Sue's News

Personal Development Plan

2012-02-19T21:39:00.002-08:00

My Personal Development Plan

It is important to develop a personal development plan. Sure, I can go to seminars, workshops, or take a class or two. However, only by reflecting on where I am and where I want to be, can I decide on the most appropriate and effective course of action. This means that I must identify my development needs, choose a development goal, identify the actions that I need to take and the actions my employer can take to help me meet my goals, determine how I will measure the attainment of my goal, and develop a time table for the achievement of my goal (Noe, 2010, p. 377).

My goal is to assume the position of Technology Integration Specialist. This is a position that has been open for the past two years, since the last specialist left. At the same time, I would also probably retain my current position as Chairperson of the Business & Technology Department, splitting my responsibilities between the two positions by teaching half-time. After much reflection, I have determined that the following four types of development will help me to attain my development goals:

Continue my formal education to obtain my Ph.D. in Educational Technology (Noe, 2010, p. 350). This would have to be through a university. My rationale for this is that I need more exposure to how to effectively use technology in the classroom. I also need more experience in learning how to research new technologies and their effectiveness in the classroom.

I should also attend management training (Noe, 2010, p. 352). Although I have been department chair for five years, I have no formal training in management. I have one employee who consistently puts in the least amount of effort needed to get through the day. I have requested that he update the curriculum for two of his classes for two years, but he still has not does this task.

In order to help improve my management skills, I would also like to institute 360-degree feedback (Noe, 2010, p. 361-362). The results of this feedback from administration, faculty, students, and parents would help me to identify my strengths and weakness, both as an educator and in my managerial role.

Finally, as a result of the previous steps, my ultimate goal is to be transferred to the position of Technology Integration Specialist (Noe, 2010, p. 368-369). Although this would not be a promotion, I would assume many new responsibilities that would allow me to utilize the knowledge and skills I have gained from my education in Instructional Design and Technology and from the degree I intend to pursue in Educational Technology. I look forward to the new challenges that I will face in this position. I also look forward to the satisfaction I will receive by helping other educators effectively utilize technology in their classroom.

References

Noe, R. A. (2010). Employee training and development (5^th ed.). New York, NY: McGraw Hill.

School-Wide Employee Development Plan

2012-02-19T21:33:00.000-08:00

Companies that institute effective employee development plans rooted in their mission, goals, and values, typically have a more flexible and talented work force (Noe, 2010, p. 346). The following PowerPoint presentation explains why our school should create a school-wide employee development plan.

Technology's Impact on Training & Education

2012-02-09T20:19:00.000-08:00

High-Tech Training

When new technologies are developed, they often get hailed as being the next greatest educational tool. Technology has made it easier to connect learners at remote locations, allows trainees to access training anytime or anyplace at their convenience, allows trainees to progress at their own pace, and often offers trainees access to just-in-time training. However, technology is expensive and trainees must be motivated to access the training (Noe, 2010, p. 337). Often technology is used inappropriately.

Research has also shown that different types of learning require different learning approaches. Traditional face-to-face learning is often more effective for teaching skills that call for interaction among trainees or when they need instructional support. Technology-training is effective to transfer knowledge. Usually, a blended approach, utilizing both traditional and technology training results in optimized learning and transfer (Noe, 2010, p. 336).

For these reasons, technology will continue to have an increased impact on training into the future. Below, I will discuss the impact of five types of technology used for training will have on how people learn and interact.

Five Technologies Used in Training/Teaching

Technology	Impact on How People Learn and Interact	Implications for Training
Simulations http://www.designingdigitally.com/ portfolio/simulations/firefighter-training- simulation-revas-process	Trainees can practice dangerous skills in a risk free environment. Trainees can take risks and get immediate feedback on the results. They can see the difference between different approaches. They can be exposed to more situations than is possible in traditional training. They can access the simulation anywhere, anytime. They are meaningful and engaging. Provide a consistent message. (Noe 2010, p. 320)	Development costs are higher, although costs are decreasing. Situations must be realistic or transfer will not occur. Trainees must be provided with immediate feedback on the results of their decisions. Best for teaching skills that can be learned through repetition. (Noe, 2010, p. 319-320).
Electronic performance support systems (EPSS) http://www.google.com/imgres?imgurl= http://www.ifen.unibw-muenchen.de/ research/Simulation_Anflug.jpg& imgrefurl= http://www.ifen.unibw-muenchen.de/research/ gnss_simulator.htm&h=365&w=500 &sz=23&tbnid =3XDD2r0BMZiTMM:&tbnh=97&tbnw =133&prev=/search%3Fq%3Dsimulation %2Bimages %26tbm%3Disch%26tbo%3Du&zoom= 1&q=simulation+images&docid= 0D7HwWAuV6YhdM&sa=X&ei= M1Q0T767Dcj40gHZ3unlAg&ved= 0CDoQ9QEwBw&dur=5430	Allows trainees to reach desired performance levels in the quickest time possible, with the least support from other people. Trainees do not need to acquire the skills/knowledge, but are provided with an assistant, librarian, teacher, and advisor to help automate the task into a step-by-step process. (Noe, 2010, p. 329) The provided link to the EPSS at the left actually incorporates a simulator into the system. (Institute of Geodesy and Navigation, n.d.)	During the needs assessment, it must be determined that trainees do not need to learn the skills/knowledge, but only need assistance to perform the task. Training must be provided on how to use the EPSS. (Noe, 2010, p. 329)
Mobile phones http://www.google.com/imgres?q= using+mobile+phones+to+deliver +training&hl=en&client= firefox-a&hs=wAg&sa= X&rls=org.mozilla:en-US:official &biw=1366&bih=596& tbm=isch&prmd=imvns&tbnid =tfroYs4QaqD4KM:&imgrefurl= http://www.didmo.com/index.php/ news/34/59&docid=ks5oYCIqxlkf 3M&imgurl= http://www.didmo.com/uploads/images /Skillbuilder-phone-SML.jpg&w= 489&h=532&ei=jm80T8P sAbSv0AGs_tWqAg&zoom=1& iact=hc&vpx=809&vpy=4& dur=4106&hovh=234&hovw=215 &tx=119&ty=118&sig= 113946661045861615354&page= 2&tbnh=132&tbnw=121& start=19&ndsp=27&ved=1t:429 ,r:17,s:19	In addition to being used for communication, mobile phones allow trainees to access online courses and virtual learning programs. This coursework can be accessed anywhere and at anytime. Trainees have control over the pace of the courses. (Ahmad & Orton, 2010, p. 48) IBM has found that mobile phones can be successfully used as an EPSS to increase trainee job performance. (Ahmad & Orton, 2010, p. 48-49)	It is important to only provided relevant information to the trainee. Access to information should be achieved in three screens or less. Information should be chunked so trainees do not have to scroll; bullets and tables work well with content on mobile phones. Limit the use of images to improve download time; trainees tend to only wait 30 seconds for information. Trainees prefer less information and fewer options when working on a mobile phone. Content should be presented with a familiar user interface. (Ahmad & Orton, 2010, p. 48-49)
Virtual Worlds http://www.google.com/imgres?q=second +life+education+image&hl=en& client=firefox-a&hs=pVM&sa= X&rls=org.mozilla:en-US:official& biw=1366&bih=596&tbm=isch& prmd=imvns&tbnid=AEtOmmtlFIQwMM: &imgrefurl=http://edutechtalks.wordpress. com/2010/07/29/second-life/&docid=tuH3Ah _jH-FA4M&imgurl=http://edutechtalks.files. wordpress.com/2010/07/second-life-education.jpg &w=520&h=390& ei=nn40T5epH4ro2QX5kYH4AQ&zoom =1&iact=hc&vpx=940&vpy= 143&dur=9126&hovh=194&hovw= 259&tx=143&ty=110&sig= 113946661045861615354&page=1& tbnh=122&tbnw=158&start=0& ndsp=21&ved=1t:429,r:5,s:0	Virtual worlds are 3-D representations of the real world and are being used in training for classes, simulations, and role-playing. Trainees learn in a risk-free environment alone or with peers. The strength is the realistic situations that actively involve the trainees in learning. Second Life has developed actual workplaces for companies to conduct their training, such as IBM. These realistic world workplaces help transfer learning. Trainers, managers, and other employees can be teachers. Employees can interact with each other and see the results of different decisions. Trainees from multiple locations can access the virtual world from anywhere. (Noe, 2010, p. 321-322).	The more realistic the virtual world, the better the transfer of skills and knowledge. First-time trainees may have difficulty using the technology, decreasing transfer. (Noe, 2010, p. 322). Trainees should have access to the virtual world before training to gain familiarity with the technology so the novelty of the technology does not decrease learning.
Podcasts http://www.google.com/imgres?q=podcast+image &hl=en&client=firefox-a&hs=AG2 &sa=X&rls=org.mozilla:en-US:official &biw=1366&bih=596&tbm=isch &prmd=imvnsfd&tbnid=53sX-a2U6s K21M:&imgrefurl=http://www.amnh.org/news /2012/01/podcast-knocking-on-heavens-door-with-lisa -randall/&docid=aKpiL8YxAAXNsM&imgurl =http://www.amnh.org/news/wp-content/uploads/2009/ 12/podcast_logo.jpg&w=706&h=706&ei =2YQ0T-zQMoaosQKOzpGvAg&zoom=1&iact=hc& amp;vpx=313&vpy=97&dur=548&hovh= 225&hovw=225&tx=116&ty=103&sig =113946661045861615354&page=3&tbnh= 130&tbnw=130&start=56&ndsp=30&ved=1t:429,r:23,s:56	With podcasting, recorded material can be downloaded from the Internet and listened to at the trainees’ convenience. The power is that the podcasts can be edited, rather than a raw, recorded lecture. Trainees have access to information they may otherwise not have access to or can use it to review information that they do not completely understand. Podcasts activate multiple senses for learning. Podcasts also appeal to different learning strategies. (Scutter et. al., 2010, p. 181)	The material should be edited to include only relevant information. The information should be useful and effective for learning. How the trainees will be using the podcasts should be determined. If using to listen to small segments, the information should be chunked. If being used in conjunction with a PowerPoint presentation, the entire recording can be recorded. (Scutter et. al., 2010, p. 187) However, using the podcasts merely to replay the lectures results in passive learning. Therefore, it may be more appropriate to use the podcasts to explain key points (Scutter et. al., 2010, p. 189)

