tag:blogger.com,1999:blog-16522070214389247402024-03-14T00:42:34.224-07:00The Greene TrainerA blog about Instructional Design and TechnologyAnonymoushttp://www.blogger.com/profile/01819366156865181086noreply@blogger.comBlogger12125tag:blogger.com,1999:blog-1652207021438924740.post-45730484482887645092016-08-20T11:38:00.000-07:002016-08-20T11:38:29.133-07:00The Future of Distance Learning<div class="MsoNormal">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"> 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. <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"> 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. <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"> 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. <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"> 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. <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">References<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Laureate
Education (Producer). (n.d.). Distance education: The next generation [Video
file]. Retrieved from <a href="https://class.waldenu.edu/">https://class.waldenu.edu</a><span class="MsoHyperlink"><o:p></o:p></span></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Laureate
Education (Producer). (n.d.). Theory and distance learning [Video file]. Retrieved
from <a href="https://class.waldenu.edu/">https://class.waldenu.edu</a><o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">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<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Simonson, M.,
Smaldino, S., & Zvacek, S. (2015). <i>Teaching
and learning at a distance: Foundations of distance education. </i>Information Age Publishing, NC.<o:p></o:p></span></div>
Anonymoushttp://www.blogger.com/profile/01819366156865181086noreply@blogger.com0tag:blogger.com,1999:blog-1652207021438924740.post-3404850793021871292016-08-15T07:52:00.000-07:002016-08-15T07:52:13.986-07:00Distance Learning Best Practices<i>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.</i><div>
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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. </div>
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Anonymoushttp://www.blogger.com/profile/01819366156865181086noreply@blogger.com0tag:blogger.com,1999:blog-1652207021438924740.post-31900420276972380762016-08-04T20:23:00.001-07:002016-08-04T20:23:13.995-07:00Scope Creep<div class="MsoNormal">
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. <o:p></o:p></div>
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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! <o:p></o:p></div>
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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.) <o:p></o:p></div>
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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. <o:p></o:p></div>
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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. <o:p></o:p></div>
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References<o:p></o:p></div>
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<br /></div>
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Harned, B.
(2015). Taming the scope creep. Retrieved from <a href="https://www.teamgantt.com/guide-to-project-management/taming-scope-creep/">https://www.teamgantt.com/guide-to-project-management/taming-scope-creep/</a>
<o:p></o:p></div>
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Laureate
Education, Inc. (Executive Producer). (n.d.). <i>Monitoring projects</i> [Video
file]. Retrieved from <a href="https://class.waldenu.edu/">https://class.waldenu.edu</a>
<o:p></o:p></div>
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Portny, S. E.,
Mantel, S. J., Meredith, J. R., Shafer, S. M., Sutton, M. M., & Kramer, B.
E. (2008). <i>Project management: Planning,
scheduling, and controlling projects</i>. Hoboken, NJ: John Wiley & Sons,
Inc.<o:p></o:p></div>
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<span style="font-family: "Calibri","sans-serif"; font-size: 11.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Stachowiak, S. (2014). Scope creep – the two
dirtiest words in project management. Retrieved from </span><br />
<a href="https://www.teamgantt.com/blog/scope-creep-the-two-dirtiest-words-in-project-management/" style="font-family: Calibri, sans-serif; font-size: 11pt;">https://www.teamgantt.com/blog/scope-creep-the-two-dirtiest-words-in-project-management/</a>Anonymoushttp://www.blogger.com/profile/01819366156865181086noreply@blogger.com1tag:blogger.com,1999:blog-1652207021438924740.post-49340097711188330582016-07-12T19:36:00.000-07:002016-07-12T19:36:10.078-07:00The Art of Effective Communication<div class="MsoNormal">
Effective
communication is dependent on a number of variables and considerations. Of key
importance, according to Dr. Stolovich (Laureate Education, n.d.), are avoiding
ambiguity, considering tone, timing, personality of the recipient, and
documentation. After reviewing the “Art of Effective Communication” (Laureate
