Posting of Masters ePortfolio

 

                   

http://www.opresume.com/ByBeBeDezign/resume

The Resume section for this  account is available for viewing.

This account has been disable due to storage issues.  They are requesting for an upgrade. However their support has not responded. Therefore, I was not able to upload Masters ePortfolio into this site.

 

https://bebedezign.wordpress.com

ePortfolio has been linked to the BeBeDezign WordPress account.  I am uploading The ePortfolio Table of Content with a Hyperlink to the Adobe Acrobat Masters ePortfolio listed under the EIDT 6910 Masters Capstone at the bottom of this page.

 

 

       ePortfolio  for   Master

Bridget Chappell-McKinney

b.chappell@gmail.com

bridget.chappell@waldenu.edu

(602) 487-0668

                                     Masters Instructional

                            Design & Technology Projects

                                                           

EIDT 6100         EIDT 6110: Instructional Design  {Intro to ADDIE}

1. Group3 Final Project  
2. Group Logo By Bridget Chappell

 

EIDT 6110      Advanced Instructional Design (Instructional Module)                               

1. 21st Century EDU Final Project(Prezi
2. 21st Century EDU Final Project Reassessment(Prezi)

 

EIDT 6120   Multimedia Design and Development

1. Final Project (Learning Object)
2. Learning Object AECT Standard Scoring Rubric
3. WK7 Final Project {Learning Objects}Grading Rubric
4. WK8 Discussion/Video-Capture

 

EIDT 6130: Program Evaluation (Program Evaluation Plan)

1. Statement of Work
2. Work Breakdown Structure
3. Resource Allocation Plan

 

EDUC 6135   Distance Learning (Online Orientation)

1. Invitation To Coursesite SIT-3500 Safety Training
2. Project Documentation
3. Scoring Rubric w/Feedback for the entire Final Project

1. Defining Distant Learning {Blog}

Converting F2F into a Distance Learning Format {Information Guide}

1. CMS-Orientation w/Documentation

                                                                 CourseSites _{by BlackBoard}

 EDUC 6145  Project Management (Project Plan)

1. Final Project { Weekly Assignments Combined }
2. Final Scoring Rubric
3. Required WordPress Blogs
4. Postmortem
5. Effective Communication
6. Plagiarism
7. Analyzing Scope Creep

 

 

EDIT 6510  Online Instructional Strategies

1. Weekly WordPress Blogs
2. Welcome Orientation Video

                 {EDUC 6135 Final Project}

 

EDIT 6511    Assessments in Online Environment

1. Designing Written Assessments
2. Designing Performance Assessments
3. Assessment Technology Tool-box
4. Developed Scoring Rubric for all Exercises

 

EIDT 6910    Masters Degree  ePortfolio

 

 

        

 

Constructing Quality Questions for Discussions

Being Inspired by DQ’s

Our knowledge base with information concerning the purpose of Assessments, developing Assessments, deciding which Assessments will accurately measure the learner mastery of the subject matter, and scoring Assessments has expanded in the last seven weeks.

However now with online accessibility 24 hours a day – 7 days a week through technology, new Assessments trends are being designed to provide automated methods to measure the learner’s acquired skill levels for instructional material.  Dr. Rita Palloff and Dr. Keith Pratt (2011),  talk about online collaboration and  Discussion Forums.   Discussion Threads have become a core method that provide learners with the opportunity to develop a critical higher level of thinking.   DQ’s are being  designed to allow the learners to share their thoughts, interact with classmates, and assist with expanding the their comprehensive mastery of the instructional material in a online environment. This method is also being used as a Assessment tool by the instructor to determine if the learner has achieved mastery of the instructional objectives outcomes.

 For this DQ Blog consider all the DQ Threads that you have participated in and to what degree has this tool been proficient to expanding your knowledge base about the course material.

Begin by considering all that has been learn during this Masters Curriculum and this week’s Resource material:

Then discuss what inspires your participation with DQ’s?

Explain what makes the DQ Thread engaging for you?

What does interaction with classmates and instructors achieves for you?

Describe how effective you feel DQ’s are for learning the subject material and  for expanding your personal learning process?

