tag:blogger.com,1999:blog-81940069259767855642024-03-13T04:29:51.576-07:00Instructional Design and Learning Development Sharing ideas and best practices for Instructional Design and Learning DevelopmentGarthhttp://www.blogger.com/profile/14603149603890126981noreply@blogger.comBlogger18125tag:blogger.com,1999:blog-8194006925976785564.post-2781458972788819262016-12-11T06:35:00.000-08:002016-12-11T06:38:44.321-08:00Employee Development <div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-size: 16pt; line-height: 115%;"><span style="font-family: "symbol";"> </span></span><span style="font-family: "times new roman" , serif; font-size: 16pt; font-weight: bold; line-height: 115%;">5 Reasons for a Company-wide
Employee Development Plan:<o:p></o:p></span></div>
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<span style="text-indent: -0.25in;"><span style="font-size: 16pt; line-height: 115%;"><span style="font-family: "symbol";"> </span></span><span style="font-family: "times new roman" , serif; font-size: 16pt; font-weight: bold; line-height: 115%;">Personal Development Plan:</span></span></div>
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<span style="font-family: "times new roman" , "serif";">Employee
development is crucial to ensuring that employees have the competencies
necessary to serve customers and grow. Here is a list of four personal development
plans that I am going to present to my company in order to initiative so that I
can grow and also strengthen the organization I work in. <o:p></o:p></span></div>
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<b><span style="font-family: "times new roman" , "serif"; font-size: 14.0pt; line-height: 150%;">Assessments:</span></b></div>
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<span style="font-family: "times new roman" , "serif";">Within
my organization I can use assessments to identify managers with the potential
to move into higher-level executive positions, and use them with work teams to
identify the strengths and weaknesses of individual team members. Assessments
can help my team and future employees understand their tendencies, needs, the
type of work environment they prefer, and the type of work they might prefer to
do (Noe, 2013). </span></div>
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<b><span style="font-family: "times new roman" , "serif"; font-size: 14.0pt; line-height: 115%;">Mentoring: <o:p></o:p></span></b></div>
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<span style="font-family: "times new roman" , "serif";">Research
indicates that 70% of learning happens on the job, 20% by observing others and
only 10% through formal training (Tiao, 2014). The truth is that most business
leaders now rate informal approaches as having more impact than formal training
initiatives. With this in mind I see mentoring playing a large role within the development
strategy within our organization. Through intentional mentoring I can help
employees under me understand the organization, guide them in analyzing their
experiences, and help them clarify career directions (Noe, 2013). <o:p></o:p></span></div>
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<b><span style="font-family: "times new roman" , "serif"; font-size: 14.0pt; line-height: 115%;">Professional development: <o:p></o:p></span></b></div>
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<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 150%;">When professional development
is connected to the overall mission of an organization it can prepare employees
for other positions. Noe (2013) states that, “development prepares them for
other positions within the company, and increases their ability to move into
jobs that may not yet exist” (p.367). This type of future oriented professional
development is able to retain employees because they see that the company has a
vision for them.</span><span style="font-family: "times new roman" , "serif";"> </span><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 150%;">By
having the organization invest in my own personal development I am increasing
my own value and overall worth. One example of personal development is my pursuit
for higher education in order to advance my career. </span><span style="font-family: "times new roman" , "serif";"><o:p></o:p></span></div>
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<b><span style="font-family: "times new roman" , "serif"; font-size: 14.0pt; line-height: 115%;">Job experiences:<o:p></o:p></span></b></div>
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<span style="font-family: "times new roman" , "serif";">For
any employee to succeed in their jobs, they must stretch their skills and apply
their skills and knowledge in a new way, and master new experiences (Noe,
2013). A new job assignment for my role within my company would look like
traveling to a new orphan care project in order to learn how they operate. This
type of experience would allow me to take advantage of my existing skills,
experiences, and contacts, while helping me develop new ones in a new context
(Tiao, 2014). <o:p></o:p></span></div>
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<b><u><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">References<o:p></o:p></span></u></b></div>
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<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">Growth Engineering (2015). <i>How To Promote Informal Learning. </i>Retrieved from: http://www.growthengineering.co.uk/sharing-knowledge-what-does-your-lms-do-to-promote-informal-learning/<o:p></o:p></span></div>
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Laureate Education (Producer). (2011). <i>Employee development</i> [Video
file]. Baltimore, MD: Author.<o:p></o:p><br />
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<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 115%;">Noe, R. A. (2013). <i>Employee training and
development</i> (6<sup>th</sup> ed.). New York, NY: McGraw Hill.<o:p></o:p></span></div>
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Pontefract, D. (2013). Dear C-Suite: We don’t do training. <i>Chief Learning
Officer, 12</i>(11), 40-43.<o:p></o:p><br />
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Tiao, S. (2014). <i>Our Tips Revealed:
Employee Development Program Best Practices.</i> Retrieved from: http://chronus.com/blog/tips-revealed-employee-development-program-best-practices<o:p></o:p><br />
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Wright, K (2014) Development is a Marathon, Not a Sprint. (2014). <i>Personal
Excellence Essentials</i>, <i>19</i>(4), 26.<o:p></o:p></div>
Garthhttp://www.blogger.com/profile/14603149603890126981noreply@blogger.com0tag:blogger.com,1999:blog-8194006925976785564.post-44473494311053797852016-11-28T13:06:00.000-08:002016-11-28T13:06:16.636-08:00A New Frontier for Training with Technology <div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 115%;">Learning
is a complex and multifaceted process that requires various fields of study to
understand how each individual learns. In today’s 21<sup>st</sup> century,
technology is having a direct influence on learning and training across
multiple platforms. Through this summary I will be showing how these five
selected technologies are having implications on training. </span><span style="background: white; font-family: "Times New Roman", serif; font-size: 12pt; line-height: 115%;"><o:p></o:p></span></div>
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<b><span style="line-height: 115%;"><span style="font-stretch: normal; font-variant-numeric: normal; line-height: normal;"><span style="font-family: Times New Roman, serif;"> </span></span><span style="font-family: "Times New Roman"; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> Computer Based Training (CBT), Online Learning, Web-based training: </span></span></b></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Online learning, e-learning, and web-based training
all include delivery of instruction using the Internet or web (Noe, 2013). </span><span style="font-family: "Times New Roman", serif; font-size: 12pt;">As
technology increases across the globe and as networks of communities become
more connected there is going to be an increase in these forms of online
learning. This from of training is only going to increase as companies are
realizing its cost saving benefits and its effectiveness to train a large
number of employees. These web tools, computer trainings and interactive videos
are also especially valuable for helping trainees learn technical or
interpersonal skills (Noe, 2013). The implication for training with these tools
can also provide autonomy to the learner. Noe (2013) states that, “online
learning provides the trainee with content, but it also can give learners the
ability to control what they learn, the speed at which they progress through
the program, how much they practice, and even when they learn” (p.325).</span></div>
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<b style="text-indent: -0.25in;"><span style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 115%;"> Distance Education:</span></b></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Distance learning delivers content to other
locations online through webcasts or virtual classrooms and is supported with
communications tools such as e-mail, videos and online discussions (Noe, 2013).
Today’s modern landscape of distance education is constantly shifting and so
are the students who are currently entering this vast field. Simonson, Smaldino
& Zvacek (2015) state that the modern “distance learner can be of any age,
have attained any educational level, and have a variety of educational needs”
(p.188). The implications for this field are going to weigh heavy on the education
designers to not only understand the characteristics of the modern distance
learner, but also be able to shape learning experiences that engage everyone
and meet the diversity of needs.</span><span style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 115%;"> Moore and Kearsley (2005) note that one of main
reasons people choose distance education is because it offers the
“combination of education with work and family life” (p.8). This is where
distance education is evolving and it is also going mobile and transferable to
any device across various fields (Moller, Foshay & Huett, 2008).<o:p></o:p></span></div>
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<b><span style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 115%;"> Socia</span></b><b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">l</span></b><b><span style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 115%;"> Media:<o:p></o:p></span></b></div>
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<span style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 115%;">Social
media technology is changing modern forms of communication through interactive
communications such as wikis, blogs, Facebook, MySpace, LinkedIn, Twitter and
YouTube (Noe, 2013). <span style="border: none windowtext 1.0pt; mso-border-alt: none windowtext 0in; padding: 0in;">This form of social networks can also be known
as connectivism and it can create tremendous learning scenarios across multiple
disciplines (Davis, Edmunds & Bateman, 2008).</span> As these technologies
emerge there are numerous implications for trainings. Now, the learner can
receive training from anywhere and connect with anyone from anywhere. Through
social media the </span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">training can be delivered to
geographically dispersed employees and it can be delivered faster and to more
employees in a shorter period of time (Noe, 2013). </span><span style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 115%;"><o:p></o:p></span></div>
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<b><span style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 115%;"><span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; font-weight: normal; line-height: normal;"> </span></span></b><b style="text-indent: -0.25in;"><span style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 115%;">Blended Learning:</span></b></div>
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<span style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 115%;">Blended
learning is also a form of instruction that is impacting training. It is
generally delivered by combining technology with a face-to-face delivery
approach (Noe, 2013). This blended approach serves the both the modern learner
and those who need face-to-face instruction. As training programs advance this
blended learning approach is becoming more common since technology is readily
available and user friendly. </span></div>
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<span style="font-family: "Times New Roman", serif; font-size: 12pt; font-weight: bold; text-indent: -0.25in;"> Storytelling</span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";">Stories
are an important way to tap into the heart of an audience and provide meaning in
alternative ways. This form of digital storytelling combines the ancient form
of narrative with new technologies. Research shows that 70% of what we learn is
consumed through storytelling (Malamed, 2011). This statistic will begin to affect
how training's are designed whether it be online training or a live presentation.
Trainers will need to start organizing information into a story arch format,
which can work for many topics (Malamed,2011). This is an example of how video
storytelling can make an impact on numbers. </span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";">Video: <span style="background-color: white;">(<a href="https://www.youtube.com/watch?v=jbkSRLYSojo#action=share"><span style="color: windowtext;">https://www.youtube.com/watch?v=jbkSRLYSojo#action=share</span></a>)</span><o:p></o:p></span></div>
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<b><span style="font-family: "Times New Roman", serif; font-size: 12pt;">Resources</span></b><span style="font-family: "Times New Roman", serif; font-size: 12pt;"><o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Davis, C., Edmunds, E., & Kelly-Bateman, V.
