What is Scope Creep? Portny, S. et al, (2008), define project the scope as a "description of the deliverables or what work will be performed" by the project (p. 30). On the other hand, scope creep is defined as the "natural tendency of the client, as well as project team members, to try to improve to project's output as the project progresses" (Portny, S. et al, 2008,p.346). As scope creep is inevitable, it behooves project managers to reserve project time and money for such contingencies (Laureate Education Inc.). An Example of  Scope Creep I would like to share an experience I had, some years ago, while working with a project. The goals of this project were to strengthen and increase the capacity for information and computer technologies (ICT) at the tertiary education level, and in the community in my twin island federation. The project sponsor, an international agency, had committed funds to the tune of one million pounds sterling to the project and its goals. A major goal of the project was to install computers in the community centers and also in the computer laboratories of select tertiary instructions. A preliminary inspection of the physical infrastructure of these buildings had revealed the following: The community centers were newly constructed and consequently required minimal modifications before the installation of computers. The computer laboratories of the tertiary institutions required an overhaul of their electrical and security systems before installation was possible. The activities required to refurbish these buildings were added to the project scope, and formed the basis for project scheduling, costing and resource allocation. Midway in the project, somebody suggested that as there were no community centers in some villages, perhaps we could consider the secondary schools in these areas as community centers. The idea was laudable, and the team recognized it as an attempt to improve the project output by distributing the deliverables more equitably. This seemingly innocuous suggestion was a harbinger of scope creep of an immense magnitude. The project scope spiraled out of control. The secondary schools mentioned were in a state of disrepair. Moreover, some of these schools, because of their location, had a high incidence of break-in and robberies. The project scope spiraled out of control. We now had to factor the new activities, associated with the repair, refurbishment, and the installation of security systems in these schools, into the project scope, schedule, and resource allocation plan. The repairs to the buildings alone incurred significant cost both in terms of resources and money. In fact, this experience confirms that "scope creep is indeed a major cause of cost and project over-run" (Lynch, M., & Roecker, J., 2007, p. 96).   The Project Manager's Scope Control Strategies The project manager accepted the suggested change to the project scope. To be honest, given the prevailing organizational culture, and the villages in question, it was in his best interest to acquiesce. However, this decision was not in the best interest of the project. He then sought approval, from the sponsors, for the changes . They granted approval; but did not entertain any changes in the established baseline schedule of the project. Of course, from that point onwards, the project became unwieldy and lagged behind schedule. My Perspective From my vantage point, and having been exposed to the tools of project management, I would have done things differently. Portny, et al (2008) posit that changes should be anticipated at the beginning of a project, and that "the best practice for dealing with this kind of change is to include a formal change control procedure in the contract" (p. 140). This would have entailed the establishment of a scope change control process during the planning phase of the project. Beyond this, even before contemplating to accept the change, I would have broken down the new activities and formulate a work break down structure, estimate the duration of each task and the additional resources required to complete the work. Then I would have assessed the impact of the changes on the project product, schedule and resources. This analyses would indicate whether the change will have a high, medium or low impact on the project variables. This information would be documented in a "Change Management Plan Document" which will be "communicated to project team members and stakeholders, and will also require the signatures of the sponsors, and key project stakeholders (Cox, D., 2009, pp. 175-177; Lynch, M., et al, 2007, p. 96).). Ultimately I believe that I would have adopted Dr. Budrovich's position, and insisted very cordially that the team "will maintain what we set out to do", we will limit the scope to what we had planned originally and that these new ideas will form the basis of a subsequent project (Laureate Education Inc.). References: Cox, D., (2009). Project management for instructional designers, a practical guide. IN: iUniverse Laureate Education, Inc. Walden University. (2011) "Practitioner Voices: Overcoming 'Scope Creep'" [Video Webcast]. Retrieved from: http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4894962&Survey=1&47=7389572&ClientNodeID=984650&coursenav=1&bhcp=1 Lozier, T., (2008). Avoid scope creep. Retrieved from: http://blog.etq.com/Home-0/bid/41605/Avoid-Scope-Creep-in-Enterprise-Software-Implementation Lynch, M. M., & Roecker, J. (2007). Project managing e-learning: A handbook for successful design, delivery, and management. London: Routledge 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.

