Section 4: Human Performance Technology

Not all solutions to learning and/or performance require an instructional one. Many times a non-instructional approach is the better solution. This week's posting concentrates on human performance, electronic performance support systems, the use of knowledge management systems, and the concept of informal learning.

1. Chapter 14 discusses the concept of the evolution of human performance improvement. Several sections of chapter 14 present a variety of non instructional solutions to performance problems. Identify a performance problem in your area of work and provide a non instructional solution to solve the problem.

Keeping the books in order in a library is an ongoing job for a librarian.  One of the skills we teach to the students in the library is the Dewey Decimal System.  I do not know if the students do not see the importance of order on the library bookshelves or if they are just lazy, but we do spend much of our time checking the shelves and putting books back in their correct place on the shelf.  As a non instructional approach, I will give the students time to look at the shelves to see the order.  I sometimes think they are so focused on choosing a book, they do not see the books are in special order.  This time they will focus on looking at the order rather than the titles.  Maybe then they will see the system in place. 

Another non instructional solution might be to locate a book on the OPAC, displaying the information on the data projector and having students go on a scavenger hunt to locate the book on the bookshelf where it belongs.  Maybe then the students will see the importance of the books being in order and do a better job of putting the books back on the shelf where they belong.  Our outcome is that students will make an effort to help keep the bookshelves need and orderly.

2. Chapter 15 presents several definitions of electronic performance support systems. In addition to these definitions, locate a few more and indicate your preference explaining why you prefer it. Additionally, describe why you believe EPSS have not been widely used and if they are more likely be become more prevalent in the future.

Raybound says an Electronic Performance Support System is “a computer-based system that improves worker productivity by providing on-the-job access to integrated information, advice and learning experiences”.

There are many definitions of electronic performance support systems.  Richard Horn says the origin of electronic performance support systems was “simply the need to use technology to connect knowledge resources that seemed to complement each other”.  Horn says he also knew that most purchasers of software did not want to spend much time learning it, but “want to open the packaging, load the software, and only learn when it was necessary to do so”.  He saw that the users had no other way to learn or support themselves using the software other than by using what was provided.  Horn realized the importance to create both tutorials and online reference material for software companies.  This explanation is clear to understand. 

 I think EPSS has not been widely used because we think it is easier to ask someone to show us how to do something and it is sometimes a faster solution.  However, with budget cuts and reduction in force, there may not be someone to ask in tech support or it may take a while to get help.  I believe EPSS will become more prevalent in the future because of cuts and more is expected of an employee.  The “live chat” feature is a good way for an employee to get answers to problems.  You are talking to a real person and you can multi-task while you are waiting for a response.  “Live chat” can be very effective.  This year I find myself using that feature more often for two different software programs I use daily in my librarian duties. 

3. Knowledge management is the way we manage information, share that information, and use it. Organizations, such as schools, are full of information/data and we must organize that data in a way that we can make sense of it. We use data to make decisions and good data=good decision making. Identify a real or hypothetical problem in your line of work. How might a blended learning approach, including the use of a knowledge management system, be use to solve the problem?

We manage information, the way we share it, and use it so that the information is meaningful to us.  Using this data to improve student performance is what knowledge management is about. 

The software we use in the library to manage the collection is Follett’s Destiny.  I can get many reports and use the data in many ways.  Each month, I create the report for book circulation.   The report tells how many books were circulated through the library within a certain time period.  I take the number of books check out for the month and put it in a table I created by months.  I compare the months and ask why this month is different for others, could it be number of days in school that month, how many visits did the classes make to the library, and other factors.  Now I must take the information and use to the advantage of developing library schedule for book checkout.  I must work with the teachers to allow their students to come to the library.  Sometimes it is hard to find that extra time because library classes are in the rotation with music, P.E., and computer lab time.  I need to promote reading, perhaps by putting to gather challenge to the students.  We could set a number of books to read or AR points and the students’ names would be put on a special bulletin board.  I could display new books to the library in a special section.  I could encourage reading by giving book talks or having students give booktalks.  I can remind the students to use the library’s software to see what the Top 10 books in our library are. I will need to keep a record of what I am doing to promote reading and also use the report to see what is raising the number of books check out each month.  By using the data, I can help the students read more.

I know I could get support from the teaching staff because it will help the students do better on their tests.  Using the data procedure by the library’s software can be put to good use.

4. Describe the types of informal learning you have been exposed to in your adult life. What was the purpose? What was the experience like? Was it engaging? Social? What role did you play? What role did the instructor play?

