Walden IDT Blog

EDUC 6145 - Week 6 - Analyzing Scope Creep

noreply@blogger.com (Gayle) — Thu, 09 Apr 2015 19:14:00 +0000

My scope creep project happened pretty recently, and has not completely been resolved, so I’m interested to stick it out and see what happens. There is one training course I’m currently working on, and there is no PM designated. Where I work, we have a designer and a SME on a team. Other people will only be brought in if necessary. Luckily, for this course I have a few other designers working with me.

This course is one that has already been created and is in a revision process so that we can pinpoint what is needed and what exactly to train students on. The students in the class come from all over the world to be trained on giving background investigations, as well as perform other duties. Because the course is already being taught and I have access to the lesson plans and previous ADDIE paperwork that had been filled out, I can see what is being taught. I was beginning to re-paper the course (which just means to update the paperwork and make any necessary changes) and had gotten to the design phase when the SME made it known she wanted to add three days to the course.

Here are a few reasons why this is bad: each day costs money, per student. The amount that a student’s organization will pay for them to attend class only covers a percentage of the training facility’s cost. Adding the days to the course would not only cost more, but the papering process would need to be restarted, meaning we’d lose money from the delays. When the SME and I finally reached a consensus, she mentioned that the three added days would not be taking place at our facility. This led to bringing more people on board to coordinate, spending more money in paying for rental cars and hotel rooms for students, and having to redo the paperwork once again. (I also should note that the only reason the team conceded to the SME was because there was not enough data to back up the idea that these last three days are unnecessary.)

This project began in November, and the course is not until June. However, the original course date was April, so we’ve already lost money on having to delay the class. Another designer and I are the leads on this project, and at this point it’s difficult to see what else could come up to get us off track; it actually looks like we may make our June date.

If I was a PM, I would have gone back to the analysis phase once the extra three days were requested and conducted a needs analysis to see if the extra time is something that is really necessary. Chances are this analysis would have taken less time to put together than all the paperwork and coordination for an extended course. I also would have kept the lines of communication open along the way so that this news didn’t take us by surprise halfway through the project. Our curriculum manager also has working knowledge of each course, and had I been in control, I would have brought him in much sooner to get his take on the changes.

EDUC 6145 - Week 5 - Estimating Costs and Allocating Resources

noreply@blogger.com (Gayle) — Thu, 02 Apr 2015 19:25:00 +0000

Project Managementfor Instructional Designers

This is a book that has been published online, and it includes resources such as step-by-step instructions, videos, and charts to help a project manager get started on a project. For this week’s topic, I found that chapters 8 and 9 are the most relevant because they focus on time management and budgets, respectively. The online book is set up the same way our textbook is, with an objective at the beginning of each chapter and key takeaways at the end. There is also the option of listening to someone read the chapters aloud through an audio player at the top of each page.

Project Smart

This is a UK-based website that “helps managers at all levels improve their performance.” Under the Methods & Tools tab I found an article written by Duncan Haughey that focuses on estimating project costs. It includes a list of assumptions to make about a project, a list of common mistakes, and a three-point estimation formula. On the sidebar there are links to other helpful articles, such as 12 Tips for Accurate Project Estimating and Creating a Project Budget: What You Need to Know. There are also links embedded in the article for a PM to use for extra help.

ConstructionProject: Bar Chart Schedule, Budget and Cost Estimating

[via]

This site is not necessarily meant for project managers, but there are some helpful tools that could easily be used by a PM or an instructional designer. The homepage offers links to downloadable software – some of which have free trials. The software that would be most helpful to a PM or an ID is the time tracking, the cash flow forecasting, and the bar chart schedule. Some of the software is based on the site, so information is easily plugged in. This is definitely something I would use if in a position of having to create a schedule and plan a budget for a project; I could plug in the information I have and receive a chart that I could show other team members. It’s a great tool to stay organized.

EDUC 6145 - Week 3 - Communicating Effectively

noreply@blogger.com (Gayle) — Thu, 19 Mar 2015 18:27:00 +0000

Reactions

Written Text:

Reading any type of communication in text makes it difficult to assess the tone of the “speaker” unless you know that person well. Jane’s email seems important, and her tone almost sounds frantic, but in such a way that she’s trying to cover up how frantic she is. It’s difficult to tell if the tone is a bit bossy, or if it’s completely professional, and even friendly. However, I did notice that she was very clear about what she needed, and almost wrote as though she is a manager, so I wonder if she could be the lead on a project they are completing together.

