FINAL REFLECTION EDU625

As I reflect about what I have encountered the past 8 weeks in EDU625 Integrating Technology into Learning has impacted the way I see technology today. As parent I wanted to protect my own children from becoming zombies to the technology driven world most kids are around. My thoughts were not clear enough to understand that depending on certain application/software my child interacted with could possibly spark some learning. In the mist of coming across new ways of learning with technology and exploring the activities helped me realized the benefits. While I was able to create different activities, it provided more in-depth ways of how educators can satisfy those tech savvy students and keep students engaged through learning.

There were a couple of new technologies that I enjoyed working with such as presentation and content delivery and emerging technologies. The tool that I experienced the most excitement was using goanimate.com to create a more engaging presentation for the children’s Bible study. It was an extremely user friendly site which provided many different templet options. Also this site had a wide range of age appropriate characters. My least favorite part of this site is a required cost for subscription in maintaining the account open for accessibility to your presentation video. Another site I enjoyed working with was easygenerator.com. This is an e-learning tool where you can create different lessons and have students complete these activities at home or wherever they are. In using this site I was able to create a few modules for my church.  I plan to present these to the Board of Trustees as a way of introducing more technology within the church Bible study department. As we see our young children so deeply involved with technology on a daily basis, the church should take advantage and incorporate some Biblical aspects to their daily use in sharing these activities.

One of my least favorite was confronting the virtual reality (VR) world. As a non-gamer and having no interest in exploring type of activity defiantly took me out of my element. Due to it being an assignment for this course played a major role in confronting the VR. In the sites that were presented in our weekly material I ended up visiting the Second Life virtual world. My mission in discovering this new technology I was not fascinated with what was presented. In creating the avatars was simple enough and user friendly. After entering this VR world I struggled in finding any interaction. My frustration level increased when moving my avatar around ending up falling into the same spot over and over again. In trying to be more open minded I visited the site multiple times different times of the day to see if my experience would change. I will try and keep an opened mind and would reconsider exploring this type of site when I have more time.

Overall I feel that I have increased my knowledge about technology and plan to be more proactive in researching more.  A step I plan to accomplish sooner rather than later is to implement an e-learning module for our church Bible study. It has been mentioned by parents within the church that their young kids and the youth are trapped on their phones. What better way to keep them involved with church related activities through the use of their phones. Since these tools are accessible anywhere anytime, these learners can take advantage and explore many different Biblical activities. As I continue my journey of discovering and stepping into unknown areas I plan to be more open minded in what lies ahead of this technological world. I see endless possibility and will take into consideration that not all new technology will fit in my learning environment but in discovering what works will be an adventure I am willing to take.

I wanted to share this video which was eye opening in respect to where technology could take our students

QUESTON:

Do you see your classroom moving in a more technology driven direction?

If yes, share what technology have you used to explore with your students?

If no, let us know what you would like to see implemented in your classroom to make it more technology friendly.

 

References

Google Image Robot. Retrieved from https://allthingslearning.files.wordpress.com/2011/10/technology-01.jpg

EDU625 3D Virtual Environments & Mobile Learning

Whether the learner is playing games, training on a simulation, watching films or television, surfing on the internet or listening to music it is their approach to that activity, and the support of peers, mentor or tutor that frames how and when learning will take place… If they are immersed in the activity they are more likely to engage in the learning activity (De Freitas, n.d.). As educators we always want to provide the best learning environment for our students to thrive in what they interact with and how they can use it during their daily routine. Last week 3D virtual environments were introduced. Prior to this week’s topic the virtual world was something unfamiliar and unappealing. Through conversations and stories, the virtual world to my understanding was an addictive game that trapped many people that were socially awkward and closed themselves at home. Within the readings and materials that were presented, the idea that was embedded within was cleared to a point. With my own personal encounter the virtual world was not a good fit. I was introduced and participated in the Second Life virtual world. And I must confess this was the most stressful time I spent. Although my experience was not the greatest, listening to my fellow classmate and their use within their classrooms keeps me interested in researching more. It did become clearer that these types of learning environments can be integrated in the classroom appropriately supervised. Learning through exploration is one of the strengths of game-based learning, allowing learners and learner group’s time and scope for exploring environments freely (De Freitas, n.d.).

