In previous class discussions or blog posts, I may have noted my experience with working in the non profit sector. Non profit and social services always, in my opinion, adds an air of unpredictability to job related tasks and projects, mainly in part to the clientele or consumer base served or resource availability. Expounding on my task as Internet Safety Program Director/Project Manager, the challenge for my company, in response to the need for Internet safety education and awareness for both children and parents was to reach the masses, in a set amount of time (grant and deliverable time constraints), with information and resources, in order to meet projected deliverables as agreed to with the funding sources, established partnerships, and to our Board of Directors.
At the onset of the grant/project, the same tasks (provide “x” amount of youth and adult trainings, distribute “x” amount of internet safety resources to youth and adults, and train “x” amount of law enforcement officers as internet safety facilitators) were given to 8 regional staff persons, to carry out in their regions of the state. This was a large, but manageable task in its infancy or conceive phase, with the team we had in place. Project managers must expect change and be prepared to deal with it (Portny, Mantel , Meredith, Shafer, Sutton, p346). Quickly the project came up against challenges, including product, schedule, and resource risks. The agency began to undergo organizational changes, reducing staff and cutting back on resources allocated in certain regions of the state, all of which negatively impacted my ability to maintain the project at the level as determined by the project scope. In addition, the funding source for the project and an integral partner in our internet safety work, the Attorney General’s Office, made it increasingly impossible to avoid scope creep as well. The AG’s Office saw my agency, in my opinion, as “little worker bees” that could do it all due to our office locations around the state. Their ideas grew, all the while, the agency was shrinking. I think Portny, et al, stated it best, “Another common source of change is the natural tendency of the client…to try to improve the project’s output as the project progresses…”
Now, Susan de Sousa lists, from “My PM Expert…the fast track to project success”, five reasons why scope creep occurs:
• Poorly detailed Project Scope Statement in the Project Initiation Document
• Poor Project Management Requirements have been delivered
• Poor control of the Project by the Project Manager
• Indecisive Project Stakeholders
• Too many Project Stakeholders who have differing priorities and objectives
Of the reasons she posits, I would have to note, reasons 3, 4, and 5, were the most prevalent factors in this situation. My limited experience with this size and magnitude of a project, as well as the numerous redesign changes to my agency (that I was never made abreast of in a timely manner), highlighted my lack of control over the project at pivotal times. The project was clearly affected, as well, by the stakeholders having vague goals and objectives at the onset of the project, even before the RFP was accepted.
Scope creep is inevitable with projects, but a change control system can lessen its stressful aspects (Portny, Mantel, Meredith, Shafer, & Sutton, p348). It was clear that we (the agency) were not able to meet the initial deliverables as accepted in the project scope. Nearly 6 months into the first year of the project, we clearly had to make changes to the plans, timeline/schedule, and deliverables, which had to be agreed upon by everyone. Therefore having the "soft" skills to successfully managing and controlling scope creep is an absolutely vital trait for any successful project manager to have (de Sousa, 2009). It took time, but I was able to get the project, in limited capacity, back on track without completely losing the entire project. Due to a project like this, with this subject matter, never having been attempted before in our state, the goals and objectives were incredibly “pie in the sky”, from both our and the stakeholder’s perspectives. An Earned Value Analysis would have provided an accurate picture of the project, allowing me to stay abreast of the true state of the project. Lastly, I concluded that although I was given the task of being the Prevention Services Director for Internet Safety, in the evolving state the agency was in, I wasn’t fully in the role of Project Manager due to the involvement that upper management had in this and all agency programs at that time. Not excluding my responsibility, I do believe I still could have been more empowered to limit the stakeholder’s excessive demands on the project, and provided my team with more realistic project plans that would have effectively allowed them to complete their tasks with the resources they did have available to them.
References:
De Sousa, S. (2009). My PM Expert…the fast track to project success. Retrieved October 13, 2011 from http://www.my-project-management-expert.com/what-is-scope-creep.html .
Portny, S. E., Mantel, S.J., Meredith, J. R., Shafer, S.M., & Sutton, M.M. (2008). Project Management: Planning, scheduling, and controlling projects. John Wiley and Sons, Inc. Hoboken, NJ.
