Distance Learning in the 21st Century: 2011

Sunday, June 12, 2011

What can occur when Scope Creep is not managed effectively in a Project?

What can occur when scope creep is not managed effectively in a project is the following: loss of time and budget, credibility with client and stakeholders, loss of Project Manager’s reputation, loss of team member accountability and commitment to the project.

I used to work at a non- for profit agency, where the Director (Project Manager) had a history of not meeting with her staff to discuss the needs of the client and the potential progress of the project. It is alleged that I had been hired to do the work that four other individuals had attempted to do in a period of 1and a half years. As a result, the team members were doing their work according to previous knowledge without being able to learn from the project manager what needed to be done and within what time period. There were no written agreements or work orders and this resulted in team members having to edit or modify completed work according to what the PM wanted at the moment, not what the client expected.

This resulted in waste of valuable time and funding and that is why the department was eliminated. Another factor was that the PM never thought that it was necessary to effectively communicate with team members in a timely manner. It would not be strange to witness how the PM would normally be stressed out and would openly advise the staff, if I'm stressed out, everyone will share (the stress) with me!

In this course, I have learned that an ID project can be negatively impacted if the Project Manager fails to communicate effectively with all team members during the planning stages of a project. Allen et al (2008) in Developing Instructional Technology Products Using Effective Project Management Practices (2008) wrote “proper planning, direction and execution of the project are required” that is if a Project Manager seeks to prevent unnecessary crisis in the structural stages of a project. The outcomes of the Project Manager’s failure to effectively communicate with her team were the following. Three team members began to job search due to not wanting to deal with the unethical practices of the Project Manager.

It is obvious that under those strenuous work conditions, something negative was bound to occur. The end result was that the unit was eliminated as all staff members were pink –slipped. After all that occurred, I am glad that I am out of that unprofessional environment and that I am currently taking this course because I can better understand why agencies have lost their business and why non-profit agencies lose departments and valuable staff.

An effective Project Manager should be able to control "scope creep" by clearly communicating the needs of the client and by defining who will work in the project while specifying who the individuals will be, what role and task they have committed to complete within a specified time period. Portney et al (2008) stated it best, from the beginning of the project, " PM's needs to confirm the identities of the people who'll work to support the project, either by verifying the specific people included are still able to uphold their promised commitments or by recruiting and selecting new people to fill the remaining needs" (pp. 82 - 83).

In my former job, the PM decided to micro manage the work of others and according to Portney et al (2008), when PM's choose this route it is often a sign that " the manager is not fully comfortable or confident in their role" (p. 266). In this real case, the former Director or PM did not know how to engage and involve all members of the diverse group. Portney et al (2008) added “PM’s need to understand the planned roles and be comfortable with them" (p. 293). In other words, a PM "can delegate authority... but cannot delegate responsibility. A PM can (only) share responsibility" (Portney et al, p. 295).

I am learning about project management and have been able to compare what just occur in my primary job with how a PM (Director) could negatively impact the success of a project. Another factor was that the PM never thought that it was necessary to effectively communicate with team members in a timely manner. I agree that the PM should be able to control "scope creep" by clearly communicating the needs of the client and by defining who will work in the project while specifying who the individuals will be what role and task they have committed too within a specified time period.

If team members lack the capability to complete an assigned task, this change of scope should be communicated in writing and in a follow-up meeting to allow the client and team members to understand the changes in within the scope of the project.

The Project Manager should also complete a Work Breakdown Report which will address who is responsible for each task and this report should provide updated information regarding the progress of the project with its intended tasks to be included. An effective Project Manager will hold regular meetings, submit emails and communicate with team members on a regular basis to confirm individual progress on the completion of their projects.

In my former job, it is evident that the PM did not know how to engage and involve all members of the diverse group. Portney et al (2008) added “PM’s need to understand the planned roles and be comfortable with them" (p. 293). In the future, I will assure to understand what is expected of me and I will only commit to the responsibilities that I will recognize having experience in. For instance, Dr. Stolovich in Defining the scope of an ID Project (2010) video stated that “scoping the project” was a critical step because it would allow the project manager to negotiate the steps to be taken in completing the project and to get approval from the stakeholders.