Here is an Article of Interest you can read about. This discusses virtual worlds in education.

If you click on the picture it will enlarge it and you can review the differences between E-learning and M-Learning environments.

The existence of nearly 2.7 billion active mobile phones worldwide dramatically illustrates the huge potential for the mobile learning (m-Learning) market (Ahonen, 2007 cited in Wang, & Shen, 2012)… M-Learning enables the delivery of instructional content to a student when the need, relevance and value of the lesson are highest (Wang, & Shen, 2012). As mobile connectedness continues to sweep across the landscape, the possibilities of using mobile devices for learning are endless… The value of deploying mobile technologies in the service of learning and teaching seems to be both self-evident and unavoidable (Stanaityte, Washington, Wankel, & Blessinger, 2013). With so much at our fingertips, why not use these mobile devices to help nurture our minds wherever whenever we can. Becoming more knowledgably about these types of learning environments, helped broadened my view on technology in education. This week it was our turn to create our own m-learning activity. My personal experience in using easygenenrator.com was amazing.  This site was a super user friendly site and in providing template options and other great features. In being the creator of my own m-learning activity helped me gain new skills in gaining knowledge for future possibilities. It is a generation empowered by the massive use of technology…Previous studies demonstrate that the use of mobile technologies in learning processes generates great motivation among youngsters, particularly among students that usually are not engaged with the course or generally present a lack of performance (Dede, 2005; Goh, Seet, & Chen, 2011 cited in Stanaityte, Washington, Wankel, & Blessinger, 2013).

I thought this was a nice quick video on the difference between m-learning and e-learning;

QUESTION: What would be your ideal learning environment? Why?

References

De Freitas, Sara. (n.d.) Learning in immersive worlds. Retrieved from https://post.blackboard.com/bbcswebdav/pid-3372901-dt-content-rid-26907484_1/courses/EDU625.901014086384/Documents/Unit%206%20Resources/LearningInImersiveWorlds_v3%203.pdf

M-learning vs e-learning Google image. Retrieved from http://elearninginfographics.com/wp-content/uploads/Understanding-The-Difference-Between-eLearning-and-mLearning-Infographic.png

Second Life Google Image. Retrieved from https://rvcreativeeducation.wordpress.com/wp-content/uploads/2016/12/82b4b-second-life-screenshot.jpg

Stanaityte, J., Washington, N., Wankel, L. A., & Blessinger, P. (2013). Increasing Student Engagement and Retention Using Mobile Applications : Smartphones, Skype and Texting Technologies (Part D). Bingley, U.K.: Emerald Group Publishing Limited.

Wang, M., & Shen, R. (2012). Message design for mobile learning: Learning theories, human cognition and design principles. British Journal Of Educational Technology, 43(4), 561-575. doi:10.1111/j.1467-8535.2011.01214.x

 

EDU623 Implementation

Thank you readers for following along on this learning journey and exploring the ADDIE model with me. This is the final part to the 4 part series of blogs for EDU623. In this last part we will be discussion the Implementation phase.

Take a look at this video provided. I wanted to touch base on the entire ADDIE model so you can recall what we had previously discussed. Please pay close attention to the implementation phase to make connection throughout this blog.

Michael Treser mentioned that depending on the chosen format, the Implementation stage will likely include the following main steps to a greater or lesser degree:

• Training the instructors.
• Preparing the learners.
• Preparing the environment (September, 2015).

In directing the project and identifying these highlighted areas will provide you with a more efficient guideline and keep you on track. Every project needs some structure and a coordination process to provide the control necessary to produce a quality product (Larson, 2014). These interpersonal skills, particularly communication skills and leadership skills are deemed essential to today’s successful project manager, where a good portion of project activity often takes place in virtual environments (Horine, 2009 cited in Williams van Rooij, 2011).