Audio:

For me, I had mostly the same impression from the audio that I did from the written text. I wondered if Jane could be Mark’s boss, but after hearing the way she spoke to him it sounded as if they are simply teammates and that she needs something from him. Tone, obviously, is not difficult to interpret in a voicemail. Jane’s voicemail sounded less formal than her email.

Video:

The video again made me wonder if Jane could be a PM or boss. She only smiled at the very beginning of her request, and then was professional and formal in her facial expressions. Had I watched the video first, it’s likely I would have assumed she is definitely a manager of some sort, but after reading and listening to the other two first I still can’t be sure.

Synthesis

Portny et al. (2008) describe that there are two types of communication: formal and informal (p. 357). Based on the way they define these types, it’s clear to me that the first example of the message (the email) could be taken either way, depending on the context surrounding the message. It could be formal because it was “preplanned and conducted in a standard format in accordance with an established schedule” or it could be informal because it occurred as Jane thought of information to share (Portny et al., 2008, p. 357). The voicemail was definitely more informal because of the inflection of Jane’s voice, and because it sounded as if it was something not that imperative that she just happened to think of and wanted to let Mark know about. As for the video, my opinion is that it was formal communication. Jane did not laugh or make light of any parts of what she had to say, and she was straightforward with her request.

I think that a combination of the face-to-face request and an email would be the most effective; the email would reiterate what had been said, and there would be a paper-trail to document everything. What I realized from my own reactions is that if the person making the request makes light of what they’re asking for or jokes around, it’s possible that the person being asked will assume it’s not a big deal. I learned that it’s vital to be concise and clear about what you want, and to communicate it in such a way that will come across as professional. I’ve always been a supporter of the follow-up email, and it’s definitely something I will continue to do.

References

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

EDUC 6145 - Week 2 - Project "Post-mortem"

noreply@blogger.com (Gayle) — Thu, 12 Mar 2015 18:06:00 +0000

I have always considered myself to be an organized person. I write everything down and rarely let things slip through the crack. However, there are times when even the most put-together people make mistakes. My first job out of college was as a recruiter. I started off slowly, only contacting people who had been pre-screened by management, but after a while the workload for the company became so much that I got to find my own recruits. The contracts I was staffing were as large as 500 people, and I’m sure you can imagine the workload that goes into something like that (even with a team of three of us it took months to feel like we were making progress). None of that may seem relevant, but what’s important to remember about recruiting – especially when you’re doing it on your own with few guidelines – is that you have to keep track of everything. There should be a plan in place so you know exactly what you’re looking for.

There was one specific contract that came our way, and I was the acting lead recruiter, and my “team” was me and three other people. Had I known what I know now about managing any kind of project, I would have done things quite differently. There was no plan created from the beginning. I did not sit down with anybody to talk about what we were looking for, what keywords we should use, there were no tracking spreadsheets, and it was all-around disorganized. It turned out that a few of us had been contacting the same people (I’m sure they felt as though they were getting bombarded). Planning, organizing, and controlling are three main components of a project manager’s job (Portney et al., 2008, pp. 3-4). On my own, I felt like I had those three things under control, but with no experience in leading any kind of project, I severely slacked on the planning and organizing portions when it came to my team. I wanted everybody to jump in head first because I didn’t want us to fall behind on such a large task, but looking back, that was not the way to go.

There were some aspects that turned out to be successful, such as the fact that a few weeks into the recruiting process we finally were on the same page, had come up with position descriptions to send to candidates, and came up with a plan for which members of the team would recruit for certain positions (instead of us all trying to do everything). While everything turned out okay in the end (although I should add – it’s been over two years since I left that job and last I heard that contract still isn’t fully staffed), I learned so much from my mistakes. Although I felt like we got a head start by jumping in, in reality we lost time due to everyone’s confusion – which was my fault. We should have spent a day making the plan. Defining the scope of the task and assigning roles and responsibilities would have started us off on track, and instead of losing time later trying to figure it all out, we could have hit the ground running.

Resources

EDUC 6145 - Welcome

noreply@blogger.com (Gayle) — Mon, 09 Mar 2015 13:23:00 +0000

Hello!

