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.
Thursday, March 17, 2011
Thursday, March 10, 2011
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
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
Thursday, March 3, 2011
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.
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.
Sunday, February 27, 2011
Reflection: The Future of Distance Education
The digital age has spurred a change in the domains of learning and teaching. Many colleges, universities, and other institutions are rapidly adopting distance learning (DL). DL provides an amazingly interactive learning platform that makes it possible for individuals like me to access and pursue our education on our own terms wherever and whenever it is convenient to do so, while balancing the equation of their professional, intellectual, and family life. However, the perceptions of distance learning vary from individual to individual, but society will experience positive perceptions of distance learning in the next five to ten twenty years.
The rapid development of information and communication technologies (ICT) and the nature of the world reacting in the global market, characterize the future of online learning. The changing conditions of the society and learning technologies influence greatly the quality of distance learning. Siemens (2008) discovered there is a growing shift toward the triple helix (universities, governments, and business) model of education that forms a strand of interaction to equip students for an online environment. Statistics illustrate the effectiveness and growth of distance learning: 69% of academic leaders believe that student demand for online learning is still growing (Allen and Seaman, 2007). The physics of DL is becoming like long distance travel across galaxies accomplished as if a stone is skipping across water and forming intersecting circumscribed waves. The stone does not go through the universe but rather skip around it. The space skipped represents the protagonists of DL, who, as time goes by, in the next five to ten years, those protagonists would see themselves swallowed into the circumscribed waves (the majority of proponents of DL), just like in democratically decision making arena. DL is growing exponentially (Simonson et al., 2009). In the next ten to twenty years, mobile learning (ML) would characterize DL, if governments, policy makers, universities, and other institutions chose to evolve. Most 21st Century individuals use mobile and pocket devices such as personal digital assistants (PDA), mobile phones, and portable computers for teaching/learning. I am able to access my Walden portal on my phone (Epic 4G) anytime and anywhere, thanks to the new and emerging technologies.
Individuals’ cultural myth (DL is valueless) is at variance with their basic instinct (freedom of choice of learning skill DL offers). Their cultural myths inform their ethics, and their ethics create their behaviors (negative perceptions of DL). As an instructional designer, I will use the available innovative technology and communication technology tools, following the ADDIE model with ARCS motivation model (Keller, 1987), to design a DL environment using appropriate course management (CMS) and course learning systems (CLS). Since DL is no longer face-to-face (F2F) classroom instruction, I will team-up with Software developers and subject matter experts (SMEs) to embed in the CMS tools to address learner’s readiness. These tools will prepare and develop learners’ confidence in using electronic communication for learning and, in particular, develop their competence and confidence in the use of Internet and computer-mediated communication, and enhance their ability to engage in autonomous learning (Hung, Chou, and Chen, 2010). I will incorporate in the design multimedia, which will comprise text, simulators, sound, streaming videos with interactive Flash-based activities, with sound instructional strategies to enhance learning. I will devote my time on research and application, to advocate for distance education,refuting any negative arguments on DL with similar arguments in F2F environment.
To be a positive force for continuous improvement in the field of distance education, I need to educate the society to recognize and acknowledge what works and does not. Many institutions realize that face-to-face (F2F) education needs a shape up; it does not serve the digital society any longer, and that explains the exponential growth of distance education. I will make the society aware of the benefits of distance education, through intensive mixed (qualitative and quantitative) research method. Distance education provides the learner with benefits such as flexibility and convenience. Moreover, during learning time, learners would set their own curriculum, choosing which skills they would like to acquire, in distance education environment, while F2F environment imposes what learners have to learn. I will strive to encourage, through publications, the intentional communities to interact with mutual agreements as co-equals, with awareness, honesty, responsibility, dutiful, professional, and in ethical manner. They will observe what serve them as a value creation people, and adopt such behavior to encourage others to follow. As a product of distance education, I will endeavor to implement effectively and efficiently what I learn in DL environment, to be a model to the society.