Additional Reading Material:

Included below is a link to The International Review of Research in Open and Distance Learning that published a article titled,  “Learners’ Perspectives on What is Missing from Online Learning: Interpretations through the Community of Inquiry Framework” which provides the learners perspective of a online community learning environment.

Post your responses to this DQ’s questions in the Comment Area of this Discussion Blog

Read and critique two other class colleagues posted blogs and respond to their blog in their Comment Area.

When critiquing your class colleagues DQ Blog

• Share personal thoughts and insight
• Validate with your own experiences
• Describe which idea and explain why you might feel the same/ differently about the content of their post
• Expound on their posting with additional information about the post’s subject.

Return to your original posted response and respond to any of your class colleagues that have comment to your post.

Click on the Rubric to download the Grading Rubric

 Reference:

Platt, K., and Palloff, R.(2011). Assessing interaction and collaboration in online environments [Video file]. Retrieved on August 15, 2014 from https://class.waldenu.edu.Laureate Education (Producer)

 

 

 

 

 

Plagiarism Detection and Prevention

 

Plagiarism Detection and Prevention

What plagiarism detection software is available to online instructors?

 The use of Turnitin is the software that academia is using to automatically detect Plagiarism. There is  also http://www.plagiarismchecker.com/, http://plagiarisma.net/, and a few others not as popular that can also check for Plagiarism.

 

How can the design of assessments help prevent academic dishonesty?

According to Boettcher & Conrad, 2010), ” Effective course design practices place a high priority on designing assessment experiences. Creating assessment that allow students choice helps to develop a personalized and customized learning experience which can require innovative thinking”.

 

What facilitation strategies do you propose to use as a current or future online instructor?

I would have students benchmark their work throughout the entire course so that detailed points will be structured by the student to establish original and individualized work.  I would also have my student submit their work through Turnitin for a actual percentage of similarity to others works that have already been uploaded to the internet. It is also important that all students are familiar with the standards and policies for plagiarism. When a student knows the consequences of their  copy- paste actions that do not supply the originating author with credit or citing this could also deter them from this particular action.

 

What additional considerations for online teaching should be made to help detect or prevent cheating and plagiarism?
Providing concise details as to what is expected and what forms of Plagiarism will not be ignored is the one additional online instruction that will be provided and the “I did not know” used as the standard pro status excuse will not be excepted.  Also consequences will be clearly and concisely advise at the beginning with the explain that Academic Integrity is a prerequisite to all course assignments.   

 

I would like to add as a afterthought that in a world where most  information is literally at our fingertips and because more times than not our Academic post are expected to be substantial and scholarly the need to research and regurgitate most of the information that we ingest is required.  If an original idea is formulated the need to have that idea supported by researched evidence is critically  necessary so that stands to reason that all work must be cited to supply that scholarly support that supplies credibility to an individual work.

 

References:

Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.

 

 

Impact of Technology and Multimedia

 

What impact does technology and multimedia have on online learning environments?

Multimedia Technology used through online learning provides a interactive and engaging environment.  It allows learners to interact with there learning environment.  Through multimedia technology Problem-based activities,  task simulated games can be implemented to assist the learning with online practical applications of a lesson (Simonson, Smaldino,  Albright, and Zvacek, 2010).

What are the most important considerations an online instructor should make before implementing technology?

Knowing that all students have access and an rudimentary understanding of the technology being presented in the lesson, I believe this would be the most important consideration an online instructor should have before implementation of technology.  Secondly,  would be that the technology accurately demonstrates the learning objective that the instructor is desiring to demonstrate.

What implications do usability and accessibility of technology tools have for online teaching?

As explained by ( Simonson, et al.,  2010) ” Instructional Design is considered the intellectual  technique of the professional who is responsible for appropriate applications of technology to the teaching and learning process. 

Not all learners will have equal access to technology resources which would make accessibility of technology a responsibility 0f the facilitator  who needs to be sure that all  learners have similar learning experience and  that there learners have access to the technology resources that are being provided.  Usability  is recognized  by two explanations one would be no matter what technology is implemented it is the facilitator responsibility to respect copyright restrictions that might apply under the terms and conditions usability may require special permission if the create has not enable the Creative Common Copyright. Usability may also be the learners level of technical proficiency and their ability to use and comprehend the provided technology to gain to the learning objectives that the facilitator is attempting to convey.  

