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Agenda (March 25, 2009)

Scribes: Federico and Jerry (But not really... it's more like Jerry and Federico)

Chapter notes | Show and Tell books | Leader Synopses

Assignments given out in class this week

1. ASSIGNMENT #1: GOTO http://www.downes.ca/, Downes’ website… Why? 2 reasons.(1) interesting; (2) his model, his personal website, aggregated. He somehow manages to have a grasp of what is going on in the world on online learning.
2. ASSIGNMENT #2: figure out some centralized way to build a reading list of the essentials from these IDT leaders or areas within the field. Not sure what this is going to look like…. A life changing….how do you make sense of all that….need fellow peers to serve as librarians for you. Life-ChangingReadings
   • SO: HIGHLIGHT one or 2 things that you think everyone should read (can be from your leader). Everybody=people in this class and people who would be in this class….
   • Where to put it? at top of main page….recommend we organize it by topic.
3. ASSIGNMENT #3: read an issue of The Innovate: Journal of online education. Have to create an account, (free) to get whole article. Take a look around and make sure to explore the table of contents to get an idea of what they publish.
4. ASSIGNMENT #4: Visit the leader of everybody who wasn’t here tonight to present: e.g., Prashanti, George, Terica, Dot

(Assignment for SUHA: find out if "Multimedia Learning" is going to be updated):

Dr. Alessi' reply:

• Dr. Alessi responded by saying that there are no plans for a fourth edition for his book "Multimedia for Learning: Methhods and Development", the reason is that his co-author, Stan Trollip has retired. However, he is currently working on "possible books on Instructional Simulations and on Design of Instructional Websites" (Thanks, Suha!)

Show and Tell: books shared by Martindale/Bates

Cennamo, K., & Kalk, D. (2004) Real world instructional design. (Martindale: very real world; Bates: with Ertmer, co-author of case study shared in class)

Ertmer, P. A., & Quinn, J. (2007). The ID Casebook: Case Studies in Instructional Design. Upper Saddle River, NJ: Pearson. (Bates: Textbook for advanced instructional design classes at Purdue, where Ertmer is professor. Try some of these “problems” on for size…. Ask yourself, what you I do? On a personal note, see the case by Michael Grant, Deborah Lowther, and Steve Ross. I found the introductory material on how to use a case study enlightening.)

Greer, Michael. ID project management: Tool and techniques for instructional designers and developers. (Martindale: workbook style)

Januszewski, A., & Molenda, M. (2008). Educational Technology: A Definition with Commentary. New York: Lawrence Erlbaum Associates. (Bates: “The” current AECT definition of the field….I find it an interesting read.)

Mager, R. F., & Pipe, P. (1970) Analyzing performance problems or “you really oughta wanna.” Martindale: written in humorous style; lots of copies sold; because of the style????

PMI’s A Guide to the Project Management Body of Knowledge (Bates: possible reference for IDT 7/8095)

Rossett, Allison. (1998). First Things Fast: A handbook for performance analysis.

Van Merrienboer, J.J.G., & Kirschner, P. A. (2007). Ten Steps to Complex Learning: A Systematic Approach to Four-Component Instructional Design. New York: Lawrence Erlbaum Associates. (Bates: despite the rather dense chapter in Reiser/Dempsey text, this book is very accessible.... appear to have clarified some of the knottier concepts in the text chapter.)

Van Tiem, D. M., Moseley, J. L., & Dessinger, J. C. (2004).Fundamentals of performance technology: A guide to improving people, process, and performance (2nd ed.) . Washington, DC: International Society for Performance Improvement. (Martindale: really practical; workbook style. Bates: diagram of the HPT model that was in Martindale’s ppt is from here…)

Wenger, Etienne. Communities of Practice: Learning, Meaning, and Identity. 1998. Cambridge: Cambridge University Press. (Bates: With Jean Lave, seminal figure in the theory of learning about learning in communities.)

Potpourri of questions posed in class:

• Q: Does U of M IDT offer a project management course? A: No.
• Q: Might U of M offer a human performance improvement course? A: Perhaps; would be good combo with project management topic.