This is the blog that I've used for my courses since starting the Instructional Design & Technology program at Walden. I've loved following along with my classmates, and I hope you all enjoy my posts throughout this course.

Here's a little about me:

+ I'm an instructional systems designer working for the Department of State, and I absolutely love my job.

+ I'm getting married on April 25th.

+ I have a dog named Louie and a hedgehog named Henrietta.

+ I grew up in Southern Maryland, but currently live in Alexandria, VA.

I'm looking forward to working with all of you!

EDUC 6135 - Week 8 - Reflection

noreply@blogger.com (Gayle) — Sun, 01 Mar 2015 22:51:00 +0000

I have always been an advocate for distance learning. I believe it’s partially because I grew up in a house where getting an education wasn’t a question, but rather, it was an expectation. However, my parents also believed that “a degree is a degree.” As long as I was studying, it didn’t matter if it was online or in a face-to-face setting. I chose to get my undergraduate degree at a traditional university, but when it came time to get a graduate degree, I knew right away I would want to study online. I have a full-time job, hobbies, and other obligations that make attending a class a few times a week nearly impossible for me, and I know that many other adult learners face similar situations. I am someone who encourages online learning because I have experienced first-hand how effective, yet convenient, it can be.

While studying instructional design, I have not only become familiar with the ins-and-outs of creating online instruction, but also the general attitudes towards distance learning. It’s possible I am slightly biased because I grew up in an era when technology was used for everything, and also because I have taken many online courses, but it has been interesting for me to hear other people’s thoughts on the subject of distance learning. It has already come so far, with accredited universities offering online programs, and even ivy league schools offering extension programs online, and so I feel as though this is a trend that will continue to grow.

I think that within the next few years, we will not only see an increase in popularity when it comes to online degree programs, but also within the training and professional development community. I think more companies will realize that they can save valuable time and money by providing training online, and there will be a shift from presenter-based training to online training. According to the ASAE website, “The shift to online education is growing not only in the formal education system, but also in professional development and continuing education required for certification” (para. 5). The same website also notes that, “more than 96 percent of the very largest institutions have some online offerings—more than double the rate observed for the smallest institutions” (para. 2). Given that online learning is making strides like this, I think it’s safe to say that the perception of online learning will become more favorable as the years pass. Supervisors who may not be fans of online degrees will see the value and possibly see the two types of degrees as equal.

George Siemens (n.d.) mentions that the growing popularity of online learning can be attributed to the “ability to communicate with diverse and global groups” (Laureate Education). I think this will allow for a more supportive outlook on online learning because companies will see that they can collaborate with their global counterparts, and students will gain insight into other cultures by studying with others from all over the world. I have had these experiences, both in the corporate world and as a student, and I plan to speak highly of both experiences when asked for my opinion about distance learning. As long as those who have had positive experiences in the area of online learning continue to advocate for its validity, I know we can collectively -- slowly but surely -- change the view to a completely positive one. Specifically as a designer, I can share my knowledge about the work that goes in on the backend to make people understand that the instructors are qualified and the content is built especially for it to be effective in an online setting.

Given my own experiences and beliefs about online learning, I sincerely hope that it continues to be an area of education that grows and gains popularity. I wouldn’t be surprised if in 20 years almost all courses are offered online, or if many universities become entirely distance-education-based. In the past decade or so, technology has come such a long way, and curriculum has become more focused. On top of that, curriculum is being developed entirely for online learning instead of being adapted. These facts allude to a promising future for distance learning, and I will always be an advocate for a continued positive outcome.

Resources

Growing popularity of online education relative to that of classroom-based courses. (n.d.).

Retrieved from ASAE website:

http://www.asaecenter.org/Education/trends.cfm?ItemNumber=53874

Laureate Education (Producer). (n.d.). The future of distance education [Video file]. Retrieved

from https://class.waldenu.edu

EDUC 6135 - Week 7 - Converting to a Distance Learning Format

noreply@blogger.com (Gayle) — Sun, 22 Feb 2015 20:31:00 +0000

For this week's assignment, I took my technical writer skills and had a little bit of fun creating a document. It's very simplistic, but also realistic. I decided to use a conversational tone, so as not to scare away anyone who may actually be interested in converting a course from classroom to hybrid.

