SCOPE CREEP

Scope Creep goes something like this: work with a new client starts off as well as you would expect, but over time the project seems to get bigger and bigger while your price remains the same. The client either (a) seems to think that the “extra”work is within the scope of the original agreement, or (b) simply doesn’t realize that he or she is asking for more than was originally agreed. Either way, you’re losing money. (Ewer, 2015)

I am very familiar with the phrase “scope creep” because I’ve been the client who wanted to expand a project by adding extra work but pay the same price. I was the client of a kitchen remodel. I had a small kitchen but wanted the cabinets, counters, floors, appliances, lighting and paint done for under $10,000. The time limit, yesterday, although I agreed for the job completion to be 4 weeks from the start date. My role was to pick out the cabinets, paint color, hardware for the cabinets, floor tile and appliances. My expectations were enhanced because the tear out of the old cabinets and flooring happened in a couple of hours. The measurements were taken prior to and the cabinets and countertops were on order. Then the waiting game began.

The cabinets were due to to arrive within a couple of days after the tear out but didn’t arrive until about two weeks later. Meanwhile, our old appliances are in the family room and the stove has been disconnected. How much fast food can you eat? My family was eating out three times a day  for over two weeks and the cost was astronomical. Tempers began to rise. My spouse would call the contractor almost once a day inquiring about the status of the work and the completion date. I would call on the other days asking questions as well. Of course the completion date was set back because of the cabinet delivery date. The project was completed but it was three weeks past the projected completion date.

On the flip side, if I was in charge of this project, the tear out of the old kitchen would have been delayed until the new cabinets and counter tops arrived. We were prepared to be inconvenienced by the kitchen being inoperable but six weeks was a long time. I also think if the project manager had more workers, the downtime could have been minimum. The contractor was very patient but

I wouldn’t wish a kitchen remodel on anyone. I could do it over again but we would have to be out of town while the construction was being completed. Some of the factors that went well, great communication. We were informed of the progress once a week, good or bad. He was honest and dependable. Even though he did do some additional work that was not annotated in the contract, we weren’t charged. the kitchen was beautiful. Upon completion, I was the contractors’ biggest fan.

Reference

Ewer, T., (2015) https://blog.bidsketch.com/clients/preventing-scope-creep/

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.

Speak Your Mind - The Importance of Effective Communication

Effective communication among all project team members is essential for a project’s success. How you communicate with different stakeholders is of equal importance to what you communicate and can influence how your message is interpreted. The following is the instructions for my assignment.

To prepare for this assignment, view the multimedia program "The Art of Effective Communication." In this program, observe a piece of communication in three different modalities: as written text, as audio, and as video. Pause after receiving the communication in each modality, and reflect upon what you interpret the message to mean. Think about the content and tone of the message. Record your interpretation of the message after receiving it in each modality. (Blog Assignment, 2015)

The Email:

This email seems to have a since of urgency added to it. Jane has a report due but since she hasn’t acquired some necessary data from Mark, she’s not able to complete her report. She states that she understands that he’s busy but would appreciate the requested material as soon as possible or a date/ time to expect it from him. . Mark seems to be ignoring Jane’s request which explains why the email has a forceful undertone.

The Voicemail:

Jane sounds calm on the voicemail. Although she needs the requested information from Mark, she’s not forceful with her request. She explains what her needs are and how the requested data affects her report but she is nice about it. She is respectful, yet she gets her point across.

Face to Face:

Jane expressed her concerns with the needed data from Mark but she wasn’t rude. She relayed her perspective and there was no urgency in her voice. She smiled at the end to let Mark know she wasn’t mad but she needed the data.

The key to successful project management is effective communication. Through communication, people exchange and share information with one another, and influence one another’s attitudes, behaviors, and understandings. (Portny, S. E., Mantel, S. J., Meredith, J. R., Shafer, S. M., Sutton, M. M., & Kramer, B. E., 2008) I think the manner in which you approach people is very important.  I think the manner in which you approach people is very important. You want to approach them with the utmost respect and along the same lines be approachable to your team.  Team members will be transparent with you no matter what if you display a professional and assisting attitude all the time.

