Making the Case for Employee Development

"There is no achievement without goals”
Robert J. Mckain
Noe (2010) distinguishes the differences between employee training and employee development:“Development is future oriented, it involves learning that is not necessarily related to the employee’s current job” and “training is focused on helping improve employees jobs” (p. 347). Development is the function that helps individuals grow and prepare for job advancement/growth or even those jobs that currently do not exist within the organization.

Development refers to formal education, job experiences, relationships, and assessments of personalities and abilities that help employees perform effectively in their current or future job and company (Noe; 2010, p. 346). I now have some formal education to be an instructional designer; it is future development that will help me be an effective instructional designer.

For this week's assignment I am to develop my own development plan. I think this is good timing as I am coming to the end of my pursuit of my Master’s Degree in Instructional Design and Technology and my desire to apply that knowledge.

I believe development is a lifelong, ongoing process. Below is my development plan to help me begin to achieve my goals as an instructional designer.

Type of Development	Action Plan	Rationale
Formal Education – Noe (2010) describes formal education programs to “include off-site and on-site programs designed specifically for the company’s employees, short courses offered by consultants or universities, executive MBA programs, and university programs…” (p. 350).	Attend company Studor workshops semi-annually. Attend workshops and conferences related to training and education (i.e. ASTD workshops, Sloan Consortium Workshops)	The Studor workshops are held off-site and are leadership development programs specifically designed to develop leadership skills within my organization. Participation in these workshops will improve management skills and further develop an understanding of the organization’s mission. Through attendance at workshops and conferences there is the ability to network and identify best practices in developing educational programs. Gain expertise in the instructional design process, as well as future trends in organizational training and development.
Benchmarks – Method of measuring management performance/effectiveness	Develop benchmarks for achieving departmental goals for the upcoming year that align with the company’s overall organizational goals	Benchmarks support growth. I actually view benchmarks as personal development plans. Through benchmarking I am identifying goals and objectives to be met that will improve not only my overall performance, but also my department. The success of these goals/objectives are determined and reviewed by others and aligned with the organization’s overall goals.
Job Enlargement – Increasing responsibility or level of difficulty to one’s job. Job enlargement is beneficial to both the employee and employer. Through job enlargement employees are able to take on tasks that are beneficial to the organization. This gives the employee the ability to show their level of ability and apply skills/knowledge not normally demonstrated.	Implement a training program that can be used system-wide (i.e. Time Management program).	Time management is something many employees within the organization struggle with. A recent employee survey identified a desire for a Time Management Program. Developing a new system-wide program from the beginning would be a new initiative for me and help me to achieve my goal of expanding my department’s role in staff education. This is also a critical issue for the organization as we struggle to become more “Lean” and do more with less.
Temporary Assignments, Projects and Volunteer Work – “Employee exchange is one example of temporary assignments in which two companies agree to exchange employees” (p. 370).	Work with the LMH/Regis College School of Nursing to implement an online learning orientation Continue to participate in the LMH/Regis College School of Nursing Technology Task Force	My participation with the school of nursing is not necessarily an exchange between two companies; it is an exchange between two different industries. Both of these initiatives will allow me exposure to the academic setting. My organization has a direct link with an educational institutional and working within the academic setting helps me to better prepare future training within the organizational setting.

References:

http://www.great-quotes-on-life.com/personal-development.html
Noe, R. A. (2010). Employee Training and development (5th ed.). New York, NY: McGraw-Hill.

PowerPoint Presentation:Making the Case for Employee Development

High tech training: Five technologies used in training

“Several surveys of company training practices suggest that although face-to-face classroom instruction is used by almost all companies, new technologies are gaining in popularity” (Noe, 2010, p. 296).

I doubt that technology will completely replace classroom training, but it will certainly be instrumental in the training process. As Noe (2010) states “Technology has allowed learning to become more dynamic” (p. 299). Through this writing I will look at five technologies or technological advancements used in training and explain the impact they have and will continue to have on how people learn and interact, and the implications for this training.

Multimedia
Multimedia uses different media technologies in training. These audiovisual technologies are used in conjunction with computer-based training. In addition to the computer based training, other multimedia technologies include: CD-Rom, the internet, video, virtual reality, simulations. Multimedia usually allows learner interaction and includes text, graphics, video, and audio. For example, an instructor presenting a PowerPoint presentation can include multimedia during their presentation by showing video clips from YouTube or if the presentation was to be delivered on a CD it could include narration of the presentation. PowerPoint presentations can also incorporate test quizzes which will require student interaction; games such as Jeopardy can also be included in a PowerPoint to facilitate learner interaction. Multimedia can be used in both instructor-led training and online learning. A great multimedia resource to include in the learning process is YouTube.com. However, prior to using you should review the video clip for accuracy and validity as a lot of the video clips are done by amateurs. In addition, trainers can create their own short video clips to incorporate into training. The use of multimedia will continue to allow learners to be creative and involved in the learning process by creating their own podcasts or viewing demonstrations/explanations relevant to their learning content. Multimedia allows educators the ability to develop and share content with one another. This could help develop content that is shared by all districts to provide quality, consistent education countrywide. Some additional advantages of multimedia are included in the topics below as they are forms of multimedia (i.e. simulation).

Resources: www.YouTube.com; www.TeacherTube.com

Blended Learning
Blended or hybrid learning is a combination of online learning with face-to-face instruction, as well as other instructional methods. While there is a more positive reaction from learners in the face-to-face environment, blended learning is more effective for motivating trainees to learn (Noe, 2010, p. 317). Blended learning can be utilized to provide a lot of the didactic online at the leisure of the learner; then bring the group together to demonstrate the knowledge or further enhance the learning process through group activities/discussion. For example the American Heart Association uses blended learning for the CPR , Advanced Cardiac Life Support and Pediatric Life Support Classes. Students do the didactic and written testing online, then they go to a training center to demonstrate skills. The benefit of this is a substantial saving in training costs for the organization and all students receive the same message on proper life saving techniques. I think blended learning will be the most utilized method of training (at least for now) because it will help to reduce training costs, but continue to satisfy learner needs. However, as the younger generation grows they will be more comfortable with total online learning and technologies that maybe it will become obsolete. Only time will tell.