Thursday, October 13, 2011
Thursday, September 22, 2011
Communicating Effectively
Communicating effectively can minimize the opportunity for confusion or misinterpretation of your message. In the midst of project tasks and looming deadlines, your approach, when communicating to and with your team, can affect the success of the project. According to Portny, et al, the chances for misunderstanding and hurt feelings, project managers should do the following:
• Confirm in writing the important information that was shared in informal discussions
• Avoid having an informal discussion with only some of the people who are involved in the topic being addressed.
This week, my Project Management class was given a communication scenario involving an email correspondence, voicemail message, and face to face interaction between Jane and Mark. Jane and Mark are both working on sections of a project, and Jane requires information that Mark is gathering to complete her report. In reflection of the scenario, the following questions will be addressed:
1. How did your interpretation of the message change from one modality to the next?
2. What factors influenced how you perceived the message?
3. Which form of communication best conveyed the true meaning and intent of the message?
4. What are the implications of what you learned from this exercise for communication effectively with members of a project team?
Emails can, in some instances, have an air of informality, and that is the impression this email gave me. In addition, the tone of an email can be misinterpreted by the receiver. Jane’s correspondence noted her regret to bother Mark, but it was passive in her request for the data/report she needed to complete her work before her deadline. The voicemail had more of a tone of urgency and formality. It is less likely to be ignored, overlooked, or forgotten, as emails sometimes are. The face to face modality was more direct and interpersonal. Mark could not avoid the necessity of Jane’s need for his report. Though, some parts of the interaction seemed as passive as the email, with Jane seeming more concerned with interrupting Mark than on the pressing deadline she was facing.
My perception of each modality was affected by the tone of each communication. The email was too informal, the voicemail was direct, clear, and concise, and lastly the non verbal cues Jane was giving in the face to face, deterred me from seeing the importance of her need. In my opinion the message and true meaning was conveyed best in the voicemail message.
The ability to communicate well, both orally and in writing, is a critical skill for project managers (Portny, Mantel, Meredith, Shafer, & Sutton, pg 357). What I took note of most is, your communication with project team members is critical for success. Effective communication will reduce obstacles, confusion, and “rework”. If you are unable to express important data, key phases of the project, or project details and deadlines to your team, there is no possible way for a project to potential succeed or succeed without glitches. When aspects of the process lag or fall behind, laying blame or responsibility to certain individuals can be a blurred task, especially when the success of the project is ultimately the responsibility of the Project Manager. Jane would surely miss her deadline if her communication of her need was left in the context of her email and potentially her face to face interaction.
Reference:
Portny, S.E., Mantel, S.J., Meredith, J.R., Shafer, S.M., Sutton, M.M., & Kramer, B.e., (2008). Project management: Planning, scheduling, and controlling projects. Hoboken, NJ: John Wiley & Sons, Inc.
• Confirm in writing the important information that was shared in informal discussions
• Avoid having an informal discussion with only some of the people who are involved in the topic being addressed.
This week, my Project Management class was given a communication scenario involving an email correspondence, voicemail message, and face to face interaction between Jane and Mark. Jane and Mark are both working on sections of a project, and Jane requires information that Mark is gathering to complete her report. In reflection of the scenario, the following questions will be addressed:
1. How did your interpretation of the message change from one modality to the next?
2. What factors influenced how you perceived the message?
3. Which form of communication best conveyed the true meaning and intent of the message?
4. What are the implications of what you learned from this exercise for communication effectively with members of a project team?
Emails can, in some instances, have an air of informality, and that is the impression this email gave me. In addition, the tone of an email can be misinterpreted by the receiver. Jane’s correspondence noted her regret to bother Mark, but it was passive in her request for the data/report she needed to complete her work before her deadline. The voicemail had more of a tone of urgency and formality. It is less likely to be ignored, overlooked, or forgotten, as emails sometimes are. The face to face modality was more direct and interpersonal. Mark could not avoid the necessity of Jane’s need for his report. Though, some parts of the interaction seemed as passive as the email, with Jane seeming more concerned with interrupting Mark than on the pressing deadline she was facing.
My perception of each modality was affected by the tone of each communication. The email was too informal, the voicemail was direct, clear, and concise, and lastly the non verbal cues Jane was giving in the face to face, deterred me from seeing the importance of her need. In my opinion the message and true meaning was conveyed best in the voicemail message.
