Performance support in internet time the state of the practice

Gery, Gloria; Malcolm, Stan; Cichelli, Janet; Christensen, Hal; Raybould, Barry; Rosenberg, Marc J.; Dickelman, Gary J.

doi:10.1002/pfi.4140390607

Cited by 5 publications

(3 citation statements)

References 1 publication

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“…In order to utilize the unique toolset design approach of EPSSs, a unified system interface must be incorporated to ensure a seamless integration among various system modules (Barker & Banerji, 1995;Laffery, 1995;McGraw, 1995;Raybould, 1995Raybould, , 2000Gery et al ., 2000;Chang, 2004;Ring, 1994). In addition to standard interface and coherent system architecture, the unified system interface facilitates two-way communications between the user and the system.…”

Section: Introductionmentioning

confidence: 99%

Integrating advance organizers and multidimensional information display in electronic performance support systems

Hung¹,

Chao²

2007

Innovations in Education and Teaching International

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This study has reviewed major design approaches for electronic performance support systems and identified two common problems: users' inability to comprehend screen-based material and poorly designed instructional scaffolds. This paper presents a design approach, called the 'Matrix-Aided Performance System' ( MAPS ), which enables these problems to be avoided. The MAPS design framework incorporates Ausubel's theory of advance organizers and a matrix information display structure. The latter is derived from a thorough analysis of the knowledge domains relevant to a particular user's performance objectives and information needs. A multidimensional information display is then used in order to minimize user's navigational confusion. The paper discusses the MAPS design framework and provides two working examples of its use. The effectiveness and impact of our design approach has been field tested; the findings, design guidelines and some future research suggestions are presented.

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Section: Introductionmentioning

confidence: 99%

Integrating advance organizers and multidimensional information display in electronic performance support systems

Hung¹,

Chao²

2007

Innovations in Education and Teaching International

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“…Although the design framework of a performance support system (PSS) has not been clearly defined in the extant literature, the major technical characteristic of such systems has been identified as a module-based approach which allows for flexibility in the exchange of modules to meet users' needs and provides the possibility of parallel development for each functional component (Barker & Banerji, 1995;Gery et al, 2000;Raybould, 1995;Tjahjono & Greenough, 2002;van Schaik et al, 2002). Based on this technical characteristic, a PSS offers designers a way to integrate multiple instructional modules (such as a tutorial, hypertext, advisory systems, information management systems, and collaboration tools) into a package with a common interface that provides users with a helpful system for dealing with various tasks and problems encountered in their work environment.…”

Section: The Inherent Problems Of Technically-driven Psssmentioning

confidence: 99%

“…While the toolset design approach of PSSs offers a great deal of flexibility that many PSS designers desire, to integrate all system modules, designers must work hard to develop a unified system interface (Barker, & Banerji, 1995;Gery et al 2000;Laffery, 1995;McGraw, 1995;Raybould, 1995Raybould, , 2000Ring, 1994). A unified system interface, along with a coherent system architecture, are required to support effective user interaction with various system functions.…”

Section: Introductionmentioning

confidence: 99%

Tool use in open learning environments: In search of learner-related determinants

Clarebout

Elen

2008

Learning Environ Res

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IntroductionBeliefs about teaching and learning play an important role in transforming classrooms through the use of technology (Ertmer, 1999(Ertmer, , 2005. Additionally, attitudes toward technology can influence teachers' technology uses (Myers & Halpin, 2002;Yildirim, 2000). In order to prepare preservice teachers to use technology effectively, it is necessary to examine their beliefs about learning and teaching and their attitudes toward technology. Teacher educators must act as role models for preservice teachers and prepare them to use technology in their future professional practices. In this paper we report the results of a study that examined teacher educators' beliefs and technology uses in relation to preservice teachers' beliefs and technology attitudes. Ertmer (1999) described two types of barriers to technology integration: first-order barriers and secondorder barriers. First-order barriers are extrinsic to teachers and include lack of access to hardware and software, time, and necessary support. Second-order barriers are intrinsic to teachers and include teachers' belief systems about teaching and learning, as well as their familiar teaching practices, which can affect meaningful technology integration. Since second-order barriers are more ingrained and personal than first-order barriers, they may be harder to overcome. Current literature Niederhauser & Stoddart, 2001; Norm, Grabinger & Duffield, 1999) indicated that teachers who had more constructivist or student-centered beliefs tended to use technology and engage the students in more technology-supported student-centered learning activities, while those who had more traditional or teacher-centered beliefs tended to use less technology and had students use technology to reinforce skills.Some researchers (Cifuentes, 1997;Daniel, 1996; Friel & Carboni, 2000; Hart, 2002) suggested that participation in teacher education programs could influence preservice teachers' beliefs. In teacher education courses, teacher educators create learning environments through specific teaching strategies that allow preservice teachers to experience models of teaching and learning that they might use in their future teaching. Supporting the strategies that teacher educators employ are their underlying beliefs about teaching and learning (Pajares, 1992). Since we may be able to predict teacher educators' teaching practices from their beliefs, and their practices are likely to influence preservice teachers' beliefs, it may be possible to predict preservice teachers' beliefs from teacher educators' beliefs. Thus, one of the research interests in this study was the relationship between teacher educators' beliefs and preservice teachers' beliefs.Besides beliefs, attitudes are thought to serve as predictors of behaviors (Richardson, 2003). Applied to technology use, attitudes toward technology are expected to predict one's uses of technology. According to Aiken (1980), attitudes can be "learned directly by observing the activities of people who are perceived as signific...

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Distributed Cognition: A Foundation for Performance Support

Greenberg¹,

Dickelman²

2000

Nonprofit Management Leadership

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Performance support in internet time the state of the practice

Cited by 5 publications

References 1 publication

Integrating advance organizers and multidimensional information display in electronic performance support systems

Integrating advance organizers and multidimensional information display in electronic performance support systems

Tool use in open learning environments: In search of learner-related determinants

Distributed Cognition: A Foundation for Performance Support

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