Sheet's World

Personal Development Plan

2011-06-18T23:10:00.000-07:00

Untitled Document

“People with clear, written goals, accomplish far more in a shorter period of time than people without them could ever imagine”. – Brian Tracy

With that quote in mind, I will advocate the following types of development as I pursue to increase my skills and knowledge on my career path.

Personal Development Plan

Development Goal	Development Need	Rationale	Actions	Development Timetable/Measurements
To increase the test scores of my students to 80%+ meeting or exceeding state standards	Formal Education: Professional Learning Communities	“The powerful collaboration that characterizes professional learning communities is a systematic process in which teachers work together to analyze and improve their classroom practice. This process, in turn, leads to higher levels of student achievement” (Dufour, 2004). A professional learning community is one form of a formal education approach to employee development. “Many formal education programs actively involve the employees in learning” (Noe, 2010, p. 352). The past few years, my lowest test scores have been in the area of science. Collaboration will allow me to gain some insight and further teaching strategies for implementing science in my classroom. Professional learning communities are a great asset to teacher development.	Personal: Collaborate with fellow educators of elementary science in on-site and off-site professional learning communities Read articles relating to teaching science to elementary school students Employer: Provide planning time to collaborate with coworkers for planning science instruction Allot time or make arrangements for off-site visits to other schools to observe science implementation	Quarterly science benchmark test results Analysis of progress of science CRCT results over a 2 year period *Weekly observations of science instruction
To seek an additional degree in technology	Formal Education: Tuition Reimbursements	“Companies that have evaluated tuition reimbursement programs have found that the programs increase employee retention rates, increase employees’ readiness for promotion, and improve job performance” (Noe, 2010, p. 354). Implementing a tuition reimbursement program is worth advocating for as part of my professional development plan. As tuition fees continuously increase, many educators are hesitant about pursuing further educational opportunities. In turn, many organizations are left scrambling to fill leadership positions with qualified candidates. Ideally, school systems seek to promote from within. A tuition reimbursement system would be very beneficial because it would allow potential leaders within the school system to gain the necessary knowledge and educational experience needed to fill those positions. Having the ability to be reimbursed for tuition fees accrued while gaining the needed education, will motivate me more to seek the experiences I need to move up the career ladder while better serving my organization. “Employees with more education and training are better able to achieve both their and the organization’s goals, as well” (Cornett, 2010). Furthermore, implementation of a tuition reimbursement plan for improving job performance would send a message from my employer that they value my contribution to the organization and are willing to invest in my personal development.	Personal: Research degree programs in the area of technology integration in the classroom Research tuition costs of each program Employer: Find funding for tuition reimbursement Set stipulations and requirements for being reimbursed tuition costs *Advocate further education for employers	Quarterly meetings after school entrance to share and begin implementing newly acquired knowledge and skills 2 – 2.5 years for degree attainment *3 years to fully implement newly learned skills to enhance organization
To receive coaching from technology trainers that serve our school system	Interpersonal Relationships Shadowing Assignments	“A coach is a peer or manager who works with employees to motivate them, help them develop skills, and provide reinforcement and feedback” (Noe, 2010, p. 375). “The purpose of shadowing assignments are to provide you with exposure to people who work in particular fields and to give you the opportunity to watch them in their day-to-day setting” (“Shadowing Assignments, 2010). As we all seek to climb the career ladder, advanced degrees become part of our personal growth plans. I am an advocate of shadowing assignments, especially for myself and others that are in the process of completing advanced degrees to advance up the career ladder in the very, near future. All of our local school systems use the Central Savannah Regional Area Regional Educational Service Agency (CSRA RESA), Educational Technology Center for delivering quality technology training for teachers, administrators, and support personnel (http://www.ettcnsc.org/staff.htm). For professional development, shadowing some of these professionals will allow me to see how I may use and apply what I’I have learned to enhance my organization in the classroom or in another position in the school system. “By observing how the person interacts with their coworkers, participating in the activities that they face every day, and seeing what it takes to “be that person”, the individual will gain insight into whether that position is something they want to pursue” (“Job Shadowing, n.d.).	Personal: Shadow technology trainers at the CSRA RESA Develop relationships with technology trainers Collaborate with trainers during training sessions in my school system Keep abreast with technology trends through research and reading current articles Build a resource file for future use Employer: Schedule shadow assignments Allow me to assist trainers in implementing training for our school system Receive evaluations on my shadowing assignments *Collaborate with me to review my evaluations, providing feedback	Minimum of one hour of shadowing per week for 1 school year Quarterly meetings with technology trainers
To mentor protégés in my school	Interpersonal Relationships Mentoring	“Mentoring relationships provide opportunities for mentors to develop their interpersonal skills and increase their feelings of self-esteem and worth to the organization” (Noe, 2010, p. 374). As part of my professional growth plan, I am advocating for the implementation of a mentoring program. Over the past four years, I have been moved between three grade levels. The reason I have been given for the moves is because my teaching strengths have been crucially needed in each of the grades I’ve been moved to, at the specific times I’ve been moved. To capitalize on my strengths, as well as other competent teachers, I think implementing a group mentoring program will be beneficial. “One potential advantage of the mentoring group is that protégés can learn from each other as well as from a more experienced senior employee” (Noe, 2010, p. 375).	Personal: Provide career support for protégés Provide psychosocial support for protégés Increase protégés skill development Increase protégés understanding of and abilities to meet organizational expectations Employer: Implement mentoring program Assign protégés to mentors Provide meeting times for mentors and protégés Compensate mentors	Full implementation of mentoring program within 1 school year Weekly mentor meetings Biweekly surveys of mentors by protégés Biweekly evaluations of protégés by mentors *Yearly celebration of mentor program

References:

Cornett, J. E. (2010, November 25). How does tuition reimbursement benefit a company? Message posted to eHow, archived at http://www.ehow.com/about_7397458_tuition-reimbursement-benefit-company_.html.

Dufour, R. (2004, May). Schools as learning communities. Educational Leadership, 61(8), 6-11, Retrieved from http://pdonline.ascd.org/pd_online/secondary_reading/el200405_dufour.html.

Job shadowing. (n.d.). Benefits of job shadowing. Indiana Department of Correction. Retrieved from http://www.indiana.gov/idoc/2820.htm.

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

Shadowing assignments. (2010, September 3). Shadowing assignments. National Conservation Training Center. Retrieved from http://training.fws.gov/LED/idp/shadowing.html.

2011-06-16T01:00:00.000-07:00

This week's blog assignment was to create a presentation to present to my boss, that would make a definitive case for a company-wide employee development plan. Five strong points explaining the benefits and three employee development initiatives are highlighted. My presentation is presented below.