It should be clear to everyone that traditional schools are failing to provide lifelong learning opportunities to learners (Moller, Foshay, and Huett, 2008). Even the developing countries that lack the technological and financial resources sense the need for distance learning (Simonson et al., 2009). The real future of distance education lies on the institutions’ ability to analyze the global market systems where the competitions lie to detect what works and what does not, the nations’ visions and the policy makers’ wisdom to release the appropriate and suitable technology that fuels effective and efficient education. Many factors will play an important role in the survival of the distance education. Such factors include, but they are not limited to the nation’s political aspirations in interacting in the global market, the ability of institutions to communicate effectively the benefits of distance education, the vision, and emancipation of institutionalized culture to respond to the needs and demands of the society. The understanding and application of the innovative and emerging technologies, the effective and efficient use of these vehicles for the highest common goal play an important role in sustaining the effectiveness, growth, and the survival of distance learning.
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.
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.
Hung, M.L., Chou, C., & Chen, C. H. (2010). Learner readiness for online learning: Scale development and student perceptions. Computers & Education, (55)3, 1080-1090.
Keller, J. M. (1987). Development and use of the ARCS model of motivational design. Journal of Instructional Development, (10)3, 2-10.
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.
The rapid development of information and communication technologies (ICT) and the nature of the world reacting in the global market, characterize the future of online learning. The changing conditions of the society and learning technologies influence greatly the quality of distance learning. Siemens (2008) discovered there is a growing shift toward the triple helix (universities, governments, and business) model of education that forms a strand of interaction to equip students for an online environment. Statistics illustrate the effectiveness and growth of distance learning: 69% of academic leaders believe that student demand for online learning is still growing (Allen and Seaman, 2007). The physics of DL is becoming like long distance travel across galaxies accomplished as if a stone is skipping across water and forming intersecting circumscribed waves. The stone does not go through the universe but rather skip around it. The space skipped represents the protagonists of DL, who, as time goes by, in the next five to ten years, those protagonists would see themselves swallowed into the circumscribed waves (the majority of proponents of DL), just like in democratically decision making arena. DL is growing exponentially (Simonson et al., 2009). In the next ten to twenty years, mobile learning (ML) would characterize DL, if governments, policy makers, universities, and other institutions chose to evolve. Most 21st Century individuals use mobile and pocket devices such as personal digital assistants (PDA), mobile phones, and portable computers for teaching/learning. I am able to access my Walden portal on my phone (Epic 4G) anytime and anywhere, thanks to the new and emerging technologies.
Individuals’ cultural myth (DL is valueless) is at variance with their basic instinct (freedom of choice of learning skill DL offers). Their cultural myths inform their ethics, and their ethics create their behaviors (negative perceptions of DL). As an instructional designer, I will use the available innovative technology and communication technology tools, following the ADDIE model with ARCS motivation model (Keller, 1987), to design a DL environment using appropriate course management (CMS) and course learning systems (CLS). Since DL is no longer face-to-face (F2F) classroom instruction, I will team-up with Software developers and subject matter experts (SMEs) to embed in the CMS tools to address learner’s readiness. These tools will prepare and develop learners’ confidence in using electronic communication for learning and, in particular, develop their competence and confidence in the use of Internet and computer-mediated communication, and enhance their ability to engage in autonomous learning (Hung, Chou, and Chen, 2010). I will incorporate in the design multimedia, which will comprise text, simulators, sound, streaming videos with interactive Flash-based activities, with sound instructional strategies to enhance learning. I will devote my time on research and application, to advocate for distance education,refuting any negative arguments on DL with similar arguments in F2F environment.