Education, n.d) I have made some interpretations about the various modalities
of communicating; written, verbal, and face-to-face. <o:p></o:p></div>
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Written
– This form of communication has its pros and cons. First, I will discuss the
drawbacks. Written communication allows for misinterpretation of the senders tone
and friendliness. Even if written with these considerations, the reader cannot
always accurately interpret the tone of the email, text, or letter. Another
drawback of written communication is the possibility of typographic errors and
unprofessional language. Use of written communication also doesn’t allow for
immediate clarification and feedback to and from the sender. A positive use of
written communication is that it is documented and clearly defined for future
purposes. In considering using written communication as a mode of interaction,
it would benefit those involved in the project to be mindful of tone, language,
professionalism, composition, and formatting. In addition, using written
correspondence is often better in more formal situations and to relay
information to large groups of individuals. <o:p></o:p></div>
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Verbal –
Similar to written communication, verbal communication is great when used
appropriately. An initial drawback to verbal interaction is that there is no
formal documentation of the exchange. Portny, et al (2015), cite documentation
as being critical to the success of any project as it creates an official
record of all correspondence. In verbal communication, such as the voicemail in
the “Art of Effective Communication” multimedia piece, there is again a
tendency for the listener to misinterpret the meaning of the message because of
the lack of cues from body language. While verbal communication is better than
written communication, in some instances, the speaker needs to be sure that
they consider their tone, friendliness, volume, and professionalism. <o:p></o:p></div>
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Face-to-face
– Is, to me, the most dynamic and effective means of communication. In a
face-to-face setting the receiver is able to interpret the communication by
means of visual and verbal cues from the speaker. In addition, the face-to-face
setting allows the participants to elicit clarification of things they didn’t clearly
understand and receive immediate feedback to mitigate any confusion. The
speaker is able to clearly convey their spirit and attitude, which may or may
not be a good thing for the listener; however it does ensure little
misinterpretation. The drawback to face-to-face communication is that, again,
there is no written documentation of the exchange unless transcribed at a later
time. Something to consider with this type of communication is the personality
of the recipient and the speakers’ body language. <o:p></o:p></div>
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Ultimately,
communication in any form is meant to support and enhance the project
management process. This exercise showed me the pros and cons of each type of
communication and provided me with direction about how to utilize and implement
each modality effectively. For future purposes, I will consider the manner in which
I communicate with project team members and utilize a strategic mixed method
approach to communicating effectively and timely. There is no formula for how
to communicate correctly since each project is dynamic and presents its own set
of variables however a project manager can use best practices and proven
theories to guide their professional practice. <o:p></o:p></div>
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References <o:p></o:p></div>
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Portny, S. E.,
Mantel, S. J., Meredith, J. R., Shafer, S. M., Sutton, M. M., & Kramer, B.
E. (2008). <i>Project management: Planning,
scheduling, and controlling projects</i>. Hoboken, NJ: John Wiley & Sons,
Inc.<o:p></o:p></div>
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Laureate
Education (Producer). (n.d.). Communicating with stakeholders [Video file].
Retrieved from <a href="https://class.waldenu.edu/">https://class.waldenu.edu</a><o:p></o:p></div>
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Laureate Education (Producer). (n.d.). Practitioner voices:
Strategies for working with stakeholders [Video file]. Retrieved from <a href="https://class.waldenu.edu/">https://class.waldenu.edu</a><o:p></o:p></div>
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Anonymoushttp://www.blogger.com/profile/01819366156865181086noreply@blogger.com1tag:blogger.com,1999:blog-1652207021438924740.post-46116453041114935062016-07-07T07:48:00.001-07:002016-07-07T07:48:01.677-07:00Learning from a project "Post-mortem"<div class="MsoNormal">
Recently,
and by recently I mean within the past year, my partner and I purchased our
first home. It’s a beautiful split level in a rural part of Maryland with a
large back yard, pool, screened in porch and a fireplace. We love it. It’s a
perfect first time home for our little family of four (us and two fur babies).
