Wednesday, June 6, 2012

Analyzing Scope Creep

For this blog the assignment is to describe a project where we experienced issues with scope creep, answering the following questions;  

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?

The project was to replace appliances in the kitchen, but by the time we were done the kitchen and bathroom were remodeled, along with a fresh coat of paint throughout the entire house.  As this was a personal project we did not create a project plan or document the scope of the project, specifically we did not define what was outside of the scope of the project.  The original project plan was to hire a resource to replace all the appliances, which included moving one appliance from one side of the kitchen to the other side, and to complete all the plumbing and wiring that went along with that move.  But, as mentioned above the project grew and we ended up replacing all the kitchen countertops, cabinets, and floor.  We also replaced floor and sink/cabinet in the bathroom, and had the entire house painted. 

The project scope creep resulted in hiring additional resources; luckily the original resource had help he could secure.  The budget also grew along with the time to complete the whole project.  As stakeholders we had to secure extra funding, and find alternative living arrangements for three weeks, again this was not difficult to do as we did have a place to go to, but it was not planned for.

Looking back at what we could have done to better manage and control the project scope creep I think we should have created a budget that we could not exceed.  We also should have identified what was in and out of scope.  Doing so, would have limited the amount of work we could have contracted out and have saved both time and money.  The book on Project Management says project managers should expect some type of change during projects and recommends ways to handle those changes “The best approach is to set up a well-controlled, formal process whereby changes can be introduced and accomplished with as little distress as possible.  This process is known as the change control system” (Portny, Mantel, Meredith, Shafer, & Sutton, 2008, p. 346).  Also recommended is to document, communicate, and obtain signoff from all relevant parties involved, for any changes to a project.

Reference:

Portny, S., Mantel, S., Meredith, J., Shafer, S., & Sutton, M. (2008). Project Management. Hoboken, NJ: John Wiley & Sons, Inc.


Wednesday, May 16, 2012

Communicating Effectively

For this blog assignment the same message was presented in three different modalities; email, voicemail, and face-to-face.  The assignment is to reflect upon all three and share similarities or differences in interpretation.

 Email

I found the email to be straightforward with a clear and concise message.  The needs are clearly identified with instructions on how to respond.  The message while formal and straight to the point is still in a personable manner without any negative undertones.

 Voicemail

The voicemail conveys the same message and is in a manner similar to the email, it is straight to the point and in a friendly tone.  The voice inflections are appropriate and stress key points in the same manner.

Face-to-face

The face-to-face video also results in a similar interpretation.  The message is delivered with a smile and non-threatening body language, and the facial expressions also help in stressing any important information.  But I thought it was a bit too relaxed for someone needing a report right away. 


In this scenario and in the way it was presented I preferred the email method of communication, and then the voicemail and the face-to-face video last.  Dr. Stolovitch in his video presents ways to communicate effectively and states that effective communication involves attitude, tone, body language, and is most effective when face-to-face with all parties involved “ (Stolovitch, 2012).  I think in many situations face-to-face can be a very effective way to communicate.  Not only are you hearing the message but can also see a person’s attitude and tone, and so have the opportunity to dynamically change the way the conversation is going if necessary.  In email this is harder to do, once the email has been written it cannot be changed.  So, it is important to be sure the email conveys a clear purpose in a diplomatic way that cannot be misunderstood or taken the wrong way, the email in this scenario accomplished that. The reason I preferred the email in this scenario is just because of the very relaxed nature of the video, for me it took away from the message.  As far as voicemails, in my experience they are not always acknowledged and can go unheard.  There is also the possibility of the message being inaudible and unclear, although that was not the case in the scenario.

Dr. Stolovitch suggests a strategy for communicating with project teams and to set the standards early on.  The recommendation is to discuss the frequency, format, and response times of meetings with the client.  Dr. Stolovitch reminds project managers that their responsibility is to remain diplomatic, keep the peace, and keep any communication clear and focused (Stolovitch, 2012). 

  

References:

Stolovitch, D. (2012). Communicating with Stakeholders. Laureate Education, Inc. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_551248_1%26url%3D






Saturday, May 12, 2012

Learning from a Project “Post-mortem”

I work in the financial industry where there are an abundance of rules and regulations, and disclosure laws, so I am uncomfortable talking about anything work related.  So, for this assignment I am writing about a personal undertaking from years past. 

A long time ago two of my friends and I decided to leave home and plan a life without family, we were young and obviously not very thoughtful back then.   We started the planning for this move six months before we actually left; we were waiting until we were all 18 years of age.   