To be a positive force for continuous improvement in the field of distance education, I need to educate the society to recognize and acknowledge what works and does not. Many institutions realize that face-to-face (F2F) education needs a shape up; it does not serve the digital society any longer, and that explains the exponential growth of distance education. I will make the society aware of the benefits of distance education, through intensive mixed (qualitative and quantitative) research method. Distance education provides the learner with benefits such as flexibility and convenience. Moreover, during learning time, learners would set their own curriculum, choosing which skills they would like to acquire, in distance education environment, while F2F environment imposes what learners have to learn. I will strive to encourage, through publications, the intentional communities to interact with mutual agreements as co-equals, with awareness, honesty, responsibility, dutiful, professional, and in ethical manner. They will observe what serve them as a value creation people, and adopt such behavior to encourage others to follow. As a product of distance education, I will endeavor to implement effectively and efficiently what I learn in DL environment, to be a model to the society.
It should be clear to everyone that traditional schools are failing to provide lifelong learning opportunities to learners (Moller, Foshay, and Huett, 2008). Even the developing countries that lack the technological and financial resources sense the need for distance learning (Simonson et al., 2009). The real future of distance education lies on the institutions’ ability to analyze the global market systems where the competitions lie to detect what works and what does not, the nations’ visions and the policy makers’ wisdom to release the appropriate and suitable technology that fuels effective and efficient education. Many factors will play an important role in the survival of the distance education. Such factors include, but they are not limited to the nation’s political aspirations in interacting in the global market, the ability of institutions to communicate effectively the benefits of distance education, the vision, and emancipation of institutionalized culture to respond to the needs and demands of the society. The understanding and application of the innovative and emerging technologies, the effective and efficient use of these vehicles for the highest common goal play an important role in sustaining the effectiveness, growth, and the survival of distance learning.
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.
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.
Hung, M.L., Chou, C., & Chen, C. H. (2010). Learner readiness for online learning: Scale development and student perceptions. Computers & Education, (55)3, 1080-1090.
Keller, J. M. (1987). Development and use of the ARCS model of motivational design. Journal of Instructional Development, (10)3, 2-10.
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.
Wednesday, February 23, 2011
Blended Format
Converting to a Distance Learning Format
Blended learning format requires time and skills in defining the total mix of pedagogical methods, which use a combination of different learning strategies, both with and without the use of technology. The trainer needs to resort to the strengths, weaknesses, opportunities, and or threats (SWOT) analysis, for appropriate choice of the course management systems (CMS) and learning management systems (LMS). He needs to focus on the teaching and learning concerns for system adoption and installations with the costs in mind (Simonson et al., 2009). The trainer has to identify the desired learning outcomes and objective and assess the trainees’ needs. He has to think about and recommend the minimum requirements of trainees’ computer access and Internet connections for effective participation. He has to perform a thorough exploration of tool features in order to satisfy the basic needs of instructors and learners (Simonson et al., 2009). He still has to take the time to assess the participants’ receptiveness to and facility with Web-enhanced or online learning programs, before adopting an online course or learning management system and follow the standard processes of ADDIE to be successful.
The trainer and the manager need to outsource for subject matter expert (SME) for business solutions software or a well-established e-learning company, to convert the text-based curriculum to an electronic format. The trainer has to review the roles of the trainee, resource persons, and his own. Though asynchronous instruction can happen anytime and anywhere, the trainer and the manager need to provide time to the trainees to complete the instruction at work, thus offering the trainees incentive and motivation to be serious with the training.
Please click on the link for the PDF.
Http://www.docstoc.com/docs/72181392/A7KossiviS
Reference
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.). Pearson.
Blended learning format requires time and skills in defining the total mix of pedagogical methods, which use a combination of different learning strategies, both with and without the use of technology. The trainer needs to resort to the strengths, weaknesses, opportunities, and or threats (SWOT) analysis, for appropriate choice of the course management systems (CMS) and learning management systems (LMS). He needs to focus on the teaching and learning concerns for system adoption and installations with the costs in mind (Simonson et al., 2009). The trainer has to identify the desired learning outcomes and objective and assess the trainees’ needs. He has to think about and recommend the minimum requirements of trainees’ computer access and Internet connections for effective participation. He has to perform a thorough exploration of tool features in order to satisfy the basic needs of instructors and learners (Simonson et al., 2009). He still has to take the time to assess the participants’ receptiveness to and facility with Web-enhanced or online learning programs, before adopting an online course or learning management system and follow the standard processes of ADDIE to be successful.
