Sandra's Instructional Design Blog

Employee Development Plan

noreply@blogger.com (Sandra) — Wed, 20 Jun 2012 01:07:00 +0000

(Note to my readers) Sorry technical difficulties. I was able to figure out how to create movie but lost my sound file to my movie in the process. Please note the movie time table has been adjusted for your viewing and doesn't keep time with the scripted.

Employee Development Programs

Where will we be in the future?

And can we afford to lead without a plan?

Thank you, for the opportunity to speak to you about the importance of having a well developed and implemented Employee Development Program.

Introduction:

Hello, My name is Sandra Acol and for the next few minutes I will be sharing with you the following key topics:

1. We will be discussing what is an Employee Development Program?

2. What benefits does an employee development program provide our organization?

3. Who all benefits for the program.

4. And how does it all work together.

Definition:

An Employee Development Program is often tied to a company’s mission statement, its designed to support its goals, by fostering the company’s core values, as it relate to its business desired outcome, of creating a positive work place environment, as well as, to prepare its talented leaders on how to manage its workforce. (Noe, R., 2010)

Raymond Noe, defines employee develop as “formal education, job experiences, relationship, and assessment of personality and abilities that help employee perform effectively in their current or future job and company.”

An employee development program is designed to orient an individual employee with tools to prepare them for future positions within the company. (Noe, R., 2010)

A development plan plays an important role in ensuring a company’s workforces possess the required components in which to compete in a global market, equipped to deal with diversity and social changes generated by the advancements of technology. In a continues effort to lead our company down a road, full of success and longevities.

Benefits:

An effective well-supported employee development program will pay-back big dividends, saving our company money due to the reduction in cost of training new employees associated with employee turnover. Allowing our company to receive financial gains that can be used to fund other programs, fosters an environment that establishes trust and understanding; increasing employee moral, that produces cost saving in areas of recruiting and hiring. Simply because we will be better equipped to move our talented employees within, to establish a stable work environment; resulting in little impact due to change, and increase employee work performance. (Noe, R., 2010)

A well developed and thought out implementation program supported by document, shows positive result that benefits us in two ways: by fostering a work environment of mutual respect by showing employees that they matter and are valued. With this creates a workplace of collaboration and a willingness to get the job done simply because their efforts are recognized and valued by upper management. (Noe, R., 2010)

As well as, develops a stronger management team able to create a positive work environment in which employees want to work within, by producing effective leaders, willing and able to motivate their workforces to successfully surpassing companies achievement.

Who Benefits:

Who benefits from having an employee development program “everyone”? Both side’s benefits from a more positive environment, that produces healthy and happier employees that are well equipped, to handle today’s market to meet our companies goals.

A few stragies that I recommend be added to the plan are:

360-degree assessment

Tuition Reimbursement

Performance appraisal

To be able to understand our strength and weakness, one must ask the hard questions, and be assets in these areas in which to be able to move forward. By using this activity together one will be able to understand what’s needed both from the individual employee and what is in the best interest of the company. By analyzing the information from different perspective such as peers, customers, ones self, managers, and subordinate one can alien an individual aspiration to fit within our organizational needs. Creating a partnership that grows with time and produces a positive return on our company’s investment. (Noe, R., 2010)

Positive Leadership:

Positive Organizational Scholarships (POS) have made large contribution to the understanding of “Domains of Excellence”. In a 2008 journal article of Organizational Behavior the term was defined as a compassionate person who can empathize with a person who is suffering and take action in a manner that ease the individuals suffering. (Pace, A. 2010)

And because of this new enlightenment a new perspective to this approach has been documented to produce positive results for companies that have adapt and implement employee development programs that include this mythology.

POS outline elements that create positive leadership environments within an organization. It breaks it down into four areas:

Positive Climate – that generates positive demeanors that have the abilities to overcome negative emotion that affect the workplace. (Pace, A. 2010)

Positive Relationship – enriched partnership that fosters mutual respect in a working environment. That creates an atmosphere of energize, inspired individuals that are motivated. (Pace, A. 2010)

Positive Communication – open form type of communication that fosters affirmation, and respect between individuals. (Pace, A. 2010)

Positive Meaning – a universal human need to be apart of a nurturing environment. This is accomplished when employee’s have a feeling of fulfilled and believe to be valued, providing a sense of empowerment by being allowed to participate in their companies achievement and being recognized for doing do. (Pace, A. 2010)

Through POS's discovery of these four elements have provided us with road maps in which we can follow to design employee development programs to teach us to embrace the fact that negativity in the workplace can’t be completely erased but through a development program one can learn and develop the means in which to handle and defuse situations, turning them into more positive workable solution. Changing the blame game, to what do we need to get back on track. (Pace, A. 2010)

Summary:

We have identified the importance of having a program that can take individual goals and match them with our organizational needs.

How core values and mutual respect create enriching work environments in which produces happier and healthier people to work with.

And how development programs can help prepare managers to lead and motivate its employees to increase productivity.

In turn, all working together to create a work environment that is pleasing to workforce, and ensuring the success of our company through the assurance of a positive return on our investment, our workforce.

This concludes my presentation on the positive impact an Employee Development Program will offer our companies and our employees.

References:

Pace, A. (2010). Unleashing positivity in the workplace.

T+D, 64(1), 40-44.

Noe, R., (2010). Employee Training and Development (5th ed.),

pages 345-381.

Williams, R., & Arnett, L. (2008). The ROI of employee training

and development: Why a hearty investment in employee training and development is so important. Workforce Management. Retrieved fromttp://www.workforce.com/archive/feature/training-development/roi-employee-training-development/index.php?ht

Individual Development Plan

Name: Sandra Acol Date: June 15, 2012

Manager: Mr. Johnson

Position: Instructional Designer (ID)

Section A: Career Plan

To be able to utilize my degree in away that allows me to share my knowledge and experiences with others. Allows me to help develop and design training material in a manner that is well suited for my work environment. Bridging the barriers between subject matter experts and Instructional designers in order to training students.

Core Competencies:

Functional/Technical Skills

Analytical Thinking

Critical Thinking

Problem Solving

Decision Making Skill

Communication Skill

Time Management

Integrity

Accuracy

Understanding of the Content

Complete 360-Degree Assessment

Goal: To successfully complete “Job Rotation”

In order to help develop functional knowledge of our schoolhouse material, you will be assigned temporarily to each schoolhouse as a student. The objective of this learning task is for you to learn the course material as the instructors present it. This will help you fulfill multiple core competencies requirements. As well as provide you with a better understanding of the content in which to manage, make recommendation in order to improve the way the course information is presented and developed.

Comments:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Goal: To successfully complete “Mentor Program”

You will be assigned a mentor to help guide you as you learn about and how to work within our company culture. This opportunity will provide you with the foundation in which to operate effectively in order to manage your workload in a timely manger

Comments:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Goal: To enroll in program designed to continue your education/tuition reimbursement program

for degree programs.

You will be required to take monthly class to develop soft skills in areas of decision making, communication, problem solving, ect. These requirements are considered long term goals and will help you development these skills over time.

