Adventures In Scope Creep...

As I near the end of my graduate class in Project Management, I can now reflect back on some projects that I have worked on in the past and see how the timeline and budget were effected by scope creep.  One specific project that comes to mind was when I was working on our school improvement committee in the district in which I work.  Our team was given the task to provide training to teachers that would instruct them how to incorporate data driven instruction into their teaching.  Although the plan looked good on paper, it turned out to be more than our four team could handle due to scope creep throughout the project. 

The initial plan was to begin with individual department meetings where we would show teachers how to access and interpret the formative assessment data from the standardized tests that were being administered at the end of each grading period.  We would then have teachers discuss how the data could be used to make informed decisions regarding instruction.  We would follow up the department meetings with individual classroom visits to see how the teachers were using the data to adjust their instruction.   However, when we began to develop the training, we realized that the teachers would first have to create student rosters for each of their classes before being able to access the necessary data in a meaningful way. Because teachers were not familiar with how to perform this task, we needed to take time from the training to cover this.  It was also brought to the team’s attention that data for many of the students who had recently transferred into the district was not available because they had not been entered into the tracking system properly.  Our team was asked to identify the students and enter in the correct information prior to the training so that teachers would have access to all of their students.  This was a tedious job and took up a total of three team meetings to complete.  As more and more was added onto the scope of the project, the timeline continued to expand.  In the end, the teachers did not receive the training until the beginning of the final grading period.  By then, it was almost impossible to make meaningful changes to instruction that would have an impact on student achievement.  We could only hope that the teachers would remember what they had learned from the training when they returned the following school year.  In the end, our team was required to present the training again at the start of the following school year. 

As I look back on the project, I can see how, as a project manager, I could have handled the situation differently.  First, I would have delegated many of additions to the scope of the project.  At the time of the project, there was a staff member that was responsible for training teachers on how to administer the formative assessment.  This trainer had failed to include building student rosters into the original training program.  I would have asked the trainer to create tutorial or worksheet to instruct teachers how to complete this task.  This would remove the responsibility from the team and provide teachers with the necessary information in advance so that time would not be needed during the data training.  Also, I would have delegated the responsibility of fixing the data for new students to the technology team.  They would have been the ones to originally enter the data and should have been required to fix their mistakes.  This again would have taken the responsibility from the data team and allowed them to focus more on the original scope of the project.  Delegating project tasks that are related to scope creep can not only help to keep a project on time and on budget, but it can also help to reduce the amount on stress on the project team and to keep their focus on the original goals of the project.         

Project Management: Resources for Determining Cost

One of the hardest parts of project management is constructing the budget.  Determining the cost of a project is not only extremely important to a project’s success, but an accurate cost estimate may be vital to getting the project off the ground initially.  There are numerous resources that can help an instructional designer effectively construct an accurate budget for a project.  Below, I have highlighted two resources that I personally find extremely informative.  Check out the links and let me know how you would use them to plan your next project!

Project Management for Instructional Designers

Amado, M., Ashton, K., Ashton, S., Bostwick, J., Clements, G., Drysdale, J., Francis, J., Harrison, B., Nan, V., Nisse, A., Randall, D., Rino, J., Robinson, J., Snyder, A., Wiley, D., & Anonymous. (DATE). Project Management for Instructional Designers. Retrieved from http://pm4id.org/. Licensed under a Creative Commons Attribution NonCommercial ShareAlike (BY-NC-SA) license. 
http://pm4id.org/9/1/

This is a free online text book on project management that is specifically directed towards the needs of the instructional designer. The text covers project management from the time you begin profiling a project to the projects closure.  It provides helpful tips and charts for that will help to manage time, communication, and risk.  Although I have found the whole book to be extremely helpful and filled with clear, relatable examples, I found Chapter 9 dealing with costs and procurements to be very insightful.  The chapter goes into detail of how to define estimated costs for a project during the conceptual phase and then move toward a more detailed budget once the project has been approved.  If I were to use this text as a resource to plan a project, I would try to mimic how they break down costs in their cost estimate chart and then roll up, or group costs by type, to give an overall cost analysis.  I feel that the roll-up would be very useful throughout the project to see where the majority of the budget is being spent and to make decisions about how to reallocate spending if necessary.  This is a site that I will be bookmarking for future use as I move on to managing projects in my future endeavors.  