What technology tools are most appealing to you for online teaching as you move forward in your career in instructional design?

In my mind’s eye I see the development of creative learning modules through Blackboard, Wiki’s, Endnote, Moodle, eCollege, Prezi, Adobe CS, and Captivate to created automated problem solving and task related simulation.

 

What I have learned through all of this is that as an instructional designers, it is necessary to go beyond establish well analyzed principals and concepts based on solid theories;  have a solid background or SME for the subject’s knowledge to provide an effective, instructional design program for the learner. Then develop the most engaging interactive module that delivers the designated learning objectives in a manner that is accessible and engaging, this will provide your learner with the opportunity  to establish motivation and become involved with the material to produce the required objective deliverables.

 

Reference:

Simonson, M., Smaldino, S., Albright, M. & Zvacek (2010). Teaching and learning at a distance: Foundations of distance education 5^th ed. Pearson, Boston, MA.

 

 

Setting Up an Online Learning Experience

 

 

 

 

• What is the significance of knowing the technology available to you? 

Knowing the  technology that is available to develop an engaging online learning experience is imperative and one of the significant strategies to focus when presenting a effective online course.  Planning and developing a interactive CMS that the  facilitator is comfortable with can enable the implementation of  the strategic  online learning environment. This can provide the  learner with the three important presence social, cognitive and teaching.  Through technology the  facilitator’s  responsibility can be plan out to invoke positive, supportive and encouraging content,  this will ensure that the learner will participate.  Developing techniques through technology encourages action from learner and permits  interactive engagement.  Today, there are many different technology tools that are able to address a multitude of learning abilities (Beldarrain, 2006).When correctly prepared the delivery of material through technology can be invaluable, feedback can be personalized  and knowledge can accessed in cost effective way.  Because technology can be integrated with simulations, interactivity and authentic resource material the distance learning environment can achieve a enriching learning experience.  These types of activities permits students the ability to connect with their prior learning experiences, construct a new knowledge base, demonstrate mastery and show creative problem solving abilities (Beldarrain, 2006).

  

• Why is it essential to communicate clear expectations to learners?

 The need for communicating expectation clearly can be achieved through learning objectives, course syllabus and rubrics.  Establishing learning objectives, and  outcomes provides the learners the ability  to know what is  expected right from the beginning 0f the course. This will allow clarity of expectations,  building knowledge and competencies for learners and a presence of facilitating the direct instruction  and resolving any issues with individual students (Boettcher and Conrad, 2010).  

This also institutes what is expected from the facilitators what contributions are required from  the learner.

Another essential goal for clear communication on a regular bases is  to provide guidance to student and establish an online presence of availability.  According to Boettcher and Conrad, 2010 this means that the facilitator should exert a relatively strong teaching presence as well as encourage the learners to be clear about what knowledge they are being provided from the course content by demonstrating the use of resource materials, prior knowledge  and experience through the sharing of information in the community discussion boards, blogs, reports, and peer to peer collaboration.

 

• What additional considerations should the instructor take into account when setting up an online learning experience?

 The facilitator should devote thought and planning to preparing a ice-breaker or getting acquainted activity at the beginning of the course.”Opening  the lines of communication in the learning community in a non-threatening manner”(Conrad and Donaldson, 2011).    This will allow the learners to establish a online presence and become familiarize with peers, collaborating as well as working within the learning community. Boettcher & Conrad discuss the importance of establishing an online presence of the instructor as well as building an effective learning community (2010). Even if  a course  has the best course management system, accompanying software, and integrated with the latest technology tools, if the instructor does not successfully develop a presence within that learning community within the first few weeks of the course learners may not be as motivated or successful.

 

Reference: 

Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass. 

Conrad, R., & Donaldson, J. A. (2011). Engaging the online learner: Activities and resources for creative instruction(Updated ed). San Francisco, CA: Jossey-Bass.

Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2),139–153. 

Online Learning Communities

When life comes at us fast and performance goals need to be obtained the style of online learning works for quite a few adults that want to achieve their educational goals and still manage family, careers and the normalcy of everyday lifestyle.

 

How do online learning communities significantly impact both student learning and satisfaction within online courses? 

