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Kyle Murley

Instructional Systems Design | NRCS NEDC - 1 views

  • Instructional Systems Design (ISD) - Introduction This guide is intended for use by NEDC instructional designers and design teams. It includes a brief summary of concepts and principles along with some worksheets and other documents. This guide is not a stand-alone design system and should not be used as such. The guide should be used after a study of the book referenced below or other suitable instructional design references and with the guidance of a professional in the field.
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    " Instructional Systems Design (ISD) - Introduction This guide is intended for use by NEDC instructional designers and design teams. It includes a brief summary of concepts and principles along with some worksheets and other documents. This guide is not a stand-alone design system and should not be used as such. The guide should be used after a study of the book referenced below or other suitable instructional design references and with the guidance of a professional in the field."
Kyle Murley

Use of Embedded Performance Support Tools and Its Relationship to the Effectiveness and... - 0 views

  • Support tools embedded in self-instruction help learners practice the performance of the task they are learning in the instruction
  • Rossett
    • Kyle Murley
       
      w00t!
  • job aids are used to "direct immediate performance...when the need to know arises," whereas instruction "usually happens before a need arises and builds the capacity of the individual"
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  • job aids and performance support tools are not designed to help people learn
  • Self-instruction might be made more effective if learners can be persuaded to spend more time on learning tasks
  • this might be done is by embedding job aids or performance support tools in the instruction
  • monitoring and regulating devices were embedded
  • merely including hypertext links in a hypermedia self-instructional course did not by itself increase the time learners spent on the instruction
  • support tools enabled learners with field-dependent and field-independent learning styles to achieve equally well
  • Performance support tools that provide relevant information may help learners with internal locus of control learn the content better
  • embedded in the target course
  • likely to influence student satisfaction
  • performance support tools
  • additional and summative supporting material provides variability, which maintains the learner's interest
  • supporting material both summarizes information the learner is already familiar with
  • injects additional material that is relevant to the content of the course
  • connecting the material to the learner's experience in the course
  • Spending more time on task in a hypermedia program because of manadatory note-taking resulted in significantly higher achievement scores than those who were not required to spend time taking notes
  • embedding performance support tools in instruction that can later be used on the job is supported by the M.A.S.S. model of transfer
Kyle Murley

Stuart Selber Explores How Social Web 2.0 Features Change the Nature of How-to Instruct... - 1 views

  • Selber’s framework explores how new “social” online tools are currently changing the nature of instruction both at Penn State and around the world.
  • At one end of the spectrum is what Selber calls the self-contained instruction set, such as a manual presented in print or other static format that is handed down to a user in fixed form, often written by a professional technical writer
  • In his framework, those include “embedded” how-tos, where instructions are still fixed, but around which readers can add comments, discussions, and ratings, and “open” how-tos, which readers can actually edit or customize using tools such as wikis.
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  • An example of the embedded model is the Web site eHow.com
  • An example of the open model is the Web site wikiHow.com
Kyle Murley

Robert M. Gagné - Wikipedia, the free encyclopedia - 0 views

  • Gagné pioneered the science of instruction during WWII for the air force with pilot training. Later he went on to develop a series of studies and works that helped codify what is now considered to be 'good instruction.'
  • "Nine Events of Instruction". Gain attention Inform learner of objectives Stimulate recall of prior learning Present stimulus material Provide learner guidance Elicit performance Provide feedback Assess performance Enhance retention transfer
Kyle Murley

Instructional Systems Design (ISD) - Worksheets and job Aids"ISD - Worksheets | NRCS NEDC - 0 views

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    " Instructional Systems Design (ISD) - Worksheets and job Aids"
Kyle Murley

An Introduction to the Nine Events of Instruction theory - 1 views

  • Stimulate recall
  • chunked
  • explained and then demonstrated
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  • help learners encode information for long-term storage
  • As an example of how to apply Gagne's events of instruction to an actual training program
  • let's look
  • Semantic encoding
Kyle Murley

How course management systems impact teaching by Lisa M. Lane on Insidious pedagogy - 2 views