4 Tools for Estimating Costs in the Project Management

Usmani, F. (2014). PM Study Circle. Retrieved from 4 Tools to Estimate Costs in the Project Management: http://pmstudycircle.com/2012/06/4-tools-to-estimate-costs-in-the-project-management/

http://pmstudycircle.com/2012/06/4-tools-to-estimate-costs-in-the-project-management/

This blog post describes four ways of estimating costs when planning a project.  I felt the explanations were clear and easy to understand.  It describes how each type of estimate is computed and compares the types based on accuracy and speed.  I felt that most beneficial part of the blog post was the explanation of a Three-Point Estimate, specifically the Program Evaluation and Review Technique.  I can see how this technique could lead to a more accurate estimate if time was taken to calculate it correctly.  Although it would require more time and money, I feel that the benefit of having a more accurate cost analysis would be worth the extra initial effort.  

Good communication is essential to a successful project.  When choosing how to communicate with team members during a project, it is important to understand how the mode of communication can affect the message.  Email, voicemail, and face-to-face conversations can all say the same thing, but send much different messages based on the tone, facial expressions, and word choice.  It is important to choose wisely how to communicate to ensure that the proper message is relayed.

The multimedia program at http://mym.cdn.laureate-media.com/2dett4d/Walden/EDUC/6145/03/mm/aoc/index.html showed how email, voicemail, and face-to-face communication can shade a message.  When I looked at the email message, it took a casual and understanding tone.  Although the content of the message seemed important, it did not give the sense of urgency.  It read as a simple reminder of a task that needed to be done in the time of the receiver.  The voicemail, which used the same script as the email, had an almost sarcastic tone at the beginning that I did not pick up on from the email.  It was not as friendly and still did not convey a sense of urgency.  The face-to-face conversation took on a friendly tone but left a sense of urgency and expectation.  It gave the sense that, although the speaker was understanding, they were waiting for a timely reply.  

I feel that three factors greatly affect how messages are interpreted: tone, facial expressions, and choice of words.  Tone is important for interpretation of a message.  This is why email is often an ineffective mode of communication when dealing with urgent or important matters.  Email leaves a lot of room for interpretation and cannot be trusted to convey all messages.  Facial expressions are also used to interpret a message.  Based on the facial expression of the person delivering the message, the listener can determine how serious the matter is and how urgent it is.  It can also give you clues to the speaker’s attitudes.  In this case, the speaker shows an understanding attitude by smiling and using a friendly tone.  This message could not have been as effectively delivered through email or voicemail and could have easily been misunderstood or misinterpreted.  Finally, word choice can often be used to interpret a message.  Choosing words carefully is important in all communication. However, it is more important to carefully choose words when delivering them through email and voicemail where facial expressions cannot be used to interpret the message. For communication that must be done via email, it is important to begin with a clear purpose to lessen the confusion of the intent of the communication.  Emails should be clear and concise and should specify if and when a reply is expected (Communication With Stakeholders, n.d.).              

It is important to evaluate the content of the message before deciding on a mode of communication.  Communication that is of greater importance or that is vital to a project should always be done face-to-face to ensure that the correct message is being sent.  When communication is misinterpreted, it can cause unintended conflict that can only be detrimental to the progress of a project.

References: 

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

Baptism By Fire: My First Training Project as a Novice Teacher

As I enter my second week of my Project Management course, I am reflecting back on some of the projects I have worked on previously and how the project management process worked its way unknowingly into the tasks I was assigned.  I was lucky enough to be hired at a local school district the year after graduating from college.  I entered my first year of teaching fresh off the Praxis exams and eager to spread knowledge to my middle school students.  Little did I know, I would be spreading my knowledge to a much different audience. 