Another essential part that the designer must have is great communication skills. Communication is about sending and receiving information… Knowing that even the introduction of the training itself, the transitions and instructions to carry out the activities, and the overall purpose and motivation for the training must be communicated effectively (Shaw, n.d). The designer and trainer must keep in mind that the implementation phase is important to the overall project since the information is being relayed to learners. Once they have received the training/lesson it is crucial that all objectives have been met and the learners have achieved the knowledge, skills and abilities to move forward.

Take a look of this picture it provides some in-depth information about the ADDIE model;

SOMETHING TO THINK ABOUT:  What phase do you think is the most important? Why?

Here is an article for those that want another breakdown of the ADDIE model that was helpful to me;  Article of Interest

Reference

Implementation Google Image. Retrieved from http://image.slidesharecdn.com/isdaddie2-0brief02-10-2012-121105051831-phpapp02/95/instructional-systems-design-isd-addie-20-25-638.jpg?cb=1352092839

Infographics Google Image. Retrieved from http://elearninginfographics.com/wp-content/uploads/isdInfoGraphic.png

Treser, Michael. (September 11, 2015). Getting to know the ADDIE: Implementation. Retrieved from https://elearningindustry.com/getting-know-addie-implementation

Williams van Rooij, S. s. (2011). Instructional design and project management: complementary or divergent?. Educational Technology Research & Development, 59(1), 139-158. doi:10.1007/s11423-010-9176-z

 

 

EDU623: Design & Develop Phase.

As we have learned within the ADDIE model there are different phases to address important topics in which to create a well driven instructional design. In the design phase we have touched based upon the importance of learning objectives. A well-written objective statement provides a clear picture of the outcome or performance you expect as a result of the lesson (The McGraw Hill Company, n.d.).

Take a closer look at this video of Robert Mager learning objective. In writing learning objectives it can allow for a smoother transition for the set goal.

In writing learning objectives keep in mind a few points;

Does the objective focus on student performance?

Is the task measurable or observable?

What criteria will I use to establish that the objective has been reached?

(The McGraw Hill Company)

Another important consideration to take when writing objectives is to use the ABCD method.

In the ADDIE model it identifies the development phase which consists of the presenting the overall message. For instructional designer, good message design is clear thinking effectively communicated, whether through the written word, through visual and/or aural media, or by designing a message that appeals to any or all of the human sense (Larson, 2014). An important principle that was discussed this past week was CARP.

The CARP acronym stands for:

C = Contrast

A = Alignment

R = Repetition

P = Proximity

Here is a link that I found to be useful in identifying each part of the CARP principle in a more visual manner. CARP design

In using CARP you can improve your content, making it more effective, engaging, and visually appealing so that you no longer have bored or confused audiences (Wikiversity, 2015).

To access instruction physically and cognitively (mentally), the learner must be able to perceive the instructional message so that it can be processed (Larson, 2014). In my opinion, these two phases are important for learners to capture the essence of the design and complete activities. Perception can vary by individual, so it is important to consider how to help learners with differing physical and mental abilities access the intended communication and effectively process it (Larson, 2014).

References

ADDIE model Google Image. Retrieved from https://media.licdn.com/mpr/mpr/AAEAAQAAAAAAAAl0AAAAJDM4NzQ1MGQ3LWZkYWYtNDhjYi05MDgzLTQ2NDc0MDk2NWNmMw.jpg

Larson, M. B. (2014). Streamlined ID : A practical guide to instructional design. New York: Routledge. Chapter 10 – Designing and Delivering an Effective Message

The McGraw Hill Company. (n.d.) A Clear Guide to Writing Objective Statements. Retrieved from http://teachingtoday.glencoe.com/userfiles/file/objective_statements.pdf

Writing Objectives Google Image. Retrieved from http://images.slideplayer.com/15/4667876/slides/slide_9.jpg

Wikiversity. (April 18, 2015) Retrieved from https://en.wikiversity.org/wiki/Instructional_design/CARP/Reasons_to_Use_Each_Principle

 

