The days of microfiche and card catalogs are long gone. Volumes of encyclopedias can still be found in many libraries worldwide but the amount of dust on some provide details of their infrequent use. With the trends in online technology, the tools of old have been replaced with new, more collaborative tools for research and learning. One of the most popular tools for research and information in today’s virtual world is the wiki. Coined by Ward Cunningham, a US programmer who invented the concept, a wiki is a web based application or communication tool that allows anyone to add, edit or delete content from the website. (www.dictionary.com).
One of the most popular and frequently visited sites worldwide is wikipedia.org. Touted as the “The Free Encyclopedia”, Wikipedia has “attracted 374 unique” monthly visitors (as of September 2015) since its creation in 2001. (en.wikipedia,org) Its unique collection of reference materials, pictures, videos and other multimedia content provide a wealth of information for its visitors. Based on the access volume alone, Wikipedia and other wiki sites share helpful resources for all who desire to expand their knowledge.
Although many people access and use wikis for research purposes, the collaborative nature and credibility of the information found on wikis is troubling for some. Take a look at this video as one example:
As an instructional designer, collaborative tools like wikis and blogs can be essential to students enhancing their use of 21st century tools and skills. Based on your understanding of wikis and any other associated information, please respond to the following:
Describe how you incorporate a wiki into your virtual course?
From your understanding of wikis, do you believe using a wiki is an effective way to evaluate a student’s performance? Please explain your reasons for why or why not.
By allowing students to add, modify and delete content within a wiki, do you believe the wiki concept can provide a better perspective for using shared content? Provide examples to support your response.
Using the Discussion Board tool, post your response regarding your thoughts associated with the use of wikis as collaborative tools in education by Thursday. Provide additional references to support your response to this blog post.
Using the rubric for this assessment as your guide, keep in mind the listed objectives as you complete this activity.
rubric
MFABRAMS - ID ArchiTECH
References
Definition of Wiki (n.d.) Retrieved from http://www.dictionary.com/browse/wiki
Wikipedia:About (n.d.) Retrieved from https://en.wikipedia.org/wiki/Wikipedia:About
Building instructional content, one byte @ a time.
Saturday, August 13, 2016
Thursday, June 9, 2016
More Than Just A Game of Simon Says...
“Simon says jump up and down. Simon says touch your toes…” As a child, I considered a game of “Simon Says” as an ultimate test of my attentiveness and listening skills to insure I did not react unless the magic words were spoken. The ability to focus was critical for me and I believe, to a certain degree, has helped me professionally. Milton Bradley launched the electronic game Simon in 1978 based on the original “Simon Says” concept. (www.1up.com) Termed as the “Game Boy of it’s day” (boardgamegeek.com) Simon was a simplistic hit game which still remains in production today.
In each gaming situation, copying or taking someone else’s instructions, directions and information are designated parts of the game. When used in terms of professional work or ideas, terms like copyright and intellectual property take the fun out of the game. As I continue my journey in designing effective online instruction, my original thoughts of plagiarism brought to mind terms like taking, copying and borrowing. However plagiarism is more than just a game of Simon Says. By definition, plagiarizing means to steal and pass off (the ideas or words of another) as one’s own; use (another’s production) without crediting the source; to commit literary theft; present as new and original an idea or product derived from an existing source. (www.merriam-webster.com) As noted on the website www.plagiarism.org, it is “an act of fraud” that “involves both stealing someone else’s work and lying about it afterward.” (n.d.)
I believe in any educational setting (online, blended, face-to-face (F2F)), plagiarism, copyright and intellectual property will always be topics of concern. As I focus my attention on the online aspect, strategic design, the use of software and a change in how assessments are given can provide some relief for dealing with these focal points. First and foremost, educating our participants is essential. Hinders (n.d.) notes that many are unaware of their “bad” behavior and without a defined agreement of what constitutes the act of plagiarizing is not helping the situation. (freelance-writing.lovetoknow.com) In some instances, the “motivation” to use this form of cheating “can start as early elementary and middle school” students and expands as the student grows. (oedb.org, 2010) By starting at an early age, educating students on the various forms of plagiarism can help curb bad habits as students progress.
Proper education can help build the foundation. In each case though, proper support tools and mechanism can help to manage the process. By utilizing sites like Turnitin.com and the SafeAssign Tool in Blackboard, educators and students can quickly learn the steps, as noted by Turnitin.com (n.d.) of “providing better - and faster - feedback to students.” (turnitin.com/static/resources) These tech tools provide great support but simple modifications of a teacher’s pedagogical processes can also yield positive results.
For example, instructors can provide clear explanations about the assignment, can shift the focus to the research and writing processes (proper citations and multiple drafts are examples) and sharing the ramifications for plagiarizing. (faculty.millikin.edu, n.d.) As an instructor, I would focus on increasing the rigor associated with the assignment. Change the fundamental assessment requirements so that students must demonstrate their understanding of the content versus simply producing information. As noted on the Faculty Plagiarism support page from Millikin University, “broad topics that require a term paper” may invite students to cheat. (n.d.) By narrowing the focus, elevating the assessment requirements (compare and contrast for example) or demanding more creativity which prevents information from being Googled (www.plagiarismtoday.com, 2015), students will be forced to develop original content with properly supported resources.
As our students continue to develop their use of technology to support their education, facilitators (online and otherwise) can use 21st skills to support the process. When working with others on projects and assessments, the moral compass and belief systems of others can impact the chances of plagiarism. McCord (2008) notes “fellow students are intolerant of plagiarism.” (laulima.hawaii.edu, p.45)
Given the fact that a 2007 poll revealed that 60.8% of the 30,000 respondents confessed to some form of cheating on assignments and tests, the issue is not going away. (oedb.org, n.d.) In order to combat the issue, we must first reassess the steps needed for change. Simon Says is very simplistic. However, winning the game requires a strategic approach for insured success.
