Egypt’s state-owned television: A call for reform

Public organizations have to go through some reforms to satisfy the social demands and meet challenges required for increasing productivity and accountability. Public organizations have the strong tie between government and society; thus, they should work on their employee’s satisfaction, besides satisfying social needs and demands for citizens. This study will focus on performance of Egypt’s state-owned TV, which affects outputs reflected in the quality of TV programs. It would represent a schema of the current performance of Egyptian Radio and TV Union’s outcome of Egyptian TV programs Performance includes activities and measurable outputs. There are persistent challenges and obstacles at the ERTU; such as decline in viewership rates, failure of making use of television resources and cadres, and red tape that causes the disruption of the workflow within the union, which may deactivate the production wheel. This study looked into the successful reform of Egypt Telecom using HRM approach. It concludes by proposing ERTU reform, either through driving in the privatization route, or through applying Human Performance Technology (HPT) model, which is considered an advancement of HRM. HPT promotes “invitation” to re-visit, re-think, and re-imagine how ERTU can claim back its popularity through creativity, innovation and the use of modern technology

Social Aspects of CSCL Environments: A Research Framework

Although there are research findings supporting the positive effects of computer-supported col- laborative learning (CSCL), problems have been reported regarding the learning process itself, group formation, and group dynamics. These problems can be traced back to impeded social interaction between group members. Social interaction is necessary (a) for group members to learn from each other in a CSCL environment and (b) for socioemotional processes to help cre- ate a social space where trust, sense of community, and strong interpersonal relationships exist. This article introduces a theoretical framework consisting of three core elements: sociability, social space, and social presence, along with their relationships with group members’ mental models, social affordances and learning outcomes. It postulates that the three core elements influence the social interaction needed for both learning and the emergence of a social space. This framework serves as a basis for a research agenda for systematic social CSCL research

The mental model comparison of expert and novice performance improvement practitioners

The primary purpose of this study was to reveal performance improvement practitioner expert and novice mental models and identify differences and similarities between these models. The secondary purpose was to analyze the potential relationships of the professional profile characteristics of performance improvement practitioners with their mental model of expertise derived from Pathfinder scaling algorithm. The study was stemmed from one of the critical research trends in the field of Human Performance Technology (HPT). There are two phases of the study. In the first round of the first phase, experts, who were selected based on several criteria, were contacted to identify the most critical concepts related the HPT. The Online Ranking Questionnaire was utilized. 23 experts were responded, and 11 of 30 concepts were selected. In the second round of the first phase, the experts who responded to the first round were contacted again to share their professional profile characteristics and ratings about the concept-pairs generated from the 11 concepts. These ratings provided the proximity data necessary to generate the common mental models of expert (the expert referent model) in the KNOT using the Pathfinder algorithm. The Professional Profile Characteristics and The Concept-Pairs Comparison online questionnaires were used. 16 experts responded in this round. In the second phase of the study, practitioners in the field were invited to participate in the study via International Society for Performance Improvement (ISPI) newsletters, The American Society for Training and Development (ASTD) discussion forums, and Association for Educational Communications and Technologies (AECT) mailing list. Moreover, professional social networking sites, e.g., Linked-In, and the researcher personal contact list were used as well to increase return-rate. Practitioners were asked to complete the same online questionnaires completed by the experts in the second round of the first phase. 335 practitioners started the questionnaires; 272 completed the Professional Profile Characteristics questionnaire; 242 completed both the Professional Profile Characteristics and the Concept-Pairs Comparison questionnaires. 33 practitioners of 242 were identified as novices who were selected based on the criteria used to select experts. In contrast to the experts, the novices were chosen as those who do not meet all of the criteria. The proximity data of those 33 novices were used to create the common mental model of novices. The common mental model of experts demonstrated more coherent and hierarchical structure. However, the common mental model of novices was in more linear structure. The models were also compared, and the experts\u27 model was different from the novices\u27 model. The expert model had deep structure of practical knowledge; whereas, the novice model contained step-by-step and textbook style structure. The professional profile characteristics of the practitioners and the experts were also presented. Several relationships found between the professional profile characteristics and the mental model of expertise, which was generated from three Pathfinder measures: relatedness, coherence, and similarity. The mental model of expertise was positively associated with the number of organizations worked, the number of completed projects, the diversity of project types, the number of the HPT related courses taught; whereas, it was negatively associated with the total years spent to earn degrees. There were several implications of the current study. The first is either informal or formal approaches for the development of expertise. This study may enlighten the mentoring novices while progressing to expertise in the field. Colleges, universities and other types of institutions providing education or training for performance improvement practitioners may take advantage of the results of this study by improving their course or curriculum designs with additional experiences. Moreover, the professional organizations, such as ISPI and ASTD, may be informed with this study for their certification and designation programs. They may include new rationale and criteria for assessment and evaluation processes. This study also may provide additional information from the expertise perspective to the efforts related to the development of competencies in the performance improvement field. Finally, future studies were recommended. The first recommendation was the replication of the current study with different sample characteristics and sizes. The future studies regarding expertise in HPT may consider different using different research design and knowledge elicitation techniques. Since the current study utilized stand-alone concepts, the studies examining groups of stand-alone concepts with common characteristics may provide more meaningful and overarching interpretations. There were numerous either demographic, e.g., age, or professional, e.g., years of experience, deliberate practice, and so forth, factors influencing in expertise in either general or more specific to performance improvement field. These factors needed to be analyzed to reveal the relationships with the progression to expertise