Scribe Notes

General topic: Section 4 in Reiser, R. A., & Dempsey, J. V.: Human Performance Technology

Chapter 14: Human Performance Improvement

Stolovitch, H. D. The Development and Evolution of Human Performance Improvement
(Harold Stolovitch)

1. As a field, what is it? Performance that is valuable to the company you are working for.
2. Not limited to instructional problems (it includes them). Most, if not all instructional problems are a subgroup of HP problems.
3. (Martindale slide with definition from text): The vision of HPI is to achieve, through people, increasingly successful accomplishments that are valued by all organizational stakeholders: those who perform, their managers and customers, their peers and colleagues, shareholders,
4. Important: the accomplishment is VALUED; it happens though PEOPLE.
5. Why is HPI at the forefront now?
   • You can train and train, but may not get to the goal you want…concentrate on the performance so you can get what you are after
   • Organizations are more complex; people are required to do things but might not be getting feedback. Martindale asks: Why are organizations becoming more complex? Nature of bureaucracy, corporate environment.
   • Thomas F. Gilbert (a time study guy; founder; measured performance; streamlined things; efficiency expert; time and motion study (do a process time study at hospital … nurses….which was faster…measured what the nurses did; what we recommended wasn’t fastest but had better flow and nurses made less mistakes.)
   • Luther: at a college: kept track every 15 minutes of what we were doing…show exactly what we did in the course of a week…
   • Time and motion studies are examples of HPI.
   • Globalization; outsourcing;
6. Perhaps the focus has changed since the industrial revolution: now, the needs of the organization are the main focus; thus, people need to be trained to meet those needs (Example: a company may need a complex database in order to function properly; the workers would be trained to perform efficiently with it, but the database would not be reprogrammed to fit the workers' capabilities)
7. HPI vs HPT : improvement—HPI=what we wish to achieve; HPT=technology is the means we use to achieve it.
8. Comes from Skinner (behaviorism) and his students (Gilbert, programmed instruction and learning machines). Behavior (138-140) performance model….
9. Role of engineering in HPT/HPI: they focused on studying EFFICIENCY. HTP has a clear engineering background.
10. For HPT model diagram see pg. 141 or online pdf image. ISPI The International Society for Performance Improvement.
11. ISPI also works with ASTD, the American Society for Training and Development. ISPI and ASTD are rivals, but do work together to do common work. You need to get certified by them to work in this field: Certified Performance Techologist (CPT).
12. ISPI: focused on performance; ASTD is older, focus is on HR, old world training department. A lot of people in IDT are in ASTD.
13. Engineering…. HPT department people often come from an engineering background (time and motion studies; examination of processes)
14. WHY DO I CARE?
    • Need to consider whether the problem is an instructional problem; it may be a performance problem…. I can do a basic performance analysis…. You can approach it like this: "Before we launch this course, let me do a little detective work…. And find out what’s going on." Then you can propose a solution…. Include this as part of my job description.
    • We want to know How training affected performance.

Chapter 15: Electronic Peformance Support Systems

McKay, J., & Wager, W. W. Electronic Performance Support Systems: Visions and Viewpoints

1. EPSS is to help people perform a task. Microsoft clippie.
2. An EPSS is an electronic system that provides integrated access to information, advice, learning experiences, and tools to help someone perform a task with minnimal support from others.
3. We have some at St. Jude. St. Jude has a nursing education web page that links to how-to’s. (That’s also kind of knowledge management)
4. Performance support: helping somebody do a job. (diff from instructional support….teach you how to do something). With performance support, I don’t care about your skills, I just want to make sure you get the job done. (extreme example). Getting people up to speed quickly. Like job aids… MSDS (data sheets).
5. EPSS is an electronic version of that…supports you performing the task.
6. Some examples of EPSS are TurboTax and HRBlock suites for filing your taxes.
7. Components:
   • Information base: all the info in one spot. Irate caller line. Database.
   • Learning experiences: e.g. tutorial
   • Embedded coaching and help tools: real-time task assistant. Microsoft paperclip; while you are in the task…. Mouseover balloon help
   • An expert advisor: like a help desk….type in a term, set of answers you can drill down E.g., turbotax just answer the questions and it leads you through it (guided interview method), in natural language form….works on an interview process (TurboTax also has a financial advisor). Other: AI advisor). 149
   • Customized tools: resume wizard.
8. Goals of EPSS: (1) “enable people to perform their work more effectively by providing workers with whatever is needed, at the time it is needed to perform a task.” (2) “provide the support necessary to enable novice workers to perform like more experienced workers, with little or no training, while at the same time accommodating expert workers.” (p. 149)
9. Phases: Define, design, develop, deliver. Don’t forget a maintenance plan.
10. The future?: more group-oriented support (integrating actual colleagues to get real time answers). Voice recognition applications. US military into it big: emergency, rapid deployment; a wide range of ed experiences for average recruit…a large number employees, large number of critical tasks, cost-effective (decreases training costs on the back end); cross-training; training times; just in time; on a need to know basis.
11. Check Jerry’s cousin’s company—thinks there is some link to performance management http://www.alisinc.com
12. Buzz words: day one performance, just in time training