(2008). Connectivism. In M. Orey (Ed.),<br />
Emerging perspectives on learning, teaching, and technology. Retrieved from<br />
http://projects.coe.uga.edu/epltt/index.php?title=Connectivism<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman", serif; font-size: 12pt;">Simonson, M., Smaldino,
S., & Zvacek, S. (2015). <i>Teaching and learning at a distance:
Foundations of distance education</i><o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Stolovitch, H. D. (2011). <i>Telling ain't training:
updated, expanded, and enhanced, 2<sup>nd</sup> edition</i>. American Society
for Training and Development.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman", serif; font-size: 12pt;">Tracey, M., &
Richey, R. (2005). The evolution of distance education. <i>Distance
Learning, 2</i>(6), 17–21.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman", serif; font-size: 12pt;">Moore, M., &
Kearsley, G. (2005). <i>Distance education: A systems view</i>. Belmont,
CA: Thomson Wadsworth. <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman", serif; font-size: 12pt;"> </span><span style="font-family: "Times New Roman", serif; font-size: 12pt;">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). </span><i style="font-family: "Times New Roman", serif; font-size: 12pt;">TechTrends, 52</i><span style="font-family: "Times New Roman", serif; font-size: 12pt;">(4), 66–70</span></div>
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<span style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 115%;">Noe, R.A. (2013). Employee training and development (6th ed.). New York, NY: McGraw Hill. </span></div>
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<span style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 115%;">Malamed,
Connie (2011). <i>The Elearning Coach. </i>Retrieved
from: <a href="http://theelearningcoach.com/elearning2-0/why-you-need-to-use-storytelling-for-learning/">http://theelearningcoach.com/elearning2-0/why-you-need-to-use-storytelling-for-learning/</a><o:p></o:p></span></div>
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Garthhttp://www.blogger.com/profile/14603149603890126981noreply@blogger.com2tag:blogger.com,1999:blog-8194006925976785564.post-25739924983693791882016-11-03T16:16:00.000-07:002016-11-03T16:16:59.214-07:00The Needs Assessment <div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-family: "Times New Roman", serif; font-size: 12pt;">The Organization that I
choose to take a deeper look into was Whole Foods. These stakeholder questions
regarding the needs assessment will be focusing on the organization of Whole
Foods. </span></div>
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<b><i><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">What stakeholders would
you want to make sure to get buy-in from?</span></i></b></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Before one understands which
stakeholders to get buy-in from they must first understand the company they are
seeking to serve. Whole Foods places a priority on organic foods and they
strive to bring their clients the best foods that have been locally grown. Whole
Foods truly is the leader in organically based food and they have numerous markets
across America. In order to get buy-in, I would target corporate managers,
specific store owners, employees and the farmers that they use to source food.
This organization is multifaceted because it doesn’t follow a typical top down approach
to business. Its organizational structure reflects its values, therefore the
needs assessment needs to ask specific questions that uncover the need. Noe (2013)
states that, “the goal of needs assessment is to determine whether a training
need exists, who it exists for, and for what tasks training is needed” (p.116).</span></div>
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<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;"><br /></span></b></div>
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<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">What
questions would you ask (and to whom would you address them) during the
organizational, person, and task analysis phases?</span></b></div>
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<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;"> </span></b></div>
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<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;"><u>What?
Organizational Analysis:</u></span></b><span style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 115%;"> <i>(President, CFO, Corporate Mangers, Store Owners)</i></span></div>
<div class="MsoListParagraphCxSpFirst" style="margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l3 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> -</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">What
is the history of your organization? (Who is involved etc.)? <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l3 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> -</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Will
you tell me a little about your mission and vision?<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l3 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> -</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">What
are the organizational goals? <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l3 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> -</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">In
order to achieve these goals what are some challenges you are facing? <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l3 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> -</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">How
do you think these challenges need to be overcome?<o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> -</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">How
would you define success in your business? <o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> -</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">What
role do you see the training having you in helping you realize this goal? <o:p></o:p></span></div>
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<br /></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">The
Organizational Analysis phase is the stage when asking questions of
stakeholders is the primary task so that you can understand the current
situation (reality) alongside the desired situation (goals). A key goal in this
section is for the client/stakeholder to put words on their version of success so
that the selected intervention sets realistic expectations, meets actual needs
and is in line with the client’s current mission/vision. <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;"><b><u>Who? Person/Learner Analysis:</u></b> (<i>Store Owners, Employees, Farmers</i>)<i><o:p></o:p></i></span></div>
<div class="MsoListParagraphCxSpFirst" style="margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l4 level1 lfo5; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> -</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">What
do they do? Can you describe a typical day in the life? <o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> -</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Can
you give me a general sense of their demographics (age, gender, etc.) <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l2 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> -</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">What
was the process you have for finding and hiring them?<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l2 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> -</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Where
do you see a performance or organizational gap occurring? <o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> -</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">What
motivates and drives their performance? What doesn’t? <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l2 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> -</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">How
are they currently trained to perform their work tasks? <o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> -</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">What
is there work environment like? <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l2 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> -</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Do
they use any essential tools/methods for performing their tasks? <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l2 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> -</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">What
is their current skill level? (new, experienced, expert)? <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l2 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> -</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">How
do you encourage or motivate other lead drivers? Do you use incentives or
rewards? <o:p></o:p></span></div>
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<span style="border: 1pt none windowtext; font-family: "Times New Roman", serif; font-size: 12pt; line-height: 115%; padding: 0in;">Noe (2013) notes that, “the
needs assessment process results in information related to who needs training
and what trainees need to learn, including the tasks in which they need to be
trained, plus knowledge, skill, behavior, or other job requirements” (p.125). Discovering
the knowledge, skills, attitudes and abilities is crucial for this stage along
with the tasks related. </span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;"><o:p></o:p></span></div>
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<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;"><u>How?
Task Analysis:</u> </span></b><i><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">(President,
Store Owners, Farmers, Employees)<o:p></o:p></span></i></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> - </span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Based
upon the performance gap you shared, what do you think the training/learning
objectives should be?<b><o:p></o:p></b></span></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> -</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">What
resources or training content do you already use? <o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> -</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">What
content needs to be covered? <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l1 level1 lfo3; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> -</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Can
you identify behaviors needed for effective job performance? <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l1 level1 lfo3; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> -</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">What
skills are necessary to meet today are needs, as well as the company’s future
skill needs? <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l1 level1 lfo3; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> -</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Can
you provide a common set of criteria
that are used for identifying appropriate development training and learning
activities for employees, as well as for evaluating and re- warding them?<o:p></o:p></span></div>
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<br /></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Noe
(2013) noted that the “task analysis results in a description of work
activities, including tasks performed by the employee and the knowledge,
skills, and abilities required to complete the tasks” (p.135). <o:p></o:p></span></div>
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<br /></div>
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<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">What documents or records might you
ask to see?<o:p></o:p></span></b></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Since
Whole Foods in national known I would want to collect their pre-existing data
on previous trainings, workplace performance reviews, hiring processes, specific
store organizational structures, employee development and incentives, and what
areas of learning and development have worked in the past. With this much data
it will be easier to understand the instructional context for the need and therefore
understand whether it is a performance issues that needs a training solution. Collecting
existing data saves time and money for organizations, and also delivers a more
accurate solution that aligns with the business goals. <o:p></o:p></span></div>
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<br /></div>
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<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">What techniques would you employ and
why?<o:p></o:p></span></b></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Observations, questionnaires, interviews, focus groups
and collecting historical data. Using </span><span style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 115%;">a mixed method approach that includes collecting
pre-existing data, interviews, focus groups, and surveys will target the diverse
student population that Whole Foods serves. There needs to be a multifaceted
and diverse approach to collecting viable information. </span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Fitzpatrick,
Sanders and Worthen (2010) make the exact same point stating that, “in fact,
stakeholder involvement in interpreting the results of the data analysis can
serve several purposes. In addition to potentially adding to the validity or
comprehensiveness of the conclusions, their involvement can increase their
later use of the information as they understand more about why the conclusions
were reached” (p.448). Using these techniques and showing the findings to the
stakeholders during the process will be crucial. </span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;"><b>References </b></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Noe, R. A. (2013). Employee training and development (6th ed). New York, NY: McGraw Hill.</span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Stolovitch, H. D. (2011). <i>Telling ain't training: updated, expanded, and enhanced, 2nd edition</i>. American Society for Training and Development. </span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Fitzpatrick, J., Sanders, J., & Worthen, B.
(2010). <i>Program evaluation: Alternative approaches and practical guidelines</i>
(4th ed.). Boston, MA: Pearson.<o:p></o:p></span></div>
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Garthhttp://www.blogger.com/profile/14603149603890126981noreply@blogger.com3tag:blogger.com,1999:blog-8194006925976785564.post-85422210510204265182016-10-26T07:15:00.001-07:002016-10-26T07:23:20.592-07:00Training & Development <div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Have you ever wondered
why employees leave companies so soon? Or why employees don’t seem to be satisfied
in their role? Or why companies seem to be wasting time and money in areas that
don’t truly grow the business? <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">The reality today is that organizations are investing more
in training and development than ever. The overall spending on employee
training in the United States is around $165 billion (Eades, 2014). Yet, even
with all this time and investment towards training, organization are still
searching to effectively transfer practical knowledge into performance results. The truth is that when employers realize
the power that training and learning development can have on their organization,
they will be willing to make the investment because it will pay dividends. <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-bidi-font-weight: bold;">This investment in training can reap results in:<o:p></o:p></span></div>
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<i><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-bidi-font-weight: bold;">Less Employee Turnover</span></i><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-bidi-font-weight: bold;">: </span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Keeping well trained employees pays off significantly because the cost of employee turnover can be high. The reality is that 40%
of employees who receive poor job training leave their positions within the
first year (Woolf, 2014). <o:p></o:p></span></div>
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<i><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-bidi-font-weight: bold;">More Employee Satisfaction:</span></i><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-bidi-font-weight: bold;"> According to
statistics 76% of employees want to do their job well, but feel they lack the
tools to grow (Woolf, 2014). <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-bidi-font-weight: bold;">The end result is that when training and learning development is weaved
together with a business strategy it results in more money and time for the
whole business (Noe, 2014) I would say
it’s worth the investment, wouldn’t you? </span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;"><o:p></o:p></span></div>
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<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Resources
<o:p></o:p></span></b></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Eades, J. (2014). Three ways to measure training effectiveness.