References

Ahmad, N., & Orton, P. (2010). Smartphones make IBM smarter, but not as expected. Training and Development, 64(1), 46-50.

Designing Digitally. (2012). Simulations: Firefighter training simulation – REVAS process. Retrieved from http://www.designingdigitally.com/portfolio/simulations/firefighter-training-simulation-revas-process.

DIDMO. (2011). DIDMO and success associates first to extend distance learning to mobile phones. Retrieved from http://www.didmo.com/index.php/news/34/59.

Institute of Geodesy and Navigation. (n.d.). Galileo & GNSS-2. Retrieved from http://www.ifen.unibw-muenchen.de/research/gnss_simulator.htm.

Noe, R. A. (2010). Employee training and development (5th ed.). New York, NY: McGraw Hill.

Scutter, S., Stupans, I., Sawyer, T., & King, S. (2010). How do students use podcasts to support learning? Australasian Journal of Educational Technology, 26(2), 180-191.

Second Life. (n.d.). What is second life? Retrieved from http://secondlife.com/whatis/#Education_&_Enterprise.

Needs Assessment for Southwest Airlines

2012-01-12T20:09:00.000-08:00

Planning for a Needs Assessment

Needs assessment is the first step that should be taken in the instructional design process, so it can be determined whether training is actually necessary. The following is a needs assessment for Southwest Airlines. To complete the needs assessment, organization, person, and task analyses were conducted.

Southwest Airlines Mission Statement

“The mission of Southwest Airlines is dedication to the highest quality of Customer Service delivered with a sense of warmth, friendliness, individual pride, and Company Spirit” (“The Mission”, 1988).

Stakeholders Who Must Buy-In to Needs Assessment

Customers/Passengers	Community (Non-Profits)
Employees	Airports
Supplies	Government

Questions Asked During Organizational Analysis Phase

Managers

How can training help us achieve our mission of providing the highest quality customer service?
What organizational resources can be dedicated to training?
Will training help us achieve our strategic goals?
Who should develop/deliver the training?

Trainers

How can our customers help us in developing the objectives and outcomes for our training?
What elements in the work environment may be barriers to transfer of training?
Whose support do we need?
How will we get management to support the training?
How can we design relevant training?
How can we communicate to trainees that the training is relevant to them?

(Noe, 2010, p. 111)

Questions Asked During Person Analysis Phase

Managers

Who needs training?
How can we convey to the trainees why they are being trained?

Trainers

Who needs training?
Do the trainees have the ability, attitude, beliefs, and motivation necessary to learn?
Can we offer a choice of training programs?

(Noe, 2010, p. 103)

Questions Asked During Task Analysis Phase

Managers

What work activities are suffering from a performance gap?
Are these activities performed frequently?
Are these activities critical for successful goal achievement?
How hard are the tasks to perform?
Who can provide expert information on these tasks?
Do these tasks help us to achieve our strategic goals and objectives?
How are we choosing recipients for our charitable funds?

Trainers

Do the trainees lack the knowledge and skills needed to successfully complete their work activities?
Do the trainees need training under special conditions, such as long delays or in-flight emergencies?
What tasks must be successfully performed to be certified in the job?
How can we develop competencies that will help us be a leader in the airline industry?

(Noe, 2010, p. 124-126)

Documents/Records Required for Needs Assessment

Government Regulations	Performance Standards
Safety Commitment	Donation Records
Safety Records	Volunteer Records
Flight Records	Contract of Carriage
Customer Complaints	Customer Service Commitment
Environmental Commitment	Tarmac Delay Contingency Plan
Procurement Policy	Training Manuals/Records
Supplier Diversity Program	University for People Records

(“Our Commitments, n.d.)

Employed Needs Assessment Techniques

Observation of employees at work (easy to be a passenger/blend in with passengers)
Questionnaires to suppliers and charitable funds recipients
Focus groups of passengers
Study of above documentations

(Noe, 2010, p. 108)

Importance of Analysis Phase in Designing Training Programs

The needs analysis phase of designing training programs is the most crucial phase. Without a proper needs analysis, training may be developed that is not needed, training may be developed that is not effective or does not align with an organization’s strategic goals and objectives, employees may not be ready for the training, many resources may be wasted, and the training program’s reputation may suffer.

The needs analysis phase may determine that training is not the answer to correct the performance gap. If training is called for, the needs analysis pinpoints the tasks for which training is needed.

The results of the needs analysis phase will be essential for the following steps in developing the training program. Learning objectives and outcomes will be based on the results. The results will be used to determine the most effective way to design, develop, and implement the training program. Finally, the results will determine the appropriate evaluation criteria needed to ascertain the successfulness of the training program.

(Noe, 2010, p. 103-105)

References

Noe, R. A. (2010). Employee training and development (5^th ed.). New York, NY: McGraw Hill.

Our commitment. (n.d.). Retrieved from http://www.southwest.com/html/about-southwest/index.html?int=GFOOTER-ABOUT-ABOUT.

The mission of Southwest Airlines. (1988). Retrieved from http://www.southwest.com/html/about-southwest/index.html?int=GFOOTER-ABOUT-ABOUT.

Elevator Pitch

2012-01-05T14:43:00.000-08:00

It is important to educate workers at all levels of an organization of the importance of training and development. Although there are many reasons why training is essential to achieve business strategies, I would like to focus on three reasons in my elevator speech: globalization, diverse workforce, and technology's impact on work structures. Organizations that can link training and development to their strategic goals are the ones that will be best positioned to survive in the rapidly changing business environment that faces all industries today. If you do not believe me, please listen to my elevator pitch for more details.

90SecondElevatorPitch by suejohn

Text for 90 Second Elevator Pitch

Training and development is essential for our company to gain a competitive advantage. After all, workers represent the largest cost to our company. Even slight improvements in productivity can increase return on investment dramatically.

Today, I would like to discuss the following three reasons why training is needed: globalization, diverse workforce, and technology’s impact on work structures.

Globalization means that we have more American managers working overseas with local employees. Often, the culture in these countries differs significantly from ours. Training is essential so these managers know how to attract, motivate, and retain highly qualified workers (Noe, 2010, p. 12).

Also, our workforce at home will continue to become more diverse. Workers will have different work values. Managers must know how to properly motivate and engage all workers. Workers must be provided with training opportunities that will develop their skills, interest them, and give them a balance between work and home life (Noe, 2010, p. 17-19).

Technology impacts the need for training because it changes the work structure. Workers must have the skills and knowledge to work the computers that control the robots that now assemble the goods. Employees must have the skills to use new technology to communicate effectively with customers and provide outstanding service (Noe, 2010, p. 32).

Training definitely supports our organization’s strategy. After determining the competencies needed by our workers to achieve our strategic drivers, we can definitely base our training on programs that will directly support achievement of those competencies and increase performance success. These opportunities will develop a continuous learning environment in which our company will be poised to take advantage of the quickly changing business environment that we face today (Noe, 2010, p. 65).

Reference

Noe, R. A. (2010). Employee training and development (5th ed.). New York, NY: McGraw Hill.

EIDT 6501 Introduction

2012-01-02T12:54:00.000-08:00

Hi everyone

It's great to be starting a new year with you. I look forward to learning more about effective and efficient training in the workplace.

Sue

Analyzing Scope Creep

2011-08-04T05:08:00.000-07:00

Project Description

When I was pregnant with my son, I wanted to convert one of the bedrooms into a nursery. At that time, the room was being used as an exercise room. We had another room downstairs that could easily be changed into the exercise room. I was fine with moving the exercise equipment downstairs, replacing the carpet, painting the walls, and decorating the room.