Resource: http://www.onlineaha.org/

Simulations
Simulation is a great training method where you can expose the learner to difficult situations. In a simulation, the learner can make decisions in a risk-free environment. Simulations emulate real life experiences/work environments, making the learning experience meaningful and realistic. There are various types of simulation: 1) Branching story – Trainees are presented with a situation, provide a solution and simulate progress based on their decisions; 2) Interactive Spreadsheet – Trainees need to make business decisions that will affect the business and the impact of decision-making is tracked and monitored through a spreadsheet; 3) Game-based simulation – Trainees play a video game on the computer, and 4) Virtual lab – Trainees interact with a computer representation of the job for which they are being trained (Noe, 2010, p. 318). I think simulations will continue to be an important part of training. They engage the learner, enhance the learning process and provide risk-free learning. It also allows the learner to relate to the learning from a real world experience which is far more meaningful. Simulations can also be used to enhance classroom training.

Resource: http://www.laerdal.com/us/doc/85/SimMan-3G?gclid=CNy-s461kq4CFeIQNAodOUoSLA#/comparison

Distance Learning
Distance learning allows training to be delivered to wide geographic areas and it can asynchronous or asynchronous. Distance Learning can include virtual classrooms that allow the projection of images, discussions between the learners and trainers, whiteboards, polling interaction, and sharing of software applications (Noe, 2010, p. 325). Interaction between students may occur through the use of discussion boards, blogs, email, and teleconferencing. Training may be delivered through the use of course management systems such as Moodle or Blackboard/ Simonson, Sandino, Albright and Vice (2009) state “the learning environment of the future encourages collaboration without the limitations inherent in the self-contained classroom” (p. 23). Distance learning will grow in popularity with not only educational institutions, but organizations as well. Distance learning allows for worldwide collaboration. In academia, it allows educational opportunities to be more accessible to remote areas, as well as learners from other countries. From an organizational standpoint, it is a cost effective way to deliver training 24/7 to multiple locations and promote/encourage an environment of lifelong learning.

References: www.moodle.com; www.blackboard.com

Mobile Learning
Park (2011) describes mobile learning (M learning) as “the use of mobile or wireless devices for the purpose of learning while on the move” (p. 79). Mobile learning uses various handheld devices such as cell phones, smartphones, PDAs, handheld computers, tablet pcs (IPad, Android, etc.), and personal media players. The biggest advantages of mobile learning are portability and accessibility. Mobile learning is viewed as an extension of e-learning and contributes to the learner having control over their learning. Through M learning students can access textbooks electronically, conduct research instantly, and collaborate through live chat. While there are limitations to m-learning, I think we will see this method of training advance in popularity. According to Wentworth and Green, “85% of companies provide mobile devices to at least some of their workforce” and “65% of employers are either using, considering, or currently developing learning for mobile devices” (p. 25).

References:

Noe, R. A. (2010). Employee Training and development (5th ed.). New York, NY: McGraw-Hill.

Park, Y. (2011, 02). A pedagogical framework for mobile learning: Categorizing educational applications for mobile technologies into four types. International review of Research in Open and Distance Learning, 12(2), 79-102. Retrieved 02 10, 2012, from EBSCOhost

Simonson, M. S. (2009). Teaching and learning at a distance: Foundations of distance education (4TH ed.). Boston, MA, USA: Pearson.

Wentworth, D. & Green, M. (2011, July). Mobile learning: Anyplace, Anytime. T & D, 25.

Needs Assessment

A needs assessment is conducted to determine whether or not training is needed and is the first step in the instructional design process. The needs assessment process should include mangers, trainers and employees (Noe, 2010, p. 105).

My Training and Development class this week required that I review a company on-line and describe a plan for performing a needs assessment. I chose to look at Southwest Airlines at http://www.iflyswa.com/. Below is my plan.

Background:

Southwest Airlines has been in business for 40 years and provides 3,300 flights a day, serving 72 cities in 37 states, and has a current workforce of 40,000+. Southwest Airlines has been recognized as being one of the safest airlines, a top company for diversity, and customer satisfaction to name a few. Gary Kelly, Chairman of the Board, President and CEO states “our people are our single greatest strength and most enduring long-term competitive advantage” (Southwest.com, 2011).

Southwest Airlines acquired AirTran Airways in 2011 and one of the goals for 2012, according to CEO Kelly is to continue to integrate AirTran Airways into Southwest with excellence (Gary's Greeting, 2012).

Based on the above, I would approach my needs assessment as follows:

Stakeholders Who Need to Buy-Into the Needs Assessment

1. Management
2. Employees
3. Trainers

Based on the fact that there has been a recent merger, there is the potential to increase training initiatives. All of the above individuals need to be on board with these training initiatives in order for them to be successfully implemented. “To be motivated to learn in training programs, employees must be aware of their skill strengths and weaknesses and of the link between the training program and the improvement of their weaknesses” (Noe, 2010, p. 120).

Questions to ask during the organizational, person, and task analysis phases:
Organizational Level:
Management:
1. Is training important to achieving business objectives?
2. How does training align with the business strategy?
3. Are you willing to invest in training in both time and money?
4. Are all levels of the organization committed to training?

Trainers:
1. What is your anticipated budget needs
2. What resources, other than money will you need?
3. Are you able to provide the training or should outsourcing be considered?