2022-2023 Catalog

The 2022-2023 Governors State University Undergraduate and Graduate Catalog is a comprehensive listing of current information regarding:Degree RequirementsCourse OfferingsUndergraduate and Graduate Rules and Regulation

2023-2024 Catalog

The 2023-2024 Governors State University Undergraduate and Graduate Catalog is a comprehensive listing of current information regarding:Degree RequirementsCourse OfferingsUndergraduate and Graduate Rules and Regulation

Empathy in the Middle-School History Classroom: The Effects of Reading Different Historical Texts on Theory of Mind, Empathic Concern, and Historical Perspective-Taking

Theoretical and empirical evidence indicate a possibility that reading certain types of historical texts could improve different constructs of empathy that include theory of mind (ToM), empathic concern (EC), and historical perspective-taking (HPT).The objective of this study was to compare the effect of reading a collection of primary documents in comparison to a historical narrative on ToM, HPT, and EC for adolescents in an eighth-grade history class. Students were randomly assigned to read either a historical narrative or a collection of adapted historical documents with approximately the same length, and reading level. This researcher controlled for student comprehension scores, ToM scores, estimated amount of reading frequency, gender, and age. Post reading, students were assessed on ToM, EC, and HPT using age-appropriate and valid measures. The results demonstrated no statistical difference for individuals assigned to read either text as measured by ToM, EC, and HPT. Individuals with higher comprehension abilities in the historical document group were more likely to read for a longer period of time than individuals with high comprehension abilities in the narrative group. Empathic emotions for the narrative group were significantly correlated with higher HPT. The researcher argues that better ToM assessments need to be developed for adolescents and the relationship of reading historical texts and empathy for adolescents should be a topic of future research

Instructional Message Design: Theory, Research, and Practice

Message design is all around us, from the presentations we see in meetings and classes, to the instructions that come with our latest tech gadgets, to multi-million-dollar training simulations. In short, instructional message design is the real-world application of instructional and learning theories to design the tools and technologies used to communicate and effectively convey information. This field of study pulls from many applied sciences including cognitive psychology, industrial design, graphic design, instructional design, and human performance technology to name just a few. In this book we visit several foundational theories that guide our research, look at different real-world applications, and begin to discuss directions for future best practice. For instance, cognitive load and multimedia learning theories provide best practice, PowerPoint and simulations are only a few of the multitude of applications, and special needs learners and designing for cultural inclusiveness are only two of many areas where effective messages design can improve outcomes. Studying effective instructional message design tools and techniques has and will continue to be a critical aspect of the overall instructional design process. Hopefully, this book will serve as an introduction to these topics and inspire your curiosity to explore further

Organization, Information & Learning Sciences 2018 APR Self-Study & Documents

UNM Organization, Information & Learning Sciences APR self-study and review team report for Fall 2018, fulfilling requirements of the Higher Learning Commission