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
Sunday, December 20, 2015
Getting and Staying Ahead of the Next Distance Education Wave!!
Beginning in 2010, Apple Incorporated introduced the iPad to the consumer market. (www.apple.com, 2010) In each consecutive year since the initial launch, Apple has released an updated version of the original with significant technological enhancements. Touted as “magical and revolutionary” (Ritchie, 2014) the iPad changed the face of how entertainment and information have been presented to the masses. The popularity and ease of use of the iPad has also had an impact on education. Hu (2011) noted that the New York City Public school system ordered 2,000 iPads for teacher and student use, over 200 Chicago public schools applied for district financed grants and schools in Virginia used iPads to replace Advanced Placement biology textbooks in 11 schools. (www.nytimes.com) As the technology continues to change and advance for the better, the face of education will change with it.
In 2011, Microsoft purchased Skype, the online communication software which offers the ability to send voice and video communications over the internet. (Ho, 2011) Also designed to handle instant messaging, Skype has allowed users from around the globe the ability to speak, see and communicate with one another. These forms of communication have reduced our reach around the globe while opening new opportunities for sharing and collaboration of ideas. Similar to the development of iPads, Skype has changed the face of how information, specifically education for this reflection, has been presented to the masses. As the technology continues to change and advance, the face of education will change with it.
Education as we know it is transforming. Libraries are moving online. Mobile technologies have given individuals the opportunity to access information from anywhere. Anyone with an internet enabled device has the opportunity to explore, learn and connect with others from around the globe. According to Simonson, Smaldino and Zvacek (2015) the term “distance education” is defined as a formal education where learning participants use technology to connect with one another, facilitators/instructors and the resources needed for learning. (p.6) As our technology changes, I believe the “distances” will be reduced in the process. As a current online student, the face of education is moving resources and our environment to an online platform. According to CourseHero.com, between 1998 and 2008, the number of students selecting distance education programs as a part of their normal curriculum increased by 150% and this is prior to the introduction of an iPad and Skype as we know it today. (www.coursehero.com, 2012) 2014 survey results from the Instructional Technology Council’s Distance Education Survey (2015) note distance education enrollments have averaged 6.7% since the 2009-2010 reporting period for community colleges. (p.3) Based on these statistics (and many other published reports) the ability to learn and develop in an online platform has solidified itself as a “viable option” compared with traditional brick and mortar institutions.
As more resources are placed into the continued development of online & distance programs, I believe the perception will continue to shift. As more resources are allotted by institutions known for their “traditionally” rigorous coursework like Harvard, Duke and Stanford, the perception will also continue to shift. In their research, Fogle and Elliott (2013) note “as more people attend online schools over time and the number of graduates of online sitting on the hiring side of the desk increases, we can anticipate more favorable treatment of online university graduates.” (p.24) Interestingly, groups like the Distance Education Accrediting Commission (DEAC) review online programs to insure they meet the same regional accreditation and academic standards as their traditional counterparts. (www.back2college.com, n.d.) Yet many of the smaller institutions and all-online colleges must maintain the same level of standards in order to stay in business.
As I complete the remaining portions of my online graduate program in Instructional Design, I believe my involvement will lend to the shift in the trends. My own experiences will serve to provide support for individuals who lack the knowledge and understanding of online programs. In the process, I will be able to shape the changes needed to continue the advancement of online education while dispelling any incorrect information in the process. In my mind, online education is now a fixture of our current internet lives. Just like social media and many other online tools, distance education can and will continue to serve the needs for those who need this educational form to continue their development and strengthen their place within our current professional market.
MFABRAMS - ID ArchiTECH
References
Apple Launches iPad. (January 27, 2010) Retrieved from http://www.apple.com/pr/library/2010/01/27Apple-Launches-iPad.html
Fogle, C., Elliott, D. (September 2013) The Market Value of Online Degrees as a Credible Credential. Retrieved from http://www.nyu.edu/classes/keefer/waoe/foglec.pdf
How Do Employers View Online Degrees? (n.d.) Retrieved from http://www.back2college.com/onlinedegrees.htm
Infographic: The Growth of Distance Learning (March 23, 2012) Retrieved from https://www.coursehero.com/blog/2012/03/23/infographic-the-growth-of-distance-learning/
Ho, E. (May 9, 2011) Microsoft Reportedly Confirms $8.5 Billion Deal for Skype. Time Magazine. Retrieved from http://techland.time.com/2011/05/09/microsoft-reportedly-nearing-7-billion-deal-for-skype/
Hu, W. (January 4, 2011) Math That Moves: Schools Embrace the iPad. The New York Times - Education Section. Retrieved from http://www.nytimes.com/2011/01/05/education/05tablets.html?_r=0
Lokken, F., Mullins, C. (April 2015) 2014 Distance Education Survey Results: Trends in eLearning: Tracking the impact of eLearning at Community Colleges. Retrieved from http://www.itcnetwork.org/attachments/article/1171/AnnualSurvey2014PublishedApril2015FinalWeb.pdf
Ritchie, R. (October 6, 2014) History of iPad (original): Apple makes the tablet magical and revolutionary. Retrieved from http://www.imore.com/history-ipad-2010
Simonson, M., Smaldino, S. & Zvacek, S. (2015) Teaching and learning at a distance: Foundations of distance education (6th ed.) Charlotte, NC: Information Age Publishing
In 2011, Microsoft purchased Skype, the online communication software which offers the ability to send voice and video communications over the internet. (Ho, 2011) Also designed to handle instant messaging, Skype has allowed users from around the globe the ability to speak, see and communicate with one another. These forms of communication have reduced our reach around the globe while opening new opportunities for sharing and collaboration of ideas. Similar to the development of iPads, Skype has changed the face of how information, specifically education for this reflection, has been presented to the masses. As the technology continues to change and advance, the face of education will change with it.