Comments:____________________________________________________________________________________________________________________________________________________________________________________________________________________

Strengths:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Weakness:___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Technology Partnerships in Training

noreply@blogger.com (Sandra) — Fri, 08 Jun 2012 15:32:00 +0000

In the beginning there was technology and training……...

An age old question, when did we first use technology in training? Training and the use of technology have been traveling on parallel paths during the evolution of education and training. It has become known for its means in which to support the transfer of knowledge to groups of people. As depicted in the YouTube video below the two have been intertwined together since the beginning of time.

The History of Technology In Education. (SMARTEduEMEA, 2011)

Technology at times has evolved faster than traditional education and training methods. And is mostly due to its cost, public support, and its limited adaptability to meet the needs of the many have fizzled out and didn’t stand the test of time. And was soon replace with other newer and improved technology. The following are five uses of technology that provide the means or the support in which to transfer knowledge, bring information through training closer to the people who need it:

1. World Wide Web (WWW) – A depository of a wealth of information limited only by its capacity and the users means in which to access the web. This technology has provided the education field with a valuable tool in which to allow student access to information that once wasn’t available or limited by its accessibility. This user-friendly means is now considered a gateway that can lead you down a path towards discovery of a wide range of topics. (Noe, R., 2010) It provides the means to share information with other across oceans as well as, across the room. This tool is accessible through the use of browsers and uniform resource locator (URL). (Noe, R., 2010)

2. Interactive Video – The combining of the best of computer-base training and video technology to created an interactive environment in which a learner can receive one-on-one training through the use of a keyboard and monitor. (Noe, R., 2010) This technology offers students a cost effective, yet flexible means to learn interpersonal skills and technical procedures in large groups that may be separated by distance. It also provides students an opportunity to work at their own pace and the flexibilities to manage their time while learning. (Noe, R., 2010)

3. Online Learning – The delivery of training utilizing a computer and web access. There is two types of online learning: Internet-based and Intranet-based training. (Noe, R., 2010) Both types utilize the use of a computer and a network. Internet-base uses the Internet to access information from a public shared web access and intranet-base is company provided private access to a shared network. (Noe, R., 2010) Both store training information on each perspective network sites and both provide a cost effective and flexible means for students to gain knowledge when and where every they are, as long as they have access. (Noe, R., 2010)

4. Simulation – Provides a student with an environment that replicates the standard and its conditions required to perform the given task. By creating a simulation of its actually environment this provides students with a perspective of realism to improve their cognitive thinking skills (Noe, R., 2010) This is done in order to provide students with a safe realistic environment in which to learn and practice under supervision. It also, provides students with instant feedback regarding areas of strength and weakness in order to make corrections to improve their performance of the task. (Noe, R., 2010) Although considered an optimal learning environment its cost and operation requirements limit its use to training that benefit most from this method verse other methods.

5. SMART Boards – considered an interactive whiteboard is changing the way training is conducted in the classroom. What was once an instructional environment of chalkboards and flipcharts are now replaced with interactive SMART Boards, providing teachers with the means to save lessons for those students to access who are having trouble understanding; create video files without using more equipment; presenting digital story telling activities etc., that can be shown to students on a large screens. This technology has shown positive results for teaching students with disabilities by helping them to communicate and learn using other means. Although its uses are great, it requires some form of training in order to use it and is very costly. Most school district have limited funding and can’t afford them or will only be able to get one or two making the use of this technology limited. (Kelsey & Margame, n.d.)

Although the advancements in technology has greatly improved and have benefited training by bring information to more people, making the world smaller and more accessible to the same information. The same old saying still applies, if the means (technology) doesn’t fit the desired outcome in order to cause a positive effect that enhance the transfer of knowledge, its not good training. (Stolovitch, H., 2004) When technology is correctly partnered with the appropriate training needs, it creates a match that ensures the success of transferring knowledge and skills to students, but if this is not the case, its just training for the sake of using technology. (Noe, R., 2010)

References:

Stolovitch, H., & Keeps, E. (2004). Training Ain't Performance. Alexandria, VA: ASTD.

Stolovitch, H. D., & Keeps, E. J. (2004). Beyond training ain’t performance field book: Strategies, tools, and guidance for effective workplace performance. Alexandria, VA: ASTD Press

Noe, R. A. (2010). Employee Training and Development. New York: McGraw-Hill/Irwin

SMARTEDUEMEA (2011). The history of technology in education, from YouTube http://www.youtube.com/watch?v=UFwWWsz_X9s

Kelsey & Margame (n.d). Integrating Technology In K12/SmartBoards in a Classroom, http://en.wikibooks.org/wiki/Integrating_Technology_In_K12/SmartBoards_in_a_Classroom

Men’s Wearhouse

noreply@blogger.com (Sandra) — Sat, 12 May 2012 07:53:00 +0000

I selected Men’s Wearhouse for my organization in which to conduct my needs assessment.

Men’s wearhouse is a corpatation that forsters a fun and family-like enviroment based on mutual respect, teamwork, and servant-leaderships. These fundamental elements are what makes Men's Wearhouse a great place to work. (Men’s Wearhouse, n.d.)

Men’s Wearhouse orginally was known for being a company that sold quality taylor made suits for men. Like most companies evolved through the years and is now known as an inclusive men’s store. Providing shoppers with everything a man would need to create a looks that expresses confidence, comfort and a image of a truly successful man.

Let’s take a look at what makes this company tick in order to get a sense of the organization's products and/or services, consumers, management philosophy, and strategic objectives. In order to conduct my needs assessment of this company.

Organization’s Products/Services – To sell men’s clothing, give back to its local communities, and to champion the task of ensuring that “no men are denied the opportunity to be good providers, responsible citizens and positive role models because they lack the appropriate wardrobe to land a job.” (Men’s Wearhouse, n.d.)

Management Philosophy – Is “Employee-Centered Corporate Culture”. It understands its product, selling clothes but contributes the company’s success to understanding that its heart and soul is its employees. By creating and fostering an environment in which its members can grow, prosper, and flourish. The company’s business culturally is based on a set of core values that include nurturing creativity, growing together, admitting to mistakes, promoting a happy and healthy lifestyle, enhancing a sense of community, and striving to become self-actualized people (Men’s Wearhouse, n.d.)

Strategic Objectives –

Provided High-Quality Training Programs: For their employees by providing them with the knowledge and skill required for understanding a customer’s needs, male fashion, and their desires when purchasing clothing.

Training Approach: To incorporate a comprehensive initiation programs and education seminars.

Service Approach: To provide customers with a shopping experience like none other, by providing them with a team of consultants who posses the ability and drive to transform walking male fashion opps into a icon of a confidence.

Outstanding Service: By creating an environment where customers feel at easy during their shopping experience and confident that the advice provide ensures they look good as guarantee by its CEO. As well as, their commitment to provide outstanding service to its employee thru its company benefits programs.

