Scope Creep

Scope Creep is defined by Portny, Mantel, Meredith, Shafer, & Sutton (2008) as “The natural tendency of the client, as well as project team members, to try to improve the project's output as project progresses” (p. 350).

When I think of scope creep, I can't help but think of my school's calendar. During the spring, a calendar of events is created for the next school year. These events include school wide functions as well as field trips and grade level events. Every year our Head of School promises to keep the scheduled events to a minimum so that we can focus on teaching. Once the new school year begins additional events creep onto the calendar even though the schedule is supposed to be “set in stone”. This results in teachers grumbling about time taken away from the classroom. Most of the time the additional events come from the parents who, in our case, are our clients. These events range from additional class parties and unscheduled assemblies to school wide fundraising events. Ultimately, it is the school's administration that needs to put a stop to the unplanned additional events.

Portny et al suggest using scope control to minimize the impact of unforeseen additions. “Scope control involves trying to contain changes to project scope when that is possible and managing changes when they must occur. When scope changes are unavoidable, the project manager should identify their impact on the project plan and obtain approval from the customer and sponsor” (p.96). In our case, refusing the majority of requests and then consulting with the effected grade levels when it seems impossible to avoid a request would help reduce the impact of these unscheduled events. Sometimes the added events come from well meaning resource teachers who want to expand their lessons with field trips to museums or scheduling additional concerts at the school. These requests go straight to the office and suddenly we have an email stating the scheduled date and time of an unexpected event. No thought is given to consulting the grade level teachers to ensure it fits in with the curriculum.

Because a teacher's schedule is filled to capacity at the beginning of the school year, I believe more emphasis needs to be placed on making sure the classroom teachers have the time to cover the material expected in the state standards. Enrichment is very important to a child's education, but it has to be balanced with the core curriculum. Ultimately, it is the job of the school administration to make sure that each teacher has the time to cover the material.

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 Week 3

This week were asked to receive a request for information through email, voicemail and then face to face to determine which form of communication most clearly stated the intent of the message. The message was an informal reminder to submit needed back ground information on a project. The recipient was involved in a long meeting that day which had nothing to do with the communicated request. I found that in this case, communicating the message through voice mail was the best. It allowed me to hear the inflection of the request as well as to replay the message if needed. The email was poorly written and difficult to follow without the inflection that a voice can give to a message. The face to face message was too informal and if given during the break from the long meeting could easily be forgotten. A voicemail message can be checked when the receiver is ready for the message as opposed to over the cube wall in between meetings as was the case in this scenario.

According to Portny et al. (2008) formal requests should always be completed in writing or if in a face to face meeting a follow up email or document should be sent. This scenario was an informal request so a voice message or clearly written email would be best. Stopping someone in the hall or peeking over the cube to deliver the reminder just asks for it to be forgotten. Ultimately, we should always attempt to use the right form of communication for the subject matter and the recipient. Portny et al. (2008) succinctly states “The key to successful project management is effective communication – sharing the right messages with the right people in a timely manner “ (p. 357).

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.

Project Post-Mortem

The Egypt Immersion Fiasco 

This spring I led a project that culminated in the creation of an ancient Egyptian tomb in my 6^th grade classroom. Though the tomb looked great and the students had a great time, the quality of the learning was questionable. The project is part of our school's global studies program in which students travel virtually with a teacher to another country. The 6^th grade focus country is Egypt which fits within our standard study of ancient civilizations. According to the grant which funded the overseas trips, we are to immerse ourselves in the country of study across all subject areas for two weeks. As the 6th grade World History teacher, I am considered the leader of this project each year for my grade level.