By defining the scope of the project, Dr. Stolovich (2010) stated that it would allow the project manager to determine what needed to be done, what skill sets team members would need to have, what technical requirements would be needed to be implemented, what standards were required to use SCORM and the PM would be able to determine if the software to be used would be compatible with the design of the project. Dr. Budrovich added in Practioner Voices: Overcoming “Scope Creep (2010) video that the PM was responsible for delivering what was proposed to be delivered by for filling the objectives of the project”.

If the PM fails to communicate and confirm in writing with all team members (Stakeholders) who will be responsible for each stage of the project, how each stage will support the objectives of the project, in what time period the stages will be completed, the PM will experience unnecessary stress, wasted time and can be risking approved budgets in confirming the progress of the project due to lack of support and buy-in by proposed team members. Portny et al (2008) stated “Involving trans functional teams in project planning requires that project managers impose some structure (Work Breakdown, Linear Responsibility Charts) on the planning process” (p.102).

In other words, it is imperative for PM’s to examine who will be the team members and to define what tasks they will be accountable for during the planning and development stages of a project. As a strategy, the PM can schedule weekly meetings with all team members where all project members can collaborate clearly on their progress of their task or if any member has experienced any difficulty completing their assigned tasks.

After meetings are completed, minutes should be produced where all team members can confirm their individual understanding of what phase they are responsible for and where those minutes can be emailed with a confirmation tag which can be set up by an Outlook feature.

This strategy can be effective because team members who were not able to attend the physical meeting can be aware of the points of discussion electronically and would be able to provide feedback that can be further communicated to all team members and further discussed in the next weekly meeting.

Allen et al (2008) wrote in Developing Instructional Technology Products Using Effective Project Management Practices (2008) “All team members need to commit to complete their assigned tasks and communicate if they are not able to meet the requirements of their assignments in a timely manner in order to allow the PM to interview, select and recruit new people who will commit to complete their assign tasks”. Portney et al (2008) wrote “Project managers should inform team members of a project’s approval and planned start date as soon as possible” (p. 83).

Greer, M. (2010) wrote in The Project Management Minimalist, “In a nutshell, the PM needs to meet with all of the stakeholders and conduct a brainstorming session in order to document, in ‘high resolution’ everything you are going to be building. And it’s best to do this as a team, in order to avoid conflicting interpretations of deliverables later as they are being created”.

References

Allen, S. & Hardin, P. (2008). Developing Instructional Technology Products Using Effective Project Management Practices. Retrieved from http://sylvan.live.ecollege.com/ec/courses/59896/CRS-CW-5089754/EDUC_6145_readings/Allen_Hardin_W2_6145.pdf

Greer, M. (2010). The Project Management Minimalist: Just enough PM to rock your projects! (Laureate custom ed.). Retrieved from http://sylvan.live.ecollege.com/ec/courses/59896/CRS-CW-5089754/EDUC_6145_readings/PM-Minimalist-Ver-3-Laureate.pdf

Laureate Education, (Producer). (2010) “Defining the Scope of an ID Project” Retrieved from Walden University eCollege

Laureate Education. (Producer). (2010). Project management concerns: Scope creep. Retrieved from Walden University eCollege

Laureate Education. (Producer). (2010). Practitioner Voices: Overcoming ‘Scope Creep’. Retrieved from Walden University eCollege.

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.

Laureate Education. (Producer). (2010). Project Management and Instructional Design. Retrieved from Walden University eCollege.

Sunday, May 22, 2011

"Post Mortem" Review

1. Are you proud of our finished deliverables (project work products)? If yes, what's so good

about them? If no, what's wrong with them?

· To be absent during the work week

· When PM appeared at the work place, she demanded completed tasks to be edited or modified without giving a reasonable explanation for the abrupt changes

· Team member meetings were rarely held and those were ineffective

· Team member morale disappeared

· Team members opted to leave the organization

· PM failed to review, verbally confirm, or obtain written confirmation of team member responsibilities or confirmed team member intention to participate in the project

· PM failed to scope the project

2. What was the single most frustrating part of our project?

The most frustrating part of the project did not know what to expect from the Project Manager.