The trainer and the manager need to outsource for subject matter expert (SME) for business solutions software or a well-established e-learning company, to convert the text-based curriculum to an electronic format. The trainer has to review the roles of the trainee, resource persons, and his own. Though asynchronous instruction can happen anytime and anywhere, the trainer and the manager need to provide time to the trainees to complete the instruction at work, thus offering the trainees incentive and motivation to be serious with the training.
Please click on the link for the PDF.
Http://www.docstoc.com/docs/72181392/A7KossiviS
Reference
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.). Pearson.
Sunday, February 6, 2011
The Impact of Open Source
The Impact of Open Source: Massachusetts Institute of Technology Open Course: A free and open educational resource for educators, students, and self-learners around the world.
URL:http://ocw.mit.edu/index.html
For this week’s Application assignment I chose single variable calculus taught in Fall 2010, retrieved from
http://ocw.mit.edu/courses/mathematics/18-01sc-single-variable-calculus-fall-2010/
Massachusetts Institute of Technology (MIT) Open Course Ware (OCW)-MITOCW consists of a web-based, free, publication of MIT course materials reflecting the undergraduate and graduate subjects taught at MIT. It is clear that OCW is not and MIT education, does not grant degrees or certificates, and does not provide access to MIT faculty. By right, as open source, MITOCW allows anyone to take quality courses entirely free, to acquire a desired knowledge (Simonson, Simonson, Smaldino, Albright, and Zvacek, 2009). MITOCW invests $10,000 to $15,000 to compile course materials from faculty, to ensure proper licensing for open sharing, and to advance formal and informal learning through sharing of free, open, education materials (MIT, 2010).
The calculus course covers differentiation and integration of functions of one variable, and concludes with a brief discussion of infinite series. Calculus is fundamental to many scientific disciplines including physics, engineering, and economics. Learners follow face-to-face instruction with the instructor. A videotaped lesson of the instructor with chalk and talk on a blackboard reveals a format of the traditional lecture system. The video will serve for open course to other learners in the OCW domain. At the start, I will not say that the course appear to be carefully pre-planned and designed for a distance learning environment, except the readiness of the lecturer who has a grasp of the subject; he is an expert in his field. I was a math major student and could distinguish between a professor and a book reader. Nothing demonstrates the use of technology that generates significant public interest. However, series of lecture video sessions include video clips from lectures of Professor David Jerison (2010) teaching 18.01(single variable calculus). The developer of the OCW carefully segmented the videos to help the learner easily navigate through the content. Supporting course notes (in PDF) accompanied the downloadable lecture video..
I appreciate the use of Flash-based activities that allow learners to interact with the material. Learners can easily grasp the concept of tangent and secant line to a curve as Interactive Java Appelets (Mathlets) reinforce concepts and skills taught. These interactive learning tools will improve the learner’s geometric intuition and illustrate how changes in certain factors affect the results of differential calculus. Flash-based interactive activity improves learners’ performance. I did a project on Flash-based learning in the last course. The course does not need any textbooks, due to its nature and the technology used; but MITOCW advises the use of Firefox, Safari, and Google Chrome for better results, as technical requirements.
MITOCW introduces Recitation Videos serving as tutorials for brief problem solving sessions taught by an experienced MIT Recitation Instructor. These videos use YouTube that are not interactive like the Dr. Jerison’s Flash-based video Dr. Indeed, the course is carefully pre-planned and designed for distance learning; it follows the recommendations for online instruction (Simonson et al., 2009). The orientation section presents the overview of the course, instructing learners about the various expectations and the technical requirements, with an open invitation for social connections.
