tag:blogger.com,1999:blog-84715262720859445182024-02-02T12:49:53.623-08:00Training &DevelopmentWelcome to Training and Development EDIT 6501. This is my blog spot for all the required discussion and assignment completion for this course. Feel free to share your knowledge, thoughts, opinion and suggestions as we learn together. I look forward to read from you.Unknownnoreply@blogger.comBlogger25125tag:blogger.com,1999:blog-8471526272085944518.post-8704424518345506592012-06-17T08:32:00.000-07:002012-06-18T12:09:20.982-07:00Personal Development Plan<br />
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<b>My
Personal Development Plan.</b></div>
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My exposure and experiences in this program has fired my motivation to
continue my educational goals. While I am aware of the financial
responsibilities and constraints as a mother, a student, a professional, wife
and supporting my two older boys in college. I have to be sensitive to the
immediate need of my family, who has been extremely supportive of my success up
to date through thick and thin.</div>
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Throughout the program, I interacted and struggle with some aspect of the
using technology. Shortly after, I started my graduate program I realize the need to
change my specialization from
online learning to “Training and
Improvement”. This is because I strongly
felt that I need substantial knowledge to function as expected and desired in
higher level technological program. Moving
forward, I want to acquire the knowledge by getting a formal education on the
use of software technologies. There are a thousand and one YouTube videos
for learning, Lydia.com and many tutorials. I discover they mostly get me to
the solution. I want to know the details. Possibly get a
certification in Adobe Photoshop and Dreamweaver. I want to do better than work with a tutorial. </div>
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<br /></div>
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<a href="http://i1-win.softpedia-static.com/screenshots/Adobe-PhotoShop-Trial_1.png"><b>http://i1-win.softpedia-static.com/screenshots/Adobe-PhotoShop-Trial_1.png</b></a><b>.</b></div>
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<br /></div>
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<b>An opportunity to
practice.</b></div>
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I want to get a job in the field
of Instructional Design to enable me practice some of the things I just learned
in this program. I know that I do not
want to teach in elementary or High school. I will update my resume and apply
for a job. Not sure how that will go, considering the financial crisis. I have
a plan B. I am preparing to volunteer at the local community college and
universities. I am on vacation all week in Virginia Beach. Nowadays, I am analyzing every aspect of
whatever I am involved with. I sometimes initiate a discussion on the best
approach to help people get things done especially, if they are
struggling. I like to know why they are
using one approach versus the other.</div>
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<br /></div>
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<b> CPT Certification.</b></div>
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I want to get my membership for the International society for performance
Improvement. I investigated how I can
obtain my CPT certification. My
organization tuition reimbursement fund can assist me to obtain this
certification. CPT certification is very
important to me. In the future, I am planning to retire in Nigeria, and I feel
that I can use my knowledge to create a training solution organization<b>. </b></div>
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<b> </b><a href="http://www.ispi.org/pl/cpt/cpt-brochure.pdf"><b>http://www.ispi.org/pl/cpt/cpt-brochure.pdf</b></a><b>.</b></div>
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<br /></div>
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<b>Continuing
Education Plan.</b></div>
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<b> </b>I will like to pursue my education and obtain my
PHD. I have a lot on my plate right now. I need to figure out the financial
aspects of my intention. I look forward
to talk to my advisor when I finish my grad program. I will like to return to
Walden for this program. I am passionate about continuing my educational goals
because it will continue to increase my exposure to the educational forum that
I value. There is a lot to learn, and I look forward to be the best in all I
can be. </div>
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<a href="http://www.waldenu.edu/Degree-Programs/Doctorate/PhD-in-Education.htm">http://www.waldenu.edu/Degree-Programs/Doctorate/PhD-in-Education.htm</a>.</div>Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-8471526272085944518.post-6471674058256873012012-06-17T07:16:00.002-07:002012-06-17T07:17:12.913-07:00Employees Development Plan<iframe src="https://r.office.microsoft.com/r/rlidPowerPointEmbed?p1=1&p2=1&p3=SD440A3486CBB4DCB1!108&p4=&ak=!ABIQ_GzhBbKghrc&kip=1" width="402" height="327" frameborder="0" scrolling="no"></iframe>Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-8471526272085944518.post-89233898225339370052012-06-07T19:20:00.000-07:002012-06-07T19:36:13.525-07:00A6: High-Tech Training<br />
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<br /></div>
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Technology continues to evolve. It is the pace setter for
accessing learners from across the world and permitting them to learn anytime
and at their convenience. There is a constant debate on the use of technology
and the impact on learning. Noe 2010
indicated “new technologies have made it possible to reduce the cost associated
with delivering training to employees, to increase the effectiveness of the learning environment and to help
training contribute to business goals” P. 297.</div>
<div class="MsoNormal">
In this day and age, traditional f2f method of training is fading
away as people rely more on the use of technology to improve learning. It is
obvious that f2f learning will be needed in some aspects of learning.
Technology application to training is effective when used appropriately. This paper will discuss the impact of five
selected technologies on how people learn. </div>
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<br /></div>
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<b>Technologies
Used in Training</b></div>
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<tbody>
<tr style="mso-yfti-firstrow: yes; mso-yfti-irow: 0;">
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Technology
</div>
</td>
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Impact
on how people learn </div>
</td>
<td style="border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 129.1pt;" valign="top" width="172"><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
Implications
for training </div>
</td>
</tr>
<tr style="mso-yfti-irow: 1;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 221.95pt;" valign="top" width="296"><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;">
Intelligent
Tutoring System. </div>
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<br /></div>
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Intelligent
Tutoring Systems (ITS) are tutoring systems which form with using artificial
intelligence</div>
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techniques
in computer programs to facilitate instruction.</div>
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<br /></div>
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<br /></div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;">
<a href="http://aaai.org/AITopics/IntelligentTutoringSystems">http://aaai.org/AITopics/IntelligentTutoringSystems</a></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;">
<a href="http://www3.isi.edu/about-news_story.htm?s=142">http://www3.isi.edu/about-news_story.htm?s=142</a></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 127.75pt;" valign="top" width="170"><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
It
provides immediate feedback to learners without the presence of an
instructor. </div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
The
system lay emphasis on learning by doing using its three </div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
ITS
environments, tutoring, coaching and empowering. </div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
ITS
provides information about the content expectation and trainees level of knowledge.</div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 129.1pt;" valign="top" width="172"><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
ITS
can be used for training with programmers without the details knowledge of
knowing how to program. This is because the four components namely </div>
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Domain
Expert- Provides information on how to perform the task.</div>
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<br /></div>
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Trainee
Model- Provides information about student knowledge. </div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
Trainee
Session Manager – Interprets trainees action and reports the result s or
provides coaching.</div>
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<br /></div>
</td>
</tr>
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<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 221.95pt;" valign="top" width="296"><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
Interactive
Video.</div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
Interactive
video is another fun unconventional way to train employees. Interactive video
combines the advantages of video and computer-based instruction.</div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
Here,
is a link to an interactive video used for training. </div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<a href="http://www.rossiterandco.com/InteractiveDVDProduction.htm">InteractiveDVDProduction.htm</a>.</div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 127.75pt;" valign="top" width="170"><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
Instruction
occurs one-on-one with the learner through the use of keyboard or touch the
monitor to interact with the program.</div>
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Employees
can control what aspects of the training program they want to view. </div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
They
can skip ahead wherever they feel necessary, or they can review topics that
are fuzzy. The employees also receive immediate feedback about their
performance. Training is also made convenient for employee and employer</div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 129.1pt;" valign="top" width="172"><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
Interactive
video is very useful in teaching interpersonal skills and technical
procedures. </div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
Storage
is easy either on video disk or CD.</div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
Employers
using this model will incur high cost of developing interactive video
programs. In some organization purchasing
the equipment is offset by the reduction in instructor cost and travel costs
related to a central training location.</div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
In
addition to the cost, interactive video is customized “only” for the
organizational use.</div>
</td>
</tr>
<tr style="mso-yfti-irow: 3;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 221.95pt;" valign="top" width="296"><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
Virtual
Worlds.</div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<a href="http://www.youtube.com/watch?feature=player_detailpage&v=qOFU9oUF2HA">http://www.youtube.com/watch?feature=</a></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span class="MsoHyperlink"><a href="http://www.youtube.com/watch?feature=player_detailpage&v=qOFU9oUF2HA">player_detailpage&v=qOFU9oUF2HA</a></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
Virtual
world is described a synchronous persistent network of people, represented as
avatars facilitated by network computers.</div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
Mark
(2008) </div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
Second
Life is an example of a computer-based, simulated online virtual world that
includes three dimensional representations of the real world and a place to
host learning programs or experiences</div>
</td>
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In
the virtual world, trainees use an avatar to interact with each other in
classrooms webinars, simulations, or role play exercises.</div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
Trainees
are real without bias to other comments.</div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
Learners
learn alone, with peers or their team.</div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 129.1pt;" valign="top" width="172"><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
Virtual
world could be used to create classrooms such as virtual reality simulations that
actively involve trainees. </div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
It
gives the opportunity to imitate the actual workplace. </div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
It
provides an opportunity for organizations to explore various options of
virtual worlds programs.</div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
Virtual Worlds could be used for teaching
interpersonal skills, leadership and working under pressure. </div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
Consideration
for first time users is important since research disclose the lack of ease of
use. Organization should build in time for first users to get acquainted with
the new technology. </div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
Retention
of learned activities should be monitored after the training</div>
</td>
</tr>
<tr style="mso-yfti-irow: 4;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 221.95pt;" valign="top" width="296"><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
Simulations.