Our planning involved coordinating travel to Paris, we lived in England.  The travel plans incorporated local travel to get to a bus station, then taking a bus in to London, taking another bus to Dover (coast), and taking a hovercraft to France, then taking a train into Paris, and finally making our way to the hotel.  This may not seem so daunting, but to three inexperienced, naive, and not so independent young girls it was a lot to handle.  Besides the travel plans, we had to determine what personal items we would bring, the best time and day to leave without drawing attention, and allocate a budget for travel, personal expenses, meals, and more.

We had some success in planning the travel arrangements.  Back then none of us had computers or mobile phones as they were not as commonplace as they are now, so we could not conduct any research on our own.   We went to a travel agency where everything was coordinated for us.  I say some success because we did not visit more than one travel agency, so have no way of knowing if the cost was reasonable.  But we did know to contact and use the resource rather than trying to reserve multiple tickets ourselves.

Conducting the Post-mortem as recommended by The Project Management Minimalist:  Just enough PM to Rock Your Projects!

In comparing our planning and recommended best practices it is easy to see how this project did not succeed.

Phase 1 – Determine Need and Feasibility
We as the stakeholders decided there was a need to do this, affected parties were not advised.
We did not plan for any unknowns or have any contingency plans.
We did not even consider how much money we would need.

Phase 2 – Create Project Plan
Travel was coordinated but we did not plan for long term as in jobs, income, living expenses, education, language barriers, or even a long term roof over our heads. We just assumed it would all fall into place.
Project schedule was really non-existent; it only covered the first week.

Phase 3 – Create Specifications for Deliverables
We did not assign each other tasks such as responsibility for budgeting or finding a place to live.
We did not have any responsibilities assigned to look for jobs.

Phase 4 – Create Deliverables
Since we were not actively assigning tasks there were no tasks to track or to communicate.
Since we did not plan for constraints or managing risks, we did not know how to react to problems when they arose.

Phase 5 – Test and Implement Deliverables
Without proper planning and without having any strategies or techniques defined a project cannot be effective.  We ran out of money, had nowhere to live and no projected income because of the lack of planning.

Planning for this project should have included more brainstorming sessions during the initial discussions to identify all that would need to be considered, and to have workarounds for issues that could have been thought of.  Budgets should have been prepared and expenses realized.  We did not have the knowledge back then to document or track progress but best practices now suggest using artifacts to make projects more successful, artifacts that would have been beneficial in this project are:

Responsibility / Accountability Matrix
Work Breakdown Structure
Resource and Cost Estimates
Project Schedule with Timelines
More Communication


Reference:

Greer, M. (2010). The Project Management Minimalist: Just Enough PM to Rock Your Projects! Laureate Education, Inc. Retrieved from https://class.waldenu.edu/bbcswebdav/institution/USW1/201260_02/MS_INDT/EDUC_6145/Week%202/Resources/Week%202%20Resources/embedded/pm-minimalist-ver-3-laureate.pdf






Friday, April 20, 2012

Distance Learning - Reflection


Introduction
Distance learning is slowly gaining more acceptance and being taken seriously as a credible learning option, but does not compare to traditional schools according to some “Right now, pound for pound, I don’t think it carries the same weight,” says Warren Arbogast, a higher education and technology consultant, when asked about an online degree vs. a degree from a traditional college” (Tahmincioglu, 2008).  The article goes on to discuss how institutions of the past have tarnished the reputation by offering degrees through “diploma mill” type operations.  This is obviously still an ongoing discussion but as mentioned I think acceptance is growing and will continue to grow.
What do you think the perceptions of distance learning will be in the future (in 5–10 years; 10–20 years)?
I think as more people become aware of what distance learning really involves, acceptance will continue to grow and perceptions will change for the better.  People need to realize that distance learning involves the same national and regional accreditations as traditional on campus learning, are from reputable institutions, and that the goals and objectives for a degree will be the same whether taken online or on campus. 
According to a video by George Siemens there will be growing acceptance as people gain more experiences with communicating using new technologies (Siemens, 2010 ).  He goes on to explain the experience will help people to realize the collaboration opportunities with colleagues and experts from around the world.  This type of accessibility is possible using the internet and web applications.  The impact this has on learning is highly effective, learners will have the opportunity to interact and learn from anyone no matter where they are, and this will continue to gain appreciation. 
How can you as an instructional designer be a proponent for improving societal perceptions of distance learning?
As an instructional designer I need to find ways to design instruction that encompasses the right mix of media and content to meet learning objectives and goals.  The instruction must engage learners through activities and discussions to provoke critical thinking.  Showing the learning community how distance learning can improve and promote a deeper understanding of subject matter through effective design so learners obtain the most optimal outcome, will result in contributing to a wider acceptance of distance learning.  
How will you be a positive force for continuous improvement in the field of distance education?
I think to always look for continuous improvement and to remain open minded to new ideas and ways of learning is important.  Things do not remain constant, technology is ever evolving and we need to remain up to speed with the changes.  That is not to say that technology is the most important factor to consider in distance education, I understand it is not.  A complete analysis should always be conducted to understand learning objectives and your learners, that to me is the  most important factor.  A thorough analysis will guide delivery methods and technology uses.  And remaining current with trends in education, technology, learning theories, and models will help in developing effective instruction. 