References
Jerison, D. (2009). 18.01sc. single variable calculus. Retrieved from http://ocw.mit.edu/courses/mathematics/18-01sc-single-variable-calculus-fall-2010/
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.). Boston, MA: Pearson.
URL:http://ocw.mit.edu/index.html
For this week’s Application assignment I chose single variable calculus taught in Fall 2010, retrieved from
http://ocw.mit.edu/courses/mathematics/18-01sc-single-variable-calculus-fall-2010/
Massachusetts Institute of Technology (MIT) Open Course Ware (OCW)-MITOCW consists of a web-based, free, publication of MIT course materials reflecting the undergraduate and graduate subjects taught at MIT. It is clear that OCW is not and MIT education, does not grant degrees or certificates, and does not provide access to MIT faculty. By right, as open source, MITOCW allows anyone to take quality courses entirely free, to acquire a desired knowledge (Simonson, Simonson, Smaldino, Albright, and Zvacek, 2009). MITOCW invests $10,000 to $15,000 to compile course materials from faculty, to ensure proper licensing for open sharing, and to advance formal and informal learning through sharing of free, open, education materials (MIT, 2010).
The calculus course covers differentiation and integration of functions of one variable, and concludes with a brief discussion of infinite series. Calculus is fundamental to many scientific disciplines including physics, engineering, and economics. Learners follow face-to-face instruction with the instructor. A videotaped lesson of the instructor with chalk and talk on a blackboard reveals a format of the traditional lecture system. The video will serve for open course to other learners in the OCW domain. At the start, I will not say that the course appear to be carefully pre-planned and designed for a distance learning environment, except the readiness of the lecturer who has a grasp of the subject; he is an expert in his field. I was a math major student and could distinguish between a professor and a book reader. Nothing demonstrates the use of technology that generates significant public interest. However, series of lecture video sessions include video clips from lectures of Professor David Jerison (2010) teaching 18.01(single variable calculus). The developer of the OCW carefully segmented the videos to help the learner easily navigate through the content. Supporting course notes (in PDF) accompanied the downloadable lecture video..
I appreciate the use of Flash-based activities that allow learners to interact with the material. Learners can easily grasp the concept of tangent and secant line to a curve as Interactive Java Appelets (Mathlets) reinforce concepts and skills taught. These interactive learning tools will improve the learner’s geometric intuition and illustrate how changes in certain factors affect the results of differential calculus. Flash-based interactive activity improves learners’ performance. I did a project on Flash-based learning in the last course. The course does not need any textbooks, due to its nature and the technology used; but MITOCW advises the use of Firefox, Safari, and Google Chrome for better results, as technical requirements.
MITOCW introduces Recitation Videos serving as tutorials for brief problem solving sessions taught by an experienced MIT Recitation Instructor. These videos use YouTube that are not interactive like the Dr. Jerison’s Flash-based video Dr. Indeed, the course is carefully pre-planned and designed for distance learning; it follows the recommendations for online instruction (Simonson et al., 2009). The orientation section presents the overview of the course, instructing learners about the various expectations and the technical requirements, with an open invitation for social connections.
References
Jerison, D. (2009). 18.01sc. single variable calculus. Retrieved from http://ocw.mit.edu/courses/mathematics/18-01sc-single-variable-calculus-fall-2010/
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.). Boston, MA: Pearson.
Tuesday, January 25, 2011
Week 3 project: Redo
Selecting Distance Learning Technologies-Example 3: Asynchronous Training
In an effort to improve its poor safety record, a biodiesel manufacturing plant needs a series of safety training modules. These stand-alone modules must illustrate best practices on how to safely operate the many pieces of heavy machinery on the plant floor. The modules should involve step-by-step processes and the method of delivery needs to be available to all shifts at the plant. As well, the shift supervisors want to be sure the employees are engaged and can demonstrate their learning from the modules.
