Scope Creep

In my course this week, I was asked to describe a project that I have done that I experienced issues related to scope creep.  Scope creep refers to “the natural tendency of the client, as well as the project team members, to try to improve the projects output as the project progresses.” (Portney, 2008)  This means that more work was added to the project as time went by.

I was once part of a team that was creating a “show” for parents to watch.  The children were going to perform by dressing up as a famous historical figure and their parents were to guess which character they were.  The project started off with high hopes and intentions.  As the project was moving forward, some of the team members decided that we should also have the students sing a few songs together on stage.  We found appropriate songs and began to practice.  The date of the “show” was coming quickly.  Another team member decided that we should also have a food and drink for the students and parents.  All of these little details added up and now we only had a week to ensure that the students knew there “parts”, were able to sing the songs, and we also had to prepare food, drinks and have a place to gather.  Long story short, it worked out, but I felt it was very disorganized.  The parents were very nice and appreciated what we had done.  To better manage this in the future, I feel that sticking to a plan of action and making sure to have all of the details in the beginning of the project would have made the entire project work more efficiently.

References:

Portny, S. E., Mantel, S. J., Meredith, J. R., Shafer, S. M., Sutton, M. M., & Kramer, B. E. (2008). Project management: Planning, scheduling, and controlling projects. Hoboken, NJ: John Wiley & Sons, Inc.

Resources for Estimating ID Costs

My assignment this week was to find two resources on estimating costs for ID projects and review each.  Here they are!

http://www.nwlink.com/~donclark/hrd/costs.html

Big Dog and Little Dogs Performance Juxtaposition

This article gives information on budgeting.  It states that most ID projects are now working with a budget and although you may not get it right the first time, it is a good goal to work toward.

It also has helpful figures on some of the costs associated with an ID project.  For example, it has Produce a professional video - $1,000 - $3,000 per-finished minutes.  The variation in the costs associated with this are due to concept, location, talent, special effects, etc.

The article also has estimated development hours.  It estimates that the development time to create one-hour of simple asynchronous eLearning is 117 hours.

http://theelearningcoach.com/elearning_design/isd/time-to-develop-online-learning/

The eLearning Coach For designing smarter learning experiences With Connie Malamed

This blog gives a plethora of resources.  Connie has links to several articles that would be useful in an ID project or environment.  One is a link to an article from ASTD by authors Karl Kapp and Robyn Defelice where they discuss several of the factors that will affect you time estimate.  Another is an article by Donald Clark that provides budgets and cost guidelines and time estimates.

Resources

Big Dog and Little Dogs Performance Juxtaposition, retrieved on October 1, 2014 from http://www.nwlink.com/~donclark/hrd/costs.html

Malamed, Connie. The eLearning Coach For Designing Smarter Learning Experiences, retrieved on October 1, 2014 from http://theelearningcoach.com/elearning_design/isd/time-to-develop-online-learning/

Communicating with different modalities

The assignment in my class this week was to listen to a piece of communication in 3 different modalities; email, voicemail and face-to-face, and take notes of my impression of each modality.

The first modality was email.  In the email, Jane is asking Mark for a piece of information that his report was missing.  She states that she cannot complete her report until she gets the missing information.  She also states that she knows Mark has been busy and in a meeting all day.  Jane sounds almost too nice in this email and almost desperate to get the information.

The second modality is voicemail.  The same exact message is stated.  Jane sounds very nice and seems as though she doesn’t want to be a bother.  Hearing her voice, she doesn’t sound as desperate.  She just sounds as though she would like to get the information to complete her report.

The last modality is face-to-face.  We see, and hear Jane this time.  She seems like a very happy person.  She is not accusing Mark or bossing him around.  She is just reminding him to get the report to her soon.

What factors influenced how you perceived the message?

The differences in the message were seeing the written message, hearing the speakers voice, and seeing the speaker.  Being able to see a person’s body language helps in interpreting the message better.

Which form of communication best conveyed the true meaning and intent of the message?

I feel that the face-to-face message conveyed the true meaning and intent of the message.  In face-to-face communications you are able to see the body language of the speaker.  You can see their facial expressions and I believe that helps to interpret the message.

What are the implications of what you learned from this exercise for communicating effectively with members of a project team?

If possible, you should always have important conversations in a face-to-face format.

Project Post-Mortem reflection

The assignment for this post is to remember a project that failed, and to look at the “post-mortem reflection” to consider some of the reasons.

I worked with a group of teachers when we were implementing a new math book.  The new math book was rolled out and it was very different from what was used the previous year.  I was new to the team that year, transferring in from a different school.  We were tasked with looking at the new materials and creating lessons that would fit within our objectives and creating engaging projects.

The team jumped right in and looking back, we should have created a timeline and assigned roles for each member.  There were 7 team members, each with very different views.  Three of the teachers wanted to use the same materials that they used the previous year.  We did not have “buy-in” from these teachers and they were not interested in using the new book.

With the 4 remaining team members, we went through each standard and found the materials that related to that standard and came up with an engaging presentation.  It took us about 3 weeks to come up with ideas for the lessons for the 1^st quarter of the school year.  Looking back, I feel that if we would have assigned roles, we could have each taken a section to work with individually and created the project faster.