  • why aren’t faculty tinkering with them in an effort to make their individual pedagogies work online?
  • these systems are closed silos, and that this fact alone could hamper pedagogy
  • Many instructors teaching online today are not “Web heads”
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  • Their adoption of technology is based on top–down directives rather than interest or aptitude (Samarawickrema and Stacey, 2007).
  • They do not possess the “information literacy” skills now required of many undergraduates (Reid, 2006),
  • despite an assumption that professors are all computer–savvy (Dykman and Davis, 2008)
  • most are novices when it comes to the Web
  • most do not use the Web either extensively or intensively in their own work (Lane, 2007)
  • Few programs in the traditional disciplines at traditional universities offer anything in the way of Web–based methods
  • ,300 college instructors showed that while many use e–mail and some use discussion forums or plagiarism–check applications, none were communicating with students via current Web technologies such as video or audio chat, and only a few were experimenting with blogs for classes (Jones and Johnson–Yale, 2005)
  • Those experienced with the content involved in the search, but inexperienced at using the Web, did not tend to search far from the central “hub” where they began
  • Expert users contextualize their resources fluidly and organize materials effectively, while novices just upload and share files, hoping students will find them (Reanut, et al., 2006)
  • novices are inclined to utilize only the aspects they understand from a non–Web context
  • they require “restricted vocabularies, simple tasks, small numbers of possibilities, and very informative feedback.” (Chen, 2001)
  • buttons are based on type rather than purpose
  • exactly what most instructors do: upload word–processed files of their classroom materials
  • “plug in” their content under the appropriate category instead of envisioning a translation of their individual pedagogical style into an online environment.
  • Blackboard “tends to encourage a linear pathway through the content” [3], and its default is to support easy uploading and text entry to achieve that goal.
  • It would be natural and useful for novice instructors to see a blank schedule into which they could create each week’s or unit’s activities, rather than a selection of pre–set buttons or links.
  • Most professors think in terms of the semester, and how their pedagogical goals can be achieved within the context of time, rather than space.
  • It forces the instructor to think in terms of content types instead, breaking the natural structure of the semester, or of a list of topic
  • You could change all the course menu buttons into “Week 1”, “Week 2”, or organize by topic instead of content type.
  • Faculty are led by the interface of a CMS not only because they do not immediately see an alternative, but because the familiar signposts (the Syllabus button) imply a single way of completing the task (upload a document).
  • experience with the CMS over time does not necessarily lead to more creative pedagogy, or even to more expansive use of system features
  • faculty requests for help focus on what the technology can do, rather than how their pedagogical goals can be achieved.
  • Carmean and Haefner (2008) argue that any CMS can provide a deep learning experience and can be used for multimedia and in–depth communication with students
  • Novices happily use the high–tech CMS as a glorified copy machine (Dutton, 2004; Walker and Johnson, 2008).
  • With Web novices, pedagogy must be emphasized before features and tools
  • creating a course piecemeal means that the pedagogical goals are left behind in the interest of mastering a few tools
  • That replaces the instructor’s main strength (their expertise in their discipline and their teaching) with their main weakness (technological literacy).
  • A history instructor at MiraCosta College in California since 1989, Lisa M. Lane
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    A closer look at how course management systems work, combined with an understanding of how novices use technology, provides a clearer view of the manner in which a CMS may not only influence, but control, instructional approaches.
Kyle Murley