By taking a look at how the company’s organization and culture functions, as well as, its views on training an instructional design (ID) member will be able to take the first step of understand how to effectively approach a needs assessment. (Noe, R., 2010) The following consideration to consider when preparing and conducting a needs assessment are as follows:

Who need to be involved in order to secure buy-in from levels with in the company? (Noe, R., 2010) In my case with Men’s Wearhouse, I would consider the CEO (based on research he is a involved member, who hold true to his company culture, and would be an instrumental force in supporting any modification to training that would benefit his valued employees), upper/mid-level/trainers and workers (based on the company’s culture all members have some type of ownership associated with the company core value).

The questions I would ask of the:

Organizational Analysis Phases:

Upper-Level Managers: Do you see training as valuable tool that supports your business strategy and company goals? (Noe, R., 2010)

Mid-Level Managers: How do you feel train will help you meet your goals? (Noe, R., 2010)

Trainers: Do you feel you will have any concerns with receiving the required support to conduct training? (Noe, R., 2010)

Person Analysis Phases:

Upper-Level Managers: What is required in order for your employees to meet the company objective/goal? (Noe, R., 2010)

Mid-Level Managers: Who do you think will benefit from the training? (Noe, R., 2010)

Trainers: Which method will be used to indentify who will be tasked to complete this training? (Noe, R., 2010)

Task Analysis Phases:

Upper-Level Managers: Do you currently have adequate number of members equip with the knowledge, abilities, and skill to perform these tasks? (Noe, R., 2010)

Mid-Level Managers: What task will this training provide the most benefit? (Noe, R., 2010)

Trainers: Which task to you feel should be included in the training in order for your employees to be able to accomplish the standards required to do this job? (Noe, R., 2010)

The documents or records I feel that provide some insight in the which method would be best is survey feedback from each training event, summary reports that outline employee performance levels associated with areas of concern, company market reports to outline market trend and reports that list the company’s direction associated with its goals and objectives

The techniques I would employ listed in Table 3.2 are:

Observation: To be able to observe a member in real time and in their natural environment provides insight and clues as to what and how thing work in relationship to each other. (Noe, R., 2010)

Questionnaires: This is a cost effective means in which to reach a large population in order to collect data identify trends. (Noe, R., 2010)

Interviews: Allows you to uncover details and establish a connection in which to gain trust, provide education, and drum up support. (Noe, R., 2010)

By taking this first step you are on your way to creating the proper training that meet your company’s needs.

Reference:

Noe, R. A. (2010). Employee training and development (5th ed.). New York, NY: McGraw Hill.

Why isn't Training and Development Important?

noreply@blogger.com (Sandra) — Fri, 04 May 2012 01:34:00 +0000

In a world of highly educated members, why isn't learning considered a continues adventure? Why do we have to constantly fight to justify funds to support programs design to improve workforces ability to stay ahead of game? Within the next eight week I hope to find the answers to these and other questions.

I have included my podcast of my hypothetical elevator speech, as assigned to depict how I would get the attention of someone in my company, in order to share this untapped resource called training and development of personnel. I look forward to hearing what you think.

file://localhost/Users/daqueen/Desktop/Week%201.mp3

(Having a little trouble, please stand by)

The following is a written transcript of my hypothetical elevator speech podcast:

Hello Mr. Russell, thank you for agreeing to meet with me, my name is Sandra Acol and I’m with your Training and Development Team.

As I briefing discussed over the phone, I wanted to share with you some more information on training strategies, that can be used to save your department money. As you well know, just from listening to the 6 o’clock news or even reading the Wall Street Journal more and more companies today are facing budget cuts and downsizing of personnel in order to manage their bottom-line during these hard times.

I can see, that you are probably thinking to yourself, how can training and development help me save money? Am I right, Mr. Russell?

I did a little poking around and did some research after our call. Gathered some information from the corp minutes, and noticed that the object was to find creative ways to increase market share, while reducing cost, without affecting the quality of our products or our company’s good name. One strategy came to mind, the Concentration Strategy, just as it sounds this strategy forces or concentrate on creative ways improve market share, while reducing cost. I noticed that your depart is a mature work force this will work will with this strategy as we develop training that support our goal by teaching team building techniques, interpersonal skill to help improve our customers.

What do you think; can I make an appointment with your sectary to go over this and other training strategy with you at our next meeting?

Thank you, for your time, I look forward to working with your.

Conclusion:

In a world of change, training and development of personnel is the key to unlock the resource that will produce your success. But first you must believe it has value…...

file://localhost/Users/daqueen/Desktop/Week%201.mp3

My Next Learning Adventure

noreply@blogger.com (Sandra) — Tue, 01 May 2012 22:11:00 +0000

Hello everyone,

I look forward to another exciting class with all of you. Please come and join me on this next adventure. Stay tune to my next blog message.

See ya soon

Sandra

Scope Creep

noreply@blogger.com (Sandra) — Fri, 09 Dec 2011 00:45:00 +0000

I was on a project once where my team was hired to format training packets that Military Subject Matter Experts (SME) created. As time went on, we started noticing that the quality of work coming from the SME’s was going down and they were struggling to write the lesson content, while managing their military commitment. Being team players, at first under the table, we would help them by developing content to fill in the learning gasp instead of formally returning the packets. By not returning them we were able to help improving the content of their training packets and then complete our task of formatting the packets for delivery on time. Soon we found ourselves feeling that we could help them improved all their training packets, falling prey to the phenomenon known as scope creep (Portney, et al, 2008, p 346). I don’t think this scope change ever became a formal change in writing but informally we were authorized to change our task scope. We had a little problem with the new time line, we weren’t given as much time are requested and we had to adapt our own process to include the new change control system process that was developed to ensure the SME had a say in the approval of the content before we could finalize the training packets for delivery.

Looking back I don’t know if things could have been completed differently or if the scope creep was a bad thing. All members being professional and sharing an invested interest in the training wanted to create the best training possible, in turn causing our own scope creep for ourselves. The contract ended before our efforts could be judged. What I think I might have done differently is upfront I would have evaluated the skill set of the team both the ID’s and the SME’s and maybe proposed the scope change to allow ID to create lesson content in writing. But I know because most project are won based on money and sometime the lowest bid wins even if it’s not the best. I don’t think anything could formally have been done simply because by the time our team came aboard we were already on the down side of the contract. Also for us to have a bigger part in the task we would have to be paid out of the PM’s project slush fund (and we were) because working on DOD contracts for the most part there isn’t much negotiating for more money.

Reference:

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

How Long Does It Take

noreply@blogger.com (Sandra) — Fri, 02 Dec 2011 02:27:00 +0000

Looking for information to determine how long it takes to design training led me to some very informative sites. I have included them in my blog this week.

The following links are written by the same person or at least have one author in common both article/blogs were very useful in determining how long will it take to design training. Even though both state that estimating time associated with cost when designing training isn’t an exacted science, the article, “How long does it take”, did offered some tips. It used a simple mathematical method by taking an estimate of time used on a previous project’s data; e.g. if “X” took 1 hour then when designing project that include “X” the next time it should be a safe bet that the time would be the same or close to it.