MFABRAMS - ID ArchiTECH
References
8 Astonishing Stats on Academic Cheating [Blog] (December 19, 2010) Retrieved from http://oedb.org/ilibrarian/8-astonishing-stats-on-academic-cheating/
Answers to Questions Students Ask About Turnitin (n.d.) Retrieved from https://turnitin.com/static/resources/documentation/turnitin/sales/Answers_to_Questions_Students_Ask.pdf
Definition: plagiarize (n.d.) Retrieved from http://www.merriam-webster.com/dictionary/plagiarize
Hinders, D. (n.d.) Plagiarism statistics. Retrieved from http://freelance-writing.lovetoknow.com/Plagiarism_Statistics
Resources for Preventing and Detecting Plagiarism (n.d.) Retrieved from http://faculty.millikin.edu/~mgeorge/plagiarism/
Plagiarism in Academia in 2015 (September 1, 2015) Retrieved from https://www.plagiarismtoday.com/2015/09/01/plagiarism-in-academia-in-2015/
McCord, A. (2008) Improving online assignments to deter plagiarism. Retrieved from https://laulima.hawaii.edu/access/content/group/fb8c10fd-5445-420b-0034-bad118df6196/TeachingResources/DeterPlagiarismMcCord2008.pdf
Simon through the Years: A review by dickclarkfan1 [Forum] (August 27, 2013) Retrieved from https://boardgamegeek.com/thread/1028920/simon-through-years-review-dickclarkfan1
Simon Turns 30 (n.d.) 1Up.com. Retrieved from http://www.1up.com/features/simon-turns-30?pager.offset=1
What is plagiarism? (n.d.) Retrieved from http://www.plagiarism.org/plagiarism-101/what-is-plagiarism/
In each gaming situation, copying or taking someone else’s instructions, directions and information are designated parts of the game. When used in terms of professional work or ideas, terms like copyright and intellectual property take the fun out of the game. As I continue my journey in designing effective online instruction, my original thoughts of plagiarism brought to mind terms like taking, copying and borrowing. However plagiarism is more than just a game of Simon Says. By definition, plagiarizing means to steal and pass off (the ideas or words of another) as one’s own; use (another’s production) without crediting the source; to commit literary theft; present as new and original an idea or product derived from an existing source. (www.merriam-webster.com) As noted on the website www.plagiarism.org, it is “an act of fraud” that “involves both stealing someone else’s work and lying about it afterward.” (n.d.)
I believe in any educational setting (online, blended, face-to-face (F2F)), plagiarism, copyright and intellectual property will always be topics of concern. As I focus my attention on the online aspect, strategic design, the use of software and a change in how assessments are given can provide some relief for dealing with these focal points. First and foremost, educating our participants is essential. Hinders (n.d.) notes that many are unaware of their “bad” behavior and without a defined agreement of what constitutes the act of plagiarizing is not helping the situation. (freelance-writing.lovetoknow.com) In some instances, the “motivation” to use this form of cheating “can start as early elementary and middle school” students and expands as the student grows. (oedb.org, 2010) By starting at an early age, educating students on the various forms of plagiarism can help curb bad habits as students progress.
Proper education can help build the foundation. In each case though, proper support tools and mechanism can help to manage the process. By utilizing sites like Turnitin.com and the SafeAssign Tool in Blackboard, educators and students can quickly learn the steps, as noted by Turnitin.com (n.d.) of “providing better - and faster - feedback to students.” (turnitin.com/static/resources) These tech tools provide great support but simple modifications of a teacher’s pedagogical processes can also yield positive results.
For example, instructors can provide clear explanations about the assignment, can shift the focus to the research and writing processes (proper citations and multiple drafts are examples) and sharing the ramifications for plagiarizing. (faculty.millikin.edu, n.d.) As an instructor, I would focus on increasing the rigor associated with the assignment. Change the fundamental assessment requirements so that students must demonstrate their understanding of the content versus simply producing information. As noted on the Faculty Plagiarism support page from Millikin University, “broad topics that require a term paper” may invite students to cheat. (n.d.) By narrowing the focus, elevating the assessment requirements (compare and contrast for example) or demanding more creativity which prevents information from being Googled (www.plagiarismtoday.com, 2015), students will be forced to develop original content with properly supported resources.
As our students continue to develop their use of technology to support their education, facilitators (online and otherwise) can use 21st skills to support the process. When working with others on projects and assessments, the moral compass and belief systems of others can impact the chances of plagiarism. McCord (2008) notes “fellow students are intolerant of plagiarism.” (laulima.hawaii.edu, p.45)
Given the fact that a 2007 poll revealed that 60.8% of the 30,000 respondents confessed to some form of cheating on assignments and tests, the issue is not going away. (oedb.org, n.d.) In order to combat the issue, we must first reassess the steps needed for change. Simon Says is very simplistic. However, winning the game requires a strategic approach for insured success.
MFABRAMS - ID ArchiTECH
References
8 Astonishing Stats on Academic Cheating [Blog] (December 19, 2010) Retrieved from http://oedb.org/ilibrarian/8-astonishing-stats-on-academic-cheating/
Answers to Questions Students Ask About Turnitin (n.d.) Retrieved from https://turnitin.com/static/resources/documentation/turnitin/sales/Answers_to_Questions_Students_Ask.pdf
Definition: plagiarize (n.d.) Retrieved from http://www.merriam-webster.com/dictionary/plagiarize
Hinders, D. (n.d.) Plagiarism statistics. Retrieved from http://freelance-writing.lovetoknow.com/Plagiarism_Statistics
Resources for Preventing and Detecting Plagiarism (n.d.) Retrieved from http://faculty.millikin.edu/~mgeorge/plagiarism/
Plagiarism in Academia in 2015 (September 1, 2015) Retrieved from https://www.plagiarismtoday.com/2015/09/01/plagiarism-in-academia-in-2015/
McCord, A. (2008) Improving online assignments to deter plagiarism. Retrieved from https://laulima.hawaii.edu/access/content/group/fb8c10fd-5445-420b-0034-bad118df6196/TeachingResources/DeterPlagiarismMcCord2008.pdf
Simon through the Years: A review by dickclarkfan1 [Forum] (August 27, 2013) Retrieved from https://boardgamegeek.com/thread/1028920/simon-through-years-review-dickclarkfan1
Simon Turns 30 (n.d.) 1Up.com. Retrieved from http://www.1up.com/features/simon-turns-30?pager.offset=1
What is plagiarism? (n.d.) Retrieved from http://www.plagiarism.org/plagiarism-101/what-is-plagiarism/
Friday, May 20, 2016
You Must Walk Before You Can Run - Establishing New Online Course Requirements
The amount of time and effort placed into the teaching profession has been well documented over the years. Stories of teachers spending hours planning lessons have been well documented and chronicled worldwide. A 2012 survey of 1600 primary and secondary teachers revealed 70% of teachers surveyed completed an ‘all-nighter’ during the three months prior to their survey submission. (Gardner, 2012) As Rebecca Klein (2014) notes “teachers work hard. Like, really hard.” (www.huffingtonpost.com) Although the format and presentation style may vary, the development of online lessons and resources utilizes significant amounts of time and effort. Along the way, other factors must be considered in order for an online instructor to survive the potential online instructional pitfalls.