3. How would you do things differently next time to avoid this frustration?

In the future, I would assure that the project was scoped in a professional manner by assuring that:

· Understand who are the clients and what are their project needs

· Understand client budget and time limit of the project

· Assure that all objectives assigned to the project are clearly defined

· Communicate clearly by holding regular meetings with client, team members, and stakeholders

· Assure that team members understand their role and responsibilities within the project

· Assure that all team members understand the time limits ad cost of the proposed project

· Obtain team member agreement in writing of what their responsibilities will be in the life of the project

· Assure that a Statement of Work is signed by all team members, client and stakeholders

· Assure that a structured Work Breakdown and Linear Responsibility Chart is prepared during the planning process

· Assure that all stakeholders communicate effectively verbally and in writing

· Assure that we are all aware of “Scope Creep” and understand how to prevent unplanned incidents to occur

· Review and test sections of the project as those are completed to confirm their effectiveness

· Communicate those results to client and team members

· Reward team members who stay on task as they complete their portion of the project

· Communicate to client and all team members when the project is ready to Close

4. What was the most gratifying or professionally satisfying part of the project?

The most gratifying part of the project was effectively communicating with clients and providing exceptional customer service.

5. Which of our methods or processes worked particularly well?

The method that worked well was communicating effectively with the clients.

6. Which of our methods or processes were difficult or frustrating to use?

Trying to convince the Project Manager that her presence and feedback was imperative in order to support the success of the project.

7. If you could wave a magic wand and change anything about the project, what would you

change?

If I would have been part of the Management team, I would have replaced the Project Manager and would have required him or her to hold regular team meetings and to effectively communicate and eventually train the team members how to complete their assigned tasks ( if they did not know how or would have access adequate training sessions) in order to support the progress and completion of the project. If I could wave a magic wand, I would assure that the Project Manager understands that by knowing the needs of the project, by understanding what strategies can be used, by understanding how to plan the objectives of the project and by not shying away from understanding the limitations of a project will assist a project manager to outline the intent, the objectives, the constraints and assumptions that will support the successful completion of any given project.

8. Did our stakeholders, senior managers, customers, and sponsor(s) participate effectively? If

not, how could we improve their participation?

The customers or stakeholders did participate effectively as they worked directly with the team members while understanding that the team was not being supported by the Project Manager.

Reference

The Art of Effective Communication in Project Management

Effective communication can be viewed as an art because an individual should feel confident when talking to others, he or she should always be themselves, should be patient while listening to others speak, should think before speaking to others, should be able to ask questions when not sure of a topic being discussed, and the individual should keep away from sensitive topics such as religion, politics, and/or personal life experiences.

In project management, the project manager, should be able to effectively communicate to his team members and stakeholders about the prospective project. A project manager should be able to select team members, schedule meetings, assign tasks and explain what is the timeline and budget to get a project initiated, scoped, followed through, define deliverables and close the project. An effective project manager will assure that all team members understand what their responsibilities will be and assure that team members commit to their responsibilities by preparing a Statement of Work (SOW) and assuring that all team members sign the SOW understanding the work that they are expected to complete in a timely fashion. The Project Manager should be able to follow up by creating emails and submitting those to all stakeholders to assure that everyone is on the same page and if unexpected issues are present those should be discussed in order to find timely resolution. A Project Manager should be able to find constructive ways to assure that all stakeholders do communicate with each other to create a collaborative work environment. If team members experience difficulty communicating with each other, the Project Manager should be aware of this type of Scope Creep in order to assist team members to resolve barriers of supportive communication. If a Project Manager believes that a team member is not compliant or is unable to complete an assigned task, he or she should be able to interview another qualified candidate that will commit to complete the assigned task and all team members should be aware of the change of team member and what task he or she has been hired to complete. Portney et al (2008) wrote in Project Management textbook Project Managers are responsible for a variety of communication activities during the life of a project …Communications can be formal or informal, written or verbal” (p. 367). “According to the Art of Effective Communication media (2010), a Project Manager can use three different modalities to clearly enhance communications with project stakeholders and those are by the means of emails, voicemail, and face to face. By the use of an email, a Project Manager can convey communication by creating a message that can be used to ask a request where the intent will be to allow both parties to communicate effectively while a record of contacts can be created. By the use of voicemails, the message conveyed can set the tone as to what the sender needs from the receiver of the voice mail. By the use of face to face communication, the Project Manager can meet with a stakeholder in his office, or in any given location at the workplace to confirm information related to the actual project. Face to face communications can also take place during a scheduled meeting or by the use of Skype with the intent to hold a direct conversation of what may be needed by any of the parties. The intent of any of the abovementioned communications is to connect the parties or users in order to allow them to come together to allow them to create meaningful content. It is clear that the Internet will allow multiple users to participate in creating data for the purpose of active collaboration. In Project Management, it is imperative that the Project Manager communicates with members of the team in order to track progress and maintain control.