Kapp, K. (2003) How Long does it take? Estimation Methods for Developing E-Learning. Retrieved from

http://www.astd.org/LC/2003/0703_kapp.htm

This article provides some great tips on how to minimize factors that cause projects to become delayed. I enjoyed reading this article it put things into perspective and provided some factors that can be used to help PM’s remain in control, to help avoid or at least minimize the amount of time wasted. It stated that some of the reasons for why projects experience some form of delay, doesn’t necessary have to do with the project itself but in fact it’s the client and SME. The article ends with useful tip on how to minimize this by having the PM take an active role in the issue.

Defelice, R. & Kapp, K. (2009). Time to develop one hour of training. Retrieved from

http://www.astd.org/LC/2009/0809_kapp.htm

This blogs article provides a very informative, detailed process to determine the time/cost of a web project utilizing the top-down process. It walks you through the five main phase, “define activities, define task, define human resources, and assign human resources to tasks and estimate times and cost.” In the end offered a simple formula to use to calculate the cost.

Lupetti, A. (2009). Simple process to estimate times and costs in a web project. Retrieved from

http://woork.blogspot.com/2009/02/simple-process-to-estimate-time-and.html

I hope you enjoy these article and find them useful.

Communication

noreply@blogger.com (Sandra) — Fri, 18 Nov 2011 02:20:00 +0000

After observing a piece of communication in three different modalities: as written text, as audio, and as video, I found the following consistencies that contributed to the ineffectiveness of the communication.

All three methods didn’t present a clear message as to what was needed up front, the communication didn’t define “missing report” or negotiated a suspense date, in which the reports will be delivered. Another point, the communication didn’t provide any specifics as to how the report needs to be drafted or which delivery method is required; e.g., hard copy, email, PDF etc. Providing specific, negotiating suspense dates, and follow ups, as well as, getting a commitment to complete a task is the key to effectively communication. (Portny, Mantel, Meredith, Shafer & Sutton, 2007, P 300)

Both the voice mail (tone) and face-to-face (tone and body language) didn’t match the implied urgency/concern relayed in the communication, “I might miss my own deadline if I don’t get your report soon”. All three didn’t include a requested turn around date. The tone and body language used seemed to minimize the sense of urgency and its importance to receive the report in a timely manner. This happens often when the requester feels uncomfortable about asking someone for information and tries to use a friendly, I understand you are busy approach to win a commitment to get what they need from this person. This method project that your work is less important and since you communicated that you understand they are busy, you send an implied message that you will acceptance a late response or no response. (Portny, Mantel, Meredith, Shafer & Sutton, 2007, P 300)

What I have learned is that no matter which form of communication you use it’s important that you are specific, clear and up front with your message. In addition it’s important to remember when communicating with voice mail and/or face-to-face you voice tones and body language needs to match the intent of the message to be an effective tool and when used incorrectly could send wrong message.

Reference:

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

Post-Mortem Reflection

noreply@blogger.com (Sandra) — Fri, 11 Nov 2011 14:01:00 +0000

Looking back at some of the projects that I participated in, trying to recall any project that stuck out in my mind. I recalled working on a project, where I was to design training products that were flexible and compact, that could be used to support a mobile training team. The project time line was unique in that both teams; Software Designers and Instructional Systems Designers (ISD) where to work parallel both moving in the same direction with what seem to me to have limited and at times no interaction with each other. To stay on track for our part of the deliverable, my team was tasked to created training products for what might be the final system. As you probably gathered we spent a lot of time with rework, making corrections to training products that were affected by system design changes, always at the last minute. But this was expected due to the way the project as whole was run. As the software team felt they had a stable section they would notify our team to go ahead and prepare to deliver its training products. The problems came for me, when evaluating my design, checking my training products to ensure it still matched the actual system. I would always be the lucky one to discover that they don’t match 100%. The products were designed to teach button functionality for the system according to the system design blueprints provided but as I discovered that wasn’t always the case or there were more buttons. The best was trying to explain this discovery to the testing team (sub-level of the system designers team) who just approved the section (dealing with it’s not my fault) and recommend that they go back now not after the approval is accepted and check my findings. To my surprise I found out that we didn’t have the authority to make changes. The reason as it was explained, we didn’t write the program another team was responsible and the process to make changes with them was painful. As I thought to myself you took an hour of my time to finally admit you weren’t going to do anything and worse you are still signing off as accepting the other teams work as sound, turning an eye to this mistake. As it was explained this happens at times when working with software projects and the work around is we get them back during the change process where we have more time under a different milestone.

Looking at this project from an analytical perspective it was structured with three independent mixed organizations. Each company was structured with VP’s, group PM’s, section managers and their sub contractor’s PM, all connect at the top with client. (Portny, Mantel, Meredith, Shafer & Sutton, 2007, p 69) Although I didn’t see any one’s statement of work, from what I gathered its wording came from lawyers and high level VP’s/PM’s. Each group’s PM creating SOW at a very high level to support their bids for the high dollar value of the project. Another observation was during meetings where majority representation from each teams (same company/w/sub contractors) were present, it seen as if there was an atmosphere of tension between some team leaders/members, for my team a feeling that they considered training to have no value within the process simply because we didn’t have approved software to design training from. In the end ISD and other teams whose task responsibilities were preformed in the last phase were release to save money during the rebidding of the contract. At this point I would consider the project successful but not perfect; they did win the next contract but determined that they should wait the next go around until the software was approved to develop the training products.

I don’t know if the process or concept of PM works differently for smaller companies than in larger companies with high dollar projects but I suspect that it’s just more complicated for larger projects? What I would possibly do differently is to:

1. Provide a more interactions between the teams; e.g., testing and ISD. (Portny, Mantel, Meredith, Shafer & Sutton, 2007, p 67)

2. Develop, document, and distribute to all team members a better process plan on how each team is to interact and address issue between them with the PM. (Portny, Mantel, Meredith, Shafer & Sutton, 2007, p 67)

3. Provide all team members a matrix to let everyone know how each team interface with each other and where they are located. (Portny, Mantel, Meredith, Shafer & Sutton, 2007, p 67)

4. Document (outline) every teams role and responsibility within the project to include the project time line. (Portny, Mantel, Meredith, Shafer & Sutton, 2007, p 67)

I don’t know if this is possible but I would have tried to be more a part of the development of the SOW and the agreements between the three different companies (their SOW and roles), to ensure that there was a clear and easy process to deal with program error, function issues etc. (Portny, Mantel, Meredith, Shafer & Sutton, 2007)

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

Welcom Fellow Project Managers

noreply@blogger.com (Sandra) — Mon, 07 Nov 2011 03:38:00 +0000

Just a quick welcome. I look forward to blogging with all you during the next eight weeks, sharing thoughts on project management.

Thanks for blogging with me.