The ability to communicate well, both orally and in writing, is a critical skill for project managers (Portny, Mantel, Meredith, Shafer, & Sutton, pg 357). What I took note of most is, your communication with project team members is critical for success. Effective communication will reduce obstacles, confusion, and “rework”. If you are unable to express important data, key phases of the project, or project details and deadlines to your team, there is no possible way for a project to potential succeed or succeed without glitches. When aspects of the process lag or fall behind, laying blame or responsibility to certain individuals can be a blurred task, especially when the success of the project is ultimately the responsibility of the Project Manager. Jane would surely miss her deadline if her communication of her need was left in the context of her email and potentially her face to face interaction.
Reference:
Portny, S.E., Mantel, S.J., Meredith, J.R., Shafer, S.M., Sutton, M.M., & Kramer, B.e., (2008). Project management: Planning, scheduling, and controlling projects. Hoboken, NJ: John Wiley & Sons, Inc.
Thursday, September 15, 2011
Learning from a Project “Post-mortem”
Background
A few years ago, when internet safety began to be a rising hot topic amongst law enforcement and children’s services agencies, my employer (a child abuse pre entered into a partnership with our state’s Attorney General’s Office and a notable Cable provider (local). Our agency and the AG’s Office jointly received grant funds from the State to provide internet safety education and awareness to middle and high school students. The local cable provider had a national campaign on internet safety as well. The three entities determined that an Internet Safety Summit for high school students, from across the state, would be the best route to spread the safety message quickly and to the largest audience. Each stakeholder brought certain key aspects to the partnership, law enforcement, technology, and child abuse prevention. The project (Internet Safety Teen Summit) was to produce a 1 day summit for an estimated 350-400 teens, with workshops/trainings, Keynote speakers, group activities (including visiting the State Capital to discuss legislation), and lastly, a culmination event.
What contributed to the project’s success or failure?
The entire project had a timeline of six months from concept to completion. When we initially held a planning/kick off meeting, everyone felt prepared for and understood the tasks required for the project. There were problems that could have potentially caused the project to fail. For starters, each stakeholder had a team assigned to the project, and each team worked at different speeds. Those, including myself, assigned to the project at my company, were managing multiple products at the same time. All too often, there may be a tendency to place secondary job assignments, such as project work, on the back burner, and they are not completed as scheduled (Murphy, 1994). Communication was problematic, with calls and emails not being responded to in timely manner, and multiple planning meetings had to be rescheduled due to time conflicts. Each team worked independently for most of the project until we neared the completion deadline. At that point, we were working at a frantic pace to finalize and complete tasks that should have been reviewed earlier in the process. The project, though, with its many problems, was completed with great results. The evaluations gave great insight into “rework” needed in the content, planning, and coordination of the project for the following annual events.
Which parts of the PM process, if included, would have made the project more successful? Why?
When considering the PM process, in my opinion, the Define and Perform phases would have made the project more successful. The success of a project depends on how clear and accurate the plan is and whether people believe they can achieve it (Portny, Mantel, Meredith, Shafer, & Sutton, 2008). What we considered planning, more or less, would have been a mixture of the Conceive and Define phases. Too many areas were left un-clarified. Though the end result was a great event and accomplished the objectives and goals of the project (to an extent), much more could have been accomplished.
References:
Portny, S. E., Mantel, S. J., Meredith, J. R., Shafer, S. M., Sutton, M. M., & Kramer, B. E. (2008). Project management: Planning, scheduling, and controlling projects. Hoboken, NJ: John Wiley & sons, Inc.
Murphy, C. (1994). Utilizing project management techniques in the design of instructional materials. Performance & Instruction, 33(3), 9-11. Copyright by John Wiley & sons, Inc. Used by permission via the Copyright Clearance Center
A few years ago, when internet safety began to be a rising hot topic amongst law enforcement and children’s services agencies, my employer (a child abuse pre entered into a partnership with our state’s Attorney General’s Office and a notable Cable provider (local). Our agency and the AG’s Office jointly received grant funds from the State to provide internet safety education and awareness to middle and high school students. The local cable provider had a national campaign on internet safety as well. The three entities determined that an Internet Safety Summit for high school students, from across the state, would be the best route to spread the safety message quickly and to the largest audience. Each stakeholder brought certain key aspects to the partnership, law enforcement, technology, and child abuse prevention. The project (Internet Safety Teen Summit) was to produce a 1 day summit for an estimated 350-400 teens, with workshops/trainings, Keynote speakers, group activities (including visiting the State Capital to discuss legislation), and lastly, a culmination event.
What contributed to the project’s success or failure?