I decided to focus mainly on the areas asked of us in the prompt:

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

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

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

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

My headers involved an introduction, first steps, technology, what you need to know, and student participation. I then focused on sub-headings dealing with each category. I used what we learned in this course about pre-planning and suggested storyboarding and outlining objectives as imperative planning strategies, and I took what we learned about technology and wrote a whole section about that. One of the most important pieces of this, to me, was the focus on the difference between instructor and facilitator, so I made sure to outline all major differences.

I hope to be able to put this guide to use one day, granted I will have to change some of the subject matter.

**For some reason, I don't think the embed tool is working for me, so here is the link to my document.

https://docs.google.com/document/d/1pqzX9X3mccKyPVK07-peNriNPwC5iiMwtdVZFeqFBlc/edit?usp=sharing

EDUC 6135 - Week 5 - Designing for Distance Learning: Part I

noreply@blogger.com (Gayle) — Sun, 08 Feb 2015 23:45:00 +0000

https://www.coursera.org/course/newtechtools

For this week’s assignment, I chose to analyze a course through a site called Coursera. Given the amount of courses offered through the site, and the range of topics, I thought it would be a good place to start in order to find a class that seemed interesting. I came across a free class that is offered by the University of Houston and is called Powerful Tools for Teaching and Learning: Web 2.0 Tools. According to the synopsis, students can “learn about innovative Web 2.0 tools in K-12 instruction and how to effectively integrate these technologies into classroom practices and to create engaging student activities.”

Without knowing much about Coursera, it is difficult to understand how this open course site is beneficial. Taken from the website, the general idea of Coursera is this: “Coursera provides universal access to the world’s best education, partnering with top universities and organizations to offer courses for anyone to take, for free” (2015). Basically, it offers courses from educational institutions around the world for any student to take in the comfort of their own home and on their own time; it is the essence of online, self-paced learning.

In researching the course I picked out, I noticed that there is an overview about the course, and the entire syllabus is laid out for students to look at. I find this especially beneficial because this means that a student can make an informed decision about whether or not to join the class based on what is stated in the syllabus. This is a five-week course, and each week is broken down by what is expected of the student and what will be learned during that week. Formal objectives are not stated, but each week poses a question for students to focus on. Even without the objectives, I feel as though the course was pre-planned and the way it is set up will allow students to stay organized and create a learning structure that works for them (Simonsen et al., 2012, p. 134).

Because there can be as many as 30,000 students from around the globe in one Coursera class at a time, things need to run smoothly. Each week has a series of videos from the instructors, and students are graded using peer-reviewed projects, discussion boards, and quizzes. Given that the instructors cannot take the time to perform a needs analysis for the courses they will teach, each class is still set up in such a way that the students get the most information they can by watching the videos and completing the projects.

Coursera offers programs that allow students to receive a certificate upon completion, but one of the best things about the company is that they also allow students to pick and choose what classes they’d like to take. While the course I chose for this week’s assignment is free, there are also paid courses. If a student decides to pay for a course, they will receive credit for the course; however, if they take the free version, they are doing it for their own benefit and knowledge. I think that’s what sets Coursera apart and makes them one of the institutions that really stands out in the world of online learning.

About. (2015). Retrieved from https://www.coursera.org/about/

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

EDUC 6135 - Week 3 - Selecting Distance Learning Technologies

noreply@blogger.com (Gayle) — Sun, 25 Jan 2015 21:51:00 +0000

Example 1: Collaborative Training Environment  A new automated staff information system was recently purchased by a major corporation and needs to be implemented in six regional offices. Unfortunately, the staff is located throughout all the different offices and cannot meet at the same time or in the same location. As an instructional designer for the corporation, you have been charged with implementing a training workshop for these offices. As part of the training, you were advised how imperative it is that the staff members share information, in the form of screen captures and documents, and participate in ongoing collaboration.

_________________________________________________________________________________

Example one is actually very commonplace in the workforce. There are many companies that have multiple offices in different locations, so there is always a need to figure out how to stay consistent in training. When there are hundreds of employees (or even just a few in different places), it can be difficult to get everybody together at the same time to have a meeting. There are many things to consider, such as time zones, general work schedules, and holidays. While no solution will be perfect, there are a few options to make training in different locations easier to manage.

