tag:blogger.com,1999:blog-49103298950044375992024-03-12T17:06:49.580-07:00Instructional Design NoviceThe Big Eyed Girlhttp://www.blogger.com/profile/00725316806219723955noreply@blogger.comBlogger19125tag:blogger.com,1999:blog-4910329895004437599.post-54508386322446809962012-04-15T12:44:00.008-07:002012-04-15T12:44:51.813-07:00<br />
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<span class="Apple-style-span" style="color: purple; font-family: 'Trebuchet MS', sans-serif; font-size: large;"><b>Personal Development Plan</b></span></div>
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<span class="Apple-style-span" style="font-family: 'Trebuchet MS', sans-serif;"><span style="color: black; font-size: 14pt;">When considering a personal development plan for my professional
future I took into consideration the four approaches used in by employers;
formal education, assessment, job experience, and interpersonal relationships
(Noe, 2010). I figure if successful companies all over the world are using
these four approaches, there is a good chance I could use them to work for me
as well. </span><span style="font-size: 14pt;"><o:p></o:p></span></span></div>
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<span class="Apple-style-span" style="font-size: 19px; font-weight: bold;"><b style="mso-bidi-font-weight: normal;"><span style="color: #5f497a;"><span class="Apple-style-span" style="font-family: 'Trebuchet MS', sans-serif; font-size: large;"><span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; -webkit-text-decorations-in-effect: none; -webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; orphans: 2; text-align: -webkit-auto; widows: 2; word-spacing: 0px;">Formal Education</span></span></span></b></span></h3>
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<span class="Apple-style-span" style="font-family: 'Trebuchet MS', sans-serif;"><span style="color: black; font-size: 14pt;"><span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; -webkit-text-decorations-in-effect: none; -webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; orphans: 2; text-align: -webkit-auto; widows: 2; word-spacing: 0px;">When considering employee
development, formal education programs "include off-site and on-site
programs designed specifically for the company's employees, short courses
offered by consultants or universities, executive MBA programs, and university
programs in which participants actually live in the university while taking
classes" (Noe, 2010).</span></span></span></div>
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<a href="http://1.bp.blogspot.com/-Yppqe-z81pE/T4sjTBLHtlI/AAAAAAAABTc/XHaylpdzV48/s1600/waldenlogo" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="69" src="http://1.bp.blogspot.com/-Yppqe-z81pE/T4sjTBLHtlI/AAAAAAAABTc/XHaylpdzV48/s200/waldenlogo" width="200" /></a></div>
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<span class="Apple-style-span" style="font-family: 'Trebuchet MS', sans-serif;"><span style="color: black; font-size: 14pt;"><span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; -webkit-text-decorations-in-effect: none; -webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; orphans: 2; text-align: -webkit-auto; widows: 2; word-spacing: 0px;"> My personal development plan is scaled down
considerably from this definition. It involves continuing my education to
receive my Masters in Instructional Design and Technology. I will also be
taking courses in web design and development, and several business classes.
Because the majority of my professional experience is in education I feel these
classes will make me more valuable to a company. The web design will help if I
chose a career with a smaller company that cannot afford IDs and web
developers, while the business courses will give me a better understanding of
the inner workings of corporate America. "Leadership, entrepreneurship,
and e-business are the most important topics in executive education
programs" (Noe, 2010), so I think they are a great place for me to begin
my personal focus. </span></span><span style="font-size: 14pt;"><o:p></o:p></span></span></div>
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<span class="Apple-style-span" style="font-size: 19px; font-weight: bold;"><b style="mso-bidi-font-weight: normal;"><span style="color: #5f497a;"><span class="Apple-style-span" style="font-family: 'Trebuchet MS', sans-serif;"><span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; -webkit-text-decorations-in-effect: none; -webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; orphans: 2; text-align: -webkit-auto; widows: 2; word-spacing: 0px;"><span class="Apple-style-span" style="font-size: large;">Assessment</span></span></span></span></b></span></h3>
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<a href="http://2.bp.blogspot.com/-8Nl6IzXF22Y/T4sjWxGad5I/AAAAAAAABTk/gIdxtQPqbPE/s1600/mag.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="http://2.bp.blogspot.com/-8Nl6IzXF22Y/T4sjWxGad5I/AAAAAAAABTk/gIdxtQPqbPE/s200/mag.jpg" width="136" /></a><span class="Apple-style-span" style="font-family: 'Trebuchet MS', sans-serif;"><span style="color: black; font-size: 14pt;"><span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; -webkit-text-decorations-in-effect: none; -webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; orphans: 2; text-align: -webkit-auto; widows: 2; word-spacing: 0px;">Assessments are basically a
collection of information about my behavior, communication style, values, and
skills (Noe, 2010). Because I am a teacher the major assessments that I receive
are formal and informal observations. As I began to focus on changing my career
path I knew I would need an analysis of my strengths and weaknesses in order to
have an appropriate plan (Noe, 2010) for my personal professional development,
so I spoke with my administrators about offering me additional information
during my post observation meetings. Much like a professional appraisal system
I asked them to give me specific information about my performance problems and
ways to improve (Noe, 2010). This has helped me to get a better understanding
of my shortcomings. I have also spoken with a recruiter in one of my fields of
interest to find out what additional skills I needed to become more hirable. </span></span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: #5f497a;"><span class="Apple-style-span" style="font-family: 'Trebuchet MS', sans-serif; font-size: large;"><span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; -webkit-text-decorations-in-effect: none; -webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; orphans: 2; text-align: -webkit-auto; widows: 2; word-spacing: 0px;">Job Experiences</span></span></span></b></h3>
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<span class="Apple-style-span" style="font-family: 'Trebuchet MS', sans-serif;"><span style="color: black; font-size: 14pt;"><span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; -webkit-text-decorations-in-effect: none; -webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; orphans: 2; text-align: -webkit-auto; widows: 2; word-spacing: 0px;">To be successful in any job it
is important for me to be able to learn new skills, apply the skills and
knowledge in a new way, and master my new experiences (Noe, 2010). Because I have been in the same</span></span></span></div>
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<a href="http://3.bp.blogspot.com/-boh1kSe-dDw/T4sjR_R1wAI/AAAAAAAABTU/7kmhLPmHfWY/s1600/teach.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="http://3.bp.blogspot.com/-boh1kSe-dDw/T4sjR_R1wAI/AAAAAAAABTU/7kmhLPmHfWY/s200/teach.jpg" width="131" /></a><span class="Apple-style-span" style="-webkit-text-decorations-in-effect: none; color: black; font-family: 'Trebuchet MS', sans-serif; font-size: 19px;">field for thirteen years, I have decided to gain new
experiences as I prepare for my career shift. I will be teaching fourth grade
next year in order to gain a more robust understanding of elementary math skill
development, which will be beneficial for a career in elementary curriculum
development. This "job rotation will allow me to be exposed to a
"series of job assignments in various functional areas of the
company" (Noe, 2010). I have also offered my services this summer to
develop a math pacing guide for all of the grade levels in my current school in
order to ensure that each grade level is aligned with the state and common core
standards. This is a way to enlarge my current job by adding challenges and new
responsibilities. </span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: #5f497a;"><span class="Apple-style-span" style="font-family: 'Trebuchet MS', sans-serif; font-size: large;"><span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; -webkit-text-decorations-in-effect: none; -webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; orphans: 2; text-align: -webkit-auto; widows: 2; word-spacing: 0px;">Interpersonal Relationships</span></span></span></b></h3>
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<span class="Apple-style-span" style="font-family: 'Trebuchet MS', sans-serif;"><span style="color: black; font-size: 14pt;"><span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; -webkit-text-decorations-in-effect: none; -webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; orphans: 2; text-align: -webkit-auto; widows: 2; word-spacing: 0px;">"Employees can also
develop skills and increase their knowledge about the company and its customers
by interacting with a more experienced organizational member. Mentoring and
coaching are two types of interpersonal relationships used to develop
employees" (Noe, 2010). Because I am looking to move towards a career
field that is very different from my current field I have befriended a woman
who has a job I would one day hope to have enough experience to hold. She works
with me to help develop my skills, motivate me, and gives me feedback with a
lot of my plans and ideas for future employment in the curriculum development
field. By having this coaching relationship I feel more confident that I
am headed in the right direction for my future career goals. She also gives me
tons of resources to look over and learn from to stay current and introduces me
to other people in the field and has even helped me to begin applying for
several freelance opportunities. </span></span><span style="font-size: 14pt;"><o:p></o:p></span></span></div>
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<span class="Apple-style-span" style="font-family: 'Trebuchet MS', sans-serif;"><span style="color: black; font-size: 14pt;"><span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; -webkit-text-decorations-in-effect: none; -webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; orphans: 2; text-align: -webkit-auto; widows: 2; word-spacing: 0px;">Raymond Noe (2010) states that
"the development planning process involves identifying development needs,
choosing a development goal, identifying the actions that need to be taken by
the employee and the company to achieve the goal, determining how progress
toward goal attainment with me measures, investing time and energy to achieve
goal , and establishing a timetable for development". As I reflect on my
personal development plan I feel it definitely meets all of these expectations,
and allows me to feel confident in my future professional endeavors. </span></span><span style="font-size: 14pt;"><o:p></o:p></span></span></div>
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<span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;"><span style="color: black;"><span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; -webkit-text-decorations-in-effect: none; -webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; orphans: 2; text-align: -webkit-auto; widows: 2; word-spacing: 0px;">References </span></span><o:p></o:p></span></div>
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<span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">Noe, R. A. (2010). <em>Employee training and development</em> (5th ed.). New York, NY: McGraw Hill.</span></div>The Big Eyed Girlhttp://www.blogger.com/profile/00725316806219723955noreply@blogger.com3tag:blogger.com,1999:blog-4910329895004437599.post-4660692403410507342012-04-14T12:59:00.001-07:002012-04-14T13:04:36.475-07:00The following link is a PowerPoint developed to persuade the administration of a charter school to consider investing in an employee development plan for their teachers. The school teaches content through teacher written "expeditions". These expeditions are similar to project based learning units of study. The company that the school partners with to create the culture of expeditionary learning and teaching is called EL (Expeditionary Learning). The PowerPoint highlights several initiatives that the school can consider to show their staff that they are valuable to the school and increase their understanding of EL.<br />
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Click <a href="https://docs.google.com/open?id=0B6ioLefGtvevRTREWTdhWjMyU3c" target="_blank">here</a> to see the PowerPoint.<br />
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<br />The Big Eyed Girlhttp://www.blogger.com/profile/00725316806219723955noreply@blogger.com2tag:blogger.com,1999:blog-4910329895004437599.post-48301763194527861512012-04-05T12:51:00.000-07:002012-04-05T12:51:02.432-07:00<br />
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Microsoft Sans Serif","sans-serif"; font-size: 20.0pt;">Technology
in Training <o:p></o:p></span></b></div>
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<a href="http://1.bp.blogspot.com/-yLZuMa5VYVE/T331RqyTwyI/AAAAAAAABSM/3EtAROqurII/s1600/1.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="133" src="http://1.bp.blogspot.com/-yLZuMa5VYVE/T331RqyTwyI/AAAAAAAABSM/3EtAROqurII/s200/1.jpg" width="200" /></a><span style="font-family: "Georgia","serif";">With all of
these new </span><span style="color: #4f81bd; font-family: "Microsoft Sans Serif","sans-serif"; font-size: 16.0pt; mso-themecolor: accent1;">technologies</span><span style="font-family: "Georgia","serif";"> that are being used to “enhance”
trainings it is easy to see how people can being to rely on them instead of the
actual training to teach learners. But when it comes to teaching and learning,
technology should be used practically to </span><span style="color: #4f81bd; font-family: "Microsoft Sans Serif","sans-serif"; font-size: 16.0pt; mso-themecolor: accent1;">increase the efficiency and effectiveness</span><span style="font-family: "Georgia","serif";"> of a training (Stolovitch & Keeps,
2011). If you are using technology to make your training look good or up to
date there is a good chance you are doing a disservice to your learners and the
training itself. “New technologies have made it possible to reduce the costs
associated with delivering training to employees, to increase the effectiveness
of the learning environment, and to help training contribute to business goals”
(Noe, 2010). In my blog I will highlight the positive impact several of these
technologies have had on training.<o:p></o:p></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Georgia","serif";">Digital Collaboration</span></b></div>
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<a href="http://2.bp.blogspot.com/-VTbJWYlXU8s/T331VwonyPI/AAAAAAAABSc/JFOUkbWVerI/s1600/3.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="133" src="http://2.bp.blogspot.com/-VTbJWYlXU8s/T331VwonyPI/AAAAAAAABSc/JFOUkbWVerI/s200/3.jpg" width="200" /></a><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Georgia","serif";"></span></b><span style="font-family: "Georgia","serif";">Digital collaboration as defined by Elliot Massie, of the
Massie Center as “the uses of technology to enhance and extend the abilities of
individuals and organizations to collaborate, independent of their vertical
area” (Salopek, 2000).<span style="mso-spacerun: yes;"> </span>It is basically
using online forms of</span><span style="font-family: "Georgia","serif"; font-size: 16.0pt;">
</span><span style="color: #4f81bd; font-family: "Microsoft Sans Serif","sans-serif"; font-size: 16.0pt; mso-themecolor: accent1;">communication</span><span style="font-family: "Georgia","serif";"> to teach, learn and share ideas.
