Section 4: Human Performance Technology

1. Chapter 14 discusses the concept and evolution of human performance improvement. Several sections of chapter 14 present a variety of non-instructional solutions (e.g., p. 137 on the top left) to performance problems. Identify a performance problem in your area of work and identify non-instructional solutions that may help solve the problem.

3A problem we have had in the past is getting everyone to complete their STaR Chart survey (www.txstarchart.org) for the district.  This is a mandatory survey.  “The School Technology and Readiness is a teacher tool for Planning and Self-Assessing aligned with the Long-Range Plan for Technology.”1  This is an important survey as it helps the district and school administrations see where we are ranking as far as technology usage goes.  It seems like teachers don’t feel like this is an important task or either aren’t informed as to the significance that the information from this survey provides.  I believe a reward system could be a non-instructional solution that would help solve this problem.  Teacher at our campus are definitely reward driven, whether it be a free “jean” day or a drawing for a gift card.  I also think the staff needs to be told the importance of the survey and why their opinion is valued in this matter.  The only way our campus can improve in this area is if we know what is done already and what isn’t.    

2. Define performance support systems and explain how a performance support system might (or might not) help solve the problem you identified above.

“Performance support can be defined as a system that provides performers with varying levels of access to support information and tools at the moment of need.”2  I can’t really think of a system that could be used to help with HPI in this case.  Perhaps showing a STaR completed in years past and listing the improvements made thanks to the response of those that completed the survey.

3. Chapter 16 explains knowledge management: the way we manage information, share that information, and use it to solve organization problems. Organizations, such as schools, accumulate a great deal information/data, which must be organized in a way that we can make sense of it in order to use for making decisions. What knowledge would help solve the problem you identified above and how would that knowledge need to be collected and managed, and shared to help facilitate problem solving?

4I think if we collected all the data from past surveys, along with the changes it brought about, then the staff would see that their voice does matter and is making a difference for the entire school.  I’m a very visual person so I’d like to see graphs and charts showing the results.   

4. Chapter 17 describes types of informal learning. What informal learning experiences have you participated in at your organization? Could those informal learning experiences be shared with others? Could the knowledge gained in those settings be codified and managed? And should it be managed or should the informal experiences be replicated or broadened for others? 

I went through an A/C program when I became a teacher.  My first days, weeks and months in the classroom were the first experiences I had in a classroom setting.  Student teaching wasn’t part of the program.  So I believe just being thrown into the ring like that was a HUGE informal learning experience.  I was responsible for learning everything I felt like I needed to know in order to educate my students.  The tables were turned several years later when I became a mentor teacher to new teachers.  I was able to relate to them since I was previously in their shoes.  I was able to offer advice and step away when I felt like they could take it on. 

1.  Texas STaR Chart. Retrieved September 21, 2016, from http://www.txstarchart.org/

2.  Reiser, Robert V.; Dempsey, John V.. Trends and Issues in Instructional Design and Technology (3rd Edition) (Page 155). Pearson HE, Inc.. Kindle Edition.

3. Think Breadcrumb Links Aren't Good For User Experience? Yes, They Are! Retrieved September 22, 2016, from http://marketingland.com/breadcrumb-links-good-user-experience-yes-97848

4.The Disconnect in Connecting the Workplace - Brian Solis. (n.d.). Retrieved September 22, 2016, from http://www.briansolis.com/2014/07/disconnect-connecting-workplace/

Section 3: Evaluating, Implementing and Managing Instructional Programs & Projects

1. Evaluation Model:

After reading chapter 10 and comparing all the different models, I found the Kirkpatrick Model for Instructional Design to be the one that would best fit my needs.  The first 2 steps are basic enough that individuals would easily be able to perform them without much trouble. Step one is found in most training I’ve ever done and step 2 is occasionally present.  Both are great ways to gauge the immediate response and learning acquired.  However I like that this model continues on with follow up.  Step 3 of the evaluation determines if the information taught was able to be put to good use and if not, what might be lacking from the training to help individuals be able to implement it.  Finally step 4 the results or the outcome shows us if the desired goal or need was meet.  If not the instructional design/ training program will need to be tweaked to meet the needs and then again reassessed using this model. 
I did like the step in the U-FE model that stated,” Identify the “primary intended users” and develop a working relationship with them.”1  I think that’s something that would be useful and was lacking from the model I selected. 

