Setting Up An Online Learning Experience

Today, the world is reacting in a global market, thanks to the rapid development of information and communication technologies. A growing shift toward the triple helix (universities, governments, and business) model of education forms a strand of interaction to equip students for an online environment (Siemens, 2008). The changing conditions of the society and learning technologies influence greatly the quality of online teaching and learning. However, online practices are not void of challenges such as the significance of knowing the technology available to the facilitator, the rational of communicating clear expectations to learners, and other considerations the instructor has to take into account when setting up an online learning experience.

In the early 21st Century, course management system (CMS) and the World Wide Web (WWW) reflected teacher-centered instructional paradigm (Brown, 2007); however, Simonson, Smaldino, Albright, & Zvacek (2009), expounded that a new generation of web applications emerged and the various tools through a model called mash-up promote collaboration, networking (p. 244) to contribute to the application of the principles of connectivism in an online environment. Web 2.0 technologies, for instance, include, but are not limited to blogosphere, wikis, podcasting, Google Friend Connect (Huett, Moller, Foshay, & Coleman, 2008) and other forms of content creation facilitators need to have upper hands on and help equip their learners. Students' technological abilities influence their predisposition to succeed in online classes. It would be very difficult for online participants to be clueless about technology, especially in this digital age. The facilitator could provide links to some websites for learners readiness, tecknology wise like the the ones in the Appendix.


It is imperative to communicate clear and unambiguous guidelines and expectations to learners to ensure understanding and secure a grater satisfaction in an online experience (Boettcher and Conrad,). The synchronous or/and asynchronous nature of online learning requires the facilitator to communicate clearly the necessary tools for building knowledge and competencies within learners and building network of mutual respect and sharing of ideas and perspectives to help create a smooth and trusting learning environment. Facilitators evaluate learners based on the guidelines and expectations. Nothing should be hidden in online learning.


When setting up an online learning experience, the instructor should take into account the core learning principles of learning experience framework (Boettcher & Conrad, 2010) where pedagogy (the art and science of teaching) and andragogy (learning strategies that focus on adults) (Knowles, 1984) kiss each other in the atomic framework where learners (nuclei) interact with each other and with the mentor, knowledge, and environment. The facilitator should consider learning object, verify concepts and principles such as transactional distance, autonomy of the learner, key construct (Saba, 2011), cognizant of the learner's zone of proximal development (Vygotsky, 1978) as cited in Boettcher & Conrad (2010). The facilitator should engage learners with interactive activity in the form of icebreaker in welcoming each learner on board.


References


Allen, I.E. & Seaman, J. (2007). Online nation: Five years of growth in online learning. Retrieved from http://sloanconsortium.org/publications/survey/pdf/online_nation.pdf.


Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.


Huett, J., Moller, L., Foshay, W., & Coleman, C. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 3: K12). TechTrends, (52)5, 63-67.


Knowles, M. (1984). Andragogy in Action. San Francisco: Jossey-Bass.


Saba, F. (2011). Video: "Evaluating Distance Learning Theory." Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5364570&
Survey=1&47=6623504&ClientNodeID=984650&coursenav=1&bhcp=1


Siemens, G. (2008). Learning and Knowing in Networks: Changing roles for Educators and Designers. Retrieved on 2/23/11 from http://www.tskills.it/userfiles/Siemens.pdf.


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


Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.


Appendix
Http://www.youtube.com/watch?v=SgujaIzkwrE&feature=relmfu


Http://www.youtube.com/watch?v=98Vb0xQqdq8


Http://www.youtube.com/watch?v=8RMWO9JxZjA
Http://www.youtube.com/watch?v=F3yNmSIOkJo
Http://www.yourcallla.org/SORT/sort/html/tool.html
Http://facweb.bhc.edu/browsercheckup/
Http://www.youtube.com/watch?v=3Hp8e8LkuuM
Http://www.wpi.edu/Academics/ATC/Collaboratory/Idea/boardbenefits.html