A needs analysis reveals that a biodiesel manufacturing plant desires to improve on its poor safety record through a series of safety training modules (Laureate Educate, 2011). The availability of the module (the same content) to all shifts at the plant calls for an asynchronous training to address the needs of the professional operators (who work at different time) of the heavy machinery on the plant floor. The sophistication of information technology provides various course management systems (CMSs) to many universities, colleges, and other institutions to manage learning-related materials and processes (Malikowski, Thompson, and Theis, 2007). One to two distance-learning technologies I think provide the best solution for the given challenge will consist of Desire2Learn (D2L) and Adobe Captivate 5, to ensure participants to engage and demonstrate their learning from the modules.
CMS such as D2L seems to be one of the most powerful technology tools available and yet is often the least used (Textley and Adelstein, 2006). D2L offers statistical tools that can track learner’s interaction with any information the instructor transmitted (Malikowski et al., 2007). D2L provides many opportunities for good instruction. It provides more latitude and is suitable for any subject. Its tools feature gradebook, threaded (asynchronous) discussion, real-time chats, online assessment, and student work. The tools can allow teachers to enrich their programs for many diverse learning styles and establish more efficient and meaningful teacher-student and student-student communication. Malikowski et al (2007) declared:
The primary strength of D2L is the breadth and adaptability of its features. It
is a fully integrated learning management system that has evidently evolved
through close relationships between the software developer and educational
institutions. Because D2L is XML standard-based, it is relatively easy to
integrate it with other database systems (p. 173).
Indeed, D2L is an effective CMS and LMS tool for learning teaching with its limitations. When it supports links to other sites, it could be expensive but biodiesel manufacturing plant can afford the start-up cost. Please check out the following sites:
http://www.desire2learn.com/fusion/video/
http://www.desire2learn.com/fusion/video/
Adobe Captivate 5 (Cp) is an authoring tool that can integrate different digital media elements such as text, graphic, sound, animation and video into a coherent interactive application in a computer to convey a message or information. It consists of software packages that allow the user to perform the authoring. Cp is suitable for use in this scenario for sequencing and synchronization of digital media elements to the target audience via the Web (Pomales-Garcia, Lopez, and Liu, 2010). Cp provides clarity, organization, simplicity, structure, visual/aesthetical attractiveness, and Excitement. The following sites exemplify the qualities of this business solution software:
Http://www.adobe.com/products/captivate/
http://blogs.adobe.com/captivate/tag/free-demo
http://www.youtube.com/watch?v=S5AVYjSoxag
Pomales-Garcia et al. (2010) declared: “By using Adobe Captivate software’s simple point-and-click user interface and automated features, teachers can easily record on-screen actions, add e-learning interactions, create interactive questions and complex branching scenarios with feedback options” (p. 23). Gunawardena, Linder-VanBerschot, LaPointe, and Rao (2010) conducted a study on online courses that were designed using a problem-centered (like the one with the biodiesel manufacturing plant) and case-based approach to learning. These courses utilized technologies including learning management systems such as well as instructional design tools such as Captivate, and PowerPoint and concluded that “online self-efficacy emerged as the strongest predictor of learner satisfaction; collegial support was the strongest predictor of transfer of learning” (p. 225). Adobe Captive 5 has a start-up cost of $599, which is insignificant for biodiesel manufacturing plant.
Many colleges, universities, and other institutions use D2L and Cp as CMS/LMS. The instructional designer, James Falkofske (2005) used D2L at the Metropolitan State University of Minnesota and University of St-Paul in Minneapolis to dispense an online course and presented step-by step-by-step tutorials for both faculty and students’ population, for overview ( http://faculty.metrostate.edu/FALKOFJA/vids/D2L_IntroductionLogin2.htm), ceating templates using Microsoft Word (http://faculty.metrostate.edu/FALKOFJA/vids/TemplateUseIntroduction.htm}, gradebook (http://faculty.metrostate.edu/FALKOFJA/vids/GradesSetupFall2005_Part2.htm), quizzes, final exams (http://faculty.metrostate.edu/FALKOFJA/vids/QuizzesRandomQuizCreation.htm), and anything that has to do with institution’s policies, and others. Please follow the links for an exciting journey (http://faculty.metrostate.edu/FALKOFJA/Tutorials.htm).
