Week 6 Blog Scope Creep

Scope creep is defined as a “natural tendency of the client, as well as project team members, to try to improve the project’s output as the project progresses” (Portny et. al, 2008, p. 350). We received a grant to do a continuous quality improvement project using the plan do study act model. We worked with community partners to identify, an aim statement on the impact of trauma and toxic stress. The team identified that there was a lack of training and a lack of knowledge related to the impact of trauma on young children. The team created an improvement theory that stated if we identify evidenced based print and electronic materials and place them on partner websites then providers will have access to materials and increase the opportunity to discuss the impact of trauma and stress with other providers and families.  The grantee expected us to complete the project in six months.

We progressed through the process of collecting baseline information, using specific diagrams to identify root causes and identify solutions.  At four months the grantor sent an update on the timeline for the project. “Project managers must expect change and be prepared to deal with it” (Portny et. al, 2008, p. 346). We had a month less than expected therefore the group realized that the initial aim would not be achieved.  The group revised the aim statement to so that we could accomplish it within the timeframe.

Looking back I would have done several things different to help the group achieve the initial project aim.  During the planning stage I would have encouraged the group to meet more frequently.  We only met twice during the first 8 weeks of the grant.  Our group should have met every two weeks.  To move complete all the plan activities.  We had two data specialist in our team, the data people created the survey monkey with my help and did the analysis.  Next time I would have asked the data specialist to meet outside of the larger group meeting and begin earlier.  This would have allowed us to get our survey monkey out earlier and collect our baseline data.  The data analysis was a long process because we used the free survey monkey.  In retrospect I would have requested using some of the grant money to upgrade the survey monkey capability. We collect trauma materials and spent 2-3 meetings reviewing all the documents as a group.  It appeared that group member had very little time to review the materials before the meeting therefore we had very lengthy discussions regarding each educational material.  Next time I would have a smaller group begin the review of materials earlier in the timeline and make recommendations to the larger group.

reference:

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

Week 3 Communicating Effectively

This week’s assignment had us reflect on different forms of communication. In the example “The Art of Effective Communication”, there were three examples of the same narrative communicate to a coworker using three different medium, Email, voicemail, and face-to-face.  In my experience email communication is a norm and the most convenient. It provides document evidence that correspondence has been made and specifically outlines what is needed. For the project manager, communication is the key to success (Portny et al., 2008).

Email

The email sent to Mark seemed clear. Jane informed Mark the importance of the Data for the completion of the report. As Dr. Stolovitch stated, with a clear purpose that stated the situation (Laureate Education, Inc., n.d.). Jane was also cognizant of Marks schedule, which showed she understood of his work schedule. This medium of communication I think was effective method and would provide a positive response. Dr, Stolovitch provided five things written communication should include (Laureate Education, Inc., n.d.).

  1. Begin with a clear purpose
  2. State the situation
  3. Include possible solutions
  4. Specify the form that the response is required to take
  5. Keep the tone of all communications business friendly and respectful

Voicemail

In the voicemail there was a clear difference when communicating this message to Mark. Jane tone of voice indicated that this was needed urgently, but it wasn’t confrontational.The voicemail was clear and effective and clearly stated what was needed with a sense of urgency on Jane part.

Face-to-Face 

The Face-to-Face communication was a little bit under comfortable. There was some body language that was involved in communicating this narrative that wasn’t felt in the email and voicemail. How you say something is more important than the words you use! (Laureate Education, Inc., n.d).

After reviewing the three types of communication in this example, I would say that the email was the best communication approach. It was a written document that was communicated to Mark effectively, and was a document that could be referred to at a later date if needed.

Reference:

Laureate Education, Inc. (Producer). (n.d.). Communicating with Stakeholders. [Video webcast]. Retrieved from http://mym.cdn.laureate-media.com/2dett4d/Walden/EDUC/6145/03/mm/aoc/index.html

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.

Week 2 “ Post-mortem”

Learning from a Project “Post-mortem”. As I recall on a project that was not that successful. About 10 years ago I participate in a project at my organization to introduce and implement video conferencing at each individual scattered site. The plan was to connect all eight sites with video conferencing capabilities. 10 years ago we did not have the luxury of utilizing the current software we have available today and I was exciting about the possibility of being able to communicate face to face with colleagues using the technologies of the time to accomplish task remotely.

