Human Performance Technology

The performance problem that I chose to tackle is one that affects every part of our lives, not just our effectiveness in our profession.  The problem we all face is that there never seems to be enough time to get everything done that needs to get done. We know that as much as we would like to, we simply cannot create more time.  The question to address then is how do we make better use of the time constraints we have to work within?  

In the teaching profession, this issue impacts us in so many ways.  One specific area that I see us missing the mark particularly because of lack of time is that we have amazingly talented teachers who don't have time to support other teachers across curriculum areas and across grade levels.  The teachers on our campus and in our district are one of our most valuable resources and yet for the most part these resources remain untapped or, at best, just barely tapped.

Teachers' days are crammed full with trying to juggle all of their responsibilities: take care of their students; write lesson plans; attend the plethora of meetings that come up; grade papers and post grades; and have a little time to actually teach.  There isn't much spare time to effectively collaborate or mentor other teachers.  I wonder how much better we would all be at what we do if we were able to make some headway toward better use of our human resources.

I believe that many teachers fear sharing their knowledge, skills, talents, and creativity, not because they are stingy, but because they don't want to have more responsibility added to their proverbial plate that is already overflowing by being asked to head up a team, teach a staff development, etc.   Instead of sharing, we have teachers all over our building recreating the wheel for units when a teacher down the hall already has a phenomenal way of teaching that unit.  Herein lies the problem!

If we spent less time recreating the wheel, could we spend more time building a network of resources to draw from?  If we share into the pool of resources with the things that work well for us and were able to dip into that same pool when we need it, would we be more effective in our time management as well as in our teaching?  Of course the answer is yes, and we all already know that, but then how to we make this a reality on our campus?  This is where an Electronic Performance Support System (a computer software program or component designed to improve user performance on a given task) could help ease the frustration caused by our problem.  By utilizing a database of resources, we save time on the creating side of the equation and free time on the sharing side of the equation.   However, since this isn't a particularly novel idea, how can we implement it on our campus in a way that it will be embraced rather than ignored?

I see the snowball effect coming into play in resolving this problem.  Once the snowball begins rolling and gaining momentum, more and more teachers will see the benefit of participating.  Consider these two websites: Teachers Pay Teachers and Pinterest are two practical examples of sites that have experienced unbelievable growth as people share and draw from each other's ideas.  Could we create a similar pool of resources on our campus or within our district?  What if a website was created for each content area to post to across grade levels?  This would allow for resource sharing on many levels! 

I would certainly see this as a huge benefit.  I could look vertically at what ideas my colleagues are using to present a concept and draw on the schema that my students have from their previous teachers.  I could draw on those same ideas if my students were struggling with a concept by using the ideas that were taught at the grade level below mine to remediate with familiar materials and lessons.  I could search for ideas on a particular unit while I'm in the planning phase to see what ideas are working for my colleagues.  All of this would be a much more effective use of my time rather than spinning my wheels dreaming up new ideas for every single lesson I need to teach.

A database of this magnitude could quickly get out of control unless some very strong organizational backbones are put in place from its inception.  Simple instructions for adding resources to the database would need to be created and disseminated so teachers are comfortable with this process, including adding applicable search terms.   The database would need to be searchable by unit concepts, TEKS, grade level, etc. so that as it is accessed the appropriate materials are found.  With so many places that teachers use to gather information from, just getting it all organized in one place could be a huge time-saver on its own. 

I have participated in several informal learning opportunities on my campus both as the learner and as the teacher.  As the learner, I have gone to a fellow teacher for a quick how-to demonstration in a number of areas, such as working with the report card generating system or importing a video into a student accessible directory.  As the teacher, I have helped explain some of the intricacies of flipping a lesson including all of the different ways to record a video lesson or create a digital presentation, digital media apps for student-use, uploading the lesson for student delivery, and assessing student knowledge of the materials.  