References
Siemens, G. (2010). The Future of Distance Education [Video]: Laureate Education, Inc.

Tahmincioglu, E. (2008). Online colleges earning respect - to a degree, from http://www.msnbc.msn.com/id/26458424/ns/business-careers/t/online-colleges-earning-respect-degree/#.T5AernhdBok

Thursday, April 12, 2012

Converting to a Distance Learning Format

The below PDF document discusses considerations in designing an online course that was traditionally a face-to-face course.  It is understood that modifications do have to be made so the online learner remains engaged and motivated from a distance.  The following concerns are addressed:  
What are some of the pre-planning strategies the trainer needs to consider before converting his program?
What aspects of his original training program could be enhanced in the distance learning format?
How will his role, as trainer, change in a distance learning environment?
What steps should the trainer take to encourage the trainees to communicate online?





Sunday, April 1, 2012

The Impact of Open Source


What is Open Source?
In education open source software is used to design and present online courses for learners participating in distance and hybrid or blended learning.  The courses are created using course management systems (CMS) also known as learning management systems (LMS).  Using open source CMS instructional designers and educators can customize and create courses for their schools without paying for code and in many cases without paying for licensing. This means they administer the systems and are responsible for all aspects of building and maintaining the courses, so there are still operational costs associated.
Review of a Free Open Source Course
The course reviewed is HIST251: Early modern England: politics, religion, and society under the Tudors and Stuarts from Open Yale Courses at Yale University.  The course can be accessed at http://oyc.yale.edu/history/hist-251.
The subject is of particular interest so motivation to take this course was high. Upon landing at the home page of this course there are headings that link to the syllabus and to session information.  There is information on the instructor and also a link to download the course material.  
Does the course appear to be designed for a distance learning environment?
In my opinion this course was not designed for distance learning.  For all of the sessions I reviewed the camera remains static and focused on the instructor while he delivers lectures, apart from the few times he refers to the blackboard. I did not at any point see or hear the audience engage in discussions with him.  In fact my motivation to continue quickly dissipated due to the lack of activity, there is only so many hours I can keep listening to lectures and watch the instructor without any type of engagement. When designing for distance learners it is important to keep the learners engaged and actively involved, according to the book Teaching and Learning at a Distance on planning for instruction at a distance “The focus of the instruction shifts to visual presentations, engaged learners, and careful timing of presentations of information” (Simsonson, Smaldino, Albright, & Zvacek, 2012).  None of this was incorporated in this course, it is apparent to me this was originally a face-to-face course and the lectures were captured on video and placed online without any modification for the distance learner. 
Does the course follow recommendations for online instruction?
When designing for the online learner certain factors have to be considered.  Information that should be part of the planning process as defined by Simonson et al. (2012) are;
Who are the Learners? - understand their abilities and backgrounds so interactivity is not a problem.
What is the Learning Environment - design so learners can navigate easily and follow activities, and so they know how to access resources when problems arise.
What is the Essential Content? - understand and create objectives according to goals, then structure in a logical sequence so learners can continue to relate and construct knowledge as sessions progress. 
Determine Teaching Strategies and Media - Refer to the goals identified and learner abilities to select appropriate media that will ensure learner engagement and involvement.  
The course does not follow the above suggestions in planning for distance learning. Of major importance is of course the learner and emphasis is on ways to keep them engaged in the content.  The instructor in this open source course does not engage learners, instead he teaches via lectures.  Lecturing is considered “teacher-centered” rather than “student-centered”, according to Simonson et al (2012) this is not suitable for online learning and does not promote the type of collaboration and interaction required for the online learner. 

References
Simsonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and Learning at a Distance (Fifth ed.). Boston, MA: Pearson Education, Inc.

Sunday, March 18, 2012

Selecting Distance Learning Technologies

Scenario:

 

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.

 Technology Tool – Wiki

 Since the staff cannot meet at the same time the requirement for audio or video conferencing does not apply, but there is a requirement to share documents and collaborate with one another. Wiki is a Web 2.0 application that enables discussions and sharing of content with others on the web, this application will allow the staff in the scenario to participate in asynchronous discussions and share files with each other regardless of when and where they are located. The book on Teaching and Learning at a Distance describes the potential use for web 2.0 technologies such as Wiki “highly participatory and promote collaboration, networking, sharing, and the widespread generation of content, and the editing and mixing of content from diverse sources” (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 129). One of the features of Wiki is the ability to create team projects, which would serve this training well. Permissions would be given to the staff to keep the content private, and to provide editing privileges. Continue reading to see examples of how Wiki has helped other organizations and learners. 