The house was practically move in ready with the exception of some cosmetic
painting that needed to get done before we could unpack and decorate. The
previous owners loved, and I mean LOVED, Pinterest and you could see examples
of that all over the house. They weren’t bad, per se, but not our style. There
was, however, one huge eye sore that needed some love and attention now that
the weather was nice; the shed.<o:p></o:p></div>
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This
became my Fourth of July weekend project. I had been thinking about updating
and painting the shed for about two months and finally found the time to get it
done. It’s old, pieces were falling off, the handles were rusted and sharp, and
the sides had turned green from years of neglect and pollen. It was, for lack
of a better term, hideous and I had to do something about it. So I went to Home
Depot and I picked out a color sample. I brought the sample back and painted a
swatch to see if it worked, which it did! Before returning to Home Depot I
measured the frame of the door and the molding around the doors themselves to
determine how much wood I would need. I also measured the flashing on the sides
of the shed so that I could replace those as well. <o:p></o:p></div>
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I went
back to Home Depot, bought a gallon of blue paint, a quart of black and a quart
of white. I grabbed a pack of rollers, two new handles, a latch, the new
flashing and some black spray paint for the hinges (I planned to reuse them). I
had also planned to buy ten 1x3’s to frame the door and add the molding back to
the doors themselves but they didn’t carry pressure treated 1x3’s so I settled
with 1x4’s instead. That was all the planning and preparation I did. Looking
back, this was where my headache started. <o:p></o:p></div>
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I got
home and began to take the hardware off the shed, carefully prying the molding
off the doors so as not to ruin them since I had to put them back up I began to
realize the extent to which this shed had aged and been exposed to the
elements. The door bottoms were almost completely rotted and had very little
consistency to hold the screws in place, let alone friction to unscrew. Once I
had all the hardware and molding off, I proceeded to power wash the entire
exterior of the shed before applying the paint. As I finished, my partner began
applying the blue paint to the crevices of the wainscoting while I began to
measure and cut the 1x4’s for the door frame and doors. My headache gets a
little stronger here. I don’t own a table saw and decided that it would be
okay, for this project, to use my circular hand saw to cut the pieces in the
lawn.<o:p></o:p></div>
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I used my lawn chairs as saw horses while I
cut the pieces. This worked okay but probably wasn’t the safest or most
efficient way to accomplish my task. Once all the wood was cut, I decided that
I wanted to use the shutters from the “old” shed and repurpose them into window
boxes so I could plant flowers in them. Again, I used my circular saw to cut
pieces to attach to the back and spent about an hour making two boxes (one for
each window). I then moved on painting the shed with the roller in the blue
paint. As I did that, my partner started painting the molding for the door
frame and doors black and I did the edging of the shed white. I also replaced
the flashing at the corners of the shed with the new ones I had bought. This
brings us to about 7:30pm and it’s a perfect time to pause for dinner while the
molding dries. <o:p></o:p></div>
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At this
point, I am going to tell you about the finished product and what I think could
have been done better or differently to get to where we are now. First, I love
the way my shed turned out but I think it could have been a completely
different experience had I used my knowledge and experience in instructional
design. As designers, we use a systematic approach to any learning project we
create so that we ensure the final product is effective and well thought out. I
should have realized that my shed project could have benefited from this same
type of systematic approach. I should have started with a full analysis of the
shed including an inspection of the wood, the surrounding area, the materials
on hand and the measurements of everything needing to be replaced. Had I done
this, I would have discovered the rotted wood, made plans to replace it and not
had to improvise during the project. In addition, had I inspected all the
materials that I needed compared to what I had on hand, I wouldn’t have been scrounging
for nails and screws in my tool box and would have purchased new ones at Home
Depot. In project management, this would have been my project initiation phase
by which I would have figured out what I knew and didn’t know about the
project, determine what I needed for the project, set cost and scope for
myself, and determine an ultimate objective (Allen & Hardin, 2008).<o:p></o:p></div>
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After
doing a thorough analysis of the shed, I should have executed a design of what
I wanted to accomplish. I had a rough sketch in my mind of what I wanted it to
look like, but when push came to shove, I didn’t have the materials or ability
to make that vision a reality. In project management, this would have been
solved by further developing a statement of work, project objectives with SMART
goals, a scope of the work I wanted to complete, accounting for unknown
variables, and using some form of technology to build a blueprint for myself of
what the project would ultimately look like (Portny, et al, 2008).<o:p></o:p></div>
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<a href="https://2.bp.blogspot.com/-8CkVbhA4oII/V35rEBwEPwI/AAAAAAAAAbY/eC2yo-gmQZ0H6VVWei_pZ7pM4mhNDBXEQCLcB/s1600/new%2Bshed.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://2.bp.blogspot.com/-8CkVbhA4oII/V35rEBwEPwI/AAAAAAAAAbY/eC2yo-gmQZ0H6VVWei_pZ7pM4mhNDBXEQCLcB/s400/new%2Bshed.jpg" width="300" /></a></div>
<br />
<div class="MsoNormal">
If I
could go back and do things differently, I certainly would. Following a
systematic approach to any project makes for better outcomes, and less headache
along the way. At the end of day two, our shed was finally finished, not one
hundred percent to my liking, but it was certainly a huge improvement from when
we started. To anyone thinking about
updating their shed, I highly encourage you to plan and use a systematic
approach to your project; or just hire someone else to do it!<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Best, Dennis<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
References:<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
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.<o:p></o:p></div>
<br />
<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
Portny, S. E.,
Mantel, S. J., Meredith, J. R., Shafer, S. M., Sutton, M. M., & Kramer, B.