I love informal learning because it is always a surprise and a good experience.  When I was a college student wanting to become a teacher, I went back to my elementary school.  After visited with the Principal, he suggested I observe a veteran teacher.  He placed me with Mrs. Reeves, a second grade teacher. I spent a semester there.  It was a wonderful experience.  First of all, I wanted to be in a classroom so much.  I watched her work through the lesson cycle that I had read about so many times in a textbook.  Now I saw how it really worked.  I was surprised at the interruption Mrs. Reeve had to deal with and how she handled each one.  She was a wonderful teacher! 

Mrs. Reeves also helped me with some of my assignments.  She would read them and offer suggestions for improvement.  It was helpful to have someone I could talk to and get a realistic feedback.

I cannot tell you in my early years of teaching; how many times my mind went back to that classroom and all I the knowledge I really gained from that experience.  I know that real life experience made me a better teacher.

Section 3: Evaluating, Implementing and Managing Instructional Programs and Projects

All too often instruction is developed with little thought as to how evaluation of learning will occur, or the evaluation of the effectiveness of the instruction. Evaluation is usually an after thought - an add on. It's time to start thinking about evaluation on the front end of the instructional design process.  Additionally, there is resistance to the adoption of technological innovations and we must develop an understanding of why and how to facilitate the adoption of innovations with an understanding of why there is resistance.  For this week's reflection activities, I would like for you to concentrate on the following:

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.

An essential component of the instructional design process has been evaluation.  Evaluation is a key aspect of any instructional design model.  Evaluation should be an ongoing process.  It should be determining the merit, worth, and value of the product.

v  The “ADDIE” instructional design model is an acronym for Analyze, Design, Develop, Implement, and Evaluate.  The evaluation phrase consists of both formative and summative evaluations as does the Kirkpatrick model.  In the ADDIE model, formative evaluation is present in each stage and summative evaluation consists of test designed providing feedback from the users.  ADDIE wants us to look at the course results with a critical eye.  You should ask these questions:

Did the students achieve learning outcomes?

What have you learned?

How can you make the course better?

This is a good way for me to evaluate the lessons I teach to the fifth graders about using      the Dewey Decimal system.  It is easy and a quick way for me to evaluate my library skills program.

http://raleighway.com/addie/

v  Barbara Flagg considers needs assessment to be the first phase of formative evaluation, as is the CIPP model.  In the planning phase, students and teachers are used in the design decisions during the process about content, objectives, and production formats.  During the next phase, the instructional program is revised after using feedback gathered from the target group.  Many work together to improve the instructional program.  Finally, the formative evaluation is implemented.  Field-testing is conducted to help the designers identify how the program managers use the final product with the leaners.

Ongoing evaluation of any instruction is valuable is useful to the library program.   I need to stop and re-evaluate the lessons to see if they are meeting the objectives.  I can see this evaluation most helpful when teaching the students to use online databases.  The timing of introducing new searching techniques will be determined by what and when the students demonstrate they are ready to move on.

All of the models are interested in improving the product being produced.

http://classweb.gmu.edu/ndabbagh/Resources/IDKB/eval_techniques.htm#implementation

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?        

Our new elementary school building has many technological innovations, but the one tool the teachers have found most useful are the document cameras. The document camera is a digital teaching tool that allows instructors / students to display and share a much wider range of information to the whole class and bring lessons to life! Our teachers can show just about anything on a large screen.  They use it to display books, picture, activity sheets, and real objects.  Relative advantage:  The document camera is for presenting real objects and text using the data projectors.  I believe this has been the most popular innovation for our teachers because the use was needed and easy to use.  Compatibility: This innovation has increased the ability to use visuals when teaching young children.  The teachers like that they do not have to have a digital picture to display.  Complexity:  One feature the teachers like is how easy this document camera is to use.  I think this is one reason to it being used so much in the classrooms.  Trialability: There was no testing used before the purchase of this product by our teachers; however, many of our schools in the district use similar document cameras.  Observability: When walking through the classrooms, it is obvious these document cameras are very beneficial in teaching.  The cameras are on and being using.  The one hindrance I hear is the placement of the outlet of the teacher’s computers and the document camera.  I often see teachers in the back corner using their document cameras in the dark.  Teachers do not like the placement because it takes them away from the students.  This is an issue for discipline and interaction with their students.  I have found a wireless tablet that will work with the document cameras.  These will allow the teachers to move around the room while using the document camera.  We are hoping to add the tablets next school year.   

http://www.youtube.com/watch?v=JvxFYYNfucc

                                             

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?  

If I were asked to develop a series of professional development workshops on the use of technology in the classroom, I would first survey the teachers to find their needs for training and set forth to set some goals.   I would then look at the Situational model to develop my leadership skills.  I would ask myself how much guidance do the teachers need, how much socio-emotional support do I need to provide, and what level do I need to start?