Http://studygs.net/intstudy.htm

Welcome to Online Learning

HIGH SCHOOL GEOMETRY: ONLINE
About Me

Segla Kossivi
E-mail:segla.kossivi@waldenu.edu
Tel.: 917-554-9105
My name is Segla Kossivi and I will be your instructor for this course; for familiarity, you can call me Segla. I graduated from Nortern Caribbean University (NCU) in Mandeville-Jamaica (West Indies) in Mathematics, and from European University (EU)-Toulouse (France) with MBA: International Business Management (Finance). My background is mainly in education, where I have passion in teaching mathematics at both high school and college level. My previous teaching positions were at NCU where I taught Calculus, Financial Accounting, Personal Finance, Quantitative Business Analysis, and Business Ethics, then at EU where I taught Calculus, Statistics, Financial Accounting, Management Accounting, Cost Accounting, and Finance. I am a math teacher in New York City Schools and City College in Brooklyn, New York. I relocate and live with my beauty Queen, Sherry in Laveen, Arizona.

As an inquiry minded person, I always ask for the whys of things and like to challenge the status quo. Always thirsty for knowledge, I devote my time in seeking, exploring, and daring, realizing I need something more. Each question brings another one, and each response carries the next question: the life of a Philosopher. I like to challenge ideas, find meaning to anything, and have passion in teaching mathematics.
To fit into the 21st century and beyond, I am presently pursuing MS in the field of Instructional Design and Technology (IDT) at Walden University.

Welcome Message
Welcome to high school geometry: online learning, a system that continues to shape education for a brighter future!
No one ignores the changing path of education, shifting from traditional setting to a more asynchronous path leading to a mobile learning , and responding to the changes the technological advancement and communication technologies continue to bring to an evolving society. Learning, in a shifting gear, is becoming a part of the transformation to anytime, anywhere, and anyone’s learning modalities that the digital age is ascribing. Online learning is taking great strides to alleviate the pains and frustrations the face to face (F2F) or traditional education imposes on participants. Online learning is enabling and equipping participants with brighter learning system for maximum satisfaction in education, presently and futuristically .
http://www.m-learning.org/case-studies/bloom.

The address of the site for our CMS orientation is http://kossivi.edu20.org.
Refer to the table below to register with your Id and a password.
Administrator and Student Accounts
Account User Name Password
Administrator Skossivi xxxxxxxx
Student Student’s choice Student’s choice

This is an asynchronous learning environment. You can log on anytime and anywhere. We will be using Edu2.0 online course management system. We will also use other online tools available on the Internet with YouTube videos to show you how to use the necessary tools for the course. You would have to download and install, free, some software that work with any operating systems: Mac or windows.
Edu2.0 Tool Overview
Edu2.0 is our online learning portal where you will create an account with your personal user name and password to have access to the course and everything involved. It is an easy to use learning management system. I will use the site to create online lessons with resources, contents (syllabus), video, and audio. From this site, I will control every aspect of the course such as course material and a variety of activities and assignments. We will cover and complete topics in sequence within a specific time. We will use the system embedded in Edu2.0 to track assignments, grades, learners’ activities, and feedback, thanks to embedded tools such as wikis, forum, chat rooms, and even RSS feeds for more resources. You will find all resources and content page under resources (libraries). Please click on the link below to familiarize yourself with Edu2.0: http://www.edu20.org/
Discussion Boards
You will have to use the discussion boards, sometimes, for discussing some assignments or any topics you may need help with. You will know when to participate in discussion forums. Please watch the videos:
http://www.youtube.com/watch?v=h7wFrITZ0FA
http://www.youtube.com/watch?v=lzyjOjdx8pg