E. (2008). <i>Project management: Planning,
scheduling, and controlling projects</i>. Hoboken, NJ: John Wiley & Sons,
Inc.<o:p></o:p></div>
Anonymoushttp://www.blogger.com/profile/01819366156865181086noreply@blogger.com2tag:blogger.com,1999:blog-1652207021438924740.post-62439982882503548872016-07-02T09:28:00.002-07:002016-07-02T09:28:39.515-07:00The Greene Trainer got a faceliftHaving learned a lot in EIDT 6120 about designing effective multimedia messaging, I decided that my initial version of The Greene Trainer needed a do-over to be more consistent with accepted design practices and to reduce extraneous processing for my readers. <div>
<br /></div>
<div>
Let me know what you think of the new layout and design choices! </div>
<div>
<br /></div>
<div>
Happy learning, Dennis</div>
Anonymoushttp://www.blogger.com/profile/01819366156865181086noreply@blogger.com0tag:blogger.com,1999:blog-1652207021438924740.post-79581269634122316882016-07-02T09:05:00.001-07:002016-07-02T09:24:21.756-07:00A New Definition of Distance Learning<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<o:p></o:p></div>
Having worked in distance learning
for several years now, my understanding of its definition did not change much
after reviewing the resources this week. I understood distance learning to be
institutionally driven and dependent on the fact that the learning groups were separated
by time and space. I understood that in some distance learning environments,
there exists asynchronous and synchronous learning by which the learning groups
will conduct their learning independent of each other or at the same time as
one another. <br />
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
I did, however, learn that the
terms e-learning, virtual education/schooling, and on-line learning/education
are not synonymous and are quite independent of each other (Simonson, Smaldino,
Zvacek, 2015). I now know that my work relates to that of an on-line learning
environment under the umbrella of a distance learning theory. <o:p></o:p></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
Based on my previous definition,
as well as the information I obtained this week about the various aspects of
distance learning, I believe that the definitive characteristics of distance
learning are always evolving and slightly changing because of the nature of
technology. As society moves to a more technologically advanced state, the use
of such new advancements naturally changes the face of tools used to deliver
distance learning programs. For example, looking back at the history of
distance learning (Simonson, Smaldino & Zvackek, 2015) we can witness how
new technologies advanced the impact and use of distance learning programs from
correspondence study to fully on-line universities. <o:p></o:p></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<div class="separator" style="clear: both; text-align: center;">
<a href="https://3.bp.blogspot.com/-7l2Y24Ny9NY/V3flqQXsPtI/AAAAAAAAAbE/BaoA6GuIpvIA0USwWagcsz1SzAQDF-6zwCLcB/s1600/Distance%2BLearning%2BMind%2BMap.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="https://3.bp.blogspot.com/-7l2Y24Ny9NY/V3flqQXsPtI/AAAAAAAAAbE/BaoA6GuIpvIA0USwWagcsz1SzAQDF-6zwCLcB/s400/Distance%2BLearning%2BMind%2BMap.jpg" width="400" /></a></div>
The challenge with the constant
change of technology is that the theories employed by distance learning practitioners
must also change to support the advancements. There needs to exist a strong
theoretical base by which distance educators can make decisions with confidence
but unfortunately, “the changing and diverse environment in which distance
education is practiced has inhibited the development of a single theory upon
which to base practice and research” (Simonson, et al, 2015, p. 56). As the
world changes technologically, so must distance education programs if they are
to meet the needs of the demands of society. <o:p></o:p></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
For this reason, and others, I
strongly believe that distance learning will continue to grow and expand in
influence and impact. I believe this to be due to the fact that drastic changes
in society, politics and economies are impacting the need for education and
training at a much faster pace and because of the flexible and quick nature of
distance learning to meet the rapidly changing needs of the world (Huett,
Moller, Foshay & Coleman, 2008). I also have a strong suspicion that
distance learning will become more impactful at the local level to meet the
needs of specific societies that have diversified more drastically than can be supported.