EDU625: PowerPoint Presentation & Gaming

Technology provides us with a wide range of opportunities for creating highly engaging “presentation” activities that can hold the learners attention even when presented in a distance‐based learning activity (Jamison, 2014). Creating a more engaging learning environment for our students can motivate them in wanting to learn new material. It is a fact that there are times when a straightforward presentation or “lecture” format may truly be the best approach for a learning activity… That decision is best made when it is based on what is best for the learners to experience the material they are to learn (Jamison, 2014). PowerPoints have been around and are useful tools when needed but now we have access to so many other interactive tools online that are more visually pleasing. The increased exposure to technology has changed the way students respond to instruction and has led to a new need for teachers to integrate digital resources in the curriculum (Morgan, 2014). There are those educators that see this new era and will consider implementing these tools to provide their students with a well-rounded learning environment. Then there are other teachers that do not see the benefits of including technology within their classrooms. Using technology effectively in school has many benefits… It keeps students motivated, helps them function well in their digital world, promotes academic gains in literacy, and facilitates the learning of a subject matter because technological tools allow students to perceive and create content through various formats including graphic images, audio, video, music, etc (Morgan, 2014).

Take a look at this site which can offer more insight on other resources about visual learning; Visual-learning

In my own personal use of PowerPoint it has always been my go to tool for the visual component when it came to my Bible study students. Learning about other resources such as the ones mentioned on this site has expanded my horizon and sparked my interest in using them for future lessons.

Jesse Schell mentioned that games are all about customized learning customized education…Every game you play is different… When everyone reads a book they are all reading the same words… When we play a game we each have a different experience because we each make different choices (Big Think, 2011). Some educators that are not so tech savvy are hesitate in taking a leap in using games. But we must realize that students have accessibility at the palm of their hands. The technological tools they are exposed to include the Internet, cell phones, iPods, iPads, Facebook, and Twitter, and more of these resources will soon emerge (Morgan, 2014). In hopes of making our environments more engaging to students we must be willing to learn the different resources that are available. Game designers understand how to make games memorable and “sticky” in the sense that, even when you aren’t playing the game, you’re still thinking about solving its problems and puzzles (Kiang, 2014). Taking the student to a higher level of thinning and encourage them to keep that mindset away from the classroom should be our goal as educators.

Take a look at this video of Paul Anderson a teacher which implemented elements of games in his classroom. It’s a great idea that educators are interested in adding more excitement in their classroom with games. Let us remember that the overall point is to make games beneficial in their learning process.

To my own lack of experience and knowledge with gaming, I’ve always thought it was not something that was needed in the classroom. On the other hand, for the past few weeks the exposure to so many different resources has helped me see what benefits playing games can provide. I am still hesitant and will allow the use of games but time limitations are necessary to keep students engaged without games. Taking everything into consideration using various learning tools to keep students engaged may benefit the classroom environment.

QUESTION: How will you start to implement more interactive learning tools within your classroom?

If you have these tools already, have you thought about helping other educators implement some of these tools?

Reference

Big Think. (July 5, 2011).  Playing games in the classroom. Retrieved from https://www.youtube.com/watch?v=bA7KuOyH3PQ

Gaming Google Image. Retrieved from http://infographicsfanatics.com/wp-content/uploads/2014/07/the-gamification-of-education1.jpg

Jamison, John. (February 6, 2014). EDU624 Unit 4 Presentation. Retrieved from https://prezi.com/kusbq5-y_lml/edu625-unit-4-presentation/

Jones, Allan M. (November, 2003). The use and abuse of PowerPoint in Teaching and Learning in the Life Sciences: A Personal Overview. Retrieved from https://www.csun.edu/~vceed002/ref/presentation/powerpoint/powerpoint_use_abuse.pdf

Kiang, Douglas. (October 14, 2014). Using Gaming Principles to Engage Students. Retrieved from https://www.edutopia.org/blog/using-gaming-principles-engage-students-douglas-kiang

Morgan, H. (2014). Using digital story projects to help students improve in reading and writing. Reading Improvement,51(1), 20-26.

PowerPoint Google Image. Retrieved from http://www.panasonic.co.nz/media/650213/teaching_materials.jpg

 

 

EDU625 : Social Media, Surveys and Graphs Oh My!

