Personal Development Plan
Workforce development activities are focused on expanding employee talent to help workers be more effective and prepare them for new roles (Noe, 2010). While training tends to address specific knowledge and skills with the goal of improving performance, development activities tend to be more future oriented and can help workers take advantage of new technologies, manage change, and prepare for other roles in an organization or their profession (Noe, 2010). Development activities can include education, assessment, job experiences, and mentoring and networking. A personal development plan can help an individual build on his or her strengths and prepare for new professional opportunities. My personal development plan includes ongoing assessment, mentoring, job enlargement, and a personal learning network.
Ongoing Assessment
Ongoing assessment involves routinely gathering data about an employee’s knowledge, skills and performance in order to identify strengths and weaknesses. In my organization, formal performance appraisals are conducted twice a year. Feedback is also collected from colleagues and people who have received training or technical assistance from me. This information helps identify my strengths and weakness, which provides guidance in identifying developmental needs and creating an individual development plan (IDP). It also helps me set goals and objectives, and measure progress. In addition to assessments conducted by my employer, professional organizations establish competencies that can be used as benchmarks to identify developmental needs. As a Certified Health Education Specialist, my responsibilities and competencies have been outlined by the National Commission for Health Education Credentialing (NCHEC). NCHEC has identified both entry level and advanced level competencies in 7 areas (NCHEC, n.d.). I can compare my current knowledge, skills and experience to the competencies established by NCHEC to set developmental goals. This approach provides a professional standard that can be used to select developmental activities that are aligned with the requirements for my profession.
Job Enlargement
Job enlargement occurs when challenges or new responsibilities are added to an employee’s job (Noe, 2010). My employer provides job enlargement opportunities by giving me the opportunity to work on special projects. Based on the results of performance assessment and professional development needs, I can work with my manager to identify projects within my organization that can serve as development opportunities for my IDP. These opportunities can involve learning new technologies or techniques, learning about other areas of the organization, or taking on responsibilities outside of my current position such as managing others. Special projects allow me to learn and apply new skills that I might not otherwise have the opportunity to practice. Because the learning takes place on-the-job, the skills tend to be more easily transferred to other work assignments. Special projects also give me the opportunity to work with people who are not on my team, which strengthens positive relationships and expands the number of people in my network.
Mentoring
A mentor is a more experienced professional who helps to develop a less experienced professional (Noe, 2010). Mentors provide career support, advice, and guidance on developing interpersonal skills. I have mentoring opportunities available through my employer that are designed to help me learn the culture of the organization and prepare for more senior positions. I can also develop mentoring relationships outside of my workplace through professional organizations. These can help expand my knowledge of various career paths and identify the types of knowledge, skills and and experience that will be necessary to take advantage of opportunities in my profession.
Personal Learning Networks
A personal learning network (PLN) is a group of people with whom you share common interests who are willing to share their knowledge and
experience (Nielsen, 2008). Working collaboratively with the people in your network can help expand your knowledge of the field, transfer learning to practice, and open opportunities to grow as a professional (Bozarth, 2011). It is a collaborative approach to staying up-to-date. Instead of just reading a professional journal article, engaging with a PLN is like discussing the article with colleagues, sharing examples of the new knowledge in practice, and getting feedback on your own attempts to apply the knowledge. PLNs can be developed using web 2.0 technologies such as blogs, social bookmarking and Twitter. This is useful when funds for traveling to conferences and professional activities are scarce. Online PLN’s are also useful for people like me who cross disciplines. For me, structured learning and development opportunities tend to focus on public health or instructional design, but not both. Developing my own PLN allows me to create the best mix of both worlds that meets my specific learning and development needs. It also gives me the opportunity to learn from people in seemingly unrelated fields such as visual communication and game design.
Becoming a life long learner is as much about preparing for the future as it is about improving current performance. Employee development benefits organizations by helping to build a competent and agile workforce. Employee development is also helpful to the individual professional by helping her develop her talents and prepare for a rewarding career path. Employees can work collaboratively with leadership to identify mutually beneficial development activities. Workers can also use professional resources and web 2.0 tools to identify and create their own development opportunities.
Click here to see my recommendations to a pubic health agency for organization-wide workforce development strategies.
References
Bozarth, J. (2011, April 5). “Nuts and bolts: Building a personal learning network (PLN).” Learning Solutions Magazine. Retrieved April 13, 2012 from http://www.learningsolutionsmag.com/articles/659/nuts-and-bolts-building-a-personal-learning-network–pln
Illustration of computers. Retrieved April 15, 2012 from http://officeimg.vo.msecnd.net/en-us/images/MH900341835.jpg
Image of man talking with mentor. Retrieved April 15, 2012 from http://officeimg.vo.msecnd.net/en-us/images/MH900400335.jpg
NCHEC. (n.d.). “Responsibilities and competencies for Health Education Specialists.” National Commission for Health Education Credentialing. Retrieved April 15, 2012 from http://www.nchec.org/credentialing/responsibilities/
Nielsen, L. (2008, October 12). “5 things you can do to begin developing your personal learning network.” The Innovative Educator. Retrieved April 13, 2012 from http://theinnovativeeducator.blogspot.com/2008/04/5-things-you-can-do-to-begin-developing.html
Noe, R. A. (2010). Employee training and development (5th ed.). New York, NY: McGraw Hill.
