Configuring an Online Educational Blog Assignment

The purpose of this assessment is to examine and discuss the effectiveness of an educational blog entry in communicating expectations to the learners and establishing concise guidelines for evaluating the learning objectives to determine to what degree the blog entry and associated peer comments achieved the desired performance outcomes.

A blog is a collaborative website located at a specific URL. Blogs, or web logs, are online journal sites where individuals, called bloggers, post their entries to express their views. The intent of a blog is to build an online community of interest around a bloggers writings. Blogs, which are also synchronous, may include text, images, or links to audio, video and to other Web pages. Just like discussion forums, students can post their entries and read the entries made by their peers on blogs. Blogging can also enable knowledge sharing, reflection, and debate.  (The Technology of Distance Education)

Blog Assignment:

Discuss the Impact of Technology and Multimedia in Online Education

Blog Assignment Instructions:

Discuss the impact of technology and multimedia in the online learning environment

Elaborate on various considerations an online instructor should consider before implementing technology

Discuss the significance of usability and accessibility of technology tools in online learning

Identify technology tools needed for online instruction as an instructional designer

Blog Example:

Here is a visual example of using simple graphics via technology to convey technical information to a learner. If an instructor tried to explain using text how this tire pump works, it would be very difficult. If we study this dual illustration for a few moments, we can clearly see how the tire pump works using this simple graphic illustration. In this case, a picture or graphic is “worth a thousand words”. If I were to ask the learner a few simple questions on the functionality of this tire pump, they could most likely answer them.

http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4119167&Survey=1&47=6262434&ClientNodeID=984650&coursenav=1

Scoring Rubric: http://www2.uwstout.edu/content/profdev/rubrics/blogrubric.html

References:

Laureate Education, Inc. (Producer). “The Technology of Distance Education” [Multimedia]
http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4442081&Survey=1&47=6262434&ClientNodeID=984650&coursenav=1&bhcp=1

The purpose of this blog is to define plagiarism and discuss plagiarism detection and prevention.
Plagiarism is defined in the article Strengths and Weaknesses of Plagiarism Detection Software as follows: “In minor cases, it can be the quotation of a sentence or two, without quotation marks and without a citation (e.g., footnote) to the true author. In the most serious cases, a significant fraction of the entire work was written by someone else: the plagiarist removed the true author(s) names(s) and substituted the plagiarist’s name, perhaps did some re-formatting of the text, then submitted the work for credit in a class (e.g., term paper or essay) or as part of the requirements for a degree (e.g., thesis or dissertation)” Standler, R.B. (2000, p. 2).” (Brown, V., Jordan, R., Rubin, N., & Arome, G. 2010) This example is a quote with a reference to denote the source of the quoted information to the original author.   

There is a variety of existing online plagiarism software available such as Turnitin which I believe is used here at Walden University. There are other existing online plagiarism software options available which I found at the following website: http://www.fdewb.unimaas.nl/eleum/plagiarism/plagiarism.htm
Edutie
Plagiserve
EVE2
Wcopyfind
Pl@giarism

The design of assessments can be useful in the prevention of plagiarism. “One method is to use authentic assessment, which involves the students in the learning process and reflection (Bassendowski & Salgado, 2005). Another method is to create a unique assignment that is not available from the paper mills by including specific requirements and changing those requirements each semester (Bassendowski & Salgado). In addition, faculty can enhance the course with internet tools such as: wikis, blogs, discussion threads, emails, and chats which provide a variety of writing samples and a sense of each student’s writing style can also reduce plagiarism (Baron & Cook, 2005).” (Brown, V., G. 2010) I personally would prefer this type of assessment strategy in the online environment to prevent plagiarism because it combines the use of multimedia tools with design assessment. I think each learner has a unique writing style and using these Web2.0 applications along with unique assignments would certainly curtail or eliminate academic dishonesty. I think it would be somewhat obvious to a professional facilitator to detect the difference between a students’ original work and a stolen block of information which would have a uniquely different writing style. Discussion forums used consistently could be used to develop a reference writing style for each student and any major deviation could signal a potential problem.

As a potential future online instructor I would choose the assessment strategy methodology to detect and deter academic dishonesty. I think that getting to know the learners by using discussion technologies, blogs, and other Web2.0 applications will engage the learners as well as giving the facilitator the opportunity to learn each students writing style. I would also be conducive to using existing online plagiarism software available such as Turnitin. I think, however, we need to use this software with caution and allow for human oversight and overrule authority. I don’t know the specifics of how this software works, but I would have profound reservations about allowing this software application make the final determination of academic integrity. I think the facilitator has to examine the facts and the motivation of the infraction to determine if the act was intentional and to what degree of blameworthiness. I mean, if a student writes a legitimate research paper and forgets to include a set of quotation marks on one of their quoted reference sources; do we “throw the book” at this person because Turnitin “red flagged” the paper as plagiarism? I do not think so! This case is not the same as a student who finds and copies a research paper (verbatim) on a specific subject and claims it as their own. Do we “throw the book” at this person because Turnitin “red flagged” the paper as plagiarism? I think, in this case, this person is academically dishonest and will have to face the consequences. The point is, the facilitator must examine each incident and determine the facts from a human perspective and not from the machines perspective.

