Assignment 2 - Behaviorist or Cognitivist Learning Activity

Create a Behaviorist / Cognitivist eLearning activity or lesson that is appropriate for the discipline/organization (Higher Ed, HR, K-12, Corporate, etc.) you are currently in, or expect to be in, or are most interested in. 1. Briefly describe the activity/lesson, indicate its intended audience, and state its key objective(s). 2. Provide a detailed outline of the activity/lesson. 3. Explain how the activity/lesson is facilitated by the technology. 4. Explain how the theory is integral to the practice of your activity/lesson. 5. Write a rubric to assess the outcome of the activity/lesson.

Should include all five key elements listed above. Make sure name, course, and section heading is on first page, upper left. 800 1000 words in length (not including rubric). Clearly written, with no errors in grammar and spelling. Style should be formal academic writing. Direct citations are not to exceed 10%. Double-spaced, Times New Roman or other sans serif, 11- or 12-point font; proper citation of any sources using APA style; no title page, but you should title your essay.

Forklift Certification Training Course for Covenant Warehouse Employees

Course Overview This paper describes a Forklift User Certification Training Course at Covenant Health System (CHS) in Lubbock, Texas. It is designed for CHS warehouse employees who seek recertification as forklift drivers. A forklift (also called a lift truck) is used extensively in warehouse shipping docks to move very heavy freight and supplies from one place to the next.

Therefore, it is an essential tool / equipment required to facilitate heavy-lifting operations within the warehouse. However, driving a forklift can be potentially dangerous for employees who have not been properly trained or certified to operate this equipment. Many times accidents occur due to tip overs, loss of load-balance, collision with pedestrians and other objects. Learning objectives / New Behavioral Outcome To prevent future accidents and maintain as safe working environment, all warehouse employees must be duly certified or trained before they can operate this equipment. As the lead online tutor for safety and transportation at Covenant Health System (CHS), it is my job to certify that all corporate warehouse forklift drivers can manipulate the forklift competently and safely. To meet this objective, in June 23, 2013, CHS saw the need to re-design the existing forklift certification training course and decided on the goals and objectives described below. Upon completion of the course requirements, each CHS warehouse employee will have developed and gained: Competency in the basic procedures for operating a forklift; Competency on the required hands-on driving expertise resulting from drill practice events; Competency in maintaining and repairing the forklift; Competency in the fundamentals of safe operating procedures for forklifts;

The purpose of this paper is to describe how a learning design that is based on a behaviorist / cognitivist approach, can facilitate learning as well as improve the vocational skills of CHS employees through the Forklift User Certification Training Course. This paper will examine the key components of the training program which include the following: (1) the significance of learning theory to course design; (2) the technology utilized to facilitate instruction and ;( 3) training program course outline.

The Significance of Learning Theory to Course Design

There is no single best way to teach a course. However, it is always a good practice and logical to choose and match the best instructional strategy with the appropriate expected learning outcomes. For instance, an instructional strategy designed to enhance higher order thinking skills resulting from collaborative learning for a given audience, would not be appropriate in place of an instructional strategy that designed to enhance lower order thinking skills. There is usually a best instructional strategic fit that would enhance learning outcomes better than others, depending on the learning objectives and context. Instructional designers and subject matter experts must weigh this decision carefully in order to choose the right mix. For this paper in order to improve learning opportunities, and implement the new training course, a behaviorist / cognitivist learning theory approach would be used to inform the learning design. These learning theories support and facilitate content recall, presentation and drill practice activities better than other instructional strategies. (Harasim, 2012).Generally, a behavioral and cognitivist approach to teaching usually involves the following aspects:

1. Learning skills and information to be learned are broken down into small manageable units or chunking (Harasim, 2012); 2. Student activities (responses to stimuli) are regularly checked so the right feedbacks / encouragements can be made in a timely fashion (reinforcements) (Harasim, 2012); 3. The medium of instruction is usually direct or teacher centered. In other words the learning students role is passive as the teacher dominates the scene through direct lectures, tutorials, drills and other teacher controlled teaching methods (Harasim, 2012).

According to Harasim (2012) learning theories help us understand how people learn best. Therefore, a good instructional strategy must be informed by an appropriate learning theory in most cases , to achieve any level of success in learner out comes. Therefore, it is advisable to use a behavioral / cognitive paradigm to support learning when the following characteristics are present:

Learning is passive (Harasim, 2012); Learners must provide a correct response to a stimuli (Harasim, 2012); Learners need external rewarding / encouragement to continue learning (as reinforcements) (Harasim, 2012);

Knowledge building requires remembering of facts (Harasim, 2012); Programmed instruction can be simulated or ILS (intelligent learning systems) and (Harasim, 2012);

The medium of instruction is direct or teacher-centered (Harasim, 2012);

The new forklift certification training program at CHS, requires these characteristics. It is for these reasons that the combined learning theory approach was selected to inform and guide the instructional certification strategy at CHS. In the next section the author will show how these concepts are implemented and facilitated by technology usage.