It turned out that same year that my home state of Pennsylvania had changed some of its requirements for teacher certification, specifically those that were directed at special education teachers who co-taught in the main stream classrooms.  New regulations made it mandatory for teachers to hold a degree in a specialized area as opposed to a general special education degree.  No one was exempt.  Teachers who had taught for years (some had more than 15 years in) were now being required to show that they were highly qualified and worthy of holding a teaching certificate. The state was requiring these teachers to show their qualification in a variety of ways.  One requirement for special education teachers serving at the elementary level was to pass a general education praxis test that covered the three main subject areas: English, math, science, and social studies.  The stakes were high for the special education teachers.  If they did not pass the test, they were not considered highly qualified and could not teach.
   
However, the school administration quickly came up with a solution.  They would find someone who had recently taken the test to create a training to prepare the teachers in our district to take the high stakes test.  The test was very similar to the test I had just taken to receive my own certification, so the project fell to me. I immediately had two concerns.  First, the scope of the material that needed to be included in the training was very broad.  I needed to find a way to narrow the scope into something more manageable while still giving the teachers the best opportunity to pass the test. How would I determine what the teachers needed to know as opposed to what would be nice for them to know (Murphy, 1994). My second concern was that as a new teacher, I was unsure how the teachers would approach the training.  Would they see me as a subordinate and resent me for leading the training? How would I gain buy-in?  

The answer to my concerns would be relieved during what Portney, Mantel, and Meredith (2008) call the Define Stage of Planning.  I decided that it was possible to tackle both concerns at the same time.  I began by making contact with the teachers that were required to take the training.  I asked them what their main concerns were regarding the test.  What areas did they feel were their strengths and weaknesses?  How would they like to approach the material?  The communication with the teachers helped me to gain there buy-in because they were involved in the process.  They knew that I was concerned for their future and wanted to work with them to help them keep their certification.  It also helped me to slowly begin to narrow down the scope of the material.  By defining my project, I was able to identify the needs of my learners and create a clear and manageable plan that help me to meet those needs (Portny, Mantel, & Meredith, 2008).  

I was ready to move into the Start Phase of the project (Portny, Mantel, & Meredith, 2008).  Through the discussions, I found an overwhelming anxiety toward the math and literary terms.  My experience left me with the realization that these were two of the most tested areas on the exam.  We would need to cover them in detail.  The science and social studies were much harder to narrow down because of the generality of the test.  I collected text books from grades 3-8 and started to make a list comprised big ideas that were covered in both content areas.  I continued to talk with the teachers about what concepts they felt comfortable with and which ones they felt needed to be covered in the training.  It took me four weeks to plan out the training by focusing on large ideas and key concepts that would make good test questions. 

The training took place over a six week period and was scheduled to end the week before the test date.  The group was made up of 8 teachers who were required to pass the test.  We approached the material through small group learning.  Sometimes the learners would lead instruction on concepts that they were familiar with while I acted as a facilitator to the group.  I provided resources and practice material that we reviewed as a group and clarified key concepts that I identified as being appropriate testing material.  At the end of the six weeks, I felt that we had all done the best that we could to prepare for the approaching exam.  Although I sensed some anxiety, I felt that the teachers overall had confidence in their new knowledge and ability.  

It was 6-8 weeks before we knew the results of the test.  I was anxious knowing that the careers of those eight individuals relied so heavily on the training that we had put together as a team.  In the end, all of the 8 teachers passed the test and renewed their teaching certifications.  I felt that the team approach and successful communication allowed us to narrow the scope of the material in a way that had the most benefit for the learners.  By establishing communication early in the project, I was able to gain the necessary buy-in from those participating in the training and get to know them as learners.  This is what led to the success of the training. 

If I were to change anything about the project, I would probably go back and ask the administration to assign one or two more individuals to the project.  Being a young teacher and having this extra assignment placed a lot of stress on me during my first year.  I think any project can benefit from having more than one set of eyes on it.  By having another teacher to help with the planning, I think it would have added more variety to the instruction. However, overall I feel the project was a success and was a great learning experience. 