Person Level:
Management
1. Who needs training?
2. What are the goals and objectives of the training?
3. How will you measure transfer of training?
4. How often should training occur?
5. Would you consider purchasing a training program?

Trainers:
1. What are the skills required for the job?
2. What skills are currently possessed?
3. How will the training align with the goals and objectives of the business unit?

Task Level:
Management:
1. How will you facilitate transfer of training?
2. How often should training occur?
3. Would you consider purchasing a training program?
4. Are there alternative interventions other than training?

Trainers:
1. What do the learners already know?
2. What do the learners need to know?
3. What resources are available?
4. What is the appropriate training method?
5. How should training be evaluated?

Documents to Review
1. Safety records
2. Pilot logs
3. Customer call records
4. Training records/methods for: flight attendants, pilots, air traffic controllers,
customer service representatives
5. Surveys – booking online, customer satisfaction, employee satisfaction

Needs Assessment Techniques to Utilize
1. Observation of employees
2. Questionnaires
3. Interviews
4. Documentation

References:

Southwest.com. (2011). Retrieved January 12, 2012, from http://www.southwest.com/html/about-southwest/index.html

Gary's Greeting. (2012, January). Retrieved January 12, 2012, from Southwest.com:
http://www.southwest.com/assets/pdfs/about-southwest/garys-greeting.pdf

Noe, R. A. (2010). Employee Training and development (5th ed.). New York, NY: McGraw-Hill.

The truth about training

"This week I had to imagine I had just 2 minutes or so to give someone an "elevator speech" regarding the "truth" about training. Below is a transcript of my speech as well as the audio file."

Thank you for meeting with me today. It is my understanding you do not want to continue investing in training within the organization. I do understand your concern considering studies show that 10% or less of training investments results in transfer on the job (Stolovitch & Keeps, 2004, p. 13). However, this is usually because training is not always the solution or the only solution.

Let me help you have a better understanding why training needs to continue. As you know, healthcare has and continues to change. No longer are we just a stand-a-lone small community hospital, we are now part of a larger multi-hospital healthcare system and we will continue to grow. We are not only going to change in size, but we are changing where and how we do business. All business, including healthcare are in a constant state of flux. This is all partly due to the increase in globalization, workforce diversity, as well as the advances in technology. In recent years our physicians and nurses have been responding to disasters abroad such as the earthquake in Haiti; our workforce has become more diverse both in employee population as well as patient population; and technological advances has changed the way we do business, in particular the way in which we care for our patients.

Our staff must be prepared to deal with these forces to promote an environment that supports these changes so we may achieve our mission to become a leader in the healthcare industry. According to Noe, training that is centered around helping the organization reach business goals and objectives will help a company gain a competitive advantage (p.92). Thank you for your time and I ask that you reconsider the importance of training and how important it is to this organization’s success.

References:
Noe, R. A. (2010). Employee Training and development (5th ed.). New York, NY: McGraw-Hill.

Stolovitch, H. D., and; Keeps, E. J. (2004). Training ain't performance. Alexandria, VA: ASTD Press.


Thetruthabouttraining by lfalanga

Analyzing Scope Creep

“Scope creep refers to uncontrolled changes in the requirement of the course defined in the scope definition of the project management plan” (Lynch & Roecker; 2007. P. 96). For this week’s blog I am to describe a project, either personal or professional, that experienced issues related to scope creep. I am going to look at this from a personal perspective rather than a professional one.

Background:
A few years back we were doing construction on our house. We have a very old house and having done construction in the past knew there would be some unplanned expenses that may creep up. However, we were not prepared for what we were to do. Lynch, et al state “Sometimes changes must occur due to a change in vision, a change in the needs of the customer, even a sudden change in budget” (P. 96). Our change was clearly the result of a change in vision due to not completely planning the project out.

Our changes were a result of a change in vision. We were doing a small addition to the back of our house as well as rebuilding our back porch. We had no intention of changing the size of our porch and the addition would not require that we do so. However, as the project was progressing and the addition was built, we realized it would be nice to make the porch bigger. No problem, easy to do. However, as we look at what we want to do with the porch we realize the back door will also need to be moved. To make a long story short, our well-planned budgeted project took a very different course, both in time and money. Fortunately the contractor was able to accommodate these changes.

What specific scope creep issues occurred?
“Another common source of change is the natural tendency of the client, as well as he project team members, to try to improve the project’s output as the project progresses, a phenomenon known as scope creep” (Portny, Mantel, Meredith, Shafer, and Sutton, 2008; P. 346). This is exactly what happened – as the project was progressing we envisioned further modifications that would produce a better outcome. We also realized “now was the time to do it.” However, the issues the contractor now needed to address were the additional costs associated with 1) time, 2) materials, and 3) labor. This temporarily suspended the project while he re-designed and re-planned the project.

How did you or other stakeholders deal with those issues at the time?
Our contractor had to start the porch stage of the project over. This included the planning, designing, developing, implementation, and evaluation (what were the benefits of doing these changes now vs. later) of the project. He had to identify the impact of the changes from a time and cost perspective; evaluate the advantages and disadvantages, communicate the changes and ensure they were properly executed. He analyzed our request, determined whether or not it was appropriate and feasible to make the change, prepared written documentation of the change, updated the plans, and communicated the changes. (Portny, et al; 2008. PP. 346 & 347)

Looking back on the experience now, had you been in the position of managing the project, what could you have done to better manage these issues and control the scope of the project?
I’m not really sure there are many things I could have done differently to better manage the issues and control the scope of the project. As previously stated, scope creep happens when you see a way to produce a better outcome or more positive return on your investment while your project is progressing. However, as a contractor I may have suggested improving the look and design of the porch during the initial design stage. Just as an instructional designer needs to carefully design a program and take all variations into consideration, a contractor should do the same when designing a renovation.