Making the Case for Employee Development

View more presentations from Sheet32.

2011-06-07T23:15:00.001-07:00

High-Tech Training

"Technology is having a major impact on the delivery of training programs" (Noe, 2010, p. 295). For this week's blog assignment, I will explain the impact five technologies have on how people learn and interact. Furthermore, implications of using these technologies for training will be highlighted.

Technology

Impact

Implications

Examples

Simulations

Simulations and virtual reality serve companies in many aspects while clearly addressing company goals and objectives. "They create training environments that increase the probability that training will transfer to the job" (Noe, 2010, p. 337).

*The use of simulations allow companies to provide realistic three dimensional training experiences for their employees right on their desktop computers.

*Their use help to reduce travel costs, increase return on investment, as well as allow employees to work at their own pace.

* Simulations get employees more engaged by providing meaningful learning experiences that get them involved in their learning.

*Simulations can provide learning experiences in which employees experience realistic unsafe work environments, in a safe learning environment.

As more and more businesses are seeking ways to reduce costs of training employees and covering for employees that would otherwise require leave time to train, the use of simulations and virtual training will greatly increase.

As the use and capabilities of technology continue to advance, more and more developments will be made to increase the realism needed to effectively train company employees to meet company objectives..

The Stock Market Game

(Gives students a chance to invest in an on-line portfolio.)

http://www.smg2000.org/

Virtual Patient Simulator at UF

(Provides a human to virtual human patient-doctor experience.)

http://simulation.med.ufl.edu/virtual-patient-simulation-at-uf/

National Training and Simulation Association

(This association provides simulations and trainings that promote and represent business interests.)

http://trainingsystems.org/

Mobile Training

"Mobile technology allows learning to occur anywhere at anytime" (Noe, 2010, p. 322).

*Mobile technology utilizes wireless transmission systems such as Wi-Fi and Bluetooth, mobile devices such as PDAs, MP3s, laptops, iPods, GPS devices, radio frequency identification chips, and software applications.

*Mobile technologies allow companies to track customers, employees, and property.

*Mobile technologies allow trainees to train and learn from work or home in natural environments.

*Mobile technologies allow trainees to learn at their own pace.

As companies are continuously seeking ways to stay ahead of their competitors, more and more employees are spending less time on the job, yet more time traveling. The use of mobile training will continue to increase as the amount of time available to attend traditional training activities or e-learning decreases.

Military Health System

(Army Combat Casualty Care Training Goes Mobile)

http://www.health.mil/News_And_Multimedia/News/detail/11-06-06/Army_Combat_Casualty_Care_Training_Goes_Mobile.aspx

Intelligent Tutoring Systems

"Intelligent tutoring systems (ITS) are instructional systems that use artificial intelligence" (Noe, 2010, p. 324).

*ITS are advantageous from other training technologies in that they allow for individualized instruction.

*ITS communicate and respond to student needs while modeling the learning process.

*ITS make decisions about the trainees' level of understanding and determines what further information and level of difficulty to provide.

ITS will greatly impact the way companies train employees in the future. These systems will allow employees to provide trainees with the specific skills and knowledge they need to help meet business goals and objectives.

Less time will be wasted teaching employees what they already know, and more time will be spent providing learning experiences and feedback based on the student's pattern of success and failure in learning the tasks.

Stottler Henke: Smarter Software Solutions

(Delivers ITS Solutions)

http://www.stottlerhenke.com/solutions/training/its_background.htm

Training Administration Technologies

"Interactive voice technology, imaging, and software applications have made it easier to track training information" (Noe, 2010, p. 330).

*Interactive voice technology uses personal computers as automate phone response systems that allow companies to reduce human resource staff and increase service of meeting employees' benefit needs.

*Imaging refers to scanning documents, storing them electronically, and retrieving them" (Noe, 2010, p. 330).

*Software applications provide databases for administrators to track information related to training such as course enrollments, tuition reimbursements, training course beginning and ending dates, certified skills, educational experience, employee credentials, etc.

Training administration technologies will continue to have a great impact on businesses as more and more employees are being trained. These technologies will provide a much more manageable means of keeping up with training information.

Training administration technologies will continue to impact how employers interact with employees. In various forms, these technologies provide valuable information that can be used for decision making. Employers may use them to analyze cost information relating to budget control, track employee talent, and identify skill shortages.

PRO-ductivity Systems, LLC: Performance Resources for Organizations

(Their Compliance Training Manager promotes easily tracking training needs, requirements, and documentation while remaining compliant.)

http://www.pro-ductivity.com/indextt.htm

TrainingRegister

(A training management system for managing, scheduling, documenting, and monitoring training requirements).

http://www.trainingregister.com/

Interactive Whiteboards

"Interactive whiteboards are an effective way to interact with digital content and multimedia in a multi-person learning environment" (SMART Technologies, Inc., 2006, p. 5).

*Interactive whiteboards allow teachers ad students to manipulate text and images, highlight information, and write annotated notes over presented material.

*Interactive whiteboards allow teachers and students to interact with websites and computer software programs projected from the computer to the board.

*Interactive whiteboards allow snapshops to be taken of information written on the board and later printed for further use.

*Interactive whiteboards allow teachers and students to showcase student presentations.

*"Interactive whiteboards appeal to both intrinsically and extrinsically motivated students" (SMART Technologies, 2006, p. 7).

As students are more and more driven by technology, the use of interactive whiteboards has and will continue to play a major role in how students learn and interact.

Interactive whiteboards will continue to enhance student's engagement due to the various ways they may be used during instruction.

Student's level of motivation will increase through the use of interactive whiteboards as instruction moves from traditional chalkboard lectures to interactive lessons.

References:

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

SMART Technologies, Inc. (2006, March). Interactive whiteboards and learning. SMART Technologies. Retrieved from http://downloads01.smarttech.com/media/research/whitepapers/int_whiteboard_research_whitepaper_update.pdf

2011-05-13T14:27:00.000-07:00

Untitled Document

Assignment: Assume that you have been asked to perform a needs assessment for Men’s Wearhouse (www.menswearhouse.com). How might you specifically approach the needs assessment? Conclude with your thoughts on the importance of the analysis phase in designing a training program.