I think one of the most important deterrents to academic dishonesty and plagiarism is by instruction on the subject matter itself. “Many educators view explicit plagiarism instruction as the best means of prevention (Conradson and Hernandez-Ramos, 2004; Harris, 2004; Vernon, Bigna, and Smith, 2001). Recent case study research provides support for the effectiveness of incorporating plagiarism instruction into individual courses. Soto, Anand, and McGee (2004) found that students who received no explicit plagiarism instruction plagiarized twice as often as those who participated in active instructional activities such as class discussions of definitions of plagiarism, review of Turnitin.com plagiarism reports, and exercises requiring students to identify instances of plagiarism in example essays.” (Jocoy, C., & DiBiase, D. 2006) I think another important prevention strategy is to understand the principals and foundations of research. “The goal of literature review is to create a complete, accurate representation of the knowledge and research-based theory available on a topic.” (Dawidowicz, P. 2008) The key to this quote is the “research-based theory” because we have to base our research on historical factual information in order for our research to be deemed credible in peer-reviewed academic environments. In order to accomplish this, we want our students to use research-based references with confidence and without fear of reprisal because they might make an honest mistake.  
References:
Brown, V., Jordan, R., Rubin, N., & Arome, G. (2010). Strengths and Weaknesses of Plagiarism Detection Software. Journal of Literacy & Technology, 11(1/2), 110-131. Retrieved from EBSCOhost.
Dawidowicz, P. (2008). Literature reviews made easy: A quick guide to success. Bloomington, IN: ISES Press/Positive Change Publishing.
Jocoy, C., & DiBiase, D. (2006). Plagiarism by Adult Learners Online: A case study in detection and remediation. International Review of Research in Open & Distance Learning, 7(1), 1-15. Retrieved from EBSCOhost.

Impact of Technology and Multimedia

Technology and multimedia have a significant impact in the online learning environment for many reasons. “The best approach for teaching a first online course is to keep it simple. Focus on the essential tools, and build your course around those tools.” (Boettcher, J. V., & Conrad, R. 2010) I think this is very good advice because it benefits the learner, the instructor, and aligns with the limited capacity aspect of the cognitive theory of multimedia learning as defined by Dr. Richard Mayer from the “Applying the science of learning: Evidence-based principles for the design of multimedia instruction”. “The most relevant elements in a science of learning are (a) dual channels—the idea that humans possess separate channels for processing visual and verbal material; (b) limited capacity—the idea that each channel can process only a small amount of material at any one time; and (c) active processing—the idea that deep learning depends on the learner’s cognitive processing during learning (e.g., selecting, organizing, and integrating).” (Mayer, R. E. 2008) The condition of keeping it simple should not be confused with not transferring complex information to the learner. It simple means we should transfer this information using technology and methods which our learners can understand and comprehend without undue stress.

The most important considerations an online instructor should make before implementing technology are as follows. I think one of the most important aspects is the specific needs of the learner audience. The question of what types of learner characteristics are inherent in the class must be answered and what type of technology would best to satisfy these learners. As an instructional designer of course management systems, understanding distance learning attributes, the design principles of multimedia, and how to use the various components of text, graphics, photography, audio, animation, video, and web2.0 technologies effectively will motivate the learner and facilitate dynamic learning in our technology laden environment. In the virtual classroom, we open the classroom door by logging in and we open our books by “clicking” on a resource subject, a discussion, an instructional animation, a virtual library, or an application assignment. We hand in our assignments in by uploading or posting. When we visit a properly designed course management system, we are only a few “clicks” away from a virtual wealth of pertinent information. So, we can see that our virtual classroom equates to the traditional classroom in functionality and effectiveness. “The goal of instructional planning for distance education is to develop an approach that makes the sum of experiences for each learner equivalent. Instructional design procedures should attempt to anticipate and provide the collection of experiences that will be most suitable for each student or group of students.” (Simonson, M.1999)  We can spend more quality time deciphering and comprehending the subject matter at hand and learning the technical skills needed to apply our knowledge intelligently.

There are implications in reference to usability and accessibility of technology tools for online learning. “Usability is the extent to which a system can be used by specified users to achieve specified goals with effectiveness, efficiency and satisfaction in a specified context of use (Karat, 1997). Usability, in an e-learning context, can thus be defined as the effectiveness, efficiency and satisfaction with which users can achieve specified learning (or learning related) goals in a particular environment or with a particular tool or learning resource. Some regard usability as synonymous with ‘ease of use’.” (Cooper, M., Colwell, C., & Jelfs, A. 2007) I think this statement identifies the specific need of learners to be able to understand the information provided in an instructional program so that the instructional learning objectives can be achieved.
Technology should be integrated into the instructional design in order to transfer the intended information in a usable format which is perceived as useful and understandable by the learners.

“Students perceived instructional materials containing visual representations as most accessible. This has two implications for the professional development of computing lecturers designing instructional materials. First, lecturers need to appreciate the differences between expert and novice views of accessibility and how students will engage with the materials. Second, lecturers need to understand that learners perceive instructional materials containing visual representations as more accessible compared to ‘text only’ versions.” (Price, L. 2007)  This is very important statement because it defines the novice perception of instructional materials in reference to the expert perception of the instructional material. The instructor should always attempt to understand the learner skills at the beginning of a course in order to gauge the learners understanding of the technology being used in the CMS. Visual representations are always considered more accessible because most people are visual learners and multimedia graphics can be motivational and enhance the learning process if designed properly.