Online learning communities provide supportive learning in a safe environment.  Online type of communities allows for sharing and collaboration of thoughts with facilitators and peer colleagues through interactive of groups.  Everyone in the groups is working toward a common goal of gaining knowledge toward the  objective outcomes.  According to Dr. Palloff and Dr. Pratt an online learning community “is a community of learners who explore content together in order to construct meaning and knowledge about the content” (Laureate Education, Inc). The interaction  of the people that participate in the online community are seeking to share primarily generate knowledge, apply the meaning of this knowledge to real world solution and must be nurtured to become a viable  means for effective education. 

What are the essential elements of online community building?

Developing the essential elements of a online community allow students to gain knowledge by doing which supply a sense of co-creation  with the instructor without relying on the instructor entirely for knowledge(Laureate Education, 2010). The five interdependent elements of building an online community as stated by Dr. Palloff and Dr. Pratt are people(learners & facilitators), purpose(the reason for coming together), process (the delivery of information), interaction and presence (Laureate Education, 2010). 

How can online learning communities be sustained?

For online learning communities to be sustained and successful participants must take an active responsibility to be active in the community.  They learners need a reason to remain engaged with interactive activities such as blogs, interactive problem solving task, collaborative project assignments and discussion boards that provide an approach of allowing learners to share and combine knowledge. 

What is the relationship between community building and effective online instruction? 

In any community, building strong relationships is key to creating a positive environment regardless of beliefs or values. The essential elements of the online community, according to Boettcher and Conrad (2010), are twofold:  building knowledge and competencies within learners and building a network of mutual respect and sharing of ideas and perspectives. Having a sense of community in online learning, learners feel free to express their ideas and are more receptive to peers and facilitator. 

 

References:

Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.

Laureate Education, Inc. (Producer). (2012) EIDT-6510-2: Online Instructional Strategies [DVD]. Online Learning  Communities. Baltimore, MD: Dr. Rena Palloff & Dr. Keith Pratt.

Analyzing Scope Creep

Analyzing Scope Creep

Wow… the start of my dream!!!!  Sandy shores, the bluest of water and islands as far as the eyes can see!!!   My dream for a long, long  while has to been to go on a  extended cruise as a reward/celebration for completing my Bachelor’s Science Information Technology.  The plan started off with the project of  achieving a BS degree, planning for my  family to attend the Commencement Ceremony in the Miami, FL, location, and then my Mother and I would be embarking on the cruise of a life-time { in my mind I wanted a 21 day hit every island from the Port of Miami to Bahamas, through to Jamaica and catch everything in between on the route back}.  (image)

 As our Laureate portal explains Scope creep is dealing with the unanticipated issues, the expansion of the project, deliverables that weren’t originally apart of the project, participants and scheduling…. so what’s the big deal of adding more? It’s just the time of your life and everyone wants to share in the fun!!!!

Well as with any project I was able to manage the biggest part of the plan, start my Bachelor’s Degree program, ramping up the milestones and benchmark courses by completing 3 courses per quarter base instead of the two normally required. I paced my ending date so that me achieving my goals would be the apex of the three projects, I was actually managing.  My youngest completing & graduating eighth grade June, 2012, my oldest completing & graduating from high school, May, 2012 then there would be me at the end in a  timely fashion of completing & graduating my undergraduate degree October, 2012  within the time frame I had laid out to attend the Miami, FL commencement  January, 2013.  At this rate my time would not step on their time and their individual times would not step on each other.  Everyone would have their special moments then again…to cap this project off my mother and I would embark on this special cruise.  She has work hard all her life and has never, never taken a cruise….not to say she has not done her share of traveling… she and my father have driven all over this country, as well as traveled by air to several other states but she or myself have never, never been on a boat that size going to any of the islands… {the Dream}…Ok..ok.. Back on track….

 

Identifying the Risks and preparing a solutions

 Checklist was activated: shopping, dresses, and accessories,  cost & budgets situations were all being addressed and deliverables were being tracked.  As my benchmark, I slowed down to pace my finishing date for the January, 2013 commencement instead of the July, 2012 so that the ceremonies of each event would not conflict.

The 1st milestone oldest daughter graduates May, 2012 Oowoo!!!  