These informal conversations provide just a few examples of the resources that we have on our campus that everyone could benefit from.  In a perfect world, some ways to capture that information and share it campus-wide would be in place.  If the information on flipping a lesson was broadcast to all of our teachers, we would probably find that there were many teachers interested in the information or ones who would be willing to give it a shot if they knew how to do it quickly and efficiently as well as who they could go to if they have additional questions.  But, it is impractical to think that we can capture every important conversation on our campus.  We could, however, carve out ten minutes to record a quick video explanation of a topic that we are comfortable with and upload it into our database or type up instructions when someone comes to us with a question and populate that document to our database.  

An interesting video about Electronic Performance Support Systems and Informal Learning opportunities explains how these two ideas work well together to facilitate the "Learning Just In Time" concept particularly in the field of education.  This "Learning Just In Time" idea means that users have the opportunity to locate the information they need at the moment it is needed making a more effective way for all of us to work and learn!  This video supports the idea that we all want the ability to work efficiently and effectively and with the tools available to enable that, we are much more productive!

If teachers knew that sharing knowledge wouldn't overwhelm them with more to-do's, would they then be willing to let themselves be a resources for different areas on our campus?  Could administrators create a list of teachers who are available to answer questions on a certain topic?   With a change in mindset about sharing our resources, we could create a vast database to draw on and hopefully relieve just a little bit of the time crunch that we all feel.  

Evaluating, Implementing, and Managing Instructional Programs and Projects

Evaluating the effectiveness of instruction and learning is an on-going part of teaching.  There are several models available to evaluate instructional programs against given criteria.  The two that I chose to investigate are the Logic Model and Abruzzese’s Evaluation Model.  These two models were designed for very different purposes, but both could be effectively adapted for use in evaluating classroom instruction and learning.

Logic Model

The Logic Model was designed with the idea that investments of resources (people, time, money, etc.) are directly linked to results.  The model holds that there are five core concepts that affect any program:  Inputs, Outputs, Outcomes, Assumptions, and External Factors.  In applying this to an instructional situation, the core concepts could be described in this way:

1. Inputs: What resources will be needed to present the instruction?  Are the materials appropriately aligned with the curriculum requirements?  
2. Outputs: What products will students be expected to complete to demonstrate their understanding of the concept?  Will students be given pre-tests, check-in assessments, and unit assessments or what other methods will be used to measure mastery?
3. Outcomes: What are the expectations for how this material will impact future learning?  Have appropriate measures been taken to tie this unit to past material and activate student schema?  Have bridges been built to connect this material to future material?
4. Assumptions:  Do we have student buy-in?  Are the students engaged and ready to learn?  Do the students believe they are capable of mastering the unit?
5. External Factors: Are there factors that we must consider about the unit concepts?  How will the material be received?  Is there controversial material included that could affect student engagement?  Are there pre-requisite concepts that students must have mastery of in order to be successful in this unit?

Abruzzese's Evaluation Model

Abruzzese's Evaluation Model was designed for evaluating nursing staff development modules so it is aligned directly with evaluation of instruction, learning, and effectiveness of a program.  These are the core components of the model:

1. Process evaluation: general happiness with the learning experience

2. Content evaluation: change in knowledge, affect, or skill on completion of a learning experience

3. Outcome evaluation: changes in practice on a clinical unit after a learning experience.

4. Impact evaluation – organizational results attributable in part to learning

5. Total program evaluation – congruence of program goals and accomplishments

Teachers assess learning in many ways on a regular basis from traditional pencil and paper tests to unit projects to a quick thumbs-up or thumbs-down poll during class.  Before teachers measure the effectiveness of their instruction and student learning through summative assessment pieces, there are several important components to attend to during the assessment design phase, such as: 

• Is the test material aligned with the classroom instruction and verbiage?
• Are the assessment questions written in a format that is appropriate for the content area?
• Is the assessment designed in a way that is appropriate for the age level of the students?

Students should never walk into a classroom feeling prepared for an assessment to find that these questions have not been considered!  If that happens, we have set our students up for failure rather than for success.

Situational Leadership

How would one apply the precepts of Situational Leadership to design and implement a staff development program during times of scarce resources?  This is a pressing question that the education field has been forced to address in light of the economic struggles our profession has faced over the last few years. Fortunately, teachers and administrators in our profession are amazingly creative and resourceful.  They have accepted the challenge of putting the pieces of this puzzle together with grace and professionalism!  Many new campus programs have been implemented and new leaders have stepped up to the plate.  Collaboration among teachers has become more than just a buzz word; it has become a must for all of us to be successful.