A Needs Assessment of Men's Warehouse

Men's Wearhouse is a clothing company that sells dress clothes for men that are less than formal, yet more than casual. On their website, George Zimmer, Founder and CEO, states “Since we opened the doors more than 30 years ago, The Men's Wearhouse mission has been to maximize sales, provide value to our customers, and deliver top-quality customer service while still having fun and maintaining our values” (http://www.menswearhouse.com/webapp/wcs/stores/servlet/ContentAttachmentView_-1_10601_10051__10709_10684_AbtCorporateGovernance.html). A needs assessment for this company would be highly efficient to ensure the strategic objectives effectively address, adhere to, and support the management philosophy.

Getting Stakeholder Buy-In

“Because the goal of needs assessment is to determine whether a training need exists, who it exists for, and for what tasks training is needed, it is important to include managers, trainers, and employees in the needs assessment process” (Noe, 2010, p. 105). To approach a needs assessment of Men’s Wearhouse, it is pertinent that I get buy-in from upper and mid-level managers, as well as the trainers, and trainees or employees. All of these stakeholders must understand the important role a needs assessment plays in their business’ achievement of strategic goals. Furthermore, getting their buy-in will mean that they are supportive of the training, development, and learning opportunities that may be a result of the findings in the needs assessment.

The Process

“Needs assessment refers to the process used to determine whether training is necessary” (Noe, 2010, p. 103). If I were placed in a position to design a training program for Men’s Wearhouse, the first and most important step would be to examine the three elements of needs assessment: organizational analysis, person analysis, and task analysis. “While any one analysis can indicate the need for training, companies need to consider the information from all three types of analysis before the decision is made to devote time and money to training” (Noe, 2010, p. 110).

Organizational Analysis

“Organizational analysis involves determining the appropriateness of training, given the company’s business strategy, its resources available for training, and support by managers and peers for training activities” (Noe, 2010, p. 103). In this phase, questions would be addressed to the trainers, employees, managers, and vendors. I would ask the trainers questions that provide a clear plan for the training program to support the company’s strategic direction. The questions I would ask the employees would pertain to their level of support for training activities. Furthermore, I would ask the managers questions that pertain to their support of and resources available for training. Finally, if it is decided that a consultant or vendor is needed to conduct the training, I would ask questions of them as well.

Questions Asked of...


Trainers	Employees	Managers	Consultants/Vendors
How will this program align to the company's strategic needs? What might suppliers, customers, or partners need to know about the training program? *How might the training content affect the employees’ relationship with our customers?	How do you perceive training programs? An opportunity? Rewarding? Punishing? Waste of time? Do you feel that training activities will enhance your knowledge, skills, and behaviors, which will help contribute to your business upholding its mission and values?	Should organizational resources be devoted to this program? Are there budget and time resources for training? Do you have internal experts that could be used to train employees? Should a consultant or vendor be considered for training instead?	How much and what type of experience do you have in designing and delivering training? How qualified and experienced is your staff? How will your training program fit the company's strategic needs? How do I view examples of your previously developed training programs? * What evidence can you provide as proof that your programs work? *Can you provide references of your previous clients?

Person Analysis

“Person analysis focuses on identifying whether there is evidence that training is the solution, who needs training, and whether employees have the prerequisite skills, attitudes, and beliefs needed to ensure they master the content of training programs” (Noe, 2010, p. 132). In this phase of the needs assessment process, questioning of the managers and trainers would take place. These questions would analyze the factors that influence performance and learning such as: person characteristics, input, output, consequences, and feedback. “Managers and trainers need to be concerned about employees’ basic skill levels, attitudes, and the work environment in determining if performance problems can be solved using training” (Noe, 2010, p. 132).

Questions About Influencing Factors


What are the strengths and weaknesses of your employees? Do they have the basic skills (cognitive ability and appropriate reading level) needed before entering the training program? What other skills must they acquire before entering the program? Do your employees have self-efficacy, that is, do they feel that they can perform or learn the content of the program? Are your employees aware of their skill strengths and weaknesses? Are they motivated to learn skills from the program to improve their weaknesses? Are their situational constraints that affect your employees’ performance and motivation to learn such as materials, budgetary support, and time? Is your work environment socially supportive, that is, are your employees provided feedback and reinforcement? Do your employees know at what level they are expected to perform? Are rewards for performance adequate? Are there norms that may encourage non-performance of employees? Are the benefits of attending training clearly communicated? Are employees provided adequate and timely feedback in their performance of meeting standards?

Task Analysis

“Task analysis results in a description of work activities, including tasks performed by the employee and the knowledge, skills, and abilities required to complete tasks” (Noe, 2010, p. 123). In this phase, conducted only after the organizational analysis has determined the company wants to commit to training, expert employees and managers will be observed and interviewed to get answers for the questions that will be used as the focus of the training. Identifying the tasks and the training that employees will need for effective job performance is very critical in developing a training program that meets the business needs of Men’s Wearhouse, or any other organization.

Questions Asked


What tasks are the employees required to perform? What knowledge and skills are needed to perform each task? How frequently is each task performed? What level of importance is the task for successful job performance? How difficult is each task to perform? How much time is spent performing each task?

Documentation

To further add to the information I would collect in the organization, person, and task analysis phases, there are some documents I would ask to see. First, I would like to see the Code Conduct that guides the company and its employees in portraying and meeting the standards outlined by the company’s mission, values, and philosophy. This would be a great asset to measure against their strategic objectives. A breakdown of employees’ sales might also be something I may want to view to help pinpoint the employees that generate the most sales. Furthermore, employees’ schedules over a period of time might be helpful to generalize whether work hours may be a factor in the amount of each employee’s sales. Another document that might be helpful might be a randomly generated list of customer contact numbers. Contacting these customers and asking them for feedback about the employees and services provided at Men’s Wearhouse, is critically important. The needs of the customers are of utmost importance. Finally, I would want to view documentation about staff size, staff turnover rates, rewards and incentives, the company’s profits and losses, etc. All of these listed documents, in addition to any other documentation the company may provide will be very instrumental in determining the needs of the company, their ability to provide products and services that adhere to the company’s mission, and their ability to retain highly effective employees.

Techniques

“Several methods are used to conduct needs assessment” (Noe, 2010, p. 107). For a needs assessment conducted for Men’s Wearhouse, observations, questionnaires, interviews, and documentation would be the techniques I would use. Observations would be conducted to monitor and generate information about the work environment. They would focus on the feel of the working atmosphere, interaction between employees, interaction between managers, interaction between employees and managers, interaction between employees and customers, as well as the level of expertise the employees possess about the products and services provided by the company. Questionnaires would cover questions that provide insight from a large number of employees at once, in a manner that is easily summarized. Interviews will be used to uncover details of training needs, unanticipated issues, and modifications of questions throughout the process. Furthermore, interviews will be used to access the attitudes and beliefs of the shareholders of Men’s Wearhouse as pertains to training being needed to enhance the company’s ability to live up to customer’s satisfaction. Finally, documentation will be used because of its objectiveness and low level of human involvement.