Reference

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.

www.Managementtrust.com

Excellent Project Managerial Skills

Wow, when we heard the news everyone was ecstatic!!! After years of request and proposals, the answer was finally yes! We will get a new simulation lab with all of the latest electrical/electronic equipment used for our classrooms. We will be able to effectively show our students how to troubleshoot and repair the actual equipment that they will be working on when they arrive at their place of work. The equipment is obsolete and the official word has come down that the entire agency will be getting a face lift. How exciting right!!! STOP! No one had any idea how much work was involved to complete this project successfully.

This was a long and difficult project which I thought was well planned. From the beginning, the project manager kept everyone informed of the phases and the process of the project. She was always communicating with team members and answered all questions. She was continuously at the various sites inquiring about the work and noting if there were any barriers or limitations that prevented work from being accomplished. She wanted everyone to stay on schedule and she expressed that fact at every meeting.

She kept a copy of the project plans on her at all times. She took notes and could tell the team members what the short term and long term plans were at any given moment which ensured all members were on the same page. Her strategy to complete this project was razor sharp. In contrast to strategies, objectives are results to be achieved through the performance of a project. Objectives may include the creation of products and services or the impact realized through the application of these products and services. Clear specific objectives are extremely useful, but project managers must also be able to update and refine objectives as a project progresses. (Portny, S. E., Mantel, S. J., Meredith, J. R., Shafer, S. M., Sutton, M. M., & Kramer, B. E., 2008).

Lastly, she had an excellent person in her corner, the project champion, the Contract Manager. Sometimes the best champion is one whose support is never called into service. Just knowing that this person supports a project helps others appreciate its importance and encourages others to work diligently to ensure its success. (p.15) She possessed the six attributes of a successful project manager which included the gift of foresight, they are organized, they know how to lead, are good communicators, they are pragmatic and empathetic. You’re the best Ms. Canning!

Reference

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.

http://www.cio.com/article/2433916/project-management/six-attributes-of-successful-project-managers.html

REFLECTION

As I reflect on the Distance Learning course information that I’ve learned in the past eight weeks, I know that I have gained an immense amount of knowledge in a very short time. I wish the course was longer so I could have time to design a complete distance learning course. There were so many components that enhanced this positive experience which included the discussions, the applications and the course project. I have a better appreciation for distance learning instructors because there is a lot of preparation and work that goes into developing a successful project and learning experience.

What do you think the perceptions of distance learning will be in the future (5-10 years; 10-20 years)?

I think the overall perceptions about distance learning in the future will be positive because more people would have experienced at least one distance learning class in the next 5-10 years. Dr. Siemens said as people get more comfortable using distance learning there will be an increase for these types of classes. He also stated “The ability to communicate with diverse and global groups” is a positive aspect of distance learning. I think so as well but some classes that require certain hands on procedures will continue to be taught in classroom environments.

Most think distance learning will be the only way of learning in the future but I don’t think so. There will still be a need for classrooms and technology will be another tool used to convey the information. The blended classes are another avenue that could be used for learners to familiarize themselves with the different technologies that are available. Some technologies are currently being used in our personal life, for instance, providing communication between family members, friends and colleagues like using social media, Skype and Google hangout just to name a few. These technologies will also provide the comfort level that learners need before enrolling into distance learning classes in the future.

How can you as an instructional designer be a proponent for improving societal perceptions in distance learning?

I can continue to improve my professional development by expanding my knowledge to other businesses outside of the government. I can share and implement some of the technology skills that I’ve learned in course development with colleagues and others to give them an idea of the benefits of this type of learning. Maybe some will become interested in taking classes to determine if this is a learning environment they can become accustomed to.

I have been working in the government sector a long time which has provided a comfort level for me. I have also experienced working in a community college but not in a teaching capacity. Even then I noticed the difference in teaching methods with adult learners in the armed forces vise other educational institutions. The armed forces has a standardized way of presenting information and it takes years for changes to be implemented, but college environments seems to allow some leeway in using technology to convey course information and to keep the students engaged. I have to step out of my comfort zone and take on new challenges and show colleagues some positive aspects of distance learning.

How will you be a positive force for continuous improvement in the field of distance education?

