Project Management in Education & Training Course Reflection (Wk8AssgnPoppC)

As I take time to reflect on my eight weeks of learning in course EDUC 6145 - 1, Project Management in Education & Training, and what I have learned and how it will affect my professional practice as I work on education and training projects, I must say that I have learned a lot.  I was provided with lots of useful and informative resources to help me participate in discussion boards, application assignments, and course project assignments.  The course project assignments had me working solo on my project, Instructional Design Project Plan.  I had to select from one of the four case studies provided in week one, found in The ID Casebook: Case Studies in Instructional Design.  I chose Case Study 25, "Davey Jones: Designing an Electronic Performance Support System.”  I will use the knowledge I have gained in my future endeavors and hopefully make my students, work associates and myself a better person, instructor and instructional designer.

How would you characterize your attitude toward project management and the role it can play on ID projects?  How, if at all, has your attitude changed throughout this course?  My attitude toward project management and the role it can play on ID projects is “the person responsible for project management plans for the needs of a project then organizes and controls project resources as the project progresses. This person has one foot in the future (creating a plan), one foot in the past (learning from mistakes), and the rest of the body in the present (reacting to surprises). This role is that of the project manager.”  (Russell.  P. 3. 2000)   “The project manager has a broad perspective; he or she watches the entire forest, not a specific tree.  The project manager keeps track of the gap between planned and actual time, cost, scope, and quality.”  (Russell.  P. 3. 2000)  The PM has a lot of responsibility not only with the start and finish of the project, but also keeping track of all his or her employees dedicated to this project.  He / she needs to keep track of who is doing what and making sure all the parts/pieces are getting done according to the instructions set out in the beginning.

The beginning of an ID project entail planning, scheduling, controlling, and terminating.  “An understanding of project management first requires a proper understanding of the general nature of a project and its characteristics.”  (Lin. 2006)  Since my background is Programming and Web Designing, I understand what it means to plan, schedule, control, and terminate a project.  Everything must work together and fall into place.  If there is one loose nut, everything will fall and back to the beginning you go.   Everything relies on the piece before.  There is a sequence and everyone must follow in order for success of the project.

How do you see project management blending with the instructional design process? How does it apply to the ID context?  The field of instructional design, the ID process, or the issues and challenges an instructional designer faces on a daily basis according to chapter 15 in the textbook, “a training program in industry requires an infrastructure to implement and deliver instruction.”  (Morrison, Ross, Kalman, Kemp, 2011, p. 417)  As stated in “The Professional Designer”, “Instruction is a significant component of the work of many other organizations such as religious institutions, the military, and government agencies.”  (Cennamo, K., & Kalk, D. 2005)  In the transcript, Stories from the Field, J. Ana Donaldson, Ed.D. states, “Things are constantly changing, the technology is - every day is evolving.  We're now going into the world of social networking and the web numbers are just starting to grow for us.  And I think the field, it's wherever you want to take it, and we're really going into uncharted territories.”  (Stories from the Field.  Transcript)  The field of instructional design and all technology is forever changing.  It’s changing daily.  We, as instructional designers, have the knowledge to create better and bigger ideas for the next generation to use.  We have the knowledge to open new doorways to the future.  The time is now to start designing, creating, implementing the future. 

Whether you are serving as the Project Manager on an ID project, or working with a PM who will manage the project, what skills and competencies would you like to further develop?   The skills and competencies I would like to further develop serving as the Project Manager on an ID project, or working with a PM who will manage the project is that PM’s need to lay out the projects schedule by the “project’s objectives, constraints, and assumptions; estimate span times for all activities in the project; any intermediate and final dates that must be met; and all activities or events outside the project that will affect the performance of project activities.”  (Portny, Mantel, Meredith, Shafer, Sutton, & Kramer.  2008.  P.  171)  A project manager can meet time constraints in less time by “rechecking the original span time estimates; consider using more experienced personnel; consider different strategies or technology for performing them; and consider removing activities from the critical path by doing them in parallel with one or more other critical path activities.”  (Portny, Mantel, Meredith, Shafer, Sutton, & Kramer.  2008.  P.  172-173)  Project managers have a great deal to plan out when establishing project schedules.  There may be some glitches along the way, but by planning the projects schedule, there is usually some sort of way to fix and get back on track with little to no interruptions.  “Developing actual project schedules requires project managers to find a combination of activities, resources, and activity performance sequences that provides the greatest chance of meeting an audience’s expectation with the least risk.”   (Portny, Mantel, Meredith, Shafer, Sutton, & Kramer.  2008.  P.  171)   The project managers need to “inform the drivers & supporters that the project has been approved & when work will start, reaffirm what the project will produce, clarify that the project’s planned results still address their needs, clarify how the supporters can help with the project, and develop specific plans for involving stakeholders throughout the project & keep them informed of progress.” (Portny, Mantel, Meredith, Shafer, Sutton, & Kramer.  2008.  P.  84)  Everyone needs to be onboard with the project and know exactly what they have to do & follow up w/ each member on the project.  Also, deadlines need to be met and on target.  The line of communication needs to be open at all times.

Provide a specific example of how you will use what you’ve learned in your current job or in a job you anticipate having in the future.  I do know that projects require organizing, planning, budgeting, scheduling, resources, team members, communication, progress documentation and final evaluation.  According to our textbook, Project Management: Planning, scheduling, and controlling projects, “a project is a temporary endeavor undertaken to create a unique product or service.  It is specific, timely, usually multidisciplinary, and always conflict ridden.  Projects also vary greatly.”  (Portny, Mantel, Meredith, Shafer, Sutton, & Kramer.  2008.  P. 2)

There are many aspects of a project:

• “Projects may be large or small.
• Projects may involve many persons or just one.
• Projects may be planned formally or informally.
• Projects may be tracked formally or informally.
• Projects may be performed for external or internal clients and customers.
• Projects may be defined by a legal contract or an informal agreement.”  (Portny, Mantel, Meredith, Shafer, Sutton, & Kramer.  2008.  P.  2-3)

“Project management is the process of guiding a project from its beginning through its performance to its closure.”  (Portny, Mantel, Meredith, Shafer, Sutton, & Kramer.  2008.  P.  3)  Part of the project management process is planning, organizing and controlling.  In order for a project to be successful; outcome, schedule, and resources are essential.

