Human Performance Technology

Human Performance Improvement
In my school we have the problem of teachers creating engaging and effective lesson plans for students. Our administrators expect to see lesson plans that engage the students in learning and that is interactive to increase the students success of learning concepts. The process of planning engaging and effective lessons becomes very tedious and time consuming which can become stressful. However, to eliminate stress factors associated with planning the lessons teachers that teach the same subjects can plan lessons together so that we can share ideas. In chapter 14 the author discusses a systemic versus linear thinking and acting approach for human performance improvement. I believe this approach is used at my school because the expectations are given and there is constant monitoring from the administrators. There is no direct instruction however, feedback is provided from the monitoring which allows for self correcting. There are processes in place that allow for teachers that constantly get feedback that suggest needing improvement in certain areas of there teaching. Those processes allow them to get more direct feedback, more monitoring for guidance, and provides the opportunity for more professional development. The systemic versus linear thinking and acting approach for human performance improvement is a more tangible method to encourage improvement within an organization. In addition to processes that we already have in place for this problem, I believe that there should be a system put in place that allows for student suggestions and feedback. Students should be able to suggest how they would like to learn. If we think about it students are taught the same subjects for years and at some point in the school career they remember how a teacher taught them a particular concept that was interesting for them. Children are also technologically savvy so they can think of creative ways to do things that might enhance the learning experience. If we place suggestion boxes in the classroom and allow students to anonymously suggest improvements for lessons that we teach that will allow for improvements in instruction for teachers. If we listen to the feedback from students then we can engage them more in the lessons that we are trying to teach and possible increase the success rate of our students.

Electronic Performance Support System

1. An Electronic Performance Support System is, according to Barry Raybould, "a computer-based system that improves worker productivity by providing on-the-job access to integrated information, advice, and learning experiences" (Raybould, 1991). Gloria Gery defines it as "an integrated electronic environment that is available to and easily accessible by each employee 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).
https://www.msu.edu/~sleightd/epss_copy.html?pagewanted=all

2. Most businesses have seen a dramatic increase in the amount of information employees require to perform tasks. Traditional approaches to training such as paper documentation, instructor-led training, or computer-based training (CBT) may have been effective in the past, but are not suitable to respond to the rapid changes in time, cost, and delivery of information today’s marketplace requires. At Unisys Corporation we have piloted an electronic performance support system that provides self-instruction for our clients at their point of need. This system, which supports a commercial freight management application for airlines, combines multiple forms of user assistance into one comprehensive system that delivers situation-specific information on demand. It provides an effective, cost-saving augmentation to traditional classroom training.
http://www.stcsig.org/usability/newsletter/0401-epss.html

3.  EPSS is defined as an integrated electronic environment that is available to and easily accessible by each employee 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.
http://www.epsscentral.info/knowledgebase/about/

4. Charles Jennings Discusses EPSS

The you tube clip from Charles Jennings helped me to have a better understanding of EPSS. After listening to him explain EPSS then all of the definitions that I read about and researched made more sense. Definition #3 that is listed above relates directly to what Charles Jennings provides in his explanation. I see that EPSS systems are used because I have been a part of organizations that have EPSS systems within the organization. Unfortunately, I believe that EPSS systems aren't as popular as they should be because it affects job opportunities. The EPSS system cuts the need for a large technical support department or a large training and development department. I could remember about 10 years ago there were many jobs available in the corporate sector for training coordinators to come in learn the job and train new employees. Now, EPSS systems are used more commonly which eliminates the need for jobs such as these.

Knowledge Management

In my line of work a problem that we come across is keeping information current on students that need response to intervention (RTI). The process in of how to effectively begin the paper work for students isn't clear. There are many teachers that struggle to complete the paperwork because the process is so unclear so then they avoid the process altogether. Which in the end effects the students that need additional help but there is nothing documented in the RTI process that informs the parents or future teachers. The blended learning approach can be beneficial for the RTI process in our district to clear misunderstandings and answer questions that teachers have. The solution would be to create a web based training for all teachers that provides step-by-step instructions on the process of filling out RTI paperwork. If all teachers are required to complete the training during teacher orientation then the information we all receive is uniformed. Currently, the information is given to teachers from different people across the district which results in ineffective communication because it is explained differently from different perspectives. With the blended approach it requires online and face to face interaction. The face to face interaction to fix this problem would be direct contact with the counselor on campus. The counselor would be able to provide more in depth information of the process or clarify information given by the online tutorial.