I will continue to be creative and develop new ways to use technology in distance learning and blended course development. In the future there will be an increase use of multimedia, games and simulations (Laureate Education) which I would enjoy implementing in future courses. Assigned a mentor and shadowing more experienced distance learning instructors would be a fantastic way to become more efficient as an instructional designer. Follow the preparation process through to teaching a distance education class would be ideal. I will continue to acquire more experience using a Content Management Systems so I can design an effective and engaging distance learning course where both the learner and I can acquire knowledge and skills from.  I would enjoy being in a position where I can share all of my education and continuously reinvent my skills so I can be an excellent instructional designer. Associations for instructional designers/ teachers are a great platform to be affiliated with as well.

References

Laureate Education (Producer). (n.d.). The future of distance education [Dr. George Siemens]. Retrieved from https://class.waldenu.edu

http://blog.idonethis.com/self-reflection/

Classroom to Distance Learning Conversion

Classroom Learning to Distance Learning Conversion

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

Converting to a distance learning format from a classroom environment seems to be easy but it is a very hard task to accomplish. Some think you can just take the course information and put it online and the course will be as effective as it was in a classroom environment, but that is not the case. Keep in mind that courses previously taught in traditional classrooms may need to be retooled. The focus of the instruction shifts to visual presentations, engaged learners, and careful timing of presentations of information (Simonson, M., Smaldino, S., & Zvacek, S., 2015).  A lot of planning at the beginning of this conversion has to go into play before any changes are made. The method that will be used to make this conversion successful will be Planning + ADDIE.

Just like other kinds of teaching, teaching at a distance, requires planning and organizing. However teaching at a distance, whether synchronous or asynchronous, requires that greater emphasis be placed on the initial planning phase (p. 127).  Since this course will be changed to a blended environment, the course objectives will be broken down into sections to determine which information will be taught in the classroom and which information will be taught online. This will not be easy because the thought process is to illustrate visual presentation and encourage interaction. I have also developed a checklist that can be used to make this job a little easier.

References

http://www.instructionaldesign.org/models/addie.html

Simonson, M., Smaldino, S., & Zvacek, S. (2015). Teaching and learning at a distance: Foundations of distance education (6th ed.) Charlotte, NC: Information Age Publishing.

http://www.think-sc.com/capabilities/course-design-and-development

I reviewed the Introduction to Graphic Design course which was taught by the students of Canva Design School. Canva is a design service that takes the friction out of designing. All you have to do is choose one of 11 available templates or start from a custom-sized blank canvas. You then use the Layouts and Background tabs to get a rough idea of what you want to design. These tabs are chock-full of options to choose from, whether you want a complete template or just a nice background to build on. (Lancet, Y. & Zuckerman, E., 2014)

This open learning course was very easy to login in. Once logged in you gained access immediately and you were ready to create a design. On the home page there was an introduction to the course and the objective of the course was stated. The directions on navigating through the course information were also documented on the same page. They utilized an open forum with discussions and chats where all could see and review work, activities or projects that others had performed. The discussion worked as a chat room as well so communication was also easy to accomplish. The learners are able to share ideas, collaborate and get positive feedback from others on the activities that were completed.

On the video and activities tab the information was broken into workable modules. Learners could set up a profile and complete basic skills sessions which included tutorial videos on how to perform steps to successfully completing the requirements. At the end of learning the information the applications were named the beginner’s challenge. The beginner’s challenge was to perform the graphic design process that was previously learned.

What I did like about the video clips was there was an icon that you could activate to indicate whether the learner had viewed the video which informed the learner where they had left off. If you had viewed the video, a green checkmark would be seen on the video as soon as it was activated. The videos were sequenced as stated in the introduction and the videos and activities kept the learners engaged. The learners also enjoyed the feedback from others after sharing their projects.

The content of the course needs to reflect where this content relates to the rest of the curriculum. It is essential to examine the nature of the content, as well as the sequence of the information. Generally speaking, the scope of the content for a course needs to be sufficient to ensure the learning experience will lead to the desired outcomes (Dick et al., 2011). Supporting information or knowledge is important to the scope of the content analysis. Follow up and applications of the content should be considered (Simonson, M., Smaldino, S., & Zvacek, S., 2015)

In closing, I think the students did a great job in designing this course. The videos were very professional and the activities and projects were planned and well thought out. There was a need for this type of training and it showed in the number of learners who previously had taken the course. So yes, it was planned very well. Great job Canva Design Class!

