Scope Creep

            Personally I was a part of creating a training program for teachers that was intended to instruct on a specific curriculum. However, because of the goals of the organization at the time, the curriculum training became a time for training, as well as, curriculum mapping related to state standards and common assessments. The training was intended to last for three days, and within those three days, teachers had to:

• ·         Identify the standards that they taught each year, and how often the standards   were taught.

• ·         Create a curriculum map for the school year that included each subject.

• ·         Begin writing unit plans, and creating common assessments for their grade level teams.

• ·         Create a school-wide curriculum map that displayed when each grade level was teaching a concept.

            So while the original goals of the training were to have the teachers identify the standards they taught throughout the year, and to begin planning their year using a specific curriculum, you can see that the goals of the training expanded greatly. The training development team was basically asked to figure out a way to cram the new goals into the time frame already slated for the training. In the end, teachers were poorly trained, overwhelmed, and unsure of which of the training goals were the most important in regards to completion.

            If I were managing this project, I would have given more time to the teachers, and to the trainers to accomplish the new training goals. To control the scope of the project, I would have had individuals complete a Change of Scope document that outlines the proposed changes, benefits, and contingency plans for dealing with an expanded scope.

            I would have met with the district level individuals proposing the change of scope, and explained the reasons for my concerns. I would have then suggested options that would have required adjustments to the time, budget, or resources to accommodate the new goals. I know that if I had approached the district level individuals with the new budget requirements for the additional goals that they would have seriously reconsidered the scope change. Many times scope change occurs because certain individuals don’t fully understand the logistics behind the changes. A project manager must be assertive when dealing with any member of the project team who wants to expand the project, and be prepared to defend the direction and scope of the project.

Resources

 Portny, S., Mantel, S., Meredith, J., Shafer, S., Sutton. M., & Kramer,B. (2008). Project management: Planning, scheduling, and controlling projects. Hoboken, NJ: John Wiley & Sons, Inc.

Budrovich, V. (n.d.). [Video Program]. Practitioner Voices: Resource Challenges. Laureate Education, Inc.

The Art of Effective Communication

 The Art of Effective Communication             

 This week’s blog assignment was very interesting, and confirmed my beliefs on communicating crucial messages effectively. The assignment entailed viewing the same message through different modalities: email, voicemail, and a face-to-face conversation, (Laurette Education, n.d.). The communication was occurring between two team members, one of whom needed a report from the other team member to meet a deadline within the project. 

Email: My first reaction when reading the email was that I sensed a tone of frustration. While there weren’t any words in all caps, or use of exclamation points (indicative of yelling), there was not a genuine sense of compassion felt in the email. While the giver the of message did mention that they knew how busy the receiver was in their meeting that day, there wasn’t any offer of support or encouragement. If I was the individual receiving this email, and I did not have the report readily available, it would be easy for me to ignore or forget about the email for several more days until I had it complete.  Something even more important about email is that if the receiver of the message has been very busy, they are most likely inundated with emails from many different departments, and are less likely to even get to your email in a timely manner. If you were to use email with stakeholders, a request for response would be necessary within the message, so that you know when the message was received, and if a response is not given, then you can try other forms of communication, (Stolovich, n.d.).

Voicemail: My first reaction to the voicemail was that I sensed a tone of frustration, and not a true sense of compassion for how busy the receiver of the message has been. Again, if I received this voicemail, and did not have the report readily available, it would be easy to put off getting the report to the giver of the message in a timely manner. However, if I were to receive a voicemail, the message would be heard as more crucial than if it were sent via email. To me, if a person leaves a voicemail this usually means that they have already tried communicating with me via email, and now they are trying voicemail, and maybe I should start listening to their needs a little more carefully.

Face-to-face:  When receiving the face-to-face message, the giver was smiling, and seemed open to a conversation, rather than a one-sided demand. While the words were still the same, the individual’s body language helped me to feel more comfortable, and less like I was in trouble for the delayed report. As stated by Dr. Stolovich (n.d.), 93% of communication occurs within the tone, body language, timing, and frequency of the message.  When dealing with this specific message, and its crucial nature, I would recommend a face-to-face message, so that the giver knows that the receiver has heard the message, and that action can be taken quickly.

