This post is provided by guest blogger, Cody Stock, graduate student University of St. Francis, MS Training and Development program.
Performance-based assessments are a great way for learners to apply new knowledge in real-world situations. In a recent article, Christopher Pappas (2023), discusses why performance-based assessments are a great way for students to enhance their critical thinking skills and display their understanding of new concepts. The author provides examples of four different types of performance assessments: project-based, portfolio, simulation, and authentic assessments. Learners need to be assessed according to their learning style and needs in order to showcase their performance and level of understanding.
I recommend this article for anyone who works in instructional design and is looking to implement new performance-based assessments in the classroom. This article provides useful tools by providing examples of various performance assessments and defining why they are effective when aligned properly to the learning material and learners themselves. These assessment methods are briefly described and are a great starting point for anyone looking to improve their performance assessments.
This post is provided by guest blogger, Michelle Edwards, graduate student University of St. Francis, MS Training and Development program.
This article focused on changes that were implemented for students of management education and management education educators in the post COVID-19 era. The world had to pivot in 2020, and adult learning was no exception. This article explained changes that transformed learning. Management education is unique in such that the education is provided for business leaders, administrators and provides professional or expert advice. This is a specialty area of education.
This was an awesome article; this article would be beneficial for graduate students doing research for training and development programs or for instructional design program students. This is also a great article for professors who teach management education.
This post is provided by guest blogger, Erica LoBurgio, graduate student University of St. Francis, MS Training and Development Program.
In this article “The impact of technology integration on student learning outcomes: A comparative study,” authored by Chia Ming Hong, Chee Keong Ch’ng, and The Raihana Nazirah Roslan, published in 2023 in the International Journal of Social Sciences, Educational, Economics, Agriculture Research, and Technology (IJSET), studies how the integration of technology changes the effects of student learning outcomes and educational practices. The article explains how different technology settings can enhance the students’ learning, student engagement, learning outcomes, and overall performance when successfully added into the course program.
The article delivers a comparative evaluation between students who are already provided with technological equipment and those who learn in conventional learning conditions without the technological equipment. Hong et al. (2023) provides a literature review, benefits of technology integration, methodology, as well as impact and outcomes. It is argued that with the ever-evolving world, students are required to be equipped with the technological tools to be successful.
Reference:
Hong, C. M., Ch’ng, C. K., & Roslan, T. R. N. (2023). The impact of technology integration on student learning outcomes: A comparative study. International Journal of Social Science, Educational, Economics, Agriculture Research, and Technology (IJSET), 2(9). https://www.researchgate.net/publication/373266726_The_Impact_of_Technology_Integration_on_Studen _Learning_Outcomes_A_Comparative_Study/fulltext/64e47c6040289f7a0faaf157/The-Impact-of Technology-Integration-on-Student-Learning-Outcomes-A-Comparative-Study.pdf
This post is provided by guest blogger, Lynn Urban, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.
E-learning existed prior to the coronavirus pandemic in 2020 but did not have as large a footprint in institutions as today. Distance learning, hybrid learning, blended learning – all these methods gained momentum when educational systems had to stay connected without being physically together. The pandemic stalled traditional methods of learning, but the need to move forward compelled technological advancements. John Hamilton (2024) shines light on how development of distance learning has become a strong part of educational opportunities. Resources are named and organized by platforms, learning management systems, online videos and textbooks. The author provides ideas for use of accessories, artificial intelligence, extended reality, and gamification in teaching and learning.
I recommend this article for anyone needing familiarity with e-learning technology, especially as it has grown over the years. Leaning towards a novice view, the article provides easy-to-follow explanations of multiple developments. The author also recognizes challenges – for example, describing solutions that help students limit distractions while engaged in online learning (like noise-cancellation headphones). Providing resources, challenges and solutions, readers get a balanced view of opportunities present in distance learning. Current e-learning technologies can be overwhelming for some, but fortunately articles such as this provide an organized view of how we can all be part of the digital age.
The University of St. Francis recently launched a new program in the area of talent development and training. The M.S. in Talent Development is an online program – 10 courses – to earn a Master’s degree.