A leader needs to be an effective communicator.  In communicating with the team, I must be motivating, show enthusiasm, and acceptance.   I must be clear of the objectives and goals of the project.  Communicating with the participants would be very important at this point to see what their needs are on using technology in their classrooms.   I would need to set dates, times and location for the trainings.  I must be sure everyone involved is made aware of this information.  I would do this through email, memo, and announcements, with a follow up.  I would need to check with the computer lab aide to see if the lab would be available for us to use for the workshops.

As a leader, I would need to motivate and monitor the progress.  I would need to be a “cheerleader” for the team by showing enthusiasm.  Being aware of the different personalities and being open to different ideas by managing people differently is another thing I would must to keep in mind.  It is essential to make the extra effort the keep everyone involved with the planning. 

The project must be monitored and changes be made as needed to make it a success.  It will be my job to lead by example, provide direction, and motivation to our team.   Our team will want to produce the best product for our learners as we can.  At the end of the project, I would have the learners take an online survey using Survey Monkey to get feedback on the project the data collected could be used to improve and perhaps develop a new project to continue learning. http://www.surveymonkey.com/

Section 2: Theories and Models of Learning and Instruction.

• Identify a specific learning goal and how you would incorporate two learning theories highlighted in Chapter 4 to achieve this goal.

Call numbers help library patrons find books on the bookshelves.  If books did not have call numbers, patrons would not know where to start looking for a specific book. Using the constructivism theory, I would set up a lesson plan where the students would listen to the librarian’s instruction would then “construct” their own book labels using a template the librarian has saved on the desktops of the computers in the library. So the students received the information, transformed it to make the labels, and retained the knowledge by showing they can make their own. Using the schema theory, the students will be engaged in the practice of locating books in the library by knowing call numbers, they will be members of the library community that see the books are in an order on the shelves by using the call numbers, and as part of the organization or group that is effective and valuable to the library or group.

• Find a reference (other than the book) that describes Gagne’s Nine Events of Instruction. Then create a table or chart that compares and contrasts those events with the first principles described in chapter 7 and describe how you would apply each of the first principles to the goal you've developed from the first activity in this reflection.

The other reference I used is:  Kruse, Kevin.  Gagne’s Nine Events of Instruction: An Introduction.  E-Learning Guru website, January 2008.  http://www.utsweb.net/Instructional%20Design%20Resources/GagneStyle.pdf 

Compares	Contrasts
Both Gagne and First Principles (FP) address activating prior knowledge.	First Principals does not address gain attention and inform learners of objectives, as Gagne’s instructional model does.
Both present information, but FP is specific saying learning is accelerated when instruction shows specific cases that are real and show how the information would apply.	First principals states it is for resolving real-world problems while Gagne correlates to and addresses the conditions of learning.
Gagne‘s model last two steps are assess performance and retains information are combined into FPs last principal which is apply and integrate.	FP has two ending pieces.  One is applying the new knowledge and the other is integrating the new knowledge. They give the learner the opportunity to show their newly obtained knowledge.

Applying First Principals would be very useful when teaching Call Numbers. 

Ø  Knowing call numbers and how they are used in a library is a real-world problem.  “Let Me Do the Whole Task!”

Ø  Ask questions about how we get call numbers to activate prior knowledge.  Also the students can view the spine labels on several books from the library to see the call numbers.  “Where Do I Start?”

Ø  Demonstrate the knowledge to the students of how a book shelf is organized in the fiction section pointing out the fact it is a fiction book with FIC on the spine label and the first 3 letters of the author’s last name.  Then show the students how the non-fiction books are organized by a Dewey number and then use the author’s last name.  “Show Me!”

Ø  Have the students apply their knowledge by shelving some books.  “Let Me Do It!”

Ø  Have the students hunt for certain books by giving them the author’s last name and telling them if it is fiction or non-fiction.  “Watch Me!”

• Develop a new goal or using the one you've already developed, briefly describe how you might use the whole-task approach, scaffolding, and mathemagenic methods to help students learn to perform a task.

Call numbers help library patrons find books on the bookshelves.  Using the Whole Task model would be a good model to follow when teaching a group of fifth graders the importance knowing about call numbers when searching for a book in the library because it is based on real-life tasks.  Fragmentation of instruction fits into the library schedule because of shorter class periods in the library.  Also, much information must be shared before call numbers can be understood.  The difference in fiction and non-fiction; as well, as knowing the first three letters of the author’s last name all must be understood by the students before call numbers make sense.  Scaffolding of the whole task performance would connect all the pieces in reaching the set of objectives.  Even though call numbers can seem abstract to the students when using a board to show how call numbers are chosen, it is important to allow them time at the bookshelves to see the connection in the information being presented which would entail the mathemagenic method.  Using these methods will help when developing a lesson.    

• You have been hired to design a course for a topic in your area of specialization. Using Table 9.2 as a template, what would you incorporate into each subcategory to motivate learners?

