Scott P. Schaffer

Supporting Technology Integration within a Teacher Education System

The purpose of this case study was to examine a teacher education system relative to the degree of performance support for the use of technology to support learning. Performance support was measured by the presence of factors such as clear expectations, feedback, tools, rewards, incentives, motivation, capacity, skills, and knowledge within the system. Major stakeholders within the teacher education system at the target institution included teacher education faculty, teacher education students, and cooperating teachers in local schools. While results were specifically interpreted relative to the requirements of teacher education students, several areas of performance support were found to be required within and across stakeholder groups. Results of the study are discussed with a particular focus on the degree of alignment of supports across the system. Recommendations for the allocation of system resources related to technology integration are also discussed.

Using activity theory to understand learning design requirements of patient self‐management environments

Learning designs aimed at supporting transformational change could significantly benefit from the adoption of socio‐historical and socio‐cultural analysis approaches. Such systemic perspectives are gaining more importance in education as they facilitate understanding of complex interactions between learning environments and human activity. The current study utilizes a framework based on activity theory to examine the system elements underlying patient self‐management practices. Specifically, Jonassen and Rohrer‐Murphy’s task analysis methodology was adapted and literature reviews, expert interviews, and patient survey data were collected to ground the descriptions of system components. Results from this research will be discussed in terms of their contribution to the identification of design requirements for the creation of patient self‐management and educational environments.

Analyzing Cross-disciplinary Design Teams

Seventy student teams in a university service learning program were studied to assess the nature of cross-disciplinary team collaboration, learning, and performance. The development of assessment tools was grounded in three theories/frameworks: activity theory, cross-disciplinary learning, and performance support systems. Using a comparative, multiple-case study design in this mixed methods study, questionnaires were administered to all teams, while observations and interviews were conducted with select teams. The relationships and contradictions within team activity systems, barriers and enhancers to performance, and the degree to which teams evolved toward cross-disciplinary learning during projects were examined. Results indicated that students on CDL teams worked with teammates from different disciplines; made decisions through consensus; and appreciated others techniques and approaches with more frequency than non-CDL teams. The use of activity theory, and cross-disciplinary learning and performance support frameworks to assess teams as a foundation for the design of Web-based collaborative learning environments were discussed

Supporting Collaborative Problem Solving in Engineering Design Teams

The effect of question prompt and role clarification tools on student team performance within university civil engineering design teams was examined in this quasi-experimental study. Civil Engineering students (N = 122) in sixteen teams were matched and randomly assigned to teams which were then randomly assigned to one of four conditions, question prompts (QP), role clarification (R), both (QP+R), and neither (N). Data collection included pre-post project questionnaires, interviews, and individual and team project grades. The measures included team grades, team interaction levels, and satisfaction with the team process. Findings revealed that teams using both question prompt and role scaffolds performed better and had higher levels of satisfaction. Teams in this condition appeared to coordinate more quickly and developed their own questions more often than other teams. We discuss how the findings may inform the design of blended learning environments

Evaluation of Knowledge Development in a Healthcare Setting

Healthcare organizations worldwide have recently increased efforts to improve performance, quality, and knowledge transfer using information and communication technologies. Evaluation of the effectiveness and quality of such efforts is challenging. A macro and micro-level system evaluation conducted with a 14000 member US hospital administrative services organization examined the appropriateness of a blended face-to-face and technology-enabled performance improvement and knowledge development system. Furthermore, a successful team or microsystem in a high performing hospital was studied in-depth. Several types of data methods including interview, observation, and questionnaire were used to address evaluation questions within a knowledge development framework created for the study. Results of this preliminary study focus on how this organization attempted to organize clinical improvement efforts around quality and performance improvement processes supported by networked technologies.