tag:blogger.com,1999:blog-47180853905453333452024-03-13T23:55:30.228-04:00Instructional Design HubPerspectives on all that is relevant and exciting in the world of instructional design.Anonymoushttp://www.blogger.com/profile/16430211503686641416noreply@blogger.comBlogger35125tag:blogger.com,1999:blog-4718085390545333345.post-73230244442966230162014-10-02T15:33:00.000-04:002014-10-03T09:54:02.694-04:00Training Face Off: Online vs. TraditionalI'm all for taking sides when it makes sense. That said, I usually find debates about online vs. traditional learning kind of pointless. Much like debates between work-at-home and traditional career moms - "best" and "right" are defined situationally, in context; there is no actual "best" or "right." Is eLearning as good as face-to-face instruction? Is it better? Is the learning as sticky? It depends on the situation.<br />
<br />
Lorri Freifeld's <a href="http://www.trainingmag.com/">Training Magazine</a> feature <a href="http://www.trainingmag.com/trgmag-article/online-vs-class-success">Online vs. In-Class Success</a> is refreshing because Freifeld recognizes the importance of context when designing instruction. Training isn't an <i>either or</i> proposition; it's a <i>What is the best training solution for this specific constellation of learner characteristics, performance objectives and resources?</i> proposition.<br />
<br />
That is the fundamental question instructional design should answer correctly. Every time.<br />
<br />
<span style="font-family: inherit;"><a href="http://www.sallybacchetta.com/" target="_blank">Sally Bacchetta</a></span><br />
<span style="font-family: inherit;"><a href="http://www.sallybacchetta.com/column/" target="_blank">Onwords™ column</a></span><br />
<span style="font-family: inherit;"><a href="https://plus.google.com/116436256725507023337/" rel="me" target="_blank">My Google Profile+</a></span>Anonymoushttp://www.blogger.com/profile/16430211503686641416noreply@blogger.com3tag:blogger.com,1999:blog-4718085390545333345.post-77270876351304200892013-10-16T18:57:00.001-04:002014-10-03T10:31:25.125-04:00O Sole MioMuch is made of the value of collaboration in online learning. Harasim (2005) categorizes collaborative learning as "the most powerful principle of online course design and delivery" [cited in Palloff & Pratt, 2007, p. 157); Draves (2002) calls it the "heart and soul of an online course." And Certo, Cauley, and Chafin (2006); Watson and Battistich (2006); Oosterhof, Conrad, and Ely (2008); and Frost (2013) are among the many who place collaboration squarely at the heart of online learning communities.But some people prefer to fly solo. Some learners find collaboration difficult (even stressful) and don't believe a group project allows for a valid assessment of individual effort. <br />
<br />
Here's my question: If the learning objectives are not dependent on a collaborative effort, should learners be allowed to opt-out of group projects? What (if any) is the potential harm to the learner and the learning community? What (if any) are the potential benefits? <br />
<br />
In your response include at least one potential disadvantage and one potential benefit for the learner and one of each for the learning community. Be sure to cite resources in your response. <br />
<br />
You may download the rubric for this discussion <a href="http://www.theadoptiveparent.com/Discussion-Rubric.html" target="_blank">here</a>. <br />
<br />
<span style="font-family: Arial , sans-serif;"><span style="font-size: small;"><a href="http://www.sallybacchetta.com/" target="_blank">Sally</a></span></span> <br />
<br />
<strong>References</strong><br />
<strong></strong><br />
Certo, J., Cauley, K. M., & Chafin, C. (2002, April). Students' perspectives on their high school experience. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA. <br />
<br />
Draves, W. (2002). Teaching online (2 nd ed.). River Falls, WI: LERN Books. <br />
Frost, S. (2013). The advantages of working in groups in the workplace. Retrieved from: <a href="http://smallbusiness.chron.com/advantages-working-groups-workplace-10711.html" target="_blank">http://smallbusiness.chron.com/advantages-working-groups-workplace-10711.html</a><br />
<br />
Oosterhof, A., Conrad, R.-M., & Ely, D. P. (2008). Assessing learners online. Upper Saddle River, NJ: Pearson. <br />
<br />
Palloff, R., & Pratt, K. (2007). Building online communities: Effective strategies for the virtual classroom. San Francisco, CA: Jossey-Bass. (Palloff, R., & Pratt, K., Promoting Collaborative Learning, Building Online Communities). Copyright 2007 John Wiley & Sons Inc. Used with permission from John Wiley & Sons Inc. via the Copyright Clearance Center. <br />
<br />
Watson, M., & Battistich, V. (2006). Building and sustaining caring communities. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 253-279). Mahwah, NJ: Erlbaum. Anonymoushttp://www.blogger.com/profile/16430211503686641416noreply@blogger.com1tag:blogger.com,1999:blog-4718085390545333345.post-68544672181827614482013-09-18T19:28:00.000-04:002014-10-03T10:30:58.513-04:00Cheating and the Online Environment<span style="font-family: Arial , sans-serif;"><span style="font-size: small;"><span style="font-weight: normal;">Cheating is an ongoing concern and a reality in both face-to-face and online settings (</span></span></span><span style="font-family: Arial , sans-serif;"><span style="font-size: small;"><span style="font-weight: normal;">Oosterhof, Conrad, & Ely, 2008). If it is more common online there are at least two possible explanations: one, the phys</span></span></span><span style="font-family: Arial , sans-serif;"><span style="font-size: small;"><span style="font-weight: normal;">ical
separation inherent in online learning facilitates cheating among those
who are so inclined (Rowe, 2004); and two, online instructors may
assess students more frequently in attempts to validate student
performance (</span></span></span><span style="font-family: Arial , sans-serif;"><span style="font-size: small;"><span style="font-weight: normal;">Oosterhof, Conrad, & Ely, 2008), and m</span></span></span><span style="font-family: Arial , sans-serif;"><span style="font-size: small;"><span style="font-weight: normal;">ore frequent assessment means more frequent occasions to cheat.</span></span></span>
<br />
<br />
<span style="font-family: Arial , sans-serif;"><span style="font-size: small;">T</span></span><span style="font-family: Arial , sans-serif;"><span style="font-size: small;"><span style="font-weight: normal;">he nature of cheating has changed from copying answers from a
student at the next desk to deliberately “crashing” a timed test to gain
more time, hacking into instructor accounts and previewing assessment
questions, and even changing grades in online student records (Cizek,
2001). Our society's reliance on test scores has risen dramatically over
the last decade – driven at least in part by technologies that enable
the administration and scoring of broad-scale assessments quickly and
cost-effectively - and with that has come a disturbing trend of
educators cheating and enabling or encouraging students to cheat (Cizek,
2001). In this climate, cheating (for some) has become a form of
political or social protest: </span></span></span><span style="font-family: Arial , sans-serif;"><span style="font-size: small;"><span style="font-style: normal;"><span style="font-weight: normal;">“Generally,
there appears to be a growing indifference on the part of educators
toward the behavior and even an increasing sense that cheating is a
justifiable response to externally-mandated tests” (Cizek, 2001, p. 17).</span></span></span></span><br />
<br />
<span style="font-family: Arial , sans-serif;"><span style="font-size: small;">The steps to be taken to minimize cheating in an online environment depend </span></span><span style="font-family: Arial , sans-serif;"><span style="font-size: small;"><span style="font-weight: normal;">on the nature of and motivation for the cheating.</span></span></span><span style="font-family: Arial , sans-serif;"><span style="font-size: small;"><b> </b></span></span><span style="font-family: Arial , sans-serif;"><span style="font-size: small;"><span style="font-weight: normal;">For the purposes of this discussion, I offer three “global” strategies: creativity, judgments, and software.</span></span></span><br />
<span style="font-family: Arial , sans-serif;"><span style="font-size: small;"><span style="font-weight: normal;"> </span></span></span><span style="font-family: Arial , sans-serif;"><span style="font-size: small;"><b> </b></span></span>
<br />
<span style="font-family: Arial , sans-serif;"><span style="font-size: small;"><b>Creativity</b></span></span><span style="font-family: Arial , sans-serif;"><span style="font-size: small;"><span style="font-weight: normal;">
in instructional design can reduce the frequency of cheating. For
example, it is more difficult to cheat on a group project, performance
assessment or essay test than on a multiple-choice quiz (Rowe, 2004).
Designers can also “build in” security with frequent opportunities for
assessment throughout the course or training. This can be particularly
helpful in online learning where instructors don't have the benefits of
face-to-face contact for assessing their students.</span></span></span><br />
<span style="font-family: Arial , sans-serif;"><span style="font-size: small;"><span style="font-weight: normal;"></span></span></span><br />
<span style="font-family: Arial , sans-serif;"><span style="font-size: small;"><span style="font-weight: normal;">Humans are hard-wired to make </span></span></span><span style="font-family: Arial , sans-serif;"><span style="font-size: small;"><b>judgments</b></span></span><span style="font-family: Arial , sans-serif;"><span style="font-size: small;"><span style="font-weight: normal;">.
Online instructors need to consider what they know about individual
students (including their demonstrated abilities and the quality of
their work) and group assessment norms and trends, and make judgments
about whether cheating may have occurred. Also, instructors should
consider the amount and type of work they assign. Some students report
that they cheat because the workload is too heavy or the assignments are
boring or meaningless (Stephans & Wengaard, 2001).</span></span></span><br />
<br />
<span style="font-family: Arial , sans-serif;"><span style="font-size: small;"><b>Software</b></span></span><span style="font-family: Arial , sans-serif;"><span style="font-size: small;"><span style="font-weight: normal;"> exists that can help increase testing security and minimize cheating. <a href="http://www.blogger.com/null" rel="nofollow">Assessment Systems Corporation</a> is one company (I'm sure there are others) that offers test authoring, hosting, and psychometric services.</span></span></span><br />
<br />
<span style="font-family: Arial , sans-serif;"><span style="font-size: small;"><b>Should the definition of cheating evolve along with the tools we use to produce work in an online environment? </b></span></span><span style="font-family: Arial , sans-serif;"><span style="font-size: small;"><span style="font-weight: normal;">A
week ago, I would have answered, “No. Cheating is cheating is cheating
and it's wrong.” But Maher (2008) has changed my thinking. “If a student
is going to talk with a bunch of other students and network with them
to exchange information to produce a paper, isn't that a skill that we
want them to take to the workplace? If I can find someone who is working
in advertising and who knows how to push a product, and they can
collect information from other sources and borrow and steal and put it
together and reshape it, isn't that a skill that I want them to have?”
(Maher, 2008). </span></span></span><br />
<br />
<span style="font-family: Arial , sans-serif;"><span style="font-size: small;"><span style="font-weight: normal;">So perhaps the definition of cheating <i>should</i>
evolve to fit with current notions of “work” and “learning”. But where,
then, is the line between “collaboration” and “copying”? Maher has this
to say: “... </span></span></span><span style="font-family: Arial , sans-serif;">say
that you're going to do something else that you can look at other
people's projects, but the way I assess what you're doing is going to
take into account that you're going to look at what other people are
doing. Your work still has to be original, but to get inspiration from
other people and to craft your work in response to theirs or alongside
theirs is not something that's necessarily a problem.”I love that idea on its own, and I love it even more when I overlay Cizek (2001): </span><span style="font-family: Arial , sans-serif;"><span style="font-size: small;">“From
the broadest perspective, it may be useful to entirely reconceptualize
testing so that successful test performance can be more consistently and
directly linked to student effort and effective instruction, and so
that unsuccessful performance is accompanied by sufficient diagnostic
information about students’ strengths and weaknesses” (p. 10).</span></span><br />
<br />
<span style="font-family: Arial , sans-serif;"><span style="font-size: small;"><a href="http://www.sallybacchetta.com/" target="_blank">Sally</a></span></span>
<br />
<br />
<span style="font-family: Arial , sans-serif;"><span style="font-size: small;"><strong>References</strong></span></span><br />
<br />
<span style="font-family: Arial , sans-serif;"><span style="font-size: small;">Cizek, G. J. (2001). </span></span><span style="font-family: Arial , sans-serif;"><span style="font-size: small;"><i>An Overview of Issues Concerning Cheating on Large-Scale Tests</i></span></span><span style="font-family: Arial , sans-serif;"><span style="font-size: small;">. Paper presented at the annual meeting of the National Council on Measurement in Education, April 2001, Seattle, WA.</span></span><br />
<br />
<span style="font-family: Arial , sans-serif;"><span style="font-size: small;">Maher, S. (2008). Interviews. Retrieved from http://www.pbs.org/wgbh/pages/frontline/kidsonline/interviews/maher.html#5</span></span><br />
<br />
<span style="font-family: Arial , sans-serif;"><span style="font-size: small;"><span style="font-weight: normal;">Oosterhof, A., Conrad, R.-M., & Ely, D. P. (2008). </span></span></span><span style="font-family: Arial , sans-serif;"><span style="font-size: small;"><i><span style="font-weight: normal;">Assessing learners online</span></i></span></span><span style="font-family: Arial , sans-serif;"><span style="font-size: small;"><span style="font-weight: normal;">. Upper Saddle River, NJ: Pearson.</span></span></span><br />
<br />
<span style="font-family: Arial , sans-serif;"><span style="font-size: small;">Rowe, N. (2004). Cheating in online student assessment: Beyond plagiarism. </span></span><span style="font-family: Arial , sans-serif;"><span style="font-size: small;"><i>Online Journal of Distance Learning Administration</i></span></span><span style="font-family: Arial , sans-serif;"><span style="font-size: small;">, </span></span><span style="font-family: Arial , sans-serif;"><span style="font-size: small;"><i>7</i></span></span><span style="font-family: Arial , sans-serif;"><span style="font-size: small;">(2). Retrieved from </span></span><span style="color: navy;"><span style="text-decoration: underline;"><a href="http://www.westga.edu/~distance/ojdla/summer72/rowe72.html" rel="nofollow" target="_blank"><span style="font-family: Arial , sans-serif;"><span style="font-size: small;">http://www.westga.edu/~distance/ojdla/summer72/rowe72.html</span></span></a></span></span><span style="font-family: Arial , sans-serif;"><span style="font-size: medium;"> </span></span><br />
<br />
<span style="font-size: small;"><span style="font-family: Arial , sans-serif;"><span style="font-weight: normal;">Stephans, J. M., & Wangaard, D. B. (2001). </span></span><span style="font-family: Arial , sans-serif;">Teaching for integrity: Steps to prevent cheating in your classroom. Retrieved from <a href="http://www.ethicsed.org/programs/integrity-works/pdf/teachingforintegrity.pdf" rel="nofollow">http://www.ethicsed.org/programs/integrity-works/pdf/teachingforintegrity.pdf</a>.</span></span>Anonymoushttp://www.blogger.com/profile/16430211503686641416noreply@blogger.com1tag:blogger.com,1999:blog-4718085390545333345.post-84831537698787145082013-08-06T13:06:00.002-04:002014-10-03T10:30:35.468-04:00Technology and Multimedia in Online Learning<div style="margin-bottom: 0.02in; margin-top: 0.02in;">
<span style="font-family: Arial, sans-serif; font-size: small;">Introduce a technology to an online learning experience, and you tee up the question, <i><span style="font-weight: normal;">“</span></i><i><span style="font-weight: normal;">What impact does this technology have on the online learner/learner group/facilitator?”</span></i><span style="font-weight: normal;"> Obvious answers are that technology:</span></span></div>
<ul>
<li><div style="margin-bottom: 0.02in; margin-top: 0.02in;">
<span style="font-family: Arial, sans-serif; font-size: small;"><span style="font-weight: normal;">Enables students and facilitators to communicate conveniently across geographic boundaries<br></span></span></div>
</li>