“Digital collaboration includes electronic messaging systems, electronic
meeting systems, online communities of learning organized by subject where
employees can access interactive discussion areas and share training content
and Web links, and document-handling systems<span style="mso-spacerun: yes;">
</span>with collaborative technologies that allow interpersonal interactions”
(Noe, 2010). By utilizing some form of digital collaboration </span><span style="color: #4f81bd; font-family: "Microsoft Sans Serif","sans-serif"; font-size: 16.0pt; mso-themecolor: accent1;">technology </span><span style="font-family: "Georgia","serif";">people can come together from every corner of the globe and
share with and learn from each other. The former idea of collaborating involved
people gathering in a <i style="mso-bidi-font-style: normal;">place </i>to reach
a common goal. “But as technology and the digital world evolve, the word </span><span style="color: #4f81bd; font-family: "Microsoft Sans Serif","sans-serif"; font-size: 16.0pt; mso-themecolor: accent1;">place</span><span style="color: #4f81bd; font-family: "Microsoft Sans Serif","sans-serif"; font-size: 18.0pt; mso-themecolor: accent1;"> </span><span style="font-family: "Georgia","serif";">achieves new
meaning” (Salopek, 2000).</span></div>
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<ul>
<li>Linux is a place<b style="mso-bidi-font-weight: normal;"> </b>where professionals can come together from all over the world to
work on open source code.</li>
<li>Buzzsaw.com in a place<b style="mso-bidi-font-weight: normal;"> </b>where “contractors, suppliers, and
engineers can buy and sell products and services as well as exchange blueprints,
designs, and other data to cut building time.</li>
<li>5 classrooms in Baltimore, India, and
China are a place where students can discuss the currency exchange by using
videoconferencing technology. <span class="Apple-style-span" style="font-family: 'Bookman Old Style';"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Georgia","serif";"><o:p> </o:p></span></b></span></li>
</ul>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Georgia","serif";">Virtual Worlds<o:p></o:p></span></b></div>
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<span style="font-family: "Georgia","serif";">There are
several different providers of virtual worlds on the internet; Second Life,
ProtoSphere, Forterra and Virtual Heroes. The most widely used is </span><span style="color: #4f81bd; font-family: "Microsoft Sans Serif","sans-serif"; font-size: 16.0pt; mso-themecolor: accent1;">Second Life</span><span style="font-family: "Georgia","serif";">. “The multi-user, high graphical fidelity, multimodal
nature of SL creates many affordances for teaching and learning” (Mayrath,
2010).<span style="mso-spacerun: yes;"> </span>A multitude of schools and
organizations have used SL for its “computer-based, </span><span style="color: #4f81bd; font-family: "Microsoft Sans Serif","sans-serif"; font-size: 16.0pt; mso-themecolor: accent1;">simulated online virtual</span><span style="font-family: "Georgia","serif";"> world that includes a three-dimensional
representation of real World” to “host learning programs or experiences” (Noe,
2010). <span style="mso-spacerun: yes;"> </span>SL is free and designed to not
only provide a place where people can role play, but also collaborate with
people from around the world, generate 3-D models, and publish their work in
multiple forms of media (Mayrath, 2010). Second Life has offered </span><span style="color: #4f81bd; font-family: "Microsoft Sans Serif","sans-serif"; font-size: 16.0pt; mso-themecolor: accent1;">platforms for training and learning</span><span style="font-family: "Georgia","serif";"> in several ways for several
organizations: <span style="mso-spacerun: yes;"> </span>Stapoil has a oil platform
they use for safety training, Harvard University hosts law courses and “British
Petroleum uses Second Life to train new gas station employees in the safety
features of gasoline storage tanks and piping systems” (Noe, 2010). <span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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<span style="font-family: "Georgia","serif";">Global Kids
(2007) listed the following as the <i style="mso-bidi-font-style: normal;">Best
Practices for Using SL for Real World Education:<o:p></o:p></i></span></div>
<ul style="margin-top: 0in;" type="disc">
<li class="MsoNormal" style="mso-list: l3 level1 lfo2;"><span style="font-family: "Georgia","serif";">let students play, explore and have fun<o:p></o:p></span></li>
<li class="MsoNormal" style="mso-list: l3 level1 lfo2;"><span style="font-family: "Georgia","serif";">have a backup plan<o:p></o:p></span></li>
<li class="MsoNormal" style="mso-list: l3 level1 lfo2;"><span style="font-family: "Georgia","serif";">plan for things taking longer than expected<o:p></o:p></span></li>
<li class="MsoNormal" style="mso-list: l3 level1 lfo2;"><span style="font-family: "Georgia","serif";">use the multiple forms of communication in SL<o:p></o:p></span></li>
<li class="MsoNormal" style="mso-list: l3 level1 lfo2;"><span style="font-family: "Georgia","serif";">plan on students having different skill levels<o:p></o:p></span></li>
<li class="MsoNormal" style="mso-list: l3 level1 lfo2;"><span style="font-family: "Georgia","serif";">teacher becomes facilitator, students become peer
mentor<o:p></o:p></span></li>
<li class="MsoNormal" style="mso-list: l3 level1 lfo2;"><span style="font-family: "Georgia","serif";">scale projects to fit resources<o:p></o:p></span></li>
<li class="MsoNormal" style="mso-list: l3 level1 lfo2;"><span style="font-family: "Georgia","serif";">use SL for distance collaborations<o:p></o:p></span></li>
<li class="MsoNormal" style="mso-list: l3 level1 lfo2;"><span style="font-family: "Georgia","serif";">give students opportunities to build relationships
online<o:p></o:p></span></li>
<li class="MsoNormal" style="mso-list: l3 level1 lfo2;"><span style="font-family: "Georgia","serif";">use web 2.0 affordances<o:p></o:p></span></li>
</ul>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Georgia","serif";">Virtual worlds
can be a great asset to training because they can </span><span style="color: #4f81bd; font-family: "Microsoft Sans Serif","sans-serif"; font-size: 16.0pt; mso-themecolor: accent1;">imitate real world</span><span style="font-family: "Georgia","serif";"> </span><span style="color: #4f81bd; font-family: "Microsoft Sans Serif","sans-serif"; font-size: 16.0pt; mso-themecolor: accent1;">environments</span><span style="font-family: "Georgia","serif";">. This
allows learners to try their hand at new skills without it resulting in real
life consequences or costs. “Virtual worlds can also be useful for teaching
interpersonal skills such as time management, communications, leadership, and
working under pressure” (Noe, 2010). Much like digital collaboration, virtual
worlds allow people to learn from across the world. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Georgia","serif";">Intelligent Tutoring Systems<o:p></o:p></span></b></div>
<div class="MsoNormal">
<a href="http://2.bp.blogspot.com/--TyOfYqKfNA/T331Ugifq6I/AAAAAAAABSU/jmFChuTUARk/s1600/2.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="http://2.bp.blogspot.com/--TyOfYqKfNA/T331Ugifq6I/AAAAAAAABSU/jmFChuTUARk/s200/2.jpg" width="133" /></a><span style="font-family: "Georgia","serif";">There are three
types of environments for this </span><span style="color: #4f81bd; font-family: "Microsoft Sans Serif","sans-serif"; font-size: 16.0pt; mso-themecolor: accent1;">artificial
intelligence</span><span style="font-family: "Georgia","serif";"> based
instructional system: </span><span style="color: #4f81bd; font-family: "Microsoft Sans Serif","sans-serif"; font-size: 16.0pt; mso-themecolor: accent1;">tutoring, coaching, and empowering</span><span style="font-family: "Georgia","serif";"> (Noe, 2010). These systems are designed
to teach each student based on their individual abilities. These ITSs are “designed
to provide appropriate lessons to individuals based on his/her background
knowledge level, interest and learning style and assimilation rate prior to
using the tutoring system” (Marion & Oluwafunmilayo, 2011). <o:p></o:p></span></div>
<div class="MsoNormal">
<span class="Apple-style-span" style="font-family: Georgia, serif;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: "Georgia","serif";">Intelligent
tutoring systems can do the following things that make them a great asset to
many trainings:<o:p></o:p></span></div>
<ul style="margin-top: 0in;" type="disc">
<li class="MsoNormal" style="mso-list: l2 level1 lfo3;"><span style="font-family: "Georgia","serif";">match instruction to individual student needs<o:p></o:p></span></li>
<li class="MsoNormal" style="mso-list: l2 level1 lfo3;"><span style="font-family: "Georgia","serif";">communicate and respond to student<o:p></o:p></span></li>
<li class="MsoNormal" style="mso-list: l2 level1 lfo3;"><span style="font-family: "Georgia","serif";">model the trainees learning process<o:p></o:p></span></li>
<li class="MsoNormal" style="mso-list: l2 level1 lfo3;"><span style="font-family: "Georgia","serif";">decide what information to provide<o:p></o:p></span></li>
<li class="MsoNormal" style="mso-list: l2 level1 lfo3;"><span style="font-family: "Georgia","serif";">make decisions about the trainee’s level of
understanding<o:p></o:p></span></li>
<li class="MsoNormal" style="mso-list: l2 level1 lfo3;"><span style="font-family: "Georgia","serif";">modify teaching process based on assessments<span style="mso-spacerun: yes;"> </span>(Noe, 2011)<o:p></o:p></span></li>
</ul>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Georgia","serif";">Mobile Technology<o:p></o:p></span></b></div>
<div class="MsoNormal">
<span style="font-family: "Georgia","serif";">This type of
technology is great because it basically allows you to take your learning
everywhere. If there is Wi-Fi, Bluetooths, PDAs, tablets, laptops and any other
</span><span style="color: #4f81bd; font-family: "Microsoft Sans Serif","sans-serif"; font-size: 16.0pt; mso-themecolor: accent1;">mobile device</span><span style="font-family: "Georgia","serif";"> you have mobile technology! There are so
many ways that we can use these mobile devices for training, learning and
sharing information. Aside from accessing the internet from these devices, listening
to podcasts, or reading articles, there are companies that are going a step
further. “Some companies are using PDAs as their primary method for delivering
training or as a follow-up to training programs delivered face-to-face or
online” (Noe, 2011). Tyco International is using this </span><span style="color: #4f81bd; font-family: "Microsoft Sans Serif","sans-serif"; font-size: 16.0pt; mso-themecolor: accent1;">technology</span><span style="font-family: "Georgia","serif";"> to teach sales technicians to set the burglar alarms and
Capital One is using iPods for the audio components of their Capital One
University classes (Noe, 2011). <span style="mso-spacerun: yes;"> </span>IBM has
also created a “Mobile Blue Pages” which is “an internal company directory
suited for IBM’s mobile sellers, consultants, technologists, managers, and
executives and can be accessed via a mobile browser” (Ahmad & Orton, 2010).