The 6^th grade Egypt Immersion Unit was written six years ago by the teacher who traveled to Egypt and created the Egypt Blog for the school. In this unit each academic subject area is assigned different tasks which culminate in the creation of the tomb. For history, students were asked to research then create models of ancient Egyptian artifacts that might be found in a tomb and to create key historical event timeline entries for the hall-length timeline. In math, students were asked to use their knowledge of negative and positive number sequencing to create a 20 foot timeline on which to place their event entry. They also calculated the surface area of one of the pyramids at Giza to figure out how many gallons of liquid protectant it would take to coat the pyramid. In science, they studied the different chemicals that could be used to protect the pyramids from erosion caused by sandstorms. In language arts, they used the writing process to write and then create a digital story book using pictures from the Egypt Blog for their first grade buddies. They also wrote informational summaries about the artifact they created and included these with their artifacts in the tomb. Finally, students used murals containing pictures of the ancient Egyptian gods, hieroglyphics, and Pharaohs to create a mysterious passageway leading visitors through a display of artifacts to a chamber with King Mizar's mummy.

All seemed to be going well enough until the day of the tomb tours. As I watched my students describe their artifacts and guide students from all grades of the school through the tomb, I realized that the students had no clue what they were talking about. The 6^th grade students were supposed to act as knowledgeable tour guides and archaeologists who had discovered the tomb. Needless to say, the stories I heard that day were at times quite humorous. Students seemed to have no trouble when reading the information about the artifacts to the guests, but when they had to ad-lib, they were clueless.

A week after the infamous tomb tours our team sat down to do a post-mortem of the immersion. Though we did not have a set of post-mortem questions like those described by Greer (2010) to guide us, we were able to come up with a list of changes that should make this project much more successful in the future. Each of us had taken time to review our part of the project before meeting, so we had a lot to talk about. We quickly discovered that the biggest problem was due to the age of the original unit of study. The program was six years old and many changes had occurred over those years. New teachers were in place, several of the textbooks were changed, the student population was different, and technology had advanced.

Another problem stemmed from scheduling issues. The immersion weeks landed in the spring during our study of Ancient China instead of Egypt. We studied Egypt in depth in October, but six months had passed when it came time for the immersion unit and students were left to review the basics on their own. In regards to math, this group of students had a lower math ability than the original group which caused issues with the geometry assignment. As for language arts, the study of narrative writing had already taken place in January rather than late spring, so this project interrupted the poetry unit. Language arts was most effected by the change in technology. The installation of Windows 7 on the school computers caused Photostory to no longer work. We had to scramble to find a different way to complete the digital story. Students ended up combining Audacity and Windows Movie Maker which, due to compatibility issues, kept the students from being able to complete their projects on time. Finally, our wonderful science teacher had to fit the study of erosion and chemistry into the middle of a unit on human biology.

After much discussion, we came up with a plan to redesign the Egypt Immersion Unit content. First we had to determine the most important objective of the Unit. Was it to study geometry, chemistry, writing, or Egyptian history? We decided the objective was to expose our students to another culture through the study of its history. Ultimately, the history department gets priority and choice of timing. We set next year's immersion dates to coincide with our normal study of Ancient Egypt. Next, each subject area teacher was tasked with creating a new project that integrated the study of Egypt with the concepts they would be covering at that time. I was tasked with gathering all the documents and creating the new Egypt Immersion Unit. Finally, we agreed that the ability to be flexible was key to ensuring a successful project.

I have included an Animoto video in this blog post which includes pictures of this year's Egypt Immersion and highlights of our Greek Olympic games that was held in February at the end of our study of Ancient Greece.

Greer, M. (2010). The project management minimalist: Just enough PM to rock your projects! (Laureate custom ed.). Baltimore: Laureate Education, Inc.

San Jose Episcopal Day School. Egypt Blog. http://www.sjeds.com/blog/egypt/

Project Management in Education and Training

Hi Everyone,

I am excited to start the next class in my journey towards earning a Master's Degree in Instructional Design and Technology. I look forward to posting discussion prompt responses here and reading your comments.