The entire project had a timeline of six months from concept to completion. When we initially held a planning/kick off meeting, everyone felt prepared for and understood the tasks required for the project. There were problems that could have potentially caused the project to fail. For starters, each stakeholder had a team assigned to the project, and each team worked at different speeds. Those, including myself, assigned to the project at my company, were managing multiple products at the same time. All too often, there may be a tendency to place secondary job assignments, such as project work, on the back burner, and they are not completed as scheduled (Murphy, 1994). Communication was problematic, with calls and emails not being responded to in timely manner, and multiple planning meetings had to be rescheduled due to time conflicts. Each team worked independently for most of the project until we neared the completion deadline. At that point, we were working at a frantic pace to finalize and complete tasks that should have been reviewed earlier in the process. The project, though, with its many problems, was completed with great results. The evaluations gave great insight into “rework” needed in the content, planning, and coordination of the project for the following annual events.
Which parts of the PM process, if included, would have made the project more successful? Why?
When considering the PM process, in my opinion, the Define and Perform phases would have made the project more successful. The success of a project depends on how clear and accurate the plan is and whether people believe they can achieve it (Portny, Mantel, Meredith, Shafer, & Sutton, 2008). What we considered planning, more or less, would have been a mixture of the Conceive and Define phases. Too many areas were left un-clarified. Though the end result was a great event and accomplished the objectives and goals of the project (to an extent), much more could have been accomplished.
References:
Portny, S. E., Mantel, S. J., Meredith, J. R., Shafer, S. M., Sutton, M. M., & Kramer, B. E. (2008). Project management: Planning, scheduling, and controlling projects. Hoboken, NJ: John Wiley & sons, Inc.
Murphy, C. (1994). Utilizing project management techniques in the design of instructional materials. Performance & Instruction, 33(3), 9-11. Copyright by John Wiley & sons, Inc. Used by permission via the Copyright Clearance Center
Sunday, August 21, 2011
Distance Learning Course Reflection
Distance learning is rapidly changing the face and potential of education for instructional designers, teachers, and learners. Many caveats of traditional learning environments can be countered or enhanced by the implementation of distance learning concepts, practices, or learning tools. The perceptions of distance learning are quite varied, today, and at the rapid rate of technology advancement, considering the Diffusion of Innovation Theory, perceptions will continue to change.
According to York University’s discussion on Diffusion of Innovation, the adaptation of technology to individual needs can change the nature of the innovation over time. In the next 5-10 years, learner demands or needs will continue to emerge as increasing factors or demands for changes to education or distance learning. In Kim and Bonk’s (2006) survey of college, online educators and administrators, the use of course management systems will rapidly increase, becoming a norm. In addition, asynchronous discussions, the use of web 2.0 tools, and online testing tools, are few resources noted by respondents to show increased use in the next 5-10 years. If the education world is to see such significant changes to both traditional and distance learning environments, undoubtedly, in the next 10-20 years, education, as we know it today, could be a discussion topic for progressiveness and rate of change.
As an instructional designer, introducing , implementing , and evaluating change, are critical aspects to improving societal perceptions of distance learning. ID shares with all design activities the challenge of creating something that accomplishes a given purpose within the constraints and parameters of the situation (Wilson, 1995). I consider my role or purpose as an instructional designer, as one that identifies the process needed to increase information processing by a learner, thereby meeting the intended goals or objectives for the intended design, more or less situated instructional design.
Operating as in instructional designer, in my opinion, suggests that I should always be a proponent for all things, options, or alternatives proven to be effective methods of instruction, ultimately increasing learner potential and effective instructors. This process of adaptation and using conceptual models as tools in a given situation is an essential ingredient of a situated approach to instructional design (Wilson, 1995). In order to be positive force for continuous improvement in the field of distance education, it is critical that I stay abreast of technology and educational advancements, available resources, and changing characteristics of learners. Lastly, incorporating or basing all of my work on theory, will allow me to be a valuable and reliable voice or advocate for continuous change in this field.
References
Website: York University. Diffusion of Innovation Theory. Retrieved on August 21, 2011 from http://www.fsc.yorku.ca/york/istheory/wiki/index.php/Diffusion_of_innovations_theory
Kim, K., and Bonk, C. (2006). The Future of Online Teaching and Learning in Higher Education: The Survey Says. Retrieved from EDUCAUSE Quarterly. Volume 29, Number 4, November 2006. http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/TheFutureofOnlineTeachingandLe/157426
Wilson, B. G. (1995). Situated instructional design: Blurring the distinctions between theory and practice, design and implementation, curriculum and instruction. In M. Simonson (Ed.), Proceedings of selected research and development presentations . Washington D. C.: Association for Educational Communications and Technology.