After two months of planning, purchasing and installing the audio and video equipment, it was time to put it in use. The first major obstacle we came across was the lack of technical expertise among staff at each location. The project did not include planning that included all stakeholders. It was found out that management staff at most site were not technical and they were not interested this method of conducting meetings.  Portny, Mantel, Meredith, Shafer, Sutton, and Kramer (2008) states be specific about the expectations, get a commitment from each team member, put the commitments in writing, emphasize the importance of the project, tell others about the commitments, and act with authority. It also discussed the importance of everyone’s acceptance in any project development. There may be some apprehensiveness of some with the addition of new technology and it is hoped this is discussed sometime within the onset of the new change. After two months this method of communication had been used only once between two sites. The lack of planning was the key to the results that occurred, cost incurred, but the project lacked determining the overall need and feasibility of the utilizing the equipment. One major failure in the planning stage was not identify technical staff that would set up the equipment prior to the meeting times. Doing so would have created a smooth transition incorporating this meeting styles and the implementation of the project would have been effective. Ten years later the outdated video and audio equipment is still on display.

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.

Week 8 Refection:

During this course I have gained and increased my knowledge on learning styles, and theories. As I review the course materials and resources I read through topics from learning theories, learning styles and technology instruction. I have learned that all learning theories have its place.  I have learned that with learning styles everyone processes and learns information in different ways. I have learned that Technology instruction has the ability to change learning and aid in learning styles and strategies. When properly used emerging technologies can enhance and improve learning and instruction.

            What I have learned about various learning theories and learning styles over the past weeks is that Andragogy is a learning theory that is designed to address the particular needs of adults, and is based on the idea that there are differences in learning characteristics between me as a child and now as an adult. Adults have a large “reservoir of life experiences that can be reflected upon, has learning needs related to changing social roles, is problem centered and interested in immediate application of knowledge, and is motivated by internal factors” (Conlan, Grabowski, & Smith, 2003) (Ertmer, Newby, 1993). “Learning styles can be defined as the way in which each learner begins to concentrate on, process, and retain new and difficult information. Identifying learning styles and adapting lessons can motivate, encourage students to succeed, and eliminate unfair labeling. Different individuals perceive and process experiences in different preferred ways” (Gilbert & Swanier, 2008).

            This course has given me a deeper understating of my learning process. I always thought my method was simple and conventional, a mix of a visual and hands-on leaner. Through this course I have been able to connect theories with my learning process.  Two theories that I learned aligned with my learning. The first was behaviorism, “Behaviorism equates learning with changes in either the form or frequency of observable performance.” (Ertmer, Newby, 1993) The second theory was Constructivism. “In order to understand the leaning which has taken place within the individual, the actual experience must be examined.” (Ertmer, Newby, 1993). These two theories deepened my knowledge regarding being a visual and a hand-on learner. I also learned that I use analytical thinking skills, and draw strength and knowledge by reflecting from my own personal and life experiences.

            Learning theories, learning styles, educational technology, and motivation create are are important pieces in a students learning. As instructor we must utilize our knowledge in these areas to help the learners experiences become a success.  The instructor should allow for creativity and flexibility in assignments, provide relatedness learning with hands-on activities with other learners, keeping them engaged in the subject matter.(Ormrod, 2014)  A good way to incorporate motivation is Keller’s ARCS motivational process. The model provides a systematic, seven step approach to designing motivational tactics into instruction.  ARCS stand for Attention, Relevance, Confidence, and Satisfaction (Keller, 1999).

            This course has given me the foundation I need as further my knowledge in the field instructional design.  This course has provided me the educational components that foster success. As an instructional designer I will incorporate the methods of leaning that will aid instruction, knowledge of learning theories, learning styles, motivation, and education technology.During this course of this class I have been able to identify at my job how and what tools to you while instructing and training and how to use technology correctly in my trainings.  Additionally The ARC Model will be a major asset for me in the planning stages of a specific project design. My hope is with the knowledge learned from this class I will be able to engage and motivate all learners.

            In conclusion this class, Learning Theories and Instruction, has given me the understanding for different modes of learning.  Each learner is different and learns in various ways. There is no one best way of learning. It is important as to know that, “educators can manage learning environments to stimulate and sustain motivation, even though they cannot control it. Ultimately, each human being is responsible for his or her motivational condition, but it is abundantly clear that the environment can have a strong impact on both the direction and intensity of a person’s motivation.”(Keller, 1999)

 

References:

Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4),50-71.