Estimating Costs and Allocating Resources

       

Introduction       Projects, including instructional design projects based on the ADDIE process illustrated in the diagram above, are not only costly, but because they are also managed "in a world of limited resources" all stakeholders, including the project manager must strive for accuracy in estimating in order to realize the most return on their investment (Portny, S., 2008, p. 124).  Cost estimation, budgeting, and estimating duration of tasks (effort) are among the essential processes that characterize the planning phase of an instructional design process. I found the following web resources helpful as they gave valuable insight into methodologies for estimating cost and effort, and allocating resources in instructional design projects.      Thackaberry, C. W., & Rada, R., (1998).Estimation metrics for course maintenance effort. Journal of Universal  Computer Science, vol. 4, no. 3 (1998), 308-325. Retrieved from: citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.17...rep...       This article provided a systematic method for calculating  the total effort expended during the development phase of a project.  Development was broken down into  its sub-tasks: Design (De), Programming (Pe), Development of graphics, video  and audio (Me), Text entry (Te) and Testing (Te).  The average number of staff hours for each  task was provided empirically through historical data.    Thakaberry & Yada (1998) also proposed a formula which could be used to calculate the total effort for each phase of the project.    This article is a must read for budding instructional designers.  Gordon, S., He, W., Abdous, M., (2009. Using a web-based system to estimate the cost of an online course. Online Journal of Distance Learning  Administration, v12 n3 . Retrieved from:              http://www.westga.edu/~distance/ojdla/fall123/gordon123.html In the above captioned article, Gordon, He & Abdous (2009) explored the use of web-based software to improve the efficiency in estimating costs for the production of online  courses. They noted that the "increasing demand for online courses requires efficiency and low cost" (para 1).  The major advantage of  the web-based system proposed is that it allows users access to the software at any time and from any location.   The free downloadable interactive spreadsheet costing model is also a useful guide for estimating the cost of instructional design project activities.  Additionally, the empirical data and formulae presented definitely provide a framework on which activity and effort costing can be developed. Finally, instructional design project managers can derive historical analogies, or what other organizations have learned from their experiences with previous instructional projects, and expert opinions from this article (Cox, D., 2009, p. 97). Thus, it is a welcome addition to the instructional design project management toolkit of inexperienced instructional designers. Estimating cost and time in instructional design, retrieved from: http://www.nwlink.com/~donclark/hrd/costs.html To my mind, the real value of this article resides in the guidelines it provides on training costs. It included a breakdown of the salary rates for instructional designers,  the cost of producing professional videos  and slides, and reminded us that these costs depended to a large extent on 'type  of training, skill level, etc (para. 7). The article also presented invaluable information on estimating the development hours required to create one hour of training, and estimating instructor preparation time  for each hour of the training. I particularly liked the section on tips for reducing the costs of developing training. For example, the authors directed viewers to free photos on stock.xching, and gave other helpful advice on how open software can reduce the cost of producing a video or making a digital recording. I highly recommend this article as another "must read" for instructional design project managers. References: Cox, D., (2009). Project management for instructional designers, a practical guide. IN: iUniverse 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.

Communicating Effectively

; Perceptions of E-mail, Voice Mail and Face-to-Face Communication E-mail I found the e-mail very impersonal and felt detached or even disconnected from its contents. Although I understood the words, I did not perceive that the sender had an urgent need to which I was expected to respond. Honestly, my subconscious reaction might be, in time I shall send the document Jane requested. However, in the meantime, I shall continue to browse my e-mail. Voice Mail This was more engaging and more personalized as a voice was now attached to the message. However, my perception was that the tonality of the voice suggested that Jane was annoyed that I was preventing her from meeting her deadline. Face-to-Face The face-to-face version was the most engaging of the three media. By her smile, Jane conveyed a friendly attitude. Her body language also communicated that she was concerned about my failure to present the ETA; but was willing to negotiate and compromise with me. The Face-to-Face communication conveyed a more complete message as it stimulated both the auditory and visual channels. Moreover, her emphasis on words like your and my helped to distinguish the tasks for which she was responsible from those that required my attention. I definitely got the message that my tardiness was causing her anxiety about being unable to meet her deadline. Factors that Influence How a Message is Received Cox (2009) contends that "no two persons perceive the same event in the same way" (p. 154). The factors that influence the way a message is received include perception, attitudes and beliefs, values, and noise which is any distortion or disruption of the communication process (Cox, D., 2009 p. 154). Perception relates to how a person processes information cognitively. The interpretation of the message is colored by the attitudes, beliefs and values of the individual. For example, if I felt that it was unfair or wrong to allow my negligence to cause Jane to miss her deadline, I would be more be more receptive to the message. By the same token, if as a result of my values, I did not care whether she missed the deadline or not, I would be less receptive. Face-to-Face Communications - More Effective Daniel Goleman of the New York Times, in an article entitled "E-mail is easy to write (and to misread)", notes that while e-mail are convenient they are "denuded of the rich emotional context we convey in person or over the phone" (p. 2). Phone conversations are more effective than e-mails because they have the added advantage of tonality; but face-to-face communication is the most effective of the three because "face to face interactions are information-rich. We interpret what people say to us not only from their tone and facial expressions, but also from their body language and pacing, as well as their synchronizing with what we do and say" (Goleman, D., 2007, p. 1). Voice mails are more impersonal and less effective than telephone conversations because they lack the person to person interactivity that is possible through live telephone conversations.  Implications In this week's resources, Dr. Stolovich reminds us that 93% of our communication in non-verbal (Laureate Education Inc.). This suggests that, when we communicate exclusively via e-mail, we lose about 93% of the message . From this, one can conclude that, "important information should first be conveyed face-to-face with all the stakeholders present" (Laureate Education Inc.). The message could be reinforced by telephone conversations and finally via voice-mails or e-mails in that order. Thus, project managers, while taking into the consideration communication media preferences of individual stakeholders, should employ the meeting format: large group, small group or one-on-one; as their first strategy for the dissemination of important information. References: Cox, D., (2009). Project management for instructional designers, a practical guide. IN: iUniverse Goleman, D., (2007, October7). Email is easy to write (and to misread. New York Times. Retrieved September, 21, 2100, from http://www.nytimes.com/2007/10/07/jobs/07pre.html?ref=danielgoleman Laureate Education, Inc. Walden University. (2011) “Communicating with Stakeholders” [Video Webcast]. Retrieved from: http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4894962&Survey=1&47=7389572&ClientNodeID=984650&coursenav=1&bhcp=1 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.