In order for a project to be defined, project managers need to know the background, scope, and strategy of the project.  Project managers should have strategies and objectives laid out.  A project strategy is “the general approach project mangers plan to take to perform the work necessary to achieve a project’s outcome.”  (Portny, Mantel, Meredith, Shafer, Sutton, & Kramer.  2008.  P.  34)  A project objective is “results to be achieved through the performance of a project.”  (Portny, Mantel, Meredith, Shafer, Sutton, & Kramer.  2008.  P.  34)  Project objectives include a statement, measures, and performance targets. 

In addition to strategies and objectives, a project requires a Statement of Work (SOW).  A SOW is a “written confirmation of what a project will produce and the terms and conditions under which the project team will perform the work.”  (Portny, Mantel, Meredith, Shafer, Sutton, & Kramer.  2008.  P.  42)  Also, a Work Breakdown Structure (WBS) is equally as important.  A WBS is “an organized, detailed, and hierarchical representation of all work to be performed in a project.”  (Portny, Mantel, Meredith, Shafer, Sutton, & Kramer.  2008.  P.  86)

All key elements need to be incorporated in a project in order for its success.  No one wants a project to fail.  There are a lot of people involved in a project and all must work together.  Keeping the lines of communication open are also key.

My conclusion in my course reflection is that I have learned a great deal through the provided resources, discussion boards, applications, and the solo course project.  My fellow cyber-classmates were very knowledgeable and provided very interesting feedback.  I can say that the adult learners I have interacted with during these past eight weeks have made me a better person and I am ready to tackle whatever comes my way.

References: 

Cennamo, K., & Kalk, D. (2005). Real world instructional design. Canada: Wadsworth.  Chapter 12, "The Professional Designer"

 

Ertmer, P., & Quinn, J. (Eds). (2007). The ID CaseBook: Case Studies in Instructional Design

(3rd Ed.). Case Study 15:  Beth Owens. Upper Saddle River, NJ: Pearson Education, Inc.

 

Instructional Design Interactive Media. Stories from the Field.  Retrieved April 26, 2013 http://mym.cdn.laureate-media.com/Walden/EIDT/6100/CH/mm/eidt6100_instructional_design.html.  [transcript]

 

Lin, H. (2006). Instructional project management: An emerging professional practice for design and training programs. Workforce Education Forum, 33(2). Reprinted by permission of the author.

 

Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective instruction (6th ed.). Chapter 15.  Hoboken, NJ: John Wiley & Sons, Inc.

 

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

 

 

Russell, L. (2000). Project management for trainers. Alexandria, VA: ASTD Press.
Copyright by the American Society for Training and Development.  Used by permission via the Copyright Clearance Center.  Chapter 1, "Beginning the Project" (pp. 1–5 only)

Blog Assignment: Analyzing Scope Creep

Describe a project, either personal or professional, that experienced issues related to scope creep.

Scope creep is a phenomenon that becomes apparent during a project that can be caused by new technologies, materials, new requirements, needs, the client, and project team members that “try to improve the project’s output as the project progresses.”   (Portny, Mantel, Meredith, Shafer, Sutton, & Kramer.  2008.  P.  346)  “Project managers must expect change and be prepared to deal with it.”  (Portny, Mantel, Meredith, Shafer, Sutton, & Kramer.  2008.  P.  346)  I experienced scope creep on several projects I worked on many years ago for the Y2K.  I worked for a company converting all its mainframe computer programs to the Y2K scope / guidelines.  Everyone was under a lot of pressure ….. the programmers, management and the clients.    

 

What specific scope creep issues occurred?

One of the scope creep issues that occurred were the “informal process of handling requests for change.”  (Portny, Mantel, Meredith, Shafer, Sutton, & Kramer.  2008.  P.  346)  If a request came in from the client, the project manager would just give it to someone that is working on that particular clients programs and tell him/her to just make this change.  The project manager would not go through the proper channels of submitting a request.  Since everyone was under a lot of stress and it was getting down to the crunch wire, the project managers just wanted it to get done ASAP.

 

How did you or other stakeholders deal with those issues at the time?

Since I was just a programmer, I just did what I was told to do by either the project manager or the team leader.  No one wanted to cause any extra stress.

 

Looking back on the experience now, had you been in the position of managing the project, what could you have done to better manage these issues and control the scope of the project?

“Project managers must expect change and be prepared to deal with it.”  (Portny, Mantel, Meredith, Shafer, Sutton, & Kramer.  2008.  P.  346)  “Avoiding scope creep is not possible.”  (Portny, Mantel, Meredith, Shafer, Sutton, & Kramer.  2008.  P.  347)  The project manager must monitor, and control their projects.  A few simple guidelines can be followed to reduce scope creep: 

• “Include a change control system in every plan
• Every project change is introduced by a change order that includes a description of the agreed-upon change including the plan, process, budget, schedule, or deliverables
• Require changes be approved in writing by the client and representative of senior management
• Amend and update all project plans and schedules to reflect the change after the change order has been approved.”  (Portny, Mantel, Meredith, Shafer, Sutton, & Kramer.  2008.  P.  347)

 

 

Reference:

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.

Blog Assignment: Estimating Costs and Allocating Resources

This week, I was tasked with allocating the resources and estimating the costs associated with an ID project.  To prepare for this assignment, I conducted a web search (listservs, message boards, blogs) and located at least two resources that would be useful in estimating the costs, effort, and/or activity durations associated with ID projects.  The links to the sites I found in my search are:

Project Management for Instructional Designers:  9 Costs and Procurement - http://pm4id.org/9/

This chapter “describes the methods used to estimate the cost of a project, create a budget, and manage the cost of activities while the project is being executed. It then covers a major component of cost management - the procurement process.”  (Amado, Ashton, Ashton, Bostwick, Clements, Drysdale, Francis, Harrison, Nan, Nisse, Randall, Rino, Robinson, Snyder, Wiley, & Anonymous)  A great deal depends on the project itself and the client when determining the cost.    

