SonJan
Thursday, October 13, 2011
Thursday, October 6, 2011
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 ![]() 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. |
Thursday, September 22, 2011
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 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 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. |
Thursday, September 15, 2011
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 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
Lesson 2 Lesson 3 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. |
Sunday, September 11, 2011
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
Sonia
Sunday, August 21, 2011
Reflection
Future Perceptions of Distance Education 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 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. 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: 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: 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: |
Sunday, August 14, 2011
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.
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