The 2nd milestone youngest daughter graduates June, 2012 Oowoo!!!

{I have to pat myself on my own back ” I’m Good”}    I was maneuvering this project to its completion  the first two deliverable down and signed off on.

The Dream of a Lifetime Cruise would be right at the end of January through February 2013…while the rest of the world was dealing with winter… it would be fun in the sun for me an momma.  Pushing this final project to completion was all that remained to ensure that formal close out phases were conducted;   flights were planned for the January, the oldest from TSU along with prearrangements for missed assignments; time off from new high school for the youngest had to be prearranged and arrangements for missed assignments.  Getting everyone off the ground from Chicago, Tennessee, and Phoenix to Miami, with round trip tickets back to their perspective parts of the world. Took a lot of communication with each individual  and total team effort daughter, husband, mother, father and two unexpected guest {my Uncle and his wife on my mother’s side}  that decided they wanted to come and share my commencement so their leaving point was from New Orleans, to Miami.  Greer, 2010, p. 35 explains that scope change is defined as any additions, or modifications  to work process as outlined with original project plans.  That change was not jaw dropping and additional resources to cover two additional people did not change any conditions of this projects bottom line.   Furthermore, now that it was October, 2012 I realized I had a resource gap that could be consumed to drive another project into start before January, 2013 commencement so the advising team geared activities up and started my involvement for my masters degree starting October 29, 2012.  Now arrangements also had to be made for me to account for delayed assignments for my masters program, while I attended commencement  and the Island Dream was coming so close into view, passports were obtain, Thanksgiving and Christmas had gone off without a hitch…. The final element to maneuver for creating the formal closing phase of this entire project… I would not experience as planned…You see, I had adjusted situations and issues, dealt with change, managed conditions that exists outside the project, and I had gotten to the confirmation of my degree….but then reached a monkey wrench that could not be recovered during the final project… into chaos this last deliverable went… My Father had been ill but now at this apex he became terminally ill he watched me graduate online stream web commencement, my mother was not comfortable with going on the Island Dream Cruise at this point  but she wanted to be there for commencement in Miami,  the first two days after landing in Miami, FL she contracted the stomach flu and was totally sick until January 19, commencement day. 

The Island Dream project was postponed to 2014 where it will resume on April 26, 2014  for just 6 nights and 7 days with two additional people.  My oldest and my youngest have included themselves as additional resources because they feel that they have earned a right of passages on this cruise.  All in all I believe the majority of these projects were formally brought to a successful completion,  I still have another high school graduation in 2016, and a college graduation 2016 and as long as the school’s manages to separate the dates and not overlap…I will bring these projects to a successful completion…Oh, let’s not forget… I continued on with my masters program so I get to graduate  October, 2014.  Dream Cruise, April 26, 2014…. May 3, 2014….Oowwee!!!! I can’t wait…me, Momma, and my two brats….loving life what can I say…

Scope creep happens when items are forgotten or all of a sudden a client “needs” to have something included.  Having experience can shorten the duration of a project (Portny, et al., 2008).

References:

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

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

This week our journey
is to communicate effectively about communicating effectively.

Attempting to diplomatically share or request needed information from a fellow team member can be conducted by several methods written, verbal, formal and informal. Depending on which of the modalities the communicator uses to convey the message a serious amount of miscommunication can be interpreted by the receiver of the message. Whatever mode of communication is utilize informal, formal, written, verbal, planning and preparing our messages to be received and correctly interpreted by our receiving audiences is a very important factor.

We were presented with three adaptations of the same message. The first presentation was a email message, the second presentation of the message was voicemail message, and the third presentation was a face-to-face message.  

Looking first at the email message this communication appears straight forward, clear, concise and
to the point.  The message left no room for misinterpretation.  According to Dr. Stolovitch, ” He tells us to be
diplomatic during project planning remembering to communicate clear concise.  This helps team mates to stay on target”.
In my mind’s eye this email was perfectly stated to accomplished its mission and used very effective communication.
Some people may interpret the message as stern or bossy.  Which could attempt to place unintended meaning on the straight forward tone

{Because there was no smiley faces that would indicate the communicator was showing emotions or All Caps that would
indicate that the communicator was hollering at some point during the email; the message remained in netiquette}. Email or text messages can sometimes be considered an impersonal means of communication (e.g., Happy B-Day!!! =0), OMG what happen to SL1 or SL2 of the SLA? These two statements can be misinterpreted.)      