References:

Lynch, M. M., & Roecker, J. (2007). Project managing e-learning: A handbook for successful design, delivery, and management. London: Routledge. Copyright by Taylor & Francis Group, LLC. Reprinted by permission of Taylor & Francis Group, LLC via the Copyright Clearance Center. Chapter 5, “Controlling the Project” (pp. 94–108)

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.

Communicating Effectively

"Developing excellent communication skills is absolutely essential to effective leadership. The leader must be able to share knowledge and ideas to transmit a sense of urgency and enthusiasm to others. If a leader can't get a message across clearly and motivate others to act on it, then having a message doesn't even matter."

Gilbert Amelio
President and CEO of National Semiconductor Corp.

Messages can be delivered using various forms of communication - formal, informal, written, and verbal. However, the same message can be delivered using different modalities, but generate different interpretations.

For this assignment I had to receive the same message using three different modalities: Email, Voicemail, and Person-to-Person. The message was an informal message. Formal communications "are pre-planned and conducted in a standard format in accordance with an established schedule." Informal communications "occur as people think of information they want to share" (Portney, Mantel, Meredith, Shafer, Sutton, & Kramer, 2008, p. 357). However, just because an informal method was chosen, in today's world of technology I would not consider an informal message unimportant.

Interpretation of the Message:
Email – I had to read the message twice to understand what was being said. I felt the message was run-on sentences; thoughts being thrown onto paper.

Voicemail – The voicemail message was clearer and I had a better understanding of what was needed. The message was friendly and conveyed the feeling that there was a working relationship.

Person-to-Person – I didn't find the message to be any different than the voicemail message. However, the person-to-person message was very scripted and impersonal.

Factors that influenced my perception:
Email – Email can be considered an informal method of communication, but there must still be some structure to the message. Written communications should 1)Begin with a clear purpose, 2) State the situation, 3) include possible solutions, 4) Indicate if a sign-off is required, 5) Specify the form that the response is required to take, 6) Keep the tone of all communications business friendly and respectful. (Stolovitch) In this particular message, not all of these components were relevant, but the purpose, situation, and solution should have been communicated in a more structured manner.

Voicemail – The voicemail seemed more casual and was easier to understand. I do not think the messenger was clear in any of her messages exactly what data she needed. But the message did not seem as fragmented.

Face-to-Face – As in the voicemail, the message appeared clearer. However, the messenger appeared scripted and "unfriendly" making it difficult to stay focused on what she was saying.

Most effective form of communication:
The voicemail worked best for me. I am an auditory learner and maybe that contributed to this method being most effective. The voicemail was casual and clear making it "real" and conveyed a working relationship and a feeling that the messenger knew how to speak so that I would understand.

Effectively communicating with project team members:
"The ability to communicate well, both orally and written, is a critical skill for project managers" (Portney, et al, 2008, p. 357) Written communications should beprofessional, clear and concise. Sending emails(or any written communication) that require multiple readings to understand will either create frustration and lack of understanding for the recipient or it will quickly end up in the "wastebasket." Verbal communications should be professional, but friendly and not intimidating and impersonal. You want to keep the recipient engaged in what you are saying. Regardless of the modality you choose, the one thing that must always be conveyed (and wasn't in any of the examples) is that if there is any question they should contact you and how you can be reached. Letting the recipient know that you are available to clarify and help resolve the issue, tells them the issue is important to you. Just as we all learn differently, we all communicate and interpret communications differently. When dealing with team members on an indivdiual basis,use their preferred communication style. If you are communicating with the group, use a formal style of written communication or consider a face-to-face meeting.

References:
Portney, S. E., Mantel, S. J., Meredith, J. R., Shafer, S., Sutton, M. M., & Kramer, B. (2008). Project management: Planning, scheduling, and controlling projects. Hoboken, NJ, USA: John Wiley & Sons, Inc.
Stolovitch, D. (n.d.). Communicating with Stakeholders.
http://www.leadershipnow.com/communicationquotes.html

A Project Post-Mortem

A few years back my organization was interested in implementing a Learning Management System (LMS) to track employee education as well as provide online training to employees. I was responsible to research, identify and propose the system I felt would be most suitable. After much research (approximately 1 year) I finally identified a system and submitted my recommendation. Approval was granted and the very lengthy implementation process began. I say lengthy because I was the only one working on this project, with the exception of communicating with the IT department what would be needed from them (which was very little as this is internet based, hosted by the vendor). This system took approximately 1.5 years to get up and running. The initial implementation was successful and while the system is being used for recording educational activities, as well as providing some education online, it is still not being used effectively.

“Project management is the process of guiding a project from its beginning through its performance to its closure” (Portney, Mantel, Meredith, Shafer, Sutton, & Kramer, 2008, p. 3). This project did not have a Project Manager (PM) nor did it have any of the formal processes of the project management process. While I am happy that the implementation was successful, I now realize how important it would have been to either have a PM or some formal systematic approach to the process.
At the end of a project, it is important to do a project review and look at what was learned from the project and what could be done better in the future. This process is referred to as post-project reviews or “post mortems” (Greer, 2010, p. 42). Below is my post-mortem of the LMS project.

This project did have a defined outcome, however, there was no schedule or allocated resources; there was no formal process, plan or team. Michael Greer suggests that upon completion of a project you do an evaluation from an overall general perspective and the “Five Phase-Specific Questions” perspective (Greer, 2010, pp. 42, 43).

Overall Perspective of the Project
The implementation of this project was a success, however, I think it could have been completed in a much shorter timeframe had more stakeholders taken an active role in the project. It took approximately 1.5 years (out of a 3 year contract) to implement; a loss of 1.5 years on the contract. Key stakeholders who should have been actively involved in the entire process included IT personnel, Subject Matters Experts (SMEs), Human Resources and department managers. The most difficult and time consuming part of this process was mapping staff to the appropriate learning groups without management input. While the system is functioning, mapping is still not accurate and needs to be reworked to use the system more efficiently.