According to York University’s discussion on Diffusion of Innovation, the adaptation of technology to individual needs can change the nature of the innovation over time. In the next 5-10 years, learner demands or needs will continue to emerge as increasing factors or demands for changes to education or distance learning. In Kim and Bonk’s (2006) survey of college, online educators and administrators, the use of course management systems will rapidly increase, becoming a norm. In addition, asynchronous discussions, the use of web 2.0 tools, and online testing tools, are few resources noted by respondents to show increased use in the next 5-10 years. If the education world is to see such significant changes to both traditional and distance learning environments, undoubtedly, in the next 10-20 years, education, as we know it today, could be a discussion topic for progressiveness and rate of change.
As an instructional designer, introducing , implementing , and evaluating change, are critical aspects to improving societal perceptions of distance learning. ID shares with all design activities the challenge of creating something that accomplishes a given purpose within the constraints and parameters of the situation (Wilson, 1995). I consider my role or purpose as an instructional designer, as one that identifies the process needed to increase information processing by a learner, thereby meeting the intended goals or objectives for the intended design, more or less situated instructional design.
Operating as in instructional designer, in my opinion, suggests that I should always be a proponent for all things, options, or alternatives proven to be effective methods of instruction, ultimately increasing learner potential and effective instructors. This process of adaptation and using conceptual models as tools in a given situation is an essential ingredient of a situated approach to instructional design (Wilson, 1995). In order to be positive force for continuous improvement in the field of distance education, it is critical that I stay abreast of technology and educational advancements, available resources, and changing characteristics of learners. Lastly, incorporating or basing all of my work on theory, will allow me to be a valuable and reliable voice or advocate for continuous change in this field.
References
Website: York University. Diffusion of Innovation Theory. Retrieved on August 21, 2011 from http://www.fsc.yorku.ca/york/istheory/wiki/index.php/Diffusion_of_innovations_theory
Kim, K., and Bonk, C. (2006). The Future of Online Teaching and Learning in Higher Education: The Survey Says. Retrieved from EDUCAUSE Quarterly. Volume 29, Number 4, November 2006. http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/TheFutureofOnlineTeachingandLe/157426
Wilson, B. G. (1995). Situated instructional design: Blurring the distinctions between theory and practice, design and implementation, curriculum and instruction. In M. Simonson (Ed.), Proceedings of selected research and development presentations . Washington D. C.: Association for Educational Communications and Technology.
Sunday, July 31, 2011
Open Source
The Impact of Open Source
Open sources software is intended to be freely shared and can be improved upon and redistributed to others (Simonson, Smaldino, Albright, & Zvacek, pg. 256). Open courses allow for learning environments and resources to be shared at any point in the learning process, by anyone interested in the information being disseminated. In review this week, my Distance Learning course, through learning resources and selected examples, explored the concept or idea of Open Courses and the impact of Open Source. The idea of “open” courses is being implemented in various capacities by the educational community.
Taking a further look into Open Courses, one valuable example is Yale University’s, Open Yale Courses, viewable online at http://www.oyc.yale.edu/ . Yale, through the use of open sources software, has made available a variety of introductory level courses (in different subjects), open to the public, including syllabi, tests, quizzes, assignments, and class resources. In an effort to provide a more substantial look into an actual course, I selected Yale’s, CLCV 205 - Introduction to Ancient Greek History, from their Classics selections.
Does the course appear to be carefully pre-planned and designed for a distance learning environment?
Yale has taken measures to design and develop this course with distance learning as a primary focus. The course management system is functional and simplistic. Each course has the same layout, provides each learner with course descriptions, found in the Course Contents. Lectures for this course were prerecorded and are reviewable as audio files (mp3 format) or video files (flash format).
Does the course follow the recommendations for online instruction as listed in your course textbook?
Simonson, et al., lists, as noted by the Massie Center, five abilities that e-learning standards should enable:
1. Interoperability
2. Re-usability
3. Manageability
4. Accessibility
5. Durability
The Yale Open Courses are easily accessible and manageable through various systems. The prerecorded lectures and coursework can be reused for other sessions or courses. Each course has survey or evaluation to be completed by the learner upon finishing the course. All course materials are made available at all times. Lastly, the course management system is flexible in is design, making upgrades or course re-design simple.