Learning from a Project "Post-mortem"

An experience that comes to mind is the 2009 Commencement Ceremony of my former institution. Commencement is a major event in the calendar year of any institution. Thus, in order to ensure that the team has enough time to complete activities, the committee is commissioned in March of each year and commencement is scheduled for the penultimate Tuesday in November. The project manager is selected by the Principal and approved by senior management. The team consists of senior administrators and faculty representatives from across the five (5) divisions (schools) of the college. Project team members and other senior faculty also chair sub-committees. My role was mainly that of a driver and, to some extent a sponsor as I authorized resources for the project Portny, S. E., Mantel, S. J., Meredith, J. R., Shafer, S. M., Sutton, M. M., & Kramer, B. E. , 2008 p. 84). Challenges  Although the team was commissioned in March, in 2009, project work began mid September. There was no initial planning stage; instead the team began to work immediately premising important decisions on a template of a list of activities from Commencement 2008. The team met weekly but by October, the project seemed to be limping along, and many team members seemed to have lost interest in the project. From my perspective as driver and sponsor, I was not invited to meetings and, looking back, I can remember feeling anxious, wondering if the team would deliver in time for the scheduled date. I lacked information on the progress of work being done and I also felt that the team was making decisions that they were not authorized to make. In addition, the project manager had no authority over members of faculty and was neither skilled in the arts of "negotiation" nor creative problem solving ( Portny, S.et al, 2008 p. 17). Thus, the work of the project was fraught with many interpersonal conflicts . Crisis  Less than a week before the event, cognizant that I had received no budget requests from some sub-committees, I decided to have a chat with a few sub-committee chairs, about the status of their particular activity. It was at that eleventh hour that I discovered that the sub-chair of the decorations committee had not met with members of her committee, and as a result, there was no theme or budget for the event. In fact, it was at that point that she informed me that she did not wish to work on that committee. The project manager seemed blissfully unaware of this. Immediately, I contacted a former member of faculty who was a floral decorator. We agreed on a theme for the event and she created the floral arrangements. On the morning of the event senior administrators, my secretary, the bursar, our children and other senior members of faculty pressed and hung curtains, decorated the gazebo and ensured that the campus was beautifully decorated for the event. Neither the sub-committee chair nor her team members assisted in this task. Lessons Learned Lesson 1 A project by definition is unique. Therefore, each project must have its own initiation, planning, monitoring and controlling and close out stages. One cannot apply a plan meant for Commencement 2008 to Commencement 2009 because each project has its own set of variables. For example the availability of resources or even the fact that team of members work together for the first time will influence the operations of a project. Each project must be individually planned. This initial planning is critical because the framework for the project is developed during this phase. In this regard, Allen et al (2008) posit that if this initial stage is omitted or "passed lightly over. the rest of the project will likely feel (and be) disorganized and haphazard (Allen, S., & Hardin, P. C. ,2008, p. 80). An important product of this phase is a communications plan. This would have ensured that stakeholders like myself would have been kept informed throughout the life of the project. Allen et al (2008) also explain that a communication plan: "ensures that stakeholders receive the right information at the right time in a format that is best suited to their needs. protects all the stakeholders in a legal contractual sense. provides documentation for times when previous decisions are questioned, or referenced, thus maintaining positive relationships among participants and speeding up the decision-making process" (p. 80) Lesson 2 The project must undergo a second phase where it is defined. This involves documenting a rationale, purpose and goals and objectives of the project. The project scope document clarifies for everyone the objectives of the project, what the project will deliver, and the resources required for its successful execution (Cox, D., 2009, p. 69). The work break down structure (WBS) is a product of the planning stage. At this point, the the order of activities determined and each activity is broken down into its smaller tasks. The WBS to create a linear work responsibility charts, estimate budgets and assign tasks. In fact, the linear responsibility chart is a matrix which maps the various project task, the persons responsible for carrying out each task, and the person/s who will approve the tasks ( Portny, W, et al, 2008, p9. 93-95). If Commencement project 2009 had had a linear responsibility chart, everyone would have been aware of the persons authorized to approve decisions. Lesson 3 I have also learned the value of documentation, and how it contributes to the success of a project. For example, the outcome most certainly would have been different if the sub-committee chair of the decorations committee had signed a document agreeing to undertake the work of that committee. I now realize also that project planning permeates almost every aspect of life, as events- professional and personal, are ubiquitous. An understanding of project management tools will certainly redound to greater success in the projects that we undertake. References: Allen, S., & Hardin, P. C. (2008). Developing instructional technology products using effective project management practices. Journal of Computing in Higher Education, 19(2), 72–97.   Cox, D., (2009). Project management for instructional designers, a practical guide. IN: iUniverse 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.

