Wednesday, December 14, 2011
Collaborate or Cobladderizing?
Thursday, October 13, 2011
Week 6
William Knopf-Blog Week 6
• What plagiarism detection software is available to online instructors?
Depending on the school/university plagiarism software can be readily available. Certain universities have their own sources; however there are also companies that are specialized in looking for plagiarism. Below is a list from educause.edu that has some well tested sources for training students not to commit plagiarism:
GPTeach
• MITT: The Multimedia Integrity Teaching Tool
• Prentice Hall Companion website: Understanding Plagiarism
• Perdue writing lab
• Indiana University writing page
• Michigan University writing page
• Plagiarism.org
Software that can be used includes:
• Turnitin.com
• Scanmyessay.com
• Plagiarismdetect.com
• Teach-nolgy.com
• How can the design of assessments help prevent academic dishonesty?
One of the best was to design assessment to prevent academic dishonest is to allow students the freedom to “outsource” for information. Like Dr. Pratt (2011) stated in the real world “we are not locked up in a closet” and expected to make detailed reports, studies, etc. In my own classroom I look for the ability to use the concept as an assessment, not just remembering the concept ideas. If a student can take the concepts and apply them to a real-world application that shows how much they know about the concept. The state of Maryland is one of 14 states that are adopting a new state curriculum on Common Core Concepts. One of the major focuses is to apply knowledge and learning, less recall assessments. Also using trans-disciplinary lessons that focus on STEM (Science Technology Engineering and Math) (MSDE, 2011).
• What facilitation strategies do you propose to use as a current or future online instructor?
Once I become an online instructor I plan to design assessments that are collaborative, application based, and useable in the real-world. Employers are looking for workers that can “do” not “parrot” information. According to www.quintcareers.com (2011) most employers are looking for similar things:
• Communication skills
• Analytical/research skills
• Computer/technical skills
• Flexibility/adaptability/managing multiple priorities
• Interpersonal abilities
• Leadership/management skills
• Multicultural sensitivity/awareness
• Planning/organizing
• Problem solving/reasoning/creativity
• Teamwork
Therefore the assessments, activities and projects that I develop online would be similar to the ones that I design in my current traditional classroom. Currently I use collaboration, group work, research topics (web-quests), hands-on activities, problem-solving, and creation/building.
• What additional considerations for online teaching should be made to help detect or prevent cheating and plagiarism?
One focus that I use in my classroom is to educate the students to what cheating and plagiarism is. Like both Dr. Pratt and Palloff (2011) stated, most students are unaware of the simple things that are cheating. For example using work from one course for another. Another example is copying and pasting from the web or online source without giving credit. I plan to have a section in each course where plagiarism and cheating are discussed. Also using other resources like the media center, library, and writing center can help educate the students, thus reducing the chances/likelihood that it will happen. In addition to educating students, making plagiarism software available for the students to check their own work, such as websites like Turnitin.com. If the school does not provide the software, there are also free software sites on the internet.
Sources:
Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.
Conrad, R., & Donaldson, J. A. (2004). Engaging the online learner: activities and resources for creative instruction. San Francisco, CA: Jossey-Bass.
Hansen, R., & Hansen, K. (n.d.). Top Skills and Values Employers Seek from Job-Seekers. Quintessential Careers: College, Careers, and Jobs Guide. Retrieved October 12, 2011, from http://www.quintcareers.com/job_skills_values.html
Humes, C., Stiffler, J., & Malsed, M. (2003). Examining Anti-Plagiarism Software: Choosing the Right Tool. Examining Anti-Plagiarism Software: Choosing the Right Tool. Retrieved October 12, 2011, from http://net.educause.edu/ir/library/pdf/EDU03168.pdf
M. (n.d.). Common Core State Standards: Instruction. School Improvement in Maryland. Retrieved October 12, 2011, from http://mdk12.org/instruction/commoncore/index.html
Palloff, R., Pratt, K. (2011). Plagiarism and Cheating. Walden Video Library.
Thursday, October 6, 2011
Week 5- Blog
What impact does technology and multimedia have on online learning environments?
When talking about the online learning environment technology and multimedia are a huge factor. There are several minor factors of each as well. With technology the factors to consider are the skill level of the students, the applications skill level needed, the available technology, and the proper usage of technology. As stated by Boettcher & Conrad using technology properly and meaningful with help with engaging the students. In addition using multimedia and video resources will also create a more engaging environment (Boettcher & Conrad, 2010).
What are the most important considerations an online instructor should make before implementing technology?
Before implementing technology the instructor has to be able to determine the skill level of their students. Asking a beginning student to create a Flash product in their first couple classes is too much to ask for. The degree of technology should be equivalent to the level of the student and the desired level of the program of study. For example if the program is not high in the usage of technology, the level and usage should not be the same as an Instructional Design Technology program. The technology should be selected and used to improve or enhance the learning, not hinder it (Boettcher & Conrad, 2010).
What implications do usability and accessibility of technology tools have for online teaching?
The implications of usability and accessibility of technology tools are huge and extremely important. The accessibility of the technology and tools should be provided for each and every type of technology that is used. Also the requirements that are needed should be stated in the beginning (if not before) of the course/program. The technology tools and program like stated before should mirror the level of the student. In the early stages of the program introduction to technology and tools should be done. Then as the program increases the amount and types of usage increase in difficulty, by the time the student is finished with the program they should be well versed in the usage of the desired technology.
What technology tools are most appealing to you for online teaching as you move forward in your career in instructional design?
The technologies that are most appealing to me are the Web 2.0 tools and the Web 3.0 tools. As newer technologies come out, the older methods have been improved. Discussion boards now can be done on systems such as Blackboard, Edmodo, Fakebook, Edline, Skype, etc. Delivering multimedia online is also becoming easier and more effective. Adding video segments and resources can allow students with different learning styles to grasp the material. With a career in instructional design I will need to constantly learning and using new technology and applications. One of the strong traits that I have is the ability to change and manage changes. For all but 2 years in my teaching career I have always had to teach a new subject. This has allowed me to stay focused and always changing my methods to improve instruction. The 2 years that I taught the same subject, I still went back and changed my lessons to improve my instruction. Change is the only thing that is constant in the world. The better you are equipped to handle change the better you will be in teaching and life.
Source:
Conrad, R., & Donaldson, J. A. (2004). Engaging the online learner: Activities and resources for creative instruction. San Francisco, CA: Jossey-Bass.
Palloff, R., Pratt, K. (2011). Enhancing the Online Experience. Walden Video Library.
Wednesday, September 21, 2011
Week 3- Try number 3
William Knopf- Blog entry week 3
Getting started in a course that is run in the online environment will be different in many ways then the traditional first days that I have come a custom to. However in other ways the experience will be the same, but with different and new techniques. One important item to consider and know is the technology that is currently being used by the students. This is extremely important due to it sets limits to what you can do. One thing that I think is great about the way Walden does their courses is that you know the technology prerequisites upfront. This way it allows the students to know the minimum amount of technology that they will need to be successful in the courses. Also this has a benefit to the instructor, because they know the students at least have the minimum technology for the course. Additional software, hardware, and accessories can be added later if needed, for example when I had to purchase the CS5 suite for the second course.
