Human Performance Technology

Noninstructional solution to solve a performance problem  

During my son’s first year in school, he had picked up some less than desirable behaviors from other students.  As a result, his behavior took a turn for the worse.  In order to correct the negative behavior I implemented a behavior chart.  The chart would record his behavior for the month and if his behavior for the day at school was good he would receive a star, if it was okay he would receive a smiley face and if it was in need of improvement he would receive a sad face.  At the end of the week he would receive 2 stickers if he had no sad faces, 1 sticker for 1 to 2 sad faces and no stickers for anything over 2 sad faces.  He tried really hard to get his stickers at the end of the week and as the year progressed the negative behavior eventually declined.

 

Electronic performance support systems

An electronic performance support system (EPSS) may also be known as electronic performance support, automated job aids, electronic performance support tools, electronic coaches, intelligent online help, performance centered design, embedded support, or enriched learning environments. Defined by Susan Mullen, Technical Communications Project Manager, Write on the Edge, Inc.

Gloria Gery, in 1991, defined EPPS as “the use of technology to provide on-demand access to integrated information, guidance, advice, assistance, training, and tools to enable high-level job performance with a minimum of support from other people” (Snodgrass, 1998, p. 298

An electronic performance support system is, according to Barry Raybould (1991), "a computer-based system that improves worker productivity by providing on-the-job access to integrated information, advice, and learning experiences." 

I like the definition by Susan Mullen because it appears to have a broader perspective than the other definitions.  I think that electronic performance support systems have not been widely used because of the time it may take to train individuals on how to use, lack of support or unwilling to learn and the cost aspect.  I think in the long run as companies seek ways to cut costs, they may begin to look toward using EPPS more.  I also think as more young people enter the work force there may be a push to move more in this direction.

Blended learning and knowledge management system

What immediately came to mind after reading this section was web enhanced courses.  I remember one of the first classes I attended was a web enhanced class and I had no clue what that was.  I later learned that it was a face to face class that utilized some online course features.  I have taken several classes in this format but there is only one that really stands out in my mind as being very effective, which was an accounting class.  I felt our class discussions along with our online assignments actually helped improve the learning experience for me.  I was able to have an immediate response for any errors found on my homework and allowed the opportunity to go back over the problem again before submitting for a grade.  I also liked the fact that if there were any problems that I could not solve on my own, I had the chance to ask about it in the next class and to understand what I was doing wrong before our test. 

Informal learning exposure

Over the years, I have been exposed to several types of informal learning.  I have engaged in discussions with people knowledgeable in different areas that I am interested in.  I often seek information from others especially when trying or learning something new or different.  I have also found myself searching for information over the Internet, especially when it comes to finding an answer to a problem that I may be having with equipment or wanting to learn how to use a technology that is new to me.  I remember when I first started watching YouTube for instructional purposes because of all the how to videos that are available.  I learned how to create my own video along with how to convert a video file.  It was a long process since I had no clue what I was doing, but after asking other people questions, watching videos online and reading information on the Internet I learned how to do it myself and became a little more knowledgeable about the terminology and software that is used to create videos.

Evaluating, Implementing and Managing Instructional Programs and Projects

1.   Chapter 10 discusses evaluation in instructional design and provides you with two evaluation models, the CIPP and Kirkpatrick models for evaluation. Search for at least two other models used for evaluation and summarize these models. Describe how you would use them to evaluate your instruction. 

Extensive Program Development

This model was created by Claude F. Bennett and suggests that programs go through seven steps or phases.  Evaluation evidence can be collected at any one of these levels. The evaluator need not use evidence from every level but rather from levels of interest and concern to decision-makers. The "Levels of Evidence" are:

Inputs - resources expenditures

Program activities - meetings, workshops, and program events.

People involvement - program participants

Reactions - participants responses

Knowledge, Attitude, Skills or Aspiration Change (KASA change) - degree of change that occurs regarding new knowledge, changing one's attitude or feelings, gaining new skills, or changing what might be done 

Practice Change - making a lasting change in one's life, tends to occur after a previous change in knowledge, attitudes, skills or aspirations.

End Results - ultimate objectives such as social, economic, environmental or individual consequences that occur after a certain number of practice changes have been made

(http://www.tc.umn.edu/~rkrueger/evaluation_lm.html)

 

I would use this evaluation method if I were doing a group project.  I could make evaluations regarding the program activities and people involvement such as, was it appropriate for lesson being taught and did it keep the students on engaged or on task.  I could do an assessment once the project is complete to determine if the objectives have been met and gain insight to the level of knowledge and/ or skills learned as a result of the project and make necessary revisions based on the results.