Our students are constantly on Instagram, Facebook, Twitter, and likely many sites we’re not hip enough to know about (Edudemic Staff, 2015). Writing letters, making phone calls or having face to face conversations are skills that are changing how relationships are created due to the increase of social networking. In many ways, these social communities are the virtual equivalent of church socials where family and friends gather to exchange news and get updates…Even the age-old custom of connecting with pen pals has been upgraded as private messages can be sent over social media (Claywell, 2013). Within the last three weeks I have been able to explore social media tools of technology and how beneficial it becomes when learning is involved.

Viewing this video was a great eye opener in how taking technology into the classroom provides student to become more creative in their learning.

http://www.youtube.com/watch?v=d59eG1_Tt-Q

During these weeks learning challenges were presented in each unit. We were asked to provide a brief introduction using a piece of technology by broadcast our image or voice. This was challenging for me because I am not the type of person that likes to be in front of a camera or publicly speak. Taking into consideration that this was for a grade, it was also important that I come out of my shell in taking risks when it comes to learning. I completed the challenge by creating a YouTube video and attempted about 20 times before I felt comfortable enough to publicly post it. It was comforting to hear positive feedback from classmates but I will think twice about posting any self-driven YouTube videos. I was able to understand how this video can be a great tool to use within the classroom providing student the opportunity to share their thoughts and gain public speaking skills with a digital spin. Since students are already using social media away from the classroom, integrating it into the classroom helps students learn best practices for social media and offers an interesting new twist on lessons (Edudemic Staff, 2015).

Another tool that was fascinating to learn about was creating surveys. Surveys represent one of the most often used techniques of collecting information from or about people to describe, compare, explain or predict their knowledge; attitudes, or behaviors (Frink, 2003 cited by Phillips, Aaron, & Phillip, 2013) Surveys are presented in different forms, Phillips, Aaron & Phillips identify the following as the most common surveys;

Self-administered survey and questionnaires

Interviews

Focus groups

Observations

For the second challenge the class used one free tool to create and conduct a survey, send it to members of our social community and collect the information from any responses. Below there is a link to the survey presented to friends through my Facebook page.

https://www.surveymonkey.com/r/D5RYRYV

This challenge took me some time thinking about a topic to use. Finally when I completed the survey it was exciting to receive e-mails that viewers took the survey. Survey Monkey is a great user friendly website. Having no prior experience with creating surveys, this website provided great graphic layouts and available questions for creators to use. I would recommend Survey Monkey for other to use for classroom or business needs. An effective survey administration strategy will help you ensure you receive an acceptable quantity and quality responses (Phillips, Aaron & Phillips, 2013).

When students learn about data they can be expected to go through a number of phases.

Phase 1: Construction of graphs using a given set of decontextualized data

Phase 2: Extraction and Tabulation/organization of data from a real-life context (contextualized data).

Phase 3: Construction of different types of graphs using organized data from Phase 2.

Phase 4: Interpreting information from the graph.

(Blagdanic & Chinnappan, 2013)

Providing students the correct tools to work with data is important when they interpret and create graphs. Science and education literature are clear that students learn most during active learning and when they are engaged in the scientific process (e.g., Etherton et al. 2011 cited by Barrett & Woods, 2012). In using real life data students are able to engage and become more interested in what they are analyzing. By allowing students to use that data and create graphs skills emerge in comparing the results of their findings.

The learning challenge for this week was to use an internet based data resource, create and activity complete a graph to show the results. To my surprise there is a plethora of real life data resources available. Another challenge that took me out of my element but this was well with the adventure. In my discovery the San Diego Zoo have live cameras on certain animals. This challenge was created for the course but also for my 6 year old son that loves wild life cats. Finding the Tiger Cam at the San Diego Zoo, as a family we watched and I asked questions about the tigers exploring his environment. What a fun family activity this was my son was able to identify some behaviors which we then created a graph. I have attached a picture of the graph we created, which was a great learning experience for both of us.

 

 

 

 

 

 

 

We used http://nces.ed.gov/nceskids/createagraph/default.aspx to create the graph which was a super user friendly site. Viewing how the results came through in graph form was exciting to see, especially how my kids reacted to what we created together.