Sandra Acol

Reflection

noreply@blogger.com (Sandra) — Mon, 31 Oct 2011 03:04:00 +0000

Looking into the future of distance learning and its perception among Americans, asking oneself, “will it still be offered in the future?” in my opinion is, yes if the elements listed below change with the time and technology. Distance learning has been around since 1833 and was referred to as “mail correspondence” then. (Simonson, n.d.) Although, it’s referred to names and training objectives have evolved through the years, it’s always served a common purpose, which was to meet the needs of students who for one reason or another couldn’t attend traditional institutions of higher learning to fulfill their need for knowledge. (Simonson, n.d.) It’s been stated that as technology advances, social media become more popular, and user friendly the fear of technology will continue to dissipate with future generations. (Siemens, n.d.) By further opening the doors toward acceptance of distance learning among Americans as an acceptable means for students seeking knowledge. Statically there is a growing trended supporting the security of distance education as a recognized method of higher learning. (Mortagy & Whitby, 2010) In a 2011 U.S. Dept of Education statistics in brief investigation there was supporting statistical data that there is a growing need among American adults between the ages of 25-64 for flexible higher education. This need for flexibility to balance family and work obligations while pursuing a degree or credentials was noted as a contributing factor. (Radford & Weko, 2011)

Along with students needs, education and advertising will also play an important role in the perception of distance learning in the near future. Education and advertising media will be an important vehicle used to inform the American adult population of the benefits of distance learning. As the media keys into the benefits offered by flexible distance learning programs to attract adults to their institutions, by advertising education products/programs that meet their needs as working adult’s with families or other adult needs that are more suitable to distance learning then traditional face-to-face institution. (Bambescia & Paolucci, 2009) This attraction will only be successful if partnered with a changed educational process. Education as a whole will be the driving force to change the perception as it become more and more educated with best practice methods in which to transfer knowledge from a traditional face-to-face to an online learning application. (Simonson, Smaldino, Albright & Zvacek, 2009)

How can an Instructional Designer (ID) be a proponent for improving societal perceptions of distance learning and be a positive force for continuous improvement in the field? This can be done by an ID staying abreast of technology trend in education and by keeping students interest first when designing and developing distance learning products or programs. The role of an educational ID’s will be to pay particular attention to growing trends in the economy, as well as student needs and/or concerns regarding online learning environments. With this information an ID will be able to analyze possible trends in student enrollment and identify student educational needs. This will help an ID be able to design and develop courses with this information in mind to help draw student awareness to the benefits associated with distance learning. Also to help an ID will need to ensure that their pre-planning strategies are bases on solid systematic process that applies sound common sense approach to learning, that allows them to address the program’s learning objectives in a way that meets the students needs. (Simonson, Smaldino, Albright & Zvacek, 2009) By doing so an ID can develop a course that make learning easier by utilizing available technology already recognized by these potential student; e.g., YouTube, Facebook etc. reducing student pressure associated with their fear of not understanding how online learning works in comparison to traditional learning environments. (Simonson, Smaldino, Albright & Zvacek, 2009)

Two ways, I would like to offer as a means to promoting positive educational awareness of the benefits of distance learning would be, 1. Create an online tutorial for the institutions that provide potential students with a seek preview into an online learning environment showing them how easy it is to navigate and communicate during an online course and 2. Create a mobile tutorial presentation that can be displayed during student recruitment campaign, providing recruiter a visional mean that could help led them into an open discussion regarding the benefits of distance learning with students and/or their accompanying members by offering them information and an alternative when on the fence with attending higher learning.

Inclusion: The success of distance learning can be described as dependent links that act as four legs that support distance learning. These four legs are described as 1. The changes and improvements made within the educational process as a whole making the systematic process conducive to online learning, 2. A clear understanding by the institution/ID as to what changing needs drive potential students to attend or prevent them from pursuing higher educational goals, 3. The abilities of an ID to understand these driving forces to create flexible meaningful course content that meets the institution’s educational goals/objectives as well as the student’s need to balance life’s obligation, and 4. Design advertisement media that understand these student issues and concerns with online learning. Along with the needs of the institution to educate and project a positive learning environment that shed light on the benefits offered to students through distance learning. Without these elements working together distance learning will not be here in the future.

Reference:

Gambescia, S., & Paolucci, R. (2009). Academic fidelity and integrity as attributes of university online degree program offerings. Online Journal of Distance Learning Administration, 12(1). Retrieved from http://www.westga.edu/~distance/ojdla/spring121/gambescia121.html

Mortagy, Y. & Boghikian-Whitby, S. (2010). A Longitudinal comparative study of studentperceptions in online education. Retrieved October 26, 2011 from http://www.ijello.org/Volume6/IJELLOv6p023-044Mortagy684.pdf

Schmidt, E., & Gallegos, A. (2001). Distance learning: Issues and concerns of distance learners. Journal of Industrial Technology, 17(3). Retrieved from http://atmae.org/jit/Articles/schmidt041801.pdf

Siemens, G. (n.d.). The Future of Distance Education. Retrieved October 26, 2011 from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5693697&Survey=1&47=7555398&ClientNodeID=984650&coursenav=1&bhcp=1

Simonson, (n.d.). Distance Learning Timeline Continuum: This multimedia, interactive timeline chronicles the evolution of distance learning from 1833–2009. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5693697&Survey=1&47=7835415&ClientNodeID=984650&coursenav=1&bhcp=1

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.

Radford, A. & Weko, T. (2011). US Department of Education stats in brief. Learning at a distance, NCES 2012-154 Retrieved from http://nces.ed.gov/pubs2012/2012154.pdf

Best Practices for Converting F2F to Blended Learning

noreply@blogger.com (Sandra) — Sun, 23 Oct 2011 17:14:00 +0000

This week I've discovered many useful best practice tips that are most effective when converting face-to-face (F2F) learning to blended learning environments and have compelled them all into one guide. My best practices guide starts off by defining what does it mean when someone refers to training as "blended learning" and then walk them through the pre-planning strategies using the ADDIE model systematic process. Offering insights as to what information is needed during each of these phases to ensure a successful conversion of F2F training material into blended learning materials. This guide offers trainers tips and makes recommendations to help them strategically formulate a good solid working plan. The following section addresses best practice tips that trainer can use to effectively facilitate communication and foster learning among their students. In the last section of the guide I address methods a trainer can use to determine what if any of the previous F2F learning material can be converted by pairing it with an online media that is more conducive to the online portion of the blended learning environment to enhance the students learning experience. Ending with a brief summary of the changing roles of the trainer in a blended learning environment from trainer centered to student centered.

The following attachment provides you full access to my guide for your review. If you have any best practice tips that I may have missed please send me a post and let me know, what tips you have found the best work.

https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B2klET4CXkB3ODA3NjQzNjktN2UwNi00ZjIzLTg3N2EtNTIzZjU0ODAwZmI5&hl=en_US

Reference:

Georgouli, K., Skalkidis, I., & Guerreiro, P. (2008). A Framework for Adopting LMS to Introduce e-Learning in a Traditional Course. Educational Technology & Society, 11 (2), 227-240.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.