Within the school district there is more tactic knowledge than explicit because there are teachers with years of experience and educators should share the knowledge they have with other co-workers. Sharing knowledge and experiences can enhance the learning environment for students and teachers. However, in situations that affect students as they progress throughout their school career there should be explicit knowledge available to access when needed. When completing RTI paperwork explicit knowledge is needed for all teachers and administrators in order for their to be consistencies throughout the district.

Informal Learning Experiences

"Informal learning is the unofficial, unscheduled, impromptu way most of us learn to do our jobs. Informal learning is like riding a bicycle: the rider chooses the destination and the route. The cyclist can take a detour at a moment’s notice to admire the scenery or help a fellow rider."

http://www.informl.com/the-informal-learning-page/

I have learned things in life both formally and informally and I found that both can be effective depending on the purpose for learning. As a teacher informal learning has benefited me greatly! The nature of the experience during informal learning has to be enticing for me and as a result I must feel as though I have truly learned. When I began teaching my mentor taught me the ropes of teaching; he is a 22 year veteran teacher and he did his best to teach me everything he knew. In everything that I did he guided me and provided insight to make my first year of teaching smooth. I have now been teaching for three years and over the past three years I have learned informally from about 5 people at my school. They have been the best instruction any book or computer could provide. Informal learning through collaboration with peers has been very rewarding for me.

Outside of work, I experience informal learning from friends, family, and sometimes television. My very vocal children definitely teach me things about being a parent that you can't read in a book.

Formal learning is great but the experiences of informal training are most rewarding!

Section 3: Instructional Programs and Projects

Instructional Design Models

There are 2 instructional design models that I found that forces the instructor to consider how evaluation will occur during the planning of the design process. The models are the 5E model and the Gradual Release of Responsibility model.

5E Model- The 5E model is an instructional design that assist instructors with creating quality lessons for higher level learning. Through this instructional design, instructors must plan how they assess learning from the concepts being taught. It's a step by step learning experience that allows instructors to prepare success during evaluation or assessment.

To read about the 5E model click on this link for detailed information http://www.cscope.us/5E.pdf

GRR- Gradual Release of Responsibilty includes evaluation and assessment in the planning of instruction.

 

Technological Innovation

The technological innovation that I have recently experienced at work is an increase in the student to computer ratio. Our school has recently increased the amount of computers that are avaliable to our students in the classroom by purchasing COW's (computers on wheels).

Perceived Attributes

Relative advantage- Initially, the idea of having at least two desktop computers in each classroom and a computer lab in each school was thought to be sufficient technology in our district. As the district moves in the direction of preparing our students to be learners of the 21st century it became important to incorporate technology as often as possible within the lesson design. With between 20-30 students in classes on campuses with several grade levels it was very difficult to incorporate technology as often as needed due to the shortage of technology and computers on campus. The district began to purchase COW's or computers on wheels, which are at least 24-30 laptops on a cart. My campus currently has 7 COW's and 2 full computer labs that has aided in increasing the use of technology among our students.

Compatability- The idea of increasing the amount of COW's on the campus was compatible with the belief system of the district, campus, teachers, and administrators due to the goal of increasing the use of technology in the classroom.

Complexity- The process of using the COW's was not complex at all. What became complex was the internet connection not working properly at all times and maintaing the condition of the laptops. In the beginning some of the laptops were not connecting to the networks internet connection. It was also discovered that some of the internet outlets in the classrooms didn't work properly. As a result of getting the laptops our school had to have upgrades on hardware in the classrooms in order for the COW's to work properly in each classroom.

Trialability- Our campus did have a trial period with two COW's initially and it was difficult to spread them out amongst the entire campus regularly. They became popular and everyone wanted to use them so our principal pushed for more money for more technology.

Observability- As our campus showed the use of technology through our lesson designs we were able to get additional funding from the state or our district to acquire more COW's.

Situational Leadership

 

http://www.leadershipvibe.net/situational-leadership-theory-is-it-useful

On my campus I have been asked to conduct a staff development that will encourage teachers to incorporate more technology in their instruction. Not only allowing students to use technology but teachers using technology to instruct in their classrooms too. In order for staff development to be a success on my canpus I will have to design it to meet the needs of S3,R3 co-workers. I have a great relationship with my co-workers which is beneficial for the transfer of information. However, there is a high level of negativity when it comes to using technology on our campus. Many complain that there isn't enough various types of technology or that there isn't enough training on various types of technology. There are also complaints of people feeling as though they are being asked to change their teaching style, which they have been doing for years. So, the situational leadership model has helped to identify my audience and allow me to design staff development that can address the areas of uncertainity and negativity in my co-workers.