But a good thing to remember is that just because people can </span><span style="color: #4f81bd; font-family: "Microsoft Sans Serif","sans-serif"; font-size: 16.0pt; mso-themecolor: accent1;">access multiple things from a mobile
device</span><span style="font-family: "Georgia","serif";"> does not mean they
will. IBM thought that they would be able to have their 25,000
employee-development mini-courses being accessed by their workers from their
PDAs, but in actuality employees were using their smartphones almost
exclusively for in-field performance support and to access late breaking
information (Ahmad & Orton, 2010).<span style="mso-spacerun: yes;">
</span>Other information that was learned in this study:<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "Georgia","serif";"><br /></span></div>
<ul style="margin-top: 0in;" type="disc">
<a href="http://4.bp.blogspot.com/-ksPxcseeRUE/T331XSMt9JI/AAAAAAAABSk/7aUL2x1YqLE/s1600/4.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="130" src="http://4.bp.blogspot.com/-ksPxcseeRUE/T331XSMt9JI/AAAAAAAABSk/7aUL2x1YqLE/s200/4.jpg" width="200" /></a>
<li class="MsoNormal" style="mso-list: l0 level1 lfo4;"><span style="font-family: "Georgia","serif";">usability is crucial for the adoption of mobile phone applications<o:p></o:p></span></li>
<li class="MsoNormal" style="mso-list: l0 level1 lfo4;"><span style="font-family: "Georgia","serif";">employees prefer less information and options from their
mobile phones<o:p></o:p></span></li>
<li class="MsoNormal" style="mso-list: l0 level1 lfo4;"><span style="font-family: "Georgia","serif";">users will quit an application that takes too long to
load<o:p></o:p></span></li>
<li class="MsoNormal" style="mso-list: l0 level1 lfo4;"><span style="font-family: "Georgia","serif";">the ability to locate others quickly in a time of need
increased users perception of their job performance</span><span class="Apple-style-span" style="font-family: Georgia, serif;"> </span></li>
</ul>
<div class="MsoNormal">
<span style="font-family: "Georgia","serif";">I just read that
people are more likely to turn around and go back home if they forgot their
cell phone than if they forgot their money. This statement is a strong one,
being constantly tethered to technology is our present and future. So mobile
technology is here to stay and will only become more and more user friendly. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Georgia","serif";">Web 2.0 <o:p></o:p></span></b></div>
<div class="MsoNormal">
<a href="http://3.bp.blogspot.com/-ns8-LK7OfQ0/T332aGEiwBI/AAAAAAAABS8/anirArvZZYs/s1600/1youtube.jpeg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="115" src="http://3.bp.blogspot.com/-ns8-LK7OfQ0/T332aGEiwBI/AAAAAAAABS8/anirArvZZYs/s200/1youtube.jpeg" width="200" /></a><span style="font-family: "Georgia","serif";">The internet is
very social now, with creating and consuming information an everyday activity
for many users. Web 2.0 is a great resource to use in classrooms and in some
training situations. “Web 2.0 services have the potential to enhance
student-centered learning be facilitating collaboration and communication at
little cost” (Cheon, 2010).<span style="mso-spacerun: yes;"> </span>This technology
allows us to use </span><span style="color: #4f81bd; font-family: "Microsoft Sans Serif","sans-serif"; font-size: 16.0pt; mso-themecolor: accent1;">Facebook</span><span style="font-family: "Georgia","serif";"> pages, </span><span style="color: #4f81bd; font-family: "Microsoft Sans Serif","sans-serif"; font-size: 16.0pt; mso-themecolor: accent1;">youtube
</span><span style="font-family: "Georgia","serif";">videos, synchronous </span><span style="color: #4f81bd; font-family: "Microsoft Sans Serif","sans-serif"; font-size: 16.0pt; mso-themecolor: accent1;">editing</span><span style="font-family: "Georgia","serif";">, video </span><span style="color: #4f81bd; font-family: "Microsoft Sans Serif","sans-serif"; font-size: 16.0pt; mso-themecolor: accent1;">conferencing</span><span style="font-family: "Georgia","serif";">, and many of the other technologies I
have already mentioned. But many teachers may be proficient in the popular Web
2.0 services “they may lack exposure to the different types of Web 2.0 services
and may not have been taught how to employ new technology in teaching and
learning” (Cheon, 2010). “Adding information access and collaboration
opportunities, especially back on the job following formal training, is one good
approach” (Stolovitch & Keeps, 2011). <o:p></o:p></span></div>
<div class="MsoNormal">
<a href="http://3.bp.blogspot.com/-5j6SfLMjlFo/T332UmBHmlI/AAAAAAAABS0/OMySlOhPajQ/s1600/1facebook" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://3.bp.blogspot.com/-5j6SfLMjlFo/T332UmBHmlI/AAAAAAAABS0/OMySlOhPajQ/s1600/1facebook" /></a><span style="font-family: "Georgia","serif";"><span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "Georgia","serif";">As for the
future of Web 2.0 in training and teaching its services “constitute a new pedagogical
paradigm that makes students a central part of the learning press. The K-12
classroom is filling with a new generation of learners labeled </span><span style="color: #4f81bd; font-family: "Microsoft Sans Serif","sans-serif"; font-size: 16.0pt; mso-themecolor: accent1;">“digital natives”</span><span style="font-family: "Georgia","serif";">(Prensky, 2001)” (Cheon, 2010). These
students are knowledgeable about these technologies, they are creators and contributors
(Cheon, 2010). So teachers and trainers will have to be technologically savvy
as well. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Georgia","serif";">These are just
some of the technologies that are out there that can have a major impact on
your training and teaching. But remember</span><span style="color: #4f81bd; font-family: "Georgia","serif"; font-size: 16.0pt; mso-themecolor: accent1;"> </span><span style="color: #4f81bd; font-family: "Microsoft Sans Serif","sans-serif"; font-size: 16.0pt; mso-themecolor: accent1;">“media and technology can substantially
improve the efficiency of training and learning, which is extremely important.
However, they have little to no impact on the effectiveness of learning” </span><span style="font-family: "Georgia","serif";">(Stolovitch & Keeps, 2011). </span><span style="font-family: "Georgia","serif"; mso-bidi-font-family: "Microsoft Sans Serif";"><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Microsoft Sans Serif","sans-serif"; font-size: 8.0pt;">References
<o:p></o:p></span></b></div>
<div class="MsoNormal">
<span class="apple-style-span"><span style="color: black; font-family: "Microsoft Sans Serif","sans-serif"; font-size: 8.0pt;">Ahmad, N., &
Orton, P. (2010). Smartphones make IBM smarter, but not as expected.</span></span><span class="apple-converted-space"><span style="color: black; font-family: "Microsoft Sans Serif","sans-serif"; font-size: 8.0pt;"> </span></span><em><span style="color: black; font-family: "Microsoft Sans Serif","sans-serif"; font-size: 8.0pt;">Training and Development</span></em><span class="apple-style-span"><span style="color: black; font-family: "Microsoft Sans Serif","sans-serif"; font-size: 8.0pt;">,</span></span><span class="apple-converted-space"><i><span style="color: black; font-family: "Microsoft Sans Serif","sans-serif"; font-size: 8.0pt;"> </span></i></span><em><span style="color: black; font-family: "Microsoft Sans Serif","sans-serif"; font-size: 8.0pt;">64</span></em><span class="apple-style-span"><span style="color: black; font-family: "Microsoft Sans Serif","sans-serif"; font-size: 8.0pt;">(1), 46–50.</span><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span class="apple-style-span"><span style="color: black; font-family: "Microsoft Sans Serif","sans-serif"; font-size: 8.0pt;">Cheon, J., Song,
J., Jones, D., Nam, K. (2010). Influencing preservice teacher’ intention to
adopt web 2.0 services. <i style="mso-bidi-font-style: normal;">Journal of
Digital Learning in Teacher Education. </i>27(2), 53-64.<o:p></o:p></span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Microsoft Sans Serif","sans-serif"; font-size: 8.0pt;">Global
Kids. (2007). An educational non-profit’s history of the teen grid: Global Kid’s
adventure in best practices. Second Life Community Convention. Retrieved
February 8, 2009 from Best practices using second life for real world education:
<a href="http://www.flickr.com/photos/holymeatballs/sets/72157601198270790/">http://www.flickr.com/photos/holymeatballs/sets/72157601198270790/</a><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Microsoft Sans Serif","sans-serif"; font-size: 8.0pt;">Marion,
A. & Oluwafunmilayo, A. (2011). Design and development of an intelligent
instructive system. <i style="mso-bidi-font-style: normal;">Turkish Online
Journal of Distance Education.</i> 12(4), 34-44.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Microsoft Sans Serif","sans-serif"; font-size: 8.0pt;">Mayrath,
M., Traphagan, T., Jarmon, L., Trivedi, A., Resta, P. (2010). Teaching with
virtual worlds: Factors to consider for instructional use of second life. <i style="mso-bidi-font-style: normal;">Journal of Educational Computing Research. </i>43(4),
403-444. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span class="apple-style-span"><span style="color: black; font-family: "Microsoft Sans Serif","sans-serif"; font-size: 8.0pt;">Noe, R. A. (2010).</span></span><span class="apple-converted-space"><span style="color: black; font-family: "Microsoft Sans Serif","sans-serif"; font-size: 8.0pt;"> </span></span><em><span style="color: black; font-family: "Microsoft Sans Serif","sans-serif"; font-size: 8.0pt;">Employee training and
development</span></em><span class="apple-converted-space"><span style="color: black; font-family: "Microsoft Sans Serif","sans-serif"; font-size: 8.0pt;"> </span></span><span class="apple-style-span"><span style="color: black; font-family: "Microsoft Sans Serif","sans-serif"; font-size: 8.0pt;">(5th ed.). New York, NY: McGraw Hill.</span><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Microsoft Sans Serif","sans-serif"; font-size: 8.0pt;">Salopek,
J. (2000). Digital collaboration. <i style="mso-bidi-font-style: normal;">Training
and Development. </i>54(6), 38.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span class="apple-style-span"><span style="color: black; font-family: "Microsoft Sans Serif","sans-serif"; font-size: 8.0pt;">Stolovitch, H. D.,
& Keeps, E. J. (2011).</span></span><span class="apple-converted-space"><span style="color: black; font-family: "Microsoft Sans Serif","sans-serif"; font-size: 8.0pt;"> </span></span><em><span style="color: black; font-family: "Microsoft Sans Serif","sans-serif"; font-size: 8.0pt;">Telling ain’t training.</span></em><span class="apple-converted-space"><i><span style="color: black; font-family: "Microsoft Sans Serif","sans-serif"; font-size: 8.0pt;"> </span></i></span><span class="apple-style-span"><span style="color: black; font-family: "Microsoft Sans Serif","sans-serif"; font-size: 8.0pt;">Alexandria, VA: ASTD Press.</span></span><span style="font-family: "Microsoft Sans Serif","sans-serif"; font-size: 8.0pt;"><o:p></o:p></span></div>The Big Eyed Girlhttp://www.blogger.com/profile/00725316806219723955noreply@blogger.com6tag:blogger.com,1999:blog-4910329895004437599.post-29673555069701250472012-03-08T18:37:00.003-08:002012-03-08T18:43:00.443-08:00<div class="separator" style="clear: both; text-align: center;">
<a href="http://3.bp.blogspot.com/-b9RRaYJr5sg/T1lrscM2pTI/AAAAAAAABRg/rGsGWRjRjkk/s1600/WHOLE-FOODS-MARKET.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="140" src="http://3.bp.blogspot.com/-b9RRaYJr5sg/T1lrscM2pTI/AAAAAAAABRg/rGsGWRjRjkk/s200/WHOLE-FOODS-MARKET.jpg" width="200" /></a></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: 'Baskerville Old Face', serif; font-size: 22pt;">Planning
a Needs Assessment<o:p></o:p></span></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: 'Baskerville Old Face', serif;"> Conducting
a needs assessment is one of the first steps in the instructional design process.
