Getting the Message

We communicate with each other all of the time.  And there is no shortage on the different ways we can transmit our message.  We use texting, email, post on blogs and social media, have phone conversations or leave a voice mail, and interact face-to-face.  When we are communicating with each other, how do we know we communicating effectively and sending the right message?

This week we had to observe a piece of communication in three different modes: email, voicemail, and face-to-face.  The scenario is that Jane needs Mark’s report so she can extract the date she needs to finish her report and meet her deadline.  She is asking Mark when will he send the report to her.  Below is how I interpreted the different messages.

Email

Jane’s email was clear on what she needs from Mark.  The way the message is written shows that she is empathetic to his busy situation but at the same time there still is a sense of urgency for him to send the report or at least the data she needs to finish her report.

Voicemail   

Listening to the voicemail, Jane sounds frustrated that Mark has not completed his report.  Even though she acknowledges he has been busy, her hurried speech gives a tone of frustration and urgency.  Her message was clear in what she needs had a professional tone.  I think the way Jane says how she ‘appreciates his help’ sets a tone of ‘hey, we’re on the same team so let’s get this done’.

Face-to-face

The face-to-face communication is very different from the previous two modes.  Jane's tone seems laid back and doesn’t express the urgency as the other two methods.  Along with that, the encounter seems very informal.

Communicating Effectively

As you can see, the same message can be interpreted in different ways depending on tone and other characteristics.  In project management, communication is a key component for success.  Portny, Kramer, Mantel, Meredith, & Shafer, (2007) state that effective communication is key to successful project management- sharing the right messages with the right people in a timely manner (p. 357).  In this case, I thought the email was the best method that got the message across.  When using written communication, Dr. Stolovitch names five things it should include (Laureate Education, n.d.):

- Clear purpose

- State the situation

- Include possible solutions

- Specify the form that the response is required to take

- Keep tone business friendly and respectful

As the project manager, it is important that the communication is being received and understood.  There are many ways a message can be delivered.  We should be diplomatic when communicating but at the same time be firm when needed.  It is also good practice to keep a record of all communications just in case something gets questioned later on in the project.  Without effective communication, the project can suffer or the misinterpretation of a message could be problematic for those individuals.

Reference

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

Portny, S. E., Kramer, B. E., Mantel, S. J., Meredith, J. R., & Shafer, S. M. (2007). Project management. Chichester, United Kingdom: John Wiley & Sons.

Learning from Past Projects

After a project is completed, how do organizations go about determining what went right and what needs improving?  One close out activity that can be conducted is a project “post mortem” to determine lessons learned (Greer, 2010).

My first experience in the development of courseware occurred when I got hired on as a subject matter expert for a US Navy training project.  We had 18 months to develop seventeen task related training lessons.  Overall, the project ran pretty smooth.  Some things that attributed the project’s success were the project manager’s organization, communication among team members, and the quality assurance process.  According to Portny, Kramer, Mantel, Meredith, & Shafer (2007), effective communication is key to successful project management.  The PM kept the team informed of any information concerning the project and we kept the PM updated with the progress of the lessons being developed.  Along with that, the team members shared information and ideas with each other to resolve any development issues that came up.

The project manager’s organizational skills were helpful and he did not micromanage the team.  He delegated tasks and expected us to execute them.  If needed, he would do a follow up to ensure there were no problems in completing a tasks.  Once the first couple of lessons made it through the quality assurance/review process, they could be used as models for the follow-on lessons.  It was a slow start to get to that point, but once we got there the development moved pretty quickly and there were very few errors found during the review process.

I did experience one problem with this project.  As the ‘new guy’ and lead SME of the team, there were two other developers that had a hard time with making corrections or changes to their lessons based off my recommendations.  Don’t get me wrong, if it was a technical error, they fixed it; no problem. But if I recommended any kind of editing to the text or fixing something within a graphic, they would argue and tell me it wasn’t my place to make those recommendations.  I never put up too much of a fight over these instances because I knew during the review process the instructional designer or project manager would catch the same error and have them change it.  It was just frustrating to me that they would not make some simple corrections and save others some time and energy.

From this project, I learned that having a good project manager that is organized and communicates well can help in project success.  I also learned that you have to work with different types of people; some which may cause you frustration.  When faced with those situations, just remember that you are working toward the same goal of trying to produce an exceptional product.

