Citation
Morrison, G.R. (1988). The instructional designer- subject relationship: Implications for professional training. Journal of Instructional Development, 11(2) 24-27.

Abstract
Talks about skills needed to be successful.

• Group Process Skills – Includes planning an efficient meeting, using specialists effectively, build a team that is diverse enough to get the job done, be able to achieve group consensus, and be able to resolve conflicts.
  
• Problem-Solving Skills – needs different types of problem solving for different problems (technical issues compared to a stubborn expert).
  
• Communication Skills – includes effective listening, understanding body language, and being able to get to the heart of the issue (probing skills).

Location: ED795A Binder

Posted by dan mcdowell at 02:56 PM | Permalink

Citation
Rossett, A. (1999). Understanding the people in the organization who aren’t us. Performance Improvement, Jan. 1999, 16-19.

Abstract
Looks at four groups that the ID will have to deal with. Nice chart outlines perspectives for each group and then strategies that can used to deal with those perspectives.

• The People with Expertise
  
• The People Closest to the Work
  
• The Partners in the Organization
  
• The People Who Pay
  

Location: 795A Binder

Posted by dan mcdowell at 02:54 PM | Permalink

Citation
Schank, R. C. (1994). Active Learning through Mutlimedia. IEEE MultiMedia Magazine, 69-78.

Abstract
Behaviorism - questions that just give correct or incorrect answers - no feedback. New multimedia has capacity to be so much more! Can present interesting tasks, users can explore and ask questions, can fail without embarrassment, and learners are given control of their learning.

Six teaching architectures available

• Simulation-based learning by doing
  
• Incidental learning - to finish an interesting task, students learn otherwise boring information.
  
• Learning by reflection -
  
• Case-based teaching - stories are more interesting, points can be brought across through these stories.
  
• Learning by Exploring – letting students explore the material for themselves, creating opportunities and asking questions themselves
  
• Goal directed learning

They also developed 10 principles to follow:
Learn by doing, problems - then instruction, recall - not recognition, tell good stories, experience is a case base, power to the student, provide a safe place to fail, navigation to answers, the software is the test, and find the fun

Posted by dan mcdowell at 10:04 PM | Permalink

Citation
Saba, F. (2004). Distance Education: An Introduction to the Discipline and the Practice

Abstract

Posted by dan mcdowell at 10:02 PM | Permalink

Citation
Saba, F. (2003). Distance Education: A Systems Approach

Abstract

Posted by dan mcdowell at 10:01 PM | Permalink

Citation
McGee, P., & Diaz, V. (2005). Planning for the Digital Classroom and Distributed Learning. Planning for High Education, 33(4), 12-24.

Abstract

Posted by dan mcdowell at 09:58 PM | Permalink

Citation
Luppicini, R. (2005). A Systems Definition of Educational Technology in Society. Educational Technology & Society, 8(3), 103-109.

Abstract

Location: Ed Tech Binder #2

Posted by dan mcdowell at 09:54 PM | Permalink

Citation
Hargis, J. (2005). Collaboration, Community and Project-Based Learning - Does it Still Work Online? International Journal of Instructional Media, 32(2), 157-161.

Abstract

Posted by dan mcdowell at 09:49 PM | Permalink

Citation
Garrison, R. (2000). Theoretical Challenges for Distance Education in the 21st Century. International Review of Research in Open and Distance Learning, 1(1), 1-17.

Abstract

Posted by dan mcdowell at 09:47 PM | Permalink

Citation
Gandhi, S. (2004). Knowledge Management and Reference Services. The Journal of Academic Librarianship, 30(5), 368-381.

Abstract

Posted by dan mcdowell at 09:46 PM | Permalink

Citation
Malone, T. W., & Lepper, M. R. (1987). Making learning fun: A taxonomy of intrinsic motivations for learning. In R. E. Snow & M. J. Farr (Eds.). Aptitude, learning and instruction. Volume 3: Conative and affective process analysis. Hillsdale, NJ: Lawrence Erlbaum.

Abstract

Location: 670 Binder

Posted by dan mcdowell at 08:44 PM | Permalink

Citiation:
Keller, J. M., & Suzuki, K. (1988). Use of the ARCS motivation model in courseware design. In D. H. Jonassen (Ed.). Instructional designs for microcomputer courseware. Hillsdale, NJ: Lawrence Erlbaum.

Abstract

Location: 670 Binder

Posted by dan mcdowell at 08:41 PM | Permalink

Citation
Foxon, M. (1997). The Influence of Motivation to Transfer, Action Planning, and Manager Support on the Transfer Process. Performance Improvement Quarterly, 10(2), 42-63.

Abstract
Transfer failure is incredibly high – as high as 90% - so most training is actually wasted. Transfer can be measured several ways, one way: look at number of tasks performed, frequency of performance, and level of task difficulty. You should check right after training and then at a later date.

Transfer failure may not only be individual or trainings fault, but institutional. The culture of the institution could encourage or inhibit transfer.

Action Planning – Basically this is planning that considers the problems of implementing the plan. This allows the users to see obstacles to transfer problems. Ideally this will get them to plan into their job the implementation of the new training so it is not forgotten as the old routine returns.

Motivation to Transfer – (1) trainees confidence (2) how relevant the training is perceived (3) ability to easily identify where new skills can be used (4) Last, to believe that new skills are actually going to improve performance

Manager Support – Managers must make it important and use the skills themselves. They must also supply the materials necessary to implement successfully.

Conclusion – all of the factors need to be considered – organizational culture, motivation, manager support and action planning.

Location: ET795B Binder.

Posted by dan mcdowell at 12:56 PM | Permalink