<li><div style="margin-bottom: 0.02in; margin-top: 0.02in;">
<span style="font-family: Arial, sans-serif; font-size: small;"><span style="font-weight: normal;">Facilitates the development of technical skills<br></span></span></div>
</li>
<li><div style="margin-bottom: 0.02in; margin-top: 0.02in;">
<span style="font-family: Arial, sans-serif; font-size: small;"><span style="font-weight: normal;">Offers opportunities to enrich learning with interactive multimedia design elements</span></span></div>
</li>
</ul>
<div style="margin-bottom: 0.02in; margin-top: 0.02in;">
<span style="font-family: Arial, sans-serif; font-size: small;"><span style="font-weight: normal;">But do technology and multimedia actually change the value proposition of online learning? They can; whether or not they do is a function of <a href="http://www.sallybacchetta.com/instructional-design/" target="_blank">instructional design</a> and facilitation.</span></span><br />
</div>
<span style="font-size: small;">“<span style="font-family: Arial, sans-serif;"><span style="font-weight: normal;">The greatest challenge in assessing an online engaged activity is determining the quality of thought expressed” (Conrad & Donaldson, 2011, p. 29). This is a critical need, and technology can help here. The Discussion Analysis Tool “also known as ForumManager (Jeong, 2003) evaluates patterns in online interactions” (Conrad & Donaldson, 2011, p. 29). ForumManager analyzes the quantity and depth of discussion entries per participant. That's one tool. Instructional design is another. Aligning discussion board activities with Bloom's Taxonomy encourages critical thinking that can improve learner success and satisfaction.</span></span></span><br />
<span style="font-size: small;"> </span><br />
<div style="margin-bottom: 0.02in; margin-top: 0.02in;">
<span style="font-size: small;">
<span style="font-family: Arial, sans-serif;">As I (and others) have said before, the primary consideration to be made about implementing technology for <a href="http://www.sallybacchetta.com/online-learning" target="_blank">online learning</a> is whether or not the technology supports achievement of learning objectives. Cool whiz bang multimedia that does nothing to enrich learning is merely a fancy and costly distraction. Technology that requires too much of learners - either because the tech is too time-consuming or user-unfriendly, or because the learner group lacks requisite experience with the technology – undermines the very learning process it is supposed to support.<br> </span></span> </div>
<div style="margin-bottom: 0.02in; margin-top: 0.02in;">
<span style="font-size: small;"><br />
<span style="font-family: Arial, sans-serif;">The craft of instructional design is as fluid as technology itself, and will continue to evolve in response to learner need and emerging technology. Our charge is to make sure our decisions are driven by learner need, not by our interest in technology.<br></span></span></div>
<div style="margin-bottom: 0.02in; margin-top: 0.02in;">
<br /></div>
<div style="margin-bottom: 0.02in; margin-top: 0.02in;">
<span style="font-size: small;"><a href="http://www.sallybacchetta.com/" target="_blank"><span style="font-family: Arial, sans-serif;">Sally </span></a></span></div>
<div style="margin-bottom: 0.02in; margin-top: 0.02in;">
<br />
<span style="font-family: Arial, sans-serif; font-size: small;"><strong>References</strong></span></div>
<div style="margin-bottom: 0.02in; margin-top: 0.02in;">
<span style="font-family: Arial, sans-serif; font-size: small;"> </span></div>
<div style="margin-bottom: 0in;">
<span style="font-family: Arial, sans-serif; font-size: small;">Conrad, R. & Donaldson, J. (2011). </span><span style="font-family: Arial, sans-serif; font-size: small;"><i>Engaging the online learner; Activities and resources for creative instruction</i></span><span style="font-family: Arial, sans-serif; font-size: small;">. San Francisco, CA: Jossey-Bass.</span></div>
<div style="margin-bottom: 0in;">
<br /></div>
<div style="margin-bottom: 0in;">
<span style="font-family: Arial, sans-serif;"><span style="font-size: x-small;"><span style="font-size: small;">Jeong, A. (2003). Sequential analysis of group interaction and critical thinking in online threaded discussions. <i>American Journal of Distance Education</i>, 17(1), 25-43.</span></span></span></div>
Anonymoushttp://www.blogger.com/profile/16430211503686641416noreply@blogger.com2tag:blogger.com,1999:blog-4718085390545333345.post-45651505421614366532013-07-24T11:20:00.000-04:002014-10-03T10:31:49.243-04:00Gaming to Increase Your Training ROI <span style="font-family: Arial, sans-serif; font-size: small;"><span style="font-family: Arial, sans-serif;"><span style="font-family: Arial, sans-serif;"><span style="font-family: Arial, sans-serif;">Gaming is in its heyday, fueled by a confluence of accessible technology and the business case for learner engagement. </span></span></span>If you've heard it once you've heard it a thousand times: fully engaged learners synthesize content, make deeper connections, retain learning, and improve their performance better than those who are not engaged. And in both face-to-face and online <a href="http://www.sallybacchetta.com/training/" target="_blank">training</a> spaces, well-designed games and activities </span><span style="font-family: Arial, sans-serif; font-size: small;"><span style="font-family: Arial, sans-serif;">are key for increasing learner engagement with opportunities to
interact with core content and peer groups, and that
interaction is essential for learning to occur. </span></span><br />
<span style="font-size: small;"><br /></span>
<span style="font-family: Arial, sans-serif; font-size: small;"><span style="font-family: Arial, sans-serif;">Whether you are working with a <a href="http://www.sallybacchetta.com/instructional-design/" target="_blank">freelance instructional designer</a> or designing training games in-house, this is the time to increase your training ROI with games and activities that: </span></span><br />
<ul>
<li><span style="font-family: Arial, sans-serif; font-size: small;">Align
with learning objectives, learner characteristics, and expectations</span><span style="font-size: small;"><br /></span>
</li>
<li><span style="font-family: Arial, sans-serif; font-size: small;">Are
rooted in course content </span><span style="font-size: small;">
</span>
</li>
<li><span style="font-family: Arial, sans-serif; font-size: small;">Offer
opportunities for learners to practice core skills, get feedback, and improve
their skills over time</span><span style="font-size: small;"><br /></span>
</li>
<li><span style="font-family: Arial, sans-serif; font-size: small;">Are
manageable within the learning context (with regard to time,
resource, and skill limitations)</span><span style="font-size: small;"><br /></span>
</li>
<li><span style="font-family: Arial, sans-serif; font-size: small;">Promote
learner satisfaction and enjoyment </span></li>
</ul>
<span style="font-size: small;"><br /></span>
<span style="font-family: Arial, sans-serif; font-size: small;"> Like much of business, training is migrating online, and "e-learning" doesn't even come close to describing the range of training possibility that exists today. Instructional designers are dropping sales representatives into simulated realities to develop their skills in realistic scenarios; delivering just-in-time messaging to help them effectively manage customer objections; and giving employees exciting opportunities to develop essential skills in collaboration, communication, time management, and problem-solving with activities accessible from a variety of mobile devices. </span><br />
<span style="font-family: Arial, sans-serif; font-size: small;"> </span><br />
<span style="font-family: Arial, sans-serif; font-size: small;">Training initiatives are vital and expensive. A qualified instructional designer understands the relationship between gaming and learning and can design training that ignites your trainees and gives you (and them) a solid return on your investment.</span><span style="font-family: Arial, sans-serif; font-size: small;"> </span><br />
<span style="font-family: Arial, sans-serif; font-size: small;"><br /></span>
<span style="font-family: Arial, sans-serif; font-size: small;"><a href="http://www.sallybacchetta.com/" target="_blank">Sally</a></span><br />
<span style="font-size: small;"></span><br />
<div style="margin-bottom: 0in;">
<span style="font-family: Arial, sans-serif; font-size: small;"><strong>References</strong></span><br />
<strong><span style="font-family: Arial;"></span></strong> </div>
<span style="font-family: Arial, sans-serif; font-size: small;">Conrad,
R., & Donaldson, J. A. (2011). Engaging the online learner:
Activities and </span>
<br />
<span style="font-family: Arial, sans-serif; font-size: small;">resources
for creative instruction (Updated ed.). San Francisco, CA:
Jossey-Bass.</span><br />
<span style="font-size: small;"><br /></span>
<span style="font-family: Arial, sans-serif; font-size: small;">Schreiner,
E. (2013). What are the benefits of games in education & learning
activities? Retrieved from </span>
<br />
<span style="font-family: Arial, sans-serif; font-size: small;">http://www.ehow.com/list_6158842_benefits-games-education-learning-activities_.html</span><br />
<span style="font-size: small;"><br /></span>
<span style="font-family: Arial, sans-serif; font-size: small;">Shank,
P. (2006). Activities aren't optional. Online Classroom, 4-5.
Retrieved from the Walden Library using the Education Research
Complete database.</span>Anonymoushttp://www.blogger.com/profile/16430211503686641416noreply@blogger.com0tag:blogger.com,1999:blog-4718085390545333345.post-61272428242150931832013-07-19T09:57:00.002-04:002014-10-03T10:36:53.634-04:00Setting up an Online Learning ExperienceStarting well is essential for a successful online learning experience, and it doesn’t happen automatically. A skilled facilitator spends the time necessary to achieve social, cognitive, and teaching presence from the outset (Boettcher & Conrad, 2010) and continues to actively support learners throughout the course according to their individual needs and learning styles.<br />
<br />
Having a comprehensive understanding of available technology enables the facilitator to select the best technology for a particular application and to effectively coach learners who have not mastered the technology. Without technological clarity, a facilitator may overload herself and the learners with unnecessary tasks or technology that interferes with learning (Boettcher & Conrad, 2010).<br />
<br />
It is essential to clearly communicate expectations to learners. Most adult learners are goal-oriented, and mastery of skills boosts their confidence and improves their self-esteem (Malamed, 2013). Learners need to understand expectations so they can take steps to meet them and feel satisfied with their online learning experience (Boettcher & Conrad, 2010). <br />
<br />
When setting up an online learning experience, facilitators should provide an opportunity for learners to share biographical information. This fosters openness and community, and also provides a frame of reference for the facilitator when interacting with learners in discussion forums. When a facilitator uses student names and references relevant biographical information, this personalizes the learning experience and promotes learner engagement (Laureate Education, Inc., n.d.).<br />
<br />
Conversely, facilitators need to be aware that some learners are reluctant to share personal information for fear of being stereotyped (e.g., by race, gender, ethnicity, geography, relationship status, etc. (Laureate Education, Inc., n.d.). Personal information should be invited, not required. As well, when designing ice breakers and discussion prompts, facilitators should allow learners to choose from activities with varying degrees of openness. <br />
<br />
Great beginnings lead to great middles and great endings!<br />
<br />
<span style="font-family: Arial, sans-serif; font-size: small;"><a href="http://www.sallybacchetta.com/" target="_blank">Sally</a></span><br />
<br />
<strong>References</strong><br />
<br />
Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.<br />
<br />
Laureate Education, Inc. (Producer) (n.d.) Launching the Online Learning Experience [DVD] Baltimore: MD.<br />
<br />
Malamed, C. (2013). <a href="http://theelearningcoach.com/learning/characteristics-of-adult-learners">http://theelearningcoach.com/learning/characteristics-of-adult-learners</a>Anonymoushttp://www.blogger.com/profile/16430211503686641416noreply@blogger.com4tag:blogger.com,1999:blog-4718085390545333345.post-70507065669513610642013-07-03T16:21:00.000-04:002014-10-03T10:32:54.970-04:00Online Learning Communities<b>How do online learning communities significantly impact both student learning and satisfaction within online courses?</b> Compared to traditional education, <a href="http://www.sallybacchetta.com/online-learning/">online learning</a> communities offer more opportunities for learner-to-learner engagement (Laureate, n.d.). Through online learning communities learners exchange ideas and information with more and further flung peers than is possible in traditional educational settings. This aggregation of multiple intelligence (Gardner, 2003) exposes learners to different learning styles, which can increase student satisfaction and both real and perceived learning (Gilbert & Han, 2002).<br />
<br />
<b>What are the essential elements of online community building?</b> The goal on an online learning community is “a sense of co-created knowledge and meaning” (Laureate, n.d.). Essential elements are those that support that goal, including:<br />
• Orientation to online learning and to the course<br />
• Navigation that is intuitive and clear for learners with varying degrees of technical ability<br />
• Presence of the facilitator or instructor early and often<br />
• Invitation to students to post a bio of themselves<br />
• Feedback that is timely, specific, and supportive (Laureate, n.d.).<br />
<br />
<b>How can online learning communities be sustained?</b> The long-term health of an online learning community depends on robust and ongoing co-creation of learning experiences in which learners and facilitators participate and evolve to the fullness of their abilities (Laureate, n.d.).<br />
<br />
<b>What is the relationship between community building and effective online instruction?</b> Having been a member of an online learning community for 14 months, I know that community is a prerequisite for effective online instruction. You don't have to take my word for it: “Knowledge is literally the set of connections between entities, or the adjustment of the strengths of those connections,” (Downes, 2012) and “Experiences with the environment are critical to learning,” (Ertmer & Newby, 1993).<br />
<br />
<b>What did you learn that will help you become a more effective instructor in the future?</b> I learn most about this by example, and I will seek to replicate the successes of some of my online professors who are:<br />
• Organized – Online learning is fast-paced and intense. Instructors with excellent time and project management skills afford their students the best opportunities to interact with information and each other and thus, make deeper connections with the course material.<br />
• Present – Online instructors who establish social presence in the community set a tone of openness and collaboration. Instructors who are present are able to probe for understanding and challenge learners to reflect deeply on course material, so they can enrich the group discussions.<br />
• Clear – Instructors who give clear direction enable students to deliver as expected and experience mastery of course material.<br />
<br />
<a href="http://www.sallybacchetta.com/">Sally Bacchetta</a><br />
<br />
<b>References</b><br />
Downes, S. (2012). Connectivism and Connective Knowledge: Essays on meaning and learning networks.<br />
<br />
Ertmer, P. and Newby, T. (1993). Behaviorism, Cognitivism, Constructivism: Comparing Critical Features from an Instructional Design Perspective. Performance Improvement Quarterly, 6(4), pp. 50-72.<br />
<br />
Gardner, H. (2003, April 21). Multiple intelligences after 20 years. Paper presented to the American Educational Research Association, Chicago, IL. Retrieved from <a href="http://www.pz.harvard.edu/Pls/HG_MI_after_20_years.pdf">http://www.pz.harvard.edu/Pls/HG_MI_after_20_years.pdf</a>.<br />
<br />
Gilbert, J.E. & Han, C.Y. (2002). Arthur: A personalized instructional system. Journal of Network and Computing Applications, 22(3), 149-160.<br />
<br />
Laureate Education, Inc. (Producer). (n.d.). <i>Online Learning Communities</i> [DVD] Baltimore, MD
Anonymoushttp://www.blogger.com/profile/16430211503686641416noreply@blogger.com4tag:blogger.com,1999:blog-4718085390545333345.post-21389013813338872532013-07-01T08:41:00.000-04:002013-07-14T08:32:31.574-04:00Continuing the JourneyToday I move into the next leg of my journey toward a Master's degree in Instructional Design with a course called Online Instructional Strategies. I'm glad you've come along. I'm looking forward to more growing and learning together. Welcome!