Free Internet Tool Overview
Sound Cloud/Audacity
You may have to narrate your math problems, explaining how you arrive at a particular answer to a problem. You need to download Sound Cloud or Audacity, free internet application that allows sharing of audio files. You can also use Adobe Sound booth, if you have it. http://www.soundcloud.com/, http://www.youtube.com/watch?v=tJ6tFBMFvz0&feature=related
http://audacity.sourceforge.net/, http://www.youtube.com/watch?v=5rQr5YVNqI0
YouTube
You can also use the media center to record your work. Windows media transforms your recorded video into YouTube that you can upload on the Edu2.0. It is even better to use YouTube than Sound Cloud or Audacity. Please watch the following video:Http://www.youtube.com/results?search_query=geometry&aq=f
Google Friend Connect
Google Friend Connect turns your blog into a place where people meet and get to know each other with Google Friend Connect's easy-to-use features.
http://www.google.com/friendconnect/home/overview
Please watch the video to learn how to use
http://www.youtube.com/v/NlKEWHcW5QE
Other Tools
Other tools such as tools for screen recording (http://www.youtube.com/watch?v=-0gIscztCBk
file storage sharing (http://www.youtube.com/watch?v=KQYiWkvGQ0E&feature=fvst
http://www.youtube.com/watchv=G56EmUyiJgs&feature=fvsr
web conferencing (www.cisco.com/en/US/products/ps7060/index.html, www.youtube.com/watch?v=rxt2h6CLFhU
http://www.youtube.com/watch?v=MAl3fMldnZQ&feature=related
video content (http://www.youtube.com/watch?v=cVAzwXquD70
are on the Edu20.org home page under Tools at the bottom of the page
Webspiration
You can use webspiraration to map and organize your ideas, your plan of action such as flow chart to solve your math problems. You can also invite a friend, or share your ideas using this software. The site will allow you to install free webspiration: http://www.mywebspiration.com/. For tutorial, please watch the video: http://www.youtube.com/watch?v=i-UKDREPHKs
Sample: http://www.mywebspiration.com/view/828787a16ac0
This is a learner-centered course that provides an essential framework incorporated in Edu2.0 d for curriculum and instruction, assessment systems for evaluating educational goal attainments. The framework contributes to understanding effective strategies that can address problems of low levels of academic achievement. Please read more on the benefits of leaner-centered principles:Http://www.cdl.org/resource-library/articles/learner_centered.php. Please watch the video: http://www.youtube.com/watch?v=wR4ocKovy28
Certification
You are required to complete required assignments, quizzes, and exams within the assigned time to earn 3 credits in mathematics. You will find the entire requirement uploaded on the Edu2.0 site.

Online excellent resources enable students’ success in geometry. Interactivity helps building a sound foundation in learning geometry. As online asynchronous learner, you have access to excellent online resources to adequately help you prepare for the course for life time learning and your grandiose success. Please click on any clickable links in the annotated bibliography for your success:
Academic Technology Center - Worcester Polytechnic Institute. (2008). Benefits of using discussion boards in your classes. Retrieved from http://www.wpi.edu/Academics/ATC/Collaboratory/Idea/boardbenefits.html.
Please watch the video to learn how to use discussion boards.
http://www.youtube.com/watch?v=3Hp8e8LkuuM
The online browser check-up found on the following websites will equip you with the minimum technology requirements for your success. Http://www.yourcallla.org/SORT/sort/html/tool.html
http://facweb.bhc.edu/browsercheckup/


Jarrett, K. (2008). Edu2.0: The free learning management system (LMS) for everyone. Retrieved from http://www.edu20.org/.
Edu2.0 is the course management system (CMS) learning management system (LMS) will use for our course, and it allows you as distance learner to access information anywhere and anytime, with your mobile computing such as iPhones and PDAs. Edu2.0 is free and suitable for your course learning. Please click on the link above to familiarize yourself with the CMS you will be using to complete the course. Please watch the video below to empower yourself. Http://www.youtube.com/watch?v=F3yNmSIOkJo


Landsberger, J. (1996). Study guide and strategies. Retrieved from http://www.studygs.net/.
Please review other components of discussion forum by visiting http://studygs.net/intstudy.htm.


Please watch the videos below to acclimatize yourself with cloud computing.
http://www.youtube.com/watch?v=SgujaIzkwrE&feature=relmfu
http://www.youtube.com/watch?v=98Vb0xQqdq8
http://www.youtube.com/watch?v=qD5jbOcoFE4&feature=pyv&ad=7975291649&kw=geometry
http://www.youtube.com/watch?v=8RMWO9JxZjA

The success of a distance learner depends on various characteristics. Some attributes relate to intrapersonal communication skills, self-motivation, self-directed, and self-esteem. Learning in an asynchronous environment requires individual readiness. You are required to demonstrate academic Integrity, student’s readiness and responsibilities, and communication Skills. You are required to review the course performance goals and outcomes and prepare performance goals of your own, providing the context in which you intend to use the knowledge, skills, and perspectives from the course, and share reasons for taking the course and what you hope to learn. The following site will guide you in your endeavor:

http://www.youtube.com/watch?v=wtYCx8g6Z_w&feature=related
http://thebasicsofanything.com/characteristics-of-successful-distance-learners-2
http://ecps.jah.schoolfusion.us/modules/cms/pages.phtml?pageid=113885&sessionid=
http://www.ectolearning.com/Blog.aspx?g=cjnapcqbwl&p=964
http://www.irrodl.org/index.php/irrodl/article/viewArticle/189/271
http://www.westga.edu/~distance/ojdla/fall33/rockwell33.html
http://distancelearn.about.com/od/isitforyou/a/considering.htm

I am looking forward to have fun with you in class!