There are many different styles of learning. Allowing students to access information in terms they are comfortable with will increase their academic confidence (Teach make a difference, n.d.). In the advancement of society using technology, why not incorporate more of these social networks and resources into the classroom. Teachers are learning how to teach with emerging technologies (tablets, iPads, Smart Boards, digital cameras, computers), while students are using advanced technology to shape how they learn(Cox, 2016).

The amount of information that I’ve been exposed to within the last three weeks has given me a new view of technology in the classroom. From using social networks to creating surveys and to finding real life data has been an eye-opening experience. For the next five weeks, I’m looking forward to many more discoveries.

Question: Would you choose a technology driven lessons or lecture type format for your child’s education?

References

Barrett, Bradford S. and Woods, John E.(March 2012). USING THE AMAZING ATMOSPHERE TO FOSTER STUDENT LEARNING AND INTEREST IN METEOROLOGY. Retrieved from https://post.blackboard.com/bbcswebdav/pid-3372841-dt-content-rid-26907469_1/courses/EDU625.901014086384/Documents/Unit%203%20Resources/Using_the_Amazing_Atmosphere_to_Foster_Student_Learning.pdf

Blagdanic, C., & Chinnappan, M. (2013). Supporting students to make judgements using real-life data. Australian Mathematics Teacher, 69(2), 4-12

Claywell, Charlie R. (2013). Advantages and Disadvantages of Social Networking. Retrieved from http://socialnetworking.lovetoknow.com/Advantages_and_Disadvantages_of_Social_Networking

Cox, Janelle. ( July, 2016). Benefits of Technology in the Classroom. Retrievd from http://www.teachhub.com/benefits-technology-classroom

Edudemic Staff. (January  12, 2015). How to Use Social Media as a Learning Tool. Retrieved from http://www.edudemic.com/how-to-use-social-media-as-a-learning-tool-in-the-classroom/

Keep Clam and Analyze Data Google Image. Retrieved from https://trackwealth.com/blog/wp-content/uploads/2014/11/keep-calm-and-analyze-data-15.png

Phillips, P. P., Aaron, B. C., & Phillips, J. J. (2013). Survey Basics. Alexandria, Va: American Society for Training & Development.

Social Media, Google Image. Retrieved from http://static.shopify.com/s/files/1/0163/6622/t/8/assets/blog_Depositphotos_6002065_M-1024×929.jpg?1221

Survey Image, Google Image. Retrieved from https://explorable.com/images/survey-research-design.jpg

Teach make a difference. (n.d.) Retrieved from https://teach.com/what/teachers-teach/learning-styles/

 

EDU623 : The ADDIE Series

For the past three weeks we have been discussing and looking more in-depth to the ADDIE model. Click or take a closer look at this image which provides more detail about the ADDIE model. 

Each of these phases provides instructional designers a road map for a successful outcome of the training or project one wish to complete. The Analysis phase of the instructional design is the first part of the ADDIE model and important because it is the stepping stone to the bigger picture.

 

The following chart illustrates the important parts of the Analysis phase.

Analysis
Instructional Goal	Identify what is in need of  learning
Instructional Analysis	Specific steps illustrated  and each step may also have a sub-steps to achieve the goal
Learner Analysis	Find out what the learner already knows
Learner Objectives	What the learner should be able to do … A good learning objective could be ”By the time the learner finishes this course he/she will be able to ______” ( here you want to define a specific learner performance with a strong verb (Gardner, 2011)

When these areas are in place it offers the instructional designer a strategy in what you want the learner to achieve by the end of the project.

There are different instructional design models for educators to figure what accommodates their project idea. The model that best fit my project of teaching learners how to use Facebook live was the Gradual Release model. The following table has been taken from this video which shows four stages of the Gradual Release model; https://www.lynda.com/Higher-Education-tutorials/Overview-Gradual-Release-model/161318/175149-4.html?org=post.edu

Gradual Release model
I do ( teacher/trainer demonstrates)	Focused lesson
We do (Trainer /teacher facilitate discussion)	Guided instructions
You do it together (Group learning)	Collaborative learning
You do it alone (New assignment provided)	Independent work

The Gradual release model is a more hands on step by step demonstration which will benefit the learners within my project especially those that are not comfortable using a live broadcast on their own. The Gradual release model is a way for student to become responsible for their learning, and to master a skill or task by taking on more individual work… The teacher’s role is to provide individual levels of instruction, monitor the student progress, and give guidance when necessary (Hansen, 2014).