What is the significance of knowing the technology available to you?
Knowing and understanding the available technological resources provides the course instructor with flexibility in designing course functionality and activities for participants. Ben McNeely (n.d.) notes when technology is used properly, “teaching and learning are enhanced and given a new dimension.” (www.educause.edu) Understanding the available tools provides opportunities to expand the learning by using the technology. Aldridge (2013) notes “by carefully choosing from among the seemingly endless assortment of digital course enhancements, we can tailor e-learning activities and materials to optimize individual learning styles.” (www.learninghouse.com)
Why is it essential to communicate clear expectations to learners?
As with any form of communication, developing an understanding is an essential outcome. For online learners who are often times “learning at a distance and sometimes over time zones” (Boettcher & Conrad, 2010, p. 55) providing defined expectations is essential to their success in the course. The Online Education for Higher Education from Touro College (2014) notes that students “want to manage their time well, learn new information, and submit assignments on time.” (blogs.onlineeducation.touro.edu) By providing these defined instructions at the beginning of the course, the information can “help create a smooth trusting learning environment” (p.55) between students and facilitators which will allow for expanded conversation depth and learning.
What additional considerations should the instructor take into account when setting up an online learning experience?
Boettcher and Conrad (p.37) note “being present at the course is the most fundamental and important of all the ‘online educational’ practices.” Harris (2013) notes “instructor presence is important because it helps bridge the distance and address feelings of isolation students may feel when learning online.” (www.purdue.edu) Students need to have a level of comfort and this is established and modeled by the course facilitator. By providing a defined timeline for responses, communications and listing these items in the course syllabus, participants develop a routine which will can provide better structure and performance. Like starting a new book or movie, the introduction and beginning of the story provide a foundation and set the tone for the entire story.
Like a newborn taking its first steps, establishing and launching a new online course must be strategic and well defined. Newborns are cautious because they must establish balance as they begin the learning process. In online course development, course facilitators must be cautious in order to maintain their student audience and to insure course interest remains high. Like an adult assisting a child with their first steps, course facilitators must be sure to make themselves available for participants.These strategic steps will help participants build their confidence in the course, the materials and the individual designated to lead the course. Once a steady pace is established, participants will have a sense of comfort which, if designed correctly, will have them steadily increase their speed and enjoying their time online.
MFABRAMS - ID ArchiTech
References
Aldridge, S. (March 20, 2013) 3 Ways technology-enhanced courses benefit learners. Retrieved from http://www.learninghouse.com/blog/publishing/3-ways-technology-enhanced-courses-benefit-learners
Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.
Gardner, T. (June 14, 2012) 70% of teachers do an ‘all-nighter’ to prepare for lessons (according to survey for a teaching magazine which concludes they put in more hours than the rest of us). Daily Mail.com. Retrieved from http://www.dailymail.co.uk/news/article-2159173/70-teachers-nighter-prepare-lessons-according-survey-teaching-magazine-concludes-hours-rest-us.html
Harris, C. (June 21, 2013) Instructor presence in an online course. Retrieved from https://www.purdue.edu/learning/blog/?p=6232
Haynie, D. (June 12, 2014) New government data sheds light on online learners. Retrieved from http://www.usnews.com/education/online-education/articles/2014/06/12/new-government-data-sheds-light-on-online-learners
Klein, R. (September 9, 2014) American teachers spend more time in the classroom than world peers, says report. Retrieved from http://www.huffingtonpost.com/2014/09/09/oecd-teacher-salary-report_n_5791166.html
McNeely, B. (n.d.) Using technology as a learning tool, not just the cool new thing. Retrieved from http://www.educause.edu/research-and-publications/books/educating-net-generation/using-technology-learning-tool-not-just-cool-new-thing
Touro College (September 12, 2014) 5 Effective ways to communicate expectations online. Retrieved from http://blogs.onlineeducation.touro.edu/communicate-expectations/
What is the significance of knowing the technology available to you?
Knowing and understanding the available technological resources provides the course instructor with flexibility in designing course functionality and activities for participants. Ben McNeely (n.d.) notes when technology is used properly, “teaching and learning are enhanced and given a new dimension.” (www.educause.edu) Understanding the available tools provides opportunities to expand the learning by using the technology. Aldridge (2013) notes “by carefully choosing from among the seemingly endless assortment of digital course enhancements, we can tailor e-learning activities and materials to optimize individual learning styles.” (www.learninghouse.com)
Why is it essential to communicate clear expectations to learners?
As with any form of communication, developing an understanding is an essential outcome. For online learners who are often times “learning at a distance and sometimes over time zones” (Boettcher & Conrad, 2010, p. 55) providing defined expectations is essential to their success in the course. The Online Education for Higher Education from Touro College (2014) notes that students “want to manage their time well, learn new information, and submit assignments on time.” (blogs.onlineeducation.touro.edu) By providing these defined instructions at the beginning of the course, the information can “help create a smooth trusting learning environment” (p.55) between students and facilitators which will allow for expanded conversation depth and learning.
What additional considerations should the instructor take into account when setting up an online learning experience?
