Instructional format and segment length in interactive video programs

The purpose of this study was to gather further insight into a previous investigation of the relationship between self-chosen and program-controlled segment length of an interactive videodisk program, and performance on post- and retention tests. The initial study by Verhagen, which questioned what is the optimum length of well-designed audio-visual segments to present factual information via an interactive video program, is reviewed. The additional research reported here was designed to find out whether the conclusions of Verhagen's study should be altered if data collection is carried out in an instruction experiment rather than a memory experiment. It also studied the effect of the amount of invested mental effort (AIME), and tested achievement of instructional objectives concerning the video program as a whole rather than testing specific information elements. Seventy-three university freshmen were given pre-, post-, and retention tests, and were grouped to learn from the following video segmentation formats: (1) Explore--a menu-driven environment giving subject complete control to choose video segments, segment their length, and jump between knowledge questions and remediation video segments at will; (2) Guide--video sequences are pre-segmented, followed immediately by the appropriate knowledge questions and remediation, and presented in linear order; (3) Linear--instructional objectives are presented beforehand, then subjects watch the entire program without stopping; (4) Variable--subject has control over length of each video segment, but not over sequence of video program. Results show that in a memory performance task, shorter video segments were chosen than those chosen for an instructional task. However, no evidence was found that test performance was related to self-chosen segment length. The Explore and Guide conditions required the least mental effort, and thus provided the most relaxed learning situation and usability. Finally, no relationship between AIME and test performance could be determined. Data is presented in nine tables and figures

Emerging Evidence on the Use of Big Data and Analytics in Workplace Learning: A Systematic Literature Review

This article provides a systematic literature review about nonprofit and for-profit organizations using big data to inform performance improvement initiatives. The review of literature resulted in 4 peer-reviewed articles and an additional 33 studies covering the topic for these contexts. The review found that big data and analytics could be used to improve selection of staff and training interventions, cut costs, improve retention, and performance as well as meet strategic business goals, but little evidence of big data analytic methodologies actually employed in workplace training and performance improvement projects was found. Additional robust research with methodological descriptions are needed to reveal the extent to which these methodologies yield improved human performance results that positively affect strategic business goals and the bottom line. Opportunities for further research are also suggested

Information technology education in a WWW-based cooperative environment: Design and evaluation

Problem-centered project work, involving groups who work and learn collaboratively, is an important form of instructional organization. This is especially true for students learning about the design and development of multimedia learning materials, since working as members of design teams will be an important part of the professional futures of many of the students. At the University of Twente in The Netherlands, students in the Faculty of Educational Science and Technology have an initial experience in the multimedia-design process in a first year required course. Covering two cycles of the course, this paper describes the instructional design of the course itself and illustrates how information technology is both studied and used as the learning environment in the course. It shows how the World Wide Web (WWW) provides an integrated setting for the students, so they can experience as learners the sorts of environments they are studying and designing in their groups. Emphasis is placed on: the integration of process and product; evaluation as a key unifying process throughout the course; the use of "productive communication" (semi-structured messages entered on the class web site); learning how to learn; and the implications of the new roles for both students and instructors. An appendix includes student evaluation feedback data

Workplace Learning, Big Data, and Organizational Readiness: Where to Start?

There is a growing need for professionals who are able to analyze large data sets to inform business decisions. Evidence for this need is presented through examples of big data and analytics used to inform and assess informal and formal workplace learning initiatives, embeding big data within a performance improvement (PI) framework, and delivering an emerging organizational readiness model. If big data and analytics could address these needs, then the organizational readiness for this potential solution can be determined. Thus, the authors conclude by describing an emerging model of big data readiness in organizations and its implications for determining readiness. Recommendations for other future research are also provided

A Needs Analysis to Inform Global Humanitarian Capacity Building

This article describes a needs analysis case study to inform the instructional design of a multinational capacity building project in humanitarian logistics. Survey responses from 106 foreign partner non-governmental organizations (NGOs) of international non-governmental organizations (INGOs) were collected to gain insights into organizations’ access to technology, levels of confidence in five logistics process areas, the strengths of previous capacity building projects, and organizational strategies and methods for capacity building. Results show that staff have access to mobile phones and computers and prefer to use the latter for learning. It was also found that not all NGOs implemented all the common logistics processes of an emergency response. Further, respondents preferred participatory approaches to scenario-based training over lecture-style presentations. Instructional design recommendations based on these results are shared as well as lessons learned which may help instructional designers working for multinational organizations design their needs analysis projects

Het Deelerwoud: Wild en bijster land

In Het Deelerwoud – Wild en bijster land verkennen zeven mannen dit natuurgebied, dat midden op de Veluwe ligt. Natuurmonumenten verwierf het gebied in 1967 na een zeer succesvolle landelijke actie – een van de eerste grote publieksacties voor natuurbehoud in Nederland. Het Deelerwoud is een bijzonder gebied. Sinds 2001 worden hier de dam- en edelherten niet meer afgeschoten. Ruim tien jaar later geldt voor de wilde zwijnen hetzelfde. In dit prachtig geïllustreerde en leerzame boek wandelt de lezer mee met natuurbeheerder Machiel Bosch, filosoof Clemens Driessen en schrijver en natuurliefhebber Martien Frijns. Wat zien we, waarover horen we, waarover wordt er gedacht? De wandeltochten door het Deelerwoud roepen vragen op over onder andere 100%-wildgarantie, geluidshinder, lerend beheren, fauna versus flora, de Amsterdamse Waterleidingduinen, de Oostvaardersplassen, charismatische relaties in de natuur, safari-joggen, de Hooglander en het Heck-rund, de raaf en de uil, rewilding en natuur in de oksels van de snelwegen. Maar ondertussen leert de lezer ook zeker twaalf soorten poep kennen