Communication is always the key to any healthy and productive relationship. This is true in the traditional classroom as well as the online environment. I major difference that has to be known is that the non-verbal communication will be lost in the online environment due to no face-to-face time. So communication has to be concise and to the point. One concern that I have is that sometimes written items such as emails, can be read with different attitudes. I am always careful to not make the tone of my communication negative or harsh. Vice versa if I read an email and feel upset or angry, I don’t response immediately. I walk away from the communication and come back to it later. This way I can be surer that it was the true tone of the communication and not my “reading” into it.
Variety of instruction is another thing to consider when setting up an online course. Like the authors Boettcher & Conrad (2010) stated that making different group sizes for projects is a good way to vary instruction and peer to peer learning. Another method that I use in my classroom that can be effective is modeling. For certain tasks and projects having an example or even a short tutorial video on how to do it can help the students. Another important thing to consider for setting up a course is to have good discussion questions and limited instructor responses (Boettcher & Conrad, 2010). The learner focused style of instruction allows the peers to help teach each other. In discussions this can be halted or interrupted by too much instructor presence in the discussion boards.
Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.
Getting started in a course that is run in the online environment will be different in many ways then the traditional first days that I have come a custom to. However in other ways the experience will be the same, but with different and new techniques. One important item to consider and know is the technology that is currently being used by the students. This is extremely important due to it sets limits to what you can do. One thing that I think is great about the way Walden does their courses is that you know the technology prerequisites upfront. This way it allows the students to know the minimum amount of technology that they will need to be successful in the courses. Also this has a benefit to the instructor, because they know the students at least have the minimum technology for the course. Additional software, hardware, and accessories can be added later if needed, for example when I had to purchase the CS5 suite for the second course.
Communication is always the key to any healthy and productive relationship. This is true in the traditional classroom as well as the online environment. I major difference that has to be known is that the non-verbal communication will be lost in the online environment due to no face-to-face time. So communication has to be concise and to the point. One concern that I have is that sometimes written items such as emails, can be read with different attitudes. I am always careful to not make the tone of my communication negative or harsh. Vice versa if I read an email and feel upset or angry, I don’t response immediately. I walk away from the communication and come back to it later. This way I can be surer that it was the true tone of the communication and not my “reading” into it.
Variety of instruction is another thing to consider when setting up an online course. Like the authors Boettcher & Conrad (2010) stated that making different group sizes for projects is a good way to vary instruction and peer to peer learning. Another method that I use in my classroom that can be effective is modeling. For certain tasks and projects having an example or even a short tutorial video on how to do it can help the students. Another important thing to consider for setting up a course is to have good discussion questions and limited instructor responses (Boettcher & Conrad, 2010). The learner focused style of instruction allows the peers to help teach each other. In discussions this can be halted or interrupted by too much instructor presence in the discussion boards.
Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.
Week 3
William Knopf- Blog entry week 3
Getting started in a course that is run in the online environment will be different in many ways then the traditional first days that I have come a custom to. However in other ways the experience will be the same, but with different and new techniques. One important item to consider and know is the technology that is currently being used by the students. This is extremely important due to it sets limits to what you can do. One thing that I think is great about the way Walden does their courses is that you know the technology prerequisites upfront. This way it allows the students to know the minimum amount of technology that they will need to be successful in the courses. Also this has a benefit to the instructor, because they know the students at least have the minimum technology for the course. Additional software, hardware, and accessories can be added later if needed, for example when I had to purchase the CS5 suite for the second course.
Communication is always the key to any healthy and productive relationship. This is true in the traditional classroom as well as the online environment. I major difference that has to be known is that the non-verbal communication will be lost in the online environment due to no face-to-face time. So communication has to be concise and to the point. One concern that I have is that sometimes written items such as emails, can be read with different attitudes. I am always careful to not make the tone of my communication negative or harsh. Vice versa if I read an email and feel upset or angry, I don’t response immediately. I walk away from the communication and come back to it later. This way I can be surer that it was the true tone of the communication and not my “reading” into it.
Variety of instruction is another thing to consider when setting up an online course. Like the authors Boettcher & Conrad (2010) stated that making different group sizes for projects is a good way to vary instruction and peer to peer learning. Another method that I use in my classroom that can be effective is modeling. For certain tasks and projects having an example or even a short tutorial video on how to do it can help the students. Another important thing to consider for setting up a course is to have good discussion questions and limited instructor responses (Boettcher & Conrad, 2010). The learner focused style of instruction allows the peers to help teach each other. In discussions this can be halted or interrupted by too much instructor presence in the discussion boards.
Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.
Getting started in a course that is run in the online environment will be different in many ways then the traditional first days that I have come a custom to. However in other ways the experience will be the same, but with different and new techniques. One important item to consider and know is the technology that is currently being used by the students. This is extremely important due to it sets limits to what you can do. One thing that I think is great about the way Walden does their courses is that you know the technology prerequisites upfront. This way it allows the students to know the minimum amount of technology that they will need to be successful in the courses. Also this has a benefit to the instructor, because they know the students at least have the minimum technology for the course. Additional software, hardware, and accessories can be added later if needed, for example when I had to purchase the CS5 suite for the second course.
Communication is always the key to any healthy and productive relationship. This is true in the traditional classroom as well as the online environment. I major difference that has to be known is that the non-verbal communication will be lost in the online environment due to no face-to-face time. So communication has to be concise and to the point. One concern that I have is that sometimes written items such as emails, can be read with different attitudes. I am always careful to not make the tone of my communication negative or harsh. Vice versa if I read an email and feel upset or angry, I don’t response immediately. I walk away from the communication and come back to it later. This way I can be surer that it was the true tone of the communication and not my “reading” into it.
Variety of instruction is another thing to consider when setting up an online course. Like the authors Boettcher & Conrad (2010) stated that making different group sizes for projects is a good way to vary instruction and peer to peer learning. Another method that I use in my classroom that can be effective is modeling. For certain tasks and projects having an example or even a short tutorial video on how to do it can help the students. Another important thing to consider for setting up a course is to have good discussion questions and limited instructor responses (Boettcher & Conrad, 2010). The learner focused style of instruction allows the peers to help teach each other. In discussions this can be halted or interrupted by too much instructor presence in the discussion boards.
Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.
Week 3
William Knopf- Blog entry week 3
Getting started in a course that is run in the online environment will be different in many ways then the traditional first days that I have come a custom to. However in other ways the experience will be the same, but with different and new techniques. One important item to consider and know is the technology that is currently being used by the students. This is extremely important due to it sets limits to what you can do. One thing that I think is great about the way Walden does their courses is that you know the technology prerequisites upfront. This way it allows the students to know the minimum amount of technology that they will need to be successful in the courses. Also this has a benefit to the instructor, because they know the students at least have the minimum technology for the course. Additional software, hardware, and accessories can be added later if needed, for example when I had to purchase the CS5 suite for the second course.
Communication is always the key to any healthy and productive relationship. This is true in the traditional classroom as well as the online environment. I major difference that has to be known is that the non-verbal communication will be lost in the online environment due to no face-to-face time. So communication has to be concise and to the point. One concern that I have is that sometimes written items such as emails, can be read with different attitudes. I am always careful to not make the tone of my communication negative or harsh. Vice versa if I read an email and feel upset or angry, I don’t response immediately. I walk away from the communication and come back to it later. This way I can be surer that it was the true tone of the communication and not my “reading” into it.
