Analyzing Scope Creep

In July 2013 our university merged with another institution that resulted in a marriage with two medical schools at one institution and now three physical locations. Specifically, Rowan University (host institution) was acquiring the University of Medicine and Dentistry of NJ (UMDNJ). The product that needed to merge successfully was the system that houses the student support services areas of the university called Banner (supported and sold by a company named Ellucian). The areas that use this system are admissions, registrar, financial aid and bursar offices. Rowan University hired Ellucian consultants to assist in the merge of the Banner system from two institutions to one. 

While the expectations were clear between Rowan and the consultants, they were not clear for UMDNJ. Rowan was told that UMDNJ was using out of the box Banner system and so did Rowan. The only drawback and issue that raise many eyebrows was that UMDNJ hadn’t upgraded their system since 2006 and upgrades had been implemented almost quarterly annually since. The migration project plan was set and due dates were scheduled by Ellucian to import the data from UMDNJ into the Rowan Banner system.  Scope creep started occurring when we started getting conflicting information from stakeholders at UMDNJ regarding the information due to migrate.  The UMDNJ stakeholders weren’t being forthcoming about the data and external systems they were using in addition to Banner that allowed them to operate without using the most current release. Although the merge was successful, clients on both sides became slippery to the date of completion due and the information is still not totally in synchronized in the Banner system. 

Looking back on the experience now, had I been in the position of managing the project I believe making sure the stakeholders at UMDNJ are completely comfortable, happy and satisfied with the plan would have been a better approach.  Rowan stakeholders were not as amicable as they could have been.  As outlined in our textbook, I would tell people how the requested data will be used.  I would provide scheduled performance reports to the people who supply the data.  Lastly, I would publically acknowledge those people who supply timely and accurate data (Portny, Mantel, Meredith, Shafer, Sutton & Kramer, 2008).

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.

 

Estimating Costs and Allocating Resources

In conducting a web search (listservs, message boards, blogs), I located two resources that would be useful in estimating the costs, effort, and/or activity durations associated with ID projects.

The first resource was:

http://searchdatamanagement.techtarget.com/feature/IT-project-management-The-cost-estimating-process

You’ll learn about cost estimation and project management.  I would use this site to refer to examples or different scenarios that may relate to a project I am currently working.

The second resource was:
http://www.dummies.com/how-to/content/how-to-estimate-project-costs.html

You'll learn how to organize, estimate, and schedule projects efficiently and effectively. This is your bible in project management. You'll also discover how to manage deliverables, issue changes, assess risks, maintain communications, and live up to expectations by making the most of the latest technology and software and by avoiding common problems that can trip up even the best project managers. I would use this site as a reference guide similar to a dictionary when managing a project.

 

 

Communicating Effectively

When the message changed from one modality to the next, I appreciated how each modality gave a slightly different feel which could lead to a different interpretation.  For example, in the email, I felt a sense of formality that forced me to respond because it is date stamped with a signature. The downfall with written communication is that the sender never really knows if or when the receivers read the information (Portny, Mantel, Meredith, Shafer, Sutton & Kramer, 2008). Listening to the phone message allowed me to feel more comfortable because I could hear the tone of the caller’s voice.  The in person communication was also formal but required more planning than all of the modalities.  The in person communication best conveyed the true meaning and intent of the message with sincerity and meaning regarding the necessity of producing the report. In person communication also allows time for questions and distribution of brief handouts that summarize the key points identified in message (2008).  Whether the communication is formal or informal, project managers should prepare and plan so their messages are received and correctly interpreted by project audiences (2008). Communication addresses performance, problems and progress if done effectively to support one another in any given project.

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.

Learning from the Project

In an effort to streamline the financial aid office of Rowan University a project was implemented to make the processes paperless.  The university purchased software called Hyland/Onbase that uses scanners to download documents to process verifications in the financial aid office. The project manager invited all the people involved to participate in the project management software called Basecamp that allowed everyone access to the project and any items that were added or deleted from the project. For two days the project manager, information technology team, client, executive/management team and anyone else that the project manager felt necessary to attend gathered together to discuss resources, the processes, the financial aid management system to develop a plan and schedule.  After the data was collected by the Hyland/Onbase client, the project manager distributed a timeline moving forward until project begins. Thus far we did not include any artifacts or activities to the project that might have made the project more or less successful because it is still a work in progress. I anticipate the management report system created in Oracle Discoverer will be the artifact that will make or break entire project.

 

 

 

 

Introduction

Welcome!
To my tales of Training and Development as I journey through this degree program at Walden University in Instructional Design and Technology. 

Reflection

In 5-10 years distance learning will continue to emerge internationally with more web 2.0 tools integration. Distance learning in the higher education will offer more degree programs online for the traditional and non-traditional student even while students are living on campus. The cost of education is rising which will increase the need for employment for traditional students while obtaining their education. Distance learning will continue to benefit corporations by allowing them to interact with different offices around the world (Laureate Education, 2010).

In 10-20 years based on the economy and the era of “consolidation” distance learning will be the only option. The brick and mortar institutions that can, will close physically however “go live” online to cut costs, be more competitive and survive. Corporations will continue to rely on digital media to train and maintain nationally and internationally while incorporating new communication technologies. Instructional designers are going to bridge the gap between the subject matter experts and the organizations. 