2.  Situational Leadership Project:



Assuming I’m in my current role of being a teacher, my team would include, our two campus instructional coaches for curriculum insight, several grade level representatives (to carry info back to their team) at least one member of the admin team, and a technology specialist. 

I would use situational leadership to help guide my actions through this project: “(1) the amount of guidance and direction a leader gives; (2) the amount of socioemotional support a leader provides; and (3) the readiness level followers exhibit in performing a specific task, function, or objective.”1


After seeing how familiar the team is with the overall topic, based on questioning, I would more than likely start with phase one (directive) just to set the baseline for everything we will be working with and using.  We would then move on to them exploring the tasks and items we will be passing along to the entire staff (phase 2).  During this phase I would simply be clarifying anything they were questioning.  Next, I would provide support necessary (phase three) for carrying out the trainings either in grade level meetings or as a whole staff at meeting.  Finally after the project has been rolled out I would make sure that the team is checking on staff members and question if the staff as a whole is able to put our training into practice (phase 4).


1. Reiser, Robert V.; Dempsey, John V.. Trends and Issues in Instructional Design and Technology (3rd Edition) (Page 102). Pearson HE, Inc.. Kindle Edition.
2. http://wwwatanabe.blogspot.com/2014/08/harnessing-powerful-ideas-leading-one.html
3. Situational Leadership: Bringing Out the Best in Your Potential Leaders - ACT One International Corp. (2016). Retrieved September 15, 2016, from http://www.aoic.ca/situational-leadership-bringing-out-the-best-in-your-potential-leaders/

Section 2: Theories & Models of Learning & Instruction

1.  Reflect on whether your stance is primarily positivist, relativist, or contextualist. Then, identify an instance when your perspective or stance as a learner conflicted with that of your instructor. Describe the conflict that you experienced and analyze whether opposing epistemic stances may have been at the heart of the conflict. How was the situation resolved by you (effectively or ineffectively), and what could/can be done?

I really had to research the three contrasting epistemic stances.  I didn’t find a lot in the actual assigned reading so I’m hoping what I researched addresses the question.  The information above was also very helpful.  I feel like Positivist leans too far in the direction of strict fact with little or no influence from personal belief.  While relativist leans too far in the other direct of there being only what something means to you personally and not any part hard facts.  Contextualist is more where I would consider myself.  There seems to be a happy middle ground there where facts are known and things are also open for interpretation based on prior knowledge and beliefs.  I can’t think of a time when a teachers epistemic stance effected their teaching in such a way that it caused a conflict.  I have had several very opinionated teachers but not any that forced their views or style on to the class.  

2.  Various theories/models of learning and instruction are discussed in multiple chapters in this section. Which theories/models of learning or instruction are the primary one(s) you apply to your teaching or you can relate the best, and why? Then, please pick one project or instructional unit (briefly describe title, target audience, and learning goals/objectives) where your designing/teaching or learning was most successful (or less than successful), and describe which theory/model or principle(s) from these chapters can be applied to improve design/teaching or learning. 

I would consider myself to have a Constructivist way of teaching.  I love the way the book states, “…learning is more a matter of going from the inside out. The learner actively imposes organization and meaning on the surrounding environment and constructs knowledge in the process.”  I complete agree that in order for something to be learned students HAVE to connect it to something meaningful or to prior knowledge.  I love seeing students eyes light up when that connection is finally made.

I created a lesson where students were asked to create book trailers after reading a self selected text.  Students would use previously learned text features to describe the story and would present the information in a way that made it personal to them.  Students then presented them to the class to showcase all that they learned about the book but in a way that’s much more exciting a relatable than a basic book report.    