Variety of instruction is another thing to consider when setting up an online course. Like the authors Boettcher & Conrad (2010) stated that making different group sizes for projects is a good way to vary instruction and peer to peer learning. Another method that I use in my classroom that can be effective is modeling. For certain tasks and projects having an example or even a short tutorial video on how to do it can help the students. Another important thing to consider for setting up a course is to have good discussion questions and limited instructor responses (Boettcher & Conrad, 2010). The learner focused style of instruction allows the peers to help teach each other. In discussions this can be halted or interrupted by too much instructor presence in the discussion boards.
Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.
Getting started in a course that is run in the online environment will be different in many ways then the traditional first days that I have come a custom to. However in other ways the experience will be the same, but with different and new techniques. One important item to consider and know is the technology that is currently being used by the students. This is extremely important due to it sets limits to what you can do. One thing that I think is great about the way Walden does their courses is that you know the technology prerequisites upfront. This way it allows the students to know the minimum amount of technology that they will need to be successful in the courses. Also this has a benefit to the instructor, because they know the students at least have the minimum technology for the course. Additional software, hardware, and accessories can be added later if needed, for example when I had to purchase the CS5 suite for the second course.
Communication is always the key to any healthy and productive relationship. This is true in the traditional classroom as well as the online environment. I major difference that has to be known is that the non-verbal communication will be lost in the online environment due to no face-to-face time. So communication has to be concise and to the point. One concern that I have is that sometimes written items such as emails, can be read with different attitudes. I am always careful to not make the tone of my communication negative or harsh. Vice versa if I read an email and feel upset or angry, I don’t response immediately. I walk away from the communication and come back to it later. This way I can be surer that it was the true tone of the communication and not my “reading” into it.
Variety of instruction is another thing to consider when setting up an online course. Like the authors Boettcher & Conrad (2010) stated that making different group sizes for projects is a good way to vary instruction and peer to peer learning. Another method that I use in my classroom that can be effective is modeling. For certain tasks and projects having an example or even a short tutorial video on how to do it can help the students. Another important thing to consider for setting up a course is to have good discussion questions and limited instructor responses (Boettcher & Conrad, 2010). The learner focused style of instruction allows the peers to help teach each other. In discussions this can be halted or interrupted by too much instructor presence in the discussion boards.
Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.
Monday, September 12, 2011
EIDT 6510
Online learning is an interesting and challenging concept. One of the things that interested me was the chance to make my classes more interactive when the resources are tight. Looking back at the last course that was taken by me online fit right into the foundations and major concepts that Dr. Pratt and Dr. Palloff (2011) stated; the course was a learning community. The interesting part about the learning community system that is used by Walden was setup and running without me even knowing that was the principle focus. The interaction between the students and instructor was a great experience. The role of the instructor was equal and the learning mostly occurred from peer-peer interaction. The only con from the last course was the time it took the instructor to grade and give feed-back to assignments. Sometimes the next assignment was due before feed-back was given on the previous assignment.
The principles that were aligned in the previous course were the achievement of the course objectives through engaging activities; achievement of developing a learning community (LC) between the learners/instructor; reflection of the knowledge obtained throughout the course; increased learner self-directed focus; and learning was conveyed by the peer-to-peer interaction (Palloff & Pratt, 2011).
The last course was completely converted for the online environment. The course was not just taken from the traditional classroom and placed online. The course was interactive, engaging and student focused. The instruction came from the equal partnership between the learners and the instructor, not a silo-instructed course. Dr. Saba (2011) discussed that when using learning strategies they should be established and backed by supported evidence of success. The theories that are questionable should not be used. The major focus of the course should first be the foundation of the theories, the knowledge of the field (course related), the concepts and principles used (to develop knowledge), and making the instruction effective for the learner (Saba, 2011).
The only improvements that I saw for the previous class would be the decrease in amount of time for graded assignments. The major problem was that you could not improve or correct any problems before the next assignment was due. The interaction between the instructor and the learner with requirements and corrections was a huge factor for me. In the engagement model that was discussed by Conrad (2004) the principles and problem-based learning are essential for a learning community that is engaged. With the previous course the principles and problem-based learning were there, however the maximum learning for me could not occur because of late input by the instructor. I was not able to transfer the needed information missed from each assignment to the next.
Sources:
Conrad, R., & Donaldson, J. A. (2004). Engaging the online learner: Activities and resources for creative instruction. San Francisco, CA: Jossey-Bass.
Palloff, R., Pratt, K. (2011). Online Learning Communities. Walden Video Library.
Saba, F. (2011). Evaluating Distance Learning Theory. Walden Video Library.
The principles that were aligned in the previous course were the achievement of the course objectives through engaging activities; achievement of developing a learning community (LC) between the learners/instructor; reflection of the knowledge obtained throughout the course; increased learner self-directed focus; and learning was conveyed by the peer-to-peer interaction (Palloff & Pratt, 2011).
The last course was completely converted for the online environment. The course was not just taken from the traditional classroom and placed online. The course was interactive, engaging and student focused. The instruction came from the equal partnership between the learners and the instructor, not a silo-instructed course. Dr. Saba (2011) discussed that when using learning strategies they should be established and backed by supported evidence of success. The theories that are questionable should not be used. The major focus of the course should first be the foundation of the theories, the knowledge of the field (course related), the concepts and principles used (to develop knowledge), and making the instruction effective for the learner (Saba, 2011).
The only improvements that I saw for the previous class would be the decrease in amount of time for graded assignments. The major problem was that you could not improve or correct any problems before the next assignment was due. The interaction between the instructor and the learner with requirements and corrections was a huge factor for me. In the engagement model that was discussed by Conrad (2004) the principles and problem-based learning are essential for a learning community that is engaged. With the previous course the principles and problem-based learning were there, however the maximum learning for me could not occur because of late input by the instructor. I was not able to transfer the needed information missed from each assignment to the next.
Sources:
Conrad, R., & Donaldson, J. A. (2004). Engaging the online learner: Activities and resources for creative instruction. San Francisco, CA: Jossey-Bass.
Palloff, R., Pratt, K. (2011). Online Learning Communities. Walden Video Library.
Saba, F. (2011). Evaluating Distance Learning Theory. Walden Video Library.