 Gilbert, J., & Swanier, C. (2008). Learning styles: How do they fluctuate? Institute for Learning Styles Journal [vol. l]. Retrieved from http://www.auburn.edu/~witteje/ilsrj/Journal%20Volumes/Fall%202008%20Volume%201%20PDFs/Learning%20Styles%20How%20do%20They%20Fluctuate.pdf

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

 Keller, J. M. (1999). Using the ARCS motivational process in computer-based instruction and distance education. New Directions for Teaching and Learning (78).

 Video Program: Laureate Education (Producer). (n.d.). Motivation in learning [Video file]. Retrieved from https://class.waldenu.edu

WEEK 7 Blog- Fitting the pieces together

When I began to look into my learning style I always thought my method was simple and conventional, a mix of a visual and hands-on learning. What I have learned about various learning theories and learning styles over the past weeks is that Andragogy is a learning theory that is designed to address the particular needs of adults, and is based on the idea that there are differences in learning characteristics between me as a child and now as an adult. Adults have a large “reservoir of life experiences that can be reflected upon, has learning needs related to changing social roles, is problem centered and interested in immediate application of knowledge, and is motivated by internal factors” (Conlan, Grabowski, & Smith, 2003).  ? Learning over the years has provided me with the opportunity to increase knowledge and the ability to navigate in today’s society. There are two learning theories that align with my learning, the first being behaviorism. “Behaviorism equates learning with changes in either the form or frequency of observable performance.” Ertmer, Newby, (1993). If I am able to visually observe a process, I am able then to internalize the process fast. The second theory is that us Constructivism. “In order to understand the leaning which has taken place within the individual, the actual experience must be examined.” Ertmer, Newby, (1993).This theory applies to my need to have hands-on experience, and as I have gaining learning experiences over the years, I have increase my knowledge base that I can reflect upon.

As an adult learner I can see that I am different than when I was in college and the day to day experiences that can play into the learning process. Another learning theory that I have embrace is that of Connectivism. Connectivism integrates technology, social networks, and information. It is the ability to make connections based on actions and experiences.  When thinking about designing learning experience geared toward the lifestyle and learning preferences of an adult learner one references these points, “adults need to be actively involved in the learning process” (Cercone, 2008, p. 154) at Walden this second learning experience we find ourselves conducting weekly, “(b) encourage learners to share with other students their derivation of meaning and their progress through discussion posting, reflection papers that are posted or email.”  Lastly “(m) provide students with multiple resources of information that include differing viewpoints from diverse authors,” (Cercone, 2008, p. 154-155)

 Over the past several years technology has made an impact on learning in and out of the classroom. Computer technology can be accessed now in multiple environments. The internet has impacted the way we search for information and is shaping the way we process information. The internet, shapes the way we think in ways obvious and subtle.  The example of Connectivism using technology in an online environment, explains how people can study and research many different things then make a connection between relevant and irrelevant information, and be able to share what they have learning or there knowledge base through different online avenues, such as blogging sites, social media,  and forums.  Technology allows us to search and find information from places and individual from different backgrounds and learning experiences from across the globe.

Reference:

Course Text: Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson. Chapter 1, “Overview” (pp. 1)

Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4),50-71.

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

Conlan, J., Grabowski, S., & Smith, K. (2003). Adult learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning

Connectivism-week 5 blog

My Networks for Learning

Image

Reflection:

Reflect on how your connections facilitate learning?

I’ve learned through this process that my learning network has grown through the years. When I was a youth my learning network comprised of self directed learning through research, reading and visits to local libraries, and learning through contact with my friends. As I have grown my learning network has expanded with the technology and my work career. As the internet has grown locally and globally so have endless learning opportunities.  Years ago it would have required a degree or advanced classes to gain specific knowledge.

As I reflect on how my learning connection have facilitated my learning I can say, I have always be one that looked to find creative ways to learn. Before computers or google.com, when I wanted to learning I would read, but in addition to that, I would look for videos, or documentaries that would enhanced my learning experience. If I had further questions I would research and ask others to clarify anything I did not find clear. A major change in the way I learn is that I have multiple avenues now, which I can draw from, and it is not limited to when a library opens or closes.  I can know reference learning anytime of the day and can use multiple avenues to communicate with my friends and colleagues with the easy and low cost use of mobile technology.

