Section 4: Human Performance

1. As I was researching non-instructional solutions, I discovered the motivational and compensation system. Lack of motivation can be a real problem with both learner and educator. As educators, we need to learn how to motivate our students through visual, verbal, and mentally challenging lessons to keep them motivated. But what if we as educators become unmotivated. The challenge I am sure we have all faced. As in any business, employees need a little encouragement to meet the goal of the business. This is where the “management” of the schools needs to step in with possible monetary and/or achievement style rewards.

2. Electronic Performance Support Systems, EPSS, are an important link between task support, the acquisition of new knowledge and skills, and the development of broader technological.  EPSS exists as stand-alone systems or as systems embedded in the work process. Stand- alone electronic performance support is made available to the user while the work is on-going but requires the user to seek information by querying. Many times this information is displayed alongside work information.

An example I found of EPSS application is that many service technicians use laptop computers when servicing home appliances. Although the laptop is networked to an external database, the laptop does not directly interface with the malfunctioning appliance. It is quite common to see a technician referring to his/her laptop while diagnosing or repairing an appliance. The laptop communicates wirelessly with the service vehicle parked in the driveway. There the signal is transmitted to a comprehensive database via a satellite link. This communication illustrates the networking of the user’s access device with external information. Technicians can check model numbers against parts lists, inventory and price information as well as view diagrams and illustrations.

3. Blended learning combines online with face-to-face learning. The goal of blended learning is to provide the most efficient and effective instruction experience by combining delivery modalities.

Here is a table that categorizes the type of learning that may be used: Live face-to-face (formal) * Instructor-led classroom * Workshops * Coaching/mentoring * On-the-job (OTJ) training Live face-to-face (informal) * Collegial connections * Work teams * Role modeling Virtual collaboration/synchronous * Live e-learning classes * E-mentoring Virtual collaboration/asynchronous * Email * Online bulletin boards * Lusters * Online communities Self-paced learning * Web learning modules * Online resource links * Simulations * Scenarios * Video and audio CD/DVDs * Online self-assessments * Workbooks Performance support * Help systems * Print job aids * Knowledge databases * Documentation * Performance/decision support tools Source: Strategies for Building Blended Learning By Allison Rossett, Felicia Douglis, and Rebecca V. Frazee

Let’s go into a classroom: A social studies class is learning about China. The traditional classroom has used the textbook/Internet to gain knowledge. How can they gain true-life experience through a blended learning experience while using a knowledge management experience? One thought is to utilize a program called epals where the learners can become email pals with students in China. This would allow both sets of learners to gain valuable knowledge from each other’s country and life experiences.

http://www.epals.com/

Enjoy this short tutorial video for teachers about getting started with epals. http://youtu.be/HRF12PV-yag

4. Informal Learning:

From what I have found exploring informal learning, seventy-five percent of learning that takes place in life is considered informal learning. This type of learning is what stays in our head best and leads to greater understanding of our life and its surroundings.

As a mother of three and grandmother of four, I came across situations of informal learning daily. An example of this would be when I was exploring discipline techniques for my children. I read books on the subject till I could longer absorb any more theories on child rearing. I had a friend tell me one day to just relax and adjust my reaction to the actions of my children. I discovered there was no right or wrong in discipline, children are different, and each one required their own special attention. By me getting up tight, I just made the problems worse. As I relaxed I started to enjoy my kids more and the bad experiences became less frequent.

Purpose: Helped me become a better parent.

How was the experience: Humbling- I thought I had the knowledge to be a good parent but all I had was the book knowledge.

Was it engaging: Yes, everyday was a new experience with child rearing.

In this learning experience, I played the role as learner and my friend and children played the role as instructor.

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

1. Two models used for evaluation:

A. Pretest-Posttest Model

With this evaluation model we can measure the instruction before the project starts and repeat the same measures after the project is completed. The differences or changes between the two points in time can be attributed to the project interventions. The pre and posttests should be the same and measures should be taken from the same groups. In addition, to establish a strong link between project interventions and project impact, the model should take into account other biases that might occur between the two points in time.

Advantages: The main advantage of the pretest-posttest model is that it is relatively easy to implement. It can be implemented with the same group of project beneficiaries. It does not usually require a high level of statistical expertise to implement and is able to access progress over time by comparing the results of projects against baseline data.

Disadvantages: The main disadvantage of the pre and posttest model is that it lacks scientific rigor. There are many biases that might take place between the pretest and the posttest that could affect the results, and therefore, weaken the direct link between project interventions and project outcomes or impact. In other words, changes in the situation before and after project implementation might be attributed to other external factors.

Implementation Steps: Applying the pretest posttest model involves the following main stages:

1.      ‪Prepares a list of indicators that would test project outcomes.