Retrieved from: http://elearningindustry.com/3-ways-measure-training-effectiveness<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;"><br /></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Noe, R. A. (2013). <i>Employee training and
development</i> (6<sup>th</sup> ed.). New York, NY: McGraw Hill.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;"><br /></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Woolf, S. (2014). 5 Surprising Employee Development
Statistics you Don’t Know. Retreived from: http://blog.clearcompany.com/5-surprising-employee-development-statistics-you-dont-know<o:p></o:p></span></div>
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Garthhttp://www.blogger.com/profile/14603149603890126981noreply@blogger.com5tag:blogger.com,1999:blog-8194006925976785564.post-19340606124516305622016-10-25T02:47:00.001-07:002016-10-25T02:47:47.572-07:00Welcome<div dir="ltr" style="text-align: left;" trbidi="on">
Welcome to my blog. Over the next 8 weeks I will be posting here for my Training & Development course. </div>
Garthhttp://www.blogger.com/profile/14603149603890126981noreply@blogger.com1tag:blogger.com,1999:blog-8194006925976785564.post-2520523813168510602016-08-04T19:38:00.000-07:002016-08-04T19:38:30.164-07:00Scope Creep<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"> Around 10 years ago I was living and working internationally
with refugees who were displaced from a neighboring country. I was helping
facilitate language programs for them and also building an internal network for
their transition back into society. We had a small group of 10 managing this
specific project with various stakeholders involved. While the altruistic goal
of service was commendable, the definable objects of the mission were lacking
and scope creep began to sink in fast and often with the team I was working
with. One of the greatest factors that contributed to scope creep in this situation
was a misguided plan. The overarching vision was clear, but definable objects
within a realistic timeline lacked. Looking back I can see how the major factor
that contributed to scope creep was vague plan. Portny et al., (2008) states
that, “the first step toward a successful project is to develop a plan that
allows the project team to do the work required to produce the desired results
in the available time for the available resources” (p.377). One way that our
team should have addressed this issue was through updating the plan as the
project progressed. It’s called scope “creep” because it slowly changes the direction
of the project before anyone can really notice it. This is why a detailed plan
needed to be in place and constant evaluation needs to occur so that addendums
can be made. Greer (2010) makes a similar point calling for the project manager
and others to “update the project scope statement and overall plan. Make an
addendum or a complete revision, if appropriate, of the project schedule, work
breakdown structure, scope description, and so on. Make sure you note all of
the conditions that led to the change, the people who discussed alternatives,
and the people who selected the recommended alternative. Document it—get it in
writing” (p.36). <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"> Another major factor that contributed to scope creep was
the aspect that the team didn’t plan for it to happen. Portny et al., (2008) states
that, “avoiding scope creep is not possible. However, monitoring it,
controlling it, and thereby reducing some of the pain is possible if the
project manager follows a few guidelines” (p.347). 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 (Portny et al., 2008). The
team didn’t define the outcomes so that when the change and scope creep entered
the project the group was surprised it was there and didn’t know how to handle
it. Every plan that is enforced needs to factor some form of flexibility and
change. Portny et al., (2008) states that, “project managers give themselves
the greatest chance for success if they confront head-on the possibility that
some things might change. They need to prepare at the outset for how to
minimize any associated negative consequences and maximize any positive
consequences” (p.377). <o:p></o:p></span></div>
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<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Resources<o:p></o:p></span></b></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Greer, M. (2010). <i>The project management minimalist: Just enough PM to rock your
projects!</i> (Laureate custom ed.). Baltimore: Laureate Education, Inc.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Portny, S. E., Mantel, S. J., Meredith, J. R.,
Shafer, S. M., Sutton, M. M., & Kramer, B. E. (2008). <i>Project management: Planning, scheduling, and controlling projects</i>.
Hoboken, NJ: John Wiley & Sons, Inc.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Laureate Education, Inc. (Executive Producer).
(n.d.). <i>Monitoring projects</i> [Video file]. Retrieved from
https://class.waldenu.edu<o:p></o:p></span></div>
</div>
Garthhttp://www.blogger.com/profile/14603149603890126981noreply@blogger.com4tag:blogger.com,1999:blog-8194006925976785564.post-170159164972015702016-07-15T06:47:00.000-07:002016-07-15T06:47:33.771-07:00Communication <div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">Communication plays
such a vital role in the success of any project. This role of communication
most times falls directly on the project manager. Portny et al., (2008) states
“the key to successful project management is effective communication—sharing
the right messages with the right people in a timely manner. Through
communication people exchange and share information with one another, and
influence one another’s attitudes, behaviors, and understandings” (p.357). The
message that Jane communicated to Mark carried different meanings across
different modalities of communication. Even the message was the same, the
modality directly impacted how that message might be received. Jane chose to
communicate informally in person, over the phone and formally over email. The
message was the same, but the best option that Jane chose was over email for a
variety of reasons. <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"> When Jane communicated informally in person, Mark might
have been working on a project or preoccupied with something before Jane walked
up. Also a key point to understand is that just because something is shared in
person doesn’t always mean it will be understood or applied (Portny et al.,
2008). Jane would also need to document that informal conversation she had with
Mark, which could have been done, but it is much harder in an informal meeting.
The phone call was a good approach, but it was hard to see and document the
words she was trying to communicate. <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"> If Mark is as busy as Jane suggests, then she needed to
adjust her communication to fit the person (Portny et al., 2008). This is why email was
the best approach. In the email Jane explained “what” she needed, “why” she
needed and “when” she needed the missing report. The tone was respectful, but
also assertive to keep the project moving in the correct direction. The written
form of communication was also able to also allow the recipient space to form a
response, which will minimize the chance of miscommunication. Portny et al., (2008) states that, “to
minimize the chances for misunderstandings and hurt feelings, project managers
should do the following: Confirm in writing the important information that was
shared in informal discussions” (p.357). <o:p></o:p></span></div>
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<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Resources<o:p></o:p></span></b></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Portny,
S. E., Mantel, S. J., Meredith, J. R., Shafer, S. M., Sutton, M. M., &
Kramer, B. E. (2008). <i>Project management: Planning, scheduling, and
controlling projects</i>. Hoboken, NJ: John Wiley & Sons, Inc.<o:p></o:p></span></div>
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<br />
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Laureate Education, Inc. (Executive Producer).
(n.d.). <i>Practitioner voices: Strategies for working with stakeholders</i>
[Video file]. Retrieved from https://class.waldenu.edu<o:p></o:p></span></div>
</div>
Garthhttp://www.blogger.com/profile/14603149603890126981noreply@blogger.com4tag:blogger.com,1999:blog-8194006925976785564.post-3854857552121288132016-07-07T14:46:00.001-07:002016-07-07T14:46:25.805-07:00The role of the Project Manager<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="background-color: black; font-family: "Times New Roman"; font-size: 16px; font-style: italic; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><b>The crucial Role of the Project Manager: </b></span></div>
<div dir="ltr" style="line-height: 1.7999999999999998; margin-bottom: 10pt; margin-top: 0pt;">
<b style="background-color: black;"><span style="font-family: "Times New Roman"; font-size: 16px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span class="Apple-tab-span" style="white-space: pre;"> </span></span><span style="font-family: "Times New Roman"; font-size: 16px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">A few years ago I was indirectly involved in implementing a new database system that would help people store, use and track information more accurately and effectively. Our small team held many meetings, downloaded all the needed software, tested out the product and felt confident that this new database would be a great tool for the company. Our small team of three was fairly new to the company, so we wanted to make a good impression on upper management and help other employees do their jobs with more efficiency. After months of preparation and working out the glitches in the system we decided to share our new system with the upper management and send out this new database tool to company for them to use. At first, the staff was impressed and so was upper management, but soon questions and concerns started to pile up. Have you thought about this? Why wasn’t I considered in this design? Who authorized this project? How do you plan to evaluate and implement this product to outside clients? Our team knew after the first couple of questions, that we had made a great mistake in how we handled and conducted this project because ultimately nothing was implemented by the staff. There were many factors that led to the project’s downfall, but two factors I can identify clearly. First, the project manager failed to involve key stakeholders from the start and second, the group lacked a clear implementation plan and ultimately didn’t plan for resistance. </span></b></div>
<div dir="ltr" style="line-height: 1.7999999999999998; margin-bottom: 10pt; margin-top: 0pt;">
<b style="background-color: black;"><span style="font-family: "Times New Roman"; font-size: 16px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span class="Apple-tab-span" style="white-space: pre;"> </span></span><span style="font-family: "Times New Roman"; font-size: 16px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Remembering this project and what I know now about the project manager’s role I can see how the project manager at the time never involved key stakeholders from the start of the project. Greer (2010) states that, “if you don’t involve all stakeholders in an active and engaged fashion from the beginning, you are likely to suffer the consequences of rework when they finally figure out what you and your project team are up to…. and they then take action to leave their mark on it!” (p.10). Rework was exactly what our team had to face after we introduced the project. It is crucial from the beginning before the project begins to diffuse the unclear issues about the project. Greer (2010) states “it’s best to do this as a team, in order to avoid conflicting interpretations of deliverables later as they are being created” (p.13). Even though our team was on the same page, we needed an outside viewpoint that could help our team course correct. </span></b></div>
<div dir="ltr" style="line-height: 1.7999999999999998; margin-bottom: 0pt; margin-top: 0pt;">
<b style="background-color: black;"><span style="font-family: "Times New Roman"; font-size: 16px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span class="Apple-tab-span" style="white-space: pre;"> </span></span><span style="font-family: "Times New Roman"; font-size: 16px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Another key issue that we learned in the post-mortem analysis was to always plan for resistance during implementation. Our team should’ve understood the resistance we faced, but an unclear implementation plan caused this confusion. The resistance that our team encountered showed itself in two primary forms. The first form of resistance that we faced was a lack of understanding and buy in from the staff about the project itself . The organization had a vision to strategically transform the staff through this database, but each employee at the organization didn’t even understand the vision they were trying to cast. The staff resisted because they didn’t understand the need to change and they were unsure of what the change could mean (Hitt, Miller & Colella, 2009). This lack of understanding also led to the second form of resistance that our team encountered, which was a loss of trust (Beach, 2006). When our team didn’t involve upper management and the staff within the change process it created a self-preservation culture and a loss of trust was fostered. As Lee (2008) clearly points out that “when managers hoard information, or tiptoe around the truth more employees must read between the lines for the real messages and their true intent” (pg.24). When our team was faced with these forms resistance, we were surprised because we didn’t anticipate it. Anderson (2010) clearly notes that the “most fundamental mechanism for sustaining a change is a regular meeting during which team members can come together to share results, perspectives, and opinions” (p.306). Our team, not only needed to meet together, but we needed to include the right people into those meetings from the onset. </span></b></div>
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<span style="font-family: "Times New Roman"; font-size: 16px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span class="Apple-tab-span" style="background-color: black; white-space: pre;"><b> </b></span></span></div>
<b id="docs-internal-guid-659cf1f5-c750-33bf-5ded-9bdbfb4d22f8" style="background-color: black;"><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /></b><br />
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<span style="background-color: black; font-family: "Times New Roman"; font-size: 16px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><b>Resources </b></span></div>
<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<b style="background-color: black;"><span style="font-family: "Times New Roman"; font-size: 16px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Anderson, D. L. (2010). </span><span style="font-family: "Times New Roman"; font-size: 16px; font-style: italic; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Organization development: The process of leading organizational change.</span><span style="font-family: "Times New Roman"; font-size: 16px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> Thousand Oaks, CA: Sage Publications, Inc.</span></b></div>
<b style="background-color: black;"><br /></b>
<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<b style="background-color: black;"><span style="font-family: "Times New Roman"; font-size: 16px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Beach, L. R. (2013). </span><span style="font-family: "Times New Roman"; font-size: 16px; font-style: italic; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Leadership and the art of change: A practical guide to organizational transformation.</span><span style="font-family: "Times New Roman"; font-size: 16px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> (Laureate Education, Inc., custom ed.). Thousand Oaks, CA: Sage Publications, Inc.</span></b></div>
<b style="background-color: black;"><br /></b>
<div dir="ltr" style="line-height: 1.3800000000000001; margin-bottom: 10pt; margin-top: 0pt;">
<b style="background-color: black;"><span style="font-family: "Times New Roman"; font-size: 16px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Greer, M. (2010). </span><span style="font-family: "Times New Roman"; font-size: 16px; font-style: italic; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The project management minimalist</span><span style="font-family: "Times New Roman"; font-size: 16px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">: Just enough PM to rock your projects! (Laureate custom ed.). Baltimore: Laureate Education, Inc.</span></b></div>
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<b style="background-color: black;"><span style="font-family: "Times New Roman"; font-size: 16px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Laureate Education, Inc. (Executive Producer). (n.d.). </span><span style="font-family: "Times New Roman"; font-size: 16px; font-style: italic; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Practitioner voices: Overcoming ‘scope creep’</span><span style="font-family: "Times New Roman"; font-size: 16px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> [Video file]. Retrieved from https://class.waldenu.edu</span></b></div>
<div dir="ltr" style="line-height: 1.2; margin-bottom: 12pt; margin-top: 0pt;">
<b style="background-color: black;"><span style="font-family: "Times New Roman"; font-size: 16px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Lee, T. J. (2008). Actions speak loudly. </span><span style="font-family: "Times New Roman"; font-size: 16px; font-style: italic; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Communication World, 25</span><span style="font-family: "Times New Roman"; font-size: 16px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">(4), 24-28.</span><span style="font-family: "Times New Roman"; font-size: 16px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br class="kix-line-break" /></span><span style="font-family: "Times New Roman"; font-size: 16px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Retrieved from the Walden Library databases.</span></b></div>
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<b style="background-color: black;"><span style="font-family: "Times New Roman"; font-size: 16px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Hitt, M. A., Miller, C. C., & Colella, A. (2009)</span><span style="font-family: "Times New Roman"; font-size: 16px; font-style: italic; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> Organizational Behavior:A Strategic Approach</span><span style="font-family: "Times New Roman"; font-size: 16px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> (2nd ed.) by John Wiley & Sons Inc.</span></b></div>
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Garthhttp://www.blogger.com/profile/14603149603890126981noreply@blogger.com2tag:blogger.com,1999:blog-8194006925976785564.post-74135246594661199762016-06-29T06:39:00.001-07:002016-06-29T06:39:06.743-07:00Welcome<div dir="ltr" style="text-align: left;" trbidi="on">
Welcome to my Instructional Design Blog.<br />
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Throughout this blog I will be sharing ideas about instructional design, performance improvement, project management, learning, brain science, ADDIE and much more. </div>
Garthhttp://www.blogger.com/profile/14603149603890126981noreply@blogger.com2tag:blogger.com,1999:blog-8194006925976785564.post-76535385409749459492016-06-24T09:52:00.000-07:002016-06-24T09:52:00.343-07:00The Future of Distance Education <div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="color: white;"><b><span style="background: #000000;"><span style="font-family: Times New Roman, serif;"><span style="font-size: small;"> There
is paradigm shift happening in today’s educational field.