Boettcher and Conrad (p.37) note “being present at the course is the most fundamental and important of all the ‘online educational’ practices.” Harris (2013) notes “instructor presence is important because it helps bridge the distance and address feelings of isolation students may feel when learning online.” (www.purdue.edu) Students need to have a level of comfort and this is established and modeled by the course facilitator. By providing a defined timeline for responses, communications and listing these items in the course syllabus, participants develop a routine which will can provide better structure and performance. Like starting a new book or movie, the introduction and beginning of the story provide a foundation and set the tone for the entire story.
Like a newborn taking its first steps, establishing and launching a new online course must be strategic and well defined. Newborns are cautious because they must establish balance as they begin the learning process. In online course development, course facilitators must be cautious in order to maintain their student audience and to insure course interest remains high. Like an adult assisting a child with their first steps, course facilitators must be sure to make themselves available for participants.These strategic steps will help participants build their confidence in the course, the materials and the individual designated to lead the course. Once a steady pace is established, participants will have a sense of comfort which, if designed correctly, will have them steadily increase their speed and enjoying their time online.
MFABRAMS - ID ArchiTech
References
Aldridge, S. (March 20, 2013) 3 Ways technology-enhanced courses benefit learners. Retrieved from http://www.learninghouse.com/blog/publishing/3-ways-technology-enhanced-courses-benefit-learners
Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.
Gardner, T. (June 14, 2012) 70% of teachers do an ‘all-nighter’ to prepare for lessons (according to survey for a teaching magazine which concludes they put in more hours than the rest of us). Daily Mail.com. Retrieved from http://www.dailymail.co.uk/news/article-2159173/70-teachers-nighter-prepare-lessons-according-survey-teaching-magazine-concludes-hours-rest-us.html
Harris, C. (June 21, 2013) Instructor presence in an online course. Retrieved from https://www.purdue.edu/learning/blog/?p=6232
Haynie, D. (June 12, 2014) New government data sheds light on online learners. Retrieved from http://www.usnews.com/education/online-education/articles/2014/06/12/new-government-data-sheds-light-on-online-learners
Klein, R. (September 9, 2014) American teachers spend more time in the classroom than world peers, says report. Retrieved from http://www.huffingtonpost.com/2014/09/09/oecd-teacher-salary-report_n_5791166.html
McNeely, B. (n.d.) Using technology as a learning tool, not just the cool new thing. Retrieved from http://www.educause.edu/research-and-publications/books/educating-net-generation/using-technology-learning-tool-not-just-cool-new-thing
Touro College (September 12, 2014) 5 Effective ways to communicate expectations online. Retrieved from http://blogs.onlineeducation.touro.edu/communicate-expectations/
Thursday, May 5, 2016
A Matter of Perspective & Why Multiple Perspectives Can Never Hurt
As an artist, what and how different individuals see, interpret and observe pictures, color schemes or any everyday item is a truly amazing process. Several years ago, I was introduced to the following video and continue to use it with my students and teachers as an exercise of their ability to see actions from multiple perspectives.
“Test Your Awareness: Do the Test”
Each individual and their unique perspective provides a wealth of information, knowledge and background details. As I continue to pursue my Master’s Degree in Instructional Design, I have found that multiple perspectives can never hurt. As an individual who experienced an online education for the first time within the past three years, I’ve found that I prefer many of the traits associated with an online education due to the building of community resources, the individuals within these communities and the wealth of information shared through our online activities, discussions and assignments. Kevin Wilcoxon (2011) defines a learning community as a “group of individuals who collaboratively engage in purposeful critical discourse and reflection to construct meaning and confirm mutual understanding.” (www.learningsolutionsmag.com) In a traditional face-to-face educational model, a study group might fit the mold of a learning community. A weekly meeting or study time would help facilitate the sharing of ideas and information related to the week’s assignments and collective objectives. When translated to an online environment, the learning community has evolved from working environments “into collaborative places where knowledge is disseminated by autonomous individuals organized into more lateral and less hierarchical structures.” (Gruenbaum, 2010) In other words, multiple perspectives can never hurt.
My online course experiences with classmates from around the globe along with their professional and personal experiences has presented valuable resources and information that I may never receive from any textbook, article or workbook. The use of collaborative tools such as discussion boards, wikis and blogs have increased my satisfaction for online instruction because these tools extend my general thoughts beyond traditional rote memorization and recall. As noted by Walden University (n.d.) individual participants will “have time to think. In online learning communities, you do not need to rush to answer a question as you might in a traditional classroom, and you and your classmates can build on each other’s responses for a more thorough conversation.” (www.waldenu.edu) The people who makeup the community are the key cogs that keep the community together. Without people within the community, the community fails to exist.
In each session, our weekly objectives serve as the reason we come together to help build and learn from one another. Each week, new perspectives are shared based on the prompts we receive in various discussion methods. Rob Kelly (n.d.) notes the use of similar tools help “students to reflect on their own learning and provide feedback” for course improvement. (www.cincinnatistate.edu, p.21) Our need to share in the week’s topic serve as the reason for discussion, exploration of thoughts and purpose for working as collaborative educators. Jody Donovan (2015) notes “the concept of peer learning recognizes that students are an important source of knowledge in addition to faculty and course material.” (blog.online.colostate.edu) I believe the collaborative sharing steps help individuals to process the information with more depth and more understanding.
When individuals are connected to the community and the topics of discussion remain relevant to the objectives set by the university or course facilitator, the opportunity for expanded growth and development increase. Donovan (2015) notes “encouraging students to reach out to classmates with similar life circumstances can be a first step to building relationships in the online environment.” Like any other community, the stories, the connections, the relationships serve as the foundation for growth.
Perspectives offer an alternate way of viewing and thinking about how certain tasks, objectives or information can be processed. I believe being presented with an alternate perspective can only help to build resilience and provide a broader level of understanding which in turn can lead to deeper learning and better decisions. Multiple perspectives may be lengthy and may not hold any personal relevance but at no point, will they cause any intentional harm.