Bouchat, C. (2007). Threaded discussion tips for designers. The elearning guide’s learning solutions. Retrieved October 19, 2011, from http://www.cedma-europe.org/newsletter%20articles/eLearning20Guild/Threaded%20Discussion%20Tips%20for%20Designers%20(Dec%2007).pdf

The Impact of Open Source

noreply@blogger.com (Sandra) — Mon, 10 Oct 2011 03:18:00 +0000


Stanford Engineering Online Course, Machine Learning, http://ml-class.org//

For this week’s blog topic, I elected to examine Stanford Engineering Online course, Machine Learning presented by Professor Ng, the Director of Stanford Artificial Intelligence Lab. The instructional designer appears to have done a very good job at pre-planning the page layout for the course. Its layout was designed to help students understand the orienting context, instructional context, and transfer context (Morrison, G., Ross, S. & Kemp, J., 2004). Its introduction information was divided into five sections; “About The Instructor, About The Class, What is Machine Learning, Course Description, and What You Will Learn.” Each section provided clarification of student responsibility, course expectation and provided each student with the elements of the principal, “What’s In It For Me, (WIIFM)”. The course homepage presented a lot of information that was well balanced between text and YouTube videos, taking into account students’ different learning styles (Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. 2009). In my opinion this online course creates the perfect distance learning environment that is conducive by providing students with all desired information to minimize student’s stress, keeping them informed, reviewing objectives for instruction, and providing example on how they will be evaluated (Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. 2009).

After viewing the online course, I concluded that the course was developed utilizing the ADDIE process. In each of the sections the professor provided detailed information:

As to whom they considered the course student population by stating what level of experience they assumed the student currently posed.
Course objectives were addressed by outlining course expectation, course break down, and course assignment time line etc.
Method of instructions. The students were provided an example of what they could expect to see during a lecture. The lecture provided samples of activities that accompanied the lecture as method to re-enforce the learning objective.
Methods of evaluation. Within the lecture and from the course syllabus, students are provided check- on- learning questions, project assignments in which they were required to apply the information learned and lessons learned as methods of evaluation.
Feedback methods. The course provided a section where students or visitors could take the time to provide feedback of their experience with the course.

The course designer has implemented very effective course activities that maximize active learning for the students. This was accomplished by chucking the information into smaller section for each lecture. Within each of these lectures were check-on-learning activities that drew student to participate in the learning activity, as well test their knowledge. The course also had a number of projects that the students had to complete before the course ended. These projects allowed students to apply their understanding of the knowledge by putting them into practice. Each of the activities could be measured by utilizing the principal of the Bloom’s taxonomy of the cognitive domain pyramid. The course appears to start at the lowest level and continue upward towards evaluation (Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. 2009).

References

Wickham, S. (n.d.) Using the Power of W-I-I-F-M. EZine Articles. Retrieved on

Oct 9, 2011. From http://EzineArticles.com/?expert=Steve_Wickham

Morrison, G., Ross, S., & Kemp, J. (2004). Designing effective instructions (4^th ed.).

New York: John Wiley and Sons.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and

learning at a distance foundation of distance education (4^th ed.). New York: Pearson Education Inc.

The Integration of New Technology into E-Learning

noreply@blogger.com (Sandra) — Sun, 25 Sep 2011 23:32:00 +0000

As technology advances and becomes more accessible it’s understandable that these advances will affect how students will learn in the new age. These changes are opening the doors for companies to develop user friendly applications creating newer generations of Web tools, providing new learning opportunities for students (Beldarrain, 2006).

By creating a strategy plan that encompasses the special needs of the learning environment, customer’s expectation, the desired learning goals, and learning principles, an instructional designer can create effective online learning experience for students (Beldarrain, 2006).

Based on the information detailed in each of the following examples, I recommend the following Web 2. Tool solutions:

Example 2: Interactive Tours - “A high school history teacher, located on the west coast of the United States, wants to showcase to her students new exhibits being held at two prominent New York City museums. The teacher wants her students to take a "tour" of the museums and be able to interact with the museum curators, as well as see the art work on display. Afterward, the teacher would like to choose two pieces of artwork from each exhibit and have the students participate in a group critique of the individual work of art”.

Recommend:

Video Podcast - offers students a method in which to receive information that connects them to the learning environment (Beldarrain, 2006).

The National Gallery of Art, Washington D.C. uses video and lecture podcasts to provide students with a learning experience full of information connecting them to the world of art.

http://www.nga.gov/podcasts/index.shtm

Browser Plug Ins – ADOBE Shockwave player and ADOBE Flash player provides designers the tools to develop interactive learning environments for students. These created learning environments allow students the ability to engage in learning activities to re-enforce student learning.

The National Gallery of Art, Washington D.C. uses browser plug-ins to create online interactive learning environments for children of all ages. The Art Zone has a host of activities that fosters and re-enforces learning. These activities allow students to apply their knowledge of art by creating their own art.

http://www.nga.gov/kids/kids.htm

Example 3: Asynchronous Training – “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”.

Recommend:

YouTube Video – Allows educator to create quick instructional video guides that can be tailored to a specific topic that can be integrate onto the web or into a web based training product. YouTube video applications offer mobile training thru apps that allow students to receive the information on the go thru their Smart phones, iPhones, Android phones, or Blackberries, (Shoaf, J., 2009).

http://www.youtube.com/watch?v=3C6js5JtCIQ

The above recommended Web tools all provide a form of collaboration, allowing students the means to activity participate in their learning.

Reference:

Shoaf, J. (2009). 3 Benefits to using YouTube in E-Learning, Integrated Learning Service. Retrieved September 25, 2011 from http://blog.integratedlearningservices.com/2009/12/3-benefits-to-using-youtube-in-your-e.html

Safety Videos Shop (2009). 10 Commandments of Workplace Safety (2009), Retrieved September 25, 2011 from http://www.youtube.com/watch?v=3C6js5JtCIQ

Distance Learning What It Means to Me

noreply@blogger.com (Sandra) — Mon, 12 Sep 2011 02:02:00 +0000

My Personal Definition of Distance Learning:

My first exposure to distance learning formed the following impression and stuck with me until today. When I hear the words "distance learning" or "online course", I automatically think back to my first exposure, a PowerPoint without a teacher, a promise of a quick class and a mandatory requirement. Never fully focused on the material just focused enough to follow the directions, clicking and clicking through slide, praying for these slides to come to an end but fearful that my finial click would lead me to a quiz, with a consequence of no certificate of completion of the course due to my lack of ability to recall the information to answer the questions. This narrow thinking was support time and time again and held true over years. Lending me to the same question each time "did anyone important take this class and if so, "why didn't they authorize someone to fix it or I hope we didn't pay full price for the development of this course", why did I have to take this course again?

My MindMap:

http://www.webspirationpro.com/view/982686a18c07

I created my MindMap to represent my thoughts, of what the words distance learning means to me. As me in the center, I branched off into two different directions, first with the definition and the second with my vision of the future for this type of learning. Although I feel distance learning has come a long way, I feel it still has more to go and will continue to evolve as time goes by. I agree with the statement made by Dr. Simons in this week's reading, that distance learning will never fully replace traditional learning methods. Instead distance learning will work together acting as a bridge to bring together other thoughts and ideas that due to distance would never cross paths other wise.

Reading through this weeks resources, I feel like someone has turned on a light, exposing me to the fact that I was in the dark about distance learning. I didn't realize that distance learning had been around since 1833's and then was called mail correspondence. Its hard for me to picture that this type of learning was effective back then but I can see how it was born from an idea to for fill a need and a desire to learn.