<o:p></o:p></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<o:p></o:p></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
References:<o:p></o:p></div>
<div class="MsoNormal">
Huett, J., Moller, L., Foshay, W., & Coleman, C.
(2008c). The evolution of distance education: Implications for instructional
design on the potential of the web (Part 3: K12).TechTrends, 52(5), 636 7.
Retrieved May 8, 2016 from Academic Search Complete.<o:p></o:p></div>
<br />
<div class="MsoNormal">
Simonson, M., Smaldino, S., & Zvacek, S. (2015). Teaching
and learning at a distance: Foundations of distance education. Information
Age Publishing, NC. <o:p></o:p></div>
Anonymoushttp://www.blogger.com/profile/01819366156865181086noreply@blogger.com0tag:blogger.com,1999:blog-1652207021438924740.post-45759122732577211382016-06-29T13:19:00.000-07:002016-06-29T13:19:04.185-07:00Welcome back...Getting back into this blog for use with the next two classes in my ID Master's program; Distance Learning and Project Management.<br />
<br />
Here's to a great 8 weeks ahead.<br />
<br />
Best, DennisAnonymoushttp://www.blogger.com/profile/01819366156865181086noreply@blogger.com5tag:blogger.com,1999:blog-1652207021438924740.post-91140029605253080162015-10-18T14:12:00.000-07:002015-10-18T14:12:50.317-07:00Learning theories reimagined<!--[if gte mso 9]><xml>
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<span style="font-family: inherit;"><span style="font-size: 12pt;"><span style="mso-tab-count: 1;"> </span>Over the past 7 weeks I have learned
so much about the way myself and others learn. I started this class thinking
that I knew exactly how and why I learned the way I learned. I considered
myself a visual learner and had no other concept of learning strategies or
theories. Since then, I have learned about behaviorism, cognitivism, social
learning, constructivism, connectivism, adult learning, multiple intelligence,
and a plethora of other theories and strategies to explain how and why the
human person learns the way they learn. I have a very different view on my own
learning as a result of these theories and what I now know about the brain and
learning strategies. </span></span></div>
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<span style="font-family: inherit;"><span style="font-size: 12pt;"><span style="mso-tab-count: 1;"> </span><span style="mso-spacerun: yes;"> </span>In addition to being a visual learner, I now
know that my learning preference can actually vacillate in the course of the
same content area. I also know that I am highly influenced by social learning
strategies as well as connectivist. Being the type of person that wants to
learn visually, it makes sense that I would use my network of available
resources to seek out information that was relevant and applicable to my needs.
I know that I am a visual learner and when not presented with the type of input
of information that is beneficial to me, I know where to go in order to find
that type of information. In most cases, I would seek out resources online to
help me better understand a concept or have it demonstrated. Furthermore,
social learning strategies have played a huge part in the way I have learned.