I would first suggest using a teleconference tool. Cisco’s WebEx is widely used, and while it’s not free, it may be good to invest in it so that the training can be repeated yearly, or for any new employees. In order to make the workshop most convenient for everyone involved, I would propose that a sign-up sheet be emailed to employees with multiple time slots for each location so that every employee can choose a time to be sure to receive the training. Once all the information is uploaded, the training can be repeated as many times as necessary. I have actually used this tool as a recruiter when I was onboarding new employees; I can say that it was an effective tool, and I definitely recommend it as a conferencing option.

Brecht (2012) states the following in his article:

Video conferencing is saving businesses time and money; it helps businesses hold meetings and conduct interviews without leaving the workplace. Also, it prevents time-consuming travel and high travel costs to meet others in different areas. Simply said, videoconferences provide a cost-effective solution to connect people (using advanced technology, software and a network) and bring them together for face-to-face communication or online conferencing wherever they are. (para. 2)

In addition to being a useful tool in the workplace, WebEx is also used by schools for video conferencing in classrooms. Old Dominion University uses it and has created a user guide for the students (Web Conferencing Reference Guide, 2015).

While many people do not consider SharePoint specifically a distance learning technology, I feel I must point out that it is a great tool for this purpose. I work for the Department of State where we train thousands of people a year, and I can say from experience that we use SharePoint on a daily basis for just about everything. In fact, we are the number one user of SharePoint outside of Microsoft itself. SharePoint is so common in today’s workplace that “one in two corporations are now using SharePoint Server and in 22% of the companies, every employee uses this popular Microsoft collaboration tool” (Kerr, 2011, para. 2). If used correctly, SharePoint can be a truly invaluable tool – especially when it comes to bridging location gaps.

Any kind of documents can be hosted on the site, so any and all employees in any location can look up the paperwork they need at any time. This saves the human resources department from fielding phone calls about important paperwork. SharePoint’s use and access does not end in the United States. In England, At the Cheltenham Ladies’ College, all documents are uploaded to a SharePoint site for the students to access, especially in the case that a student will be away for a “prolonged period of time” (Distance Learning, n.d.).

References

Brecht, D. (2012, March 2). Video conferencing: Benefits in the workplace. Retrieved from TMCnet website: http://technews.tmcnet.com/unified-communications-software/topics/unified-communications-software/articles/272263-video-conferencing-benefits-the-workplace.htm

Distance learning. (n.d.). Retrieved from Cheltenham Ladies' College website: http://www.cheltladiescollege.org/distance-learning/

Kerr, L. (2011). Fortune 500 companies using SharePoint. Retrieved January 25, 2015, from Top SharePoint website: http://www.topsharepoint.com/fortune-500-companies-using-sharepoint

Web conferencing reference guide. (2015). Retrieved from Old Dominion University website: http://dl.odu.edu/video/web-conferencing-reference-guide

EDUC 6135 - Week 1 - Defining Distance Learning

noreply@blogger.com (Gayle) — Sun, 11 Jan 2015 23:53:00 +0000

I used to take distance learning at face value. I never thought about what goes into it in order to create a learning experience that’s available to people wherever convenient for them. I searched for a formal definition of distance learning, and this is what I found: “a method of studying in which lectures are broadcast or classes are conducted by correspondence or over the Internet, without the student's needing to attend a school or college. Also called distance education.” I agree with this very basic definition of the phrase, but what stuck out most to me is that the definition clearly states that it can also be called distance education.

After reading through this week’s discussion posts, Marina reminded me that in a previous class we talked about the difference between learning and education. After some reflection, I feel that distance learning cannot be called distance education. Learning can take place anywhere (reading a book, watching television, listening to a lecture, etc), but education is something that the learner wants. The learner must be invested in his or her own education; they usually take it upon themselves to facilitate knowledge.

I believe a person’s view on what distance learning is can be impacted by many different factors. As an undergraduate student I saw it as something that allowed me to complete classes without actually sitting in class (and, honestly, still see it that way on occasion). I had no technical knowledge of what distance learning was – to me, it involved a computer, a textbook, and an Internet connection. As I’ve matured (in general and because of work experience), I’ve grown to have a better understanding of what distance learning is. Or, maybe I should say I’ve grown to learn a new, expanded definition. Since beginning a job where I work with a team of distance learning professionals, I’ve come to appreciate the amount of work that happens before a student can access a module online.