Education as we know it is transforming. Libraries are moving online. Mobile technologies have given individuals the opportunity to access information from anywhere. Anyone with an internet enabled device has the opportunity to explore, learn and connect with others from around the globe. According to Simonson, Smaldino and Zvacek (2015) the term “distance education” is defined as a formal education where learning participants use technology to connect with one another, facilitators/instructors and the resources needed for learning. (p.6) As our technology changes, I believe the “distances” will be reduced in the process. As a current online student, the face of education is moving resources and our environment to an online platform. According to CourseHero.com, between 1998 and 2008, the number of students selecting distance education programs as a part of their normal curriculum increased by 150% and this is prior to the introduction of an iPad and Skype as we know it today. (www.coursehero.com, 2012) 2014 survey results from the Instructional Technology Council’s Distance Education Survey (2015) note distance education enrollments have averaged 6.7% since the 2009-2010 reporting period for community colleges. (p.3) Based on these statistics (and many other published reports) the ability to learn and develop in an online platform has solidified itself as a “viable option” compared with traditional brick and mortar institutions.
As more resources are placed into the continued development of online & distance programs, I believe the perception will continue to shift. As more resources are allotted by institutions known for their “traditionally” rigorous coursework like Harvard, Duke and Stanford, the perception will also continue to shift. In their research, Fogle and Elliott (2013) note “as more people attend online schools over time and the number of graduates of online sitting on the hiring side of the desk increases, we can anticipate more favorable treatment of online university graduates.” (p.24) Interestingly, groups like the Distance Education Accrediting Commission (DEAC) review online programs to insure they meet the same regional accreditation and academic standards as their traditional counterparts. (www.back2college.com, n.d.) Yet many of the smaller institutions and all-online colleges must maintain the same level of standards in order to stay in business.
As I complete the remaining portions of my online graduate program in Instructional Design, I believe my involvement will lend to the shift in the trends. My own experiences will serve to provide support for individuals who lack the knowledge and understanding of online programs. In the process, I will be able to shape the changes needed to continue the advancement of online education while dispelling any incorrect information in the process. In my mind, online education is now a fixture of our current internet lives. Just like social media and many other online tools, distance education can and will continue to serve the needs for those who need this educational form to continue their development and strengthen their place within our current professional market.
MFABRAMS - ID ArchiTECH
References
Apple Launches iPad. (January 27, 2010) Retrieved from http://www.apple.com/pr/library/2010/01/27Apple-Launches-iPad.html
Fogle, C., Elliott, D. (September 2013) The Market Value of Online Degrees as a Credible Credential. Retrieved from http://www.nyu.edu/classes/keefer/waoe/foglec.pdf
How Do Employers View Online Degrees? (n.d.) Retrieved from http://www.back2college.com/onlinedegrees.htm
Infographic: The Growth of Distance Learning (March 23, 2012) Retrieved from https://www.coursehero.com/blog/2012/03/23/infographic-the-growth-of-distance-learning/
Ho, E. (May 9, 2011) Microsoft Reportedly Confirms $8.5 Billion Deal for Skype. Time Magazine. Retrieved from http://techland.time.com/2011/05/09/microsoft-reportedly-nearing-7-billion-deal-for-skype/
Hu, W. (January 4, 2011) Math That Moves: Schools Embrace the iPad. The New York Times - Education Section. Retrieved from http://www.nytimes.com/2011/01/05/education/05tablets.html?_r=0
Lokken, F., Mullins, C. (April 2015) 2014 Distance Education Survey Results: Trends in eLearning: Tracking the impact of eLearning at Community Colleges. Retrieved from http://www.itcnetwork.org/attachments/article/1171/AnnualSurvey2014PublishedApril2015FinalWeb.pdf
Ritchie, R. (October 6, 2014) History of iPad (original): Apple makes the tablet magical and revolutionary. Retrieved from http://www.imore.com/history-ipad-2010
Simonson, M., Smaldino, S. & Zvacek, S. (2015) Teaching and learning at a distance: Foundations of distance education (6th ed.) Charlotte, NC: Information Age Publishing
Sunday, December 13, 2015
21st Century Information Traffic Cop
By definition, a traffic cop is a police officer who supervises the flow of automobile traffic on a road or in the middle of an intersection. (www.thefreedictionary.com, n.d.) In other words, this individual helps to maintain the constant flow of people and the many vehicles as they move from one place to another.
As a trainer or educational specialist, our role is to insure information flows to each participant and is applied to the subject matter being discussed. For many years, face to face instruction has served as our primary means of presenting information to participants. “The greatest strength of a face to face course is the degree to which they facilitate building relationships and community in and outside of the classroom.” (www.washington.edu, 2013) However, the needs of today’s 21st century learner have changed. In addition to building strong relationships, learners must be informed digital citizens, have the ability to think at higher levels and provide effective and quality communication in the process. “The landscape by which we conduct our education and training programs is evolving. Eventually, we will be forced to adapt, otherwise our programs run the risk becoming outdated, or worse case scenario - obsolete.” (Kiraly, 2010)
In order to remain an essential part of the communication process, transformation is required. Being proactive and planning for a transition to an online format can provide many benefits. To aid with this transformation, the attached guide provides a few essential elements that should be considered in the conversion. Grouped into three starting areas of focus, the planning process can be expanded based on your organization.