In designing a professional development program during times of thin resources, one must take into account the needs of the campus.  

• What technology resources are available on campus?  Are there classroom-assigned resources or are they shared campus-wide?  
• What is the most effective use of those resources?  
• Will the program meet cross-curricular needs?  
• Will it be applicable for all grade levels represented on campus?
• What is the engagement level of the staff toward the topic?  

Once a needs-assessment has been done, a team of grade-level or content-area leaders can be formed and a collection of topics can be developed either in brainstorming sessions or by campus polls.  When the list of topics has been developed, the leadership team can delegate the presentation among themselves or call on other campus specialists to provide their help.

It is critically important to ensure that the session presenters are well-prepared to cover the topic with relevant, easily- implemented ideas and strategies.  Teachers are inundated with the latest and greatest ideas, especially in the technology realm, but finding time to implement them is a tricky tight rope walk!  The end goal of staff development sessions is to assist the staff in making changes and taking risks to try new things.  We cannot come to teachers with a plan that is tedious, time consuming, and full of kinks or we will find that time and resources were wasted as the new ideas fall by the way side and old "I've always done it this way" mindsets are reinforced.  

We must establish a time line for implementation of the plan and monitor its use and effectiveness.  Based on the information from monitoring, we can then determine further steps for reteaching or changing direction.

Theories and Models of Learning and Instruction

I see the difference in epistemology and instructional methods/theories in a fairly clear distinction.  For me, I view instructional methods and theories as the place where the rubber meets the road in my classroom.  

Instructional methods are what I have in my teaching tool box to deliver a concept to my students; the different ways that I teach to different learning styles; or how students demonstrate to me their understanding of the material and concepts we are working on. 

 Epistemology is the study of the origin or the nature of knowledge, the "how we gather knowledge" piece of the puzzle in teaching.

Contextualist epistemology approaches learning from a context-heavy basis.  We sometimes see students get into trouble with this approach when they believe right from wrong depends on the context that their action occurred in.  Rather than recognizing that their choice was wrong, they tend to define their actions in terms of the situation.  For example, I hit him because he hit me first.   My choice is justifiable in this situation even though I know in another situation it would be wrong.

In my profession, this approach can also get teachers into trouble.  We wonder sometimes why students don't transfer skills or material from one subject to another or one application to another.  If we aren't careful, our teaching approach can create this bubble for students instead of empowering them to apply their knowledge and abilities in a cross-curricular manner. It is imperative that we encourage students to think outside the bubble of our content area.  As a math teacher, I want my students to apply their analysis and critical thinking skills beyond the walls of my room or my assignments. The skills we practice in math are applicable in science; they are applicable in researching for history; they are applicable in the real world. Too many times, math teachers have heard students says "I'll never use algebra again in my lifetime!" (Insert the name of whatever math class you survived long enough to get credit and move on). I never want  my students to think that the material they are learning is useless information never to be needed again. I know the teachers on my team want the same thing in their classroom as well, so we make a point to talk about other ways that their skills can be applied inside of school and outside of school.

In comparing a Positivist approach and a Relativist approach, I think that the most effective teachers find a happy medium between these two in their classroom.  There are times when the teacher, as the classroom leader, needs to deliver instruction as in the Positivist approach in order to be certain that all levels of learners have a basis for the concept.  There are other times when it is appropriate to allow students to explore a unit for themselves and construct their understanding of the concept.

I picture a truly effective classroom as a well-constructed basket.  As different learning opportunities and methods are presented, students can weave together their existing schema with new knowledge and real world application and gain life skills that reach far beyond the classroom. The more a student's knowledge base is developed in a variety of ways, the stronger their basket becomes.  Then, they can hold more new knowledge and can continue to synthesize additional information. This is the kind of self-perpetuating behavior that I want to see occurring in my classroom!

