Allison Rossett

A Typology for Generating Needs Assessments.

There are many techniques available to the developer who is attempting to understand a performance problem. Needs assessment is one of those techniques. The developer can interview, distribute questionnaires, ponder extant records... But what questions does the developer ask? Which behaviors should be observed? What feelings and priorities are sought? The challenge for developer is in the conception of the substance of individual items and groups of items. This article presents a typology which guides the developer in creating needs assessment items, the building blocks of front end analysis.

Knowledge Management for School-based Educators

The transition of the workforce from brawn-power to brain-power has prompted organizations to focus on the knowledge created by employees, managers and customers. Knowledge Management (KM) involves recognizing, documenting, and distributing the explicit and tacit knowledge resident in an organization. The Internet can facilitate knowledge sharing communities, support the exchange of tools and resources, and provide new forms of collaborative partnerships. Organizations have already achieved significant performance improvements through KM initiatives. Can educators reap similar rewards? This chapter presents possibilities for knowledge sharing between K-12 educators through exploration of both the content and community dynamics that lie at the heart of knowledge management. Although the ultimate role knowledge management will play in education defies prediction, we identify current trends, key issues, and barriers —real and anticipated —associated with managing knowledge in education settings.

Job aids and performance support: the convergence of learning and work

Performance support is happening where we work and live. Under a tree and at a park bench, in a submarine, at a parent-teacher meeting, in a cubicle, or on the manufacturing floor, people reach beyond themselves for help in doing what needs to be done. The support comes as extensive computer systems, reminders on cellphones, and notes scribbled on old envelopes. Annual studies by ASTD and Training magazine confirm the slow, steady trend away from classroom delivery and towards more technological approaches. This shift to knowledge everywhere suggests the beginnings of a revolution in workplace learning, a revolution that brings messages and meaning closer to where it is needed. What is performance support? Where did it come from? And what are the possibilities suggested by planner and sidekick support? Those questions are addressed here.

Educational Technology in Special Education: The Message Is Not the Media.

Rena B. Lewis is Assistant Professor, Department of Special Education, San Diego State University, San Diego, CA 92182. Allison Rossett is Professor, Department of Educational Technology, San Diego State University, San Diego, CA 92182. Since the 1960s, there has been recognition within the field of special education that media could contribute to educational services for the handicapped (Blackhurst, 1965; Lance, 1977). In 1970, a national conference on &dquo;Instructional

An Exploration of Engagement and Mentoring in On-line Problem Solving

This chapter examines some of the emotional and engagement aspects of on-line communicating and problem solving. We report our findings from an exploratory study of participant interactions in an on-line problem-solving program—the Motorola Internet-based Expeditions. The program provides youth with a non-school experience in solving problems situated on line with real-life aspects and under the guidance of on-line mentors.

The theoretical and conceptual bases of instructional design

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Relevance Revisited Systematically.

Everyone wants to develop and experience relevance in instruction; some have wanted it badly enough to protest militantly a status quo perceived as irrelevant. This article uses the language and processes of instructional design and development to attempt a definition of relevance and then to apply that definition to what is and isn’t being done in instruction. The instructional developer’s role in an era of declining enrollments and accountability mandates must expand to screening for and increasing instances of relevant instruction. What is relevance? How does it manifest itself in single courses? In sequences of courses? Why is it important? These questions are addressed through a model that emphasizes time, instructor control, and location for practice opportunities as they relate to course and program objectives.

Educational Technology as Perceived by Special Educators.

This preliminary work asked special educators to describe their perceptions of the roles and responsibilities of educational technologists. Also, special educators were queried about possible roles for the educational technologist in the education of special learners. Results suggest that special educators are either unfamiliar with the role of the educational technologist or they limit that role to equipment operation or materials management.