    
References

Murphy, C. (1994). Utilizing Project Management Techniques in the Design of Instructional Materials. Performance and Instruction , 9-11.

Portny, S., Mantel, S., & Meredith, J. (2008). Project management: Planning, scheduling, and controlling projects . Danvers, MA: John Wiley & Sons Inc. 

Welcome for EDUC-6145

     Well, another eight weeks is under way, and I have a fresh stock of Keurig coffee in the cupboard. I am really looking forward to Project Management in Education and Training. I feel that project management is something that I could see myself doing in the future.  I love to work under pressure and often do my best work when in high stress situations.  Being an extrovert, I feed off of other's ideas and love to collaborate.  However, I also like to have a hand in the management, because I like to know exactly where a project is throughout the whole process.  Looking at project management and how it relates to instructional design really intrigues me.  I look forward to working with all of you over the next eight weeks.  Follow my blog and leave me a message below letting me know that you will be reading.  Have a great eight weeks! Here is a funny video that will start our Monday off right.

The Future of Distance Learning

     Although distance learning is considered by many as a new form of education, it has a long history. The earliest form of distance education took place in Europe through the use of correspondence courses (Valentine, 2002). Over the last century, advancements in technology have had a direct impact on how distance education is delivered. However, nothing has had a greater influence on the delivery of distance learning than the internet. The ability to have instant access to information and experts in the field has given distance learning more credibility and validity. As technology continues to advance, we will see distance learning evolve and expand into a more valued and accepted form of learning.

     In the next 10 years, I see distance learning evolving in many different ways. First, I see the field itself continue to develop through research and the development of best practices. The field of instructional design, specifically in the area of distance learning, is in its infancy. Much of the theory that we as instructional designers use as a foundation for development and design are based on traditional educational theory. As relevant and valid as those theories are, it is evident that distance learning also requires specific consideration. Although there is a wealth of research available through journal articles and literature reviews, it is evident that we still have a lot to learn about what factors directly impact the effectiveness of distance learning (Merisotis & Phillips, 1999). A vast majority of research focuses on how technology effects student learning, while the results show that factors such as learner motivation, learning outcomes, and learner characteristics play a more significant role in the success of distance learning (Merisotis & Phillips, 1999). Continued research will help to shape distance learning as the field moves forward.

     I also see distance learning gaining more acceptance and credibility over the next decade. As more individuals are becoming comfortable with distance communication tools and social networking, they are realizing that relationships can be nurtured through online communication (Laureate Education, n.d.). In the past, isolationism was a major concern directed at distance learning. It was a strong belief that a sense of community could not be fully developed in a distance environment. As social networking tools and distance communication technology continue to evolve, people are realizing that geographical distance is not the determining factor in a strong learning environment (Laureate Education, n.d.). Technology is providing educators with the ability to drastically eliminate the distance between themselves and learners and overcome the isolation that has previously existed (Bernard, 2000). As instructional designers and educators learn to utilize the tools available to their fullest potential, learners will begin to reap the benefits that distance learning has to offer.

     I feel that the best way that instructional designers can act as proponents for improving societal perceptions of distance learning is to follow best practices of design. By designing instruction that is rooted in research based practices we can best meet the needs of our learners and help them to have a positive experience with distance learning. We can begin by getting to know our learners and their specific needs. Knowledge of the learner can help to overcome many barriers that can arise in distance learning, such as separation between instructor and learner, understanding of content, and confusion with technology tools (Simonson, Smaldino, & Zvacek, 2012). When the instructor knows the learner, they can be proactive when addressing any problems that may prevent a successful and positive learning experience. Another way to promote a positive learning experience for our users is by identify the essential content of a course. To encourage learner interaction, it is essential to reduce the amount of information that comes from direct instruction and to increase the need for the learners’ involvement in building their own understanding (Simonson, Smaldino, & Zvacek, 2012). Identifying the essential content of a course helps a designer to outline what information needs to be presented to the learner for them to reach the desired learning outcomes. Finally, it is important to choose the proper technology to present distance learning so that it works best for both the learner and the material. It is important for us to remember that “technology does not teach students, effective teachers do” (Valentine, 2002, p. para. 7). When choosing appropriate technology, the characteristics of the learner and the material being presented should determine how it is presented. When distance learning is designed following best practices, we can help to ensure that learners have a positive learning experience. As learners begin to acknowledge the benefits of distance learning, the perception of society will begin to change.