Welcome To My Blog

Greetings to my classmates of EDUC 6145! I look forward to communicating, and sharing with you during the next eight weeks.
Sonia

Reflection

Future Perceptions of Distance Education In the next ten (10) to twenty (20) years, learner demographics will show that the learner population will consist of a large high proportion of "net generation" learners. (Oblinger, D., & Oblinger, J., 2005, pp. 1-264 ). These learners will not only be comfortable communicating at a distance, but will also have an immense facility with the technological tools which drive online engagement and collaboration (Laureate Education Inc.). As a result, distance education will be more accepted as a "main stream delivery method of education" (Moller, L., Foshay, W., & Huett, J. 2008b p. 67). In fact, the " Distance Education and Training Council (DETC) predicts a three hundred percent (300%) increase" in student enrolment in distance education in the next five (5) years (Moller, L., Foshay, W., & Huett, J., 2008b p. 57). Notwithstanding, profound changes in the perceptions of distance education will depend on a number of factors. This week, course surveys revealed that many individuals had misconceptions about the quality of distance education programs and how distance programs compare to face-to-face offerings. Before one can change people's perceptions of the quality of distance education, one must first assure the public of its quality. I join Moller et al (2008b) to aver that this is a "stand and deliver time" for instructional designers (p. 69). They can improve the pedagogical value of online courses by "increasing learner interactions, and providing appropriate activities to meet the needs of individual learners (p. 69). This will go a long way towards dispelling related to distance learning. Colleges and universities could also become change agents in the way they advertise their distance programs. They can convey the value of these programs by assuring clients of their academic fidelity and integrity. For example, research shows that "not even one-third of the universities [that offered online programs] had an online education reference on their home page" (Gambescia, S., &  Paolucci, R., 2009 p. 19). In order to change current perceptions, these institutions need to give more "visibility" to their distance education programs. Moreover, they should promulgate the message that they have invested significant assets in their distance education programs because they consider them equivalent to, and just as valuable as  their face-to-face offerings (Gambescia, S., & Paolucci, R., 2009 pp.17- 19). Also, in promoting distance education, institutions should not only inform prospective learners of the flexibility and convenience of this modality, but should also highlight the learner attributes, such as  self-direction, motivation, and time management, which determine success in the distance environment. This too will serve to minimize learner misconceptions and dissatisfaction with distance education (Gambescia, S., & Paolucci, R., 2009 p. 18). The Role of the Instructional Designer in Changing Social Perceptions of Distance Education Watson (nd) describes distance education as a "catalyst for change" (p. 16). Such changes will include the conversion of face-to-face content to blended or asynchronous learning, and the customization of educational packages. Many institutions might be tempted to adopt the ineffective "craft approach" for course conversion (Moller, L., Foshay, W., Huett, J., 2008b p. 67). As instructional designers are trained to design effective "cost-effective models and tools for distance education", they should be in the vanguard of the change movement towards the adoption of distance education (Moller et al , 2008a p. 70).As mentioned earlier, instructional designers can be important agents in changing negative perceptions about the quality and effectiveness of distance education. Moreover, it is the duty of the designer to establish the quality standards which will assure society that "the products of sound professional design practice lead the e-learning enterprise" (Moller, L., Foshay, W., & Huett, J. ,2008a p. 70).   My Role as a Positive Force for Continued Change in Distance Education First, I will establish a reputation as a designer who serves my clients with "integrity, competence and objectivity” as I seek to add value to their various projects (ISPI Code of Ethics http://www.ispi.org/ p. 2). I will also remain current with emerging information, technologies and best practices in distance education and instructional design, and apply them to my practice. I will be a champion for the continued advancement of distance education in my country, sub-regionally, and further afield. Last but not least, my dream is to increase the value of my contributions to distance learning by pursuing doctoral studies in instructional design or Distance Education. References: Robert, G., (2005). Technology and learning expectations of the net generation.Retrieved from: www.educause.edu/educatingthenetgen/ 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) Huett, J., Moller, L., Foshay, W., & Coleman, C. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 3: K12). TechTrends, 52(5). 63–67. ISPI Code of Ethics http://www.ispi.org/ Laureate Education, Inc. Walden University. (2011) "The Future Of Distance Education [Video Webcast]. Retrieved from: http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4894962&Survey=1&47=7389572&ClientNodeID=984650&coursenav=1&bhcp=1 Moller, L., Foshay, W., & Huett, J. (2008a). The evolution of distance education: Implications for instructional design on the potential of the web (Part 1: Training and development). TechTrends, 52(3), 70–75. Moller, L., Foshay, W., & Huett, J. (2008b). The evolution of distance education: Implications for instructional design on the potential of the web (Part 2: Higher education). TechTrends, 52(4), 66–70. Oblinger, D., & Oblinger, J., (2005). Educating the net generation. Educause. Retrieved from: http://net.educause.edu/ir/library/pdf/pub7101.pdf Watson, J., (nd). Promising practices in online learning blended learning: the convergence of online and face-to-face education. North American Council for Online Learning. Retrieved from: http://www.inacol.org/research/promisingpractices/NACOL_CreditRecovery_PromisingPractices.pdf

