Analyzing Scope Creep

Working as an instructional designer for a government contracting company can sometimes be challenging. There are frequent changes in the requirements themselves not to mention the fact that the government employee who is assigned as the project manager often requests additional tasks be performed than was originally agreed to in the project scope.

The most recent instance of scope creep occurred about four months ago on a project that my team was working on. We had been developing and revising training materials for the American warfighter for several weeks when the PM informed us that we would also be required to provide training materials as well as classroom instruction to the government trainers as well. We were now being tasked to train the trainers. This news was not initially well received as we were struggling to meet the timeline for the requirements for which we were currently tasked.  

The section manager for our company as well as our team leader explained the situation to the government PM and the ramifications that such a seemingly simple request would have. New requirements would have to be drawn, funding terms would have to be agreed to, and a new timeline would need to be created. These issues were apparently not deterrents as we were given the go ahead to proceed with the latest assigned tasks.

Of course it is easy to be an armchair quarterback and critique what perhaps should have been done to prevent scope creep. With that being said, had I been the PM for this task, I would have ensured that all phases of ADDIE were more fully explored and developed before commissioning the task be undertaken. Also scheduling routine meetings between team members invites open and honest communication and allows an opportunity to report on the project status and discuss potential problems before they metamorphosize into catastrophic failures (Greer, 2010).

Reference

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

Communicating Effectively

Communication has many different forms, both verbal and nonverbal. As instructional designers and educators, it is essential that we not only learn how to communicate effectively, but to search for the best method of communication that fits specific needs. Depending on the method of delivery (written text, as audio, or as video), an identical message might take on a new meaning for the recipient (Portny, Mantel, Meredith, Shafer, Sutton, & Kramer, 2008).  

Communication along with negotiation and conflict resolution are some of the skills we must become proficient at if we are to master the art of instructional design and/or project management (Lin, 2006).I recently participated in an exercise in which the exact same message was delivered by email, by voicemail (video), and in person. I was surprised in how differently I reacted to each.

While I did read the email message, it did not garner my full attention which I believe was due to the fact that out of the three delivery methods utilized, this was the most impersonal. When reading text, it is typical to hear your own voice delivering the message which does garner as much attention as hearing another’s voice.

As I listened to the voice message, I found that I paid more attention because I was hearing another person’s voice deliver the message which added a new dimension to the same message.

Of the three delivery methods, I found the most effective to be the one delivered in person (video). This was the most personal and gained my full attention. This was due to the fact that another individual was speaking directly to me which caused me to focus not only on the messenger, but the message itself.      

In order for a project to be successful, it is imperative that we establish sound communication practices for the benefit of all stakeholders involved in the assignment (Allen, & Hardin, 2008). This exercise has led me to believe that the most effective means of communication is the one delivered in person. As we are working in a global marketplace, this will not always be possible, so my next choice would be to deliver the message by video or teleconference where the target audience can see and hear the message being delivered.  

References

Allen, S., & Hardin, P. C. (2008). Developing instructional technology products using effective project management practices. Journal of Computing in Higher Education, 19(2), 72–97.

Lin, H. (2006). Instructional project management: An emerging professional practice for design and training programs. Workforce Education Forum, 33(2). Retrieved from http://voc.ed.psu.edu/projects/publications/books/Fall2006/WEF_fall2006.1.html

Portny, S. E., Mantel, S. J., Meredith, J. R., Shafer, S. M., Sutton, M. M., & Kramer, B. E. (2008). Project management: Planning, scheduling, and controlling projects. Hoboken, NJ: John Wiley & Sons, Inc.

Learning from a Project “Post-mortem”

For my capstone project in my undergraduate degree program, my class was broken up into three teams. Our assignment was to create a webpage for the university in order to generate ecological awareness and to provide helpful information on the benefits of recycling and conserving.  The team deemed the winner would have their “Going Green” page displayed on the university website. Our instructor advised us that he would request meetings between various department chairs for input solicitation and that he would also request approval of our projects from the university president.

This was a major undertaking as we not only had to research techniques to improve campus conservation and design an eye catching web page, we also had to develop the code behind it, obtain project approval, then successfully pitch the finished project to different stakeholders in hopes of claiming victory for our team. We had just three months for completion. By developing a timeline that aided in keeping all team members accountable (Murphy, 1994), we were better able to coordinate efforts on critical portions of the project.

An unexpected and unavoidable blow to our timeline was the fact that two weeks into the project, our professor had a major heart attack and was unable to return for the rest of the semester. Although the remaining faculty did a good job of rotating our class into their existing schedules, the effect of not having one professor dedicated to our projects was debilitating.