I think the most important tools for the online teaching in the instructional design field are the ones which enhance the learner experience using multimedia and interactivity. I think the most important distance learning platform application moving forward is the course management system (CMS) because it incorporates the latest and greatest in online technology presented in a central location for easy use by the instructor and the learners. This centralized URL provides all of the essential tools and applications necessary to construct and implement on online instructional course. E-mails, discussion forums, announcements, graphics, photography, audio, video, and Web 2.0 technologies such as Blogs, Concept Maps, Podcasts, Media Sharing Sites, Discussion technologies, Wiki’s, Webinars, and all available to be configured by the instructor to accommodate the needs of the learners.

Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.
Cooper, M., Colwell, C., & Jelfs, A. (2007). Embedding accessibility and usability: considerations for e-learning research and development projects. ALT-J: Research in Learning Technology, 15(3), 231-245. doi:10.1080/09687760701673659
Mayer, R. E. (2008). Applying the science of learning: Evidence-based principles for the design of multimedia instruction. American Psychologist, 63(8), 760-769. doi:10.1037/0003
Price, L. (2007). Lecturers’ vs. students’ perceptions of the accessibility of instructional materials. Instructional Science, 35(4), 317-341. doi:10.1007/s11251-006-9009-y
Roblyer, M. D., & Wiencke, W. R. (2003). Design and Use of a Rubric to Assess and Encourage Interactive Qualities in Distance Courses. American Journal of Distance Education, 17(2), 77. Retrieved from EBSCOhost.
(Simonson, M.. 1999). Equivalency theory and distance education. TechTrends, 43(5), 5-8.  Retrieved September 14, 2010, from ProQuest Central. (Document ID: 2080633051).

http://www.bing.com/images/search?q=clip+art+for+teachers&qpvt=clip+art+for+teachers&FORM=IGRE

The primary purpose of this blog assignment is to discuss setting up an online environment which is a critical step to creating a constructive learning experience. The underlying purpose is to become more proficient using Adobe Dreamweaver in preparing blog entries using HTML code. HTML is Hyper Text Markup Language which is a standard protocol for formatting and creating documents on the World Wide Web so it is very important that we develop an understanding of its many uses in the online virtual environment.

The significance of the online facilitator knowing and understanding the technology available is paramount to the success of an online course for many reasons. The first reason is intrinsic because the virtual online learning experience is made possible because of technology advances is digital communications networks using fiber optic paths which allow for extremely fast and reliable data transmission rates which were not possible just a few years ago. These transmission capabilities allows us to use web 2.0 technologies freely without waiting because text, graphics, audio, video, and distance learning technologies such as Podcasts, Discussion Technologies, Blogs, Concepts, and Media Sharing Sites can be processed at a very fast rate with modern central processing units and transmitted very fast using high speed data links.

For example, A “BLOG” is a website where entries are written in journal-format.

A “BLOG” is an online diary and is used to record personal accounts, just like a written diary.

A “BLOG” can also be used for the reporting of news and fact-based stories, much like an

online journal.

A “BLOG” can also be used for encouraging a group of students to share learning experiences and communicate ideas in order to build relationships.

The term “BLOG” is a combination of two words: WEB + LOG = WEBLOG. The term

“WEBLOG” was then condensed to the term “BLOG”. We can take this text based information about blogs and transform it into a graphic using technology to give the learner a visual representation of the same information as shown.

Here is another visual example of using simple graphics via technology to convey technical information to a learner. If an instructor tried to explain using text how this tire pump works, it would be very difficult. If we study this dual illustration for a few moments, we can clearly see how the tire pump works using this simple graphic illustration. In this case, a picture or graphic is “worth a thousand words”. If I were to ask the learner a few simple questions on the functionality of this tire pump, they could most likely answer them.

http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4119167&Survey=1&47=6262434&ClientNodeID=984650&coursenav=1&bhcp=1

“The primary tool that you will need to know to become familiar with is the course management system (CMS) that your institution uses.” (Boettcher, J. V., & Conrad, R. 2010) I think this is the primary learner application which the facilitator and the learners use for their virtual classroom. I think is very important for the facilitator to review the online learner orientation which is strongly recommended in the Walden video “Online Learning Communities” (Palloff, R., and Pratt, K.) This online orientation examination and understanding by the instructor will allow the course to be designed within the scope of this distance learning orientation so that the learners are not overwhelmed with technology they are not geared for.

A successful online learning experience should also have the learner expectations clearly defined so that the course learning objectives can be achieved effectively. The 21st century adult distance learner expects the same visually rich multimedia in their learning experiences as they do at work and leisure. The adult education expectations are defined by Malcolm Knowles via “Adult Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology.” (Conlan, J., Grabowski, S., & Smith, K. 2003) “Adults need to be involved in the planning and evaluation of their instruction, Experience (including mistakes) provides the basis for learning activities, Adults are most interested in learning about subjects that have immediate relevance to their job or personal life and Adult learning is problem-centered rather than content-oriented.” (Conlan, J. 2003) These attributes of adult distance learners are not “set in stone” however it is important to understand the expectations of the learners when designing a distance learning course for adults. “Clear and unambiguous guidelines about what is expected of learners and what they should expect from an instructor make a significant contribution to ensuring understanding and satisfaction in an online environment.”(Boettcher, J. V.)

