Reflection One:
The diagram below represents a non-instructional solution to a performance struggle in the work place. The example is based on the requirement of all teachers completing two positive phone calls to parents each week during the year. A call log is filled out per department and specific details are outlined on lesson plans of each teacher from the prior weeks calls. The complaints with this request are lack of time, extra work, and follow up recording.
Reflection Two:
Research Definitions
Below are a few definitions that I found within a google search explaining the concepts of electronic performance support systems. After reading a collaboration of definitions about EPSS, I prefer Gloria Gery's idea as a whole. Each specific detail of her definition supports my own experience in the workforce of an EPSS. In my school district, we have one database that we can input and export information based on student performance, structured lesson plans, assistance and support from our grade level teams, and cross curricular communication.
Research Definitions
Below are a few definitions that I found within a google search explaining the concepts of electronic performance support systems. After reading a collaboration of definitions about EPSS, I prefer Gloria Gery's idea as a whole. Each specific detail of her definition supports my own experience in the workforce of an EPSS. In my school district, we have one database that we can input and export information based on student performance, structured lesson plans, assistance and support from our grade level teams, and cross curricular communication.
B. Raybould's concept:"An electronic Performance Support System(PSS) is a computer-based system that improves worker productivity by providingon-the-job access to integrated information, advice and learning experiences"(p. 4).
K. McGraw (1994) defines a PSS as "an integrated tool suite that supports the user of a complex system by providing embedded assistance within the system itself" (p. 1).
Gloria Gery defines it as "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).
In my opinion, I feel electronic performance support systems have not been widely used due to budgeting and the simple lack of time for training and team support. Change is huge in the education world, and revamping 'the way it has always been done' proves to be a struggle among my school district. Even though I have successful experience in a different industry with this type of support system, I foresee a need for electronic performance support systems for all educational practices. In order to adapt to technology and campus competitiveness, I think that many school districts as well as other industries will select an EPSS that matches their specific needs as a whole and we will see a movement in this type of direction in the near future.
Reflection Three:
For this reflection I am choosing to discuss an issue that I see as a poorly developed problem within my district. The districts management system for student records is still a paper trail. One that leads to weeks and weeks of requesting information and signatures from both parents and students and takes away from educational classroom time. After reading the chapter, I have come to the conclusion that if there was an online system, much like the EPSS discussed previously, where parents and students could enter required school information online, we could not only solve our problem of time management and chasing records but we could create one solid database that could potentially link to an instructional opportunity in the classroom. If this hypothetical knowledge management system came to reality, each area within the school, such as teachers and other staff could be trained specifically on the areas needed to fulfill specific goals and we could use the information or data entered in multiple avenues of both instruction and managerial needs.
Example video: http://youtu.be/ZsfM46GLmbc
As I was reading over informal learning I realized that I have experienced many levels of informal learning within my life experiences as a student, as an adult and as an educator. As a student I can remember only a few times where informal learning came into play. It was mainly with hands on real life experiences with the topic being taught. As an adult, I have held many positions where the actual training was built on informal learning. Ride alongs, shadowing, and a sales person 'in training' were different ways of coding an informal learning experience. And as an educator, I try to build my lessons with real life situations so that the students can either relate to their own experience or create a memory for a future experience. The purpose of these examples for me was to associate decision making or learning with actual life situations. Each experience was engaging to the point of either being successful with the event or learning from mistakes of others. I have played the role of the willing and active student, and the role of the motivator or connector and I have also had the opportunity to learn from my instructors and actually play the role of trainer to other professionals within my educational experience. The trainer experience was unique because I allowed my fellow colleagues to develop their own example/product (informal learning) within their subject area to match the training technology topic.
Example video: http://youtu.be/ZsfM46GLmbc
Reflection Four:
As I was reading over informal learning I realized that I have experienced many levels of informal learning within my life experiences as a student, as an adult and as an educator. As a student I can remember only a few times where informal learning came into play. It was mainly with hands on real life experiences with the topic being taught. As an adult, I have held many positions where the actual training was built on informal learning. Ride alongs, shadowing, and a sales person 'in training' were different ways of coding an informal learning experience. And as an educator, I try to build my lessons with real life situations so that the students can either relate to their own experience or create a memory for a future experience. The purpose of these examples for me was to associate decision making or learning with actual life situations. Each experience was engaging to the point of either being successful with the event or learning from mistakes of others. I have played the role of the willing and active student, and the role of the motivator or connector and I have also had the opportunity to learn from my instructors and actually play the role of trainer to other professionals within my educational experience. The trainer experience was unique because I allowed my fellow colleagues to develop their own example/product (informal learning) within their subject area to match the training technology topic.
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