Analyzing Scope Creep

I can recall working on a project while attending University. We were doing a project-based approach for Social Studies. There were five of us on the team and we were working collaboratively for the first phase and the second phase. The third phase became an issue that had to be dealt with since we were very close to the end. In the first phase of the project you are drawing and discussions things you think that are related to the topic and the gathering ideas. The second phase deals with visiting the place and gathering information, which will clarify any misconceptions the learner might have about the topic. The pre-drawings will be modified to suit what was seen there and the experience. The final phase includes constructing a model, finalizing information and presenting the findings.

Scope creep stepped in during the final phase when we were building the model and preparing for the presentation. We didn’t have a designated leader as we all knew we were going to always try to come to an agreement on all matters. The only person we had to report to if anything wasn’t going as planned was the instructor of the course. As a team we agreed we were building the model and using recycled materials since we were working on a tight budget. After our visit to the place in phase two we agreed on meeting to start constructing the model. Knowing we all had our personal lives as well as other courses completing we weren’t demanding much from each other. The project was due at the end of the semester, which was exactly five weeks after the visit in phase two. There was enough time and an unknown amount of money to be spent since we contributed what we had to see the project through. However, we had to start preparing. Two weeks had passed and all we were doing was planning in the group chat and not putting any actions to our plans. We agreed on one idea, then persons started suggesting more complex ideas that required additional funds and time which we didn’t have.

Being the organized person that I am, I informed the instructor of what was taking place that there was more talking, and no work being done on the final project. The instructor advised me to start working on something, keep communicating and as time got closer if no one comes forward to get things done present my model and the presentation alone. We were down to two weeks before the project, out of the five members three of us finally met, I brought what I was working on as the partially completed model. They all agreed it was great and we continued working on it. It also saved us time and money that we didn’t even have. We were through with the model within a week. Leaving us with one week to finalize the presentation. The two members who weren’t present during the constructing of the model were still informed in the group chat. One wasn’t pleased with the model, but no one took her on because she didn’t even assist with the little that was done or followed up on any of the costly suggestions she made during the planning.

Looking back at the experience now, I did a great ting which was informing the instructor of the issues faced and taking up the leadership role while starting something even on my own since that wasn’t being done. If I am ever to be in a group project or any group related activity, I would suggest assigning roles and task. This would help a whole lot because each person would be responsible for their part and meeting earlier deadlines prior to the final deadline.

 

References

Laureate Education, Inc. (executive Producer). (n.d.). Practitioner voices: You can’t win them all [Video file]. Retrieved from https://class.waldenu.edu

Project Schedule and Estimating Activity Duration

The two sites I selected to explore are Project Manager and Workamajig. They are both sites that can assist in managing a project and all or some of the aspects related.

Project Manager is an Award-Winning Project Management Software. Once you have reached the page there is an option to sign up or take a tour. I took the tour since I wasn’t ready to sign up. While on the tour there were briefings. When designing a project there are areas that must be included and at times monitored. Project Manager’s name speaks for itself. You can manage multiple projects as well as the workload of the team at any given time. Project plans can be created, and it has a task manager. What really caught me on this site is the Task Manager because it allows, you to place your task and view the updates until it has been fully completed. This is nice because keeping record of all task and the progress can be a major task on its own especially if it’s a big project. I see myself returning to make use of the Task Manager and the Project Outline, which is as detailed as you wish to have it.

Project Manager

Workamajig is an article that provides many different links to the different parts of a project. I enjoyed browsing through this article because the author explained the importance of the project management templates as well as how to download them. Once a template has been explained, then the links are provided. Upon selection of a link, you will be automatically redirected and a more detail explanation is available before download. I would use this site for the Work Breakdown Structure as well as the Work Schedules. These templates provide the frame that must be filled in to make it complete, which is a great deal of help. The ability to quickly download the templates needed, gives this site an advantage over Project Manager because there is no signing up required to access the much-needed help.