</div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
This
is a type of training method that represents a real–life situation with
trainees’ decisions resulting in outcomes that mirror what would happen if
they were on the job. Noe (2010).</div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<a href="http://www.edutopia.org/computer-simulations-games-virtual-learning-video">http://www.edutopia.org/computer-simulations-games-virtual-learning-video</a>.</div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
Simulations
are in a way, a lab experiment where the students themselves are the test
subjects. They experience the reality of the scenario and gather meaning from
it. It is a strategy that fits well with the principles of constructivism.</div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 127.75pt;" valign="top" width="170"><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
Simulators
are useful in that learners are able to access them anywhere, anytime. </div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
Simulators
provide increase involvement with trainees and can be emotionally engaging,
thereby increasing willingness to practice, encourages retention and improve
their skills. P. 320.</div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
Simulations
remove the element of danger from the situation.</div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
Information
provided are consistent with what trainees need to learn within the shortest
time frame.</div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 129.1pt;" valign="top" width="172"><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
One
of the set back to this method is the frequent update as new information
about the work environment is obtained Noe (2010).</div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
Cost
of production is higher. On the flip side, Trainees may be reluctant to learn
because the technology lacks human interaction. P. 320.</div>
</td>
</tr>
<tr style="mso-yfti-irow: 5; mso-yfti-lastrow: yes;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 221.95pt;" valign="top" width="296"><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
Hybrid/Blended
Training. </div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
Blended
learning combines online learning, face -to- face instruction, and other
methods for distributing learning content and instruction. </div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<a href="http://www.youtube.com/watch?feature=player_embedded&v=so0y0rBgDIY">http://www.youtube.com/watch?</a></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span class="MsoHyperlink"><a href="http://www.youtube.com/watch?feature=player_embedded&v=so0y0rBgDIY">feature=player_embedded&v=so</a></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span class="MsoHyperlink"><a href="http://www.youtube.com/watch?feature=player_embedded&v=so0y0rBgDIY">0y0rBgDIY</a></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 127.75pt;" valign="top" width="170"><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
Learners
are exposed to f2f and technology –based delivery and instructional techniques.</div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
Blended
learning provides learners control and enhances more responsibility for self-
learning.</div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
Uses
classroom for trainees to get together, discuss and share insights. </div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
Feedbacks
are provided live and preferable than online feedback.</div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 129.1pt;" valign="top" width="172"><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
Blended
learning is demanding and requires a great deal of commitment based on the
two learning approaches.</div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
When
used for training, provisions should be made for frequent technology updates
and other related support system. Noe,
2010.</div>
</td>
</tr>
</tbody></table>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
References.</div>
<span style="font-family: "Calibri","sans-serif"; font-size: 11pt; font-weight: normal;">Educational Uses of
Second Life. </span>Retrieved June 7 from
<a href="http://www.youtube.com/watch?feature=player_detailpage&v=qOFU9oUF2HA">http://www.youtube.com/watch?feature=player_detailpage&v=qOFU9oUF2HA</a>.<br />
<h1>
<span class="head"><span style="font-family: "Calibri","sans-serif"; font-size: 11pt; font-weight: normal;">Intelligent Tutoring
Systems .Applications of AI to Education. Retrieved from <a href="http://aaai.org/AITopics/IntelligentTutoringSystems">http://aaai.org/AITopics/IntelligentTutoringSystems</a>.</span></span><span style="font-family: "Calibri","sans-serif"; font-size: 11pt; font-weight: normal;"></span></h1>
<div class="MsoNormal">
Instructional Strategies on
line (2004-2009) Retrieved June 7, 2012 from <a href="http://olc.spsd.sk.ca/de/pd/instr/strats/simul/index.html">http://olc.spsd.sk.ca/de/pd/instr/strats/simul/index.html</a>.</div>
<div class="MsoNormal">
Mark, W.B (2008) <span class="b">Toward a Definition of “Virtual
World” Retrieved June 7, 2012 from <a href="http://journals.tdl.org/">http://journals.tdl.org/</a>.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 1;">
<span style="font-family: "Times New Roman","serif";">Peer-to-Peer Learning in Hybrid (Blended) Courses. Online. Retrieved,
June 7, 2012 from <a href="http://www.youtube.com/watch?feature=player_embedded&v=so0y0rBgDIY">http://www.youtube.com/watch?feature=player_embedded&v=so0y0rBgDIY</a>.</span></div>
<h1>
<span style="font-family: "Calibri","sans-serif"; font-size: 11pt; font-weight: normal;">Schools Use Games for
Learning and Assessment (2007). Retrieved June, 2012 from <a href="http://www.edutopia.org/computer-simulations-games-virtual-learning-video">http://www.edutopia.org/computer-simulations-games-virtual-learning-video</a>.</span></h1>
<div class="MsoNormal">
<br /></div>Unknownnoreply@blogger.com3tag:blogger.com,1999:blog-8471526272085944518.post-76207449488128433472012-05-10T18:19:00.001-07:002012-05-10T18:58:46.355-07:00Planning for a Needs Assessment.<div style="text-align: center;">
<span style="font-size: x-large;"><b>A2: Planning for a Needs Assessment. </b></span></div>
<div class="MsoNormal" style="text-align: center;">
<br />
<span style="font-size: large;">Whole Foods Market</span><br />
<br /></div>
<div class="MsoNormal">
</div>
<div class="MsoNormal">
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhk9MhW6WteYoocuvPrs4wAsT1xj2Sw9M6g-QjTcN_Dmz8QX2nJhZVbeLlI_mCLlTWeutznnnwtcPw28Y40Tys-JdXCAGGlfSix1kTVwniKxI6ArcBifknT1GPyPffgtwNb2umXc9l8tdw/h120/WFM.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" class="uploader-thumb-img" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhk9MhW6WteYoocuvPrs4wAsT1xj2Sw9M6g-QjTcN_Dmz8QX2nJhZVbeLlI_mCLlTWeutznnnwtcPw28Y40Tys-JdXCAGGlfSix1kTVwniKxI6ArcBifknT1GPyPffgtwNb2umXc9l8tdw/h120/WFM.jpg" style="-moz-transform: rotate(0deg); height: 120px; left: 0px; top: 0px; width: 160px;" width="400" /></a></div>
</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Organization Description:
</b></div>
<div class="MsoNormal">
Whole Foods Market started 1980 in Austin Texas. Then, a
very small store with strong intentions of retailing healthy and organic food
products in the community, promoting diversity, awareness and wellness.
Currently, Whole Foods Market is the leading company in the sales of organic
and natural food products within America. Their growth became a global event in
2006. Whole foods Market now have 310 market places in United States and United
Kingdom. Whole foods Market consist of 62, 000 employees, 10 distribution
centers, 7 regional bakery sites and 5 commissaries.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b>Whole Foods Market Mission: </b></div>
<div class="MsoNormal">
</div>
<div class="MsoNormal">
<span style="font-size: small;"><span style="line-height: 115%;">The mission
revolves around a common saying”Whole foods, Whole people and Whole Planet”. These
terms are interconnected and overlap in the approach to the business of this
organization.</span></span></div>
<div class="MsoNormal">
<b><span style="font-size: small;"><span style="line-height: 115%;">Green
Mission: </span></span></b><img alt="" src="data:image/png;base64,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" /></div>
<div class="MsoNormal">
<span style="font-size: small;"><span style="line-height: 115%;">Highlights
the value of 3R’s. Reduce, Reuse and Recycle.</span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: small;"><span style="line-height: 115%;"> </span></span>With a mindset of serving the community, maximizing
diversity and wellness, they are able to select the best quality products,
supported by a self –directed team culture creating a respectful workplace, and
in participation in active agricultural practices in organic farming while
sustaining our planet with wise environmental practices.</div>
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<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Whole Foods Core Values:</b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Selling the highest quality natural and organic products
available.</div>
<div class="MsoNormal">
Satisfying and delighting our customers.</div>
<div class="MsoNormal">
Supporting team member’s happiness and excellence.</div>
<div class="MsoNormal">
Creating wealth through profits and growth</div>
<div class="MsoNormal">
Caring about our communities and our environment.</div>
<div class="MsoNormal">
Creating ongoing win-win partnership with our suppliers. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The
focus is on healthy eating because it offers the greatest health benefits by
purchasing. <img alt="" src="data:image/png;base64,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" /></div>
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<span style="font-size: small;"><span style="font-family: "Calibri","sans-serif"; line-height: 115%;">Based
on my observation on the information presented on Whole foods market web site,
I prefer to visit one of the whole foods market in my area to get a firsthand
information on what </span></span>
</div>
<div class="MsoNormal">
<span style="color: black; font-size: small;">goes on in this region. I recognized that a true assessment of
</span>Whole foods Market should include the entire organization. Knowing that there
are over 310 stores across the world, I will consider getting a buy-in from the
board of directors from various regions, VP’s of various Team member services, independent
Stakeholders, employees, Mangers, customers, environmentalists, Agricultural
partners, and food banks. Noe (2010) states
“It is important to consider the organizational business strategy, its
resources available for training, and support by managers, peers for training
activities. (p. 103). Conducting organizational analysis to determine the
appropriateness of training. Selected
questions will be directed to organizational leaders and mid-level managers,
and trainers.</div>
<ul>
<li> How does training support the strategic need of Whole food
Market? </li>
</ul>
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</div>
<ul>
<li>Are there resources allocated for training purposes?</li>
<li> Please explain how employees perceive training in this
organization?</li>
<li> Considering the size of your organization, how would
training improve the employee’s performance, relationship to customers and
partners?</li>
</ul>
Person analysis helps to identify
employees who need training. Noe (2010). <div class="MsoNormal">
What are your strengths and weaknesses in getting your job
done?</div>
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Do you feel that your performance now satisfy your job
expectation? If yes, How? If no, why?</div>
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How can organizational training assist in your job
performance?</div>
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The person analysis will focus on the employees, team leaders,
and customers.</div>
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<br />
Tasks analysis results
in a description of work activities, including tasks performed by the employee
and the knowledge, skills and abilities required to complete the task. Noe (2010).
In reality, a job must be selected before analysis questions could be
developed. Noe (2010). Task analysis must represent documents available at the
local site or database of the organizations. For each position, selected for
analysis, having the critical tasks steps, how often employees need to complete
the task and current level of difficulty when performing task will lead to in-depth
information about the task in question.</div>
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During the assessment process, I
will like comprehensive information that is generated through the organization’s
operation. Some of these are performance appraisal forms, job descriptions,
current training curriculum's and what gaps such trainings seek to close. Stated
and unstated operational codes.</div>
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In conducting a need assessment for
an organizational, person and task analysis, I will adopt a combination of
techniques to get to the information needed.</div>
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I will conduct a conference meeting
initially to get all my stakeholders informed and prepare for the process. Questionnaires
will be developed online to meet the need of the diverse and global population.
For the local work teams, direct observation on the job will be
appropriate. </div>
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<br /></div>
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In conclusion, performing a need
assessment is crucial and usually the first step in the instructional design
process. Noe (2010). Need assessment enables designers to create effective
training program, geared to the strategic business purpose of the organization,
and acceptable by all stakeholders through communication and collaboration for
the improvement of employees and the organization as a whole.</div>
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</div>
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References:</div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
Noe (2010) Employee Training and Development (5th Ed.)
New York, NY: McGraw Hill. </div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
Whole foods Market. Retrieved May 10, 2012 from <a href="http://www.wholefoodsmarket.com/">http://www.wholefoodsmarket.com/.</a></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
Whole Foods Core Values. Retrieved, May 10, 2012 from <a href="http://www.wholefoodsmarket.com/values/corevalues.php">http://www.wholefoodsmarket.com/values/corevalues.php</a>.</div>
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<span style="font-size: small;"><span style="font-family: "Calibri","sans-serif"; line-height: 115%;"> </span> </span></div>Unknownnoreply@blogger.com4tag:blogger.com,1999:blog-8471526272085944518.post-85665266272351274172012-05-03T19:51:00.001-07:002012-05-03T20:23:00.977-07:00Elevator Speech- The truth about training<br />
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<br /></div>
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<b><span style="font-family: "Arial","sans-serif";"><br /></span></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;">
<b><span style="font-family: "Arial","sans-serif";">My Elevator Speech.</span></b></div>
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<br /></div>
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<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
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</div>
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<embed type="application/x-shockwave-flash" flashvars="audioUrl=https://sites.google.com/site/takeontraining/training/Take%20on%20training.mp3" src="http://www.google.com/reader/ui/3523697345-audio-player.swf" width="400" height="27" quality="best"></embed>
Hello, my name is Folashade Fawehinmi. I am an Instructional designer in the making. I am
not surprised about your take on training. Stolovitch, (n.d.) noted, “Training
skills are necessary to perform, but not sufficient alone”. If you give me a minute, I will clarify some
of your concerns. Let’s reflect on the
economic issues in this country, training is considered unnecessary, and some organizations
are cutting back on training and development of their employees (Noe, 2010).
The truth is training alignment with business strategy provides the roadmap for
any organization to accomplish its goals. Training should be structured and
focused on getting employees to consistently reproduce behavior without
variation, but with increasing greater efficiency even if conditions change. Stolovitch (n.d). If these words are not true
after a training encounter, there is a training performance gap in your system.
</div>
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In
reality, training should be designed to prepare employees for competency on the
job. Training makes our job relevant and connects to the overall business
strategy of the organization, while it makes employees proud and appreciated. </div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
Employees
need continuous learning to compete in this evolving world of knowledge and new
technologies, and this is fundamental to organization’s sustenance and employee’s
performance. </div>
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Thank you.</div>
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References.</div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
Noe, R. A.
(2010). Employee training and
development (5th Ed.). New York, NY: McGraw Hill.</div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
Stolovitch,
H. (n.d) “The Truth about Training” Laureate Video.</div>Unknownnoreply@blogger.com7tag:blogger.com,1999:blog-8471526272085944518.post-73713019539191461562011-12-08T21:17:00.001-08:002011-12-08T21:24:40.801-08:00Analyzing Scope Creep<br />
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<br /></div>
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Scope Creep could be described as the
uncontrolled changes in the requirements of the project as defined. In any project, you will expect a clearly
defined project scope; you still have to beware of scope creep. Scope creep
tend to arise when new features are
added to product designs that have already been approved, without providing
equivalent increases in budget, time and/or resources. In order to address
scope creep challenge, the best approach is to set up a well-controlled formal
process known as a change control system.</div>
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My blog is based on an experience during an interview with
my cousin about the failure experienced in his business. The incident occurred about 4 years ago. </div>
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<br /></div>
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<b>Background </b></div>
<div class="MsoNormal">
Tim had a good intention to be
self- employed. So he quit his real estate business after the economic downturn
with the hope of establishing a business to sustain himself and his family. He
wants to produce grilled goat meat, and chicken for sale. His criteria originated from considering fast
food franchise as a viable business, and believing the flocks of the immigrant population would
be his primary customers. </div>
<div class="MsoNormal">
He had some money saved he hopes to secure a loan from the
bank, and have friends invest in the business. He also intends to partner with a friend to
run the business. They will both have a
50/50 share in the business. </div>
<div class="MsoNormal">
As he worked on researching what he will need to accomplish
this goal, he learned that it will require a USDA involvement and approval. The
local health official’s involvement and layers of approval from the location (warehouse),
to the equipments required to produce the products. He quickly rented a place and renovated the location
for his business. After all the expenditure, the licensing authority informed
his that they are unable to approve the location. After multiple negotiations,
he was ordered to tear it down and rebuild the warehouse to the USDA
specification. The final approval of the location lingered for about 18 months.