Online Learning Communities

Driscoll (2000) defines learning as “a persisting change in human performance or performance potential…which must come about as a result of the learner’s experience and interaction with the world” (p.11). According to Siemens (2004), formal education no longer comprises the majority of our learning. Learning now occurs in a variety of ways – through communities of practice, personal networks, and through completion of work-related tasks (p. 1).

Online learning communities significantly impact both student learning and satisfaction within online course through the social interaction in their social presence. Participation, both social and academic, is integral. Without active participation in discussions and other class activities, the learner is not part of the community and does not even exist. The process encourages learner-to-learner engagement where social constructivism allows participants to depends on one another to make meaning. Learners connect to one another to co-create knowledge, a process that transform them to scholars and be reflective on their learning (Palloff & Pratt, 2011). Learners feel the social pressure to succeed, as they feel a part of something larger-an extension of themselves.

People, purpose, and process constitute the main ingredients to online community building. The fundamentals of a learning community require interdependence and reciprocity (Misanchuk & Anderson, 2011) from the participants who have the ability to co-create knowledge. Each learner’s presence is noted and registered in the minds of others, and individual makes a concerted effort to communicate with others in order to exist.

To sustain online learning communities, there is a need to send personal invitation to the learner through e-mail and posting the same in the classroom, have successful orientation with learners prior to the start of the course, present the nature of the course management system (CMS) used, and need to visit the classroom multiple times per day during the first two weeks. The facilitator must set the stage, make the course easy to navigate, make the learning environment conducive for learning, warm and inviting than cold and formal (Palloff & Pratt, 2011). The facilitator has to define any jargon, make the course easy to navigate, clearly define the purpose of the group, create a distinctive gathering place for the group, promote effective leadership from within, and define norms and a clear code of conduct.

Community building, provides social environments that host learning needs and theories to describe learning principles and processes, for effective online instruction. It is said that behaviorism, cognitivism, and constructivism seemed to be the three broad learning theories most often utilized in the creation of instructional environment but connectivism, through the medium of multimedia, exemplified the existing theories available to the learner, permeates the social constructivism to build a community of practice and enable learners to be part of the scholars who will never cease to learn. Indeed, “learning must be a way of being – an ongoing set of attitudes and actions by individuals and groups that they employ to try to keep abreast o the surprising, novel, messy, obtrusive, recurring events…” (Vaill,1996).

Formerly, I gained information through books, news, and limited social interactions only, but with Internet, podcast, video, and with blogs, information is readily available for dissemination; learning now occurs in a variety of ways through communities of practice, personal networks, and through completion of work-related tasks (Siemens, 2004). These days I gain new knowledge through set up feeders and question and answer sessions on my computer. The social networking theories and tools support connectivist-learning activities, and build new and effective e-learning practices. Connectivism , the social networking, applied to learning and knowledge context can lead to a re-conceptualization of learning in which formal, non-formal and informal learning can be integrated to build a potentially lifelong learning activities to be experienced in my personal learning environments.

In order to provide a guide in the design, development, and improvement, (both of personal learning environments and in the related learning activities), and to become an effective instructor in the future, I will provide a knowledge flow model highlighting the stages of learning and the related enabling conditions. I will provide engaged learning environment where constructivist principles and problem-based learning would be in the core strategy for facilitating courses. Today, networked learning, collaboration technologies, collaborative learning, informal learning, learning 2.0, web 2.0, web 3.0, personal learning environment, wikis, telematic technologies, and blogs contribute effectively towards an e-lifelong learning experience; thus connectivism (a learning theory for the digital age) takes learning to a new height.