<br />
<br />
<a href="http://www.sallybacchetta.com/online-learning/">Sally Bacchetta</a>Anonymoushttp://www.blogger.com/profile/16430211503686641416noreply@blogger.com2tag:blogger.com,1999:blog-4718085390545333345.post-82249906219233154472013-07-01T08:01:00.002-04:002014-10-03T10:37:42.530-04:00Insights on Program Evaluation<i>Having just completed a Program Evaluation course at Walden University, I reflect here on the experience.</i><br />
<br />
I didn’t realize that the process of creating and presenting my program evaluation plan was central to my learning until it was done. It was in pulling the disparate pieces of the plan together into a cohesive whole that I found meaning. Only then did I realize that had I not thoroughly explored the program context; not stretched myself to identify primary and secondary stakeholders and their interests, needs, and biases; not named my values and committed myself to them; not reflected on my own biases; not considered the impact of my report, my evaluation plan, which may have held together well enough to bring me to the last week of the course, would ultimately have failed the final analysis.<br />
<br />
Program evaluation can inform what needs to change and form the basis of a change management plan, but first, it must fit the program context. It is incumbent on the evaluator to consider how contextual factors may inform the selection of an evaluation model. Program evaluation is inherently a political process, and an evaluator who ignores, avoids, or mismanages the political realities of evaluation limits the effectiveness and usefulness of the process (Fitzpatrick, Sanders, & Worthen, 2010.<br />
<br />
This experience has shown me that working with stakeholders is one of the most challenging aspects of program evaluation. The important work of planning a program evaluation can be upset by stakeholder conflict, politics, bias, and unexpected manifestations of organizational culture. And yet, as an evaluator, I have a professional obligation to find my way to promote meaningful evaluation and the application of evaluation results by stakeholders (Fitzpatrick et al., 2010).<br />
<br />
Technology can facilitate communication with stakeholders and simplify the processes of data collection, data management, and research (Laureate Education, Inc., n.d.), but it is only a tool; the evaluator must provide the raw material and craft the work. In every phase of evaluation it is incumbent on the evaluator to uphold the priority of justice (Schweigert, 2007); to mine the program context for cultural cues, gaps in understanding, potential bias; and feasibility; and to demonstrate and promote respect for stakeholders and the evaluation process.
Bias is the weed that pervades the evaluation process, from the evaluator’s preference for a particular approach or data collection design to overt or covert liking of some stakeholders more than others, finding some steps of the evaluation process more interesting, more compelling, or more exhausting than others. The presence of bias is a given. Evaluators must be frankly self-reflective about their role in the evaluation process and circumspect about client requests, so as to minimize the potential for bias and ethical compromise (Fitzpatrick et al., 2010).<br />
<br />
At some point, situational circumstance requires evaluators to make interpretations and best guesses (Schweigert, 2007), which are subject to bias and ethical compromise. I carry with me from this course Sieber’s (1980) conclusion that “being ethical in program evaluation is a process of growth in understanding, perception, and creative problem-solving ability that respects the interests of individuals and of society” (p. 53).<br />
<br />
<a href="http://www.sallybacchetta.com/">Sally Bacchetta</a><br />
<br />
<b>References</b><br />
<br />
American Evaluation Association, 2004. Guiding principles. Retrieved from
www.eval.org/Publications/Guiding Principles.asp.<br />
<br />
Fetterman, D. (2001). The transformation of evaluation into a collaboration: A vision of
evaluation in the 21st century. American Journal of Evaluation, 22(3), 381–384.
Retrieved from the Education Research Complete database<br />
<br />
Fitzpatrick, J., Sanders, J., & Worthen, B. (2010). Program evaluation: Alternative approaches
and practical guidelines (4th ed.). Boston, MA: Pearson<br />
<br />
Laureate Education, Inc. (Producer). (2009). Formative and Summative Evaluation. [DVD]
United States.<br />
<br />
Schweigert, F. J. (2007). The priority of justice: A framework approach to ethics in program
evaluation. Evaluation and Program Planning, 30(4), 394–399.<br />
<br />
Sieber, J. E. (1980). Being ethical: Professional and personal decisions in program evaluation. In R.E. Perloff & E. Perloff (Eds.), Values, ethics, and standards in evaluation. New
Directions for Program Evaluation, No. 7, 51-61. San Francisco: Jossey-Bass.<br />
<br />
Worthen, B. (2001). Whither evaluation? That all depends. American Journal of Evaluation,
22(3), 409–416. Retrieved from the Education Research Complete databaseAnonymoushttp://www.blogger.com/profile/16430211503686641416noreply@blogger.com0tag:blogger.com,1999:blog-4718085390545333345.post-23282964117105160942013-05-15T19:52:00.001-04:002014-10-03T10:38:01.839-04:00The Political Nature of Program Evaluation<span style="font-family: "Arial","sans-serif";">Program evaluation is a
political process. An evaluator who ignores, avoids, or mismanages the
political realities of evaluation limits the effectiveness and usefulness of
the process (Fitzpatrick, </span><span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman";">Sanders, & Worthen, 2010)</span><span style="font-family: "Arial","sans-serif";">. Ethical complexities wind in and
among the more overt political features of evaluation such as financial support,
stakeholder allegiance, and social impact. Morris and Cohn (1993) detail several
ways in which stakeholders may seek to influence evaluation outcomes, and Fitzpatrick
et al. (2010) caution that evaluators also need to be aware of their own
potential to taint the evaluative process.</span><br />
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0in;">
<span style="font-family: "Arial","sans-serif";">If we accept that
evaluation is political (and, therefore, ripe for ethical complication), then
we must ask how best to balance the objectivity required in a program
evaluation with the political interests of stakeholders. We must ask, “What ethical
standards and values need to be emphasized in program evaluation?”</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0in;">
<span style="font-family: "Arial","sans-serif";">The American Evaluation
Association’s (AEA) <i style="mso-bidi-font-style: normal;">Program Evaluation
Standards</i> (Yarbrough, Shulha, Hopson, & Caruthers, 2011) and <i style="mso-bidi-font-style: normal;">Guiding Principles for Evaluators</i> (American
Evaluation Association, 2004) provide a broad, somewhat obvious, framework for
ethical conduct. </span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0in;">
<span style="font-family: "Arial","sans-serif";">Fitzpatrick et al. (2010)
are more specific, encouraging evaluators to be both self-reflective about their
role in the evaluation process and circumspect about client requests, so as to
minimize the potential for bias and ethical compromise: “…the client may be
asking for what the client perceives as editing changes, but the evaluator sees
as watering down the clarity or strength of the judgments made” (p. </span><span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman";">81).
And </span><span style="font-family: "Arial","sans-serif";">Schweigert (2007) roots
evaluator responsibility in the notion of justice – public, procedural, and
distributive. </span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0in;">
<span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman";">From this we can extract answers to the question “</span><span style="font-family: "Arial","sans-serif";">What ethical standards and values need
to be emphasized in program evaluation?” </span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0in;">
<span style="font-family: "Arial","sans-serif";">Ethical standards: </span></div>
<ul style="margin-top: 0in;" type="disc">
<li class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-list: l0 level1 lfo1;"><span style="font-family: "Arial","sans-serif";">Those
detailed in the AEA’s and other professionally recognized codes of conduct.
</span></li>
</ul>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0in;">
<span style="font-family: "Arial","sans-serif";">Values:</span></div>
<ul style="margin-top: 0in;" type="disc">
<li class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-list: l0 level1 lfo1;"><span style="font-family: "Arial","sans-serif";">Commitment
to truth – what Schweigert (2007) calls the priority of justice</span></li>
<li class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-list: l0 level1 lfo1;"><span style="font-family: "Arial","sans-serif";">Cultural
sensitivity</span></li>
<li class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-list: l0 level1 lfo1;"><span style="font-family: "Arial","sans-serif";">Respect
(for stakeholders, ourselves, and the evaluation process)</span></li>
</ul>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0in;">
<span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman";">It seems that no </span><span style="font-family: "Arial","sans-serif";">professional
code nor personal charter can do the whole job. No matter how pointed the professional
standards, situational circumstance requires evaluators to make interpretations
and best guesses (Schweigert, 2007), which are subject to bias and ethical
compromise, as </span><span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman";">Weiss (2006) lays bare any illusions we may have that we are
above or beyond the snare of bias and ethical confusion: “You never start from
scratch. We pick up the ideas that are congenial to our own perspective.
Therefore, people pick up this thought or that interpretation of a research
report that fits with what they know or what they want to do” (p. 480). </span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0in;">
<span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman";">I have thought about this a lot over the past few days, returning
again and again to Sieber’s (1980) conclusion that “</span><span style="font-family: "Arial","sans-serif";">being ethical in program evaluation is
a process of growth in understanding, perception, and creative problem-solving
ability that respects the interests of individuals and of society” (p. 53). </span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0in;">
<span style="font-family: "Arial","sans-serif";"><a href="http://www.sallybacchetta.com/" target="_blank">Sally Bacchetta</a></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif";"><b>References</b></span><br />
</div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0in;">
<span style="font-family: "Arial","sans-serif";">American Evaluation
Association, 2004. Guiding principles. Retrieved from <a href="http://www.eval.org/Publications/Guiding%20Principles.asp">www.eval.org/Publications/Guiding
Principles.asp</a>. </span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0in;">
<span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman";">Fitzpatrick, J., Sanders, J., & Worthen, B. (2010). <i>Program
evaluation: Alternative approaches and practical guidelines</i> (4th ed.).
Boston, MA: Pearson</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman";">Morris, M., & Cohn, R. (1993). Program evaluators and
ethical challenges: A national survey. <i style="mso-bidi-font-style: normal;">Evaluation
Review, 17, </i>621-642.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif";">Schweigert,
F. J. (2007). The priority of justice: A framework approach to ethics in
program evaluation. <i>Evaluation and Program Planning, 30</i>(4), 394–399.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif";">Sieber, J. E.
(1980). Being ethical: Professional and personal decisions in program
evaluation. In R.E. Perloff & E. Perloff (Eds.), <i style="mso-bidi-font-style: normal;">Values, ethics, and standards in evaluation</i>. New Directions for
Program Evaluation, No. 7, 51-61. San Francisco: Jossey-Bass. </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman";">Weiss, C. H., & Mark, M. M. (2006). The oral history of
evaluation Part IV: The professional evolution of Carol Weiss. <i style="mso-bidi-font-style: normal;">American Journal of Evaluation, 27</i>(4),
p. 474-483.</span></div>
<div class="MsoNormal">
<br /></div>
Anonymoushttp://www.blogger.com/profile/16430211503686641416noreply@blogger.com0tag:blogger.com,1999:blog-4718085390545333345.post-60770675802935536742013-05-02T06:41:00.000-04:002014-10-03T10:38:17.523-04:00Fostering Behavior Change<span style="font-family: Arial, sans-serif;">In </span><a href="http://pubs.royle.com/publication/?i=146825&p=11" style="font-family: Arial, sans-serif;" target="_blank">Fostering Behavior Change</a><span style="font-family: Arial, sans-serif;"> (Tulgan, 2013), Bruce Tulgan offers seven best practices for
creating training that increases knowledge uptake and meaningful behavior
change. Two-thirds of my way through a Master’s degree in Instructional Design
and Technology, I first thought Tulgan’s tips were obvious. Simplistic. After
thinking about it quite a bit, I’m </span><i style="mso-bidi-font-style: normal;">sure</i><span style="font-family: Arial, sans-serif;">
they are. Why would Tulgan, an established training expert, tell us what we
already know? Because it’s true. Because he’s right. </span><span style="mso-spacerun: yes;"> </span><br />
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif";">There is no
magic to <a href="http://www.sallybacchetta.com/training/" target="_blank">training</a>, and all the cool whiz-bang technology in the world doesn’t
change the fact that effective training is a product of sound design and
delivery. Tulgan’s tips <i style="mso-bidi-font-style: normal;">should</i> seem
obvious, because he is reminding instructional designers and trainers of what
we already know, yet sometimes fail to execute. We need to leverage needs
assessments to align instructional objectives with identifiable skill and
knowledge gaps, link instructional content to real-life, and deliver content to
multiple memory centers. Sticky training offers actionable solutions and
learning extensions. Finally, we need to follow up and cultivate support for
ongoing learning. </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif";">We know this.
We need to do it. Every time.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif";">Make a great day,</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif";"><a href="http://www.sallybacchetta.com/" target="_blank">Sally Bacchetta</a></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif";"><b>Reference</b></span><br />
</div>
<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif";">Tulgan, B.
(2013, January/February). Fostering behavior change. <i style="mso-bidi-font-style: normal;">Training, 50</i>(1), p. 9.</span></div>
Anonymoushttp://www.blogger.com/profile/16430211503686641416noreply@blogger.com2tag:blogger.com,1999:blog-4718085390545333345.post-32646847340032871872013-04-21T21:38:00.000-04:002014-10-03T10:38:46.511-04:00The Future of Distance Learning<span style="font-family: inherit;">I was recently asked to share my thoughts on the future of
distance learning, and I’m struggling to be original about the topic. It seems self-evident
that the future of distance learning is expansive and inclusive and ever-so-much-more-so.
Distance learning has burgeoned far beyond the realm of training for medical transcription
and is ubiquitous in corporate settings, higher education, and K-12 education. But
the real driver is not just that more people are learning at a distance; it’s
that more people are recognizing distance education as a viable alternative to
traditional F2F learning. The quality of distance learning coupled with the broad
availability of emerging technologies have transformed distance learning from a
fall-back, Plan B position to a deliberate first choice.</span><br />
<br />
The growing acceptance of distance learning is fueled by a
global increase in online communication. As more of us spend more time together
online, engaging with more diverse groups than we ever would in person, the complications
of distance matter less, and the benefits matter more, to individuals, corporations,
and educational institutions (Laureate Education, Inc., 2009).<br />
<span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman";"><br /></span>
<span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman";">If there is a popularity ceiling for distance learning, it
may be framed and fortified by distance education institutes themselves. </span><span style="font-family: inherit;">A study by Gambescia and Paolucci
(2009) found that few institutions effectively leverage their academic
integrity in their promotions, relying instead on convenience and flexibility to
appeal to potential students. The study didn’t reveal reasons for this, but I’ll
speculate on two reasons:</span><br />
<br />
<ol start="1" style="margin-top: 0in;" type="1">
<li class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; mso-list: l0 level1 lfo1;"><span style="font-family: inherit;">Convenience
and flexibility <i style="mso-bidi-font-style: normal;">are big draws</i>
for distance learning. It’s slam dunk marketing.<span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman";"></span></span></li>
<li class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; mso-list: l0 level1 lfo1;"><span style="font-family: inherit;">It’s
easier to leverage innate characteristics of distance learning than it is
to ensure the academic integrity of distance education.</span></li>
</ol>
<span style="font-family: inherit;">As Gambescia and Paolucci
note, “to ensure a high-level of academic fidelity and integrity for online
degree programs is not simply a matter of the university transferring current
academic assets to the new online degree programs—throwing it over the fence,
so to speak. Transferring such academic assets to online degree programs will
understandably call for changes, as the</span><em style="font-family: inherit;">
inputs and outputs </em><span style="font-family: inherit;">of online degree program offerings by design can
be quite different” </span><span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman";">(Gambescia & Paolucci, 2009).</span><br />
<div>
<span style="font-family: inherit;"><br /></span></div>
<div>
<span style="font-family: inherit;">Assuming the momentum gathering
around distance learning is indeed </span><i style="mso-bidi-font-style: normal;">forward</i><span style="font-family: inherit;">
momentum, distance learning institutions themselves have work to do. Enrollment
– ballooning. Acceptance – growing. Perceived quality – ?</span></div>
<div>
<br /></div>
<div>
More is expected of those to whom more has been given; so it
is in distance learning as in other aspects of life. Those of us who are
distance learners or work in distance learning are uniquely positioned to cultivate
positive impressions of distance learning. We do this best by doing well in our
endeavors and <i style="mso-bidi-font-style: normal;">demonstrating</i> the high
standards of distance education today.<br />
<br />
<a href="http://www.sallybacchetta.com/" style="font-family: inherit;" target="_blank">Sally Bacchetta</a><br />
<b><span style="font-family: inherit;"><br /></span></b>
<b><span style="font-family: inherit;">References</span></b><br />
<br />
<span style="font-family: inherit;">Gambescia, S., & Paolucci, R. (2009). Academic fidelity
and integrity as attributes of university online degree program offerings. </span><i style="font-family: inherit;">Online
Journal of Distance Learning Administration, 12</i><span style="font-family: inherit;">(1). Retrieved from </span><span style="color: blue; font-family: inherit;"><a href="http://www.westga.edu/~distance/ojdla/spring121/gambescia121.html" target="_blank">http://www.westga.edu/~distance/ojdla/spring121/gambescia121.html</a></span><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">Laureate Education, Inc.