Reflection of Distance Learning

This week’s course assignment is to reflect on my learning in this course and the presentation by Dr. Siemens.  I am going to reflect on the current and future perceptions of distance learning in our society.

If I think back 5 or 10 years, the notion of distance learning was not a popular choice.  I remember that there were a few courses offered, but most of my friends and colleagues did not elect to take them.  Distance education has grown in popularity in the last few years and people’s perceptions of a distance learning degree have also improved.

I think that in the future, distance learning will be more widely recognized and that more learning will be taken through a distance education courses. Due to the advances in technology, distance learning will be a popular way to complete education and training.  George Siemens stated that he believes there will be growing acceptance of distance education due to the increase in online communication, practical experience with new tools and growing comfort with online discourse. (Laureate Education, nd)

As an instructional designer, I will be a proponent for improving societal perceptions of distance learning by creating engaging courses that provide tools for the learner to increase his or her knowledge.  Some people have had negative views of distance learning due to the course being designed poorly.  I can help students have a good view of distance learning by ensuring the success of the course and the students involved in it.

To be a positive force for continuous improvement in the field of distance education, I will make sure to keep up to date on emerging technologies that can be used for students.  I will also ensure that the courses I design as an instructional designer use the emerging technologies and are up to date.  George Siemens states that distance education will be impacted by new communication technologies, contributions by experts around the world, and increased use of multimedia, games and simulations. (Laureate Education, nd)

Converting To A Blended Learning Course

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.

With this scenario in mind, and taking into consideration your Learning Resources, reflect on the following:

What are some of the pre-planning strategies the trainer needs to consider before converting his program?

The first thing that the training manager should do is use a instructional design model such as the ADDIE model.  Here is a link to a website that explains the ADDIE process. http://www.instructionaldesign.org/models/addie.html

The process of moving a face to face course to a distance learning course should first be looked at in terms of whether this environment will be best for a distance learning environment.  Simonson states that if the objectives of the course are able to be met by a distance learning course, then distance learning is an effective means of education. (2012)

The next step is organizing the structure of the course.  The training manager in this situation wants to convert all of the current training modules into the blended learning format.  This is a good start, but he should also be aware that he must plan to spend time organizing the course.  Simonson suggests that it is the responsibility of the instructor, [in a distance learning environment] when designing the course, to be certain that there are hints and suggestions, clearly articulated expectations, and information presented in multiple locations for easy access.  (2012)

What aspects of his original training program could be enhanced in the distance learning format?

Interactive Media is one part of his original training program that could be enhanced in the distance learning format.  By using video, audio, wikis, and apps such as google docs the students will be able to interact with the material and collaborate with other students.  Simonson et al state that distance students derive value from collaborative learning environments.

How will his role, as trainer, change in a distance learning environment?

An instructor of a distance learning course will be more of a facilitator of learning.  He will need to make sure to set specific expectations of the students.  He will need to communicate and encourage students to participate and communicate.  He will be responsible for providing timely feedback and ensuring success of the students.

What steps should the trainer take to encourage the trainees to communicate online?

Some steps that the trainer should take to encourage communication is to set up the expectations.  He will need to state in the syllabus that students are expected to participate in communicating respectfully.  He will also have to provide a framework for how students can contact the instructor.  Simonson also states that he should provide information on the syllabus on what to do if the students are having technical difficulties. (2012)

References

ADDIE model, (nd) retrieved on August 19^th 2014 from http://www.instructionaldesign.org/models/addie.html

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.

Open Culture Initial Review

This week my course assignment asked me to choose a free open course site and review and reflect on what I have learned from designing instruction.  I have chosen to review Open Culture.  www.openculture.com

Does the course appear to be carefully pre-planned and designed for a distance learning environment? How so?

At first glance, the website seems to be very organized.  You can choose from several categories including audiobooks, ebooks, online courses and more.  You can also search their resources.  After your initial selection you can choose a category and subcategory to help find relative information.  I viewed a few psychology courses to give me an idea of what was in their courses.  Open Culture took me to a free itunesU lecture.  It was just the audio of the lecture.  I felt that it was very easy to navigate and find what I was looking for.  Simonson et al state that the componenets of a successful learning system are the learners, the content, the method and materials, and the environment. (Simonson et al, 152)

Does the course follow the recommendations for online instruction as listed in your course textbook?

Although the material seemed to be organized well, I felt that it did not meet recommendations for online instruction as listed in my course textbook.  For example, the psychology course was an audio of a traditional lecture from a class.  Simonson et al state that the focus of instruction shifts to engaged learners, alternate ways to illustrate key concepts and activities that encourage interactivity.  (Simonson et al, 152)  The course was more of a podcast.  That is not to say that you would not learn anything from it, but it did not include some of the activities that are important in distance learning.

Did the course designer implement course activities that maximize active learning for the students?

In the courses that I viewed, there were no course activities in any of them.  Most of the content was a video or audio of a traditional course lecture.    “It is important to remember that no matter which technological formats are used in distance education, the trend is to reduce the ‘amount’ of information delivered and to increase the ‘interactive value’ of the learning experience.”  (Simonson et al, 157)

References

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.

Open Culture, retrieved on August 2^nd, 2014 from www.openculture.com