Converting F2F Instruction to Blended Delivery

The Best Practice Guide aims to guide any trainer through the process of converting a face-to-face course to a blended format. The guide describes the learner and content analyses which must occur for effective transformation, it advises on effective activities for online learning, describes the change in role of the facilitator in the online environment, and ends with tips for ensuring student participation.

Evaluating Open CourseWare

Introduction to Massachusetts Institute of Technology (MIT) Open Course Ware Check Out the Biology Home Page! MIT takes pride in being one of the first institutions to offer its course materials, used in the teaching of almost all undergraduate and graduate subjects available on the web, free of charge, to any user anywhere" (MIT OpenCourseWare - Fact Sheet). Introduction to Biology is an excellent example of a course which was planned for a distance audience. Clearly, the use of the Web as a vehicle to disseminate information, and the separation of teacher and instructor in time and space, define MIT as a distance provider. However, this does not indicate that Introduction to Biology falls into the category of distance education. According to MIT News, April 2001, MIT Open CourseWare is "not a distance learning initiative because distance learning involves the active exchange of information between faculty and students, with the goal of obtaining some form of a credential" (para 6). Moreover, the degree to which course objectives could be aligned with learner characteristics is limited. In fact, MIT courses represent a repository of material which could be used for educational research, to assist institutions in the development of new curriculi, and also to provide students with study materials which could support their studies in the different subject areas (MIT News, April 1 2001, para 9). Click here for more information on MIT Open CourseWare Introductory Biology Shows Some Evidence of Pre-planning for a Distance Audience Notwithstanding the above, the structure and organization of Introductory Biology show some evidence of pre-planning for a distance audience. In the first instance, the very detailed syllabus suggests that MIT recognizes that the syllabus represents an important point of reference for distance learners, because it helps the learner"to understand the structure of the course, its expectations, assignments and the assessment process" (Laureate Education Inc; Simonson, M., Smaldino, S., Albright, M., & Zvacek, S., (2009) p. 191). The following video clip illustrating the structure of MIT Course - Introductory Biology. During the planning and design phases, instructional designers add the required course materials and resources to the distance environment, in a format which allows distance learners easy access. This ensures the quality of the distance learning experiences (Simonson, M., et al ,2009, p. 191). The availability and accessibility of course material and resources on the course site suggest some level of pre-planning. Moreover, the provision of course materials, assignments, recitations, and answer sheets for assignments also indicate some degree of planing for a distance audience.  Further, these resources are  rendered in PDF format which not only allows access to course material; but students can also download these resources to their local desktops. Worthy of note, also,  is the capacity, built into the course, for translating course content into at least three other languages beside English.  This too suggests that distance learners, whose native language was not English, were considered during the planning, design and developmental stages of the course. Does Introductory Biology Align with Recommendations for Online Instruction? Although the course had some characteristics of an online course, it does not meet many of the requirements of a distance course. The main strategy employed was lecture videos , some of which had a duration of over 40 minutes.  This points to an instructor-centered , rather than the preferred learner centered approach. Simonson et al (2009) posit that a "learner centered approach fits well into distance environments" (p. 185). Distance learners cannot be passive, they "must participate in the learning process" (Simonson M., et al 2009, p. 185). Other strategies that promote active learning include "small-group discussions, debates or virtual field trips ( Simonson M., et al 2009, p. 192) Simonson et al (2009) also emphasize the role technology in promoting student interaction, and enhancing the learner experience. Additionally, they recommend the use of "threaded discussions" which they describe as " one of the most powerful techniques in distance education" (p. 186). The value of  online discussions hinges on the fact that  they engender a collaborative environment where "students learn from each other, teach each other and construct knowledge together (Simonson, M., et al ,2009, p. 187). Blogs, Wikis are also examples of Web2 collaborative tools which could be used to motivate students and promote constructive learning.  There is no evidence of the employment of any of these strategies in Introductory Biology. Additionally, authentic distance courses are imbued with different layers of dialogue, and interactivities between the learner, content, and the instructor. These interactivities facilitate the learning process. Communication tools such as e-mail , bulletin boards promote learner-learner and learner-instructor communication. Learner-content interactivity is the only significant type of dialogue in the course, Introductory Biology. Besides the voluntary study groups which foster, learner-learner interaction, and the learner engagement with the course content, there was  no further evidence of interactivity in the course.  While answer sheets are detailed enough to provide significant feedback for learners, they still cannot  substitute effectively for instructor feedback. Thus, there is no real dialogue between the learner and the instructor in the Biology course environment. Do Course Activities Promote Learner Success? Given the diverse characteristics of the MIT audience, one must admit that the strategies employed were not designed to meet the needs of its potential learners. The study group represents the only effort to engage learners in any kind of collaborative activity. This lack of participation hinders deep learning, and demotivates students. In this regard, Simonson et al (2009) graphically describe passive learning as the "kiss of death for distance education" ( p. 192). Further, Videos were lecture style and had a duration of almost an hour.  All other course material was pdf downloadables.  . Conclusion  Although, attempts were made to include authentic scenarios in assignment problems, one must conclude that Introductory Biology not designed to motivate, and engage learners in a distance learning environment. The course does exactly what it was designed to do i.e. to provide distance learners and educators with a repository of information which could be used as study material or curriculum content. However, I believe that we should commend MIT for employing the study group strategy to promote student collaboration, and also for providing us with such a rich repository of learning objects. Thank You MIT. References: Laureate Education, Inc. Walden University. (2011) "Planning and Designing Online Courses" [Video Webcast]. Retrieved from: http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4894962&Survey=1&47=7389572&ClientNodeID=984650&coursenav=1&bhcp=1 Massachusetts Institute of Technology Open CourseWare. (Fall 2004) 7.012 Introduction to Biology. Retrieved from: http://ocw.mit.edu/courses/biology/7-012-introduction-to-biology-fall-2004/index.htm Mc. Phail, S., (2011, July 29). Evaluating MIT courseware. [Video File]. Retrieved from: http://www.youtube.com/watch?v=Qavckl1UuHA MIT News (April 01, 2001, Retrieved from: http://web.mit.edu/newsoffice/2001/ocw-facts.html Simonson, M., Smaldino, S., Albright, M., & Zvacek, S., (2009). Teaching and learning at a distance, foundation of distance education (4th ed.). New York: Pearson