Being a visual learner and having very strong bodily-kinesthetic and
interpersonal intelligences, my desire to be with and interact with others
makes a lot of sense when considering the types of activities that make
learning easier and more enjoyable. </span></span></div>
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<span style="font-family: inherit;"><span style="font-size: 12pt;"><span style="mso-tab-count: 1;"> </span>Having this advanced knowledge of
learning theories is going to greatly impact my professional practice. Knowing what
I now know, I want to be able to use these strategies and theories to improve
the experience of my learners. Throughout the course we were given many tools
and tips for implementing these ideas into our career and I am very excited to
begin. One of the things that I am most excited about doing is working toward a
flipped classroom model of instruction. Technology is so important in my
industry and the resources that I have available to help my learners are so
vast that it would be a shame not to use them to my advantage. Technology use
in a flipped corporate classroom would give me many options for connecting with
learners more effectively and increasing their productivity. In addition, utilizing
the principles of adult learning theory while implementing a flipped classroom
model would build greater trust and a stronger partnership between me and my
learners. Being someone who naturally gravitates towards technology for my own
learning, I am excited to be more innovative and experiment with different
practices to impact my organization. </span></span></div>
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<span style="font-family: inherit;"><span style="font-size: 12pt;"><span style="mso-tab-count: 1;"> </span>In conclusion, the knowledge that I now
have regarding learning theories is going to greatly impact my practice and
effectiveness in my organization. Looking back at my original perception of
learning and the very narrow-minded ideas that I had makes me very happy to
have been a part of this course. </span></span></div>
Anonymoushttp://www.blogger.com/profile/01819366156865181086noreply@blogger.com0tag:blogger.com,1999:blog-1652207021438924740.post-6163777654692065522015-10-04T11:10:00.001-07:002015-10-04T11:10:10.176-07:00Connectivism<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
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<span style="font-size: x-small;">Mind Map of Learning Networks - Dennis Greene </span></div>
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Connectivism, as Davis, Edmunds and Kelly-Bateman quoted George Siemens as describing it, "is driven by the understanding that decisions are based on rapidly altering foundations. New information is continually being acquired and the ability to draw distinctions between important and unimportant information is vital" (2008). At the core of connectivism is the importance of networks and the powerful role that they play on an individuals ability to learn and experience something new. Because of the drastic change in technology and its utilization to obtain new knowledge, one cannot rely solely on their personal experience and must seek out other people, technology, social structures, systems and power grids to share and obtain information (Davis, Edmunds, Kelly-Bateman, 2008). With that being said, I have provided a glimpse into some of my own learning networks and the ways in which I use them as a learner to gather and apply information. </div>
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Looking at the map of my networks, you will see that I use different resources for different functions. The most common way in which I use my networks is to seek out unknown information. Using sites like YouTube, Google, Yelp, and Wikipedia I am able to quickly and easily access information that would have otherwise remained unknown to me. YouTube for example has become a staple in my search to learn on my own. YouTube is a valuable resource for me due to being a visual learner. The ability to watch and do is very beneficial to me and allows for a demonstration of knowledge that I can then practice, apply, and retain. Recently I wanted to create a document for my team that would allow them to quickly and neatly organize updates to our senior leadership. I didn't want the document to be a basic word documents so I googled information on the developer functions within word and then sought out YouTube videos to guide me through the functions. From there, I created the document and did additional explorations through trial and error to perfect the way I wanted it to look and be used. It has since been implemented and used on a weekly basis for communication with senior leadership. As you can see, I used several different networks in this resource to learn and implement new information (Google, Microsoft, and YouTube). </div>
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My network also provides necessary information when I have questions or need information about a particular subject, topic, or even item. As you can see from my mind map, I like to shop and in order to be an effective shopper I need to be informed about the products. One of the principles of connectivism is that "decision-making is itself a learning process" (Davis, Edmunds, Kelly-Bateman, 2008). Siemens stated that "the capacity to know is more critical than what is actually known. Knowing where to find information is more important than knowing information" (Siemens, 2008, para. 6). Generally when I am considering making a purchase, I will google the particular item to learn more about it. From there, I will read reviews about the product from people who have previously purchased that item. Once I have determined that the item is suitable for purchase, or I have selected a comparable item I will begin to compare prices from different vendors. As I narrow down the cheapest sellers, I will then start to search for coupons or promotions. I will conduct another search for possible discounts using a different set of resources and sites. Once I have determined all possible outcomes, I make an informed purchase. Without the use of my networks and the advantages of technology, this wouldn't be possible. </div>