Wednesday, June 8, 2011
Week 6 Blog
Week 6-William Knopf
Scope creep, it happens to even the best plans and best PM. Since I am a homeowner, I have to make sure that the house is kept up and looking at its best. My current home (that I have been in for 8 years) was in a serious need of repairs. As other homeowners know once one thing (appliance, fixture, etc) goes up, others do as well. To be a proactive homeowner my wife and I decided to start some renovations. We sat down and looked at the items that we needed to replace/repair and made a list. According to Stolovitch (2010) one way to keep a project on task is to make a list and then prioritize the items. We did the research for the appliances, the paint, and new fixtures. Then we sat down to find people to assist with the renovations. We looked at friends that we knew had some talents, the professionals (from the phone book), and finally used the internet to look at a few others (Portny, 2008). Once we decided on the contractors for the jobs we started the project. The major things that had to be done were:
1) walls and ceilings painted
2) carpet ripped up and replaced
3) appliances replaced with more efficient ones
The project started with the appliances. We decided after making the list that if we installed them before the other jobs it would be easier and less disruptive to the other jobs. So we hired Sears to replace the trash compactor, dish washer, hot water heater, washer and dryer. We were told by Sears that the whole job would take 3 days to complete. Day one went well; the garbage compactor was installed without any problems. The dishwasher was also supposed to be installed. Here was scope creep number 1; the dishwasher that was there previous was a much older model. Since it was an older model the plumbing was out of code and needed to be replaced before the dishwasher could be installed. Since this was outside the scope and purpose of Sears, we had to locate a plumber and setup appointments. This delayed the dishwasher by a week. As we were waiting for the dishwasher, I instructed Sears to continue with the other installs. The hot water heater, dryer, and washer went in according to the original timeline. However due to the plumber working on the kitchen pipes, I had to delay the painter. Well instead of letting this creep set in, I suggested to the painter to work on all the other rooms and finish the kitchen last. As the painter was working on the fourth day, he threw out his back (not sure how, it was only a small roller set). The painting was then delayed for 3 days. All the while, the carpet people were trying to setup the removal and install of the carpet. Similar to the painter, I rearranged the carpet people to the rooms where the painter was finished. Sounded great at the time, however upon removal of the carpet near the French doors, the floor board was not secure enough for the new carpet. Scope creep came in again! I had to call a handy-man to come in and replace a section of the floor (delay 2 days). Finally the dishwasher was installed, the painter finished the rest of the house, and the carpet was installed. The original timeline for the project was 2 weeks, after scope creep it lasted 5 weeks. Throughout the entire process I had to be flexible and communicate all the changes to the other contractors, this was one of the biggest points from Stolovitch (2010).
If the project was setup by me now after learning about timelines, budgeting and keeping staff on task, I would have changed a few things. In the timeline I would have given each contractor a larger window and stretched the project over a longer period of time to allow for problems. Even though the original plan was to get everything done in 2 weeks, a more realistic number was 4 weeks. Luckily we had extra money set aside for the miscellaneous side jobs needed for the installs. However next time I will add a buffer into the budget of the project.
Sources:
• 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.
• Video Program: “Monitoring Projects”
Dr. Stolovitch discusses how to manage ongoing project activities and overcome challenges as they arise.
• Video Program: “Practitioner Voices: You Can’t Win Them All”
Vince Budrovich shares the experience of a project that wasn’t successful and discusses what he learned from the experience.
Scope creep, it happens to even the best plans and best PM. Since I am a homeowner, I have to make sure that the house is kept up and looking at its best. My current home (that I have been in for 8 years) was in a serious need of repairs. As other homeowners know once one thing (appliance, fixture, etc) goes up, others do as well. To be a proactive homeowner my wife and I decided to start some renovations. We sat down and looked at the items that we needed to replace/repair and made a list. According to Stolovitch (2010) one way to keep a project on task is to make a list and then prioritize the items. We did the research for the appliances, the paint, and new fixtures. Then we sat down to find people to assist with the renovations. We looked at friends that we knew had some talents, the professionals (from the phone book), and finally used the internet to look at a few others (Portny, 2008). Once we decided on the contractors for the jobs we started the project. The major things that had to be done were:
1) walls and ceilings painted
2) carpet ripped up and replaced
3) appliances replaced with more efficient ones
The project started with the appliances. We decided after making the list that if we installed them before the other jobs it would be easier and less disruptive to the other jobs. So we hired Sears to replace the trash compactor, dish washer, hot water heater, washer and dryer. We were told by Sears that the whole job would take 3 days to complete. Day one went well; the garbage compactor was installed without any problems. The dishwasher was also supposed to be installed. Here was scope creep number 1; the dishwasher that was there previous was a much older model. Since it was an older model the plumbing was out of code and needed to be replaced before the dishwasher could be installed. Since this was outside the scope and purpose of Sears, we had to locate a plumber and setup appointments. This delayed the dishwasher by a week. As we were waiting for the dishwasher, I instructed Sears to continue with the other installs. The hot water heater, dryer, and washer went in according to the original timeline. However due to the plumber working on the kitchen pipes, I had to delay the painter. Well instead of letting this creep set in, I suggested to the painter to work on all the other rooms and finish the kitchen last. As the painter was working on the fourth day, he threw out his back (not sure how, it was only a small roller set). The painting was then delayed for 3 days. All the while, the carpet people were trying to setup the removal and install of the carpet. Similar to the painter, I rearranged the carpet people to the rooms where the painter was finished. Sounded great at the time, however upon removal of the carpet near the French doors, the floor board was not secure enough for the new carpet. Scope creep came in again! I had to call a handy-man to come in and replace a section of the floor (delay 2 days). Finally the dishwasher was installed, the painter finished the rest of the house, and the carpet was installed. The original timeline for the project was 2 weeks, after scope creep it lasted 5 weeks. Throughout the entire process I had to be flexible and communicate all the changes to the other contractors, this was one of the biggest points from Stolovitch (2010).
If the project was setup by me now after learning about timelines, budgeting and keeping staff on task, I would have changed a few things. In the timeline I would have given each contractor a larger window and stretched the project over a longer period of time to allow for problems. Even though the original plan was to get everything done in 2 weeks, a more realistic number was 4 weeks. Luckily we had extra money set aside for the miscellaneous side jobs needed for the installs. However next time I will add a buffer into the budget of the project.
Sources:
• 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.
• Video Program: “Monitoring Projects”
Dr. Stolovitch discusses how to manage ongoing project activities and overcome challenges as they arise.
• Video Program: “Practitioner Voices: You Can’t Win Them All”
Vince Budrovich shares the experience of a project that wasn’t successful and discusses what he learned from the experience.
Wednesday, June 1, 2011
Estimating Costs-Resources
http://www.bidshop.org/
The first link is a link to help with construction costs. This one is helpful to people like myself that want to do home improvements. I also believe that it could be used professionally to “ball park” some projects with construction. According to our resources this week and last, finding and planning effectively can help projects run smoother (Portny, 2008). If you are well informed, you will be able to make better budgets, timelines, and keep the project moving.
http://ceh.nasa.gov/downloadfiles/Web%20Links/cost_hb_public-6-5.pdf
The next link is actually a brochure or packet. There are several examples of cost estimation and how to effectively make a good budget. There is also a great responsibility chart that breaks down a project. It was a good help when I created my allocation chart. According to Stolovitch (2010) the more organized the planning is the better the flow will be. If you design a project with harsh pivot points, when problems come up they can strangle the project. You have be flexible and have as many resources as possible to help solve the problems that will come up.