 

Second was the voicemail, from this presentation the communicator’s tone, spirit, and attitudes is very present in this mode of communication (Stolovitch, (n.d.). It was not what the communicator said in the message but the emphasize the communicator place on certain words and the levels of  stress in her voice of how she said the message can really bring on misinterpretation.   In my mind’s eye this message seems to display stress, frustration, and empathy to suggest a solution for supplying the information that communicator desperately needed.  Furthermore, if the receiving person is like me the intended voicemail may never get heard, I always seem to check for missed calls and call back the party I missed a call from without checking voicemail messages. So there is just that slim chance that the intended party not receive the voicemail in time to submit the needed report. However, the message was concise, straight forward and a solution was provided.   

The third message presentation was a F2F {Face-to-Face} and in my interpretation of this message it was not a very effective use of communication. The communicator’s approach was casual and her body language was not serious, her pitch and tone conveyed a message to be interpreted to the receiver of “when you have time” or “as soon as you are able”  and did not display a message of need or urgency, however it was friendly.

 In conclusion, through all three methods some of Dr. Stolovitch five approaches to effective communication were visible throughout each modal:

Email = {Begin with a clear concise purpose, stated situation, included a possible solution, specified a required response, and keep tone business and respectful}.

Voicemail = {Begin with clear concise purpose, stated situation, included possible solution, specified a required response, and business and respectful however, misinterpretation of tone should be consider }.

Face-to-Face = {Begin with clear concise purpose, stated situation, included possible solution, specified a required response, and friendly. However requesting a minute to express her message, tone and body language expressed overly casual}.

For the progress of a successful project effective communication requires strategic planning, strong written and oral communication to exchange and share important messages that will increase the progress and produce effective communication in the lifecycle of any project.

 

References

Stolovitch, D. H. (n.d.) “Communicating with Stakeholder”: Video Program. Retrieved on January 25, 2014 from  Laureate Education, Inc.

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

   

 

EDUC-6145 Project Management

 

Project Post Mortem – Was it a Good Life Cycle?

The project post-mortem, is an evaluation of the success/failure of a project along with the projects ability to meet the organization’s goals also called the ” Lesson Learnt”.  The restatement of the project scope is established.  This step should also included with project sponsor signed off, to indicate formal project closure. The team members and stakeholders are asked to share answers to questions that will capture details around how the project ended, plus any lessons learned during the projects life.

A Project Post-Mortem should be conducted regardless of how the project ended (success, failure, cancellation, indefinite deferral) for example:

What work well?

What did not work well?

What was found to be particularly useful?

What Were you proud of the deliverable?

Was the project found to be overwhelming or seriously frustrating?

Project highlights?

Did all members participate to the success/failure of the project?

Were all constraints or limitations made clear at the onset of the project?

Were the deliverables specifications, milestones, and specific schedule elements/dates clearly communicated?

 

Project Title:

Windows XP  to Windows 7 Upgrade

Date Prepared:

March 4, 2013

Portny, et al. (2008), define the Start Phase, as the period in which tasks assignments are made and explained to the individuals performing the assignments. This was handled informal and went well based on the information at hand.

 I was recruited to assist the technical support staff with a upgrade project.

 What work well?

Project Highlights?

The project had already started three weeks prior when the main support  technician accidentally broke her hand when she grab the leash the wrong way not paying full attention to her pet pit-bull.  During the interview  process it was explained to me that this was a temporary assignment for a 3 month project, I would be responsible for the physical lifting and upgrading of at least 10 towers a day along with the established understanding that  with the acceptance of this position that I would have to hit the ground running with little to no training. 

In my mind’s eye, this was the perfect project, with  an A+ CompTIA Certification in my background I was very confident that I could handle the physical,  the technical aspects and a 10 machine per day a deliverable this assignment would be a walk in the park.

By the ninth day of this project and only 30 machines completed of the 90 I that should have be achieved,  I was frustrated, overwhelmed and questioning my abilities to technically support anything or anybody.