Integrated Training and Performance Support for the Objective Force - 0 views

shared by Kyle Murley on 27 Sep 09 - Cached
  • Electronic performance support may take many forms
  • automated cognitive decision and planning aids
  • communication and service support aids
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  • Electronic performance support should “decrease task complexity and execution times to improve performance while minimizing sensory, cognitive, and physical demands on the soldier”
  • collaborative, distributed problem solving aids, and tools for terrain and automated pattern analysis
  • Before identifying the training and performance support needs, there must be a general understanding of what each term means. The problem is that there is much confusion and disagreement over what the terms “training” and “performance support” mean and how they are different.
  • Training provides the user with required knowledge along with practice and feedback in applying that knowledge in order to reach task proficiency. Training is used to support initial acquisition of skill performance as well as for sustaining or refreshing such performance.
  • training can be accomplished through various methods (e.g., simulation, computer-based, classroom instruction), the method of primary interest here is embedded training
  • Performance support, on the other hand, presents the appropriate information, at the appropriate time (i.e., during task performance) and level of specificity, using techniques appropriate to the user’s ability and needs
  • refined the definition of embedded training as follows: training provided by capabilities built into or added onto operational systems to provide, enhance, and maintain the skills, knowledge, and abilities necessary to enable task performance.
  • The training may not necessarily be fully embedded in each FCS platform. In fact, it most likely will not be. Instead, it will reside on operational networks and each platform will have the capability to access and download information and software as needed. Training will thus be embedded fully in the network; it is not umbilical to the network since network connections (wired or wireless) are an inherent part of the system of systems.
  • For the user, differentiation of the location of software and information is not important, since it will be transparent. However, from a systems design perspective, the systems will operate much more efficiently and effectively, since everything will be available from a central location or hub.
  • although embedded training is considered effective and acceptable by users, few valid and reliable data exist on its cost and effectiveness.
  • some students may not take full advantage of exploratory opportunities, no matter what the method of training. While these students cannot be forced to make use of the available opportunities, future research needs to determine how best to persuade students that these opportunities are to their advantage.
  • Electronic Performance Support Systems Review The term EPSS was first coined by Gloria Gery. She defined it as a computer-based system that includes access to information, guidance, advice, assistance, training, and tools to enable performance with minimum support from other people (Gery, 1991)
Kyle Murley

The Myth of Multitasking - Christine Rosen » The New Atlantis || SPRING 2008 - 0 views

  • singular focus was not merely a practical way to structure one’s time; it was a mark of intelligence
  • multitasking
  • parallel processing abilities of computers, multitasking is now shorthand for the human attempt to do simultaneously as many things as possible, as quickly as possible, preferably marshalling the power of as many technologies as possible
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  • brain’s “multitasking hot spot
    • Kyle Murley
       
      gosh this is great
  • 2005, the BBC reported on a research study, funded by Hewlett-Packard and conducted by the Institute of Psychiatry at the University of London
  • 2007 was Linda Stone’s notion of “continuous partial attention,
  • multitasking a “mythical activity in which people believe they can perform two or more tasks simultaneously.”
  • ADT is “purely a response to the hyperkinetic environment in which we live,”
  • “Attention Deficit Trait,”
  • workers took an average of twenty-five minutes to recover from interruptions such as phone calls or answering e-mail and return to their original task
  • “task-switching”—that is, multitasking behavior—the flow of blood increases to a region of the frontal cortex called Brodmann area 10
  • the last part of the brain to evolve, the most mysterious and exciting part
  • rather than a bottleneck in the brain, a process of “adaptive executive control” takes place, which “schedules task processes appropriately to obey instructions about their relative priorities and serial order,
  • with training, the brain can learn to task-switch more effectively
  • people who are not distracted show activity in the hippocampus, a region involved in storing and recalling information
  • people who are distracted or multitasking show activity in the striatum, a region of the brain involved in learning new skills
  • Media multitasking—that is, the simultaneous use of several different media, such as television, the Internet, video games, text messages, telephones, and e-mail—is clearly on the rise,
  • letters he wrote to his so
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    This article appears in the SPRING 2008 issue of The New Atlantis This article appears in the SPRING 2008 issue of The New Atlantis
Kyle Murley

What Walls Need Tearing Down? | Learning In a Flat World - 0 views

  • valid point that too often technology decisions are made without factoring in true cost
  • a number of faculty in higher education, as well as teachers in K-12, who see technology as an evil.
  • In many ways, they want to wall off their classes from the outside world.
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  • Technology in and of itself is not evil, and technology integrated into education is opening minds, not closing them.
  • When conducting a cost-benefit analysis, it’s only appropriate to spend as much time thinking through the benefits as it is thinking through the costs.”
  • Chickering and Gamson developed a seminal work on teaching and learning, their Seven Principles of Good Practice in Undergraduate Instruction
  • Good practice in undergraduate education: 1. Encourages contact between students and faculty 2. Develops reciprocity and cooperation among students. 3. Encourages active learning. 4. Gives prompt feedback. 5. Emphasizes time on task. 6. Communicates high expectations. 7. Respects diverse talents and ways of learning.
  • technology is a powerful tool that encourages contact between students and faculty, provides avenues for reciprocity and cooperation among students, creates new venues for active learning, enables more timely and prompt feedback, and gives new opportunities to keep students on task
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    ""Predicting the future is easy. It's trying to figure out what's going on now that's hard" (Dressler, 2005) "
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