References

Bernard, R. M. (2000). Collaborative online distance learning: Issues for future practice and research. Distance Education, 21(2), 260-277.

Merisotis, J. P., & Phillips, R. (1999). What's the Difference?. Change, 31(3), 12. Change, 31(3), 12.

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

Valentine, D. (2002). Distance learning: Promises, problems, and possibilities. Online Journal of Distance Learning Administration, 5(3).

Best Practices

With the growing trend of integrating technology into the learning environment, many instructional designers and educators are redesigning courses traditionally taught face-to-face so that they can be taught in a blended or distance learning environment.  For example, consider the following scenario:  A training manager has been frustrated with the quality of communication among trainees in his face-to-face training sessions and wants to try something new. With his supervisor’s permission, the trainer plans to convert all current training modules to a blended learning format, which would provide trainees and trainers the opportunity to interact with each other and learn the material in both a face-to-face and online environment. In addition, he is considering putting all of his training materials on a server so that the trainees have access to resources and assignments at all times.  Changing a course from a face-to-face environment to a blended learning environment may seem like an easy task.  However, there are many things to consider that will ensure the success of both the course and the learner. 

First, the trainer must plan effectively.  When converting a face-to-face class, it is easy to fall under the assumption that the materials and strategies that have previously been used can fit into the new learning environment.  This is rarely true.  It is essential that, during the planning stage, designers reflect on the specific goals of the instruction.  Moving to a blended environment shifts the focus from the presenter to the learner.   The goal should be to reduce the amount of information that is being presented and increase the level of student interaction (Simonson, Smaldino, & Zvacek, 2012).  The designer must determine what content is essential to meet the learning objective and how that can be presented to the learner in the most meaningful way.  These decisions also require the designer to understand the learner.  They must know who their learners are and how they may interact with the material.  This information becomes important when deciding on the essential content and when deciding what technology to use throughout the training.  Finally, the designer must decide how the material will be presented.  One mistake often made when creating blended or distance learning is that the designer allows the technology to drive the course.  Technology is a tool and should be matched to the content and the objectives (MIller & King, 2003).  What tools and strategies will fit the content and what will the learning environment look like?  In this particular scenario, the trainer needs to decide what part of the training will best be delivered online and what will take place face-to-face.

There are many considerations a designer can make when designing instruction to ensure that the course will meet the needs of the learner.  First, learners must have a clear understanding of the expectations and guidelines for any course (Simonson, Smaldino, & Zvacek, 2012).  This can be presented in a syllabus and project rubrics.  Blended learning requires learners to be more autonomous, but they can only begin to take more control of their learning if they are given the proper tools.  A syllabus helps learners to understand their role in an often new learning environment.  Another key component to successful blended learning is interaction between learners and facilitators.  This can take place in many forms, but one of the most successful activities is through discussion.  For the scenario, the trainer may enhance his training by implementing an asynchronous discussion activity.  Asynchronous discussion gives learners the ability to interact with one another and share ideas while providing more time for reflection and research before responding.  This can often lead to deeper conversations and higher level critical thinking (Kanuka, 2007).  Designers also should use a variety of appropriate technology and media.  There is no magic tool that will reach every learner; it is necessary to present material in multiple ways to best meet the needs of a variety of learners.  However, because technology can make courses expensive and complex, it is important to find a balance between the technology you want and the technology that you need (Simonson, Smaldino, & Zvacek, 2012).