What did not work well?  The Main Support Technician did not was not happy to have help, information provided to me was inaccurate or half given, then annoyance and impatience when I responded with a question or repeated information for clarity.

What Were you proud of the deliverable? Yes, my work was well above average for the 30 machines I was able to complete. They were completely updated to included the exact desktop and apps each machine had when it was running Windows XP and assigned new audit inventory numbers for system logging and  network identification.

 Was the project found to be overwhelming or seriously frustrating?  Yes, but only because I was not being supplied with a clear and concise line of communication from the main support technician. Then I found myself just answering phones for most of the day attempting to provide technical support on proprietary software applications I had never heard and had no idea of how to fix or any documentation to refer to for solutions to fixing this programs.

 Did all members participate to the success/failure of the project?

No, I believe that when the main support technician did communicate and share the proper information she was basically sabotaging the project as well as my abilities to contribute/ participate to the success of the project and blamed me for the failure of the undeliverable machines.

 Were all constraints or limitations made clear at the onset of the project?

No, I do not believe the IT Manager was aware of his interoffice self defined constraint or self directing technician.

Were the deliverables specifications, milestones, and specific schedule elements/dates clearly communicated? 

Yes, the IT Manager was very clear about what was expected and specifications of the deliverables. However, I was not able to accomplish my task without a schedule of machines or list of order by departmental break down.

 Project Schedule encompassed all aspects of the project?  

Needless to say by the end of the 2nd Friday of my contract the IT Manager approached me with the fact that the situation was not working out and when I inquired to why? He informed me about the lack of deliverables and the undocumented deadlines that were missed.

Stakeholders had easy access to Project Plan and Schedule? 

I then explained that I had be only supplied partial information and if he planned on placing someone else on this project it would best serve his interest if he supplied the new person with the fully preapproved schedule of PC’s and order of departments and days that each machine would be removed and replaced. 

Management gave this project adequate attention and time?

No, the IT Manager had actually left all the details to the main support technician.   The IT Manager always seem to be gone to a meeting or not available when I had want to speak with him about the partial list that was supplied and to explain that at the rate I was supplied information I was unable t0 accomplish 10 machines a day when I only provided a list of two or three. If I was truly responsibility for the interviewed agreement I was not going accomplishing the goal without being supplied with the proper tools or information to accomplish the job he expected unless thing changed and quickly. 

There was good communication within the Project Team?

I would basically say yes, in the beginning all expectations were laid out and as a new team member I was placed in the hands of who management felt was the most competent team member.  However shortly after the start date I would have to say no communication became nonexistent, with the little time I spent at this new job I needed to be a little more assertive by informing or explaining to the IT Manager that working under the particular tutelage which he assigned to me with such an aggressive schedule, a smooth successful transition will not get the project accomplished in the timeframe he previously discussed during our interview.  

In conclusion, I then turned in my badges terminated contract then left. I was not privileged to know the true outcome of this particular project, whether it was a finished successfully within its timeframe and budget however during the short time I was there it appeared that The IT Department had a standing aggressive SLA (service level agreement) which the IT Manager was attempting to uphold.  However above I listed some of the major obstacles which was communication which would lead any project to failure. Then I provided one specific objective that would have allowed the project to progress a little smoother with new team members starting on a project that had already been establish. 

The many lessons we derive from this postmortem are vital. Once a project is defined with a written plan delineating how the team will make it happen (Portny, et al. 2008).  Without certain processes in place, several phases of the project do not have a viable foundation for success. The expectation would be to learn from mistakes and identify successful processes which can be sustained.

References

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

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.

REFLECTIONS OF DISTANCE LEARNING

REFLECTIONS OF DISTANCE LEARNING    EDUC-6135

Distance Learning has become a commonly used term that has been broadly defined.   This term is related to everything from online self-study classes, video satellite classes, webinar virtual classes. No matter which form of this collegiate learning experience is offered.  Distance Learning is here and has earn its place in academia.  Providing opportunity to millions of people that otherwise do not have the option to travel to a campus site to attend a f2f class and therefore relinquish seeking any form of higher education.