He managed to get a small business loan from
the Latino organization in Washington, DC. He used the money to build the warehouse to
the specification. By the approval date, he was already broke and had no money to
operate the business. His rent was mounting
in arrears, and the repayment plan of the loan begins. </div>
<div class="MsoNormal">
In his plan, he knew he could get the raw material (fresh
goat meat and chicken) from local farms. Little did he learn from USDA that he
could only purchase materials from only USDA approved farms. In his discovery,
USDA farms products are higher in price than other regular livestock farms. This
factor will cause his projected product price to increase.</div>
<div class="MsoNormal">
Another interesting aspect of the operation is documentation
of almost every aspect of the production. Tim lacks the ability to complete documentation
requirements while working in production. He was informed about hiring
employees, but knew he cannot afford the salary. </div>
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<b style="mso-bidi-font-weight: normal;"> </b><br />
<br />
<b>Scope creep Issues.</b></div>
<div class="MsoNormal">
The following issues impact the establishment of the business.
In my opinion, the business had problems at almost every stage such as Conceive,
Define, start, perform, and Evaluation.</div>
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<br /></div>
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<b>Conceive Stage</b></div>
<div class="MsoNormal">
<br /></div>
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Funding- the estimation of cost, expenditures,
facilities, equipment purchases, renovations and contingency plans were not properly identified before embarking on this project. In a nut shell, the entire approach to the
project needs to change. Portny, Mantel, Meredith, Shafer, Sutton, and Kramer (2008) states
that “input from more than 500 project managers regarding the most important
single problem facing project managers indicates that coping
with change is at the top of their list.”</div>
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Tim just want a business, no
feasibility study was done. Interestingly, USDA told him there is no one in USA
producing grilled goat as of the time of his business initiation. This makes it
difficult to compare his idea to similar businesses; instead, they got creative,
that lead to the layers of delay in the approval process.</div>
<div class="MsoNormal">
He was unprepared and unaware of the different levels of
regulations, license and approval requirements. </div>
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<br /></div>
<div class="MsoNormal">
<b>Define /planning stage</b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
In his planning, he
had no business plan to identify, analyze and define what this business will
need to thrive. He had no prior experience in the business. He just knew that edible
products sell in the fast food business. </div>
<div class="MsoNormal">
There was no adequate plan on how he will purchase the raw materials
and other ingredients to prepare this product. The surprise occurs after the
fact. </div>
<div class="MsoNormal">
The scope of other
resources was left out of his vision. In my opinion, the lack of feasibility
resulted in the frustration encountered with time frames and delay in the
approval process.</div>
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<br /></div>
<div class="MsoNormal">
<b>Project Start stage</b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The business was unable to start operation once approved, because
everything was wrong from the onset. The
owner was unable to purchase the materials to start operation as planned. Though,
the business had viable customers. Despite all these challenges, the business
continues to run in a substandard manner. The worst happened when the landlord
evicted them because they owed about a year and half rent. </div>
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<b style="mso-bidi-font-weight: normal;">How did you or other
stakeholders deal with those issues at the time?</b></div>
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<br /></div>
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Based on the
challenges encountered by the business, the business partner part ways with my
cousin. He was stuck with the business
and believed he could get by, ran on credit until eviction. Budrovich, (n.d.) indicated that the standard
five variables that challenge project manager are Time, money, scope, people and
quality.</div>
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<br /></div>
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<b>What could you have
done to better manage these issues and control the scope of the project?</b></div>
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<br /></div>
<div class="MsoNormal">
I am proud of what I have learned so far in this course,
because the experience taught me the foundation of project management and
standard of approach to project management.
With this in mind, every aspect of a project is important. It is not
just enough to conceive an idea, but be realistic about analyzing, planning and
identifying all the crucial aspects of the project idea, be able to determine
how the progress will be assessed. </div>
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I will partner with USDA to support /advice me on all the
requirements of this operation, have the necessary documentation,
schedules/timelines, and clarify expectation from the beginning of the project.
According to Suchan, J. (2007),” your ability to get buy-ins from the entire
stakeholder will help to streamline the approval process, and keeps information
flowing”.</div>
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I will do everything to get the experts involved, I will do
my research, I will have a concrete plan about the finances of the business. </div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;">References</b></div>
<div class="MsoNormal">
<br /></div>
Portny, S. E., Mantel, S. J., Meredith, J. R., Shafer, S. M.,
Sutton, M. M., & Kramer, B. E. (2008). <br />
Project Management: Planning, scheduling, and
controlling projects. Hoboken, NJ: John Wiley & <br />
Sons, Inc.<br />
<br />
<div class="MsoNormal">
Suchan, J. (2007) Establish and manage the project
stakeholders list. Retrieved November 8, 2011 from<br />
<a href="http://office.microsoft.com/en-us/project-help/establish-and-manage-the-project-stakeholders-list-HA010172673.aspx.">http://office.microsoft.com/en-us/project-help/establish-and-manage-the-project-stakeholders-list-HA010172673.aspx.</a><br />
</div>
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Managing Scope Creep in Project Management. (n.d.).
Retrieved from<a href="http://www.villanovau.com/project-management-scope-creep/">http://www.villanovau.com/project-management-scope-creep/</a>.</div>
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<br /></div>Unknownnoreply@blogger.com3tag:blogger.com,1999:blog-8471526272085944518.post-8634222652550910982011-11-17T17:55:00.001-08:002011-11-17T18:01:13.366-08:00Communicating Effectively<div class="MsoNormal">
<span class="text"> “What we see and hear from each other is
only the tip of the iceberg. Lying underneath the waterline of our words and
actions is a much fuller, richer set of information”. Strider, (2002) </span>Communication in
project management cannot be overemphasized.
In general, people communicate through a variety of means but are the
communication effective? Projects are
conceived with excellent plan, hoping for a desired outcome often fails,
because of inappropriate communication strategies. This blog discusses a piece of communication
in various modalities. </div>
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<br /></div>
<div class="MsoNormal">
<b>How did your interpretation of the message
change from one modality to the next?</b></div>
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<br /></div>
<div class="MsoNormal">
<b>As an Email (written
Text). </b></div>
<div class="MsoNormal">
The email is direct. The message implies Jane, pleading to
Mark to get his part of the project done to enable her move forward. She appears desperate, by the choice words
used to request for the report, but failed to mention exactly when she needs
the report. As noted by Stolovitch, (n.d.) “Effective communication is
influenced by the spirit and attitude, tonality and body language, timing and
personality of the recipient”. Though,
the email was a written text, it was obvious to note the spirit and attitude of
the writer. </div>
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<br /></div>
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<b>As a Voice Message (Audio)</b></div>
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This voice message presented an interesting version of the
message. The speaker voice was cautious, calm and directly expressed purpose of
the communication. The voice reflected a friendly reminder to Mark about the ETA report. The
voice message reflected a level of familiarities between the speaker and the
receiver. The speaker (Jane) knew Mark’s schedule, and was considerate by referring to his busy
day, somewhat empathizing with him, and
hoping that Mark could find some time to get
back to the much needed report. </div>
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<br /></div>
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<b>As a face-2-face
communication (Video cast)</b></div>
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<br /></div>
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During the f2f conversation, the presence of the speaker
made a difference in the way I received the message. Looking at her face,
listening to her, reading her facial expression, her lips movement, the tone of
her voice impacted the way I received the message. Though, she was demanding an
answer, she was respectful and ended her conversation with a smile. Depending
on the relationship between the two parties the smile could be identified as a heartening
gesture, or could be a distracter. Stolovitch, (n.d) cautions on communicators
“to avoid ambiguity” This may be perceived as lack of seriousness in the
content of the message. </div>
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<br /></div>
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<b>What factors influenced how you perceived the
message?</b></div>
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<br /></div>
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Judging from what I wrote earlier on the written text, and
what just occurred in the voice message, and f2f communication, the speaker in
all the scenarios is attempting to get work done and get results. She may need
to use the approach described by <span style="font-size: 10pt; line-height: 115%;"> </span>Budrovich (n.d) “Tailor your
communication strategy to fit the specific needs of each stakeholder”. In reality, I do not think that the speaker
should use all the three or more methods to get her point across. Instead, her
ability to recognize Mark’s communication preference will make it easy to
tailor her communication to get the outcome. </div>
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Other factors that of influence how a message is perceived
are values, noise, perception, encoding, beliefs,
decoding, length of conversation, repetition, past experiences and expectations.
This could occur both ways. <span style="color: black; font-size: 11.5pt; line-height: 115%;">Considering cultural backgrounds when communicating during a
project is an important factor nowadays, due to technological advancement, and
diversity in the workplace.</span></div>
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<span style="color: black; font-size: 11.5pt; line-height: 115%;"> </span><span style="font-family: "Times New Roman","serif"; font-size: 10pt; line-height: 115%;">
</span></div>
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<b>Which form of communication best conveyed the
true meaning and intent of the message?</b></div>
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<br /></div>
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<span style="color: black;"> This is a
subjective question, because as learner’s we are motivated to react to a piece
of the information base on a number of reasons.
One major gap is that people have different preferences and approaches
to “what constitute effective communication”. For example, being an auditory,
visual or kinesthetic learner may influence your perception, orientation to
details and what you want in a communication. </span>This
is because; different channels of information could determine the strengths and
weaknesses of communication in question.<span style="color: black;"></span></div>
<div class="MsoNormal">
In the sample, provided
f2f (video cast) communication seems to make the most sense in my opinion. Knowing that Mark is extremely busy with
other responsibilities, there is a possibility Mark might not check his voice
message. Considering the email, Mark might not be at his desk to read it. Going to Mark and discussing the need as
demonstrated in the video cast could increase the possibility of getting an
answer sooner. If the two have a positive working relationship, it works even
better.</div>
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<br /></div>
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<b>What are the implications of what you learned
from this exercise for communicating effectively with members of a project
team? </b></div>
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<br /></div>
<div class="MsoNormal">
Communication must be
planned, coordinated, managed and reported between the team and the project
leader. When working on any project, each member is responsible to, and
accountable for discussing the progress of the project to other members as
assigned. Portny, Mantel, Meredith, Shafer, Sutton, and Kramer. (2008) Noted
that “PM should consider providing project progress reports to supervisors,
upper management, the client or customer, project team members, others who are
helping on the project, and others who are affected by the project results.”</div>
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In organization setting, communication takes different shapes and
forms. Stolovitch, (n.d) states that
standard of communication with clients should address the following;</div>
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Frequency.</div>
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Response to time frames.</div>
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Form of oral / written communication. </div>
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Language. </div>
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Format. </div>
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Establish rules of participation and </div>
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Avoid an ambiguity. </div>
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Be precise. </div>
<div class="MsoListParagraphCxSpLast">
Document everything.</div>
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As I process the
instruction in the exercise” The Art of Effective Communication’ I recognized that
some of my responses is based on my own perception, limitation, and
assumptions. To succeed in any projects,
all the assumptions and constrained must be discussed prior to or as situation
arises. Portny et.al. (2008) States that
“PM must consider project assumptions when they develop their project risk
management plan.”</div>
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<br /></div>
<div class="MsoNormal">
References</div>
<div class="MsoNormal">
Strider, E. (2002).
<a href="http://www.blogger.com/blogger.g?blogID=8471526272085944518" name="coltop"><span class="title">Improving Projects by Communicating What’s
Below the Surface</span></a><span class="title">. Retrieved </span></div>
<div class="MsoNormal" style="margin-left: 0.5in;">
<span class="title">November
17, 2011 from </span><a href="http://www.stickyminds.com/sitewide.asp?Function=WEEKLYCOLUMN&ObjectId=3196&objecttype=ARTCOL">http://www.stickyminds.com/sitewide.asp?Function=WEEKLYCOLUMN&ObjectId=3196&objecttype=ARTCOL</a><span class="title">.</span></div>
<div class="MsoNormal">
Portny, S. E., Mantel, S. J., Meredith, J. R., Shafer, S. M.,
Sutton, M. M., & Kramer, B. E. (2008). <br />
Project Management: Planning, scheduling, and
controlling projects.<br />
Hoboken, NJ: John Wiley & Sons, Inc.</div>
<div class="MsoNormal">
Laureate Education, Inc. (n.d.). Project Management Concerns:
Communication Strategies and </div>
<div class="MsoNormal" style="margin-left: 0.5in;">
Organizational Culture [Video B].
