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Saturday, August 20, 2016

The Future of Distance Learning

            Over the past decade, distance learning has grown in popularity, access, and impact (Simonson, Smaldino, & Zvacek, 2015). The improvements in and access to technology; education of instructional designers and instructors; and acceptance and promotion of distance learning by educational institutions have  brought greater visibility to the world of distance learning than at any other time in history. As society continues to become more technologically advanced, and institutions (educational and business) continue to embraces distance learning as a cheaper, equally if not more effective method of learning, perceptions of distance learning will continue to grow in positivity.

            As an aspiring instructional designer, I have an influential role in improving the perception of distance learning due to my ability to create distance learning courses that are effective (both in educational outcomes and cost) and maintain an equivalent (if not greater) experience than their face-to-face counterpart (Simonson, Smaldino, & Zvacek, 2015). Using a strong foundation of theory, mixing principles of learning and design, and utilizing appropriate technologies (Laureate Education, n.d.), I can help to maintain and improve the perception that distance learning courses can be just as effective as face-to-face experiences. The role of the instructional designer, in both education and business, is to maintain the integrity and discipline of the profession by adhering to ethical, theoretical, and pedagogical standards of design, development and delivery.

            According to Moller, Foshay, and Huett, “Distance learning is rapidly becoming a popular choice for continuing professional education, mid-career degree programs, and lifelong learning of all kinds” (2008, p. 66) and as society continues to embrace technology this inclination toward distance learning will only increase as well. As an instructional designer, I have the ability to embrace and be a positive force for continuous improvement in the field of distance learning by always conducting new research, whether it is theory or technology, and ensuring that my deliverables are of the highest standard.

            Working for an education institution that specializes in online learning, I know first-hand the impact that distance learning can have in the life of an atypical student. In the future, I want to embrace what I have learned in this class and apply it to my practice and deliver exceptional experiences for my learners. I’ve had the unique ability to explore theories and practices of distance learning; create an entire distance learning module using a course management system; and analyze how to effectively facilitate distance learning courses while supporting the diverse and unique needs of the learners. Although instructional design lends itself to both in person and distance learning experiences, the exponential growth of distance learning in the near future that will become integrated in all learning environments (Laureate Education, n.d.) will certainly present an opportunity for instructional designers to have a drastic impact on the improvement and  societal perception of distance learning.

References

Laureate Education (Producer). (n.d.). Distance education: The next generation [Video file]. Retrieved from https://class.waldenu.edu

Laureate Education (Producer). (n.d.). Theory and distance learning [Video file]. Retrieved from https://class.waldenu.edu

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


Simonson, M., Smaldino, S., &  Zvacek, S. (2015). Teaching and learning at a distance: Foundations of distance education. Information Age Publishing, NC.

Monday, August 15, 2016

Distance Learning Best Practices

Consider the following scenario: A training manager has been frustrated with the quality of communication among trainees in his face-to-face training sessions and wants to try something new. With his supervisor’s permission, the trainer plans to convert all current training modules to a blended learning format, which would provide trainees and trainers the opportunity to interact with each other and learn the material in both a face-to-face and online environment. In addition, he is considering putting all of his training materials on a server so that the trainees have access to resources and assignments at all times.

Based on the scenario above, the following Best Practice job aid was created for trainers and instructors who wish to transfer their courses to a distance learning format. 





Thursday, August 4, 2016

Scope Creep

                Scope creep is when a change, either an update or addition, happens as part of a project and alters the original scope of work and initial request (Stachowiak, 2014). Scope creep can happen as part of a request by the client to add new features or because of poorly outlined initial requirements and project planning. Currently, I am working with a project team to design and develop training materials for our upcoming technology launch in November. The business had previously decided to roll out the new technology in January of 2017 but then decided to change the plan and finalized the November 2016 launch; here in lies the source of my current scope creep situation.
                When I was designated as part of this project team, we were under the impression that we had until January of 2017 to conduct our analysis, design and development of the training materials. After presenting our initial project plan to the steering committee we were given the go ahead to continue with our outline. We took our time laborious conducting a thorough needs analysis, learner analysis, and task analysis to determine the foundation of our design. About 2 months after being told that we could proceed with our initial plan, the announcement was made that instead of January we would go live in November and the users needed to be trained accordingly in advance. The training plan called for 2 months of prior ongoing training before the actual implementation. That brings us to today, August 4 and we have exactly one month before we have to start implementing the training that hasn’t even been storyboarded yet. Queue the mini freak out session!
                Not being the project manager, I am at the mercy of what I am told to do. Although I have a very strong voice as both a SME and an instructional designer, the deadline is not moving. Had I been the project manager, I would have ensured that we had a scope of work document signed and agreed upon by the stakeholders (Portny et al, 2008) and project drivers ensuring that we would be afforded the amount of time necessary to produce an effective training. When the steering committee and stakeholders decided to change the date of the launch, I could have provided the signed and agreed upon document and fought for the time needed to complete the project. Also, with the pushed up date, came updated requirements which have altered the amount of resources needed to complete the work. As the project manager, I would have drafted a change of scope document requesting additional man power hours and outlining the change in timeline and budget in order to receive the necessary resources (Laureate Education, n.d.)
                Lastly, as the project manager, I would start to provide weekly project status reports giving detailed information on current timeline status (Harned, 2015). This critical communication will inform the steering committee and project drivers of any potential need to delay the launch due to the scope creep issues forced upon us by the decision to change the date.
                Scope creep is inevitable and usually controllable by the project manager. Detailed planning, careful communication, and documented agreements can contribute to successful scope creep prevention and management. Project managers should act as gatekeepers and cheerleaders to monitor, manage and report on any potential scope creep issues.

References

Harned, B. (2015). Taming the scope creep. Retrieved from https://www.teamgantt.com/guide-to-project-management/taming-scope-creep/  

Laureate Education, Inc. (Executive Producer). (n.d.). Monitoring projects [Video file]. Retrieved from https://class.waldenu.edu

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.

Stachowiak, S. (2014). Scope creep – the two dirtiest words in project management. Retrieved from 
https://www.teamgantt.com/blog/scope-creep-the-two-dirtiest-words-in-project-management/