Scope Creep Issues

My then husband and I moved all the exercise equipment downstairs and started to rip up the old carpet. As we were working, we discussed how small the room was and how we could use another small bedroom next door as a playroom when our son got older. This room was now being used for storage. The two rooms were connected by a common closet that could be accessed from each room. My ex-husband decided to remove the closet and combine the two rooms into one larger bedroom. In order to do this, he would also have to remove parts of the wall around the closet. As the work progressed, he also decided to rewire the rooms as the wiring was old and 110 volts. He wanted to update to 220 volts (I am remembering this from 19 years ago, so I may be wrong). He wanted to complete all this work with just him and the help of his brother. My ex-husband is not the handiest of men, but his brother has remodeled a few homes. The only problem was that my husband worked the night shift and had Tuesdays and Wednesdays off, while his brother worked days with weekends off. The project ended up costing a lot more than what I had envisioned. Most importantly, the project was not completed until my son was almost ready to sleep in a toddler bed – two years later.

Dealing with Scope Creep Issues at that Time

My son ended up sleeping in a crib in our bedroom. This was not too much of an inconvenience, since my husband worked night shift. The bedroom also had room for a changing table and rocking chair, although it was a little cramped. My ex-husband and his brother would try to get together on the weekends to work. My ex-husband would come home from work and try to sleep for a few hours and then get up to work. However, his brother could only come one or two weekends each month, as he was also remodeling his own house at the same time. My ex-husband did not have the skills to do the construction and rewiring work on his own. Since the project took so long, we were able to come up with the extra money as it was needed. The project did create some tension between us, as I did not really want all that work to be done. It was also hard to convince my son to sleep in his own room once it was ready. He was scared to be in a room by himself. It took about a year until he stopped coming to our bedroom during the night.

Vince Budrovich (n.d.) asserts that every project requires the management of five variables: time, resources, expertise, quality, and scope. Scope is the variable that balances the other four variables until it begins to grow (creep). Once scope creep occurs, the project team needs to trade-off among the first four variables. The scope creep of this project increased the time, money, and people needed to complete the project. My ex-husband and I could have done the work that I originally wanted. Since neither of us had the skills necessary to do the work that my ex-husband wanted, this also increased the need for expertise.

Better Management & Control of Project Scope

In retrospect, if I was the project manager, I would have known that it is natural for people (clients) to want to improve the outputs of the project as it progresses (Portny, Mantel, Meredith, Shafer, Sutton, & Kramer, 2008, p. 346). I could have told my ex-husband that I was really excited about all the new ideas, but maybe we could complete my plans first and then we could commit to redoing the rest of the work (Stolovitch, n.d.). I would have had my ex-husband and brother make a plan of how much time and work effort would be needed for the changes to the project (Portny et. al., 2008, p. 346-347). We should have then analyzed how the impacts the change would have on the project’s schedule, quality of finished product, costs, and work effort (Greer, 2010, p. 36). We should have discussed any added benefits or drawbacks and consequences to the targeted completion date (McGriff, 2000, p. 62). If this would have been a formal project, we should then have updated the project scope statement and project plan and obtained written sponsor approval of the change and revised plan (Greer, 2010, p. 36).

References:

Budrovich, V. (n.d.). Practioner voices: Barriers to project success. Laureate Education, Inc. (Producer). Video.

Greer, M. (2010). The project management minimalist: Just enough PM to rock your projects! (Laureate custom ed.). Baltimore: Laureate Education, Inc.

McGriff, S. J. (2001). Project management for instructional design in higher education. Retrieved from http://wgraziadei.home.comcast.net/~wgraziadei/PM/PMHigherEd.pdf.

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.

Stolovitch, H. (n.d.). Project management concerns: Scope creep. Laureate Education, Inc. (Producer). Video.

The Art of Effective Communication

2011-07-14T14:28:00.000-07:00

Email

I feel that Jane is implying that I am not doing my work – I’m busy or maybe out of my office at a meeting. She reminds me of the importance of getting my work done so she can meet her deadline – a guilt tactic. She ends on a good note, that she appreciates my help, but to me the general tone of the email is offensive.

Voicemail

Jane is very factual in the voicemail. I do not feel like she is implying anything when she suggests I am busy or in a meeting. Her request for the work is sincere and is based on getting the work she needs to meet her own deadline. I feel good about this request.

Face-to-face

Jane felt disconnected from me. I felt she was talking to me rather than with me. She sounded condescending about being busy and in the meeting. She made me feel that her work was more important. There were no pauses for me to respond.

Synthesis of Communicating with Project Team Members

It seems that Mark’s work is late although this is not specifically stated. If this is true, then Jane’s communication with Mark in the past was not effective. Mark should have known exactly what was expected of him and when the work was due. Jane should have monitored his performance with an established schedule of checkpoints (Portny, Mantel, Meredith, Shafer, Sutton, & Kramer, 2008, p. 297). So even before this message, it appears that communication was not effective.

Jane might not have had authority over Mark, which may have been why his work is now late. There are communication steps that Jane should have taken to hold Mark accountable, however. Mark’s responsibility should have been in writing, should have been specific, and should have been approved by his supervisor. Mark should have made a firm commitment to complete the work on time. Jane should have established a schedule with Mark to review how his work was progressing. At these meetings, Jane should have let Mark know that his lack of progress would be shared with the rest of the project team. Jane is now creating a sense of urgency and importance, but it is probably too late (Portny et. al., 2008, 300).

Of the three forms of communication, I believe the voicemail conveyed the true meaning and intent of the message. However, I do not believe that this should have been the case. The face-to-face meeting should have been the best form of communication. Email and voicemail are best to share information and document informal meetings. It is hard to solve problems through asynchronous forms of communication, such as email and voicemail. It is also harder to convey emotions through these forms of communication, so misunderstanding often occur. One-on-one meetings should be an effective form of communication when there are project issues. This is because both parties can interactively investigate and solve these issues that involved only a small number of team members (Portny et. al., 2008, p. 282). However, in this face-to-face meeting, I felt that Jane did not give Mark a chance to talk or be interactive. She talked at Mark without seeking his input or giving him an opportunity to talk. I would have been offended at this approach. Jane might have reasons to be frustrated with Mark, but her approach in this meeting probably would have made Mark feel disrespected and less inclined to expedite her request. Anyone could have heard what Jane was saying to Mark, which would make Mark even more offended.

The implications of what I have learned from this exercise for communicating effectively with members of a project team is that, as Dr. Stolovitch (n.d.) states, project managers must be excellent diplomats. When the issue can cause hurt feelings, it is best to deal with each other face-to-face in a private setting. Emails cannot convey emotions and the message can easily be misunderstood. Voicemails at least provide a tone, which can convey feelings and emotions. While face-to-face meetings provide the least chance for miscommunication, body language and tone must also be considered. When discussing any topic that may lead to embarrassment, the meeting should be held in private. Cubicles cannot provide this privacy. Communication is also a two-way street. You cannot expect cooperation if you talk at a person. Jane should have given Mark a chance to respond when she brought up the topic of being busy. She also should have given him the opportunity to acknowledge how his late work would affect Jane’s work. If Mark had been given the chance to admit how his actions were affecting the rest of the team, he probably would have been more willing to complete his work. However, if Mark did feel attacked by Jane, the work probably will not be completed as quickly. Therefore, it is important to remember that it is not just words that convey a message; tonality, body language, and timing are also very important in effective communication (Stolovitch, n.d.).

References:

Stolovitch. (n.d.). Communicating with stakeholders. Laureate Education, Inc. (Producer). Video.

Learning from a Project “Post-mortem”

2011-07-07T18:13:00.000-07:00

Description of Project

About four year ago, the school at which I teach had a series of bomb threats. Even though none of the threats were valid, the Academic Council, of which I am a member, was asked to create a new policy to deal with bomb threats. The Academic Council consists of the Studies Director and the Chairs of each department. We developed the following policy:

a. All backpacks must be either see-through vinyl or mesh, and no bag may be used in the building (even for gym clothes) that covers the visibility of the contents. Girls may carry only very small purses (6” x 8” or smaller) for essential items.

b. When students arrive in the morning, all bags (except 6” x 8” or smaller purses) MUST be left in the lockers with coats.

EXCEPTION: Only on days you have Physical Education, for only that PART of the day, a small mesh, see-through clothing bag (not your backpack) may be used for only sneakers and gym clothes (Student Handbook, 2009, p. 30-31).

This updated policy was supposed to let us see what students were carrying in their backpacks in the morning, and not let them carry anything concealed around during the day. By requiring such small purses, it would keep girls from being able to transport any bombs, knives, or other weapons.

The policy was communicated at a faculty meeting (which occurs once every other month). At first, at the end of the school year in which the bomb threats were being made, the communication was taken very seriously and everyone was on board with the policy. Administration would stand at the doors and look into everyone’s backpack and make sure purses were the correct size. Students knew we were taking the policy seriously. Over the summer, however, the threat was not so eminent. However, when we returned to school for the In-Service days, a review was made of policy in the handbook and we did try to continue to implement the policy. Administration, however, no longer stood at the doors to check backpacks or purses as students arrived at school. One thing that was impossible was to know whether students carrying clothing bags actually had gym during that part of the day as we do not have access to students’ schedules and there is no way to check their schedules when they bring clothing bags into class (our school does not have the facilities for students to have gym lockers). Over time, girls started to bring in larger purses and only certain teachers would give them the detention that they were supposed to get. As it became apparent that not everyone was disciplining the students, more teachers stopped giving detentions, and finally the size of purses was not noticed anymore except by the very strict teachers. Students quickly learned to avoid those teachers. We received no more communication from the administration on this problem.

