Analyzing Scope Creep

According to Portny, Mantel, Meredith, Shafer, and Sutton, Scope creep is "the natural tendency of the client, as well as project team members, to try to improve the project's output as the project progresses" (2008). An example of scope creep is the addition of fields in an implementation which was half way completed. I once worked for an organization which was implementing a new customer management system. A team was created to plan and design the system for 20 branches of the company. The budget and plans were created and the system was designed. Once the program was developed and tested and implemented (installed) throughout 15 branches, the branch manager of the branch I worked in decided that additional fields in the program were to be added to facilitate data tracking due to the uniqueness of the business and its clientele. The request was necessary; however, it delayed the implementation by two months for all of the branches. Due to how the program was created, the additional fields could not be implemented by just adding them; the fields had to be added to the original program and installed in every branch where the program had already been  installed even if the fields would not be used. In this case, the program had to be rewritten, retested, and reinstalled in 15 branches where the implementation had already taken place and installed in the other 5 branches including ours. 

            Extra expenses were incurred in labor; the company was charged double for the labor to write the program. In addition, due to the time this consumed, the company had to pay for travel and lodging of the technicians who were contracted for the implementation of the programs due to the extended time required. In all, the company spent an extra $28,000 than budgeted. Had I been the project manager responsible for the project, I would ensure that I defined all the needs of the project in detail per branch to ensure I address every branch's needs individually and to assure that the implementation would be completed within the allotted time and would have stayed within the defined budget.

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.

Communicating Effectively

Effective communication is extremely important to ensure that the message intended is relayed effectively. Without this, communication can be misinterpreted or dismissed.

In the email, the sender seemed desperate in requesting the information needed. It is perceived that Jane was understanding of Mark’s busy schedule but insistent in obtaining her information due to a deadline. It seemed that Mark had delayed and even dismissed her prior requests.

In the voice message, Jane’s voice was more serious and unfriendly than on the email. Her tone of voice was firm and without saying it, it seemed that she was blaming Mark in advance for missing her deadline because he did not send the information required.

 

The face to face conversation to me did not seem pressing at all. It was friendly and somewhat dismissing of the fact that the information was needed immediately. Jane seemed to be asking rather than telling mark that the information is needed. In this tone, Jane’s request and deadline may not be taken seriously or as serious as on the voice message.

I believe that hearing the message but not seeing a face expression or mannerism made the message more concise and direct. I believe the voice message conveyed the true sense and meaning of how and what was said and the urgency it carried.

I have learned that effective communication is very important. I also learned that it is important to effectively relay the urgency of matters in a way in which it is understood correctly in any way it is relayed. For example, if it is a document you need, it is important that the urgency is expressed effectively to prevent a miscommunication to the receiving party. I also learn that the use of expressions and hand or face gestures can degrade the message being relayed therefore making it ineffective.

Reference

Laureate Education. (2011). The Art of Effective Communication. Retrieved November 15, 2012 from: http://mym.cdn.laureate-media.com/2dett4d/Walden/EDUC/6145/03/mm/aoc/index.html

Customers’ Files conversion to Electronic Files

I previously worked for a company which endeavored to converting their customers’ files to electronic files. This meant that all of the information contained in their customers’ accounts would be turned from paper files to an electronic file. The information in their customers’ files included signed contracts, signed invoices, and signed service agreements. The software the company planned to use was a program which was developed by one of the programmers in the company.

The project began by creating a test group. They selected a small group of accounts to convert. A timeframe was established for the conversion of the accounts, and a budget was designated for the expenses of the project. The conversion of the files consisted of utilizing a group of employees to manually scan all of the documents inside each of the customers’ files; a total of 12,000 customer files were to be scanned. The pilot group was instructed how to scan the files and was assigned 50 customer files to scan. The staff that would be responsible for the duties was selected and instructed to begin. The first 50 files were scanned with very minor issues. The management team felt the pilot run had been a success and began scanning all of the customers’ files. This is where the problem arose.