Conclusion

Rossett and Sheldon (2001) stated “Analysis is the study we do in order to figure out what to do” (as cited in Clark, 2010). The analysis phase, or needs assessment in designing a training program for Men’s Wearhouse is critically needed and very important, if it is committed to devoting time and money to training activities that will aid in meeting their strategic objectives.

References:

Clark, D. R. (2010). Introduction to ISD Analysis. Retrieved from http://www.nwlink.com/~donclark/hrd/sat2.html.

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

Week 1 Blog Assignment

2011-05-07T20:09:00.000-07:00

EIDT 6501

Assignment: Imagine you have just 2 minutes or so to give someone an "elevator speech" regarding the "truth" about training. This person does not believe that training is important, complicated, or even necessary. What might you say to this individual to convince him or her otherwise? What key insights could you impart that this person likely would not have known and would find surprising and/or interesting?

The TRUTH About Training

Timely Relevant Undeniable Thriving Helpful

"A protracted training is much like a neglected garden; ultimately weeds stifle and choke organizational growth. Now imagine how a new leadership training program, even a modest one, can provide much-needed training" (Taylor, 2010).

*The truth about training is that it is timely. Training programs can support organizational strategies by reaching individuals and groups around the world, simultaneously, in a short amount of time.

*The truth about training is that it is relevant. Training is a relevant asset to lay out a clear plan of a company's mission and purpose to ALL of its leaders and employees.

*The truth about training is that it is undeniably necessary to maintain and improve the knowledge and competence of a company's work force.

*The truth about training is that it gives employees opportunities to learn and develop which makes them thrive to succeed. Thriving businesses foster positive work environments which support organizational strategies by attracting talented employees and motivating and retaining current employees.

*The truth about training is that it helpfully supports organizational strategies by emphasizing learning and creating and sharing knowledge.

The ultimate truth about training is that it is timely, relevant, undeniably necessary, thriving, and helpfully supportive for any business determined to achieve strategic training and development initiatives.

References:

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

Taylor, L. (2010). Put leadership training on the front burner. Bloomberg Businessweek. Retrieved from http://www.businessweek.com/managing/content/jul2010/ca20100729_682236.htm.

Welcome EIDT 6501

2011-05-04T16:37:00.000-07:00

Hello Cohorts,

Thanks for following my blog. I look forward to sharing and learning with each of you. Good luck!

Week 6 Blog Assignment - Analyzing Scope Creep

2010-12-08T19:01:00.000-08:00

“Project managers must expect change and be prepared to deal with it” (Portny, Mantel, Meredith, Shafer, & Sutton, 2008, p. 346).

Personal Experience

Just this past weekend, I experienced scope creep. I was contracted to be the photographer of the day for a church members wedding. The fee had been set, as well as the number of shots that the fee included. During our initial meeting the couple was determined to start their wedding on time. Therefore, we agreed in writing, that the photo session would begin on time and any of the wedding party that missed their particular shots would be just that, “missing”. Since I have done several weddings before I pretty much knew the allotted time I would need to get the before wedding pictures that the couple and I had agreed upon. The wedding was to begin at 4:00 and I had made it perfectly clear that the photo sessions would begin at 1:30. It would take me close to an hour and a half to get all of the before shots. The first instance of scope creep crept in around 1:15p.m. The person in charge of letting us into the church called to say that he was stuck in traffic 30 minutes away. So, I was already doomed. Not only that, after he did arrive with the key at close to 2:00, the bride tells me that she is still waiting on three of her bridesmaids, one of which was her best, best friend. I reminded her of our agreement, but she was very reluctant to accept the fact that her best friend would not be in the main pictures. Knowing that this idea was not feasible, I revised my photo line up to include the pictures she would be needed in at the end of the photo session. Although this area of scope creep cost me some time in my planned schedule, it was manageable by simply revising the plan.

Around 3:00, I had taken all of the pictures I needed to take of the wedding party and the groom. During the wedding rehearsal the night before, it was verbally agreed upon that after all photos involving the groom were taken, we would send him in hiding and bring her out for her photo session with and without the wedding party. The decision to do this was based on not having to take an abundance of pictures after the ceremony. So, I go the bridal room prepared to take photos of the bride preparing for her special day. Wouldn’t you know that when I got into the bridal room, the bride decides to tell me that she had changed her mind because now, she didn’t want anyone to see her before she walked down the aisle. This was a major form of scope creep because now this meant that extra time would be needed for more pictures after the wedding, which would delay the time I had allocated out of my day to photograph the wedding and the reception. I was stuck. The contract we had negotiated and signed off on was missing a lot of information that would have helped me avoid these areas of scope creep. I was officially, “the photographer of the DAY”, literally.

Better Managing the Issues

Looking back on this day, there are many things that could have been done to better manage scope creep on this wedding day. For one, I should have planned to meet the man with the key to the building earlier than the time I expected the wedding party to arrive for pictures. This would have allowed some time for a little tardiness in getting into the building. Secondly, the contract should have included a planned scope that outlined a specific amount of time the fee included for me to be the “photographer of the day”, before additional fees would be added. Just during casual conversation, we made a ballpark estimate that my time as, “photographer of the day”, would start around 1:00 with prepare for and shooting the formal pictures, and end around 8:30, after the important reception memories had been captured. Also, the contract agreed upon for this day should have been more detailed and outlined before we agreed on it. I should have got in writing the bride’s plans for her photo session. It should have outlined how time would be managed depending on when she had her photo session and how this would affect the timeline of my schedule as the “photographer of the day”.

All in all, although these areas of scope creep were very frustrating, in the end, all was handled and I’ll chalk it up as a learning experience. I’m in the process of revising my wedding photographer contract to include ways to possibly manage the mentioned areas of scope creep. I’m sure other forms will rear its head further down the road, but I’ll somehow manage to manage it.

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.

2010-12-01T17:00:00.000-08:00

Week 5 - Estimating Costs and Allocating Resources

As I get further into this course of Project Management in Education and Training, the task currently presented is planning a project schedule and resource allocation plan. Below I describe two resources I found that may be readily used during the completion of these two tasks. I found both sites to be very informative and offered some very valuable pointers.

