Reviews

Europe In the Round CD‐ROM, Guildford, Vocational Technologies, 1994

Information Outlook, June 1997

Volume 1, Issue 6https://scholarworks.sjsu.edu/sla_io_1997/1005/thumbnail.jp

Electronic Performance Support for E-Learning Analysis and Design

Corporate instructional designers often follow an instructional systems design (ISD) process to plan, create, and implement training programs. Increased demand for elearning as a replacement or addition to classroom training means that, in the current corporate environment, instructional designers are called upon to produce a wide variety of instructional formats and have to make more decisions during the ISD process. E-learning is evolving into a total performance improvement solution rather than simply as a means to delivering distance training and consequently, in an effort to achieve business goals, many corporations are turning to it as a cost effective way to deliver training and support to employees and customers. Corporate e-learning applications can incorporate knowledge management and electronic performance support as well as support for multiple formats of online learning, adding to the complexity of the instructional designer\u27s job and the ISD process. While the ISD process is well documented and numerous operational models exist, instructional designers often have difficulty in its application given the complexity of an e-learning application. The study analyzed the impact of an experimental electronic performance support system (EPSS) on the performance of e-learning instructional designers. An EPSS intended to provide assistance during the analysis and design stages of an e-learning project was created to aid corporate instructional designers make tradeoffs among time, cost, and quality of various analysis and design procedures and techniques. Formative reviews by instructional designers experienced in e-learning added to the validity of the contents of the EPSS. Summative evaluator’s pilot tested the EPSS by using it in conjunction with the analysis and design activities of three corporate e-learning projects. Evaluation results indicated that an instructional design EPSS can help designers sequence and prioritize tasks, allocate time and resources to task execution, and focus tasks on user performance and client goals

A new framework for a technological perspective of knowledge management

Rapid change is a defining characteristic of our modern society. This has huge impact on society, governments, and businesses. Businesses are forced to fundamentally transform themselves to survive in a challenging economy. Transformation implies change in the way business is conducted, in the way people perform their contribution to the organisation, and in the way the organisation perceives and manages its vital assets – which increasingly are built around the key assets of intellectual capital and knowledge. The latest management tool and realisation of how to respond to the challenges of the economy in the new millennium, is the idea of "knowledge management" (KM). In this study we have focused on synthesising the many confusing points of view about the subject area, such as: a. different focus points or perspectives; b. different definitions and positioning of the subject; as well as c. a bewildering number of definitions of what knowledge is and what KM entails. There exists a too blurred distinction in popular-magazine-like sources about this area between subjects and concepts such as: knowledge versus information versus data; the difference between information management and knowledge management; tools available to tackle the issues in this field of study and practice; and the role technology plays versus the huge hype from some journalists and within the vendor community. Today there appears to be a lack of a coherent set of frameworks to abstract, comprehend, and explain this subject area; let alone to build successful systems and technologies with which to apply KM. The study is comprised of two major parts: 1. In the first part the study investigates the concepts, elements, drivers, and challenges related to KM. A set of models for comprehending these issues and notions is contributed as we considered intellectual capital, organizational learning, communities of practice, and best practices. 2. The second part focuses on the technology perspective of KM. Although KM is primarily concerned with non-technical issues this study concentrates on the technical issues and challenges. A new technology framework for KM is proposed to position and relate the different KM technologies as well as the two key applications of KM, namely knowledge portals and knowledge discovery (including text mining). It is concluded that KM and related concepts and notions need to be understood firmly as well as effectively positioned and employed to support the modern business organisation in its quest to survive and grow. The main thesis is that KM technology is a necessary but insufficient prerequisite and a key enabler for successful KM in a rapidly changing business environment.Thesis (PhD (Computer Science))--University of Pretoria, 2010.Computer Scienceunrestricte

Computer-based role playing for interpersonal skills training

This study examines the design and evaluation of computer-based role-playing. For novices, a conventional role-play is a very complex learning situation. Computer-based role-playing is designed to simplify role-playing so that students can more effectively develop interpersonal skills. It is a gradual lead-in to, not a replacement of, conventional role-playing. An experiment is reported in which 41 students participated. The students were randomly distributed over two groups. Two instructional programs were compared, one with and one without computer-based role-playing. One major finding is that computer-based role-playing enhances interpersonal skills development by (a) practicing the use of a conversational model, (b) offering opportunities for reflection, (c) performing four protagonist roles, and (d) capturing individual contribution and learning

Supporting the tutor in the design and support of adaptive e-learning

The further development and deployment of e-learning faces a number of threats. First, in order to meet the increasing demands of learners, staff have to develop and plan a wide and complex variety of learning activities that, in line with contemporary pedagogical models, adapt to the learners’ individual needs. Second, the deployment of e-learning, and therewith the freedom to design the appropriate kind of activities is bound by strict economical conditions, i.e. the amount of time available to staff to support the learning process. In this thesis two models have been developed and implemented that each address a different need. The first model covers the need to support the design task of staff, the second one the need to support the staff in supervising and giving guidance to students' learning activities. More specifically, the first model alleviates the design task by offering a set of connected design and runtime tools that facilitate adaptive e-learning. The second model alleviates the support task by invoking the knowledge and skills of fellow-students. Both models have been validated in near-real-world task settings

A Gaming Laboratory to Study Distributed Collaboration Processes.

Current events present many examples of situations where a fast and coordinated response is required from many and diverse organizations and stakeholders. Technology-mediated communication and collaboration may be the only option for getting things done in situations like these. There is a real need for research on the kinds of environments and processes that best support fast response on urgent tasks for virtual teams. The paper presents the development and initial test of a gaming laboratory to study such processes. The laboratory is adaptable to different kinds of situations. We discuss the design principles and implementation of the laboratory environment, along with lessons learned from the first experiences with it