The trainer in our scenario will eventually have to transition from course designer to course facilitator. Making the transition from face-to-face instruction to a blended learning environment requires the trainer to assume a different role.  When interacting with learners in a distance environment, a trainer take a more facilitative role.  Through facilitation, educators allow students to take more control of their learning and become more autonomous. Kanuka (2007) three types of learning activities that can be used by facilitators in distance learning to help encourage autonomy among learners.  Inquiry-based learning gives learners the opportunity to closely examine or investigate a topic and often requires students to find their own external resources to support their findings.  Another type of learning activity is decision-building learning that requires learners to evaluate an issue based on a variety of choices and consequences. Finally, learners can participate in problem-based learning. This is when learners are presented with a problem that they must work, often collaboratively, to explain or resolve.  These types of learning activities put more focus on the learner and leave the trainer in a position to guide and facilitate.  This however does not mean that the trainer can “check out” of the learning experience.  Facilitating distance learning requires constant dialogue between learners and educators.  By actively participating in discussion forums, facilitators can encourage learners to communicate more effectively online.  By asking for clarification or explanation, facilitators can help learners to think more deeply about topics and help them to relay their thoughts more clearly.  Encouraging responses can provide learners with validation that their ideas are not only in line with instruction but also valued and appreciated.  Facilitating a course means providing learners with the confidence, content and skills that they need to master the material being presented.

Technology can provide designers with tools to reach learners in a new and very different way.  However, adapting face-to-face instruction must be done with deliberate consideration and planning.  When using best practices to design and deliver distance instruction, we can help to ensure that our students are receiving what they need to find success.

References

Kanuka, H. (2007). A principled approach to facilitating distance education: The Internet, higher education and higher levels of learning. International Journal of E-Learning & Distance Education, 17(2), 70-86.

MIller, T., & King, F. (2003). Distance education: Pedagogy and best practices in the new millennium. Leadership in Education, 6(3), 283-297.

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

          

Theory and Analysis of a MOOC

            In 1975, Charles Wedemeyer presented a paper at the ICCE Conference entitled Implications of Open Learning for Independent Study (1975).  He outlined the benefits of open learning and predicted its future growth with the advancement of technology.  Before the existence of the internet or mobile learning devices, Wedemeyer saw how technology could influence lifelong learning by providing access to education to all people.  The current trend of Massive Open Online Courses (MOOCs) has brought Wedemeyer’s ideas to life and has given more learners access to quality courses that meet their individual needs.  However, for MOOCs to reach their full potential, they must be built using sound instructional design principles.   Below is an analysis of a MOOC from Open2Study™ (Mordaunt & Clitheroe, n.d.).  I will analyze the use of sound instructional design principles and how Wedemeyer’s ideals have been realized in this modern education trend. 

            The course I chose to analyze is entitled Financial Literacy.  Like most MOOC learners, I chose a subject that I was personally interested in and felt would be valuable.  You can see that the course was carefully pre-planned and addressed the learner, content, and learning environment.  After signing into the course, learners are encouraged to post an introduction that tells a little about who they are and why they are taking the class.  By looking through these introductions, the course facilitator could easily identify the background and experiences of the learners in the course and facilitate the learning experience accordingly.  The course outline provides clear objectives and shows that the information has been divided into four smaller modules that include videos, simulation activities, discussions, and assessments.  Although the course designer made an effort to incorporate learner interaction and engagement through the use of the simulations and discussions, they are not mandatory to successfully complete the course.  Wedemeyer stresses the importance of providing as much freedom to the learner as possible and limiting the restrictions to the learning experience.  By providing choices, it puts more control in the learner’s hands and allows them to participate in the decision making (Wedemeyer, 1975).  This however could limit the amount of learning that takes place if learners choose not to participate in the optional learning activities. 

