Reflection

 

According to Amirault(2012), leaders working in higher education today, will deal with major changes as a result of the many technological advances.  These changes will impact the delivery and the design of education in the upcoming years.  Dr. Seimens(n.d) explains how communications, contributions by experts, and increased use of multimedia presentations will impact distance learning in the near future.  Dr. Seimens also explained how distance learning is becoming more globalized and is reaching out into countries that previously had these learning opportunities. I think perceptions of distance learning is changing.  One reason they are changing has a lot to do with the success of distance learners once they have completed online degrees.  The workforce is beginning to see the outcomes of distance learning and as these newly educated workers move up the “ladder,” and are successfully achieving in different fields, there will be a higher acceptance rate.

Perceptions about distance learning vary.  Columbaro and Monaghan(2009), conducted a literature review of the employers perspectives on candidates with online degrees.  This review found that currently there is a level of uncertainty when hiring distance learners.  Employers are unsure of the rigor associated with these courses.  The review also explains that perspectives are affected by the success of the degree program and the level of accreditation as well as candidate experiences.  In interviews conducted related to the discussion forum, perceptions of online learning vary amongst age group, experiences, and current level of education. 

As an instructional designer, it I important one is an advocate for the field, unlike other distance learning degrees, a degree in instructional design relies heavily on distance learning.  In order for distance learning to be successful, instructional designers must be involved.  Utilizing the skills and information that I have learned over the course of this program will demonstrate success. There is still a lot of information that I need to explore regarding distance learning and experience will help me best explore this information.

Continued research must be done to determine the success of distance learning.  Research is major way to ensure that success is being measured and measured in a valid way.  Once enough research is completed, it should indicate what is lacking. Addressing the loop holes in distance learning will continue to allow for a strong and sustainable field.   I would like to conduct action research in the field.   Glassman and Bartholomew  (2013), explain that action research recognizes community of students engage in goal driven activities as they interact with each other and learn from one another.  I feel that distance learning is an opportunity for students to work towards goals while learning and interacting from one another.  Conducting action research will allow me to work in the field while I observe, evaluate, and instruct in order to increase student learning and identify was to help students learn best.

 

 

 

 

 

 

References

Amirault, R. J. (2012). DISTANCE LEARNING IN THE 21ST CENTURY UNIVERSITY Key Issues for Leaders and Faculty. Quarterly Review Of Distance Education, 13(4), 253-265.

Columboro, N.,Monaghan C.(2009), Employers perceptions of online degrees: A literature review, Online Journal of Distance Learning Administration 12(1) Retrieved from  http://www.westga.edu/~distance/ojdla/spring121/columbaro121.html

The future of distance education [Video podcast]. (2014). [With George Siemens]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp

Glassman, M., Erdem, G., & Bartholomew, M. (2013). Action Research and Its History as an Adult Education Movement for Social Change. Adult Education Quarterly, 63(3), 272-288. doi:10.1177/0741713612471418

Coverting Training

Impact of Open Courses

Open Courses, according to Kikkas, Laanpere, & Poldoja(2011), are defined as official university courses that were made open for external participants. The requirements for the institutionally enrolled students and informally enrolled are the same however only enrolled students get credit.

Massive Open Online Courses (MOOCs), in which massive generally indicates the number of participants, also fall into this realm of online educational resources.  However; according to Anderson (2013), there a 6 types of openness in terms of MOOCs. They include education beyond geographical barriers, freedom of speech, removal of restrictions on the learning content, enrollment without prerequisite, the freedom to determine the learning pace, and the provision of a course free charge.

ƒ         Massachusetts Institute of Technology provides Open Courseware, according to Simonson, Smaldino, Albright & Zvacek(2012), MIT has placed over a thousand courses online.  For the purpose of this post, I explored a biology course.  The aforementioned authors discuss the components of successful learning systems.  These components include the learner, content, method, materials, environment, and how these components interact in order to make a positive learning experience.  This course is based on a linear design.  Simonson et al (2012) discuss this as a course which identifies the major subdivisions, and then the content area (Biology) is divided into topics (Biochemistry, Molecular Biology, Genetic, Recombinant DNA) and each topic has an instructional event or learning experience (Video Lectures, Test yourself quizzes) and then there is some type of assessment (Problem and Solution Worksheets).  There are additional resources available as well. Link to Course Open Biology Course

This course is clearly pre planned for adult learners as pacing and flexibility are the major conveniences of these types of courses and motivation to learn as identified in Malcolm Knowles theory of Andragogy.  The syllabus is very detailed and provides clear expectations for the class participants.  Simonson et al (2012) explain the syllabus as being the single most important document an instructor can prepare.  This syllabus provides related faculty and staff information and links to their specific pages.  There are clear goals and objectives listed in the syllabus and in every topic section of the course.