Reiser, Robert V.; Dempsey, John V.. Trends and Issues in Instructional Design and Technology (3rd Edition) (Page 40). Pearson HE, Inc.. Kindle Edition.

Section 1: Defining the IDT Field

1. How do the definitions in the first chapter compare to your own definition of instructional or educational technology?  What experiences or other influences have shaped your definition? How has your definition changed from examining the definitions in the first chapter of this book?

The book does a great job of showcasing the change in the meaning of Instructional Technology (IT) throughout the years.  With technology being ever changing I think it's crucial that the instructional approach changes along with it.  However, it's also important that we aren't forgetting about the information that was presented in the past, like when the article states, "For example, much like the 1963 definition statement, the 1994 statement describes the field in terms of theory and practice, emphasizing the notion that the field of instructional technology is not only an area of practice, but also an area of research and study."

Since starting my graduate studies my definition of Instructional Technology has greatly changed.  I used to think that technology was something that I used if it fit into the lesson, where as now, I see it as an integral part of education. 

The definition I was most familiar with coming into this course was that of the AECT,"Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources."  I see that this book goes a little beyond that with the edition of several other aspects and details. 

2. Next, think of a lesson or unit of instruction that you have developed. Or if you haven’t ever taught or developed instruction, think of one that you have received. How does that lesson adhere or fail to adhere to the six characteristics of instructional design? How would you redesign it to better adhere to the six characteristics in the chapter. 

I feel that throughout my career my lessons have come to incorporate the six characteristics listed below and in the book.  My teaching team and I work together to develop lessons that are student centered, meaningful/relate-able and have a specific, attainable goal in mind.  

 I actually just created a lesson on "book trailers" for my 562 class, which allows students to create their own "book report" as a movie trailer.  Students select a book to read, create a script and find images to convey the summary of the story using "digital story telling."  They then share their products to an audience of peers. 

I will say however, when I first started teaching, my lessons were definitely more teacher-led with out much student interaction.  I would "lecture" and students would take a quiz or do a paper to see what information was retained.  I know, I know, it's cringe worthy!   I think I was afraid to let go of the control and unsure of how a class could function with a more student based approach.  I basically thought there would be complete chaos, which there is not.  I am so glad that this is an area where I have seen growth both from experience and expanding my knowledge.   

3. In the 3^rd chapter, Reiser distinguishes instructional media from instructional design, excluding teachers, chalkboards, and textbooks from the definition of instructional media. Why? Would you consider teachers, chalkboards, and textbooks as instructional media or not? Most importantly, is the purpose of instructional design to incorporate media into instruction?  

I believe teachers, chalkboards and text books were excluded because these three items are or have been the "basic" means of instruction.  The purpose of of instructional design as I see it is to go BEYOND what is already there and facilitate a more engaging learning environment.  

I don't think the purpose of instructional design is to incorporate media into instruction.  I think the purpose for it is to create the most engaging and meaningful lessons that allow students to reach their highest potential.  These days it seems that technology is a way to do just that.  

Reiser, R. A. & Gagne, R. M. (1983). Selecting Media For Instruction. Englewood Cliffs, NJ: Educational Technology

My Intro

Hello, my name is Shannon Betz-Decker.  I'm currently a Pre-K teacher at a local Mothers Day Out.  I previously taught second grade for 6 years in Dallas ISD from 2007-2013.  I became a stay at home mom when my youngest son was born and I'm slowly working my way back into the world of education.  I received my Bachelors Degree from UNT and I am currently enrolled to obtain a MS in Library Science.  I took took courses in Summer 2, both of which were ETEC courses.   

This is a required course but also one that I feel will be extremely beneficial to my future career as a Media Specialist. I learned a lot last semester in regards to media and how it's currently being used in education and ways we can integrate it more.  I'm hoping this course will expand on that information as well as give me new insights into the ever growing and changing world of technology!