Master of Arts InInstructional Technology

December 10, 2008

www.stockton.edu

Fall 2008Fall 2008Final Project ShowcaseFinal Project Showcase

Fall 2008Final Project Showcase

Addressing Technical Support Needs with an On-Demand Electronic Performance Support System (EPSS)

Target Audience: Technical support staffAuthor: Daniel F. Gambert

Abstract: The Eyos system is a custom website content management software application built by the web department at the Richard Stockton College of New Jersey. As with any software product, the active user base of this system far outnumbers the staff responsible for providing support. Although every Eyos user has attended in-person training at least once, the web services staff received a large number of support requests each month for an application originally designed to run as a self service system.

To satisfy and promptly respond to these support requests, a solution was needed to help balance the current and future number of Eyos users with the limited availability of support staff and scheduled training classes. To facilitate this need an Electronic Performance Support System (EPSS) was created to accompany traditional classroom based training and serve as a first step in the Eyos support system. Using html, images, and screencasts, the EPSS was integrated directly into the Eyos application offering on-demand support whenever and wherever it is needed. Data collected from a pre and post survey indicate a strong level of success for the intervention with 100% respondents reporting a higher comfort level on two major Eyos related tasks. Preliminary indications also reveal a reduction in the number of support requests by email and telephone.

Contact:dangambert@comcast.net

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Screencasts Vs. Paper Handouts for Training Techniques

Target Audience: College Level StudentsAuthor: Bojan D. Zilovic

Abstract: This project examined whether screencasts yield superior performance results when compared with paper handouts in an Excel tutorial for college students. Screencast is a movie, usually narrated, of what a user sees on the monitor.

As an Adjunct Instructor with Atlantic Cape Community College, I have used paper handouts with my students. I developed a series of screencasts to increase the level of knowledge retention and quality of the students work. Mayer’s multimedia and modality principles provided the theoretical foundation.

To determine effectiveness of screencasts over paper handouts I used experimental Solomon four group method. Post-test performance improvements were as follows: screencast group 59%; handouts group 48%; control group (pre and post test with no intervention) 19%, based on Excel skill, comfort, and attitude. Students who used screencasts showed a greater level of comfort with Excel features after the intervention and a more positive attitude toward novel instructional techniques. A future study is needed to examine whether multimedia instruction can produce better or equal performance results to the ones produced by an instructor only.

Contact:bzilovic@atlantic.edu

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Integrating Technology into Classroom Teaching

Target Audience: 1st & 2nd grade teachersAuthor: Charlotte Phillip

Abstract: Based on self-assessments and observations of teachers at my school, I found that most first and second grade teachers were integrating technology into language arts and math instruction 0 – 1 times daily. Thus, my goal was to increase the integration of technology into language arts and math instruction by at least 2 times daily. According to my data collection, integration examples would help reach that goal. Applying a constructivist approach, I created a website with examples of how to integrate technology into math and language arts instruction.

According to my post intervention data, the website did help teachers to apply ideas (construct knowledge) about how to integrate technology and applied these techniques into their language arts and math instruction. Before the website five of the six teachers were integrating technology into language arts instruction, and three were integrating technology into math instruction. After completing the website activities, all teachers integrated technology, yet not two times daily. More steps could be taken to help teachers integrate technology into language arts and math instruction even further. Perhaps a workshop on time management and more support for teachers would help teachers to integrate technology more frequently in addition to the website.

Contact: Vzexqcv6@verizon.net

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Teaching Sharks to FISH!

Target Audience: Commissioned Retail Sales AssociatesAuthor: Joanne M. Savio, SPHR

Abstract: This training intervention was designed for in-store delivery to commissioned salespeople in an upscale retail chain. To achieve a culture shift from overly aggressive Sales Orientation (called sharking) to relationship-based Customer Orientation, I used social learning and behavior modeling to relate key service concepts to FISH! the legendary service model that revitalized Seattle’s Pike Place Market.

My literature review uncovered the SOCO, a well-researched instrument which measures Sales Orientation/Customer Orientation. With encouragement from my capstone professor and help from Google, I located SOCO developer Dr. Barton Weitz, a nationally renowned expert and educator on relationship selling. He agreed to a telecast between Stockton and UFL which we digitally recorded and edited for an interactive Q&A training module.

Although downsizing caused cancellation of the intervention, formative evaluation of the modules revealed that 96% of 24 respondents were engaged by the animated video Introduction (module 1), and 100% favored the interactive edited version of Dr. Weitz’ telecast (module 2). A final survey of eight shoppers identified a range of reactions to specific relationship-building strategies, providing anecdotal support for discussion in the leader-facilitated session (module 3).

The financial effect of service training on income remains open for study. When the retail sector recovers, we may adapt these materials to an appropriate retail sales population and, as planned, Teach Sharks to Fish.

Contact: Joanne Savio, PrincipalReSource Communication & Training Voorhees, NJ (856) 767-2610Email: JSavio1@aol.com

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SupeREX: Artificial Intelligence and Tutorials to Combat Overload in Educational Research

Target Audience: Post secondary level studentsAuthor: Vanya Kasakova

Abstract: Many students suffer from information overload due to unfamiliarity of how to conduct relevant literature searches when using an online database. As part of the needs assessment, students were surveyed to identify their challenges in conducting research and their frustration level. Results revealed that students often miss relevant literature and use less than appropriate literature because they are not familiar with all available databases and lack planning skills.