Course Objectives -
What’s in it for me?
Syllabus as a reflection for the course
Design the path to success
Know your Audience -
Communications
Feedback
Forums
How and where to collect and present information
How do you eat a cow? One bite at a time.
Small palatable chunks
Use of short presentations & videos
There are many other areas to consider when moving from a traditional format to an online or blended environment. I believe these three are essentials for starters.
For anyone considering a switch to a hybrid/blended model, I believe our role shifts from pure trainer into a multiple faceted one. Our original role as a trainer is maintained in the transition. In this role, the individual continues to provide guidance surrounding the content, design and functionalities of the online and face to face resources. With a new approach to delivering content, we not only serve as a training specialist, we also develop the role of a coach.
As a coach, we provide encouragement to our learners and in many instances, serve to direct learners toward the specific path for success. “The onus to learn is more on the students, but not without the instructor guiding them through the process.” (Taylor-Massey,2015) In addition to coach, I believe the roles of curator and tech specialist are enhanced. As the individual who designs the course, this person has most likely developed and/or collected the materials for the respective course. When problems occur with the specific site, the individual must be prepared to fix the issues.Taylor-Massey (2015) notes “the online instructor accepts the role of managing correspondent, and must create and organize all of the written resources that help students master content and complete requirements.”
In describing the tech requirements for the course, Taylor-Massey notes “it’s important that the instructor know how to use the tools and be able to clearly describe their use to students.” (2015) Each role plays a vital part of the entire whole in the acceptance of the new tools and is essential when moving into the online arena.
The motto for the Los Angeles Police Department is “to protect and serve”. (lapdonline.org, n.d.) As trainers and educators, I believe we must protect the individuals and content we present. We must begin taking the appropriate steps to serve their needs and learning what is important to their needs. The use of this guide will serve as a start in our growth and development into 21st Century Traffic Cops.
MFABRAMS - iD ArchiTech
References
Exploring the Pros and Cons of Online, Hybrid, and Face-to-face Class Formats. (2013). Retrieved December 13, 2015, from http://www.washington.edu/provost/files/2012/11/edtrends_Pros-Cons-ClassFormats.pdf
Kiraly, D. (2010, December 6). Is e-Learning Inferior to Face-to-Face Instruction? (e-Learning Series). Retrieved December 13, 2015, from https://www.techchange.org/2010/12/06/is-e-learning-inferior-to-face-to-face-instruction/
The Origin of the LAPD Motto. (n.d.). Retrieved December 13, 2015, from http://www.lapdonline.org/history_of_the_lapd/content_basic_view/1128
Taylor-Massey, J. (2015, January 27). Redefining Teaching: The Five Roles of the Online Instructor. Retrieved December 13, 2015, from http://blog.online.colostate.edu/blog/online-teaching/redefining-teaching-the-five-roles-of-the-online-instructor
traffic cop. (n.d.) Collins English Dictionary – Complete and Unabridged. (1991, 1994, 1998, 2000, 2003). Retrieved December 13 2015 from http://www.thefreedictionary.com/traffic+cop
As a trainer or educational specialist, our role is to insure information flows to each participant and is applied to the subject matter being discussed. For many years, face to face instruction has served as our primary means of presenting information to participants. “The greatest strength of a face to face course is the degree to which they facilitate building relationships and community in and outside of the classroom.” (www.washington.edu, 2013) However, the needs of today’s 21st century learner have changed. In addition to building strong relationships, learners must be informed digital citizens, have the ability to think at higher levels and provide effective and quality communication in the process. “The landscape by which we conduct our education and training programs is evolving. Eventually, we will be forced to adapt, otherwise our programs run the risk becoming outdated, or worse case scenario - obsolete.” (Kiraly, 2010)
In order to remain an essential part of the communication process, transformation is required. Being proactive and planning for a transition to an online format can provide many benefits. To aid with this transformation, the attached guide provides a few essential elements that should be considered in the conversion. Grouped into three starting areas of focus, the planning process can be expanded based on your organization.
Course Objectives -
What’s in it for me?
Syllabus as a reflection for the course
Design the path to success
Know your Audience -
Communications
Feedback
Forums
How and where to collect and present information
How do you eat a cow? One bite at a time.
Small palatable chunks
Use of short presentations & videos
There are many other areas to consider when moving from a traditional format to an online or blended environment. I believe these three are essentials for starters.
For anyone considering a switch to a hybrid/blended model, I believe our role shifts from pure trainer into a multiple faceted one. Our original role as a trainer is maintained in the transition. In this role, the individual continues to provide guidance surrounding the content, design and functionalities of the online and face to face resources. With a new approach to delivering content, we not only serve as a training specialist, we also develop the role of a coach.