Workamajig

References

ProjectManager.com,Inc.(2018). Resource Planning Software. Retrieved from https://www.projectmanager.com/software/use-cases/resource-planning-software

Cohen, E. (2018). The Ultimate List of 41 Free Project Management Templates. Retrieved from https://www.workamajig.com/blog/project-management-templates

 

Communicating Effectively

This week we were to view a message through email, listen to the same message as a voicemail and watch and listen to the message communicated face-to-face. After the observation of the three ways communicated, we were to express if the interpretation changed based on the way the message was communicated.

I believe the interpretation of the message didn’t change much from one modality to the next. When I read the email, I read it with a calm tone, but felt it was communicated with much concern about meeting the deadline. The voicemail and face-to-face communication were similar in the fact that the voice assisted with the tone used. They differed in terms of seeing the facial expression, which I though was still calm knowing there was a deadline needed to be met.

The factors that influence the way I perceived the message were different in each. The email was clear. The wording as well as the consistent font gave me the message that it wasn’t harsh or meant to be communicated roughly. I have learnt while working in the office that a rough tone can be expressed through email when all letters are capitalized, and exclamation marks used. The voice being made available in voicemail now clarified the tone of the message which I assumed was not rough, but the urgency expressed in the email was still evident. Lastly, the face-to-face communication gave the expression that I assumed from the first communication. The facial expression that was expressed allowed the person receiving the message to feel some sort of sympathy and would assist by sending the data only and promptly to assist.

Face-to-face communication best conveyed the true meaning and intent of the message because you had the actual expression and the voice of the person to better communicate the message to you. As shared by Dr.Stolovitch, that communication is not only words such as he said and she said. Effective communication is influenced by spirit and attitude, tonality and body language, timing and the personality of the recipient (Laureate Education, n.d.).

Communicating effectively with members of a project is important. As shared in the exercise, Jane was depending on Mark to send her some data to meet her deadline. Being a member of a project, all persons involved are depending on each other for it to be a success. Therefore, we must be always mindful of the way we communicate or needs, wants or views.

Reference

Laureate Education, Inc. (Execution Producer). (n.d.). Communicating with stakeholders [Video file]. Retrieved from https://class.waldenu.edu

http://mym.cdn.laureate-media.com/2dett4d/Walden/EDUC/6145/03/mm/aoc/index.html

Learning from a Project “Post-mortem”

 

There was a time when I was supposed to design an instructional lesson for students in Grade 1. There wasn’t any specific instructions or guidelines to follow. I saw this as a challenge because having a broad scheme on things can complicate it at times. There were several training sessions that were held for teachers on how to use the Promethean board and design lessons using it. Unfortunately, I couldn’t attend any of the sessions that were held due to reasons beyond my control. Not being able to attend any of the sessions made me vulnerable to being unsuccessful and I also thought it automatically exempted me from the presentation. However, I wasn’t, the Project Manager was aware of all persons who were listed as teaching staff and what was expected of them. Having a Work breakdown structure allows the Project Manager to create a time-line, budget and RASCI, which is an organizational chart identifying persons responsible for each task (Laureate Education, n.d.).

The instructional lesson was to be used by any Grade 1 student with the guidance of the teacher. Since I wasn’t limited I did a lesson on the -at word family. It was very interactive because the students were able to use the pen from the Promethean board to select different things and receive immediate feedback.

Being a time-oriented person, I was very worried about the amount of time given to complete the project as well as the amount of lessons or practice sessions that were given to have me better informed. Due to my high interest in the use of technology and designing, I was able to successfully create the interactive lesson I had envisioned and made the Project Manager, Principal and myself proud. While working on the project I felt as if I wanted to do too much and the lesson was getting complicated. Immediately I sat down and drew out what I wanted to see happen and worked with only what was drawn out. Thank goodness I am a visual person. Reflecting and drawing out the plan as I wanted to see it worked out well because it allowed the whole organization and outcome to be a success; without any sort of training. I am of the belief that if I had attended all of the training sessions I would have done way more because I would have known what I was doing, but my success came all out of trial and error, which made it a unforgettable experience.

 

References

Laureate Education, Inc. (Executive Producer). (n.d.). Defining the scope of an ID project [Video file]. Retrieved from https://class.waldenu.edu

Introduction

Hi to one and all and welcome to my blog. I hope that all that is posted here will be a means of you better understanding all that matters with Instructional Designing.

