Constructing Quality Questions for Discussion

Exploring Collaborative Learning

 
 
 
 
 
 
 
 
 
It is essential to adhere to collaborative learning in an online learning environment. Collaborative learning is an educational approach to teaching and learning that involves groups of learners working together to solve a problem, complete a task, or create a product. Collaborative learning is based on the idea that learning is a naturally act in which the participants talk among themselves. It is through the talk that learning occurs.


To prepare for this week's discussion assignment, explore the Learning Resources related to collaborative learning in an online learning environment. In addition, consider your own experiences in online discussion groups and collaborative projects. Then, reflect on the following questions:

1. Based on the information in the Learning Resources, discuss two conditions of effective collaborative learning.

2. On your own experiences and the information gathered from the learning resources, what are some advantages of collaborative learning?
3. As an online learner at Walden University, what are some ways to benefit from collaborative learning?

By Wednesday: Post your thoughts on conditions of effective collaborative learning, as well as some advantages of collaborative learning in an online environment. Include at least one advantage and challenge for the instructor and at least one advantage and challenge for the learner. Be sure to cite information from the Learning Resources to support your thinking.

By Sunday: Read a selection of your colleagues’ postings. As you read their responses, note those to which you would like to respond with advice, questions, comments, and/or encouragement.



Respond to two or more of your colleagues’ postings in any of the following ways: In your response, draw a connection between the material posted using the following:

Build on something your colleague said.
Explain why and how you see things differently.
Ask a probing or clarifying question.
Share an insight from having read your colleague's posting.
Offer and support an opinion.

Validate an idea with your own experience.
Expand on your colleague's posting.
Ask for evidence that supports the posting.


Return to the Discussion in a few days to read the responses to your initial posting. Continue the dialogue as desired by responding to your colleagues’ thoughts.


Resources

Teaching Effectiveness Program

http://tep.uoregon.edu/resources/librarylinks/articles/benefits.html

Assessing collaborative learning

http://www.youtube.com/watch?v=d0nfDOPaw_8

Benefits of collaborative learning

http://www.gdrc.org/kmgmt/c-learn/44.html 

Conditions of collaborative learning

 http://www.gdrc.org/kmgmt/c-learn/conditions.html
Online Teamwork and collaboration
 http://www.youtube.com/watch?v=KjcxKPIwoNA

 CoorperativeLearning 

http://edtech.kennesaw.edu/intech/cooperativelearning.htm

                                 Rubric

















Click on the link below to familiarize yourself with the assessment rubric.




http://www2.uwstout.edu/content/profdev/rubrics/discussionrubric.html

Plagiarism Detection & Prevention

I learned in this week’s resources that plagiarism is a rapid growing problem in many settings today. With the advent of the online technologies and the exponential growth of the World Wide Web comes increased access to information. Unfortunately, this access also can create additional opportunities for cheating and plagiarism. Plagiarism is the misrepresentation of authorship. In the most common form of plagiarism, one author’s words are inserted verbatim in the work of a second author, without quotation, acknowledgement, or attribution. Moreover, each context has its own rules regarding the need for accurate attribution of authorship and those rules are not always obvious to everyone. There are many plagiarism detection software available to online instructors today that include Turnitin, WCopyfind, Edutie, Plagiserve, EVE2, Pl@giarism, Integriguard, NoodleBib 6, PlagAware, Ephorus, PlagScan andUrkund. The software help online instructor to better detect plagiarism by comparing individual student’s paper to Web documents and or essay databases to find and report instances of matching text. Walden University has been using a plagiarism detection tool known as Turnitin that is neat. Learners can use these software as well for self detection and awareness.

According to Jocoy (2006) many instructors view explicit plagiarism instruction as the best means of prevention. Therefore, it is very important for instructors to design meaningful assessments that are aligned with the curricular and instructional goal that can be critical in informing the instruction. She also asserts that it is imperative to incorporate plagiarism instruction into individual courses. I think instructors’ assessments should be designed to educate the learner about copyright laws, plagiarism, cheating, and fair use of information that are abundant out there. Gaining a familiarity of these rules is critically important, as inadvertent mistakes can lead to charges of plagiarism, which is the un-credited use of somebody else’s words or ideas (Stolley et al, 2011). Some learners plagiarize unknowingly due to lack of education therefore, instructors should not assume that learners know but rather teach them because classrooms whether synchronous or asynchronous are diverse and one size does not feet all anymore. As Jocoy (2006) states, many students have yet to develop a clear sense of appropriate Internet use in a written assignment while some lack knowledge about plagiarism. Her research shows that students who did not receive plagiarism instruction plagiarized twice as often as those students who had the opportunity to participate in the plagiarism instruction. Further, the innovation of technology tools in today’s learning environments is a plus to instructors in educating learners. I just researched tons of plagiarism tools such as Turnitin that Walden University has introduced recently. Learners can self-assess themselves by using any of the plagiarism tools because most of these tools are for free and are available online.