(Microsoft Clipart)

The other important consideration which should be integrated into a distance learning environment is the fundamental learning theories because they are grounded in evidence based research. One of the most important theories for online learning is that “every learner has a zone of proximal development that defines the space that a learner is ready to develop into useful knowledge”. (Boettcher, J. V.) Vygotsky’s concept of zone of proximal development (ZPD) significantly influences the design of teaching and learning experiences. “A student’s ZPD is the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under the adult guidance or in collaboration with more capable peers”. Constructivist learning theory uses the learners experience to create useful knowledge. The human mind creates meaning from the interaction of the environment and the learner’s social experience. The leaner constructs individual interpretations of the world based on experience and social interaction. The constructivist theory of learning is best applied to advanced learning situations. This advanced learning environment allows the learners past knowledge accumulation to blend into complex scenarios so that intelligent information exchange can take place.

Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.

Conlan, J., Grabowski, S., & Smith, K.. (2003). Adult Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved July25, 2010 from http://projects.coe.uga.edu/epltt/

Palloff, R., and Pratt, K. Online Learning Communities. Laureate Education, Inc. Retrieved March 2, 2011, from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4894963&Survey=1&47=6260654&ClientNodeID=984650&coursenav=1&bhcp=1

Online Learning Communities

The Walden resource video “Online Learning Communities” featuring Dr. Rena Palloff and Dr. Keith Pratt defined the highlights of creating a learning community for online facilitators. The learning community is defined as a virtual society of learners and instructors who explore content together in order to construct meaning and knowledge about the subject matter. The video stressed the importance of creating a dynamic virtual environment where learners and facilitators are equal participants. The facilitator should extend their support using a learning community approach. The course rules of engagement should be clearly stated so the learner and facilitator are aware of the course expectations on participation and other required activities.

The essential elements of a learning community are people, purpose, social presence, method, and the process. The people are the learners and facilitators and the purpose is the learning objective of the course. The social presence is the learner’s sense of presence among the group and the feeling that they belong and become an engaged learner. The online learner desires to have learner to learner interaction and learner to instructor interaction to accomplish this self awareness. The course structure should be easy to navigate and the multimedia design should be warm and inviting to the learners. The learners should be welcomed to the class and post an initial informal greeting in the student lounge. A icebreaker activity can be used to initiate learner interactivity in a social and fun way.

The video stressed the importance of a new student orientation so that students get to know each other and get acquainted with the course learning system. The students can become familiar with the login portal and the basic philosophy of distance learning structure. The learning community can be sustained if the learner has achieved constructive learning and feels socially accepted into the virtual learning environment. The benefits of the learning community approach are student satisfaction through being part of a larger process and a positive perception of learning. Constructive learning using collaborative activities and technology should be a positive motivating learning force. The facilitator should be familiar with the technology used in the classroom so they can use the technology as a positive tool to engage the learner.

The Turbine Controls Upgrade project originally came about because we stated to see instability in the “old” turbine control system. A turbine is a rotating set of steel blades which rotate when steam passes through them. The turbine control system in an electrical, electronics and hydraulic control system designed to control and protect the turbine. The turbine system is really three turbines connected in series and in parallel through a complicated network of valves and steam piping. The driving force is superheated steam under high pressure. Superheated steam is defined by steam which is heated beyond 212 degrees Fahrenheit. Without giving away any proprietary information we can assume the superheated steam is 1000 degrees Fahrenheit at greater than 1000 pounds per square inch pressure. Obviously, we need to closely monitor and control this product because it extremely dangerous if we lose containment or control. Although we do not need to get into the specifics of the control system, the turbine controls is just one system which is integrated with the boiler management control system and generator control system to produce electricity once all of the permissives of all of the subsystems are satisfied.

The first troubleshooting step we took was to bring in turbine control system consultants from the original manufacturer to help us locate the source of our problem and fix it. Unfortunately, the turbine control system was deemed obsolete by the consultants of Siemens Corporation who was the original builder. We could try to make repairs if we could find the parts but they were no longer manufactured by anyone. We could compare it to attempting to fix an old television that used cathode tubes as opposed to circuit boards and transistors. If you could find a repairman who had not retired and could remember or find the procedure, he still would have to find the cathode tubes which no one manufactures. This is the reason we were forced to make the turbine control upgrade.

The original time line for the installation was estimated at approximately ten weeks which is a long time for a generating unit to be off line since there is a dual cost associated with an event like this. There is the cost of the repair and the cost of lost generation which means no revenue.

The plant managers created a turbine control task force to analyze, design, and implement the impending turbine controls upgrade. The task force was comprised of the operating, engineering, and maintenance team members selected by each department. The engineering department was assigned the task of selecting the vendor or maintenance contractor who could build and install a steam turbine control system comprised of the mechanical, electrical, and process control including HMI (human machine interface) graphics. The selected vendor would also provide process control support and subject matter expertise in order to interface the “new” turbine control process control system with our existing process control system which was going to “master” the overall control system. Each department selected their teams and project bids were secured. The viable candidates were invited to the plant separately to give a presentation to the turbine control upgrade team and the department heads. “Siemens Automation” was the eventual selected to design, build, and install the turbine control upgrade project. I was fortunate enough to get selected to the control shop turbine control upgrade team and was part of the process from the onset.