2.      ‪Design evaluation tools and instruments for data collection.

3.      ‪Apply the tools and instruments with the target group or a representative        sample of the target group at the pretest time.

4.      ‪Repeat the same measures at the posttest time with the same target group or a representative sample of the target group.

5.      ‪Analyze, compare, and interpret the two sets of evaluation data.

6.      ‪Report findings.

B. Comparison Group Model

This evaluation model access project outcomes through the comparison between project results on two comparable groups at the same period of time. The first group represents beneficiaries of the project and the second represents a group that has not benefited from the project. To control for design biases, the two groups should have the same characteristics in many aspects (socioeconomic status, gender balance, education, and other geographic and demographic aspects). Difference between the two groups could be attributed to the project interventions.

Advantages: This model has relatively strong scientific rigor. It is able to link project impact with project interventions or to attribute outcomes to the intervention. The implementation of this model is relatively easy when naturally existing comparison groups can be found.

Disadvantages: In many situations it is difficult to find a comparison group. In addition, working with two different groups might increase the research burden and increase the cost of evaluation.

Implementation Steps: Applying the comparison group model involves the following main stages:

1.   ‪Prepares a list of indicators that would test project outcomes.

2.   ‪Design evaluation tools and instruments for data collection.

3.   ‪Select a comparison group based on an appropriate set of criteria.

4.   ‪Apply the tools and instruments with the target and comparison groups, or representative samples of both, at the same time.

5.   ‪Analyze, compare, and interpret the two sets of evaluation data.

6.   ‪Report findings.

2. Technology has become a part of our lives. People use it every day to solve problems at work and home. Machines based on technology are involved in many activities today across the world helping people to finish their tasks more quickly, easily, and precisely. One tool I have discovered since my son left for college this year is FaceTime. With FaceTime, you can have face-to-face video calls with friends and family if both parties have an iPhone, iPad, iPod touch, Mac, or PC. The major problem I discovered with FaceTime is that it works only over Wi-Fi networks, not 3G. There are many times when I am available with Wi-Fi in place but my son is in a connectible area. I feel it is not a complex innovation to use but networking issues hinders its capabilities. http://youtu.be/EmAIptWS7Mk

3. According to our book, Instructional Design and Technology, Situational Leadership is based on three factors.

1.    The amount of guidance and direction a leader gives.

2.    The amount of social emotional support a leader provides.

3.    The readiness level that follower exhibits in performing a specific task.

http://www.ineer.org/Events/ICEE1997/Proceedings/paper74.htm

QUADRANT ACTIONS

In quadrant S-l the students are generally insecure and lack competence even though they are usually highly committed. My role as the instructor is that of teaching or training requisite knowledge and skills. This is the foundation-laying situation where the instructor educates the students, imparts specific knowledge and provides close supervision and direction in projects.

Quadrant S-2 requires more supportive behavior on behalf of the instructor. The students are now more self-directive but they still lack sufficient competency or task maturity to fully function independently. My role as the instructor is more of selling, advising and coaching. Most decisions are still largely the responsibility of the instructor who thoroughly explains and provides ample clarification. This is primarily a dialogue stage to assure more competence and understanding by the students.

The third quadrant, S-3, is a much more involved situation. Here the students are more competent and mature so they assume the majority of the responsibility in conducting their own tasks, projects, learning and decisions. My function is to be a resource, facilitates discussions, as needed, and shares ideas. Normally, the students are required to present their decisions and actions to the instructor and explain their reasoning processes. The students then specify what they learned and how they can apply it outside the classroom environment.

The S-4 fourth quadrant allows the students full responsibility and empowerment. They are expected to demonstrate their learning. This is considered self-learning as they experience the successes and difficulties in the situational applications. 

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

1. Two models used for evaluation:

A. Pretest-Posttest Model

With this evaluation model we can measure the instruction before the project starts and repeat the same measures after the project is completed. The differences or changes between the two points in time can be attributed to the project interventions. The pre and posttests should be the same and measures should be taken from the same groups. In addition, to establish a strong link between project interventions and project impact, the model should take into account other biases that might occur between the two points in time.

Advantages: The main advantage of the pretest-posttest model is that it is relatively easy to implement. It can be implemented with the same group of project beneficiaries. It does not usually require a high level of statistical expertise to implement and is able to access progress over time by comparing the results of projects against baseline data.

Disadvantages: The main disadvantage of the pre and posttest model is that it lacks scientific rigor. There are many biases that might take place between the pretest and the posttest that could affect the results, and therefore, weaken the direct link between project interventions and project outcomes or impact. In other words, changes in the situation before and after project implementation might be attributed to other external factors.

Implementation Steps: Applying the pretest posttest model involves the following main stages:

1.      ‪Prepares a list of indicators that would test project outcomes.