References

Conrad, R., & Donaldson, J. A. (2004). Engaging the online learner: Activities and resources for creative instruction. San Francisco, CA: Jossey-Bass.

Driscoll, M. (2000). Psychology of Learning for Instruction. Needham Heights, MA, Allyn & Bacon.

Misanchuk, M & Anderson, T. (2011). Building community in an online learning environment: communication, cooperation and collaboration. Retrieved from http://frank.mtsu.edu/~itconf/proceed01/19.html

Palloff, R. & Pratt, K. (2011). “Online Learning Communities”. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5364570&Survey=1&47=6623504&ClientNodeID=984650&coursenav=1&bhcp=1.

Siemens, G. (2004). Connectivism: A learning theory for the digital age. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm.

Vaill, P. B., (1996). Learning as a Way of Being. San Francisco, CA, Jossey-Blass Inc.

Analyzing Scope Creep

Analyzing Scope Creep

As a student in Instructional Design and Technology, I consider my instructional design projects as personal experiences. Though those projects were successful, they were not without problems. Among all my projects, “Online Orientation Program” recorded scope creep. The project consisted of designing online orientation program for distance learners and should present strategies for succeeding in a distance learning environment and should provide an overview of what to expect when taking a distance learning course compared to a traditional instructor-led course (Laureate Education, 2011).
I designed an online, fully asynchronous 3-credit Geometry course for high school students. Trainees were expected to view interactive media presentations and complete online assessments. Students were expected to regularly participate in an asynchronous question and answer forum. Asynchronous discussions were to be delivered through Edu2.0, a course management system (CMS) tool that featured social networking media for threaded discussions forum.

Though the project was successful, Dr. Harold Stolovitch’s project post-mortem template pointed out some deficiencies. Instead of developing activities to engage the learners in the orientation and mechanisms for learner-learner and learner-instructor interaction, I offered rather activities for the geometry course, due to my misinterpretation. My immediate stakeholder (Professor Dawson) called my attention to the fact, the same mistake Simon Wilcowsky and his team made in the case study 23 (Ertmer and Quinn, 2007, p.178). That mistake generated scope creep that set me back for a week due to other project tasks, nevertheless I met the dead line. Dr. Dawson’s constructive feedback helped me handle the project scope creep. Now other stakeholders could benefit from a successful project design.

Looking back and using the tools of Project Management, I would use work breakdown structure (WBS) and would have to develop and monitor a mechanism to enable team members to objectively identify and manage project risks. Consistent risk management and monitoring should surface in all stages of a design project to avoid a poor design project outcome (Yee, Lievesley, and Taylor, 2009). I would have to communicate clearly with my client on agree upon project details for a successful project desired outcomes.

Geer (2011) advised project managers (PMs), instructional designers (IDs) and team members to take stock at the end of a project and develop a list of lessons learned to avoid repeating their mistakes in the next project. Though I did not develop an elaborate detailed document, I took note of what my professor revealed in her feedback. That is why today I could easily point out when an ID or a PM makes similar mistake. Revisiting the past helps shape personal skills. PMs and IDs should take lessons from the past to avoid the same mistakes. The digital age requires of us to remain on the learning curve for adoption and implementation of new and emerging technology (Johnson, Levine, Smith, and Stone, 2010) and technology communication tools.

Scope creep is a fundamental issue in a project management. Any PM could easily avoid scope creep through a clear and effective communication between all participants. The PM has the responsibility to have a sign off document listing agreed upon details for measures to avoid scope creep and have successful project outcomes.

References

Geer, M. (2011). The project management minimalist: Just enough PM to rock your projects! Retrieved from http://sylvan.live.ecollege.com/ec/courses/56611/CRS-CW-4894953/educ_6145_readings/pm-minimalist-ver-3-laureate.pdf.

Ertmer, P., & Quinn, J. (2007). The ID casebook: Case studies in instructional design. (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc.

Johnson, L., Levine, A., Smith, R., & Stone, S. (2010). The 2010 Horizon Report.

Laureate Education. (2011). Foundations of distance learning. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4744647&Survey=&47=6623504&ClientNodeID=984650&coursenav=1&bhcp=1.

Yee, J., Lievesley, M., & Taylor, L. (2009). Recognizing risk-of-failure in communication design projects. Visible Language, (43)2, 227-251.