Reference

Sunday, May 15, 2011

"Post Mortem" Review

I don’t have prior project management experience at the workplace. However, recent incidences occurred at my former job where the department was eliminated due to the Director’s lack of confidence to scope and define the project. I was hired to work as a Senior Job Developer. My responsibilities entailed creating two workshops i.e.; Job Club and Work Readiness meetings. Complete intake assessments of client referrals, document client progress and assure that client became job ready in order to facilitate job placement and job retention. Another main responsibility was to communicate effectively with funding source counselors who provided client referrals. In this project, there was a huge dilemma. The Director was rarely available to communicate with team members as to training or to provide guidance related to project changes (scope creep), she always expected team members to edit or modify client documentation at the last minute without providing a viable explanation, meetings were rarely planned and/or scheduled and when those took place they were not effective because she never sort constructive feedback from team members, she normally appeared to be stressed out and would advise the team that if she was stressed out that she would be sharing the stress. As a result, she began to micromanage the department where the team members began to avoid her and team members sort to leave the agency. During this chaotic work experience, I continued to focus on my responsibilities even though, I had not signed an agreement committing to complete my responsibilities in the project. At the former workplace, there was no Statement of Work, Work Breakdown or Linear Responsibility Charts. However, the stakeholders continued to send to my attention client referrals because they knew that I was the team member who was completing the state-funded documentation and assessing the needs of the clients. Last week, the funding source advised the agency CEO in writings that they intended to immediately stop referring client referrals based on the fact that they had discovered that specific documentation had not been completed by the Director (Project Manager) and they construed that information as committing fraud. In two days, the CEO decided that it would be cost effective to eliminate the department than to re-structure it with competent staff. That is how the team members were pink slipped and the department lost its funding. On the following business day, the District Manager of the state funding source contacted me to offer a training position under the ATTAIN initiative and asked if I was interested in working as a Computer Lab Instructor. I definitely agreed to be part of this training initiative funded by the State department of Education, via email an interview was scheduled for this upcoming week. As Instructor VanErp posted this week, “there's sunshine around the next bend”!! . I am glad that this incident occurred now while in the process of taking this course because the content of this course has provided me and my peers with positive insight on how to avoid the pitfalls that will support project failure or that can prevent the concept known as Scope Creep infiltrating into future projects.

1. Are you proud of our finished deliverables (project work products)? If yes, what's so good

about them? If no, what's wrong with them?

At my former work place, we were not able to complete deliverables and due to this failure, the department lost funding and the department was eliminated leaving the team members without unemployed. I am not proud because the deliverables were not completed effectively due to lack of Project Management follow up. This failure was caused by management failing to supervise the Project Manager who tended:
·         To be absent during the work week
·         When PM appeared at the work place, she demanded completed tasks to be edited or modified without giving a reasonable explanation for the abrupt changes
·         Team member meetings were rarely held and those were ineffective
·         Team member morale disappeared
·         Team members opted to leave the organization
·         PM failed to review, verbally confirm, or obtain written confirmation of team member responsibilities or confirmed team member intention to participate in the project
·         PM failed to scope the project

2. What was the single most frustrating part of our project?

The most frustrating part of the project did not know what to expect from the Project Manager.

3. How would you do things differently next time to avoid this frustration?

In the future, I would assure that the project was scoped in a professional manner by assuring that:
·         Understand who are the clients and what are their project needs
·         Understand client budget and time limit of the project
·         Assure that all objectives assigned to the project are clearly defined
·         Communicate clearly by holding regular meetings with client, team members, and stakeholders
·         Assure that team members understand their role and responsibilities within the project
·         Assure that all team members understand the time limits ad cost of the proposed project
·         Obtain team member agreement in writing of what their responsibilities will be in the life of the project
·         Assure that a Statement of Work is signed by all team members, client and stakeholders
·         Assure that a structured Work Breakdown and Linear Responsibility Chart is prepared during the planning process
·         Assure that all stakeholders communicate effectively verbally and in writing
·         Assure that we are all aware of “Scope Creep” and understand how to prevent unplanned incidents to occur
·         Review and test sections of the project as those are   completed to confirm their effectiveness
·         Communicate those results to client and team members
·         Reward team members who stay on task as they complete their portion of the project
·         Communicate to client and all team members when the project is ready to close

4. What was the most gratifying or professionally satisfying part of the project?
The most gratifying part of the project was effectively communicating with clients and providing exceptional customer service.
5. Which of our methods or processes worked particularly well?
The method that worked well was communicating effectively with the clients.
6. Which of our methods or processes were difficult or frustrating to use?
Trying to convince the (Project Manager) that her presence and feedback was imperative in order to support the success of the project.