The facilitation strategies that I would like to use as a future online instructor would be what is called the participant post. Thus I will encourage messages and participation in discussion forum regularly, which is appropriate to the online learning context. Additionally, I would make sure that the online community meets its members’ needs and the participants express honest opinions. I would not forget the learner-to-learner collaboration where spontaneous moderation occurs among the learners. Further, I would like to engage learners in the learning process particularly at the beginning of the course to help promote effective online community. I will as well make sure I am conversant with any technology tools that learners will be working on in order to better assist them. I will further use one of the plagiarism detection software to help in detecting plagiarism. One thing that I learned in the week’s resources is that learners can be given an open book assignment that allows for collaboration and sharing of ideas without the fear ofcheating or plagiarism (Palloff, R., and Pratt 2011). I remember in my undergraduate program one of our instructors gave us an open book assessment however, it was rather difficult for me although I had the text book and all my notes right in front of me. However, some of my classmates enjoyed open book assessments. I think facilitating this strategy as a future online instructor will be a little challenging as it can better work in synchronous learning environment rather than asynchronous setting.

The additional consideration for online teaching that should be made to help detect or prevent cheating and plagiarism is to make the learners aware that it is okay to support their arguments using outside resource. However, I will emphasize that there is the need to give credit to the author, in order words the resources must be cited so that they will not harm their learning success. Additionally, I will be open to answer any questions learners might have concerning preventing cheating and plagiarism. I will also include a warning in my assignment as Jocoy (2006) asserted. I will use plagiarism software to ensure that original sources are properly quoted, paraphrased, cited, and referenced. Also, as we do at Walden, I will ask that learners turn in their assignments into the plagiarism software that I will be using in the learning program for self detection and awareness.

References


Jocoy, C. & DiBiase, D. (2006). Plagiarism by adult learners online: A case study in detection and remediation. International Review of Research in Open & Distance Learning, 7(1), 1-15.

Stolly, K & Brizee, A. (2011). Owl Purdue Online Writing Lab. Retrieved August 4, 2011, from Overview and Contradictions: http://owl.english.purdue.edu/owl/resource/589/01/

Palloff, R., and Pratt, K. Plagiarism and Cheating. Laureate Education, Inc. Retrieved April 7, 2011, from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4894963&Survey=1&47=6260654&ClientNodeID=984650&coursenav=1&bhcp=1

Impact of Technology & Multimedia

The impact that technology and multimedia have on online learning environment is tremendous in the learners’ learning experiences. These technology tools and the multimedia provide additional opportunities to facilitate more engaging and collaboration among online learners. Additionally, they create and build effective learning communities in the asynchronous learning networks when use appropriately. Using multimedia can be effective in making information more accessible to more learners in the global market. Further, it improves the learners’ ability to learn and retain the information presented. Using the combination of visuals with words has the effect of improving learning. Online learning using technology tools and multimedia can bring out the best in people who normally may be too shy to contribute in a face-to-face learning environment. According toConrad & Donaldson (2004) it can also create social distance between learners, and stifle the creation of a learning community in a classroom

The online instructor should most importantly consider diverse learners interact with computer with their technology proficiency so as to focus on tools that learners are familiar with and comfortable accessing before implementing technology. The technology tools are constantly changing but usually they are also getting easier, most of which are free therefore, it is a good way for the instructor to learn the tools as well (Boettcher & Conrad p. 106). As a new online instructor, there is the need to keep it simple and focus on only the essential tools when necessary so as to build the course around those tools at the beginning and branch out later as he/she gains confidence, experience, and sense of exploration. In another word, instructor should keep technology limited to what is familiar to both the learners and him/herself.

Successful use of information and communication technologies depends on usable designs that do not require expensive training, accommodate the needs of diverse users and are low cost. There is a growing demand and increasing pressure for adopting innovative approaches to the design and delivery of education, hence, the use of online learning as a mode of study. Therefore, the implications that usability and accessibility of technology tools have for online teaching impact directly on the pedagogical effectiveness of online learning systems and resources for all learners (Cooper et al, 2007). It also allows for collaboration, communication, asynchronous learning, social networking, assessment, and positive feedback using effective rubric. Usability and accessibility are closely linked and must be considered and addressed when using technology tools in an online learning environment. In addition, usability and accessibility of technology tools enhance instructor- learner interaction, learner-learner interaction, and learner-content interaction.

The technology tools that is most appealing to me for online teaching as I move forward in my career in instructional design are the importance of tools that support specific tasks, and thus allow more flexible teaching, facilitate access to resources and peers, and promote collaborative learning. These tools include Skype-gives me the ability to hold meetings with students and parents face to face; Wikis-allow for collaborative projects between peers; Blogs-allow learners to leave comments about given topics; Video streaming-supplement lectures and reading resources; Podcasting -supplement instruction for my auditory learners. Further, I am most impressed of the discussion forums, email, and online videos. Finally, I also feel that learner use of Adobe Acrobat and graphing tools can be important means for promoting discovery learning among online learners using data.