The first link is a link to help with construction costs. This one is helpful to people like myself that want to do home improvements. I also believe that it could be used professionally to “ball park” some projects with construction. According to our resources this week and last, finding and planning effectively can help projects run smoother (Portny, 2008). If you are well informed, you will be able to make better budgets, timelines, and keep the project moving.
http://ceh.nasa.gov/downloadfiles/Web%20Links/cost_hb_public-6-5.pdf
The next link is actually a brochure or packet. There are several examples of cost estimation and how to effectively make a good budget. There is also a great responsibility chart that breaks down a project. It was a good help when I created my allocation chart. According to Stolovitch (2010) the more organized the planning is the better the flow will be. If you design a project with harsh pivot points, when problems come up they can strangle the project. You have be flexible and have as many resources as possible to help solve the problems that will come up.
Wednesday, May 18, 2011
Communication is the KEY!
William Knopf-Blog posting Week 3
The message was the same throughout the 3 different types of communication (email, voicemail, and face to face). As I went from each message I felt that it was the same for the email and voicemail, and different with the face to face.
Perceptions influence how you can take any of the messages. In emails, I have found that you have to use very direct language. Also the way a person takes the message depends greatly on their mood and how the take the written message. In the voicemail the tone of the message can determine how the listener takes the message. In the example the voice was positive and asking in a supporting manner. Finally in the face to face communication, your non-verbal communication speaks louder than your words. Like Stolovitch (2010) stated the attitude, body language is a huge factor in communication. One thing that I was taught long ago (not sure by who), “the mouth speaks lies, the body tells you all!” This is so true, and in the face to face communication, I felt negative vibes from her. From my perception the voicemail conveyed the best and true meaning of the message.
From the exercise and the video segments, communication needs to be direct and to the point. The problem should be stated clearly and in the beginning, a solution of some kind should be suggested, and how you want the person to respond to you. One thing that I need to work on is getting all the team players involved and engaged in my projects. I have run projects so long by myself that I will have to learn how share and communicate the tasks and focus (Portny, 2008). One thing that I have done and it was suggested by the text is involving the right people (Portny, 2008). Identifying the right people in the project is extremely important and making sure they stay engaged is a key feature (Stolovitch, 2010). Another important item is to not be ambiguous (Stolovitch, 2010), in the case study Carlos was extremely ambiguous and open-ended, and this lead to problems in the project with Catherine and Dan. There are many things to think about and I liked how Catherine put a real world number on how much time it takes, 300:1 (Portny, 2008). Planning is extremely important and just as important as communication, because without proper communication all the planning is worthless.
Sources:
• 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.
• Video Program: “Communicating with Stakeholders”
Dr. Stolovitch discusses communication strategies and managing client expectations.
• Video Program: “Practitioner Voices: Strategies for Working with Stakeholders”
In this program, Troy Achong discusses strategies for dealing with different stakeholder personalities, and Vince Budrovich illustrates why stakeholders need to be kept involved during the entire lifecycle of the project.
• Video Program: “Project Management Concerns: Communication Strategies and Organizational Culture”
Dr. Stolovitch gives Carole Kramer advice on adjusting her communication style to fit her client’s culture.
The message was the same throughout the 3 different types of communication (email, voicemail, and face to face). As I went from each message I felt that it was the same for the email and voicemail, and different with the face to face.
Perceptions influence how you can take any of the messages. In emails, I have found that you have to use very direct language. Also the way a person takes the message depends greatly on their mood and how the take the written message. In the voicemail the tone of the message can determine how the listener takes the message. In the example the voice was positive and asking in a supporting manner. Finally in the face to face communication, your non-verbal communication speaks louder than your words. Like Stolovitch (2010) stated the attitude, body language is a huge factor in communication. One thing that I was taught long ago (not sure by who), “the mouth speaks lies, the body tells you all!” This is so true, and in the face to face communication, I felt negative vibes from her. From my perception the voicemail conveyed the best and true meaning of the message.
From the exercise and the video segments, communication needs to be direct and to the point. The problem should be stated clearly and in the beginning, a solution of some kind should be suggested, and how you want the person to respond to you. One thing that I need to work on is getting all the team players involved and engaged in my projects. I have run projects so long by myself that I will have to learn how share and communicate the tasks and focus (Portny, 2008). One thing that I have done and it was suggested by the text is involving the right people (Portny, 2008). Identifying the right people in the project is extremely important and making sure they stay engaged is a key feature (Stolovitch, 2010). Another important item is to not be ambiguous (Stolovitch, 2010), in the case study Carlos was extremely ambiguous and open-ended, and this lead to problems in the project with Catherine and Dan. There are many things to think about and I liked how Catherine put a real world number on how much time it takes, 300:1 (Portny, 2008). Planning is extremely important and just as important as communication, because without proper communication all the planning is worthless.
Sources:
• 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.
• Video Program: “Communicating with Stakeholders”
Dr. Stolovitch discusses communication strategies and managing client expectations.
• Video Program: “Practitioner Voices: Strategies for Working with Stakeholders”
In this program, Troy Achong discusses strategies for dealing with different stakeholder personalities, and Vince Budrovich illustrates why stakeholders need to be kept involved during the entire lifecycle of the project.
• Video Program: “Project Management Concerns: Communication Strategies and Organizational Culture”
Dr. Stolovitch gives Carole Kramer advice on adjusting her communication style to fit her client’s culture.
Thursday, May 12, 2011
Failed project
Project overview: I was working at a private school. As you may or may not know funding in private schools is less than public schools. Therefore fundraising is an extremely important part of working for a private school. When I took over the role of fundraiser chair, I decided to make some new fundraisers to break up the routine. At the time paintball was a big and popular at the time, so I thought it would make a great fundraiser. I contacted a local field to for details and billing. The date was selected and the price set. However the day only raised $60 for 7 hours of activity and many more in planning. The day was not a success.
1. Are you proud of our finished deliverables (project work products)? If yes, what's so good
about them? If no, what's wrong with them? The product of the project was fundraising money for the school, and I was not happy with the result. The net profit of the day was only $60.
2. What was the single most frustrating part of our project? The most frustrating part of the project was the net result. Planning for the event took over 3 weeks of time and the day itself took 7 hours.
3. How would you do things differently next time to avoid this frustration? The next time that I did the project, instead of inviting just our school, I opened it to the public. Instead of a few handfuls of families, the local community got involved. The next paintball fundraiser brought in $800.
4. What was the most gratifying or professionally satisfying part of the project? Even though the project was not a huge success, the school was still thankful and believed in the project.
5. Which of our methods or processes worked particularly well? Instead of doing all the leg work, like Stolovitch (2010) stated, I gave up control to gain more control of the project. I had a person in charge of concessions, paintball supplies, entry tickets, and t-shirts.
6. Which of our methods or processes were difficult or frustrating to use? None.
7. If you could wave a magic wand and change anything about the project, what would you
change? I wouldn’t change anything, because I learned from the experience. You don’t have the ability to go back in time and redo things. I took the good things from the first day and re-worked the failing objectives.
8. Did our stakeholders, senior managers, customers, and sponsor(s) participate effectively? If
not, how could we improve their participation? The stakeholders, the school, did not actively participate. I had total control and was also totally accountable for the project.
Source:
Stolovitch, H. (2010). Project Management and Instructional Design. Walden Video Library
1. Are you proud of our finished deliverables (project work products)? If yes, what's so good
about them? If no, what's wrong with them? The product of the project was fundraising money for the school, and I was not happy with the result. The net profit of the day was only $60.