 

Big Dog & Little Dog’s Performance Juxtaposition:  “Estimating Costs and Time in Instructional Design” - http://www.nwlink.com/~donclark/hrd/costs.html

“The degree of estimating the costs will depend upon the organization you are working for.”  (Clark)  Training costs, development, and instructor preparation will all need to be looked at and included in total costs.

 

 

References:

Amado, M., Ashton, K., Ashton, S., Bostwick, J., Clements, G., Drysdale, J., Francis, J., Harrison, B., Nan, V., Nisse, A., Randall, D., Rino, J., Robinson, J., Snyder, A., Wiley, D., & Anonymous. (DATE).  Project Management for Instructional Designers.  Retrieved from http://pm4id.org/.  Licensed under a Creative Commons Attribution NonCommercial ShareAlike (BY-NC-SA) license.

 

Big Dog & Little Dog’s Performance Juxtaposition, “Estimating Costs and Time in Instructional Design”.  Clark, Don.  June 23, 2010.  Retrieved from http://www.nwlink.com/~donclark/hrd/costs.html.

Blog Assignment: Communicating Effectively

This week’s resources state that effective communication among all project team members is essential for a project’s success.  "The Art of Effective Communication" illustrated this week shows how you communicate with different stakeholders is of equal importance to what you communicate and can influence how your message is interpreted.  There were three different modalities: written text, audio, and video.

How did your interpretation of the message change from one modality to the next?

My interpretation of the message to Mark, from Jane after reading, listening and viewing it changed each time.  Reading it gave me a sense of “annoyed.”  Jane is not happy about Mark not completing the report which contains data she needs for her report and she could miss her own deadline.  Listening to the same email message gave me a sense of “frustration.”  And viewing the email gave me a sense of “come on Mark, get this report done because I need data from it.”   

What factors influenced how you perceived the message?

Factors that influenced how I perceived the message are sight and hearing.  By seeing the message and hearing the messages, I was able to decide on Jane’s tone in each modality.  I was able to also get a sense of her mood, and attitude.  I was able to perceive Jane’s tone similarly in each.   

Which form of communication best conveyed the true meaning and intent of the message?

The form of communication that best conveyed the true meaning and intent of the message would be the video.  By seeing and hearing and watching Jane’s facial expressions and her tone in her voice relaying the message convinced me that she really needs the completed report from Mark for the data for her report in order for her to meet her deadline.  I also thought the audio message was convincing since Jane’s tone in her voice seemed stressed and desperate for Mark to complete his report for the data in her report.  

What are the implications of what you learned from this exercise for communicating effectively with members of a project team?

The implications of what I learned from this exercise for communicating effectively with members of a project team are that tone, attitude, visuals make a big difference when trying to get a point across and a job done.  There needs to be open communication.

 

Reference:

Laureate Education, Inc.  (Producer).  (n.d.): "The Art of Effective Communication".  [Multimedia].  Retrieved from http://mym.cdn.laureate-media.com/2dett4d/Walden/EDUC/6145/03/mm/aoc/index.html

Blog Assignment: Learning from a Project "Post-mortem"

What processes, project artifacts, or activities did you include in the project that contributed to its success?  What processes, project artifacts, or activities did you not include in the project that might have made the project more successful?  This was a tough one for me since I have not worked in 16 years.  I really cannot remember any “post-mortem” project s I was working on before I stopped working.  I do know that projects require organizing, planning, budgeting, scheduling, resources, team members, communication, progress documentation and final evaluation.  According to our textbook, Project Management: Planning, scheduling, and controlling projects, “a project is a temporary endeavor undertaken to create a unique product or service.  It is specific, timely, usually multidisciplinary, and always conflict ridden.  Projects also vary greatly.”  (Portny, Mantel, Meredith, Shafer, Sutton, & Kramer.  2008.  P. 2)    

There are many aspects of a project:

• “Projects may be large or small.
• Projects may involve many persons or just one.
• Projects may be planned formally or informally.
• Projects may be tracked formally or informally.
• Projects may be performed for external or internal clients and customers.
• Projects may be defined by a legal contract or an informal agreement.”  (Portny, Mantel, Meredith, Shafer, Sutton, & Kramer.  2008.  P.  2-3)

“Project management is the process of guiding a project from its beginning through its performance to its closure.”  (Portny, Mantel, Meredith, Shafer, Sutton, & Kramer.  2008.  P.  3)  Part of the project management process is planning, organizing and controlling.  In order for a project to be successful; outcome, schedule, and resources are essential.

In order for a project to be defined, project managers need to know the background, scope, and strategy of the project.  Project managers should have strategies and objectives laid out.  A project strategy is “the general approach project mangers plan to take to perform the work necessary to achieve a project’s outcome.”  (Portny, Mantel, Meredith, Shafer, Sutton, & Kramer.  2008.  P.  34)  A project objective is “results to be achieved through the performance of a project.”  (Portny, Mantel, Meredith, Shafer, Sutton, & Kramer.  2008.  P.  34)  Project objectives include a statement, measures, and performance targets. 

In addition to strategies and objectives, a project requires a Statement of Work (SOW).  A SOW is a “written confirmation of what a project will produce and the terms and conditions under which the project team will perform the work.”  (Portny, Mantel, Meredith, Shafer, Sutton, & Kramer.  2008.  P.  42)  Also, a Work Breakdown Structure (WBS) is equally as important.  A WBS is “an organized, detailed, and hierarchical representation of all work to be performed in a project.”  (Portny, Mantel, Meredith, Shafer, Sutton, & Kramer.  2008.  P.  86)

All key elements need to be incorporated in a project in order for its success.  No one wants a project to fail.  There are a lot of people involved in a project and all must work together.  Keeping the lines of communication open are also key. 