When working with stakeholders, the project manager needs to identify which forms of communication are preferred within the organization. Also, project managers need to identify the importance of the message, and use the appropriate form of communication. When giving oral communication, you should always send a follow-up email to the stakeholder stating what was discussed, so that you have a trail of documentation, (Achong, n.d.). As stated by Budrovich (n.d.), communicating effectively throughout a project is a true art.

Resources

Achong, T. & Budrovich, V. (n.d.). Practitioner voices: strategies for working with stakeholders. Retrieved on July 7^th, 2012 from: https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1340289_1%26url%3D

Laurette Education, Inc. (n.d.). The art of effective communication. Retrieved on July 8^th, 2012 from: http://mym.cdn.laureate-media.com/2dett4d/Walden/EDUC/6145/03/mm/aoc/index.html

Stolovich, (n.d.). Communicating with stakeholders. Retrieved on July 7^th, 2012 from: https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1340289_1%26url%3D

Project Post-Mortem

               The project that I was involved in was creating a curriculum map for the coming year that showed an overview of the topics that the 2^nd grade teachers would cover in an academic year.  This map had to be correlated to state standards, and to the various curriculums that we were implementing. In total, this ended up being a 60 page document that contained a lot of information.  The project was successful because we had highly qualified subject matter experts on our team who were able to model what the curriculum mapping process looked like. We had a great frame of reference for our starting point.

                 

             The project could have been more successful, if every team member was held accountable to completing portions of the curriculum map, and if each individual performed to the same work standards. This is where a work breakdown structure or a work-order agreement would have helped everyone understand their role on the team. I also believe that a linear responsibility chart would have allowed each team member to see how they fit into the big picture, (Portny, 2008). Individuals on the team were not sold on the importance of a curriculum map, so of course they did not give as much effort as expected on the project.

                 

              Something that would have motivated the supporters to complete their tasks could have been a small stipend that would be given as a reward for fulfilling the work-order agreement.  The importance of choosing strong candidates to fill project positions was also reiterated throughout this project. As mentioned by Portny (2008), candidates should have been chosen after speaking with human resources. In the case of the curriculum mapping project, each teacher was required to participate in the project, and so there was very little buy-in.

               

               Lastly, the amount of time given to the teachers to finalize their curriculum maps was only two weeks. This greatly affected the quality of the curriculum maps, and the time frame should have been expanded.  A post-mortem meeting was not held after the completion of this project.

Resources

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.

Reflection EDUC 6135

Reflection EDUC 6135

Currently, the perceptions of distance education vary, and although distance education programs have increased in size, may individuals still have concerns related to distance education. As stated by Gambeccia & Paolucci (2009), many stakeholders raise concerns related to academic standards. Based on the interviews that I completed with coworkers this past week, I identified several areas of concerns:

·         lack of face-to-face interactions with peers and instructor

·         reputation of online universities

·         rigor or quality of instruction

These areas of concerns were also identified by Schmidt & Gallegos (2001).

            As Dr. Siemens (n.d.) mentioned, the perception of distance learning is continually evolving with the evolution of technology, and its impact on education. My belief is that distance education will continue to grow, and many will find the benefit in distance learning as technology allows for more simulation and interaction (authentic learning tasks). Considering that many individuals had the same concerns about distance learning 10 years ago, my belief is that it will take at least 10-20 more years for any real change in regards to how individuals perceive distance learning, (Schmidt & Gallegos, 2001).

            As a future instructional designer, it will be important to address the concerns identified by Schmidt & Gallegos (2001), as well as, my coworkers. As mentioned by Gambeccia & Paolucci (2009), distance learning concerns can first be addressed in the way that their programs are marketed to students through the description of its attributes. These attributes include: 1) Faculty, 2) Curriculum, 3) Quality; University Branding/Reputation - 4) Classroom, 5) Distance Learning Expertise; Features/Benefits - 6) Flexibility, 7) Convenience, and 8) Information/Operation (Gambeccia & Paolucci, 2009). However, saying that an online program has great features, without the credibility to say so is a recipe for disaster.