What contributed to the project’s success or failure?

There are five phases in a project’s life cycle: (1) conceive, (2) define, (3) start, (4) perform, and (5) close (Porty, Mantel, Meredith, Shafer, Sutton, & Kramer, 2008, p. 76). The idea to develop the policy was born out of the necessity to deal with an immediate danger. The project then jumped from the conceive phase to the perform phase, a common mistake that Portny et. al. (2008) advise against (p. 105). While this was a small project, we never considered the needs of all the stakeholders. By failing to do this, not all teachers were on board with disciplining the students for failing to follow the new policy. Students did not understand why purses had to be so small, so girls ignored the policy and when they were not disciplined, the size of purses continued to get larger. The need to know students’ schedules in order to know whether or not to discipline students with backpacks was not determined to be a need, which also help lead to the failure of the policy.

We also skipped the close phase. According to Beach (2006), “There are four follow-through tasks involved in institutionalizing policy: communication, document updating, aligning the reward structure, and making sure the organization’s culture incorporates both the specific changes that have been made and the belief that continuing policy is desirable and normal (p. 114).” While the board and administration did follow-through on updating the documents (the student handbook), they did not follow-through on the other three tasks. Through their lack of communicating the continued importance of the new policy, the administration showed a lack of support for the policy. Another task that was not accomplished was aligning the reward structure. Most teachers who disciplined the students stopped because the teachers who did not were not reprimanded for their failures and very few teachers want to appear overly strict to the students. For these reasons the fourth task failed and the policy was not incorporated into our culture because we did not see the policy as desirable or normal. Most teachers viewed the policy as a reaction to the bomb threats and, since we have not had any more bomb threats in the past three years, this was a reaction to an abnormal situation which did not have to be incorporated into our structure.

Which parts of the PM process, if included, would have made the project more successful?

By including the define, start, and close phases of the project life-cycle, the project would have been more successful. The Academic Council should have asked all stakeholders for their input on the new policy. By doing this, someone would have pointed out that teachers could not check students’ schedules to make sure they have gym when they bring clothing bags into classes. Active participation would have given the entire faculty ownership of the policy and they would have been more likely to implement and incorporate the policy into our culture. By asking students for their input, they would have understood the need for smaller purses and not being able to carry backpacks. By including parents and other external stakeholders we may have found out what other schools’ approaches are and their successes and failures. The administration should also have used regular, consistent, persuasive communication with us to encourage us to continue our efforts and to reinforce to the others who were not inclined to enforce the policy that this was what needed to happen.

Lee (2008) states that "unless you back up your statements with genuine action, don't be surprised if your employees can see through the mask of propriety” (p. 25). Administration slacked up on enforcing this policy. As the new school year began, they were no longer at the door as students came in to check that the policy was being followed. They did not communicate a sense of urgency that this policy should continue and did not confront the faculty when we did not enforce the policy. Students with large purses and backpacks would walk by administrators and would not be punished. The faculty began to feel that the policy, although documented in the student handbook, did not need to be enforced. Therefore, to make this policy part of our culture, the administration should have showed the faculty that they wanted this policy by providing a leadership behavior example of disciplining students who were in violation of the policy. By doing this, they would have reinforced to the faculty that this policy was, in fact, going to be the norm.

I think the biggest things to any successful project are communication and participation. Randeree (2008) states that two-way communication induces stakeholders to become more committed and motivated to implement change. This is because change produces uncertainties. By providing all stakeholders a chance to provide their opinions and be involved in all aspects of change, the project manager and all stakeholders work as a team to identify difficulties and resolve them. This two-way communication has the benefit of both significantly influencing stakeholders' commitment to the project and decreasing the level of resistance (p. 43). The Academic Council should have asked for the stakeholders’ input on how to address this situation. If they would have been included in the plans, we would have been more likely to implement the policy and incorporate it into our culture. The policy was not monumental, but teachers do not like to confront students over small battles such as purse size when we have so many more battles that, to us, seem more important. Also, the administration should have continued to communicate the importance of this policy. This could have been accomplished through our weekly faculty bulletin, at faculty meetings, at retreats and in-services, and through administration enforcing the policy with students.

References:

Beach, L. R. (2006). Leadership and the Art of Policy: A Practical Guide to Organizational Transformation. Thousand Oaks, CA: Sage Publications.

Lee, T. J. (2008). Actions speak loudly. Communication World, 25(4), 24-28.

Randeree, K. (2008). Managing organizational policy: Challenges to the e-learning paradigm in the United Arab Emirates. The International Journal of Learning, 14(10), 41-45.

Student Handbook: 2009-2010 Bishop McDevitt High School.

Introductory Message for EDUC 6145

2011-06-27T12:17:00.000-07:00

Hi Everyone!

I am excited to be taking a course in project management. This course hits close to home, as I am responsible for developing training for teachers in the use of technology in the classroom in the upcoming school year.

I look forward to working with all of you and am glad that there are so many familiar people in the class.

Reflection on Current and Future Perceptions of Distance Education

2011-06-26T17:06:00.000-07:00

My Perceptions of Distance Education in the Future

I believe, as Dr. Siemens (2010) states, that distance learning is and will continue to increase in acceptance in society. Research shows that 96% of interviewed gatekeeper employers prefer candidates with a traditional degree over those with an online degree (Adams & DeFleur, 2006, 38). However, research also shows that workers are now required to have more skills to achieve higher earnings, more careers are requiring postsecondary education, and the unemployment rate is increasing the need for higher education (Betts, Hartman, & Oxholm, 2009, 15). In 2010, the Sloan Consortium found that enrollment increased 21% from 2009 to 2010 in online education programs, while the overall enrollment in higher education only increased by 2% (Hessen, 2011, Online Education Continues to Grow section, para. 1). As more professionals participate in and learn that distance education is just as rigorous as traditional education, distance education's reputation for quality should continue to increase.

Instructional Designers as Proponents for Improving Societal Perceptions of Distance Education

As a proponent for improving societal perceptions of distance education, I will strive to develop methods to adequately evaluate distance education experiences. To do this, I will always remember to take into consideration quality, needs assessment, return on investment, training and performance support, improving instructional systems design, and revising learning models as necessary (Moller, Foshay, & Huett, 2008a, 71).

I will also read and disseminate research on the quality of distance education. More and more research is proving that distance education provides an equivalent or even superior education (Simonson, Smaldino, Albright, & Zvacek, 2009, 8). By focusing on creating quality online learning experiences and continuing to explore new technologies and instructional opportunities, the public’s perception of distance education will improve as research proves that distance education is just as rigorous as traditional education.

How I Will Be a Positive Force for Continuous Improvement in the Field of Distance Education

I recognize that, to be a positive force for continuous improvement in the field of distance education, I will also have to commit to continuous improvement in my own professional learning. Training is essential for the success of distance education. I will be sure to always update my knowledge and skills. I will also be an advocate to provide training and support to all online instructors (Moller, Foshay, & Huett, 2008b, 69).

In addition to training, other considerations that will affect the continuous improvement in the field of distance education include providing an adequate salary and workload for online instructors, giving online instructors intellectual property rights to their work, and providing a fair system for promotion and tenure of distance educators (Moller, et al. 2008b, 69). In addition, I will advocate for institutions to invest in instructional design experts. Instructors cannot be expected to do everything if they do not have the technical experience. By making sure that the focus is on providing quality learning experiences created by experienced professionals, the quality of distance education should continuously improve.

References

Adams, J., & DeFleur, M. (2006). The acceptability of online degrees earned as a credential for obtaining employment. Communication Education, 55(1), 32-45.

Betts, K., Hartman, K., & Oxholm, C. (2009). Re-examining and repositioning higher education: twenty economic and demographic factors driving online and blended program enrollments. Journal of Asynchronous Learning Networks, 13(4), 3-23.

Hessen, P. (2011, Jan. 7). Distance education helps more students study science. Retrieved from http://sloanconsortium.org/news_press/january2011_distance-education-helps-more-students-study-science.

Moller, L., Foshay, W. R., & Huett, J. (2008a). The evolution of distance education: Implications for instructional design on the potential of the web (Part 1: Training and development). TechTrends, 52(3), 70-75.

Moller, L., Foshay, W. R., & Huett, J. (2008b). The evolution of distance education: Implications for instructional design on the potential of the web (Part 2: Higher education). TechTrends, 52(4), 66-70.

Siemens, G. (2010). The future of distance education. Laureate Education, Inc. (Producer). Video.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4^th ed.). Boston, MA: Pearson.

Converting to a Distance Learning Format

2011-06-19T10:05:00.000-07:00

There are many considerations that instructional designers or anyone who needs to convert a traditional course into an online course must take into account. Planning an online course is essential to a successful learning environment. All components need to be planned, developed, and tested before the course is ever offered.