 

Reference:

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

Blog Assignment - Reflection (Wk8AssignPoppC)

What do you think the perceptions of distance learning will be in the future (in 5 - 10 years; 10 -  20 years)? 

The perception of distance learning has changed significantly over the years.  Distance learning is rapidly becoming a popular choice for continuing professional education, mid-career degree programs, and lifelong learning of all kinds.  (Moller, Foshay, & Huett. 2008)   More and more people, young and old, are taking distance learning courses.  Some are taking courses towards degrees and others are just taking them for fun and to keep up with the times and technology.  There is a “growing acceptance of distance education” according to Dr. Siemens.  “Distance education is fueled by:

• The increase in online communication
• Practical experience with new tools
• Growing comfort with online discourse
• Ability to communicate with diverse and global groups”  (Laureate Education, Inc., Producer.  Siemens)

With all the technology available today, “distance education benefits corporations by allowing them to interact with different offices around the world.”   (Laureate Education, Inc., Producer.  Siemens)  Distance learning is growing in universities, government and businesses.     

How can you as an instructional designer be a proponent for improving societal perceptions of distance learning? 

As an instructional designer, regardless of the size of the program, are needed to create a clear framework outlining the goals, delivery, and structure of the e-learning program with clear benchmarks for success.  (Moller, Foshay, & Huett. 2008)  Instructional designers will play a key role in the transition of instructional delivery.  The designers will not only assist in the design of courses but also provide much needed leadership.  If learning outcomes in any distance education course are to be maximized, transactional distance needs to be minimized or shortened.  There are components that have to work together to shorten the transactional distance and provide for a meaningful learning experience:  dialog, or interaction between learners and teachers, structure of the instructional programs, and autonomy, or the degree of self-directedness of the learner. 

Many times, instructional designers must work to accommodate a variety of learner and contextual characteristics.  The group to be trained may vary greatly in age, experience and level of interest.  This variety can cause an additional challenge however if they characteristics are considered in advance, accommodations can be made.  As instructional designers we have to decide the best method to design the objective based on the needs assessment of the target audience.  We can reach into our “toolbox and determine the best tool or tools” (Morrison, Ross, Kalman, and Kemp, 2011) to identify the need for instructions, define problems, conduct the learner and contextual analysis, conduct a task analysis and define the instructional objectives.  These tools could be the performance-content models created by Mager and Beach, Gronlund, Merrill, and Bloom.  Each instructional designer should choose the tool that best suits their needs.   An instructional designer should understand the types of objectives and the reason for having objectives during training.  “Objectives are based on the results of the task analysis and provide a refinement and implementation of the needs of and / or goals for a project” (Morrison, Ross, Kalman, and Kemp, 2011).

How will you be a positive force for continuous improvement in the field of distance education?

I will be a positive force for continuous improvement in the field of distance education by designing, creating, implementing the future.  “Teaching at a distance requires planning and organizing.”   (Simonson, Smaldino, Albright, & Zvacek.  p. 151. 2012)  The instructional environment should be viewed as a system, a relationship among all the components of that system – the instructor, the learners, the material, and the technology.”  (Simonson, Smaldino, Albright, & Zvacek.  p. 151. 2012)  In the Planning and Designing Online Courses video with Dr. George Piskurich and instructional technologist Jacqueline Chauser, Dr. Piskurich mentions that ADDIE (synchronous & asynchronous elements) is very important and the planning process is very critical.  “Correct instructional design, ……….. if the design is effective, instruction will also be effective.”  (Simonson, Smaldino, Albright, & Zvacek.  p. 171. 2012)   Dr. Piskurich states “activities should provide ample opportunities for online learners to explore on their own.”  (Laureate Education, Inc. "Planning and Designing Online Courses") 

“The scope of the content for a course needs to be sufficient to ensure the entire learning experience will lead to the desired outcomes.”  (Simonson, Smaldino, Albright, & Zvacek.  p. 157. 2012)  Also, “the instructor needs to focus on selecting instructional strategies that engage all the learners in active learning”  (Simonson, Smaldino, Albright, & Zvacek.  p. 157. 2012) by “de-emphasizing the “informative” part of the instruction for more “discovery” of information.” (Simonson, Smaldino, Albright, & Zvacek.  p. 159. 2012)  The instructor will need to incorporate media into the training program.  Also, visual information will need to be created.  “Visuals also help learners by simplifying information.”   (Simonson, Smaldino, Albright, & Zvacek.  p. 160. 2012)  The use of charts and diagrams are great for understanding course content.  The use of technology, equipment use and resources available to / for students available at a distance.   

The ADDIE model states, “during analysis, the designer develops a clear understanding of the "gaps" between the desired outcomes or behaviors, and the audience's existing knowledge and skills.  The design phase documents specific learning objectives, assessment instruments, exercises, and content.  The actual creation of learning materials is completed in the development phase.  During implementation, these materials are delivered or distributed to the student group.  After delivery, the effectiveness of the training materials is evaluated.”  (Kruse, K 2009)  The ADDIE model provides a step-by-step process that helps training specialists plan and create training programs.  In the transcript, Stories from the Field, J. Ana Donaldson, Ed.D. states, “Things are constantly changing, the technology is - every day is evolving.  We're now going into the world of social networking and the web numbers are just starting to grow for us.  And I think the field, it's wherever you want to take it, and we're really going into uncharted territories.”  (Stories from the Field.  Transcript)  ADDIE “has many advantages when it comes to the creation of technology-based training.  In the Planning and Designing Online Courses video with Dr. George Piskurich and instructional technologist Jacqueline Chauser, Dr. Piskurich mentions that ADDIE (synchronous & asynchronous elements) is very important and the planning process is very critical.  In the planning process, there is the syllabus which is the instructional plan which is provided by the instructor, designing an online course which includes conducting analysis, writing objectives & developing evaluations. 