It helps a designer determine if training is the right answer to a company’s
performance problem, if the program has the right content and objectives, if
the trainees are properly skilled for the program, if it will actually deliver
the desired results, and if the training is actually necessary (Noe, 2011). There
are three step to a needs assessment; organization analysis, task analysis and
person analysis. I will use Whole Foods
Market as my example for demonstrating these three steps. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<a href="http://1.bp.blogspot.com/-3UXBif2oRxE/T1lsMeyhppI/AAAAAAAABR4/RHTkh0ae0-c/s1600/hoeguy.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://1.bp.blogspot.com/-3UXBif2oRxE/T1lsMeyhppI/AAAAAAAABR4/RHTkh0ae0-c/s1600/hoeguy.jpg" /></a><span style="font-family: 'Baskerville Old Face', serif;"> Whole Foods Market is the world’s
leader in natural and organic foods, and has more than 300 stores in North
America and the United Kingdom (wholefoodsmarket.com). The company that was started
in 1980 has a mission based on three things – whole foods, whole people and
whole planet. The company has 7 core values:<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpFirst" style="margin-left: 38.25pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-family: Symbol;">·<span style="font: normal normal normal 7pt/normal 'Times New Roman';">
</span></span><span style="font-family: 'Baskerville Old Face', serif;">selling
the highest quality natural and organic products available<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 38.25pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-family: Symbol;">·<span style="font: normal normal normal 7pt/normal 'Times New Roman';">
</span></span><span style="font-family: 'Baskerville Old Face', serif;">satisfying
and delighting their customers<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 38.25pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-family: Symbol;">·<span style="font: normal normal normal 7pt/normal 'Times New Roman';">
</span></span><span style="font-family: 'Baskerville Old Face', serif;">supporting
team member happiness and excellence<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 38.25pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-family: Symbol;">·<span style="font: normal normal normal 7pt/normal 'Times New Roman';">
</span></span><span style="font-family: 'Baskerville Old Face', serif;">creating
wealth through profit and growth<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 38.25pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-family: Symbol;">·<span style="font: normal normal normal 7pt/normal 'Times New Roman';">
</span></span><span style="font-family: 'Baskerville Old Face', serif;">caring
about their communities and the environment<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 38.25pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-family: Symbol;">·<span style="font: normal normal normal 7pt/normal 'Times New Roman';">
</span></span><span style="font-family: 'Baskerville Old Face', serif;">creating
ongoing win-win partnerships with their suppliers<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 38.25pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-family: Symbol;">·<span style="font: normal normal normal 7pt/normal 'Times New Roman';">
</span></span><span style="font-family: 'Baskerville Old Face', serif;">promoting
the health of their stakeholders through healthy eating education<o:p></o:p></span></div>
<div align="right" class="MsoListParagraphCxSpMiddle" style="margin-left: 38.25pt; mso-add-space: auto; text-align: right;">
<span style="font-family: 'Baskerville Old Face', serif;"><span class="Apple-style-span" style="font-size: x-small;">(wholefoodsmarket.com)</span><o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 4.5pt; mso-add-space: auto;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 4.5pt; mso-add-space: auto;">
<span style="font-family: 'Baskerville Old Face', serif;"><br /> With almost any large venture taken
in an organization a great first step is to get buy in. Because training is
becoming a way to help companies achieve strategic goals I would include upper
and mid-level manages, trainers, and employees (Noe, 2011). Whole Foods has an
elaborate leadership team of regional presidents, VPs, officers and an
impressive board of Directors, each of which is a stakeholder. There are also
store managers, employees, certified partners and the most important
stakeholder, the customer. Each of them has concerns and requirements for the
training. Upper-level managers can help determine how the training is relevant
to the company’s business strategy, the type of </span><span style="font-family: 'Baskerville Old Face', serif;">training that is needed, and who needs the
training. Mid-Level managers can also help determine who needs the training, how
it will affect the budget, and what positions will be positively impacted by
the trainings. The trainers are “primarily interested in needs assessment to
provide them with information that they need to administer, develop, and
support training programs” (Noe, 2011). <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 4.5pt; mso-add-space: auto;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 4.5pt; mso-add-space: auto;">
<a href="http://2.bp.blogspot.com/-Nn551p1uB0o/T1lsEsKUZrI/AAAAAAAABRw/eZFIfq3GQDo/s1600/whole-foods-brown-bag.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="http://2.bp.blogspot.com/-Nn551p1uB0o/T1lsEsKUZrI/AAAAAAAABRw/eZFIfq3GQDo/s200/whole-foods-brown-bag.png" width="158" /></a><span style="font-family: 'Baskerville Old Face', serif;"> The three steps to a needs analysis
are not performed in a particular order. But the organizational analysis is
usually conducted first because it can determine whether the training fits with
the company’s strategic objectives, and if the company has the time, budget or
expertise for the training (Noe, 2011). The company’s main focus is to sell the
highest quality food at the most competitive prices. This would require cutting
costs in other areas, and if money can be saved by improving employee
productivity with the training there is a great chance it will get the support
needed from management and trainers. <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 4.5pt; mso-add-space: auto;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 63.0pt; mso-add-space: auto;">
<span style="font-family: 'Baskerville Old Face', serif;">How does this
training align with the company’s seven core values?<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 63.0pt; mso-add-space: auto;">
<span style="font-family: 'Baskerville Old Face', serif;">Which of your
experts can help develop the program content?<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 63.0pt; mso-add-space: auto;">
<span style="font-family: 'Baskerville Old Face', serif;">What might customers,
certified partners, and stakeholders need to know about this training program?<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 63.0pt; mso-add-space: auto;">
<span style="font-family: 'Baskerville Old Face', serif;">How will this
training be perceived by our employees?<o:p></o:p></span></div>
<div align="right" class="MsoListParagraphCxSpMiddle" style="margin-left: 27.0pt; mso-add-space: auto; text-align: right;">
<span style="font-family: 'Baskerville Old Face', serif;"><span class="Apple-style-span" style="font-size: x-small;">(based on questions from Nickols,
2005 & Tannenbaum, 2002)</span><o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 4.5pt; mso-add-space: auto;">
<span style="font-family: 'Baskerville Old Face', serif;"> The second step would be the person
analysis, to identify the employees that needed the training and “the factors
that influence performance and learning (Noe, 2011). I would interview several employees and look
for recurring trends in the interview data to measure person characteristics,
input, output, consequences, and feedback (Noe, 2011). To get a better
understanding I would ask the store and warehouse employees the following
questions in an interview setting:<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 63.0pt; mso-add-space: auto;">
<span style="font-family: 'Baskerville Old Face', serif;">Do you feel that
your new hire training fully prepared you for your current position? <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 63.0pt; mso-add-space: auto;">
<span style="font-family: 'Baskerville Old Face', serif;">Do you feel
motivated to do your job?<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 63.0pt; mso-add-space: auto;">
<span style="font-family: 'Baskerville Old Face', serif;">Does anything
keep you from feeling 100% successful in your work day?<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 63.0pt; mso-add-space: auto;">
<span style="font-family: 'Baskerville Old Face', serif;">Is there a skill
that you would like to learn that would help you do your job better?<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 27.0pt; mso-add-space: auto;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0in; mso-add-space: auto;">
<a href="http://1.bp.blogspot.com/-miorIcW-clY/T1lscIHxs1I/AAAAAAAABSA/ry4GjbFN3Uk/s1600/Whole-Foods2.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="113" src="http://1.bp.blogspot.com/-miorIcW-clY/T1lscIHxs1I/AAAAAAAABSA/ry4GjbFN3Uk/s200/Whole-Foods2.jpg" width="200" /></a><span style="font-family: 'Baskerville Old Face', serif;"> The
final step would be the task analysis. This is a “description of work activities
including tasks performed by employees and the knowledge, skills, and abilities
to complete the tasks” (Noe, 2011). I would start this process by having
managers and workers give descriptions of the different positions. This could
be done using questionnaires and interviews. I would use these two techniques because
they are inexpensive and I can collect and summarize data from a great deal of
people (Noe, 2011). I would take the different descriptions and compare them to
the actual job descriptions the company keeps on file, to determine if there is
a collective understanding of the requirements for each job and task. Then I
would observe the actual work being done in each position to determine if the
workers have the ability to do the jobs and tasks. I will also take into
consideration the working conditions and the impact they have on the completion
of different tasks. By using an observation in this portion of the analysis
process I can be bale to generate data that is relevant to the work environment
while minimizing the level of interruptions (Noe, 2011). <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 27.0pt; mso-add-space: auto;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0in; mso-add-space: auto;">
<span style="font-family: 'Baskerville Old Face', serif;"> If the performance problem is due to employees not having
the knowledge or skill needed to perform a task, training is most likely the
best answer. But this cannot be known until a needs assessment has been done. Even
if there is limited time and resources, it is wise to conduct even a small one
to determine your course of action.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 27.0pt; mso-add-space: auto;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0in; mso-add-space: auto;">
<span style="font-family: 'Baskerville Old Face', serif;"><span class="Apple-style-span" style="font-size: x-small;">References <o:p></o:p></span></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0in; mso-add-space: auto;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0in; mso-add-space: auto;">
<span style="font-family: 'Baskerville Old Face', serif;"><span class="Apple-style-span" style="font-size: x-small;">Nickols, F.,
“Why a stakeholder approach to evaluating training”. <i style="mso-bidi-font-style: normal;">Advances in developing human resources </i>(February 2005): 121-134; <o:p></o:p></span></span></div>
<div class="MsoListParagraphCxSpLast" style="margin-left: 0in; mso-add-space: auto;">
<br /></div>
<div class="MsoNormal">
<span style="color: black; font-family: 'Baskerville Old Face', serif;"><span class="Apple-style-span" style="font-size: x-small;">Noe, R. A. (2010). Employee training and development (5th ed.).
