Implementing On-Line Learning and Performance Support Using an EPSS

10.28945/1520 ◽  
2011 ◽  
Vol 7 ◽  
pp. 213-224 ◽  
Author(s):  
Eran Gal ◽  
Rafi Nachmias
Keyword(s):  
Performance Support ◽  
On Line ◽  
And Performance ◽  
On Line Learning ◽  
Learning And Performance

scholarly journals In search of design principles for developing digital learning & performance support for a student design task

2015 ◽  
Vol 31 (5) ◽  
Author(s):  
Lars Bollen ◽  
Hans Van der Meij ◽  
Henny Leemkuil ◽  
Susan McKenney
Keyword(s):  
Design Principles ◽  
Learning Performance ◽  
Performance Support ◽  
Digital Learning ◽  
Design Task ◽  
Core Set ◽  
Design Activities ◽  
Backbone Structure ◽  
And Performance ◽  
Learning And Performance

<p class="AJETAbstract">A digital learning and performance support environment for university student design tasks was developed. We describe the design rationale, process, and the usage results to arrive at a core set of design principles for the construction of such an environment and present a collection of organisational, technical, and course-related requirements that led to the particular setup of the targeted environment. Building upon the established learning management system Moodle, we designed a backbone structure that fitted onto the analysis, synthesis, construction, and evaluation intervention model. Within these four phases, students were able to find activity checklists, tools, and information to support their design activities. The environment was supplemented with tools for group communication and collaborative report writing. It has been used for 5 weeks by 35 students who worked in groups on a design task. We analysed the students’ appraisals for usability and examined usage data from their action logs. Results indicate that students were positive about the environment and generally used its facilities frequently. The discussion revolves around the issue of how to achieve a balance between constraints, freedom, and scaffolding. A set of design principles is proposed for the construction of future versions of a learning and performance support environment.</p>

scholarly journals An Overview of Competency Management for Learning and Performance Support: A Canadian Perspective

2017 ◽  
Vol 10 (2) ◽  
pp. 47
Author(s):  
Irina Kondratova ◽  
Helene Fourier ◽  
Heather Molyneaux
Keyword(s):  
Workplace Learning ◽  
National Research Council ◽  
Personalized Learning ◽  
Learning Performance ◽  
Performance Support ◽  
Software Components ◽  
Training Costs ◽  
And Performance ◽  
Learning And Performance ◽  
Competency Management

Despite the turbulent economy, recent expenditures on workplace learning in North America have increased. Technology-based methods including tools that enable social learning are making significant gains and account for 39% of all training hours in 2012. A majority of companies are moving from static classroom training to workplace learning that is more interactive and driven by technology. Companies actively experiment with new methods such as personalized learning, performance support, and gamification to encourage employees’ motivation to learn and promote continuous workplace learning, practice and application. However, the divide between the training and competencies people have and the training and competencies companies need still remains. The National Research Council Canada (NRC)’s Learning and Performance Support Systems (LPSS) program, by implementing adaptive and personalization strategies, develops software components for learning, training, performance support and enterprise workforce optimization. These technologies have the potential to facilitate lifelong learning, reduce learning and training costs, and reduce demands on physical infrastructure. Software components being developed for learning, training and performance support also enable streamlined and rapid skill development, as well as reduce time to competency, support informal, personal and personalized learning, increase learner engagement, address workforce optimization and sustainability, and increase operational performance and productivity. An overview of the LPSS system and capabilities is presented along with the results of our review of the current state of competency management in Canada and some challenges in this area, followed by recommendations for further work on competency functionality in the context of the LPSS program.

Patterns of Implicit Learning Below the Level of Conscious Knowledge

2010 ◽  
Vol 24 (2) ◽  
pp. 91-101 ◽  
Author(s):  
Juliana Yordanova ◽  
Rolf Verleger ◽  
Ullrich Wagner ◽  
Vasil Kolev
Keyword(s):  
Implicit Learning ◽  
Explicit Knowledge ◽  
Implicit Knowledge ◽  
Knowledge Generation ◽  
Sleep Stages ◽  
Implicit Processing ◽  
Implicit Processes ◽  
Late Night ◽  
On Line ◽  
On Line Learning

The objective of the present study was to evaluate patterns of implicit processing in a task where the acquisition of explicit and implicit knowledge occurs simultaneously. The number reduction task (NRT) was used as having two levels of organization, overt and covert, where the covert level of processing is associated with implicit associative and implicit procedural learning. One aim was to compare these two types of implicit processes in the NRT when sleep was or was not introduced between initial formation of task representations and subsequent NRT processing. To assess the effects of different sleep stages, two sleep groups (early- and late-night groups) were used where initial training of the task was separated from subsequent retest by 3 h full of predominantly slow wave sleep (SWS) or rapid eye movement (REM) sleep. In two no-sleep groups, no interval was introduced between initial and subsequent NRT performance. A second aim was to evaluate the interaction between procedural and associative implicit learning in the NRT. Implicit associative learning was measured by the difference between the speed of responses that could or could not be predicted by the covert abstract regularity of the task. Implicit procedural on-line learning was measured by the practice-based increased speed of performance with time on task. Major results indicated that late-night sleep produced a substantial facilitation of implicit associations without modifying individual ability for explicit knowledge generation or for procedural on-line learning. This was evidenced by the higher rate of subjects who gained implicit knowledge of abstract task structure in the late-night group relative to the early-night and no-sleep groups. Independently of sleep, gain of implicit associative knowledge was accompanied by a relative slowing of responses to unpredictable items suggesting reciprocal interactions between associative and motor procedural processes within the implicit system. These observations provide evidence for the separability and interactions of different patterns of processing within implicit memory.

Learning and performance differ

1992 ◽  
Author(s):  
Carol Turkington ◽  
Keyword(s):  
And Performance ◽  
Learning And Performance
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