            As an instructional designer, it will be my mission to go above and beyond student expectations in the attributes or features that are a stated benefit of the program I am working for. Not only that, but I will strive to produce students who are well-equipped with the skills that are necessary for their career.  In order to go above and beyond in student and employer expectations, I must continually participate in professional development related to instructional design, and seek out meaningful learning activities that will transfer to real world settings. Through the use of promise, delivery, and continual improvement, societal perceptions toward distance learning will continue to change, and although small to some, I will make a difference in the world of instructional design.

Resources

Gambescia, S., & Paolucci, R. (2009). Academic fidelity and integrity as attributes of university   online degree program offerings. Online Journal of Distance Learning Administration,12(1). Retrieved on June 23rd, 2012 from: http://www.westga.edu/~distance/ojdla/spring121/gambescia121.html

Schmidt, E., & Gallegos, A. (2001). Distance learning: Issues and concerns of distance learners.   Journal of Industrial Technology, 17(3). Retrieved on June 23rd, 2012 from :http://atmae.org/jit/Articles/schmidt041801.pdf

Siemens, G. (n.d.). The Future of Distance Education. Retrieved June 13, 2012 from:            https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2F webapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_5495       15_1%26url%3D

Developing A Hybrid Course: A Checklist

Scenario:

A training manager has been frustrated with the quality of communication among trainees in his face-to-face training sessions and wants to try something new. With his supervisor’s permission, the trainer plans to convert all current training modules to a blended learning format, which would provide trainees and trainers the opportunity to interact with each other and learn the material in both a face-to-face and online environment. In addition, he is considering putting all of his training materials on a server so that the trainees have access to resources and assignments at all times.

Below is a checklist that the training manager can use to create a blended learning format.

Designing a Hybrid Course

• Connect with others in your field who have created a hybrid course, and use them as a reference through the creation and building of the course, (Texas State University, 2012).
• Create a course outline (Texas State University, 2012).
• Chunk large blocks of information into weekly modules, (Texas State University, 2012).
• Write learning objectives for each module, (Texas State University, 2012).
• Once learning objectives have been created, begin creating the assessments or activities that will assess mastery of each learning objective, (Texas State University, 2012).
• Determine whether the assessments or activities will be completed online or face-to-face, and what type of CMS is needed to host the online portion of the course, (Texas State University, 2012).
• Ensure that each assessment or activity can be properly assessed in the chosen learning environment. For example. face-to-face activities should include assessment of psychomotor skills, while online activities can assess content knowledge through collaborative discussions or multiple choice exams, (Texas State University ,2012).
• Determine which type of software or applications are needed for the determined online assessments or activities (blogging sites, wiki sites, etc), (Texas State University, 2012).
• Be careful to not demand too much on your learner because they will be participating in face-to-face and distance learning assignments.
• Create a detailed syllabus with grading expectations, assignments, assessments, course materials, technology list, and course rationale, (Simonson et al, 2012).
• Take into account ADA requirements for the course content (i.e. provide transcripts along with any videos), (Texas State University).

Building a Hybrid Course

• Be wary of the latest and greatest forms of media. This doesn't mean it's always the best, (Simonson et al, 2012).
• Copyright laws must be respected when using existing media, (Simonson et al, 2012).
• Create new media if necessary, (Texas State University, 2012).
• Create active learning opportunities (small group discussions, case study analysis, debates, or virtual field trips), (Simonson et al, 2012).
• Information must transpose between the two learning environments, but activities should not be duplicated in the face-to-face and onlilne environment.
• Provide timelines for all activities, (Simonson et al, 2012).
• Provide access to technical support, and additional resources for students who are new to online learning, (Simonson et al, 2012).
• Create a forum for students to contact the instructor with questions or frustrations, (Texas State University, 2012).
• Develop surveys that can be used to evaluate the overall success of the course, (Texas State University, 2012).