Globaliztion and the advance of technology are changing the landscape
of modern day education. Rutherford and Kerr (2008) state that, “with
the internationalization and globalization of education, and faced
with rising needs for an increasingly educated and more adequately
trained workforce, universities are offering more flexible programs,
assisted by new educational and communications technologies”
(p.65). This rise of distance education is forcing modern educators
to examine new theories for learners in an online distance setting.
The future of distance is constantly changing and in five or ten
years it is going to look very different. Even though distance
education has been around for decades in different forms, the recent
rapid increase of technology has given rise to its growth (Simonson,
Smaldino & Zvacek, 2015). Technology has been crucial in
facilitating this evolving process of distance education and has
provided an intersection for instructors, content and the learner to
interact (Simonson, Smaldino and Zvacek, 2015). As technologies
emerge and society begins to change distance education is becoming
more flexible to the learner in their given field of study.</span></span></span></b></span></div>
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<span style="color: white;"><b><span style="background: #000000;"><span style="font-family: Times New Roman, serif;"><span style="font-size: small;"> A
change causing the paradigm shift in support of distance education is
the flexibility it provides. Distance learning was formed in such a
way as to facilitate this type of flexibility for adult learners.
Distance education has also allowed learners to expand their skills
and improve their career paths without having to leave their living
room to acquire new knowledge. Distance education has also shaped the
way education is structured and it is beginning to alter the way
learning is perceived (Simonson, Smaldino & Zvacek, 2015). Moore
and Kearsley (2005) note that one of main reasons people
choose distance education is because is offers the
“combination of education with work and family life” (p.8).
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<span style="color: white;"><b><span style="background: #000000;"><span style="font-family: Times New Roman, serif;"><span style="font-size: small;"> With
this shift in mind the future instructional designer needs to be
prepared and lead the change for what’s coming. Staying up to date
with modern learning theories, distance learner needs, structure, and
various technology tools will be paramount for the instructional
designer. I also believe that the challenge facing distance education
is not learning new technologies, but building a mental model for
learners and then researching how these technologies can serve the
learner. Distance education must constantly be backed with research
and sound design principles. Tracey and Richey (2005) note
that, “these innovations, however, must be matched by research and
theoretical explorations of those distance education methods that
promote not only student engagement in the learning process, but an
inquisitive, skilled and intellectually-able population” (p.21).
Technology must serve the learning objectives, but as technology
advances in distance education it is going to be a challenge not to
just adopt the latest new thing. This is why the future
instructional designer is going to be needed in each and every
intersection where distance education is built.</span></span></span></b></span></div>
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<span style="color: white;"><span style="font-family: Times New Roman, serif;"><span style="font-size: small;"><b><span style="background: #000000;">Resources
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<span style="color: white;"><span style="font-family: Times New Roman, serif;"><span style="font-size: small;"><b><span style="background: #000000;">Simonson,
M., Smaldino, S., & Zvacek, S. (2015). <i>Teaching and learning
at a distance: Foundations of distance education</i></span></b></span></span></span></div>
<div style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial;">
<span style="color: white;"><span style="font-family: Times New Roman, serif;"><span style="font-size: small;"><b><span style="background: #000000;">Tracey,
M., & Richey, R. (2005). The evolution of distance education.
<i>Distance Learning, 2</i>(6), 17–21.</span></b></span></span></span></div>
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<span style="color: white;"><span style="font-family: Times New Roman, serif;"><span style="font-size: small;"><b><span style="background: #000000;">Moore,
M., & Kearsley, G. (2005). <i>Distance education: A systems view</i>.
Belmont, CA: Thomson Wadsworth. </span></b></span></span></span></div>
<div style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial;">
<span style="color: white;"><span style="font-family: Times New Roman, serif;"><span style="font-size: small;"><b><span style="background: #000000;">Germain-Rutherford,
A., & Kerr, B. (2008). An inclusive approach to online learning
environments: Models and resources. Turkish Online Journal of
Distance Education TOJDE, 9(2). Retrieved from
http://tojde.anadolu.edu.tr/yonetim/icerik/makaleler/402-published.pdf</span></b></span></span></span></div>
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Garthhttp://www.blogger.com/profile/14603149603890126981noreply@blogger.com0tag:blogger.com,1999:blog-8194006925976785564.post-3454844952471194342016-06-19T18:01:00.001-07:002016-06-19T18:01:38.999-07:00<div dir="ltr" style="text-align: left;" trbidi="on">
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<b><span style="font-family: Roboto; font-size: 20.0pt; line-height: 115%; mso-effects-shadow-align: none; mso-effects-shadow-alpha: 65.0%; mso-effects-shadow-angledirection: 5400000; mso-effects-shadow-anglekx: 0; mso-effects-shadow-angleky: 0; mso-effects-shadow-color: black; mso-effects-shadow-dpidistance: 3.4pt; mso-effects-shadow-dpiradius: 5.5pt; mso-effects-shadow-pctsx: 0%; mso-effects-shadow-pctsy: 0%; mso-style-textfill-fill-gradientfill-shade-linearshade-angle: 5400000; mso-style-textfill-fill-gradientfill-shade-linearshade-fscaled: no; mso-style-textfill-fill-gradientfill-shadetype: linear; mso-style-textfill-fill-gradientfill-stoplist: "0 \#A54200 9 100000 shade=20000 satm=200000\,78000 \#FF8C19 9 100000 tint=90000 shade=89000 satm=220000\,100000 \#FFF1E9 9 100000 tint=12000 satm=255000"; mso-style-textfill-type: gradient; mso-style-textoutline-outlinestyle-align: center; mso-style-textoutline-outlinestyle-compound: simple; mso-style-textoutline-outlinestyle-dash: solid; mso-style-textoutline-outlinestyle-dpiwidth: .075pt; mso-style-textoutline-outlinestyle-join: round; mso-style-textoutline-outlinestyle-linecap: flat; mso-style-textoutline-outlinestyle-pctmiterlimit: 0%; mso-style-textoutline-type: none;">Best Practices
Guide<o:p></o:p></span></b></div>
<div class="MsoNormal">
<b><i><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-effects-shadow-align: none; mso-effects-shadow-alpha: 65.0%; mso-effects-shadow-angledirection: 5400000; mso-effects-shadow-anglekx: 0; mso-effects-shadow-angleky: 0; mso-effects-shadow-color: black; mso-effects-shadow-dpidistance: 3.4pt; mso-effects-shadow-dpiradius: 5.5pt; mso-effects-shadow-pctsx: 0%; mso-effects-shadow-pctsy: 0%; mso-style-textoutline-outlinestyle-align: center; mso-style-textoutline-outlinestyle-compound: simple; mso-style-textoutline-outlinestyle-dash: solid; mso-style-textoutline-outlinestyle-dpiwidth: .075pt; mso-style-textoutline-outlinestyle-join: round; mso-style-textoutline-outlinestyle-linecap: flat; mso-style-textoutline-outlinestyle-pctmiterlimit: 0%; mso-style-textoutline-type: none;">Note: </span></i></b><b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-effects-shadow-align: none; mso-effects-shadow-alpha: 65.0%; mso-effects-shadow-angledirection: 5400000; mso-effects-shadow-anglekx: 0; mso-effects-shadow-angleky: 0; mso-effects-shadow-color: black; mso-effects-shadow-dpidistance: 3.4pt; mso-effects-shadow-dpiradius: 5.5pt; mso-effects-shadow-pctsx: 0%; mso-effects-shadow-pctsy: 0%; mso-style-textoutline-outlinestyle-align: center; mso-style-textoutline-outlinestyle-compound: simple; mso-style-textoutline-outlinestyle-dash: solid; mso-style-textoutline-outlinestyle-dpiwidth: .075pt; mso-style-textoutline-outlinestyle-join: round; mso-style-textoutline-outlinestyle-linecap: flat; mso-style-textoutline-outlinestyle-pctmiterlimit: 0%; mso-style-textoutline-type: none;">Through this best practices guide the trainer
will be able to use this information in order to effectively transition his
training course to a fully online course. Each of these three areas is crucial
for understanding and providing steps for the transition. <o:p></o:p></span></b></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 18pt; line-height: 150%;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; line-height: normal;">
</span></span><!--[endif]--><b><span style="font-family: "Times New Roman","serif"; font-size: 18.0pt; line-height: 150%;">The
Role of the Instructor in Providing Structure<span style="background: white;"> <o:p></o:p></span></span></b></div>
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<span style="background: white; font-family: "Times New Roman", serif; font-size: 12pt; line-height: 150%;">One crucial area that should be considered in the planning process is
establishing structure and clear learning objectives listed. </span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">This
can be created through a </span><span style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 150%;">checklist, syllabus or goals/objectives listed for the course
under each material or training. Clear structure and learning objectives before
the course even begins or before all this information is converted online
establishes a relationship and expectation between the instructor and the
student, or in this case the trainee and the trainers. Anyone taking a an
online course needs to know and understand the expectations and requirements to
complete the course of study before they even begin. When planning a course no
one should assume that everyone has taken an online class or is familiar with
technology. With this in mind the instructor or trainee is responsible for
clearly guiding each student. Simonson, Smaldino & Zvacek (2015) that,
“students who have not taken a distance learning course, either synchronous or
asynchronous, need guidance as to what they are expected to do. It is the
responsibility of the instructor, when designing a course, to be certain that
there are hints and suggestions, clearly articulated expectations”
(p.193). Through providing a syllabus,
online calendar and clear learning objectives before each week’s assignments
will serve as great aides for students (Simonson, Smaldino & Zvacek, 2015). <o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 18.0pt; line-height: 150%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; line-height: normal;">
</span></span><!--[endif]--><b><span style="font-family: "Times New Roman", serif; font-size: 18pt; line-height: 150%;">Assessing the Learners</span></b><b><span style="font-family: "Times New Roman","serif"; font-size: 18.0pt; line-height: 150%;"><o:p></o:p></span></b></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">The characteristics of
modern distance learner can be vast and span across various cultures, age and
geography. With this in mind, I believe that the first role of the
instructional designer will be to learn general characteristics of their
participants in their learning environment so they can shape instruction
accordingly. Even though this may be challenging because of distance, time or
separation it will prove valuable. Simonson, Smaldino & Zvacek (2015) state
that, “knowledge of the students can assist the distance educator in overcoming
the sensation of separation of the instructor and the student and can ensure
that the learning experience will be positive” (p.189). After these general
characteristics are considered the instructional designer can then approach his
learning design with more clarity as to “who” he or she is going to be
educating and build a course around these learning tendencies. <span style="background: white;">Ertmer
and Newby (1993) state that, “online instruction must be based on a student’s
existing mental structures, or schema, to be effective. It should organize
information in such a matter that learners are able to connect new information
with existing knowledge” (pg. 60). While it is going to be impossible to base
an entire online course structure upon individual learning characteristics,
gathering these general learning characteristics will help shape the learning
environment as a whole</span><o:p></o:p></span></div>