Reference

Greer, M. (2010). The Project Management Minimalist: Just Enough PM to Rock Your Projects!. Baltimore: Laureate Education, Inc. Retrieved September, 15, 2011.Retrieved from https://class.waldenu.edu/bbcswebdav/institution/USW1/201740_02/MS_INDT/EDUC_6145/artifacts/pm-minimalist-ver-3-laureate.pdf

Portny, S. E., Kramer, B. E., Mantel, S. J., Meredith, J. R., & Shafer, S. M. (2007). Project management. Chichester, United Kingdom: John Wiley & Sons.

Where is distance learning headed?

The Perception

  Several years ago there was a negative perception of distance learning.  More specifically, online

Image retrieved from http://post.edu/online-education

degree programs were not viewed as credible or prestigious as those earned from a traditional college (Haynie, 2013).  However, that perception has changed because we are now seeing many top-ranked schools offering online classes and degree programs (Haynie, 2013, Wall Street Journal, 2015).  Many more employers are accepting of online degrees and consider them equal to degrees earned from traditional schools.  That being the case, I think the perception of distance learning will remain the same. 

Maintaining the Perception

  In order for distance education to continue to be accepted and remain credible, instructional designers (ID) will have to continue to design effective and efficient courses.  As we have seen, the growth of distance learning has been shaped by advances in technology.  New innovations are always being developed so instructional designers will have to match new web tools with research to ensure those methods promote learner engagement, deeper learning, and critical thinking (Tracey and Richey, 2005).  For IDs, the most important aspect is that the objectives are met and that the design promotes the same learning outcomes as traditional classes.  The Equivalence theory plays a key role here for instructional designers in that, the goal is not to create identical learning experiences but equivalent ones where distance learners can achieve and experience the same outcomes (Simonson, Smaldino, & Zvacek, 2015).  As long as that goal is achieved, distance education will remain accepted.

Instructional Designer's Role

  Instructional designers have the primary responsibility for designing the instruction (Morrison, Ross, Kalman, & Kemp, 2013).  With that responsibility, it is critical that IDs continue to learn and be aware of new innovations and strategies.  I think a good way to accomplish this is to follow blogs that specialize in eLearning and distance education.  These blogs provide lots of information in terms of best practices, new tools, and new ideas that are impacting distance learning.  Instructional designers are the link between the subject matter expert and the distance learner.  By knowing the advantages and disadvantages of the available technology, IDs can continue to improve the field of distance education.

Final Word

  Will distance learning, replace the traditional schools and colleges?  Probably not, but it can give

Cartoon retrieved from Pinterest

learners from around the world the same learning opportunities and learning outcomes (Wall Street Journal, 2015).  The world is always changing and looking for ways to improve.  The field of distance education is no different.  Institutions and instructional designers continue to use their creativity to design challenging yet effective instruction.  If we look at the new generation of learners, they are accustomed to using devices and navigating through different operating systems.  We as educators and designers can use that to our advantage in providing media-rich learning environments that keep those learners engaged and focused.

References

Haynie, D. (2013). What Employers Really Think About Your Online Bachelor’s Degree. Daily News, Retrieved from http://www.nydailynews.com/news/national/employers-online-degrees-article-1.1372092

Morrison, G.R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2013). Designing Effective Instruction (7^th ed.). Hoboken, NJ: Wiley & Sons.

Simonson, M., Smaldino, S., & Zvacek, S. (2015). Teaching and learning at a distance: Foundations of distance education (6^th ed.). Charlotte, NC: Information Age Publishing, Inc.

Tracey, Tracey, M., & Richey, R. (2005). The evolution of distance education. Distance Learning, 2(6), 17–21. Retrieved from http://eds.b.ebscohost.com.ezp.waldenulibrary.org/eds/pdfviewer/pdfviewer?vid=5&sid=b523bdba-6bf7-48a9-92ce-2fcb8247d48f%40sessionmgr107&hid=127

Wall Street Journal (Producer). (2015, April 27). The future of college: Digital and distance. [Video file]. Retrieved from http://www.wsj.com/video/the-future-of-college-digital-and-distance/8F56D364-CEB6-4465-9AAF-E6FC9D9E535A.html

A Best Practices Guide for Blended Learning

Moving Your Classroom to a New Level:

A Best Practices Guide for Blended Learning

Introduction

So you are thinking about moving from a face-to-face training format to a blended training format.  Be advised that not all classroom activities easily transfer over to online activities.  Use these tips to help guide you through the transition of moving to a blended learning model.

10 Tips for Success

1.  Pick your model- There are several blended models choose from.  Each has its own characteristics depending on the type of students you will have in your course.  Select this link to learn more about the different models. 