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Considering the basic tenets of Connectivism, which Siemens outlines as chaos theory, networks, and interplay of complexity and self-organization (Davis, Edmunds, Kelly-Bateman, 2008), my particular network supports the ideas of the connectivism learning theory. Due to the abundance of information and resources available to me as a learner, it is essential to utilize a network of people and rich technologies that allow for the acquisition and application of knowledge. With my previous example of online shopping, the interconnectedness of several products, networks, resources, opinions and technologies lent themselves to my acquisition of knowledge and product. My example of YouTube being integral to my learning style supports what Siemens described as the importance of visualization within academia (Laureate Education, n.d). Being able to visualize the learning and connect the understanding for my own purposes drives a greater sense of cognitive understanding and future application. Furthermore, as I learn skills and techniques I share that information with others and disseminate the knowledge creating another network of learning and sharing. Connectivism addresses the nature of abundant information, use of technology, and increasingly complex environments that learners interact with to form understanding and gain knowledge. My network of learning resources fully support a connectivist environment by which I use technology to access vast resources for information to make decisions and prepare to apply those understanding to the complex environment that is constantly changing and altering as new information is acquired. </div>
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Resources:</div>
<br />Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), <i>Emerging perspectives on learning, teaching, and technology</i>. Retrieved from <a href="http://projects.coe.uga.edu/epltt/index.php?title=Connectivism">http://projects.coe.uga.edu/epltt/index.php?title=Connectivism</a><br /><br />Siemens, G. (2008). About: Description of connectivism. <i>Connectivism: A learning theory for today’s learner, website</i>. Retrieved from <a href="http://www.connectivism.ca/about.html">http://www.connectivism.ca/about.html</a><br />Anonymoushttp://www.blogger.com/profile/01819366156865181086noreply@blogger.com0tag:blogger.com,1999:blog-1652207021438924740.post-83783253185778342712015-09-14T07:16:00.000-07:002015-09-14T07:19:01.460-07:00Brainy ResourcesAs instructional learning professionals, it is imperative that our industry utilize and reference the knowledge that has been gained regarding cognitive neuroscience, the brain, and information processing. In the past decade, advancements in research to understand our brain and how it contributes to learning play a vital role in how we, as learning professionals, can effectively and efficiently do our jobs and advance our field. Knowing how and why individuals learn, or don't learn for that matter, will allow us to create training initiatives that "enhance and embrace these differences in learning to gain more competitive advantage for individuals and for the organization" (van Dam, 2013). This week, I found two resources that I find extremely information on the topics of learning, "neurolearning", and information processing.<br />
<br />
The <a href="https://www.td.org/Publications/Magazines/TD/TD-Archive/2013/04/Inside-the-Learning-Brain" target="_blank">article</a> quoted above by Nick van Dam, entitled <i>Inside the Learning Brain</i>, is an excellent resource for instructional learning professionals seeking to utilize information about "neurolearning" with the corporate learning environment. As most of us do work in a corporate setting, his article and the resources he provides are an excellent jumping off point for someone looking for direction and suggestions on how to use the research and apply it to a more effective corporate training scheme.<br />
<br />
In the article, Nick discusses tips and tricks to help enable learners to better utilize and form memories, focus attention, and support individual learning. He using research based evidence to support his ideas and provides additional readings that can be used to further implement and solidify how understanding "neurolearning" will make for a more productive organization.<br />
<br />
The second resource I found particularly helpful, especially as a newbie to the world of IDT, was an article on the elearningindustry.com website called <i>I</i><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0); font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;"><i>nstructional Design Models and Theories: Information Processing Theory</i>. This article is great for the new learner hoping to gain a fundamental understanding of information processing theory. Although I have a big fancy text book that thoroughly explains it to me in very collegiate terms, this article provides very simple text with very useful information; not to mention a very convenient slide show that can be embedded into your own blogs and presentations about information processing. I also found the authors additional resources quite useful as I continue to explore different learning theories. </span><br />
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<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0); font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">I hope you'll find these resources as useful as I have and look forward to hearing what you think! </span><br />
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<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0); font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">Resources:</span><br />