Facilitating a Hybrid Course

• Provide software training for all facilitators, (Piskurich, n.d.).
• Facilitators need to have a clear understanding of each activity or assessment, and the overall pacing of the course before the course begins, (Piskurich, n.d.).
• Facilitators should adjust/ clarify syllabus when necessary (Texas State University, 2012).
• Facilitators should conduct ice-breakers at the beginning of the course that encourage students to interact online and face-to-face to build strong learning communities (Simonson et al, 2012).
• Facilitators should clarify the amount of participation required by students in both the face-to-face and online communities, and the grading system or criteria (rubrics), (Simonson et el, 2012).
• Facilitators need to possess certain qualifications, be compensated, and supported, (Simonson et al, 2012).
• Facilitators must actively participate in all class discussions, and provide extra support and guidance at the beginning of the course, (Simonson et al, 2012).
• Facilitators must provide timely feedback on student assignments/ assessments, (Simonson et al, 2012).
•  Before requiring students to complete assignments online, provide a face-to-face overview of online expectations, and instructions to access the CMS, (Texas State University, 2012).
• Facilitators should provide models of exemplary work for assignments/ assessments, (Simonson et al, 2012).
• Facilitators should provide tips for student success in the blended/hybrid course, (Texas State University, 2012).
• Facilitators need to communicate weekly reminders to students that pertain to the upcoming module in both the face-to-face and online learning environments, (Texas State University, 2012).
• If students miss a face-to-face sessions, they should be able to access the online environment and know what they missed, and what is to come.
• Questions and frustrations should also be addressed in both the face to face and online learning environments by the facilitator, (Texas State University).
•  Use the AEIOU evaluation tool to define areas in need of improvement (Simonson et al, 2012).

References

Piskurich, G. (2012) Planning and Designing Online Courses. Video retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_549515_1%26url%3D

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson

Texas State University. (2012). Hybrid course development. Retrieved on June 10th, 2012 from: http://www.its.txstate.edu/departments/instructional_design/hybrid-course-development.html

Open Courseware

 Open Courseware & Planning

I evaluated a history course distributed through Yale University (2009) in a series of audio/video podcasts that I found through Open Culture (2012). The link to the course is:  http://www.youtube.com/playlist?list=PL023BCE5134243987&feature=plcp

 Simonson et al (2012) state the components of an effective podcast as (pg. 97):

·         A single idea that can be expressed verbally, or if necessary, with audio and appropriate still or motion pictures (not a face talking).

·         3 to 10 minute long recording

·         Part of a series

·         Learning object made available in MP3 format

·         Stored on a website

·         Current and changed frequently

To start, the podcast was recorded in very long segments (30 minutes to 1 hour), and the video portion of the lecture consisted of the lecturer speaking into a microphone. The podcast lacked any still pictures, objectives, or key vocabulary on the screen. As stated by Schlosser & Anderson (1994), “One thing that has been repeatedly demonstrated through research is that lecture, or the ‘talking head’ approach, is the least successful strategy to employ distance education, (pg. 159).

While it was very hard to not fall asleep the first ten minutes of the podcast, and the professor’s throat clearing was getting more and more distracting, I was able to pause, rewind, fast forward, or stop the podcast at any point. In regards to Dale’s Cone of Experience (1946), the learner participates in a single observation task throughout each podcast, but then has the chance to read the additional course materials, or purchase the course texts. According to Dale’s Cone of Experience (1946), learners remember 10% of what they read, and 50% of what they see and hear. Learners remember 90% of what they do, and this course does not allow for the participant to participate in asynchronous activities related to the podcasts, other than reading the course text resources.

In terms of dialoge, the course did not seem to analyze the potential for any type of learner interactivity, except for the general comments that can be left on the YouTube® or iTunes® page. The course resembles production features similar to Fordism.  Fordism courses are mass-produced, without consideration for individualization, (Simonson, Smaldino, Albright, Zvacek, 2012). We know that when it comes to truly effective distance learning, interaction is very important, (Bates, 2003).  For a highly interactive course, these features are recommended (Simonson, Smaldino, Albright, & Zvacek, 2012), (pg. 182):

1 module/ lesson per week

Instructor e-mail to students each week

1 synchronous chat per week

2 to 3 threaded discussion questions per topic, or 6 to 10 questions per week

Instructor comments on discussions as part of threaded discussion board

Progress reports (grades) submitted to students every 2 weeks

With the distribution of this course through iTunes ® or YouTube®, the content is broadcast to anyone with internet and the capability to host iTunes® or YouTube® software. With this in mind, the course did appear well planned in terms of technology, because the required software is accessible, and free. However, as stated by Bates (in Foley, 2003) “Technology is not the issue. How and what we want the learners to learn is the issue, and technology is the tool, (pg. 833).”

