Ten Key Principles Supporting the Accomplishment-Based Curriculum Development Model

The Accomplishment-Based Curriculum Development system is based on ten key principles which provide a cohesive framework for the processes of human performance technology and instructional design. These ten principles are: the performance equation; the basic progression of performance; the processes of front-end analysis; the three types of behavior characteristics; logic regarding information storage and retrieval; the general tactics of instruction; the relationship of learning problems and special instructional tactics; the process of instructional design; the progression of materials development; and the relationship between analysis and evaluation. This article provides an overview of each principle, outlines the connections that link the individual principles into an integrated system of human performance technology and instructional design, and compares these principles to the work of others in the field. Finally, this article serves to document the contributions made by Joe Harless to the disciplines of human performance technology and to instructional design.     

A systemic cause analysis model for human performance technicians

This article presents a systemic, research‐based cause analysis model for use in the field of human performance technology (HPT(. The model organizes the most prominent barriers to workplace learning and performance into a conceptual framework that explains and illuminates the architecture of these barriers that exist within the fabric of everyday organizational life. The model has broad implications for HPT scholars and practitioners.     

Performance,performance system,and high performance system

This article proposes needed transitions in the field of human performance technology. The following three transitions are discussed: transitioning from training to performance, transitioning from performance to performance system, and transitioning from learning organization to high performance system. A proposed framework that comprises performance, performance system, and high performance system is suggested, along with recommendations for future research about the viability of this framework.     

美国教育技术学博士学位论文的内容分析框架的构建

该研究从国内外学者对教育技术的认识出发,通过参考已有的内容分析框架和阅读935篇美国教育技术学博士论文的题目提出了初步的分析框架,经过3轮测试和对国内10位专家的德尔斐意见征求,确立了最终的内容分析框架,有研究目的、研究内容、研究方法和理论基础4个一级维度及其子类。该框架可以为同类研究提供参考,也能帮助人们进一步理解教育技术。     

核心素养视角下数学高考试卷评价研究——以2018和2019年江苏高考卷为例

《普通高中数学课程标准(2017年版)》提出了6个数学核心素养:数学抽象、逻辑推理、数学建模、直观想象、数学运算和数据分析。分析6个数学核心素养的外在表现形式和相应的水平划分,构建数学核心素养考查的评价框架,并根据评价框架,对2018、2019年江苏数学高考试卷的核心素养考查情况进行比较分析。研究发现,各核心素养以及具体表现的考查分布极不均衡,数学运算(特别是法则运用)、逻辑推理(特别是演绎推理)的考查较多,而部分核心素养和具体表现极少考查甚至从未考查(如问题提出、合情推理等)。建议:从人才培养的高度思考各素养及具体表现的考查比重;加强命题技术研究,力图全面考察学生的学科素养,从而更好地引导教育教学的变革。     

民营企业商会门户网站分析与设计

民营企业商会门户网站是企业与社会公众之间的信息化交流平台,旨在提供方便快捷的技术框架和安全有效的管理服务．在分析了门户网站背景、目标及其特点的基础上,本文使用UML建模技术进一步对其功能、性能及运行需求进行分析;应用三大框架技术和MVC设计模式,阐述网站的设计思想和技术架构．最后,对今后的研究工作进行了展望．     

What's in a Name? A Comparison of Instructional Systems Design,Organization Development,and Human Performance Technology/Improvement and Their Contributions to Performance Improvement

What are the similarities and differences between instructional systems design, organization development, and human performance technology/improvement (HPT/HPI)? This article defines these fields and highlights how they contribute to the performance improvement domain. With Rossett's view of HPT as a “perspective, or habit of mind, that inclines us towards data, analysis, systems, alignment and partnerships” (A. Rossett, personal communication, October 28, 2012), HPT/HPI will be presented as the overarching framework for selecting and measuring instructional systems design or organization development interventions.     

学习技术系统谱系框架的构建及其应用

随着众多学习技术系统的应用,系统质量观和效益观为人们所重视.论文首先分析学习技术系统谱系框架的产生背景并进行相关的文献分析,随后引出学习技术系统谱系框架的概念并总结出一个谱系框架模型及谱系图.在分析了学习技术系统谱系框架的主要优势和使用方法之后,论文介绍了学习技术系统谱系框架在上海教育资源库软件平台中的应用实例分析及针对研究开发人员的调查分析.     

