Section 4: Human Performance Technology

Performance problem and non-instructional solution to solve the problem.

Electronic performance support systems definitions and important attributes.

Gloria Gery’s electronic performance support system definition, although old, contains everything necessary for a well rounded EPSS.  “An integrated electronic environment that is available to and easily accessible by each employee (learner) and is structured to provide immediate, individualized on-line access to the full range of information, software, guidance, advice and assistance, data, images, tools, and assessment and monitoring systems to permit job performance with minimal support and intervention by others” (Gery, 1989).

 I like Gery’s definition because it is specific and includes every aspect of EPSS and indicates user friendly and user at-will accessibility by the learner with minimal intervention. EPSS systems in the workplace probably have not been used more because of cost. Although EPSS actually saves on training costs and increases learner knowledge and performance, it may be that systems are initially expensive to set up and there is also the fear of the unknown results of the EPSS. However, it seems that the more schools and businesses become more technology based, the more likely EPSS will be integrated, cost-effective, and become common place for most working environments.

 Use knowledge management system used to solve the problem

Problem: Various software systems are in place, but there is a communication break-down in knowing how to access, train, and use the systems. Attempting to solve this problem would include 1) a contact point (person or persons) with knowledge of the systems and their uses; 2) where to find training (in-house, on-line, or outside sources); 3) a collaboration of persons, or teams to assess the problems, systems, training, and results of the training and implementation of the learning; and 4) assessment and improvement of 1 through 3, because technology and knowledge are constantly changing and there is always a need for performance improvement and change.

My experience with informal learning

I think it is important to have knowledge of generations. I purposely visit with my son (he’s 23 years old) and his friends to observe them and find out what they think of things, and to try to ascertain where they are going in life. (This is actually research, but don’t tell my son this because he and his friends would be on guard and may not be as open, and purposely change their behavior) I also purposely study my parent’s generation. This generation is absolutely brilliant. In addition to school and working all these years, this generation has lived through good times, bad times, such as the depression, world wars, extremes in climate, environmental, political, economical changes, and yes, has learned from the newer generations and times, technology. And yes, this generation is on to me and my observations. (I think I ask too many questions)

Section 3: Evaluating, Implementing, and Managing Instructional Programs

1.     Evaluation Models and Evaluation Use

Model 1: Logic Model (theory based evaluation) – The logic model is based on two elements: a theory of how the program causes the intended outcomes, and an evaluation that is guided by theory. The logic model is developed by the evaluator using input from other team or program developers. Evidence and information is gathered to test the validity of the logic model in a kind of qualitative way, such as observations (although qualitative and quantitative information can be used). The model can be developed before using hypothesis and theory or after using information gathered from the program. Logic models usually are expressed in a flow chart or a similar diagram, and for evaluation or assessment purposes might include categories of resources, activities, outputs, and outcomes. The flow chart may contain a sequence of steps from implementation to attainment of outcomes (Cooksy, 2000).

My use of this model to evaluate my program/training would include meeting and conversing with other interested or involved faculty to form a plan of intended outcomes of the training. After a plan was developed I would then observe every aspect of the training from beginning to end and then create a flow chart or diagram, also from start to finish to evaluate whether the training has met the goals or projected outcomes or determine where the training should be improved.

Model 2: Seven Principles for Good Practice evaluates teaching with technology in higher education and suggests what faculty should do to encourage learning with technology – Although this model was created in 1987, it is still widely used today to measure effectiveness of teaching with technology in higher education (from a faculty member’s point of view). The model was updated in 1996 to reflect more recent technology, but the principles have remained the same. The principles are learner centered in nature. This model is popular because it is cost efficient and effective. The seven principles all begin with “Good Practice”, 1) Encourage contact between students and faculty; 2) develop reciprocity and cooperation among students; 3) encourage active learning techniques; 4) give prompt feedback; 5) emphasize time on task; 6) communicate high expectations; and 7) respect diverse talents and ways of learning (Chickering & Gamson 1987).