Instructional designers will be the human performance technology specialists that will look for the problem and use technology to fix the problem. Instructional designers need to continue to show the benefits of distance learning in comparison to face to face classrooms.  Flexibility, convenience/lifestyle, quality and operational is all characteristics that instructional designers are responsible for when implementing an online course.

In order to be a positive force for continuous improvement in the field of distance education; I will use the AEIOU approach. It uses quantitative and qualitative methodologies, which has two primary purposes as an evaluation strategy (Simonson, Smaldino, Albright & Zvacek, 2012). I like the formative information that the model will produce for the staff and the summative information about the value of the project and its activities (Simonson, Smaldino, Albright & Zvacek, 2012). The AEIOU model will provide questions necessary for effective evaluation within each component.  As an effective instructional designer, I must identify what organizational contexts support effective distance education systems (Simonson, Smaldino, Albright & Zvacek, 2012). Using quantitative and qualitative procedures to determine will ensure a positive impact. 

References

Laureate Education, Inc. (Producer). (2010). Teaching and learning at a distance. [DVD]. “ The Future of Distance Education”. Boston, MA: Dr. George Siemens.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.). Boston, MA: Pearson.

 

Converting to a Distance Learning Format

Converting to a Distance 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 pre-planning the trainer needs to ensure the technology infrastructure is sufficient and able to be supported (Simonson, Smaldino, Albright & Zvacek, 2012). If there is support, then there has to be a working relationship between distance education and information technology established. For example, if a trainee is locked out of their account, the trainer needs to be able to contact someone from IT support to unlock the account efficiently. Another pre-planning task for the trainer is that he or she knows the software and is familiar with the technology so it is almost transparent (Laureate Education, 2012). Then the trainer must make sure the students can use the technology and have access to the technology.

The original training program could be enhanced in the distance learning format by converting any printed materials to electronic coursepacks that include journal articles, individual book chapters or sections, workbook sections, conference papers, reports and virtually any other document that has educational value (Simonson, Smaldino, Albright & Zvacek, 2012). The original content also included video that will most likely need to be put into the delivered online portion of the course. As we learned in our resources, a trainer needs to know when to consider technology and when not too (Laureate Education, 2012).  If you can do it in a classroom environment than why add technology because technology adds another layer of complexity and anything can go wrong (Laureate Education, 2012).  The role of the trainer is more challenging because they are not face to face.  Communication must be established from the start and remain consistent. The shift in communication changes the focus from teacher-centered to student-centered learning environment.  Barr and Tagg explains the new trainer as a coach that collaborates with active learning and customized materials (Simonson, Smaldino, Albright & Zvacek, 2012).  In order to encourage trainees to communicate online a trainer should make sure that trainees’ responsibilities are made clear and the trainer’s expectations are clear as well (Simonson, Smaldino, Albright & Zvacek, 2012).  A trainer that is present in the class consistently is also encouraging to the trainees.  In conclusion, I had a trainer who used a flip chart to write down our ideas during our training session.  Using the flip chart encouraged the class to want to add more ideas while she was writing but it also helped us see from each sheet of paper that she posted throughout the room our learning pattern from beginning to end. Below are additional best practices for facilitating online learning retrieved from:  

 

http://www.edutopia.org/pdfs/stw/edutopia-onlinelearning-mastering-online-discussion-board-facilitation.pdf

 

Best Practices	Tool	Task
Community Building	Discussion Board	Have pairs of students interview each other on a given topic and post the interview results in the discussion board.
Critical Thinking	Gotomeet.com	Reach more trainees worldwide and cut travel costs.  Make tests and materials available online. Easy to set up!
Reflection	Blog	Post reflective activities that will require students to share a synthesis of the learning experience and personal situations  that should allow for honest and open responses.

 

References

Laureate Education, Inc. (Producer). (2012). Teaching and learning at a distance. [DVD]. “Facilitating Online Learning”. Boston, MA: Dr. George Piskurich & Jacqueline Chauser.

 Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.). Boston, MA: Pearson.

 

The Impact of Open Source

http://www.openculture.com/

 

The Open Culture website is a combination of MOOC (Massive Open Online course) and online courses that highlights courses created by other educational venues.  The Open Culture website offers increased return on investment for other educational venues and provides increased access for students whenever and wherever as if they were face to face in a classroom, which relates to the equivalency theory (Laureate Education, 2012). Courses on the website appear to be carefully pre-planned and designed for a distance learning environment.  There are many topics in modules that are not placed in any particular sequence or order (Simonson, Smaldino, Albright & Zvacek, 2012). The design of this website is “learner-directed”and the learners decide in what order the topics are studied (Simonson, Smaldino, Albright & Zvacek, 2012). The website provides ways to organize courses which follows the recommendation for online instruction (Simonson, Smaldino, Albright & Zvacek, 2012). The courses are organized by the topic which explains, clarifies and supports the modules. The idea is to keep the website simple and in order for the student to easily navigate as well as provide increased access for students (Laureate Education, 2012).