What I learned that would help me implement effective online instructional strategies in the future include the fact that online environments can be frustrating for learners, both pedagogically and technologically and the physical absence of an instructor may lead to feelings of isolation and anxiety. Therefore, a well-designed welcome announcement can help ease learner frustrations, establish the instructor’s presence, and set a positive tone in a virtual learning environment. I also understand that setting up an online environment is an essential step to creating a positive learning experience and there are several essential steps that I as online instructor should take when setting up my online course or training module. Finally, I learned that feedback tools are essential components for determining whether or not a learner has met the established objectives of a learning experience. The development of a rubric for learner assessment and feedback will clarify assignment expectations, align learning with objectives, and make grading more fair and impartial. Interesting!

References



Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical

pedagogical tips. San Francisco, CA: Jossey-Bass.



Conrad, R., & Donaldson, J. A. (2004). Engaged learning in the online environment. In Engaging

the online learner: Activties and resources for creative instruction. San Francisco, CA: John Wiley amp; Sons, Inc.

Cooper, Mr. Chetz, C. & Jelfs, A. (2007). Embedding accessibility and usability: Considerations

for e-learning research and development projects. ALT-J: Research in Learning Technology, 15(3), 231-245.

Online Learning Communities

Online learning communities are where people come together for one purpose-to learn online and through a process-how the course is delivered. These communities significantly impact both students and learning as well as satisfaction within online courses where students share their experiences and constructs their own understanding of any given information. Clark (1998) advices that online learning communities should be grown, not build because they are strongest when grown by members into unique and supportive environment. Students in online learning environment gain knowledge through constructing meaning and challenging one another as they professionally support and give feedback to each other. Further, learning dynamic is created in the communities where the instructor becomes a member of the learning communities despite his/her own roles and responsibilities.

Some essential elements of online community building include the triple "P" that Dr. Palloff has talked about in the video. She stated that it takes people, purpose, and process to build effective online learning community. According to her, the people consists of students from all over the world with potentially different cultural values and varied learning styles. Clark (1998) asserted that learning communities need strong leaders because leaders are needed to define the environment, keep it safe, give its purpose, identity and keep it growing. Therefore, there is the need for instructors to motivate and engage students in the online learning communities. They also need to use research-based strategies to bring online learners together as communities. The second element, which is the purpose of the online learning community building is that people work as a community in the shared learning goals and objectives. This purpose is achieved when learners help one another through sharing ideas and experiences in the form of discussion and mutual encouragements. Then a social present is developed in the learning communities that facilitate communication amongst learners through texts, email, blogs, discussion, and so forth.The third essential element of online communities building mentioned in the video was the process. According to Dr. Palloff, process is the way the course is delivered. There are other administrative issues that are essential in the online community building. These include how to engage students; institutional guidelines and policies; the way classes are constructed, and the way online content is being delivered.

Online learning communities can be sustained by carefully designing the learning environment from the constructivist perspective. Instructional designers can ensure that the structure of a course supports the health of the online community (Palloff & Pratt, 2011). Additionally, they must include the necessary structure that will encourage students to collaborate by creating appropriate rules of conduct and learning activities, including well-designed questions that encourage interactive creativity on the part of the learners. On the other hand, instructors should rigorously engage learners in meaningful learning as well as emmpowering them to be responsible for their own learning using collaborative activities. I learned in this week's video that the first two weeks into a new course is very crutial in building and sustaining an online learning communities. At this stage, facilitators are continuously measuring levels of students' participation and are able to recognize when a student suddenly withdraws. This situation possibly signals a need for the facilitator to slow down and fill in gaps in the individual student’s conceptual background. If necessary, phone call or email should be sent to the individual to show concern. They can also strengthen the learning community as needed by scheduling live chat or conference calls over telephone using Skype. Additionally, an online orientation model could be done where students will be allowed to express their past experiences as well as given them tutorial that will familiarize them with the Course Management System (CMS). Further, facilitators should make comments that guide discussions and model profitable online behavior. Such comments should focus not only on the immediate learning objectives, but should also encourage students to consider how they will use what they are learning in the future (Palloff & Pratt, 2011).

The relationship between community building and effective online instruction is that community building is the primary means of providing effective and meaningful learning environment to the learners. When students interact in groups, it builds connections between course content and their prior knowledge. While videos, books, articles, and graphics can as well present information, building and maintaining a learning community is more important to online learners than any other activity a facilitator undertakes (Palloff & Pratt, 2011). Engaging, involving, and encouraging learner-learner interaction is crucial in online learning environment. Instructors are not suppose to leave the students without regularly interacting with them and perhaps go on vacation. This behavior hurts the building of the community although the online instruction has been set up. Personally, I see a strong community building in Mark's announcement of his get away during the week 6 of this course. Mark has demonstrated that instructors cannot leave for vacation, leaving students on their own even though the instruction is online. Despite the time frame of his vacation, yet he has already assigned another facilitator who would take over when he is gone. This makes students feel safe and when students feel safe and confident in an online learning environment, their satisfaction is increased because of their feel of belongingness in the community.

