My Experience with Scope Creep

I define scope creep as changes to a project that cause it to grow beyond its original intent.  These changes can come from new technologies, the client or team members (Portny, Kramer, Mantel, Meredith, & Shafer, 2007).

At the moment, I am involved in a project that is going through some changes.  Our client wanted a newer interface for their courseware that could be used with all devices.  That in itself was not a problem.  We started working on converting all courseware to this new interface, however (to my knowledge) there was never a discussion about standards and conventions that would be used with this new interface.  For example, what colors would be used and how, how would lesson menus be setup, and how would prompts be worded.  This was a recipe for scope creep.

As developers, since there really wasn’t any guidance, we just used the standards we used in the past, but then came to find out that some things did not really transfer well.  What ended up happening was everyone was doing something a little bit different, so there was no continuity between lessons.  The management realized the problem and provided us with a document that solved some of the issues we had already encountered.

By not having a design document, we were doing double work.  Along with that, as new issues were discovered, we (the developers) would come up with a solution, inform the project manager for approval or disapproval.  The problem with that was, the approved solutions was never passed on to other team members.  Again, this caused double work.

To prevent scope creep, a simple solution would be to have a design document from the beginning.  The document could have been based off a prototype lesson that addressed any nuances.  Another action the project manager could do is hold short weekly meetings with all team members to ensure they were aware of any changes to the standards.  Plus, during the meeting, the PM could get status reports and feedback on any issues (Laureate Education, n.d.).

I think that in most cases, the right tools and communication can mitigate many project problems.  Scope creep comes in many forms but it is the project manager’s responsibility to keep the project within its original boundaries.

References

Laureate Education, Inc. (Executive Producer). (n.d.). Monitoring projects [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.

Where to go for Project Scheduling Help

Project managers have a variety of responsibilities and have to wear different hats depending on what the focus or issue of the moment is.  So how do they get a handle on the chaos and keep things organized?  Fortunately, there is a lot of advice and tools available online.  I did an online search and found a couple of sites that may help those that need a little help in keeping things organized before they get out of control or new comers that are looking for advice. 

One site that offers a lot of information on leadership and management skills is MindTools.  According to their web page, they provide online training in leadership, team and personal development training to individuals, and business worldwide.  I thought this site would be useful because of the ‘toolkit’ section.  This section offers articles on different topics like time management, project management, and strategy tools.  This site could be useful to anyone wanting to improve their management or daily work skills.  Unfortunately, you need to be a member to get full access to all of the articles.

Another site I found was PROJECTinsight.  It is actually an online project management software tool.  Not only does it offer all the project management tools like budgeting, collaboration, prioritizing, and scheduling, it also has a section that explains common project management terms.  This is not a free site either.  When it comes to making budgets and reports, software tools like this can be very helpful in overcoming project challenges. 

The last site I found was actually a personal finance site but it contained a section ‘management & leadership’.  The site was The Balance.  I thought this would be useful because the articles give beginners information on the project process.  Right now the information is limited, but maybe in the future more articles and tools will be added to make this site worthy of being bookmarked as a project management resource.

Projects come in all sizes and each have their own challenges.  The Internet offers tons of information and resources for businesses and project managers to overcome those challenges.  When it comes to project management, time is a scarce resource (Laureate Education, n.d.).  The tools and articles in the above sites can aid project managers in setting priorities, setting schedules and timelines, and communication.  In turn, that will help with time management and project success.  

Reference

Laureate Education, Inc. (Executive Producer). (n.d.). Creating a project schedule [Video file]. Retrieved from https://class.waldenu.edu

https://www.thebalance.com/how-to-successfully-manage-your-first-project-2276127

https://www.mindtools.com/pages/article/newPPM_01.htm

http://www.projectinsight.net/project-management-basics/project-management-schedule

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.