My use of this model to evaluate my program/training would be from a faculty perspective and whether the course was online or lecture would implement all of the seven principles. The seven principles are more or less an expected way to teach college courses because the principles are so effective. The seven principles may be easier to implement in online courses because of the ease and convenience of technology, such as the instant grading, contact between students, for example, chat, blogs, and other collaboration sites, online surveys, online syllabus, and electronic communication of the instructor to student, and student to instructor. The program can be evaluated through surveys, teacher/student communication, and student outcomes (grades).

 2.    Innovation Perceived Attributes

Because there was a lag time in receiving requests for inquiry for services through our US Mail system and through electronic mail, our business implemented electronic mail boxes that requests could be sent directly to a E-box address and any employee given access to the E-box could retrieve the request and begin work on it right away. This E-box innovation has been very successful. The relative advantage of this innovation is that it saves time and assures receipt of important information. Because the E-box is part of our Electronic mail system, is very compatible with our existing mail system. In addition to being part of the existing mail system, the E-box has exactly the qualities as far as inbox, outbox, deleted mail, and special folders, therefore no training is needed because the E-box is works in the manner the employee is used to. The system has been in place for several months now and appears to be an accepted and well working part of the work. This system works great and everyone appears to appreciate that time it saves and the E-box seems to be a very welcome part of our business.

3.    Project Management / Situational Leadership Facilitation

Once the situation of what we have to work with is clear, a rough estimate is made of team, material, and resource needs. Then a framework is done to start the project process. Hopefully there is enough staff to hand pick a team, however if a team is assigned to this project, in a position of project manager I would meet with the team to get to know the team and explain what the project was all about. I would also assure the team of an open door policy and encourage the team to ask questions and make recommendations if they thought something could be done better. I think it would depend on the situation, however if time allows, a weekly meeting would be great to spear head any bumps encountered. The team would know that I oversee the project but rely heavily on them for the projects progress and outcomes however, since I am ultimately responsible, I would need to be involved in any problems that arise. The team also needs to know what is in it for them and the incentives and rewards would be explained. It is important to know the different personalities of the team members because everyone is different. Some team members are a little more independent and some members may be more creative, but for sure I would not expect that everyone was the same. If the budget is small, I would try to work out the numbers and staff as many team members as possible without teaming up too much and therefore leaving some team members with nothing to do. Working with a team should go well as long as communication with everyone is often and team roles, project needs, and rules and expectations are up front.

Section 2 - Learning Theories and Principles

1.      Learning goal incorporating two learning theories.

The learners in this scenario are corporate assistants. The learning goal is to learn how to set up corporate training sessions. The two learning theories used in this learning goal are behavioral learning theory and cognitive information processing theory.

The first theory used is the behavioral learning theory. The course setting will be comfortable and the instructor will be friendly to encourage an instant rapport with the learners. The instruction will include an overview of the course, allow time for questions, and be open to questions, and encourage feedback and will provide assessment instruments for assessment of the course. The learners will be provided (rewarded) with a certificate of completion for the course.

The second theory used in the learning goal is cognitive information processing theory. Pairing with the behavioral learning theory properties, the goal is to remain aware more or less of the culture, business, and organization’s traditional and accepted way of presenting education and ideas to learners. Therefore, this course will furnish learners with an overload of information beginning with a list of objectives, a list of course expectations, contact and further research areas for more explanation of course material, and as part of the assessment mentioned in the first theory, learners will be encouraged to take the next level of the course and other courses in this area that interest them.

2. Compare and contrast Gagne’s 9 events of instruction in Chapter 7 tables and charts with GNEOI articles of other source and describe how you would apply each of the first principles to the learning goal developed in 1.