Does the course designer implement course activities that maximize active learning for the students?
Effective communication is a critical aspect of distance learning. This particular open course utilizes study groups to facilitate communication amongst student peer groups. The study groups, in my opinion, represents an activity that supports the learning process. The study groups illicit further discussion of course topics and assignments, serves as a method to stimulate learner engagement through the process, active learning.
References:
Open Yale Courses: A free open website offering a number of introductory courses taught by Yale University professors. http://oyc.yale.edu/
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
Wayner, P. (2011). Open source programming tools on the rise. 13 open source development projects making waves in the enterprise. Retrieved July 30, 2011 from http://www.infoworld.com/d/application-development/open-source-programming-tools-the-rise-740?page=0,0&source=fssr
Open sources software is intended to be freely shared and can be improved upon and redistributed to others (Simonson, Smaldino, Albright, & Zvacek, pg. 256). Open courses allow for learning environments and resources to be shared at any point in the learning process, by anyone interested in the information being disseminated. In review this week, my Distance Learning course, through learning resources and selected examples, explored the concept or idea of Open Courses and the impact of Open Source. The idea of “open” courses is being implemented in various capacities by the educational community.
Taking a further look into Open Courses, one valuable example is Yale University’s, Open Yale Courses, viewable online at http://www.oyc.yale.edu/ . Yale, through the use of open sources software, has made available a variety of introductory level courses (in different subjects), open to the public, including syllabi, tests, quizzes, assignments, and class resources. In an effort to provide a more substantial look into an actual course, I selected Yale’s, CLCV 205 - Introduction to Ancient Greek History, from their Classics selections.
Does the course appear to be carefully pre-planned and designed for a distance learning environment?
Yale has taken measures to design and develop this course with distance learning as a primary focus. The course management system is functional and simplistic. Each course has the same layout, provides each learner with course descriptions, found in the Course Contents. Lectures for this course were prerecorded and are reviewable as audio files (mp3 format) or video files (flash format).
Does the course follow the recommendations for online instruction as listed in your course textbook?
Simonson, et al., lists, as noted by the Massie Center, five abilities that e-learning standards should enable:
1. Interoperability
2. Re-usability
3. Manageability
4. Accessibility
5. Durability
The Yale Open Courses are easily accessible and manageable through various systems. The prerecorded lectures and coursework can be reused for other sessions or courses. Each course has survey or evaluation to be completed by the learner upon finishing the course. All course materials are made available at all times. Lastly, the course management system is flexible in is design, making upgrades or course re-design simple.
Does the course designer implement course activities that maximize active learning for the students?
Effective communication is a critical aspect of distance learning. This particular open course utilizes study groups to facilitate communication amongst student peer groups. The study groups, in my opinion, represents an activity that supports the learning process. The study groups illicit further discussion of course topics and assignments, serves as a method to stimulate learner engagement through the process, active learning.
References:
Open Yale Courses: A free open website offering a number of introductory courses taught by Yale University professors. http://oyc.yale.edu/
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
Wayner, P. (2011). Open source programming tools on the rise. 13 open source development projects making waves in the enterprise. Retrieved July 30, 2011 from http://www.infoworld.com/d/application-development/open-source-programming-tools-the-rise-740?page=0,0&source=fssr
Saturday, July 16, 2011
Selecting Distance Learning Technologies Assignment
Scenario-Asynchronous Training-In an effort to improve its poor safety record, a biodiesel manufacturing plant needs a series of safety training modules. These stand-alone modules must illustrate best practices on how to safely operate the many pieces of heavy machinery on the plant floor. The modules should involve step-by-step processes and the method of delivery needs to be available to all shifts at the plant. As well, the shift supervisors want to be sure the employees are engaged and can demonstrate their learning from the modules.
Technology can be a great asset to enhance learning. The fore mentioned example will rely on technology in great detail for its implementation. To provide and effective asynchronous training module design, an instructional designer should consider or incorporate Charles Wedemeyer’s Theory of Independent Study and/or Borje Holmberg’s Theory of Interaction and Communication. Wedemeyer set forth a system with 10 characteristics emphasizing learner independence and adoption of technology as a way to implement that independence (Simonson, Smaldino, Albright & Zvacek, p.42). In addition, Holmberg asserted, according to Simonson, et al, teaching and learning rely on mediated communication, usually based on preproduced courses.