Blogging becomes more fun with Cp ( http://blogs.adobe.com/captivate/for_blog_02.swf). Adobe Captivate 5 improves workflow. The online trainer for the biodiesel machinery plan can easily screen capture to help at risk learners (http://www.adobe.com/products/captivate/features/?view=topnew).
In general, CMS features can address a complex learning goal, which involves declarative, conceptual, and procedural knowledge (Textley and Adelstein, 2006). D2L and Adobe Captivate 5 tools feature the transmission of course content, the evaluation of students, courses and instructors, the creation of class discussions and computer-based instruction. They offer opportunities such as interactive Flash activities, streaming videos, photos, and audio.
References
Falkofske, J. (2005). D2L training: Center for online learning. Retrieved from http://faculty.metrostate.edu/FALKOFJA/Tutorials.htm
Http://blogs.adobe.com/captivate/tag/free-demo
Http://www.adobe.com/products/captivate/
Http://www.desire2learn.com/
Http://www.desire2learn.com/fusion/video/
Http://www.youtube.com/watch?v=S5AVYjSoxag
Laureate Education. (2011). Application: Blog—Selecting Distance Learning Technologies. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4744647&Survey=1&47=6623504&ClientNodeID=984650&coursenav=1&bhcp=1.
Malikowski, S.R., Thompson, M., & Thesis, J.G. (2007). A model for research into course management systems: Bridging technology and learning theory. Journal of Educational Computing Research, 36(2), 149-173.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.). Boston, MA: Pearson.
Textley, J., & Adelstein, D. (2006). A platform to stand on. Science Teacher, 73(7), 30-32.
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.
A needs analysis reveals that a biodiesel manufacturing plant desires to improve on its poor safety record through a series of safety training modules (Laureate Educate, 2011). The availability of the module (the same content) to all shifts at the plant calls for an asynchronous training to address the needs of the professional operators (who work at different time) of the heavy machinery on the plant floor. The sophistication of information technology provides various course management systems (CMSs) to many universities, colleges, and other institutions to manage learning-related materials and processes (Malikowski, Thompson, and Theis, 2007). One to two distance-learning technologies I think provide the best solution for the given challenge will consist of Desire2Learn (D2L) and Adobe Captivate 5, to ensure participants to engage and demonstrate their learning from the modules.
CMS such as D2L seems to be one of the most powerful technology tools available and yet is often the least used (Textley and Adelstein, 2006). D2L offers statistical tools that can track learner’s interaction with any information the instructor transmitted (Malikowski et al., 2007). D2L provides many opportunities for good instruction. It provides more latitude and is suitable for any subject. Its tools feature gradebook, threaded (asynchronous) discussion, real-time chats, online assessment, and student work. The tools can allow teachers to enrich their programs for many diverse learning styles and establish more efficient and meaningful teacher-student and student-student communication. Malikowski et al (2007) declared:
The primary strength of D2L is the breadth and adaptability of its features. It
is a fully integrated learning management system that has evidently evolved
through close relationships between the software developer and educational
institutions. Because D2L is XML standard-based, it is relatively easy to
integrate it with other database systems (p. 173).