Communicating Effectively

Communicating Effectively

In the multimedia program “The Art of Effective Communication” (Laureate Education, 2011), email, voicemail, and face-to-face constitute three types of communication modalities that characterize “effective communication among all project team members” (Laureate Education, 2011). The interpretation of those modalities depends on individual natural and cultural background; the way and how the author conveys his or her message is very important.

In fact, the text modality of communication serves as a means of keeping records for documentation and for proof. It is like keeping log to provide evidence of what has happened and for reference or research. Text enables and encourages systematic thinking and requires less reliance, however it can present misconceptions on the part of both the writer and the reader, due to some misinterpretation of words. In this particular case, Mark may not even check his email.

The audio and video modalities could disrupt the processing of important arguments, data, evidence, and may cause the receiver to focus on other source that are not directly relevant to the quality of the message (Mann, 1997).
The way I perceived the message from email to voice, to face-to-face, depended on how I interpreted what the message conveyed in terms of its accomplishment and objectives. It was important to me how Jane communicated the message. Though the message was the same, the voice modality carried more weight. In my atmosphere of tiredness Jane’ southing conversational voice promoted my willingness to receive the message, perceive it correctly, simple, direct, straightforward, open, honest, and complete communication without any arm twisting.

I find voice modality of communication to have an extremely powerful and personal effect in promoting a friendly atmosphere and growth, and encouraging trust and cooperation in business. Email modality, on the other hand, is less effective than face-to-face modality, which is more direct and personal, and allows visible intimacy for a greater impact on business cooperation. Voice communication best conveyed the true meaning and intent of the message.

From this exercise for communicating effectively with members of a project team, it is clear that the three different modalities: as written text, audio, and video reveal some of the aspects of communication technologies that influence the 21st Century communication. The most effective medium of effective communication would be the combination of all three modalities in one hypermedia system, necessary for most companies as they react in the global market.

References

Laureate Education Media (2010). The art of effective communication [Video podcast]. Retrieved March 17, 2011, from http://mym.cdn.laureate-media.com/2dett4d/Walden/EDUC/6145/03/mm/aoc/index.html.

Mann, B.L. (1997). Evaluation of presentation modalities in a hypermedia system. Computer & Education (28)2, 133-143.

Learning from a Project "Post-mortem"

Learning from a Project “Post-mortem”

In the previous course, I worked on a personal mini project entitled: Roasting a chicken. Though the project was successful, Dr. Harold Stolovitch’s project post-mortem template pointed out some deficiencies. Geer (2011) advised project managers (PMs), instructional designers (IDs) and team members to take stock at the end of a project and develop a list of lessons learned to avoid repeating their mistakes in the next project. Though I did not develop an elaborate detailed document, I took note of what the participants revealed in their feedback.

Project management, a complex process targeting multiple outcomes, requires, for competency, the acquisition of a variety of knowledge and skill sets across areas of expertise (Brill, Bishop, and Walker, 2006). According to Lin (2006), instructional design is “the systematic and reflective process of translating principles of learning and instruction into plans for instructional materials, activities, information resources, and evaluation” (p.3). While the complexity of the roles of a PM requires of him or her knowledge or ideas about instructional design, the nature of the duties of an ID demands him or her to understand project management. The point is clear; the PM and the ID possess similar skills: Problem-solving skills, at the minimum. As a math teacher, designer, and project manager, I was able to generate a positive needs analysis, chose the content, structure the tasks, develop successful instruction, and to evaluate performance. I successfully created an annotated list of online resources (including the URLs) that could learners who were new to a distance-learning environment, geared my orientation specifically toward deliverable tasks, and attained the prescribed project goal and objectives.

I was unsuccessful in including training information on other various technology tools such as wikis. I could not believe. As a teacher, I assumed my participants (Ph.D., MS, and BA holders) knew how to interact with wikis. That was the greatest lesson I learned: Never assume! Some wikis have problems. If I did the EDUC 6135 before that project, I would have chosen the appropriate course management system (CMS) and learning management system (LMS).

Revisiting the past help shape personal skills. PMs and IDs should take lessons from the past to avoid the same mistakes. The digital age requires of us to remain on the learning curve for adoption and implementation of new and emerging technology and technology communication tools.