2.  Start from scratch- Activities used in the classroom may not transfer well to the online environment.  A blended approach needs a new viewpoint.  The focus of instruction shifts to visual presentations, engaged learners, and careful timing of presentations of information (Simonson, Smaldino, & Zvacek, 2015).  When revising instructional materials, consider ways to illustrate key concepts using visual representations (e.g., tables, figures) (Simonson et al., 2015).

3.  Design to meet outcomes- There are a lot of Web 2.0 tools available.  However, do not use a tool just because it offers many bells and whistles.  Keep in mind that students are better able to focus on essential material when extraneous material is eliminated from a multimedia presentation (Mayer, 2007).  Along with that, visual text and graphics are the most popular tools in online learning (Kim and Gilman, 2008).  Whatever tools or applications are used, make sure that they are aligned with the course objectives and goals.  If there is any doubt, see the next tip; Get help.  

4.  Get help- Models for classroom instructional delivery and models for online delivery are vastly different (Moller, Foshay, and Huett, 2008).  An instructional designer can be a great asset in helping to create an effective online course.  Instructional designers can create a clear framework outlining the goals, delivery, and structure of the e-leaning program with clear benchmarks for success (Moller et al., 2008).  Inform the instructional designer of what you are trying to achieve and they can provide ideas and solutions to your needs.  

5.  Know your role- In this blended environment you will operate as a facilitator.  The learners will be responsible for their learning but in this new role, you will still need to guide them and be available for support.  Your online presence is essential and can be demonstrated through your interaction with the students as well as promoting student-to-student interactions.   

6.  Prepare the learners- This may be the first time the student has participated in a blended learning course so you may want to provide an orientation and rationale for using this approach (Malamed, n.d.).  The orientation can be useful in informing the students of the types of applications and tools they will be required to use.

7.  Collaboration- In order to create deeper learning for students, it is important that they are interacting and communicating with each other.  Consider using a discussion forum where students can respond to a topic you have selected that is relevant to the current lesson.  Discussions encourage active learning, opportunity for reflection, and interaction with fellow students (TravelinEdMan, 2010).  The responses may generate interesting threads and you can also see if they are grasping the new information.  Blogs and wikis are also great ways for students to communicate and demonstrate their knowledge of concepts.  You may consider using those tools if they are appropriate for your course.

8.  Set expectations- At the start of the course/training, set rules, guidelines, and standards and ensure you enforce them.  Give students due dates for assignments as well as any discussion posts.  All assignments should have a rubric explaining the criteria and specific expectations.  When students know when assignments are due and the expectations, they can better balance their personal time and other responsibilities (Simonson et al., 2015).

9.  Technical issues- Students will encounter technical problems.  Students should be provided

information on who to contact in case of a technical issue.  However, as the instructor, you should be able to help students solve basic problems.  In order to eliminate confusion, provide students with a plan in case they have a technical problem as well as an alternative means of communication (e.g., phone, email) (Simonson et al., 2015).

10.  Evaluate the program- When the course is finally launched and materials are available online, they should be readily accessible for the student.  It is frustrating for students who begin an online course only to find that they cannot access what they need (Simonson et al., 2015).  The Quality Matters rubric is a great tool for evaluating online and hybrid/blended course designs (Woods, 2014).  

References

Malamed, C. (n.d.). Best practices in blended learning. The eLearning Coach. Retrieved from http://theelearningcoach.com/elearning2-0/best-practices-in-blended-learning/

Mayer, R. E. (2007). Five features of effective multimedia messages: An evidence-based approach. In Fiore, S. M., & Salas, E. (Eds.). Toward a science of distributed learning (pp. 171–184). Washington, DC: American Psychological Association. Retrieved from the Walden Library databases.

Moller, L., Foshay, W., & Huett, J. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 2: Higher education). TechTrends, 52(4), 66–70. Retrieved from http://eds.b.ebscohost.com.ezp.waldenulibrary.org/eds/pdfviewer/pdfviewer?sid=6a0d2a18-2e6f-440d-9da0-272ceda3dd91%40sessionmgr101&vid=14&hid=117

Quality Matters Rubric. (2013).  Standards from the QM Higher Education Rubric, Fifth ed. Retrieved from http://www.tamut.edu/Academics/Dept_of_Learning_Technologies/PDFs/QM%20Standards%20with%20Point%20Values%20Fifth%20Edition.pdf

Schrock, K. (n.d.). Online tools and Web 2.0 applications. Kathy Schrock’s guide to everything. Retrieved from http://www.schrockguide.net/online-tools.html

Simonson, M., Smaldino, S., & Zvacek, S. (2015). Teaching and learning at a distance: Foundations of distance education (6^th ed.). Charlotte, NC: Information Age Publishing, Inc.