The safety training modules requested by the biodiesel manufacturing plant would best be implemented through the use of prerecorded media and the use of a course management system. The need is for a step-by-step process the outlines safety procedures for operation of heavy machinery, but the target audience is limited in time due to the plant operating in shifts. Evaluation of the modules effectiveness and the learner’s information processing ability is also required.
Course Management Systems allow podcasts to be uploaded, viewed infinitely, with no restrictions on start and stop points, turning synchronous learning into asynchronous through the use of the internet for course delivery. A podcast provides the flexibility and medium for the process to be divided into individual learning modules. Rather, it is best to “chunk” a 50 minute class into five or six single-concept blocks, each as a separate learning object (Simonson, Smaldino, Albright & Zvacek, p97). Thereby meeting the need designated by the client.
In a study conducted by Chris Evans for the Centre for Educational Multimedia, the use of podcasts as a revision tool used by learners after their traditional lecture course has finished, but before their final examination, was conducted. Their interest was in learner perceptions of the technology, which lead to the development of a learner-centred design, noting the learners’ opinions on the course revisions and implementation of podcasts. As a result, the students reported that the podcasts were “efficient, effective, engaging and easily received learning tools.” Podcasting appears to have significant potential for enhancing the revision process (Evans, 2007).
The question of whether listening or watching something repetitively means you have processed information and can retrieve it, is the basis for the study conducted by Reynolds and Bennett with students working towards a Foundation Degree in e-learning. The study focused on student responses to two questions:
1. Do students like listening to educational podcasts?
2. Do students learn from using podcasts?
In this case study, results were largely favorable of the effectiveness and usefulness of the podcasts, though a significant number reflected negatively. The negative responses were narrowed down to the learners experience with particular modules, they were given a total of 13. Reynolds and Bennett report the following recommendations on the use of podcasts in teaching and learning have been drawn from the findings of the study; ensure pace, style, content and length of podcasts consider guidelines based on the research of Cebeci and Tekdal (2006) and of Kallinen and Rajava (2005):
• Podcasts should be less than 15 minutes. long
• Recordings should be logically sequenced.
• Speech should be interspersed with music.
• Content should be placed in the context of the course of study and of the learner’s own working practice.
• Pace of speech should be approximately 143 words per minute.
• Ensure that audio content forms part of a wider range of learning activities that allow students to process, discuss and apply what they have heard and to gain formative feedback on their responses.
• Recommend that students undertake cognitive activity whilst listening to the podcasted material but take account of the type and level of learner in deciding upon the form this activity should take. Lower level learners might appreciate structured activities which higher level learners might find inhibiting.
• Inclusion of audio content may help students to retain information more effectively than purely text-based delivery.
• Provide appropriate metadata for podcast episodes to allow learners to glean the essentials and assess the relevance and content of the episode before they listen to the whole thing.
References:
Evans, C. (2007). The effectiveness of m-learning in the form of podcast revision lectures in higher education. Science Direct Computers & Education 50 (2008) 491–498. Retrieved from http://uwpodcast.pbworks.com/f/Podcast_Effectiveness.pdf
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
Reynolds, C. , Bennett, L.(2008). A social constructivist approach to the use of podcasts. Association for Learning Technology, Issue 13, July 2008. Retrieved from http://newsweaver.co.uk/alt/e_article001142653.cfm
Cebeci, Z. & Tekdal, M. (2006) ‘Using Podcasts as Audio Learning Objects’ Interdisciplinary Journal of Knowledge and Learning Objects, v2, pp. 47-57
Sunday, July 3, 2011
Defining Distance Learning
Defining Distance Learning
Distance learning is continuously evolving, in my opinion. Now, if the previous statement is confirmed true, then the notion that the definition of distance learning is always changing should be validated as well. At first introduction to distance learning, I considered it to mean online classes (in education settings) or meetings/trainings (in professional settings) conducted through the use of technology, for individuals that were incapable of participating in that class or meeting in person. Over time and experiences, my personal definition of distance learning has evolved or changed.
Simonson, et al, expound, in great detail, various definitions of distance education, including components, such as the concept that distance education is institutionally based, has separation of the teacher and the student, incorporates interactive telecommunications, and lastly involves connecting learners, resources, and instructors. I would also push the notion further to say the definition of distance learning or education should incorporate time in some context. Whether from personal educational achievement or workplace performance, my experience or use of distance education was always shaped by the nature of its ability to factor in time, or shall I say time management.