Chapter 16: Knowledge Management

Rosenberg, M. J. Knowledge Management and Learning: Perfect Together

1. What is it: organizing information in ways that are meaningful. But, meaningful for whom?
2. Able to find information easily
3. There is explicit knowledge (what we actually explicitly have); tacit knowledge (hands on experience, not expressed; implied; the knowing how that you get from apprenticing from somebody who really knows how….not immediately apparent.)
4. P 157: figure showing 4 types of knowledge
5. Documents, presentations, where are they? In a common location (a database of know-how).
6. Our wiki is an example of KM system.
7. How is knowledge different from information? Knowledge is specific to the learner…Information can be in a book; doesn’t make it knowledge; has to be internalized to be knowledge
8. Martindale: “Knowledge management” is a misnomer; doesn’t exist; is a convenient term, but in truth, knowledge happens in your head…. Should actually be called “Information management” because it’s really about managing information that the organization wants people want to know. Information collected by an organization to document something….. The information is put into a database so that it is accessible to others.
9. So it’s the “within and across communities of people and orgs with similar interests and needs, the goal of which to build competitive advantage” part of the definition that counts.
10. These are some examples of KM systems that are user-based
    • Lostpedia
    • Lord of the Rings On Line wiki (Lotrowiki)
    • EVE Online wiki
11. Types of knowledge: be familiar with them (explicit, tacit, common/organizational, undiscovered) (p. 157)
12. Reread section about myths (p. 158) KM is all about knowledge storage; KM is all about technology; KM solutions must be huge; KM is about knowledge control; If you build it, they will use it.
13. Read KM components: codify, collaborate, access

Chapter 17: Informal Learning

Rossett, A., & Hoffman, B. Informal Learning

Not discussed

Leader presentations: the 5-minute versions

JAMES FINN: David

• Mentioned in the Reiser article; Seels said he was considered father of ID movement. Quote from 1960. A great speaker…teacher shortage, age of Sputnik, consultant for US Ed; giving talks promoting instructional technology…. 1957: Audio Visual Equipment Manual.
• Q: how did he make the jump from AV to technology? A: he actually suggested the new name for the field (vs. audio-visual). Wanted a standard process for delivering instruction; example of transmitting course taught from inside airplane, beamed down to sites across S.California.
• Most famous articles about concepts of systems, flow and control of information.

SCHWIER: Federico

• “Schwee-er”
• Discovered him during the timeline lesson. Had an interesting presentation on this topic, with a graphic on progression from focus on individual to focus on the group. Thus, very social view; formal learning communities, communities of practice. Comes from Indiana University, but he is currently at Saskatechwan, in Canada.
• Main areas:
• multimedia design (several books) (EdTech Posse: podcast from Saskatechwan)
• Learning communities—developing formal learning communities
• The instructional designer as an agent of social change (that’s what attracted Federico). ID needs to focus on profound definition of what IDesign is; if we have a good definition, we will be able to respond to challenges that arise. The transformative aspects of learning (reminded Federico of action research….used in anthropology to study what is going on with a group of humans, by pushing for a change).
• Rick Café’s Canadien blog….very interesting blog. Check his ppt on The History of Educational Technology