Contact Dr. Bonnie J. Covelli for more information. bcovelli@stfrancis.edu or 815-740-5071
M.S. in Talent Development – Things Have Changed and So Have We
Embrace the future with a M.S. in Talent Development from University of St. Francis, Joliet, Illinois. The new curriculum aligns with the Association for Talent Development (ATD) Talent Development Capability Model™. If you have earned the distinguished Certified Professional in Talent Development (CPTD®) or Certified Professional in Learning and Performance (CPLP®), then you only need nine courses to earn the degree because you can earn credit for prior learning. #ATDmember
The Talent Development program offers employment possibilities such as a talent development manager or director, human resources manager or director, learning and development manager or director, training or education manager or director, manager of organizational learning, employee relations manager, HR administration director, human resources operations manager, development manager, education director, learning manager, staff training and development manager, training and development coordinator, training and development director, training director, training manager, director or dean of continuing education, higher education administration, director of adult or community education, human performance consultant, trainer, consultant, instructional designer.
Students will find both personal and professional growth in the study of talent development. In this program, students have the opportunity to complete assignments they can apply to their organization, institution, or place of employment. They will gain hands-on experience with effective ways of building organizational capability practices including the design, delivery, management, assessment of talent development initiatives uniquely suited to adults. The Talent Development program supports students if they want to move up in their current organization, secure a position in another organization, or make a career change.
The talent development program provides employers with professionals who have expertise in the areas of human resources and learning and development. Students will understand how developing a learning organization leads to improved performance in the workplace, and they will have an awareness of internal and external environments that will enable them to position talent effectively within their organizations.
Program Mission
The Master of Science in Talent Development program provides quality educational experiences in an applied curriculum for professionals in the fields of talent development, human resources, and the delivery of programs for adults.
Program Outcomes
Upon completion of the program, students will be able to:
Increase knowledge of organizational capability practices including the design, delivery, management, assessment of talent development initiatives uniquely suited to adults
Develop professional capability and awareness of ethical practices in the field of talent development
Consult with various talent development stakeholders while building personal capability in the area of lifelong learning
This post is provided by guest blogger, Cody Stock, graduate student University of St. Francis, MS Training and Development program.
Effective instructional design is accomplished by using the proper teaching methods that align to the objectives of the course being developed. In a recent article, Steph Nagl, discusses instructional design methods that can be integrated into teaching to evoke the best outcomes for learners. The author discusses the following instructional design models: ADDIE model, Merril’s Principles of Instruction, Gagne’s Nine Events of Instructions, Bloom’s Taxonomy, and Backward Design/Understanding by Design. The author concludes that instructional design is most effective when the method that complements the course content and learning style of the students is utilized.
I recommend this article for anyone who works in instructional design and is looking to implement new strategies into their classroom. This article provides useful insights by asking each instructional design method and defining why it is effective when aligned properly to the objectives of the learning material. These instructional design methods are briefly described and are a great starting point for anyone looking to improve their online classroom environment.
This post is provided by guest blogger, Arshpreet K Thind, graduate student University of St. Francis, MS Training and Development Program.
This study explores the impact of the sudden shift to online learning during COVID-19 on undergraduate students. Researchers conducted surveys before and after a few semesters of online learning, with over 1300 participants total. Findings showed dissatisfaction among a third of students, who reported struggles with technology, mental health, time management, and balancing studies with life. Further investigation using focus groups revealed key factors behind dissatisfaction: distractions, reduced focus, psychological strain, and management issues. The study proposes solutions to improve the online learning experience and student satisfaction. This study provides valuable insights with a relatively large sample size (1300+) across two surveys. However, the focus on student perspectives soon after the initial shift to online learning (first survey) may not capture long-term adjustments. Additionally, solutions are proposed but their effectiveness isn’t evaluated.
Despite these limitations, the research offers a good starting point for understanding student struggles during the pandemic shift to online learning. Educators and administrators developing online programs, particularly those in undergraduate settings, would find this information useful.
Reference:
Maqableh, M., & Alia, M. (2021). Evaluation online learning of undergraduate students under lockdown amidst COVID-19 Pandemic: The online learning experience and students’ satisfaction. Children and Youth Services Review, 128, 106160. https://doi.org/10.1016/j.childyouth.2021.106160
This post is provided by guest blogger, Arshpreet K Thind, graduate student University of St. Francis, MS Training and Development Program.