Laureate Education, Inc. [Producer]. Retrieved from <a href="http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6052000&Survey=1&47=7840074&ClientNodeID=984650&coursenav=1&bhcp=1" target="_new">http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6052000&Survey=1&47=7840074&ClientNodeID=984650&coursenav=1&bhcp=1</a>.</div>
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<br /></div>Unknownnoreply@blogger.com6tag:blogger.com,1999:blog-8471526272085944518.post-84121769955686093332011-11-10T19:21:00.001-08:002011-11-10T19:35:36.873-08:00Learning from a Project “Post-mortem”<br />
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I recalled a team project titled “<b>Training Steering Committee</b>” This event
took place at work about four years ago. The memory lived with me till today. Little
did I know about IDT/ PM at that time? The idea was brilliant. It was initiated
by the Director of training, my supervisor. The purpose was to “Change the organization”
by doing the following. </div>
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a. Develop adjunct facilitator’s for recurrent training due
to agency expansion.</div>
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b. Revise agency orientation for new hires.</div>
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c. Revise existing and create a new agency policy on
training. </div>
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d. Develop advance courses for clinical professional s in
the organization.</div>
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<br /></div>
<div class="MsoNormal" style="text-indent: 0.5in;">
The director identified samples of employees
from across the entire organization for representation. The response was quite
compelling at the first few meetings, but the director did not use a Project
Management approach. Murphy, (1994). The benefit of using a formal project a
management approach is that needed expertise within the corporation can be
identified and allocated to ensure that project accomplishes its goals”. </div>
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<br /></div>
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The director consulted with the agency CEO, who was in
support of the project, but the director failed to notify his immediate
supervisor, director of Human Resources who holds the ultimate decision about
the project. The identified members were
notified. There was an elaborate kick off meeting. At the meeting, the members
were presented with the purpose of the gathering. The members were pleased to
be part of the needed change.</div>
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<br /></div>
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During the meeting,
members volunteered to function as leaders and supporters of the sub groups.
Other employees present were unwilling to participate because they were unsure
about the need for all the work to be done. Portny, Mantel, Meredith, Shafer,
Sutton, and Kramer (2008) state “the project manager must take the initiative
to figure out what the real needs are”. In addition, the leader should be able
to explain the origin of the need. Not just an intention to change the organization.
The rest of the meeting turned to an opportunity to praise the leader of the
project for the brilliant ideas. </div>
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<br /></div>
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There were four different sub-groups representing the four
purposes of the committee. Each of them was assigned to work on the subtitles
and produce a procedure, a policy, a new curriculum at the end of the project. The details of the deliverables, timelines,
and outcomes were discussed by each sub group at subsequent meetings as that
was not discussed at the kick off meeting. Level of commitment was vague after the first
general meeting. The resulted in role changes from one meeting to the other.</div>
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In some meetings, the
number of employees in attendance determines the assigned roles. The process became a nightmare. Meanwhile, there was no statement of work
from each of the assigned subgroup. The
work breakdown was created as seen feasible by each group. They group were not
reporting to anyone for supervision during the work stages. At the end of the project, a lot of
unpredictable troubled challenges emerged.<br />
<ul>
<li> Members of this committee were being penalized
for abandoning their primary responsibilities because the idea was not
presented for approval in the first place. Greer (2010) States “the project
manager must define the project concept clearly enough so that he can get
support from the key people in the organization”.</li>
<li> A number of documents were developed i.e.
Adjunct facilitator’s process. Revised agency orientation, training policies,
and couple advanced curriculum were developed by personnel with no IDT skills. None
of the draft documents was approved.</li>
<li>The committee was informed that no single
committee can create or revise agency policies without formal approval of the
board members. According to Suchan, J. (2007). “Ability to get buy-ins from the
entire stakeholder will help you accomplish the project goals by reducing
project cycle, and streamline the approval process”.</li>
<li>The Project leader was asked to dissolve the
project and the members. Portny, et. al., (2008) identified three basic
activities in project management. Planning, Organizing, and controlling. With
what I know today, I cannot recall a serious level of planning during the
process. It was an excellent thought, and he sped to action which ultimately
ended in lack of implementation.</li>
<li> The project had a kick off meeting, but the
meeting did not spell out the roles and responsibilities, clarify deliverable
and time lines, identify members commitment. The project was ongoing for about
two years before it ended.</li>
</ul>
</div>
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At the time of this event, I was new to the organization.
Because of my role, I have less knowledge about the procedures of operation,
though; I was in support of my director of training. Based on what I have learned in the previous
courses about organization leadership, functions and operation, I know that the
director took a number of personal decisions because he has worked there
longer, he has very excellent people skills, and could persuade his peers to see things his
way. I will also like to add that, the procedures of initiating an idea were
not clearly stated as what we have now.</div>
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<br /></div>
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<b>Some positives </b> </div>
<div class="MsoNormal">
The process was an eye opener for the organization. From the
crooked foundation laid by the director of training, the organization
experienced major expansion in the past two years. Some of the ideas generated
by the committee are currently revised, and presented to initiate the change
process.</div>
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<br /></div>
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The director was able to create a strong, cohesive team to
work on the project, but the communication amongst the team was ineffective
because of lack of supervision. </div>
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<br /></div>
<div class="MsoNormal">
The agency will start a new hire orientation curriculum in
January 2012</div>
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There are 39 adjunct facilitators across the organization. I
am currently leading the project on adjuncts.</div>
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Currently the organization have policy and procedure committee that are
devoted to revising old policies and create new ones as needed based on
Medicaid/Medicare funding.</div>
<div class="MsoNormal">
Employees in need of advance courses or CEU’s credits are
being supported to accomplish the goals outside of the organization. </div>
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<br /></div>
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References </div>
<div class="MsoNormal">
Greer, M. (2010). The project management minimalist: Just
enough PM to rock your projects! (LaureateCustom Ed.). Baltimore: Laureate
Education, Inc.<br />
</div>
<div class="MsoNormal">
Murphy, C. (1994). <a href="http://sylvan.live.ecollege.com/ec/courses/74759/CRS-CW-6052000/EDUC_6145_readings/Murphy_W2_6145.pdf" target="new">Utilizing project management techniques in the design of
instructional materials</a>.<i><span style="font-family: "Calibri","sans-serif";">Performance &
Instruction, 33</span></i>(3), 9–11.<br />
</div>
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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 &<br />
Sons, Inc.</div>
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<br /></div>Unknownnoreply@blogger.com4tag:blogger.com,1999:blog-8471526272085944518.post-13884454465466035352011-11-04T13:55:00.000-07:002011-11-04T13:55:50.802-07:00Project Management EDUC 6145Hello Class: Welcome to my Project Management Blog. I look forward to learn with all of you.<br />
Have fun.<br />
-Folashade<br />
<br />Unknownnoreply@blogger.com2tag:blogger.com,1999:blog-8471526272085944518.post-81483795680401940982011-10-30T09:30:00.000-07:002011-10-30T09:38:37.452-07:00Reflection on the Future Of Distance Education<span style="font-family: "Calibri","sans-serif"; font-size: 11pt; line-height: 115%;"><br /></span><br />
<br />
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Distance
education continues to evolve. DE is at
a significant turning point in the history of education, improvement in
government operations, and in the corporate environment. Siemens, (n.d.) “Claimed that online
courses and degrees are acceptable and even better received than F2F courses
because people are getting comfortable with online classes”.<br />
<br />
</div>
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<b>What do you think the perceptions of distance
learning will be in the future (in 5–10 years; 10–20 years)?</b> </div>
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The future is brighter. There is a higher
level involvement at higher institution, K1-12, in conjunction with the government
to standardize the operation in distance learning community. This is what will shape the future. Simonson, Smaldino, Albright, & Zvacek,
(2009). State that more and more research is proving
that distance education provides equivalent or even superior education. </div>
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Distance
education will continue to grow dramatically. Siemes (n.d.) discussed
the growing acceptance of DE as fueled by:</div>
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<span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";">
</span></span>Increase in online
communication.</div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-left: 84pt; text-indent: -0.25in;">
<span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";">
</span></span>Practical
experiences with new tools.</div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-left: 84pt; text-indent: -0.25in;">
<span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";">
</span></span>Growing sense of
comfort with online discourse.</div>
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<span style="font-family: Symbol;">·<span style="font: 7pt "Times New Roman";">
</span></span>Ability to
communicate with diverse and global groups.</div>
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Currently, new technologies are unveiled at
least, three to four times a year; the use of distance learning is expected to
increase in the next decade. Simonson,
et. al., (2009), state that students of all ages are engaging in distance
education. As more technology resources are becoming available to education
settings, more students are becoming more involved in learning at a distance.”</div>
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In addition, Siemes (n.d.) states that DE
benefits corporation by allowing them to interact with different offices around
the world. Though a number of critics continue
to challenge the validity and the benefits that DE claims, it is obvious that
the benefits outweigh the challenges. DE is here to stay. The major challenge on the part of Instructional
Designers in the field is to continue to establish the standard of practice
across the board. Judging from what is happening now, organizations and
institutions aspire to convert their traditional f2f curriculum to an online course
to remain competitive in this era. That should not be the practice. There are a
number of theories and practices that could guide organizations seeking to
adopt distance learning. Equivalency
theory is practical in the design of distance learning experiences, and should
be considered especially when “converting” traditional classroom experiences
into distance experiences. As an instructional designer, we must consider the
differences between traditional and distance learning, to develop learning
experiences appropriate for the learner in their environment.<br />
<br />
</div>
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<b>How can you as an instructional designer be a
proponent for improving societal perceptions of distance learning?</b></div>
<div class="MsoNormal" style="line-height: normal; margin-left: -9.35pt;">
Gambescia, & Paolucci (2009)
discussed the fact that a student attending college level online courses has
exceeded any other kind of distance learning. In addition, visibility, academic
integrity, and proper marketing can determine the success of a learning
program.</div>
<div class="MsoNormal" style="line-height: normal; margin-left: -9.35pt;">
As an instructional designer, my individual
contribution to the best practices approach is crucial. We all live in a small
world, where people are entitled to their opinion. Moving forward, providing a real experience, a wow moment, based on facts,
and the plight to generate a thought provoking
adventure to the world of distance learners is what I aspire to add.</div>
<div class="MsoNormal" style="line-height: normal; margin-left: -9.35pt;">
</div>
<div class="MsoNormal" style="line-height: normal; margin-left: -9.35pt;">
</div>
<div class="MsoNormal" style="line-height: normal; margin-left: -9.35pt;">
<b>How will you be a positive force for
continuous improvement in the field of distance education?</b></div>
<div class="MsoNormal" style="line-height: normal; margin-left: -9.35pt;">
I am one of the people that are more
connected to the emerging technologies in all aspects of my live. I think the first thing I will do to maintain a positive force for the continuous
improvement in DE, is to become a
member of various organizations that advocate for the future of Distance
learning in my immediate environment. </div>
<div class="MsoNormal" style="line-height: normal; margin-left: -9.35pt;">
I will commit to continuous review of
the standard of practice, volunteering at Walden community of learners, and in
communication with my predecessor, beyond my degree accomplishment. I am enthusiastic to be a part of this program,
knowing the benefits of the quality of information that is presented in the pursuit
of learning. </div>
<div class="MsoNormal" style="line-height: normal; margin-left: -9.35pt;">
I will increase the awareness of my
organization to the possibilities offered by online learning, such as using
multimedia tools and other approaches that may not be accessible in a f2f
learning environment.</div>
<div class="MsoNormal" style="line-height: normal; margin-left: -9.35pt;">
I recognized the possibility for
improvement with some of the DL offerings; I will consider how to influence the
learner-learner, and learner-instructor interaction, which seems odd, to most
unfamiliar with DL. I will concentrate
on the diversity of the learners, and how to use the information to improve
their experience.</div>
<div class="MsoNormal" style="line-height: normal; margin-left: -9.35pt;">
In conclusion, there are still negative
perceptions of distance learning, I may not be able to change that fact. Adults with multiple responsibilities are
tuned to participate in distance learning more than other population. As more learners adapt to newer technologies, and
as information become more accessible at the finger-tip, the demands for
distance learning will continue to gain greater acceptance in the future.</div>
<div class="MsoNormal" style="line-height: normal; margin-left: -9.35pt;">
References</div>
<div class="MsoNormal" style="line-height: normal; margin-left: -9.35pt;">
Gambescia, S., & Paolucci, R.