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</span></span><!--[endif]--><b><span style="font-family: "Times New Roman","serif"; font-size: 18.0pt; line-height: 150%;">5
Attributes of Successful Distance Learners<o:p></o:p></span></b></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">If the trainer is
seeking to change the format into an online training styled format, he or she
must also consider the characteristics that distance learners need to be
successful. This list will help he or she prepare an orientation for his
trainees. <o:p></o:p></span></div>
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<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">#1
Time management Skills <o:p></o:p></span></b></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">The flexibility of
distance learning classroom has its clear advantages and is very conducive for
today’s modern learner in that it allows the student to work, take care of
family and attend school. While this
flexibility for the adult learner might seem ideal it also requires serious
skills of time management. The ability to manage time is the major factor of
encouraging students to succeed as a distance learner. As a distance learner,
it is vital to know that you will not receive persistent reminders about
quizzes that are coming up, projects that are scheduled, or deadlines for
papers that must be submitted. This means that the student must utilize some
sort of time management system in order to keep track of everything. Having a
time management strategy can help an individual avoid procrastination.<o:p></o:p></span></div>
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<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">#2
Independent or Self-Learner <o:p></o:p></span></b></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Distance learners
should be independent, self-directed individuals. The online environment
enables students to learn at their own pace, relieving some of the pressure of
traditional seated learning and making learning more enjoyable, but this
requires that the student is able to identify learning goals and objectives and
focus their attention accordingly. Distance learners must become independent
problem solvers, doing their own research and expanding their life-long
learning skills. This process helps them develop critical thinking skills, and
the ability to interpret and synthesize reading materials and research papers
with differing points of view and in the process develop their own positions
and beliefs about the subject matter.<o:p></o:p></span></div>
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<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">#3
Goal Driven <o:p></o:p></span></b></div>
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<span style="background: white; color: #222222; font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">This attribute is in line with being a self-learner, but in
order to be effective in an online classroom and keep pace with the information
being a goal minded individual is crucial. Online classes move quickly and
instructors often will not allow students to make up missed online discussions
or assignments. This means that discipline and goals will play a vital role. <o:p></o:p></span></div>
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<b><span style="background: white; color: #222222; font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">#4 Good Collaboration skills</span></b><span style="background: white; color: #222222; font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">.<o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Many distance learning
environments and courses require good collaborative and group management skills
for group projects and discussions of study topics. The ability to
collaborative work toward a goal, or collaborate in a discussion is helpful for
distance students. Students may be asked to work within a group in various
capacities to support a collaborative effort for discussion, research, or
project, so social skills as well as communication and respect of the other
students is vital. Working together in an unemotional and civil fashion, and
coping with the personalities of the others in the group may be challenging but
these skills are needed in distance education as well as in most aspects of
life<o:p></o:p></span></div>
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<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">#5
Basic Computer Proficiency</span></b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;"> <o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Some computer and
Information literacy is necessary for a distance learner. Distance learners
should possess a working knowledge of email, the Internet, and basic keyboard
skills. Distance learners may be required to develop skills for researching and
locating information from various sources and differentiate and evaluate them
for inclusion in distance learning assignments and research projects.<o:p></o:p></span></div>
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<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Resources<o:p></o:p></span></b></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Laureate
Education (Producer). (n.d.). <i>Developing online courses</i> [Video file].
Retrieved from https://class.waldenu.edu<o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Simonson,
M., Smaldino, S., & Zvacek, S. (2015). <i>Teaching and learning at a
distance: Foundations of distance education</i><o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Ertmer,
P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism:
Comparing critical features from an instructional design perspective. <i>Performance
Improvement Quarterly, 6</i>(4), 50–71.<o:p></o:p></span></div>
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<br /></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">The Attributes of Distance Learners. Retrieved from:
</span><a href="http://www.ectolearning.com/File.aspx?f=2faee5fe-eba9-4e94-8e81-c5915f3e9b00"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">http://www.ectolearning.com/File.aspx?f=2faee5fe-eba9-4e94-8e81-c5915f3e9b00</span></a><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;"><o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">ASET online education. <i>The Attributes of Successful Learners</i>. Retrieved from: </span><a href="file:///C:/Users/garth/Downloads/AttributesOfSuccessfulLearners.pdf"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">file:///C:/Users/garth/Downloads/AttributesOfSuccessfulLearners.pdf</span></a><b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;"><o:p></o:p></span></b></div>
<br />
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Fairmont State University.<b> </b><i>Characteristics of a Successful Online Student</i>. Retrieved from: </span><a href="https://www.fairmontstate.edu/academics/distancelearning/successful_student.asp"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-bidi-font-weight: bold;">https://www.fairmontstate.edu/academics/distancelearning/successful_student.asp</span></a><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-bidi-font-weight: bold;"><o:p></o:p></span></div>
</div>
Garthhttp://www.blogger.com/profile/14603149603890126981noreply@blogger.com0tag:blogger.com,1999:blog-8194006925976785564.post-28607101880187871732016-05-06T15:45:00.000-07:002016-05-06T15:45:00.213-07:00Distance Education<div dir="ltr" style="text-align: left;" trbidi="on">
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiOtvYewHvVq6Doo8TTG_LOQ5JQYk7DVLYTfn5vQgeNQfImMwB7PEiSphAa70awEP6wMtESkU13Acbel-O85XYlJGw1V-ozZYrBWvHHE-a-r_m1Y27UUPF7CAzHReWX6ntFTf3ac7VwxXGg/s1600/Distance+Education.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="141" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiOtvYewHvVq6Doo8TTG_LOQ5JQYk7DVLYTfn5vQgeNQfImMwB7PEiSphAa70awEP6wMtESkU13Acbel-O85XYlJGw1V-ozZYrBWvHHE-a-r_m1Y27UUPF7CAzHReWX6ntFTf3ac7VwxXGg/s400/Distance+Education.png" width="400" /></a></div>
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<span style="border: 1pt none windowtext; font-family: Cambria, serif; line-height: 150%; padding: 0in;"><b><span style="font-size: large;">L</span></b><span style="font-size: 12pt;">earning in general is a complex and multifaceted process that
requires various fields of study to understand how each individual learns. When
you add distance to learning the process because even more complex especially
in today’s age of technology driven industry. As an instructional designer,
distance learning requires a deep knowledge of how learning occurs, the
motivation behind that learning, and also a creative response in how to design
the most effective instructional tool. Distance learning is also more complex
than one might think. Before I started this class, distance learning for me meant
“learning any subject from a distance”, but the more I read through this week’s
resources, I began to see that distance education is so much more than just
“learning a subject from a distance.”</span></span></div>
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<span style="font-family: Cambria, serif; font-size: 12pt; line-height: 150%;"> Distance education as
defined by Simonson, Smaldino and Zvacek (2015) is “institution- based, formal
education where the learning group is separated, and where interactive
telecommunications systems are used to connect learners, resources, and
instructors” (p.31). This definition is now molding my paradigm for distance
education. Even though this definition may look to be in-depth, when you break
it down it creates a clear definition. I define distance education as the
process of institution-based education made accessible through technology where
learners can interact with instructors and content at any time</span><span style="font-family: Cambria, serif; font-size: 12pt; line-height: 150%;">. As seen in my mind-map distance education involves many
factors. It is institutional based, it is formed by a separated learning group
and it is made possible through telecommunications (Simonson, Smaldino &
Zvacek, 2015). Each of these factors plays a crucial role in its process. </span></div>
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<span style="font-family: Cambria, serif; font-size: 12pt; line-height: 150%;"> The evolution of distance education is vastly changing in today’s
modern era. Even though distance education has been around for decades in
different forms, the recent rapid increase of technology has given rise to its
growth (Simonson, Smaldino & Zvacek, 2015). Technology has been crucial in
facilitating this evolving process of distance education and has provided an
intersection for instructors, content and the learner to interact (Simonson,
Smaldino and Zvacek, 2015). As technologies emerge and society begins to change distance
education is going to have to become flexible to the learner in their given
field of study. </span><span style="font-family: Cambria, serif; font-size: 12pt; line-height: 150%;">Moore and Kearsley (2005)
note that one of main reasons people choose distance education is because it</span><span style="font-family: Cambria, serif; font-size: 12pt; line-height: 150%;"> offers the “combination of education with work and family life”
(p.8). This is where distance education is evolving and it is also going mobile
and transferable to any device across various fields (Moller, Foshay &
Huett, 2008). </span></div>
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<span style="font-family: Cambria, serif; font-size: 12pt; line-height: 150%;"> I believe that the challenge facing
distance education is not learning new technologies, but building a mental
model for learners and then researching how these technologies can serve the
learner. Distance education must constantly be backed with research and sound
design principles. Tracey and Richey
(2005) note that, “these innovations, however, must be matched by research and
theoretical explorations of those distance education methods that promote not
only student engagement in the learning process, but an inquisitive, skilled
and intellectually-able population” (p.21). Technology must serve the learning objective, but as technology advances in
distant education it is going to a challenge not to just adapt the latest new
too this is why the future instructional designer is going to be need in each
and every intersection where distance education is built. </span></div>
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<span style="font-family: Cambria, serif; font-size: 12pt; line-height: 150%;"> Huett, Moller,
Foshay and Coleman (2008) note that, “instructional designers should be at the
forefront of creating cost-effective models and tools for distance education.