Below you will find suggestions and tips on pre-planning strategies, ways to enhance courses in a distance learning environment, how the role of the trainer will change, and steps the trainer should take to encourage trainees to communicate online. After all, interactive communication is the core of the online learning process.

Best Practices Guide

Pre-Planning Strategies

Provide equivalent learning experiences for online learners. Do not dump a traditional class online. Distance education classes should not be identical to face-to-face classes (Simonson & Saba, n.d.).

Use concepts and principles that are theory driven. Basing courses on sound theory provides the best chance that instruction will be effective (Simonson & Saba, n.d.).

Do not use theory that is not well researched (Simonson & Saba, n.d.).

ALWAYS keep the needs and characteristics of the learners as your primary focus.

Use a design model, such as ADDIE (Piskurich & Chauser, n.d.).

Plan just like you would for face-to-face class. Know what you are going to say and do (Piskurich & Chauser, n.d.).

Create a very complete syllabus. In online learning, the syllabus reflects the instructional plan (Piskurich & Chauser, n.d.).

Make sure to establish an online social community by creating social interactions and collaborative experiences (Simonson, Smaldino, Albright, & Zvacek, 2009, 165).

Incorporate adult learning experiences into the curriculum and make sure learning activities are relevant to the learners’ immediate needs (Simonson et. al., 2009, 169).

Clearly define learner responsibilities.

Learning experiences should utilize multiple media instead of basing learning on one perspective. Learners should be required to evaluate and synthesize these multiple sources, rather than accepting what is presented (Dede, 2005, 7).

The materials need to be more visual to illustrate key concepts. Represent key concepts with graphics, tables, figures, etc. (Simonson et. al., 2009, 134).

Conduct a thorough analysis of what the learners need to learn (objectives) and how you will evaluate the learners. Ask the SME what activities they would use to teach these objectives (Piskurich & Chauser, n.d.).

Learners need to be actively engaged in distance education. Activities should be planned to increase learner interactivity (Piskurich & Chauser, n.d.).

Make sure your have the necessary technology and make sure the learners can use it (Piskurich & Chauser, n.d.).

Checklist for Pre-Planning Strategies

Create a storyboard to map out the flow of the course. Each page represents a segment.

Develop a site map to show how students will move through the online environment.

After you have a clear map, collect or create the assets needed for the course. Then create the course shell, set up the website, and make the final decision for software options.

Get the course shell up and running, then populate the course by creating sections and breaking each section down into activities and resources.

Conduct an alpha test to work through the course and discuss thoughts while looking for mistakes. Go back and fix any mistakes.

Conduct a beta test with students where they are actually taking the class and get feedback. Revise the course based on their feedback (Developing online courses, n.d.).

Traditional Aspects to Be Enhanced

Planning is essential for online courses. Courses must be designed and developed before instruction begins (Simonson et. al., 2009, 9).

Activities and applications are the heart of an online course because the activities make content come alive and be interesting. Activities must be interactive (Simonson et. al., 2009, 127).

Visual representation of concepts and ideas are essential for online learners (Simonson et. al., 2009, 9).

Since the learner and instructor are physically separated, the student must be able to use the materials without the instructor (Simonson et. al., 2009, 135).

Learners need access to resources and services, just like traditional students. Support systems must be established for these learners (Simonson et. al., 2009, 9).

Learners are responsible for their learning. They must be intrinsically motivated to continue self-study. Instructors can increase this motivation by giving learners choices that are relevant to learners’ current lives (Simonson et. al., 2009, 42).

A supportive social environment is crucial to learner success. Plan activities that utilize group work to promote a social environment (Simonson et. al., 2009, 127).

Technology will fail. Always have a back-up plan to work around technology failures. Make sure learners know what to do and who to contact in the event of technical difficulties (Simonson et. al., 2009, 127-128).

There are time constraints for actual online time for delivery of content, so while the scope of content must be enough to achieve learning outcomes, all extraneous information must be removed (Simonson et. al., 2009, 131).

Changes to Trainer Role

It is more difficult in the online environment to communicate.

It is hard for the instructor to see what is happening with the learner.

Instructors must be trained in effective instructional strategies (Simonson et. al., 2009, 9).

It is essential for the instructor to give feedback to learners, both acknowledgment and corrective (Simonson et. al., 2009, 187).

The instructor is a facilitator, rather than an authority figure. The instructor should redirect, clarify, correct, and guide (Simonson et. al., 2009, 187).

As the course progresses, the instructor’s role should be reduced and the learners should assume more responsibility for the learning process (Simonson et. al., 2009, 187-188).

The instructor needs to correct misinformation promptly, so it is not accepted as fact (Simonson et. al., 2009, 187).

Instructors need to choose instructional methods that encourage student interaction (Simonson et. al., 2009, 188).

Instructors should select a variety of instructional techniques and strategies that engage learners in active learning experiences (Simonson et. al., 2009, 189).

Instructional methods must be chosen to reflect the type of instructional setting, such as synchronous or asynchronous (Simonson et. al., 2009, 189).

The syllabus is one of the most important pieces of the online course. It provides students with the structure of the course and their role in the learning experience (Simonson et. al., 2009, 191).

Tips to Improve Trainee Communication

Effective communication is designed based on “the situation, experiences, and competencies of learners” (Simonson et. al., 2009, 91).

Students must have a way to communicate their concerns and questions (Simonson et. al., 2009, 167).

Instructors must make clear expectations of minimal and exceptional expectations for communications. Rubrics are the best way to convey these expectations (Simonson et. al., 2009, 186).

Instructors must provide feedback, so the learners can be sure that they understand the material correctly (Simonson et. al., 2009, 91).

The communication environment should support the learners, providing an open forum for discussion. Learners should be instructed to be respectful to everyone and considerate of other cultures (Durrington, Berryhill, and Swafford, 2006, 191).

Develop a detailed syllabus with clear instructions, deadlines, and guidelines that will help students manage their responsibilities and time (Durrington et. al., 2006, 191).

Use a personalized, positive tone when communicating with learners. Since learners cannot see the instructor, provide clues to the tone, such as emoticons or abbreviations (Durrington et. al., 2006, 191).

Ask in-depth, specific questions related to learner posts. Address these questions to all the students (Durrington et. al., 2006, 192).

Choose topics that can be discussed from multiple viewpoints (Durrington et. al., 2006, 192).

Give the learners a chance to redirect before intervening. This may take longer in an online environment than in face-to-face courses (Durrington et. al., 2006, 193).

References

Dede, C. (2005). Planning for neomillennial learning styles. Educause Quarterly, 28(1), 7-12.

Developing online courses. (n.d.). Laureate Education, Inc. (Producer). Video.

Durrington, V., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), 190-193. Retrieved from http://www.redorbit.com/news/technology/433631/strategies_for_enhancing_student_interactivity_in_an_online_environment/.

Piskurich, G. & Chauser, J. (n.d.). Planning and designing online courses. Laureate Education, Inc. (Producer). Video.

Simonson, M., & Saba, F. (n.d.). Theory and distance learning. Laureate Education, Inc. (Producer). Video.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.). Boston, MA: Pearson.

The Impact of Open Source

2011-06-05T16:04:00.000-07:00

Open Course Analysis

Capitalism: Success, Crisis, and Reform with Professor Douglas W. Rae

http://oyc.yale.edu/political-science/capitalism-success-crisis-and-reform/

Before discussing the merits of this open course, I must note that the course is not being offered as an online class. It is there to provide access to lectures to students who missed classes, provide examples to instructors from other institutions or to prospective students, or provide information for self-learning. I will exam it from the perspective of self-learning.

Does the course appear to be carefully pre-planned and designed for a distance learning environment? How so?

I was not impressed with this open course offering. The course did not appear to be carefully pre-planned and designed for a distance learning environment for a self-learner The only available resources were video-taped lectures. While the lectures were offered in a variety of formats (transcript, audio, video), they did not follow good design principles. At first, you could not hear replies from the students. Shortly, the instructor did hand a microphone to the students, but the only view you had of the students were their backs. To me, this is an example of dumping a traditional class onto the Internet without any consideration for the learners.

Does the course follow the recommendations for online instruction as listed in your course textbook?

The course does not follow the recommendations for online instruction as listed in the course textbook. There is no provision for communication between the student and the instructor or other students. There is no interactivity with the course materials. The course does not provide access to the assigned readings. The traditional classroom teaching was not retooled, just taped and put on the Internet. Research has shown that lecture is the least effective strategy for teaching online. The instructor does use visuals to illustrate the key concepts in the lectures. There was a syllabus, but it was very short and did not provide learning goals, objectives, or outcome. There are no activities for the online learner to complete except a survey to be completed at the end of the course. There is no opportunity for group work, so there is no social environment which has be proven to be an essential component of the online learning experience (Simonson, Smaldino, Albright, & Zvacek, 2009, 127).

Since the university has no idea who will be accessing the course, there was no way for them to analyze the characteristics and abilities of the learners. Through the survey, they may be able to compose a more accurate picture of the types of students that are interested in the course. After reviewing this information, I hope the university will develop a learning environment that takes the needs of the learners into consideration (Simonson et. al., 2009, 129-130).

