I've just published vol.1 of the Handbook of Human Perfomance Technology, on instructional design, with Ken Silber, published by Wiley/Pfeiffer. Thanks to all the contributing authors for this groundbreaking book! Phone: 214-503-7932 Address: Dallas, Texas, USA
This year, the International Society for Performance Improvement celebrates its 50th anniversary.... more This year, the International Society for Performance Improvement celebrates its 50th anniversary. Over the past half-century, our field has moved from programmed learning to programmed instruction to performance improvement. This new column reflects on 50 years of member memories and what it has meant to each of this column's contributors. The contributors this month are all past presidents of ISPI. If you would like to add to the dialogue, please contact the PI journal editor: publications@ispi.org
We design our ICT applications for K-12 classrooms in ways that unintentionally limit the likelih... more We design our ICT applications for K-12 classrooms in ways that unintentionally limit the likelihood of their adoption to the few hardy early adopters who are willing to invest the effort and take the risk of trying out our brain children, in hopes of discovering some value. When we design an application, we do not take into account the needs, values, concerns and abilities of middle adopter teachers. Instead, we design for the teachers and classrooms we wish we had, rather than the ones we actually have. The net effect is that we unintentionally design our applications to self-limit, rather than to go to scale. This simply will not do.
This chapter from Pershing, J (ed) the Handbook of Human Performance Technology focuses on defini... more This chapter from Pershing, J (ed) the Handbook of Human Performance Technology focuses on definition of instructional strategies from a cognitive learning perspective.
ED464600 - Teaching Early Mathematics with PLATO[R] Software: An Overview of the New PLATO Elemen... more ED464600 - Teaching Early Mathematics with PLATO[R] Software: An Overview of the New PLATO Elementary Mathematics Curricula and How To Use Them. Technical Paper.
ED464602 - Teaching Beginning Reading with PLATO Courseware: An Overview of the New PLATO Beginni... more ED464602 - Teaching Beginning Reading with PLATO Courseware: An Overview of the New PLATO Beginning Reading Solution and How To Use It. Technical Paper.
ABSTRACT This paper proposed that the design dimensions of fidelity/size, rules/goals, representa... more ABSTRACT This paper proposed that the design dimensions of fidelity/size, rules/goals, representation complexity, media production values, coaching/scaffolding/feedback, and scale are the design dimensions which most directly affect the cost-effectiveness tradeoffs in instructional simulation design. By extension, they probably can be generalized to other types of open-ended learning environments including games, microworlds, goal-based scenarios, and the like. It is not universally true that “more is better” along these dimensions. The paper also proposed that Widman and Loparo’s four-level modeling process for simulations can be generalized to instructinal simulations, and probably to design of other types of open-ended learning environments.
ABSTRACT Discussion of distance learning models suggests they should not follow the traditional l... more ABSTRACT Discussion of distance learning models suggests they should not follow the traditional lecture-discussion course. Proposes a model that is a community of learning and practice, supports collaboration and is not compatible with traditional academic conventions; and explains instructional strategies that can lead to improved access for nontraditional learners. (LRW)
We need to approach with caution Scandura’s claim that half of the authoring tasks described for ... more We need to approach with caution Scandura’s claim that half of the authoring tasks described for PLATO can be eliminated by use of AuthorIT. In our analysis, the benefit to productivity is likely to be closer to 10%, rather than the 29% that Scandura claims. Technology, Instruction, Cognition and Learning (TICL), 2005. Co-a.uthored with Frank Preese
This year, the International Society for Performance Improvement celebrates its 50th anniversary.... more This year, the International Society for Performance Improvement celebrates its 50th anniversary. Over the past half-century, our field has moved from programmed learning to programmed instruction to performance improvement. This new column reflects on 50 years of member memories and what it has meant to each of this column's contributors. The contributors this month are all past presidents of ISPI. If you would like to add to the dialogue, please contact the PI journal editor: publications@ispi.org
We design our ICT applications for K-12 classrooms in ways that unintentionally limit the likelih... more We design our ICT applications for K-12 classrooms in ways that unintentionally limit the likelihood of their adoption to the few hardy early adopters who are willing to invest the effort and take the risk of trying out our brain children, in hopes of discovering some value. When we design an application, we do not take into account the needs, values, concerns and abilities of middle adopter teachers. Instead, we design for the teachers and classrooms we wish we had, rather than the ones we actually have. The net effect is that we unintentionally design our applications to self-limit, rather than to go to scale. This simply will not do.
This chapter from Pershing, J (ed) the Handbook of Human Performance Technology focuses on defini... more This chapter from Pershing, J (ed) the Handbook of Human Performance Technology focuses on definition of instructional strategies from a cognitive learning perspective.
ED464600 - Teaching Early Mathematics with PLATO[R] Software: An Overview of the New PLATO Elemen... more ED464600 - Teaching Early Mathematics with PLATO[R] Software: An Overview of the New PLATO Elementary Mathematics Curricula and How To Use Them. Technical Paper.
ED464602 - Teaching Beginning Reading with PLATO Courseware: An Overview of the New PLATO Beginni... more ED464602 - Teaching Beginning Reading with PLATO Courseware: An Overview of the New PLATO Beginning Reading Solution and How To Use It. Technical Paper.
ABSTRACT This paper proposed that the design dimensions of fidelity/size, rules/goals, representa... more ABSTRACT This paper proposed that the design dimensions of fidelity/size, rules/goals, representation complexity, media production values, coaching/scaffolding/feedback, and scale are the design dimensions which most directly affect the cost-effectiveness tradeoffs in instructional simulation design. By extension, they probably can be generalized to other types of open-ended learning environments including games, microworlds, goal-based scenarios, and the like. It is not universally true that “more is better” along these dimensions. The paper also proposed that Widman and Loparo’s four-level modeling process for simulations can be generalized to instructinal simulations, and probably to design of other types of open-ended learning environments.
ABSTRACT Discussion of distance learning models suggests they should not follow the traditional l... more ABSTRACT Discussion of distance learning models suggests they should not follow the traditional lecture-discussion course. Proposes a model that is a community of learning and practice, supports collaboration and is not compatible with traditional academic conventions; and explains instructional strategies that can lead to improved access for nontraditional learners. (LRW)
We need to approach with caution Scandura’s claim that half of the authoring tasks described for ... more We need to approach with caution Scandura’s claim that half of the authoring tasks described for PLATO can be eliminated by use of AuthorIT. In our analysis, the benefit to productivity is likely to be closer to 10%, rather than the 29% that Scandura claims. Technology, Instruction, Cognition and Learning (TICL), 2005. Co-a.uthored with Frank Preese
We design our ICT applications for K-12 classrooms in ways that unintentionally limit the likelih... more We design our ICT applications for K-12 classrooms in ways that unintentionally limit the likelihood of their adoption to the few hardy early adopters who are willing to invest the effort and take the risk of trying out our brain children, in hopes of discovering some value. When we design an application, we do not take into account the needs, values, concerns and abilities of middle adopter teachers. Instead, we design for the teachers and classrooms we wish we had, rather than the ones we actually have. The net effect is that we unintentionally design our applications to self-limit, rather than to go to scale. This simply will not do.
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