7. If you could wave a magic wand and change anything about the project, what would you
change?
If I would have been part of the Management team, I would have replaced the Director (Project Manager) and would have required him or her to hold regular team meetings and to effectively communicate and eventually train the team members how to complete their assigned tasks (if they did not know how or would have access adequate training sessions) in order to support the progress and completion of the project.   If I could wave a magic wand, I would assure that the Director (Project Manager) understands that by knowing the needs of the project, by understanding what strategies can be used, by understanding how to plan the objectives of the project and by not shying away from understanding the limitations of a project will assist a project manager to outline the intent, the objectives, the constraints and assumptions that will support the successful completion of any given project.

8. Did our stakeholders, senior managers, customers, and sponsor(s) participate effectively? If

not, how could we improve their participation?

The customers or stakeholders did participate effectively as they worked directly with the team members while understanding that the team was not being supported by the Director (Project Manager).

References

Thursday, May 5, 2011

Project Management in Education and Training

Foundations of Project Management

Process of Project Management Knutson and Bitz (1991) state that project management includes four phases: planning, scheduling, controlling, and terminating. These phases are distinctive from one another but are interrelated and interdependent. A variety of activities occur in each phase, and various factors need to be taken into consideration. Phase I Planning. The foundation of all projects is the plan (Robertson, 1967; Knutson & Bitz, 1991). The planning phase defines objectives and selects the best actions to attain the objectives. Core processes of this phase include, but are not limited to, scope planning, scope definition, activity sequencing, risk management planning, resource planning, cost estimating, cost budgeting, and project plan development (Knutson & Bitz, 1991; PMBOK®Guide, 2000).

Reference

Hong, Lin(2006). Instructional Project Management: An Emerging Professional Practice for Design and Training Programs. Retrieved from http://sylvan.live.ecollege.com/ec/courses/59896/CRS-CW-5089754/EDUC_6145_readings/Lin_W1_6145.pdf

http://www.youtube.com/watch?v=Jp3P2h9ryw8&playnext=1&list=PLD5A332373F225071

Friday, April 29, 2011

Reflection – Current and future perceptions of distance learning

What do you think the perceptions of distance learning will be in the future?

In order to understand the future of distance learning, we need to understand its past. In the past, distance learning was an isolated learning experience where learning content was printed and distributed in advance. Distance learning took place by correspondence and by the use of television programming. Those are the factors that supported the isolated learning experience. Distance Learning (DL) has become a recognized method for delivering educational content in institutions of higher education. According to Allen and Seaman (2007), improving students’ access to higher education has been cited as a major reason for offering DL courses and programs. Distance Learning involves a student-centered approach in which the instructor takes the role of the facilitator and students engage in peer learning (Maor, 2003; Mitchell et al, 2005). According to Sahin and Shelley (2008) students’ needs and perceptions should be central in the design, development and delivering distance education courses. Overall, the literature suggests that there is a need to understand better the variables that affect student enjoyment of distance learning courses. This may lead to a greater understanding of the benefits and limitations of learning by distance and could be useful to programs considering the implementation of DL initiatives and/ or students planning to enroll in DL.
Today, distance learning takes place from anywhere or anytime by the use of a desktop, laptop, or iphone that is connected to the internet allowing the learner to connect globally in order to discuss ideas and findings with other learners. Today, learners understand that through collaborative practices, distance learners can actively engage in learning experiences with other students, scholars and facilitators of instruction. According to Simonson et al (2009), he defined distance education as “institution-based, formal education where the learning group is separated, and where interactive telecommunications systems are used to connect. George Siemen wrote “connectivist learning theory has the potential to revolutionize education”. Siemen compared how in the early stages of distance learning the goal of distance learning was aimed to serve the economy in its creation, production, and marketing. However, in the 21st century, knowledge is the economy. George supports that learners needs to “unlearn what no longer serves us well”. I support that in the 21st century, we will be able to see the power of connections as we learn to make sense of what we learn as we connect with others in a global web-based learning environment. Connectivism helps to ensure students remain current by facilitating the building of active connections, utilizing intelligent social networking and encouraging student-generated curricula. I think that it is a realistic idea to allow individuals to co-create knowledge in a global, networked environment. George Siemens was correct to make the following distinction in his video stream where he reported “there is an increase of acceptance” (2010). Even though not all learners have learned how to use technology driven tools. Even though, there is an awareness that online courses do exist. Simonson et al reported “Distance education is begging to develop its own rule of thumb” (p.187).
Schmidt et al (2001), reported in Distance Learning: Issues and Concern of Distance Learners article “Students who would be best suited for a distance education course are ones who are self-directed and self- motivated” (p. 4).
In the future, Siemens (2010), supports that what he refers to the “triple helix” will be indicative of how distance learning will be supported as government, education and business will come together for the good of all. In the future, distance learning experiences can be supported via different venues of collaboration in order to effectively communicate a learning experience by the use of cell phones, text chat, Wiki, bookmarking, Facebook, Twitter, Skype, email, instant messaging, web conferencing, YouTube blogs and videos, wikis, and journals.