(Producer). (2010). </span><i style="mso-bidi-font-style: normal;">The future of
distance education </i><span style="font-family: inherit;">[DVD]. Baltimore, MD: Author</span><br />
<br />
Schmidt, E., & Gallegos, A. (2001). Distance learning:
Issues and concerns of distance learners. <i>Journal of Industrial Technology,
17</i>(3). Retrieved from <span style="color: blue;"><a href="http://atmae.org/jit/Articles/schmidt041801.pdf" target="_blank">http://atmae.org/jit/Articles/schmidt041801.pdf</a></span></div>
Anonymoushttp://www.blogger.com/profile/16430211503686641416noreply@blogger.com2tag:blogger.com,1999:blog-4718085390545333345.post-40618761582382026812013-04-10T16:33:00.000-04:002014-10-03T09:59:00.106-04:00Scope Creep: A Horror Story<span style="font-family: Arial, Helvetica, sans-serif;">This week brings another interesting assignment for my Project Management course. I am asked to reflect on an experience I had with scope creep and, well... see for yourself. </span><br />
<div style="margin: 0in 0in 0pt;">
<br /></div>
<div style="margin: 0in 0in 0pt;">
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><b>Describe
a project, either personal or professional, that experienced issues related to
scope creep. </b> In a former career I managed a residential
treatment program for adults with mental illnesses. I supervised the staff and
residents of a ten-apartment facility, provided counseling, assisted with
activities of daily living, and participated in inter-disciplinary planning and
treatment for each resident. The need for mental health care far outpaced available
resources, and the CEO continually scouted for new properties to acquire and
convert to accommodate our long waiting list.</span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;">Such a property was found not far from my
facility, and I was flattered when the CEO asked for my help in establishing
the new facility. He explained that I would maintain my current duties and also
be responsible for interviewing, hiring, and training the new staff. I would
also supervise them until a manager was hired and trained. I had a good deal of
experience and a solid team, and I was confident that I could take over the
additional responsibilities without compromising either program.</span><br />
<b style="font-family: Arial, Helvetica, sans-serif;"><br /></b>
<b style="font-family: Arial, Helvetica, sans-serif;">What
specific scope creep issues occurred? </b><span style="font-family: Arial, Helvetica, sans-serif;">Almost immediately my
role at the new location changed from temporary manager to design
consultant-construction site supervisor-accounting rep-professional cleaner-building
superintendent. With each passing day I found myself making decisions I had
neither the qualifications nor the desire to make.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;">What interior paint colors do you want? </span><i style="font-family: Arial, Helvetica, sans-serif;">Sally can decide.</i></div>
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">We need to order furniture. <i>Let’s ask Sally to do it.</i></span></span><br />
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">What equipment do we need to set up the new
office? The new kitchen? The residents’ bedrooms? <i>Have Sally develop a list. Give Sally the corporate credit card. Let’s
have Sally be there to take delivery. </i></span></span><br />
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">There are bats in the fireplace. My invoice
hasn’t been paid. We found mold in the basement. The porch foundation didn’t
pass inspection. <i>Call Sally!</i></span></span><br />
<b style="font-family: Arial, Helvetica, sans-serif;"><br /></b>
<b style="font-family: Arial, Helvetica, sans-serif;">How did
you or other stakeholders deal with those issues at the time? </b><span style="font-family: Arial, Helvetica, sans-serif;"> My staff stepped up and took on extra
responsibilities. The contractors became progressively less motivated, less patient, and less
concerned with quality. The CEO went on a 14-day cruise with his wife, and I quit
exercising, dusting, and cooking decent meals; I drank too much coffee and slept
very little, always with a pager by my side.</span><br />
<b style="font-family: Arial, Helvetica, sans-serif;"><br /></b>
<b style="font-family: Arial, Helvetica, sans-serif;">Looking
back on the experience now, had you been in the position of managing the
project, what could you have done to better manage these issues and control the
scope of the project? </b><span style="font-family: Arial, Helvetica, sans-serif;">What I could have done better is to actually manage the
project instead of scrambling to keep up with the scope creep. I lacked project
management experience, and I was so focused on the overwhelming need for more formalized
mental health support that it didn’t occur to me to refuse (or question) any of
the tasks that were dumped on me.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;">If I knew then what I know now, I would have
drafted some type of work breakdown structure (</span><span class="heading2" style="font-family: Arial, Helvetica, sans-serif;">Portny, Mantel,
Meredith, Shafer, Sutton, & Kramer, 2008). I would have listed Level 1, 2,
3, etc., tasks and sub-tasks and identified and allocated resources for each. I
would have outlined an appropriate chain-of-command and sought approval for
each of these documents (Greer, 2010). And I would have said “no.”</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;">“No” to hauling
office furniture up a flight of stairs. “No” to manually seeding the acre lot using
an old rusty spreader so we could save a few bucks. And absolutely, positively,
“no” to checking to see if there really were bats in the fireplace. Yeah, there
were. There sure were.</span><br />
<div style="margin: 0in 0in 0pt;">
<br /></div>
<div style="margin: 0in 0in 0pt;">
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><span class="heading2"><a href="http://www.sallybacchetta.com/" target="_blank">Sally Bacchetta</a></span></span></span></div>
<div style="margin: 0in;">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif";"><b>Resources</b></span><br />
</div>
<div class="MsoNormal">
<span class="heading2"><span style="font-family: "Arial","sans-serif";">Greer,
M. (2010). <i><a href="https://class.waldenu.edu/bbcswebdav/institution/USW1/201340_04/MS_INDT/EDUC_6145/Week%201/Resources/Week%201%20Resources/embedded/PM-Minimalist-Ver-3-Laureate.pdf" target="_blank">The project management minimalist: Just enough PM to rock your
projects!</a></i> (Laureate custom ed.). Baltimore: Laureate Education, Inc.</span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span class="heading2"><span style="font-family: "Arial","sans-serif";">Portny,
S. E., Mantel, S. J., Meredith, J. R., Shafer, S. M., Sutton, M. M., &
Kramer, B. E. (2008). <i>Project management: Planning, scheduling, and
controlling projects</i>. Hoboken, NJ: John Wiley & Sons, Inc.</span></span><span style="font-family: "Arial","sans-serif";"></span></div>
Anonymoushttp://www.blogger.com/profile/16430211503686641416noreply@blogger.com4tag:blogger.com,1999:blog-4718085390545333345.post-31173925562962958072013-03-27T17:33:00.001-04:002014-10-03T10:39:07.900-04:00Managing Your Project Schedule<!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:TrackMoves/> <w:TrackFormatting/> <w:PunctuationKerning/> <w:ValidateAgainstSchemas/> <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false</w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText> <w:DoNotPromoteQF/> <w:LidThemeOther>EN-US</w:LidThemeOther> <w:LidThemeAsian>X-NONE</w:LidThemeAsian> <w:LidThemeComplexScript>X-NONE</w:LidThemeComplexScript> <w:Compatibility> <w:BreakWrappedTables/> <w:SnapToGridInCell/> <w:WrapTextWithPunct/> <w:UseAsianBreakRules/> <w:DontGrowAutofit/> <w:SplitPgBreakAndParaMark/> <w:DontVertAlignCellWithSp/> <w:DontBreakConstrainedForcedTables/> <w:DontVertAlignInTxbx/> <w:Word11KerningPairs/> <w:CachedColBalance/> </w:Compatibility> <w:BrowserLevel>MicrosoftInternetExplorer4</w:BrowserLevel> <m:mathPr> <m:mathFont m:val="Cambria Math"/> <m:brkBin m:val="before"/> <m:brkBinSub m:val="--"/> <m:smallFrac m:val="off"/> <m:dispDef/> <m:lMargin m:val="0"/> <m:rMargin m:val="0"/> <m:defJc m:val="centerGroup"/> <m:wrapIndent m:val="1440"/> <m:intLim m:val="subSup"/> <m:naryLim m:val="undOvr"/> </m:mathPr></w:WordDocument> </xml><![endif]-->One of the most challenging aspects of instructional design project management is managing the project schedule. The schedule must be rigid enough to provide structure, yet fluid enough to allow for the inevitable inevitabilities of project work. One way to develop your own scheduling style is to read and learn about what works for other people, so here is my two cents. <br />
<br />
As often as possible I work back-to-front to draft my ideal network diagram, beginning with the end date of the final deliverable and working backwards to identify prerequisite (predecessor) activities and deliverables, time requirements, and event deadlines, based on required, procedural, and logical relationships (Portny et al., 2008).<br />
<br />
I then compare my ideal network diagram to what I call “probable reality,” which is a consideration of my experience with:<br />
<br />
<ul>
<li>Projects in general</li>
<li>Similar projects</li>
<li>What I know about this client</li>
<li>What I know about this project team</li>
<li>My own schedule and workload</li>
</ul>
<br />
Probable reality reflects my best guess of project limitations and unknowns (Portny et al., 2008) and their anticipated impact on the project. For example, let’s assume that my project team has 21 days to submit a deliverable of a module outline with instructional objectives. I consider my experience with projects in general and similar projects, and determine that I need 14 days (span time) to complete the deliverable.<br />
<br />
In my ideal network diagram I allow 3 days for the client to review and approve the outline (17 days). However, I know this client is slow to review and approve materials, so I build an extra 2 days into the activity phase (19 days). That leaves the team only 2 days to review client feedback, make revisions, and re-submit the outline to the client.<br />
<br />
If I know the project team is highly organized and on point, I may take a risk and go with that. But if I don’t know the project team well, or if I know them to be slow or unorganized or very busy, I will decide that it’s not enough time and I need to cut some time somewhere else in the process.<br />
<br />
Every activity eats up time (Laureate Education, Inc., 2012), and when time is tight, my first choice is to cut time on my end where I have the most control. I then consider my schedule and workload to find a way to complete the deliverable in less than 14 days.<br />
<br />
Freelance work can be very patchwork, and I sometimes function as ID, writer, and PM all in one. In those situations I can track everything with a simple Word document and an Excel spreadsheet. When working with a team, however, project management software is almost essential (Fabac, 2006). It facilitates consistent communication and sharing of timelines, milestones, progress, and changes between team members and clients.<br />
<br />
Project work is a wild ride every time. It can be stressful, but the feeling of success is a rush!<br />
<br />
<span style="font-family: inherit;"><a href="http://www.sallybacchetta.com/" target="_blank">Sally Bacchetta</a></span><br />
<br />
<strong>References</strong><br />
<br />
Fabac, J. N. (2006). Project management for systematic training. Advances in Developing <br />
Human Resources, 8(4), 540–547.<br />
<br />
Laureate Education, Inc., (Producer). (2012). Creating a project schedule. [Multimedia Program]. Baltimore, MD: Author.<br />
<br />
Portny, S. E., Mantel, S. J., Meredith, J. R., Shafer, S. M., Sutton, M. M., & Kramer, B. E.<br />
(2008). Project management: Planning, scheduling, and controlling projects. Hoboken, NJ: John Wiley & Sons, Inc.<!--[if gte mso 9]><xml> <w:LatentStyles DefLockedState="false" DefUnhideWhenUsed="true"
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</style> <![endif]-->Anonymoushttp://www.blogger.com/profile/16430211503686641416noreply@blogger.com1tag:blogger.com,1999:blog-4718085390545333345.post-54111066904574185852013-03-21T17:21:00.001-04:002014-10-03T10:10:54.193-04:00Communication <!--[if gte mso 9]><xml>
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</xml><![endif]--><span style="font-family: "Arial","sans-serif"; font-size: 11pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-weight: bold;">Which mode of communication do you
prefer: written, audio, or video? This week I reviewed a sample communication
in each of those three modes to see if the type of communication affected my interpretation
of the message. Here is the communication in
written form: </span><br />
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<br /></div>
<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif"; font-size: 11pt; mso-bidi-font-family: "Times New Roman";">“</span><span style="font-family: "Arial","sans-serif"; font-size: 11pt;">Hi Mark,</span></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 11pt;">I
know you have been busy and possibly in that all day meeting today, but I
really need an ETA on the missing report. Because your report contains data I
need to finish my report, I might miss my own deadline if I don’t get your
report soon. Please let me know when you think you can get your report sent
over to me, or even if you can send the data I need in a separate email. </span></div>
<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif"; font-size: 11pt;">I
really appreciate your help.</span></div>
<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif"; font-size: 11pt;">Jane”
(Laureate Education, Inc., 2012). </span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial","sans-serif"; font-size: 11pt; mso-bidi-font-family: "Times New Roman";">Written</span></b><span style="font-family: "Arial","sans-serif"; font-size: 11pt; mso-bidi-font-family: "Times New Roman";"> – When I read this I experienced Jane as feeling urgent, conscientious,
and compassionate. She is clear about her request and also steps outside her
own perspective to share insight into Mark’s workload and offer a compromise solution.