Anita

Reflection on Distance Learning

Reflection on Distance Learning

Distance education is an innovative and creative way to distribute learning opportunities to a wide variety of students. Negative perceptions of distance learning is a problem that instructional designers must face when first implementing at-a-distance courses into an environment that has historically used face-to-face instructional techniques. I believe that some of the negative perceptions of online degree programs stem from the lack of positive and effective marketing by well-known universities. In a study Gambescia & Paolucci (2009) concluded, “The findings of our study clearly show that very few institutions are leveraging their existing traditional programs (faculty and curriculum) and standards (quality) when creating and delivering their equivalent online programs, opting to use “convenience” and “flexibility” more frequently to promote their online degree programs to prospective students” (under summary). Well-known universities do have online options, but because they tend to hide the fact, at-a-distance classes are not getting the respect that they could have if these well-known universities touted them as an important part of their program. Ultimately, the negative opinions of virtual schools create an atmosphere where instructional designers must prove that their programs are as, if not more, efficient and effective as traditional learning programs.

Perceptions of distance learning have changed over the past ten years; though, many detractors can still be found in all fields and all levels of our population. I can only imagine that online learning will gain an even stronger place in the market over the next 5- 10 years and then again in the following 10 -20 years. Primary and secondary school parents will be looking for an alternative to traditional education as over crowding and budget cuts affect their child's education. Turning to virtual school programs is one of those alternatives that is cost effective for the parent as well as the school district. Online degree programs will also be in more demand as an alternative to traditional brick and mortar universities. These programs give the student a flexibility of time and location of learning that is not found in face-to-face instruction. Simonson, Smaldino, Albright, & Zvacek (2009) assert “....students are increasingly demanding to be allowed to learn at a distance” (p. 5). As universities become more crowded and funding drops they will also be looking for other options for their students. Participating in the online learning community will enable the universities to meet the needs of more students and include students from all over the world. In the corporate world, the bottom line is return on investment. As technology becomes cheaper and easier to use, online training programs will replace face-to-face programs. With this demand and increase of use, the perception of distance learning can only improve. Siemens (2011) asserted that those who have little experience with distance learning were the ones who had the most negative opinion of distance education.

Instructional designers hold an important role in creating a positive perception of online education. To change the negative opinions, they must create strong programs that adhere to best practices and keep the needs of the learners and the instructional goals as the focus. National education standards must be kept and used as the basis of each course. Instructional designers must also be advocates for the online learning experience. Simonson et al.(2009) state, “Actually, the evidence is quite clear that students of all ages can learn from instruction delivered using technology, and that distance education works” (p. 8). This message must be delivered by instructional designers. They should share their ideas and observations with other educators and be open to new and innovative teaching techniques. Finally, this negative perception will be changed as long as instructional designers create quality programs each and every time.

As a teacher at a brick and mortar elementary school, I am already able to advocate change in a positive way. I teach my students how to effectively use online training material and to discern the good from the bad. I expose my students to various methods of online learning and how to conduct valid online research. I share with my colleagues online tools and classes that are directly relatable to the classroom. I mentor new teachers as they use the technology the school offers and am an advocate for online learning experiences. Teaching my students how to use the technology tools that are currently available and also how to figure it out themselves is the key for ensuring that they will be prepared for education in the future whether online or on-ground.

I believe that distance learning is the way of the future. Over the next 20 years, as technology advances, school funding gets cut, classrooms more crowded, and the cost of doing business rises, parents, students, and businesses will be looking for cost effective alternatives that distance education can provide. As long as quality distance programs are created, this increased use of at a distance education will in itself change the negative perceptions of distance education to positive.

References

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

Siemens, G. (2011). The Future of Distance Education. [video program]. Laureate Education, Inc.

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

Blended Learning Scenario

Converting an on-ground traditional training program to a hybrid program where learning is accomplished using a mixed format can present challenges to the instructional designer. A set of guidelines to ensure that best practices are followed when converting this program is beneficial. Best practices are those teaching strategies which meet the instructional goals in the most efficient and effective way. Simonson, Smaldino, Albright & Zvacek (2009) state, “One key to effective distance education is correct instructional design, a systematic process that applies research-based principles to educational practice” (p.146). In this scenario a designer has decided to incorporate distance learning activities into an already existing face-to-face training program. The existing program has proven ineffective in encouraging productive communication between the participants. The designer would like to encourage more interaction between the students and between the students and their facilitator using online tools. The following guidelines, based on the Unit-Module-Topic (UMT) design model (Simonson et al., 2009) and the ADDIE model, may be used as a guide to ensure best practices are met.