Thompson, J. (February, 2016). 6 Blended learning models: When blended learning is what’s up for successful students. eLearning Industry. Retrieved from

TravelinEdMan. (2010, July 31). 3. Managing an online course: discussion forums. [Video File].  Retrieved from https://www.youtube.com/watch?v=uTpEVLxbcvQ

Woods Jr, D. R.  (2014). Applying the Quality Matters (QM)(TM) Rubric to improve online business course materials. Research in Higher Education Journal, 23, 1–10. Retrieved from http://files.eric.ed.gov/fulltext/EJ1064131.pdf

A Look at Distance Education

Distance education has been around for a long time.  The first account of distance education came in 1833 when European newspapers offered composition, language and civil service examinations through mail correspondence (Distance Learning Timeline Continuum, n.d.).  Following that, William Rainey Harper developed correspondence courses at the Chautauqua College in the 1880s and, using what he had learned, instituted correspondence programs at the University of Chicago after he became its founding president in 1892 (Maeroff, 2004).  As technology advanced, so did the method of delivering instruction.  With the advent of radio and television, distance learning courses could be offered through broadcasting.  Now, over 180 years later, the Internet has taken distance education to a new level.      

With all of this history, how do we define distance education?   Simonson’s definition of distance education (as cited in Simonson, Smaldino, & Zvacek, 2015) is ‘institutional based, formal education where the learning group is separated, and where interactive communications systems are used to connect learners, resources, and instructors’ (p. 31).  My definition is not so sophisticated.  Prior to this class, my definition would be a means for students in different locations to collaborate and gain knowledge in an online environment while working at their own pace.  

While I was in the military, I participated in their correspondence course program.  They offered courses related to one’s military specialty (job), leadership and safety.  Even though these courses were of the professional education variety, it was still a positive experience for me.  I was able to learn and complete these courses at my own pace.  According to the 2009 Encyclopedia Britannica Book of the Year (as cited by Simonson et al, 2015), four characteristics for distance learning are: institutionally based, separation of teacher and student, interactive communications, and sharing of data, voice and video.  My current distance education experience is more in line with these characteristics and Simonson’s definition.  The advances in technology have made it possible to link students from around the world with an instructor and resources to collaborate and interact in an online environment.  Along with that, I have worked with Web 2.0 tools to view and share information.  These tools can really enhance the learning experience.  

The resources this week have given me a deeper understanding of distance education.  My revised definition of distance education would be an institutionally based educational program where the student and instructor are in separate locations and where an online learning management system and Web 2.0 tools are used to link the student, instructor and resources.     

History has shown that advances in technology have contributed to key changes in distance education (Simonson et al., 2015).  Distance education has taken different forms over the years, but the concept remains the same.  It allows individuals the flexibility of learning in their own time and space (Simonson et al., 2000 as cited in Tracey & Richey, 2005).  As more working adults/students find the value in distance education programs, educational institutions will have to meet those needs.  The challenge will come in terms of the instructional designer’s ability to design quality instruction and to deliver content using the appropriate tools.  New technologies have made it easier for students to access content any time and collaborate with other students from around the world.  Distance education programs offer an environment conducive to deeper learning through the interactions with the instructor, content and other students.  With many schools now offering distance education programs, it appears its future is promising.  Distance education will continue to grow and continue to make improvements as it has done in the past.  

References

Distance Learning Timeline Continuum. (n.d.)

Maeroff, G. I. (2004). A classroom of one: How online learning is changing our schools and colleges. Macmillan.

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

Tracey, M., & Richey, R. (2005). The evolution of distance education. Distance Learning, 2(6), 17–21.

Human Performance Technology

How does the human performance technology (HPT) model of instructional design compare to the ADDIE model? There is no doubt that the ADDIE model contains the fundamental elements (analyze, design, develop, implement, and evaluate) for other systematic training models. The most commonly used conceptual model for systematic training is the ADDIE model (Cowell, Hopkins, McWhorter, and Jorden, 2006).  The goal of both models is the same: to create efficient and effective instruction that produces a desired result.

By definition (as cited in Chongwony, 2015), HPT is a systematic approach to improving productivity and competences, uses a set of methods and procedures- and a strategy for solving problems- for realizing opportunities related to the performance of people. This model is commonly used to improve performance in a work setting. The ADDIE model takes the instructional designer through steps and processes to produce reliable instruction whereas HPT, as stated by Chongwony, focuses on total performance environment to include people, processes, and the environment. The model can be seen here.