References

https://www.openlearning.com/canva/courses/IntroToGraphicDesign

Dick, W., Carey, L., & Carey, J.O. (2011) The systematic design of instruction. (8^th ed.) New York, NY: Longman.

Lancet, Y. & Zuckerman, E. (2014) http://www.pcworld.com/article/2079100/canva-review-free-tool-brings-much-needed-simplicity-to-design-process.html

Success at Distance Learning

Distance learning students have to acquire a lot of traits in order to be successful at distance learning. Being a success at anything, including distance learning, takes a lot of focus, determination, and will to succeed. Motivation and time management are excellent skills to use as well for planning time for your reading material, assignments, discussions, activities and applications. It is more involved than the classroom environment because there is minimum face to face interaction with your classmates and instructor, so you have to improvise by using other tools to communicate effectively which could be more time consuming than the spoken word. There are a number of things that you can do to be successful such as being proactive.

As soon as you have access to your class, familiarize yourself with the courseware that you will be using by logging in and browsing to get an idea on how the courseware works and is configured. Pay close attention to any downloads or additional software that is needed to add on your personal computer of the course information. If there is additional technology to use, download immediately and test it out for proper operation.

Read the syllabus because it is your guide through the course. It contains information about the class and assignment schedules, but also instructions on how to access online forums and discussion forums. You should download and save the syllabus as soon as you have access to it. The syllabus also keeps you working towards the goal of success. A good syllabus provides a kind of "roadmap" to success. Read it thoroughly and ask questions if any points are unclear. You may need to ask questions via email, a forum post, such as chat rooms or Contact the Instructor. Don't discount all the means of communication that are available to you. (Wolfe, C., 2009)

Plan your study time by keeping a calendar or journal to document assignments that are due. Do your assignments in chunks, don’t try to do it all at one time (Randall, S., 2010). If there is information that you don’t understand or need clarification use the Contact the Instructor or send an email to the instructor. If possible have a place to study and determine the best time for you to study. Pace yourself and try not to overextend yourself. You’re in it to learn so take you time and embrace the experience. Set your priorities and do your best to plan ahead.

Contribute to the discussions. Student to student interaction provides a great learning platform for all because each learner brings a vast amount of experience to the table. One of the secrets to distance learning is engagement. Students who are engaged in discussions show that they are seeking knowledge and understanding. Take an active role in your education by stepping into a discussion with informed comments. Instructors know who is contributing and who is not. They have access to every forum and post. Often, they can even see how many discussion threads each student has opened and read, even if the student has not written a response. (Wolfe, C., 2009)

Lastly, stay motivated to learn and show that progression as you move forward. The education that you will acquire in this course is required for all employees. It is very important to know this information because safety is parallel to the corporation’s mission. The information has been revised and updated. It is more interactive than the safety training in the past, so expect a new format to learn from. The corporation truly values your opinion and would like to get an assessment of the training. Upon completion of the training, an evaluation of the course will be sent to you to via email. Please take time out of your busy schedule let us know what you think about the new course information and format. I look forward to working and learning from you in the near future.

References

Shirley, R. (2010). Seven success strategies for distance learners. Retrieved from   

      http://www.worldwidelearn.com/education-articles/distance-learning-success.htm, World    

      Wide Learn.         

Wolfe, C. (2009). Ten ways to show distance learning success. Retrieved from

      http://elearnmag.acm.org/featured.cfm?aid=1670618

.

Application: Week 3, Interactive Tours

The 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?

In this scenario I would first set up a meeting with the two museums involved. To showcase the new exhibits, we would have to determine how we will communicate with each other and show the exhibits at the same time. The type of setting, be it place- or time-shifted, will influence planning decisions (Simonson, M., Smaldino, S., & Zvacek, S., 2015 pg. 137) .The solution will be to use Skype. Skype is for doing things together, whenever you’re apart. Skype’s text, voice and video make it simple to share experiences with the people that matter to you, wherever they are (About Skype, 2015).