New York, NY: McGraw Hill.<o:p></o:p></span></span></div>
<div class="MsoListParagraphCxSpFirst" style="margin-left: 27.0pt; mso-add-space: auto;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0in; mso-add-space: auto;">
<span style="font-family: 'Baskerville Old Face', serif;"><span class="Apple-style-span" style="font-size: x-small;">Tannenbaum, S.,
“A strategic view of organizational training and learning”. <i style="mso-bidi-font-style: normal;">Creating, implementing, and managing
effective training and development, </i>ed. K. Kraiger (San Fransico:
Jossey-Bass, 2002): 10-52.</span></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0in; mso-add-space: auto;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 0in; mso-add-space: auto;">
<span style="font-family: 'Baskerville Old Face', serif;"><span class="Apple-style-span" style="font-size: x-small;">Photos from wholefoodsmarket.com</span></span></div>
<span class="Apple-style-span" style="font-family: 'Baskerville Old Face', serif; font-size: x-small;"><br /></span>The Big Eyed Girlhttp://www.blogger.com/profile/00725316806219723955noreply@blogger.com7tag:blogger.com,1999:blog-4910329895004437599.post-43732843434673802792012-03-01T14:20:00.002-08:002012-03-01T14:23:55.456-08:00Elevator Speech on TrainingWe had to write a 90 second "Elevator Speech" in class to persuade someone to see the importance of training in any organization. This is my speech:<br />
<br />
<span class="Apple-style-span" style="font-family: Calibri; font-size: 18px; line-height: 24px;"><a href="http://soundcloud.com/user1386256/training-elevator-speech/s-6ddFx">My Elevator Speech</a> </span><br />
<span class="Apple-style-span" style="font-family: Calibri; font-size: medium;"><span class="Apple-style-span" style="line-height: 24px;"><br /></span></span><br />
<span class="Apple-style-span" style="font-family: Calibri;"><span style="font-size: 18px; line-height: 24px;">I can understand where you are coming from when you say that you feel that training is unnecessary, a lot of people feel the way you do. And with the economy the way it is right now it can really seem unneeded. But actually there</span></span><span class="Apple-style-span" style="font-family: Calibri;"><span style="font-size: 18px; line-height: 24px;"> are big changes happening all over because of new technologies, rapid development of knowledge, globalization and e-commerce (Noe, 2010). Training prepares employees for these changes and without it there will be a performance gap in any organization. In this competitive job market workers want to stay relevant and training not only makes them equipped, but it makes them feel appreciated. </span></span><br />
<div>
<div style="font-size: 18px; line-height: 24px;">
<span style="font-family: Calibri;">When asked more than a third of employees said they "would like proper training for new duties and responsibilities" (Bradley, 2010). </span></div>
<div>
<span style="font-size: 18px; line-height: 24px;"><span style="font-family: Calibri;">Training does not just add much needed skills and knowledge to your workforce it also stimulates employee engagement. This is important because "disengaged employees influence the overall health of an organization" (Bradley, 2010). It is estimated that in the near future 85% of the jobs in this country will require extensive use of knowledge. So employees will be required to understand the development systems of their product or service, be able to share this knowledge, and use it to tailor their organization's offerings to meet individual customer's needs (Noe, 2010). You cannot possibly do this without training. So basically, training should be viewed as a mandatory element of every company as opposed to a luxury. </span></span></div>
<div style="font-size: 18px; line-height: 24px;">
<span style="font-family: Calibri;"><br /></span></div>
<div style="font-size: 18px; line-height: 24px;">
<span class="Apple-style-span" style="font-family: Calibri;"><br /></span></div>
<div style="font-size: 18px; line-height: 24px;">
<span style="font-family: Calibri;"><br /></span></div>
<div style="font-size: 18px; line-height: 24px;">
<span style="font-family: Calibri;">References</span></div>
<span style="font-size: 18px; line-height: 24px;"><span style="font-family: Calibri;">Bradley, A. (2010). Shifting away from an employer’s market. Training and Development, 64(7), 16–17. </span></span><br />
<div>
<span style="font-size: 18px; line-height: 24px;"><span style="font-family: Calibri;"><br /></span></span><br />
<div>
<span style="font-size: 18px; line-height: 24px;"><span style="font-family: Calibri;">Noe, R. A. (2010). Employee training and development (5th ed.). New York, NY: McGraw Hill.</span></span></div>
</div>
</div>The Big Eyed Girlhttp://www.blogger.com/profile/00725316806219723955noreply@blogger.com10tag:blogger.com,1999:blog-4910329895004437599.post-80110428339516117032011-10-13T19:41:00.000-07:002011-10-13T19:41:35.015-07:00Scope Creep<span class="Apple-style-span" style="font-family: Tahoma;"><span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; -webkit-text-decorations-in-effect: none; -webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; border-collapse: separate; color: black; font-family: Tahoma; font-size: small; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: 2; text-align: -webkit-auto; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px;">When I was given the assignment to discuss a time when a project I was working on fell to the pressures of scope creep I just stared at the screen and felt my frustrations rise. My limited exposure to this field was once again proving to make my assignments far more difficult than need be. So I offer the caveat that if you are purusing this blog to gain a wealth of knowledge about this problem I will not guarantee that this is the spot for you. But I will do my best in the following lines to offer you some real life perspective on scope creep...<br />
<br />
Let me start by explaining that scope creep is the "natural tendency of the client, as well as project team members, to try to improve the project's output as the project progresses" (Portny, 2008).<br />
</span></span><br />
<div><span class="Apple-style-span" style="font-family: Tahoma;"><span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; -webkit-text-decorations-in-effect: none; -webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; border-collapse: separate; color: black; font-family: Tahoma; font-size: small; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: 2; text-align: -webkit-auto; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px;">I am at heart a minimalist. I like to keep things neat, clean, simple and yet beautiful. When I was early in my teaching career I took on the challenge of putting together a prom on a shoestring budget in the rundown gymnasium of a nonpublic special education school. </span></span></div><div><span class="Apple-style-span" style="font-family: Tahoma;"><span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; -webkit-text-decorations-in-effect: none; -webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; border-collapse: separate; color: black; font-family: Tahoma; font-size: small; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: 2; text-align: -webkit-auto; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px;"><br />
</span></span></div><div><span class="Apple-style-span" style="font-family: Tahoma;"><span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; -webkit-text-decorations-in-effect: none; -webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; border-collapse: separate; color: black; font-family: Tahoma; font-size: small; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: 2; text-align: -webkit-auto; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px;">The scope creep came from me. As I worked on the project I was flooded with more and more ideas that would make the prom even better. I was constantly thinking about the undeniable fact that this would be the pinnacle of social situations for many of the kids. With all of my changes I also adopted "an informal process of handling requests for change" (Portny, 2008). What I could have used aside from a calming dose of reality was a change control system, which is a "well controlled, formal process whereby changes can be introduces and accomplished with as little distress as possible" (Portny, 2008).</span></span></div><div><span class="Apple-style-span" style="font-family: Tahoma;"><span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; -webkit-text-decorations-in-effect: none; -webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; border-collapse: separate; color: black; font-family: Tahoma; font-size: small; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: 2; text-align: -webkit-auto; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px;"><br />
</span></span></div><div><span class="Apple-style-span" style="font-family: Tahoma;"><span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; -webkit-text-decorations-in-effect: none; -webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; border-collapse: separate; color: black; font-family: Tahoma; font-size: small; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: 2; text-align: -webkit-auto; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px;">Now don't get me wrong, the prom was a huge success. The Secret Garden theme brought tears to the eyes of several parents. But by the end of the process I was completely burnt out because I had to take on the majority of the changes on my own. By taking a few simple steps a lot of the stress and strain of those couple of months could have been far less stressful. </span></span></div><div><span class="Apple-style-span" style="font-family: Tahoma;"><span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; -webkit-text-decorations-in-effect: none; -webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; border-collapse: separate; color: black; font-family: Tahoma; font-size: small; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: 2; text-align: -webkit-auto; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px;"><br />
</span></span></div><div><span class="Apple-style-span" style="font-family: Tahoma;"><span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; -webkit-text-decorations-in-effect: none; -webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; border-collapse: separate; color: black; font-family: Tahoma; font-size: small; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: 2; text-align: -webkit-auto; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px;">Resources</span></span></div><div><span class="Apple-style-span" style="font-family: Tahoma;"><span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; -webkit-text-decorations-in-effect: none; -webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; border-collapse: separate; color: black; font-family: Tahoma; font-size: small; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: 2; text-align: -webkit-auto; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px;"><br />
</span></span></div><div><span class="Apple-style-span" style="font-family: Tahoma;"><span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; -webkit-text-decorations-in-effect: none; -webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; border-collapse: separate; color: black; font-family: Tahoma; font-size: small; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: 2; text-align: -webkit-auto; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px;">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.</span></span></div><br />
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</span><br />
<span class="Apple-style-span" style="font-family: Tahoma;"><br />
</span>The Big Eyed Girlhttp://www.blogger.com/profile/00725316806219723955noreply@blogger.com4tag:blogger.com,1999:blog-4910329895004437599.post-71226615592216598522011-10-08T04:48:00.000-07:002011-10-08T04:48:10.547-07:00Estimating Costs and Allocating Resources<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">This week I was assigned the task of finding some sites that would offer help in <b>Estimating Costs and Allocating Resources </b>for an instructional design project. "Various tools and strategies can help project managers improve the accuracy of budget estimates," (Portny, 2008), and I found a few that have already started to help me. I can honestly say that this project management thing is not (yet) my strong suit. So I was eager to find some sites that could actually help me gain a better understanding while actually becoming a resource I could have for future endeavors. </span><br />
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"><br />
</span><br />
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">The first site I found, <a href="http://pmtips.net/estimating-project-effort-cost/">Project Management Tips</a>, was a great starting point because it gave me some real understanding. With its brief synopsis of project management and very informative links (located at the bottom) I was able to see a full picture of the processes and figure out where my project time and money would go. The site offered simple and helpful statements like: "<span class="Apple-style-span" style="line-height: 16px;">In order to run the project you first need to know how long things take, how much they will cost, and what kind of resources will be required. The only way you can get this data is by doing good estimates. Without good estimates you really have no way of knowing where you are at any point in the project, and you have no way of predicting how much the project will cost or how long it is going to take to do it" </span></span><br />
<span class="Apple-style-span" style="line-height: 16px;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"><br />
</span></span><br />
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"><span class="Apple-style-span" style="line-height: 16px;">Another great site was the </span><a href="http://instructionaldesignvillage.wordpress.com/2010/12/02/estimating-costs-and-allocating-resources-in-instructional-design/" style="line-height: 16px;">Life By Design</a><span class="Apple-style-span" style="line-height: 16px;"> blog post, Estimating Costs and Allocating Resources in Instructional Design. This blog offers links to sites that will do the math for calculating project costs. It also has some formulas for calculating additional project expenses and figuring out how much time different projects, or portions of a project, will take. Deborah, the author, gives step by step understanding of the different links on the page. The blog is a great resource for all things in project management and instructional design. She also blogs about scope creep, communication and other topics I have been exposed to in this course. </span></span><br />
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"><span class="Apple-style-span" style="line-height: 16px;"><br />
</span></span><br />
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"><span class="Apple-style-span" style="line-height: 16px;">If you can ignore the very busy ads, and other visuals on my final choice, <a href="http://www.nwlink.com/~Donclark/hrd/costs.html">Big Dog and Little Dog Site</a>, you will see that this site is laced with all types of formulas and equations for finding out costs, time estimations and a plethora of other details for managing instructional design projects. The site has sections on budgeting, training costs, estimating development hours, and a host of other topics. </span></span><br />
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"><span class="Apple-style-span" style="line-height: 16px;"><br />
</span></span><br />
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"><span class="Apple-style-span" style="line-height: 16px;">I am not saying that these are the best sites out there for an instructional design professional. But as the self proclaimed novice that I am, these 3 sites offer me a deeper understanding of the profession. "Whatever the chosen method, being able to accurately estimate costs is a critical project manager responsibility" (Portny, 2008). Good luck!!!</span></span><br />
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"><span class="Apple-style-span" style="line-height: 16px;"><br />
</span></span><br />
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"><span class="Apple-style-span" style="line-height: 16px;">References </span></span><br />