Here is a link to a video with more details about the Gradual release model within a classroom environment. Viewing this video gives more insight into this model that identifies the way you want learners to really think for themselves

https://www.teachingchannel.org/videos/improving-teacher-practice#video-sidebar_tab_video-guide-tab

Another component that is important to a project is visual design. Pictures are, as the old adage states, worth a thousand words because they convey meaning and communicate information…Because instruction is all about communication and learning, communication skills are essential instructional design competencies, so visuals and graphics should be valued as primal forms of communication (Ley, & Gannon-Cook, 2014). As the project continues to unfold taking into consideration the visual feature need to appeal to the learner to capture the full understanding to move forward and achieve a learning experience.

 

References

Gardner, J. Cark. (September 25, 2011). The ADDIE Analysis Phase. Retrieved from https://www.youtube.com/watch?v=JZdv5lrJs4U

Google Image of ADDIE model. Retrieved from http://image.slidesharecdn.com/preview-addiemodel08-2016-160805234234/95/addie-model-for-instructional-design-by-operational-excellence-consulting-14-638.jpg?cb=1470440677

Google Image of Desgin. Retrived from https://elearningindustry.com/wp-content/uploads/2015/04/Instructional-Design-Challenges-eLearning.jpg

Hanson, Shea. (May 29, 2014). Choosing the best model for your project. From Instructional Design Essentials: Models of ID. Retrieved from https://www.lynda.com/Higher-Education-tutorials/Choosing-best-model-your-project/161318/175133-4.html?org=post.edu

Ley, K., & Gannon-Cook, R. (2014). Vital signs for instructional design. Quarterly Review Of Distance Education, 15(2), 21-34.

Unit 1 EDU623 Series

Follow the next 8 weeks as we go through a 4- part series of the ADDIE model and Instructional Design. I will share my thoughts and understanding of the different instructional design models.

Lets adventure together so stay connected!

STAY TUNED Learning Design Project ~ Coming SOON!

Google Image. Retrieved from https://hortmonvera.files.wordpress.com/2015/03/addie-model.jpg

 

Overview and Personal Reflection

Project Management for Instructional Designers

For the past 7 weeks I have learned the ins and outs of project management for instructional designers. Through this time, understanding what a project entails really impacted the way I see all projects. It does not matter the size of the project one must have a plan in place before jumping into anything. Projects are defined as temporary endeavors with a beginning and an end (Cox, 2009). When I began taking this course my first blog I shared about our church reconstruction basement project and how the expected date of finalization was September 2016. It is now October 2016 and the project is not yet complete. This past week we had spoken about changes occurring within the project and how some can be positive and or negative. Change is equated with innovation, improvement, and a higher standard of living in the minds of the “change agent” (Unit 7 Lecture).

Take a look at this video. Some people you encounter within your projects may resist certain changes. Make sure you can communicate why these changes are happening. Building trust within your team is super important for a successful road ahead.

https://www.youtube.com/watch?v=jwxrsngEJDw&list=WL&index=70

As I had mentioned before about our church basement project we had projected a final date for September but some changes had to occur for the better. We were having some sewer issues that would affect our basement which we needed to address before moving forward. At the end of this unexpected smaller project the church now has a new sidewalk and a better sewer drainage to keep flooding away from our basement. Effective communication is essential to the success of a project…Communication planning includes the processes required to ensure timely and appropriate collection, retrieval and dissemination of the project information (Cox, 2009, p114). Making sure we informed all stakeholders about this concern was crucial for the approval of this smaller project within the bigger basement project.

At times you may confront certain stakeholders that may be resistant to the changes that are being made, having good communication is key.  For instance, Lionel Valdellon mentioned that there are four strategies to have when dealing with difficult stakeholders (2014). The following are the strategies Valdellon points out;

1. Identify the difficult stakeholders and watch them closely
2. Listen to what they’re saying.
3. Meet them one on one.
4. Determine their motivations.