The HPT process begins by analyzing the present and the desired levels of individual and organizational performance to identify the performance gap. Once the gap is identified, interventions are designed and developed. Interventions may include restructuring job compensation, redesigning a workstation, or designing a simple job aid- in addition to or in place of training (Morrison, Ross, Kalman, and Kemp, 2013). Once the interventions are implemented, the change process can be monitored. Just like in ADDIE, evaluation is an ongoing process through each phase of the model. The HPT model continues until the desired outcome is achieved.

I think the advantage of the HPT model is that it takes all variables into consideration during the analysis phase. Sometimes the problem isn’t training or instruction, it is having the right tools to do the job. That was a problem I saw many times in the military. The mechanics were competent, they just needed the right tool that was in a serviceable condition. Companies that manufacture items or have systems for getting things done or customer service departments could benefit from this model. The model is about improving human performance and human performance technology will analyze the factors (human or environmental) to improve that desired level of performance.

References

Chongwony, L. (2015). Why You Should Include Human Performance Technology in Your Instructional Designs. Retrieved from http://engage.franklin.edu/i4/2015/02/18/why-you-should-include-human-performance-technology-in-your-instructional-designs/

Reflection on Learning Theories and Instruction

Since my class (Learning Theories and Instruction) started several weeks ago, we have discussed many learning theories. After getting a better understanding of the theories, I can see that at some point in time I have gained learning from all of the theories.  I can see the importance of knowing the theories and how they relate to how we learn.

How we learn can be a complex subject. Even though we can easily see if something has been learned through testing and performance evaluations, how that knowledge was retained and learned is not so easy to see. Everyone learns differently whether it is visually, hands on practice, through social connections, or connecting new information to prior knowledge and experiences. So it is important for instructors to take that into consideration if some students are struggling with the lesson content.

Even though the learning theories (behaviorism, cognitivism, constructivism, and connectivism) are different, they all have an important role in how we learn. With behaviorism, learning occurs through external processes like positive/negative reinforcement while cognitivism focuses on the internal process of how information is received and stored. Constructivism and connectivism are very similar in that knowledge occurs through interactions. As we grow older we gain more experience and create networks that provide us with information. The experiences we have help us relate to new information while our networks of people and online sources allow us to share ideas and acquire knowledge.

One thing I found interesting in this class is the difference between a ‘learning theory’ and a ‘learning style’. A learning theory explains the underlying psychological processes that influence learning while a learning style refers to the mode of instruction or study that a learner finds most effective to learn from. Like I stated earlier, everyone learns differently but sometimes it may be best to match the style to the lesson content. Harold E. Pashler, a professor of psychology at the University of California at San Diego, found that “for a given lesson, one instructional technique turns out to be optimal for all groups of students, even though students with certain learning styles may not love that technique” (Glenn, 2009). I think this is true. Depending on the lesson topic, the best method to present the information could be with more visual aids or a hands on approach or another method. It really just depends on the topic. 

As I pursue my career in instructional design, this course has helped me identify many of the challenges adult learners face as they continue their higher education and how to keep them engaged and motivated. Responsibilities like family and work can cause stress for adults going back to school. Also, there is a lot of new technology that may be intimidating for them as well. When instructional designers and instructors provide learning objectives, course expectations, and ‘how-to’ tools for programs or applications used within a course, it can help lower anxiety by putting light on the unknowns. Adult learners are self-directed and are most likely returning to school to improve their marketability within the workforce. So an important aspect of the instruction is to show its relevance and how the new information or training will support their goals.

Copyright: vladguk

We are always learning. We learn from our environment, interactions, and experiences. It is important to have knowledge of the different learning theories and that there are different learning styles or modes to present information. As we move deeper into a digital world, we will see new technologies like gaming, simulations, and robotics that will change how information is presented. Despite the new technology, the fundamental role of instructional designers is to make learning efficient and effective. I think this course has given me a good foundation in understanding how we learn and things to consider when designing or instructing a lesson.      

Reference

Cercone, K. (2008). Characteristics of adult learners with implications for online learning design. AACE Journal, 16(2), 137–159. Retrieved from http://www.editlib.org/index.cfm?fuseaction=Reader.ViewAbstract&paper_id=24286

Glenn, D. (2009). Matching Teaching Styles to Learning Style Not Help Students. In The Chronical of Higher Education. Retrieved from http://chronicle.com/article/Matching-Teaching-Style-to/49497/

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson.

Graphics
Hand photo. Retrieved from https://www.kickstarter.com/projects/90209899/painting-the-way-we-learn

Light bulb. Retrieved from http://www.shutterstock.com/pic-157727576/stock-vector-the-concept-of-effective-education-light-bulb-with-colorful-education-icon-file-is-saved-in-ai.html