Reflection of Distance Education

As technology is modernizing, I believe we to as human beings need to modernize our thoughts by opening up to things we weren’t aware of or interested in, because it is all a part of growth. For one thing, in the early days of the invention of this nontraditional form of education, distance educators walked alone and on the periphery and looked in from the back door. Today, they have the support of mainstream educational forces and the company of Ivy League institutions, which is heartening (Naidu, 2014).

The perceptions of distance learning in the future would have grown by leaps and bounds as more and more persons would be more educated on the topic and have even experienced it themselves. The growing acceptance of distance education is fueled by the increase in online communication, practical experience with new tools, growing comfort with online discourse and ability to communicate with diverse and global groups (Laureate Education, n.d.). Since things are modernizing as time goes by many persons are getting involved in things they never knew about and communicating their experience with others, who would eventually get on board. I can take for example a smartphone and the use of Facebook and WhatsApp. My mom would constantly state that many persons are always on their phone and not paying attention to what is going on around them. Now that she has a smartphone and created a Facebook account and uses WhatsApp, she has joined the group of persons who are not paying attention to what is around them. This also changed her point of view from being on the outside and not knowing.

As an instructional designer I can be a proponent for improving the societal perceptions of distance learning by speaking from experience. I can be the one to communicate and provide examples to them on how unlimited we are with the use of technology, which is the driving force for distance learning. The availability of affordable technologies offered considerable hope. First, there was multimedia, then audio and video conferencing and more recently online learning tools. The use of these technologies to “unite the teacher and learner and carry the educational content” (Naidu, 2014). Therefore persons can’t say that there’s no way to get the actual classroom feeling since there are so many means of web based communication. There was a family friend who knew I was a distance learner. As elderly as she was, she still wanted to know how it worked when it came to completing assignments and meeting the instructor. I explained to her not what I heard or someone told me, but my personal experience as a student. The conversation I had with her not only answered her questions, but now she can encourage any of her grand-children to be a part of distance learning because she has a better understanding of how it actually works.

I see myself being a positive force for continuous improvement in the field of distance education by sharing my experience and the knowledge I gained through application. As a learner I didn’t only learn what I know to keep it to myself, but to share it as well as to enhance myself and the things I can control. Completing my course is a successful experience that can be shared with others and they can then be interested in being a distance learner and the knowledge gained can be transferred.

 

References

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

Naidu, S. (2014). Looking back, looking forward: the invention and re invention of distance education. Distance Education, 35(3), 263-270

 

Converting to a Distance Learning Format

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

The primary pre-planning strategy the trainer needs to consider is to spend much time planning it out properly. It is in the planning phase he will prepare for the target group, the course content, the method of delivery and the method of evaluation. There are different instructional design models and selecting one to be the guide when designing is a wise choice. A known and widely used design model is the ADDIE model. The ADDIE model is the generic process traditionally used by instructional designers and training developers. The five phases – Analysis, Design, Development, Implementation and Evaluation – represent a dynamic, flexible guideline for building effective training and performance support tools. I am of the belief that he can’t just take all training material and place it on the server as it.

The original program lacked quality communication, hence the reason the frustrated trainer immediately wants to switch to blended learning. Through discussions the trainer can get the trainees to communicate with each other. Discussion is very important, and I would deem it as highly valuable to the learning experience. Studies indicate that frequent, meaningful and “just in time” planned interactivity in an online course helps to keep students motivated and to make them feel like part of a learning community (Freeman, n.d.). He can even enhance the learning process by having not only having an asynchronous setting, but at least once a month, have a synchronous setting.

As a trainer his role will change. He will be wearing many hats. In an online discussion the role of the facilitator is to probe learners with their original post and guide throughout. To encourage the trainees to communicate the trainer must keep the trainees engaged and let them stay engaged. Some effective ways a facilitator can ensure that students engage in meaningful conversation and debate is to set and clearly express their expectations of each student during the course about assignments, projects and discussions. The asynchronous online course syllabus must do all of the foundational things a face-to-face course syllabus does, but it must also set communication policies and expectations for online engagement as well as a course schedule that outlines the frequent and meaningful engagement and reflection required for students (Riggs & Linder, 2016). Once that has been done additional questions can be asked to each student even after posting. The facilitator can also instruct students to go into other discussion boards other than the one that they were placed in, if that’s the way they are organized for the week.