Collaborative Training Environment

Adobe Connect in a Collaborative Learning Environment Advanced telecommunications technology has enriched distance learning by removing the constraints of geography, space and time (Laureate Education Inc.).  Adobe Connect can provide a learning environment where learners could participate, share content, collaborate and construct knowledge together. These and other features make Adobe Connect ideal for the training solution described in example 1. In this scenario, the trainer is expected to implement a workshop for training office staff in the use of a new information system.  The staff members, who are located in six (6) different regional offices, are unable to meet at the same time or in the same space.  What is Adobe Connect and How Can it Provide a Solution for Example 1? Adobe Connect is a Web 2 collaboration tool which can facilitate synchronous or asynchronous meetings of participants who are separated in space or time.  A meeting is created with a URL and participants can connect to the meeting via this URL.  The Adobe Connect interface comes equipped with pods which provide the following functionalities: Desktop sharing – Participants can entire desktop or windows in the desktop Audio visual experience Question and Answer File sharing – Participants can download files to the local computers (Images, Videos, Documents, interactive images, interactive white board) Polls – Participants can give feedback on the session Thus, Adobe Connect can be described as an interactive telecommunication system which connects “learners, resources and instructors (Schlosser & Simonson, 2006, as cited in Simonson, M., Smaldino, S., Albright, M., & Zvacek, S., 2009 p. 7). The Adobe Connect meeting room offers a variety of instructional strategies which reflect the tenets of sound learning theory.  For example, having the capacity to record training sessions, the instructor can make these meetings accessible to learners who were unable to attend the meeting.  In addition, these absentee members, as well as others who might wish to consolidate concepts, can have asynchronous access the meeting room at any time or place.  Hence, with the aid the synchronous and asynchronous distance delivery tools of Adobe Connect, instructors are able to transcend the barriers of time and space. Adobe Connect also fosters a learning environment which encourages learner interaction and social constructivism.  In such learning environments, learning occurs not by “assimilation but through the process of knowledge construction that the learning community supports (Bielaczyc 7 Collins, 1999 as cited in Beldarrain, 2006, p. 148). In the Adobe Connect room learners are assigned different participatory roles, they interact in chat rooms, and can also express feelings of agreement, disagreement or they can ask a question and receive immediate feedback.  Adobe Connect also utilizes tools called Emoticons “for asking group questions and getting group response” (Sinha, H., McCauly, J., & Kumar S, nd, p.3). Moreover, break-out rooms facilitate group collaboration and team work.  Beldarrain (2006) cites Kearsley & Schneiderman (1999) to indicate that authentic learning is derived from collaborative efforts, project-based learning and non-academic interactions (p. 148). The level of interaction and the ability to see and hear each other imbue the Adobe Connect learning environment with a “social presence” which is often lacking in the distance environment.  This "social presence, learners helps learners to interact more comfortably, and  to develop relationships which lead to the establishment of an “online community’ (Beldarrain, Y., 2006, p. 149).  Thus, staff across the six (6) regional offices could interact  and participate in the training exercise, using the tools described. Adobe Connect meetings also support learning through expert modeling.  Participants can act as presenters, or guest presenters can perform the role of expert models.  For example, experts using desktop sharing could demonstrate how to use the information system to perform essential tasks.  This modeling of behavior reflects Bandura’s Social Learning Theory which “places a high value on observation and modeling of behavior” (Beldarrain, Y., 2006, p. 148).  Additionally, Adobe Connect technology aligns with the cognitive theory of how people learn.  