George Siemens (2004) has captured this mood of connectivity by outlining a new learning theory of the digital age, that of connectivism. Siemens reported that connectivism presents a model of learning “where learning is no longer an internal, individualistic activity” (para #70) and that due to the changes in technology and society and the abundance of knowledge now available, “the ability to plug into sources to meet the requirements becomes a vital skill” (para #69). Siemens (2004) asserts that “Connectivism provides insight into learning skills and tasks needed for learners to flourish in a digital era” (para #70). In relation to adult distance learning both connectivism and the socio-constructivist approach appear to fit appropriately with the primary set of assumptions that Knowles (1973) outlines in his andragogical model of adult learning. Connectivism enables self-directed learning as opposed to teacher dependent learning and socio-constructivism corresponds well with one of the central assumptions of andragogy, that adults prefer to engage in problem centered, rather than subject centered learning.
Adult distance learners have experienced two major developments in
recent years that can dramatically improve their engagement, motivation and satisfaction of learning. Firstly the improvement in synchronous web conferencing software and secondly the explosion in easy to use, easy to communicate social software tools popularly known as ‘Web 2.0’ (specific examples include blogs, wikis, social bookmarking and social
networking). These two improvements, combined with connectivist and socioconstructivist teaching and learning strategies. What this suggests is that future generations of learners will have an opportunity to enhance distance learning and training experiences. Students nor facilitators of instruction cannot escape the reality that learners and learner needs are changing. Oblinger argues (2003) that “new” students, who have been shaped by world events and technology tools, are entering the education system. These students are not passive consumers of educational resources. Oblinger states “colleges and universities may find that understanding and meeting the expectations of - the “new students” is important to their competitiveness” (p.42). In a similar sense, the activities of corporate training must also be reflective of today’s learners. Effective learning design is no longer a formula process. It’s a rich engagement of learners and their needs. Designers of instruction can no longer create only instruction sequences. They must create environments, networks, access to resources, and increase the capacity of learners to function and to foster their own knowledge. Learners should be able to choose how to learn. Students in distance learning experiences are adults, self-motivated, accountable for their own learning. These are factors that need to be taken into consideration and that need to be respected. Learner-centered design focuses on giving the learner the ability to decide what he/she feels is important and relevant. A more dynamic design approach is more reflective of the types of challenges individuals will face when learning through experience and other informal methods. Saskatchewan Education (undated) provides a useful overview of learner-focused learning: “Independent learning requires that people take responsibility for their own learning. Individual responsibility stems from the belief that learning can be affected by effort, and this belief is the critical factor which leads to individuals' perseverance in the face of obstacles.” Learning has moved to reflect today’s work climate. That is why; control must shift to the learner. Learning is not an isolationist activity without intent or aim. Certain learning experiences build skills; others build attitudes, beliefs, or other “soft knowledge”. The ultimate intent of the process is to be able to do or achieve something. In this regard, learning can simply be defined as actionable knowledge. This definition has two components - knowledge: understanding of an implicit or explicit nature, and actuation: Views of knowledge as comprising of “know what” (explicit) and “know how” (tacit) are being combined with doing something contextually with knowledge.

How can you as an instructional designer be a proponent for improving societal perceptions of distance learning?