Also, technology considerations – when to use and when not to use and finally, choosing a delivery method which can be classroom based, instructor-led synchronous course, instructor-led asynchronous course, learner-led synchronous course or learner-led asynchronous course.  Dr. Piskurich states “activities should provide ample opportunities for online learners to explore on their own.”  (Laureate Education, Inc. "Planning and Designing Online Courses")  Technology considerations, “ensure that the learners and facilitators have access to the technology selected and ensure that the learners will know how to use whatever technology is selected”  (Laureate Education, Inc. "Planning and Designing Online Courses") story board (maps out flow of course into weeks / days & by assignments) (Laureate Education, Inc. " Developing Online Courses") & sitemaps (shows how students will move through the course).  (Laureate Education, Inc. “Developing Online Courses”)  The field of instructional design and all technology is forever changing.  It’s changing daily.  We, as instructional designers, have the skill to create better and bigger ideas for the next generation to use.  We have the skill to open new doorways to the future.  The time is now to start designing, creating, implementing the future.

 

 

References:

Instructional Design Interactive Media. Stories from the Field.  Retrieved April 26, 2013 http://mym.cdn.laureate-media.com/Walden/EIDT/6100/CH/mm/eidt6100_instructional_design.html.  [transcript]

Kruse, K. (2009) Introduction to Instructional Design and the ADDIE model. Retrieved from http://www.transformativedesigns.com/id_systems.html

Laureate Education, Inc. (Producer). (n.d.) "Developing Online Courses".  [Multimedia Webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3467850_1%26url%3D

Laureate Education, Inc. (Producer). (n.d.) "Planning and Designing Online Courses". [Video Webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3467850_1%26url%3D

Laureate Education, Inc. (Producer). (n.d.) The Future of Distance Education. George Siemens. [Video Webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3467850_1%26url%3D

Laureate Education, Inc. (Producer) (n.d.) Theory and distance learning. [Video] [with Dr. Saba] Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebap                  %3D

Moller, L., Foshay, W. R., & Huett, J. (2008). The Evolution of Distance Education: Implications for Instructional Design on the Potential of the Web. Part 2: Higher Education.  Techtrends: Linking Research & Practice To Improve Learning, 52(4), 66-70. doi:10.1007/s11528-008-0179-0

Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective instruction (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.

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

Blog Assignment - Converting to a Distance Learning Format (Wk7AssignPoppC)

Consider the following scenario: A training manager has been frustrated with the quality of communication among trainees in his face-to-face training sessions and wants to try something new.  With his supervisor’s permission, the trainer plans to convert all current training modules to a blended learning format, which would provide trainees and trainers the opportunity to interact with each other and learn the material in both a face-to-face and online environment.  In addition, he is considering putting all of his training materials on a server so that the trainees have access to resources and assignments at all times.

What are some of the pre-planning strategies the trainer needs to consider before converting his program?

“Teaching at a distance requires planning and organizing.”   (Simonson, Smaldino, Albright, & Zvacek.  p. 151. 2012)  The instructional environment should be viewed as a system, a relationship among all the components of that system – the instructor, the learners, the material, and the technology.”  (Simonson, Smaldino, Albright, & Zvacek.  p. 151. 2012)  In the Planning and Designing Online Courses video with Dr. George Piskurich and instructional technologist Jacqueline Chauser, Dr. Piskurich mentions that ADDIE (synchronous & asynchronous elements) is very important and the planning process is very critical.  “Correct instructional design, ……….. if the design is effective, instruction will also be effective.”  (Simonson, Smaldino, Albright, & Zvacek.  p. 171. 2012)   Dr. Piskurich states “activities should provide ample opportunities for online learners to explore on their own.”  (Laureate Education, Inc. "Planning and Designing Online Courses") 

What aspects of his original training program could be enhanced in the distance learning format?

“The scope of the content for a course needs to be sufficient to ensure the entire learning experience will lead to the desired outcomes.”  (Simonson, Smaldino, Albright, & Zvacek.  p. 157. 2012)  Also, “the instructor needs to focus on selecting instructional strategies that engage all the learners in active learning”  (Simonson, Smaldino, Albright, & Zvacek.  p. 157. 2012) by “de-emphasizing the “informative” part of the instruction for more “discovery” of information.” (Simonson, Smaldino, Albright, & Zvacek.  p. 159. 2012)  The instructor will need to incorporate media into the training program.  Also, visual information will need to be created.  “Visuals also help learners by simplifying information.”   (Simonson, Smaldino, Albright, & Zvacek.  p. 160. 2012)  The use of charts and diagrams are great for understanding course content.  The use of technology, equipment use and resources available to / for students available at a distance and face-to-face.

How will his role, as trainer, change in a distance learning environment?

Interactivity leading to dialogue between teachers and students can serve to reduce what Moore (1993) describes as "transactional distance."  Moore used this term to describe the distance between teacher and learner not in terms of geography but the psychological distance that results from highly structured approaches to teaching that result in reduced dialogue.  There is “the provision for two-way communication (dialog) and the extent to which a program is responsive to the needs of the individual learner (structure).”  (Simonson, Smaldino, Albright, and Zvacek.  p.45. 2012)  Teachers and instructional support specialists must consider both differentiated instruction and universal design.   It is "a distance in the relationship of the two partners in the educational enterprise" (p. 155).  Attitude Factors apply to the distance learning setting.  This pertains to classroom culture at a distance and etiquette.  “It is essential to take the time to create opportunities for social interaction.”   (Simonson, Smaldino, Albright, and Zvacek.  p. 222. 2012)  Not only do students need to have interaction among their classmates; they also need to know how to act properly online when communicating.  Since there is “a more diverse population, students must become sensitive to all members of the class.  It is the responsibility of the instructor to establish the protocols for communication within the course.”  (Simonson, Smaldino, Albright, and Zvacek.  p. 223. 2012) Not everyone has had experience with distant learning.  Some may be experiencing this for the first time.  There are elements for success that need to be considered.  They are general ability (cognitive), prior knowledge (background), and learning styles (unique characteristics).  The instructor must “become familiar with the students in the class and to address their needs as they have identified them.”   (Simonson, Smaldino, Albright, and Zvacek.  p. 227. 2012)  Not only do the instructors have to show responsibility, but the learners must also take part in their own responsibilities.  Students will need to know what is required of them and what they need to do in order for their distant learning to be a success.