Five-Phase Perspective
Greer’s five phases to assess include: 1) Determine Need and Feasibility; 2) Create Project Plan; 3) Create Specifications for Deliverables; 4) Create Deliverables; and 5) Test and Implement Deliverables. None of these phases were planned in any way. A feasibility study should have been done to determine that the purchase and implementation of an LMS was beneficial and cost-effective. Once it was determined that the project would be beneficial to the organization, a project plan should have been developed; key stakeholders should have been recruited and assigned roles; and a formal PM process should have been followed. Had a formal process been followed the system could have been implemented within 6 months vs. 1.5 years, learning groups would have been mapped correctly from the beginning, and technology requirements for learning modules (i.e. Flash, Adobe reader, etc.) would have been identified and installed on all computers prior to assignment of a module.

What was Learned
Always have a plan! Regardless of the size of the project, you need to follow a systematic approach and carefully plan the project. Any and all future endeavors I am involved in, I will follow Greer’s “10 Steps to Project Success” (p. 45) or some form thereof. Use of Statements of Work, Work Breakdown Structure, diagrams, and schedules help to keep the project organized, maintain communication amongst stakeholders, and completion timelines on track. This project could have been a complete failure, but fortunately it wasn’t. We now have a committee that includes all the previously identified stakeholders who meet quarterly to help improve the use of the system and future upgrades.

References:
Greer, M. (2010). The project management minimalist: Just enough PM to rock your projects. Baltimore: Laureate Education, Inc.

Portney, S. E., Mantel, S. J., Meredith, J. R., Shafer, S., Sutton, M. M., & Kramer, B. (2008). Project management: Planning, scheduling, and controlling projects. Hoboken, NJ, USA: John Wiley & Sons, Inc.

Reflection - Distant Learning’s Future and the Impact of the Instructional Designer

What will perceptions of distance learning be in the future?

Distance learning will continue to grow as a viable option for education.  However, there are misconceptions about the quality of distance learning and the integrity of the distant learner.  Some perceive distant learning to be easier than traditional face-to-face classes and that it is easier to cheat in distance learning. 

As distant learning becomes more integrated in elementary and high schools, we will see the benefits it has to offer and there will be a shift in attitude toward distant learning.  Anyone who has engaged in a distant learning class knows that the quality of the courses, if from an accredited institution, is just as good (maybe even better) than face-to-face instruction.  Technology will continue to advance and as George Siemens stated:  “there will be more experiences communicating online; new tools; and a growing sense of comfort.  There will be global contributions and an increase in games and simulations.”  With advancements in computer and internet-based technologies, distance learning will support student-centered instruction which promotes “active learning, collaboration, mastery of course material and student control over the learning process” (Simonson, Smaldino, Albright, Zvackek; pgs. 231 & 232). 

How can the instructional designer be a proponent for improving societal perceptions of distance learning?

In the article Academic Fidelity and Integrity as Attributes of University Online Degree Program Offerings it states “By academic integrity we mean how consistent is the online degree program with its campus based counterpart and institutional and professional standards” (Gambescia and Paolucci, para. 4).  I believe as an instructional designer this is one of the most important factors we must remember so that all educational programs, whether they are online or in the classroom, maintain the same qualitative standard.  Courses must be effectively designed and implemented so that educators and students can demonstrate that the distant learner has met the same academic rigor of a face-to-face course. 

How can the instructional designer be a positive force for continuous improvement in the field of distance education?

As an instructional designer I think it is important that we focus on designing quality education that incorporates appropriate strategies that is conducive to the learner audience.  For example, in the healthcare industry the use of simulation and problem-based learning should be considered.  Distance learning should be collaborative and student-centered and the instructional designer should understand the learner audience demographics to promote a positive learning experience.  Instructional designers should select and use appropriate learning tools and strategies (discussion boards, journals, blogs, wikis, video, audio, simulation, games, etc.) that will maintain learner attention.  A systematic approach by the instructional designer, such as ADDIE, should be followed to determine the most effective means of delivering the course (online, face-to-face, hybrid).   “Focus on knowledge construction, not reproduction…Present authentic tasks…[that] provide real world case-based learning environments,…Foster reflective practice, and enable context and content dependent knowledge construction,…Support collaborative construction of knowledge through social negotiation, not competition among learners for recognition” (Rovai, 2004).

References:

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

Guri-Rosenblit, S. (2009). Distance Education in the Digital Age: Common Misconceptions and   Challenging Tasks. Journal of Distance Education, 23(2), 105-122. Retrieved from       EBSCOhost.

Rovai, A. P. (2004). A Constructivist Approach to Online College Learning. Internet and Higher Education, 7(2), 79-93. Retrieved from EBSCOhost.

Siemens, George.  The future of distance education video. 

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

Best Practice Guide for Distance Learning

This week I was presented a learning need and asked to develop a Best Practice Guide for converting to a distance education format. The scenario presented is as follows:

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

Attached you will find a document that will serve as a best practices guide for converting to a distance education format for this training. Topics addressed include: Pre-planning strategies; Aspects of the original training that can be enhanced in the distance education program; Changes to the Trainers Role; and, Steps to encourage trainees to communicate online.
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The Impact of Open Source

Introduction
“The term open source describes practices in production and development that promotes access to the end product's source materials” Wikipedia (n.d., para. 1). Open source can refer to free open software or it can refer to free open courseware. Open source is not unlicensed, is free for users to use as they see fit and must comply with the Open Source Initiative (OSI). Simonson, Smaldino, Albright, and Zvacek (2009, p. 256). More information on OSI. For purposes of this discussion, I will be looking at an open course provided by MIT that I accessed through Open Culture at http://openculture.com/. The title of the course is 6.912 Introduction to Copyright Law and is a video recording of the synchronous class and can be accessed through the following link: http://ocw.mit.edu/courses/electrical-engineering-and-computer-science/6-912-introduction-to-copyright-law-january-iap-2006/index.htm#features.