2. What was the single most frustrating part of our project? The most frustrating part of the project was the net result. Planning for the event took over 3 weeks of time and the day itself took 7 hours.
3. How would you do things differently next time to avoid this frustration? The next time that I did the project, instead of inviting just our school, I opened it to the public. Instead of a few handfuls of families, the local community got involved. The next paintball fundraiser brought in $800.
4. What was the most gratifying or professionally satisfying part of the project? Even though the project was not a huge success, the school was still thankful and believed in the project.
5. Which of our methods or processes worked particularly well? Instead of doing all the leg work, like Stolovitch (2010) stated, I gave up control to gain more control of the project. I had a person in charge of concessions, paintball supplies, entry tickets, and t-shirts.
6. Which of our methods or processes were difficult or frustrating to use? None.
7. If you could wave a magic wand and change anything about the project, what would you
change? I wouldn’t change anything, because I learned from the experience. You don’t have the ability to go back in time and redo things. I took the good things from the first day and re-worked the failing objectives.
8. Did our stakeholders, senior managers, customers, and sponsor(s) participate effectively? If
not, how could we improve their participation? The stakeholders, the school, did not actively participate. I had total control and was also totally accountable for the project.
Source:
Stolovitch, H. (2010). Project Management and Instructional Design. Walden Video Library
Wednesday, May 11, 2011
Discussion 1-reposted
William Knopf-ID
Instructional designer has many roles and responsibilities when a project is concerned. One of the first roles is to identify the need of the project. What is the goal that the project is trying to accomplish? When an ID is doing this function they are showing an understanding and relating to the project itself. According to Dr. Stolovich (2010) ID are musicians that control their own section of a project. The ID is concerned with the objectives, methods of delivery, media to deliver, learning styles, and assessments (Stolovich, 2010). When having the first initial meeting with the stakeholders or client the ID should identify the topic and objective of the project. The ID should start to formulate ideas that will best serve the project and fulfill the objectives. The ID should also know the trade and be able to find SME, these are similar to project champions that the PM will find, and they can assist in the development of the project (Portny, 2008). Another key concept the ID has to consider is whether they have to report to the PM or not. In some projects the ID has to not only design the instructional methods, but also manage themselves through the project. An ID can have very similar roles of a PM if that role is not established.
Sources:
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.
Rekom, P. (2010). Practitioner Voices: Barriers to Project Success. Walden Video Library.
Stolovitch, H. (2010). Project Management and Instructional Design. Walden Video Library
Stolovitch, H. (2010). Project Kickoff. Walden Video Library.
Instructional designer has many roles and responsibilities when a project is concerned. One of the first roles is to identify the need of the project. What is the goal that the project is trying to accomplish? When an ID is doing this function they are showing an understanding and relating to the project itself. According to Dr. Stolovich (2010) ID are musicians that control their own section of a project. The ID is concerned with the objectives, methods of delivery, media to deliver, learning styles, and assessments (Stolovich, 2010). When having the first initial meeting with the stakeholders or client the ID should identify the topic and objective of the project. The ID should start to formulate ideas that will best serve the project and fulfill the objectives. The ID should also know the trade and be able to find SME, these are similar to project champions that the PM will find, and they can assist in the development of the project (Portny, 2008). Another key concept the ID has to consider is whether they have to report to the PM or not. In some projects the ID has to not only design the instructional methods, but also manage themselves through the project. An ID can have very similar roles of a PM if that role is not established.
Sources:
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.
Rekom, P. (2010). Practitioner Voices: Barriers to Project Success. Walden Video Library.
Stolovitch, H. (2010). Project Management and Instructional Design. Walden Video Library
Stolovitch, H. (2010). Project Kickoff. Walden Video Library.
Friday, April 22, 2011
Reflection EDUC 6135
William Knopf-Reflection
Distance learning has already changed throughout history. The original hand written correspondence has given way to the internet and other faster types of media. In the next 5-10 years the future of distance learning will become more acceptable. Siemens (2010) stated that just in the last 5 years the amount of traditional universities are offering some sort of distance learning courses, whether they are hybrid or fully off-campus courses.
When I become an ID I will show the value of the distance learning model. For example in my field of secondary education the need and use of distance learning is already increasing. In my classroom, all assignments are listed on Edline where the students have 24/7 access to the files and information that we cover in class. The students that are out of school will not lose the information, and can come back to the classroom not as far behind as before. One of the other areas that I see for distance learning is the GED programs and the alternative learning programs. For example when you have students that are trying to acquire the knowledge, but not in the traditional classroom the content is “watered down.” With distance learning there could be a teacher that teaches all the GED programs and alternative programs via the internet or webcam. This would allow those students the same opportunities as the students in the classroom.
The world is growing faster and faster each day. Technology is improving by leaps and bonds. The 21st century student will not need the same skills to master their workplace as our grandparents did. The traditional methods are effective and with the delivery styles such as blended instruction, those best practices can still be used and utilized. The one way to keep positive about distance learning is to show more and more people the benefits, and disadvantages. Research and best practices have shown that when you give the audience the true picture, they will make the most logical choice for themselves (Simonson, 2010). Personally I know that distance learning has made getting my Master’s degree possible. Distance learning has allowed me to continue my education with the flexibility that fits a crazy packed schedule. Since I am a teacher (middle school), coach 3 sports, have a family, and still can maintain a social life.
Sources:
Laureate Education (Producer). (2010). The Future of Distance Education. [Online]. Retrieved from Walden University eCollege.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson
Distance learning has already changed throughout history. The original hand written correspondence has given way to the internet and other faster types of media. In the next 5-10 years the future of distance learning will become more acceptable. Siemens (2010) stated that just in the last 5 years the amount of traditional universities are offering some sort of distance learning courses, whether they are hybrid or fully off-campus courses.
When I become an ID I will show the value of the distance learning model. For example in my field of secondary education the need and use of distance learning is already increasing. In my classroom, all assignments are listed on Edline where the students have 24/7 access to the files and information that we cover in class. The students that are out of school will not lose the information, and can come back to the classroom not as far behind as before. One of the other areas that I see for distance learning is the GED programs and the alternative learning programs. For example when you have students that are trying to acquire the knowledge, but not in the traditional classroom the content is “watered down.” With distance learning there could be a teacher that teaches all the GED programs and alternative programs via the internet or webcam. This would allow those students the same opportunities as the students in the classroom.
The world is growing faster and faster each day. Technology is improving by leaps and bonds. The 21st century student will not need the same skills to master their workplace as our grandparents did. The traditional methods are effective and with the delivery styles such as blended instruction, those best practices can still be used and utilized. The one way to keep positive about distance learning is to show more and more people the benefits, and disadvantages. Research and best practices have shown that when you give the audience the true picture, they will make the most logical choice for themselves (Simonson, 2010). Personally I know that distance learning has made getting my Master’s degree possible. Distance learning has allowed me to continue my education with the flexibility that fits a crazy packed schedule. Since I am a teacher (middle school), coach 3 sports, have a family, and still can maintain a social life.
Sources:
Laureate Education (Producer). (2010). The Future of Distance Education. [Online]. Retrieved from Walden University eCollege.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson
Saturday, April 16, 2011
Scenario- Trainer switches to distance learning
William Knopf-Training scenario
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.