Operations assigned an experienced lead supervisor to the team so that the control graphics would be configured in a way that was acceptable to operators. The mechanical and electrical design was divided into two separate divisions be the primary contractor and a master plan was submitted on the design, building, and installation to the plant. All this planning was done in the fall of 2006 and the installation start target was March, 2007. We would have periodic meetings with the department heads and control upgrade teams assembled to communicate with the Siemens project manager using a multiple party phone conference. We would be able to communicate with him and he would be able to link to any of his department personal to answer any questions on the project. This method saved a lot of time and effort and made it possible to collaborate effectively.

One of the critical decisions that came about from this collaboration was to cooperate with the operators and use our existing graphics control consoles instead of the Siemens control graphics. This decision complicated the control side of the project and would definitely be considered scope creep but made the operator interface much more user friendly for the control room operators. This Siemens turbine control system is designed as an individual control complete with HMI graphics. We have this system set up in electronic room but had to use a high speed data interface to relay the information to the existing control system and graphics so the operators sees the information in the same HMI format they are used to using. Fig. 1  graphically illustrates this distinct difference because these two graphics are displaying the same turbine feedback data. This was done so the control operator would only have to deal with one control graphics format and not complicate the process. Once the system was actually being built in Atlanta, GA, we assembled travel teams which periodically went on site to the manufacturing plant to insure that the control system was being built to specifications. This process ended with what is known as a factory acceptance test of the turbine control system using a test simulator. In March, 2007, when the project was finally installed we would have a team weekly team meeting to monitor progress and address any ongoing issues. The project did get completed on time but was a major effort for everyone involved and there were many technical obstacles to overcome due to the unexpected scope creep.

I was proud to be part of the turbine control upgrade team and it was successful endeavor, however, we should have planned the project to include the graphic interface. The cost and time spent due to this scope creep was significant and could have been avoided or at least minimized. I think, in this case, the client (operations) needs should have been investigated prior to the start of the project so that the graphic interface process control work could have been planned into the original project planning. “Avoiding scope creep is not possible. However, monitoring it, controlling it, and thereby reducing some of the pain is possible- if the project manager follows a few guidelines” (Portny, 2008)
Include a change control system.
Insist every project change (proposed) includes a description of the plan, processes, budget, schedule, or deliverables.
Require changes be approved in writing from the client.
Amend and update all project plans and schedules to reflect the change if approved.
“Prepare weekly status report and Document weekly status reports to the Statement of Work” (Dr. Harold Stolovitch “Monitoring Projects”)
References:
Laureate Education, Inc. (Producer). (Dr. Harold Stolovitch). “Monitoring Projects” [Multimedia].
Portny, S. E., Mantel, S. J., Meredith, J. R., Shafer, S. M., Sutton, M. M., & Kramer, B. E. (2008). Project management: Planning, scheduling, and controlling projects. Hoboken, NJ: John Wiley & Sons, Inc.
Siemens: Process Automation: http://www.sea.siemens.com/us/Products/Process-Automation/Pages/Process-Automation-Home.aspx

Fig. 1

http://www.nwlink.com/~donclark/hrd/costs.html#budget

I like this website and it is good launching pad to many aspects of the Instructional Design field. Some of them are shown below:

Contents of this Page
• Budgeting
• Training Cost Guidelines
• Estimating Development Hours
• eLearning Development Time
• Instructor Preparation Time
• Seat Time
• Interactive Multimedia Instruction
• Case Study
• Tools
• Reference

http://www.mindtools.com/pages/article/newTED_08.htm

I like this site because it is easy to read and has some fun tools for analyzing various aspects of Instructional Design.

Email Text

I think the Email text was ambiguous in content to some degree because it does not define the timeline. “I might miss my own deadline if I don’t get your report soon.” If I get this Email and I am at an all day meeting, I am thinking of how urgent this need is to Jane. Does it need to be completed today? Do I need to stay after normal work hours to complete this task or will tomorrow morning be sufficient? As a Walden graduate student I am quite comfortable with text messaging using the asynchronous format but I really did not get the perception that this data would be needed immediately and would most likely send the report with data the next morning. Of course, in a real life scenario, I would Email Jane back and ask for a specific deadline and respond accordingly.

Dr. Stolovitch specifically states in this week’s Walden media resource video “Communicating with Stakeholders” that written communications should be clear, purposeful, state the situation, suggest solutions, specify a response and avoid ambiguity.

Phone Message

I think the Phone message was ambiguous in content to some degree because it does not define the timeline for the same reasons stated above. I think the phone message had more of a personal connection because I could actually listen to Jane’s message, the content, the tone of her voice, and is a more personal communication. As in the text example shown above I think the timeline is ambiguous so I would call back and find out just how much time have to respond without causing Jane to miss her deadline.