Planning and Designing of the Course for Distance Learning
This is a video recording of a 4-week course offered at MIT. When planning for distance learning, it is important to anticipate the needs of your learners and provide them with some sort of orientation to the course site, technology requirements, etc. This course did not provide any orientation so you would need to be familiar with the distance learning environment. However, it is a well-designed and easy to navigate site for the experienced distant learner. When planning and designing a course, whether it is online or face-to-face, it is important to have well-defined goals and objectives. I did not see any goals or objectives established for this course.

Does the Course Follow Recommendations for Online Instruction?
This course included important course information such as course features, course highlights, course description, syllabus, links to course readings, assignments to complete, and the video lectures. However, this course does not allow the learner to actively participate in any type of discussion, either synchronous or asynchronous. There was not the option to submit and receive feedback on the two assignments. One of the fundamentals of teaching online discussed by Simonson, et al is to avoid “dumping” a face-to-face course onto the web; however, that is what this course appears to be. There is no grading of assignments, keeping students informed, due dates, or identification of the intended audience. Simonson et al. (2009)

Did the course designer implement course activities that maximize active learning for the students?
I did not review any of the lectures in their entirety so I cannot say if there was any interactivity embedded in the videos. There were two course assignments; however, there was no dropbox to submit these courses for grading or feedback. Other than that, I did not see any type of learner activities.

Conclusion
Open course is a viable solution for universities and businesses to access pre-developed courses. However, this course is basically a "dumping" of an instructor-led course with little or no modifications for the distant learning environment. If this were to be used in a formal setting, the organization would need to tailor the course to include such things as an orientation to the site, discussion forums, and feedback on assignments. If you are skilled distance learner looking to advance your knowledge in copyright laws, this is a course that appears user friendly and informative. I plan to review this course in its entirety and hopefully recommend it as a requirement for all SME’s within my organization.

References
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance (4th ed.). Boston, MA: Pearson Education Inc.
Wikipedia (n.d.). Retrieved June 5, 2011, from http://en.wikipedia.org/wiki/Open_source
http://opensource.linus-mirror.org/.

Technologies for Distance Education

Distance learning can be delivered in many formats and instructional designers need to choose the most appropriate method based on the learning need. As stated by Simonson, Smaldino, Albright and Zvacek “it is imperative that educators think about how communication will occur and how to apply experiences that will promote effective and efficient learning.” (pg. 94) Technologies to consider for delivering training in a distance learning environment include: 1) correspondence study (mail, discussion boards, live chats), 2) prerecorded media (mpg files such as podcasts), 3) two-way audio (audio conferencing), 4) two-way audio with graphics (audio conferencing with graphic component such as a displayboard , 5) one-way live video (televised broadcasts with printed materials and readings), 6) two-way audio, one way video (teleconferences), 7) two-way audio/video (videoconferences), and 8) desktop two-way audio/video (videoconferencing through the computer).

I have been presented with a training need for which I must recommend the most effective technology or technologies to use to ensure effective training. Below is my scenario and recommended training method(s) for providing asynchronous training.

Scenario:

In an effort to improve its poor safety record, a biodiesel manufacturing plant needs a series of safety training modules. These stand-alone modules must illustrate best practices on how to safely operate the many pieces of heavy machinery on the plant floor. The modules should involve step-by-step processes and the method of delivery needs to be available to all shifts at the plant. As well, the shift supervisors want to be sure the employees are engaged and can demonstrate their learning from the modules.

Recommendation:

Providing training to a 24/7 organization is never easy. However, with advances in technology this is becoming easier. Based on the above situation, it is imperative that all employees are properly trained on operating machinery in a safe manner. While I have not been provided with the details of my learner audience, I am going to assume they are of varying learning abilities, and may be English as a Second Language learner. As a result, my method of providing the training modules will be the use of prerecorded media. Each week a video will be presented to all employees via a prerecorded video presented via television through a DVD player. In addition, all employees will be provided written material that explains the training techniques. These written materials will also include a concept map or algorithm on the proper steps to use machinery. Also, because this is a safety concern and there is a need for supervisors to observe the employees using the equipment effectively, each employee will need to be observed using the equipment effectively by a shift supervisor. I believe this training methodology will apply to all learner types in that they will all hear, see it and do it.

Rationale:

The use of video demonstration is an effective means of training. In a study of students being provided CPR training via video, it has been documented that video is an effective means of training and demonstrating proper techniques. The article “Simply Watching a Video Might Save Lives”, Holohan discusses how individuals who watched the video on proper CPR techniques were more effective in providing CPR than those who had not seen the video.

Concept maps are effective learning tools in ensuring a meaningful learning experience. Novak, J. and Canas, A., describe effective development and use of concept maps in distance learning. They define concept maps as a method of organizing and representing knowledge in a realistic manner. The concept map will be used to graphically demonstrate the steps to effectively use the machinery.

Conclusion:

I believe a video demonstration along with a visual concept map (algorithm) to be the most effective methods of training. In addition, a return demonstration by the learner is the most effective method to ensure the transfer of knowledge.

References:

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

http://www.uwex.edu/disted/conference/Resource_library/proceedings/09_20011.pdf

http://www.medicinenet.com/script/main/art.asp?articlekey=140562

Distance Learning

I always believed distance learning to be exactly what I am doing with my studies at Walden University; pursuing a degree at a distance through an online environment. My definition of distance learning was limited to education offered by an accredited educational institution. I believed distance learning to be a relatively new concept (less than 30 years) only to find out through course readings that it has existed since the 1800's.