The challenge for educators and instructional designers are to develop web-based distance education courses that are inclusive not exclusive. Educators should monitor student progress and students should communicate with their online teacher as well as with their peers. Teacher time and proper scheduling allows for greater success in meeting with the student, providing assistance with the material, possibly providing external motivation. Communication is very important in the virtual learning community because it is the brick and mortar of the learning community (Schwier, 2001). The online instructor must be conscious of this reality and stay in communication with the learner. As we already know it will be challenging to create and deliver successful inclusive online courses. That is why instructional designers and facilitators of instruction will need to participate in online discussions since this activity will provide credibility to the discussion and/or the distance learning experience.

How will you be a positive force for continuous improvement in the field of distance education?

If as a future instructional designer, I intend to support the theoretical foundations of online learning which are based on cognitive apprenticeship. It will be important that as a facilitator of instruction that I mentor the models to be used regarding proper discussion etiquette and to guide the discussion in a meaningful way. For example, learners should be able to communicate with their instructor to ask questions or to receive feedback. It has been proven in any learning environment, that students will share tacit knowledge when they feel comfortable in a learning environment. That is how instructors will be able to evaluate what information and skills have been internalized or not. That is why, it is important to promote interaction and social presence in distance learning environments. Learners need to feel socially present interacting online (McIssac et al., 1999). As learners complete their educational goals, and begin to engage in their chosen community, they can claim membership to the community and feel socially present when interacting.

References
Laureate Education (Producer). (2010). The future of distance education. [Online]. Retrieved from Walden University eCollege.
Schmidt, E., & Gallegos, A. (2001). Distance learning: Issues and concerns of distance learners. Journal of Industrial Technology, 17(3). Retrieved from http://atmae.org/jit/Articles/schmidt041801.pdf
Siemens, G. (2008). A Brief History of Networked Learning. Retrieved February 23, 2009, from http://elearnspace.org/Articles/HistoryofNetworkLearning.rtf
Siemens, G. (2008). Complexity, Chaos, and Emergence. Retrieved February 23, 2009, from http://docs.google.com/Doc?id=anw8wkk6fjc_15cfmrctf8
Siemens, G. (2008). Learning and Knowing in Networks: Changing Roles for Educators and Designers. Retrieved December 27, 2008, from http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf
Siemens, G. (2008). New structures and spaces of learning: The systemic impact of connective knowledge, connectivism, and networked learning. Retrieved December 10, 2008, from http://elearnspace.org/Articles/systemic_impact.htmearners, resources, and instructors” (p. 32). http://sylvan.live.ecollege.com/
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson

Sunday, April 17, 2011

Application: Converting to a Distance Learning Format

The training manager needs to determine why the traditional learning has been ineffective and what the needs of the trainees are. Considering the need to maintain minimum spending, I would recommend the manager would choose between one of these three options: a CMS, a blog site or a wiki site which are all available at no cost.
A CMS would allow trainees to communicate via discussions, surveys and assessments.
A blog site would offer an opportunity to trainees to access information and engage in communication as they share ideas, opinions, and resources.
A wiki site would permit trainees to access and share information that can be used to facilitate group and individual interactions.
The manager would be able to use his training modules and incorporate them to a more conceptualized training. Trainees would be able to learn at their pace within a timeframe and they would be able to exchange ideas with each other and to review the training material as much as they would need too.
The trainer’s role will change in that he or she will monitor student progress in consideration of how content is effectively learned. The course content will be the focus; student learning opportunities will drive and allow for communication through collaborative activities.
To ensure trainee communication online, the trainer will indicate the requirement for trainee participation and offer guidelines for trainee introduction which will be located in the course description and in the syllabus.

The PDF file link is below.
https://docs.google.com/document/d/15WcQcn-mCj__TPLWqw81lSByD_GkGxI0ojGnwivyu_A/edit?hl=en#