<span class="Apple-style-span" style="line-height: 16px;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: x-small;">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. </span></span><br />
<span class="Apple-style-span" style="line-height: 16px;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: x-small;"><br />
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<div class="MsoNormal"><a href="http://pmtips.net/estimating-project-effort-cost/"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: x-small;">http://pmtips.net/estimating-project-effort-cost/</span></a></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><a href="http://instructionaldesignvillage.wordpress.com/2010/12/02/estimating-costs-and-allocating-resources-in-instructional-design/"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: x-small;">http://instructionaldesignvillage.wordpress.com/2010/12/02/estimating-costs-and-allocating-resources-in-instructional-design/</span></a></div><div class="MsoNormal"><br />
</div><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; font-size: x-small;"><a href="http://www.nwlink.com/~Donclark/hrd/costs.html">http://www.nwlink.com/~Donclark/hrd/costs.html</a><span class="Apple-style-span" style="line-height: 16px;"> </span></span><br />
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</span></span>The Big Eyed Girlhttp://www.blogger.com/profile/00725316806219723955noreply@blogger.com1tag:blogger.com,1999:blog-4910329895004437599.post-50936776684423155032011-09-22T19:28:00.000-07:002011-09-23T05:50:28.261-07:00Communicating EffectivelyMy textbook states that communication is "sharing the right messages with the right people in a timely manner" (Portny, 2008). So the assignment this week was to look at the same message being presented in three different way; email, voicemail and in person. Of course without even looking at the presentation I knew that face-to-face was going to be the best answer. After reading a bunch of different articles this week that talked about communication, face-to-face with a follow up email is the safest bet. But this little module really sent the message home!<br />
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The site took the same message and gave it to you in an email, voicemail and with a video of someone saying it right to you. When I first read the email it started off with a nice tone checking to see if the recipient was still in a meeting and quickly shifted gears to an aggressive manner with full disregard to the well being of the recipient. (This is why I always tell people to be careful what you text, because tone is very hard to read).<br />
The voicemail sounded much more pleasant than the email read. But it still came across a little hard towards the end. But the major difference was that the last line of the voicemail said "I really appreciate your help." Now when I read the 9 line email I didn't even notice this last sentence, and looking back it had its own line and everything. I think I was too frustrated by reading the intense message that I didn't even read the final line, it just looked like a closing remark. It made me reflect on all the times I have written a hard to swallow message and ended with a kind remark to soften the blow, and wonder how many people actually read the last line.<br />
I was so blown away by my new discovery with the voicemail I felt there could not possibly be that big of a difference with the in person message. Wrong again! People's mannerism speak volumes, many more volumes than their words or tone of voice. After listening to the woman speak the lines I have just read and heard mere second before, I have a completely different feeling about the message. Her stance, smile and casual eye contact made all the difference in the world. It didn't feel aggressive at all, in fact had I really been the fictitious recipient I would have happily finished up my portion of the project.<br />
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Communication is not just words, it is also spirit and attitude, tonality and body language, timing and consideration of the personality of the recipient (Stolovitch, n.d.). The importance of these different elements of communication were definitely displayed in this exercise. This 5 minute module really brought the true value of communication to light. In a similar situation I would have quickly shot out an email to get my person back on task and not thought for a minute to communicate my needs in a different way. But I now know that a little leg work and a smile can go a much longer way.<br />
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References<br />
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<tr class="tr-content-light" style="background-color: white;"><td class="td-content-dark" style="color: black; font-family: Arial, sans-serif; font-size: 10px;" valign="top" width="100%">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.<br />
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Stolovitch, Harold. (n.d.). Communicating with Stakeholders. Retrieved on September 21, 2011 at <a href="http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5693702&Survey=1&47=7412221&ClientNodeID=984650&coursenav=1&bhcp=1Co" style="color: blue; text-decoration: underline;" target="_new">http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5693702&Survey=1&47=7412221&ClientNodeID=984650&coursenav=1&bhcp=1Co</a></td></tr>
</tbody></table>The Big Eyed Girlhttp://www.blogger.com/profile/00725316806219723955noreply@blogger.com1tag:blogger.com,1999:blog-4910329895004437599.post-4195848400859413482011-09-18T05:27:00.000-07:002011-09-18T05:27:12.156-07:00Project Post MortemI was asked this week to discuss a past project that I was a part of that failed or did not reach the expected outcomes. It took me a while to think of an example, and as I type these words I am silently praying for a better example than the one I am most likely about to give. But as the beginning of the school year, with so many changes, the brain can only do so much. So my example will have to be as follows.<br />
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Last year I went to a training on a website that teachers in my city were able to find their testing statistics and scores. At the actual training I learned that the site could generate worksheets, additional tests and other items based on individual scores. I was very interested in the program and could see how it could benefit our school (the lowest in the district) and teachers in raising test scores. After talking with the principal (whom I has a less than desirable relationship with) I was given one week to develop a training to present to the staff.<br />
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With this limited timeline to develop a training about a product I was excited about but had only had 2 hours of training on and limited usage, I was frantic to try and piece something together. My presentation ended up being a simple power point that I hardly used because of the uncomfortable space and slow computer that I was given for my trainings. I was also only given 25 minutes to share this information with each grade level, so that students were not left for long periods of time with a substitute. "Because employees' training time causes managers to be shorthanded during the training period, it is important that the project team focus on what employees need to know versus what would be nice to know. So the training ended up focusing on the basics of the program instead of the "bells and whistles" that set it apart from other data driven websites.<br />
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Because I was so intrigued by the massive abilities of the program I was able to convey this excitement in the trainings. Teachers were interested in using the program to push their test scores and use the offerings as supplements to their lessons. I ended up having private lessons with those teachers who were really interested in the additional aspects of the program so they could fully understand how to work the site.<br />
I really believe that if I had been given more than a week to plan and more than 25 minutes to share the training would have been more of a success. Even with the limitations several teachers were able to use the program to help them move their students academically.<br />
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References<br />
<span class="Apple-style-span" style="color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14px; line-height: 18px;">Murphy, C. (1994). Utilizing project management techniques in the design of instructional materials. Performance & Instruction, 33(3), 9–11.</span>The Big Eyed Girlhttp://www.blogger.com/profile/00725316806219723955noreply@blogger.com1tag:blogger.com,1999:blog-4910329895004437599.post-61871638374053781182011-08-21T05:52:00.001-07:002011-08-21T05:52:39.307-07:00The future of Distance Learning<br />
<div class="MsoNormal">As my course in Distance Learning draws to a close I am asked to reflect on the future of this technology based education option and my role in the improvement of the perception of it and the actual field itself. When I stop and think about the future of distance learning I wonder if I will have children, and their role in the future that I will be helping to create. I see a growing acceptance of the idea of online education. I think in the next 5-10 years education over the internet will finally be a common option that is not even looked at as an alternative to traditional face-to-face studies, but just a general offering that is selected or passed up like you would a professor you do or do not like. Because technology is moving and growing at such a rapid rate, the time it takes for people to become comfortable with a new creating based on these advances is shortened ever so slightly with each new product. </div><div class="MsoNormal"><br />
</div><div class="MsoNormal">In 10-20 years I cannot even imagine what distance learning will look like. The world is a global playground to any new technology. Students may have a simulation option in the future where their comments are collected and transmitted to one another in a virtual classroom that is tapped into with goggles and headphones. Synchronous chats may then look like actual classroom chats with avatars or holographic images of classmates and teachers. I could let my imagination continue to run rampant, but I am simply saying that the picture of distance learning in the future will be painted with an array of colors we have yet to see or even envision.</div><div class="MsoNormal"><br />
</div><div class="MsoNormal">As a distance learner all any of us will have to do to generate and maintain a positive perception of online education is to ensure that what we are creating is quality. We have to always remember that the technology is not the reason for the course we create, but merely a conduit for the information to flow through. As the cyber world grows more intricate and the contributions become more and more interesting, we must keep a level head and not let the technology be what drives our courses. People will continue to base their decisions of school selection on things like price, name, accreditation, and so on, but how the school uses technology will soon become a regular on that list. If the online options that we create produce high quality students then the public will see that and our products will be what fuels the positive perception of online learning. </div><div class="MsoNormal"><br />
</div><div class="MsoNormal">AS an instructional designer I will always want more for and from the students that my course designs will touch. For this to happen I will have to stay aware of the lasts technologies, so that when developing a class I can focus on how to convey the information and not be bogged down with trying to learn a new program while in the development stages. I will also continue to take classes myself to be familiar with the latest findings in learning theories, the new minds of future generations and the advancements of my field. By keeping my knowledge base current as well as my skill set I will be a viable resource in the future of distance education. </div><div class="MsoNormal">Regardless of how individuals feel about online learning, it has thus far withstood the test of time. Even though this window of time has been shortened by the speed of the evolution of technology, it has still withstood all of its tests. So in my eyes distance education is here to stay, now it may look completely different in the next few decades, but what we commonly refer to right now as “distance learning” looks nothing like the correspondences courses of yesteryear. So with that said, I see I bright future for this educational option, which in turn offers a bright future for me as well. </div>The Big Eyed Girlhttp://www.blogger.com/profile/00725316806219723955noreply@blogger.com0tag:blogger.com,1999:blog-4910329895004437599.post-85862753210189265302011-08-14T13:51:00.000-07:002011-08-14T14:07:41.579-07:00Best Practices AssignmentSo this week I was supposed to create a best practices document for a trainer that decided to make his face to face class a blended class. In my mind this was a one page resource to keep him focused on the transition. I also envisioned it being used in a informational packet (with a few tweaks). Some of the information that I was required to embed into this document is as follows:<br />
- pre-planning strategies<br />
- what can be enhanced by the distance learning format<br />
- how does the trainers role change in a distance learning environment<br />
- what steps can he take to encourage the trainees to communicate online<br />
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Attached you will find the actual document. feel free to look over it and let me know how you feel about it!!<br />
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<a href="https://docs.google.com/document/pub?id=14OxCcTnOt4zfwjv49pDSfXIflcylxWRDpfr9w-K7VbE">Best Practices Document</a><br />
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The Big Eyed Girlhttp://www.blogger.com/profile/00725316806219723955noreply@blogger.com0tag:blogger.com,1999:blog-4910329895004437599.post-23176327947919563242011-07-31T17:28:00.000-07:002011-07-31T17:28:00.639-07:00Free Online Course Critique<div class="MsoNormal" style="line-height: 115%;">My assignment this week was to look at a free online course and critique it. So, while perusing <span class="apple-style-span"><span style="color: black;"><a href="http://www.openculture.com/" target="new">http://www.openculture.com/</a> which has so great links to all kinds of free things, I noticed that some of the courses that were offered were from Harvard. I quickly skimmed down to math and selected a math course that was offered at Harvard, MATH E-222 Abstract Algebra. I know what you are thinking, “she must be so smart!” You would be correct in that assumption, but just not as smart as the kid with the lowest grade in this class (at least when it comes to abstract algebra, a topic I know next to nothing about). <o:p></o:p></span></span></div><div class="MsoNormal" style="line-height: 115%;"><br />
</div><div class="MsoNormal" style="line-height: 115%;"><span class="apple-style-span"><span style="color: black;">Now I understand this is a FREE course, so I know there was not an instructional designer slaving away turning an advanced math class into something palatable for the online student. but this is Harvard we are talking about and I guess I had foolishly high standards for the ivy league school. Let me start by saying aside from the fact that I could get videos of the lectures online, along with a laundry list of PDF files with hand scribbled notes on them and another PDF list titled problems sets that simply listed the page in the textbook to turn to and which problems to work on, were the only offerings that in any way shape or form resembled an online course. <o:p></o:p></span></span></div><div class="MsoNormal" style="line-height: 115%;"><br />