基于Hibernate的持久层性能优化

根据Web应用程序的特点,结合Hibernate持久化框架的优点,分析和说明了在Web应用程序中能够获得性能提升的关键位置。通过介绍Hibernate持久化框架的实现方式,提出了利用Hibernate持久化技术的方法。     

Cutting through the hype: evaluating the innovative potential of new educational technologies through business model analysis

In an era when novel educational technologies are constantly introduced to the marketplace, often accompanied by hyperbolic claims that these ground-breaking innovations will transform the educational landscape, decision makers in educational institutions need a methodological approach for examining the innovative potential of new educational technologies. This paper employs a framework based on business model analysis to evaluate the innovative potential of new educational technologies. A short discussion of organisational innovation is followed by a presentation of the business model concept and a framework for analysing the strategic impact of a novel technology on an organisation’s business model. The proposed framework is presented in the context of educational organisations in general, and that of higher education and the massive open online course phenomenon in particular. Decision-makers and researchers of innovation in higher education can use this business model analysis framework to systematically evaluate the potential strategic value of an educational technology to a particular higher education institution.     

促进教育创新的关键技术与应用实践--2015-2020《地平线报告》的分析与比较

《地平线报告》系列自2004年起,每年持续发布,对教育领域的新兴技术应用趋势做了长期探索,曾为技术促进的教育创新和教学实践的推广,提供了前瞻性建议,具有极高的研究价值。最新的2020年《地平线报告》(教学版)框架做了重要调整,在衡量应用趋势时更加关注技术应用的教学实践、应用情景和影响因素。基于此变化,对该《报告》的解读应重在探讨关键技术在教学实践的应用趋势。为此,以2015-2020年《报告》中的关键技术案例为研究样本,选取各年度《报告》中提及的276份案例进行内容分析。根据技术促进教学创新的不同阶段,将分析维度界定为技术创新、教学创新、组织变革、绩效评估和影响因素等五个维度,并据此对自适应技术、人工智能、学习分析和扩展现实等四项技术的案例进行编码,并根据编码结果分析这些技术的研究主题的变化情况。对多年《报告》的解读表明:为满足高等教育领域对灵活、开放、多元的学习模式的需求,以及普及实现在线教育、促进教育公平和全纳性、降低成本等方面的诉求,技术的教育应用实践还将持续增长。通过对其趋势的观察,也为了解技术研究和实践方面的不足与走向提供了依据。     

Applying Case‐based Reasoning in Knowledge Management to Support Organizational Performance

Research and practice in human performance technology (HPT) has recently accelerated the search for innovative approaches to supplement or replace traditional training interventions for improving organizational performance. This article examines a knowledge management framework built upon the theories and techniques of case‐based reasoning (CBR) and Nonaka's (1991, 1994) knowledge conversion model to shed light on how organizational performance can be enhanced by leveraging organizational knowledge represented as cases to support learning, working, and innovation of knowledge workers. This framework offers HPT practitioners new ways of thinking and methods for the design of performance support interventions by which organizational knowledge is stored, codified, delivered, and acted upon in context, on demand, and at the point of need. This paper describes a project, Knowledge Innovation for Technology in Education (KITE), which was designed to support professional development of teachers using CBR and knowledge conversion theories.     

数据驱动的精准化学习评价机制与方法

综合素质评价是深化教育改革、落实立德树人根本任务的必然要求。信息技术赋能教育教学过程,使得传统教育评价机制向数据驱动的精准化学习评价方向迈进。数据驱动的精准化学习评价是一种不断获取、整合、分析学习过程中的多模态数据,对教学和学习活动的信息流与运行轨迹作出观测、解释和反馈,以发现教育中存在的问题,辅助课堂教学干预的评价方法,包含多场景数据采集、多空间数据融合、精准分析模型构建、分析结果可视化四个关键组成部分。多场景数据采集为学习评价提供数据来源和量化手段支撑,多空间数据融合为学习评价提供统一数据标准,精准分析模型为学习评价提供数据驱动的学习分析与评价方法,分析结果可视化为学习评价提供反馈和应用服务。数据驱动的精准化学习评价框架,应以区块链技术为基础,融合人工智能、云计算、学习分析、情境感知等新兴技术,在多维时空尺度上全面采集学习过程中的多元海量数据,通过全面、系统的统计分析和数据挖掘,从学习者的内在动机到认知发展、情感表现,再到社会综合交互能力,多维度、及时、准确地评估学生的学习状况。当前,探索数据驱动的精准化学习评价,可从构建符合多空间数据特征的综合素质评价框架,完善过程性数据的采集与共享机制,突破情感、认知、动机与社交评价的关键技术,以及研制数据驱动的学习评价平台等方面入手。     

A Hybrid Analytical Framework to Guide Studies of Innovative IT Adoption by Work Groups

This article presents a framework for analyzing innovative information technology adoption by organizational work groups. Concepts from three distinct theories (adoption and diffusion theory, cultural-historical activity theory, and the social construction of technology) are modified and integrated to form a hybrid, layered framework, which is then applied to a specific case to demonstrate the advantages for guiding research and analysis. The illustrative case presents the experience of a small work group in a high-technology company that implemented single-source content management.     