Unfortunately, the management did not take several variables into consideration when planning for the project. First, the project plan did not include all of the elements. It lacked the assignment of the roles of all the team members, a detailed project schedule, the budget allocated was not well thought out, therefore, creating a deficit, and the possible risks and responses were not addressed or planned for. The management assigned one manager to manage the execution of the project as well as manage the staff involved. This overloaded the manager as he was responsible for all phases of the project without assistance. Second, management failed to maintain vigilance and did not check the performance compared to the plan designed. The tasks of the project were taking longer than it was planned for and problems arose which were not planned for.

Needless to say, this project failed in all aspects; planning, budget, efficiency and due to the mishaps which happened during the execution of the plan, the project failed as it was abandoned and never completed. I believe that poor planning and communication caused the failure of this project. Defining an effective plan and engaging all of the stakeholders and individuals responsible for the project and its success would have ensured that the project was successful.

Reference

Greer, M. (2010). The Project Management Minimalist: Just Enough PM to Rock Your Projects! Retrieved November 9, 2012, from https://class.waldenu.edu/bbcswebdav/institution/USW1/201320_04/MS_INDT/EDUC_6145/Week%202/Resources/Week%202%20Resources/embedded/pm-minimalist-ver-3-laureate.pdf

EDUC 6145-Project Management in Ed. & Training 2012

Welcome. My name is Jia Robinson and this post serves as introduction to my blog for my Project Management in Education and Training course as part of my curriculum.

Perceptions of Distance Education in the Future

According to Gambescia & Paolucci, (2009), “the number of students participating in college-level online courses has out-distanced all other forms of distance learning, in a remarkably short amount of time”. Distance education has been increasingly growing acceptance throughout the last few years (Siemens, 2010). In the previous five years, distance learning has gained believers and disbelievers. Some individuals believe that distance learning is not comparable to the traditional method of learning. I believe the perceptions of distance learning in the next five to twenty years will positively improve. I foresee that in the future, distance learning will be relied upon more than the traditional method of face-to-face instruction. The advancements in technology have facilitated the adaptation of online and distance learning and have enabled learners from all places to take advantage of this advancement.

Distance learning will continue to evolve in the next 10-20 years as technology improves and evolves. Distance education will individuals from all parts of the world to obtain education, whether related to school or a corporate environment. There are; however, challenges that must be surpassed. A key challenge that must be surpassed is the “bridging the gap of comfort” (Siemens, 2010). Learners must become used to and comfortable with learning online. This will enable that learners become adapted to this method and make use of the resources that are available using online learning. I believe that most courses and programs will be facilitated online in the next five to ten years.

As an Instructional Designer, I can be a proponent for improving societal perceptions of distance learning by designing and facilitating effective and efficient instruction in all settings I facilitate. it is important that effective and efficient online instruction and curriculum preparation is demonstrated in order to improve societal perceptions of distance education. Instructional Design professionals must understand what motivates students and the outcomes desired for the learner. It will also be important that the ID professional understands the need of students and define precise goals for designing and effective facilitating of the curriculum. ID professionals must also be personally educated and prepared in order to effectively design instruction. In addition, an ID professional must be aware and knowledgeable of the technology available as well as the needs, factors affecting and availability of resources for learners to access the curriculums. Without technology available to learners, learners will not be able to participate in the lessons. A lack of understanding of the technology and needs will detrimentally affect the delivery of the instruction.

As an Instructional Designer, I will be a positive force for continuous improvements in the field of distance education by ensuring that the incorrect perceptions of distance education are corrected. I will design effective instruction that addresses the needs of my learners. I will ensure that while designing instruction, I understand how accessible the lesson is and will ensure to do all possible to provide accessibility to resources to the learners. I will continue researching and educating myself in the new discoveries, improvements, and enhancements of distance education so that I can be a resource to others in the field.  I will also ensure that all the lessons learned throughout my program at Walden University are effectively applied to the lessons and instruction I create. I will promote the use of innovation and technology in future designing and will collaborate with professionals who can enhance my knowledge and skills in the field.

 References

Gambescia, S., & Paolucci, R. (2009). Academic fidelity and integrity as attributes of university online degree program offerings. Online Journal of Distance Learning Administration, 12(1). Retrieved from http://www.westga.edu/~distance/ojdla/spring121/gambescia121.html

Siemens, G. (2010). The Future of Distance Education. Laureate Education. Video.