I would like to conclude my online learning communities assignment with Caleb John Clark's quote that "A good environment, good leaders, with a healthy dose of personal narrative tilled into the cybersoil, helps grow strong online learning communities where real learning and thinking can bloom".

References

Dr. Rena Palloff and Dr. Keith Pratt define “Online Learning Communities” and highlight the benefits of creating a learning community for facilitators of online learning experiences.

http://www.noendpress.com/caleb/olc/3Principles_Online_Comm.pdf

http://www.ascilite.org.au/ajet/ajet19/brook.html

Analyzing Scope Creep

The week six assignment is to post a blog using the following as a guide. Describe a project, either personal or professional, that experienced issues related to scope creep. What specific scope creep issues occurred? How did you or other stakeholders deal with those issues at the time? Looking back on the experience now, had you been in the position of managing the project, what could you have done to better manage these issues and control the scope of the project?

This project was about skirmishing illiteracy among adults in Ghana. According to the URL below, the project started as mass literacy campaign in 1951 as part of overall community development program. The primary aim of this project was to teach adult to read and write in their own languages as well as in English language. Efforts continued during the 1950s and the 1960s, and in the 1970s an extensive literacy campaign was launched under the direction of the Ministry of Labor and Social Welfare using mass education teams. Literacy classes for adults were also conducted by local units of the Peoples' Education Association, a voluntary organization founded in 1949. This group, which included teachers, graduates, students, and interested persons, had branches throughout the country (Ministry, L. S., 1994).

Despite such organizational efforts, it was estimated by the United Nations in 1970 that about 70 percent of the nation's inhabitants above the age of fifteen (57 percent of males and 82 percent of females) were illiterate. The 1970 figure was a 5 percent improvement over an estimated 1960 adult literacy rate of 25 percent. During the 1989 New Year School held at the University of Ghana, for example, the relationship between adult education and economic development was emphasized in a speech read by the then president, Flight Lieutenant Jerry John Rawlings. Also in 1989, reliable press reports held that the adult literacy rate in Ghana was about 40 percent of the total population; of the 60 percent of the population that was illiterate, 57 percent was female. Even though the 1989 figure was an improvement over that of 1970, the National Council on Women and Development still expressed concern and described the low percentage of literate adult females as alarming. The council attributed female illiteracy to high dropout rates in the elementary schools and called on the government to find ways to enforce compulsory education in the country (Ministry, L. S. ,1994).

In 1992, the project finally reached the village where I was teaching. I immediately became part of the grogram assisting in educating the adult learners because I am always passionate of making an impact in any society where I found myself. I believe in a title of a song I learned in my childhood “Brighten the Corner Where You Are”. The majority of the people in the project were women ages 15 – 55. The specific scope creep issue that occurred was that the government did not allocate enough funds for this project. This was a year long project however, when the project was half way through, there was an increased in participants with limited funds. The project could not continue nor were the people on the wait list able to get in the program. The stakeholders were upset threatening to demonstrate their right in equal education law.

During this time, the manager met with all stakeholders to explain the issue. It was not easy at all. There was anxiety amongst the stakeholders. We then decided to do some voluntary work to improve the scope creep. I volunteered more hours in addition to weekends. Other stakeholders did the same to deal with one part of the issue, to accommodate as many learners as possible. In order to deal with the second part of the issue to get more funds for purchasing materials for the project, most stakeholders decided to organize a communion labor to generate some funds to continue the project since the government could not afford it as planned. We were able to help farmers plowed, sowed, harvested crops during each season of the project. It was a challenge because the instructional time was decreased for community labor.

Portny (2008) asserted that avoiding scope creep is not possible. However, monitoring it, controlling it, and thereby reducing some of the pain is possible if the project manager follows a few guidelines (pg. 347). As I look back on the experience now, had I been in the position of managing the project, what I could have done to better manage these issue in order to control the scope of the project were to utilize Portny’s advice as follows:

Include a change control system in every project planned.

Insists that every project change is introduced by a change order that includes a description of agreed-upon change together with any resulting changes in the plan, processes, budget, schedule, or deliverables.

Require changes by approved in writing by the client as well as the representatives of senior management.

Amend and updates all project plans and schedules to reflect the change after the change order has been approved.

References

Portny, S. E., Mantel, S. J., Meredith, J. R., Shafer, S. M., Sutton, M. M., &

Kramer, B. E. (2008). Project management: Planning, scheduling, and

controlling projects. Hoboken, NJ: John Wiley & Sons, Inc

Ministry, L. S. (1994). Ghana-A Country Study. Accra: Government of Ghana.