What steps should the trainer take to encourage the trainees to communicate online?

Communication, attendance and class participation go hand-in-hand in distance learning.  Instructors and students need to have an open line of communication.  The instructors must stay on top the students / learners with communication.  The student / learner must also keep contact with their instructors.  Everyone must fully participate 100% in order for distance learning to work and be effective.  There is “the provision for two-way communication (dialog) and the extent to which a program is responsive to the needs of the individual learner (structure).”  (Simonson, Smaldino, Albright, and Zvacek.  p.45. 2012)    Establishing a sense of classroom community in distance learning is both essential and challenging.  Classrooms, in any form, are places organized to promote learning among a community of people whose learning goals are similar (Palmer, 1998).  These places are deliberately created and can be either very lonely or very social and interactive.  In distance learning, a learning community is created when teachers and students come together in an environment in which everyone is actively involved in a collective effort of understanding through which to expand both the collective and the individual knowledge and skills.  Community-centered learning environments recognize the social aspects of learning and that interaction is critical to the learning process.  Community-centered learning environments also integrate students’ experiences with new information, set theory in practice and build both social and content area skills (Hanna, 2000).  Attendance and class participation are also essential for distance learning.  Just like a traditional class, one must be present and participate.  Interaction in distance learning can be designed to increase participation, develop communication, receive feedback, enhance retention, increase motivation, negotiate understanding and support team-building.

 

Wk7AssignPoppC

 

References:

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

Laureate Education, Inc. (Producer). (n.d.) "Planning and Designing Online Courses". [Video Webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3467850_1%26url%3D

Hanna, D. (2000) Approaches to learning in collegiate classrooms. Higher Education in an era of digital competitions: Choice and challenges, Hanna. D. ed. Maidson, WI: Atwood Publishing.

Palmer, P. (1998) The courage to teach: Exploring the inner landscape of a teacher's life.  San Francisco: Jossey-Bass.

Moore, M. G. (1993). Theory of transactional distance. In D. Keegan (Ed.) Theoretical Principles of Distance Education. New York: Routledge.

Blog Assignment - The Impact of Open Source (Wk5AssignPoppC)

According to Chapter 4 in Teaching and Learning at a Distance: Foundations of Distance Education, open source software is intended to be freely shared and can be improved upon and redistributed to others.  (Simonson, Smaldino, Albright, & Zvacek.  p. 141. 2012)  Also, more than half the course management systems currently available are open source or otherwise made available to educational institutions without charge.  (Simonson, Smaldino, Albright, & Zvacek.  p. 142. 2012)

I chose Harvard Open Courses: Open Learning Initiative - Bits: The Computer Science of Digital Information with Harry R. Lewis, PhD, Gordon McKay Professor of Computer Science, Harvard University, The Internet and the Web - HTTP and cookies for this weeks blog assignment.

• Harvard Open Courses: Open Learning Initiative (Bits: The Computer Science of Digital Information.   Harry R. Lewis, PhD, Gordon McKay Professor of Computer Science, Harvard University.  http://www.extension.harvard.edu/open-learning-initiative/bits); The Internet and the Web - HTTP and cookies http://oli.extension.harvard.edu/cscie2/2009/spring/lectures/cscie2-L09-20090218_9-3-4.mov?download

After viewing the QuickTime video, the course does not appear to be carefully pre-planned and designed for a distance learning environment.  I was not able to really see and learn from it.  I saw half screen shots of what Dr. Lewis was discussing.  He seemed to be talking in circles.  Whoever videotaped this class focused more on Dr. Lewis than on the smartboard. 

The course does not follow the recommendations for online instruction as listed in the course textbook.  Teaching at a distance requires planning and organizing.   (Simonson, Smaldino, Albright, & Zvacek.  p. 151. 2012)  The instructional environment should be viewed as a system, a relationship among all the components of that system – the instructor, the learners, the material, and the technology.  (Simonson, Smaldino, Albright, & Zvacek.  p. 151. 2012)  In the Planning and Designing Online Courses video with Dr. George Piskurich and instructional technologist Jacqueline Chauser, Dr. Piskurich mentions that ADDIE (sync & async elements) is very important and the planning process is very critical.  Dr. Lewis does not truly explain HTTP and cookies in his QuickTime video.  The focus was more on him and not on the smartboard and the content.  Correct instructional design, ……….. if the design is effective, instruction will also be effective.  (Simonson, Smaldino, Albright, & Zvacek.  p. 171. 2012)  This was poorly designed and presented.  I am very computer literate and know about the topic presented, and it did not cover or explain HTTP and cookies.  Someone who is not familiar with the topic will be confused.

The course designer did not implement course activities that maximize active learning for the students.  The course seemed more like an overview or just a brief introduction about HTTP and cookies.  The course was very vague.  Dr. Piskurich states activities should provide ample opportunities for online learners to explore on their own.  (Laureate Education, Inc. Planning and Designing Online Courses)  This course did not have any activities. 

After viewing Harvard Open Courses: Open Learning Initiative - Bits: The Computer Science of Digital Information with Harry R. Lewis, PhD, Gordon McKay Professor of Computer Science, Harvard University, The Internet and the Web - HTTP and cookies for this weeks blog assignment, I would have liked to see more information and examples on the smartboard and much longer (length too short) and less of Dr. Lewis speaking. 

 

References:

Harvard Open Courses: Open Learning Initiative (Bits: The Computer Science of Digital Information.   Harry R. Lewis, PhD, Gordon McKay Professor of Computer Science, Harvard University.  http://www.extension.harvard.edu/open-learning-initiative/bits); The Internet and the Web - HTTP and cookies http://oli.extension.harvard.edu/cscie2/2009/spring/lectures/cscie2-L09-20090218_9-3-4.mov?download

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

Laureate Education, Inc. (Producer). (n.d.) "Planning and Designing Online Courses". [Video Webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3467850_1%26url%3D

 

Blog Assignment - Selecting Distance Learning Technologies (Wk3AssignPoppC)

Example 2: Interactive Tours
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?

