My Personal Knowledge Management System

ARTICLES

Allen, M.W. (2006). Who cares about motivation? Retrieved November 1, 2006, from
http://ezine.alleni.com/stories/story2_1.html

If motivation is low, very little learning will occur. If motivation is high, learning will occur even if the instruction is poor. Allen takes the ARCS guidelines and adds more realism to them using seven motivating factors. This article offers more detailed information and situational examples in lieu of the ARCS model.

Bloom, B. & Chapman, A. (2005). Bloom’s taxonomy: Learning domains. Retrieved
November 8, 2006, from http://www.businessballs.com/bloomstaxonomyoflearningdomains.htm

Bloom's Taxonomy provides an excellent structure for planning, designing, assessing and evaluating training and learning effectiveness. Bloom breaks down learning into three domains: Cognitive, Affective and Psychomotor. Bloom's Taxonomy is a wonderful reference model for all involved in teaching, training, learning and coaching.

Brinkerhoff, R. O. (2005). The Success Case Method: A Strategic Evaluation Approach to Increasing the Value and Effect of Training. Advances in Developing Human Resources, 7(1), 86.

Training and consulting leaders need fast and credible methods for finding out what is working, and what is not. What encourages or discourages trainees to use what they have learned? This method uses purposive instead of random sampling interviews. This way we can learn from those who best applied their new knowledge. This was a short, yet informative piece that looks at a different way to assess learning.

Downes, S. (2005). E-learning 2.0. ELearn Magazine 2005 (10), 1. Retrieved September 9, 2007, from SDSU ET 795A Blackboard course website.

Interweaving Web 2.0 applications such as wiki's, blogs, social networking and podcasts into online courseware. Establishing not just an online classroom, but establishing a community. A community of practice is characterized by "a shared domain of interest" where "members interact and learn together" and "develop a shared repertoire of resources."

Gayeski, D.M. (1998). Out-of-the-box instructional design. Training & Development 52 (4), 36-40. Retrieved September 9, 2007, from San Diego State University ET 795A Blackboard course website.

The old, "assembly-line" linear step-by-step models for instructional design are ineffective. Real world training is fast changing, the cycle time is long and too much time is spent in detailed analysis. The old "boxes" of instructional design may be doing more harm than good. Updated design should be more synchronized with the current needs.

Rossett, A. (August 2000). Confessions of an e-dropout. Training, 37(8) 100-1.

The beauty of “anywhere, anytime, whenever you want,” too readily turns into not now, maybe later, and often not at all. Web learning is at a dramatic disadvantage in capturing and holding attention. It was just too easy to do everything except my Web class. This short article puts you in the mind of an elearner and what goes on in real life during a typical online course.

Keller, J. M., (1983). Development and Use of the ARCS Model of Motivational Design (Report No. IR 014 039). Enschede, Netherlands: Twente Univ. of Technology. (ERIC Document Reproduction Service No. ED 313 001)

Attention, Relevance, Confidence and Satisfaction. The ARCS model provides methods to motivate learners. First you must gain the learner's attention, then provide relevant (CLAM) learning opportunities. Start easy to give the learner some confidence, and let them gain satisfaction from their learning experience.

Kirschner, P.A., Sweller, J., & Clark, R.E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist 41 (2), 75-86. Retrieved September 9, 2007, from San Diego State University ET 795A Blackboard course website.

A criticism of the Constructivist approach to learning. This article argues that in order to achieve learning objectives, one must provide strong guided practice and scaffolding. It also provides a case for modeling, "Learners should be shown explicitly what to do and how to do it."

Kirkpatrick, D. (1959). Techniques for evaluating training programs. Journal of the American Society of Training Directors, 13 (3-9), 21-26.

Kirkpatrick's four step model (Reaction, Learning, Behavior and Results) provides a practical and proven model for increasing training effectiveness through evaluation. An alternative Instructional Systems Design, this is a summative process which is completed after the training session.

Rossett, A, Douglis, F, & Frazee, R. Strategies for Building Blended Learning. Learning Circuits, Retrieved November 18, 2007, from http://www.learningcircuits.org/2003/jul2003/rossett.htm.

Blended Learning (Anchor, Field and Bookend) provide the learner with multiple opportunities via several different mediums. Learning can occur in a face-to-face, asynchronous, synchronous, formal or an informal setting. Blended Learning allows the learner to choose learning objects and still receive guidance and support from peers and the instructor.

Rossett, A. (2007). Leveling the Levels. Training and Development, 61 (2), 48-53.

Analyzing Kirkpatrick's Four Step Model for evaluating training, Rossett shows that evaluating needs to be done "On the fly." Learning should be integrated into the learner's work and constantly evaluated. Levels are no longer linear and they do not need to happen in order. This article goes on to provide information on integrating Blended Learning opportunities into the training program.

Rossett, A. & Frazee, R.V. (2006). Blended learning opportunities [White paper] for American Management Association. Retrieved September 9, 2007, from SDSU ET 795A Blackboard course website. Also retrievable from http://www.amanet.org/blended/white-papers.htm.

Blended Learning (Anchor, Field and Bookend) provide the learner with multiple opportunities via several different mediums. Learning can occur in a face-to-face, asynchronous, synchronous, formal or an informal setting. Blended Learning allows the learner to choose learning objects and still receive guidance and support from peers and the instructor.

Rossett, A. (2004). What is instructional design? Performance Xpress June 2004. Retrieved September 9, 2007, from http://performancexpress.org/0401/.