Such instructional design initiatives would serve to improve training, course
design, delivery, and evaluation. They would also function to improve
instruction, to increase all manner of interactions, to provide for appropriate
student activities and, consequently, to eliminate some of the course
development and workload concerns” (p.67). The future of distance education is
new to many, and as learning happens through it, the instructional designer
needs to capture the process. A crucial area where distance education lacks is
the proper evaluation tools. As this evolution of distance education evolves so
must our evaluation tools to measure learning. When both evaluation and distance education
occur and can measure knowledge and performance then this field of distance
education will evolve in great ways.</span></div>
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<br /></div>
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<b><span style="font-family: "Cambria","serif"; font-size: 12.0pt; line-height: 115%; mso-ascii-theme-font: major-latin; mso-bidi-font-family: "Times New Roman"; mso-hansi-theme-font: major-latin;">Resources <o:p></o:p></span></b></div>
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<span style="font-family: "Cambria","serif"; font-size: 12.0pt; mso-ascii-theme-font: major-latin; mso-bidi-font-family: "Times New Roman"; mso-hansi-theme-font: major-latin;"><br /></span></div>
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<span style="font-family: "Cambria","serif"; font-size: 12.0pt; mso-ascii-theme-font: major-latin; mso-bidi-font-family: "Times New Roman"; mso-hansi-theme-font: major-latin;">Simonson, M., Smaldino, S.,
& Zvacek, S. (2015). <i>Teaching and learning at a distance: Foundations of
distance education</i><o:p></o:p></span></div>
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<span style="font-family: "Cambria","serif"; font-size: 12.0pt; mso-ascii-theme-font: major-latin; mso-bidi-font-family: "Times New Roman"; mso-hansi-theme-font: major-latin;"><br /></span></div>
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<span style="font-family: "Cambria","serif"; font-size: 12.0pt; mso-ascii-theme-font: major-latin; mso-bidi-font-family: "Times New Roman"; mso-hansi-theme-font: major-latin;">Tracey, M., & Richey,
R. (2005). The evolution of distance education. <i>Distance Learning, 2</i>(6),
17–21.<o:p></o:p></span></div>
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<span style="font-family: "Cambria","serif"; font-size: 12.0pt; mso-ascii-theme-font: major-latin; mso-bidi-font-family: "Times New Roman"; mso-hansi-theme-font: major-latin;"><br /></span></div>
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<span style="font-family: "Cambria","serif"; font-size: 12.0pt; mso-ascii-theme-font: major-latin; mso-bidi-font-family: "Times New Roman"; mso-hansi-theme-font: major-latin;">Moore, M., & Kearsley,
G. (2005). <i>Distance education: A systems view</i>. Belmont, CA: Thomson
Wadsworth. <o:p></o:p></span></div>
<br />
<div style="margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: "Cambria","serif"; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;"><br /></span></div>
<div style="margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: "Cambria","serif"; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">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). <em>TechTrends, 52</em>(4),
66–70.<o:p></o:p></span></div>
</div>
Garthhttp://www.blogger.com/profile/14603149603890126981noreply@blogger.com1tag:blogger.com,1999:blog-8194006925976785564.post-65994323860577156122016-05-02T05:07:00.001-07:002016-05-02T05:07:13.433-07:00Distance Learning <div dir="ltr" style="text-align: left;" trbidi="on">
<img alt="Image result for Distance learning images" src="data:image/jpeg;base64,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" /><br />
<br />
<b>Greetings learning professionals! I have created this blog to share with you the impact of distance learning and how it is shaping the educational and corporate landscape of today. </b></div>
Garthhttp://www.blogger.com/profile/14603149603890126981noreply@blogger.com5tag:blogger.com,1999:blog-8194006925976785564.post-33955115435689891342015-10-25T14:11:00.001-07:002015-10-25T14:11:33.297-07:00Reflection <div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="text-align: left;"><br /></span>
<span style="text-align: left;">Learning is a complex and multifaceted process that requires various fields of study to understand how
each individual learns. As an instructional designer, this understanding requires a deep knowledge of how
learning occurs, the motivation behind that learning, and also a creative response in how to design the
most effective instructional tool. Through this paper I will not only be reflecting on how my own personal
learning style has deepened throughout the course, but showing how learning theories, learning styles,
educational technology and motivation need to be weaved together in order build effective instructional
design. </span></div>
<div style="margin-bottom: 0in;">
<br />
At the beginning of this course of learning and instruction my personal learning style and
knowledge of how people learned was limited. Through these past seven weeks I’ve been able to put a
word to my own learning style and pinpoint exactly why I enjoy which learning theory the most. This
course has given me a framework of thought where I can now intelligently understand how people learn
and effectively educate others. Not only has this course helped be build a framework for learning theories,
but it has empowered me as an instructional designer to see the connections between learning theories,
learning styles, educational technology and motivation. Each of these elements has impacted my future
work as an instructional designer and taught me how to develop a balanced approach.<br />
<br />
Developing a balanced framework for various learning styles is something that will aid me in my
career as an instructional designer. Incorporating visual, auditory, and kinesthetic elements into each
lesson design will give me a balanced approach to the learning design. These learning styles are enhanced
when paired with the correct educational technology. This course has not only been foundational is
showing the value of learning styles and multiple intelligences, but it has introduced me to how using
educational technology can serve the learning objectives in effective ways (Gardner,2003).<br />
<br />
Behind every great instructional design course is a learning theory anchoring it all together. This
course has not only anchored my instructional design to foundational theorists, but it has connected
instructional design, motivation and the future of learning together. Each of these learning theories has
changed my paradigm for education and impacted my current and future work in instructional design.
Developing a balanced approach has been key. Kapp (2007) states, “cognitivism doesn’t explain 100%
how humans process information and neither does Constructivism or Behaviorism. What we need to is
take the best from each philosophy and use it wisely to create solid educational experiences for our
learners” (p.1). Therefore, after studying behaviorism I have learned how to shape a correct response
using a specific environmental stimulus (Ertmer & Newby,1993). In cognitivism I have to consider the
learners preexisting schema in shaping design (Smith, 2008) In constructionism I began to see how
meaning is created by each learner within a social environment (Kim, 2001). After learning about social
learning theory, I began to see the power of guided participation through modeled behavior and its effect
on social settings (Bandura, 2004). After learning about connectivism I began to see how a pattern of
networks when leveraged correctly through technology can create tremendous learning scenarios across
multiple disciplines (Davis, Edmunds &Bateman, 2008) Finally, after learning about adult learning theory
I began to realize my own internal motivations for learning and how shaping a course for adult learners
needs to be selfdirected and goal based to be highly effective (Cercone, 2008). Without these learning
theories the instructional designer is lost guessing as to how organize information effectively and
motivate the learner directly.<br />
<br />
As I seek to develop my career in instructional design, specifically in training and performance
this course has laid the groundwork. Far too often in most organizational settings, learning and
performance improvement training's spend too much time focusing on the content of what people need to
know rather than how they will learn. This tends to result in an information transfer that is ineffective and
as a result, the learner fails to transfer this knowledge into action. As a future instructional designer
working in the the midst of emerging technologies that are having an impact on learning design it will be
crucial for me as an instructional designer, not be driven by the “next best thing.” This learning and instruction course has anchored my learning and given me a complete toolbox to educate others effectively. </div>
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<span style="font-family: Times New Roman, serif;"><span style="font-size: small;"><b><br /></b></span></span></div>
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<b style="font-family: 'Times New Roman', serif;">References</b></div>
<div style="margin-bottom: 0in;">
<span style="font-family: Times New Roman, serif;">Bandura,
A. (2004). Social cognitive theory for personal and social change by
enabling media. Retrieved from
http://web.stanford.edu/dept/psychology/bandura/pajares/Bandura2004Media.pdf</span></div>
<div style="margin-bottom: 0in;">
<span style="font-family: Times New Roman, serif;"><br /></span></div>
<div style="margin-bottom: 0in;">
<span style="font-family: Times New Roman, serif;">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</span></div>
<div style="margin-bottom: 0in;">
<span style="font-family: Times New Roman, serif;"><br /></span></div>
<div style="margin-bottom: 0in;">
<span style="font-family: Times New Roman, serif;">Davis,
C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M.
Orey (Ed.),<br />Emerging perspectives on learning, teaching, and
technology. Retrieved
from<br />http://projects.coe.uga.edu/epltt/index.php?title=Connectivism</span></div>
<div style="margin-bottom: 0in;">
<span style="font-family: Times New Roman, serif;"><br /></span></div>
<div style="margin-bottom: 0in;">
<span style="font-family: Times New Roman, serif;">Ertmer,
P. A., & Newby, T. J. (1993). Behaviorism, cognitivism,
constructivism: Comparing critical features from an instructional
design perspective. </span><span style="font-family: Times New Roman, serif;"><span style="font-size: small;"><i>Performance
Improvement Quarterly, 6</i></span></span><span style="font-family: Times New Roman, serif;">(4),
50–71.</span></div>
<div style="margin-bottom: 0in;">
<span style="font-family: Times New Roman, serif;"><br /></span></div>
<div style="margin-bottom: 0in;">
<span style="font-family: Times New Roman, serif;">Gardner,
H. (2003, April 21). Multiple intelligences after 20 years. Paper
presented to the American Educational Research Association, Chicago,
IL. Retrieved from
http://www.consorzionettuno.it/materiali/B/697/773/16/Testi/Gardner/Gardner_multiple_intelligent.pdf</span></div>
<div style="margin-bottom: 0in;">
<span style="font-family: Times New Roman, serif;"><br /></span></div>
<div style="margin-bottom: 0in;">
<span style="font-family: Times New Roman, serif;">Kapp,
K. (2007, January 2). Out and About: Discussion on educational
schools of thought [Blog post]. Retrieved from
http://www.uleduneering.com/kappnotes/index.php/2007/01/out-and-about-discussion-on-educational/</span></div>
<div style="margin-bottom: 0in;">
<span style="font-family: Times New Roman, serif;"><br /></span></div>
<div style="margin-bottom: 0in;">
<span style="font-family: Times New Roman, serif;">Kim,
B. (2001). Social constructivism. In M. Orey (Ed.), </span><span style="font-family: Times New Roman, serif;"><span style="font-size: small;"><i>Emerging
perspectives on learning, teaching, and technology</i></span></span><span style="font-family: Times New Roman, serif;">.