To develop a set of specific plans and actions to achieve “the change” given time, cost and scope constraints and to utilize resources effectively (managing the technical side of the change) is the goal of a project management (Proci).

For those that are reading this and are still not sure to delve into a project, take a look at this website. Here you will find some steps for planning a project; https://www.wrike.com/blog/foolproof-project-plan/

References

Cox, D.M.T.(2009). Project management skills for instructional designers: A practical guide. Bloomington, IL : IUniverse.

Google Image #1. Retrieved from http://static.wixstatic.com/media/c76677_a08179dc781e456eb2f3a7dfc7a0b846.jpg

Google Image#2. Retrieved from https://d2myx53yhj7u4b.cloudfront.net/sites/default/files/shutterstock_289049753.jpg

Prosci. (n.d). Retrieved from https://www.prosci.com/change-management/thought-leadership-library/change-management-definition

Unit 7 Lecture. (n.d.) Retrieved from http://www.coursematerials.net/edu/edu627/unit7/index.htm

Valdellon, Lionel. (November 26, 2014). 4 Strategies for Dealing with Difficult Stakeholders. Retrieved from https://www.wrike.com/blog/4-strategies-dealing-difficult-stakeholders/

 

Effective Communication

Please watch this video; https://www.youtube.com/watch?v=_6XchKBSQCQ

As this video provides us with a joke about chemical formulas it’s a great overview into how important communication is in all aspects of our lives. Effective communications allows us to create a degree of accurate understanding among learners… The degree of understanding created and the degree to which learners respond appropriately to the messages is the key measure of success (Cox, 2009).

There are many factors that go into play when creating a project and working with a team to establish a successful turnout. The project manager should be prepared in being clear and concise with the information that is being presented to stakeholders and other team members. Jason Charvat (2002) mentioned the following communication information should be contained within the project communication plan:

• Project communication strategy
• The kick-off meeting
• Roles and responsibilities of the team
• Project status meetings and frequency
• Change control communications
• Project review meetings
• Transition from deployment to operations
• Closure meeting

Another source that was helpful in my search in communication planning was this blog (see below). This blog provides the reader with 3 main elements which would help one focus on a successful communication plan.

https://www.workamajig.com/blog/3-elements-every-successful-project-communication-plan-needs

In having a great project planned with great communication there is a chance that obstacles may arise. In the communication process, there is the potential for many things to interfere with the message, including the construction of the message itself, the medium (channel) used to transmit the message, and the clarity of the feedback received regarding the message (Unit 5 Lecture). Dorcas Cox (2009) points out that there are barriers to effective communication which include perception, beliefs, attitude, values and noise.

Establishing a plan of effective communication may decrease the chances of confronting barriers along the way. Here is a blog that may assist project managers in steps to avoiding interference with communication barriers.

https://www.workamajig.com/blog/communication-breakdown-5-ways-to-avoid-this-on-your-next-creative-project

It makes sense for instructional designer to create the most appropriate and positive expectation early in the communication (Cox, 2009). Having effective communication skills and making sure that a positive plan is in place to attack hurdles will increase the chances of a successful project.

References

Charvat, Jason. (November 13, 2002). Project Communications: A Plan for Getting Your Message Across. Retrieved from http://www.techrepublic.com/article/project-communications-a-plan-for-getting-your-message-across/1061894/

Cox, D.M.T. (2009). Project management skills for instructional designers: A practical guide. Bloomington, IL : IUniverse.

Google Image #1 picture. (n.d). Retrieved from https://media.licdn.com/mpr/mpr/shrinknp_400_400/AAEAAQAAAAAAAAL6AAAAJDAzOTAxODc5LTRmNzQtNDNhZi05Y2VlLTdiM2MwOTZhMWJiYw.png

Google Image #2 picture. (n.d). Retrieved from http://cmm.com.au/articles/wp-content/uploads/2012/12/communication-2.jpg

Unit 5 Lecture. (n.d). Project Communications. Retrieved from http://www.coursematerials.net/edu/edu627/unit5/index.htm