As a coach, we provide encouragement to our learners and in many instances, serve to direct learners toward the specific path for success. “The onus to learn is more on the students, but not without the instructor guiding them through the process.” (Taylor-Massey,2015) In addition to coach, I believe the roles of curator and tech specialist are enhanced. As the individual who designs the course, this person has most likely developed and/or collected the materials for the respective course. When problems occur with the specific site, the individual must be prepared to fix the issues.Taylor-Massey (2015) notes “the online instructor accepts the role of managing correspondent, and must create and organize all of the written resources that help students master content and complete requirements.”
In describing the tech requirements for the course, Taylor-Massey notes “it’s important that the instructor know how to use the tools and be able to clearly describe their use to students.” (2015) Each role plays a vital part of the entire whole in the acceptance of the new tools and is essential when moving into the online arena.
The motto for the Los Angeles Police Department is “to protect and serve”. (lapdonline.org, n.d.) As trainers and educators, I believe we must protect the individuals and content we present. We must begin taking the appropriate steps to serve their needs and learning what is important to their needs. The use of this guide will serve as a start in our growth and development into 21st Century Traffic Cops.
MFABRAMS - iD ArchiTech
References
Exploring the Pros and Cons of Online, Hybrid, and Face-to-face Class Formats. (2013). Retrieved December 13, 2015, from http://www.washington.edu/provost/files/2012/11/edtrends_Pros-Cons-ClassFormats.pdf
Kiraly, D. (2010, December 6). Is e-Learning Inferior to Face-to-Face Instruction? (e-Learning Series). Retrieved December 13, 2015, from https://www.techchange.org/2010/12/06/is-e-learning-inferior-to-face-to-face-instruction/
The Origin of the LAPD Motto. (n.d.). Retrieved December 13, 2015, from http://www.lapdonline.org/history_of_the_lapd/content_basic_view/1128
Taylor-Massey, J. (2015, January 27). Redefining Teaching: The Five Roles of the Online Instructor. Retrieved December 13, 2015, from http://blog.online.colostate.edu/blog/online-teaching/redefining-teaching-the-five-roles-of-the-online-instructor
traffic cop. (n.d.) Collins English Dictionary – Complete and Unabridged. (1991, 1994, 1998, 2000, 2003). Retrieved December 13 2015 from http://www.thefreedictionary.com/traffic+cop
Sunday, November 29, 2015
An Open Course May Be a Closed Option - My Perspective
An OpenCourse May be a Closed Option - My Perspective
Course Name: American Popular Music
Course URL: http://ocw.mit.edu/courses/music-and-theater-arts/21m-295-american-popular-music-fall-2014/index.htm
For many years, the Massachusetts Institute of Technology (MIT) has established its reputation for providing an exceptional education for attending students. Ranked 7th nationally according to the U.S. News & World Report, MIT focuses on scientific and technological research and is divided into five schools and one college. (colleges.usnews.rankingsandreviews.com, n.d.)
In an effort to support the school’s mission - to advance knowledge and educate students (ocw.mit.edu, n.d.) the OpenCourseWare project was proposed in 2000 and launched in 2002 with 50 published courses. Designed to emphasize sharing and interaction (specials.dw.com, 2012) open courses allow for an expanded view and perspective of specific topics for participants. Since its inception, the OpenCourseWare has had 175 million visitors and currently maintains materials for 2260 courses. (ocw.mit.edu)
For this week’s assignment topic, I have selected to review a course from the MIT OpenCourse catalog. For someone who has an appreciation for music, I found the American Popular Music course of immediate interest. As I started digging into the course contents, I quickly realized this Open Course does not utilize many of the traits associated with a “true” distance program or class.
Upon accessing the course’s homepage, I found the class details structured in a format that most resembled a description found in a university catalog or brochure. The instructor’s name and MIT Course number were listed under the course title with images of two different guitars with a brief caption referencing student activities for the course.
The course syllabus, assignments, study materials and other items needed to complete the course were also available for access in this section. In my view, the page is designed to simulate a course management system but several attributes were missing. As our text notes (Simonson, Smaldino & Zvacek, 2015) course management systems are commonly used for distributing learning purposes, enabling teachers of conventional face-to-face courses to provide learning resources and conduct course-related activities, such as discussions and testing, outside of normal class time. (p.157) However upon closer inspection, options for student interaction and tools for grading were not within the course weblinks. The Center for Teaching at Vanderbilt University also notes that “a CMS is typically integrated with other databases in the university so that students enrolled” (cft.vanderbilt.edu, n.d.) automatically become participants for the assigned course. As listed on the “Welcome” splash and “Get Started with OCW” web pages, the OpenCourseWare site does not require registration, signup or enrollment (ocw.mit.edu/help/get-started-with-ocw/, n.d.) in order to use or to participate in the assigned courses. In other words, the information available for the course is designed for supplemental use only and cannot be used for “credit, a degree or a certificate” (ocw.mit.edu/help/get-started-with-ocw/, n.d.) of completion.
An option to download course materials yielded a zipped file which provided participants with a personal copy of the weblinks used on the OpenCourseWare web page. I believe this option could be beneficial as it reduces the potential for a student not to receive the current course materials. If the materials were planned prior to distribution, this could be a benefit for the student and instructor.
I found it interesting that a section listed as “This Course at MIT” provided participants with a snapshot into how the course was originally presented at MIT. Included in this section were a class overview, a small photo of the classroom (with a brief description of technology access and devices used for presentations), a graph of how student grades would be determined, general student participant notes and a breakdown of expected time students would participate in and out of class time on a weekly basis and during the entire semester. Ironically, the information listed in the ‘Course Outcomes’ section, which provided goals for student participants, was not included in the course syllabus.