References

Brill, J.M., Bishop, M.J., & Walker, A.E. (2006). The competencies and characteristics required of an effective Project Manager: A web-based Delphi Study. Educational Technology Research and Development, (54)2, 115-140.

Geer, M. (2011). The project management minimalist: Just enough PM to rock your projects! Retrieved from http://sylvan.live.ecollege.com/ec/courses/56611/CRS-CW-4894953/educ_6145_readings/pm-minimalist-ver-3-laureate.pdf.

Lin, H. (2006). Instructional project management: An emerging professional practice for design and training programs. Workforce Education Forum, (33)2, 1-18

ID vs PM: Deciding Upon Priorities

Deciding Upon Priorities

ID

While an Instructional Designer (ID) may carry his or her roles solely, a Project Manager (PM) resorts to different people once the project gets underway (Laureate Educate, 2011). Reflecting on my experience as a math teacher, project management constitutes an essential part of my work as an instructional designer belonging to multidisciplinary work groups (vanRooij, 2011. The complexity of the roles of a PM requires of him or her knowledge or ideas about instructional design, and the nature of the duties of an ID demands him or her to understand project management. As a teacher, I act as project manager, guiding the process, motivating my students (team), assessing their work, and providing guides (problem-solving techniques) to them to be successful. The team (students) also develops project management skills.

According to Lin (2006), instructional design is “the systematic and reflective process of translating principles of learning and instruction into plans for instructional materials, activities, information resources, and evaluation” (p.3). Acting as an instructional designer (ID), I would consider the needs and context as priorities during the initial phases of a project. Instructional design constitutes a way of thinking, of planning and of increasing the likelihood of a proposed solution, which will result in measurable improvement of an existing condition. ADDIE consists of systematic approaches to instructional design to analyze a performance problem, then design and develop a program. I will seek to develop clear and detailed description of all objectives, including performance measures and performance target to achieve the desired outcome. I will identify the key stakeholders for whom the project is being performed, will determine the benefits: Returns on investment (ROI) that the stakeholders projected from the project, and will think about the characteristics as bench mark for comparison should in case the project would address an existing situation.

As a normal procedure, I would undertake a formal investigation and documentation of the likelihood of the project being successful. It is important to think of what the project team as a whole, as well as each individual expert member would like to accomplish. I will study the parameters of the objective function, subject to the constraints to ascertain the feasible region for optimal output. I will analyze the human resources matrix, to ascertain which individual will work on an activity and the work effort that each resource will invest in the activity.

My role as an ID, prompts me to think as a PM. In any project, pre-planning is essential in seeking in advance if there is a need to think of any unforeseen (uncertainty) that might positively or negatively impact the clear, specific set objectives, for remedy. As a designer I need to be proactive. As a teacher and an instructional designer, I assume the role of a project manager in the classroom. I consider a project management as an extension to an instructional design. The designer follows a detailed systematic procedure to implement the design. Like an instructional designer, an effective project manager considers factors in the physics of the societal changes. While the instructional designer practically uses the appropriate technology to guide his or her design, the project manager focuses on the changes in economies, the people, management, and the organization, as the world interacts in a global market. The instructional designer is the architecture providing the blue print from start to finish of a program, while the project manager coordinates the unique interrelated activities of the goal-oriented project from start to finish. It is easier for the instructional designer to assume both the role of the designer and a project manager; though the converse may not necessary be true, it is important that the PM should have some ideas about or skills if an ID. As an effective manager, the PM coordinates and oversees each aspect of a project from start to finish. S/he may not be able to solve all the problems but s/he can solicit the help from the multidisciplinary project teams rather than through individual effort. Effective project management is a critical competency for anyone participating in such teamwork and, certainly, for today’s instructional design (ID) professional.

References

Brill, J.M., Bishop, M.J., & Walker, A.E. (2006). The competencies and characteristics required of an effective Project Manager: A web-based Delphi Study. Educational Technology Research and Development, (54)2, 115-140.

Lin, H. (2006). Instructional project management: An emerging professional practice for design and training programs.Workforce Education Forum, (33)2, 1-18.

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

van Rooij, S.W. (2011). Instructional design and project management: Complementary or divergent? Educational Technology, Research and Development, (59)1, 139-159.