The Technology Utilized to Facilitate Instruction According to Harasim computers were the key learning technology for cognitivist learning theorist. Key examples include: Intelligent tutoring systems (ITS) and artificial intelligence (AI).(p. 53) The technologies used for this training course includes the following items:(1) A

computer with a DVD player to access the instructor-led lectures, multiple choice examinations and tests; (2) A web-based forklift game simulation software from the YouTube website. ( Forklift,2009) DVD with instructor-led lectures /tutorials / multiple choice quizzes and examinations The purpose of a multiple choice quiz or examination is to test the students understanding of the subject matter or test to see how much they can remember and process factual accounts. One way to implement this objective is to utilize a DVD containing teacher-centered lectures and multiple choice tests that have been designed in a CAI format (computer-assisted instruction). According to Harasim (2012) a DVD that contains CAI technology is a perfect device to facilitate the drill and practice approach (p.44) for lectures and multiple choice quizzes as prescribed under the behaviorist and cognitivist learning theory paradigm. Harasim (2012) explains that in CAI the computer evaluates whether the students response is right or wrong, and then branches the student into either moving ahead(with appropriate feedback) or into corrective action.(p.53).Given these capabilities as mentioned above, a DVD is best suited to facilitate the training requirements of a forklift certification course. The web-based forklift game simulation software containing CAI and ITS tutorials Operating a forklift for the first time or anytime thereafter, requires dexterity of the forklift hand controls and quick reflex responses required to drive the forklift. Using web-based simulation software facilitates the learning process by providing the drill and practice opportunity in a failsafe environment .without the risk of falling or causing accidents. This built-in advantage afforded by the ITS, encourages the student to perform more drills until they succeed and meet all certification objectives required by the course rubric. In this respect the simulation software

encourages the types of learning initiatives, prescribed by behaviorist and cognitivist learning theories. (Harasim, 2012) Conclusion There is no single best way to teach a course. However, it is always a good practice to choose and match the best instructional strategy with the appropriate expected learning outcomes based on a sound learning theory and teaching philosophy. For this paper, the author has argued that in order to improve learning opportunities for the CHS employees seeking certification in forklift driving, the instructional strategy should be informed by a behaviorist and cognitivist learning theory This approach should also determine the selection and mix of technology used for training. Appendix: Training Course Outline / Rubric Certification Training Course Unit 1: Forklift Operating and Safety Procedures How to use main controls to navigate / drive the truck How to use load capacity visuals to prevent loss of load accidents How to extend and retract the lift safely during lifting and lowering maneuvers How to raise / lower and tilt the lift during and after freight transfers Fundamentals of safe operating procedures - Multiple Test Exam (DVD / Online)

Hands - on Practice Environment / Computer Simulation Drill Practice Environment Controlling forklift operating procedures with computer simulation software Basic skills for forklift maintenance and repair

Supplies and Training Resources

Internet connection to access the simulation game software from YouTube

A computer with DVD player to access the instructor-led lectures and multiple choice examinations and tests, and PC version of game simulation software. Assessment / Rubric (as shown below)

Forklift Training Certification Rubric

Grade Expert Satisfactory Unsatisfactory Score

Learner Can Use Main Controls to Navigate Truck

25%

Learner Can Use all Main Controls to Navigate the Truck

Learner Can Use Most Controls to Navigate the Truck

Learner Can Only Use a Few Controls to Navigate the Truck.

Learner Understands Safe Operating Procedures

25%

Learner Understands all Safe Procedures

Learner Understands Most Safe Procedures.

Learner Understands A Few Safe Procedures.

Learner Can Use Load Capacity Visuals to Prevent Loss of Load

10%

Learner Understands All Load Capacity Visuals

Learner Understands Most Load Capacity Visuals

Learner Understands A Few Load Capacity Visuals

Learner Can Extend and Detract Lift Safely

10%

Learner Can Learner Can Learner Can Not Extend and Extend and Extend and Detract Forklift Detract Forklift Detract Forklift with Load with Load with Load Safely Safely Always Safely Sometimes.

Learner Can Raise and Lower Forklift

10%

Learner Can Learner Can Raise and Raise and Lower Forklift. Lower Forklift Always Sometimes

Learner Can Not Raise and Lower Forklift

Learner Can Tilt Fork Safely

10%

Learner Can Tilt Fork Safely Always

Learner Can Tilt Fork Safely Sometimes

Learner Can Not Tilt Fork Safely . Learner Can Not Perform Repairs

Learner Can Perform Basic Repairs

10%

Learner Can Learner Can Perform All Perform Few Basic Repairs Repairs

References Forklift Simulator (2009). National safety compliance. Retrieved from http://www.osha-safety-training.net Harasim, L. (2012). Behaviorist learning theory. In L. Harasim, Learning Theory and Online Technologies (pp. 30-45). New York: Routledge. Harasim, L. (2012). Cognitivist learning theory. In L. Harasim, Learning Theory and Online Technologies (pp. 46-58). New York: Routledge.