As I reviewed the syllabus and Reading & Listening section, the course appears to be thoroughly pre-planned but only when presented in a traditional face-to-face format. As noted on the OpenCourseWare site, “after a course is taught at MIT, we take selected course materials (such as the course syllabus and a description of the activities completed during the course) and publish them on the OCW website. (ocw.mit.edu/help/get-started-with-ocw/, n.d.) With the original course being designed for a face-to-face format, no distance education attributes have been included for the online resources.
Although the course is not suited for an online format, I believe the assigned student activities can be maximized if the course was converted into a distance format. Our text defines a learning outcome (p.155) as an observable, measurable consequence of teaching and learning. The course activities provide multiple assessment opportunities if an instructor would be available in providing feedback to students. Assignments associated with this course include a research essay and a final project. The final project required a reflective essay, a CD compilation of musical influences, an oral report along with a one-page handout. If placed in the position to make adjustments for the assigned tasks, I would use the same course concepts but would require students to:
- produce a podcast (audio or video) as a replacement for the oral report.
- develop a playlist which could be uploaded as a reference instead of submitting an actual CD.
- develop a webpage with the same information listed on the one-page handout.
By utilizing web 2.0 tools, students would develop the skills needed to better prosper in today’s online environment. As noted in our text (Simonson, Smaldino & Zvacek, 2015) “the power of the web can be employed through the use of Web 2.0 applications. These tools are all about student engagement and higher order learning.” (p.116)
The resources available in MIT’s OpenCourseWare are great if a learner needs to enhance or supplement existing information. Supplemental information can open new opportunities for learning and lead to higher levels of thinking. However, the courses offered by MIT provide no tangible connections with instructors or other students based on the sites terms of use. (Welcome to MIT OpenCourseWare) These connections are what I believe are the required components to further the learning process when working in an online or distance format. Without these collaborative connections and conversations, the OpenCourse may end up being a closed option for many!
MFABRAMS - ID ArchiTech
References:
Get Started with OCW (n.d.). Retrieved November 29, 2015, from
ocw.mit.edu/help/get-started-with-ocw/
Massachusetts Institute of Technology. (n.d.). Retrieved November 29, 2015, from http://colleges.usnews.rankingsandreviews.com/best-colleges/mit-2178Our History - MIT
OpenCourseWare. (n.d.). Retrieved November 29, 2015, from http://ocw.mit.edu/about/our-history/
Simonson, M., Smaldino, S., & Zvacek, S. (2015). Teaching and learning at a distance: Foundations of distance education.
What is an open course? (October 11, 2012). Retrieved November 29, 2015, from http://specials.dw.com/oms-en/?p=291
Course Name: American Popular Music
Course URL: http://ocw.mit.edu/courses/music-and-theater-arts/21m-295-american-popular-music-fall-2014/index.htm
For many years, the Massachusetts Institute of Technology (MIT) has established its reputation for providing an exceptional education for attending students. Ranked 7th nationally according to the U.S. News & World Report, MIT focuses on scientific and technological research and is divided into five schools and one college. (colleges.usnews.rankingsandreviews.com, n.d.)
In an effort to support the school’s mission - to advance knowledge and educate students (ocw.mit.edu, n.d.) the OpenCourseWare project was proposed in 2000 and launched in 2002 with 50 published courses. Designed to emphasize sharing and interaction (specials.dw.com, 2012) open courses allow for an expanded view and perspective of specific topics for participants. Since its inception, the OpenCourseWare has had 175 million visitors and currently maintains materials for 2260 courses. (ocw.mit.edu)
For this week’s assignment topic, I have selected to review a course from the MIT OpenCourse catalog. For someone who has an appreciation for music, I found the American Popular Music course of immediate interest. As I started digging into the course contents, I quickly realized this Open Course does not utilize many of the traits associated with a “true” distance program or class.
Upon accessing the course’s homepage, I found the class details structured in a format that most resembled a description found in a university catalog or brochure. The instructor’s name and MIT Course number were listed under the course title with images of two different guitars with a brief caption referencing student activities for the course.
The course syllabus, assignments, study materials and other items needed to complete the course were also available for access in this section. In my view, the page is designed to simulate a course management system but several attributes were missing. As our text notes (Simonson, Smaldino & Zvacek, 2015) course management systems are commonly used for distributing learning purposes, enabling teachers of conventional face-to-face courses to provide learning resources and conduct course-related activities, such as discussions and testing, outside of normal class time. (p.157) However upon closer inspection, options for student interaction and tools for grading were not within the course weblinks. The Center for Teaching at Vanderbilt University also notes that “a CMS is typically integrated with other databases in the university so that students enrolled” (cft.vanderbilt.edu, n.d.) automatically become participants for the assigned course. As listed on the “Welcome” splash and “Get Started with OCW” web pages, the OpenCourseWare site does not require registration, signup or enrollment (ocw.mit.edu/help/get-started-with-ocw/, n.d.) in order to use or to participate in the assigned courses. In other words, the information available for the course is designed for supplemental use only and cannot be used for “credit, a degree or a certificate” (ocw.mit.edu/help/get-started-with-ocw/, n.d.) of completion.
