The role of the Project Manager

The crucial Role of the Project Manager:

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.  

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.

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.

Resources

Anderson, D. L. (2010). Organization development: The process of leading organizational change. Thousand Oaks, CA: Sage Publications, Inc.

Beach, L. R. (2013). Leadership and the art of change: A practical guide to organizational transformation. (Laureate Education, Inc., custom ed.). Thousand Oaks, CA: Sage Publications, Inc.

Greer, M. (2010). The project management minimalist: Just enough PM to rock your projects! (Laureate custom ed.). Baltimore: Laureate Education, Inc.

Laureate Education, Inc. (Executive Producer). (n.d.). Practitioner voices: Overcoming ‘scope creep’ [Video file]. Retrieved from https://class.waldenu.edu

Lee, T. J. (2008). Actions speak loudly. Communication World, 25(4), 24-28.
Retrieved from the Walden Library databases.

Hitt, M. A., Miller, C. C., & Colella, A. (2009) Organizational Behavior:A Strategic Approach (2nd ed.) by John Wiley & Sons Inc.

Welcome

Welcome to my Instructional Design Blog.


Throughout this blog I will be sharing ideas about instructional design, performance improvement, project management, learning, brain science, ADDIE and much more. 

The Future of Distance Education

      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.

         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). 

          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.

Resources

Simonson, M., Smaldino, S., & Zvacek, S. (2015). Teaching and learning at a distance: Foundations of distance education

Tracey, M., & Richey, R. (2005). The evolution of distance education. Distance Learning, 2(6), 17–21.

Moore, M., & Kearsley, G. (2005). Distance education: A systems view. Belmont, CA: Thomson Wadsworth. 

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

Best Practices Guide

Note: 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. 

·      The Role of the Instructor in Providing Structure

One crucial area that should be considered in the planning process is establishing structure and clear learning objectives listed. This can be created through a 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). 

·      Assessing the Learners

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.  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

·      5 Attributes of Successful Distance Learners

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.

#1 Time management Skills

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.

#2 Independent or Self-Learner

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.

#3 Goal Driven

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.

#4 Good Collaboration skills.

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

#5 Basic Computer Proficiency

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.

Resources

Laureate Education (Producer). (n.d.). Developing online courses [Video file]. Retrieved from https://class.waldenu.edu

Simonson, M., Smaldino, S., & Zvacek, S. (2015). Teaching and learning at a distance: Foundations of distance education

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

The Attributes of Distance Learners. Retrieved from: http://www.ectolearning.com/File.aspx?f=2faee5fe-eba9-4e94-8e81-c5915f3e9b00

ASET online education. The Attributes of Successful Learners. Retrieved from: file:///C:/Users/garth/Downloads/AttributesOfSuccessfulLearners.pdf

Fairmont State University. Characteristics of a Successful Online Student. Retrieved from: https://www.fairmontstate.edu/academics/distancelearning/successful_student.asp

Distance Education

Learning 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.”

                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. 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. 

                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. 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). 

             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. 

           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.

Resources

Simonson, M., Smaldino, S., & Zvacek, S. (2015). Teaching and learning at a distance: Foundations of distance education

Tracey, M., & Richey, R. (2005). The evolution of distance education. Distance Learning, 2(6), 17–21.

Moore, M., & Kearsley, G. (2005). Distance education: A systems view. Belmont, CA: Thomson Wadsworth. 

Moller, L., Foshay, W., & Huett, J. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 2: Higher education). TechTrends, 52(4), 66–70.

Distance Learning

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.   

Reflection

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. 

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.

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).

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.

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. 

References

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

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

Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.),
Emerging perspectives on learning, teaching, and technology. Retrieved from
http://projects.coe.uga.edu/epltt/index.php?title=Connectivism

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

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

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/

Kim, B. (2001). Social constructivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Social_Constructivism

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

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