• When converting a course to an online/distance learning experience planning is a huge concern and focus? According to Dr. Piskurich (2010) planning will take a major of the time when making a distance education course. The trainer will have to look at the very important items such as time, budget, objective parameters and course objectives (Piskurich, 2010). Another suggestion for the trainer would be to give surveys. The surveys would be an excellent tool to determine the technology level of the class and the learning abilities of the members in the class. Since learners have different abilities as well as different degrees of technology skills, this step would be extremely valuable. The trainer could make simple surveys using several websites. Such websites as Survey Monkey, Free online surveys, etc. From the results the trainer could then determine the best delivery method for the discussions. The technology survey would also give the trainer data to work with on regards to making the material available on a server, the learner’s abilities, and not making the technology a hurdle that the learners must fight to overcome. Since the trainer wants to place the information on a server, servers will have to be researched as well. Services such as Free Webspace, or even a list of free web services. Another suggestion for the trainer would be to use any of the CMS and LMS that are online. This will allow the trainer to track and keep better records of the efforts from the trainees. There are a variety of free CMS, LMS available. Here is a list that are available 15 desks, Ectolearn, Lecture Share, School Rack, rCampus, Moodle, Edmodo, and edu2.0.
• What aspects of his original training program could be enhanced in the distance learning format? The original program can be enhanced with distance learning by making the program have more activities. Since the biggest problem that the trainer is seeing is communication, the trainer could use discussion boards, blogs, instant messaging, and multimedia. The trainer also stated that they wanted to place their course files online so they can be accessed at any time. By placing the files online, the trainees could access them before the face-to-face setting making the course time more valuable. The better prepared the trainees are before they come into the face-to-face setting, the better the discussions in class could be, as well as the information from the trainer would not be totally new.
• How will his role, as trainer, change in a distance learning environment? In the distance learning environment the trainer’s role would change from an instructor to a facilitator. If the trainer decides to use discussion boards, blogs, etc he will need to follow the rule of thumb for discussions. The rule of thumb for discussion is 1:4 (Simonson, 2009) when interacting or replying to the online discussions. Keeping to this ratio will allow the trainees to learn from each other and the discussions will become more valuable. In the distance environment setting the trainer would be more of a supervisor of the discussions. The trainer would look over the discussions and make sure that there is correct dialogue being given and correcting information that was incorrect (Simonson, 2009).
• What steps should the trainer take to encourage the trainees to communicate online? To encourage the trainees to communicate online, the trainer could make the first discussion a getting to know you discussion. This would be more open and allow the trainees to share something about them. The trainer should have the same requirements for this discussion, so the trainees could get used to the format and expected style. Another idea would be for the trainer to be the first one to post in that discussion. This would give the trainees a piece of information about the trainer that they might not have gotten from the face-to-face course.
Sources:
Laureate Education (Producer). (2010). Facilitating Online Learning. [Online]. Retrieved from Walden University eCollege.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson
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.
• When converting a course to an online/distance learning experience planning is a huge concern and focus? According to Dr. Piskurich (2010) planning will take a major of the time when making a distance education course. The trainer will have to look at the very important items such as time, budget, objective parameters and course objectives (Piskurich, 2010). Another suggestion for the trainer would be to give surveys. The surveys would be an excellent tool to determine the technology level of the class and the learning abilities of the members in the class. Since learners have different abilities as well as different degrees of technology skills, this step would be extremely valuable. The trainer could make simple surveys using several websites. Such websites as Survey Monkey, Free online surveys, etc. From the results the trainer could then determine the best delivery method for the discussions. The technology survey would also give the trainer data to work with on regards to making the material available on a server, the learner’s abilities, and not making the technology a hurdle that the learners must fight to overcome. Since the trainer wants to place the information on a server, servers will have to be researched as well. Services such as Free Webspace, or even a list of free web services. Another suggestion for the trainer would be to use any of the CMS and LMS that are online. This will allow the trainer to track and keep better records of the efforts from the trainees. There are a variety of free CMS, LMS available. Here is a list that are available 15 desks, Ectolearn, Lecture Share, School Rack, rCampus, Moodle, Edmodo, and edu2.0.
• What aspects of his original training program could be enhanced in the distance learning format? The original program can be enhanced with distance learning by making the program have more activities. Since the biggest problem that the trainer is seeing is communication, the trainer could use discussion boards, blogs, instant messaging, and multimedia. The trainer also stated that they wanted to place their course files online so they can be accessed at any time. By placing the files online, the trainees could access them before the face-to-face setting making the course time more valuable. The better prepared the trainees are before they come into the face-to-face setting, the better the discussions in class could be, as well as the information from the trainer would not be totally new.
• How will his role, as trainer, change in a distance learning environment? In the distance learning environment the trainer’s role would change from an instructor to a facilitator. If the trainer decides to use discussion boards, blogs, etc he will need to follow the rule of thumb for discussions. The rule of thumb for discussion is 1:4 (Simonson, 2009) when interacting or replying to the online discussions. Keeping to this ratio will allow the trainees to learn from each other and the discussions will become more valuable. In the distance environment setting the trainer would be more of a supervisor of the discussions. The trainer would look over the discussions and make sure that there is correct dialogue being given and correcting information that was incorrect (Simonson, 2009).
• What steps should the trainer take to encourage the trainees to communicate online? To encourage the trainees to communicate online, the trainer could make the first discussion a getting to know you discussion. This would be more open and allow the trainees to share something about them. The trainer should have the same requirements for this discussion, so the trainees could get used to the format and expected style. Another idea would be for the trainer to be the first one to post in that discussion. This would give the trainees a piece of information about the trainer that they might not have gotten from the face-to-face course.
Sources:
Laureate Education (Producer). (2010). Facilitating Online Learning. [Online]. Retrieved from Walden University eCollege.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson
Saturday, April 2, 2011
Open Course Assessment
http://ocw.mit.edu/courses/science-technology-and-society/sts-471j-engineering-apollo-the-moon-project-as-a-complex-system-spring-2007/
I selected for the Open Course website review MIT and the course on engineering Apollo: The Moon Project a Complex System. The reason that I selected the course was because my class that I teach is about to enter into the Rocketry section of the year. This is a very exciting and eye opening section that the students seem to get very involved with.
Analysis of Open course-Looking at the site more critically I was looking for planning of the course/website and how it was laid out for the learner. The course has the layout and design of a typical online course. On the left hand side there are hyperlinks to all the different areas that are important to the course and to the learner (syllabus, readings, lecture notes, assignments, related resources, and download-entire course materials). Once you select the hyperlink that you are looking for it takes you to a different page where all the materials are laid out in an easy to read format, the font is approximately 20-24 font which is easy for the learner to read (Simonson, 2009). The text and titles are in different colors to indicate which is which (red-title & black-text). The course is well designed and the assignments are linked well to the syllabus and the lecture notes. It is well designed and organized and each “lesson” is linked to its assignment, notes, and resources. The resources are full of videos and media to enhance the course, not hinder them.