This article titled “Estimating and Project management for developing learning materials” was found at http://www.design4instruction.com/estimating/index.html. This site lists very valuable points that will help me estimate costs for my project. The article lists some important principles to keep in mind when estimating the design and development of learning materials. One principle that stood out is “an estimate is just that … an estimate”. It reminded me that when estimating cost s for a project, be sure to add a contingency amount before revealing my cost estimates. Another principle that struck my attention was “the best predictor of the future is the past”. Keep records of all projects, so that the costs and time it took to complete them may serve as a measure for the costs and time to complete the same or similar projects. A third principle was “administration time is not a waste of time”. A project manager is the only thing standing between a project and failure. A project manager makes sure the tasks are done, the products are completed, and keeps rework to a minimum. A percentage of the budget has to be allocated for the project manager.

This article also noted methods for estimating the development of learning materials. The methods included seeking an expert to help estimate the project costs, prototype the product, research budget data for similar projects, and use a methodology to roll up the estimate.

This article titled “Understanding Project Cost Management, is written by Jessie L. Warner. It was found at http://goarticles.com/article/Understanding-Project-Cost-Management/3752356.

References in this article were made to the Project Management Body of Knowledge (PMBOK). It lists estimate costs, determine budget, and control costs as three processes for effective cost management. I found some very helpful information relating to each of the three processes. Techniques for getting a good guess at the costs were listed. Analogous estimating (estimating based on past projects), parametric modeling (estimating based on mathematical formulas), and bottom-up estimating (estimating based on individual work item cost and duration costs) were the techniques listed for making good cost guesses. The article also listed several techniques for determining the project budget, as suggested in the PMBOK. The suggested techniques were to use cost aggregation (combining costs from an activity level to a work package level), reserve analysis (creating a reserve to protect against cost overruns), historical data (consider estimates from previous projects), and funding limit reconciliation (adhering to imposed constraints of the funding limit). Finally, the article listed the PMBOK’s suggested tools and techniques for effectively controlling project costs. The suggested tools and techniques were earned value management (using formulas to measure progress against the plan), forecasting (project future costs by comparing to the current financial situation), variance analysis (analyzing the difference between budgeted costs and the actual costs), and performance reviews (analyzing project costs, schedule, scope, quality, and team morale).

Week 3 Blog - Communicating Effectively

2010-11-16T19:28:00.000-08:00

There are many ways to communicate. This week's blog assignment is to interpret a message that has been delivered in three different modalities. My thoughts on the three are below. Email: The email message begin in a very understanding manner. The sender, Jane, express concern and understanding as to why she was having to make a formal request to him, Mark. After showing a level of understanding, she firmly stated what it is that she needs from him and why it is pertinent that receives it. She closed the email by giving him options to consider in providing her with the report she is requesting. I think this method of communication best conveys the true meaning and intent of the message. Not only is the email firm and concise, but it is also a means of documenting her communication with him. Hopefully, the email was sent with a request for a delivery receipt. Audio: The audio message was less appealing to me for a couple of reasons. First, although it was an audio message, it seemed as if she was reading it. Her tone in the beginning of the message didn't appear as if she really was understanding of how busy he may have been. Likewise, her "I really appreciate your help" at the end of the meeting didn't seem sincere. As mentioned in this week's resources, communication is not just words. Tonality speaks volumes. Furthermore, she neglected to leave her name in the message. Chances are Mark might be involved in other things and may miss her deadline because he's not sure who left the message. Video: The video message was the least effective in getting the message across. The speaker did a poor job of conveying a firm message. Her body language was in no way businesslike, or such that should be taken seriously. She appeared to be too relaxed in asking for something that she really needed to meet her own deadlines. Her tone and body language appeared as if she was speaking to a dear friend and not a business partner. There are many different ways to communicate with members of a project team. After viewing different means in this week's resource, I think emails are one of the most effective ways to communicate messages that are minimal in nature. It's not wise to send a lot of critical information in an email, but anything that can be put or said in an memo, can be effectively communicated in an email. Emails allow senders to quickly get their messages across without the distractions audio and video messages may present. Additionally, emails are a great source of documentation. When working with a group or team, all levels of communication should be documented, if feasible.

Learning from a Project “Post-mortem”

2010-11-11T14:02:00.000-08:00

Context and Background

As I reflect, I’m reminded of a project I took on in my school system. After receiving a large amount of technology grant money, our school made the wise decision to put interactive whiteboards in every classroom throughout the system. When the whiteboards were initially installed, teachers and staff attended off campus training sessions to learn to use the board. A few years later, the system encountered a large turnover. Many first year teachers, as well as a few retired teachers were welcomed aboard. That’s when the project I’m about to explain began. With the funds expended to send the new hires to off campus training sessions, finding someone to train them became an issue. There they were in a classroom with high tech interactive whiteboards and no clue on how to use them. Being considered one of the most tech savvy teachers in the school system, my principal approached me and asked if I would do the training.

I brainstormed the many ways the whiteboards could be used to enhance instruction. I considered the basics that needed to be taught, as well as some extra tricks I had learned outside of the initial training sessions I had attended. So the brainstorming was completed, tutorial handouts were ready, and I had my tutorial presentations locked in. I was ready and excited to introduce them to the wonderful world of interactive whiteboards.

Due to the teachers receiving professional learning credits for every ten hours of training, it was decided that the training would consist of ten one hour sessions. The date and length of the sessions was planned during the first training session by all involved. I considered what I thought to be the top uses of the whiteboard, as well as tips and tricks, and then, planned accordingly. Each session included me modeling the basic skills on the whiteboard in the room and having the learner’s practice them on individual laptops that had the whiteboard software installed. Activities for practicing the skills were incorporated into each training session. As the teachers practiced, I monitored and provided help when needed. As a ticket out the door, the teachers had to create a flipchart page using the skills of the day, save the flipcharts, and email them to me. Then, their flipcharts were opened and displayed on the whiteboard and shared with the entire class.

What contributed to the success of the project?

The goal of the project (training) was to equip the teachers to use the interactive whiteboards. In my opinion, the project was a success overall. As the project manager, I provided tutorials, tutorial handouts, modeling, and practice activities that led to the successful outcomes. To show that they were successful in attaining the daily goal(s), the teachers were required to produce an artifact (flipchart page) to show that they were capable of performing the operations of the day. Additionally, the teachers were required to make notes on their handouts, if necessary, throughout the ten week training sessions, and use them to produce an end of training project artifact. All of the teachers completed the project assignment, but a couple indicated they had a harder time remembering all the skills they had learned because they hadn’t been required to model them after the sessions were completed. I must note that one thing that made this project a success was the willingness of the “quick learners” to help the “slower” learners. I could equate the “quick learners” to the role of my project team. They worked hard to ensure that each phase of the project (training) was successfully completed.