Face-to-Face Communication

Face-to-Face Communication is the best way to communicate if feasible in most situations. When we talk to someone face-to-face we are using dual coding as defined in the multimedia theory of learning. The audio and visual inputs are the most natural way we communicate as human beings. We do not need to expend any extra effort when we communicate to someone in person because this modality is quite natural and effortless for most people. When I think of the cognitive theory of multimedia learning, I think of the American educational psychologist Dr. Richard Mayer. Dr. Mayer’s Modality Principal is based on the dual-coding theory originally proposed by Allen Paivio in the 1950’s. Paivio was a professor of psychology at the University of Western Ontario and a Canadian body builder. “The most relevant elements in a science of learning are (a) dual channels—the idea that humans possess separate channels for processing visual and verbal material; (b) limited capacity—the idea that each channel can process only a small amount of material at any one time; and (c) active processing—the idea that deep learning depends on the learner’s cognitive processing during learning (e.g., selecting, organizing, and integrating).” (Mayer, R. E. 2008)

Jane communicated most effectively using the face-to-face method. The advantage is that she is communicating in a synchronous modality so the person she is talking to can ask questions and receive the information all within one concise continuous meeting between the two parties. There is no need for a follow up on the specifics of the meeting because all of the details of the message are resolved.

The best and most effective way to communicate with associates of a project team is to have face-to-face communication meetings at regular intervals. Getting advice, meeting with key players, elaborating on the benefits of collaboration, identifying potential problems, documenting project meetings, and making revisions are all vital steps to a successful instructional design. These regular progress assessment meeting are in addition to other forms of synchronous and asynchronous collaborative efforts carried out by individual team members who would be using these communication technologies to enhance their individual contributions to the instructional design project goals.

Mayer, R. E. (2008). Applying the science of learning: Evidence-based principles for the design of multimedia instruction. American Psychologist, 63(8), 760-769. doi:10.1037/0003

The following slides are extracted from and electrical training module Power Point Presentation  ElectShockM4A which I built for a previous class at Walden University. This is a stand alone module and there are five other modules included in the instructional design I constructed for a course management system presentation using the edu2.0 for school platform. http://www.edu20.org/

The training module can be viewed as a Power Point presentation or as a flash movie presentation using ispring Power Point to flash converter.      http://www.ispringsolutions.com/free_powerpoint_to_flash_converter.html

The ispring solution worked nicely since I was able to embed the presentation into the CMS lesson plan and the learner could view the training module without leaving the website. The presentation could also be uploaded into a collaborative web conferencing webinar website such as dimdim found at:  http://www.dimdim.com/

ELECTRICAL SAFETY 2101

About this Course:

This one day online orientation will teach the non electrical industrial workforce introductory fundaments and best practices for working with electricity safely. This course focuses on a general principal’s development environment and is non technical by design. There is a mandatory corporate training flash video presentation for each training session on workplace safety. Trainees will be expected to view the training videos, provide feedback and discussion points to others, and download presentations, which offer step-by-step instructions. There is also a mandatory quiz at the end of each training session which must be completed by all employees.

Audience Profile:

This course is intended for an adult industrial workforce and online attendance is mandatory for all employees. Attendance will be automatically tracked using the CMS employee login tracking software.

Course Design by Session:

v  Students are required to view the training webinar video for each lessson

v  Students are required take the quiz with a passing score of greater than or equal to 80%

v  Students are required participate in the discussion forum with one main post and two responses to other group member posts

Course Learning Objectives:

v  Define basic electricity

v  Understand power transmission

v  Define administrative controls

v  Define the National Electric Code

v  Examine Pre-job briefings (Tailgate sessions)

v  Define electrical controls

v  Study engineering control examples

v  Define electrical shock

v  Study electrical shock effects

v  Study electrical shock treatment

v  Define Lockout/Tagout

v  Examine specifics of LOTO

v  Define electrical hazard prevention

v  Identify potential hazards

v  Examine the principal of electrical safety awareness

Course Outline:

Module 1:

Electrical Basics

Electricity Defined

Power Transmission

Quiz1

Module 2:

Administrative Controls

Administrative Controls Definition

National Electrical Code

Pre-Job Briefings

Quiz2

Module 3:

Electrical Engineered Controls

Engineering Controls Purpose

Engineering Controls Methods

Quiz3

Module 4:

Electrical Shock

Electrical Shock Defined

Electrical Shock Effects

Electrical Shock Treatment

Quiz4

Module 5:

Lockout/Tagout

Pre-work safety tag and lock

Lockout and Tagout procedure

Quiz5

Module 6:

Electrical Hazard Prevention

Identify Potential Hazards

Electrical Safety Awareness

Quiz6

Course Management System Navigation

The Home Page provides an convenient overview of many aspects of your account, including a feed that aggregates the main contents of your class feeds, announcements, today’s events, upcoming events and your to-do list. http://zschool.edu20.org/help/general?topic=home

The Home Page is the first page you see when you log into your account. To jump to your home page from any page in the site, click the Home tab or the logo area in the upper-left corner.

Most areas on the right hand side of the home page will automatically display an arrow on the bottom if there are more than 5 items. To show the remaining items, click on the arrow.

The profile area includes your picture, a link to your public profile, and your current language. To change your picture and other account settings, click Home/account/settings. To change your language, click the current language and select a new language.

This area lists all the school and class announcements for the last 7 days. To see an announcement’s details, click on it.

This area shows your current plan. If you are in a premium plan, it also indicates if you are over the student limit. To see the available plans or change your plan, click .