Indeed, D2L is an effective CMS and LMS tool for learning teaching with its limitations. When it supports links to other sites, it could be expensive but biodiesel manufacturing plant can afford the start-up cost. Please check out the following sites:
http://www.desire2learn.com/fusion/video/
http://www.desire2learn.com/fusion/video/
Adobe Captivate 5 (Cp) is an authoring tool that can integrate different digital media elements such as text, graphic, sound, animation and video into a coherent interactive application in a computer to convey a message or information. It consists of software packages that allow the user to perform the authoring. Cp is suitable for use in this scenario for sequencing and synchronization of digital media elements to the target audience via the Web (Pomales-Garcia, Lopez, and Liu, 2010). Cp provides clarity, organization, simplicity, structure, visual/aesthetical attractiveness, and Excitement. The following sites exemplify the qualities of this business solution software:
Http://www.adobe.com/products/captivate/
http://blogs.adobe.com/captivate/tag/free-demo
http://www.youtube.com/watch?v=S5AVYjSoxag
Pomales-Garcia et al. (2010) declared: “By using Adobe Captivate software’s simple point-and-click user interface and automated features, teachers can easily record on-screen actions, add e-learning interactions, create interactive questions and complex branching scenarios with feedback options” (p. 23). Gunawardena, Linder-VanBerschot, LaPointe, and Rao (2010) conducted a study on online courses that were designed using a problem-centered (like the one with the biodiesel manufacturing plant) and case-based approach to learning. These courses utilized technologies including learning management systems such as well as instructional design tools such as Captivate, and PowerPoint and concluded that “online self-efficacy emerged as the strongest predictor of learner satisfaction; collegial support was the strongest predictor of transfer of learning” (p. 225). Adobe Captive 5 has a start-up cost of $599, which is insignificant for biodiesel manufacturing plant.
Many colleges, universities, and other institutions use D2L and Cp as CMS/LMS. The instructional designer, James Falkofske (2005) used D2L at the Metropolitan State University of Minnesota and University of St-Paul in Minneapolis to dispense an online course and presented step-by step-by-step tutorials for both faculty and students’ population, for overview ( http://faculty.metrostate.edu/FALKOFJA/vids/D2L_IntroductionLogin2.htm), ceating templates using Microsoft Word (http://faculty.metrostate.edu/FALKOFJA/vids/TemplateUseIntroduction.htm}, gradebook (http://faculty.metrostate.edu/FALKOFJA/vids/GradesSetupFall2005_Part2.htm), quizzes, final exams (http://faculty.metrostate.edu/FALKOFJA/vids/QuizzesRandomQuizCreation.htm), and anything that has to do with institution’s policies, and others. Please follow the links for an exciting journey (http://faculty.metrostate.edu/FALKOFJA/Tutorials.htm).
Blogging becomes more fun with Cp ( http://blogs.adobe.com/captivate/for_blog_02.swf). Adobe Captivate 5 improves workflow. The online trainer for the biodiesel machinery plan can easily screen capture to help at risk learners (http://www.adobe.com/products/captivate/features/?view=topnew).
In general, CMS features can address a complex learning goal, which involves declarative, conceptual, and procedural knowledge (Textley and Adelstein, 2006). D2L and Adobe Captivate 5 tools feature the transmission of course content, the evaluation of students, courses and instructors, the creation of class discussions and computer-based instruction. They offer opportunities such as interactive Flash activities, streaming videos, photos, and audio.
References
Falkofske, J. (2005). D2L training: Center for online learning. Retrieved from http://faculty.metrostate.edu/FALKOFJA/Tutorials.htm
Http://blogs.adobe.com/captivate/tag/free-demo
Http://www.adobe.com/products/captivate/
Http://www.desire2learn.com/
Http://www.desire2learn.com/fusion/video/
Http://www.youtube.com/watch?v=S5AVYjSoxag
Laureate Education. (2011). Application: Blog—Selecting Distance Learning Technologies. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4744647&Survey=1&47=6623504&ClientNodeID=984650&coursenav=1&bhcp=1.
Malikowski, S.R., Thompson, M., & Thesis, J.G. (2007). A model for research into course management systems: Bridging technology and learning theory. Journal of Educational Computing Research, 36(2), 149-173.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.). Boston, MA: Pearson.
Textley, J., & Adelstein, D. (2006). A platform to stand on. Science Teacher, 73(7), 30-32.
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