Laurillard's Conversational Model

Laurillard developed a model of teaching to be primarily for the use of technology in higher education.  Learning at the higher education is what she calls ``second order'' experiences of the world.  Learning involves mapping between experiences of the world relating knowledge to experience and theory to practice.  From this she suggests that learning should be a dialogue between teacher and student.

(http://www.macs.hw.ac.uk/~rjr/dolweb/docs/laurillardmoddoc.htm)

The Process of the Learning Conversation

In Laurillard's view, the pattern of the conversation needs to be:

1. The Teacher can set the task goal

2. The Teacher can describe her conception of the subject (or that aspect of it being taught)

3. The Learner can describe his conception of it

4. The Teacher can re-describe in the light of the Learner's conception or action

5. The Learner can re-describe in the light of the Teacher's re-description or Learner's action

6. The Teacher can adapt the task goal in the light of the Learner's description or action.

(based on Laurillard 1993)

This requires the following features of the teaching-learning system

1. The Teacher can set the task goal

2. The Learner can act to achieve the task goal

3. The Teacher can "set up the world" (i.e. control the learning environment) to give intrinsic feedback on actions

4. The Learner can modify his action in the light of feedback

5. The Learner can modify his action in the light of the Teacher's description or his (the Learner's) re-description

6. The Learner can reflect on interaction to modify re-description

7. The Teacher can reflect on the Learner's action to modify re-description

(based on Laurillard, 1993: 119

note that this has been slightly modified in the 2nd [2002] edition)

ATHERTON, J. S. (2010) Learning and Teaching; Conversational learning theory; Pask and Laurillard [On-line] UK: Available: http://www.learningandteaching.info/learning/pask.htm

I would use this evaluation method in a distance learning format which makes use of technology.  I could do a lesson that required students to briefly research a topic and present their point of view and how it relates to any real world experiences they have had.  I would provide feedback that would prompt additional discussion based on differences or similarities from our point of view and generate conversation similar to being face to face in a classroom.

 

2.   Think about a technological innovation within your social system that was recently introduced (social system = place of work, home, etc.). Any innovation has what is known as perceived attributes - relative advantage, compatibility, complexity, trialability, and observability. Describe these attributes of the innovation and which of the attributes assisted and/or hindered adoption of the innovation. For example, was it not compatible with the existing beliefs of the system or was it overly complex to use or understand?

Last year in my seminar class, our instructors introduced a Classroom Performance System as a way to take attendance, answer group quizzes, and analyze the results of respondents.  Since it was recently implemented it was a learning experience for all of us.  As a class we were able to sign ourselves in (verify attendance) for seminar.  During class we were given quizzes and I thought it was interesting that you could get instant feedback and see what the class results were because it provided instant data.  From what I have seen, the system is compatible with other software and has exporting capabilities.  The idea of being able to use something like this in my own classroom is exciting because it would allow for participation by all students without them having to identify who answered a question wrong.  I think in that aspect it allows the teacher to see which students are struggling and need additional help or if the students are on the right track.  With anything new there will always be some user error but I think with a little time for trial and error it would be more of an asset.  I actually liked the idea of using the system and feel it would be a great tool for the classroom.  In fact, there are some schools already using this technology.

3.   Chapter's 12 & 13 focus on project management and how to manage projects when resources are scarce.  You have been assigned to develop a series of professional development sessions focusing on technology use in the classroom for teachers.  How will you use Situational Leadership to facilitate this project?

I would use Situational Leadership to clearly present the objectives of the project and the direction that the project should go in based on our target audience.  In the beginning, I would take the time to ask questions to make sure everyone shared the same understanding.  I would then assign each person a part to work on, along with a projected completion date and scheduled follow up time to see everyone’s progress.  As the project progresses, everyone should be comfortable with their assigned roles.  I would continue to provide support and feedback for my team in order to keep them motivated and on task.  Later, I would take a less directive approach and move into the role of monitor to allow team members a chance to work together in order to complete the final project. 

Theories and Models of Learning and Instruction

Learning Theory Comparison

Business TEKS - 120.25(c) 3A, 3C, 3D

Learning goal - The student researches consumer issues (purchasing a vehicle) and determines financial implications for the individual. The student is expected to prepare and maintain a personal budget, research and present major financial issues for the individual, demonstrate understanding of buying decisions for transportation and different types of insurance.

The two learning theories I would incorporate are Schema Theory and Gagne’s Theory of Instruction. Most students at the high school level have some experience with making some type of purchase. In order to incorporate the schema theory I would reflect on items they had bought in the past and ask if they had saved the money or earned it from working. I would ask if they conducted any type of research or price comparisons on the product prior to purchasing. I would build on their prior purchasing knowledge or experience to help prepare them for conducting research on the purchase of a vehicle and insurance.