I did used to believe that distance learning was as simple as listening to lectures or completing assignments in the comfort of my own home (or dorm room), but after gaining more insight and studying this program, I realize it’s more than that. Distance learning is an instructor taking the time to put together a well informed lesson, it’s a student wanting to read the content so that they do well on the quiz, and it’s a new way of promoting topics to those who ordinarily may not have access to a classroom training.

Distance learning is constantly evolving. There will always be new, better ways to do something, and views will always change. Some people in the field might be of “old school” beliefs, which can lead to some pushback on revising delivery methods, while others in the field are fresh out of school with brand new ideas. These people are the innovators – without them, the field of instructional design and technology would never move forward. If we allow more of these types of people to come in and make improvements and try new things, the field can only improve. Some new ideas may fail, but we can learn from our mistakes and advance the field even more. When I imagine my future in instructional design and specifically distance learning, I see more use of technology, more of a sense of community, less laziness on the part of instructors, and a more effective way of delivering lessons to students who are actually interested in their education.

Moller, L., Foshay, W., & Huett, J. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 2: Higher education). TechTrends, 52(4), 66-70.

Week 8 - Course Reflection

noreply@blogger.com (Gayle) — Sun, 27 Apr 2014 23:07:00 +0000

Going into this course, I had not previously spent much time thinking about learning theories, or, more specifically, how I learn. After reading Ertmer and Newby’s (1993) chapter on Behaviorism, Cognitivism, and Constructivism I had a much better idea of what exactly a learning theory is, what each entails, and how a person could get grouped into one or more of the theories. In addition to gaining an understanding, this article also raised questions for me; there were a few things that were very surprising to learn.

Once we began touching upon the many theories, I was surprised to find out how similar they are in some aspects. I suppose I expected them to all be so different from one another. However, the newer theories are built off of the older theories, so it makes sense that they would have similar characteristics. I don’t think we can categorize every person into one learning theory. Kumar and Rattan (2012) touch on this topic by saying, “None of the learning theories can completely define the learning process in its entirety. Rather depending on the context in which learning is occurring and the goal of learning, a theory takes predominance.” I was also surprised that there is a relatively new learning theory that so perfectly matches the way many people learn today. I can’t speak for everyone, but I like to conduct my own research on the Internet as well as talk to people and hear what they have to say. I love that everything we rely on, such as “prior knowledge, experience, perception, reality, comprehension, and flexibility” came together to create the Connectivism theory (Davis, Edmunds, & Kelly-Bateman, 2008).

I know I’ve mentioned it many times throughout the course, but I studied secondary education in undergrad. Of course, when planning on getting a teaching degree, generally the focus is on adolescents. We didn’t focus much on adult learning theories, so I found that section of this course to be informative. I’ve already been able to put that knowledge to use in my job, and I know that my work has been more effective since beginning this program. After learning that adult learners are usually self-motivated and interested in the topic, I realized that this makes a huge difference in absorbing the information. I reflected upon how as a younger student I was less interested, had less life experience to relate my learning to, and couldn’t remember as much of what I’d learned. I chose to begin this master’s program, and now at the close of my second course I have yet to forget the information I’ve learned. I’ve connected the readings and topics brought up in discussions to my own life, I’ve found the readings interesting, and I stuck to the schedule I set for myself (Conlan, Grabowski, & Smith, 2003). It’s safe to say I fall into the category of being an adult learner. In addition to this, as I mentioned before, I realized that I also fit the description of a connectivist learner perfectly. Much self-reflection has taken place for me during this course, and I have a better understanding of how I learn.

With each type of learning theory, learning style, and student, it can be difficult to cater to each type of learner. All of these categories can span across one another. Auditory learners can fall into any learning theory, and behaviorists and connectivists could both be kinesthetic learners. Instructors and designers do have tools available to them to create instruction that will appeal to every type of learner. Also, using Keller’s (1999) ARCS model, designers can keep every type of learner interested and provide motivation for them to be successful. I’ve found the ARCS model to be invaluable as a resource.

I will be able to use everything I’ve learned in this course in my career as an instructional designer. Currently in my job, I only work with the design team to edit their training. My ultimate goal is to become a designer, but even still, I have been able to propose ideas based on what I’ve learned in this course that they had not thought of. I’ve been able to already put this knowledge into practice and I am not yet a designer. I already have the necessary tools to put together effective training, and I cannot wait until the day I get to use them.