First Principles - 5 (from Reiser Book, Chapter 7)	Gagnes 9 Principles (Kruse, Kevin. Gagne’s Nine Events of Instruction: An Introduction http://www.e-learningguru.com/articles/art3 3.htm Retrieved 11/4/11)	Compare and Contrast First & Gagnes (link and overlap)
First Principle 1: Problem Centered (let me do the whole task)	Gagnes Principles 1 & 2: Gain attention Inform learner of objectives	First Principles 1 and Gagnes Principles 1 & 2: Problem centered is linked to gaining attention. Adult learners need to know what they are learning is important and whey the course will help they learn and solve a problem. Informing the learner of the objectives will lay the foundation of what they will learn.
First Principle 2: Activation (where do I start)	Gagnes Principles 3 & 4: Stimulate recall of prior learning Present stimulus material	First Principles 2 and Gagnes Principles 3 & 4: Inform learners of what will be covered in course, present an example of a similar problem and how it was addressed and what the outcome was. Start the course with animation or a video or interesting PowerPoint.
First Principle 3: Demonstration  (don’t just tell me, show me)	Gagnes Principles 5: Provide learner guidance	First Principles 3 and Gagnes Principles 5: Use whatever media is available, i.e. video, PowerPoint, Adobe Presenter, to induce learners senses and keep them engaged in the instruction; give examples, present findings from case studies, and other information to cause learner to link and connect to prior learning or initiate new learning.
First Principle 4: Application (let me do it)	Gagnes Principles 6 & 7: Elicit performance Provide feedback	First Principles 4 and Gagnes Principles 6 & 7: Give short tests to gage learners understanding of course learning; let learners correct tests and discuss questions and answers to trigger more understanding. Allow study/discussion groups if possible.
First Principle 5: Integration (Watch me)	Gagnes Principles 8 & 9: Assess performance Enhance retention and transfer to the job	First Principles 5 and Gagnes Principles 8 & 9: Give post tests/surveys to assess what learners have learned. Give learners opportunity to discuss any questions or concerns they may have and assure learners know how the information learned in the course can be applied or used on job. Make sure learners know where they can get information/answers if there are problems/questions after course is finished.

The First Principles would be applied to the course learning goal by: 1) Presenting objectives of the course and presenting a problem (scenario) and material that will convey to the learner, that the course instruction and material may help the learner to solve; 2) The instructor would share an example of a similar or linked situation that would cause the learner to recall or link the course material to activate learning; 3) Use whatever media is available, i.e. video, PowerPoint, Adobe Presenter, to induce learners senses and keep them engaged in the instruction; 4) Present examples, then ask learners questions and engage learners in conversation/debate to simulate ideas and links to information learners already possess; 5) Assure learners know how the course will link to their needs and know how they can use the course information. Provide assessments and provide outcomes of what learners should know from the course material.

3.      Develop a new goal or using the 1^st one briefly describe how you might use the whole-task approach, scaffolding, and mathemagenic methods to help student learn to perform a task.

Using whole-task approach method: The course would present real life tasks such as computer instruction which uses a real life scenario. For exam, if Joe is an engineer and leaves a step out when planning a bridge, the bridge may not hold up. Basing course material on real life situations helps the learner to relate the material.

Using scaffolding method: The course would begin with the simple material and then graduate level by level to the most complex material.

Using mathemagenic method: The course would offer differing learning tasks to cause the learner to think and therefore learn different ways to learn and perform the task. Also, random courses that vary in complexity to incite learner to think.

4.      You have been asked 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?

Table 9.2 ARCS Model Categories	My subcategory additions to motivate learners for corporate training.
Attention (sub: perceptual arousal, inquiry arousal, variability)	Perceptual arousal – Start the course with a video of the course highlights or course benefits. Inquiry arousal – Encourage learners to ask questions. Variability – Use media, such as PowerPoint to keep learners attention.
Relevance (sub: goal orientation, motive matching, familiarity)	Goal orientation – Assure course objectives and goals match Learners needs. Motive matching – Course objectives and course content should match learners needs. Familiarity – Encourage learners to connect the course with past experiences, or provide examples of similar courses for learner familiarity and link to the present course.
Confidence (sub: learning requirements, success opportunities, personal control)	Learning requirements – Assure learners of course relevance and course connection to outcomes. Success opportunities – Match objectives with learners outcomes. Personal control – Clear learners assessments with assessment results and outcomes.
Satisfaction (sub: intrinsic reinforcement, extrinsic rewards, equity)	Intrinsic reinforcement – Link areas learners will be able to use course information. Extrinsic rewards – Course completion and suggestions of areas that will benefit from course completion. Equity – Suggesting course contents and learning will enhance their knowledge of the subject area.