What should have been included to make the project more successful?

Since we are in the 21^st century, I never considered the idea that some of the people I would be training didn’t possess basic computer skills or had no interest in incorporating the interactive whiteboards into their classroom practices. To my surprise, I was in for a bigger challenge than I initially thought it would be. The first year teachers had basic computer knowledge and were excited about the whiteboards, but the retirees for the most part, knew very little about basic computer skills and/or had no interest in using the interactive whiteboards in their classrooms. They just preferred sticking to the basic lecture, textbook, pencil, and paper routines. That was really challenging and hindered the learning outcomes to a certain degree. If I had conducted a survey of the teachers as project manager, I would have been able to better meet their needs. For those that were just there out of formality, I would have taught the basics in a shorter time span and been through with it. For the others that were interested and desired the credit, I would have stuck to the ten week training sessions, but the depth of the training sessions would have been more advanced. Additionally, to account for the couple of teachers that struggled to complete the major project assignment, I should have included refresher activities at the beginning of each training session to enforce the skills previously taught.

Finally, based on this project, I think conducting a learner analysis would really enhance this project design should I be called upon to provide the training in the future. Through the survey and the analysis, I will be better able to plan the training sessions. The ideal scenario will be to split the teachers into separate groups, if the level of basic technology skills is as wide as the levels between the previous teachers. I could then teach the basics to the ones attending the sessions out of formalities, and likewise, dig further into the capabilities of the interactive whiteboards with the more interested and technologically advanced teachers.

Resources

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

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

Welcome

2010-11-07T09:50:00.000-08:00

Welcome to my blog. I look forward to sharing with you another learning experience as I (we) venture into EDUC-6145.

The Future of Distance Learning

2010-10-28T18:19:00.001-07:00

My Reflection on the Future of Distance Learning

As a final blog post for EDUC 6135, I will reflect on the future of distance learning. What my perceptions are, how I may be a proponent of improving societal perceptions, and how I will be a positive force for continuous improvement in the field will be reflected upon.

My Perceptions of Distance Learning in the Future

As technology consumes our society presently, I see a major shift in the number of students acquiring online degrees vs. degrees from traditional schools. Right now there are many degrees offered through online institutions. As more and more technological tools are developed, the abilities of distance learning institutions to provide equivalent learning experiences for many more degrees will be a thing of the past. I perceive many degrees that are almost impossible to receive strictly online will be achievable in the future due to technological tools being developed that provide interactive and simulated experiences. Likewise, employers that may be hesitant to hire employees that hold online degrees today, will become more aware of the rigor and prestige of distance learning programs because of the extended experiences provided in these programs due to technology.

Improving Societal Perceptions of Distance Learning

As an instructional designer, I will work very hard to improve societal perceptions of distance learning. The biggest misconception about distance learning is that without actually sitting in a classroom with an instructor, effective learning will not take place. As a recipient of an online degree, I may improve society’s perceptions by proving that the skills I learned in a distance learning program are just as equivalent and valuable as those offered in traditional learning environments. When others see that I have acquired just as much knowledge through distance learning as I would have in a face-to-face learning environment their perceptions will change. My ability to apply theory in designing effective instructional solutions will prove that although the method of delivering and receiving content are different in an online learning environment, the specific knowledge and skills needed are effectively obtained.

Continuous Improvement in Distance Education

As an instructional designer, it will be important to stay abreast with the latest news and information about tools that may be used to enhance distance education. It will be pertinent to know what they are, how they work, and how they may be used in distance education. To see continuous improvement, it will also be critical to assess what knowledge concepts and skills are being taught in traditional learning environments. Knowing what is being taught is critical in order to provide equivalent learning experiences in distance learning environments. Likewise, to be a positive force in the improvement of distance education, I will have to design and push others to design distance education courses that not only teach the valuable content that is taught in traditional learning environments, but courses that are also interactive and engaging.

Final Thoughts

Distance learning is here to stay. As more people become comfortable with using technology, and desire to acquire higher educational degrees while maintaining jobs, family, and other obligations, distance learning institutions will take front stage, as more traditional learning institutions become obsolete. As an instructional designer, and former distance learner, I am excited about the possibilities of distance education.

A7 UsryR

2010-10-23T11:05:00.001-07:00

A7 UsryR

View more presentations from Sheet32.

This presentation is a best practices guide written for a training manager that is in the process of converting face-to-face training sessions into a distance learning format. Questions and considerations pertaining to the Dick and Carey Instructional Design Model are addressed.

The Impact of Open Source

2010-10-08T20:57:00.000-07:00

This blog is my review of the Massachusetts Institute of Technology Open Course. I explored an MIT OpenCourseWare entitled “6.002 Circuits and Electronics. This course was offered in the spring of 2007. This site may be found at http://ocw.mit.edu/courses/electrical-engineering-and-computer-science/6-002-circuits-and-electronics-spring-2007/index.htm. Although this course was originally planned and designed as a first course for undergraduate electrical engineering (EE) and electrical engineering and computer science (EECS) majors, its design and layout makes it easily adaptable to be offered in a distance learning environment.

When planning and designing for distance learning environments, structuring the course to be meaningful and goal oriented is very important. The course shell of this open course is very well laid out. The course home is very user friendly. Linked modules are included on the homepage that takes the learner to specific places which makes the site very intuitive to navigate. A thorough course description is noted on the course home page. The linked syllabus provides all of the pertinent information for a face-to-face classroom environment. For learners that partake in open courses, in my opinion, course objectives and learner outcomes are the most important pieces in the syllabus when making the decision to take the course. Also, course expectations are broken down into weekly readings, labs, exams, and assignments.

This open course also follows many of the recommendations for online learning listed in our textbook. One recommendation is that students have access to resources. This course provides the learners access to many resources used in this course to assist learning. The need for special software is very minimal in viewing links for this course. An e-book link is provided to allow student’s access to the course’s reading assignments referred to in the required textbook. PDF files are linked into the assignments, exams, and labs modules. Another recommendation for online learning is the use of different media. This course uses media such as e-books and video lectures. A third recommendation for online learning is a clear indication of equipment requirements. In this course, learners are made aware of the required textbook in the syllabus, and technical requirements are indicated on the course homepage.

The designer of this course implemented engaging, learning activities, whether in a face-to-face learning environment or in a distance learning environment. To explore circuits and electronics, the designer includes a link to a web-based laboratory. The laboratory, WebSim, is a very critical piece for an open course of this caliber. It allows the learners to experiment with circuits as explored in the course. These simulated lab experiences provide opportunities for learners to get as close to hands-on experiences, as possible, in a distance learning environment, while building intuition and having fun. Likewise, a link is provided for learners to join a study group to collaborate with other students around the world that are studying the course. Collaboration is a key component in distance learning because it provides extending learning experiences.