Blended Learning Guidelines

MIT OpenCourseWare

“One key to effective distance education is correct instructional design, a systematic process that applies research-based principles to educational practice. If the design is effective, instruction will also be effective” (Simonson, Smaldino, Albright, Zvacek, 2009, p. 146).

Massachusetts Institute of Technology (MIT) has created a series of five free online classes that are available through their OpenCourseWare (OCW) program. http://ocw.mit.edu/index.htm These courses are focused on meeting the needs of independent study students who would otherwise not have access these classes. OCW plans to create a total of 20 free online courses over the next three years. The courses are fully supported with video and simulations and do not require the students to obtain any additional resources. They are focused on freshman level foundational classes, and the first five courses cover the first year subjects of physics, calculus, and chemistry. In reference to the purpose of this program, Professor Shigeru Miyagaw states on the OCW website, “The site was originally envisioned as a set of resources for other educators to use in their classrooms. We didn’t consider OCW a distance learning program - and we still don’t - but we do feel we identified an unmet demand for independent learning opportunities, and that’s what OCW Scholar seeks to address” (2011).

These initial five courses are content based but do not allow interaction with MIT professors or students and do not offer certification or college credit. Students do have access to cohort groups which allow students to collaborate and support each other as they move through the courses. This program allows students to have access to MIT classes and resources that would otherwise be only available to enrolled students. The courses include lecture videos, course notes, class slides, homework problems, concept tests, homework help videos, links to related websites, and access to an online study group. Physics 1: Classical Mechanics is the first course in the series and is equivalent to a freshman year first semester college class. It contains the classical mechanics concepts of Newtonian mechanics, fluid mechanics, and kinetic gas theory (Dourmashkin et al., 2011).The course utilizes sequential modules to teach the material. It is a self paced independent study class that does not culminate in certification or college credit.

Physics 1: Classical Mechanics starts with a multi-tabbed syllabus page. Here, students can discover the course prerequisites, goals, format, technical requirements, as well as, an overview of the standard content of each module, textbook information, and a link to the study group. Each module of the course contains learning objectives, a resource list, lecture video, learning activities including guided practice and self-assessment, and a list of additional related resources. Content media is delivered through lecture videos, powerpoint presentations, problem solving video podcasts, and lecture slides in pdf format. The course ends with a feedback form asking students to evaluate the effectiveness of the course and suggestions for improvement.

Though Physics 1: Classical Mechanics is not meant to be a distance learning course, it meets the requirements laid out by Simonson et al. of a distance course. Simonson et al (2009) assert that instructional designers must know the attributes of the learners, understand the essential content, decide on the appropriate teaching strategies and media, and factor in the learning environment. I believe that OCW carefully considered each of these factors when creating this class. The only facet missing is the interaction with the professor. Instead, feedback comes from self-assessments and interaction comes through the online study group. Simonson et al. assert “Interaction must be maximized, the visual potential of the medium must be explored and time constraints must be addressed” (2009, p. 128). The concern that the professor would not be available to the students was answered through enhanced resources, the creation of study groups, and specific instruction video podcasts. Additionally, the course is very well organized, offers course content through a variety of media, allows students to practice and then assess their learning, and offers many additional resources.

Simonson et al assert,”However, teaching at a distance, whether synchronous or asynchronous, requires that greater emphasis be placed on the initial planning phase” (2009, p.125). I believe that this course was very well planned. The modules are laid out in a sequential manner and thought is put into the student orientation at the beginning of the class. “In revising traditional classroom materials, consider ways to illustrate key concepts, or topics, using tables, figures, and other visual representations” (Simonson et al., 2009, p. 127). The foundation for this course is the actual face to face course taught at MIT. The designers had to revise the material in such a way that it is equally effective in the distance world. They were able to maximize active learning by giving students the ability to collaborate with other students, complete assigned tasks, and control the pace of content delivery.