If I got this email I would make it a priority to give Jane what she needs and
thank her for her patience. </span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<br /></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial","sans-serif"; font-size: 11pt; mso-bidi-font-family: "Times New Roman";">Audio</span></b><span style="font-family: "Arial","sans-serif"; font-size: 11pt; mso-bidi-font-family: "Times New Roman";"> – Next, I listened to an audio recording of Jane reading
the same communication. Again, Jane came across as urgent, conscientious, and
compassionate, although slightly less assertive. </span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial","sans-serif"; font-size: 11pt; mso-bidi-font-family: "Times New Roman";">Video</span></b><span style="font-family: "Arial","sans-serif"; font-size: 11pt; mso-bidi-font-family: "Times New Roman";"> – Finally, I watched a video of Jane speaking the
communication. Jane seemed friendly, supportive, and quite a bit less assertive
in the email and audio. Jane did something that women often do (and it drives
me crazy!), which is to make a statement sound like a question by raising her
voice inflection at the end of the sentence. “So please let me know…? If you
can send it over soon?” (Laureate Education, Inc., 2012). This diminishes the
urgency of the situation and suggests that she is flexible about waiting for
the data. “According to Deborah Tannen, we hear a downward cadence as ‘closed’
or ‘final,’ with the extreme being ‘controlling.’ Conversely, we hear an upward
cadence as ‘open’ and ‘flexible’ with the extreme being ‘indecisive’” (Tannen,
2011).If I were an over-scheduled Mark, I would not likely prioritize getting Jane’s
data to her. </span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "Arial","sans-serif"; font-size: 11pt; mso-bidi-font-family: "Times New Roman";">After this exercise I reflected on the nature of communication
among some of the project teams I’ve worked with. All have blended written,
audio and face-to-face communication. Is one mode better than another? </span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "Arial","sans-serif"; font-size: 11pt; mso-bidi-font-family: "Times New Roman";">I prefer written communication, and I want it to be clear
and concise. (Ernest Hemingway never wasted a word, and I wish more people were that way.) Some people need to give chapter and verse of everything they say,
and others like to chit chat for a minute or two before they discuss the issue
at hand.</span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<br /></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 11pt; mso-bidi-font-family: "Times New Roman";">A project manager needs to be able to reach and receive from
everyone on the team, regardless of their communication style. This is easier
when the PM is familiar with the team. Once I recognize someone’s style I make
an effort to communicate with them in that style and mode. It helps ensure that
the message sent is actually received.</span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "Arial","sans-serif"; font-size: 11pt; mso-bidi-font-family: "Times New Roman";"><a href="http://www.sallybacchetta.com/" target="_blank">Sally Bacchetta</a></span></div>
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<br /></div>
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<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "Arial","sans-serif"; font-size: 11pt;"><strong>References</strong></span><br />
<br />
<span style="font-family: "Arial","sans-serif"; font-size: 11pt; mso-fareast-font-family: "Times New Roman";">Laureate Education, Inc., (Producer). (2012). <i>The Art of
Effective Communication</i>. [Multimedia Program]. Baltimore, MD: Author.</span><br />
<span style="font-family: Arial;"></span> </div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "Arial","sans-serif"; font-size: 11pt; mso-fareast-font-family: "Times New Roman";">Tannen, D. (2011). <i style="mso-bidi-font-style: normal;">The
eloquent woman</i> blog. Retrieved from <a href="http://eloquentwoman.blogspot.com/2011/09/do-you-end-sentences-with-upward.html">http://eloquentwoman.blogspot.com/2011/09/do-you-end-sentences-with-upward.html</a></span></div>
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<br /></div>
Anonymoushttp://www.blogger.com/profile/16430211503686641416noreply@blogger.com7tag:blogger.com,1999:blog-4718085390545333345.post-16026408445260081392013-03-14T16:48:00.000-04:002013-06-02T09:19:18.137-04:00Sales Training Project Post-mortem<!--[if gte mso 9]><xml>
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<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman";">The project debrief, or post-mortem,
is one of my favorite parts of a project because I learn as much from a negative
project experience as I do from a positive one. By identifying what did and
didn’t work I can be better prepared for the next project (Greer, 2010). This
is my analysis of the “Rep Expo” training project. </span></span></div>
<div align="center" class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<span style="font-family: Arial,Helvetica,sans-serif;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman";">Context</span></b></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman";">I was hired to design the
instruction and develop the content for a three day sales training workshop. Each
module was to be designed as a stand-alone unit to be delivered by a
face-to-face facilitator. The client provided a list of topics to be addressed,
and I was given the freedom to make all design and content decisions, with
draft materials to be approved by the project manager and the client. The PM described
the client as “extremely picky, unavailable, and unable to articulate what he
wants.” I was brought in (freelance) because two in-house individuals had
failed to successfully complete the project. The project was now well behind
timeline and over budget, and the client had threatened to terminate the
contract “if you folks can’t turn this around quickly.” We were given 60 days to
complete the project and a successful beta test. </span></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></div>
<div align="center" class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<span style="font-family: Arial,Helvetica,sans-serif;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman";">Post-mortem</span></b></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: Arial,Helvetica,sans-serif;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman";">What
contributed to the project’s success or failure? </span></b><span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman";">The
positive and negative drivers of this project were closely enmeshed. What
follows is my pro and con post-mortem list of PM actions that drove the project
to failure.</span></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman";"> <b><span style="color: #38761d;">Pro:</span></b> Arranged for a F2F kickoff meeting with the
client to clarify client objectives, expectations, and other project details.</span></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman";"><span style="color: red;"><b>Con:</b></span> Attended the meeting with several other internal team
members and behaved unprofessionally (holding whispered personal conversations while
the client was talking, openly disagreeing with the client about details of the
project, frequently checking her watch, leaving to make personal phone calls,
and assuring the client that we had the capabilities to develop specific
learning objects knowing full well that we did not). </span></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman";"><span style="color: #38761d;"><b>Pro:</b></span> Developed and maintained a comprehensive production
schedule. </span></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman";"><span style="color: red;"><b>Con:</b></span> Made no attempt to adhere to the schedule; it was completely
moot.</span></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman";"><span style="color: #38761d;"><b>Pro:</b></span> Scheduled weekly internal meetings.</span></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman";"><span style="color: red;"><b>Con:</b></span> Rescheduled or canceled most meetings with little
advance notice; was absent from several meetings; meeting minutes routinely
contained significant errors. <span style="mso-spacerun: yes;"> </span></span></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman";"><span style="color: #38761d;"><b>Pro:</b></span> Supplied me with contact information for client-selected
SME.</span></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman";"><span style="color: red;"><b>Con: </b></span>Failed to notify SME that he had been selected to
consult on the project, so my initial call was a complete surprise. Failed to include
SME in internal meetings and progress reports. </span></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman";"><span style="color: #38761d;"><b>Pro:</b></span> Provided me with a written SOW and contract for my
services.</span></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman";"><span style="color: red;"><b>Con:</b></span> Ignored the terms of payment detailed in the contract. </span></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman";"><span style="color: #38761d;"><b>Pro:</b></span> Assigned a team of graphic designers, animators,
programmers, and editors to support my piece of the project. </span></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman";"><span style="color: red;"><b>Con:</b></span> Failed to monitor their progress or hold them
accountable to any standards, which resulted in loss of time and excessive
costs. </span></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .25in;">
<span style="font-family: Arial,Helvetica,sans-serif;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman";">Which
parts of the PM process, if included, would have made the project more
successful? Why? </span></b></span></div>
<ol start="1" style="margin-top: 0in;" type="1">
<li class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; mso-list: l0 level1 lfo1;"><span style="font-family: Arial,Helvetica,sans-serif;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman";">Project
planning</span></b><span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman";"> (Portny, Mantel, Meredith,
Shafer, & Sutton, 2008). If the PM had developed a clear and feasible
project plan <i style="mso-bidi-font-style: normal;">and held team members
accountable</i>, we would have been able to meet our deadlines.</span></span></li>
<li class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; mso-list: l0 level1 lfo1;"><span style="font-family: Arial,Helvetica,sans-serif;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman";">Reporting
on project activities</span></b><span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman";"> (Portny et al., 2008). The PM
routinely “hid” from the client and other team members, waiting several
days to return <i style="mso-bidi-font-style: normal;">time sensitive</i> calls
and emails. Delayed communication resulted in missed deadlines, incomplete
revisions, an unhappy client, and frustrated team members. </span></span></li>
<li class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; mso-list: l0 level1 lfo1;"><span style="font-family: Arial,Helvetica,sans-serif;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman";">Managing
the accomplishment of objectives, within time and budget targets</span></b><span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman";">
(Portny et al., 2008). The PM is responsible for planning, organizing, and
controlling the project and the project team (Portny et al., 2008). Had she
actually managed <i style="mso-bidi-font-style: normal;">at all</i> we may
have been able to save the project and the client. </span></span></li>
<li class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; mso-list: l0 level1 lfo1;"><span style="font-family: Arial,Helvetica,sans-serif;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman";">Identifying
tasks and phases necessary to complete the project</span></b><span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman";">
(Greer, 2010). “Because projects are, by definition, temporary endeavors,
it is essential to identify how each phase or collection of activities
will be judged by stakeholders to be formally or officially completed”
(Greer, 2010, p. 20). Although the PM identified the ultimate
deliverables, she neglected the milestone deliverables along the way.</span></span></li>
<li class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; mso-list: l0 level1 lfo1;"><span style="font-family: Arial,Helvetica,sans-serif;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman";">Driving
forward. </span></b><span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman";">The PM<b style="mso-bidi-font-weight: normal;"> </b>bears responsibility for tracking progress against objectives
and intervening as necessary to “correct problems, remove obstacles, and
keep the project moving as planned” (Greer, 2010, p. 31). This project
became mired again and again; the client missed his schedule launch date,
which caused him professional embarrassment and personal stress.</span></span></li>
</ol>
<div align="center" class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></div>
<div align="center" class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<span style="font-family: Arial,Helvetica,sans-serif;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman";">Outcome</span></b></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman";">The PM created enough of a project
shell that we had some successes throughout the project, most significantly
that the client was very pleased with the design, content, and interactivity of
the workshop. However, his dissatisfaction with the issues detailed herein
prevailed, and he terminated the contract on the basis of non-performance. <span style="mso-spacerun: yes;"> </span></span></span></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in;">
<br />
<br />
<a href="http://www.sallybacchetta.com/" target="_blank">Sally Bacchetta</a><br />
<br /></div>
<div class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in;">
<br /></div>
<div align="center" class="MsoNormal" style="line-height: 200%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<span style="font-family: "Arial","sans-serif";"> <span style="font-family: Arial,Helvetica,sans-serif;">References</span></span></div>
<div style="line-height: 200%; margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: 11.0pt; line-height: 200%;">Greer,
M. (2010). <a href="https://class.waldenu.edu/bbcswebdav/institution/USW1/201340_04/MS_INDT/EDUC_6145/Week%201/Resources/Week%201%20Resources/embedded/PM-Minimalist-Ver-3-Laureate.pdf" target="_blank"><i>The project management minimalist: Just enough PM to rock
your projects!</i></a> </span></span></div>
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: 11.0pt; line-height: 200%;">(Laureate
custom ed.). Baltimore: Laureate Education, Inc. </span></span>
<br />
<div style="line-height: 200%; margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></div>
<div style="line-height: 200%; margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: 11.0pt; line-height: 200%;">Portny,
S. E., Mantel, S. J., Meredith, J. R., Shafer, S. M., Sutton, M. M., &
Kramer, B. E. </span></span></div>
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: 11.0pt; line-height: 200%;">(2008). <i>Project
management: Planning, scheduling, and controlling projects</i>. Hoboken, NJ:
John Wiley & Sons, Inc.</span></span>
<br />
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
Anonymoushttp://www.blogger.com/profile/16430211503686641416noreply@blogger.com18tag:blogger.com,1999:blog-4718085390545333345.post-32606367684675286182013-03-05T13:42:00.000-05:002013-06-02T09:19:34.637-04:00Project Management in Education and TrainingI'm kicking off a new experience in my journey to a Master's degree in Instructional Design and Technology. This term I am taking a course called Project Management in Education and Training. I'm looking forward to expanding my understanding of how we make projects tick, and I welcome you along for the ride.<br />
<br />
Make a great day,<br />
<br />
<a href="http://www.sallybacchetta.com/" target="_blank">Sally Bacchetta</a>Anonymoushttp://www.blogger.com/profile/16430211503686641416noreply@blogger.com3tag:blogger.com,1999:blog-4718085390545333345.post-38090866254308804712013-02-09T15:17:00.002-05:002014-10-03T10:12:15.977-04:00The Siren Song of Open Course Ware <!--[if gte mso 9]><xml>
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</xml><![endif]--><span style="font-family: "Arial","sans-serif"; font-size: 11pt; line-height: 200%; mso-bidi-font-weight: bold;">I was given the assignment of selecting a course from a free Open Course site and comparing it to the principles of designing distance learning instruction. I chose</span><span style="font-family: "Arial","sans-serif"; font-size: 11pt; line-height: 200%;"> <i><a href="http://www.youtube.com/watch?v=zcUmS03xnzA" target="_blank">Public Health 253BEpidemiology and Control of Infectious Diseases</a> </i>from <a href="http://www.openculture.com/" target="_blank">Open Culture</a>. </span><br />
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: 11pt; line-height: 200%;">(</span>That is, <span style="font-size: 11pt; line-height: 200%;"><a href="http://www.youtube.com/watch?v=zcUmS03xnzA">http://www.youtube.com/watch?v=zcUmS03xnzA <span style="color: black;"></span></a></span></span><span style="font-family: "Arial","sans-serif"; font-size: 11pt; line-height: 200%;"><span style="font-family: Arial,Helvetica,sans-serif;"><span style="color: black;">from <a href="http://www.openculture.com/">www.openculture.com</a>.)</span></span></span><br />
<span style="font-family: Arial;"></span><br />
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial","sans-serif"; font-size: 11pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">Does
the course appear to be carefully pre-planned and designed for a distance
learning environment? </span></b><span style="font-family: "Arial","sans-serif"; font-size: 11pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">No.
The course is not designed as a distance learning course, and it is an
observation, not a criticism, when I say that it does not adhere to principles
of design for distance learning. The course exemplifies Zemsky & Massy’s
(2004) Cycle 1 of 4 e-learning adoption cycles. “In this cycle, faculty introduce
basic-level technologies into their courses, such as e-mail, Web resources, and
PowerPoint slides, without fundamentally altering their instructional
strategies” (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 133). <i style="mso-bidi-font-style: normal;">Public Health 253B</i> is simply a
videotaped lecture presentation. The instructor physically addresses the
students in his classroom, not the video camera, as he verbally walks them through
the syllabus, introductions, and the lecture, using PowerPoint slides to
highlight key points and supporting graphics.</span><br />
<br />
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial","sans-serif"; font-size: 11pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">Does
the course follow the recommendations for online instruction as listed in your
course textbook? </span></b><span style="font-family: "Arial","sans-serif"; font-size: 11pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">Not
at all. Dick, Carey, & Carey (2009) suggest that successful design relies
on the balance between the learners, the content, the method and materials, and
the environment (technology). <span style="mso-spacerun: yes;"> </span><i style="mso-bidi-font-style: normal;">Public Health 253B</i> may be perfectly
adequate for the student physically present in the lecture hall who has successfully
completed the necessary prerequisites and is able to interact with the
instructor, other learners, and hard-copy course materials. For me, from the
perspective of a distance learner, the experience was frustratingly passive and
unsatisfying; a classic example of <i style="mso-bidi-font-style: normal;">shovelware</i>
<span style="mso-spacerun: yes;"> </span>– “Shovel the course onto the Web and
say you are teaching online” (Simonson et al., 2012, p. 134).</span><br />
<br />
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial","sans-serif"; font-size: 11pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">Did
the course designer implement course activities that maximize active learning
for the students? </span></b><span style="font-family: "Arial","sans-serif"; font-size: 11pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">Not
for the distance learner, no.</span><span style="font-family: "Arial","sans-serif"; font-size: 11pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";"> </span><br />
<br />
<span style="font-family: "Arial","sans-serif"; font-size: 11pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">This seems as good a place as any to
go off on a topical tangent about Open Course Ware (OCW) as distance learning. By
definition, distance learners are likely more interested in OCW than OCW sites are
in distance learners. <span style="mso-spacerun: yes;"> </span>Let’s compare. </span><br />
<br />
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial","sans-serif"; font-size: 11pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">Widely accepted principles of distance
instructional design: </span></b><span style="font-family: "Arial","sans-serif"; font-size: 11pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">Morrison,
Ross, and Kemp (2004) “suggest that the learners need to grasp the intent of
the instructor when participating in various types of learning experiences.
When the learners have an understanding of the reasons why they are
participating in a particular type of instructional activity, they are better
able to use that experience to expedite their own learning” (Simonson et al.,
2012, p. 156-157). </span><br />
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: "Arial","sans-serif"; font-size: 11pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">vs.