Retrived on April 7, 2011

from http://www.country-data.com/cgi-bin/query/r-5253.html

Estimating Costs and Allocating Resources

This URL takes you to one of the United Kingdom’s project management e-handbooks entitled EnrichUK good practice guidebook. The content include Acknowledgement, Introduction, Project definition and Attributes, Project lifecycle, Why planning is important, Formal methods of project planning and software tools, planning tools and techniques, Risk management, Costing and budgeting, Monitoring and controlling, Documentation and reports, People and roles, Steering groups, stakeholders, politics, Consortia and partnerships, Financial Checks, and Bibliography. The most helpful thing I found in this site is how the information is broken down that makes it simple and easy to understand using visuals such diagrams, charts, and graphs. Project Management E-handbook

htt

2. This URL is a blog entitles Project Management Knowledge: The ultimate resource for project managers. It comprises with excellent ID related information that are sequenced from in alphabetical order from A – W. The most helpful thing about this site is that it contains most information necessary for this course such as statement of work, project scope, how to create work breakdown structure, stakeholders, cost and budgeting, and so forth. Project Management Knowledge Blog

3. The following URL will take you to one of the Google ebooks entitled “Instructional Design: Principles and Applications, 2^nd Edition by Leslie J. Briggs; Kent L. Gustafson; Murray H. Tillman. This e-book contains 17 chapters that includes Introduction, Needs Assessment, Organizing the Course, Writing and Using Instructional Objectives, Analysis of Objectives, Assessing Learner Performance, Designing the General Strategies of Instruction, Procedures of Lesson Design, Planning and Authoring Computer-Assisted Instruction Lessons, Formative and Summative Evaluation, Organizing and Managing the ID Process, Major Issues in large ISD Projects, and the Future of Instructional Design. It includes tables, charts, and diagrams that visually explain the information provided. The most useful thing I found in this site is that it shed light on information necessary for instructional designers prior, during, or after project. Google E-book

The Art of Effective Communication

The ability to communicate well, both orally and in writing is a critical skill for project managers. Planning project communication upfront enables project managers to choose the appropriate type of communication for sharing different messages (Portny et al., 2008). In this week’s blog assignment, I have been given three different communication modalities that include email, telephone, and face-to-face to interpret each one, address factors that influence my perception of the message, discuss the form of communication that best conveyed the true meaning and intent of the message, and write what I have learned in this exercise that will facilitate my effective communication with members of a project team.

Dr. Stolovitch (2009) discusses some key points in communication that include diplomacy, avoiding ambiguity, and documenting everything. When using diplomacy, you are communicating your opinion, needs, wants, feelings, and beliefs to others in a direct and honest manner, without intentionally hurting anyone’s feelings (Bezroukov, 2011). Avoiding ambiguity means your communication should be precise for the intended message to be relayed. In my opinion, the email contains clear purpose of the message that includes possible solution as well as specified that a response was required as soon as possible and has friendly and respectful tone. The face-to-face message was also concise and straight to the point however, the facial expressions and gestures made the message more personal.

Basically, the three communication modalities have common message that Jan was trying to put across. Thus she would like Mark, who was a bit busy to send her the ETA on the missing report. Receiving the above document will enable Jan to meet her own deadline. Further, the following are the factors that influenced the way I perceived the message relayed through each of the three communication modality; email, voicemail, and face-to-face. These factors include tone, body language cues such as facial expression, gestures, background noise, eye contact; it gives me insight of how important of the message.

The form of communication that best conveyed the true meaning and intent of the message depends on each individual. Personally, I preferred the email as I could read each word by myself and interpret it in my own words. Since each project team member has his/her personality, agenda, and experiences of a project, any of the three communication modalities could affect them in one way or the other.

The implications of what I learned from this exercise is that the three modalities of communicating such as email, voicemail, and face-to-face could be used effectively with members of a project team, however either of them could affect the team members both positively and negatively as the information could be interpreted differently due to the different learning styles as well as the individual differences.

References

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

Stolovitch, H. (2011), Video Podcast: Communicating with stakeholders. Laureate Education, Inc. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4744647&Survey=1&47=6523831&ClientNodeID=984650&coursenav=1&bhcp=1

Bezroukov, N. (2011). Diplomatic communication. Open source software educational society. Softpanorama . www.softpanorama.org

Learning from a Project "Post-mortem"

My post-mortem project was a Personal Learning Environment (PLE) that we created as a group. PLE is a system that helps learners take control of and manage their own leaning. This includes providing support for learners to set their own goals and manage their learning both content and process. Learners also communicate with others in the process of learning and thereby achieve their learning goals. When designing instruction for PLE, the designer needs to create a scenario in which learners will set up their own personal learning environment. The scenario we created was that our company Elite Universal Designer’s Inc. was contracted by the administration at Jackson Public School District to train teachers how to set up a personal learning environment so as to be able to incorporate up to date technology into their lessons in order make it more meaningful to students. Additionally, in the project we were not only teaching learners how to create their personal learning environment, but also how it can be applied to their learning. These made the learning context concrete and realistic to the learner. The group used the ADDIE model to design the above project.