“The key to success in an online classroom is not which technologies are used, but how they are used and what information is communicated using the technologies.”  (Simonson, Smaldino, Albright, & Zvacek.  p. 115. 2012)   There are four steps that need to be considered first:  “Assess available instructional technologies; Determine the learning outcomes; Identify learning experiences and match each to the most appropriate available technology; and Preparing the learning experiences for online delivery.”  (Simonson, Smaldino, Albright, & Zvacek.  pp. 115-120. 2012)  The distance learning technologies I would suggest the teacher use to provide the best learning experiences for her student’s would be podcasting, video-conferencing (two-way audio/video) and blogging.  Podcasting “is the process of recording and storing audio and/or video content on the Internet for downloading and playback using iPods, MP3 players, computers, and other electronic gear that plays back audio and/or video files.”  (Simonson, Smaldino, Albright, & Zvacek.  p. 130. 2012)  Video-conferencing “allows two or more locations to communicate by simultaneous two-way video and audio transmissions”  (Wikipedia.  Sept. 2013) bringing people together.  Blogging is “a form of online reporting and journaling that gives anyone an opportunity to publish on the Internet.”   (Simonson, Smaldino, Albright, & Zvacek.  p. 129. 2012)

The teacher would first have to decide and review which New York City museums she would like to “tour” with her students.  She would also have to get in contact with the museum’s curator(s) ahead of time so they would be available during the scheduled day / time.  I found The Museum of Modern Art (MoMA - http://www.moma.org/) that has a lot of very useful and helpful information pertaining to online exhibits and artwork.  The teacher would be able to choose two pieces of artwork from each exhibit.  The instructional designer can help the teacher setup a blog for the students and the curator(s) to interact and have the students participate in a group critique of the individual work of art.  The instructional designer would be able to also setup the video-conferencing between the selected museums and if there are any podcasts.  “It is imperative that educators think about how communication will occur and how to apply experiences that will promote effective and efficient learning experiences for all students.”  (Simonson, Smaldino, Albright, & Zvacek.  p. 94. 2012)

The two external resources that showcase how these technologies have been successfully used in distance learning would be one, Colonial Williamsburg Museum Project - http://www.history.org/history/museums/murraySisters/ that I was able to experience for myself in a previous Walden University course, EIDT 6120 Multimedia Design Development.  This is an interactive website that can help reinforce information and assist in retention.  Interactivity also creates a more dynamic learning experience and fosters a learner-centered and learner-driven experience.  You had to click on each thumbnail, read the little information piece and you had to navigate through the whole thing on your own by making selections.  You could also click on the ‘zoom’ and ‘compare’ icons on the bottom for more visuals.  By having interactivity lessons in the classroom, it will give students of all learning styles a chance to see and do.  By seeing and doing, students will retain more and enjoy learning.  According to Chou, C., “Interactivity - a fundamental aspect of traditional face-to-face teaching - is a central concern in the design of such mediated instructional settings as computer-assisted instruction (CAI), computer-assisted learning (CAL), Internet-based learning, and Web-based learning (WBL)”.  (Chou 2003)  And two, Roman Open-Air Musem Hechingen-Stein - http://www.villa-rustica.de/tour/toure.html.  This is a Roman Villa dating from the 1st to the 3rd Century A.D.  You can take a guided tour, an aerial view tour, a 3D-model tour or a video tour. 

While researching on the Internet, I came across two pieces of information that would be very useful in the museum world.  One is CollectiveAccess (www.collectiveaccess.org), “a highly configurable cataloguing tool and web-based application for museums, archives and digital collections.  Available free of charge under the GPL open-source license, it requires little to no custom programming to support a variety of metadata standards, external data sources and repositories, as well as most popular media formats.”  (CollectiveAccess.  2013)  And two is Ideum, which “develops innovative hardware and software and is keenly focused on the future of Human Computer Interaction (HCI).  Our creative and collaborative approach to custom exhibit design produces memorable visitor experiences.  Our multitouch tables and touch wall products are known for their original designs, exceptional build-quality, and unbeatable performance.”  (Ideum.  n.d.)


References:

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

National Association for Museum Exhibition’s Journal.  (n.d.). Vol. 27 no. 2. Open Source Software: New Possibilities for Museums.  http://ideum.com/blog/2008/11/open-source-software-new-possibilities-for-museums/

Ideum.  (n.d.)  http://ideum.com/home/

CollectiveAccess.  (2013)  http://www.collectiveaccess.org/about/overview

Wikipedia.  (Sept. 2013).  http://en.wikipedia.org/wiki/Videoconferencing

The Museum of Modern Art.  (MoMA).  (2013).  11 West 53 Street, New York, NY 10019.  http://www.moma.org/

Colonial Williamsburg Museum Project.  http://www.history.org/history/museums/murraySisters/.  Accessed June 18, 2013.

Chou, C. (2003). Interactivity and interactive functions in web-based learning systems: a technical framework for designers. British Journal of Educational Technology, 34(3), 265–279.

Roman Open-Air Museum Hechingen-Stein.  (1995-2013).  http://www.villa-rustica.de/tour/toure.html

Blog Assignment: Defining Distance Learning (WK1AssignPoppC)

My personal definition and observations of distance learning before starting this course started in January of 2007 at Northampton Community College, PA.  I was enrolled in their Elementary Education program.  Since my two daughters were elementary school-aged, I decided to try online classes since it was winter, and there would be delays, cancellations and early dismissals.  I enjoyed it and continued from then on with distance learning.  I transferred after the spring semester at Northampton Community College, PA to the University of Central Missouri majoring in Occupational Education where I received my Bachelors in May 2010.  I then transferred to DeSales University, PA to pursue my Masters in Technology Education (until they changed the program) and then transferred to Walden University.  I really enjoy the flexibility.  Since my daughters (16 and 13 years of age) are still in school, I have the opportunity to sub at the local schools when needed.  My 2 daughters are cyber-schooling (3rd year) again this year.  Since I have distance learning experience with myself, this is a great opportunity for them. 