2.      ‪Design evaluation tools and instruments for data collection.

3.      ‪Apply the tools and instruments with the target group or a representative        sample of the target group at the pretest time.

4.      ‪Repeat the same measures at the posttest time with the same target group or a representative sample of the target group.

5.      ‪Analyze, compare, and interpret the two sets of evaluation data.

6.      ‪Report findings.

B. Comparison Group Model

This evaluation model access project outcomes through the comparison between project results on two comparable groups at the same period of time. The first group represents beneficiaries of the project and the second represents a group that has not benefited from the project. To control for design biases, the two groups should have the same characteristics in many aspects (socioeconomic status, gender balance, education, and other geographic and demographic aspects). Difference between the two groups could be attributed to the project interventions.

Advantages: This model has relatively strong scientific rigor. It is able to link project impact with project interventions or to attribute outcomes to the intervention. The implementation of this model is relatively easy when naturally existing comparison groups can be found.

Disadvantages: In many situations it is difficult to find a comparison group. In addition, working with two different groups might increase the research burden and increase the cost of evaluation.

Implementation Steps: Applying the comparison group model involves the following main stages:

1.   ‪Prepares a list of indicators that would test project outcomes.

2.   ‪Design evaluation tools and instruments for data collection.

3.   ‪Select a comparison group based on an appropriate set of criteria.

4.   ‪Apply the tools and instruments with the target and comparison groups, or representative samples of both, at the same time.

5.   ‪Analyze, compare, and interpret the two sets of evaluation data.

6.   ‪Report findings.

2. Technology has become a part of our lives. People use it every day to solve problems at work and home. Machines based on technology are involved in many activities today across the world helping people to finish their tasks more quickly, easily, and precisely. One tool I have discovered since my son left for college this year is FaceTime. With FaceTime, you can have face-to-face video calls with friends and family if both parties have an iPhone, iPad, iPod touch, Mac, or PC. The major problem I discovered with FaceTime is that it works only over Wi-Fi networks, not 3G. There are many times when I am available with Wi-Fi in place but my son is in a connectible area. I feel it is not a complex innovation to use but networking issues hinders its capabilities. http://youtu.be/EmAIptWS7Mk

3. According to our book, Instructional Design and Technology, Situational Leadership is based on three factors.

1.    The amount of guidance and direction a leader gives.

2.    The amount of social emotional support a leader provides.

3.    The readiness level that follower exhibits in performing a specific task.

http://www.ineer.org/Events/ICEE1997/Proceedings/paper74.htm

QUADRANT ACTIONS

In quadrant S-l the students are generally insecure and lack competence even though they are usually highly committed. My role as the instructor is that of teaching or training requisite knowledge and skills. This is the foundation-laying situation where the instructor educates the students, imparts specific knowledge and provides close supervision and direction in projects.

Quadrant S-2 requires more supportive behavior on behalf of the instructor. The students are now more self-directive but they still lack sufficient competency or task maturity to fully function independently. My role as the instructor is more of selling, advising and coaching. Most decisions are still largely the responsibility of the instructor who thoroughly explains and provides ample clarification. This is primarily a dialogue stage to assure more competence and understanding by the students.

The third quadrant, S-3, is a much more involved situation. Here the students are more competent and mature so they assume the majority of the responsibility in conducting their own tasks, projects, learning and decisions. My function is to be a resource, facilitates discussions, as needed, and shares ideas. Normally, the students are required to present their decisions and actions to the instructor and explain their reasoning processes. The students then specify what they learned and how they can apply it outside the classroom environment.

The S-4 fourth quadrant allows the students full responsibility and empowerment. They are expected to demonstrate their learning. This is considered self-learning as they experience the successes and difficulties in the situational applications. 

Section 2: Theories and Models of Learning and Instruction

•    Learning goal: Spelling- I will check my spelling carefully. I will use a dictionary for words I am not sure of.

•    Behavioral Learning Theory- As an educator, I could place a smiley face on a learner’s paper as I notice a dictionary being used.

•    Constructivist- Encourage the learner to set their own goals for spelling and allow them to discover an understanding about their individual spelling challenges.

http://www.nwlink.com/~donclark/hrd/learning/id/nine_step_id.html

Gagne's 9 general steps of instruction for learning	First Principles
Gain attention- motivate	Problem-centered- promoted when learners are engaged in solving real-world problems
Describe the goal- frame information	Activation: promoted when relevant previous experience is activated
Stimulate recall of prior knowledge- Show how knowledge is connected	Demonstration (Show me): promoted when the instruction demonstrates what is to be learned rather than merely telling information about what is to be learned
Present the material to be learned- Chunk information	Application (Let me): promoted when learners are required to use their new knowledge or skill to solve problems
Provide guidance for learning- presentation of content is different from instructions	Integration: promoted when learners are encouraged to integrate (transfer) the new knowledge or skill into their everyday life.
Elicit performance "practice"- apply knowledge
Provide informative feedback- present a good solution of the problem
Assess performance test- general progress
Enhance retention and transfer- let the learner review the lesson

http://youtu.be/i_TKaO2-jXA

This is a brief introduction to Dr. Merrill's thoughts about instructional design.