High-Tech Training
Last year, I was shopping for plants for my garden and noticed that some of the fruit trees had tags with QR codes on them. I was able to use my phone to scan the code and learn more about the tree. I was able to get information about the tree’s light and water requirements, how tall it would grow and other information about taking care of it. I was also able to see tips, reviews and pictures left by people who had “real world” experience with the plant. It was information that helped me make a decision about buying the tree. These same technologies could be applied to training, making it more mobile and collaborative.
Online Learning
Online learning is instruction delivered through the internet (Noe, 2010). Online learning modules can include text, hyperlinks, audio, video, simulations and a variety of interactive elements to engage learners. Since the internet can be accessed almost anywhere on any device with internet capabilities, this means that online learning could be accessed almost anywhere. I was able to learn about growing a peach tree at the moment it mattered – when I was standing in front of one trying to decide if I could grow it. Not only was I able to learn what experts knew about the tree, but I was also able to learn from regular gardeners like me who had some experience with it. If I had decided to buy the tree, I could have used the online learning when planting the tree, or when something went wrong with it after planting. In this way, the online learning could also serve as performance support.
Video
Video is useful for teaching a variety of process and interpersonal skills (Noe, 2010). It is an effective way to illustrate concepts that are difficult to explain with words, or too costly or dangerous to demonstrate in a classroom. It also allows learners to skip parts they know and rewind parts they need to see again. Video has become easier and less expensive to make and distribute. Almost everyone with a smart phone can create and upload videos right from their device. For trainers, this means that video is not limited to pushing out content to learners. Learners can create their own videos and upload them for review by their peers and instructors. It can be used to ask questions, illustrate examples or demonstrate applied knowledge and skills. Not only could I see a video of how to properly plant a tree, but when my tree got sick I could take a video submit it to the site for advice from subject matter experts or other users.
Groupware
Groupware is collaboration software that allows learners to work together on projects (Noe, 2010). Learners can share resources, organize and analyze content, and work together to complete projects. They do not have to be in the same place at the same time to engage in collaborative learning activities because the software provides the tools to facilitate communication. With groupware, online learning does not have to be a solitary, passive activity. Learns can use the software to engage with others to increase their understanding of the content and build learning communities.
Mobile Devices
Mobile devices allow learners to access and share information. Applications for mobile devices add additional functionality that can enhance 
learning and collaboration. With a mobile device, learners can access content, share new resources or information, and ask questions (Ahmad & Orton, 2010). Location based applications allow learners to access information that is relevant to where they are. This increases the potential for content to be customized to meet learner needs. If I could tag where my tree is located, I could receive planting and care instruction based on my climate zone.
Cloud Computing
Cloud computing refers to a series of services offered over the Internet. These services include applications, infrastructure and platforms. An organization can use cloud services to create, store, and distribute content through a service provider instead of buying, installing and maintaining the software, servers and other resources necessary to accomplish these tasks. (Gilmore, 2010). This can result in cost savings for the organization, increase the speed at which content can be developed and delivered, and offer more flexibility for keeping content up-to-date. For trainers, it means that content can be developed and uploaded to the cloud where learners can download it when needed. Changes and updates can be made to the resources in the cloud, which ensures everyone with access has the most current content. Learners can also use applications in the cloud to share resources and collaborate with each other. It also offers the potential for trainers to be more innovative. Instead of purchasing expensive software that may only be used a few times a year to develop content, the content can designed with cloud services on a fee-for-service basis (Gilmore, 2010). In addition, time that would have spent building and maintaining the IT infrastructure for training can be spent supporting users and learners and keeping learning objects up-to-date (He, et. al., 2011).
This three-minute video explains the advantages of cloud computing in learning environments. Cloud Computing for Education
New technologies have the potential to reshape the way learners access and use training resources. However, they are only as effective as the work put into designing and developing the learning content they are used to deliver. The learner must be the focus, not the technology, and the content has to be developed and organized to meet their needs. If the benefit of mobile learning is that content can be relevant to the context in which it is accessed, then the designer must understand the context and ensure the material is relevant. Trainers must also understand the advantages and limitations of the various tools in order to make the best use of them. It will not do to simply repurpose a slide presentation for online learning, especially if learners are expected to access it over a mobile device. At the end of the day, trainers must understand the learners’ needs, and identify the best way to use technology to deliver the right content.
References
Ahmad, N., & Orton, P. (2010). Smartphones make IBM smarter, but not as expected. Training and Development, 64(1), 46–50.
Gilmore, A. (2010). Learning in the cloud. Chief Learning Officer, 9(2), 32 – 35. Retrieved April 3, 2012 from http://www.nxtbook.com/nxtbooks/mediatec/clo0210/#/34.