</div><div class="MsoNormal" style="line-height: 115%;"><span class="apple-style-span"><span style="color: black;">This Harvard math class is guilty of doing one of the worst distance learning practices of “dumping” face to face course offerings onto the web (Simonson, 2009). This course was simply filmed and put on line. The film was not edited at all. When he was standing in the way of the problem or had written something illegibly there was no graphic added or a later image shot and edited into the film so the distance learner can see what the professor was actually talking about. In fact, the camera lagged behind the work, and would go back to the problem when it was in view but far after the steps had been given. <span style="mso-spacerun: yes;"> </span>There were also no activities designed for the distance learner at all. If they didn’t have the textbook they could not even do the problem sets that were assigned to the face to face class. The design of this class would make it almost impossible to be successful while learning at a distance. <o:p></o:p></span></span></div><div class="MsoNormal" style="line-height: 115%;"><br />
</div><div class="MsoNormal" style="line-height: 115%;"><span class="apple-style-span"><span style="color: black;">Another issue was the lack of an actual course management system (CMS) at all. A CMS is a virtual learning environment that has “become the de facto standard by which the vast majority of asynchronous distance education courses are delivered” (Simonson, 2009). Unless, you consider a webpage with links to all of the above stated elements and a very skimpy syllabus a CMS. There is no form of communications, project space or assessments for the distance learner. From the looks of things what was being offered as a free extension class was really just a compilation of the class artifacts placed on line for the face to face attendees to use as needed. In one of the lectures that I watched Professor Gross did announce that when speaking about the extension course he should look into the camera. But that appeared to be the only concession made for the distance learners. <o:p></o:p></span></span></div><div class="MsoNormal" style="line-height: 115%;"><span class="apple-style-span"><span style="color: black;">There were some positives I would like to highlight, but I must honestly say they really do not compensate for the poor and almost nonexistent design of the online version of this class. I did really like that each lecture was offered in 3 different forms for downloading; Quicktime, Flash and as an MP3. This ensures an ease of use for the technology, and even allowed people with slow bandwidth to download MP3s so they could still participate. Professor Gross kept a very conversational tone throughout his lectures and seemed to really enjoy teaching the subject matter. He also acknowledged that he used too much jargon and asked that students stop and get clarification from him. All of the materials are available at all times, aside from the textbook which is probably due to copyright issues.<span style="mso-spacerun: yes;"> </span>The final positive is that the course is asynchronous, so students can work at their own pace to fully grasp the intricate math problems. <o:p></o:p></span></span></div><div class="MsoNormal" style="line-height: 115%;"><br />
</div><div class="MsoNormal" style="line-height: 115%;"><span class="apple-style-span"><span style="color: black;">All in all I would rate this course as a complete flop. Though, I highly doubt anyone at Harvard is worried about what I have to say, or what the nonpaying distance learners are not receiving from their ever so generous (please note the sarcasm) free classes. But, honestly, in this day and age everything that goes onto the internet with your name on it should be worth having the label. It would have taking an ID student less than a month to retool the class and actually make it worth taking. It is a reflection of the old school belief system that many highly esteemed schools still carry. My warning for them is that if they start looking towards future technologies their schools will be a thing of the past.<o:p></o:p></span></span></div><div class="MsoNormal" style="line-height: 115%;"><br />
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</div>The Big Eyed Girlhttp://www.blogger.com/profile/00725316806219723955noreply@blogger.com0tag:blogger.com,1999:blog-4910329895004437599.post-12732976341245827272011-07-17T13:42:00.000-07:002011-07-17T13:42:49.536-07:00Blackboard Collaborate<span class="Apple-style-span" style="font-family: 'Times New Roman', Times, serif; font-size: 16px;"></span><br />
<a href="http://3.bp.blogspot.com/-Qz9qKhtfmBk/TiNIrJZhiHI/AAAAAAAAAZA/N6jPjWvYFm4/s1600/logo.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="83" src="http://3.bp.blogspot.com/-Qz9qKhtfmBk/TiNIrJZhiHI/AAAAAAAAAZA/N6jPjWvYFm4/s200/logo.jpg" width="200" /></a>My professor asked us to look at a scenario and figure out what type of distance learning technology we would use to remedy the problem. The scenario is as follows:<br />
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A high school history teacher, located on the west coast of the United States, wants to showcase to her students new exhibits being held at two prominent New York City museums. The teacher wants her students to take a "tour" of the museums and be able to interact with the museum curators, as well as see the art work on display. Afterward, the teacher would like to choose two pieces of artwork from each exhibit and have the students participate in a group critique of the individual work of art. As a novice of distance learning and distance learning technologies, the teacher turned to the school district’s instructional designer for assistance. In the role of the instructional designer, what distance learning technologies would you suggest the teacher use to provide the best learning experience for her students?<br />
I began to peruse my textbook looking for a new idea to remedy this situation. Now as a first grade teacher in a low income area I have no real working knowledge of distance learning technologies, but I love to Skype and video chat with my family that is scattered all over the country. When I came to the section on desktop two-way audio/video I knew I had come across my answer. But the first sentence talked about this technology being costly and cumbersome (Simonson, 2009), which was hard to believe having used Skype for free a million times. But as I started hunting I came across Blackboard Collaborate.<iframe allowfullscreen="" frameborder="0" height="349" src="http://www.youtube.com/embed/QCW5J1Ot2Jo" width="560"></iframe><br />
The website explains that it is a combination of Wimba and Elluminate. If I just sounded like I was speaking some foreign language, have no fear, I am going to keep it simple!<br />
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These programs offer users the abilities to have more engaging collaborations by using web, video and audio conferencing, instant messaging and a host of other options. The main focus for my assignment was the web and video conferencing.<br />
Their video conferencing used a bevy of wonderful additions to my basic idea of video chats. Blackboard Collaborate offers not just teleconferencing, but also the ability to use 6 simultaneous cameras, live chat, use log ins with profiles, and an interactive whiteboard space. You can look at this link to see a video on how this technology works at, <a href="http://www.blackboard.com/getdoc/5dcff8d2-5fda-4181-aac6-184b4a2ed24c/Introducing-Blackboard-Collaborate-Web-Conferencin.aspx">Introduction to Blackboard Collaborate Web Conferencing</a>. But as educators in this day and age we must always remember that the key to success in the classroom “is not which technologies are used, but how they car used and what information is communicated using the technologies” (Simonson, 2009).<br />
I felt like the teacher in the scenario could use the Blackboard Collaborate program with the museum curators to create the tour and then hold a lecture. The teacher could work together with the museum staff to create a whiteboard presentation on the exhibits. On the day of the “tour” the experts would join in with the class via teleconferencing. They would be visible on the Audio and Video panel. Each student could log in to the site for a live chat with the presenter, and the teacher could even have a microphone set up for a question answer session. This program offers a wealth of options for how to construct a distance learning experience, and that paired with a great lesson plan and a partnership with experienced professionals will lead to a very interesting and educational experience for the students.<br />
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References<br />
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). <em>Teaching and learning at a distance: Foundations of distance education</em> (4th ed.) Boston, MA: Pearson<br />
http://www.blackboard.com/Platforms/Collaborate/overview.aspx<br />
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If you are interested and want to know EVEN more about Blackboard Collaborate check out this video:<iframe allowfullscreen="" frameborder="0" height="349" src="http://www.youtube.com/embed/98mgLa1QNAM" width="425"></iframe>The Big Eyed Girlhttp://www.blogger.com/profile/00725316806219723955noreply@blogger.com0tag:blogger.com,1999:blog-4910329895004437599.post-64415162172082027062011-07-03T17:32:00.000-07:002011-07-03T17:39:32.371-07:00Distance Learning in my Eye<div class="MsoNormal"> Before I began this journey to becoming an Instructional Designer I had a very small idea of what distance learning actually was. Not so much because I was unlearned in the theories and concepts of distance learning, but because I had really never thought about it. Then I went from having no real concern for it to plunging into becoming a distance learner, who is now currently learning about distance learning. Now that this knot is woven I will explain this a little bit more. I used to think distance learning was getting on a computer or tuning into a tv show and learning something. I felt like a distance learner when I was on youtube.com learning how to change my bike tire, or reading about the differences between Calvinism and Arminianism, even watching how to cook like Paula Dean on the Food Network. But as I began to learning more about this topic from a more professional standpoint it became clear that I was off the mark. Many of the things I considered to fall under the umbrella of distance learning were really self study.</div><div class="MsoNormal"><br />
</div><div class="MsoNormal"> Distance learning is defined, in <i style="mso-bidi-font-style: normal;">Teaching and Learning as a Distance</i> as “institution based, formal education where the learning group is separated and where interactive telecommunications systems are used to connect learners, resources , and instructors” (Simonson, 2009). So if I use this definition it is clear just how unclear I was about distance learning. </div><div class="MsoNormal"><br />
</div><div class="MsoNormal"> First, it states that distance learning is tied to an institution (Simonson, 2009). So, even though youtube.com is available in most homes, on multiple phones, used by teachers to show all kinds of information to their students, it is not an institution, nor is the Food Network, much to the chagrin of my best friend. Universities, schools, corporations and such are considered to be “institutions” in this matter. So even though thanks to Paula Dean I can now make a banana pudding that brings a tear to the eye, and I learned about it years after she demonstrated how to make said pudding in a city about a thousand miles from where I downloaded the recipe, and it is an education that has made me famous at my church, this was not and will never be considered distance learning but instead simply self study. </div><div class="MsoNormal"><br />
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</div><div class="MsoNormal"><div class="separator" style="clear: both; text-align: center;"><a href="http://1.bp.blogspot.com/-ddDslCLeNgI/ThEJGXYfgPI/AAAAAAAAAYE/GXsTtsnp9Xc/s1600/mind+map.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="222" src="http://1.bp.blogspot.com/-ddDslCLeNgI/ThEJGXYfgPI/AAAAAAAAAYE/GXsTtsnp9Xc/s400/mind+map.JPG" width="400" /></a></div> This pudding example personifies the main point of distance learning. Yes, this kitchen master and I were separated by distance and time, and I had to use the internet (interactive communication) to find the recipe. But the main reason that makes this example one of self study is that distance learning must connect “learners, resources and instructors” (Simonson, 2009). And no matter how emotional I get about this delectable dessert, Paula Dean has no connection to me and my kitchen explorations. “The definition of distance education included these four components. If one or more are missing, then the event is something different if only slightly, than distance education” (Simonson, 2009). </div><div class="MsoNormal"><br />
</div><div class="MsoNormal"> Distance learning has been around for well over a hundred years. In the past the “interactive community” (Simonson, 2009) was letters and assignments mailed back and forth between teacher and student. But the popularization of the world wide web made learning at a distance an easy and affordable option in the United States of America (Simonson, n.d.). In the span of a year the amount of students enrolled in a distance learning program went from 1.5 million to 6 million, which leads experts to believe that numbers will continue to increase dramatically in the next few year (Simonson, n.d.). I personally feel there is a long way to go before it is received by all as a regular option for education. Home schooling and online degrees are still looked at by many as a less that standard education. But as the internet grows and becomes even more entrenched in our daily lives, people will accept distance based educations as a viable option, not a replacement of universities (Simonson, n.d.), but an option none the less. </div><div class="MsoNormal"><br />
</div><div class="MsoNormal"> Now as I look at my personal definition of distance learning, I would have to say that it embodies much of what I have learned from these educational sources I was given in my online class. It is an education from a large institution that takes place at different times and locations for several people, and there has to be a shared relationship on some level between the teacher and learner. </div><div class="MsoNormal"><br />
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</div><div class="MsoNormal">References</div><div class="MsoNormal"><span class="apple-style-span"><span style="color: black; font-family: Arial, sans-serif;">Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009).</span></span><span class="apple-converted-space"><span style="color: black; font-family: Arial, sans-serif;"> </span></span><span class="apple-style-span"><i><span style="color: black; font-family: Arial, sans-serif;">Teaching and learning at a distance: Foundations of distance education</span></i></span><span class="apple-converted-space"><span style="color: black; font-family: Arial, sans-serif;"> </span></span><span class="apple-style-span"><span style="color: black; font-family: Arial, sans-serif;">(4th ed.) Boston, MA: Pearson.</span><o:p></o:p></span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span class="apple-style-span"><span style="color: black; font-family: Arial, sans-serif;">Simonson, M. (n.d.). <i style="mso-bidi-font-style: normal;">Distance education the next generation. </i>Retrieved from <a href="http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5364557&Survey=1&47=7412221&ClientNodeID=984650&coursenav=1&bhcp=1">http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5364557&Survey=1&47=7412221&ClientNodeID=984650&coursenav=1&bhcp=1</a> on July 2, 2011. <o:p></o:p></span></span><br />