5.       Discuss the benefits of engaging in design research. Design research is beneficial and absolutely necessary in today’s changing education, business, and global economy. Workers are in constant need of continuing education to keep up with technology and changing jobs, politics, global economy, and discoveries in medicine, education, and business. Design research, education, and instruction is more important today than ever before, therefore keeping up with best way to teach and learn is needed to assure every learner is reached and with the most efficient tools and learning models. Hopefully, numerous empirical research studies will be conducted to assure the instructional design field is investigated, studied, and kept current for new and developing instructional designs and technology.

My Instructional Design Definition

My term for the field is: Instructional design, integrating technology and employee/student training and development.

 For my definition of the field and because I work in a business environment, I wanted to cover all the bases in regard to my definition so to me: 1) instructional design implies the framework for the education/training; 2) integrating (use of) technology meaning online courses, internet, social media, lecture with use of PowerPoint, Wikis, Blogs, live interviews (such as Skype), online research/library, implies the use of anything and everything that will aid and promote learning/education; 3) and employee/student training and development implies the actual area, courses, curriculum, and outcomes that are needed for the learning objectives and best outcomes. My definition is also based on the premise of lots of feedback, updates and changes. There is always room for improvement.

I have some experience in the area of training due in part to my education. I have a Masters Degree in Human Resources, with an emphasis on corporate training and development. Also, before my employer had a Corporate University, the technicians and assistants were expected to learn new skills and technology (at the time this meant computer software), and to teach and assist others in their sections. This worked out well for me because I have always had an interest in life long learning. My definition is so descriptive because from my viewpoint, had I not been exposed in the instructional area by my education and my job, I probably would have a hard time figuring out exactly what is meant by instructional design and technology. That is why I elaborated on my definition.

My Redesign of ID Model

My instructional model is learner based. I think the more steps the better because you can always delete steps if they are not needed, but it is hard to figure out what step you missed if it is not in a planned model. After I assess the need for training, I then consider goals and objectives of the training. If possible, consulting other interested members (team) if not research to find empirical or expert information/instructions. Next, it is a good idea to analyze the learners because it may make a big difference it course design due to age range, subject matter, or reason for the training/course. The preceding is the basic information (frame) needed for the design. Then, with the frame in place, I would begin to develop the course, keeping in mind the goals and objectives, and try to build in assessments for monitoring throughout the course. Next, I would assess the learner success in the course and gage the learner and course outcome. Finally, I would revise or improve the course if needed. From beginning to end, team, associate, or learner input would always be welcomed and appreciated.

This model fits well into my present work environment and I think especially works well for adult learners.



Technology Past and Future

Technology is used quite a bit in Higher Education for distance learning courses, E-Library for research, and administrative purposes, such as registration, recordkeeping, and Email. There are degrees that are offered solely online. For Adult Education, you may take tests, online courses, or register for courses. K-12 has some exposure to technology such as word processing in doing homework, and computer research for reports, and some drill work and tests, but for the most part, is still operating through the primary instructional media of teacher, chalkboard, and textbook.

The future of technology in education will be great. My thoughts are that Higher Education will continue to lead the way to use of more technology. I see more enhancement of technology such as blogs, wikis and other social media to add to the curriculum. I think more online degrees will be enhanced with more social media and collaborative types such as Wikis. Also, I think more and more distance learning will take place, forcing more technology into the curriculum. Adult Education will continue to use more technology and be enhanced by collaborative media. For K-12, I think there will soon be a computer in every classroom (maybe IPads or laptops) to enhance student learning. K-12 already is ahead of the game with their use of YouTube, Internet, and the social network sites, so the transition to a majority of technology in the classroom does not seem out of sight.