Retrieved from
http://projects.coe.uga.edu/epltt/index.php?title=Social_Constructivism</span></div>
<div style="margin-bottom: 0in;">
<span style="font-family: Times New Roman, serif;"><br /></span></div>
<div style="margin-bottom: 0in;">
<span style="font-family: Times New Roman, serif;">Ormrod,
J., Schunk, D., & Gredler, M. (2009). </span><span style="font-family: Times New Roman, serif;"><span style="font-size: small;"><i>Learning
theories and instruction</i></span></span><span style="font-family: Times New Roman, serif;"> (Laureate
custom edition). New York: Pearson.</span></div>
<br />
<div style="margin-bottom: 0in;">
<span style="font-family: Times New Roman, serif;"><br /></span></div>
<div style="margin-bottom: 0in;">
<span style="font-family: Times New Roman, serif;">Smith,
D. S. (2008). A case study in situated cognition. Retrieved from
http://projects.coe.uga.edu/epltt/index.php?title=A_case_study_in_situated_cognition</span></div>
</div>
Garthhttp://www.blogger.com/profile/14603149603890126981noreply@blogger.com0tag:blogger.com,1999:blog-8194006925976785564.post-34425834825098385752015-10-18T11:42:00.000-07:002015-10-18T11:42:52.017-07:00Fitting the Pieces Together <div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="background-color: white; color: black; font-family: 'Times New Roman'; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><img alt="Image result for learning images" height="215" src="https://encrypted-tbn3.gstatic.com/images?q=tbn:ANd9GcQqhI2MYCktpR8fDHMWCpz9WUpmVKToPwRMBqQdpr1l-82yRYYs" width="400" /></span></div>
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<span style="font-family: Times New Roman, serif;">When
this course of Learning Theories & Instruction began how I best
learned was most aligned and limited to the theorist of John Dewey.
Dewey’s experiential based education explained that knowledge is
best understood through reflective experiences (Ormrod, Schunk &
Gredler, 2009). While my learning style still aligns with Dewey’s
methods it has since expanded and deepened tremendously. Now, not
only do I learn best through experience, but through social learning
theory, connectivism and adult learning theory. Through these past
seven weeks I’ve been able to put a word to my own learning style
and pinpoint exactly why I enjoy which style the best. Learning each
of these learning theories have given me a framework of thought where
I can now intelligently understand my own learning style and
intentionally educate others. How I learn has now expanded and can
take place in social settings </span><span style="font-family: Times New Roman, serif;"><span style="font-size: small;"><i>(social
learning),</i></span></span><span style="font-family: Times New Roman, serif;">
connected networks </span><span style="font-family: Times New Roman, serif;"><span style="font-size: small;"><i>(connectivism)</i></span></span><span style="font-family: Times New Roman, serif;">
and have a relevance of my life </span><span style="font-family: Times New Roman, serif;"><span style="font-size: small;"><i>(adult
learning) (</i></span></span><span style="font-family: Times New Roman, serif;">Ertmer
& Newby, 1993).</span></div>
<div style="margin-bottom: 0in;">
<span style="font-family: Times New Roman, serif;"><br /></span></div>
<div style="margin-bottom: 0in;">
<span style="font-family: Times New Roman, serif;"> </span><span style="font-family: Times New Roman, serif;">
As the course progressed, learning each new learning theory was like
discovering a treasure map for my own personal learning style quest.
The three learning theories that have influenced how I learn the most
are social learning, connectivism, and adult learning. Each of these
three theories has changed my paradigm for education and
instructional design. After learning about social learning theory, I
began to see the power of guided participation through modeled
behavior and its effect on social settings (Bandura, 2004). After
learning about connectivism I began to see how a pattern of networks
when leveraged correctly through technology can create tremendous
learning scenarios across multiple disciplines (Davis, Edmunds
&Bateman, 2008) Finally, after learning about adult learning
theory I began to realize my own internal motivations for learning
and how shaping a course for adult learners needs to be self-directed
and goal based to be highly effective (Cercone, 2008). </span>
</div>
<div style="margin-bottom: 0in;">
<span style="font-family: Times New Roman, serif;"><br /></span></div>
<div style="margin-bottom: 0in;">
<span style="font-family: Times New Roman, serif;"> Technology
has played a major role in my own personal learning through fostering
learning communities, facilitated creative strategies and storing and
retrieving information. </span>
</div>
<div style="margin-bottom: 0in;">
<span style="font-family: Times New Roman, serif;"><span style="font-size: small;"><i>-Fostering
learning communities:</i></span></span></div>
<div style="margin-bottom: 0in;">
<span style="font-family: Times New Roman, serif;">Davis,
Edmunds and Kelly-Bateman (2008) note that, “learning does not
happen in a vacuum, it is at the intersection of prior knowledge,
experience, perception, reality, comprehension and flexibility that
learning occurs” (p.1). Technology has enabled modern day
communities like Khan Academy, Skype, TED, LinkedIn, ATD, Wiki, and
selected Google sites to not only find the answer to the questions
I’m seeking, but more importantly they invite me into a community
of learners that share my relational learning style. </span>
</div>
<div style="margin-bottom: 0in;">
<span style="font-family: Times New Roman, serif;"><span style="font-size: small;"><i>-Facilitated
creative strategies:</i></span></span></div>
<div style="margin-bottom: 0in;">
<a href="https://www.blogger.com/null" name="_GoBack"></a><span style="font-family: Times New Roman, serif;">Technology
has enabled me to visually design performance solution models through
story boarding and mind-mapping techniques. Technology has also
facilitated creative strategies such as animation and digital
story-telling techniques to improve employee improvement and enhance
training modules. </span>
</div>
<div style="margin-bottom: 0in;">
<span style="font-family: Times New Roman, serif;"><span style="font-size: small;"><i>-Storing
and retrieving information: </i></span></span>
</div>
<div style="margin-bottom: 0in;">
<span style="font-family: Times New Roman, serif;">Technology
is also redefining the way I store and utilize information.
Technology companies such as Namely, Xyeleme and others are
redefining information storage within learning and development
organizations so that information can be accessed quicker and
personalized to each given task. Smarter ways of doing business are
helping learners leverage technology in tremendous ways and
instructional designers are playing a crucial role in this process.
Learning from these companies has enabled me to use technology in
tremendous ways to store and retrieve information effectively. </span>
</div>
<div style="margin-bottom: 0in;">
<br />
</div>
<div style="margin-bottom: 0in;">
<span style="font-family: Times New Roman, serif;"><b>References</b></span></div>
<div style="margin-bottom: 0in;">
<span style="font-family: Times New Roman, serif;"><b><br /></b></span></div>
<div style="margin-bottom: 0in;">
<span style="font-family: Times New Roman, serif;">Bandura,
A. (2004). Social cognitive theory for personal and social change by
enabling media. Retrieved from
http://web.stanford.edu/dept/psychology/bandura/pajares/Bandura2004Media.pdf</span></div>
<div style="margin-bottom: 0in;">
<span style="font-family: Times New Roman, serif;"><br /></span></div>
<div style="margin-bottom: 0in;">
<span style="font-family: Times New Roman, serif;">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</span></div>
<div style="margin-bottom: 0in;">
<span style="font-family: Times New Roman, serif;"><br /></span></div>
<div style="margin-bottom: 0in;">
<span style="font-family: Times New Roman, serif;">Davis,
C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M.