As a result of the health issue, the initial meetings that were to take place between the stakeholders and our instructor never materialized resulting in the stakeholders never appreciating the full impact of what we were attempting to accomplish. Therefore we were unable to incorporate the collaborative and shared visions that was our original goal (Greer, 2010), essentially preventing us from feeling a true sense of achievement even though all teams delivered products that incorporated quality research, easy to follow instructions, and three professional looking webpages.

Now that I can reflect back on this project with a post-mortem perspective, I can see where we should have worked more diligently to complete the project in less time rather than taking it right to the deadline as this would have allowed us more time for evaluation and refinements (Portny, Mantel, Meredith, Shafer, Sutton, & Kramer, 2008). Also, we as students should have taken a more proactive role in assuring that the replacement instructors conducted the meetings with the stakeholders so that they would better understand the project and possibly have given it more consideration.

During this project, I had no knowledge of instructional design and had not yet been exposed to ADDIE, yet as the project followed its natural life cycle, I can clearly see how the functions of ADDIE prevailed. From organizing, prepping, developing and deploying the project, risk factors were evaluated and changes were then made (Allen, & Hardin, 2008). 

Just before the conclusion of the semester, our original professor made a call to the class and congratulated us all on a successful project and personally thanked us for our perseverance. It was very gratifying to know that not only were our efforts appreciated, but that he would make a full recovery.

References

Allen, S., & Hardin, P. C. (2008). Developing instructional technology products using effective project management practices. Journal of Computing in Higher Education, 19(2), 72–97. Copyright by Springer-Verlag, New York. Used by permission via the Copyright Clearance Center.

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

Murphy, C. (1994). Utilizing project management techniques in the design of instructional materials. Performance & Instruction, 33(3), 9–11. Copyright by John Wiley & Sons, Inc. Used by permission via the Copyright Clearance Center

Portny, S. E., Mantel, S. J., Meredith, J. R., Shafer, S. M., Sutton, M. M., & Kramer, B. E. (2008). Project management: Planning, scheduling, and controlling projects. Hoboken, NJ: John Wiley & Sons, Inc.

Reflection

           

After reading and studying the course materials for EDUC6135 Distance Learning, I have gained new insight and appreciation for online education. In my opinion, distance learning is more rigorous than traditional face-to-face education. There are always assignments that must be completed and deadlines that must be met and it is up to the student to keep abreast of all of this while utilizing the latest technology.

In a taped interview, Siemens (Laureate Education, Inc., 2010) said that advances in technology, increased online communication, and the growing acceptance of online learning will lead to the proliferation of distance education. Online enrollment tripled from 1998 to 2002 and is expected to grow exponentially as more and more students realize the benefits of distance education (Lichtenberg, 2003).

As discussed by Gambescia & Paolucci (2009), distance learning has many benefits which include convenience for highly motivated, proactive learners, learning the efficient use of student time and resources, as well as location and the ability to choose the time of day to study.

While distance learning is a great tool, it is not for everyone. Distance learning will generally work better for those students who realize that they must generate their own motivation to learn and recognize that their learning experience is ultimately their responsibility (Schmidt & Gallegos, 2001).  For those disciplined learners, this is a tremendous educational opportunity that allows greater schedule flexibility and permits access to many more educational institutions than would otherwise be possible. 

As an instructional designer and a student of distance learning, it is my responsibility to be an ambassador of distance education by continuing to model the excellent education I have received and by committing to dismantle the remaining barriers of bias that some still harbor toward online education and the degrees garnered thereof.  

References

Gambescia, S., & Paolucci, R. (2009). Academic fidelity and integrity as attributes of university

online degree program offerings. Online Journal of Distance Learning Administration, 12(1). Retrieved from http://www.westga.edu/~distance/ojdla/spring121/gambescia121.html

Laureate Education, Inc. (2010). The Future of Distance Education [online video]. Baltimore, MD. George Siemens. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2650920_1%26url%3D

Lichtenberg, J. (2003). Going the Distance. Publishers Weekly, 248(26), 37.

Schmidt, E., & Gallegos, A. (2001). Distance learning: Issues and concerns of distance learners.

Journal of Industrial Technology, 17(3).

Retrieved from http://atmae.org/jit/Articles/schmidt041801.pdf

Converting to a Distance Learning Format

This week as an instructional designer, I have been hired to help the training manager, Jim Foley at Weldon Manufacturing convert all of his training modules to a blended learning format.  The catalyst behind the conversion is a lack of quality communication in the face-to-face training sessions. The goal is to help create a dynamic synergy between the trainers and trainees while fostering interaction with the training materials in both a face-to-face as well as the online learning environment.