The audio and video pods are consistent with Pavio’s (1986) notion that humans possess audio and video channels both of which must be activated for learning to take place (as cited in Meyer, R., 2003, 129).  Beyond that, Meyer (2003) also contends that people learn better when presented with words and pictures than with words alone, and Meyer’s modality theory also suggests that learning is even deeper if words are narrated as opposed to a written format (Meyer, R., 2003, 129; Laureate Education Inc). Thus Adobe Connect can deliver learner centered instruction which reflects the way people learn, In considering Adobe Connect as a solution, the instructional designer will have to take into account the challenges of implementing this software. Sinha, McCauly, & Kumar (nd), after completing a study on the ‘Usage of Adobe Connect within the Penn State [University] Community, concluded that Adobe Connect had “three categories of challenges: organizational, technical and social” (P. 7).  Organizational challenges involved the leadership not providing the equipment such as web cams and microphones necessary to start the meeting on time, and their slow adoption of technology impacted on the effective use of technology in the institution.  Technology challenges were related to bandwidth constraints in the locations where people had to access the meeting room.  Finally, social issues stemmed from the general consensus that, despite attempts to socialize the Adobe Connect learning environment, technology could not take the place of face to face interaction (Sinha, H., Mc Cauly, J., &  Kumar S, nd, p.8). Notwithstanding the above, I end by reiterating that Adobe Connect is a perfect solution for a collaborative training environment which requires staff members to share desk top information, documents and participate in ongoing collaboration. Resources 1. The following video gives an overview of Adobe Connect and its functions. 2. This article was also useful. Adobe Connect Study View more documents from Jennifer McCauley References: Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education 27(2), 139–153. Laureate Education, Inc. (Walden University). (2010). Technology of Distance Education [Multimedia Program]. Retrieved from: http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5364557&Survey=1&47=7389572&ClientNodeID=984650&coursenav=1&bhcp=1 Laureate Education, Inc. Walden University. (2011) Triarchic Model of Cognitive Load: Parts 1 and 2 [Video Webcast]. Retrieved from: http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4894962&Survey=1&47=7389572&ClientNodeID=984650&coursenav=1&bhcp=1 Lee A. (2011, July, 16). Adobe Connect meeting overview [Video file]. Retrieved from http://www.youtube.com/watch?v=Oyx_hutZtzA Mayer, R., 2003. The promise of multimedia learning: using the same instructional design methods across different media, Learning and instruction 13 125-139. Retrieved from: http://projects.ict.usc.edu/dlxxi/materials/Sept2009/Research%20Readings/MayerMediaMethod03.pdf Simonson, M., Smaldino, S., Albright, M., & Zvacek, S., (2009).  Teaching and learning at a distance, foundation of distance education (4th ed.). New York: Pearson Sinha, H., Mc Cauly, J., & Kumar S,(nd). Online collaboration across university campuses: An analysis of the usage of adobe connect within the Penn State Community.  Retrieved from: http://www.slideshare.net/jnfrmccauley/adobe-connect-study

Distance Education

Original Definition

Distance Education occurs when students, separated geographically, and connected by technology, participate, at different times, in educational activities. These activities emanate from a formal institution.

I now recognize that this definition is too simplistic for such a complex and dynamic phenomenon as distance education. I have learned, from this week's resources, that distant education is in a constant state of evolution, and that this movement is fueled by advancements in telecommunications and information technology, diversified customer markets, and a more highly educated work force (Simonson, M., Smaldino, S., Albright, M., & Zvacek, S., 2009, p.55). Thus, distance education has evolved to meet the changing needs of society and also in a way which allows it to take advantage of the rapid advances in technology. Today, distance education has come a long way, and so the definition has changed from the era when correspondence courses were the only form of distance education.