</span><br />
<br />
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial","sans-serif"; font-size: 11pt; line-height: 200%;">The
nature of OCW: </span></b><span style="font-family: "Arial","sans-serif"; font-size: 11pt; line-height: 200%;">“The idea is simple: to publish all of our
course materials online and make them widely available to everyone” (Yue,
2013). </span></div>
<br />
<span style="font-family: "Arial","sans-serif"; font-size: 11pt; line-height: 200%;">And
so we see (hear) the siren song of OCW. Dizzying volumes of dazzling information
are available for the taking. Yet many of the offerings make no effort to accommodate
the unique needs of distance learners. I’m not saying they should. I’m saying
that before we gorge ourselves, Templeton-like, at the feast of free
information, we need to be clear about the different requirements of, and resources available for, distance
learning, distance self-study, and distance indulgence of curiosity.</span><br />
<br />
<a href="http://www.sallybacchetta.com/" target="_blank"><span style="font-family: "Arial","sans-serif"; font-size: 11pt; line-height: 200%;">Sally Bacchetta</span></a><br />
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: "Arial","sans-serif"; font-size: 11pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";"></span><br />
<span style="font-family: "Arial","sans-serif"; font-size: 11pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";"><strong>References</strong></span>
</div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: "Arial","sans-serif"; font-size: 11pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">Dick,
W., Carey, L., & Carey, J.O. (2009). The systematic design of instruction
(7<sup>th</sup> ed.). New York: Longman. </span><br />
</div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: "Arial","sans-serif"; font-size: 11pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">Morrison,
G., Ross, S., & Kemp, J. (2004). Designing effective instruction (4<sup>th</sup>
ed.). New York: John Wiley and Sons.</span><br />
<span style="font-family: Arial;"></span> </div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: "Arial","sans-serif"; font-size: 11pt; line-height: 200%;">Simonson, M., Smaldino, S.,
Albright, M., & Zvacek, S. (2012). <i>Teaching and learning at a distance:
Foundations of distance education</i> (5th ed.) Boston, MA: Pearson.</span><br />
<span style="font-family: Arial;"></span><span style="font-family: "Arial","sans-serif"; font-size: 11pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";"></span> </div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: "Arial","sans-serif"; font-size: 11pt; line-height: 200%;">Yue, D. (2013). MIT School
of Engineering. Retrieved February 9, 2013 from <a href="http://ocw.mit.edu/about/"><span style="color: windowtext; text-decoration: none; text-underline: none;">http://ocw.mit.edu/about/</span></a>.</span><br />
</div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: "Arial","sans-serif"; font-size: 11pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">Zemsky,
R., & Massey, W.F. (2004). <i style="mso-bidi-font-style: normal;">Thwarted
innovation:</i> <i style="mso-bidi-font-style: normal;">What happened to
e-learning and why</i>. Philadelphia: The Learning Alliance, University of
Pennsylvania. Available online at <a href="http://www.thelearningalliance.info/Docs/Jun2004/Weatherstation_Report.pdf"><span style="color: windowtext; text-decoration: none; text-underline: none;">http://www.thelearningalliance.info/Docs/Jun2004/Weatherstation_Report.pdf</span></a>.</span></div>
Anonymoushttp://www.blogger.com/profile/16430211503686641416noreply@blogger.com0tag:blogger.com,1999:blog-4718085390545333345.post-27335390491380172032013-01-27T10:05:00.001-05:002014-10-03T10:24:53.677-04:00Water, water, every where, nor any drop to drink<!--[if gte mso 9]><xml>
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</xml><![endif]--><span style="font-size: small;"><span style="font-family: "Arial","sans-serif"; line-height: 200%;">"Water, water, every where,</span></span><br />
<div class="CenteredTextSingleSpace" style="line-height: 200%;">
<span style="font-size: small;"><span style="font-family: "Arial","sans-serif"; line-height: 200%;">Nor any drop to drink" (Coleridge, 1798).</span></span></div>
<br />
<span style="font-size: small;"><span style="font-family: "Arial","sans-serif"; line-height: 200%;">Sometimes I feel that way about instructional design. Tools to enhance distance learning abound, but it can be difficult to find the right tool for a specific application. When selecting technology, instructional designers have a responsibility to consider learner characteristics, technical requirements, learning objectives, learning theory and models. We have to ask ourselves what we need the technology to accomplish or facilitate - real-time dialogue, higher-level thinking, social presence, etc. - where the technology will "live - a CMS, a corporate website, in the Cloud, etc. - and potential benefits and limitations of using a specific technology for a specific application.</span></span><br />
<br />
<span style="font-size: small;"><span style="font-family: "Arial","sans-serif"; line-height: 200%;">Here is an assignment I recently completed for a Distance Learning course. What technology would you choose? Why?</span></span><br />
<br />
<span style="font-size: small;"><span style="font-family: "Arial","sans-serif"; line-height: 200%;"><strong>Selecting Distance Learning Technologies</strong> </span></span><br />
<br />
<span style="font-size: small;"><span style="font-family: "Arial","sans-serif"; line-height: 200%;">In
an effort to improve its poor safety record, a biodiesel manufacturing plant
needs a series of safety training modules. These stand-alone modules must
illustrate best practices on how to safely operate the many pieces of heavy
machinery on the plant floor. The modules should involve step-by-step processes
and the method of delivery needs to be available to all shifts at the plant. As
well, the shift supervisors want to be sure the employees are engaged and can
demonstrate their learning from the modules.</span></span><br />
<br />
<span style="font-size: small;"><span style="font-family: "Arial","sans-serif"; line-height: 200%;">I
would use <b>Interactive Study Guides</b>
and <b>video podcasts</b> for this training
project, both of which would be downloadable from the company’s media sharing
website. </span></span><br />
<div style="line-height: 200%; margin: 0in 0in 0pt;">
<br /></div>
<div style="line-height: 200%; margin: 0in 0in 0pt;">
<span style="font-size: small;"><b><span style="font-family: "Arial","sans-serif"; line-height: 200%;">Description of Technologies</span></b></span><br />
<br />
<span style="font-size: small;"><span style="font-family: "Arial","sans-serif"; line-height: 200%;">An
Interactive Study Guide (ISG) is a “structured note-taking system that leads
the learner through a series of concepts, and that requires some active and
interactive involvement by the student” (Simonson, Smaldino, Albright, &
Zvacek, 2012, p. 244). </span></span><br />
<br />
<span style="font-size: small;"><span style="font-family: "Arial","sans-serif"; line-height: 200%;">A <span class="yellowfade">video podcast, or vodcast, is a downloadable video clip that
be viewed from a computer or mobile device (<a href="http://www.wisegeek.com/what-is-a-video-podcast.htm">http://www.wisegeek.com/what-is-a-video-podcast.htm</a>).
</span></span></span><br />
<br />
<span style="font-size: small;"><cite><span style="font-family: "Arial","sans-serif"; font-style: normal; line-height: 200%;">“</span></cite><span style="font-family: "Arial","sans-serif"; line-height: 200%;">Media
Sharing Sites are Web sites that facilitate the sharing of content and
artifacts such as text, pictures, videos, presentations, and audio files”
(Laureate, 2009). </span></span></div>
<div style="line-height: 200%; margin: 0in 0in 0pt;">
<br /></div>
<div style="line-height: 200%; margin: 0in 0in 0pt;">
<span style="font-size: small;"><cite><b><span style="font-family: "Arial","sans-serif"; font-style: normal; line-height: 200%;">Integration of Technologies to Achieve Training Objectives</span></b></cite></span></div>
<div style="line-height: 200%; margin: 0in 0in 0pt;">
<span style="font-size: small;"><cite></cite></span> </div>
<div style="line-height: 200%; margin: 0in 0in 0pt;">
<span style="font-size: small;"><cite></cite></span><span style="font-size: small;"><cite><span style="font-family: "Arial","sans-serif"; font-style: normal; line-height: 200%;">Trainees would log in to the CMS,
download the vodcast and view it at an agreed upon time, which would ensure
that the training is available to all shifts at the plant. Each safety training
module would be divided into three sections and comprise an ISG and a vodcast. The
ISG would include an orientation to the module, a list of technical
requirements, learning objectives, and recommendations for how to use the ISG
during the training session. </span></cite></span></div>
<ul>
<li><div style="line-height: 200%; margin: 0in 0in 0pt;">
<span style="font-size: small;"><cite><span style="font-family: "Arial","sans-serif"; font-style: normal; line-height: 200%;"></span></cite></span> <span style="font-size: small;"><cite><span style="font-family: "Arial","sans-serif"; font-style: normal; line-height: 200%;">Section 1 of the vodcast would feature a subject matter expert
explaining the features of a piece of machinery and the best practices for safe
operation. </span></cite></span></div>
</li>
</ul>
<div style="line-height: 200%; margin: 0in 0in 0pt;">
<ul>
<li><span style="font-size: small;"><cite></cite></span><span style="font-size: small;"><cite><span style="font-family: "Arial","sans-serif"; font-style: normal; line-height: 200%;">Section 2 of the vodcast would feature a video demonstration of a
person operating the machine safely, accompanied by a voice-over that detailed
the step-by-step operation of the machine. This would illustrate the
step-by-step processes of safe operation.</span></cite></span></li>
<li><span style="font-size: small;"><cite></cite></span><span style="font-size: small;"><cite><span style="font-family: "Arial","sans-serif"; font-style: normal; line-height: 200%;">Section 3 of the vodcast would feature a person operating the machine
in an unsafe manner. Trainees would be instructed to use their ISG to note the
errors and explain how to correct them. This would allow </span></cite><span style="font-family: "Arial","sans-serif"; line-height: 200%;">shift
supervisors to confirm that employees engaged in the training and can
demonstrate their learning. <cite><span style="font-family: "Arial","sans-serif"; font-style: normal;"></span></cite></span></span></li>
</ul>
</div>
<div style="line-height: 200%; margin: 0in 0in 0pt;">
<span style="font-size: small;"><cite><b><span style="font-family: "Arial","sans-serif"; font-style: normal; line-height: 200%;"></span></b></cite></span><br />
<span style="font-size: small;"><cite><b><span style="font-family: "Arial","sans-serif"; font-style: normal; line-height: 200%;">Rationale</span></b></cite></span></div>
<ul>
<li><div style="line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.25in;">
<span style="font-size: small;"><span style="font-family: "Arial","sans-serif"; line-height: 200%;">The
ISG is an essential tool of the distance educator for several reasons. The ISG:</span></span></div>
</li>
<li><div style="line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.25in;">
<span style="font-size: small;"><span style="font-family: "Arial","sans-serif"; line-height: 200%;">Encourages efficient note-taking</span></span></div>
</li>
<li><div style="line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.25in;">
<span style="font-size: small;"><span style="font-family: "Arial","sans-serif"; line-height: 200%;">Organizes course content in a way that is
easy to follow</span></span></div>
</li>
<li><div style="line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.25in;">
<span style="font-size: small;"><span style="font-family: "Arial","sans-serif"; line-height: 200%;">Can be used in all categories of distance
education systems</span></span></div>
</li>
<li><div style="line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.25in;">
<span style="font-size: small;"><span style="font-family: "Arial","sans-serif"; line-height: 200%;">Is an effective way to show relationships
among ideas (Simonson et al., 2012</span></span></div>
</li>
</ul>
<div style="line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.25in;">
<span style="font-size: small;"><span style="font-family: "Arial","sans-serif"; line-height: 200%;"></span></span><br /></div>
<div style="line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.25in;">
<span style="font-size: small;"><span style="font-family: "Arial","sans-serif"; line-height: 200%;">A vodcast facilitates asynchronous training and is especially useful for modeling and demonstration (<cite><span style="font-family: "Arial","sans-serif"; line-height: 200%;"><a href="http://www.usdla.org/.../AIMSGDL%202nd%20Ed._styled_010311.pdf"><span style="font-style: normal;">www.usdla.org/.../AIMSGDL%202nd%20Ed._styled_010311.pdf</span></a></span></cite><cite><span style="font-family: "Arial","sans-serif"; font-style: normal; line-height: 200%;">). </span></cite></span></span></div>
<div style="line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.25in;">
<span style="font-size: small;"><span style="font-family: "Arial","sans-serif"; line-height: 200%;">“<span style="color: #292526;">Emerging technologies not only enable customization of
content, but also customization of the level of interaction by allowing the
learner to choose when and how to interact” </span>(Beldarrain, 2006). The u<cite><span style="font-family: "Arial","sans-serif"; font-style: normal;">se of vodcasts in combination with ISGs would facilitate a customized,
learner-centered experience, as trainees would be able to:</span></cite></span></span></div>
<div style="line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.25in;">
<ul>
<li><div style="line-height: 200%; margin: 0in 0in 0pt;">
<span style="font-size: small;"><span style="font-family: "Arial","sans-serif"; line-height: 200%;"><cite></cite></span></span><span style="font-size: small;"><cite><span style="font-family: "Arial","sans-serif"; font-style: normal; line-height: 200%;">Control the timing of their training </span></cite></span></div>
</li>
<li><div style="line-height: 200%; margin: 0in 0in 0pt;">
<span style="font-size: small;"><cite></cite></span><span style="font-size: small;"><cite><span style="font-family: "Arial","sans-serif"; font-style: normal; line-height: 200%;">Control the pace of the training by pausing and replaying portions of
the vodcast as needed</span></cite></span></div>
</li>
<li><div style="line-height: 200%; margin: 0in 0in 0pt;">
<span style="font-size: small;"><cite></cite></span><span style="font-size: small;"><cite><span style="font-family: "Arial","sans-serif"; font-style: normal; line-height: 200%;">Use the ISG to record questions and key learning concepts for
clarification and future reference</span></cite></span></div>
</li>
</ul>
</div>
<div style="line-height: 200%; margin: 0in 0in 0pt;">
<span style="font-size: small;"><cite></cite></span><span style="font-size: small;"><b><span style="font-family: "Arial","sans-serif"; line-height: 200%;"></span></b></span><br />
<span style="font-size: small;"><b><span style="font-family: "Arial","sans-serif"; line-height: 200%;">Examples</span></b></span><br />
<br />
<span style="font-size: small;"><span style="font-family: "Arial","sans-serif"; line-height: 200%;">ISG:
Ford Customer Service Division developed an ISG for their instructor-led
distance learning course designed to train their technicians on the 2005
Mustang (Ford, 2004, p. Intro-1). Ford provided technology to allow trainees
audio interaction (call-in) with the instructor, as well as detailed text and
photographs in the ISG to support key learning concepts. </span></span><br />
<br />
<span style="font-size: small;"><span style="font-family: "Arial","sans-serif"; line-height: 200%;">Vodcast:
Collaborative Care Interactive used Flash animation to create an educational
vodcast about diabetes (Conant, 2009). </span></span><br />
<br />
<div style="line-height: 200%; margin: 0in 0in 0pt;">
<br />
<a href="http://www.sallybacchetta.com/" style="font-family: Arial, sans-serif; line-height: 200%; text-indent: 0.5in;" target="_blank">Sally Bacchetta</a></div>
<br />
<span style="font-size: small;"><span style="font-family: "Arial","sans-serif"; line-height: 200%;"><strong>References</strong></span></span>
<br />
<br />
<span style="font-size: small;"><span style="font-family: "Arial","sans-serif"; line-height: 200%;">Beldarrain, Y. (2006).