With the aforementioned scenario in mind, I have created the following action plan which I will communicate to the training manager by week’s end:

Good Moring Jim,

After visiting with you last week and gaining a better understanding of your situation, I believe that working together we can achieve the transformation of your training program from the traditional face-to-face training to a blended format which historically has been well received by trainees. Throughout this plan I have cited works from other professionals in the field of instructional design. This is to provide you with additional resources and to facilitate the implementation process for both yourself and your trainers.

Of course the most important aspect to keep in mind when attempting to affect change is the significance of communication. It is imperative that trainees be provided with clearly stated objectives before training commences. Clear, concise instructions are mandatory as are clearly defined course expectations if the trainees are to be successful (Durrington, Berryhill, & Swafford, 2006).  

As the training manager, you should consider communicating to your trainers that with this new training format, the responsibility of learning has shifted. Since trainees are being given access to the training materials and the trainers are now functioning more in the capacity of facilitators, the trainees themselves will be responsible for their own learning. They must take the initiative to interact with the training and communicate to the trainers (Simonson, Smaldino, Albright, & Zvacek, 2012).

You have conveyed to me that you wish to convert all your paper documents to electronic files to be placed on your company server and then destroy the paper files for both inventory reduction and security concerns. I must advise against this as there are special circumstances to consider when there is sole reliance on electronic files. Electronic media can be subject to loss through a variety of ways: file corruption, viruses, loss due to power surges, etc. (Arndt, & Porges, 2012).

If reduction of inventory is an absolute necessity, I would suggest that after all paper documents have been converted to electronic files, an online repository be considered. This will provide a backup copy of all files from an alternate site should the originals become corrupted or destroyed.  Once the backup has been made, all electronic files can then be loaded on your server for accessibility by the trainees. This essentially allows access to training 24/7 and in some cases this accessibility eliminates the presence of trainers. Online learning can now be accomplished at the convenience of the trainee. Understand that even in today’s world of modern technology, things can still go awry. Sometimes servers need maintenance and must be taken offline. In times such as these, reverting back to short face-to-face lessons will keep the trainees engaged with the class and allow timely submission of assignments (Macfarlane & Smaldino, 1997).

When the trainers address the class, I suggest the utilization of open ended questions and liberal use of trainee names which confirms this training as community learning and establishes deeper connections to both the material and other trainees as well. I have included in the lesson plans several collaborative projects as a means to help foster classroom relationships which also provides positive stimulus for the reluctant online trainee (Simonson, Smaldino, Albright, & Zvacek, 2012).

At various stages throughout the training, I have included placement for assorted quizzes and tests that will indicate learner progress and signal areas of need to be addressed (Gay & Lentini, 1995). Training records will be kept in order to monitor individual progress. A minimum passing score of at least 80% must be achieved on each test prior to a trainee moving to a more advanced training module (see example table below).

Training Module 1

Student Name	Quiz 1 Score	Quiz 2 Score	Test 1 Score	Test 2 Score	Final Exam Score
Hunter Green	90	96	76	88	92
Phase 1 Proficiency	Yes	Yes	No	Yes	Yes
Attempt 2			94
Phase 1 Proficiency			Yes

                                                                                                                            Student Scores and Proficiency Table

We will continue to work together to ensure that all phases of the training plan are implemented successfully. After implementation, we will survey the trainees to see what worked and what areas are in need of improvements (Lockee, Moore, & Burton 2002). After this initial evaluation, we will revise the training plan where needed and strive to continually improve the training process at Weldon Manufacturing.

Thank you for the opportunity to work with you and your organization. It has been my pleasure getting to know you and your training processes. Should you run into any unscheduled difficulties, the staff and I here at Instructional Design are just a phone call away. 

Very Respectfully,

Keith Williams

President, Instructional Design

4041 Roosevelt Way

Lawton, OK. 73505

(580) 555-1212

References

Arndt, R. Z., & Porges, S. (2012). Preventing Data-Loss Disaster. Popular Mechanics, 189(10), 80-84.

Durrington, V., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), 190–193. Retrieved from http://www.redorbit.com/news/technology/433631/strategies_for_enhancing_student_interactivity_in_an_online_environment/

Gay, G., & Lentini, M. (1995). Communication resource use in a networked collaborative design environment. Ithaca, NY: Interactive Multimedia Group.

Lockee, B., Moore, M., & Burton, J. (2002). Measuring success: Evaluation strategies for distance education. Educause Quarterly, 25(1).

Macfarlane, C., & Smaldino, S. (1997). The electronic classroom at a distance. In R. Rittenhouse & D. Spillers (Eds.), Modernizing the curriculum: The electronic classroom (pp. 171-195). Springfield, MO: Charles Thomas.