MIT OpenCourseWare, although not originally designed for distance learning environments, is planned and designed in a way that makes it easily adaptable for a distance learner. Its course layout is very user friendly. Navigation is very intuitive. Course objectives and learner outcomes are very clear. Expectations (readings, labs, assignments, exams) are broken down into sections, and each section is broken down into weekly expectations. Resources are linked into the assignments, which saves the learner’s time in locating specific resources. Finally, the designer has implemented some very engaging, learning activities in the labs, the web-based laboratory, and the link to a study group.

Selecting Distance Technologies

2010-09-25T16:03:00.000-07:00

Scenario: A high school history teacher, located on the west coast of the United States, wants to showcase to her students new exhibits being held at two prominent New York City museums. The teacher wants her students to take a "tour" of the museums and be able to interact with the museum curators, as well as see the art work on display. Afterward, the teacher would like to choose two pieces of artwork from each exhibit and have the students participate in a group critique of the individual work of art. As a novice of distance learning and distance learning technologies, the teacher turned to the school district’s instructional designer for assistance. In the role of the instructional designer, what distance learning technologies would you suggest the teacher use to provide the best learning experience for her students?

“Teaching with technology to learners who are not physically located in the same site where instruction is taking place requires a different set of skills and competencies than traditional classrooms” (Simonson, Smaldino, Albright & Zvacek, 2009, p. 119). In this scenario, the instruction will take place in two prominent museums. The students in attendance are housed in a high school on the west coast.

The first thing to address in this scenario is how to get the students “in to” the museum. One distance learning technology I feel would be beneficial for this is two-way audio, one-way video. This piece of technology is just as the name implies. Two-way audio means audio communication is transmitted two ways – instructor to learner and learner to instructor. On the other hand, one-way video means video signals are sent one way only – instructor to learner. In this scenario, the importance of the instructor being able to see the learner is nonexistent. This technology offers synchronous (live) instruction in which the students will be able to see and listen to the museum curators as they “tour” the museum and display art work. In addition, this technology will allow the students to interact with the museum curators by dialing in to ask questions and offer comments. An external resource that showcases how the use of two-way audio, one-way video is used in distance learning may be found at http://www.educationnews.org/political/political_releases/93750.html. This, being only one resource, discusses how this technology is used to bring distance learning to Indian Nations schools.

Also, in the scenario, the teacher has plans to choose two pieces of art work from each exhibit for group critique. Hopefully, a picture of the art pieces to be shared will be sent to the learners before the group critiquing begins. A distance learning technology I feel would aid in this group discussion is two way audio. Two-way audio is a form of technology in which audio transmissions are sent through telephone hookups, radio broadcasts with telephone call-in, or short wave radio. The use of this technology will allow the teacher to introduce the piece of art work up for critiquing and the students may begin their group discussion through audio.

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

Web Representation of Distance Learning

2010-09-09T19:07:00.000-07:00

http://mywebspiration.com/view/534981ab07a

The Evolution of Distance Learning

2010-09-07T17:12:00.000-07:00

As technology takes over and more people are striving to attain higher degrees, distance learning is becoming more and more popular. This is especially true among working individuals. Distance learning affords learners the opportunities to receive degrees without sitting in traditional classrooms. One of the main positives about distance learning is that learners are able to learn at their own pace in convenient locations.

My personal definition of distance learning before viewing this week’s resources was very basic. To me distance learning was studying and receiving a degree from a traditional educational institution by receiving instruction from an instructor or institution from a distance, collaborating with peers through discussion, receiving assignments, completing them, and waiting for feedback.

My revised definition after viewing our class textbook is a little more in depth than my definition before starting this course. Not only is distance learning an outlet for receiving higher degrees, it is also an outlet for professionals to receive training at more advanced levels. According to Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009), “Businesses, companies, and corporations are offering instruction at a distance” (Simonson et al. 2009, p. 32). This statement provided light to my personal definition. Distance learning is not limited to instruction through traditional educational institutions, but it encompasses nontraditional institutions as well.

Although the concept of distance learning is not new, the concept changes as the world changes. As more institutions offer more distance learning classes and programs of study, the competition increases. Since the age of distant learners range from young to old, every learner does not approach distance learning with the same amount of technology skills. This fact alone is forcing many institutions to constantly research ways to make the use of distance learning interactivity for their program less trivial. Less trivial distance learning interactivity means that the learners may be successful with less knowledge about technology.

This week’s multimedia program, Distance Learning Timeline Continuum, chronicles the evolution of distance learning from 1833 – 2009. Distance learning has evolved from mail correspondence, radio broadcasts, television broadcasts, telephone distribution, video broadcasts through video tapes, course delivery through computer and Internet technology, satellite television, etc., all the way to the course management system that expands distance learning options through the creation of new and emerging Web 2.0 technologies. The future of distance learning is incomprehensible as it continues on its path of evolution and change.

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.

Summing it up!

2009-12-27T16:04:00.000-08:00

As I ponder the last eight weeks, I find it hard to believe the wealth of information I consumed in such a short time span. It’s completely amazing how much information there is to be consumed in reference to learning styles and learning theories. Each learning style and theory takes a different direction to approach learning. As I completed the learning theory matrix, I noticed that some of the theories shared some of the same characteristics, yet they were all different in some aspect. None of the theories stood alone. As learners we learn by pulling bits and pieces from each of them.

During the duration of this course, I developed an understanding of my own learning process. I have come to the conclusion that I learn best when the material to be learned is presented in numerous ways. I prefer a minimal amount of reading, and more videos, audio, and multimedia presentations. Additionally, I have a strong need for deadlines to be set, whether mandatory or self made. Without deadlines, I know that I will procrastinate until the very end. Deadlines help me manage my time and complete assignments more effectively.

Throughout the course we learned about learning theories, learning styles, educational technology, and motivation. I’ve learned that in order to provide effective instruction in the field of instructional design, all of the theories and learning styles must be incorporated throughout the instruction. In addition to considering the various learning theories and how learners pull something from each of them, I must also strongly consider the various learning styles. Students must be taught through differentiated instruction for true learning to take place. Every learner learns differently and instruction must be approached as such. I feel that when instruction truly touches on each learning theory and considers all learning styles, students will ultimately be motivated to learn. They’ll find means to approach learning in a style that they are comfortable with and enhance those styles they aren’t too comfortable with. True instruction will enhance and challenge each and every learner.

