Beyond Two Decades of Motivation: A Review of the Research and Practice in Instructional Design and Human Performance Technology

Existing models and methods of instructional design and performance improvement offer promise for enhancement in nearly every area of human resource development. However, they fall short of potential in addressing human motivation in ways that enable workplace performers and their organizations to thrive. This article reviews dominant models for instructional design and human performance technology currently in use, and compares their treatment of motivation in light of recent research in human motivation. The review illustrates an implementation gap between what research demonstrates about human motivation and what current instructional design models make available for use in workplace learning and development. It further underscores the need for a new, integrative, systemic model of motivation to aid in designing instruction by implementing recent research principles in workplace contexts. It calls for a new model of motivation for instructional design that is current, comprehensive, integrative, and flexible to meet the demands of new paradigm human resource development.Yeshttps://us.sagepub.com/en-us/nam/manuscript-submission-guideline

Redesigning and aligning assessment and evaluation for a federally funded math and science teacher educational program

This paper examines the redesign of evaluation components for a teacher professional development project funded by the National Science Foundation. It focuses on aligning evaluation instrumentation and strategies with program goals, research goals and program evaluation best practices. The study identifies weaknesses in the original (year 1) program evaluation design and implementation, develops strategies and tracks changes for year 2 implementation, and then reports enhancement of findings and recommendations for year 3. It includes lessons learned about assessment and evaluation over the project lifespan, with implications for research and evaluation of a range of related programs. This study functions as a classic illustration of how critical it is to observe first principles of assessment and evaluation for funded programs, the risks that arise when they are ignored, and the benefits that accrue when they are systematically observed.Educational Programs Teacher Professional Development First Principles of Evaluation for Funded Programs

Engineering a Dynamic Science Learning Environment for K-12 Teachers

The present study follows a cohort of 17 K-12 teachers through a six-week resident learning experience in science and engineering, and on into the planning and implementation of applications for their classrooms. This Research Experiences for Teachers (RET) program was examined using the strategic approach of design-based research, with its fluid, adaptive management of the complexity of authentic learning in situ and its attentive documentation of expected and unexpected events, in process and products, to capture the richness of teachers\u27 and mentors\u27 experiences. Research on effective teacher professional development, adult learning, situated cognition, and learning transfer were utilized to inform the evaluation design. Teachers overall enjoyed the RET experience; they appreciated the faculty expertise and insights, and admired their mentors. In this study the authors see three parts of teacher professional development. The first is knowledge and skills, the intangible tools, cognitive and psychomotor, to do the research tasks. The second is equipment, the physical resources and tangible tools with which to do the work. The third is empowerment--in self-perceptions, motivations, and drive necessary to carry out the plans, provided through initial and ongoing support and communication. Teacher-learners, expert in K-12 science education, learned from university mentors, expert in engineering. Engineer-mentors learned about K-12 science education and the demands of effective teacher development. The result was a change in the practice of both groups of teachers, in K-12 education, in undergraduate engineering (reported by the mentors), and in the adaptive revision of the professional development program itself. (Contains 3 tables.

Designing and Evaluating a STEM Teacher Learning Opportunity in the Research University

This study examines the design and evaluation strategies for a year-long teacher learning and development experience, including their effectiveness, efficiency and recommendations for strategic redesign. Design characteristics include programmatic features and outcomes: cognitive, affective and motivational processes; interpersonal and social development; and performance activities. Program participants were secondary math and science teachers, partnered with engineering faculty mentors, in a research university-based education and support program. Data from multiple sources demonstrated strengths and weaknesses in design of the program\u27s learning environment, including: face-to-face and via digital tools; on-site and distance community interactions; and strategic evaluation tools and systems. Implications are considered for the strategic design and evaluation of similar grant-funded research experiences intended to support teacher learning, development and transfer