Did the course designer implement course activities that maximize active learning for the students?

The instructor did not alter the content at all. Extraneous information was not removed. More time should have been spent on determining the goals of the course and making sure that activities were developed to ensure that learning outcomes were achieved (Simonson et. al., 2009, 131). At this point in time, there are no activities that maximize active learning for the students. There is no collaboration between students, providing opportunities to discover other points of view and enhance the learning experiences (Simonson et. al., 2009, 130). The only learning activity is viewing twenty-four, fifty-minute lectures. There were no learning strategies or methods that are activity based. There was no opportunity to engage in dialogue with subject-matter experts or other learners (Simonson et. al., 2009, 148). Research has shown that online courses must provide interactive experiences that engage learners for the learning experience to be successful. This is not an example of a successful distance learning environment.

References

Open Yale Courses. (2009). Capitalism: Success, Crisis, and Reform with Professor Dale W. Rae. Retrieved from http://oyc.yale.edu/political-science/capitalism-success-crisis-and-reform/.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.). Boston, MA: Pearson.

Selecting Distance Learning Technologies

2011-05-22T17:16:00.000-07:00

Asynchronous Training

Background

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.

Distance Learning Technology Solutions

Podcasts - a podcast "is usually a prerecorded single-concept lesson" that can combine audio with motion visuals (Simonson, Smaldino, Albright, & Zvacek, 2009, 97). Since each lesson is presented as a single item as a part of a series, podcasts are an excellent option for stand-alone modules. This is important due to the theory of limited capacity, where learners can only pay attention to a few things at a time. Also since verbal words can be integrated with visual images, learners experience the benefits of dual processing learning, which research has shown to increase achievement of learning objectives (Mayer, 2008, 761). Podcasts allow for asynchronous learning because they can be accessed at anytime from anywhere. This is necessary for this company because of the different shifts that will access the training at different times. Another benefit of podcasts are that they can be easily be updated (Simonson et. al., 2009, 97). If machinery changes, the training can easily be updated.

Animated media - these technologies provide both animation and narration, utilizing both channels of processing. These tools can incorporate podcasts. In addition, pretraining components can be added to each module. Pretraining breaks down a whole (piece of machinery) into its component parts. Pretraining helps students build models of each part of the whole so they can better understand the following training (Mayer, 2007, 176). In addition, instructional designers would be able to incorporate branching options, so learners can progress at their own speed. Learners that master concepts would move on to the next topic, while those who do not would receive additional instruction. If employees only need training in one module, the learner would have the option of completing only that module. Training can be accessed at anytime from anywhere.

Either of these technologies could be incorporated into a course management system (CMS) that could help track compliance with safety training. Most CMS technologies are designed to easily integrate the above tools. In addition, the CMS would help supervisors to verify learners completed and passed all training modules. Safety records could also be maintain for employees in the CMS, automatically triggering notification of any employee who might need a refresher course.

Successful Uses of Distance Education Technology

	Podcasts	Animated Media
Example 1	In 2004, forty-eight classes at Duke University participated in couses utilizing iPods and podcasts. Duke found many benefits of using of podcasting in these courses. Podcasts were used to disseminate pre-recorded content and to record lectures and discussions. Students could playback/review of material multiple times while multitasking. Some students created there own podcasts outside which they used in classroom discussions and projects. Podcasts were used most often in music and language courses. Duke found the benefits to be: (1) portability convenience for both instructors and students, (2) flexible access to materials at any time, anywhere, (3) effective and easy use, (4) increased student engagement and interest, and (5) enhanced learning preference support (Duke University, 2005, 1-2).	Animation media are being used in engineering courses. "Animation software allows objects or processes to be shown in motion. By combining these two capabilities, a fuller description of a physical object can be presented to the student. Better images can facilitate the mental visualization that is so necessary to understanding and solving engineering problems. Animation also offers a medium for a new generation of computer-based learning tools. The traditional instructional device – example problems – can be greatly enhanced through animation to emphasize and illustrate desired problem solving thought processes in a more memorable and engaging way. Animation can also be used to create interactive tools and games that focus on specific skills students need to become proficient problem-solvers. These computer-based tools can provide not only the correct solution but also a detailed visual and verbal explanation of the process needed to arrive at the solution" (Philpot, Hubing, Flori, Hall, Oglesby, & Yellamraju, n.d).
Example 2	The Stanford Anesthesia Informatics and Media Lab (AIM) use.s an iPad application as an educational tool in the critical care student clerkship at the School of Medicine called StanMed. The application is used in the classroom and at patients' bedsides. It includes educational modules, tutorials, videos, podcasts and cognitive aids to help facilitate learning at the point of care (Stafford, 2010).	India has long used distance education and 3D technology plays a significant role in engineering and science using 3D models. These models help teach difficult concepts, providing better understanding,clarity, and effectiveness (Narayanan, 2010, Role of technology section, para. 3).

References

Duke University. (2005). Duke university iPod first year experience final evaluation report. June 2005. Retrieved from http://cit.duke.edu/pdf/reports/ipod_initiative_04_05.pdf.

Mayer, R. (2008). Applying the science of learning: Evidence-based principles for the design of multimedia instruction. American Psychologist, 19, 177-213.

Mayer, R. E. (2007). Five features of effective multimedia messages. An evidence-based approach. In Fiore, S. M., & Salas, E. (Eds.). Toward a science of distributed learning (pp. 171-184). Washington, DC. American Psychological Association.

Narayanan, H. (2010). The future of distance education. Retrieved from http://www.educationtimes.com/educationTimes/CMSD/Distance-Learning/5/2010010820100107124500141cb1f6cac/The-future-of-distance-education.html.

Philpot, T. A., Hubing, N., Flori, R. E., Hall, R. H., Oglesby, D. B., & Yellamraju, V. (n. d.). Computer-based instructional media for mechanics of materials. University of Missouri-Rolla. Retrieved from http://www.ijee.ie/OnlinePapers/Interactive/Philpot/philpot_media_mm.htm.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.). Boston, MA: Pearson.

Stafford, J. (2010). Stanford anesthesia lab launches educational iPad app. Scope Medical Blog, Sep 30. Retrieved from http://scopeblog.stanford.edu/archives/2010/09/stanford-anesth.html.

Defining Distance Education

2011-05-08T18:05:00.000-07:00

Prior Personal Definition

Before starting this degree, I looked at distance education as a tool mostly for higher education. I did not realize that distance education was composed of four elements: (1) institutionally based; (2) separation of students and teacher; (3) interactive telecommunications; and (4) sharing of data, voice, and video. (Simonson, Smaldino, Albright, & Zvacek, 2009, 32-33) While I knew that students and teachers must be separated for distance education and that there must be interactive telecommunications with a sharing of data, it did not occur to me that distance education needed to be institutionally based or that the sharing of information would also include voice and video. While I understood my motivations for engaging in distance education, I never considered the motivations of the institutions providing distance education. I also did not realize how long distance education has existed. Although I knew that early distance education started with correspondence, I did not know that it started in the early 1830s. I also was not aware that distance education was offered via radio, television, or telephone. I also did not know that Internet distance education was offered as early as 1979. (Distance Learning Timeline Continuum, date unknown)

My prior personal definition of distance education would have been: learning that is undertaken where the student and the teacher are not together and must communicate distantly through the mail or by Internet. This learning would usually be for the purpose of higher education or business, but could also include informal learning experiences outside an institution for personal growth.

Revised Personal Definition

After this week's reading, I've come to realize that distance learning is more formal than I imagined. It does not include personal study that is not institutionally based. Distance education is rapidly changing as technology changes. Distance education allows learning experiences to be offered to many people at the same time. (Simonson, Smaldino, Albright, & Zvacek, 2009, 35) The institutions that offer distance learning have motivations for offering the courses, just as the learners have motivations for taking distance education courses. Distance education allows smaller institutions to reach more people, increasing competition. (Moller, Foshay, & Huett, 66) Distance education provides many challenges for developers and instructors. At this point, many courses are being developed by individuals with no formal training in developing online instruction. (Moller et. al., 2008, 67) Often instructors are teaching online courses without training in new uses of technology, "new pedagogical issues surrounding student interactions, course content design and delivery, multiple levels of communication, defining new types of assignments and performance expectations, and different assessment and evaluation techniques. (Moller et. al., 2008, 67) At the K-12 level, there is concern that the students involved in distance education are the least likely to succeed in that environment. Students need to be independent, autonomous, metacognitive, motivated, and possess self-regulatory skills. Younger students may not yet have developed these skills. (Huett, Moller, Foshay, & Coleman, 2008b, 64)

My revised personal definition of distance education is: learning that takes place for an institutional purpose (education or training). There is a separation between the student and the teacher, physically and/or temporally. There is two-way communication between students and teacher that leads to relationships and provides feedback. The sharing of data can take many forms including text, video, voice, or a mixture of forms. Both the student and the institution has a motivation for utilizing distance education.