(2009). Academic fidelity and integrity as attributes of university online </div>
<div class="MsoNormal" style="line-height: normal; margin-left: -9.35pt;">
degree program offerings.
Online Journal of Distance Learning Administration, 12(1). Retrieved </div>
<div class="MsoNormal" style="line-height: normal; margin-left: -9.35pt;">
from <a href="http://www.westga.edu/%7Edistance/ojdla/spring121/gambescia121.html" target="_new">http://www.westga.edu/~distance/ojdla/spring121/gambescia121.html</a>.</div>
<div class="MsoNormal" style="line-height: normal; margin-left: -9.35pt;">
Kaufman,
R., Watkins, R., and Guerra, I. (2001). The future of Distance learning:
Defining and sustaining </div>
<div class="MsoNormal" style="line-height: normal; margin-left: -9.35pt;">
Useful Results. <a href="http://www.megaplanning.com/articles/FutureofDLinEdTech.pdf">http://www.megaplanning.com/articles/FutureofDLinEdTech.pdf</a>.</div>
<div class="MsoNormal" style="line-height: normal; margin-left: -9.35pt;">
Siemens, G. (2010). Facilitating Online Learning (Video).
Retrieved from Laureate Inc. </div>
<div class="MsoNormal" style="line-height: normal; margin-left: 0.5in;">
<a href="http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5693697&Survey=1&47=7229053&ClientNodeID=984650&coursenav=1&bhcp=1">http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5693697&Survey=1&47=7229053&ClientNodeID=984650&coursenav=1&bhcp=1</a>.</div>
<div class="MsoNormal" style="margin-left: -9.35pt;">
Simonson, M., Smaldino, S.,
Albright, M., & Zvacek, S. (2009). Teaching and learning at a<br />
Distance:
Foundations of distance education (4th Ed.) Boston, MA: Pearson.</div>
<div class="MsoNormal" style="margin-left: -9.35pt;">
<br /></div>
<div class="MsoNormal" style="margin-left: -9.35pt;">
<br /></div>
<div class="MsoNormal" style="margin-left: -9.35pt;">
<br /></div>Unknownnoreply@blogger.com2tag:blogger.com,1999:blog-8471526272085944518.post-7256630842972863572011-10-23T19:27:00.000-07:002011-10-23T19:28:57.900-07:00Best Practices Guide<br />
<div align="center" class="MsoNormal" style="text-align: center;">
Summary of Converting
to a distance learning Format</div>
<div align="center" class="MsoNormal" style="text-align: center;">
<br /></div>
<div class="MsoNormal">
As you start your new role as a facilitator in a blended
learning environment, consider the best practices guide. Know the differences
between f2f and a blended course. Devote time to improve your skills, and plan
ahead of time to try out the technologies available to you.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Your content and the learning outcomes should be align with
the f2f course requirements. Though, the choice of activities and communication
will occur through the discussion board. Your role is to promote learners
engagement, offer support and feedback as needed. You are to facilitate learning, by going over
the strategies presented in the guides, feel free to explore more information,
and give your learners equal opportunity.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Simonson, et al., (2009) states, “the keys to a successful
distance education are in the design, development, and delivery of instruction,
and are not related to geography or time.”<br />
<br />
Here is a link to my Best Practices Guide.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<a href="https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=15_8DZaBkgiMWwLpAkEknXdgWwwWNw0Wd1t-CLmKzMgNdEF2Qm4qJV3Tia1Oi&hl=en_US">https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=15_8DZaBkgiMWwLpAkEknXdgWwwWNw0Wd1t-CLmKzMgNdEF2Qm4qJV3Tia1Oi&hl=en_US</a></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-8471526272085944518.post-8991031406529059212011-10-09T08:11:00.000-07:002011-10-09T08:11:05.099-07:00Application: Blog-The Impact of Open Source<!--[if gte mso 9]><xml>
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<div class="MsoNormal" style="line-height: normal; margin-left: -9pt;">
<b><span style="font-size: 20pt;"></span></b><span><br />
<br />
<span> </span>This blog discusses the impact
of open source.<span> </span>I chose to analyze an
open source offering from Stanford University, one of the leading members in
the open source community. </span><em><span style="font-family: "Calibri","sans-serif";">Open<b> </b>source</span></em><span> refers to
program in which the source code is available to the general public for use
and/or modification from its original design free of charge, i.e., open. Open
source code is typically created as a collaborative effort in </span>which <span>programmers
improve upon the code and share the changes within the community.</span></div>
<div class="MsoNormal" style="line-height: normal; margin-left: -9pt;">
<span>Introduction
to Databases. URL- <span> </span></span><a href="http://www.db-class.org/course/auth/welcome"><span>http://www.db-class.org/course/auth/welcome</span></a><span> .</span></div>
<div class="MsoNormal" style="line-height: normal; margin-left: -9pt;">
<span>I
chose this course to increase my knowledge about technology related courses. The
review gave me an opportunity to access another CMS’ system, other than what I
have been presented at Walden. </span></div>
<div class="MsoNormal" style="line-height: normal; margin-left: -9pt;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-left: -9pt;">
<b><span>Does the course appear to be carefully
pre-planned and designed for a distance learning environment? How so? </span></b></div>
<div class="MsoNormal" style="line-height: normal; margin-left: -9pt;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-left: -9pt;">
<span><span> </span>Introduction to Databases in my opinion is
thoughtfully prepared for DL environment. This is because the site outlook is
clean, clear, organized, and highlights Course Information in bold readable
text.<span> </span>There was an introduction to the
course, by the instructor, and why the course is scheduled to hold. The
You-tube video </span><span>describes the course content, expectation, and application and
certification process.<span> </span></span><span><span> </span><span> </span></span><span>Simonson, Smaldino, Albright, & Zvacek.
(2009) State, ‘instructors of online courses must make the course organization,
calendar of activities, and expectations as clear as possible.”</span></div>
<div class="MsoNormal" style="line-height: normal; margin-left: -9pt;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-left: -9pt;">
<span><span> </span>Interestingly,
the same course is offered to the traditional student. The video mentioned that
this course has been modified for open source purposes. Simonson, Smaldino,
Albright, & Zvacek. (2009) Cautioned that …” courses taught previously in a
traditional classroom may need to be retooled. The focus of the instruction
shifts to visual presentation, engaged learners and careful timing of
presentation of information. ”p.127. </span></div>
<div class="MsoNormal" style="line-height: normal; margin-left: -9pt;">
<span>Introduction to databases requires a high
speed internet connection, because the course content is based on videos and
online exercises. The course is entirely asynchronous and offers multiple
visual cues. <span> </span>The course information includes
a detailed syllabus, course schedule and what will be covered for the next 9
weeks. In addition, there are optional exercises for learners to get accustomed
to the instruction. <span> </span>This is not a credit
based course, but a certificate of participation will be issued at the end of
the course. <span> </span>Course will use topic
approach with about 9 topics total. <span> </span>This
course has weekly assignments, and one examination that will be posted later in
the course. </span></div>
<div class="MsoNormal" style="line-height: normal; margin-left: -9pt;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-left: -9pt;">
<span>Though, <span> </span><span> </span>there
are no prerequisites for this course, information pertaining to other
materials, technology tools, lecture videos, textbooks (optional),
communication and contacts were clearly posted on the main page as FAQ. This is
helpful for anyone interested in the course before course registration. </span></div>
<div class="MsoNormal" style="line-height: normal; margin-left: -9pt;">
<span>A discussion forum is included as part of the
course content. Questions not answered by other students will be answered by
the teaching staff; top-ranked questions will be discussed by the instructor in
a weekly video.</span></div>
<div class="MsoNormal" style="line-height: normal; margin-left: -9pt;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-left: -9pt;">
<b><span>Does the course follow the recommendations for
online instruction as listed in your course textbook? </span></b></div>
<div class="MsoNormal" style="line-height: normal; margin-left: -9pt;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-left: -9pt;">
<span><span> </span>During my review of “Introduction to Databases”
I realized that the course is scheduled to start in October 10, 2011 and will
run till the end of December, 2011. Course followed the standard of identifying
the goals and objectives. Simonson et al. (2009) the absence of stated learning
objectives makes observing and measuring learning outcomes impossible.</span></div>
<div class="MsoNormal" style="line-height: normal; margin-left: -9pt;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-left: -9pt;">
<span><span> </span>Part of the introductory information
highlights the different communication methods for this course. Already, there
are multiple announcements about course offerings, and other pertinent
information. There is a clear understanding of when and how the instructors
will respond to questions or signs of difficulty.<span> </span>This support what Simonson et al (2009) wrote”
another important issue when teaching online is that of establishing the
communication framework.”</span></div>
<div class="MsoNormal" style="line-height: normal; margin-left: -9pt;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-left: -9pt;">
<span>All
the requirements are complete and posted so that new distance learners can
familiarize themselves with the layout of the site. <span> </span>A crucial aspect is the schedule of
assignment. When I signed for Introduction to database, all required
assignments are posted with due dates, and expectation are clear. </span></div>
<div class="MsoNormal" style="line-height: normal; margin-left: -9pt;">
<br /></div>
<div class="MsoNoSpacing" style="margin-left: -9pt;">
<span>Course
identified the technology, and how to access the selected software’s download. </span><span><span> </span>The key here is” to ensure that whatever
technology is accessible by learners and the facilitators” Piskurich (n.d).
Technology should be engaging to all types of learners. </span><span><span> </span>The
course identified the basic requirements of the learners especially in the use
of technology tools. There are optional exercises to work on before the
beginning of the course. I consider those as warm up exercises. An introductory
exercise discusses the learner’s context and experiences. I read some of the
postings; <span> </span>the environment is quite
diverse. Morrison, Ross and Kemp (2004) as cited by Simonson et al. 2009 refer
to the three types of context: Orienting, instructional and transfer context. Additional
considerations posted identified the site coordinators and their roles.</span></div>
<div class="MsoNoSpacing" style="margin-left: -9pt;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-left: -9pt;">
<b><span>Did the course designer implement course
activities that maximize active learning for students?</span></b></div>
<div class="MsoNormal" style="line-height: normal; margin-left: -9pt;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-left: -9pt;">
<span><span> </span>Introduction to Database defined the
activities, the application, and planned to give learners access to a hands-on
experience working with raw data <span> </span>as an
opportunity to build their skills. Consequently, there are a number of prerequisite
topics to ease the learners to the new topic during the course. </span></div>
<div class="MsoNormal" style="line-height: normal; margin-left: -9pt;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-left: -9pt;">
<span>The
discussion forum will be assessed weekly to monitor the level of interaction
among the learners. Assignments will be completed via this method.</span><span> Simonson
et al (2009) </span>cited Kanuka, Rourke, and Laflamme’s (2007) viewpoint that
learner engagement comes from “well-structured” instruction with “clear
learner’s responsibilities” that “provokes deeper levels of discussion” p. 166.
<span><span> </span>Finally, the site offers the opportunity for learners
to evaluate the course, instructor, and ease of use of this site for future
improvement. </span></div>
<div class="MsoNormal" style="line-height: normal; margin-left: -9pt;">
<br /></div>
<div class="MsoNormal" style="margin-left: -9pt; text-align: justify;">
<b><span> References
</span></b></div>
<div class="MsoNormal" style="margin-left: -9pt;">
Piskurich, G. & Chaseur, J.
(n.d.) Laureate Video Presentation. </div>
<div class="MsoNormal" style="margin-left: -9pt;">
<br /></div>
<div class="MsoNormal" style="margin-left: -9pt;">
<b></b></div>
<div class="MsoNormal" style="margin-left: -9pt;">
<b><span></span></b></div>
<div class="MsoNormal" style="margin-left: -9pt;">
<span>Simonson, M., Smaldino, S., Albright,
M., & Zvacek, S. (2009). Teaching and learning at a distance: <span> </span><span> </span></span></div>
<div class="MsoNormal" style="margin-left: -9pt;">
<span><span>
</span>Foundations of distance education (4th Ed.) Boston, MA: Pearson</span></div>
<div class="MsoNormal" style="margin-left: -9pt;">
<br /></div>
<div class="MsoNormal" style="margin-left: -9pt;">
<span>Webopedia, (2011) Open source.
