The management of instruction

Summary This paper has described a new conceptual model of instructional management that has found utility in the analysis and design of the instructional components in educational systems of varying complexity. In the opinion of the authors, it is likely that a revolution in the quality of education will not come from the availability of new media, the introduction of any specific devices like the computer or teaching machine, the introduction of improved evaluation methods, the specification of behavior objectives, or the development of effective motivational subsystems, although all of these will, in their way, contribute. Instead, a radical change in the quality of American education will come from the increased application of the growing body of knowledge about the form, purpose, and processes involved in instructional decision making.     

Use of digital video technology in an elementary school foreign language methods course

This article presents a case study of the use of digital video technology with a new pedagogical approach under a constructivist framework in an elementary school foreign language methods course. Data were collected through interviews with the methods course instructor, field notes, analytical notes from videotaped student presentations of their learning from the video clips, students’ mid‐semester evaluation of the use of video clips, and end‐of‐semester student reflections on open‐ended questions regarding the use of video clips. A careful examination of the data identified themes that illustrate the characteristics of the use of digital video technology under a constructivist framework. Those themes include the flexibility and capability of digital video technology, the development of the video clips, students’ ownership of knowledge, feedback from the students, and evaluation of the use of video clips. This case reports the vision of technology integration being realized. It results from the presence of technology, the instructor's pedagogical knowledge, and his or her content expertise.     

Integrating Knowledge Management Systems,Electronic Performance Support Systems,and Learning Technologies

The field of training and development has been increasingly affected by knowledge management, performance support, and learning technologies, yet the impact of these disciplines has typically been disjointed and uncoordinated. Projects in each of the disciplines are often implemented systematically, but not systemically. To take full advantage of their potential to improve performance, we must develop the possible synergies that exist among them. In this paper, we aim to develop a theoretical argument for integrating electronic performance support systems (EPSS), knowledge management systems (KMS), and learning technologies as well as to create a conceptual model for the integration. This understanding will guide training and development professionals in developing more systemic performance improvement interventions. We start with an overview of KMS, EPSS, and learning technologies. We then examine the intersection of these areas and present a rationale for integrating the three technologies under the framework of Human Performance Technology (HPT). Finally, we propose a conceptual model for the integration and discuss its technical and organizational implications.     

ICEM News

This article addresses the results of analysis of the data collected over four semesters of a situated course in Web-based instruction. In particular, it discusses results in such areas as synchronous vs. asynchronous interaction, the importance of technical prowess, aids and barriers to the establishment of a learning community, and the affective dimensions of Web-based instruction. In addition, it discuses the effectiveness of various traditional and constructivist instructional strategies in a Webbased environment. We also focus on the use of social engineering techniques as a means of facilitating the creation of a constructivist learning community. Analyse d’un environnement éducatif en ligne. Cet article présente les résultats d'une analyse de données collectées durant quatre semestres d'un cours utilisant Internet. En particulier, il étudie les résultats obtenus dans le domaine des interactions synchrones et asynchrones, l'importance du potentiel technologique, les aides ou les freins à l'établissement d'une communauté éducative, ainsi que la dimension affective de l'éducation par Internet. De plus, il examine l'efficacité de différentes stratégies d'apprentissage constructivistes utilisées dans cet environnement en ligne. Il aborde aussi des techniques d'ingénierie sociale utilisées qui sont aptes à faciliter l'établissement d'une véritable communauté d'apprentissage. Analyse einer Web-basierten Ausbildung. Dieser Artikel behandelt die Ergebnisse der Analyse der über vier Semester gesammelten Daten eines vorliegenden Kurses über web-basierte Ausbildung. Insbesondere werden Ergebnisse zu Fragen von synchroner versus asynchroner Interaktion, die Wichtigkeit des technischen Prozesses, Hilfen und Hindernisse für die Aufstellung einer Lerngemeinschaft und die affektiven Dimensionen web-basierten Instruierens diskutiert. Außerdem wird in dem Artikel die Wirksamkeit verschiedener traditioneller und konstruktivistischer Lehrstrategien in einer web-basierten Lernumgebung problematisiert. Wir verweisen auch auf die Verwendung von Sozialtechniken als ein Mittel, die Schaffung einer konstruktivistischen Lerngemeinschaft zu erleichtern.