The designers of this course have created a course that can be used repeatedly.  The media selected are in the forms of lecture videos, and online quizzes used to check for understanding, there are also diagrams and the lecture videos are downloadable and available in writing. These resources were all readily available to the students.   The additional resources, which were usually related websites, created concrete reference points for students(Simonson et al 2012).

Overall, the course is well designed, it lacks the elements of communication that are crucial to a successful online learning experience.  However; there are opportunities to join study groups, which gives students opportunities for peer interactions.

Reference

Anderson, T. (2013) Promise and/or peril: MOOCs and open and distance learning,

http://www.col.org/SiteCollectionDocuments/MOOCsPromisePeril_Anderson.pdf (accessed 01 May 2013).

Lander, E.,  Weinberg R.,  Jacks T., l Sive H.,  Walker G.,  Chisholm S., and  Mischke., M. 7.01SC Fundamentals of Biology, Fall 2011. (MIT OpenCourseWare: Massachusetts Institute of Technology),http://ocw.mit.edu/courses/biology/7-01sc-fundamentals-of-biology-fall-2011(Accessed 9 Feb, 2014). License: Creative Commons BY-NC-SA

Kikkas, K., Laanpere, M., & Põldoja, H. (2011).  Open Courses: The Next big Thing in eLearning?. Proceedings Of The European Conference On E-Learning, 371-377.

Nkuyubwatsi, B. (2013). Evaluation of Massive Open Online Courses (MOOCs) From the Learner’s Perspective. Proceedings Of The International Conference On E-Learning, 340-34

Ho, Andrew & Ho Issac Ho, MIT Working Papers Image Retrieved online February 7, 2014

Technologies

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

 

Selecting Distance Learning Technologies:

            The instructional designer (ID) in this scenario must first meet with the teacher in an effort to best understand which learning objectives this teacher would like her students to meet.  According to Simonson, Smaldino, Albright & Zvacek (2012), when designing learning activities it is important that the expectations of the students be identified so the technologies that are selected are appropriate (p. 116). The teacher in this case wants her students to tour a prominent museum in NY which has a three hour time difference.  The ID knows the access and capabilities of the school’s network, however, he or she would be responsible for determining that of each museum. 

Technologies:

            The ID would need to determine if the museum has interactive tours for the specific exhibits.  If the museum does not offer tours for these exhibits the ID may consider some other visual related activity for the students.  The teacher would also like for the students to interact with a museum curator, therefore; some type of audio technology would be necessary.  The ID would need to contact the museums to see what type of capabilities they have but two-way audio/video may be the IDs best solution.  According to Simonson et al (2012), two-way audio/video, industries use sophisticated videoconferencing systems that incorporate display boards, computers, cameras, and microphones.  The museum curator would be able to present exhibits to students and communicate with students synchronously.    

            The teacher would like her students to select a piece from each exhibit and collaborate in order to participate in a group critique of selected artwork.  This can be done in the form of student guided wikis.  According to Simonson et al. (2012), wikis can be excellent tools for collaborative online writing and group activities.  Wikis allow group members to compile all their information in a single resource.  The ID would most likely need to provide instruction to the teacher on how to use and set wikis so the teacher can communicate that with her students.  The teacher will have access to the wiki which will allow her to assess student’s understanding.

 

Evidence of successful Use:

            The Iowa Communications Network (ICN) successfully uses two way audio/visual technologies for distance education.  Distant and local students function together and from learn from each other.   According to Gillispie, Cassis, Fujinaka, & McMahon (2008), the ICN played an integral part of the shifting solutions delivered for the globalization of Iowa education by transporting knowledge, instead of students.

            Norton and Hathaway (2008) discuss the usefulness of wikis in classrooms.  Describing wikis as allowing for dynamic interaction, they discuss the need to use wikis in classrooms.  They state the many benefits include collaboration, sharing of information, and communicating.

 

 

 

 

 

 

 

 

 

 

 

Resources

Gillispie, J., Cassis, J., Fujinaka, T., & McMahon, G. (2008). Meeting the Shifting Perspective. Distance Learning, 5(1), 1-11.