Wiki Project Example -Showcase 1

 A team of four educators in three different states along with a resource from NASA collaborated and compiled a project using Wiki. They embedded presentations, documents, as well as video clips to assist in content sharing and creation. Once the project was completed it was used to engage grade school students in science research again through the use of Wiki. In fact NASA resources mentored students while they were working on their research, one mentor commented “One memorable moment was when a class of eighth grade students was quietly engaged in their EEAB project work and the first message from their assigned NASA mentor arrived. A student suddenly yelled out, “We have a mentor, we have a mentor!” and the rest of the students immediately turned their attention to the wiki’s discussion board to read the mentor’s introduction. It was very rewarding to see and hear their excitement upon making the initial contact with their own mentor from NASA” (Carole, 2012).

 Wiki Project Example – Showcase 2

 Fifth grade students from various classes conducted research and collaborated on preventing childhood obesity and diabetes, they used Wiki to create their project “The kids incorporated technology into the program, using free websites to create online posters and create their own podcasts using research they'd completed” (Carter, 2011). Besides graphics and embedding podcasts the students also added voice threads onto the Wiki pages.

 References:

Carole. (2012, February 21). Featured Wiki: Expedition Earth and Beyond. Retrieved from Wikispaces Blog: http://blog.wikispaces.com/2012/02/featured-wiki-expedition-earth-and-beyond.html?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+wikispaces+%28Wikispaces+Blog%29

 Carter, K. (2011, April 8). Fifth-graders complete healthy-eating projects. Retrieved from The Gadsen Times: http://www.gadsdentimes.com/article/20110408/NEWS/110409764?p=1&tc=pg

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

Wednesday, February 29, 2012

Distance Learning

Before entering an online graduate program I was skeptical about my personal self-discipline and motivation to remain committed throughout the course.  It was not because I had tried and failed but because I did not know what to expect, and because I thought without the defined structure of class times I could not meet deadlines for assignments.  When I say I did not know what to expect I mean the format of communicating and completing assignments.  I was under the impression there would be a virtual classroom similar to using WebEx where everyone would meet once a week to listen to lectures or watch presentations, but to also have the opportunity to ask questions and discuss issues. Then the remainder of the week would be to work on any assignments and to conduct research, and I thought the written assignments would be sent via email.   What I liked was the opportunity to stay at home or another place of my choosing to study and the flexibility to study according to my schedule.

My initial thoughts of distance learning were not too far off from what I am now experiencing as an online student.   It is true that I spend many hours researching and completing assignments on my own, but I had no idea the virtual classroom was as advanced as it is.  At Walden University I learn through the asynchronous discussions with classmates that continue throughout the course.  There are videos to watch, articles and books to read, and a library that hosts hundreds of scholarly journals and writings, not to mention all the software links and tutorials. There are sections on the portal to drop assignments and review grades.  In other words I am more connected to instructors and classmates because of the various technologies.


Obviously distance learning was not always so collaborative and embedded with different types of media, this has evolved over the years because of the advances in Technology as described in the multimedia program at Walden University (2012).  The different mediums used to transfer information and educate distance learners have evolved from mail correspondence to radio to T.V. to telephone to video and finally to the internet.  The internet has provided a means to share information quicker and with the advent of Web2.0 and Web3.0 technologies has provided a more collaborative and interactive environment.

The following mind map depicts some of the avenues of distance learning today

As technology continues to evolve I believe distance learning will gain more popularity, as instructional designers continue to research and create elaborate online learning environments.  Adult learners benefit from flexible schedules and the ability to access the classroom from anywhere, as well as the opportunity to collaborate with people from various backgrounds and expertise.

In a video on Distance Learning: The Next generation the idea is that this type of learning will continue to grow but not replace traditional schools altogether “distance learning will become incorporated into most learning environments” (Dr. Simonson, 2012), which includes all levels of education including K-12, colleges and training within organizations.


References:

Video (2012). Distance Learning Timeline Continuum. Laureate Education, Inc. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6493363&Survey=1&47=8879441&ClientNodeID=984650&coursenav=1&bhcp=1


Dr. Simonson, M. (2012). Distance Learning: The Next Generation. Laureate Education, Inc. Retrieved February 2012, from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6493363&Survey=1&47=8879441&ClientNodeID=984650&coursenav=1&bhcp=1