The digital tools that facilitate my learning have to be the online sources. With the creation of internet and search engines, wikis, and my newly acquired interest in the world of blogs. These digital tools have giving me access to information anytime I want.  With the integration of these digital tools to my learning process it has only enhanced it and created multiple aspects and experiences I have utilize for the future use.

When I have a question about a subject, the quickest access to information is the internet. Online literature, video tutorial are available at you finger tips anytime of the day. Walden University has created a wealth of resource to an individual relating to the subject matter we are studying. “Characteristics of self-directed learners include independence, willingness to take initiative, persistence in learning, self-discipline, self-confidence, and the desire to learn more. They are able to organize time, develop plans for completion, enjoy learning, and remain goal oriented.” (Cercone, 2008, p. 148).

In relating my learning network to connectivism I think it runs applies to the theory. In a example that demonstrated how connectivism works. It demonstrated how an individual that wanted to restore a 60’s mustang turned to the internet to research how, which led him to blogs, and reviews books, forums, and social media which eventually gain knowledge on how to restore the vehicle and in doing so shared what he learned with others using the same avenues in which he learned. Because my learning network has increased through the years I am also able to learn and connect with others, between friends and colleagues we are able to expand our knowledge base. Before this course I did not know what to call the resources I use to learn, but with these online learning avenues and the multiple resources I have gained access to information that I can now connect with others and informed then on these new learning theories such as connectivism.

References:

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

Week 2 Blog assignment- EDUC-6115

Past experiences here refers to experiences that the brain encodes into long-term memory and readily recalls. Past experiences always affect new learning. As we learn something new, our brain transfers into working memory any long-stored items it perceives as related to the new information. These items interact with new learning to help us interpret information and extract meaning, which is part of the principle called transfer (Sousa, 2006).

In learning about the brain and the strategies that are needed to improve the learning process, I came up a strategy to help improve memory and retention. The Acronym is GULP, and it is a four step process us to improve the short and long term memory.

Step 1:  G – Get It-“The true art of memory is the art of attention”. Be present and conscious during the initial learning, pay attention, listen and experience the initial learning with as many senses as possible.

Step 2:  U – Use It- Review material immediately, repeat it, write it down, sing or chant it, and recreate the experience of the learning

Step 3:  L – Link It- Associate new learning with something already known, link it to something it sounds like (acoustical link), link it to a location, make an acronym link, mind map it, rhyme it, group it, categorize it, alphabetize it

Step 4:  P – Picture It- Create a visual image of the association, make it move, make it vivid, make it bizarre, exaggerate it, use color, use all senses – seeing, hearing, tasting, and smelling.

This resource is a value in the process of learning and adds to the learning principles as we explore how the brain is a fascinating and complex organ.

Cited:

STRATEGIES TO IMPROVE MEMORY AND RETENTION

http://www.pepperdine.edu/disabilityservices/students/tips/memstrat.htm

Brain-Friendly Learning for Teachers

http://www.ascd.org/publications/educational_leadership/summer09/vol66/num09/Brain-Friendly_Learning_for_Teachers.aspx

JagboBlog Week 1 Blog EDUC 6115

In the last decade, the internet and the blogging world has turned our society on its head. A blog allows you to write and publish anything, from anywhere, and have it be immediately available to billions of people all around the world.

I have always been interested in technological advancements and attempted to keep up with the trends of today. Blogging I have learned in recent days has opened my eyes to another form of communication. Instructional designers have been charged with “translating principles of learning and instruction into specifications for instructional materials and activities” Smith & Ragan,1993, p.12) The blogs that are listed below explore various blogging options in the field of instructional design. 

Training Design Ideas is a blog site  from an international speaker and write that has provided this avenue to provide the reader with ideas that will help you develop action-packed learning materials for working adults. This blog has a number of resources and blueprints that aid a instructional designer with creating training materials.

Flirting with E-Learning is a blog site from a instructional designer that uses his blog to chronicle his learning experiences. This blog is a great interest because  it provides an up and coming instructional designer real life experiences of the world of instructional design.

Instructional Design for beginners is a blog site that provide a rookie instructional designer the basic principles behind the theories. The areas this blog covers are Designs, Models,  and applying the model in instructional design.