Norton, P., & Hathaway, D. (2008). On Its Way to K–12 Classrooms, Web 2.0 Goes to Graduate School. Computers In The Schools, 25(3/4), 163-180. doi:10.1080/07380560802368116

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

 

            MOMA :http://www.moma.org/

            Metropolitian Museum of Art (MET) http://www.metmuseum.org/exhibitions

 

 

Lia’s Distance Learning Mind Map

Distance Learning

With the ever evolving world of technology and education, it is only natural that distance learning is ever changing.  The evolution of learning theories and practices help drive this change.   Previously, I have defined distance learning as learning taking place outside of a traditional classroom with the use of some form of multimedia/technology.  I think that the way one views distance learning depends on their profession as well as the technical knowledge that they acquire.  The way distance learning is viewed also depends on one’s experience with distance learning.  Simonson, Smaldino, Albright & Zvacek (2012) defined as “ institution-based, formal education where the learning group is separated, and where telecommunications systems are used to connect learners, resources, and instructors(p. 32).”   This definition provides me with a more comprehensive understanding of learning at a distance. 

 

I have used distance learning in many settings. I have had some great experiences and some very stressful and difficult experiences.  I have used distance learning as a high school student and obviously as a graduate student.  When I took a distance learning class in high school, it was at a time that distance learning was new but very popular.  It really required very little interaction with classmates and teachers; however, I did learn the content.  I took one or two courses in undergrad and they were set up similarly to what I am using now.  The undergraduate distance learning courses centered on learning techniques like teaching with power point etc…   I have mixed feelings about my current experiences in distant learning.  This is one reason why I think the definition of distance learning is so subjective.  My definition of distance learning is grounded in my experiences.  Prior to this past summer, I considered distance learning to be the next best thing, but I learned very quickly that distance learning may not be for me.  Therefore, just in the course of me taking graduate courses my definition has faltered. 

 

I previously believed that the benefits of distance learning at a post secondary level significantly outweighed the benefits of those in a k-12 setting.  However, Huett, Moller, Foshay, & Coleman (2008), discuss some benefits of K12 distance learning as being the ability to align course content to the standards(p. 63).  Considering the push for the implementation of Common Core State Standards, I think that distance learning at a K12 level may be one of the easiest and most convenient ways of providing relevant instruction. 

 

From this week’s resources and other resources, I have gained a better definition of distance learning.  According to Sangra, Vlanchopoulos, & Cabrera (2012) the definition of distance learning or e-learning varies depending on the approach, and each approach may have a several different variations of the same definition.  The definitions range from technology driven to educational oriented definitions.  Despite their different views they all state distance learning is a process that requires information and communications technology, as well as interactivity amongst the students, teachers, and peers to differentiate learning by environment and processes.

 

In conclusion, as discussed in  Moller, Foshay, & Huett(2008) I am beginning to see a trend in distance learning focusing on social interaction and Identifying skilled instructors that  have the knowledge base for creating virtual classrooms that address pedagogical issues as they arise.  I believe that it is difficult for just one person to accomplish the task.  It is my belief that it is becoming obvious that in order for distance learning to be productive that a team of specialists must be involved including educators, instructional designers, and content specialist I also note that with each bad experience I have had in distance learning, I have learned an important lesson and that these lessons will only help me better in the future. 

 

 

 

Resources

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

Moller, L., Huett, J., Holder, D., Young, J., Harvey, D., & Godshalk, V. (2005). Examining the impact of learning communities on motivation. Quarterly Review of Distance Education, 6(2), 137-143.

Sangrà, A., Vlachopoulos, D., & Cabrera, N. (2012). Building an Inclusive Definition of E-Learning: An Approach to the Conceptual Framework. International Review Of Research In Open & Distance Learning, 13(2), 145-159

 

Analyzing Scope Creep

 

A grant proposal was written to provide tutoring for 30 below level reader in grades 3-5.  The project manager was the Assistant Principal (AP) of the school.  The project included a reading specialist (SME), three reading teachers, and the students.  The reading specialist main job was to adopt or create curricula to use over the course of 10 weeks.  She also provided training to the teachers on the curricula and the software involved with the program.  Another task of the reading specialist was to test each student in an effort to determine their instruction reading level and group them homogeneously.  A portion of the $55,000 grant was released to the project manager to cover supplies and human resources during the planning part of the program.  Several things occurred that needed to be addressed right away.  The Assistant principal allowed the reading specialist to hire three teachers that she felt qualified for the teaching positions.  Once she submitted the names to the AP she would place them on the payroll.  Once they were placed on the payroll it was going to be difficult to remove them. 

