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1.
Those involved in training know that creating instructional materials can become a tedious, repetitive process. They also know that business conditions often require training interventions to be delivered in ways that are not ideally structured or timed. This article examines the notion that learning objects can be reused and adapted for performance support systems. By doing so, a performance technologist can develop content for just‐in‐case training and reuse it for just‐in‐time performance support.  相似文献   

2.
Mobile geolocation applications identify global coordinates of mobile devices and can be enriched with performance‐context data. This technology has potential to integrate job aids, learning bursts, and parts of manuals with work tools (such as checklists) at the point of performance to better support individual and team performance. Emerging uses of mobile geolocation allow human performance technologists to move from generic electronic performance support systems (EPSSs) to spatial support systems. These increase the potential for performers to access more context‐aware information at the time and space in which the actions occur. Mobile geolocation can also automatically send data about the performance to enterprise databases so that actions taken and the use of training or job aids at the point of performance can be tracked. This article explores how mobile geolocation functionality can be orchestrated to support performance, enrich enterprise databases, and aid human performance technologists.  相似文献   

3.
For decades, training has been one of the most common interventions used by organizations to improve the performance of their employees and teach them new ideas and skills. But owing to the cost of developing and delivering training, organizations have adopted alternative ways to enable employee performance while reducing the cost and minimizing the time users spend away from the job. One alternative is electronic performance support systems (EPSS). The present study examined the effect of EPSS and training on user performance, time on task, and time in training. Results revealed that participants receiving only EPSS and those receiving training and EPSS performed significantly better on a tax preparation procedure than participants who received only training. Training‐only users also spent significantly more time completing the procedural task than their counterparts in other treatment groups, leading to a negative correlation between time on task and performance. The implications of these findings for the design and development of performance support and training interventions are discussed.  相似文献   

4.
The popularity of mobile devices has encouraged the advance of ubiquitous learning, in which students are situated in a real‐world learning environment with support from the digital world via the use of mobile, wireless communications, or even sensing technologies. Most of the ubiquitous learning systems are implemented with high‐cost sensing devices for detecting the locations or behaviours of learners; moreover, these systems mainly focus on providing learning guidance or learning materials, while facilities for supporting mutual help among students are usually ignored. In this study, we propose a context‐aware ubiquitous learning platform (CULP) which uses low‐cost cell phones with embedded cameras and Internet service to support ubiquitous learning. CULP is able to provide instant support for learners in the ubiquitous learning activity; that is, learners can receive help from the right people via the hints given by the learning system when they encounter problems during their learning activities. The experimental results of a Personal Computer‐Assembling course show that, with the assistance of the new learning platform, both the learning efficiency and the learning achievement of the students were significantly improved.  相似文献   

5.
In recent years, digital learning has been converting from e‐learning to m‐learning because of the significant growth of wireless and mobile computing technologies. Students can learn any time and any where with mobile devices. Consequently, context‐aware ubiquitous learning (u‐learning) is emerging as a new research area. It integrates wireless, mobile and context awareness technologies in order to detect the situation of the learners and provide more seamless adaptive support in the learning process. In this paper, a context‐aware u‐learning environment is developed for learning about campus vegetation in elementary schools based on an innovative approach by employing repertory grid method in designing learning content. In addition, we probe the feasibility of context‐aware u‐learning in courses by soliciting feedback from the students and teachers through interviews and questionnaires. The findings reveal that the environment is capable of enhancing students’ motivation and learning effectiveness. Moreover, it is also capable of reducing the teaching load while enabling better control of class order.  相似文献   

6.
While learning journals (LJs) have been shown to support self-regulated learning strategies, reflection and learning outcomes in academic contexts, few studies have investigated their relevance in vocational education. A mobile and online learning journal (MOLJ) was developed to support reflection on workplace experiences. However, acceptance of the mobile and online learning journal by apprentices and supervisors is not trivial. This study investigated how apprentices use the mobile and online learning journal and why they use it that way. The mobile and online learning journal was developed for apprentices in the field of bakery and contains a recipe book, a smartphone app to take pictures of workplace experiences, and a learning journal for reflection. Apprentices’ workplace supervisors have access to the mobile and online learning journal to provide support and feedback. A mixed method study was conducted with 16 apprentices. Indicators of their use of the mobile and online learning journal were recorded, while reasons for use were studied by questionnaires and semi-structured interviews. Four kinds of users of the mobile and online learning journal were identified: Multifunction users, picture takers, learning journal users, and overall low users. The most determining factors for the acceptance and use of the mobile and online learning journal by apprentices were their interest in the use of a smartphone at the workplace, their acceptance of reflection on workplace experiences through the mobile and online learning journal, and supervisors’ participation and provision of feedback. Promoting the use of learning journals by apprentices requires strong guidance in the design of the learning journal as well as support and feedback from supervisors. Taking pictures from the workplace proves useful for learning and sharing experience in vocational training.  相似文献   