Distance education trends: Integrating new technologies to foster student </span></span><span style="font-size: small;"><span style="font-family: "Arial","sans-serif"; line-height: 200%;">interaction
and collaboration. <em><span style="font-family: "Arial","sans-serif";">Distance
Education,</span></em> 27(2),139–153.</span><span style="font-family: "Arial","sans-serif"; line-height: 200%;"> </span></span><br />
<div class="MsoNormal" style="line-height: 200%;">
<br />
<span style="font-size: small;"><span style="font-family: "Arial","sans-serif"; line-height: 200%;">Conant,
T. (2009). <i>What’s bugging you?</i>
Retrieved from <a href="http://collaborativecareinteractive.com/links/what_bugs_you/bugging_you.swf">http://collaborativecareinteractive.com/links/what_bugs_you/bugging_you.swf</a>.</span></span></div>
<br />
<span style="font-size: small;"><span style="font-family: "Arial","sans-serif"; line-height: 200%;"><span style="font-family: "Arial","sans-serif"; line-height: 200%;">Coleridge, S. T. (1798). <i>The Rime of the Ancient Mariner</i>. </span></span></span><br />
<div style="line-height: 200%; margin: 0in 0in 0pt;">
<span style="font-size: small;"><span style="font-family: "Arial","sans-serif"; line-height: 200%;">Ford
Customer Service Division (2004). <i>FCSD
technical training interactive study guide: 2005</i></span></span><span style="font-size: small;"><i><span style="font-family: "Arial","sans-serif"; line-height: 200%;"><span style="font-size: small;"> </span>Mustang
new model technician training</span></i><span style="font-family: "Arial","sans-serif"; line-height: 200%;">. Retrieved from <a href="http://www.fordtechservice.dealerconnection.com/vdirs/training/cdatabase/files/30N30F0.pdf">http://www.fordtechservice.dealerconnection.com/vdirs/training/cdatabase/files/30N30F0.pdf</a>.</span></span></div>
<br />
<span style="font-size: small;"><span style="font-family: "Arial","sans-serif"; line-height: 200%;">Laureate
Education, Inc. (Producer). (2009). <i>Technology
of Distance Education </i>[DVD]. </span></span><br />
<span style="font-size: small;"><span style="font-family: "Arial","sans-serif"; line-height: 200%;">Baltimore,
MD: Author.</span></span><br />
<br />
<span style="font-size: small;"><span style="font-family: "Arial","sans-serif"; line-height: 200%;">Simonson, M., Smaldino, S.,
Albright, M., & Zvacek, S. (2012). <i>Teaching and learning at a </i></span></span><br />
<span style="font-size: small;"><i><span style="font-family: "Arial","sans-serif"; line-height: 200%;">distance:
Foundations of distance education</span></i><span style="font-family: "Arial","sans-serif"; line-height: 200%;"> (5th ed.) Boston, MA:
Pearson.</span><span style="font-family: "Arial","sans-serif"; line-height: 200%;"> </span></span><br />
<br />
<span style="font-size: small;"><cite><span style="font-family: "Arial","sans-serif"; line-height: 200%;"><a href="http://www.usdla.org/.../AIMSGDL%202nd%20Ed._styled_010311.pdf"><span style="font-style: normal;">www.usdla.org/.../AIMSGDL%202nd%20Ed._styled_010311.pdf</span></a></span></cite></span><span style="font-size: small;"><span class="yellowfade"><span style="font-family: "Arial","sans-serif"; line-height: 200%;"></span></span></span><br />
<span style="font-size: small;"><span class="yellowfade"><span style="font-family: "Arial","sans-serif"; line-height: 200%;"></span></span></span><br />
<span style="font-size: small;"><span class="yellowfade"><span style="font-family: "Arial","sans-serif"; line-height: 200%;"><a href="http://www.wisegeek.com/what-is-a-video-podcast.htm">http://www.wisegeek.com/what-is-a-video-podcast.htm</a></span></span></span></div>
Anonymoushttp://www.blogger.com/profile/16430211503686641416noreply@blogger.com0tag:blogger.com,1999:blog-4718085390545333345.post-58734226330445618342013-01-24T14:06:00.001-05:002014-10-03T10:25:47.438-04:00Review of EDU2.0 CMS<div style="line-height: 200%; margin: 0in 0in 0pt;">
<span style="font-family: "Arial","sans-serif"; font-size: small; line-height: 200%;">It took me less than five minutes to fall
completely in love with EDU2.0 </span><span style="font-family: "Arial","sans-serif"; font-size: small; line-height: 200%;"><span style="font-family: "Arial","sans-serif"; line-height: 200%;">(<a href="http://www.edu20.com/info/features">http://www.edu20.com). </a></span>EDU2.0 offers many of the same features and Web 2.0
technologies as Canvas (e.g., mobility, open source, multimedia,
Curricula and
Proficiencies, Coverage and Tracking), but the way EDU2.0 integrates its
functions seems a better fit for the way I envision using a CMS in my
work. Most of my ID work is in the corporate setting, and EDU2.0 makes a
point of
being business-friendly. Users can customize logos and color schemes,
enjoy
unlimited Cloud-based hosting, and even choose their own URL. </span><br />
<br />
<span style="font-family: "Arial","sans-serif"; font-size: small; line-height: 200%;">EDU2.0 navigation is modeled after Facebook, which most
users are likely familiar with. I absolutely love that the EDU2.0 user
interface is “highly configurable, and it’s easy to disable almost any feature”
(<a href="http://www.edu20.com/info/features">http://www.edu20.com/info/features</a>).
This is particularly appealing to me because I design both ILT (instructor-led
training) and self-paced course, and EDU2.0 flexes easily from one to the
other. </span><br />
<br />
<span style="font-family: "Arial","sans-serif"; font-size: small; line-height: 200%;">Collaboration is essential for developing social presence and reducing transactional distance. EDU2.0 offers a wide range of built-in collaboration tools including
groups, forums, blogs, chat rooms, wikis, and video conferencing via Skype (<a href="http://www.edu20.com/info/features">http://www.edu20.com/info/features</a>).</span><br />
<br />
<span style="font-family: "Arial","sans-serif"; font-size: small; line-height: 200%;">AND, EDU2.0
tops it all off with a free 30 day trial! Ain’t love grand?</span><br />
<br />
<a href="http://www.sallybacchetta.com/" target="_blank"><span style="font-family: "Arial","sans-serif"; font-size: small; line-height: 200%;">Sally Bacchetta</span></a></div>
Anonymoushttp://www.blogger.com/profile/16430211503686641416noreply@blogger.com0tag:blogger.com,1999:blog-4718085390545333345.post-69889728259275727702013-01-20T14:10:00.000-05:002014-10-03T10:29:22.014-04:00Review of Canvas CMS<span style="font-family: Arial; font-size: 11pt; line-height: 200%;">The
fields of instructional design and distance learning are in turbo-growth mode,
with new technology (and improvements to "old" technology)
barreling out from every direction. I've just recently begun exploring CMS
(Content Management Systems), also called LMS (Learning Management
Systems), and I've decided to share my very informal reviews here. First up,
Canvas (<a href="http://www.instructure.com/"><span style="color: blue;">http://www.instructure.com</span></a>).</span><br />
<br />
<span style="font-family: Arial; font-size: 11pt; line-height: 200%;">I liked
Canvas right away. The site is attractive, and the intuitive navigation enabled
me to feel comfortable and competent almost immediately. Canvas cleanly
blends Web 2.0 tools and other technologies into features that distance
learners want and need, like:</span><br />
<ul>
<li><span style="font-family: Arial; font-size: 11pt; line-height: 200%;">Mobility – “Users
can receive Canvas notifications via Facebook, SMS text messaging, email and
other communication channels” (<a href="http://www.instructure.com/"><span style="color: blue;">http://www.instructure.com</span></a>). </span></li>
<li><span style="font-family: Arial; font-size: 11pt; line-height: 200%;">Outcomes to Objective
– “With Canvas, you can connect each learning action to a specific goal—which
means results are demonstrated in clearly measurable ways” (<a href="http://www.instructure.com/"><span style="color: blue;">http://www.instructure.com</span></a>).</span></li>
<li><span style="font-family: Arial;"><span style="font-size: 11pt; line-height: 200%;">Managed Hosting –
“Canvas eliminates the time and expense of setting up, configuring and
maintaining your own servers” (<a href="http://www.instructure.com/"><span style="color: blue;">http://www.instructure.com</span></a>)</span></span></li>
<li><span style="font-family: Arial; font-size: 11pt; line-height: 200%;">Analytics –
Built-in tools help designers and instructors evaluate the effectiveness of
their instruction and specific content, which I could use to demonstrate ROI
and justify my design decisions to clients, and more importantly, make changes
as necessary to achieve desired outcomes.</span></li>
<li><span style="font-family: Arial; font-size: 11pt; line-height: 200%;">Open Source –
Software can be tweaked and freely shared with others.</span></li>
</ul>
<span style="font-family: Arial; font-size: 11pt; line-height: 200%;">One of the most attractive features to me
is Integrated Multimedia, which makes it easy to “Insert audio, video, text,
images and more at every learning contact point” </span><span style="font-family: Arial; font-size: 11pt; line-height: 200%;">(<a href="http://www.instructure.com/"><span style="color: blue;">http://www.instructure.com</span></a>). I should say it <i>seems
</i>easy. I can’t really tell without signing up for an account, which brings
me to the major limitation I find. Canvas only offers a free two-week trial,
which is not long enough for me to complete either a client project or my own
exploration, which is a shame. I would be more likely to segue from a free
trial to a paid membership if I were given more time to explore the system. </span><br />
<br />
<a href="http://www.sallybacchetta.com/" target="_blank"><span style="font-family: Arial; font-size: 11pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">Sally Bacchetta</span></a><span style="font-family: Arial; font-size: 11pt; line-height: 200%;"></span>Anonymoushttp://www.blogger.com/profile/16430211503686641416noreply@blogger.com2tag:blogger.com,1999:blog-4718085390545333345.post-9722478151152734792013-01-17T19:54:00.002-05:002013-06-02T09:22:41.458-04:00On Wedemeyer's Theory of Independent Study<div class="MsoNormal" style="line-height: 200%; text-indent: 0.25in;">
<span style="font-family: Arial; font-size: 11pt; line-height: 200%;">Charles
Wedemeyer (1981) rooted his Theory of Independent Study in the ideal of
learner freedom. Wedemeyer characterized independent study as one in
which:</span></div>
<ul style="margin-top: 0in;" type="disc">
<li class="MsoNormal" style="line-height: 200%;"><span style="font-family: Arial; font-size: 11pt; line-height: 200%;">The student and teacher are separated.</span></li>
<li class="MsoNormal" style="line-height: 200%;"><span style="font-family: Arial; font-size: 11pt; line-height: 200%;">The normal processes of teaching and learning are carried out in writing or through some other medium.</span></li>
<li class="MsoNormal" style="line-height: 200%;"><span style="font-family: Arial; font-size: 11pt; line-height: 200%;">Teaching is individualized.</span></li>
<li class="MsoNormal" style="line-height: 200%;"><span style="font-family: Arial; font-size: 11pt; line-height: 200%;">Learning takes place through the student’s activity.</span></li>
<li class="MsoNormal" style="line-height: 200%;"><span style="font-family: Arial; font-size: 11pt; line-height: 200%;">Learning is made convenient for the student in his or her own environment,</span></li>
<li class="MsoNormal" style="line-height: 200%;"><span style="font-family: Arial; font-size: 11pt; line-height: 200%;">The
learner takes responsibility for the pace of his or her own progress,
with freedom to start and stop at any time (Simonson, Smaldino,
Albright, & Zvacek, 2012, p. 44).</span></li>
</ul>
<div class="MsoNormal" style="line-height: 200%; text-indent: 0.25in;">
<span style="font-family: Arial; font-size: 11pt; line-height: 200%;">Does Wedemeyer’s construct meet the criteria of a <i>theory</i>
of distance learning? Based on my examination of relevant literature I
believe it does. Effective theory guides our practice and renders
instruction more effective for the learner (Saba, 2009). If I use
Wedemeyer’s ideals as guidance, I will design instruction that is
individualized, fosters learner autonomy, and provides appropriate
support (teaching), all of which may make the instruction more effective
for the learner.</span></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: 0.25in;">
<span style="font-family: Arial; font-size: 11pt; line-height: 200%;">Garrison
(2000) categorized theory as something that “will explain and
anticipate distance education practices for a broad range of emerging
educational purposes and experiences” (Garrison, 2000). Wedemeyer’s
theory is fluid enough to have informed what was current practice at the
time as well as inform current practice today. Wedemeyer’s contribution
to the Articulated Instructional Media (AIM) project in 1964
demonstrated his theory in practice and the value of it to both explain
and anticipate emergent educational imperatives: “it was proposed that a
unique system be developed for a new type of institution . . . made
possible through course design utilizing media and technology and . . .