In the 1800's distance learning was offered via mail correspondence, 1960's via telephone, 1970's via videotape, 1980's via satellite TV and online courses through the use of DOS (Disc Operating System), and the 1990's via the virtual classroom (which is what I related my definition to). So while it may be difficult to totally define distance learning, I define it as learning away from the traditional classroom.

To me distance learning was synonymous with e-learning and on-line learning. However, I defined it as being related to higher education, or at least associated with an accredited institution. Yet in my own work environment we offer online continuing education (aka e-learning) through our Learning Management System (LMS). So do we all define distance learning interchangeably with e-learning and online learning? Maybe this is why it is difficult to define distance learning or decide on a theory of how to practice and research distance education. (Simonson, Smaldino, Albright and Zvacek, 2009; pg. 57)

Now this brings into question another concept; is distance learning different from web-based training? Webopedia.com associates distance learning with providing college-level education and web-based training with business training. But when looking at the definition of web-based training it is similar to the definition of distance learning, leading me to stay with my initial belief that distance learning is synonymous with e-learning, online learning and now web-based learning.

I now look at distance learning as any learning at a distance from the instructor. I do not think my definition is much different from my original thought, just more defined and I now realize it is not restricted to just an educational institution but any learning environment. In addition, the method of distance learning can vary; it can take place via mail correspondence, telephone, video conference, Internet, videotape, web-based, discussion board, etc. I think Hilary Perraton sums it up quite well by defining distance learning "as an educational process in which a significant portion of the teaching is conducted by someone removed in space and/or time from the learner. (Simonson et al, pg. 33)

Distance learning will continue to evolve just like anything. More and more colleges will offer distance learning making it easier to study abroad without travelling abroad and meet the changing needs that has come with globalization. They will have the ability to attract students who otherwise would not be able to attend the traditional educational environment due to personal/economic factors. Distance learning will provide 24/7 education to a diverse population. Traditional corporate training will move to distant learning as it is more cost effective. What is yet to be seen is how distance learning will advance and change, i.e. mobile learning, to continue to meet the demands of our ever changing environment.

References:

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

Dr. Simonson Video Presention: "Distance Education: The Next Generation"

http://www.webopedia.com/TERM/D/distance_learning

View the Future of Distance Learning Video from the Digital Learning 2010 Virtual Conference
http://youtu.be/xIfrlF7LPoY

Fitting the Pieces Together

The past 7 weeks of my Learning Theories and Instruction class has been learning about the various learning theories and styles and how each contributes to the learning process. We have had to reflect on which of the theories related to our own learning style and how, as instructional designers, we can develop instructional programs that will meet the needs of all learners.

We will never be able to have a full assessment of all our learners’ style of learning nor will we be able to develop individual instruction to meet the needs of each learner. However, it is important that we understand that not all learners learn the same and I agree with Howard Gardner’s theory of Multiple Intelligence. It is true that we all possess and utilize the 8 intelligences that Gardner references (Armstrong, T., pgs 6 & 7). We may not use all of them at the same time and some of these intelligences will be our more dominant; however, it is the dominant intelligence that develops our learning style.

During my first week of class I had to look at which learning theory I thought defined my style of learning. I chose constructivism because it supports learning from meaningful experiences and as Ertmer & Newby states “it is critical that learning occur in realistic settings and the selected learning tasks be relevant to the student’s lived experiences.” While I still feel constructivism supports my learning style I have also learned that connectivism is the style that best fits my learning. If you look at my Mind Map blog you will see the various resources that I use for learning. While as an adult I enjoy a learning experience that supports constructivism, it is all the resources referenced in my Mind Map that enables my learning. I also think that connectivism is a puzzle and that all the other theories are the pieces of that puzzle.

What I have learned most from studying the various learning theories and styles is that they all play a role in our learning process at some point and at times will go back to one particular theory depending on what is being learned. When we look at behaviorism, the first theory, it is based on reward, punishment and stimuli (potty training, time-outs, etc.). As we grow and develop we begin to utilize the cognitive theory which is more task based, rehearsal, etc. (learning to count, the alphabet, etc.) Then we move into the constructivist theory (learners begin to take ownership in developing their own learning, experience based) and social learning (we use our social environment for learning); and finally we move to connectivism which supports and utilizes pieces from each of the other theories and can encompass the use of all the multiple intelligences to provide a meaningful learning experiences which is essential to the adult learner.

In looking at my personal learning process overall, I am amazed at how much technology has become a part of that process. This is really interesting considering I am from a generation where calculators were not even allowed to be used in school, except for when I took Accounting in high school. Yet here I am taking courses online with students from all over the world, I don’t have to go to the library as I use the school’s online library, blogs, etc. When I need to research something my first attempt is always a “Google” search. Even at work I no longer have to go to live “in-services” as we do many of those online.

Armstrong, T. (2000). Multiple intelligences in the classroom (2nd ed). Alexandria, VA: Association for Supervision and Curriculum Development

Ertmer, P. A., & Newby, T. J. (1993). Behavorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), pg. 63

Connectivism

As part of my assignment for school this week, I was required to create a Mind Map relative to my learning process. I had never created one before, and to be honest never heard of them. To me, a Mind Map is similar to a flow chart or algorithm.

As I began the process of creating my Mind Map it was interesting to see what contributes to my learning and how my learning process has changed from when I was younger. So how do these connections facilitate my learning and do they support or refute the central tenets of connectivism?