Learning Theories: Fitting the Pieces Together

2009-12-20T18:35:00.000-08:00

Several weeks ago I was asked to discuss how I learned based on learning theories and learning styles. At that time, I thought the behaviorist theory and the cognitive theory described my learning style. After many weeks of taking a deeper look into all of the learning theories, I can now say I really can’t pinpoint a particular learning theory that describes my complete way of learning. Different theories fit different learning situations.

Through the Social Learning Theory I have learned a lot by observing my peers. As an educator, I have learned valuable information that has really helped me be successful in my classroom. Oftentimes as teachers, we learn the likes and dislikes of our students well before they are our students through simple observation and conversations with teachers in the grades below us. Bandura implies that people can learn by observing behaviors of others and the outcome of those behaviors (as cited in Ormrod, 1999).

On the other hand, I have learned valuable information simply from communicating with others. Simply being able to talk with others about different things has opened my eyes to new things – some interesting and some not so interesting. The wonderful world of technology affords me the opportunity to learn socially through searching the web, texting, emailing, blogging, and chatting. There are so many ways to connect on the social level today, that learning is always taking place. Technology is taking the place of books everyday. Information is available at our fingertips from all over the world. We are able to use various means of technology to search, find, and store information with a simple click of a button.

Likewise, I can relate to the Constructivist Theory. This theory implies that learning is based on personal experience, which really explains how I am so far capable of handling online courses. Through our readings and discussions, we have been able to discuss how what we have read and studied relates to our own personal experience. I think this has been very important because it allows me to discuss matters that are not redundant, but relative to me. This has taught me to add meaning to the things I am learning rather than just learning them for the sake of passing the course.

There is so much more to learn about these various learning theories. My assumption is that before it’s all over, I will yet change my mind again about how I learn best.

Reference:

Ormrod, J.E. (1999). Human learning (3rd ed.). Upper Saddle River, NJ: Prentice-Hall.

Thoughts on Connectivism

2009-12-05T10:56:00.000-08:00

In this present day and time, my means of learning have changed tremendously. When I was in elementary and middle school I learned basically everything from my teachers and friends. As I entered high school, I mainly learned from my teachers and reading required materials. Then came the college life. Learning took place from listening to lecture after lecture and really delving into doing research on my own. It wasn’t until this time that I began to take an interest in politics and things going on around me. This is when I began to read world news in the newspaper and online. I also learned a lot from talking with family and friends.

Now that I am an adult learner, I know that there are numerous ways for me to learn from others outside of family and friends. Generally, the ideas of my family and friends are similar to mine which can be crippling in the learning process. I am able to learn from outsiders by reading books, using forums, reading blogs, blogging, having online discussions through chatting, and visiting websites that pertain to my level of interest at the moment. These ways of learning definitely tie into the theory of connectivism. George Siemens explains that connectivism integrates technology, social networks, and information. In order to absorb all that there is to learn and make valuable use of it, we must connect with others for continual learning to take place. True learning is not a personal experience and the use of technology allows connections to be made to interact with other learners.

One particular interest that I have learned the most about through networking is photography. I have spent countless hours on the Internet learning tips and tricks. I’ve learned how to take better pictures and ways to use Photoshop to enhance them. I’ve joined several groups and social networks that encourage sharing with others of similar interests. This type of networking allows me to avoid some mistakes and learn from those that have already been made. I love learning from other people more so than simply reading books and manuals. My newfound interest in instructional design has and will be further enhanced through network connections. Connectivism without a doubt will make my learning experiences a lot better.

Connectivism

2009-12-02T20:34:00.000-08:00

As a class requirement, I have created a Network Connection Mind Map. This map includes various network connections I use for information and support. The map may be found at http://mywebspiration.com/view/275888ae01. I am currently trying to figure out how to save this map as a jpeg in order to connect the map directly to my blog.

Blog #2: Understanding How the Brain Process Information Resources

2009-11-15T15:28:00.000-08:00

While researching resources that relate to the brain and learning, I came across a website called FUNDERSTANDING http://www.funderstanding.com/content/brain-based-learning. This site was valuable for me in that it discussed core principles of brain-based learning, instructional techniques, how brain-based learning impacts education, and what brain-based learning suggests. I found this site to be very informative because I am an educator whose constantly looking for ways to interpret how my students learn and how to teach them more effectively. Then I researched problem-solving methods during the learning process. An article that struck me was “Problem Solving in Early Childhood Classrooms”. This article found at http://ceep.crc.uiuc.edu/eecearchive/digests/1993/britz93.html articulates that problem solving is the foundation for learning. When children explore through problem solving, learning becomes personal and meaningful. After reading this article, I more aware of what my role is in facilitating the problem-solving learning process, and meaningful ways to provide learning opporunities for students to practice and gain familarity with problem-solving.

My First Blog

2009-11-04T20:19:00.000-08:00

Welcome to my blog! This blog has been created to meet a class requirement as I pursue my Masters degree in Instructional Design and Technology. This is my first time creating a blog and I hope to enjoy it thoroughly. I have referenced two blog sites and one resource site. I hope you find the references to be helpful. Feel free to contribute.

The first blog I chose to reference in my blog is Making Change – Ideas for lively elearning. http://blog.cathy-moore.com/about/. This blog is written by Cathy Moore based in Bloomington, Indiana. After using technology for over 25 years to help people learn, her blog was started to make elearning more powerful and to teach some techniques to do so. This blog boasts to provide powerful elearning for adults in the business world. Numerous elearning examples, interactives, and simulations are used in this blog.

The second blog I chose to reference is Experiencing E-Learning. http://christytucker.wordpress.com/first-time-visitors-guide/. This blog is written by Christy Tucker who’s an instructional designer for Performance Learning Systems. The goal is to draw participants in to teach how to use technology effectively in the workplace. She touches on topics such as: instructional design, higher learning, K-12 education, technology, corporate e-learning, and lifelong learning. Additionally, she has created a detailed list of instructional design careers. This blog will serve as an ongoing resource as I learn how to use instructional design in the field of elementary education as well as other future career changes.

The third site is chose to reference is a resource site. The site is 4Teachers.org – Teach with Technology which can be found at http://www.4teachers.org/about/. This site offers online tools and resources to help integrate technology into the classroom. It includes ready to use Web-lessons, rubrics, quizzes, etc. Additionally, it is full of technology innovations for student use. Being an elementary school teacher, I am always looking for ways to use technology integration. Hopefully, through future learning in this Instructional Design and Technology program, this site will be very resourceful.