The Implementation of an Electronic Performance Support System for Teachers: An Examination of Usage,Performance, and Attitudes

This study investigated how teachers used an electronic performance support system (EPSS) and whether the usage of this EPSS affected their work performance and attitudes toward computer technology. The findings suggested a framework for the implementation of an EPPS in an educational setting, specifically at a middle school. The data were collected through observations, questionnaires, anecdotal logs, database records, and interviews. Four middle school teachers used the EPSS primarily for completing student progress reports wherein the results indicated that the EPSS decreased the amount of time to perform this task. Computer usage, performance, and attitudes were affected by work responsibilities, accessibility to computers, the change agent, the technology support personnel, as well as the specific characteristics of the EPSS. The teachers' attitudes toward the EPSS and technology in general were affected by their performances when using the system, by interactions with the person responsible for technology support, and by the ability to customize the computer program to fit their needs.     

Object‐Oriented Performance Improvement

In this paper, a framework to support an object‐oriented approach to performance analysis is described. The framework includes the use of collaboration, automation, visual modeling, and reusable repositories of analysis knowledge. The need for a new framework is related to the increasing concern with the cost effectiveness of student and employee development. Efforts to improve the return‐on‐investment in such development have been hindered by a craft orientation to the design and construction of learning and performance support materials. One solution to this problem has been to enhance the reuse of such materials. Rather than build every new system from scratch in a craft‐oriented manner, it is envisioned that systems will be constructed largely of standardized, reusable objects shared through Web‐based repositories. Currently, the main focus is on the technological framework necessary for an object‐based approach to learning system development. There appears to be little consideration of the changes in analysis and design thinking required for the move towards object‐based systems. Such systems should still be required to be directly linked to performance problems and opportunities at both the organizational and individual system levels.     

Perceptions of technological,pedagogical and content knowledge (TPACK) among pre-service teachers in Estonia

Most countries stress that preparing quality teachers for twenty-first century students is an essential task for teacher training institutions. Besides the skills for how to teach subjects effectively, teachers should also know how to integrate digital technology into their teaching. Several studies have been done based on the TPACK framework. Some of these studies use this framework for specific subject domains. In this study a generally applicable instrument for measuring TPACK was created. The aim of the paper was to validate the created instrument and to find out how pre-service teachers perceive their technological, pedagogical and content knowledge regarding the TPACK framework in Estonia, in a technologically highly developed country where technology is broadly used in general education. Conducting factor analysis all items with technology merged into one factor meaning that young generation perceives technology already integrated with content and pedagogy. The results indicate that pre-service teachers lack pedagogical knowledge, but they perceive that they are good at integrating technology into their teaching. Differences in perceptions were also found according to gender, age and curricula.     

Analyzing children’s computational thinking through embodied interaction with technology: a multimodal perspective

Educational technology research and development - The purpose of this paper is twofold. We first present a methodological framework for the analysis of embodied interaction with technology captured...     

Social cognitive predictors of pre-service teachers’ technology integration performance

The main objective of the study was to examine interrelationships among social cognitive variables (self-efficacy, outcome expectations, and performance goals) and their role in predicting pre-service teachers’ technology integration performance. Although researchers have examined the role of these variables in the teacher-education context, the present study was an examination of the manner in which variables may jointly function to predict technology integration performance. The Social Cognitive Career Theory (SCCT) served as the theoretic framework. Participants were 111 pre-service teachers enrolled in an introductory instructional technology course. Findings revealed that SCCT predictions were largely supported when the freshman students were excluded from the analyses. Self-efficacy and outcome expectations were related to each other and both contributed to the prediction of performance.     

Dimensions of personalisation in technology‐enhanced learning: A framework and implications for design

Personalisation of learning is a recurring trend in our society, referred to in government speeches, popular media, conference and research papers and technological innovations. This latter aspect—of using personalisation in technology‐enhanced learning (TEL)—has promised much but has not always lived up to the claims made. Personalisation is often perceived to be a positive phenomenon, but it is often difficult to know how to implement it effectively within educational technology. In order to address this problem, we propose a framework for the analysis and creation of personalised TEL. This article outlines and explains this framework with examples from a series of case studies. The framework serves as a valuable resource in order to change or consolidate existing practice and suggests design guidelines for effective implementations of future personalised TEL.