The other features of course planning that were discussed by Simonson et al (2012), such as evaluation, and effective teaching strategies were not evident in the final course product. First of all, participants are not evaluated by themselves, an instructor, or their peers. Important teaching practices that are lacking from this course are: the use of multiple forms of media (print, audio, graphics), and discovery learning opportunities or learner choice, (Simonson, Smaldino, Zvacek, Albright, 2012).

Overall, the course that I chose to evaluate did not model a learning environment that required a lot of planning by the instructional design team. I believe that the content being presented by Professor Kagan, could be divided into interactive modules, with many collaborative, discovery learning opportunities, as well as, meaningful assessments or projects.

Resources

Schlosser, C. & Anderson, M. (1994). Distance education: Review of the literature. Ames, IA: Research Institute for Studies in Education.

Foley, M. (2003). The Global Development Learning Network: A World Bank initiative in distance learning  for development. In M.G. Moore & W.G. Anderson (Eds.), Handbook of distance education. Mahwah, NJ: Erlbaum.

Dale, E. (1946) Audio-visual methods in teaching. New York: The Dryden Press.

Kagan, D. (2009). Introduction to ancient greek history. Yale university courses.  Podcast. Retrieved on May 29^th, 2012 from: http://www.youtube.com/playlist?list=PL023BCE5134243987&feature=plcp.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson

Distance Learning Scenario

Distance Education Scenario:

“A high school history teacher, located on the west coast of the United States, wants to showcase to her students new exhibits being held at two prominent New York City museums. The teacher wants her students to take a "tour" of the museums and be able to interact with the museum curators, as well as see the art work on display. Afterward, the teacher would like to choose two pieces of artwork from each exhibit and have the students participate in a group critique of the individual work of art. As a novice of distance learning and distance learning technologies, the teacher turned to the school district’s instructional designer for assistance. In the role of the instructional designer, what distance learning technologies would you suggest the teacher use to provide the best learning experience for her students?”

This scenario presents an interesting opportunity for the creation of a virtual world or virtual learning experience, (Simonson, Smaldino, Albright, & Zvacek, 2012). Simonson et al states,“ [Virtual worlds] have exciting potential for placing students in real-life applications of course content, ( pg. 132).”

Technology Recommendations

As the instructional designer, I would recommend that the teacher use Adobe Flash to put together a “tour” of the new art exhibits. The teacher can upload pictures from the exhibit, and insert reference text where necessary. This text can be linked to audio from Adobe Soundbooth, or another audio recording program, where the curator is able explain each piece of art, as they would to the general audience.  Adobe Flash provides each student the opportunity to zoom in and out on certain images, pause the narration, and control the overall pace of the tour asynchronously.
At the end of the tour, the students can click on certain questions that they may have about the art exhibit, and the curator can share pre-recorded answers to those questions. The teacher can then encourage the students to email any remaining questions to the art curator, by providing the link to the curator’s email address. After the tour is complete, students can participate in an art critique in the face-to-face classroom.
This scenario is an example of Web-Based Distance Education, where the web is used to support the content being presented in a traditional learning environment, (Simonson, Smaldino, Albright, & Zvacek, 2012).

Real-World Examples

Virtual tours have been successfully created by Buffalo State College in New York, as well as the city of Hamilton, Ontario through the use of narration and Adobe Flash.
Buffalo State College: http://www.buffalostate.edu/tour/flash/
City of Hamilton, Ontario: http://museumshamilton.com/hamilton-civic-museums.html?location_num=3

References

Buffalo State College. (2012). Tour. Retrieved on May 13, 2012 from: http://www.buffalostate.edu/tour/flash/.
City of Hamilton. Hamilton civic museums: virtual tours. Retrieved on May 13, 2012 from: http://museumshamilton.com/hamilton-civic-museums.html?location_num=3
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.