Future of Distance Education

Tracey & Richey state that "the evolution of distance education has paralleled advancements in technology, but its development is also a reflection of changing educational values and philosophies." (17) I believe that both components of this statement are very important. Innovations in technology continue to rapidly emerge. With each innovation comes more possibilities and potentials to improve both face-to-face and distance education. As learning experiences continue to improve, society's attitudes toward distance education will become more accepting and appreciative. This changing view toward educational values and philosophies has led to distance education being widely adopted with exponential growth expected to continue. (Simonson, date unknown)

Unfortunately, there has not been enough research into acceptable practices, there are not enough training instructional developers, and training has not been consistently provided to instructor. If distance education continues to be developed by untrained personnel, distance education will continue to be looked upon with apprehension and distrust. For distance education to be widely accepted as an effective learning medium, business need to look beyond their bottom line to providing training based on "quality; needs assessment, ROI and measurement of outcomes; the influence and fusion of training, performance support, and knowledge management; the need for better instructional systems design methodologies; and the revision of learning models." (Moller, Foshay, & Huett, 2008a, 71) This is the time for instructional designers to conduct research into the benefits of distance education in all learning environments, to persuade institutions on the necessity to develop effective learning experiences based on the research, and to convince decision makers to provide training and support to instructors before instituting distance education. If quality learning experiences developed by instructional designers and based on research are combined with trained instructors, distance education has a bright future.

Mind Map of Distance Education

References:

Distance learning timeline continuum. (Date unknown). Laureate Education, Inc. Multimedia Program.

Huett J., Moller, L., Foshay, W. R., & Coleman, C. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 3: K12). Tech Trends, 52(4), 63-67.

Moller, L., Foshay, W. R., & Huett, J. (2008a). The evolution of distance education: Implications for instructional design on the potential of the web (Part 1: Training and development). Tech Trends, 52(3), 70-75.

Moller, L., Foshay, W. R., & Huett, J. (2008b). The evolution of distance education: Implications for instructional design on the potential of the web (Part 2: Higher education). Tech Trends, 52(4), 66-70.

Simonson, M. (Date unknown). Distance education: The next generation. Laureate Education, Inc. Video.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.). Boston, MA: Pearson.

Tracey, M. W., & Richey, R. C. (2005). The evolution of distance education. Distance Learning, 2(6), 17-21.

Introduction to EDUC 6135 Class

2011-05-06T16:38:00.000-07:00

Greetings! I am a high school teacher and department chair of the business & technology department at a parochial school. I am interested in learning how to incorporate technology in all classes. To help meet this goal, I am currently enrolled in a master's degree in instructional design & technology. I hope you enjoy my site.!

I have experience as a consumer of online education, but have never considered constructing online experiences for learners. I look forward to navigating through the class with you all!

Reflection

2010-08-22T14:38:00.000-07:00

What did you find surprising or striking as you furthered your knowledge about how people learn?
I knew that there were many different learning theories. However, I never realized that we needed to blend the theories together in order to help all the students in our classroom. I tend to use constructivism in my class for learning with behaviorism to provide a safe environment, but I now see the need to bring connectivism into my classroom as well. As Bill Kerr states, “It seems to me that each _ism is offering something useful without any of them being complete or stand alone in their own right.” (Kerr, 2007)

How has this course deepened your understanding of your personal learning process?

From learning about the different theories and strategies before, I thought myself to be a visual learner, strong in linguistics, logic, and a little bodily-kinesthetic. I like to read rather than listen to lectures, and I learn most through constructivism, when I can use my hands and figure out how something works. However, I never considered the fact that my learning is connected. I use the computer to research topics on the Internet, I e-mail people who have expertise in the area in which I need help, and now I am earning a degree entirely online. It is up to me to “draw distinctions between important and unimportant information . . . ” (Davis, 2008)

I also never thought of myself as an adult, distance education learner. As an adult learner, I believe that I am more self-directed and that much of my learning is related to furthering my understanding of my job. I also know that I now draw on my experience, which I could not do as a young student. Lastly, I believe that I am mostly intrinsically motivated and in control of my learning (Conlan, 2003).

What have you learned regarding the connection between learning theories, learning styles, educational technology, and motivation?

As teachers, we need to understand the different learning theories and styles and be able to use them with technology and motivation. We must combine them to be effective instructors. “Interest in learning styles reminds teachers to develop a variety of instructional methods to help diverse students to learn in different ways.” (Frisby, 2005)

We must recognize that students are more connected today, and start to use that technology in our instructional design to motivate our students. As the teacher in Finland stated, “ . . . integrate ITC into everything you do.” (Online Streaming Media, 2006)

How will your learning in this course help you as you further your career in the field of instructional design?

This course has taught me that I must actively reflect on my instructional design. What works today, may not be the best for my students in the future. I must constantly strive to offer my students all types of activities to appeal to everyone’s learning preferences, styles, and sources of motivation.

As a new technology coordinator, I will also have to remember that the teachers are adult learners. I must not only learn to appeal to their sense of andragogy when motivating them to incorporate new techniques and technology into their personal classrooms, but I must also take into consideration their inexperience and trepidation with the new technologies and provide them with support.

References

Conlan, J., Grabowski, S., & Smith, K. (2003). Adult learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved on 6 July 2010 from http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning.

Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved on 6 July 2010 from http://projects.coe.uga.edu/epltt/index.php?title-Connectivism.

Frisby, C. L. (2005). Learning styles. In S. W. Lee (Ed.), Encyclopedia of school psychology. Retrieved on 20 July 2010 from Sage Reference Online database.

Kerr, B. (2007, January 1). Online transactions [Msg 1]. Message posted to http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html.

Online Streaming Media. (30 June 2006). “Teachers’ TV: Primary ICT – Natural Connections.” http://www.teachers.tv/video/4977.

Fitting the Pieces Together

2010-08-15T13:24:00.000-07:00

Now that I have a deeper understanding of the different learning theories and learning styles, how has my view on how I learn changed?

I now understand that there are many more factors involved in my learning process. No one learning theory, learning style, or learning strategy can define how I learn. "It seems to me that each _ism is offering something useful without any of them being complete or stand alone in their own right." (Kerr, 2007)

As an adult learner, I am more motivated and self-directed than I was during and right out of high school. As a young student in college, I failed several subjects and dropped out after a year. In my thirties, I graduated with honors from my bachelor's degree. I then spent six years going part-time for my masters. I am now able to motivate myself to complete on-line classes for this masters degree. Reflecting back, I would not have had the self-discipline to complete this degree as a young student.

What have I learned about the various learning theories and learning styles over the past weeks that can further explain my own personal learning preferences?

Behaviorism does not play a big part in my learning. After a few weeks of poor performance in discussions, I learned what was expected. Therefore, the negative consequence a what I considered an unacceptable grade changed my discussion behavior so that I could received a positive reinforcement - an acceptable grade. (Standrige, 2001)

Cognitivism has played a part because I have taken what I have learned in earlier classes and related it to what we have learned in this class. (Ormrod, 2009) However, most of the learning that we have done is complex. Cognitive learning is more for "growth of conceptual understanding and general strategies of thinking and understanding." (Greeno, 1998)

Constructivism still is the best way that I learn. I take what I have already learned and "develop new cognitive structures leading to more sophicticated meanings." (Jenkins, 2006) I tend to be more individualized in my learning preferences, and not inclined to social learning. When I first started teaching, I had an excellent department chair. Much of how I solved problems and how I teach came through my interactions with her during my first few years. (Kim, 2001) Therefore, I believe that when I am learning something for myself, I prefer constructive learning on my own. However, when I am trying to learn something that involves others, I prefer social constructivism.

What role does technology play in my learning?

Technology plays a very important role in my learning. "Our knowledge literally is distributed across other networks of human beings, technological devices, and other ends. That's where connectivism starts to come into play. So that's the application of the technology to aid and to extend that dimension as well." (Video, date unknown) I had never heard of connectivism until a few weeks ago, but I now understand that it is a major way that I learn. Connectivism obviously is the means for learning in this class. We are all connected together by the technology, and research and use the technology for learning. However, I had never reflected on how I use technology in my everyday life for learning. When I have a question at work, I can quickly e-mail a co-worker. If I have a question about a medical issue, I can look it up on the Internet. Technology has opened up the world to everyone and it is now extremely easy to learn about topics in which we have an interest.

References:

Greeno, J. G. (1998). The situativity of knowing, learning, and research. American Psychologist. 53(1), 5-26.

Jenkins, J. (2006). Constructivism. In Encyclopedia of educational leadership and administration.

Kerr, B. (2007, January 1). Online transactions [Msg 1]. Message posted to http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html.

Kim, B. (2001). Social constructivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved on 6 July 2010 from http://projects.coe.uga.edu/epltt/index.php?title=Social_Constructivism.

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custome edition). New York: Pearson.

Standridge, M. (2001). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved on 6 July 2010 from http://projects.coe.uga.edu/epltt/index.php?title=Behaviorism.

Video. (Date unknown). "Connectivism." Laureate Education, Inc.

Reflections on My Learning Connections

2010-08-01T14:12:00.000-07:00

How has my network changed the way I learn?