References

Conlan, J., Grabowski, S., & Smith, K. (2003). Adult Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/

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/

Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 50‐72.

Keller, J. M. (1999). Using the ARCS motivational process in computer-based instruction and distance education. New Directions for Teaching and Learning (78).

Kumar, L., & Rattan, A. (2012). Compare and contrast various learning theories. Larks Learning Blog. Retrieved from http://larkslearning.com/blog/compare-and-contrast-various-learning-theories/

Week 7 - Reflection and Changes

noreply@blogger.com (Gayle) — Sun, 20 Apr 2014 17:54:00 +0000

Back in week one when I was asked to think about how I learn and what learning theory I might fall into, I had only limited knowledge of all the different types of learning theories. I still agree with my original assessment that I fit into Cognitivism and Constructivism, but I think my top two after taking this course are Constructivism and Connectivism. I rely so heavily on technology to look up all kinds of different information.

I have always liked to hear what other people have to say, and then depending on whether I agree or disagree, I will form my own ideas about a topic. This trait definitely lends me to the Constructivist theory. I can be incredibly social, and I do learn a lot from discussions, but other times I prefer to look up information myself, which is why I believe I fit perfectly into the Connectivist learning theory. I'm quick to pull up Google on my phone when I need the answer to something and I don't always like asking for opinions or answers. Davis, Edmunds, and Kelly-Bateman (2008) mention the principles of Connectivism in their article, and a few of them really stand out to me. I am always in search of the most up-to-date information, and my learning does often reside in "non-human appliances."

Based on what I've learned about Behaviorism, I don't think that's a prominent theory for me. When I was a child I'm sure that's how I learned almost everything, but as an adult I like to "march to the beat of my own drum." The idea of behavior modification doesn't work for me; I'm old enough to make my own decisions, even if that means going against the recommended behavior (Standridge, 2002). I'm too stubborn to abide by the reward and punishment system. I think Behaviorism is important in the formative years, but at this stage of my life it has less relevance.

Aside from using technology (the Internet) to get almost all of my information, I'm a big fan of using it to keep myself organized. I have a paper-and-pencil planner in which I write everything down, but I also use my phone calendar as well as my computer calendar. I'm also a huge advocate for the Google system -- docs, calendar, hangouts, etc. I love that the documents can be shared and they even have a Skype-like chat system. I know I've said this throughout the course, but I do have Type A tendencies, so I'm organized in so many different ways. Also, my job requires me to use technology on a daily basis to create templates, or format documents, and to build projects. I couldn't escape it if I wanted to.

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/

Standridge, M. (2002). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Behaviorism

Connectivism - Reflection (Week 5)

noreply@blogger.com (Gayle) — Sun, 06 Apr 2014 22:47:00 +0000

My network has changed the way I learn because I find myself relying more heavily on technology to find the answers I need. It's a rare day that I turn to a book to give me information that I could easily find on Google. When a question pops into my head, it's so easy to just pull out my phone and look up the answer right then and there. If it's work-related I'll usually as a colleague. On top of that, when I turn to other people for information, if they have a resource that I had not previously been aware of, I will go back to it if it was helpful. My network has grown so much just from talking to others and being pointed in the direction of great resources.

The digital tools that facilitate learning best for me depend on what kind of information I'm in need of. Of course, as I already mentioned, I generally turn to Google for everything. If I'm perusing for information, I'll search blogs and read up on whatever's new. If I have a specific question, I'll use tools that I know can get me the answer (a search engine, or a training blog or website if it's design-related). I really enjoy reading blogs, and I feel as though I take away the most information from them because they are usually written in a conversational tone. When I have to decipher what an author means, I have a more difficult time retaining the information. Blogs also spark new thoughts for me, so I'll sometimes branch off and begin more research based on a topic that I discovered.

My personal learning network both supports and refutes connectivism in different ways. It supports the theory because much of my learning is based on "non-human appliances" and I get my information from many different sources (Siemens, 2011). My learning network refutes connectivism because what I'm learning does not always have an end-goal for me. Sometimes I like to learn about the newest or most effective LMSs, or get up-to-date information about the e-Learning world without having a project in mind. For the most part, I think I fall into the connectivism category of learning -- especially in today's world. So much of our knowledge comes from technology and networking with others.