Application of The Meaningful Learning Theory was employed for development and testing of SupeRex, a simple artificial intelligence system, known as an expert system, to support the research process, along with web-based tutorials. Twenty students conducted two searches to test SupeREX. The preliminary, control group type searches obtained 0-3 relevant results in the first 10 and a lower percentage in the first 30. SupeREX was more successful since it produced from 3-10 relevant results in the first 10, and almost equally better in the first 30. It was noted that the higher the relevant results in the first 10, the higher they were for the first 30. This project is an example when imperfect research resulted in a superior learning experience. More content will be added to the website as time allows.

Contact:609-233-3941, kasakova@yahoo.com The Richard Stockton College of New JerseyOffice of the President- Graduate Student AssistantWebsite: www.superex.org

Web-Based Teacher Training in Bully Prevention

Target Audience: Teachers in a K-8 school district Author: Kathryn Schmid

Abstract:An online bully prevention training module was designed with website components to create more time for teachers to spend in the classroom with their students. They will now be able to participate in a bully prevention training program when desired. The website has an introduction page with basic information about bullying and why the training is important. Links appear to each chapter within the training as well as games to test knowledge, and a blog section.

The ARCS model was my theoretical foundation for the web-based training module. Teachers benefit from motivation to accomplish required tasks, and were motivated by less bullying in the classroom after completing the training. Data were collected to design the module.

Findings indicate that from the 18 teachers that responded to the questionnaire, the majority felt that they benefited from the web-based bully prevention training. Of those 18 teachers 80% said that they found the training useful. Classroom observations indicated that after the training teachers changed the way they set up their classroom atmosphere, as well as the way they organized and taught their students. Out of the six people interviewed 83% said that bullying is probably happening more often than it should be..

Contact: kschmid@somersptschools.org, Preschool Teacher/ Somers Point School District

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Using WebQuests in the Classroom for Holocaust Education

Target Audience: Middle School Social Studies TeachersAuthor: Steve Vain

Abstract: In today’s schools, teachers are confronted with the challenging task of keeping students engaged when learning. Teachers face a variety of obstacles from television to computers to video games, all of which compete for students’ time and attention. To get students engaged in the education process, students need to interact with the new information in a way that promotes their questioning skills and ultimately their understanding. Constructivism is a learning approach that is associated with the use of WebQuests. When using constructivism, learning is an active process in which learners construct new ideas or concepts based upon their current or past knowledge. The learner then transforms that information, into a final product.

This project showed when using WebQuests, information can be administered to students in a way keeps them engaged while still delivering the state mandated Holocaust and Genocide curriculum. Results of the study showed that 98% of the teachers surveyed would use a WebQuest to teach Holocaust education in their classroom and 95% would like to develop a WebQuest on their own. Teachers as well as students showed a renewed interest in Holocaust education. Future plans include the development of a Holocaust WebQuest to be used in the other grade levels.

Contact:Seventh Grade Social Studies TeacherNorthfield Community School2000 New Road Northfield, NJ 08225609-407-4008 ext 6702svain@ncs-nj.org

Website: http://www.ncs-nj.org/teachers/svain/holocaust/pages/index%20page.htm

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Increasing Productivity: Using a Blended Approach for Geographic Information Systems Training

Target Audience: Coastal ScientistsAuthor: Daniel Barone

Abstract: Geographic Information Systems (GIS) software enables efficient data collection and a productive work environment. Traditionally, Stockton’s Coastal Research Center (CRC) has used older software to create maps that aid setting up coastal field surveys. Training CRC staff in GIS reduced the creation time for field maps and accuracy of the maps was enhanced (reducing field survey time). The intervention used behaviorist computer-based instruction to train employees in GIS (to create digital field maps). Based on a needs assessment, two days of computer lab training provided information on GIS concepts and procedures for creating digital field maps. Online tutorials and PowerPoint presentations were also provided to aid employees in creating digital field maps with GIS.

Evaluation employed three tools: quiz on general content, checklist examining the participants’ created maps, and field survey time comparison between traditional field survey maps and GIS maps. Results revealed that the participants scored an average of 70% correct on the quiz questions, suggesting that the training was effective. The participants’ GIS maps included the necessary elements thus, reducing field set up time by approximately five minutes. Compared with using the traditional maps, using the GIS maps resulted in a 33% reduction for field set up time, a significant increase in productivity.

Contact:Daniel.barone@stockton.edu Chief Coastal Geomatics SpecialistThe Richard Stockton College of NJ, Coastal Research Center609-652-4245

Website: http://loki.stockton.edu/~mihalasm/mait_gis/

www.stockton.edu

ACKNOWLEDGEMENTS

Computer ServicesGraduate Studies

GraphicsLibrary

School of EducationChartwell’s Food Service

Amy S. Ackerman, Ph.D.Capstone Advisor

Daniel F. GambertTechnical Assistant