supported by counseling and resource and learning centres” (Sherow &
Wedemeyer, 1990, p. 18).</span></div>
<div class="MsoNormal" style="line-height: 200%; text-indent: 0.25in;">
<span style="font-family: Arial; font-size: 11pt; line-height: 200%;">Is
Wedemeyer’s theory relevant to distance learning today? My research
review suggests that it is. His theory comprises four elements of
distance learning: teacher, learner or learners, method of
communication, and instructional content (Simonson, Smaldino, Albright,
& Zvacek, 2012), which closely resembles a currently accepted
definition of distance education: “institution-based, formal education
where the learning group is separated, and where interactive
telecommunications systems are used to connect learners, resources, and
instructors” (Schlosser & Simonson, 2009, p. 1).</span></div>
<div class="MsoNormal" style="text-indent: 0.25in;">
<div style="line-height: 200%;">
<span style="font-family: Arial; font-size: 11pt; line-height: 200%;">Although
he emphasized the importance of learner autonomy and
self-responsibility, Wedemeyer also stressed the unique and important
role of the teacher in distance learning (Simonson, Smaldino, Albright,
& Zvacek, 2012). This distinguishes his theory from one of <i>distance self-study</i>
and demonstrates relevance for instructional design today, as the
preponderance of evidence underscores the importance of a teaching
presence in distance learning (Swan & Shih, 2005; Meyer, 2003;
Wu & Hiltz, 2004), and Garrison (2007) asserts a causal
relationship between teaching presence and “ student satisfaction,
perceived learning, and sense of community” (Garrison, 2007, p. 67).</span></div>
<div style="line-height: 200%;">
<br /></div>
<span style="font-family: Arial;"><span style="font-size: 15px; line-height: 30px;"><a href="http://www.sallybacchetta.com/" target="_blank">Sally Bacchetta</a></span></span></div>
<div class="MsoBodyTextIndent">
<br /></div>
<div align="center" class="MsoNormal" style="line-height: 200%; text-align: center;">
<span style="font-family: Arial; font-size: 11pt; line-height: 200%;">References</span></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: Arial; font-size: 11pt; line-height: 200%;">Garrison, D. R. (2007). <i>Online community of inquiry review: Social, cognitive, and teaching</i></span></div>
<div class="MsoNormal" style="line-height: 200%;">
<i><span style="font-family: Arial; font-size: 11pt; line-height: 200%;"> presence issues</span></i><span style="font-family: Arial; font-size: 11pt; line-height: 200%;">. Journal of Asynchronous Learning Networks 11(1). pp. 61-72.</span></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: Arial; font-size: 11pt; line-height: 200%;">Garrison, R. (2000). <i>Theoretical challenges for distance education in the 21<sup>st</sup> century: A shift </i></span></div>
<div class="MsoNormal" style="line-height: 200%;">
<i><span style="font-family: Arial; font-size: 11pt; line-height: 200%;"> from structural to transactional issues</span></i><span style="font-family: Arial; font-size: 11pt; line-height: 200%;">. The International Review of Research in Open and </span></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: Arial; font-size: 11pt; line-height: 200%;"> Distance Learning.</span></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: Arial; font-size: 11pt; line-height: 200%;">Laureate Education, Inc. (Producer). (2009). <i>Theory and distance learning</i> [DVD]. Baltimore,</span></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: Arial; font-size: 11pt; line-height: 200%;"> MD: Author</span></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: Arial; font-size: 11pt; line-height: 200%;">Meyer, K. A. (2003). <i>Face-to-face versus threaded discussions: The role of time and higher-</i></span></div>
<div class="MsoNormal" style="line-height: 200%;">
<i><span style="font-family: Arial; font-size: 11pt; line-height: 200%;"> order thinking</span></i><span style="font-family: Arial; font-size: 11pt; line-height: 200%;">. Journal of Asynchronous Learning Networks 7 (3), p. 55-65.</span></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: Arial; font-size: 11pt; line-height: 200%;">Schlosser, L., & Simonson, M. (2009). <i>Distance education: Definition and glossary of terms</i> (3<sup>rd</sup> </span></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: Arial; font-size: 11pt; line-height: 200%;"> ed.). Charlotte, NC: Information Age.</span></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: Arial; font-size: 11pt; line-height: 200%;">Sherow, S. & Wedemeyer, C. (1990). <i>Origin of distance education in the United States</i>. In</span></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: Arial; font-size: 11pt; line-height: 200%;"> Garrison, D. R. & Shale, D. (eds.), Education at a distance: from issues to practice (p. 7-22).</span></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: Arial; font-size: 11pt; line-height: 200%;"> Melbourne, FL: Krieger.</span></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: Arial; font-size: 11pt; line-height: 200%;">Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). <i>Teaching and learning at a</i></span></div>
<div class="MsoNormal" style="line-height: 200%;">
<i><span style="font-family: Arial; font-size: 11pt; line-height: 200%;"> distance: Foundations of distance education</span></i> <span style="font-family: Arial; font-size: 11pt; line-height: 200%;">(5<sup>th</sup> ed.). Boston, MA: Pearson.</span></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: Arial; font-size: 11pt; line-height: 200%;">Swan, K. & Shih, L. F. (2005). <i>On the nature and development of social presence in online</i></span></div>
<div class="MsoNormal" style="line-height: 200%;">
<i><span style="font-family: Arial; font-size: 11pt; line-height: 200%;"> course discussion</span></i><span style="font-family: Arial; font-size: 11pt; line-height: 200%;">. Journal of Asynchronous Learning Networks 9(3).</span></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: Arial; font-size: 11pt; line-height: 200%;">Wedemeyer, C. (1981). <i>Learning at the backdoor</i>. Madison, WI: University of Wisconsin Press.</span></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: Arial; font-size: 11pt; line-height: 200%;">Wu, D. & Hiltz, S. R. (2004). <i>Predicting learning form asynchronous online discussions</i>. Journal</span></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: Arial; font-size: 11pt; line-height: 200%;"> of Asynchronous Learning Networks 8(2), pp. 139-152.</span></div>
Anonymoushttp://www.blogger.com/profile/16430211503686641416noreply@blogger.com3tag:blogger.com,1999:blog-4718085390545333345.post-33113802652281374672013-01-10T20:32:00.000-05:002013-06-02T09:23:21.843-04:00Defining Distance Learning<!--[if gte mso 9]><xml>
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<div class="MsoNormal" style="line-height: normal; margin-bottom: 0in;">
<span style="font-family: "Arial","sans-serif"; font-size: small;">Prior to this past week, it had never occurred to me to
define <i>distance learning</i>. It was like
<i>flirting</i>; although I never tried to
define it, I had a functional notion of what it was and believed I knew when I
was doing it. Then I started this class, and I realized that although distance
learning (and flirting) is ultimately individually defined, there are in fact distinct
inclusion criteria that must be met in order to qualify as genuine <i>distance learning</i>. I’ll come back to
that in a moment. </span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0in;">
<span style="font-size: small;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0in;">
<span style="font-family: "Arial","sans-serif"; font-size: small;">First, I want to offer my best definition of distance
learning as I understood it prior to beginning this course. </span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0in;">
<span style="font-family: "Arial","sans-serif"; font-size: small;">Distance learning is learning in which:</span></div>
<ul style="margin-top: 0in;" type="disc">
<li class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: "Arial","sans-serif"; font-size: small;">The learner may self-select areas
of inquiry.</span></li>
</ul>
<ul style="margin-top: 0in;" type="disc">
<li class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: "Arial","sans-serif"; font-size: small;">The learner accesses
instructional materials and completes assignments independently.</span></li>
</ul>
<ul style="margin-top: 0in;" type="disc">
<li class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: "Arial","sans-serif"; font-size: small;">The learner may receive feedback
from an instructor, facilitator, or electronic medium. </span></li>
</ul>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0in;">
<span style="font-family: "Arial","sans-serif"; font-size: small;"> </span><span style="font-family: "Arial","sans-serif"; font-size: small;">The information I have digested this week has both narrowed and expanded my understanding of
distance learning, and I now realize that some of what I used to consider
distance learning was in fact “self-study at a distance,” (Distance Education:
The Next Generation, 2012), and there is more to distance learning than I
previously thought. </span>
</div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0in;">
<span style="font-size: small;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0in;">
<span style="font-family: "Arial","sans-serif"; font-size: small;">I would now define distance learning as learning in which:</span></div>
<ul style="margin-top: 0in;" type="disc">
<li class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: "Arial","sans-serif"; font-size: small;">The learner is separated from
the instructor and classmates by physical distance <span style="color: #1f497d;">and/or time</span>.</span></li>
</ul>
<ul style="margin-top: 0in;" type="disc">
<li class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: "Arial","sans-serif"; font-size: small;">The learner accesses
instructional materials and completes assignments independently <span style="color: #1f497d;">or in collaboration with
classmates, using applicable media and other technology</span><i>.</i></span></li>
</ul>
<ul style="margin-top: 0in;" type="disc">
<li class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: "Arial","sans-serif"; font-size: small;">The learner, instructor, and
classmates <span style="color: #1f497d;">frequently</span>
interact via multimedia, in person, or both.</span></li>
</ul>
<ul style="margin-top: 0in;" type="disc">
<li class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: "Arial","sans-serif"; font-size: small;">The instructor provides
feedback to the learner <span style="color: #1f497d;">and
challenges the learner to link previous knowledge with new learning</span>.
</span></li>
</ul>
<ul style="margin-top: 0in;" type="disc">
<li class="MsoNormal" style="color: #1f497d; line-height: normal; margin-bottom: 0in;"><span style="font-family: "Arial","sans-serif"; font-size: small;">The
instructor encourages the learner to take an active role in the learning
process.</span></li>
</ul>
<ul style="margin-top: 0in;" type="disc">
<li class="MsoNormal" style="color: #1f497d; line-height: normal; margin-bottom: 0in;"><span style="font-family: "Arial","sans-serif"; font-size: small;">The
instructor challenges the learner to demonstrate understanding through analysis,
presentation, and application of new learning. </span></li>
</ul>
<ul style="margin-top: 0in;" type="disc">
<li class="MsoNormal" style="color: #1f497d; line-height: normal; margin-bottom: 0in;"><span style="font-family: "Arial","sans-serif"; font-size: small;">The
instructor provides opportunities for the learner to engage in self-reflection
and meta-cognition. </span></li>
</ul>
<ul style="margin-top: 0in;" type="disc">
<li class="MsoNormal" style="color: #1f497d; line-height: normal; margin-bottom: 0in;"><span style="font-family: "Arial","sans-serif"; font-size: small;">The
learning experience is as equivalent as possible or reasonable to a traditional
learning experience.</span></li>
</ul>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0in;">
<span style="font-size: small;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0in;">
<span style="font-family: "Arial","sans-serif"; font-size: small;">When I reflect on the evolution of distance education to
date, I can’t help but believe that the future of distance learning is robust,
multi-dimensional, and somewhat inconceivable. <b>Robust</b> in that emerging technologies become more deeply embedded in
our lives almost every day, and as those technologies broaden the human
experience, we come to expect greater breadth and depth, it becomes our new
normal. “In addition to economics and politics, the growth and impact of distance
education is directly linked to the availability of new technologies,” (</span><span style="font-family: "Arial","sans-serif"; font-size: small;">Simonson, Smaldino, Albright, &
Zvacek, 2012. pp. 17-18.). </span><span style="font-size: small;"><b><span style="font-family: "Arial","sans-serif";">Multi-dimensional</span></b><span style="font-family: "Arial","sans-serif";">
because as technology continues to bring diverse information to us faster and
easier than ever before, we come to expect more of the same, only better. We expect
to be able to tap into information all the time, and we expect it to come faster,
easier, more customized, and more mobile. And flexible. And interactive. And
engaging. Oh, and “smart.” <b>Inconceivable</b>
because “life must be lived forward, but can only be understood backwards,” (Soren
Kierkegaard, 1813-1836).</span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0in;">
<span style="font-size: small;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0in;">
<span style="font-family: "Arial","sans-serif"; font-size: small;">I don’t seriously consider the possibility that distance
learning will extinguish in the foreseeable future. Technology has diminished
our perception of the distance between hemispheres and made real the notion of
being able to study virtually any area of inquiry <i>virtually</i>. According to the Sloan Consortium Survey (Allen & Seaman, 2010): </span></div>
<ul style="margin-top: 0in;" type="disc">
<li class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: "Arial","sans-serif"; font-size: small;">The majority of chief academic
officers believe that the learning outcomes in online courses will equal
or exceed that of face-to-face courses within 3 years.</span></li>
</ul>
<ul style="margin-top: 0in;" type="disc">
<li class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: "Arial","sans-serif"; font-size: small;">The overall growth rate for
enrollment in online courses is expected to be 20%.</span></li>
</ul>
<ul style="margin-top: 0in;" type="disc">
<li class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: "Arial","sans-serif"; font-size: small;">Given an option, students will
enroll in online courses.</span></li>
</ul>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0in;">
<span style="font-size: small;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0in;">
<span style="font-family: "Arial","sans-serif"; font-size: small;">How far will distance learning evolve, and what will the
experience be? That, of course, remains to be seen. I believe that all parties involved
(instructors, learners, instructional designers, and other resources) contribute
to the continual evolution of distance learning, specifically the form,
function, delivery, and evaluation of distance learning.<span style="color: #1f497d;"> </span></span><span style="font-family: "Arial","sans-serif"; font-size: small;">“One
challenge to ID is to determine how learners interact with the various
e-learning instructional models and the contexts in which they do so,” (Moller,
Foshay, and Huett, 2008. p. 74), which will play a role in shaping the future of
distance learning. </span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0in;">
<br />
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">The Mind Map below is <span style="font-size: small;">a graphic depiction of my understanding of distance learning. I<span style="font-size: small;">t is designed to show some of<span style="font-size: small;"> the important ways I, as a distance learner, connect with instructors, technology, and classmates, and how we harness <span style="font-size: small;">variables such as technology<span style="font-size: small;"> and experience to enrich our connections and the learning experience. </span></span><span style="font-size: small;"><span style="font-size: small;"><span style="font-size: small;"><span style="font-size: small;"> </span></span></span></span></span></span></span></span></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0in;">
<span style="font-size: small;"><br /></span>
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjVj-GpcpLVADT8z4iZhnF5YLqDjga3W4UMx2tGpozSTxmQFO9Wtkp96vetD90Ud4mLycreeTO-fZ-j2cq_LZW5c8cO3gPDqPfI02fQa8Fj-jz22S8H2G8rjTA-iyr9ATLtfkxSqzcbNaE/s1600/Distance+Learning+Mind+Map_SB.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="164" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjVj-GpcpLVADT8z4iZhnF5YLqDjga3W4UMx2tGpozSTxmQFO9Wtkp96vetD90Ud4mLycreeTO-fZ-j2cq_LZW5c8cO3gPDqPfI02fQa8Fj-jz22S8H2G8rjTA-iyr9ATLtfkxSqzcbNaE/s640/Distance+Learning+Mind+Map_SB.jpg" width="640" /></a></div>
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<span style="font-family: "Arial","sans-serif"; font-size: small;">References</span></div>
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<span style="font-family: "Arial","sans-serif"; font-size: small;">Allen, I., & Seaman, J. (2010). <i>Learning on Demand: Online education in the United States, 2009</i>. Wellesley, MA: Sloan Consortium. </span><br />
<br />
<span style="font-family: "Arial","sans-serif"; font-size: small;">Laureate
Education, Inc. (Producer). (2009). <i>Distance
Education: The Next Generation </i>[DVD]. Baltimore, MD: Author</span></div>
<div class="MsoNormal">
<span style="font-size: small;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif"; font-size: small;">Moller, L.,
Foshay, W., & Huett, J. (2008). The evolution of distance education:
Implications for instructional design on the potential of the web (Part 1:
Training and development)<i>. TechTrends, 52</i>(3), 70–75.</span></div>
<div class="MsoNormal">
<span style="font-size: small;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif"; font-size: small;">Simonson, M.,
Smaldino, S., Albright, M., & Zvacek, S. (2012). <i>Teaching and learning
at a distance: Foundations of distance education</i> (5th ed.) Boston, MA:
Pearson.</span></div>
<span style="font-size: small;">
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<span style="font-size: small;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
Anonymoushttp://www.blogger.com/profile/16430211503686641416noreply@blogger.com1tag:blogger.com,1999:blog-4718085390545333345.post-50942674920223137312013-01-06T15:50:00.000-05:002013-06-02T09:24:08.342-04:00Distance Learning<span style="font-family: inherit; font-size: small;">As readers of this blog already know, I am a freelance writer and
instructional designer, currently earning a Master's degree in
Instructional Design and Technology at Walden University. This semester I am taking Foundations of Research and Distance Learning. I look forward
to sharing what I learn with you and hearing from you about what challenges and engages you in instructional design. </span><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit; font-size: small;">Make a great
day!</span><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-size: small;"><a href="http://www.sallybacchetta.com/" target="_blank"><span style="font-family: inherit; font-size: small;">Sally Bacchetta</span></a></span>Anonymoushttp://www.blogger.com/profile/16430211503686641416noreply@blogger.com6tag:blogger.com,1999:blog-4718085390545333345.post-46408798724920143552012-12-13T16:25:00.000-05:002013-06-02T09:25:57.656-04:00What's in Your Web?<span style="font-family: inherit; font-size: small;">Some colleagues and I have been comparing notes on various Web 2.0 tools<span style="font-size: small;"> and <span style="font-size: small;">making predictions for the future of Web technology. I expected to find more agreement within <span style="font-size: small;">a <span style="font-size: small;">g</span></span><span style="font-size: small;"></span>roup that is professionally homogenous - <span style="font-size: small;">we are a<span style="font-size: small;">ll <span style="font-size: small;">practicing (or studying-to-be-practicing) instructional designers - <span style="font-size: small;">but we<span style="font-size: small;"> <span style="font-size: small;">championed </span></span></span>Dropbox, Glo<span style="font-size: small;">gster, Prezi, <span style="font-size: small;">Second Life<span style="font-size: small;">, blog<span style="font-size: small;">ging, holographs</span></span> and other technolo<span style="font-size: small;">gy in turn</span>, with almost no overlap<span style="font-size: small;">. <span style="font-size: small;"><span style="font-size: small;"></span></span></span></span></span></span></span></span></span></span></span><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-size: small;"><span style="font-size: small;"><span style="font-size: small;"><span style="font-size: small;"><span style="font-size: small;"><span style="font-size: small;"><span style="font-size: small;"><span style="font-size: small;"><span style="font-size: small;"><span style="font-size: small;"><span style="font-size: small;"><span style="font-family: inherit; font-size: small;">I<span style="font-size: small;">t occurred to me that e</span>ach of us continually self-selects the scope, specificity and mobility of our cyber-<span style="font-size: small;">experience, which leads me to ask, "What's in your Web?" </span><span style="font-size: small;"><span style="font-size: small;"> </span></span></span></span></span></span></span></span></span></span></span></span></span></span><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-size: small;"><span style="font-size: small;"><span style="font-size: small;"><span style="font-size: small;"><span style="font-size: small;"><span style="font-size: small;"><span style="font-size: small;"><span style="font-size: small;"><span style="font-size: small;"><span style="font-size: small;"><span style="font-size: small;"><span style="font-size: small;"><span style="font-size: small;"><span style="font-family: inherit; font-size: small;"><a href="http://www.sallybacchetta.com/" target="_blank">Sally Bacchetta</a></span></span></span></span></span></span></span></span></span></span></span></span></span></span><br />
<br />
<br />
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<br />Anonymoushttp://www.blogger.com/profile/16430211503686641416noreply@blogger.com1