The following were some contributive factors of the project’s failure. Group members had limited knowledge of how to apply the ADDIE model in the scenario provided. In addition, some group members were late turning in their part of the project, while some did not contribute at all to the development of the project. Since this was a group project, it was necessary for group members to collaborate in playing their part in order for the project to be successful. Hence, other members became responsible in doing extra assignment with limited time. This made working on the project a bit stressful. Another thing that contributed to the failure of the project was the different time zone of the group members. Group members had rough time conference on scheduled to discuss the importance of the project. Some members joined the scheduled meetings in the last minute and missed the necessary points on the agenda.

Portny et al (2008) asserted that project management process should include planning, organizing, and controlling of the project. Therefore, I believe the project management process that if included in my PLE project would have made the project more successful were planning and organizing. Excellent planning would have promoted the success of the project by determining the strategies, artifacts, and necessary information to be used in the given project. A better organization would have promoted the success of the project through collaboration as well as determining the structure of the project. Also, good organization would have made the project homogeneous, which would help each group member designed the project with information related to the topic.

In conclusion, it is necessary to learn best practices and avoid mistakes on a future project by reviewing the results and activities from a previously completed project. As I reviewed the PLE project, I realized that it is important for group members to plan, organize and control the project. Additionally, it is crucial that members constantly collaborate for the success of the project. Also, it is important that each member takes charge and complete the given role. As a result, when group members perform accordingly they will probably create efficient and effective project that will meet the projects needs and objectives.

Reference

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

Reflection on Distance Learning

As this distance learning course draws to a conclusion, it is time to give an account of what I have learned, as well as how the knowledge gained will influence my professional practice in the field of instructional design.This course has influenced my perception and philosophy of distance learning in a constructive and scholarly manner. I have expanded my horizon in this distance learning course as a result of consuming these various contents that are significant and valuable for instructional designers such as the foundations of distance learning; theories and models of distance learning; distance learning technologies; the distance learner; designing for distance learning; facilitating distance learning; and the future of distance learning. As a transforming instructional designer, the knowledge gained from the above topics will be directly accessible in the near future.

Distance learning has been in existence since time immemorial. Reflecting on the history of distance learning, there is a growing pattern that I believe will persist. George Siemens (2010) asserted that the growing of distance learning was due to the fact that more and more people are having experiences communicating online. As many people are familiarizing themselves with web 2.0 tools, I believe in 5-10 years, their primary perception of learning will be the distance learning settings. In addition, there will be an increase student enrolment in online learning environments within this time frame. As a result, more and more Colleges and universities will be converting their face-to-face courses into the distance learning format. Further, in the next 10-20 years, I suppose the tradition of distance learning, which is evolving will continue to grow. There will be more sophisticated technology tools that will make online learning a lot easier than before. I believe there will be exciting innovations in technology tools that will promote faster and copious online experiences to the learners in the future. Students’ life will be invigorating and empowering as they are competent using these tools. Therefore, anyone in this time frame who do not have the basic knowledge of distance learning will be no where to be found, as job opportunities will open to people who are conversant and competent with distance learning experiences. Job markets will focus more on skilled technology savvy; hence instructional designers such as me will be ready to display their innovative ideas and creativity.

As an instructional designer, I can be a proponent for improving societal perceptions of distance learning through impacting the knowledge gained at Walden to the society. I will advocate distance learning to people I will come into contact with either synchronously or asynchronously. Additionally, I will reach out to my community for volunteering work, as well as organizing activities that will raise societal perception of distance learning and its effectiveness. Some of these community and church activities include women’s night, anniversaries, birthday parties, baby-showers etc. During these parties, I will demonstrate the use of a technology tool that is appropriate for the occasion to the people. Also, I will organize games and activities that encourage distance learning experiences. As an educator, I will introduce different learning and assessment technology tools to my colleagues as well as incorporate the appropriate ones into my lessons. Further, I plan to raise people’s perception of distance learning in Ghana by designing programs, movies, and activities promote distance learning experiences. Finally, I believe the above activities and programs will reinforce my proponent for improving societal perception of distance learning.

In order to be a positive force for continuous improvement in the field of distance education, I need to be abreast with time, constantly using professional literature and resources to affluent my skills. I will also become a member of instructional designers’ organizations where my skills and innovative ideas will come to life. This organization will be my community of practice as I will be well informed with news and development in this field. Additionally, I will collaborate with other instructional designers both synchronously and asynchronously to develop community of practice. I believe every moment count in this lifelong learning experiences therefore, I will not leave any stone unturned; I will seize every opportunity and use every scenario for improving distance learning. I will always strive to find a better and easy way to make distance learning passionate to the heart of the learners. I will continue using the ADDIE process, the foundation of designing distance learning to meet the learners’ needs. Instructional designers should consider the use of ADDIE or another instructional design process to understand the needs of the learners and to design a course that meets those needs (Piskurich & Chauser, 2010).

In conclusion, distance learning has evolved through the years and it is growing acceptance in society as a whole. According to Siements (2010), more and more people are communicating using social networking tools such as Facebook. There is also a rising trend in enrollment and in the percentage of people who believe online courses offer a superior learning experience (Simonson, Smaldino, Albright, & Zvacek, 2009). However, there are others who are still skeptic of distance learning and need to be exposed to the experiences and effectiveness of distance learning. Hence, as instructional designer, there is the need to be advocate of distance learning to the immediate society and globally as well. Our world is diverse and technology is growing therefore, there is the need to make experiences and effectiveness of distance learning known to all.