MFABRAMS - ID ArchiTECH
References
Donovan, J. (October 8, 2015) The importance of building online learning communities. Retrieved from http://blog.online.colostate.edu/blog/online-education/the-importance-of-building-online-learning-communities/
Gruenbaum, E.A. (May 2010) Creating online professional learning communities and how to translate practices to the virtual classroom. Retrieved from http://elearnmag.acm.org/featured.cfm?aid=1806336
Kelly, R. (n.d.) Threaded discussions: They’re not just for controversial or ambiguous issues. Synchronous and Asynchronous Learning Tools: 15 Strategies for Engaging Online Students Using Real-Time Chat, Threaded Discussions and Blogs. Retrieved from http://www.cincinnatistate.edu/online/faculty-resources/15%20Strategies%20for%20engaging%20online%20students%20using%20real-time%20chat-%20threaded%20discussions%20and%20blogs.pdf
Test Your Awareness: Do the Test [video] (n.d.) YouTube.com. Retrieved from https://www.youtube.com/watch?v=Ahg6qcgoay4
WaldenUniversity.edu (n.d.) The top 10 benefits of online learning communities. Retrieved from https://www.waldenu.edu/programs/resource/the-top-10-benefits-of-online-learning-communities
Wilcoxon, K. (October 3, 2011) Building an online learning community. Retrieved from http://www.learningsolutionsmag.com/articles/761/building-an-online-learning-community
“Test Your Awareness: Do the Test”
Each individual and their unique perspective provides a wealth of information, knowledge and background details. As I continue to pursue my Master’s Degree in Instructional Design, I have found that multiple perspectives can never hurt. As an individual who experienced an online education for the first time within the past three years, I’ve found that I prefer many of the traits associated with an online education due to the building of community resources, the individuals within these communities and the wealth of information shared through our online activities, discussions and assignments. Kevin Wilcoxon (2011) defines a learning community as a “group of individuals who collaboratively engage in purposeful critical discourse and reflection to construct meaning and confirm mutual understanding.” (www.learningsolutionsmag.com) In a traditional face-to-face educational model, a study group might fit the mold of a learning community. A weekly meeting or study time would help facilitate the sharing of ideas and information related to the week’s assignments and collective objectives. When translated to an online environment, the learning community has evolved from working environments “into collaborative places where knowledge is disseminated by autonomous individuals organized into more lateral and less hierarchical structures.” (Gruenbaum, 2010) In other words, multiple perspectives can never hurt.
My online course experiences with classmates from around the globe along with their professional and personal experiences has presented valuable resources and information that I may never receive from any textbook, article or workbook. The use of collaborative tools such as discussion boards, wikis and blogs have increased my satisfaction for online instruction because these tools extend my general thoughts beyond traditional rote memorization and recall. As noted by Walden University (n.d.) individual participants will “have time to think. In online learning communities, you do not need to rush to answer a question as you might in a traditional classroom, and you and your classmates can build on each other’s responses for a more thorough conversation.” (www.waldenu.edu) The people who makeup the community are the key cogs that keep the community together. Without people within the community, the community fails to exist.
In each session, our weekly objectives serve as the reason we come together to help build and learn from one another. Each week, new perspectives are shared based on the prompts we receive in various discussion methods. Rob Kelly (n.d.) notes the use of similar tools help “students to reflect on their own learning and provide feedback” for course improvement. (www.cincinnatistate.edu, p.21) Our need to share in the week’s topic serve as the reason for discussion, exploration of thoughts and purpose for working as collaborative educators. Jody Donovan (2015) notes “the concept of peer learning recognizes that students are an important source of knowledge in addition to faculty and course material.” (blog.online.colostate.edu) I believe the collaborative sharing steps help individuals to process the information with more depth and more understanding.
When individuals are connected to the community and the topics of discussion remain relevant to the objectives set by the university or course facilitator, the opportunity for expanded growth and development increase. Donovan (2015) notes “encouraging students to reach out to classmates with similar life circumstances can be a first step to building relationships in the online environment.” Like any other community, the stories, the connections, the relationships serve as the foundation for growth.
Perspectives offer an alternate way of viewing and thinking about how certain tasks, objectives or information can be processed. I believe being presented with an alternate perspective can only help to build resilience and provide a broader level of understanding which in turn can lead to deeper learning and better decisions. Multiple perspectives may be lengthy and may not hold any personal relevance but at no point, will they cause any intentional harm.
MFABRAMS - ID ArchiTECH
References
Donovan, J. (October 8, 2015) The importance of building online learning communities. Retrieved from http://blog.online.colostate.edu/blog/online-education/the-importance-of-building-online-learning-communities/
Gruenbaum, E.A. (May 2010) Creating online professional learning communities and how to translate practices to the virtual classroom. Retrieved from http://elearnmag.acm.org/featured.cfm?aid=1806336
Kelly, R. (n.d.) Threaded discussions: They’re not just for controversial or ambiguous issues. Synchronous and Asynchronous Learning Tools: 15 Strategies for Engaging Online Students Using Real-Time Chat, Threaded Discussions and Blogs. Retrieved from http://www.cincinnatistate.edu/online/faculty-resources/15%20Strategies%20for%20engaging%20online%20students%20using%20real-time%20chat-%20threaded%20discussions%20and%20blogs.pdf
Test Your Awareness: Do the Test [video] (n.d.) YouTube.com. Retrieved from https://www.youtube.com/watch?v=Ahg6qcgoay4
WaldenUniversity.edu (n.d.) The top 10 benefits of online learning communities. Retrieved from https://www.waldenu.edu/programs/resource/the-top-10-benefits-of-online-learning-communities
Wilcoxon, K. (October 3, 2011) Building an online learning community. Retrieved from http://www.learningsolutionsmag.com/articles/761/building-an-online-learning-community
Thursday, February 11, 2016
Project Creep & Ch-ch-ch-ch-changes (Homage to David Bowie)
Designing an effective website is very challenging. Obaidul Haque (2010) notes that “a great website can be defined as an idea designed for maximum impact.” (www.stayonsearch.com) Last year, I assumed the role of web curator for my school’s website. By definition, curating content on a website is centered on gathering, organizing and presenting online presentations (images, video, social media content) around a particular theme or topic. (whatis.techtarget.com)
I had it easy - my school was the established topic and most of my content was published on the existing webpage. As a novice to the entire web curation world, using Dreamweaver and manipulating various web pages was a significant challenge for me (seriously, define HTML?!?) . Fortunately, I had a wonderful support structure in place to assist with this task management.