To incorporate Gagne’s theory I would gain the students’ attention I would show a short video clip on how to budget your money and buying a car. Then I would explain the lesson objectives and what the expectations of the project are. I would remind the students’ about our previous discussion on researching a product and price comparisons. I would present an example of a project that I completed as an example of what is expected. I would inform the students that they can work in groups or individually in order to complete an interactive PowerPoint presentation that will present the vehicle that they plan to purchase, the financial expectations (for example possible budget, total cost of vehicle, down payment, cash vs. financed, insurance payments, etc.), picture of vehicle, and any additional information found. The students will be responsible for vocabulary quizzes that are related to the project, updates on what each member of the project is doing and has done, and worksheets to help construct financial statements. The PowerPoint presentations along with completed financial statements will provide evidence of enhancement retention and transfer.

Gagne's Nine Events of Instruction vs. First Principle of Instruction

Alutu, A. (2006). The guidance role of the instructor in the teaching and learning process. Journal of Instructional Psychology, 33(1), 44-49. Retrieved from Professional Development Collection database.

Gagne’s Models for  Design of Instruction
Gaining attention	Reception of patterns  of neutral impulses
Informing learner of the objective	Activating a process of executive control
Stimulating recall of prerequisite learning	Retrieval of prior learning to working memory
Presenting the stimulus materials	Emphasizing features of selective perception
Providing learning guidance	Semantic encoding: cues for retrieval
Eliciting the performance	Activating responses organization
Providing feedback about performance	Establishment reinforcement
Assessing performance	Activating retrieval; making reinforcement possible
Enhancing performance	Providing cues and strategies for retrieval

First Principles of Instruction
Problem centered	Real world problems or tasks Whole task or whole problem to be solved Learner uses components to solve  problem or task Involve progression of problems
Activation	Learners recall, relate, describe, or apply knowledge from past experiences Relevance acknowledged Confidence in ability to learn knowledge or skill Recall of a structure that can be used to organize new knowledge
Demonstration	Physical examples of what is learned Examples consistent with content taught Learner guidance techniques used Relevant media content used to aid instruction
Application	Practice and apply new knowledge or skill Consistent application and assessment Indication of progress, corrective feedback Coaching for difficult problems or tasks Solve varied sequence with new knowledge
Integration	Everyday integration Public demonstration Reflect, discuss or defend new knowledge or skill Create, invent, explore new ways to use skill or knowledge

1. Problem centered

Students will research purchasing a car

2. Activation

Students will discuss previous experiences with various methods used with making purchases and price comparisons.

3. Demonstration

Teacher will present video clips on how to purchase a vehicle and demonstate how to calculate financial amounts with regard to purchasing a new or used vehicle. Teacher will also show an example of what final project should look like.

4. Integration

Students will present their findings as a PowerPoint presentation.

Whole tasks, Scaffolding, and Mathemagenic methods

Goal - Creating a bulleted list in a professional document

I would use the whole task model to do a lesson on creating bulleted lists. I would explain what bulleted lists are, the different types of bulleted lists and what they are used for. I would then provide an activity that allowed students to create their own bulleted list.

I would use scaffolding to model how to create a bulleted list along with how to create differenty types of bullets using symbols or pictures in a memo with Microsoft Word using a multimedia projector. After I showed students how to create a bulleted list in a Word document I would have them start another list with me and then allow them to complete the remainder of the list on their own.

I would use mathemagenic to allow students to come up with their own idea for a bulleted list. The list would have to be included in a letter or memo document with a minimum of 5 bullets.

ARCS Model

  Using Interactive PowerPoint in the classroom

Attention
Perceptual Arousal	Show some examples of interactive PowerPoint presentations
Inquiry Arousal	Ask if they have ever used or created an Interactive PowerPoint
Variability	Break into small groups to brainstorm ideas for interactive PowerPoint activity
Relevance
Goal Orientation	Present what my objectives are and ask questions on ways they would use this
Motive Matching	Allow students to develop their own interactive PowerPoint
Familiarity	Discuss ways that interactive PowerPoint’s have been used and other potential uses
Confidence
Learning Requirements	Provide a course description along with the project expectations
Success Opportunities	Provided a handout detailing how to create an interactive PowerPoint along with a class demonstration
Personal Control	A rubric will be provided detailing how the project will be evaluated
Satisfaction
Intrinsic Reinforcement	Once complete the interactive PowerPoint will be presented to the class
Extrinsic Rewards	Make a connection with how this can be used or shared with others in their profession
Equity	Feedback will be provided upon the completion of their project

Benefits of engaging in design research

I believe the benefits of engaging in design research are to provide you with a foundation to generate a open thought process on the different methods of instruction. From the activities I participated in this week, it has prompted me to consider other methods for how lessons can be created and taught in the classroom. I think it allows you to see how each of the different methods have some type of connection or build off one another. I also think it allows you to become better at planning a variety of instruction methods for the classroom.