 With Skype, you can share a story, celebrate a birthday, learn a language, hold a meeting, work with colleagues – just about anything you need to do together every day. You can use Skype on whatever works best for you - on your phone or computer or a TV with Skype on it. It is free to start using Skype - to speak, see and instant message other people on Skype for example. You can even try out group video, with the latest version of Skype. (About Skype, 2015)

  The instructor will skype the curators in the two New York museums and take a tour of the museums and interact with the curators from the classroom with the group of students. The curators will showcase a variety of art work. This interaction will be recorded, the movie will be uploaded to the discussion board or resources. The teacher will select two pieces of artwork from each exhibit and have the students participate in a group discussion via Blackboard.

 

References

http://www.skype.com/en/about/, About Skype

 How to Make Video Calls with Skype, [Video webcast]. Retrieved from https://www.youtube.com/watch?v=pyUG0Tbje0o,

Simonson, M., Smaldino, S., & Zvacek, S. (2015). Teaching and learning at a distance: Foundations of distance education.

                                                                                                                                

"Distance Learning Defined"

DISTANCE LEARNING

The definition of distance learning continues to change for a couple of reasons.

First, I think any learning process has to adapt to the learner. In the 21^st century, the learner has changed the way they acquire and process information. They are more versatile and flexible. Most seem to be more hands on and apt to learn by doing and learning from their peers in groups. They view videos and learn information in real time. Since teachers have to be more creative to keep students interested in the material being taught, teachers develop assignments that require the student to be more creative.

Second, as technology continues to evolve, so will the various ways to use it for educational purposes. As I reviewed the Distance Learning Timeline Continuum, in our resources this week, I never thought distance learning spanned from the 1800’s to present day. I thought it had evolved in the late 1980’s, when I assisted in piloting a course for a class at a former employer. “In the late 1980s and early 1990s, the development of fiber optic communication systems allowed for the expansion of live, two-way, high quality audio and video systems in education”. (Simonson, M., Smaldino, S., & Zvacek, S., 2015).  As an Interior Communication Electrician in the military during this time, we began the installation of fiber optic systems to implement this type of learning and technology to use as well. We were preparing for the 21^st century teacher and leaner, professionally and personally.

I think the changes are based on a person’s profession, technical knowledge and of course, money. I’ve noticed on job announcements where companies solicit specific knowledge that match the technology and programs that they currently use. For example, web design and Captivate are a few skills that some companies are looking for in the instructional design arena. The skills that an Instructional Design (ID) professional acquires are the skills that they currently use at work, school or voluntarily.

The company has pre-determined how much money they are willing to spend on additional programs/ technology because the end result is to develop a quality product with a small budget. More cynical practitioners observe that it often seems that managers or customers care only about the appearance of training. These practitioners argue that managers promote e-learning only because it is relatively cheap to deliver, and it absolves them from the obligation to provide potentially more expensive or involved training. (Moller, L., Foshay, W., & Huett, J., 2008).

My personal definition of distance learning is learning that occurs when the instructor and learners are in various places but are connected by some sort of technology. Before this course, I had so many variations of this definition because there are so many phrases that refer to distance learning. I’ve heard people call it distance education, e-learning, on-line learning, webinars and video conferencing just to name a few but they are referring to the same type of learning.

This week the term “distance learning” refers to the method and technology in which it is used to connect the teacher and students. Even though there are many phrases that are used for distance learning they all mean the same thing. Each learning environment has its underlying reasons why they use distance learning but they all want the students to have the best available resources to be successful.

As we move forward with this type of learning and gather information from best practices, this type of learning will become more widely used and will eventually be turned into a blended learning environment. I say that because no one method of teaching will be the ultimate method used. To teach students. More technology to communicate between learners will be needed to simulate the classroom environment in real time. New technology is developed everyday so one of our most difficult challenges will be to keep up with the latest and greatest technology used.

References

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), 63–6 7.

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

Simonson, M., Smaldino, S., & Zvacek, S. (2015). Teaching and learning at a distance: Foundations of distance education: Chapter 2, "Definitions, History, and Theories of Distance Education" (pp. 31-40)

Video Program: Laureate Education (Producer). (n.d.). Distance education: The next generation [Video file]. Retrieved from https://class.waldenu.edu