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<span class="apple-style-span"><span style="color: black; font-family: Arial, sans-serif;">** The awesome banana pudding recipe can be found at: <a href="http://www.foodnetwork.com/recipes/paula-deen/not-yo-mamas-banana-pudding-recipe/index.html">not your mama's banana pudding</a></span></span></div>The Big Eyed Girlhttp://www.blogger.com/profile/00725316806219723955noreply@blogger.com0tag:blogger.com,1999:blog-4910329895004437599.post-11527919167822003022010-10-24T06:17:00.000-07:002010-10-24T06:17:16.012-07:00Learning From Learning Theories<div class="MsoNormal">When I started the course that was the inspiration to writing this blog I had to talk about how I learned and what were issues that made learning challenging. I made the points that I learn kinesthetically and with a lot of visuals and examples. I also made mention of the fact that if I do not find things interesting I quickly label them as unimportant and those tidbits of knowledge rarely find their way into my long term memory. </div><div class="MsoNormal">My assignment this week was to discuss how my view of how I learn has changed based on all this new information about learning theories. But as I learned more about the theories I already knew and then new ones like Connectivism, Social and Adult learning theories my view didn’t change it was just enhanced. </div><div class="MsoNormal">I still think that the theories play upon one another. I agree when Jonassen says “that introductory knowledge acquisition is better supported by more objectivistic approaches (behavioral and/or cognitive) but suggests a transition to constructivistic approaches as learners acquire more knowledge which provides them with the conceptual power needed to deal with complex and ill-structured problems” (Jonassen, 1991). I think we float in and out of different elements of behaviorism, cognativism and constructivism throughout much of our life. </div><div class="MsoNormal">But the one this that did change was being introduced to the Connectivist theory. I fully agree with and learn through the parameters of this theory. I am fully connected to my “network” and learn a lot while online. The obvious way that Connectivism influences my education is that I am currently getting my masters online, and I have also created an educational blog (that you are reading now). <span style="mso-spacerun: yes;"> </span>I am also a social network junkie, I live over a thousand miles away from my hometown and have friends all over the world. I stay in contact with all of them on Facebook, even the ones that live 15 miles away. <span style="mso-spacerun: yes;"> </span>I stay “connected” through my blackberry. I use this mobile device to check my email, Facebook and to Google or spell check anything my friends or students can ask or come up with. Technology plays a huge and very important part in my education, formal and casual. </div><div class="MsoNormal">With the introduction to the new theories I also learned that I am not a textbook Adult Learner. I do not need to be involved in the creation of the instruction or help develop it. I am a busy adult I just want you to give me the information I need and then let me process it as I see fit. I do, however, prefer to learn things that matter in my personal and professional life. Anything outside of that box becomes less interesting and it is hard for it to hold my attention. </div><div class="MsoNormal">To honor other learners like myself, I will keep this blog concise and simple. Learning theories are, honestly, not my favorite topic to study, but they do have their place in Instructional Design. So if you are in or considering a career in ID you really need to understand how people think and learn so that you can fully understand how to teach them effectively. </div><div class="MsoNormal"><br />
</div><div class="MsoNormal">Jonassen, D. H. (1991). Evaluating constructivistic learning. <i style="mso-bidi-font-style: normal;">Educational Technology, </i>31(9).</div>The Big Eyed Girlhttp://www.blogger.com/profile/00725316806219723955noreply@blogger.com1tag:blogger.com,1999:blog-4910329895004437599.post-12363940032957942892010-10-10T06:28:00.001-07:002010-10-10T06:28:40.791-07:00Connectivism in the My World: A Reflection<span class="Apple-style-span" style="font-family: 'MS Shell Dlg'; font-size: small;"><span class="Apple-style-span" style="font-size: 13px;"><br />
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</div><div class="MsoNormal">I remember when I was in the 2nd grade writing a paper on the Stegosaurus and my dad walking into the dining room with this huge box. When I opened it there was a full set of these green encyclopedias. I was ecstatic. I remember feeling like the entire world was sitting right in front of me. By middle school I was already frustrated with these little books lack of current information. And last year a student was giving out random volumes from an encyclopedia set he had found in his house. While standing there holding a “P” encyclopedia I realized how much had changed in my lifetime, how expansive the learning networks we all have really are, even in 2<sup>nd</sup> grade. </div><div class="MsoNormal"><br />
</div><div class="MsoNormal">But the magic I once saw in those books my dad bought me is ever growing on the internet. Google is my current set of little green encyclopedias. I feel like I really do have the world at my fingertips by simply typing in a few words. According to Siemens, “connectivism is driven by the understanding that decisions are based on rapidly altering foundations. New information is continually being acquired and the ability to draw distinctions between important and unimportant information is vital. Also critical is the ability to recognize when new information alters the landscape based on decisions made yesterday” (Seimens, 2005 p. 24). So this made me wonder how the way I learn has changed. Google, often times coupled with my Blackberry, is my tool of choice. I can get the information I am searching for in a matter of seconds. If I am writing a paper, creating a smartboard presentation for my students, or just trying to prove a point in a conversation over dinner with friends, I can go to Google to get all my answers. </div><div class="MsoNormal"><br />
</div><div class="MsoNormal">Another tool I use is Facebook. If I need to remember who was Homecoming queen my senior year in high school, where to get the best pizza while visiting New York, or some fantastic movie quote, I can just put it in my status and wait for the responses to roll in.</div><div class="MsoNormal"><br />
</div><div class="MsoNormal">I could write a laundry list of others sources of information that I use to gain knowledge, but what it all boils down to is that I am now an impatient learner. When I cannot figure something out I am plagued by it. I have been Google-ing the word for when you learn a new word and then you hear it all of the time for months and I have yet to find the word. I blame myself for not knowing exactly how to word my request in that little bar to get my results, or that I need more sesquipedalians on my friends list on Facebook. <span style="mso-spacerun: yes;"> </span>I am no longer satisfied with the fact that most people don’t know the information I am trying to get, as I once was before technology became such a prevalent part of my learning network. </div><div class="MsoNormal"><br />
</div><div class="MsoNormal">I am not sure if “Connectivism” is a learning theory or just a pedagogical view, and to be honest, I don’t really care. Whatever you want to call it, I agree with it. Because information is created, distributed, altered, dissected, changed and redistributed at such a rapid rate you have to recognize the importance of being “connected”. I agree that “decision-making itself is a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow, due to alterations in the information climate affecting the decision” (Seimens, 2005, p 24). Information has always changed at a rapid pace, but we were never privy to the changes at such a fast pace as we are now. So I am constantly rechecking facts and making sure I check more than one site in my search engine results. So as all of this becomes faster and faster, we must constantly learn new ways to fine tune our learning process. </div>The Big Eyed Girlhttp://www.blogger.com/profile/00725316806219723955noreply@blogger.com0tag:blogger.com,1999:blog-4910329895004437599.post-32637019187605716012010-10-10T05:42:00.000-07:002010-10-10T05:42:54.381-07:00Connectivism<div class="separator" style="clear: both; text-align: center;"><a href="http://2.bp.blogspot.com/_FwJCz9ImoQU/TLG0wHR7YrI/AAAAAAAAAA8/VVDdfEHbmYo/s1600/final+mind+map.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="209" src="http://2.bp.blogspot.com/_FwJCz9ImoQU/TLG0wHR7YrI/AAAAAAAAAA8/VVDdfEHbmYo/s320/final+mind+map.jpg" width="320" /></a></div>The Big Eyed Girlhttp://www.blogger.com/profile/00725316806219723955noreply@blogger.com1tag:blogger.com,1999:blog-4910329895004437599.post-69132190036841588652010-09-18T05:18:00.000-07:002010-09-18T05:22:37.300-07:00Getting "brainy" with IDThis week I have spent a lot of time learning about the brain and the role it plays in teaching and learning. After my readings I perused a lot of sites and online journals looking for some good information to convey to others.<br />
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One of the main theories to <b>think</b> about when <b>thinking</b> about <b>thinking</b> is the IP Theory (Information Processing theory). George A. Miller laid the foundation for IP with two different theories. One was "chunking" and the other was the idea that the human mind is much like that of a computer. This is where the three different kinds of memory (Sensory resisters, short term and long term memory) are considered. I am not saying that all of his theories should be taken as law, but they are a great place to start your own personal journey through the mind and the way it thinks. If you want to know a little more check out this <a href="http://www.istheory.yorku.ca/informationprocessingtheory.htm">Information Processing Theory site</a>. The links in the actual writing didn't work for me, but at the bottom of the page you will find some interesting ones that will give you more information on IP. This is great information to consider when creating lessons for people that you want to make sure "stick".<br />
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On a more personal note, I have often wondered about how I will handle working with adults as opposed to my cute little cherub faces tyrants. I know how to walk a child through the steps of problem solving, but with adults there are so many more levels to finding a solution. But I found this <a href="http://www.assetproject.info/learner_support/problem_solving.htm">problem solving skills</a> site that breaks down a lot of the different elements that go into adult problem solving. It even offers printable tables for you to use to gain a better understanding how skilled you are at problem solving. As I encounter different aged "students" I will be able to use this information to help me get a handle on how to get them to solve problems in order to learn from all that I am offering.<br />
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If you want to know about Brian-Based learning check out this <a href="http://www.funderstanding.com/content/brain-based-learning"> learning</a> site. It offers everything from the core principles, to three instructional techniques and a host of other information. This is my favorite of all my offerings in this week's post. It gives so much information that I can use in my current classroom and in the future. This page is filled with great information for any kind of teacher. Just to give you an idea of what the creators of this site are all about I am posting a few lines from the page. Being a teacher, these few lines made me nod in full agreement at the computer screen. And as a future ID professional, it is a reality I need to embrace and hold onto throughout my career.<br />
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<span class="Apple-style-span" style="font-family: Arial; font-size: 14px;">"Designers of educational tools</span><span class="Apple-style-span" style="font-family: Arial; font-size: 14px;"> </span><span class="Apple-style-span" style="font-family: Arial; font-size: 14px;"><strong>must be artistic</strong></span><span class="Apple-style-span" style="font-family: Arial; font-size: 14px;"> </span><span class="Apple-style-span" style="font-family: Arial; font-size: 14px;">in their creation of brain-friendly environments. Instructors need to realize that the best way to learn is not through lecture, but by participation in realistic environments that let learners try new things safely." (</span><span class="Apple-style-span" style="font-family: Arial; font-size: 13px;">Funderstanding, </span><span class="Apple-style-span" style="font-family: Arial; font-size: 13px;">1998-2008</span><span class="Apple-style-span" style="font-family: Arial; font-size: 13px;"> </span><span class="Apple-style-span" style="font-family: Arial; font-size: 13px;">)</span>The Big Eyed Girlhttp://www.blogger.com/profile/00725316806219723955noreply@blogger.com0tag:blogger.com,1999:blog-4910329895004437599.post-21049145454418644082010-09-11T15:21:00.000-07:002010-09-15T18:07:38.066-07:00Getting a little clarity !<div class="MsoNormal">Welcome to my blog. I am currently a second grade teacher getting her Masters in Instructional Design and Technology and have no real experience in this field. As I began to scour the internet looking for information about Instructional Design I wished for a simple blog that answered some of my questions in a way that gave me the information I needed and links to other blogs that offered up relevant information . .</div><div class="MsoNormal"><br />
</div><div class="MsoNormal">Well since I didn’t find that blog I wished for (and I am required to create a blog for my class) I will do my best to grant my own wish and hopefully help others in my same or similar situations. Since I do not have that much information to convey from my own experiences, I will start a few links to blogs that have really helped me not only gain some clarity but fueled my excitement about getting into ID.</div><div class="MsoNormal"><br />
</div><div class="MsoNormal">The first step for me to gain a better understanding was to look at a job description for an ID position. If you go to Arron's tech <a href="http://aaronedtech503myblog.wordpress.com/2010/08/26/instructional-design-position-description/">blog</a> you will find a very comprehensive description of an Instructional Design job along with duties, required skills and education. There are also a handful of links at the bottom of the page to currently listed jobs, that can give you an even clearer understanding of what employers are looking for. I like to go back to this page when I have read far too much and begin to feel overwhelmed. It is like my little touchstone of sanity when the information on this "superhighway" leaves me looking like roadkill. </div><div class="MsoNormal"><br />
</div><div class="MsoNormal">Another blog that really offers up a plethora of information on books, personal stories and educational choices in Instructional Design is <a href="http://cammybean.kineo.com/2007/08/getting-started-in-instructional-design.html">Cammy Bean's blog</a>. She has been in the field since the late 1990s and started in the classroom (like me). Cammy's blog offers links to several other great blogs as well. She is also a writer and has a page all about books on the topic if you are interested in additional reading. I just found her blog so I have yet to order/read any of the books. But if you have read any feel free to let me know in a post. I think this is a good site to keep because it is filled with so many different kinds of resources that can be used while in school and as a professional. So, even if you are chuckling to your self as you read my blog because you have already masterfully navigated your way through this field into a considerably successful career, I still think you could find some useful resources on this page. </div><div class="MsoNormal"><br />
</div><div class="MsoNormal">My final blog that I will recommend is by far the most informative of them all. I have already spent a great deal of time reading it and linking to the other blogs listed on it. <a href="http://christytucker.wordpress.com/2007/05/26/what-does-an-instructional-designer-do/">Christy Tucker's blog</a> has an entire series on Instructional Design basics. The series offers up all types of information. It talks about what goes into doing the job, how people get into the field, different skills to have, career options and so much more. She keeps the writings short and filled with information. This site is perfect for the novice, like myself. It is full of so much information but not too many links or words, for that matter. It is very useful because it is so clear and concise. There is even a wealth of information in the posts people leave on this page. </div><div class="MsoNormal"><br />
</div><div class="MsoNormal">Well that is all I have thus far. As time goes on we shall see where this journey takes me. Fell free to offer any navigational help. I am constantly looking for information and resources as I transition from my little classroom to one without walls. </div><div class="MsoNormal"><br />
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