Considerations when Converting Training into Blended Environment

One of the considerations for preplanning is to understand if there is a budget available for the conversion of the program. The trainer needs to secure not only a budget for the program but also for the technology to be implemented as part of the program. The trainer must also ensure the availability of resources and equipment such as computer, space for training and use of computers, and the availability of server space for the materials. It is also important to consider the program’s audience to ensure the learners’ capabilities and limitations for appropriate instruction. The content to be delivered must also be considered. The trainer must understand what limitations exist when facilitating in a blended environment; is the content appropriate for such method?

The media must also be considered; how will it be used and developed? Curriculum development? According to Simonson, Smaldino, Albright, and Zvacek, 2012 “The key to using quality instructional materials is that the appropriate media is selected…Instructional materials need to enhance the learning opportunities for students”. In addition, “the instructor can design instructional materials to direct students in their exploration of content and to actively engage them in the learning activities”. It is also important to consider what methods will be used to engage the learner. According to Smaldino, et. al., “the more actively engaged the students, the more likely learning will occur in a distant setting” (2012); therefore, it is important that appropriate methods for engagement are considered to ensure the success of the blended sessions. Some aspects of the original setting that could be enhanced are the any lectures. The lecture can be delivered face to face but enhanced with additional material or exercises for the learner to complete through the web; such as tests, activities requiring student collaboration or discussion forums among the staff. Smaldino, et. al., teaches us that “strategies such as problem-based learning, collaboration, and student-led discussions work well in asynchronous settings” (2012).

Some tips for increasing and improving communication would be discussion forums where learners must participate, group-based activities which require all team members’ participation through wikis or other collaboration tools, provide training, and stress the importance of effective communication for the success of the program and the learners.

Consideration PDF Document 

Resources

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

Chinese Studies: Video Lectures with Harvard Faculty - China: Traditions and Transformations
URL: http://www.extension.harvard.edu/open-learning-initiative/china-history

Does the course appear to be carefully pre-planned and designed for a distance learning environment? How so?
The Chinese Studies: Video Lectures with Harvard Faculty; China: Traditions and Transformations was very overwhelming for me. I believe that this course lacked planning for delivery in a distance-learning environment. From the beginning, the technology, which should have been used, was not present. In the first video, there was a problem with the DVD, which leads me to believe that it was developed for a face-to-face setting rather than online. The slides presented as resources were very poorly designed. They were plain and boring. They were not enticing or pleasing to the eye. This type of resource does not motivate the audience but rather loses the audience. There were too many pictures. The speaker was not engaging during the lesson. It seem that this course was a face to face course that was dumped onto the Web (Simonson, Smaldino, Albright, and Zvacek, 2012).

 Does the course follow the recommendations for online instruction as listed in your course textbook?
I believe it did not. According to Simonson, Smaldino, Albright, and Zvacek (2012), it is important that designers “organize the course and make the organization and requirements clear to student” (p. 134). I feel this course lacked organization and focus. Not only the course but also the facilitator. The courses; however, was presented online, therefore, some of the recommendations were followed but he course was not designed for online learning.

Did the course designer implement course activities that maximize active learning for the students? Be sure to state which Open Course you selected and provide the URL.
According to Dr. George Piskurich (2012), part of the designing stage for the course, is to figure out how you are going to teach the course and what activities will be implemented based on the objectives of the program. I believe this course was not designed as such. There were several samples/stories shared by the presenter while delivering the content and there were slides included as supporting content for the course; however, the course was boring and lengthy and it lacked activities to engage the learner in the course. The delivery via online required for the learner to have access and the knowledge to use the internet; therefore, some consideration was given to technology.

References
Harvard Extension School. (2012-13). Chinese Studies: Video Lectures with Harvard Faculty - China: Traditions and Transformations. Retrieved October 4, 2012, from: http://www.extension.harvard.edu/open-learning-initiative/china-history

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and Learning at a Distance; Foundations of Distance Education (5th ed.). Boston, MA: Pearson Education, Inc.