References

Culatta, R. (2018). Instructional Design Models: ADDIE Model. Retrieved from http://www.instructionaldesign.org/models/addie/

Freeman, J. (n.d.) Using discussions in online courses: The importance of interactivity. Retrieved from https://academics.utep.edu/Portals/844/nofo/Using%20Discussions%20in%20Online%20Courses.pdf

Riggs, S., & Linder, K. (2016). Actively Engaging Students in Asynchronous Online Classes. Retrieved from https://www.ideaedu.org/Portals/0/Uploads/Documents/IDEA%20Papers/IDEA%20Papers/PaperIDEA_64.pdf

Converting to a Distance Learning Format

 

Distance Learning

When I first heard of a course in Distance Education in 2014, I feared taking this course along with any other courses because I believed that everything had to be done online, it might be time consuming and a challenge to juggle with other courses. I did just that and took the course by itself that semester. Ever since that exposure, I have learnt a lot and it is because of that experience I was ready and somewhat experienced enough to become an online adult learner.

My definition of distance learning was completing all assignment, reading and learning online. I always believed that during distance learning the teacher expected you to be present in class despite your location and time difference. There was one thing about this type of learning that had me rather confused and that was the timing of classes. I always believed that the learner had to be at home or a quiet area to attend lectures or meet with the instructor.

Distance Education is defined as institution- based, formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources, and instructors (Simonson, Smaldino & Zvacek, (2015). The definition of distance learning that I had was partially true. Completing assignments, reading and learning online and communicating with your instructor despite your location in the world.  Grenville Rumble (1989) also offered a definition of distance education. He noted that, in any distance education process, there must be: a teacher; one or more students; a course or curriculum that the teacher is capable of teaching and the student is trying to learn; and a contract, implicit or explicit, between the student and the teacher or the institution employing the teacher that acknowledges their respective teaching/learning roles (Simonson, Smaldino & Zvacek, (2015). Grenville’s definition stood out to me because it removed the definition from solely the term, but what should be really included in the whole process of distance education. He made it sound as if it must be proven and it wasn’t anything that should be joked about or with; it was a serious matter.

The future of distance learning is on the rise worldwide. According to Simonson et al. More recently, the idea of the “virtual school” has become popular and is often used when referring to distance education in K–12 schools. I would say that having it especially for the age range of K-12 is ideal. This is the age group where the learners learn through play and with visuals. Having them be a part of a virtual classroom would be awesome and indeed a great learning experience.

Distance education opportunities are quickly growing through the use of computer- mediated communications and the Internet. Both credit and noncredit courses have been offered over using the Internet since the mid-1980s (Simonson, Smaldino & Zvacek, (2015). As distance learning continues on the path of evolution and change I believe that there is a whole lot instore for learners. The amount of information available to learners through libraries and portals would be limitless. We are at an age where we say most things are at our fingertips, but it will increase to another level as time goes by.

 #MindMap #DistanceLearningDefinition 

References

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

• Chapter 2, “Definitions, History, and Theories of Distance Education” (pp. 31-40 only)

 

 

Reflection

As this course draws to a close, a reflection is well in place. From the onset of this course I had a slight idea that this course would have us zoom in on learners and incorporating the ever emerging technology into various lessons or instructions.

 

Furthering my knowledge about how people learn, was quite interesting. When I did learning theories back at my previous university, we learnt about many theorist, theories and their beliefs. It seemed never ending and some were similar in many ways, as if they copied each other. The first thing that was surprising to me was the learning theory matrix. Theories such as behaviourism, cognitivism, constructivism and connectivism were all known to me. Adult learning was totally new and interesting to find out about. Upon completion of my matrix I decided to compare each theory against the other and came to realize that adult learning and another theory had many similarities.