Week 2: Theories and Models of Learning and Instruction

Learning goal
My goal is for students to use critical thinking skills in problem solving situations as it relates to solving word problems in mathematics.

The goal will be accomplished by using the following two learning theories:

Behavorial Learning Theory
The areas of behavorial theory that I would focus on to accomplish the learning goal with students is teacher directed instruction, practice, and small group. Students will be given math word problems to practice solving using problem solving strategies. Students will be expected to identify what the question is asking, what information is needed/not needed in the question, and the operation or concept in the question. Initially, I would guide the students step-by-step through a few questions, release them to work independently, and then pull small groups to monitor progress, check for understanding, and provide feedback.

Situated Learning Theory
The situated learning theory focuses on learning through collaboration and real world experiences. In order to accomplish the learning goal in regards to this theory, I would design a problem based learning project for students. Problem based learning forces students to learn through exploring, working together, and conduct research while solving a problem that is present in our society. The problem that students are given would allow students to think critically and use math skills and strategies to solve it.

Note: If you are unfamiliar with the concept of problem based learning you can google and find that there is so much information about the learning process. It isn't a new concept, it has been around in the medical field since the 1950's however; it's fairly new to public education.

Gagne's Nine Events of Instruction
Click on this link and view the prezi that give the nine events of instruction and details. http://prezi.com/7cbz7khvnnyp/gagnes-nine-events-of-instruction/

Whole Task Approach 

A lesson would be designed with word problems that focus on a certain TEK such as adding or subtracting fractions with unlike denominators. Students will still have to use critical thinking to solve the problem but the emphasis of the word problem will be demonstrating knowledge of adding or subtracting fractions with unlike denominators.

Scaffolding

A lesson would be designed that includes stations that would allow students to rotate to answer different types of word problems. The word problems would cover TEKS that fall under Objective 1 in math. Objective 1 is tested heavily on standardized test and is the basics of math for all grade levels.

Mathemagenic

Intervention with struggling students that contain word problems from lower grade levels. These students need to build a stronger foundation in order to be successful with the grade level math. There are specific learning objectives for the intervention that the students will have to apply to grade level learning objectives.

Table 9.2 ARCS model categories and subcategories

Attention

Perceptual Arousal: In order to capture the students attention I would give them a riddle to solve that requires them to use critical thinking.

Inquiry Arousal: Extrinsic motivation can stimulate an attitude of inquiry.

Variability: Ability grouping and differentiating instruction are ways to maintain the students interest.

Relevance

Goal Orientation: In order to best meet the needs of my students, I first have to know what their interests are and what motivates them to want to be successful.

Motive Matching: Students will be provided with guidelines that will allow them to choose ways to present the information learned while working on an activity.

Familiarity: Knowing the students and knowing their interest allows the educator to tie instruction in with personal experiences. When instruction is relevant to the students they are more involved in the learning.

Confidence

Learning Requirements: Protection from adverse consquences  assists with building a positive expectation for success.

Success Opportunities: Using strategies that allow students to think their way through their problems and asking questions to provoke their thinking will aid in their enhancing their competence. 

Personal Control: Rubrics

Satisfaction

Intrinsic Reinforcement: Spiraling activites that will require students to use knowledge learned and prior knowledge.

Extrinsic Reinforcement: Constant praise and encouraging words for students will reinforce their success. All students make improvements and they need to know. Contact parents to provide positive feedback.

Equity: Constant praise and encouraging words for students will reinforce their success. All students make improvements and they need to know. I award star students of the week for various reasons such as improvement in behavior, improvement in academics, character, etc.

Purpose of Design Research

The purpose of design research is so that educators are prepared with engaging and purposeful lessons that will promote success for students.

Defining the "Field"

Defining the "Field"- After reviewing the definitions that have been complied over the years; I noticed that the definition changes with the time. As technology evolved over time the definition of instructional technology changed too. This video attached explains how I would define the field of educational technology. Educational technology is the instruction of how to use technology to enhance the learning experience. An educator in the field of educational technology would be responsible for continual learning of the latest technologies in order to educate others. Educational technology is beneficial for all careers where technology is needed such as retail, corporate jobs, education, and medical fields.