The goal I am working with is spelling and how to engage the learner to use the dictionary efficiently. Student’s should understand the whole task, the individual parts, and then be able to pick out and apply the individual pieces for a multitude of applications.

Whole-task Approach-focus is on the overall goal to be attained throughout the entire process.  The task is learned as a whole rather than a set of individual sub-skills.

Scaffolding-teacher helps the student master a task or concept that the student is initially unable to grasp independently.  Teacher allows student to complete as much of the task as possible and only helps with those skills that are beyond the student’s capabilities.

Mathemagenic- that learning tasks must differ from each other on all dimensions that also differ in the real world, such as the conditions under which the tasks are performed and the way they are presented.

Using Spelling as my learning goal, this is how I would engage my students:

Attention

Perceptual Arousal:  

Start the lesson with a movie clip, audio, or a verbal display of someone using horrible spelling.

Inquiry Arousal:         

Bring in a parent, or another guest who maintains a higher-level job where spelling is important. Have them speak or if need be have them video record themselves talking about the need for spelling and using resources tom achieve this task.

Variability:                 

Discuss objectives with students. Have students complete worksheets, use dictionary-drilling applications. Give students the opportunity to practice and use written conventions.

Relevance

Goal Orientation:        

Have students give writing samples on chosen topics. Correct and grade the papers and point out spelling errors and usage issues.

Motive Orientation:    

Have students write a fictitious letter to a business asking for what they look for in a good employee.

Familiarity:                 

Have students fill out job applications and write cover letters for their resumes.

Confidence

Learning Requirements:   

Non-graded opportunities for students to complete worksheets and on-line drills with immediate feedback.

Success opportunities:     

Graded assignments that exhibit the spelling skills to be mastered.

Personal Control:              

Create a Blog to post student writing samples.  Have students anonymously critique one another’s samples. Have students start by making at least one positive statement.

Satisfaction

Intrinsic Reinforcement:    

Students revise writing samples based on the feedback they receive from one another and revise and repost another draft.

External Rewards:            

After revisions are made, the educator will assess the work and leave comments. Students then make a final revision and post.

Equity:                               

Parents of the students and faculty at the school will be given to access to the final postings. The students will receive final real world critiques of their work.

Reflection on engaging in design research

It seems that instruction, technology, theories, and methods evolve over time. People are unique individuals with diverse learning needs. As an educator, it is important to engage in design research to have tools and models for a variety of situations.  There is not a single “Theory of Everything” that will work in every application. As an educator, I must understand learner’s needs and create efficient and effective instruction for meeting those needs.  Having firm grounding in learning and instruction theories will yield an arsenal of ideas and abilities to create the best instruction for a given learning goal.

Week 2

1.        What is instructional technology? I never really thought about the definition much till reading the first chapter. Early on in the life of technology we used visual instruction, maps, graphs, motion pictures, etc., to engage learners to a variety of subjects. Next, the world of sound recording was used to enhance the visual instruction. As we continued to grow though technology with the use of computers, interactive video, and the Internet, our world exploded with advancements in the instruction of technology.

As I continue to study the field of technology, the definition of Instructional design and technology changes as I investigate different medians used in this field. To me the challenge is not what the definition is, but how and which area of technology to use with the individual learner. I do not want to get stuck in one use of technology and miss out on others that will engage a learner to understanding.

2.       Dick, Carey and Carey Model of Instructional Design

         

1. Analyze learners 2. State objectives 3. Select methods, media, and materials 4. Utilize media and materials 5. Require learner participation           6. Evaluate and revise          This model seems to be a valid measurement of the skills and knowledge of the          learner. As teachers, we can use this model as a guideline to our instruction.

3.         Television, movies, videos, and most computer programs are very visually oriented and therefore attract and maintain the attention of young and older children. With new educational technology being created at a fast pace, we as educators have a buffet of new ways to engage the learner no matter what the learning style is. We need to remember that this style of learning does not provide children with the quality and quantity of crucial emotional, social, cognitive, or physical experiences they require when they are young but I feel that balance and timing of technology are the keys to healthy development. As children grow, the use of higher-level technology can provide the right kinds of experiences at the right time. The changing roles of instructors, student expectations and needs related to learning, and projected technology use can only enhance teaching and learning.