In a Behaviorist classroom, the teacher is the organizer and deliverer of information with little room for change or fluctuation.  In a Constructivist classroom, the teacher would provide the organization, but allow for the lesson to deviate in ways that help students to construct their learning within certain guidelines.  My personal tendencies would lean toward a behaviorist approach, however I am learning to allow students the freedom to delve into the material we are covering in their own way so that their learning is meaningful to them.  It's a balancing act for me, but one that I find exciting and challenging everyday!

The old adage says "Lead, Follow, or Get Out of the Way!" Teachers must do a little bit of all three!  We have to lead our students when appropriate, learn to follow their lead when they are exploring new thoughts, and get out of the way of their learning so we don't trap them  or limit them by our own way of thinking!  

Designing the Field

Section 1: Designing the Field

How do the definitions in the first chapter compare to your own definition of instructional or educational technology? What experiences or other influences have shaped your definition? How has your definition changed from examining the definitions in the first chapter of this book?

The definition that the author states will be used in this text provides a very detailed description of Instructional Design and Technology. I believe the thorough definition gives us something similar to a checklist that could be used to evaluate each of our instructional lessons for completeness.  I did find it interesting how the definitions have changed over the course of the field as technology became a bigger player in education.  

Reading the different definitions did not change my understanding of instructional of educational technology as much as the definitions just provided a clearer view of the vastness of the field.

Here is an interesting and enlightening look at the way technology has impacted education, specifically social media in the world of learning.

Next, think of a lesson or unit of instruction that you have developed. Or if you haven’t ever taught or developed instruction, think of one that you have received. How does that lesson adhere or fail to adhere to the six characteristics of instructional design? How would you redesign it to better adhere to the six characteristics.

This was an interesting section of the reading for me.  As a 5th grade math teacher, I am constantly working to evaluate my lessons for effectiveness and making adjustments based on my students' understanding and needs.  I believe I do a good job of adhering to the six characteristics that the author lists for designing instruction.  

One area that is most challenging for me is the sixth characteristic:  Instructional design typically is a team effort.  I am the only 5th grade math teacher on my campus, so I am having to learn to get off of my "island" and collaborate with other 5th grade math teachers in my district with similar student populations for ideas and input.

Looking at the student side of instructional design having a "team effort" piece, I do provide that for my students on a regular basis.  Student collaboration is a big part of my lessons and one of my favorite pieces to see in action.  My students enjoy working together, helping each other, explaining concepts in their own words, and even creating video tutorials for our grade level.  It is a bright spot in my day to hear one student explain a concept to another student and see that light bulb come on (even if they used the same words that I used to explain it), sometimes hearing the explanation from a peer is all that a student needs.  In this case, the benefit is two-fold because the one who is explaining is also deepening their own understanding of the concept by "teaching" it to another person.

In the 3rd chapter, Reiser distinguishes instructional media from instructional design, excluding teachers, chalkboards, and textbooks from the definition of instructional media. Why? Would you consider teachers, chalkboards, and textbooks instructional media? Is the purpose of instructional design to incorporate media into instruction?

Reiser chooses to exclude teachers, chalkboards, and textbooks from the definition of instructional media in order to have a way to compare and contrast the field from a historical perspective.  He states that "...in most discussions of the history of instructional media, the three primary means of instruction prior to the twentieth century (and still the most common means today) - the teacher, the chalkboard, and the textbook - have been categorized separately from other media.  In order to clearly describe the history of media, this viewpoint will be employed in this chapter." (p. 18) 

I absolutely do consider teachers, chalkboards, and textbooks part of instructional media.  In our text, these pieces fit the definition given of instructional media as being the physical means via which instruction is presented.  Media is a broad term that encompass so much more than just digital or print materials; in the case of instructional media, how would learners receive instruction without someone to deliver it?  Even in a distance learning or web-based learning environment, there is a teacher to guide the journey.  As far as a textbook and chalkboard being included in instructional media, I believe that they are a couple of tools that a good teacher will have in their arsenal of teaching tools.  They are not the end-all-be-all that they once were in the classroom, but they do still hold a place in content delivery.

Though the incorporation of media is a big part of the instructional design process, it is not the sole purpose of instructional design.  The purpose of instructional design is to prepare each part of a lesson in order to maximize learning and meet the objectives with your learners.