STEVEN DOWNES: Jamae

• Interested in online learning. Advisory board of eLearn (journal), with interesting monthly column. See also OLDaily, his newsletter. Read the Buntine Oration on what’s wrong with education.
• Martindale comments: very unusual. His blog (OLDaily) is probably the most influential publication in our field today because of sheer readership. Extremely influential…. More so than journals. Gives keynote talks all over the world and records everything. AECT keynote last year. Strong advocate for open resources, content. Works for Canada’s National Research Council.
• Undergraduate degrees are in philosophy

DAVID THORNBURG: Jeremy

• Father scientist, mother artist (is IDT science/art?). Age of Sputnik: increased his interest in science and technology; engineering background…computational devices. Xerox Palo Alto research center: first computer with a Graphical user interface (GUI) … involved in making the computer a more accessible device. Early work in Touch-sensitive graphic tablet, later supplanted by mouse; Muppet Learning Keys (collaborated with Jim Henson). Thornburg Center for Space Exploration (after school program…inquiry driven). Interested in open source software.

STEPHEN T. KERR: Justin

• Justin was really drawn to his writing (feeling in an anti-technology mode).
• Visions of Sugar Plums was a chapter he wrote of a K12 setting, the problems, all the latest gadgets…why do you want it… underlying problems with K12 looking at the ‘technology’ instead of the problems and the kids being the focus.
• Kerr didn’t set out to do this….was an instructor in Alaska…students in rural settings….forced into using technology to solve the problem (Justin liked that story)
• Has a global perspective; works in Russia to improve their schools (thus not so ethnocentric to the US…..)

PAUL KIRSCHNER: Linda

• Investigated Kirschner as result of class discussion…is he just trouble, or does he have something else to say? Early work was in psychology.
• NeLLL: Netherlands Lab for Lifeling Learning. Working on professional learning… says education isn’t to be restricted to formal education. World is changing so fast. Interest is in ongoing learning.
• In-depth study of 8 projects (why there is failure or success…looking for determinants (see Linda’s presentation for reference to this, in her ICT section)….failure model…. (check this out)…important for diffusion
• Complex learning—10 steps model—has developed a prescriptive approach

JAMES L. MORRISON: Logan

• Works at UNC-Chapel Hill. UNC not known for engineering or computing degrees, so Logan was impressed with his research background. Experience in the military (broad resume).
• (Co)founded 3 journals: See The Innovate: Journal of online education. Conceptual articles; very future-oriented . See also http://horizon.unc.edu/, for the Technology Source.
• Known for his “futures approach”…. favors PBL…very futures oriented

THOMAS REEVES: Prashanti

• Really into assessment and evaluation. Helped found the LPSL (learning performance support lab). Reeves would say the purpose of the university is advancing knowledge (it’s NOT teaching)

PEGGY ERTMER: Jerry

• Higher education (Purdue); "expert" instructional designers; uses case-based method (authored textbook); started as special ed teacher, affinity with the instructional design process; problem-based learning; Fulbright; nursing education.

DR. DANIEL CHANDLER: Luther

• From Wales. Life journey started in education, then went into theater, film, and television (and Luther is going the other direction, from film/television to education.)
• Dissertation: The Act of Writing. You can download from http://www.aber.ac.uk/media/Documents/act/act.html. Also teaches semiotics (symbols, signs, how we use them in language). Interested in how youth get online and writing….writing oneself in cyberspace….

STEPHEN ALESSI: Suha

• Lots of publications but not a blog…MultiMedia Learning (our textbook, but hasn’t been updated lately). Started in engineering…then into psychology, ed psych. Websites for his courses are very well organized. Interested in collaborative computer based learning. Martindale asks: Find out if he plans to update the book….

MICHAEL SCRIVEN: Patty

• He’s not an instructional designer….very interested in evaluation…. First time we heard the term ‘formative evaluation’ (Cronbach and Markle actually coined the term)
• Born in England, educated in Australia. Been at Berkley, Indiana.
• Interested in paranormal phenomena, telekinesis; very interested in logic.
• Inquires whether the way educational products are being evaluated..are they being evaluated in a reliable way? Looks at measurement theory, which asks is it well-measured, well-defined. Did you build the test properly?

RITA RITCHIE: Terica

ALLISON ROSSETT: Dot

JIM KLIEN: George