According to Dr. Piskurich (2010) this type of course would be asynchronous learner led course that is the 5th best choice for a course delivery style. This type of course would be highly dependent on the learner’s motivation. The course would be better for the learner if there was some sort of interaction between the instructor and the learner. However I do understand why it does not, the course is a free course, and thus no one is getting paid to lead it, grade the assignments, or delivers the material. The objectives of the course are not clearly defined and to make this course better that would need to be added. According to both Dr. Piskurich (2010) and Simonson (2009) the objectives have to be clearly stated and related to the needs of the learner. The activities that are related to the course are designed to make the learner think cognitively about the information that they processes and relate that information to the assignment/course project. Dr. Piskurich (2009) believes that one of the best ways to make the activities link to the objective is to use small groups leading to the large group. In the team project the learners are broken into smaller groups and they will display their projects to the entire class. The project is directed yet flexible enough to allow for the learners to show creativity and grasping of the objective (Piskurich, 2010).
Sources:
Laureate Education (Producer). (2010). Planning and Designing Courses. [Online]. Retrieved from Walden University eCollege.
Laureate Education (Producer). (2010). Developing Online Courses. [Online]. Retrieved from Walden University eCollege.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson
Saturday, March 19, 2011
Distance Learning Scenario
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?
To help the history teacher out with this project the technologies that I would suggest would be an interactive tour and a web-quest. After the teacher has introduced the lesson, she could build a web-quest for her students. (see below) A web-quest is similar to a worksheet that is solved by going to various websites to locate the answer. A web-quest can easily be made, differentiated, and completed with basic computers. Even if the teacher is not familiar or unsure about making a web-quest, a very simple search using Google or Bing (see below)can deliver thousands of examples or ones that other teachers have used. I have personally used and created many web-quests and the students enjoy them.
Once the web-quest is complete she could send her students on an interactive tour of the museum. Since she wants to have her students interact with the museum curators setting up a webcam or Skype would allow them to have real-time conversations. Another option to have synchronous communication would be to setup a discussion board where the students could log on and post comments to the curators to comment back. Using the http://www.metmuseum.org/explore/museumkids.asp will take her students to the museum’s main page(see below). While in communication with the curator, the students could navigate the museum, pausing for questions and still seeing the major exhibits without leaving their classroom.
A more self guided tour would use http://www.moma.org/interactives/destination/# will actually take her students to the museum of modern art in New York City. The tour is animated, yet has the abilities to focus on pieces of art. From this site she could assign various paintings for her students to discuss or even have activities with (see below). This site allows the students to use other intelligences to examine and manipulate the paintings, while learning about the pieces of art. With some practice, trial and error the teacher should become more familiar with using the technologies to enhance her lessons.
To help the history teacher out with this project the technologies that I would suggest would be an interactive tour and a web-quest. After the teacher has introduced the lesson, she could build a web-quest for her students. (see below) A web-quest is similar to a worksheet that is solved by going to various websites to locate the answer. A web-quest can easily be made, differentiated, and completed with basic computers. Even if the teacher is not familiar or unsure about making a web-quest, a very simple search using Google or Bing (see below)can deliver thousands of examples or ones that other teachers have used. I have personally used and created many web-quests and the students enjoy them.
Once the web-quest is complete she could send her students on an interactive tour of the museum. Since she wants to have her students interact with the museum curators setting up a webcam or Skype would allow them to have real-time conversations. Another option to have synchronous communication would be to setup a discussion board where the students could log on and post comments to the curators to comment back. Using the http://www.metmuseum.org/explore/museumkids.asp will take her students to the museum’s main page(see below). While in communication with the curator, the students could navigate the museum, pausing for questions and still seeing the major exhibits without leaving their classroom.
A more self guided tour would use http://www.moma.org/interactives/destination/# will actually take her students to the museum of modern art in New York City. The tour is animated, yet has the abilities to focus on pieces of art. From this site she could assign various paintings for her students to discuss or even have activities with (see below). This site allows the students to use other intelligences to examine and manipulate the paintings, while learning about the pieces of art. With some practice, trial and error the teacher should become more familiar with using the technologies to enhance her lessons.
Saturday, March 5, 2011
Week 1
After reading/watching the resources this week, it was apparent that I underestimated the time that distance learning has been available. I was under the impression that it was mostly talking about online and computer aided instruction. But I failed to realize is that distance learning has been going on since the early 1800’s (Timeline). Then once I got a reality smack in the face I started to remember the stuff that we did in grade school. I remember the learning of English from a satellite TV program. I can also remember listening to stories on the radio (recorded) that our teacher played for us. Looking at the way things have evolved over the years, it is still amazing how things have stayed the same. The four basic components to the definition of distance learning helps give me the picture that I saw as today and relate it to yesterday. The four key components are: institutionally based; separation of teacher and student; interactive telecommunications, sharing of voice, data, and video (Simonson, 2009).
What I see as the potential benefits to my current position (8th grade Science) is the ability to deliver information and the WOW factor all at once. One of the hardest things to show and teach is the atom, for example. Now with the laptops that my students have they can search the internet, watch a streamed video, and use an interactive website to manipulate the parts of an atom (otherwise impossible). Another benefit to distance learning is that I am able to take graduate classes with the busy schedule that I have. Not only am I a teacher, but I also have a family, coach 3 sports, referee, and workout every day. In the traditional setting one of these items would have to suffer for me to get an education, I would have to sit in a classroom and lose hours per day (which I don’t have).
What I see as potential challenges is the technology itself or access to it. Most people have a computer today, and they are becoming more affordable every day. Even with the computer you still need internet access to take an online class, search for information, participate in discussion boards, etc. Another challenge is making the course interesting yet flexible, as well as academically challenging enough. The need for teachers/professor to teach in this untraditional environment is also a challenge. Another challenge that is over looked is academic dishonesty. With the “learner” not being in direct face/face contact with the teacher, there are more chances that dishonest academic behavior is occurring. To counteract this software is being developed and implemented that check for academic dishonesty in papers and discussion (Turnitin). Dr. Simonson (2009) stated that distance learning is and will grow exponentially, however it will not abolish traditional learning. In our last class I did a research project on just that “Replacing traditional instruction methods with computer aided instruction.” I found from my research that a blended instructional model is still the most preferred and effective. In my own room I use a mix of both as well. Overall distance learning has more advantages then disadvantages, thus the reasons it has survived and evolved from the 1830’s.
The future of distance learning in my opinion will be more blended instruction. As the schools today become more available to students not in the classroom, a new method will be needed to accommodate the need. With society’s changes, distance learning can bring the traditional classroom into the global classroom; allowing classes to be accessed from anywhere, cooperative learning, web casting to foreign lands, states, connecting cultures across the country & globe.
Source:
Distance Learning Timeline Continuum [Multimedia]. (2011). Walden Library.
Simonson, M. R. (2009). Teaching and learning at a distance: foundations of distance education. Boston: Allyn & Bacon/Pearson.
Simonson, M.R. (2010). “Distance Education: The Next Generation.” Walden Video Library.
Tuesday, March 1, 2011
The story of an ID.....
Using blogs is a good way to stay connected. It does require discipline to check your blog, not just the discussion boards! I will have to add this to my routine and after 14 times it will be a habit! Great!
Where you invest your love, you invest your life! Think about that one!!
Where you invest your love, you invest your life! Think about that one!!
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