This area lists all your pending notifications, including friend requests and group invitations. If you are an administrator, photo moderation notifications and user reports also appear here.

This area lists all of today’s items, including assignments that are due, lessons that you are teaching or taking, and calendar events.

This area maintains your to-do list. To add an item, click and add a description. To remove an item, hover over the item and click.

This area lists upcoming items in the next 7 days. Lessons are not shown, only assignments due and calendar events. If there are more than 20 items, only the first 20 are listed.

The home page news feed aggregates items from your friends, classes and school. Each class also has a news feed that contains only the items for that particular class.

When you first open your home page, its news feed only shows the latest items. If you scroll the page down, it automatically displays more items and displays an arrow at the bottom that you can click for more. When the end of the feed is reached, the message ‘no more news’ is displayed.

Most feed items provide more information if you click their links:

Post Mortem:

The original scope of the course management system reads as follows. A mandatory corporate training live webinar on workplace safety. Trainees will be expected to view various training videos, provide feedback and discussion points to others, and download presentations, which offer step-by-step instructions. Students will have to install and use web conferencing software for the live webinar.

This is the feedback I received once I submitted my course management system project. “I’m asking everyone to keep in mind that the orientation should prepare the learners for the environment and tools they will be asked to use in their upcoming distance learning course/training. You are not teaching the safety topics, you are preparing these learners for that training. Be sure to choose a webinar tool that you have access to.”

I read the highlighted line many times hoping I did not make a major mistake and design and construct my entire course management system out of the project scope. Unfortunately, the fact is my design was out of the scope of the project and would have to be considered extraneous material. All of the work I did previously as shown above had to be archived because I did not fully understand the scope of the course project. Yes, I had to redesign, construct, and implement an entire revised course management to meet the course project scope requirements! This is exactly what I did and it was very time consuming and stressful way to learn a valuable lesson about project scope.

Dr. Mark Clauburg (Instructor)
Distance Learning (EDUC – 6135)
October 31, 2010

I think the current perception of distance learning is dramatically more positive today than it was just five years ago. The number of students participating in college-level online courses has out-distanced all other forms of distance learning, in a remarkably short amount of time (Waits & Lewis, 2003; Allen & Seaman, 2006 & 2008). I think this is due to number of reasons and does not infer that our traditional Universities are regressing or even being dampened by distance learning or e-learning as some learners term the virtual learning environment. I think this is a very important distinction because I have surmised from some of our group discussions that there is somewhat of an “all or nothing” perception about the impact and implementation of distance learning in reference to the traditional classroom environment. I do not see our distance learning platform in competition with traditional (brick and mortar) institutions. I believe that one of the strongest allies and largest growth potential of distance learning is the innate ability of e-learning to enhance and embrace the traditional learning environment which is creating a whole new way of learning for traditional instructors, distance learning instructors, and students from all walks of life from all over the world. I think our Blended/Hybrid Courses, Web-facilitated Courses, and open source opportunities such as MIT’s “MITOPENCOURSEWARE” are being integrated into the “traditional classroom landscape” in a very positive way. OpenCourseWare satisfies the needs of most learners because “Students prefer to learn face-to-face, however, Students demand to be permitted to learn at a distance.” (Simonsen, N., Smaldino, S., Albright, N., & Zvacek, S. 2009). This distance learning capability in conjunction with high speed communication technology is the virtual educational power afforded to the 21st century lifelong learner which is providing learning opportunities never dreamed of just a short time ago.

The 21st century adult learner expects the same visually rich multimedia in their learning experiences as they do at work and leisure. The adult education expectations are defined by Malcolm Knowles via “Adult Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology.” (Conlan, J., Grabowski, S., & Smith, K. 2003) “Adults need to be involved in the planning and evaluation of their instruction, Experience (including mistakes) provides the basis for learning activities, Adults are most interested in learning about subjects that have immediate relevance to their job or personal life and Adult learning is problem-centered rather than content-oriented.” I think major corporations are on the forefront of designing, developing, and implementing course management systems for adults using distance learning for a number of valid reasons. Asynchronous design allows for time flexibility for learner and instructor. Capital cost (monetary) is less for the learner and facilitator and offers an increased return on investment for institutions (Simonson, 2009). The structural hierarchy of most large corporations allows them to manage from a top down management system which enables the implementation of distance learning training programs without debating the politics of the issue. This is not necessarily true in the public school system or most major universities. I personally think distance learning is the best conduit to transfer technical knowledge to a large group of people effectively and economically.

Of course, we are also seeing a dramatic increase in student enrollment and employer acceptability in the fully online Universities such as Walden University which is a leading accredited online university offering a wide range of distance learning degree programs for working adults who can pursue advanced accredited degrees without leaving the workforce. This is a huge advantage for working adults with families like myself and gives working adults a “golden” opportunity to compete academically in a quality oriented educational environment. Walden encourages students to share ideas, discuss concepts and solutions, network with peers and faculty, and develop decisive-thinking and technology oriented communication skills. This pursuit of knowledge is critical so that we can find creative and innovative solutions using technology to facilitate our industries and educational institutions in a very competitive global market.