Retrieved <span> </span>from<span> </span><span> </span></span></div>
<div class="MsoNormal" style="margin-left: -9pt;">
<span><span> </span></span><a href="http://www.webopedia.com/TERM/O/open_source.html"><span>http://www.webopedia.com/TERM/O/open_source.html</span></a>.<span></span></div>
<div class="MsoNormal" style="margin-left: -9pt;">
<br /></div>
<div class="MsoNormal" style="margin-left: -9pt;">
<br /></div>
<div class="MsoNormal" style="margin-left: -9pt;">
<br /></div>
<div class="MsoNormal" style="margin-left: -9pt;">
<br /></div>
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<br />
<div class="MsoNormal">
<b><span>Application: Blog—Selecting Distance Learning Technologies.</span></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span><span> </span>I chose Example #1:<span> </span><span>Collaborative
Training Environment</span></span></div>
<div class="MsoNormal">
<span>A new automated staff information system was recently purchased by
a major corporation and needs to be implemented in six regional offices.
Unfortunately, the staff is located throughout all the different offices and
cannot meet at the same time or in the same location. As an instructional
designer for the corporation, you have been charged with implementing a
training workshop for these offices. As part of the training, you were advised
how imperative it is that the staff members share information, in the form of
screen captures and documents, and participate in ongoing collaboration.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span>Two distance Learning technologies selected.</span></div>
<div class="MsoListParagraphCxSpFirst" style="text-indent: -0.25in;">
<span><span>1.<span style="font: 7pt "Times New Roman";">
</span></span></span><span>Web conferencing</span></div>
<div class="MsoListParagraphCxSpLast" style="text-indent: -0.25in;">
<span><span>2.<span style="font: 7pt "Times New Roman";">
</span></span></span><span><span> </span>Wiki </span><span> </span></div>
<div class="MsoListParagraphCxSpLast" style="text-indent: -0.25in;">
<br /></div>
<div class="MsoNormal">
The purpose of this training is to train geographically
dispersed employees on “how to use the new automated staff information
system”.<span> </span>The training requires extensive
collaboration across the regional offices, with the use of collaborative software.
Collaborative software helps facilitate action-oriented teams working together
over geographic distances by providing tools that aid communication,
collaboration and the process of problem solving. Additionally, collaborative
software may support project management functions such as task assignments,
time-managing deadlines, and shared calendars.<span>
</span>Wikipedia, 2011.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;">
<span>Judging from the request above, I will
conduct a rapid assessment. The purpose of the assessment is to identify the
best technology to use in my course delivery. I consider this first step, because
of the geographical location of the other regional offices. I want to make sure
that whatever technology I chose will be compatible across the board.<span> </span>It is a fact that web-based training offers
companies the ability to reach a mass audience quickly, assess and measure
results, and reduces manpower costs. </span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;">
<span>As I identify <span> </span>the learner’s, another consideration will be
to discuss with other ID professional the communication styles adopted in the
past, the success and challenges. I will not like to create a burden to the
employees using technology adopted with resentment.<span> </span>Duarte and Snyder, (2006)” People who lead
and work in virtual teams need to have special skills, including an understanding
of human dynamics, knowledge of how to manage across functional areas and
national cultures, and the ability to use communication technologies as their
primary means of communicating and collaborating.” </span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;">
<br /></div>
<div class="MsoNormal">
<span><span> </span>Web conferencing system </span><span class="A4"><span style="font-family: "Calibri","sans-serif";">software
is a communications tool that allows the user to build community and disseminate
information.<span> </span>Wikipedia, 2011 defines </span></span><span>Web conferencing</span> refers to a service
that allows conferencing events to be shared with remote locations. Most
vendors also provide either a recorded copy of an event or a means for a
subscriber to record an event. The service allows information to be shared
simultaneously, across geographically dispersed locations in nearly real-time.
Applications for web conferencing include meetings, training events, lectures,
or short presentations from any computer.<span class="A4"><span style="font-family: "Calibri","sans-serif";"> </span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span>The second technology tool is Wiki. </span>Baldarrain, (2006)
described” wiki as a site designed to facilitate the exchange of information
within and between teams”.<span> Wiki </span>allows the creation and editing of any number of interlinked
web pages via a web browser using a simplified markup language. Wikis are
typically powered by wiki software and are often used collaboratively by
multiple users. Wikipedia, 2011.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span>I will design an orientation to the ‘New Automated Staff
information system” I assume this is either new to the organization, or a
change to the current system. The instruction did not specify. <span> </span>Using a voice over power point presentation,
with visual images of how the new system works. I will upload to a web
conference system. <span> </span>I will identify the
key elements of the new automated system, describe how it works, and identify
staff expectation and responsibility. <span> </span>The New Automated staff information system
will have a hand-on experience (Simulation) on how it works; this will be done by
breaking the functions into a step-by -step process.<span> </span>This process will assist (designer and
learners) in the assessment of areas of difficulty. </span></div>
<div class="MsoNormal">
<span>I will provide a FAQ session that answers learner’s questions.<span> </span>I will also provide a discussion forum via
wiki for collaboration across the entire region. There will be a link to
contact me by phone or email in case there are unresolved issues about the
usage or other technical difficulties.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span>Web Conferencing stories:</span></div>
<div class="MsoNormal">
<span>Web conferencing according to the resources provided on the “web
success story” can be view through this link. </span><a href="http://www.smallbusinesscomputing.com/biztools/article.php/3451951/A-Web-Conferencing-Success-Story.htm"><span>http://www.smallbusinesscomputing.com/biztools/article.php/3451951/A-Web-Conferencing-Success-Story.htm</span></a><span>.</span></div>
<div class="MsoNormal">
<span>A practical experience by Papa John Pizza, located across America,
and other countries shred their success story. Please read. </span><a href="http://www.business-software.com/web-conferencing/web-conferencing-success-stories.php"><span>http://www.business-software.com/web-conferencing/web-conferencing-success-stories.php</span></a><span>.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span>Wiki Success stories: </span></div>
<div class="MsoNormal">
<span>Wiki is beneficial to a number of organizations, both profit and
non-profit in that it enhances the communication, saves time, knowledge
sharing, and collaboration amongst any group of people. </span></div>
<div class="MsoNormal">
<span>Wiki information can be updated without any administrative
protocol. Distribution of materials occurs instantly, and wiki pages have the
capabilities to, track information, share spreadsheets, PowerPoint slides,
videos and much more.</span></div>
<div class="MsoNormal">
<span>Here is a link to how an organization used wiki to manage work
requirements.<span> </span></span><a href="http://www.bridging-the-gap.com/wiki-requirements-management-benefits/"><span>http://www.bridging-the-gap.com/wiki-requirements-management-benefits/</span></a><span>.</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;">
<span>References:</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;">
<span> </span><b><span style="font-family: "Times New Roman","serif"; font-size: 18pt;"> </span></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;">
<span>Beldarrain, Y. (2006). Distance
education trends: Integrating new technologies to foster student <span> </span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;">
<span><span> </span>Interaction and collaboration.
<em><span style="font-family: "Calibri","sans-serif";">Distance
Education, </span></em>27(2), 139–153.</span></div>
<div class="MsoNormal">
<b><span> </span></b><span><span></span>Duarte, D. L & Snyder, N. T. (2006)
Virtual Teams. Strategies, Tools, and Techniques that Succeed.<span> </span></span></div>
<div class="MsoNormal">
<span><span> </span>Second Ed. p 2. Retrieved
September 22, 2011 from <span> </span><span> </span></span></div>
<div class="MsoNormal">
<span><span> </span></span><a href="http://static.managementboek.nl/pdf/9780787955892.pdf"><span>http://static.managementboek.nl/pdf/9780787955892.pdf</span></a><span>.<span></span></span></div>
<div class="MsoNormal">
<span><span> </span>Wikipedia, (2011).
Collaborative Software.<span> </span>Retrieved September
22, 2011 from <span> </span><span> </span></span></div>
<div class="MsoNormal">
<span><span> </span><span> </span><span> </span></span><a href="http://en.wikipedia.org/wiki/Collaborative_software"><span>http://en.wikipedia.org/wiki/Collaborative_software</span></a><span>. </span></div>
<div class="MsoNormal">
<span>Wikipedia, (2011).</span> <span>Wiki - Wikipedia, the free encyclopedia.
(n.d.) Retrieved, September, 23, 2011 from </span><span> </span></div>
<div class="MsoNormal">
<a href="http://en.wikipedia.org/wiki/Wikis"><span> http://en.wikipedia.org/wiki/Wikis</span></a><span>.</span></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-8471526272085944518.post-26295343341935437962011-09-14T21:01:00.000-07:002011-09-14T21:01:29.811-07:00Updated mind map<div class="separator" style="clear: both; text-align: center;">
</div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg8-l99osREC1pRjW3xTJ-UBS4aXaWb1HGvOZDRnRei56-zOMXDzNbrTWTbimLX3Rd3VHOQmgTVx-22hNtJDqUlY3XOzH49-d8JC4RZVZmi4OpJFLW1Y2gQPBz5PPcmOnhNUfbeJx9JZgI/s1600/mind_map_4.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="176" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg8-l99osREC1pRjW3xTJ-UBS4aXaWb1HGvOZDRnRei56-zOMXDzNbrTWTbimLX3Rd3VHOQmgTVx-22hNtJDqUlY3XOzH49-d8JC4RZVZmi4OpJFLW1Y2gQPBz5PPcmOnhNUfbeJx9JZgI/s320/mind_map_4.png" width="320" /></a></div>
Hello: Please check the updated image of my mind map.Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-8471526272085944518.post-10597042218649558892011-09-10T18:15:00.001-07:002011-09-10T18:31:46.456-07:00Application<div class="MsoNormal"><!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:TrackMoves/> <w:TrackFormatting/> <w:PunctuationKerning/> <w:ValidateAgainstSchemas/> <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false</w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText> <w:DoNotPromoteQF/> <w:LidThemeOther>EN-US</w:LidThemeOther> <w:LidThemeAsian>X-NONE</w:LidThemeAsian> <w:LidThemeComplexScript>X-NONE</w:LidThemeComplexScript> <w:Compatibility> <w:BreakWrappedTables/> <w:SnapToGridInCell/> <w:WrapTextWithPunct/> <w:UseAsianBreakRules/> <w:DontGrowAutofit/> <w:SplitPgBreakAndParaMark/> <w:DontVertAlignCellWithSp/> <w:DontBreakConstrainedForcedTables/> <w:DontVertAlignInTxbx/> <w:Word11KerningPairs/> <w:CachedColBalance/> </w:Compatibility> <m:mathPr> <m:mathFont m:val="Cambria Math"/> <m:brkBin m:val="before"/> <m:brkBinSub m:val="--"/> <m:smallFrac m:val="off"/> <m:dispDef/> <m:lMargin m:val="0"/> <m:rMargin m:val="0"/> <m:defJc m:val="centerGroup"/> <m:wrapIndent m:val="1440"/> <m:intLim m:val="subSup"/> <m:naryLim m:val="undOvr"/> </m:mathPr></w:WordDocument> </xml><![endif]--><!--[if gte mso 9]><xml> <w:LatentStyles DefLockedState="false" DefUnhideWhenUsed="true"
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</style> <![endif]--> Application:</div><div class="MsoNormal"><span> </span>Prior to starting this course in Distance Education, I look at Distance education with a narrow mindset. <span> </span>Unaware, of the variety of combination of how Distance education could be offered.<span> </span>I recalled during my undergraduate classes, I took English comp 2.<span> </span>via a combination of f2f class and a television session with community college twice a week at a set time (in the middle of the night). I also recalled that years ago in Nigeria, my father received mail correspondence from Cambridge University seeking admission or taking a course from them. I am fascinated by the different forms of distance learning from the 1800 to date. Moller (2008) suggests, “e-learning allows for learning strategies that may not be possible in a classroom or other traditional environments”<span> </span><span> </span>I used to define distance learning as a form of self-study education acquired through the use of internet (as a medium) to impact knowledge, pushing the bulk of the course work on the learners. <span> </span><span> </span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span> </span>Teaching and Learning at a Distance,” Simonson states, “as more technology resources are becoming available to educational settings, more students are becoming more involved in learning at a distance” (2009). <span> </span>This week resources exposed me to a wealth of information, increased my awareness and refresh my long-term memory by associating previous experiences to the ideas on Distance learning. In my view, DL has grown to a critical part of everyday lives in educational and corporate environment. DL now involves the use of annotated video, animation, and social networks with open access to an interactive global community to make learning impactful.</div><div class="MsoNormal"><br />
