- Chapter 14 discusses the concept of the evolution of human performance improvement. Several sections of chapter 14 present a variety of non instructional solutions to performance problems. Identify a performance problem in your area of work and provide a non instructional solution to solve the problem.
Our district is focusing more and more on making sure that teachers truly are teaching the curriculum. A problem in the past had been teachers wanting to go off path and teach their own thing or spend way too much time on one unit and not getting to parts of the curriculum that the students needed. In order to make sure teachers are performing their job of teaching the curriculum correctly we have been asked to break down student objectives for each unit of study and post the objectives in our classroom for student, teacher and administrator to see. This non-instructional solution seems to assist teachers in staying focused and helps students to be aware of what we want them to learn. Administrators can quickly observe and determine how instruction matches the posted objectives. I believe this simple act is helping both teacher and student to perform their job of teaching and learning in a more focused way.
- Chapter 15 presents several definitions of electronic performance support systems. In addition to these definitions, locate a few more and indicate your preference explaining why you prefer it. Additionally, describe why you believe EPSS have not been widely used and if they are more likely be become more prevalent in the future.
Other definitions for EPSS
v An Electronic Performance Support System is, "a computer-based system that improves worker productivity by providing on-the-job access to integrated information, advice, and learning experiences. (Raybould, 1991)
v An Electronic Performance Support System is "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).
v A performance support system provides just-in-time, just enough training, information, tools, and help for users of a product or work environment, to enable optimum performance by those users when and where needed, thereby also enhancing the performance of the overall business.(William Bezanson, 2002)
I believe the reason EPSS have not been widely used or created could be the sheer amount work that would need to take place to create the EPSS. Time is money and the cost to create an EPSS specific to an area such as education would be huge. An educational EPSS would not be a one size fits all districts, therefore each district would want one that is tailored to their needs. Reading about the components of an EPSS and thinking about it from the view of a classroom teacher it sounds like it would be an amazing tool; however our profession is so dynamic that an EPSS would constantly require revision. Time, money and a constantly changing profession are reasons that and EPSS may not be widely used at this time. I am not sure EPSS will be more likely used in the future, but I do see the beginnings of the concept of a “place” where employees can access needed information. Our district has developed a portal where many things are available in one place. It’s an information base, a place for sharing learning experiences, and helpful tools are available to all individual staff members. Now if it could just have an “expert advisor” where I could plug in a problem and receive a solution that would be wonderful.
- Knowledge management is the way we manage information, share that information, and use it. Organizations, such as schools, are full of information/data and we must organize that data in a way that we can make sense of it. We use data to make decisions and good data=good decision making. Identify a real or hypothetical problem in your line of work. How might a blended learning approach, including the use of a knowledge management system, be use to solve the problem?
Our school recently purchased a new curriculum to support writing in our school. We are hoping for a K-4th grade unified approach to writing. As I read through the chapter on Knowledge Management System I thought about this initiative. At the moment it feels disjointed. Some teachers have been to training some have not, some of us have the curriculum, so of us don’t. We have had one afternoon of training with the expert, but very little real experience. There is a website set up by the experts, but very few of us have learned to navigate it properly. As I read about the 3 parts of a Knowledge Management System I felt that something like this would help us to put all these small bits of information together to complete the overall puzzle. I think schools are notorious for having lots of information or data, but not putting it to work to make our instruction better. The book defines Knowledge Management as “the creation, archiving, and sharing of valued information, expertise, and insight within and across organizations with similar interests and needs, with the goal of competitive advantage” (p. 157-158).
- Describe the types of informal learning you have been exposed to in your adult life. What was the purpose? What was the experience like? Was it engaging? Social? What role did you play? What role did the instructor play?
Can I begin by saying this has been my favorite chapter of the book so far. Informal learning, what incredible power it can have in the life of the learner.
As I read this chapter a few experiences came to mind quickly, one having to do with my profession, the others more personal.
To begin with the first experience came from relationships I have developed professionally through my teaching experience. Mr. Magier at the first school I worked in after I graduated from high school was instrumental in helping me with classroom strategies. It was not sit down training; it was talking over lunch or right after school. He was someone that I could bounce ideas off of and receive feedback from regarding school issues. The purpose (to me) was to help me become a better teacher. The experience was very positive because it was relevant and immediate to my needs, which made it very engaging. I respected him as a teacher and knew his dedication to education, which in turn made me value his thoughts and opinions greatly. Many schools offer a mentor teacher to their new teachers and this is great, however what I liked the most about this informal learning experience was that it was not forced, it just happened naturally.
Another informal learning experience that came to mind while I was reading chapter 17 was the time after I had my first child, Joshua. Talk about someone who needed to learn a lot! Thankfully I had a friend that was older and had 4 boys of her own. She had so much wisdom to share. We spent many evenings chatting over coffee. She helped me understand so much about taking care of a newborn and even saw me through much of his toddler years. I learned more from her sharing her experiences and educating me about being a mother, than I could have from any book or seminar. As the chapter noted, this was natural, not forced and very relevant.
I also considered the experiences I had last year attending many of the museums at the Smithsonian. It was a wonderful and dynamic informal learning experience for me and my family. Being able to see so many authentic objects was “more gripping than mere media representations” as our textbook states (p. 169). The museums let you gravitate toward many things that you have an interest in and therefore you are intrinsically motivated to learn.
I couldn't agree with you more when you talk about the power of informal learning. Some of my most important learning has occurred when someone has come alongside to encourage and mentor me. As educators, we sometimes forget how very important this type of learning can be.
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