An option to download course materials yielded a zipped file which provided participants with a personal copy of the weblinks used on the OpenCourseWare web page. I believe this option could be beneficial as it reduces the potential for a student not to receive the current course materials. If the materials were planned prior to distribution, this could be a benefit for the student and instructor.
I found it interesting that a section listed as “This Course at MIT” provided participants with a snapshot into how the course was originally presented at MIT. Included in this section were a class overview, a small photo of the classroom (with a brief description of technology access and devices used for presentations), a graph of how student grades would be determined, general student participant notes and a breakdown of expected time students would participate in and out of class time on a weekly basis and during the entire semester. Ironically, the information listed in the ‘Course Outcomes’ section, which provided goals for student participants, was not included in the course syllabus.
As I reviewed the syllabus and Reading & Listening section, the course appears to be thoroughly pre-planned but only when presented in a traditional face-to-face format. As noted on the OpenCourseWare site, “after a course is taught at MIT, we take selected course materials (such as the course syllabus and a description of the activities completed during the course) and publish them on the OCW website. (ocw.mit.edu/help/get-started-with-ocw/, n.d.) With the original course being designed for a face-to-face format, no distance education attributes have been included for the online resources.
Although the course is not suited for an online format, I believe the assigned student activities can be maximized if the course was converted into a distance format. Our text defines a learning outcome (p.155) as an observable, measurable consequence of teaching and learning. The course activities provide multiple assessment opportunities if an instructor would be available in providing feedback to students. Assignments associated with this course include a research essay and a final project. The final project required a reflective essay, a CD compilation of musical influences, an oral report along with a one-page handout. If placed in the position to make adjustments for the assigned tasks, I would use the same course concepts but would require students to:
- produce a podcast (audio or video) as a replacement for the oral report.
- develop a playlist which could be uploaded as a reference instead of submitting an actual CD.
- develop a webpage with the same information listed on the one-page handout.
By utilizing web 2.0 tools, students would develop the skills needed to better prosper in today’s online environment. As noted in our text (Simonson, Smaldino & Zvacek, 2015) “the power of the web can be employed through the use of Web 2.0 applications. These tools are all about student engagement and higher order learning.” (p.116)
The resources available in MIT’s OpenCourseWare are great if a learner needs to enhance or supplement existing information. Supplemental information can open new opportunities for learning and lead to higher levels of thinking. However, the courses offered by MIT provide no tangible connections with instructors or other students based on the sites terms of use. (Welcome to MIT OpenCourseWare) These connections are what I believe are the required components to further the learning process when working in an online or distance format. Without these collaborative connections and conversations, the OpenCourse may end up being a closed option for many!
MFABRAMS - ID ArchiTech
References:
Get Started with OCW (n.d.). Retrieved November 29, 2015, from
ocw.mit.edu/help/get-started-with-ocw/
Massachusetts Institute of Technology. (n.d.). Retrieved November 29, 2015, from http://colleges.usnews.rankingsandreviews.com/best-colleges/mit-2178Our History - MIT
OpenCourseWare. (n.d.). Retrieved November 29, 2015, from http://ocw.mit.edu/about/our-history/
Simonson, M., Smaldino, S., & Zvacek, S. (2015). Teaching and learning at a distance: Foundations of distance education.
What is an open course? (October 11, 2012). Retrieved November 29, 2015, from http://specials.dw.com/oms-en/?p=291
Sunday, November 15, 2015
Calling Web 2.0...calling Web 2.0...
I am learning the day to day functions of an instructional designer are always in a state of flux. No one day, week or month is ever the same in any form or fashion and I like this! The constant change keeps life exciting and continues to create thinking and learning opportunities.
For this week’s challenge, I have been tasked with developing a collaborative training environment. Six regional offices need my assistance in developing a training plan to support a new automated staff information system. The challenge - the staff tasked in the development of the resources are located within six different regional offices in the country. As a part of the implementation, these teams will need:
- A solution for sharing resources which include screen captures and documents.
- A solution to assist with ongoing collaborative participation among team members.
With the current state of technology, I quickly send out a call for assistance - “Calling Web 2.0...calling Web 2.0.” Compared with the days of old, Web 2.0 is the current state of online technology characterized by greater user interactivity,collaboration, network connectivity and enhanced communication skills. (whatis.com, 2015) Several tools come to mind for the assigned tasks, each with its own set of features and functions.
Problem 1: Staff members need a collaborative space to house documents, share and collaborate on documents.
Potential solutions: Dropbox, Google Drive, SkyDrive & The Box
Recommended Solution: Google Drive
Problem 1: Staff members need a collaborative space to house documents, share and collaborate on documents.
Potential solutions: Dropbox, Google Drive, SkyDrive & The Box
Recommended Solution: Google Drive
“Part office suite and part file syncing service” (Duffy, 2014), Google Drive is the “cloud based” computer system designed to allow users to create, upload, collaborate in real-time and take documents offline for their use in and outside of the office. The ability to access documents from anywhere at anytime with an internet enabled device provides the best option for our team. As noted in the Quality Distribution Inc. implementation case study, Google could seamlessly connect all of our locations from anywhere without intensive IT support. (www.cloudsherpas.com, n.d.)
The cloud options along with the built-in productivity applications will provide users with the flexibility to manage their content from start to finish. “In Google Drive, you can share documents (any native Google file) with one or more other Google Apps users, giving them permission to view, comment only or edit the document.” (Moran, 2014) Author Pauline Cabrera also notes that Google Drive is “ideal for business purposes. With its file sharing capabilities, you can create a centralized database where every one of your teammates will be able to access. This can easily make business communication effective and make sure that your teammates are in the same page.” (Cabrera, 2013) Google Drive will help put the team’s needs in the best order.