</div><div class="MsoNormal">I am a benefactor of DL, and I have learned and grown to embrace the flexible learning opportunities in both time and space (Huett, Moller, Foshay, & Coleman, 2008). <span></span>My progress depends on my individual efforts, ability and self-motivation. Also, attending a DL<span> </span>course, there is a need to improve my technology skills from a basic user to a more advance user. In the previous courses, there were occasions when I felt that I should put the course on a hold, and take a course in IT to enable me be more successful. </div><div class="MsoNormal"><br />
</div><div class="MsoNormal">My organization is currently exploring DL to enable them meet the expansion needs geographically. Decentralization was a major consideration. <span> </span>I recalled one of my conversions with my supervisor. He carelessly said, “Let’s do it” I laughed because, initiating and conducting courses online in a corporation requires way more than that. Though I discovered that there are some organizations out there marketing a complete package for online learning, I do not believe it could be successful without a person on the ground with the expertise required to run such programs. </div><div class="MsoNormal"><br />
</div><div class="MsoNormal">Personal Definition of Distance Learning:</div><div class="MsoNormal">With all these said, I will like to define Distance Learning as all inclusive form of education<span> </span>that requires <b><u>collaboration</u></b> and effective <b><u>communication</u></b> between the <b><u>learners</u></b>, <span> </span><b><u>institutions</u></b> and the <b><u>instructors</u></b></div><div class="MsoNormal">( instructional method) <span> </span>the curriculum experts, with the use of adequate <b><u>technology</u></b> required to bring about effective learning. </div><div class="MsoNormal"><br />
</div><div class="MsoNormal">Future of Distance Learning:</div><div class="MsoNormal"><span> </span>In conclusion, we are the future of Distance learning. The changing demographics of students are one of the driving forces behind distance learning. DL is becoming a commonplace for adult learners and technology savvy instructors.<span> </span>Nowadays, the use of computers, iPods, phone, cell phones, internet and social networking tools such as blogs, wikis and<span> </span>face book <span> </span>just to name a few have become a more integrated part of society. <span> </span>As technology evolves, distance education is changing the approach to learning in all facet of life. Blended learning is becoming the order of the day at almost every educational setting from k1-12 and above. Learners and educators are encouraged to stay on top of their game with the new trend in technology to continue fostering the best education practices across the board. </div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;">References:</div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;"><br />
</div><div class="MsoNormal" style="line-height: normal; margin-bottom: 0.0001pt;"><span style="font-family: "Times New Roman","serif";"><span> </span>Kaufman and Watkins (1997<b>)</b></span><span> Assuring the Future for Distance Learning.<span></span></span> Retrieved September 9, 2011 from <i><span style="font-family: "Times New Roman","serif"; font-size: 9pt;"><span> </span></span></i><a href="http://www.megaplanning.com/articles/DEfuture.pdf">http://www.megaplanning.com/articles/DEfuture.pdf</a>. P.2-3.</div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-size: 10pt; line-height: 115%;">Moller, L., Foshay, W., & Huett, J. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 1: Training and development). <i>TechTrends, 52</i>(3), 70–75.</span></div><div class="MsoNormal"><span> </span>Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.<br />
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Please view my mind map with the link below <br />
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<a href="https://docs.google.com/viewer?attid=0.1&pid=gmail&thid=13256135cf6af45f&url=https://mail.google.com/mail/?ui%3D2%26ik%3D00d5ae107a%26view%3Datt%26th%3D13256135cf6af45f%26attid%3D0.1%26disp%3Dsafe%26zw&docid=6ac4c58b349c636b3ccaadd2ac5a656a%7C996a1fd2391208b413e84cf037e7aba1&chan=EQAAAFrBsKHhjreWZU8X1oxdwj7%2BuTxBbyMt1dNgSOr4pV8D&a=v&rel=zip;z1;Mind_map_of_Distance_Learning_definition_by_Folashade_Fawehinm.pdf">https://docs.google.com/viewer?attid=0.1&pid=gmail&thid=13256135cf6af45f&url=https://mail.google.com/mail/?ui%3D2%26ik%3D00d5ae107a%26view%3Datt%26th%3D13256135cf6af45f%26attid%3D0.1%26disp%3Dsafe%26zw&docid=6ac4c58b349c636b3ccaadd2ac5a656a|996a1fd2391208b413e84cf037e7aba1&chan=EQAAAFrBsKHhjreWZU8X1oxdwj7%2BuTxBbyMt1dNgSOr4pV8D&a=v&rel=zip;z1;Mind_map_of_Distance_Learning_definition_by_Folashade_Fawehinm.pdf</a>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-8471526272085944518.post-67076473216670210312011-09-05T17:53:00.001-07:002011-09-05T17:53:12.652-07:00WelcomeHello all. Your comments are welcome.Unknownnoreply@blogger.com3tag:blogger.com,1999:blog-8471526272085944518.post-1992982582272235202010-12-18T18:09:00.000-08:002010-12-18T18:09:27.387-08:00Blog Assignment : Fitting the Pieces Together<!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:TrackMoves/> <w:TrackFormatting/> <w:PunctuationKerning/> <w:ValidateAgainstSchemas/> <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false</w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText> <w:DoNotPromoteQF/> <w:LidThemeOther>EN-US</w:LidThemeOther> <w:LidThemeAsian>X-NONE</w:LidThemeAsian> <w:LidThemeComplexScript>X-NONE</w:LidThemeComplexScript> <w:Compatibility> <w:BreakWrappedTables/> <w:SnapToGridInCell/> <w:WrapTextWithPunct/> <w:UseAsianBreakRules/> <w:DontGrowAutofit/> <w:SplitPgBreakAndParaMark/> <w:DontVertAlignCellWithSp/> <w:DontBreakConstrainedForcedTables/> <w:DontVertAlignInTxbx/> <w:Word11KerningPairs/> <w:CachedColBalance/> </w:Compatibility> <m:mathPr> <m:mathFont m:val="Cambria Math"/> <m:brkBin m:val="before"/> <m:brkBinSub m:val="--"/> <m:smallFrac m:val="off"/> <m:dispDef/> <m:lMargin m:val="0"/> <m:rMargin m:val="0"/> <m:defJc m:val="centerGroup"/> <m:wrapIndent m:val="1440"/> <m:intLim m:val="subSup"/> <m:naryLim m:val="undOvr"/> </m:mathPr></w:WordDocument> </xml><![endif]--><!--[if gte mso 9]><xml> <w:LatentStyles DefLockedState="false" DefUnhideWhenUsed="true"
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<div class="MsoNormal"> Fitting the Pieces Together.</div><div class="MsoNormal"><br />
</div><div class="MsoNormal">In all honesty, my view cannot be interpreted like change. It is better represented as “enhanced” by ever increasing pace of information every week. My ability to improve, access educational resources, and people’s network through blog websites. Finally, I learned more of new methods, skills, tools, software information, and gained knowledge on how to improve my personalized learning strategies, and how to integrate technology in instructional design process. </div><div class="MsoNormal"><br />
</div><div class="MsoNormal">In the past few weeks, I learned a lot as stated in my Learning Theory Matrix. It gave me the ability to<span> </span>synthesize the various learning theories, by expanding my mental capabilities, comparing notes<span> </span>and disseminating information as part of my work process, building personal network, and responding to various perspectives /feedback from my peers.</div><div class="MsoNormal"><br />
</div><div class="MsoNormal">Responding to what role does Technology play on my learning? I will prefer to reverse the question to ask: How can technology better influence learning?</div><div class="MsoNormal">As stated in my discussion this week,<span> </span>learners benefit from the use of a particular technology<span> </span>when the method provided by the technology represents the salient part of student learning expectation, tasks, and aligns with the instructional design <span> </span>usefulness of the concept as stated by the facilitator.</div><div class="MsoNormal"><br />
</div><div class="MsoNormal">My experience in this course has been a fascinating one. I had no dull moment.<span> </span>I saved a lot of resources, websites, software’s, and articles for future reference. <span> </span>I would like to say that technology enhanced and encouraged me as a tool to dig dipper into numerous aspects of learning theories, learning styles, and resources out there. </div><div class="MsoNormal" style="margin-top: 12pt;">Jonassen (1996) and other researchers have shown<span> </span>that learning process might be changed as an effect of predominant media being used, because technology<span> </span>or media has been successfully<span> </span>evaluated<span> </span>as a type of cognitive- mind tool.</div><div class="MsoNormal"><span> </span>Technologies assist me to relate, associate and organize new ideas with previous knowledge.<span> </span>In my understanding, I use technology for everything. I found out that a method may be applicable but the process may time-consuming. Technology has helped me to find the right tool for trade and complete learning and work process in a timely fashion. </div><div class="MsoNormal"><br />
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</style> <![endif]--> <div class="MsoNormal">Connectivism </div><div class="MsoNormal">Mind mapping is a very valuable experience to me as an adult learner. Currently my mind map is simple due to my experience, but I look forward to see what my mind map will look like 6 months from now, or at the end of my program at Walden. </div><div class="MsoNormal"><b>How has your network changed the way you learn? </b></div><div class="MsoNormal">As a self-directed learner, I take pride in working hard and getting comfortable by applying my learning experience. I like to connect to people if there is a need to do so. I have not been chatty about social network online because I so much value my privacy. My new experience at Walden has exposed me to meaningful social online network.</div><div class="MsoNormal">In the past, I used online search for fact finding, researched new ideas, and compared prices before shopping.<span> </span>Now, my biggest learning tool is the Internet. With my online learning at Walden, I frequently log in to catch up with my peers, read responses, and respond to assignment or just browsing for in-depth knowledge about a topic of discussion. I am also intrigued by the diversity of perception of other learners on our discussion board.</div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><b>Which Digital tool best facilitate learning for you?</b></div><div class="MsoNormal">As indicated by my mind map, I rely solely on the internet, the Walden resources and my peers to get work done.<span> </span>I call at times when I need help with the technology aspect of the assignment, and I use the facilitator’s suggestions to complete my assignments as required.<span> </span>I will prefer to conclude that I am using a combination of resources. </div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><b>How do you gain new knowledge when you have questions?</b></div><div class="MsoNormal">I search professional websites, Google, and use the resources provided by Walden University.<span> </span>I take time to read the materials, and at times, I read twice to be comfortable that I know what to do. I relate new concepts to practical examples and experiences.<span> </span>I explore additional readings and suggestions from my peers and informed parties. My new exposure to blogs has been another avenue to new knowledge.<span> </span>When I struggle with technological application, I rely on my son who is a sophomore at Drexel University. He has been very supportive.</div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><b>In what ways does your personal learning network support or refute the central tenets of connectivism?</b></div><div class="MsoNormal">George Siemens (2004) connectivism focuses on the integration of technology, social networks, and information in the learning process. If applied correctly, these three elements can lead to more practical experiences.<span> </span>Though my mind map does not reflect equal use of the three elements, I feel that I am in a complete new world of knowledge and engagement by attending online courses. <span> </span>I am using the knowledge gained to mold my thoughts, interpret, and create personalized learning strategies.</div><div class="MsoNormal"><span> </span>Siemens, states that …” new information is continually being acquired and the ability to draw a distinction between important and unimportant information is vital.<span> </span>Ability to recognize when new information alters the landscape based on decisions made yesterday” (Siemens, 2005, para. 24).</div><div class="MsoNormal">With this in mind, it is important for instructional designers to explore old and latest information, interpret and connect learners to make the best use of the combination of information available to them.</div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span> </span>Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), <em><span style="font-family: "Calibri","sans-serif";">Emerging perspectives on learning, teaching, and technology.</span></em> Retrieved from <a href="http://projects.coe.uga.edu/epltt/index.php?title=Connectivism" target="new">http://projects.coe.uga.edu/epltt/index.php?title=Connectivism</a></div><div class="MsoNormal"><br />
