tool for collecting feedback from socially disadvantaged participants of digital literacy training about their progress. Background: In training of digital skills for disadvantaged audiences through informal educational interventions, it is important to get sufficient knowledge on factors that lead to their progress in the course of training. There are many tools to measure the achievements of formal education participants, but assessing the effectiveness of informal digital skills training is researched less. The paper introduces a small-scale case study of the training programme aimed at the developing of reading and digital skills among the participants from three socially disadvantaged groups – people with hearing impairments, children from low income families, and elderly persons. The impact of the training on participants was evaluated using different tools, including a short graphic questionnaire to capture the perceptions of the participants after each training. Methodology: We performed a thematic analysis of graphic questionnaires collected after each training session to determine how the students perceived their progress in developing literacy and digital skills. Contribution The findings of the paper can assist in designing assessment of digital literacy programmes that focus not only on final results, but also on the process of gaining digital skills and important factors that facilitate progress. Findings: The graphic questionnaire allowed the researchers to get insights into the perception of acquired skills and progressive achievements of the participants through rich self-reports of attitudes, knowledge gained, and activities during training sessions. However, the graphic questionnaire format did not allow the collection of data about social interaction and cooperation that could be important in learning. Recommendations for Practitioners: Graphic questionnaires are useful and easy-to-use tools for getting rich contextual information about the attitudes, behaviour, and acquisition of knowledge in digital literacy training. They can be used in applied assessments of digital literacy training in various settings. Their simplicity can appeal to respondents; however, in the long-run interest of respondents in continuing self-reports should be sustained by additional measures. Recommendations for Researchers: Researcher may explore the variety of simple and attractive research instruments, such as “honeycomb” questionnaires and similar, to facilitate data collection and saturate feedback with significant perception of personal experiences in gaining digital literacy skills. Impact on Society: Designing effective digital literacy programmes, including engaging self-assessment methods and tools, aimed at socially disadvantaged people will contribute to their digital inclusion and to solving the issues of digital divide. Future Research: Exploration of diverse research methods and expanding the research toolset in assessing digital literacy training could advance our understanding of important processes and factors in gaining digital skills.

Assessment of Interactive Multimedia Instruction (IMI) Courseware Can Enhance Army Training

2011 ◽  
Author(s):  
Susan Straus ◽  
Michael Shanley ◽  
Rachel Burns ◽  
Anisah Waite ◽  
James Crowley
Keyword(s):  
Interactive Multimedia ◽  
Multimedia Instruction ◽  
Army Training

scholarly journals A policy-level perspective to tackle rural digital inclusion

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sharon Wagg ◽  
Boyka Simeonova
Keyword(s):  
Rural Communities ◽  
Knowledge Sharing ◽  
Skills Training ◽  
Digital Inclusion ◽  
Structured Interviews ◽  
Content Type ◽  
Digital Skills ◽  
Policy Level ◽  
Training And Support ◽  
Intermediary Organisations

PurposeThis paper explores how policy-level stakeholders tackle digital inclusion in the context of UK rural communities.Design/methodology/approachSemi-structured interviews were conducted with stakeholders that operate nationally in government departments, government funded organisations and third sector organisations that provided a policy-level perspective on digital inclusion initiative provision across England, Scotland and Wales. Activity theory (AT) was utilised as a theoretical framework, where a variety of factors–tools, rules, community, division of labour and contradictions–were found to have an influence on digital inclusion initiative provision.FindingsDigital inclusion initiative provision in UK rural communities is organised through the multi-stakeholder involvement of national organisations, and collaboration with intermediary organisations to provide digital skills training and support. The process is fraught with difficulties and contradictions, limited knowledge sharing; reduced or poor-quality connectivity; lack of funding; lack of local resources; assumptions that organisations will indeed collaborate and assumptions that intermediary organisations have staff with the necessary skills and confidence to provide digital skills training and support within the rural context.Research limitations/implicationsThis study highlights the benefit of using AT as a lens to develop a nuanced understanding of how policy-level stakeholders tackle digital inclusion.Practical implicationsThis study can inform policy decisions on digital inclusion initiative provision suitable for rural communities.Originality/valueThe contribution of this paper provides new insights into the understanding of how policy-level stakeholders tackle digital inclusion and the provision of digital inclusion initiatives; it builds on the use of AT to help unpick the complexity of digital inclusion initiative provision as a phenomenon; it reveals contradictions in relation to trust, and the need for knowledge sharing mechanisms to span and align different interpretations of digital inclusion across the policy-level; and reveals an extension of AT demonstrated through the “granularity of the subject” which enables the multi-actor involvement of the stakeholders involved in digital inclusion at policy-level to emerge.

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