            Simonson, Smaldino, Albright, and Zvacek outline the fundamentals of teaching online (Teaching and learning at a distance: Foundations of distance education, 2012).  The financial class I analyzed aligned to a majority of the ideas that were suggested by the authors.  First, the walk through helps to orient students to the course and their online classroom.  This helps learners to prepare themselves to engage in the class with limited concern of how the class functions.  Next, the material was adapted to be presented in an online environment.  As opposed to dumping the material in print form, time was taken to create short informative videos.  Although some assessments are multiple choice, simulations are included to ensure that learners can see how the information is applicable to real life situations.  Third, a course description and outline of objectives are available so that students can determine if the course fits their personal needs.  Also, the course designers have effectively applied adult learning principles to the course.  Although the class is open over the course of a four week time period, learners have the flexibility of determining how and when they complete the activities and assessments over the four week period.  A calendar is provide where students can outline how they want to complete the requirements for the course.  This again addresses the flexibility that Wedemeyer sought for open learning.  The course also adequately integrates the power of the Web by imbedding a Twitter widget that also includes a dedicated class hashtag.  The use of discussion forums and the ability to link the course to both FaceeBook™ and Google+™ accounts gives the learner the ability to share their achievements as well as invite others to the learning experience.  Finally, the Open2Study™ learning environment incorporates many ways to interact with both the material and other learners.  Course facilitators post weekly discussion questions for learners to share ideas and answer questions that others might pose.  Because each course is assigned a designated hashtag, it is possible to see what other learners are posting on Twitter™ and other social networking sites.  Finally, the simulations and real life problems allow learners to put their learning into action and learn from doing.

            Free access to quality education should not be limited to K12 learning.  Wedemeyer’s belief that all people should have the freedom to better themselves through education is becoming a reality as technology coupled with sound design practices provide us with open learning experiences.  The designers of the course at Open2Study are helping to make Wedemeyer’s beliefs of open learning a reality. 

References

Mordaunt, P., & Clitheroe, P. (n.d.). Financial LIteracy. Retrieved October 3, 2014, from Open2Study: https://www.open2study.com/courses/financial-literacy

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

Wedemeyer, C. (1975, May 15). Retrieved October 2, 2014, from http://files.eric.ed.gov/fulltext/ED112766.pdf

How to Integrate Technology Into an Art Lesson

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

There are many things to consider when choosing media for a distance learning project like the one presented.  The media should be accurate, motivational, engaging, and unbiased (Simonson, Smaldino, & Zvacek, 2012), but most importantly it needs to address the goals and objectives of the specific lesson.  The instructor wants the students to be able to evaluate two pieces of art work which would require the students to take a virtual tour of a museum.  The first suggestion that I would make is for the teacher to visit the Google Art Project online (Google Art Project, 2014).  Google has used the same technology that brought us the street view feature to Google maps to provide a collection of virtual tours of many of the most famous art museums around the world.  One thing that I love about this project is that it encourages students to explore and discover treasures throughout the museum by providing different modes of exploration.  The students can either browse through the high definition photographs of the works from each museum or they can take a virtual walk by using the floor map provided for each museum.  By emphasizing the discovery of the learner, it engages the learner in the content (Simonson, Smaldino, & Zvacek, 2012). I also like that the project meets all of the standards to make it SCORM compliant (Simonson, Smaldino, & Zvacek, 2012). You can check out the Google Art Project by visiting https://www.google.com/culturalinstitute/project/art-project.

There are many forms of technology that would allow students to interact with the museum curators.  One option that would be efficient is to request a Skype session during which students could ask previously written questions pertaining to their particular works of art. This choice would allow students to discover more about the art work while making efficient use of the curator’s time.

Finally, I would suggest that the teacher have students complete their evaluations of the two pieces of art on a wiki page.  “A wiki is a collection of web pages that are linked to each other, and reflect the work of many authors” (Beldarrain, 2006). Wiki are good tools for collaborative writing and compiling information (Simonson, Smaldino, & Zvacek, 2012) and often offered to educational institutions at no cost.  BY providing a group space for the learners, you give them the opportunity to discuss and share ideas more freely (Simonson, Smaldino, & Zvacek, 2012). Students would have access to the wiki both at home and at school which would allow easy access to the project.  The wiki can also serve as the presentation tool at the conclusion of the project. An example of a working wiki can be found at http://en.wikisource.org/wiki/Portal:Fine_Arts.

             Today’s mobile learner is demanding more control of their learning experience.  This is placing pressure onto educators to integrate new technology tools to meet the needs of the learner.  “As new technologies emerge, instructional designers and educators have unique opportunities to foster interaction and collaboration among learners, thus creating a true learning environment” (Beldarrain, 2006). 