Orey (Ed.),<br />Emerging perspectives on learning, teaching, and
technology. Retrieved
from<br />http://projects.coe.uga.edu/epltt/index.php?title=Connectivism</span></div>
<div style="margin-bottom: 0in;">
<span style="font-family: Times New Roman, serif;"><br /></span></div>
<div style="margin-bottom: 0in;">
<span style="font-family: Times New Roman, serif;">Ertmer,
P. A., & Newby, T. J. (1993). Behaviorism, cognitivism,
constructivism: Comparing critical features from an instructional
design perspective. </span><span style="font-family: Times New Roman, serif;"><i>Performance
Improvement Quarterly, 6</i></span><span style="font-family: Times New Roman, serif;">(4),
50–71.</span></div>
<div style="margin-bottom: 0in;">
<span style="font-family: Times New Roman, serif;"><br /></span></div>
<div style="margin-bottom: 0in;">
<span style="font-family: Times New Roman, serif;">Ormrod,
J., Schunk, D., & Gredler, M. (2009). </span><span style="font-family: Times New Roman, serif;"><i>Learning
theories and instruction</i></span><span style="font-family: Times New Roman, serif;"> (Laureate
custom edition). New York: Pearson.</span></div>
</div>
Garthhttp://www.blogger.com/profile/14603149603890126981noreply@blogger.com0tag:blogger.com,1999:blog-8194006925976785564.post-58962054606991173282015-10-04T17:06:00.000-07:002015-10-04T17:07:29.967-07:00Connectivism <div dir="ltr" style="text-align: left;" trbidi="on">
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<b><u><span style="font-size: large;">Connected Networks & Learning:</span></u></b><br />
While I was a college student most of my learning centered on text books, study groups and classroom discussion, but in the 21st century new learning networks have re-defined education. My own learning network has expanded across borders, been inspired by ancient civilizations and allowed me to interact with a diversified audience. This network has also allowed me to leverage the technology tools in the field in order to maximize my personal education. In the past this was never possible. <br />
<br />
<br />
<b><u><span style="font-size: large;">Tools for the Trade: </span></u></b><br />
There are many tools that facilitate learning for me, but four that I want to point out specifically. These four include Prezi, Pinterest, Piktochart and Youtube. Each of these tools has its own way of delivering and organizing information and has changed the way I learn, share and organize information.<br />
<b><br /></b>
<b>Prezi- </b>Is a re-defined power point software that can transform a presentation. Its interactive slides and pre-made templates can give any presentation an upgrade.<br />
<br />
<b>Pinterest-</b> Most people know about Pinterest, but it wasn’t until recently that I begin to create visual folders for the ADDIE instructional design process model. I’ve been collecting images that can visually walk through each step of this model in a business world. This learning tool of Pinterest has enabled me to visually design performance solutions models within my field of instructional design.<br />
<b><br /></b>
<b>Piktochart-</b> I’ve always realized the power of infographics, but it wasn’t until I started using Piktochart that I begin to see how easy they were to make. This software gives you endless free templates and allows you to custom design any type of infographic. It has reinforced my visual learning style and enabled me to communicate more effectively.<br />
<b><br /></b>
<b>YouTube- </b> In the modern era of storytelling in various settings, Youtube allows anyone to visually tell stories through video. When this learning tool is used at the right time to answer the right question it is invaluable. <br />
<br />
<u><b><span style="font-size: large;">How Questions Can Lead You to a New Community:</span></b></u><br />
In the past when I had a question about a specific subject I would generally find my questions answered at the library or through the experiences of one individual.Today, the pursuit of a question leads you past libraries into an entirely new community of knowledge.This type of community is built around connectivism. Davis, Edmunds and Kelly-Bateman (2008) note that, “learning does not happen in a vacuum, it is at the intersection of prior knowledge, experience, perception, reality, comprehension and flexibility that learning occurs” (p.1). These modern day connectivism communities like Khan Academy, Skype, TED, LinkedIn, ATD, Wiki, and selected Google sites can not only find the answer to the questions I’m seeking, but more importantly they invite me into a community of learners that are on the same pursuit as me. Connectivism supports my learning style because it teaches you that learning networks can be assembled to find information anywhere. Mind mapping is a great illustration of this point because it visually organizes ideas and information around a single concept in order to assemble a network of knowledge. This new network of knowledge is not just isolated words on a page, but a weaved network of ideas attached to communities of learning that are located in the real and virtual world. This personal style of learning that I enjoy also supports the tenants of connectivism because it is driven by a complex network of social relationships that can recognize patterns. In the past the diversity of various educational subjects were segmented, but now within the theory of connectivism these subjects are connected through technology. This new learning ecosystem of connectivism is being built by today’s generation and the modern learner is going to need to keep up in order to be relevant. <br />
<br />
References <br />
<br />
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<br />
<br />
Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.),<br />
Emerging perspectives on learning, teaching, and technology. Retrieved from<br />
http://projects.coe.uga.edu/epltt/index.php?title=Connectivism<br />
<br />
Foley, G. (Ed.). (2004). Dimensions of adult learning: Adult education and training in a global era. McGraw-Hill Education.<br />
<br />
Video Program: Laureate Education (Producer). (n.d.). Connectivism [Video file]. Retrieved from https://class.waldenu.edu</div>
Garthhttp://www.blogger.com/profile/14603149603890126981noreply@blogger.com0tag:blogger.com,1999:blog-8194006925976785564.post-51071134628869359342015-09-13T19:09:00.000-07:002015-09-13T19:09:58.783-07:00Learning Resources for Today's Instructional Designers:<div dir="ltr" style="text-align: left;" trbidi="on">
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<b>Neuroscience:</b></div>
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As an instructional
designer who is seeking to gain insight into how other organizations are
utilizing neuroscience to improve training and performance I have found the
<a href="http://www.maritz.com/institute." target="_blank">Maritz Insitute</a> to be leading the way. Giller (2010) states that the Maritz Institute "serves as a bridge between the human sciences and
Maritz business solutions, designed to help companies achieve strategic goals.
They bring insights – <b>anchored in
science</b> – that provide a foundation for understanding, enabling and
motivating people in ways that are most meaningful to them” (pg.18). <o:p></o:p></div>
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Far too often in most organizational settings learning and performance improvement training's spend too much time focusing on
the content of what people need to know rather than how they will learn. This tends to result in an information transfer that is ineffective and as a
result, the learner fails to transfer this knowledge into action (Giller,
2010). In an effort to understand this problem and other areas of neuroscience the Maritz Institute began their
study. In one of their recent articles they take an in-depth look into learning
and the brain and how that knowledge can be applied to an organizational
setting. Through this discovery they
uncovered a learning cycle of the brain and how each area of the brains responds. The cycle begins with gathering
information followed by reflection, then creation and finally active testing
and through this they found each step of the cycle is associated with a
different region of the brain—those areas associated with sensory, associative
and motor functions (Zull, 2002).<o:p></o:p></div>
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<i>Giller (2010) The Neuroscience of Learning:
A New Paradigm
for Corporate Education </i></div>
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Through each of these cycles (<i>Gathering, Reflection, Creation, and Active Testing) </i>Giller unpacks the implications for how learning environments need to be shaped. His vantage point is from a organizational mindset, but his principles for the instructional designer have significance. </div>
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Here are Giller's (2010) principles that have shaped the way he has organized learning and development in his company. </div>
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<ul style="text-align: left;">
<li><span style="text-indent: -0.25in;">Engage the entire learning cycle. Make time for
reflection, creation and active testing.</span></li>
<li><span style="text-indent: -0.25in;">Make a connection with the learner’s prior knowledge
and experience.</span></li>
<li><span style="text-indent: -0.25in;">Create opportunities for social engagement and interaction
as part of the learning process.</span></li>
<li><span style="text-indent: -0.25in;">Engage both feeling and thinking.</span></li>
<li><span style="text-indent: -0.25in;">Actively attend to attention—gaining, holding and
focusing the learner’s attention.</span></li>
<li><span style="text-indent: -0.25in;">Engage a maximum number of senses—especially visual—when
designing learning</span></li>
</ul>
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<b>Information Processing:</b></div>
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Another learning tool that instructional designers need to be aware of is information processing. Having a basic understanding of this learning theory as an instructional designer is essential for building effective online learning courses. In most cases this learning provides the framework and goals for learning. With information processing it is not just learning the content that is essential, but how the content is received. Ertmer and Newby (1993) note that content should be "organized in such a matter that learners are able to connect new information with existing knowledge" (pg.60). When this type of learning is structured all facets of the memory can operate effectively. A great visual aid that illustrates the science of information processing is Susan Prenderville's work. Through her info-graphic she vividly shows how each part of the memory is actively functioning. Understanding how the memory works and the process information goes through will guide the instructional designer to connect new learning instruction with previous knowledge (Ertmer & Newby, 1993). </div>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwxoxJdBrucfTMNExu9QEuCztLS3yXGdYgu7sLMt_4wWV6KWuuopXqrkcqbVEXnBDxWQd4ZdhnwaLK5X9UnZZZxdoj2dGzmPkGJBQnfPclkQ2QL2l0hzAywisYLMihqYiqc1JzL655LzeS/s1600/IMG_0531.PNG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwxoxJdBrucfTMNExu9QEuCztLS3yXGdYgu7sLMt_4wWV6KWuuopXqrkcqbVEXnBDxWQd4ZdhnwaLK5X9UnZZZxdoj2dGzmPkGJBQnfPclkQ2QL2l0hzAywisYLMihqYiqc1JzL655LzeS/s400/IMG_0531.PNG" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Created and illustrated by Susan Prenderville www.crisisprevention.com</td></tr>
</tbody></table>
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for Corporate Education. </i>Retrieved from http://www.themaritzinstitute.com/~/media/Files/MaritzInstitute/White-Papers/The Neuroscience-of-Learning-The-Maritz-Institute.ashx</div>
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Prenderville, S. (2014). <i>Brainy Training: An Infographic. </i>Retrieved from </div>
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Zull, J. (2002). <i>The art of changing the brain. </i>Sterling, VA: Stylus Publishing.</div>
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Garthhttp://www.blogger.com/profile/14603149603890126981noreply@blogger.com0tag:blogger.com,1999:blog-8194006925976785564.post-83547052437148395612015-09-05T13:48:00.003-07:002015-09-05T14:21:49.225-07:00Instructional Design Resources and Blogs<div dir="ltr" style="text-align: left;" trbidi="on">
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Navigating through the field of Instructional Design (ID) can be a daunting task when initially starting out. Whether you are new to the field of ID or have traveled on this road for years, learning from others who have paved the way in instructional design is a great place to begin your journey. These three websites are a great place to start and have served as portage markers for me, keeping me on course in this vast field of instructional design. As you begin to build your instructional design toolbox, consider these trusted and proven sites.<br />
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<a href="https://www.td.org/" target="_blank">Association for Talent Development</a> (ATD)<br />
Training and performance improvement through instructional design greatly interests me because it pulls from multiple fields of study. This is why ATD is such a great resource, because it teaches the instructional designer to align learning objectives with business goals. One of the greatest mistakes instructional designs can make is to design a learning course without linking it to the overall strategy within the organization. When learning objectives are weaved into the fabric of the organization's mission and vision then performance improvement can bear fruit in multiple ways. It is also important to note that within the field of talent development, instructional design is only one piece of a large competency model. ATD has revealed foundational competencies that are needed for trainers to be successful in their field. I have found <a href="https://www.td.org/Certification/Competency-Model" target="_blank">this competency model</a> to be extremely insightful. Whether you are a trainer, manager, instructional design, or a talent development professional, ATD is a great resource center to keep anyone updated on current trends. A great way to begin is start following their <a href="https://www.td.org/Publications/Blogs" target="_blank">communities of practice blog</a> and search which area within instructional design interests you.<br />
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<a href="http://theelearningcoach.com/" target="_blank">The eLearning Coach</a><br />
Whether you are new to instructional design or are a seasoned veteran, Connie Malamad's eLearning Coach website is a foundational resource center. She unpacks storyboarding, videos, graphics, authoriting tools, needs analysis approaches, and other instructional design related items in <a href="http://theelearningcoach.com/category/elearning2-0/" target="_blank">her blog</a>. As a new instructional designer, I have found <a href="http://theelearningcoach.com/category/podcasts/" target="_blank">the podcasts</a> to also be insightful. In each podcast, Connie explores a new aspect of instructional design and brings in top E-learning professionals to give their insights. Her topics are always relevant to the field of instructional design and continue to sharpen my knowledge in this field of study.<br />
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<a href="https://community.articulate.com/" target="_blank">E-Learning Heroes</a><br />
The E-Learning community website helps instructional designers create engaging learning courses that build upon foundational learning principles. I have found this website to be extremely user friendly and insightful. One of the greatest aspects of the E-Learning Heroes page is their community of professionals. This is where discussions about learning theory are connected to online courses through collaboration. Within this articulate community is also <a href="http://blogs.articulate.com/rapid-elearning/?_ga=1.34111649.1045026442.1441214143" target="_blank">The Rapid E-Learning Blog by Tom Kuhlmann</a>. Tom gives away free E-books, resources, images, advice, and much more as he helps the instructional designer build a robust and effective learning course. Whether you use the articulate authoring tool or not, the E-Learning heroes community has something for everyone and has served me extremely well. </div>
Garthhttp://www.blogger.com/profile/14603149603890126981noreply@blogger.com1