My entire primary/secondary and undergraduate degrees were earned in traditional classrooms. I never used a computer in my primary/secondary education and rarely used one for my undergraduate degree. Most of my learning was conducted through lectures with some hands-on and cooperative group learning. I remember that my third grade teacher liked to use cooperative learning. She was my favorite teacher. However, by the time I got to college I came to dislike cooperative group learning because of the disparity of contributed work. I did little research on the computer even though I worked in the library. The breath of research on the computer was through the college library computer resources. Almost all my research was conducted through printed books and journals.

For my last masters degree, I started to use the Internet more for research. I had several online classes, although the majority was still in a traditional classroom setting. There was more group work that I enjoyed because most everyone participated. However, most of the work could be done during class time, so we did not have to communicate through the computer much. The online classes were mainly entering a weekly chat session and completing work independently and submitting the assignments.

For this degree, I have relied entirely on the computer. The online library is a huge resource. Instead of real-time chats, we post discussions that allow us more flexibility on when we have to sit down at the computer. I feel this gives me more time to prepare what I want to say instead of trying to type a reply quickly so that my response appears before someone goes onto another topic. Also, especially in this class, I have learned how to use additional computer resources. Last class I had to learn how to create an iMovie and post it so the entire class could review it. This class, I have had to learn how to create a blog, an aggregate feed reader, and how to create, copy, and post a mind map.

Therefore I would say that my network has changed the way I learn from being in a teacher-directed classroom where I was very passive, to becoming a self-directed learner where the instructor is my guide and facilitator.

Which digital tools best facilitate learning for you?

The digital tools that best facilitate learning for me include using the Internet to conduct research through websites, journals, and blogs. I do this for personal learning as well as for classwork. I still highly depend on library resources and love the online library. I also like to read the posts from my classmates to learn different perspectives that they have on our readings each week. I am not much into social networks and I do not use them for learning.

How do you gain new knowledge when you have questions?

When I have questions, I gain new knowledge mostly through searches on the Internet. If I personally know someone with expertise in the area, I will go to that person or e-mail them. I also love to read books, and my local library is a big resource. I still am not sure if I will use blogs, unless they are peer edited. I do not trust many sources as people tend to be biased, myself included. Therefore, I tend to visit many sites, and if I find conflicting material, I turn to books and journals.

In what ways does your personal learning network support or refute the central tenets of connectivism?

My personal learning network supports the tenets of connectivism. According to Siemens (Davis, 2008), "connectivism is driven by the understanding that decisions are based on rapidly altering foundations. New information is continually being acquired and the ability to draw distinctions between important and unimportant information is vital. Also critical is the ability to recognize when new information alters the landscape based on decisions made yesterday." My learning today using my network of Internet, online classes/classmates, etc. is totally different from my learning in my early years when I depended on my teachers to guide my learning. I am the person who now determines what is vital and unimportant and my learning has broadened my environment and has changed many of my beliefs. Siemens also states (Video, date unknown), "Our knowledge literally is distributed across other networks of human beings, technological devices, and other ends. That's where connectivism starts to come into play. So that's the application of the technology to aid and to extend that dimension as well." Technology has opened up so many resources for people to pursue knowledge. As each year goes by, I learn new ways of using technology to supplement the knowledge I gain in my personal connections.

References:

Davis, C., Edmunds, E., & Kelly-Baterman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved on 6 July 2010 from http://projects.coe.uga.edu//epltt/index.php?title=Connectivism.

Video. (Date unknown). "Connectivism." Laureate Education, Inc.

Connectivism

2010-07-28T16:26:00.000-07:00

This week we are to post a mind map of our personal networks that we construct to obtain knowledge. This is my mind map.

Evaluating Brain and Information Processing Resources

2010-07-08T18:30:00.000-07:00

This week's assignment is to evaluate web sites and/or online journals that present information on the brain and learning, information processing theory, and problem-solving methods during the learning process.

The first online journal that I reviewed is the Phi Delta Kapplan. I found a very interesting article in this online journal when searching on the brain and learning, "A Fresh Look at Brain-Based Education" (Jenson, 2008). According to Jensen, educators need to start using research on the brain in educational design. "I will show how the synergy of [neuro]biology, cognitive science, and education can support better education with direct application to schools." I think that this article is very relevant to instructional design. Jensen argues that pedagogy must take into consideration understanding how the brain works so teachers know why each teaching strategy works and be able to employ the best strategies for learning in different situations and for different learners. Jensen states that, "Schools present countless opportunities to affect students' brains. Such issues as stress, exercise, nutrition, and social conditions are all relevant, brain-based issues that affect cognition, attention, classroom discipline, attendance, and memory. Our new understanding is that every school day changes the student's brain in some way. Once we make those connections, we can make choices in how we prioritize policies and strategies." Besides this very informative article on the brain and learning, Phi Delta Kappan offers access to many back issues that address all kinds of different issues facing educators. I found this online journal to be a very beneficial resource to all educators.

My next search was on information processing theory. The specific article I was directed to was: "Information Processing Theory" (Schraw & McCrudden, date unknown). I found this article to be very informative. In addition to reinforcing the readings we had this week, the last topic of the article dealt with implications for instruction. This section gave very explicit ideas on the implications of information processing for instructional designers. From this article, there are multiple links to other relevant theories in educational design and other current articles on educational topics. The home web site is Education.com. This home page is very logically organized, so you can easily navigate to areas of interest. You can browse articles by topic, grade, or age. There is a magazine archive link that includes an easy-to-use search engine. The home page also includes a link to a blog site where you can post or make comments. Frankly, I did not think much of the blog page. The topics were not relevant to an educator and seemed to be random postings about anything. However, there was another page, Education A-Z, that included an organized page for links to topics. I find this site to be a good source for information, but not a good source for communication.

Our final topic for this assignment is problem-solving methods during the learning process. The article that I found was: "Young Children's Awareness of Self-Regulated Learning (SRL) (Hwang & Gorrell, 2001). The article described how young children were or were not aware of the SRL of effective and ineffective model problem solvers. Most of the children that were aware of the models' SRL were the children that were able to complete the project correctly before seeing the demonstrations. On the other hand, the children that were unsuccessful in completing the project were more likely not to understand the SRL of the models. The web site from which I found this topic (and many, many, more) is Ed Psyc Central. I highly recommend this web site for educators. There are links to topics in education, psychology, research, teacher education, professional development, theory-research-practice, and many more. In addition there are search engines and journals. From this one web site, educators can find a link to almost any topic they want to explore. The only drawback is that some of the web sites are defunct.

Hwang, Y. S. & Gorrell, J. (2001). Young Children's Awareness of Self-Regulated Learning (SRL). Paper presented at the Annual Meeting of the American Education Research Association (Seattle, WA, April 10-14, 2001).

Jenson, E. P. (2008). A Fresh Look at Brain-Based Education. Phi Delta Kappan, 89(6), 408-417. Retrieved from http://www.pdkintl.org/kappan/k_v89/k0802jen.htm on July 8, 2010.

Schraw, G. & McCrudden, M. (Date unknown). Information Processing Theory. Retrieved from http://www.education.com/reference/article/information-processing-theory/ on July 8, 2010.

Quality Educational Blogs

2010-07-04T10:41:00.000-07:00

One educational blog that I like is The Innovative Educator. I believe that students today are technologically savvy and we need to incorporate technology into our classrooms. This blog is dedicated to discussions about how to use technology in the classroom. The ideas range from how students can use technology in the classroom, to how teachers can use technology to more easily prepare for class and save time doing all the small tasks that we devote considerable time and effort to each day, to how you can get your principal to use technology to promote your school - a definite need when you teach at a parochial school as I do. Additionally, the blog has a very logical format where it is easy to post comments and many links to additional blogs and web sites.

Another educational blog that I found is Free Tech 4 Teachers. This blog includes articles about free resources for teachers, articles about ideas for teaching with technology, and lesson plans for incorporating technology into all the different disciplines. A recent posting lists a search engine that has been developed by librarians, teachers, and research experts called Sweet Search. This is a great site that sorts searches into sites for teachers, librarians, or students; by discipline; and it also has links to biographies of over a 1,000 important people. These sites are filtered to be appropriate for students. This could be a great resource for teachers. The Free Tech 4 Teachers blog includes pages for free resources, a job board, Google tutorials, video creation resources, and a tutorial to create a personal professional network online.

A third educational blog that is helpful for educators is Education Next. This is a web site for the journal "Education Next." One page posts current topics of interest to educators. On another page, there is an archive of all the past journals. There is a topics page with separate pages for government and politics, inside schools, and school policy that have many links to current issues in schools. There is a blog page with relevant and interesting posts to which it is easy to comment or tweet. There is a multimedia page with videos, podcasts, and photos. All the pages have many links to other resources and articles. This is a very good site to find information about current topics in education and communicate with others.

New Blogger

2010-07-03T16:20:00.000-07:00

Hi everyone! I am completely new to blogging. I am developing this blog for my online class: EDUC-6115 Learning Theories and Instruction. I hope you will find this blog to be informative.