The deeper I ventured into the existing site, the more I found that a change was in order. (Queue - David Bowie’s “Change”) After presenting a proposal to my principal for the site’s redesign, I was given the approval to begin the huge undertaking. The entire website’s color scheme, page layout, logo and school mascot were redesigned. The change also just happened to coincide with our school’s 75th anniversary which my principal believed would help to increase our web presence. The original project plan called for transferring the existing content into the new form shell. According to this proposed plan, once the new page was active to the entire web community (and the world), any fine tuning or slight modifications would be completed after the launch. But, that was 2015. I wouldn’t be introduced to the term “scope creep” until 2016 in my current project management course.
“Scope Creep” occurs when a change - an update or addition - to the whole or even part of the project has been requested when the project is underway. (Stachowiak, 2014) In my case, new features and advanced functionality were the items that shifted my focus. As the major stakeholder and primary target for community and district feedback (although my name was splashed on every page of the website), my principal initiated this series of “unfortunate events”. (Queue David Bowie) After reviewing other school websites, Facebook functionalities and having a desire for the best (which I could agree with) the original scope of this project started snowballing. And without a full understanding of the exact nature of the changes requested, I jumped in head first and agreed with the adjustments.
At the time, I did not understand that the “additional requirements needed to achieve the new objectives can overwhelm the capacity of the resources allocated to the project resulting in the project missing deadlines, budgets or complete failure.” (www.projectscopecreep.com) I can now see and understand, thanks to my current PM course, why scope creep cannot be prevented but why it must be managed. (www.projectsmart.co.uk) (Queue David Bowie)
Given the opportunity to turn back the hands of time, I would have been “vigilant from day one.” (Clark, 2014) By this, I would have stood as firmly as I possibly could to the original proposal. My original task was to place the old documents into the new shell and nothing else. After completing this original task, this phase would have been closed, as planned, and a new timeline established to welcome the new cosmetic changes.
As a novice to the web development world, I also didn’t fully understand what I was committing myself to. Clark (2014) notes a project’s complexity should not be underestimated. Establishing specifics related to the project’s original scope and what required resources are needed to achieve success is vital in the planning stages. I wasn’t fully prepared. I was eager to learn and excited with the overall project success. However, I failed to truly recognize the difficult nature related to these changes and the time commitments related to completing these changes along with my other job responsibilities. (Note: Many of the requested changes coincided with the start of a new school year which traditionally has always been my busiest time of the year.)
Scope Creep can be crippling. I was fortunate to have managed my way through the entire web rebuild and have received great feedback in the process. With a better understanding of the original plan, defining the plan objectives, and maintaining a strict discipline for completing said objectives, I truly believe these strategies will help to minimize scope creep in the future.
I am not the biggest David Bowie fan but the signature initial chorus line in the song “Changes” will always serve as a reminder to me during any project implementation. (Queue David Bowie - RIP)
MFABRAMS - ID ArchiTech
References
Clark, T. (April 28, 2014) How to manage scope creep - and even prevent it from happening [Blog Post]. Retrieved from http://www.liquidplanner.com/blog/manage-scope-creep-even-prevent-happening/
Haque, O. (September 20, 2010) 5 biggest challenges you need to face in website creation. Retrieved from http://www.stayonsearch.com/5-biggest-challenges-you-need-to-face-in-website-creation
Definition: Content Curation (n.d.) Whatis.com. Retrieved from http://whatis.techtarget.com/definition/content-curation
Definition: Project Scope Creep (n.d.) Retrieved from http://www.projectscopecreep.com/
Managing scope creep - Don’t gold plate my project! (n.d.) Retrieved from https://www.projectsmart.co.uk/managing-scope-creep.php
Stachowiak, S. (March 19, 2014) Scope creep - The two dirtiest words in project management [Blog Post]. Retrieved from http://teamgantt.com/blog/scope-creep-the-two-dirtiest-words-in-project-management/
I had it easy - my school was the established topic and most of my content was published on the existing webpage. As a novice to the entire web curation world, using Dreamweaver and manipulating various web pages was a significant challenge for me (seriously, define HTML?!?) . Fortunately, I had a wonderful support structure in place to assist with this task management.
The deeper I ventured into the existing site, the more I found that a change was in order. (Queue - David Bowie’s “Change”) After presenting a proposal to my principal for the site’s redesign, I was given the approval to begin the huge undertaking. The entire website’s color scheme, page layout, logo and school mascot were redesigned. The change also just happened to coincide with our school’s 75th anniversary which my principal believed would help to increase our web presence. The original project plan called for transferring the existing content into the new form shell. According to this proposed plan, once the new page was active to the entire web community (and the world), any fine tuning or slight modifications would be completed after the launch. But, that was 2015. I wouldn’t be introduced to the term “scope creep” until 2016 in my current project management course.
“Scope Creep” occurs when a change - an update or addition - to the whole or even part of the project has been requested when the project is underway. (Stachowiak, 2014) In my case, new features and advanced functionality were the items that shifted my focus. As the major stakeholder and primary target for community and district feedback (although my name was splashed on every page of the website), my principal initiated this series of “unfortunate events”. (Queue David Bowie) After reviewing other school websites, Facebook functionalities and having a desire for the best (which I could agree with) the original scope of this project started snowballing. And without a full understanding of the exact nature of the changes requested, I jumped in head first and agreed with the adjustments.
At the time, I did not understand that the “additional requirements needed to achieve the new objectives can overwhelm the capacity of the resources allocated to the project resulting in the project missing deadlines, budgets or complete failure.” (www.projectscopecreep.com) I can now see and understand, thanks to my current PM course, why scope creep cannot be prevented but why it must be managed. (www.projectsmart.co.uk) (Queue David Bowie)
Given the opportunity to turn back the hands of time, I would have been “vigilant from day one.” (Clark, 2014) By this, I would have stood as firmly as I possibly could to the original proposal. My original task was to place the old documents into the new shell and nothing else. After completing this original task, this phase would have been closed, as planned, and a new timeline established to welcome the new cosmetic changes.