Problem 2: Staff members need a collaborative tool to assist with on-going collaboration and participation among staff members.
Potential solutions: Google Hangouts, Goto Meeting,Join.Me, Blackboard Collaborate
Recommended Solution: Blackboard Collaborate
Problem 2: Staff members need a collaborative tool to assist with on-going collaboration and participation among staff members.
Potential solutions: Google Hangouts, Goto Meeting,Join.Me, Blackboard Collaborate
Recommended Solution: Blackboard Collaborate
“Better communication means better results.” (Pappas, 2014) One essential component in the development of this solution is insuring each participant communicates their thoughts and concerns about the expected project outcomes in real-time. Today’s technology will help each team maximize efforts while allowing for flexibility in the process. Blackboard Collaborate is a “high-quality, browser based web conferencing solution” (www.blackboard.com, n.d.) designed to improve team collaboration and performance. Designed for business and educational services, Collaborate offers several features essential for team collaboration and discussion. Several keys features include:
- Breakout Rooms - Interaction in small groups for specific topic discussions
- Built-in phone conferencing - Options for traveling team members who are not in front of a camera enabled device.
- Interactive Whiteboard - Ability to integrate presentations into active collaboration sessions.
- “Follow the Speaker” - Know who’s talking during a conference. Up to 5 HD videos available
- In-Session Chatting - Instant messaging options encourages conversations if needed
- Mobile Collaboration, instant file sharing & many other features are available.
(www.blackboard.com)
The web conferencing options offered from Blackboard Collaborate provide flexibility for its participants. Pace University uses the tool to aid in the building of more flexibility in coursework, hosting online office hours and engaging students. (www.pace.edu, n.d.) In addition, this tool helps provide participants with weather related concerns and scheduling flexibility.
As I noted, calling for assistance from the Web 2.0 tools has expanded our reach which in turn has expanded our ability to complete requested tasks. The advent of Web 2.0 tools will allow for continued development and continued success in the process.
MFABRAMS - IDArchiTech
References
What is Web 2.0 ? - Definition from WhatIs.com. (n.d.). Retrieved November 15, 2015, from http://whatis.techtarget.com/definition/Web-20-or-Web-2
Duffy, J. (2014, October 31). Google Drive. Retrieved November 15, 2015, from http://www.pcmag.com/article2/0,2817,2403546,00.asp
Quality Distribution Moves Faster With Google Chromebooks and Google Apps - Cloud Sherpas. (n.d.). Retrieved November 15, 2015, from https://www.cloudsherpas.com/case-studies/quality-distribution-moves-faster-with-google-chromebooks-and-google-apps/
Moran, M. (2014, September 16). Google Drive for Team Collaboration. Retrieved November 15, 2015, from http://www.cio.com/article/2683727/cloud-apps/google-drive-for-team-collaboration.html
Cabrera, P. (2013, March 24). Free File Sharing Storage - Google Drive: Top 10 Reasons You Should Use It! Retrieved November 15, 2015, from http://www.twelveskip.com/tutorials/google/248/free-file-storage-google-drive-top-10-reasons-why-you-should-use-it
Pappas, C. (2014, October 1). Top 10 Free GoToMeeting Alternatives - eLearning Industry. Retrieved November 15, 2015, from http://elearningindustry.com/top-10-free-gotomeeting-alternatives
Blackboard Collaborate | Collaborative Learning Showcase. (n.d.). Retrieved November 15, 2015, from http://www.blackboard.com/online-collaborative-learning/blackboard-collaborate-features.aspx
Web Conferencing | PACE UNIVERSITY. (n.d.). Retrieved November 15, 2015, from http://www.pace.edu/its/teaching-and-learning/digital-toolkit/web-conferencing#Sunday, November 1, 2015
The Landscape Changes The Further You Travel
For the majority of my professional career, I have traveled extensively training and educating people in various industries on various topics. In 2005, this changed when I stopped traveling abroad and started traveling to one location each day. During the past ten years, through various personal and professional experiences, distance learning has slowly integrated itself into my career path. Just like my own experiences, I have seen the term “distance learning” stop and a new path instantly develop in its place.
My definition of distance learning is built upon the understanding that students, the individual leading the course (a teacher, facilitator, or instructor) and all course materials are generally only accessible by electronic means (internet based instruction). A traditional class held in a physical location at a specific time and place do not apply in terms of distance learning. Communications for these courses are computer based, generally through a specific system or method. Surprisingly my understanding closely resembles the information presented in our class resources.
As noted in our text, “distance education opportunities are quickly growing through the use of computer mediated communications and the Internet.” (Simonson, Smaldino & Zvacek, 2015) As the technology continues to shift, my view of distance learning will also continue to shift. I believe technology is the key element which will shape the future use of distance learning by students globally. For example, one trend associated with distance education is the ability to “personalize” the learning for each student. According to the Innovating Pedagogy 2014 report, “Learning Through Storytelling” is designed in a way that each user develops their own view of understanding by creating stories that link memories together to develop larger learning chunks. (www.openuniversity.edu, n.d.) This concept along with many others will aid in developing options for students to “choose their own learning path.” (Smith, 2014)
Since the mid-1980’s (Simonson, Smaldino & Zvacek), both credit and non-credit courses have been offered via the internet which increases the potential for all students. With more technical portability options, students will have the opportunity to take their education with them. I believe this changes the dynamic of how information will be presented which will ultimately determine how and when individuals will process their information.