 

References

Laureate Education, Inc. (Producer). (2012). Teaching and learning at a distance. [vodcast]. “Theory and Distance Learning”. Boston, MA: Dr. Michael Simonson.ce

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and Learning at a Distance: foundations of Distance Education. Boston: Pearson Education, Inc.

 

Collaborative Training Environment

Example #1:

A new automated staff information system was recently purchased by a major corporation and needs to be implemented in six regional offices. Unfortunately, the staff is located throughout all the different offices and cannot meet at the same time or in the same location. As an instructional designer for the corporation, you have been charged with implementing a training workshop for these offices. As part of the training, you were advised how imperative it is that the staff members share information, in the form of screen captures and documents, and participate in ongoing collaboration.

After reviewing the challenge, an instructional designer must consider a learning management system that will keep students informed constantly; make the course outcomes and requirements are clear while integrating the power of the web into the course in order to train six regional offices at different times in different locations (Simonson, M., Smaldino, Albright, and Zvacek, 2012). In order to keep cost to a minimum, I would create a podcast series totaling a 30-minute class into three separate learning objects. The podcast series will be stored on the corporate’s website and will be a requirement to complete by a certain date. The final (4^th) scheduled podcast will be live and during the training, students will be asked questions to be answered and surveyed as they are watching.  In order to implement the q&a and survey I would implement Poll Everywhere:

 

 

Poll Everywhere is an online service that allows you to poll an audience through text-messaging or response from a computer.

“I've used Poll Everywhere with a Team-Based Learning class. Students use PE to submit their individual responses to questions before discussing with their teams. The questions are low-stakes (they just need to submit something because the point is to have them think a little on their own before discussing” (Sample, 2012).  In addition, Poll Everywhere can be used to relay announcements in order to get new information to students through text-messaging. The only drawbacks are Poll Everywhere will not allow the student to submit documents and screen captures.  If the students need to submit documents they will be provided an email at the beginning of the final presentation to submit any supporting documents and ensure ongoing collaboration. In some cases, there are students that do not have cell phones and computers and would not be able to participate in Poll Everywhere. If this is the case then the Instructional Designer must analyze the general abilities of the students before implement the course (Simonson, Smaldino, Albright and Zvacek, 2012). If many are without cell phones and computers then the Instructional Designer will have to make the course design basic and more relevant to the students’ immediate needs (Simonson, Smaldino, Albright and Zvacek, 2012).   

 

References:

Sample, Mark (December 13, 2012). Live Polling of Students with Poll Everywhere.

Retrieved from: The Chronicle of Higher Education, http://chronicle.com/blogs/profhacker/live-polling-of-your-students-with-poll-everywhere/44961

 

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education. (

Distance Learning-Climbing to New Heights

Before I began this course, distance learning meant an opportunity to obtain more in higher education while working full-time and caring for two young children. Distance learning also meant learning online (24/7 access) with others, learning to develop strict time management skills, in order to create the best learning experience for everyone all over the world. Who would have ever thought I would be learning amongst people in other countries, but it is happening. Working in higher education also helps me to understand how popular distance learning is becoming based on the increasing numbers of registered students to online courses.

As we learned in our resources this week, “distance education is rapidly transforming post-secondary education and the driving force is economics and access” (Moller, Foshay, and Huett, J. 2008-pg. 66). I refer to myself as “today’s most popular, “new student called “the non-traditional” student. I am reaching for more education to advance professionally and add value to my resume and my current position. Each day my job duties change completely (based on new skills I am developing in my education) or increase based on technological advancements, environmental and personnel changes. 

“A principal motivator is the relatively unfamiliar force of competition” (Moller, Foshay, and Huett, 2008- pg. 66) within departments. In addition, it seems that “the lack of change” or “the desire to change” is crippling many departments at institutions in higher education. Employee resistance to change has been a problem at my current employment. Our software is upgrading quarterly, hardware is being replacing and procedures are improving. Many senior faculty and staff are being forced to retire or voluntarily retire because they did not want to accept the change or did not expect the competition that arose with change. 

“Educators in the distance medium are faced with new pedagogical issues surrounding student interactions, course content design and delivery, multiple levels of communication, defining new types of assignments and performance expectations, and different assessment and evaluation techniques”(Moller, Foshay, and Huett, 2008- pg. 67). This brings me to a revised definition of distance learning which states: distance learning is using electronic delivery that requires the student and educator to be able to operate an electronic devise in order to be a participant in the online environment. I would also require faculty and staff have a recurrent training with an Instructional designer that gives them ideas and/or instructions to a web 2.0 or any electronic tool used to build assignments, assessments and evaluations. The recurrent training could translate into continuing education credits which would make one more competitive when the next opportunity arises for a promotion.

 As distance learning continues on a path of evolution and change, it will need faculty teaching online courses that are technologically able to create their own material and organize the assignments. Employees must challenge themselves to change with time and technology. Institutions must make email and social media the official mode of communication such as Skype, YouTube and Facebook. It’s time for people to aim higher and climb that mountain along with the evolution of technology and distance learning.

 
Click here to visualize climbing to new heights with distance learning


Reference

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.