Important Landmarks in the Development of Distance Education

Dates	Distance Educational Technologies/Connecting Media
1833-1873	News Paper Civil Examinations Courses in Europe
1873-1882 1934-1964	Mail Correspondence Courses in USA University of Chicago introduces first correspondence course
1969	Introduction of statewide telephone course for medical doctors Invention of the Internet
1975	First use of Video for distance learning
1982-1983	Use of satellite television for distance education
1984	First on-line course
1993	First Virtual school
1997-2001	Development of Course Management Systems for Distance Ed
2000-2009	Emergence of new Web 2 technology tools to facilitate distance education, e.g Wikis, Blogs, Podcasts, and Multi-user virtual environments

Laureate Education Inc. (2010).

Mail correspondence courses and other forms of distance education typical of the 19 and early 20th Centuries were geared towards mass production of curricula for a uniform market. Consequently, instructional packages had little or no learner flexibility and organization, structure and content took precedence over pedagogical issues ( Garrison, R., 2000 p. 6). Moreover, learner access to resources and their ability to interconnect were constrained by the existing modes of connectivity.

Contrastingly, the post industrial era is characterized by "the ability to personalize and share control of educational transactions through two-way communication in the context of a community of learners. "Moreover, this can be accomplished in an affordable manner along with access to educational resources and information via networks that may well provide educational experiences superior to traditional face-to-face experiences Garrision, R., 2000, p. 11) This change was fueled by a need to provide access to education by an growing number of traditional and non-traditional students, economics, an increase in the availability of powerful and "high speed computer communications technologies"and also the development of technological tools such as wikis which facilitated the collaboration of learners in a distance environment. Post industrial distance education also stresses, learner to learner communication to construct knowledge and the need to foster communities of learning in the distance environment Moller, L., Foshay, W., & Huett, J. (2008a).Moller, L., Foshay, W., & Huett, J. 2008a p. 74).

I have also extended my definition to include asynchronous and synchronous modalities of distance education. Asynchronous or different place, different times distance education is especially beneficial for working adults or single parents who juggle work responsibilities with managing study time. The flexibility of this modality allows them to participate in discussions and complete assignments at times which are convenient to them. Notwithstanding, students often feel isolated and demotivated in an asynchronous environment, and consequently the students who achieve success are usually autonomous, metagonitive and self-motivated learners (Moller, L., Foshay, W., & Huett, J. ,2008, p. 64). On the other hand, the synchronous modality is more appropriate for intense corporate training and secondary school students who are unable to participate in conventional education.

The following video summarizes the characteristics of synchronous and asynchronous distance learning.

My Revised Definition

Distance education occurs when learners collaborate across distance at the same time or at different times in educational activities. Technology connects learners to each other, the facilitator, and abundant educational resources. Technological tools also enhance the learning environment by fostering collaboration and promoting deep learning.

My Vision for Distance Education

Distance education will continue to change with advances in telecommunications and information technologies. As a result of an increased focus on the didactic and learning outcomes of distance education, the role of instructional designers will become pivotal. According to Moller et al, instructional design should be at the forefront to create cost-effective models and tools for distance education (p. 69). Distance education will become less proprietary and more decentralized. Also, distance education programs will become more customized to cater for the individual learning needs of students (Samens, J., (nd) p. 9). Finally, asynchronous and synchronous modalities would develop as distinct arms of distant education. According to Samens (nd), "distance education will focus on improving methods by which the overriding goal of each sphere [synchronous & asynchronous] can be maximized (p. 9).

Concept Map

References:

Garrison, R., 2000. International review of research in open and distance learning. 1(1), 1-17

Laureate Education Inc. (2010).“Distance Education: The Next Generation” [Vodcast]. Retrieved from:

http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5364557&Survey=1&47=7389572&ClientNodeID=984650&coursenav

=1&bhcp=1

Moller, L., Foshay, W., & Huett, J. (2008a). The evolution of distance education: Implications for instructional design on the potential of the web (Part 1: Training and development). TechTrends, 52(3), 70–75.
Moller, L., Foshay, W., & Huett, J. (2008b). The evolution of distance education: Implications for instructional design on the potential of the web (Part 2: Higher education). TechTrends, 52(4), 66–70.
Samens, J., (nd): The imapct of web-based technology on distance education in the united states. Retrieved from:
http://www.nyu.edu/classes/keefer/waoe/samans.html
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S., (2009).  Teaching and learning at a distance, foundation of distance education (4th ed.). New York: Pearson
Youtube. (Walden University). (2009). Asynchronous Vs Synchronous Interactions. [Video}. Retreived from:
http://www.youtube.com/watch?v=FVOVJggdt1I