References

Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2), 139-153.

Google Art Project. (2014, September 19). Retrieved from Google Cultutral Institute:    https://www.google.com/culturalinstitute/home.    

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

Defining Distance Learning

As I begin a new course at Walden University focused on Distance Learning, I realize that my own definition of the subject has been quite narrow.  This is most likely due to what I had perceived to be a very limited experience with distance learning as a whole.  Distance learning for me has recently been the typical virtual classroom provided by platforms like Blackboard (actually I think all of them have been Blackboard) where every class looks and feels very familiar.  The learning has often been something I have pursued for professional advancement or to hone my craft.  Although I have found a majority of my experience with distance learning to be pleasurable, my main focus has always been the educational value. However, as I research the history and various explanations of distance learning, I continue to broaden my own definition.  This has lead me to question if I had not been engaging in distance learning my whole life under the guise of entertainment and should I dare say… fun!

I remember back to my days sitting in front of my television and listening to Bill Cosby’s marker squeak across the screen.  I would sit with my workbook pressed against the coffee table as I mimicked the magic marker’s movements.  I recall learning a lot from Bill Cosby without once meeting him face to face.  Moving into elementary school, I recall my teachers mailing packets to my home each week to work on over summer break.  I would return them to receive free pizza coupons and stickers for my hard work.  I was too young and naïve to realize that what I found fun and engaging was my earliest experiences with distance learning.  Michael Potashnik and Joanne Capper point out the role that distance learning has played in early education by “enhancing the quality of traditional primary and secondary schooling“ (Potashnik & Capper, 1998).  These experiences helped me to build basic skills that would be vital to my success as an early learner. 

                

As an adult, a majority of my distance learning has fallen under its more traditional definition.  The definition adopted by the Association for Educational Communications and Technology has gained wide acceptance and outlines four main components (Simonson, Smaldino, & Zvacek, 2012).

Distance education is “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, 2012, p. 32).

Although there is much emphasis placed on the distance education being formal and asynchronous, I feel that the idea that this type of learning must be interactive should not be overlooked.  The interaction that takes place between the learner(s) and instructor is essential to successful distance learning.  In depth discussion and thoughtful interaction that takes place within a distance learning community lead to the educational growth of the learners.   

So as I reflect on my personal experience with distance learning, I have arrived at my own personal definition.  I feel that distance learning is education provided to learners who are separated from their instructor and other learners both geographically and in time.  Meaningful communication and educational interactions takes place asynchronously through the use of technology which is used to facilitate and support educational growth.  

In the future, I see distance learning growing in popularity.  I feel that enrollment in distance high education will continue to expand as more colleges and universities provide distance learning options.  As Dr. Simonson points out in his video Distance Education: The Next Generation, I do not believe it will ever replace traditional face to face learning.  However, I do see public education, as well as face to face high education courses, moving towards blended learning where components of distance learning will merge into the classroom setting.  We currently see this in flipped classrooms where teachers provide much of the learning through the use of technology that is accessed by students from home.  That learning is then brought back into the class where students are expected to use their new knowledge under the supervision of their teacher.  In conclusion, distance education is no longer a trend or novelty.  We will continue to see distance learning opportunities in all sectors of education and training as technology continue to offer new ways to distribute knowledge.  

References

Potashnik, M., & Capper, J. (1998). Finance and development, 42-45.

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

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

     Well, another eight weeks has begun ! If you are visiting from EDUC -6135 Distance Learning, leave a quick hello in the comments below.  Tell me where you are from and why you became interested in ID work.  I became interested in instructional design after my best friend since third grade finished her masters in IDT.  She then convinced her husband to do the same. As an 8th grade English teacher, I have always designed a lot of my own materials and lessons, so this was a natural step for me.  I am so glad that I decided to pursue a masters in IDT.  I can see how it can open so many doors for me, and I am excited for what the future holds! I look forward to the next 8 weeks of learning.