7.
Most personalized learning systems are designed for either personal computers (e-learning) or mobile devices (m-learning). Our research has resulted in a cloud-based adaptive learning system that incorporates mobile devices into a classroom setting. This system is fully integrated into the formative assessment process and, most importantly, coexists with the present e-learning environment. Unlike many mobile learning systems, this system provides teachers with real-time feedback about individual and group learners. Its scalable and extendable architectural framework includes the server-side pedagogical recommendation of content adaptation based on the users?? knowledge-levels and preferences. Content is also automatically adapted to the end device that is being used. This context-aware delivery allows users to switch between e-learning and m-learning, and between devices, without any loss in personalized content. Our work builds on a web-based Adaptive Learning and Assessment System (ALAS) that is built on the Knowledge Space Theory model. At present, this system is used at school computer labs and our goal was to widen this user-base by enhancing this system to support personalized learning on mobile devices. This study describes our process of developing this technology, and contains an empirical analysis of students?? performance, perceptions, and achievements when using ALAS on both personal computers and mobile devices.  相似文献   

8.
Communication is inextricably important to instructional design and performance‐based training. Promoting effective communication as an integral part of the performance support system improves professional instructional design functions and offers greater avenues for meaningful discourse among end users of the instruction. In this article, we highlight communication in performance training and instruction for meaningful learning and effective exchange of knowledge. Internal and external communications are discussed as a means to promoting successful relationships, commitment, and ownership.  相似文献   

9.
Because learning English is extremely popular in non-native English speaking countries, developing modern assisted-learning schemes that facilitate effective English learning is a critical issue in English-language education. Vocabulary learning is vital within English learning because vocabulary comprises the basic building blocks of English sentences. Therefore, numerous studies have attempted to increase the efficiency and performance of learning English vocabulary. ‘The situational learning approach’ proposed that ‘context’ is an important consideration in the language learning process and can enhance learner learning interest and efficiency. Restated, meaningful vocabulary learning occurs only when the learning process is integrated with social, cultural and life contexts. With the rapid development of context-awareness techniques, the development of context-aware mobile learning systems, which can support learners in learning without constraints of time or place via mobile devices and associate learning activities with real learning environment, enables the conduct of a novel context-aware ubiquitous learning mode to enhance English vocabulary learning. Accordingly, this study proposes a personalised context-aware ubiquitous learning system (PCULS) for learning English vocabulary based on learner location as detected by wireless positioning techniques, learning time, individual English vocabulary abilities and leisure time, enabling learners to adapt their learning content to effectively support English vocabulary learning in a school environment. Experimental results indicated that the accuracy of the employed wireless positioning scheme is over 92%, which is sufficient to help learners detect their locations. Additionally, the PCULS has been successfully implemented on PDA devices in a school environment to support effective situational English vocabulary learning. Experimental result indicates that the learning performance of learners who used personalised English vocabulary learning systems with context awareness (i.e. PCULS) was superior to learners who used personalised English vocabulary learning systems without context awareness.  相似文献   

10.
This article discusses the problem of using and delivering educational content from the Moodle learning management system to mobile devices. The primary goal of this study was to investigate the students' habits, motivations and technical possibilities in order to incorporate mobile‐learning activities in the e‐learning process. A mobile quiz has been chosen as an activity to be delivered on mobile devices. The developed mobile quiz application was integrated into Moodle. The application interface was tailored to various types of mobile devices aiming to foster mainstreaming of mobile technologies in e‐learning. For the purposes of the evaluation, an experiment was conducted within the e‐learning system at the Faculty of Organizational Sciences, the University of Belgrade. Data were obtained from the students who attended e‐learning courses in the area of e‐business. Research findings have shown that integration of the mobile quiz application into Moodle improves students' results and increases satisfaction and motivation for using mobile devices in their learning process.  相似文献   

11.
Language and gesture are viewed as highly interdependent systems. Besides supporting communication, gestures also have an impact on memory for verbal information compared to pure verbal encoding in native but also in foreign language learning. This article presents a within‐subject longitudinal study lasting 14 months that tested the use of gestures in the classroom, with the experimenter presenting the items to be acquired. Participants learned 36 words distributed across two training conditions: In the audio‐visual condition subjects read, heard, and spoke the words; in the gestural condition subjects additionally accompanied the words with symbolic gestures. Memory performance was assessed through cued native‐to‐foreign translation tests at five time points. The results show that gestures significantly enhance vocabulary learning in quantity and over time. The findings are discussed in terms of Klimesch's connectivity model (CM) of information processing. Thereafter, a code, a word, is better integrated into long‐term memory if it is deep, that is, if it is comprised of many interconnected components.  相似文献   

12.
In this paper, it is argued that e‐learning environments are currently more like ‘buildings’, ie, learning spaces, rather than ‘schools’, ie, places for learning. The concepts originated from architecture and urban design, where they are used both to distinguish static spaces from inhabited places, and more importantly, as design objectives. The transformation from space to place is supported and enabled by social interactions between the (learning) community members. We argue that this distinction between the concepts explains some of the problems with current e‐learning systems and propose issues to consider when designing new systems. By acknowledging the importance and characteristics of a place, designers and researchers can justify the need and support for social interactions in learning space, consequently enabling social community building in e‐learning environments, and most importantly, supporting the development of a user‐friendly and motivating e‐learning place.  相似文献   