<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0); font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">Pappas, Christopher. (2014). </span>I<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0); font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">nstructional design models and theories: Information processing theory. Retrieved from http://elearningindustry.com/information-processing-theory </span><br />
<br />
<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0); font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">van Dam, Nick. (2013). Inside the learning brain. Retrieved from https://www.td.org/Publications/Magazines/TD/TD-Archive/2013/04/Inside-the-Learning-Brain </span></div>
Anonymoushttp://www.blogger.com/profile/01819366156865181086noreply@blogger.com0tag:blogger.com,1999:blog-1652207021438924740.post-49111750612352787772015-09-06T11:18:00.001-07:002015-09-13T18:48:54.271-07:00New Training Resources<div class="MsoNormal">
Being new to the world of Instructional Design and Technology,
I set out to locate and bookmark a few online resources that I felt would be
useful to my studies and to my immediate role as a training specialist. Below
you will find links to the sites I found most interesting, as well a brief
synopsis of their content and usefulness. <o:p></o:p></div>
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1. <a href="http://theelearningcoach.com/">The ELearning
Coach</a> – Connie Malamed is the author of this blog and resource site and has
a Masters in IDT with many years of experience under her belt. The site
features a wide plethora of informational posts about topics that vary from
e-learning, instructional design, cognition, career goals, and much more. She
also provides a lot of resources for her audience that ranges from elearning
freebies, storyboards, PowerPoint grids, photo and icon collections, podcasts,
ID apps, and so much more. The site is easy to navigate, well maintained, and
up-to-date with fresh ideas that pertain directly to the world of IDT. As I
continue to explore my role and learn about the intricacies of training and
design I will refer to Connie’s resources and keep abreast of her thoughtful
critique on the issues pertaining to IDT. In addition to her own point of view,
I especially like that Connie introduces many other professionals and experts
to her readers through interviews and podcasts. <o:p></o:p></div>
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2. <a href="http://www.trainingmag.com/">Training</a> –
Training is a print and digital magazine for Learning and Design specialists.
It offers a wide variety of resources and information about the Training
industry. The print version is free and available 6 times a year for qualified
positions within the USA. The current issue covers topics such as Learning
Management Systems, managing conflict, talent management and much more. The
site itself offers information on face-to-face trainings, expos, online
conferences, webinars, career resources, professional development and other
events. I find this resource to be very helpful in a number of ways, primarily
for the professional development that it offers its readers. In my opinion, too
often the training and development department spends so much of their time teaching
and training other individuals that their own professional development goes
unnoticed. With this resource, I can continue to gain valuable insight into
industry happenings and current information, while having the option to explore
areas for personal development and growth. I have already signed up for the
weekly email updates, as well as registered for the free print subscription. I
am excited to go back thru older issues online and explore the articles to
investigate further. <o:p></o:p></div>
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3. <a href="https://community.articulate.com/series/nicole-s-articles">Nicole’s
Instructional Design & ELearning Articles</a> - This was a site I found
from Nicole Legault’s main page <a href="http://nlegault.ca/">Flirting w/
ELearning</a>. Both are great resources for an Instructional Designer and focus
on a number of different areas that would be useful to an ID specialist. The ID
& Learning Articles page, in particular, is a sub-site of the E-Learning
Heroes page on the Articulate blog. Nicole is a contributor and writes a number
of posts per month about ID and ELearning topics. Some of the ones that I found
useful in my perusing were <a href="https://community.articulate.com/series/41/articles/an-introduction-to-the-addie-model-for-instructional-designers">An
Introduction to the ADDIE Model for Instructional Designers</a>, <a href="https://community.articulate.com/series/41/articles/helping-subject-matter-experts-to-create-online-training">How
to Empower Your SMEs to Create Awesome Training</a>, and <a href="https://community.articulate.com/series/41/articles/how-i-built-this-interactive-timeline-with-powerpoint">How
I Built This Interactive Timeline With PowerPoint</a>. Just these three
articles alone gave me some really great information as a new trainer and
showed me, in very plain English, how to accomplish some basic tasks. What I
really like about these articles as well is that she includes links for her
favorite resource sites in order to help you build your own arsenal of “go to’s.”
In addition, her posts get really interesting feedback and comments from other
professionals and experts that sometimes offer extra resources, advice, or
corrected information about a specific topic. I am really enjoying both of her
pages so far. <o:p></o:p></div>
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These are just three of the resource sites that I will
continue to monitor and return to in the coming months. I hope that you find
them useful like I did and I look forward to hearing your thoughts and feedback.
<o:p></o:p></div>
Anonymoushttp://www.blogger.com/profile/01819366156865181086noreply@blogger.com0