Siemens, G. (2011.). Retrieved from http://www.connectivism.ca/about.html

Connectivism

noreply@blogger.com (Gayle) — Sun, 06 Apr 2014 22:13:00 +0000

EDUC 6115 - Week Two - Article Analysis

noreply@blogger.com (Gayle) — Mon, 17 Mar 2014 02:38:00 +0000

For this week's assignment, I chose to find a website and a scholarly article. I also wanted to focus on two different topics.

The first analysis is of a website: Teacher Tap - Brain-Based (Compatible) Learning. This website is focused on K-12 learners, and seemed maybe too simple at first glance, but once I explored a little bit more I realized this has plenty of links to outside resources. Though it is geared toward educators of adolescents, I think having a foundation of knowledge about how the brain works and aids in learning in younger students can provide us with more knowledge about how the brain aids in adult learning. This website actually sites studies and expands on things that are in our textbook, as well as mentions ideas that we have not read about yet. For example, the authors talk about Caine and Caine's three conditions:

Relaxed alertness
Orchestrated immersion
Active processing

My favorite part of this site is the list of brain-based learning resources. Even though I am not creating e-Learning for children, I find this website to be useful and will likely come back to it. The authors actually taught at the K-12 level, but now both teach online courses at Indiana University. This reinforces how useful these tools could be at the adult level.

Johnson, L., & Lamb, A. (2007). Brain-based (compatible) learning. Retrieved from http://eduscapes.com/tap/topic70.htm

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My second analysis is of a journal article. This article theorizes about an educational model for problem-solving-centered learning. I found it to be useful because it goes over the topic of constructivism more in-depth than what we learned before. Under this category, the author offers the teacher's role and the students' roles, which provides an interesting perspective.

Under the category of Problem Solving-Based Learning (PBL), the authors offers the proper steps to take in order to "bridge the gap" between the real world and academia, and what is expected in each. On page 194, an actual model is displayed, which gives an idea of how educators should incorporate this type of learning. These were the most relevant categories of the article.

The next few pages give more steps to take and back them up with statistics. I think this article is useful because it was well-researched, and it provides suggestions for how to put these theories into practice in the classroom, or -- in our case -- an e-Learning setting.

Trif Muntean, L. (2013). Problem solving centered learning, a possible model for educational practice. Journal Plus Education/Educatia Plus, 11(2), 192-196. Retrieved from http://ezp.waldenulibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=93607914&scope=site

EDUC 6115 - Week One - Useful Blogs

noreply@blogger.com (Gayle) — Sun, 09 Mar 2014 22:36:00 +0000

I work in a bureau that is part of the Department of State, and I work closely with the Distributed Learning Designers. Upon finishing this degree, I hope to gain a position on their team. Knowing exactly what they do, and having helped with creating lessons a few times, I kept this in mind while looking for blogs to use as tools.

Blog One - Training Design Ideas from Cathy Moore

This blog is written and controlled by Cathy Moore. She provides tools and ideas for how to incorporate scenarios, tips for webinars, as well as posts where she asks questions and includes outside links. She often asks for her readers' opinions, and asks that they leave comments with their own thoughts and ideas. This blog feels more like a community and a conversation than an informative article. One of my favorite facets of Cathy's blog is that she provides a link to register for workshops that she provides.

Blog Two - The IDD Blog

The IDD Blog is another blog I find to be incredibly useful. It is run by a team of faculty from DePaul University. I like that it has more than one contributor, so you often get different views on the same subject, and each faculty member has a different story to tell. The blog is less biased than others that are run by only one person. The IDD Blog also has a section on its sidebar for all the different categories of posts you could find on the blog. I found the Mobile Learning section useful because the team I worked with just deployed tablets to students we are currently training. It's nice to be able to read other people's opinions about similar situations.

Blog Three - Welcome to the Everything E-Learning Blog

The third blog I'm bookmarking here is actually through the Lectora website. I'm familiar with Lectora from creating some small-scale lessons using the software, and finding this blog at this point in my career was so lucky! For someone like me, who uses this software as an Instructional Designer, this blog is invaluable. They provide information about the annual Lectora conference, they have answers to any questions you may come up with about the software, and they provide links to outside sources. Of the three here, this blog is likely the one I will come back to most often.