          It is no doubt Distance Learning will continue to exist and become even stronger through technology, and media attributes.  Separation between instructor and student throughout time, space and location will cease to exist with constant improvements to course content by instructional design, fiber optic connections,  and conferencing technologies.  According to Knowledge Work Foundation,” It is predicted that by the year 2020  Collaborative education with peer-to-peer learning will become a bigger reality and will challenge the lecture format and focus on “learning how to learn.”

          It is believe that technology has and will continue to change the face of Academia but the one thing that will remain constant will be face to face through the Institute of an On Campus University. Even as changes occurs,  core concept and method of universities will not change. It is proposed that most predictions of significant improvement in the effectiveness and wider distribution of education accompany every major new communication technology (Knowledge Works Foundation, n.d.).  

          Universities are considered the main societal spot for knowledge and learning.  Even with the societal changes created by technology the universities have continue to produce,  distribute and assess knowledge administered to students in a basic structure, e.g., print, radio, television, and computers. The transference of knowledge is no longer anchored to a college campus. The societal impact of technology disseminated through cloud base computing, eBooks, mobile devices, HD streaming and  “Just in Time techniques” have routed knowledge throughout cyberspace.  Best way that I could bring on a change toward improving the societal perception of distance learning would be to create effective and engaging curriculum.  According to Simonson, et al  2012 the components necessary for a successful online learning environment are the learners, the contents, the method of delivery, the materials, the learning environment, and  the technology required to initiate newly developed learning environment. Next , determining the learning outcomes and which of the four strategies will produce an optimal learning experience for online delivery strategies.  Furthermore because these newly developed  learning content will be delivered online or through cyber media establishing a clear direct means of communication is essential for learner and facilitator(Simonson et al, 2012).

          Keeping in mind the need to know my learning audience,  all while creating an online community that is open, supportive and committed to sound practices of an interactive online environment.

          The positive force I will produce when becoming an instructional designer would be to develop engaging and interactive learning curriculum based on solid forward thinking theories of  Dr. Siemens, Triple Helix Model and Garrison, Anderson, and Archer’s Community of Inquiry  Model.   My focus as  Dr. Siemens, (n.d.) stated, is to create an environment that allows for the growing acceptance with online environment.  To assist my learners with becoming  more comfortable within  an online environment so that they would gain an opportunity to experience the effectiveness of a online environment.   Once a level of comfort is establish the learners are able to connect communicate and network with distributed teams or groups diverse in culture and not geographically confined that will enable distance education and its technology to shift toward the Triple Helix Model { which is a convergence  and collaboration of the three worlds university, government, and business}. The Triple Helix is referenced by a spiral model of innovation versus the traditional linear approach(Siemens, n.d.) that performs technology transfer process between  university, government, and business. Just as (Garrison, Anderson, and Archer, 2003, p. 115). propose the promise of “online community of inquiry” as a model that will ensure that a higher order thinking can be maximized. They propose the three elements that constitute the community of inquiry model: the social presence, cognitive presence, and teaching presence to take the innovation of Distance Education into the future.

          In summary,  as a instruction designer it will be  vital for me to know and  understand the target audience. Adult learner are unique, the ability to relate life’s experience’s, with professional experience’s, and the new acquired knowledge to form opinion’s, thoughts and ideas.  My desire is to develop a learning environment that guides, creates interactivity among learners and instructors.  To apply what I have learned about the Web 2.0 technology tools to distance learning theories to my instructional design projects, to transform student learning to a comfortable level for higher thinking.

Reference

Garrison, D., Anderson, W., & Archer, W. (2003). A theory of critical inquiry in

online distance education. In M. G. Moore & W. G. Anderson (Eds.), Handbook of distance education, 113-127. Mahwah, NJ: Erlbaum. Retrieved on December 16, 2013 from http://www.academia.edu/398997/A_Constructivist_Approach_to_Online_Learning_The_Community_of_Inquiry_Framework

 Knowledge Works Foundation (n.d.). “ 2020 Forecast: Creating the Future of Learning”:SR-1165A | © 2008 Creative Commons License Attribution Share Alike, Knowledge Works Foundation and Institute for the Future. Retrieve on December 21, 2012 from http://www.knowledgeworks.org/sites/default/files/2020-Forecast.pdf 

Siemens, G. (n.d.)”The future of Distance Education”, Retrieved on December 19, 2013 from  Laureate Education Video Resource Material.

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