As a novice to the web development world, I also didn’t fully understand what I was committing myself to. Clark (2014) notes a project’s complexity should not be underestimated. Establishing specifics related to the project’s original scope and what required resources are needed to achieve success is vital in the planning stages. I wasn’t fully prepared. I was eager to learn and excited with the overall project success. However, I failed to truly recognize the difficult nature related to these changes and the time commitments related to completing these changes along with my other job responsibilities. (Note: Many of the requested changes coincided with the start of a new school year which traditionally has always been my busiest time of the year.)
Scope Creep can be crippling. I was fortunate to have managed my way through the entire web rebuild and have received great feedback in the process. With a better understanding of the original plan, defining the plan objectives, and maintaining a strict discipline for completing said objectives, I truly believe these strategies will help to minimize scope creep in the future.
I am not the biggest David Bowie fan but the signature initial chorus line in the song “Changes” will always serve as a reminder to me during any project implementation. (Queue David Bowie - RIP)
MFABRAMS - ID ArchiTech
References
Clark, T. (April 28, 2014) How to manage scope creep - and even prevent it from happening [Blog Post]. Retrieved from http://www.liquidplanner.com/blog/manage-scope-creep-even-prevent-happening/
Haque, O. (September 20, 2010) 5 biggest challenges you need to face in website creation. Retrieved from http://www.stayonsearch.com/5-biggest-challenges-you-need-to-face-in-website-creation
Definition: Content Curation (n.d.) Whatis.com. Retrieved from http://whatis.techtarget.com/definition/content-curation
Definition: Project Scope Creep (n.d.) Retrieved from http://www.projectscopecreep.com/
Managing scope creep - Don’t gold plate my project! (n.d.) Retrieved from https://www.projectsmart.co.uk/managing-scope-creep.php
Stachowiak, S. (March 19, 2014) Scope creep - The two dirtiest words in project management [Blog Post]. Retrieved from http://teamgantt.com/blog/scope-creep-the-two-dirtiest-words-in-project-management/
Friday, January 22, 2016
Can you hear me now??
By definition, the term decipher means to make out the meaning of, decode or to interpret the meaning of. (www.merriam-webster.com, n.d.) Effective communications are essential when working with individuals in various settings. As a project manager, communications are vitally important especially when conveying specific directions, establishing project expectations and delegating work to those affiliated with scheduled work.
For this week’s project management course, we were given the task of interpreting a message in three formats - text, a voiced response and face to face contact. With the exception of the mode of presentation, no changes were made to the original message.
Written (Email notification)In my review of the email message, the words gave me no reason to react or provide immediate assistance. The message provided no specific time or date for the information which gave me a sense that it really wasn’t needed and/or important. In fact, I would ask the individual writing the email to define “soon”. Does soon mean today, tomorrow or next week?
Audio (Voicemail notification)
Similar to the written message, I did not receive a full sense of urgency for the requested information in the voice message. The voicemail did however provide more emphasis of the potential level of desperation from the co-worker. The tone and varying inflection levels in the presenters voice gave me with a better sense of urgency which would most likely prompt me to follow-up the message with a phone call to ask additional questions.
Face to Face (Cubicle conversation)
When an individual takes time to stop by to express their needs in person, I had a full compliment of clues available to help me in determining their level of need. For me, a face to face message means the issue is more pressing especially since they took the time to come to me. With the person in front of me, I could also view their physical attributes to get a better sense of urgency surrounding the issue. Lastly, their presence is unavoidable. Unlike emails and voice messages, this form of contact shows more of the personal touch. It will also get me to react faster than the electronic methods would.
The use of electronic communication methods (email, voicemail) are essential for many organizations. When used in conjunction with managing projects, good communications provide improved dividends for all stakeholders. According to the Project Management Institute (2013), “organizations that communicate more effectively have more successful projects.” (www.pmi.org/~/media..) Communications are lock step with the successful activities of a project. Successful project management communication is about being involved with the challenges, understanding the issues within the team, and understanding the complete project message. (www.successful-project-management.com, n.d.)
When presented with the three messages, I did not receive any sense of urgency when presented with the email or voicemail message. Only when the individual took time out of her busy schedule to stop by to see me did things change. Although the message did not change, the tone from the email and voicemail did not give me reason to believe it was urgent. Emails have no emotion and tend to lead to word interpretation only. More information was provided during the voicemail message yet parts were monotone in my opinion. As noted in the Summer 2004 issue of The Total Communicator, a monotone suggests to your listeners that you have little invested in them or in the message; it suggests you don’t really care much about a response. (totalcommunicator.com/vol2_3/…)
When presented with the chance to meet face to face, the circumstances changed. Body language, non-verbal queues and other messages were given during the delivery of this message. In this form, the communications are more formal and active meaning they are designed to address the “here and now” (2020projectmanagement.com) of the situation. When delivering messages, the personal touch can insure more benefits compared with the electronic communication tools.
Every project manager needs to have a plan of attack prepared for effectively conveying messages to their project team. In many instances, the project team is comprised of a mixture of people from various groups and potentially, various industries. The lack of effective communication increases the risk projects face and the likelihood of them falling short. (www.pmi.org) In order to design an effective plan for communicating, a clear defining plan must be implemented to accommodate the needs of all. This should include a mixture of active (face to face, telephone. Skype or video conferences) and passive (email, podcast, blogs, websites) communication methods. (www.successful-project-management.com) Once the expectation has been set and agreed upon, these methods will help insure project timelines are met and success is achieved.
MFABRAMS - ID ArchiTech
References
Communication - The key to successful project management. (n.d.) Retrieved from http://2020projectmanagement.com/2014/06/communication-the-key-to-successful-project-management/
Communication: The message is clear. [White Paper] (December 2013) Retrieved from http://www.pmi.org/~/media/PDF/Knowledge%20Center/Communications_whitepaper_v2.ashx
Definition: decipher. (n.d.) Retrieved from http://www.merriam-webster.com/dictionary/decipher
Project Management Communication - perfection eludes us… (n.d.) Retrieved from http://www.successful-project-management.com/project-management-communication.html
There’s a message in your voice. (2004) The Total Communicator, Volume II, issue 3. Retrieved from http://totalcommunicator.com/vol2_3/voicemessage.html
Thursday, January 14, 2016
Project Managent Reflection - Success is failure & failure is success!