Now, this evolving definition of distance learning or education can be contributed to several factors, such as, need, technology advancements, and learning environments. Through my studies, as a student at Walden University, the distance learning phenomena has included the components noted by Simonson, et al, but has effectively taken advantage of this learning experience by the flexibility in its use of time for non-traditional students, such as myself. In my professional setting, distance learning has become an integral service offering in response to time, cost effectiveness, and technology.
Distance learning or education is much more complex and possibly not quite easily definable with one set grouping of words. So, it is quite understandable how this phenomena can illicit such an array of definitions. When asked, in reference to changes in the definition of distance learning, “Do you think these changes are based on a person’s profession or by how much technical knowledge he/she has,” I would have to say both provide supportive context for “a definition”. Open learning shifts from mass production and mass consumption to a focus on focal and individual needs and requirements (Simonson, Smaldino, Albright, & Zvacek, p.35). Now, before becoming a Walden student, my only interaction with distance learning was limited to my professional context, which I might add, was limited to videoconferencing, conference calls, or webinars for conducting meetings or continuing education trainings for social service providers. My limitations or experience was directly reflective of my profession and technical knowledge. Now, as an online student, I am a distance learner, gaining knowledge and experience through an institution, but notably separated (physically) from my peers and instructors, using interactive technologies, and connected to other learners and resources.
Now, at the onset of a Master’s level class and discussion on Distance Learning, combining both professional and personal experience with distance learning, I anticipate my position or definition to continue to evolve. Incorporated below is my expounded definition, via mind map, of distance learning. Through this exercise, I might add, I was challenged by my own definition, and the influence this week’s resources (through my Distance Learning class) are having on me. Just as noted by Simonson, et al, my position may correlate with or reflect opposing opinion to that of others, but I welcome that discussion as well.
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Reference:
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
Distance learning is continuously evolving, in my opinion. Now, if the previous statement is confirmed true, then the notion that the definition of distance learning is always changing should be validated as well. At first introduction to distance learning, I considered it to mean online classes (in education settings) or meetings/trainings (in professional settings) conducted through the use of technology, for individuals that were incapable of participating in that class or meeting in person. Over time and experiences, my personal definition of distance learning has evolved or changed.
Simonson, et al, expound, in great detail, various definitions of distance education, including components, such as the concept that distance education is institutionally based, has separation of the teacher and the student, incorporates interactive telecommunications, and lastly involves connecting learners, resources, and instructors. I would also push the notion further to say the definition of distance learning or education should incorporate time in some context. Whether from personal educational achievement or workplace performance, my experience or use of distance education was always shaped by the nature of its ability to factor in time, or shall I say time management.
Now, this evolving definition of distance learning or education can be contributed to several factors, such as, need, technology advancements, and learning environments. Through my studies, as a student at Walden University, the distance learning phenomena has included the components noted by Simonson, et al, but has effectively taken advantage of this learning experience by the flexibility in its use of time for non-traditional students, such as myself. In my professional setting, distance learning has become an integral service offering in response to time, cost effectiveness, and technology.
Distance learning or education is much more complex and possibly not quite easily definable with one set grouping of words. So, it is quite understandable how this phenomena can illicit such an array of definitions. When asked, in reference to changes in the definition of distance learning, “Do you think these changes are based on a person’s profession or by how much technical knowledge he/she has,” I would have to say both provide supportive context for “a definition”. Open learning shifts from mass production and mass consumption to a focus on focal and individual needs and requirements (Simonson, Smaldino, Albright, & Zvacek, p.35). Now, before becoming a Walden student, my only interaction with distance learning was limited to my professional context, which I might add, was limited to videoconferencing, conference calls, or webinars for conducting meetings or continuing education trainings for social service providers. My limitations or experience was directly reflective of my profession and technical knowledge. Now, as an online student, I am a distance learner, gaining knowledge and experience through an institution, but notably separated (physically) from my peers and instructors, using interactive technologies, and connected to other learners and resources.
Now, at the onset of a Master’s level class and discussion on Distance Learning, combining both professional and personal experience with distance learning, I anticipate my position or definition to continue to evolve. Incorporated below is my expounded definition, via mind map, of distance learning. Through this exercise, I might add, I was challenged by my own definition, and the influence this week’s resources (through my Distance Learning class) are having on me. Just as noted by Simonson, et al, my position may correlate with or reflect opposing opinion to that of others, but I welcome that discussion as well.
Reference:
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
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