13.
While training has been a proven and heavily relied on intervention to impart job‐enabling information to performers, its ability to have a positive effect on job performance has been demonstrated to diminish over time. One intervention that has been adopted by performance technologists to provide ongoing support is an electronic performance support system (EPSS). The study presented here examined the effect of EPSS and training on user attitudes. Results revealed that participants receiving only EPSS and those receiving training and EPSS had significantly higher attitudes than participants who received only training. Recommendations on how to best combine and implement these performance interventions based on these data are discussed.  相似文献   

14.
There is great support for the research that says that how one uses knowledge is linked to how and where that knowledge is acquired—especially, knowledge that is connected directly to performance. This how and where approach is rooted in time‐tested and research‐supported learning strategies. Key emphasis is placed on competency identification, maximum use of the work environment for learning, self‐directed learning activities along with a contracting structure that allows self‐pacing, mastery, individualization, and various feedback options. This article describes how to combine these learning strategies so that training and development (T&D) costs, time to train, and employee performance and retention are improved. This learning model is called learner‐guided training and development—a smart, highly leveraged design model.  相似文献   

15.
Design education should integrate design concepts and skills with practical and theoretical knowledge through collaborative learning. Computer‐mediated communication systems used in web‐based education systems are quite appropriate for this principle by enabling global access to course material as well as allowing interaction of participants at distributed learning environments at anytime. Course design broadly requires the organization of time, space and activities considering the tools and methods used. Based on these issues, this study proposes a framework for the design of a web‐based studio course with respect to the nature of the design process. An implementation of a sample web‐based course design is included to support the idea. Considering the benefits and limitations, the nature of web‐based design courses is explored first. Then, the sociological, ideological, epistemological and pedagogical aspects of a design studio are examined within the framework of objectives (why), objects (what), methodology (how) and management (who) with special emphasis given to synchronous and asynchronous communication.  相似文献   

16.
The importance of adopting technology‐supported performance systems for on‐the‐job learning and training is well‐recognized in a networked economy. In this study, we present a performance support system (PSS) designed to support technology integration for lesson design. The goal is to support educators in the development of appropriate and effective technology integration strategies for learning and training events. The system is based on the PSS design architecture created by Hung and Chao (2007) called Matrix‐Aided Performance System (MAPS). MAPS was created to minimize navigational confusion and enhance users' comprehension and synthesis of information gathered from the PSS. Fifteen educators and instructional technologists were invited to evaluate the system's readiness as well as to identify potential practical constraints that might hinder its use in a real‐world setting. Findings from a perception survey and focus group interviews confirm the beneficial effects of the unified interface on navigation and orientation of content materials. Feedback provided by participants to improve the system interaction and functionality are also reported to further validate the design architecture of MAPS.  相似文献   

17.
Enhanced capabilities of modern smartphones offer the potential to design tools that support new forms of teaching and learning. Increased access to mobile‐networked environments and geospatial systems provide opportunities for developing new educational experiences that support a geospatial approach to science, fostering new ways of thinking about science. However, designing effective innovative educational mobile applications remains a challenge. Applications need to be accessible to teachers that are not tech‐savvy as well as those that are, foster active learning pedagogies, enable flexible and creative use, as well as fit within the curriculum. This paper describes a smartphone application developed together with pre‐service science teachers, designed to be customisable by teachers while supporting a geospatial approach to science education. The design process and trial illustrate application use, how it supports a geospatial approach to science education and raises issues around mobile technologies, teacher pedagogies and adoption.  相似文献   

18.
Web enjoyment has been regarded as a component of system experience. However, there has been little targeted research considering the role of web enjoyment alone in student learning using web‐based systems. To address this gap, this study aims to examine the influence of web enjoyment on learning performance and perceptions by controlling system experience as a variable in the study. 74 students participated in the study, using a web‐based tutorial covering subject matter in the area of ‘Computation and algorithms’. Their learning performance was assessed with a pre‐test and a post‐test and their learning perceptions were evaluated with a questionnaire. The results indicated that there are positive relationships between the levels of web enjoyment and perceived usefulness and non‐linear navigation for users with similar, significant levels of system experience. The implications of these findings in relation to web‐based learning are explored and ways in which the needs of students who report different levels of web enjoyment might be met are discussed.  相似文献   

19.
Retaining learners and facilitating their continuance are critical for the mobile learning providers and educators. Drawing on stimulus-organism-response framework and self-determination theory, this study examines factors that affect college students' mobile learning continuance by considering the self-determination needs and learning involvement. A research model was developed and empirically tested against data collected from 309 college students who are the mobile learning users of an online education platform in China. The results of structural equation modeling analysis showed that perceived learning support, self-management of learning and peer influence significantly influence affective learning involvement, which in turn positively affect mobile learning continuance intention. In addition, perceived learning support and peer influence also significantly influence cognitive learning involvement, which further determine mobile learning continuance intention. Theoretical and practical implications of these findings are also discussed.  相似文献   

20.
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.  相似文献   

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