Years ago I went to school, participated in assigned curriculum, and basically did what the teacher asked. It was a very formal, traditional way of learning using textbooks, lecture, memorization, homework and written tests. Even when I pursued my Associates Degree 23 years ago, it was the same style of learning. However, as I look at my Mind Map it is apparent that in the last 23 years, learning, at least mine, has changed dramatically. To me the biggest change to my learning is the inclusion of technology, i.e. internet and online education. In addition, social networking that was once done in a traditional classroom is now done through postings, although I’m not sure that that has been a positive change as I think there is some loss in dialogue. But, on the other hand technology, through online learning, has given me the opportunity to participate in classes with individuals from other countries, something that would have been out of reach for me. In looking at my Mind Map, I am connected to more learning resources than ever before.

For me, the best digital tools have been online classes (allows me to balance work, family and school), the internet (allowing online research vs. going to the library). The ability to go to “class” at a time that is available has enabled me to pursue my graduate degree, something that would have not been possible at this point in my life. Through the use of the internet I am able to research topics faster than ever before.

In looking at my Mind Map I am amazed how I am able to obtain answers to my questions. No longer do I have try and seek out an “expert”. I can now go to the internet and Google my question or look for a blog on the topic or post it on Facebook and receive responses from my network of friends. Through all the connections mapped in my Mind Map, I have access to numerous resources and experts instantaneously.

In reading the web article “Connectivism: Emerging Perspectives on Learning, Teaching and Technology” (Davis, Edmunds, Kelly-Bateman) http://projects.coe.uga.edu/epltt/index.php?title=Connectivism the Principles of Connectivism and looking at my personal learning network outlined in my Mind Map, I would have to say the Connectivism theory supports my personal network. Technology and its uses is a key component of Connectivism, and my learning network, as indicated above, is heavily dependant on technology. My learning network supports a diversity of opinions through my social networking, I rely on technology for learning, my learning network supports seeking the most up-to-date information, and my learning is not connected to just one network, but many. These are just a few examples of how I believe my personal network supports the Connectivism theory. To me Connectivism learning connects all our learning resources and connects the knowledge obtained from each to gain the most meaningful learning experience.

Evaluating and Identifying Online Resources

This week’s assignment is to locate at least two resources (web sites and/or online journals) relating to this week’s topics: the brain and learning, information processing theory, and problem-solving methods during the learning process.

My online search for a journal or web site led me to The International Journal of Instructional Technology and Distance Learning http://www.itdl.org/ is published monthly (although March 2010 is the last journal posted online), refereed and global, with 33% of the articles coming from outside the United States. Workplaces and schools within the United States have become so diverse and global and I think it is beneficial to have articles from abroad. A sampling of topics include: research, theory and practice, online learning, learning styles, and adaptation to different cultures to name a few. Highlighted articles relating to this week’s readings would are: Considering Cognitive Learning Needs of Older Learners; Connectivisim: A Learning Theory for the Digital Age; Brain-Based Learning: Possible Implications for Online Instruction; Solo and Social Learning in Online Courses: Implications for Information Processing Theory. I think anyone involved in education and/or instructional design can benefit from the articles posted on this site.

In researching articles relating to this week’s readings through the Walden University library databases, I came across the ScienceDirect Journals. ScienceDirect is part of Elsevier and is accessible online at http://www.sciencedirect.com/. Although no subject area exists for education, educators and instructional designers would select the Psychology subject area. Under this subject there is a lot of articles relating to the brain and the learning process; information important to teachers and instructional designers. However, it is little difficult to navigate and search in the beginning. The other downside of this site is it requires you to register as a user.

In closing I would have to say The International Journal of Instructional Technology and Distance Learning was by far my top choice. I look forward to seeing the journals/sites identified by my peers.

Instructional Design

My name is Lisa Falanga and I am a graduate student enrolled in the IDT program at Walden University. I am new to blogging and have tackled the task of finding blogging sites that will serve as a resource to me as an instructional designer. While I must say at first I was a bit overwhelmed, I did eventually figure out how to navigate the various blogging sites available. Below I have identified three sites that I believe will be beneficial to me as an instructional designer. However, I also found these sites contain information that is valuable to me now in my current profession as a Program Coordinator of continuing education (instructor-led as well as on-line training) in a community healthcare system in Massachusetts.

http://www.articulate.com/rapid-elearning/ - This site contains valuable information for creating e-learning. It provides tips and tricks for creating e-learning as well as access to templates to use when creating e-learning courses. Topics covered on this site vary from Designing the Right Course, Instructional Design, Building Scenarios, to name a few. The information is easy to access and understand. This blog is hosted by Tom Kuhlmann who currently runs the community at Articulate, a leader in rapid e-learning software and e-learning authoring tools.

http://www.wordpress.com/ - When you enter "instructional design" in the search engine on the top right corner of this site, you get a hit of 14,000+ posts. There are lots of blogs and/or articles on this site regarding instructional design, understanding information and how it relates to instructional design, and approaches to learning. I believe this site to be useful to the instructional designer in helping them understanding the learning process, their relationship with content experts, etc. As instructional designers we need to understand what the goal of the learning experience is; how do we interpret the information provided by the content experts and convey that information to the learner. I think this blog site is helpful with that process.

http://www.elearninglearning.com/blog/instructional-design/- As a facilitator of education, I liked this site a lot. Here you can find lots of information relative to not just instructional design but to T & D as well. There are links to well-known learning organizations, such as American Society for Training & Development and upcoming e-learning events. I think anyone involved in instructional design, learning and performance, or adult education will find this site useful.

After reviewing these blogging sites, I have a much better understanding of their purpose and how they will benefit me not only in my current position, but as I pursue my degree in instructional design. They provide so much information beneficial to anyone involved in T & D. While it takes some time to learn how to navigate through them, once you have that down it is amazing how much information is at your fingertips. Hopefully you will visit these sites and find them useful.