I am very tech savvy – software / hardware.  My background is in Business Computer Programming and Web Designing.  I have had all good experiences with all my distance learning classes (since Jan. 2007).  I have nothing bad to say or complain about.  My only thing is when I have DSL issues with Verizon due to weather.

Every student / individual is different in learning whether it be in-person or via the WWW.  Each student is unique and learns differently.  Some students may get it right away and others may not.  The ones that don’t may have to reread, research, and ask for help / questions.  Some students may feel funny by asking questions for fear that the instructor may think negatively of that individual.  No one wants to admit they do not know or understand something.  Some will just ignore it and move on and will never understand it.  Instructors need to make the students feel welcome and that they can come to them about anything.  The instructors are there for the students and really want them to understand the topics and to walk away confident and knowledgeable in the area(s) taught.  We can still build the relationships' necessary to successful distance learning in K-12 with regard to Learner/Content and Learner/Technology.  Building Learner-Technology and Learner-Instructional Content relationships can be quite difficult at first.  Once you develop a plan / strategy, all will come together.  One must first start out simple / basic and then move on to adjust / make changes once one is more familiar w/ the students. 

Establishing a sense of classroom community in distance learning is both essential and challenging.  Distance education in the K-12 arena is often referred to as “virtual schooling” and learning through virtual schooling is one of the fastest growing areas for K-12 schools.  (Huett, Moller, Foshay, & Coleman. 2008)  The most important elements upon which to focus, I would have to say are personal commitment, motivation and communication skills.  The biggest challenges would be personal support systems and technology.  Some hints, tips, strategies or notes of caution I would offer / suggest is to read, ask questions, not fall behind and try to learn as much as possible.  Social presence in face-to-face K-12 classrooms is not difficult to establish and is, in fact, a norm in the process of teaching and learning in that environment.  However, establishing this same presence at a distance without physical contact certainly presents challenges.  Students in online classes do have a social presence in the K-12 learning environment.  Some participate daily for about 30 minutes to 1 hour in a class w/ their teacher and classmates.  The teacher teaches the appropriate lesson for the day w/ the students online.  The teachers ask questions that the students need to respond to either by typing or speaking.  The students also do all their work – quizzes, tests, assignments – online.  Some may have to be submitted via email, mail or fax depending on the assignment.  This is all possible from what I stated above and how by what I stated above.  This would be based on the states Department of Education’s website and guidelines for K-12 education.  A more controversial example of K-12 online learning is virtual charter schools, which offer distance education to public school students while operating independently of local school districts.  (Huett, Moller, Foshay, & Coleman. 2008)  My daughter’s did a cyber charter school 3 years ago and our local school district was not happy about that since they (the local school district) have to pay for it.  This can work and it does work.  My 2 daughters are Cyber-Schooling again this year.  I see it. 

The nature of higher education is changing.  The traditional four-year brick and mortar institution is no longer applicable.  (Siegle, 2011)  For a high school graduate, attending college for four years is no longer the norm.  Distance learning is rapidly becoming a popular choice for continuing professional education, mid-career degree programs, and lifelong learning of all kinds.  (Moller, Foshay, & Huett. 2008)  By the year 2020, students will be taking over half of their courses online.  (Siegle, 2011)  Organizations that desire to succeed in today’s global environment, by facilitating changing educational demands, will require learning agility and leadership from instructional design leaders.   (McBride, 2010)

The delivery of instruction in institutions of higher education is currently in a state of restlessness; distance education models differ greatly and change often.  (Beaudoin, 2002)  In order for higher education to meet the needs of the future student, high-quality courses will need to be designed to meet the needs of the online learner.  Effective leadership during a transition from traditional to distance education can lead to institutional success.  (Beaudoin, 2002) Instructional designers are able to provide expertise and leadership that are required to move an organization into the future of online teaching and learning.  (Irlbeck, 2011)

Technology has forever changed education and society expects institutions of higher education to provide high quality educational options through distance learning.  In order to provide robust learning opportunities, institutions of higher education need to look towards instructional designers to provide the necessary vision and framework to move institutions of higher education into the 21st century.  Regardless of the size of the program, ID professionals (regardless of philosophical bent) are needed to create a clear framework outlining the goals, delivery, and structure of the e-learning program with clear benchmarks for success.  (Moller, Foshay, & Huett. 2008)  Instructional designers will play a key role in the transition of instructional delivery.  The designers will not only assist in the design of courses but also provide much needed leadership.

References:

Siegle, D. (2011). The changing nature of universities: Going online. Gifted Child Today, 34(3), 56-61. Retrieved from http://journals.prufrock.com/IJP/b/gifted-child-today

Beaudoin, M. F. (2002). Distance education leadership: An essential role for the new century. The Journal of Leadership Studies, 8(3), 131-144. doi:10.1177/107179190200800311

Irlbeck, S. (2002). Leadership and Distance Education in Higher Education: A US Perspective. The International Review Of Research In Open And Distance Learning, 3(2). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/91/170

Huett, J., Moller, L., Foshay, W. R., & Coleman, C. (2008). The Evolution of Distance Education: Implications for Instructional Design on the Potential of the Web. Part 3: K-12. Techtrends: Linking Research And Practice To Improve Learning, 52(5), 63-67.

Moller, L., Foshay, W. R., & Huett, J. (2008). The Evolution of Distance Education: Implications for Instructional Design on the Potential of the Web. Part 2: Higher Education.  Techtrends: Linking Research & Practice To Improve Learning, 52(4), 66-70. doi:10.1007/s11528-008-0179-0

*****************************************************************************

Defining Distance Learning Mindmap