As this need grew, history soon shows that others feel this type of learning had value and a purpose. Marking history with the University Chicago becoming the first to offer mail correspondence. Distance learning's history continues through the year as technology starts to advance. It seems that the two became partners during this evolution of discovery. Mr. Evert Roger developed the "Diffusion of Innovation Theory, S Shape Curve", pinpointing the need for change agents and acceptance, and with time no longer looked upon as a new idea but instead become the norm. All contributed to defining the terminology which represents what distance learning has become, a method of learning that bridges resources, students, and teacher from distant places, all coming together to share new ideas, learning from each other verse learning from the teacher only.

In summary, I feel more jobs will be opened and filled with trained personnel skilled in this method of learning. All working together to design, meaningful, interactive, stimulating and purposeful training courses that serve the needs of many, who other wise would not be able to receive the training. Meeting the needs of students that traditional learning institution can't provide. Although I feel distance learning needs will grow and evolve into possibly different meanings, it wont fully replace traditional learning but instead work with traditional learning methods to provide everyone with the opportunity to learn.

Welcome To My Blog

noreply@blogger.com (Sandra) — Tue, 06 Sep 2011 23:27:00 +0000

Its the start of a new adventure and I can't wait to get started. Learning and sharing with all of you my thoughts on distance learning but most of all I can't wait to read all of your thoughts on the subject. I look forward to blogging with all of you soon.

Sandra

Reflection

noreply@blogger.com (Sandra) — Mon, 27 Dec 2010 00:29:00 +0000

What I found surprising as I furthered my knowledge about how people learn is all the information and the depth of each, level and sublevels providing an insight that learning and humans are complex and depending on the number of different learning/environmental scenario a triggering factor of (X) amount of learning combinations (learning theories, learning styles, educational technology, and motivations) can be used to design curriculum to satisfied an individual’s ability to maximizes their comprehension of the learning event. The most important thing I learned is that you will not be able to factor each student’s learning method a 100% but by understanding the basic foundation of all the learning theories and how the other elements work together you will be able to define common learning patterns that best suited for the content and the majority of your target learning population (i.e. age, knowledge level, experience, ect).

How has this course deepened my understanding of my personal learning process? Before this course I thought I knew how I was able to learn new information but after these pasted eight weeks, I now realize that I only had a limit amount of knowledge about how I learned. I have discovered that I use a combination of all the theories depending on the content or learning environment but I favor the learning styles of auditory and Tactile/Kinesthetic. Explaining why I have a hard time staying focused and sitting still during long lectures and why I recall information if I hear it virus reading it first. Never realized why I can recall some learned information and can’t remember; other information as if it was on the tip of my tongue. I learn best when I can relate the information to past experiences, the foundation of the Constructivist Theory and Cognitive Theory. I also found that I could learn faster if information is expressed in a group setting, sharing each other’s in trepidation utilizing the Social Learning Theory. I learned that at different times my motivation it triggered by the “need for approval” to gain of acceptance and respect of my knowledge from my peers as well search for knowledge just to know, the “need for achievement” motivation.

What I have learned these eight weeks regarding the connection between learning theories, learning styles, educational technology, and motivation; is two things first, in the beginning each theory was thought to be a new discovery, independent of each other. Second they are in my opinion all parts and pieces of a whole in terms of how the brain intrepid, implies and stores information allowing a human to learn and function as they grow (e.g. steps of learning, the higher the step the deeper the learning). They seem to me to act together as a learning evaluation; each piece addressing required action supported by a specific and/or combination of a mean (s), reinforced by a form of motivation, each when used properly increases the likely hood of recall.

How will my learning in this course help me as I further my career in the field of instructional design? This course will help me tremendously because with this new knowledge and skill that I have learned from this course about the different foundation of learning theories and how the other elements work in support of maximizing the learning effects for the student. I now have as they say a deeper understanding of how to use “my tool in my toolbox” as well as a conformation that what I suspected about how human’s is true; inspiring me to feel confident to be more creative in my development of my future designed curriculum and to be open to the possibility that a learning solution might be just right outside the box of traditional instructional design. I will end this with some inspirational quotes that I thought summed up my thoughts about what I have learned from this course:

If the only tool you have is a hammer, you tend to see every problem as a nail by Abraham Maslow

You can teach a student a lesson for a day; but if you can teach him to learn by creating curiosity, he will continue the learning process as long as he lives by  Clay P. Bedford

Aim for success, not perfection. Never give up your right to be wrong, because then you will lose the ability to learn new things and move forward with your life. Remember that fear always lurks behind perfectionism by David M. Burns

Do not train children to learning by force and harshness, but direct them to it by what amuses their minds, so that you may be better able to discover with accuracy the peculiar bent of the genius of each by Plato

21 Inspirational Quotes on Education by Henrik Edberg: http://www.positivityblog.com/index.php/2007/04/20/21-inspirational-quotes-on-education/

Learning Theories Adventure

noreply@blogger.com (Sandra) — Mon, 20 Dec 2010 03:23:00 +0000

I have a deeper understanding of the different learning theories and learning styles, and to be honest it was sometime overwhelming all the information associated with each of them but it opened my eyes that learning is simple and complex; as well as learning occurs as an individual and/or in a group environment. I never put much thought into the assumption that learning is consent, and why we forget learned information but I have to admit I was surprised to find out the answer. I learned a little bit about my own personal learning style, my strengths and weakness and how they work with my learning style preference. All of this information has provided me with the insight to design better lessons for my student’s by understanding how different people learn and how to apply different or use a combination of strategies/theories/learning styles to design my lesson; providing the optimal benefit to my students.

I have learned that I swing back and forth between several different theories (of Behavioral, Constructivist, Social and adult learning theories) depending on the subject or the learning situation. I also discovered that I pull more towards the audio learning style and that I recall information better when it is relevant and familiar to me or I when I can discuss it with others.

The role that technology has played in my learning was a very big surprise, I never was good with technology (Internets and blogs) or open discussions, and I was comfortable with the same old methods of transferring knowledge with lectures and PowerPoint. I never gave much thought to how new technology can help improve my lessons (never having access to the tools), or how I could reach more students, tapping into their best method of learning. As mentioned previously (audio learner), I was sinking with all the required reading but I was able to reinforce my reading with YouTube video on the same subject, allowing me to hear the subject being presented, reinforcing my understanding of the information I was reading. The use of discussions allowed me to open up and share my thought; taking a change to express myself. No matter what the level of my knowledge was at the time because the learning environment was safe to collaboration with my peers, everyone share their thoughts and experience allowing me the opportunity to grow my knowledge level. I can see how the use of technology will benefit my students and help to improve my lesson designs.

Connectivism

noreply@blogger.com (Sandra) — Sun, 05 Dec 2010 23:15:00 +0000

My Link to: Connectivism Mind Map (click to view)
http://www.mywebspiration.com/publish.php?i=672248a5e29

Connectivism theory as defined by George Siemens, as a drive by which the individual understand that “decisions are based on rapidly altering foundations” (Siemens, 2005, para. 24). Translate that as technology changes rapidly in today’s environment or as new information is discovered the learner must be able to filter though an overload of information to be able to determine the difference between important and unimportant information. More importantly having the critical capability of realizing when new information becomes key altering previous made decisions.