Having gone through the different theories highlighted in the matrix, I can say that I learnt a whole lot. After much reading and understanding, I am thinking that connectivism might just be the theory that best defines my learning. When I read something new or someone explains something to me, I am very quick at trying to apply it to my life or any related situation I can think of. It can be argued that since I am adult it could be that I am falling under the theory of adult learners since it is similar to connctivism.

Learning theory explains the underlying psychological processes that influence learning. As such, it usually includes a set of assumptions about key aspects of the learning process that can be used to generate hypotheses which can then be tested empirically (e.g., through experimentation). Learning style refers to the notion that “individuals differ in regard to what mode of instruction or study is most effective for them” (Pashler, McDaniel, Rohrer, & Bjork, 2008, p. 105). Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources. It is the use of both physical hardware and educational theoretic. Motivation is an internal state that arouses us to action, pushes us in certain directions and keeps us engaged in certain activities. It determines the extent to which we exhibit the particular responses we have learned; it also affects whether and in what ways we process the information we receive.

The terms that were defined are all connected. Once one learning theory is highlighted, selected or known, a specific style can be applied to meet the needs of the learner. Different strategies can be used to bring across the lesson, bearing in mind all learners learn differently. Then education technology can be added to enhance the lesson, which can be a video lesson that was created by the instructor or could also be downloaded from the web. It can also be an online game that has the learner intrigued and wanting even more. Lastly, the instructor can motivate the learner based on performance and encourage them to continue doing their best.

As an aspiring instructional designer all that I have learnt in this course will assist me in designing lessons to meet the needs of my learners. After focusing on the different theories and understanding some more how people learn and how their styles differ or change over time. All the above mentioned terms will be kept in mind and will help me to design lessons or instructions that will allow the learner to not only grasp the concept being highlighted, but also be motivated to continue and eager to learn more.

 

References

Laureate Education (Producer). (n.d.). Learning Styles and Strategies [Video file]. Baltimore, MD: Author.

Howard Gardner and Multiple Intelligences: http://www.instructionaldesign.org/theories/multiple-intelligences.html

Wikipedia: https://en.wikipedia.org/wiki/Educational_technology

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York, NY: Pearson.

• Chapter 7, “Motivation and Affect” (pp. 241 – 262)

 

 

 

Fitting the Pieces Together

Reflecting on my previous response about learning theories and learning styles, as it pertains to me and my views. Over the time of this course up until now, it hasn’t changed for me. When the course started seven weeks ago my response was, “From the three learning theories and perspectives presented this week by Ertmer and Newby, the one that best describes how I learn would be the constructivist theory. The constructivism is a theory that equates learning with creating meaning from experience (Bednar et al., 1991). Constructivists believe that knowledge emerges in context within which it is relevant. Therefore, in order to understand the learning which has taken place within an individual, the actual experience must be examined. This is exactly how I relate everything I learn. When it’s new I understand the definition, but I not only know it, but try to apply it to a real life situation or experience. Doing so, it then becomes harder to forget and it can be easier to build on prior experience or knowledge.”

Over the past weeks I have learned more about all the theories and I came to realize that adult learning is similar to the constructivist theory in a few ways. When it deals with, What influences learning? What is the role of memory? And How does transfer occur? they are similar in those areas. While answering the question that related to the types of learning that best explains the theory, the first one I listed was authentic activities. Now reading it over, I can see that I really do enjoy doing authentic activities when it comes to learning. Even in my classroom, after I teach a lesson I give the students creative and at times very different activities to complete.

The role that technology plays in learning for me can go back to how I apply all new information to real life. I enjoy using technology and when there is something new that I can’t figure out, I would refer to my phone or laptop to find out more on the internet. When I am given video lessons or audio lessons I get more from it, as opposed to having to read and still try to understand. If I had to learn from videos and audios, I would have enjoyed it a lot more when I was attending school. These two ways that I enjoy allow for the learner to pause, replay and take note as much as possible. Since I enjoy learning with the abovementioned ways, I am anticipating the creating of educational activities for students when I become an Instructional Designer.