            The teachers were highly qualified very good teachers.  They began training and were very excited about the program.  Once training was over they received class list which they were unhappy with.  They decided they wanted a more heterogeneously grouped class.  That wasn’t difficult to change. The AP decided that she did not want one of the teachers to work for the program for unclear reasons.  She decided, without discussing with the reading specialist, to change teachers.  That meant retraining and paying more money.  However; the released money was already spent.  The AP asked the teacher to hold out till the end to recoup her money.  She agreed!  Once the program began the AP began to notice that there would be no money to repay the teacher for her training.  This caused the teacher to write to the initial funders of the grant and as a result the school was no longer eligible to receive that particular grant. 

            As a program manager, I would have handled this project differently. A risk assessment may have predicted that some of the issues and subsequent consequences. There were also some ethical issues involved with the grouping of the students that may have been identified through a valid risk assessment.  I may have asked the reading specialist for some suggestions but I could not have left her in charge of that task. In addition I would have clearly asked the teachers for their input in class schedules and curricula as they are the ones’ who are most affected by these issues.    There was a lack of effective communication in this project.  Portney et al.(2008) discuss communication being a major component in project management.  The lack of communication in this project cost the school any chance of getting this grant again. 

 

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

Estimating Costs and Allocating Resources

I have worked on projects that needed budgeting, however; there was almost always an accountant that took care of that aspect.  The only experience that I have had with budgeting is family budgeting.  The things I find most challenging is the fact that I have never worked on a project like this before. I feel having experience, as Russel (2000) repeatedly stated, helps with this challenge.  Another challenge I have been confronted with involves the lack of information I have regarding pricing.  I have researched some software that I think may help with the budgeting aspects of project management. 

Hyperion Solutions Corporation provides software called Oracle Exalytics that provides organizations the ability to plan and budget as well as revise budgets and interactively get a picture of what is going on within the organization as it relates to budgeting and outside issues that are affected by budgeting.   This particular software focuses on human resources because these are the costs that most impact budgets.  The website provides a video detailing the program and a data sheet to better understand its capabilities.  Oracle   So I was not able to download this to see if it was useable but it seems to be fairly simple for accountants and other finance officers to use.  It is compatible with most operating systems, however pricing was not available. 

 

The second budget planning software that I found was from Planview.  This software seems as if it is to be used in conjunction with a company’s current budgeting practices and just adds a little ease to the process.  The site boasts that it delivers accurate budgets and enables evaluation of plans.  Its costs varies the finance piece can be purchased separately for about $25,000 or more.  The benefits include the ability to use this with current software like the aforementioned Oracle.  It also apparently allows for a comparison of top-down/bottom-up budgeting.  This site also provides a video to better explain its positive points.

 

Finally, Functional Focus by Price systems which is said to be designed for project managers builds estimates quickly and easily.  It also provides what –if analysis and should cost information.  Most importantly, the company provides on-line support and training.  It said to reduce proposal time and costs as well.  The price is estimated to be around $15, 000.  This site contains a section just for project management.

Russell, L. (2000). Project management for trainers. Alexandria, VA: ASTD Press.
Copyright by the American Society for Training and Development. Used by permission via the Copyright Clearance Center

Uttam, Payal. 2004. “FOCUS YOUR FINANCES. (cover story).” PM Network 18, no. 6: 32-37. Business Source Complete, EBSCOhost (accessed November 27, 2013).

 

 

 

 

“The Art of Effective Communicating.”

After experiencing “The Art of Effective Communication,” I find the email and voice mail did not make me feel that what was need was very important.  Even though she said the same thing all three times, I felt that actually taking the time to walk over to the cubicle showed she was serious and in need.  The factors that influenced how I perceived the message were previous experience.  I find it very difficult to tell people “no “when they are looking at me.  I know that is part of my personality but I feel that most people feel more inclined to help someone if that person is in their face. 

Seshadri & Carstenson (2007), stated “ A communication is effective when the message sent is decoded by the reader as the sender intended.”   An email may come off as not important and a voicemail may not even get heard.  Face to Face means that I know that you heard me and understood what I was saying.

This exercise showed me that the only way that I can definitely make sure that my message is heard is by presenting it in front of the people who I need and want to hear it.  Therefore as a project manager I would need to ensure that I am communicating the best way possible.  If face to face is possible, then that is how I need to convey messages.  I know face to face is not always possible because everyone is not always close or readily available but when it is possible then I need to employ that method.

Seshadri, S., & Carstenson, L. (2007). The perils of e-mail communications in nonprofits. Nonprofit Management & Leadership, 18(1), 77-99. doi:10.1002/nml.172

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