Week 2: Chapters 1 - 3

1. Reflect on the definitions the book has provided and develop your own definition as it relates to your work environment.

The early definitions of instructional technology allowed me to see how the definition has evolved over time and what parts are still relevant and used today. I think what I found the most interesting is how the meaning of instructional technology is perceived by others, including myself when I first started this program, mainly as instructional media dealing with hardware and software. I have learned through my course studies that it is much more and it will be interesting to see how instructional technology is defined twenty years from now.

My definition as it relates to my environment is finding new ways to apply and learn with technology as it relates to the course curriculum in order to enhance the learning experience and develop lifelong skills.



2. Next, study the Dick, Carey and Carey model of instructional design. Redesign the model excluding and/or adding components as needed. Describe how the model adheres to the six characteristics of instructional design and how it fits in your work environment relating to your definition of instructional design.

My Instructional Design model can be found here:


https://docs.google.com/fileview?id=0BxhgMtetY4HmMzViMGY2NmQtNDU4MS00MDhmLWIwZTAtYzJjMjhmYjBlOWFm&hl=en

I made some revisions to the Dick, Carey and Carey model by excluding and adding some of my own components with regard to the six characteristics of instructional design.

For the most part I agreed with the Dick, Carey and Carey model and felt that in my work environment it is pretty much the same with the exception of:

I combined the goals and objectives sections because based on my experience in the teaching field, the objectives I established often were the same as my goals. Once my objectives were established it set the pace on how I planned to proceed with the lesson or project and what expectations I have.

I also combined collaboration, implementation and assessment in order to go along with the team effort and measurable outcomes characteristics. It did not appear that the Dick, Carey and Carey model reflected this so I included this in my model because the learning experience is typically enhanced when there is some team work involved, it is often beneficial when teachers can also work together on assignments or projects such as thematic units. Students often gain a greater understanding of the lesson and can see how it relates to other subject areas.



3. And finally, in chapter 3, there is discussion on how the internet and world wide web will have a major influence on the way instruction is delivered to learners. Based on what you know about these technological innovations combined with what you have read about the history of instructional films, television, the computer and more, discuss how technology is generally used in the field of education and how you foresee technology being used in the future in the following areas: K12 Education, Higher Education and Adult Education (continuing education). For example, think about how we are using the blog to capture learning in higher education. How could it be used in K12?

Technology is often used in the field of education as a learning tool or way to help enhance the learning experience. In the future I see technology being used as a way for students, teachers and parents to stay connected to what students are being taught in and out of the classroom. Over the last few months it has become apparent that there is a huge push for upgrading and implementing technology at the high school level. More high schools are looking into adding virtual classrooms and offering more dual credit courses in order to give students more course options to prepare them for college. In some cases students will be entering college as sophomores instead of freshmen due to amount of courses they will be able to complete online during their high school years.

I have also noticed some teachers are really thinking outside the box regarding ways to use technology in the classroom. Many are finding new or different ways to incorporate some form of technology into their classroom, the one I found most fascinating was a teacher who used Skype to communicate with one of his home bound students as a way to include her in his classroom. I have also heard about students using Skype as a way to help tutor other students.

In Higher education, I think some instructors are a little slow at using technology than others, but the same can be said of some teachers in general. I think in higher education it would be interesting for college classrooms to be able to communicate with other campuses or classrooms and be able to exchange or share ideas. I have also heard about campuses using virtual worlds to teach. I think that would be really interesting to see although I have no clue about virtual reality I think it would fun to learn in that type of environment.

As for adult education I believe it is important that adults stay current with what is going on in technology. After being out of school for so long I never realized how truly behind I was with technology. What an eye opener! I think it is important to be able to maintain your computer or technology skills so that they do not become outdated. With technology constantly changing it is so important to keep up with what is available and not allow your skills to lapse. More companies need to be aware of what is available as well, because they are limiting their business.

I also think technology needs to be utilized and presented in more professional development programs and workshops. Recently I noticed a technology workshop that was completely online and thought what a great idea. Although I enjoy the personal interaction when I participate in seminars or workshops, I wondered what it would be like to participate in a completely online workshop. I did not get the opportunity to see this time around but I will keep a look out for the next one.