Finally, Simonson suggests that, “In the instructional design process, formative evaluation becomes an important aspect” (2010, p. 138). The OCW instructional designers included two ways to evaluate the effectiveness of the program. First, students are given opportunities to self-assess their understanding of the concepts in each module. Secondly, students are asked to evaluate the course through an online feedback form. “The process of determining what has transpired and how to change it creates a dynamic educational experience for both the instructor and the learners” (2010, p. 139). This class was well-planned, well-organized, and well-written as one would expect from MIT.

Dourmashkin, P., Greytak, T., Lewin, W., Litster, D., Murthy, S., Neely, A., Srafuss, M., & Watkins, C. Physics 1:Classical Mechanics. [Massachusetts Institute of Technology: MIT OpenCouseWare]. License: Creative Commons BY-NC-SA. Retrieved February 6, 2011 from http://ocw.mit.edu/courses/physics/8-01sc-physics-i-classical-mechanics-fall-2010/

Miyagawa, S.(2011). MIT OpenCourseWare Announces New Course Materials to Support Independent Learners. [webarticle] Retrieved February 6, 2011 from http://ocw.mit.edu/about/media-coverage/press-releases/ocw-scholar/?utm_source=Featured-Course_1-12-11

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

Scenario 1: Collaborative Training Environment

Asynchronous learning presents many challenges for the instructional designer. The designer is expected to provide valuable learning opportunities for students who are physically and temporally apart from fellow students and the instructor. One key element to any successful learning module is that of group interaction. Simonson, Smaldino, Albright & Zvacek assert that instructional designers should, “Plan activities that allow for student group work. This helps construct a supportive social environment” (2009, p.127). When given the task to create a computer system training module for users located across the country, adding the collaborative component is a challenge that must be met. Simonson et al. assert, “The ideal collaborative project requires interdependent work by students, during which reciprocal social interactions result in positive outcomes for the entire group” (2009, p. 283). The question of how to provide valuable interactive experience can be answered through the use of various technology tools.

The collaborative training environment scenario includes a group of staff members from six different regional offices that need to be trained on new office systems software. The six groups are not able to meet at the same time nor place for this training. The instructional designer is given the job of creating a training module that includes collaboration and interaction. My initial thoughts when faced with this scenario included an asynchronous e-learning course with system simulations and "try-its" along with the establishment of an online discussion board group where members can check in at times of their own choosing yet contribute to the discussion. A group exercise would be assigned for the staff who are in the same regional office. The resulting project would be shared through a podcast with the other regional staff.

According to Simonson et al. “Learners need to have direct, purposeful experiences to draw upon in order to successfully learn from more abstract events” (2009, p. 92). In this case, the staff have used similar systems and have a base knowledge of the products of the company. They must now connect what they already know to the new information system. With regard to creating the assignments, Simonson et al. give this advice, “However, when new information is presented, it is important that it be as realistic as possible” (2009, p. 92).

In this scenario the staff at each office would be asked to first watch the official demonstration of the new system created by the software company. Then staff would be instructed to join a provided discussion forum such as YaBB (http://www.yabbforum.com/) where staff will interact with members from all six regions. Discussion prompts would be provided to promote discussion.

Next, staff in each regional office would be given a group assignment. Their objective would be to create a podcast including a play by play simulation either in motion or through the use of screen shots of an assigned aspect of the new system. The final podcast would be uploaded to Youtube and the url added to the discussion board. Simonson et al. state, “A podcast is a single idea that can be explained verbally, or if necessary with audio and appropriate still or motion pictures. (2009, p. 97). Each group would decide on the recording device and software with which to create the podcast. To make it more fun, staff would be encouraged to be creative in the delivery of the material. A resource list of free software and examples of podcasts would be provided to each group through the discussion board. Staff members would be encouraged to share ideas and ask advice as they move through the project.