References

Piskurich, G., & Chauser, J. (2010), Video Podcast: Planning and designing online courses. Laureate Education, Inc. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn CourseID=4744647&Survey=1&47=6523831&ClientNodeID=984650&coursenav=1&bhcp=1

Siements, G. (2010), Video Podcast: The Future of Distance Education. Laureate Education, Inc. Retrieved fromhttp://sylvan.live.ecollege.com/ec/crs/default.learn CourseID=4744647&Survey=1&47=6674137&ClientNodeID=984650&coursenav=1&bhcp=1&BrswrOK=1&PrevRef=http://sylvan.live.ecollege.com/ec/crs/default.learn%3FCourseID%3D4744647%26Survey%3D1%2647%3D6674137%26ClientNodeID%3D984650%26coursenav%3D1&submit1=Continue

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.

Converting to Distance Learning Format

Designing distance learning experiences is a dynamic process that requires detailed planning and organization, which makes pre-planning critical in the instructional design process. Not only do instructional designers need to be devotedly aware of learner needs, but they must understand how to utilize effective instructional strategies and modern technologies that help content come to life. In order to complete this week’s application assignment, I have generated strategies that the training manager in the scenario below could consider for converting his face-to-face training session to a blended learning format.

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.

Click the link below to view the best practices I generated for the training manager in the above scenario.

Converting to Distance Learning Format

The Impact of Open Source

The course I selected for analysis is “Introduction to Robotics”, an undergraduate course from the Massachusetts Institute of Technology Open Course http://ocw.mit.edu/courses/mechanical-engineering/2-12-introduction-to-robotics-fall-2005/index.htm. This course provides an overview of robot mechanisms, dynamics, and intelligent controls. Its topics include planar and spatial kinematics, and motion planning; mechanism design for manipulators and mobile robots, multi-rigid-body dynamics, 3D graphic simulation; control design, actuators, and sensors; wireless networking, task modeling, human-machine interface, and embedded software. It features descriptions and videos of the two main student projects: building a robot capable of searching for land mines, and building a robot capable of rescuing trapped or injured people after a natural disaster.

This course appears to be carefully pre-planned for a distance learning environment. It includes syllabus, calendars, lecture notes, assignments, exams, and projects. Students can download course materials, send a feedback, email the page to their friends, and even sign up for a newsletter. Organization is very crucial in an online learning environment and this course looks well organized and is easily accessible. According to Simonson, Smaldino, Albright & Zvacek, (2009), issues of format or structure are important to help students quickly and easily become involved in learning rather than focusing on trying to puzzle through the manner of delivery.

This introduction to robotics course followed online instruction as recommended in the text such as organizational guidelines – the topics are organized into modules. When courses are planned, the designer might want to use the Unit, Module, or Topic approach or model (Simonson, Smaldino, Albright & Zvacek, 2009). The assessment guidelines, which include at least one learning outcome for each topic is included in this course, itemized in the weekly calendar. The content guidelines in this course include reading materials, lecture notes, and the downloadable materials. In addition, the instruction/teaching guidelines have been utilized in this course. The instructor pace the instruction that call for continuing interaction between him and the students through the use of email and feedback form. However, I did not see asynchronous chat or threaded discussion included in the course. According to Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009) Online courses should use more media, which includes graphics, video, audio, discussion, etc.

The course designers implement activities that maximize active learning some of which are the hand-on activities that are involve in building the different robots. It is very important that both instructors and instructional designers should take time to plan and organize any instruction or learning experience to engage students in distance learning. Planning makes the difference in a successful learning environment. (Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. 2009).


References

Piskurich, G., & Chauser, J. (2010), Video Podcast: Planning and designing online courses. Laureate Education, Inc. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4744647&Survey=1&47=6523831&ClientNodeID=984650&coursenav=1&bhcp=1

Asada, Harry, and John Leonard. 2.12 Introduction to Robotics, Fall 2005. (Massachusetts Institute of Technology: MIT OpenCourseWare),http://ocw.mit.edu (Accessed 05 Feb, 2011). License: Creative Commons BY-NC-SA

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson

Revised Distance Learning Technology Tools

I have chosen to focus on scenario 2 for this week’s blog assignment, which is about a high school teacher who wanted to take her students to tour art exhibits being held at two prominent museums in New York City. Her plan was to have the students tour the museums and be able to interact with the museum curators as well as see the art work on display. Further, she would like to bring two pieces of artwork from each exhibit and have students participate in group critique on the individual work of art. At the moment she turns to me as instructional designer in the district for assistance in identifying one to two distance learning technologies that will provide the best solution for the above challenge.