MFABRAMS - ID ARCHITECH
Simonson, M., Smaldino, S., & Zvacek, S. (2015). Teaching and learning at a distance: Foundations of distance education
Innovating Pedagogy 2014. (n.d.). Retrieved November 2, 2015, from http://www.openuniversity.edu/sites/www.openuniversity.edu/files/The_Open_University_Innovating_Pedagogy_2014_0.pdf
Smith, D. (n.d.). 10 Online Learning Trends to Watch in 2015 [#Infographic]. Retrieved November 2, 2015, from http://www.edtechmagazine.com/higher/article/2014/12/10-online-learning-trends-watch-2015-infographic-0 Sunday, December 21, 2014
Ripples and Reflections
Eight weeks ago, I began a learning experience that has taken me in multiple directions. From understanding my own learning style to reasons I enjoy learning from others, the Learning Theories and Instruction course has started me down a path for the better. As I continue in my pursuit for increasing my skills in the Instructional Design field, the content received in this course will serve as another important piece in my educational foundation.
Prior to this course, I was under the impression that learning was based on a few variables. You were either an auditory, visual or kinesthetic learner. These specific styles are an important part of the learning process but these, as I have learned, generally apply when presenting information. As I have learned, learning theories provide instructional designers with verified instructional strategies and techniques for facilitating learning as well as a foundation for intelligent strategy selection. (Ertmer, 1993) For effective learning, participants utilize multiple factors ranging from their behaviors, making connections to individual thoughts and experiences to the use of technology to gain a better hold of their learning. These factors along with a proper environment and supporting cast shape the foundation in which individuals process information. We learned from Dr. Jeanne Ormrod that “without knowing how they (participants) think through things, you’re not in a good position to help them think more effectively about the subject matter that you’re teaching. (Laureate Education, n.d.)
Each week new strategies, information and specific theories provided me with a deeper understanding of my own learning methods and how I processed information. I’ve been given the opportunity to advance in my career but realize that I gain essential knowledge from many of my social connections. One common factor that has pushed me away from making this job transition was the people factor. The Social Behavioral theory emphasizes that learning occurs in social context and that much of what is learned is gained through observation. (Denler, 2014) I had never placed much thought in my “people watching” but the course has shed some light on my own learning methods and processing. This is just one example of what I have learned about myself throughout this course.
As I begin making preparations for my continued coursework in the Instructional Design curriculum, I must consider more than just aesthetics when developing content, instructions and modules for learning. In the past, I truly believed that if the presentation was “clean, pretty and error free”, it would be well received by my audience. After our studies on multiple intelligences, discovering what motivates individuals when completing online content as well as understanding that “learning styles can fluctuate within within a subject or lesson” (Gilbert, 2008) I now understand the importance of each. Learning strategies are cognitive tools used by the learner to respond to the demands of the specific learning activity or task. (Frisby, 2005) Learning styles group common ways that people learn. (www.learning-styles-online.com, 2014) The ability of the learner to process the information by viewing, hearing or in some cases physically demonstrating the details will help in developing content. Coupled with the new methods of presenting, collecting and the immediacy of learning resources gives me, the instructional designer, better ideas and methods for reaching the target audience. As long as the information is relevant, keeps the attention of the participant, builds confidence and scratches their need for success, the information should provide all participants with a great learning experience. When students are motivated to learn, they want to work on highly task-relevant activities. (Keller, 1999)
As I continue in the Instructional Design field, I believe the content learned from this course will help shape better content for those I’ve been assigned to train. Dr. Ormrod states to teach effectively, you have to understand how students learn. You also need to know how they think and what’s going on in their minds as they view the detailed information related to content. (Laureate Education, n.d.) Understanding the principles related to participant motivation, how information is processed and what details need to be incorporated into an online program will better help me to educate my audience. I also believe the information will be a constant reminder to remain flexible. This flexibility includes understanding what resources may be required for proper understanding of the audience.
This course reshaped my thinking of how I will work in developing information for others. In the past, my design components relied on a few factors that I was presented with. In many cases, I received a specific topic, objective and time to complete the task. Now, these factors will remain but I can expand to also include the type of technology that will be used (if any) along with ways to present the content that will hopefully solidify the concepts for learning. My processing has changed and I believe my overall presentation has changed for the better. Time (and my participants) will ultimately tell me if I have truly taken the lessons from the course to heart.
Resources:
Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4),50-71.
Denler, H., Wolters, C., Benzon, M. (January 28, 2014) Social Cognitive Theory Retrieved from http://www.education.com/reference/article/social-cognitive-theory/ on December 21, 2014
Frisby, C. L. (2005). Learning styles. In S. W. Lee (Ed.), Encyclopedia of school psychology. Retrieved from Sage Reference Online database.
http://www.learning-styles-online.com/overview/
Keller, J. M. (1999). Using the ARCS motivational process in computer-based instruction and distance education New Directions for Teaching and Learning (78).
Laureate Education (Producer). (n.d.). An introduction to learning [Video file]. Retrieved from https://class.waldenu.edu
Subscribe to:
Posts (Atom)