A study investigated the usefulness of the ADDIE instructional design model in online education. Researchers analyzed 58 articles on applying ADDIE in distance learning environments. Their findings showed the ADDIE model to be effective across various online educational settings, with a preference for asynchronous learning (without real-time interaction). The study also identified successful teaching practices within the ADDIE framework, such as using multimedia presentations, providing feedback, and encouraging interaction among learners. Overall, this research suggests that the ADDIE model remains a valuable tool for designing impactful online courses, particularly asynchronous ones.
This study’s reliance on a meta-analysis (analysis of existing research) offers a broad perspective, but the quality of the 58 articles included is unclear. While the ADDIE model’s effectiveness is supported, the focus on asynchronous learning might limit its generalizability.
Despite these limitations, the resource is valuable for educators considering the ADDIE model for online courses, especially asynchronous ones. Instructors and instructional designers interested in incorporating multimedia, feedback, and interaction would also find this information useful.
Reference:
Spatioti, A. G., Kazanidis, I., & Pange, J. (2022). A comparative study of the ADDIE Instructional Design Model in distance education. Information, 13(9), 402. https://doi.org/10.3390/info13090402
This post is provided by guest blogger, Michelle Edwards, graduate student University of St. Francis, MS Training and Development program.
Current and future technologies are impacting healthcare. In particular, this article focused on the computerized patient order entry (CPOE) programs. This process is used by clinicians to enter and send treatment instructions electronically through a CPOE application; previously this was done by paper. These applications were created in hopes to improve patient safety to help alleviate wrong- dosing, wrong medication, wrong route and wrong delivery.
The article explains how there remains many flaws with these applications from many programs not having the ability to recognize an incorrect entry by a clinician. (E.g.) An error in the keystroke such as future dating for a year away, there should flag that alerts the clinician requiring them to verify for things like this. The article mentioned a pharmacist set a medication start date for a year away instead of the next morning these things could not only cause a delay a care but could lead up to and include an untimely death. Alarm and alert fatigue, currently clinicians override the system alerts and although only about 10% were incorrectly overridden, when we speak in term of patient lives even 1% is too many. These errors can impact patient outcomes tremendously.
The author mentioned AI being introduced into healthcare and how this will present challenges; AI tends to learn behaviors this could lead to the AI making decisions without the clinician being involved, as a clinician in healthcare myself this sounds so scary. I will say from the overall tone of the article technology has brought us so far but truly we have so far to go and still face many challenges that we need to explore with current technologies and the future technologies on the rise and to stay on top of these things. I will personally say that within the next 3 years there will be new jobs in healthcare that will deal with these exact issues.
This post is provided by guest blogger, Arshpreet K Thind, graduate student University of St. Francis, MS Training and Development Program.
In this article, the author talks about the deep brain stimulation. Deep brain stimulation (DBS) is a surgical procedure that uses implanted electrodes to deliver electrical signals to specific parts of the brain. It’s a common treatment for movement disorders like Parkinson’s disease and tremor. The technology behind DBS has been around for a while, but recent advances are making it more effective and adaptable. For example, new electrodes can target specific areas of the brain more precisely, and closed-loop systems can adjust stimulation automatically based on brain activity. These advancements are expected to improve the benefits of DBS for patients while reducing side effects. Additionally, future DBS systems might be wirelessly controlled by doctors, but this raises security concerns that need to be addressed.
A more critical analysis would acknowledge the inherent risks of brain surgery and potential side effects of stimulation. This review article, offers a credible source for understanding DBS technology’s evolution. While valuable for healthcare professionals and researchers due to its in-depth exploration of technical advancements, it lacks mention of risks, limitations, and broader ethical concerns. Patients seeking general DBS information might benefit more from a source discussing these aspects alongside the positive developments.
Reference:
Krauss, J. K., Lipsman, N., Aziz, T., Boutet, A., Brown, P., Chang, J. W., Davidson, B., Grill, W. M., Hariz, M. I., Horn, A., Schulder, M., Mammis, A., Tass, P. A., Volkmann, J., & Lozano, A. M. (2020). Technology of deep brain stimulation: current status and future directions. Nature Reviews. Neurology, 17(2), 75–87. https://doi.org/10.1038/s41582-020-00426-z
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