Looking at the challenge above, it is clear that the students would need to write and discuss their opinion on the artworks and the tour in general. Therefore, one of the technology tools that will be appropriate is the discussion forum. Discussion forum is an asynchronous communication tool that allows one individual to post a comment or respond to a question posted by the instructor. This type of discussion is called threaded discussion. As asserted in this weeks interactive media, discussion technologies provide a means for participant to communicate virtually, both in real time and in delayed communication (media, 2011). Discussion forum is great for collaborating, communicating, sharing, and learning from one another. “Threaded discussion is one of the most powerful techniques used in distance education” (Michael, Smaldino, Albright & Zvacek, 2009).

According to Laurie Patsalides (2010), instructors use the discussion forum to help the students develop an understanding of the coursework. In addition, using the discussion forum will help the instructor provide a connectedness with the online students for instructor-students interaction. Further, instructors can use discussion forum to add RSS feeds for continually updated materials, studycasts or podcast for review of course work or instruction via online video, create quizzes that are relevant to the course contents and discussions, and plan projects for collaboration.The following Youtube video is a hands-on use of discussion forum experienced by Catlin Tucker, a high school English teacher. Catlin explains the importance of the use of discussion forum, which enlightens why this tool is appropriate for my scenario in question. Click here to watch!

My second choice of technology tools for the challenge above is Multimedia.Multimedia is one of the rapid emerging technologies of the 21st century. It can be used to design instruction that incorporates stimulating and dynamic learning experiences. It includes graphics, texts, video, and some with interactive option, which keeps students alert and focus because they are eye-catching, entertaining, and engaging. I can relate this to my past learning experience with Amy Pointer who asserted that well designed multimedia helps students acquire knowledge faster because it assists in explaining complicated subjects and improves instruction by drawing learner’s attention, illustrating a point, introducing a subject, and supporting other contents as well. The following link will land you on a YouTube video museum tour that is a combination of history, science, and art exhibit with the guest curator Hank Haczmarksi. Click here!

The use of multimedia has been showcased in one of the teachers.tv videos. In this multimedia, students participated in a hands-on stone-carving outreach project in their local public gallery. Students toured the gallery and were able to interact with the curators, peers, and teachers. They were able to touch, feel, and smell the exhibits, and gain inspiration for their own pieces of art. Though this multimedia was use synchronously, it can as well be used asynchronously in the virtual learning environment. Multimedia in general helps in promoting students’ understanding and learning experiences of the topic in question. Click here for the teacher.tv video.

To sum up, as an instructional designer, the two technology tools that I will suggest to the high school teacher in my selected scenario are discussion forum and multimedia presentation explained above. These technologies can help in education students through capturing their attention, enhancing teaching and learning efficiency, and promote students engagement and interaction with the real world.


References

Patsalides, L. (2010, april 17). How to use an online discussion board in an asynchronous discussion. bright hub , pp. http://www.brighthub.com/education/online-learning/articles/29761.aspx.

Teachers.tv (Director). (2006). Hands-On Art [Motion Picture].

Mayer, R. (Ed.) (2010). "Triarchic Model of Cognitive Load, Part 3" Retrieved October 10, 2010 from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4442096&Survey=1&47=6469849&ClientNodeID=984650&coursenav=1&bhcp=1

Haczmarksi, H. (Director). (2010). Astronomic! Exhibition at Krannert Art Museum [Motion Picture].

Defining Distance Learning

Click Link For Full Image

I believe distance learning, as the name implies, involves a learning environment where students and teachers are in different geographical locations. Learners study within the comfort of their homes, work-place, libraries, and wherever they feel relaxed to gain the necessary knowledge. In addition, learning takes place online as well as other through communication devices.

In this week resources, I learned quite a few interesting definitions of distance learning. Prior to enrolling in Walden University, my understanding of distance learning was limited as I did not research any information on distance learning. Though I took quite a few courses and have more knowledge on this topic, this Distance Learning course and the week’s resources have really revealed the actual meaning of distance learning to me. In other words, I now discovered the fundamental definition of distance learning.

My revised definition of distance learning is based on the four main components of distance learning: this includes institutionally-based, separation of teacher and students, interactive telecommunications, and learning experiences through sharing of data, voice, and video (Michael, Smaldino, Albright & Zvacek, 2009). Learners learn in the comfort of their homes, workplace, libraries, and wherever they feel comfortable to study. Information in the distance learning environment is organized in a classroom where students have access to everything they need to get their assignments done.

Studying the history of distance learning, there is a pattern of evolution. In other words, there are rapid changes in technology and variety of programs used in distance learning. Although there are some challenges of distance learning, my vision for its future is that it will continue to develop because there will be an increase in demands for distance learning. Educators of K-12 schools will be training to meet the demand of the online learning. Consequently, there will be rigorous in-service training for educators in K-12 learning environments. Further, there will be innovation of more technology and telecommunication tools that will meet the increase demand of online leaning.

To sum up, distance learning has been evolved as the need for learning at a distance and the innovation of technologies in this field continue to grow. The definition for distance learning can vary from person to person and can be subject depending on one’s profession, experience, and technological know-how.


References:

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.