According to George Siemens in the Walden video “The Future of Distance Education”, this growing acceptance is due to an increase in online communication, Practical experience with new tools, Growing comfort with online dialogue, Ability to communicate with diverse and global groups, and the educational benefits to corporations by allowing them to interact with different offices around the world. George Siemens states that distance education will be impacted by new communications technologies, contributions by experts around the world, and increased use of multimedia, games, and simulations which will continue to increase in the future. He also refers to the “Helix Model of Education” which includes Universities, Government, and Businesses. I think George Siemens makes an extremely important point when he states that learners need to be comfortable in the online environment. If the learners are comfortable with distance learning, they will migrate into the virtual learning environment naturally. I believe this is a very pertinent statement and this is exactly why traditional classrooms are enhancing their face-to-face classrooms with a myriad of distance learning virtual tools.

I think the perceptions of distance learning will continue to grow in a positive direction as we move into the future. The online graduates of today and tomorrow will promote the distance learning concept by integrating the communications and technology skills into their work environments effectively. “One of the most persuasive factors is the shrinking half-life of knowledge. The “half-life of knowledge” is the time span from when knowledge is gained to when it becomes obsolete. Half of what is known today was not known 10 years ago. The amount of knowledge in the world has doubled in the past 10
years and is doubling every 18 months according to the American Society of Training and
Documentation (ASTD). To combat the shrinking half-life of knowledge, organizations have been forced to develop new methods of deploying instruction.” (George Siemens) The best and most effective method of deploying instruction is the distance learning environment. “Web-based learning tools provide students with greater access to information, as well as enhanced opportunities for working collaboratively with peers, all without constraints of time and distance.” (Shu-Ling W, Lin S. 2007)

As a future instructional designers of distance learning, understanding the design principles of multimedia and how to use the various components of text, graphics, photography, audio, blogs, discussion technologies, podcasts, concept maps, media sharing sites, animation, video, and web2.0 technologies effectively will motivate the learner and facilitate dynamic learning in our technology laden environment. I think applying the proven instructional design models such as “ADDIE” will facilitate effective and creative designs as we move forward into the future. I think using fundamental learning theories such as cognitive theory of multimedia learning is also important so that we can transfer our information effectively to our learners. “The most relevant elements in a science of learning are (a) dual channels—the idea that humans possess separate channels for processing visual and verbal material; (b) limited capacity—the idea that each channel can process only a small amount of material at any one time; and (c) active processing—the idea that deep learning depends on the learner’s cognitive processing during learning (e.g., selecting, organizing, and integrating).” (Mayer, R. E. 2008) I believe keeping our instructional designs simple enough for the learner to understand and eliminating extraneous material will allow the learner to be comfortable with distance learning. “If the learners are comfortable with distance learning, they will migrate into the virtual learning environment naturally”. (George Siemens)

In the virtual classroom, we open the classroom door by logging in and we open our books by “clicking” on a resource subject, a discussion, an instructional animation, a virtual library, or an application assignment. We hand in our assignments in by uploading or posting. When we visit a properly designed course management system, we are only a few “clicks” away from a virtual wealth of pertinent information. So, we can see that our virtual classroom equates to the traditional classroom in functionality and effectiveness. In the future we will see some dramatic advances in technology such as the elimination of the mouse and keyboard. I think we will scroll and click using our eyes and we will type using our thoughts via our “multimedia superchip interface”. Does this sound impossible? I think it will be quite possible in 20 years if not sooner. Accordingly, if we are using the technology of today or tomorrow, we can spend more quality time deciphering and comprehending the subject matter at hand and learning the technical skills needed to apply our knowledge intelligently so that we can stay competitive in the 21st century global market.

In conclusion, I would like to thank Walden University and Dr. Mark Clauburg for his professionalism, patience, and understanding in this course. This Distance Learning class certainly gives me insight on the technical skills necessary to successfully educate a group of learners in a distant learning environment. This class has certainly given me an appreciation for the skill and expertise required to educate and mentor a large group of learners in a distance learning environment. I can only imagine the difficulty of managing this multitude of instructional design master’s degree students and our many idiosyncrasies. Thank you, sir, for a job well done!

Conlan, J., Grabowski, S., & Smith, K.. (2003). Adult Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from: http://projects.coe.uga.edu/epltt/

Gambescia, S., & Paolucci, R. (2009). Academic fidelity and integrity as attributes of university online degree program offerings. Online Journal of Distance Learning Administration, 12(1). Retrieved from http://www.westga.edu/~distance/ojdla/spring121/gambescia121.html

George Siemens “The Future of Distance Education”: Laureate Education, Inc.

http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4442081&Survey=1&47=6262434&ClientNodeID=984650&coursenav=1&bhcp=1

George Siemens “A Learning Theory for the Digital Age”:

http://www.connectivism.ca/

Mayer, R. E. (2008). Applying the science of learning: Evidence-based principles for the design of multimedia instruction. American Psychologist, 63(8), 760-769. doi:10.1037/0003

MITOPENCOURSEWARE: http://ocw.mit.edu/index.htm
Conlan, J., Grabowski, S., & Smith, K.. (2003). Adult Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from: http://projects.coe.uga.edu/epltt/

Shu-Ling W, Lin S. The application of social cognitive theory to web-based learning through NetPorts. British Journal of Educational Technology [serial online]. July 2007;38(4):600-612. Available from: Academic Search Complete, Ipswich, MA.

Simonsen, N., Smaldino, S., Albright, N., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.