Finally, staff members would be asked to watch the other group simulations and post comments to the discussion board. An optional video conference between groups could be offered at the conclusion of the course. As a result of this course, each regional group will have created a podcast of one aspect of the new program that can be used to help future staff members master the system.

At the beginning of the course text, Simonson et al. states, “In other words, the media used to connect the learner, teacher, and learning resources must be capable of conveying all necessary information” (2009, p. 9). Examples of this type of connected learning can be found at the Smart Board’s SMART Exchange website (http://exchange.smarttech.com/. Here teachers from across the country can ask questions through the discussion boards, as well as, find examples of interactive white board lessons, view tutorials, and share new ideas. YaBB (http://www.yabbforum.com/), Yet Another Bulletin Board, is great free resource for designers. Yabb offers free downloadable software which enables users to create, customize, and manage discussion forums on an existing websites.

References:

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

Distance Learning Mind Map

Defining Distance Learning

Defining Distance Learning

The definition of distance learning is ever evolving due to the technology that is available to deliver the instruction (Simonson, Smaldino, Albright, & Zvacek, 2009). According to the Distance Learning Timeline Continuum, distance education started in Europe during the early 1800's with correspondence courses through mail. As technology changed and evolved the delivery of at-a-distance education changed. Soon students were able to receive instruction through radio broadcasts, then television, video tapes, and finally online with the introduction of the internet in 1984.

Before taking this course my personal definition of distance learning included any online tutorial that a person might take to gain new or necessary knowledge. As I went through this week's resources, I soon discovered a more precise definition. According to Simonson et al. (2009), “Distance education is now often defined as: institution-based, formal education where the learning group is separated and where interactive telecommunications systems are used to connect learner, resources, and instructors” (p. 7).

It is interesting to discover that distance learning is institutionally based as opposed to self study. My husband subscribes to a online guitar tutorial which I always thought of as distance learning. Though he takes a sequence of recorded classes and has access to his instructor and other learners through a forum, I have learned that what he is doing is considered self study because it is not institutionally-based. I now believe that the definition of distance learning is more specific. The virtual course must include more than one learner possibly separated by time and distance, the instructor may be removed from the group yet is actively guiding discussion and assessing work, instruction must be consecutive, have a time limit, and most importantly an end of course assessment. Moller, Foshay, & Huett (2008) assert, “Since evaluation of e-learning is necessary to demonstrate its worth, the need for better and more widely used evaluation models is critical to the future of e-learning” (p. 71).

In the future, I see distance learning becoming even more interactive. With the addition of video chat, the low cost of telecommunication, and new electronic devices that allow students to communicate via wifi from anywhere students are no longer tied to a room with a computer. For the next few years I believe we will see a significant rise in the use of smartphone applications in education. Distance learning will also become more integrated into the current traditional school system (Simonson, video program). This integration will allow for more personalized public education at a lower cost. Already magnet schools in my area are using their computer labs and virtual classrooms to allow students to advance in subject areas that are not offered in the school. For example, students who are gifted in math now have the ability to move ahead to courses not offered in their school.

Finally, I see distance learning widely accepted as the best alternative to brick and mortar education. Simonson et al. (2009) assert, “Resources should be subjected to instructional design procedures that organize them into learning experiences that promote learning, including resources that can be observed, felt, heard, or completed” (p. 33). As long as Instructional Designers adhere to this advice and keep the purpose of the instruction in mind, at-a-distance classes will be effective no matter the delivery platform.

References

Distance learning timeline continuum. [multimedia program]. Retrieved January 5, 2011 from http://sylvan.live.ecollege.com/ec/crs/default.learn?

Moller, L., Foshay, W., & Huett, J. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 1: Training and development). TechTrends, 52(3), 70–75.

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

Simonson, M. [video program]. Distance education: The next generation. Retrieved January 5, 2011 from http://sylvan.live.ecollege.com/ec/crs/default.learn?

Distance Learning

Wow! Time has flown by since I created this blog more than a year ago. I am excited to get back to publishing posts again as I go through the 7th class of the masters of IDT program at Walden University.