As a former project manager, I quickly recall key factors and elements from successful implementations. As noted by Brenda Hallman (2011) key contributions to success in projects include solid testing, effective communications and the involvement of key staff members. (www.projecttimes.com) On the flip side, memories of those projects that seemed to never end also boil to my mind’s surface. Reflecting on the overall results of a project - good and bad - are essential in a project manager’s personal development. This reflective period serves as a learning experience which will hopefully provide support for future projects.
In 2002, I was tasked as the lead trainer and project manager for a privately owned trash and sanitation company. My responsibility for this implementation, included designing the call routing system, managing the entire system installation process and training company employees on the use of their new call center management software and telephone equipment.
My sole point of contact for the company was a middle aged woman by the name of Joelynn. My job for this project involved developing a week long training session for employees which would be completed days before the installation. Based on my conversations with Joelynn during our planning stages, I was given the impression her team had little to no experience in the daily operations of a call center.
Fortunately for me, the implementation was a success. However, several memorable issues popped up during the “post mortems” for the project.
What contributed to the project’s success or failure?
Although I was still relatively young in the project management (PM) position, my experience in designing call centers and developing training presentations was beneficial. As the subject matter expert for the project, I didn’t have to rely on others for the desired expertise for the installation. As a SME, I was able to “provide relevant scenarios for the job in question” which were used to insure proper participant understanding. (www.iosolutions.org, 2010)
In addition, the support team from my company (technicians, senior manager, programmer) all helped by contributing their insight and recommendations throughout the implementation phases. Without the support from this group of people, the project successes would not be as memorable.
Which parts of the PM process, if included, would have made the project more successful? Why?
As I reflect on the processes that served as learning and improvement experiences, I immediately shift my thinking towards my point of contact. Based on conversations with other employees (stakeholders), I was informed that Joelynn was placed in her role solely based on time in position with the company. Her personal lack of call center experience and the differences in the similar experiences of her staff immediately surfaced during and after training. Joelynn was new to the overall call center process but many on her staff had previous knowledge and expertise with the system I helped to install. Given a chance for a “redo”, I would have talked with more people during the planning phases.
Feedback from evaluations resulted in comments like “bored out of my mind” and “just kill me now”. I am thankful these evaluations were all anonymous as I developed great working relationships during my week long stay. In addition to these stakeholder conversations, I would have asked deeper questions regarding experiences and needs for training. My weeklong overview and activity based presentation could have been reduced to a one day training for staff members and extensive one on one time with Joelynn.
Although this project was very successful, I quickly learned that more in-depth work can create positive results and a better return on the time invested on the overall project implementation and design.
MFABRAMS - ID ArchiTech
References:
Hallman, B. (August 8, 2011) 10 Key success factors for application implementation projects. Retrieved from http://www.projecttimes.com/articles/10-key-success-factors-for-application-implementation-projects.html
“Purpose and Value of Subject Matter Experts” (2010) I/O Solutions - White Paper. Retrieved from http://www.iosolutions.org/uploadedFiles/IOS/IO_Solutions/Research_and_Resources/Agency_Resources/White_Papers/Purpose%20and%20Value%20of%20SMEs%20-%20White%20Paper.pdf
In 2002, I was tasked as the lead trainer and project manager for a privately owned trash and sanitation company. My responsibility for this implementation, included designing the call routing system, managing the entire system installation process and training company employees on the use of their new call center management software and telephone equipment.
My sole point of contact for the company was a middle aged woman by the name of Joelynn. My job for this project involved developing a week long training session for employees which would be completed days before the installation. Based on my conversations with Joelynn during our planning stages, I was given the impression her team had little to no experience in the daily operations of a call center.
Fortunately for me, the implementation was a success. However, several memorable issues popped up during the “post mortems” for the project.
What contributed to the project’s success or failure?
Although I was still relatively young in the project management (PM) position, my experience in designing call centers and developing training presentations was beneficial. As the subject matter expert for the project, I didn’t have to rely on others for the desired expertise for the installation. As a SME, I was able to “provide relevant scenarios for the job in question” which were used to insure proper participant understanding. (www.iosolutions.org, 2010)
In addition, the support team from my company (technicians, senior manager, programmer) all helped by contributing their insight and recommendations throughout the implementation phases. Without the support from this group of people, the project successes would not be as memorable.
Which parts of the PM process, if included, would have made the project more successful? Why?
As I reflect on the processes that served as learning and improvement experiences, I immediately shift my thinking towards my point of contact. Based on conversations with other employees (stakeholders), I was informed that Joelynn was placed in her role solely based on time in position with the company. Her personal lack of call center experience and the differences in the similar experiences of her staff immediately surfaced during and after training. Joelynn was new to the overall call center process but many on her staff had previous knowledge and expertise with the system I helped to install. Given a chance for a “redo”, I would have talked with more people during the planning phases.
Feedback from evaluations resulted in comments like “bored out of my mind” and “just kill me now”. I am thankful these evaluations were all anonymous as I developed great working relationships during my week long stay. In addition to these stakeholder conversations, I would have asked deeper questions regarding experiences and needs for training. My weeklong overview and activity based presentation could have been reduced to a one day training for staff members and extensive one on one time with Joelynn.
Although this project was very successful, I quickly learned that more in-depth work can create positive results and a better return on the time invested on the overall project implementation and design.
MFABRAMS - ID ArchiTech
References:
Hallman, B. (August 8, 2011) 10 Key success factors for application implementation projects. Retrieved from http://www.projecttimes.com/articles/10-key-success-factors-for-application-implementation-projects.html
“Purpose and Value of Subject Matter Experts” (2010) I/O Solutions - White Paper. Retrieved from http://www.iosolutions.org/uploadedFiles/IOS/IO_Solutions/Research_and_Resources/Agency_Resources/White_Papers/Purpose%20and%20Value%20of%20SMEs%20-%20White%20Paper.pdf
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