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</div><div class="MsoNormal"><b><span> </span><span> </span></b></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-8471526272085944518.post-49044645009125036122010-12-01T09:19:00.001-08:002010-12-01T09:19:22.341-08:00Connectivism<a href="http://www.mywebspiration.com/view/666408aec59">http://www.mywebspiration.com/view/666408aec59</a>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-8471526272085944518.post-35239317934366746482010-11-30T21:37:00.000-08:002010-11-30T21:37:25.795-08:00My Networkhttp://www.mywebspiration.com/view/666408aec59Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-8471526272085944518.post-81730176163200773192010-11-13T20:58:00.001-08:002010-11-13T20:58:41.212-08:00Evaluating and Identifying Online Resources<!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:TrackMoves/> <w:TrackFormatting/> <w:PunctuationKerning/> <w:ValidateAgainstSchemas/> <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false</w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText> <w:DoNotPromoteQF/> <w:LidThemeOther>EN-US</w:LidThemeOther> <w:LidThemeAsian>X-NONE</w:LidThemeAsian> <w:LidThemeComplexScript>X-NONE</w:LidThemeComplexScript> <w:Compatibility> <w:BreakWrappedTables/> <w:SnapToGridInCell/> <w:WrapTextWithPunct/> <w:UseAsianBreakRules/> <w:DontGrowAutofit/> <w:SplitPgBreakAndParaMark/> <w:DontVertAlignCellWithSp/> <w:DontBreakConstrainedForcedTables/> <w:DontVertAlignInTxbx/> <w:Word11KerningPairs/> <w:CachedColBalance/> </w:Compatibility> <w:BrowserLevel>MicrosoftInternetExplorer4</w:BrowserLevel> <m:mathPr> <m:mathFont m:val="Cambria Math"/> <m:brkBin m:val="before"/> <m:brkBinSub m:val="--"/> <m:smallFrac m:val="off"/> <m:dispDef/> <m:lMargin m:val="0"/> <m:rMargin m:val="0"/> <m:defJc m:val="centerGroup"/> <m:wrapIndent m:val="1440"/> <m:intLim m:val="subSup"/> <m:naryLim m:val="undOvr"/> </m:mathPr></w:WordDocument> </xml><![endif]--><!--[if gte mso 9]><xml> <w:LatentStyles DefLockedState="false" DefUnhideWhenUsed="true"
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<div class="MsoNormal">Week 2 Blog assignment: </div><div class="MsoNormal">This week, I visited couple sites to read more about the brain and information Processing. The first site that stood out was written by Lisa Chipongian. <span> </span>Retrieved from <a href="http://brainconnection.positscience.com/topics/?main=fa/brain-based">http://brainconnection.positscience.com/topics/?main=fa/brain-based</a>. This website discussed “brain based learning”. It analyzed the difference between brain compatible education and brain antagonist. <span>There is a strong emphasis on how the brain learns. Page1.<span> </span><a href="http://brainconnection.positscience.com/topics/?main=fa/brain-based">The Organ of Learning</a></span><span style="font-size: 12pt; line-height: 115%;"> <nobr>Page 2:</nobr> </span><span><a href="http://brainconnection.positscience.com/topics/?main=fa/brain-based2">Twelve Brain/Mind Learning Principles</a> <nobr>Page 3:</nobr> <a href="http://brainconnection.positscience.com/topics/?main=fa/brain-based3">Where Did the "12 Principles" Come From?</a> <span> </span><a href="http://brainconnection.positscience.com/topics/?main=fa/brain-based3#A1">Practical Use of Brain/Mind Principles</a> <span> </span><a href="http://brainconnection.positscience.com/topics/?main=fa/brain-based3#A2">Three Conditions for Learning</a> <nobr>Page 4:</nobr> <a href="http://brainconnection.positscience.com/topics/?main=fa/brain-based4">Real-Life Examples</a> <span> </span><a href="http://brainconnection.positscience.com/topics/?main=fa/brain-based4#A1">Teaching and the Organ of Learning</a>. </span><span>Each of the topics discussed the connection of the brain to learning; the twelve principles according to the author are open for further revision. This makes it interesting and useful for learners.</span><span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;"> </span></div><div class="MsoNormal">I particularly liked the application of the brain based learni<a href="" name="A1">ng to real- life examples </a><span><span>where relaxed</span></span><span><span style="font-family: "Verdana","sans-serif"; font-size: 10pt; line-height: 115%;"> </span></span><span><span>alertness, orchestrated immersion, and active processing are believed to occur in successful teaching situations at all levels</span></span><span>.</span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span>The second site is about “Problem solving skills in Education and life”. These sites featured couple other topics, but I choose to read further on “Problem solving in Design & Science.”</span></div><div class="MsoNormal"><span>The information is retrieved from: <span> </span><a href="http://www.asa3.org/ASA/education/think/methods.htm%23problem-solving-methods">http://www.asa3.org/ASA/education/think/methods.htm#problem-solving-methods</a>. This site is very basic but clearly described the scientific methods of problem solving in connection with designing training. I feel connected to this statement” </span>In <i>design,</i> a <span style="color: #cc0000;">problem</span> is any situation where you have an opportunity to make a difference to make things better. Whenever you are thinking creatively and critically about ways to increase the quality of life (or to avoid a decrease in quality), you are actively involved in problem solving” I truly agree. The site also link to numerous useful information that I need to revisit. Although, I am very familiar with problem solving model, I am able to connect the ideas to designing learning.<span> </span>Reflecting on other aspects of what I do or will do when I graduate as an Instructional Designer, Problem solving skills is applicable to any situation.</div><div class="MsoNormal"><span> </span>Most problem solving models ends with “choose and implement the best alternative” I will like to add that it is vital to re-evaluate the best alternative. This is because, in some situation, the best alternative may not be applicable in a certain situation.<span></span></div><div class="MsoNormal"><span>I also read about the myth about Scientific methods by David Snoke, a links to Problem solving skills in Education. This information exposed some of my bias about scientific conclusion on some issues. I look forward to reading more and learning. This is getting more interesting.</span></div><div class="MsoNormal"><br />
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</style> <![endif]--> <div class="MsoNormal">I like this topic. Finally, my organization seems to be getting it. Performance need analysis is very crucial to the success of designing a novel idea, or training. <span> </span>The purpose is to analyze and verify the need for training. I often get calls for a new training need just as you stated and at times a refresher course. </div><div class="MsoNormal">I attended a conference on designing learning, and since then my approach to responding to this request has changed.<span> </span>I am now asking for training request in writing, and then I use the request to initiate the first interview. During the interview, I have a general questionnaire that is primarily designed to inquire the needs for training. <span> </span>I usually hand a copy of the questionnaire to the interviewee. At the end of the interview, it is often apparent to both of us whether training is the best solution to the request or not.</div><div class="MsoNormal">In cases where training is the need, then we go in-depth as to what the training content should be, the cost of the training, who should be attending, how much time should be allotted to the training, and how to measure the training effectiveness. </div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-8471526272085944518.post-53592325976673537392010-11-06T17:48:00.000-07:002010-11-06T17:48:03.372-07:00My Opportunity Has Come<!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:TrackMoves/> <w:TrackFormatting/> <w:PunctuationKerning/> <w:ValidateAgainstSchemas/> <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false</w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText> <w:DoNotPromoteQF/> <w:LidThemeOther>EN-US</w:LidThemeOther> <w:LidThemeAsian>X-NONE</w:LidThemeAsian> <w:LidThemeComplexScript>X-NONE</w:LidThemeComplexScript> <w:Compatibility> <w:BreakWrappedTables/> <w:SnapToGridInCell/> <w:WrapTextWithPunct/> <w:UseAsianBreakRules/> <w:DontGrowAutofit/> <w:SplitPgBreakAndParaMark/> <w:DontVertAlignCellWithSp/> <w:DontBreakConstrainedForcedTables/> <w:DontVertAlignInTxbx/> <w:Word11KerningPairs/> <w:CachedColBalance/> </w:Compatibility> <m:mathPr> <m:mathFont m:val="Cambria Math"/> <m:brkBin m:val="before"/> <m:brkBinSub m:val="--"/> <m:smallFrac m:val="off"/> <m:dispDef/> <m:lMargin m:val="0"/> <m:rMargin m:val="0"/> <m:defJc m:val="centerGroup"/> <m:wrapIndent m:val="1440"/> <m:intLim m:val="subSup"/> <m:naryLim m:val="undOvr"/> </m:mathPr></w:WordDocument> </xml><![endif]--><!--[if gte mso 9]><xml> <w:LatentStyles DefLockedState="false" DefUnhideWhenUsed="true"
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</div><div class="MsoNormal"><span></span>I have heard about blogging all along and never pay any attention to what goes on in the world of bloggers. I perceived blogging as another time wasting social network. This course increased my awareness and opened my eyes to a wealth of knowledge about blogging.</div><div class="MsoNormal"><br />
</div><div class="MsoNormal">I selected about blogs (weblogs). The author is Jay Cross of Jaycross.com. He defined a blog as a website with dated entries, usually by a single author, often accompanied by links to other blogs that the site’s editor visits on a regular basis. <a href="http://www.internettime.com/Learning/Weblogs.htm">http://www.internettime.com/Learning/Weblogs.htm</a>. According to him, blogging dated back to 1999, they are free, unfiltered and represented personal notions, informal and very conversational in nature. The site highlights the use of blogs for a variety of purposes. For example, blogging to learn, business blog, blog for education, and news blog. It appears that almost everything that exists today has a blog site.</div><div class="MsoNormal"><br />
</div><div class="MsoNormal">I liked what he said about the bottom line. “Blog highlight useful information that I may never find on my own, or think to find on my own”. <a href="http://www.internettime.com/Learning/Weblogs.htm">http://www.internettime.com/Learning/Weblogs.htm</a>. This is a very meaningful statement to me as a beginner in the act of blogging. He referred readers to multiple useful sites about his learning experience that I need to revisit. </div><div class="MsoNormal"><br />
</div><div class="MsoNormal">The site discussed the following as advantages of blogging: </div><div class="MsoListParagraphCxSpFirst" style="text-indent: -0.25in;"><span><span>a.<span style="font: 7pt "Times New Roman";"> </span></span></span>The accessibility than face to face </div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;"><span><span>b.<span style="font: 7pt "Times New Roman";"> </span></span></span>They scale very easily across large networks, thus reaching a wider audience</div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;"><span><span>c.<span style="font: 7pt "Times New Roman";"> </span></span></span>They can easily archived and retrieved any number of time</div><div class="MsoListParagraphCxSpLast" style="text-indent: -0.25in;"><span><span>d.<span style="font: 7pt "Times New Roman";"> </span></span></span>Providing context is much easier with hyperlinks and cross references.</div><div class="MsoListParagraphCxSpLast" style="text-indent: -0.25in;"><br />
</div><div class="MsoNormal"><span> </span>I became overwhelmed by the numerous articles, blogs, and information coupled with time that I need to sift through the information, knowing that I can sort through what I like to read. It is time consuming, but I will get use to it someway. </div><div class="MsoNormal"><br />
</div><div class="MsoNormal">I visited another site titled, eLearning Delivery Methods.</div><div class="MsoNormal"><span></span>This site described eLearning as a framework that invites the use of whatever method best fits the situation at hand.<span> </span>Here, the author analyzed eLearning delivery method of training in a tabulated format. In addition, the pro and cons of learning methods of learning were discussed. The tabulated information compares the benefit of each method and the challenges associated with them. Retrieved from <a href="http://www.internettime.com/itimegroup/methods.htm%20">http://www.internettime.com/itimegroup/methods.htm</a>. </div><div class="MsoNormal"><br />
</div><div class="MsoNormal">What stood out for me was the real time discussion and chat room which requires the presence of all the parties at the same time. If you miss it, it is gone.<span> </span><span> </span>It gave me a flash back to what happened when I was shopping for my masters level program online. The requirement of such method is a constraint to me.</div><div class="MsoNormal"><br />
</div><div class="MsoNormal">The third site is learning with Blogs and Wikis. <a href="http://web.ebscohost.com.ezp.waldenlibrary.org/">http://web.ebscohost.com.ezp.waldenlibrary.org</a>.(to access please log in to Walden website) <span> </span>The author Ferriter Bill. The site highlight use of RSS feed to sort blog content this is very usefulness to me. The author discussed the current challenges in the school system as it impacts learners, and teachers. <span> </span>The site offered some solutions to the current, challenging problems in the educational setting. The site broke the information down to easy to follow processes, and I have to continue to re-visit the information site to acclimate myself to more blogs.</div><div class="MsoNormal"><br />
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</div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-8471526272085944518.post-46702610297569116212010-11-01T16:55:00.000-07:002010-11-01T16:55:29.250-07:00RSS FeedsHello class members, you can subscribe to my RSS Feed by scrolling to the bottom of the page and clicking the subscribe link.<br />
Thanks.Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-8471526272085944518.post-66973807167051230392010-11-01T16:49:00.001-07:002010-11-01T16:49:36.827-07:00Learning theoryHello all: Welcome to my blog. I will be back to post more information.Unknownnoreply@blogger.com0