Connectivism Theory is made up of a combination of three components: chaos theory, importance of networks, and the interplay of complexity and self-organization.

Chaos Theory: Defining that related and unrelated events that seem uneventful; when study as a whole reveals patterns of relevance beyond the initial event itself, (Salmon, 1999, para. 5). Creating what is referred to as “sensitive dependence on initial conditions” (1987, p.8).

Networks: Analyzing rapid innovation of technology brings up a realism factor that we may no longer have to ability to learn and experience every part of a learning event and my creating networks will be able to share new ideas through developed communities and individual people expanding learning as a group; sharing viewpoint of learned experience bridging learning gap. (Siemens, 2005, para. 21).

Complexity and Self-Organization: As Heylighen (2008) describes that learning is a balance of interactions that can’t be defined as only “order and disorder” but are based on the interacting agents and the degree of unpredictability and uncontrolled of the interaction that produces “global coordination and synergy”. As defined by Luis Mateus Rocha (1998), she defines self-organization as a “spontaneous formation of well organized structures, patterns, or behaviors, from random initial conditions” (p.3).

As represented in my Connectivism Mind Map, I depict how my network has changed the way I now learn new information. My mind map helped me to draw the conclusion the components of connectivism: Chaos, network and complexity/social-organization are being used by me to transfer knowledge. My adventure starts with my “Social Network” that I can collaborate with them to clarify learning points and share ideas; bridging my learning gap with their personal knowledge and experience. This diversity of individuals representing friends, and professional that toggles back and forth as mentors/coaches and friends/peers solidifying my understanding of the learning activity. In this group environment allows me access to a knowledge based of information experts in field of my interest to ask questions and bump ideas off of them. I utilize technology as my digital tools of YouTube, discussion board and Internet access to help me research information from other user to clarify information in my quest to seek knowledge. Attending institution of higher learning, sharing case studies with other students allows me to also network gaining conformation of understanding as well as another perceptive of the information. All of these tools within my network help me to address the complexities of learning. As information changes the need to understand how to be flexible as a learner; understanding any decisions made today may no longer be correct tomorrow and that with technology is victim of “Half-Life”. With the capability to filter through important and unimportant information furthering my understanding of the new information. Tying all these components with my ability to “self-organizes” based on my learned behavior of my culture and the values that I have learned along the way; with my life learning experience allows me to draw from my interactive agents to learn new information.

In conclusion: Connectivsm type of learning is useful and effective utilizing its components and is supported by my conclusion but I still prefer classroom environment guided by an instructor lead program. This type of environment is most comfortable to me due to my limited “Social Network” in my new profession.

Web Article: Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology.Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Connectivism
Blog: Connectivism: http://www.connectivism.ca/

A Good Day of Learning

noreply@blogger.com (Sandra) — Mon, 15 Nov 2010 03:06:00 +0000

I learned a lot about blogging this week; I learned that I wasted a day pulling my hair out on the wrong blog page. I found out from my good, best, best friend who I will call “D”, who in two minutes told me that somehow, I had created two different blog accounts (with the same information) and the page that I was trying to work from wasn’t the correct one. With my new knowledge I had to fix some things but had a little time to have some fun with my page; some of you will probably notice a new look; I found out how to add a splash of color to jazz it up a little (let me know what you all think).

My special thanks, “D” for being home and seriously saving me and share your blogging knowledge with me. Thanks

Working on this week’s assignment I found two articles as reviewed below, here what I found:

1. Article “Understanding a Brain-Based Approach to Learning and Teaching”, (http://www.coe.iup.edu/grbieger/classes/curr910/Readings/Brainbasedlearning.pdf) that I found very interesting, each passage the article provides a brief summary of the principle theory and then related the principal to how it applies to learning. Food for thought for me was “Principle Two: Learning Engages the Entire Physiology”, (which I already knew) with statement “learning is as natural as breathing” and continues on but what made me stop a second was his comment about stress management how it effects the brain and interferers with learning (which I also knew). What I didn’t consider is that I should consider incorporating stress management ideas into the learning process. Food for thought as to how I would accomplish in my process.

2. Building a Circuit-Diagram for the Brain – You Tube (Jennifer Raymond, Stanford University), http://www.youtube.com/watch?v=4kRrarRR2kk.

A worthy viewing, this 12 1/2 min. clip, gave a great overview of Dr. Raymond’s ongoing research of the different parts of the brain and how learning is conducted in these areas. Her team is currently focused on the Cerebellum region of the brain and its effects on cognitive learning ability on humans. Her presentation contain just the right amount of humor and was refreshing; informative as she explains how the brain process the information that the eye sends to area of the brain as input and how the circuits process this information creating an output of learning.

Blog Assignment: The Doorway to Professional Learning Communities

noreply@blogger.com (Sandra) — Sun, 07 Nov 2010 20:47:00 +0000

1. Reflections on Multimedia Design and Technology

http://intuitiveedesign.wordpress.com/2010/10/31/reflections-on-multimedia-design-and-technology/

My first Blog, Reflections on Multimedia Design and Technology was very informative and provided me with a deeper understanding of the benefits of multimedia in regards to instructional design. The Blog addressed some of the misconception of multimedia that its common use as cool interactivity tool or game is far from the total picture of the benefits of its intended value. The Blog outlines that multimedia actually falls in line with cognitive learning theory and understanding these principals will help you to understand why some presentation medias work with your lessons and others don’t have the desired outcome you intended. The Blog’s main point is that multimedia is a very useful tool and when understood and used properly can improves the effectiveness of your presentation as she puts it creating a “robust learning opportunities”.

I think this site will be very helpful as a resource ongoing because of her insight into multimedia, I would be able to join in her blog asking questions and get her opinions on different perceptive of out of the box techniques used by multimedia’s.

2. Anne Cauley’s Blog: When They Won’t Give an INCH: What Trainers Need to Understand about Culture Change

http://annecauley.wordpress.com/

My second Blog, When They Won’t Give an INCH: What Trainers Need to Understand about Culture Change was very informative as well, it provide me with some more information as to why change is hard to accomplish, as she titled “The Stubborn May Sabotage”, the Blog goes into more detail as to why change fails due to the level of the desire to change. Even though the Blog is mainly addressing “Trainers”, I felt it had some relevance to instructional designers in that, if we design something different then our customers are use to seeing their may be resistant from them. This Blog would be useful ongoing if this accurse because we (agents of change) are pieces of the bigger picture of change.

3. Pathway to Personal Learning

http://dbgregory.wordpress.com/2010/10/24/pathway-to-personal-learning/

My third Blog, Pathway to Personal Learning provides an overview of a former or a current instructional design student’s discovery of the different learning theories and how she/he applies these theories to her/his own learning styles; continuing to a Blog regarding her/his reflection of the whole experience, identifying what she/he has learned. This Blog provided me with some clarification; helping me to put things in perspective as to what each learning theory broken down means to me. This Blog was well written and would be very helpful as a resource ongoing to help me with questions regarding learning theories applications.