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

The Impact of Open Source

Today’s distance learners have many resources available to them, with some of the most useful being open course websites, most commonly referred to as OpenCourseWare.  So what is OpenCourseWare you ask? OpenCourseWare is a compilation of free lessons usually created by a university and placed on the Internet for use by all. Usually these courses do not generate college credits, but are taken for the general acquisition of knowledge, and as the name implies this instruction is made available free of charge.  According to MIT’s Professor Yue (2013), “The idea is simple: to publish all of our course materials online and make them widely available to everyone.”

This week when exploring the website hosted by MIT, (http://ocw.mit.edu/index.htm) I found that
there have been over 125 million visitors that have access to information on over 2000 courses -
all for free! From the many listed courses, I selected a course that interested me and was quickly
redirected to the course  management system for that class.

The information contained on the course management page was abundant and easily accessible.
The CMS used a variety of learning tactics such as graphics, videos, and links. Following the
Theory of Independent Study, students are able to access the course whenever they choose and
have the ability to stop and start the course at their own pace (Weidemeyer, 1981).

The course was well organized with components such as syllabus, calendar, and detailed assignments and others readily accessible for the benefit of the learner (Simonson, Smaldino, Albright, & Zvacek, 2012).This fairly new method of instruction could not have been accomplished without the modern technology we are accustomed to today. Peters Theory of Industrialization of Teaching (1988) reminds us that education is gradually being restructured through mechanization and automation. OpenCourseWare classes offer a convenient means to gather and disseminate knowledge. This online medium affords the designer the opportunity to customize content while allowing the learner to select various levels of interaction (Beldarrain, 2006).

References

Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2), 139–153.

Peters, O. (1988). Distance teaching and industrial production: A comparative interpretation in outline. In D. Stewart, D. Keegan, & B. Holmberg (Eds.), Distance education: International perspectives (pp.95-113). New York: Rutledge.

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

Wedemeyer, C. (1981). Learning at the backdoor. Madison, WI: University of Wisconsin Press.

Yue, Dick K.P.  Professor, MIT School of Engineering. Accessed April 05, 2013. Retrieved from  http://ocw.mit.edu/about/

Selecting Distance Learning Technologies

Example 3: Asynchronous Training

In an effort to improve its poor safety record, a biodiesel manufacturing plant needs a series of safety training modules. These stand-alone modules must illustrate best practices on how to safely operate the many pieces of machinery on the plant floor. The modules should involve step-by-step processes and the method of delivery needs to be available to all shifts at the plant. As well, the shift supervisors want to be sure the employees are engaged and can demonstrate their learning from the modules.

As an instructional designer, it is imperative to fully understand the situation in order to offer flexible solutions while integrating student interaction so that effective measures can be constructed and conveyed (Beldarrain, 2006). By dissecting the scenario we are given, it is easier to design instruction that will provide a solution to the problem sought. So reviewing the scenario, we find that:

1. A series of training modules are needed to increase the plant safety record;

2. The modules must illustrate best practices on machine operation in a step-by-step fashion;

3.  Instruction must be available to all shifts in the plant; and

4. Learners must demonstrate learning proficiency from the training modules.

Living in the 21^st century, we are afforded the luxuries that technology brings. With a variety of course management systems (CMS) available such as Canvas, edu2.0, and others, it is possible to provide quality online learning any time of the day from virtually anywhere.

In the scenario provided, I would suggest a CMS be used with the capability of integrating the use of Computer Based Training (CBT) in online content. This allows the learner to receive training as needed, illuminating individual needs as the focus of attention. Utilization of a CMS can also incorporate interactive discussion tools (blogs and podcasts) to help the learners stay up to date on relevant changes and to facilitate two-way communication and feedback to the instructor. Presentation tools such as PowerPoint can be used to provide the learner with relevant information before the administration of an online quiz. An online interactive quiz can be constructed to provide the learner with the capability of multiple attempts in individual training modules until proficiency is demonstrated. This is just one example of how computer based training allows for customization rather than less desirable standardization of content (Reigeluth, 1999).

Computer based training in online content combined with the interactive discussion tool native to the CMS selected would provide quality just-in-time distance learning in a highly desired customizable format (Simonson, Smaldino, Albright, & Zvacek, 2012).

Below are links to two websites that utilize the format described above:

http://www.ehs.okstate.edu/index.htm

http://texas.testsecuritytraining.com/

References

Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2),139–153.

Reigeluth, C. M. (1999). What is instructional design theory? In C. M. Reigeluth (Ed.), Instructional design theories and models: A new paradigm of instructional theory (Vol. 2, pp. 5–29).

Mahwah, NJ: Lawrence Erlbaum Associates.

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