Collaborative Training Environment

In a collaborative training environment as presented in example #1, media sharing sites would be beneficial to address the challenges and requirements of implementing the training workshop for the offices and to ensure that the staff share information, such as screen captures and documents and participate in ongoing collaboration. A tool such as Slide Share can allow the ID to share slides, such as PowerPoint with the staff as required. With this tool, staff will also be able to comment on, and share the content. According to The Technology of Distance Education, “media sharing sites are web sites that facilitate the sharing of content and artifacts such as text, pictures, videos, presentations, and audio files”…”the artifacts posted on media sharing sites can be viewed and commented on by a much wider audience than a video sent to a family member or a friend” (2011).

Another tool, which may be useful to address the challenges of example #1, is the use of discussion technologies such as discussion forums. Websites like “Tangler and Nabble allow synchronous and asynchronous threaded conversations – discussions in which the postings are related to a specific topic”…”Jabber and Gabbly allow teachers and students to interact synchronously through an instant-messaging-style interface” (2011). These tools will enable the required ongoing collaboration. Slideshare has been successful and used in a higher education setting in which slides containing course content has been presented.

 
References

Laureate Education. (2011). The Technology of Distance Education: Menu of Technologies. 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_1373693_1%26url%3D

Sadik, A. (2012). Distance Education and the Internet. Retrieved from http://www.slideshare.net/u083133/distance-learning-2137094

Defining Distance Learning

Before I began seeking information regarding distance learning, I was under the impression that DL was very limited in what it could offer. I was aware of certificate programs via mail and had actually tried that in the past; however, I was aware that a master’s degree could not be obtained through “mail order”. Since I wanted to obtain more information as to the programs available through DL, I conducted research online. I looked through blogs, boards, and university sites trying to obtain a thorough understanding of the demands and requirements of learning through the internet.

Distance learning for me meant that I would obtain instruction through the computer. For me, this included a pre-recorded lesson that I would access, a web-based lesson or something else self-paced. I expected a professor to create said lessons and I expected not to have such interactive communication with individuals, whether a professor or other classmates. I assumed that the books would be available in print and that I would be assigned work, I would complete it, I would turn it in, and on to the next assignment at my own pace. I never expected deadlines, guidelines, or as I stated above, interactions.

Now that I have learned, through reading and experience, what DL is, I am amazed at realizing how incorrect my understanding was. According to According to Dr. Michael Simonson (2011), Distance Learning is “formal education that is institutionalized based where a learning group (teachers, students, and resources) are separated by geography, time and where technology are used to link the resources between the teacher and learner”. I believe that the importance of this formal education is the quality of the education. According to Moller, et. al., (2008), “the spread of performance-based testing and the growing concern with quality distance education are leading a number of providers to examine models of quality based on learner performance”. As such, “distance education could eventually be the point of leverage to develop and to propagate performance-based quality standards throughout post-secondary education”.

My new definition for DL is that DL can be obtained through the computer as well as through other technological tools, which include pre-recorded tools, web-lessons, and self-paced lessons. These tools only supplement core educational principles and concepts, which are provided in a pre-designed instruction curriculum and one that provides the opportunity to interact and learn with others to augment the outcome of the lessons.

The future of DL is somewhat predictable but its complete progression is yet unknown. Judging by current technological advances and how said advances have made DL rapidly develop and advance to a level unforeseen by many, we can only predict that DL will advance further with the refinement of the principles and the further advancement of technology. I believe there will never be a “final product” for DL because the more advancement achieved by technology, the more it will provide an opportunity for DL to further develop. However, it is my opinion that traditional methods of instruction will always remain and will serve as the principles for creation and evaluation curriculum development.

References

Moller, L., Foshay, W. R., Huett, J. (2008). The Evolution of Distance Education: Implications for Instructional Design on the Potential of the Web. Tech Trends 52(4).

Simonson, M. (2011). Laureaute Education. [Video].

Distance Learning Course

This blog will be used to post the required material and lessons for my course of Distance Learning as part of my curriculum for Walden University.

I hope you, my subscriber or visitor, enjoy the content and collaborate in enhancing my learning. Thank you.

Jia