Training of library patrons to use the OPAC (library’s online public access catalogue) is a skill our 21^st century learners must know.  The librarian and the classroom teacher need to collaborator on their activity and work together to its successful conclusion. 

v  Attention

Have the data projector turned on when the class enters the library.  Have it displaying the computer’s desktop to capture the students’ interests.

Tell the class “beginning today you will be using the computers to search for materials from the library you may need for classwork by using the OPAC” to excite their attitude of investigation.  I would also ask a student to come up to the computer to “drive” so that I may explain and point out things on the screen.

Keep the students’ attention by moving around the room and asking question. 

v  Relevance

I would ask the students what they are studying in science and use that topic to search the OPAC for materials the library has. 

As I do the initial interview with the library patron about their topic, I can find out more and be able to help them narrow their search.

After narrowing the search the list of materials will become smaller, I would show them how they can use the information from the OPAC to locate the books and other materials in the library.

I would then have the students move to the “browser stations” and do to a search of their own.  I would be there for guidance and to answer questions.

v  Confidence

I will make this a positive experience by monitoring the students and guiding them through the process so that they are successful throughout the process.

I hope the students will use the library more because of their newly acquired knowledge.

The students will know they have been successful when they locate and check out the materials needed to farther their study of the topic.

v  Satisfaction

The students will be able to access the OPAC from any computer on the district’s network. They will need to continue to use this skill.

The students will have many opportunities to use the OPAC to search for materials on many topics.

The students will use the same software from elementary to high school.  They will need to be guided to use the advance search features as well as, the use of an inner-district loan from any other school library in the district.   

• Finally, after completing these activities, discuss the benefits of engaging in design research.

Engaging in design research will add quality and give a framework to your lessons. By staying current with design research, educators informed with the latest information to what our students need and how to deliver the information.  Instructional designers help educators answer the question why we are doing the things we do to motivate our students to maximize their learning.

Blog Reflection Week 2

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

Educational technology to me is the process of implementing technology into every part of the educational process to improve learning and performance. Our text describes an early definition as “the enrichment of education through the ‘seeing experience’ (p. 3).”  Teachers can use technology to design, develop, implement, evaluate, and manage instruction, as well as, for administrative duties.  Teachers can utilize technology to differentiate between the students different learning styles.  Technology can enrich student learning and ret each objectives.  Being in the library gives me many opportunities to instruct and engage the students in the use of technology. The use of databases, the search for information, and more give me the opportunity to create, use, and manage the appropriate technological processes and resources the students need.  

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.

After studying the Dick, Carey, and Carey model of instructional design, I saw some similarities with the six characteristics of instructional design (ID).  The ID process is “learner centered” which is in line with Dick, Carey and Carey’s model.  In their model it continuously loops around to the learner.  The ID process is “goal oriented” which follows the Dick, Carey and Carey’s model part “assess needs to identify goals.”  “Meaningful performance” part of ID is an important piece in Dick, Carey and Carey’s model in revise instruction.   Dick, Carey and Carey’s model also wants the outcome measured in a valid and reliable way in the in the final step.  A characteristic of ID of self-correcting is not found in Dick, Carey and Carey’s model; however, it does offer the opportunity for those needed corrections to be made.  Dick, Carey and Carey’s model could be used in a team setting, but it is not solely for that purpose. 

The use of this model would work fine in the library when developing lessons for teaching fifth graders the Dewey Decimal System.  I could plan a “Book Scavenger Hunt” where teams would take a category or two and be asked to locate several books in the library using their knowledge of the DDS.  They would need to use the OPAC (library’s online database).

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?

The use of technology is increasing daily for all of us. Reputable Universities and Community colleges have taken advantage of the increased use of the Internet by putting programs online.  A person can now complete their master’s degree all online.  That is amazing to me.  People are so busy with their lives today, can now do their work online anytime and anywhere. In the last couple of years this aspect of the universities has exploded.  I see it growing even more.  Distance learning is another area using technology in education that is growing.  Teachers in specific fields are getting harder to find.  This would give districts that could not afford a specific teacher to share them with other distances.  This would save money and give more students the opportunity to take the classes. 

I do think textbooks will soon be completely online, so students will have to have some sort of portable device such as a laptop or iPad.  I think school libraries will see big changes with eReaders becoming so popular. The development of Web 2.0 tools is offering educators more ways to communicate. Teachers’ blogs have more and more followers.  Teachers in the same fields may share ideas and lessons easier. I am currently reading a book entitled The Book Whisper.  This Texas sixth grade reading teacher started blogging about her days in the classroom and teaching reading.  She later turned her blog into a book.  I hope instruction will become more project-based learning. This will help students learn and use problem-solving skills. Technology will continue to grow and change education.  I think for the better.