Application: Converting to a Distance Learning Format

What are some of the pre-planning strategies the trainer needs to consider before converting his program?
The training manager needs to determine why the traditional learning has been ineffective and what the needs of the trainees are. Considering the need to maintain minimum spending, I would recommend the manager would choose between one of these three options: a CMS, a blog site or a wiki site which are all available at no cost.
A CMS would allow trainees to communicate via discussions, surveys and assessments.
A blog site would offer an opportunity to trainees to access information and engage in communication as they share ideas, opinions, and resources.
A wiki site would permit trainees to access and share information that can be used to facilitate group and individual interactions.
What aspects of his original training program could be enhanced in the distance learning format?
The manager would be able to use his training modules and incorporate them to a more conceptualized training. Trainees would be able to learn at their pace within a timeframe and they would be able to exchange ideas with each other and to review the training material as much as they would need too.
How will his role, as trainer, change in a distance learning environment?
The trainer’s role will change in that he or she will monitor student progress in consideration of how content is effectively learned. The course content will be the focus; student learning opportunities will drive and allow for communication through collaborative activities.
What steps should the trainer take to encourage the trainees to communicate online?
To ensure trainee communication online, the trainer will indicate the requirement for trainee participation and offer guidelines for trainee introduction which will be located in the course description and in the syllabus.

Sunday, April 3, 2011

Open Source Course Ware

Week Five Application: Open Source Blog Assignment

Open Source course wares are known as a content management system or a collaborative portal system. Open source course ware promises to be reliable, flexible, and of good quality The open source that I selected for this week’s blog assignment was The Massachusetts’s Institute of Technology site in order to review the Introduction to Computer Science and Programming course. This is the URL to access the open source course: http://ocw.mit.edu/index.htm.
In reviewing the open source course, I found that the course appears to be carefully pre-planned and designed for a distance learning environment because the site provided the following resources to support the learning needs of students:

• Course Home Page
• Syllabus Page
• Calendar Page
• Readings Page
• Video/lectures Page
• Assignments Page
• Exams Page

Simonson et al (2009) stated in Chapter Nine “Instructors of online courses must make the course organization, calendar, activities and expectations as clear as possible” (p. 249). The purpose is to recognize the needs of the learners as they will need this type of structure to in order to stay ‘organized and on task’. That is how the course appeared to be carefully pre-planned and designed and it did follow the recommendations for online instruction as listed in our course textbook.

For example, the open source identified for who the course had been designed for, it stated the purpose of the course and its assignments, it provided examples of acceptable topics, it identified the required components of the assignments, due dates and point values, it provided instructions for submitting completed assignments (Simonson et al, p. 249). Moreover, the course provided links to features such as video lectures, assignments (12), transcripts and to an exam and solution section. The course description provided a clear learner analysis and objective. The site offered a Join a Study Group section that invited students to sign-up for free. Its intent was to facilitate Q & A, tutoring services, the ability to collaborate and meet with others who were taking the course. The Home page included a technical requirement section which specified that python software would be required to facilitate the use of some files. Other features that were included were a site map, an RSS feeder link, and privacy and terms of use link. The Home page provided information of what level of learners the course had been designed for and provided the names of the professors who would teaching the course. A site tour video was also provided to teach learners how to navigate the open source course management system and for the introduction of the course a video was created to discuss the following topics: goals of the course, which also included the introduction of what was computation, what were data types, what were operators and variables. I like the idea that a playlist of class room lectures was created, a transcript as provided for each lecture and the managing system allowed learners to download videos. Simonson et al (2009) reported “Student assessments must be designed to reflect the specific behaviors identified in the course outcomes” (p. 250). What this suggests is that if I were to be interested in taking one of the free courses offered by the open source that it would be available to me for free. I would just need to assure that I had accessed to their required software in order to access course content. I and other learners would be able to complete courses anytime and from anywhere. Simonson et al (2009) stated that open source software was intended to be freely shared and could be improved upon and redistributed to others” (p. 256). The open source did implement course activities to maximize the active learning experiences of students by designing and providing the following activity links:

Activities: twelve
A very simple program: entering and printing your name (PDF)
Computing prime numbers, product of primes (PDF)
Diophantine equations (PDF)
Matching strings: a biological perspective (PDF)
Simulating a retirement fund (PDF)
Word games (PDF)
Word games 2 (PDF)
Review problems (PDF)
Dynamic programming (PDF)
Object-oriented programming; graphical user interface for word game (PDF)
Classes and methods (PDF)
Simulating robots (PDF)
Simulating virus population dynamics (PDF)

To conclude, I have learned that Open Source courseware is a production that will allow a community of learners to globally collaborative with multiple learners due to its access and capabilities. Blogs, Wikis and Podcast are other types of open source software that are open to the public and can be modified by users to fit their own learning needs.

References
http://en.wikipedia.org/wiki/Open_source_appropriate_technology
Creative Commons Attribution (2009), Open Source Initiative. Retrieve from http://opensource.org/
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.