A short article looking at Instructional Design and why some people are looking for alternatives. First and foremost is the fact that ID takes too much time. The dissatisfaction with ID revolves around speed, results, and performance. Instructional designers who are more committed to the steps than the results, can indeed take a very long time. Does all that analysis contribute to a better end product?

Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. In Cognitive Science, 12, 257-285.

An interesting look at why the cry, "Too much information" can actually be true. When a learner is bombarded with audio, video, graphics and text the learning may be impeded. For schema acquisition to occur, instruction should be designed to reduce working memory load. Cognitive load theory is concerned with techniques for reducing working memory load in order to facilitate the changes in long term memory associated with schema acquisition.

Thiagarajan, S. (1999). Rapid instructional design. Retrieved September 9, 2007, from http://www.thiagi.com/article-rid.html.

"Just in time" delivery as an alternative Instructional Systems Design. Thiagi looks at ways to rapidly increase Instructional design using ten strategies without comprimising the effectiveness of the instruction. Many times the design has been done before and many of the ideas and materials can be repurposed.

BOOKS

Baker, K., & Baker, S. (2000). The Complete Idiot's Guide to Project Management (2nd Edition). New York: Alpha.

This book gives you comprehensive, easy-to-understand guidelines for getting your projects done on time and under budget. This book teaches you the concepts of formal project management. It includes everything you need to organize and schedule projects. I like the 'Idiot" series because of the easy to understand language and helpful quick reference tips.

Clark, R. (1999). Development Technical Training: A Structured Approach for Developing Classroom and Computer-based Instructional Materials , 2nd Edition. Washington D.C.: Pfeiffer.

This book outlines the systematic Instructional Systems Design (ISD) process that shows how to teach technical content defined as facts, concepts, processes, procedures, and principles. Using these techniques, you can create learning that will ensure effective acquisition of new knowledge and skills. The Content Performance Matrix provides an easy to understand visual of the learning process.

Ertmer, P., & Quinn, J. (2002). The ID Casebook: Case Studies in Instructional Design (2nd Edition). Alexandria, VA: Prentice Hall.

This book provides 32 realistic case studies in a wide range of authentic contexts, from K-12 to post-secondary, corporate, and military. The cases and their accompanying discussion questions allow students to analyze real-world problems and discuss solutions. This book was useful in our 795A class because it allowed us to analyze and discuss various instructional design problems as a group.

Flanagan, R., Jefferson, A., Pollock, R., & Wick, C. (2006). The Six Disciplines of Breakthrough Learning: How to Turn Training and Development Into Business Results. Washington D.C.: Pfeiffer.

This book provides the definitive tools for optimizing the impact of training needs and performance improvement in six easy to understand steps. The theories and techniques behind the approach includes expert advice for bridging the “learning-doing” gap. I coupled this book with Rossett's First Things Fast to carefully analyze learnring needs.

Kearsley, G., & Moore, M. (2004). Distance Education: A Systems View. Belmont, CA: Wadsworth Publishing.

This text utilizes a systems approach to organize and justify material and includes information on the fundamental issues of distance education as well as the theory, research, and practice. The material in this book outlines and clarifies the steps to being an effective distance educator and how to compile relevant learning opportunities.

Mager, R., & Pipe, P. (1997). Analyzing Performance Problems: Or, You Really Oughta Wanna--How to Figure out Why People Aren't Doing What They Should Be, and What to do About It. Atlanta, GA: Center For Effective Performance.

The Mager series of books assists in analyzing the nature and cause of performance discrepancies. Lack of optimal performance caused by a skill deficiency is differentiated from one caused by a lack of motivation. Once the cause of the problem is correctly identified, the remedies can be structured. Mager and Pipe create easy-to-read books that are even humorous at times.

Rossett, A. (1998). First Things Fast: A Handbook for Performance Analysis. Washington D.C.: Pfeiffer.

In my mind this is one of the cornerstone books in educational technology. This book tells you how to quickly determine performance needs before investing precious time and resources. When one needs to figure out what's wrong with a situation and they need a solution fast, this book is a quick reference tool. "Needs assessment is about doing things right; performance analysis guarantees doing the right thing." Rossett delivers a book that is organized for quick reference. It also covers how to create simple yet effective job aids.

Salkind, N. (2007). Statistics for People Who (Think They) Hate Statistics. Thousand Oaks: Sage Publications, Inc.

Well, I hate statistics but this book offers a humorous approach, which lightens "statistical anxiety." Salkind presents various statistical procedures, beginning with correlations and graphical representation of data and ending with inferential techniques and analysis of variance.

Verzuh, E. (2008). The Fast Forward MBA in Project Management . New York, NY: Wiley.

The book teaches the basic methods for defining, planning, and tracking a project, as well as techniques for leading and building strong project teams. Coupled with The Idiot's Guide To Project Management I obtained a wealth of information in Edtec 684. This book was essential for the "Request For Proposal" assignment, offering information on scope creep, scheduling methods and problem solving within the team.

Williams, R. (2008). Non-Designer's Design Book, The (3rd Edition). Berkeley, CA: Peachpit Press.

This text first introduces the four basic design concepts - proximity, alignment, repetition and contrast, with illustrations of the concepts with before & after examples. For quick reference a summary accompanies each section, which includes the purpose of each concept, how to achieve it, and mistakes to avoid. When I create websites I use this reference for fonts, colors, whitespace and usability.

ONLINE RESOURCES