He, W., Cernusca, D., & Abdous, M. (2011). Exploring cloud computing for distance learning. Online Journal of Distance Learning Administration, 14(3). Retrieved April 3, 2012 from http://www.westga.edu/%7Edistance/ojdla/fall143/he_cernusca_abdous143.html
Noe, R. A. (2010). Employee training and development (5th ed.). New York, NY: McGraw Hill.
Tree Image. Retrieved April 5, 2012 from http://officeimg.vo.msecnd.net/en-us/images/MB900442826.jpg
Planning for A Needs Assessment
A needs assessment is the first step in the training design process. A quality needs assessment helps an organization correctly identify the causes of performance issues, identify problems that can be solved by training, develop the appropriate content, and through the right training, deliver behavior changes that are aligned with the organization’s goals and objectives (Noe, 2010). To illustrate how a needs assessment can benefit an organization, this post will use the Administration on Aging as an example.
The Administration on Aging is a federal agency that aims to help older Americans
The Administration on Aging provides services to support older American living at home and in communities
maintain their health and independence in their homes and communities by developing a comprehensive, cost-effective network of community and home based services (AOA, 2011). These services include nutrition services, transportation, adult day care, legal assistance, and health promotion programs. They also provide Ombudsmen services for people in long term care facilities, providing elder rights protection to the most vulnerable populations. The agency funds a network of services at the state, Territory, local and tribal levels to provide services. The agency is facing a number of pressure points that are likely to impact its ability to fulfill its mission. The most important is the “greying” of America. One in every eight Americans is over the age of 65 and the older adult population is expected to increase to 55 million by 2030, a 36% increase (AOA, n.d.). This population is healthier and living longer in the community, but they may also be caring for their own aging parents or their grandchildren. About 9% of older Americans live below the poverty level (AOA, n.d.). AOA must consider how the growth in the older adult population, as well as the changes in their lifestyles will impact the focus of its services and how it provides them. While the older adult population is growing, AOA’s funding levels have remained flat. Similar to other federal agencies, AOA is seeing a significant portion of its workforce reach the age of retirement over the next few years. However, under the current hiring freezes, retiring staff will not be replaced. This means the agency must consider how to structure its work in order to provide services to a growing population with fewer resources. A needs assessment could help the agency identify what, if any issues, need to be addressed with training so the agency can continue to fulfill its mission to provide quality services. A needs assessment would consist of an organization, person and task analysis (Noe, 2010).
In planning a needs assessment for this agency, it would be critical to begin with their stakeholders (Noe, 2010). Stakeholders are people who carry out the mission of the agency, people who have the ability to impact how work gets done in the agency, and people who are served by the agency. Stakeholders not only provide valuable information for the needs assessment, they are also key to the success of any training or development activities that might come out of the assessment. It is important to have their buy-in and support from the beginning. AOA’s stakeholders include agency leadership, staff who carry out the work of the agency, grantees, partner agencies, and older adults and their families served by the agency.
The organization analysis would focus on identifying how training supports the mission of the agency and what resources are available for training (Noe, 2010). Agency leadership would be instrumental in helping to define the strategic goals and objectives of the agency, as well as where it may be headed based on current trends. Given the limited amount of time leaders have, it might be most efficient to schedule interviews to gather this information from them. These interviews would focus on the mission of the agency, how that mission might be shifting, and concerns about how the agency will need to adapt to meet the needs of its stakeholders. In addition to interviews, this designer should also review the agency’s annual reports, applicable policies and laws impacting the agency, and any evaluations of its key programs and training activities. Stakeholders outside of the organization such as partner agencies and the older adults and families served by the agency may be able to offer some additional insight into the how well the organization is fulfilling its mission. As outsiders, they may notice blind spots in performance the agency is unaware of. These stakeholders could be engaged through questionnaires and focus groups. The designer could also review transcripts of the town hall meetings AOA conducts with stakeholders in communities.
A focus group is one way to get feedback from stakeholders.
The person analysis would help determine to what extent training would help address performance issues by identifying factors related to knowledge, skills and competencies (Noe, 2010). Training would not modify issues related to other factors like the work environment or agency policies. An important part of the needs assessment process is distinguishing training issues from non-training issues and applying the right strategies to address the specific issues. A person analysis at the AOA would need to focus on assessing the knowledge, skills and abilities of the current workforce and comparing this to the evolving needs of the agency. Training could be used to fill any gaps discovered. Data collection for the person analysis could be conducted through observation and questionnaires. These approaches would allow the instructional designer to collect objective data about the current level of performance as well as employees’ perceptions about their needs.
A task analysis would describe the work activities carried out by the employees. An organization like AOA might be best served by the use of competency models in this phase. A competency model focuses on how work is accomplished and objectives are met (Noe, 2010). This differs from a job analysis that focuses on what is accomplished. In the type of work that AOA does, it is likely that no two projects are the same. Their employees must have the ability to apply their knowledge and skills to a variety of different situations. A competency model would help the agency identify the knowledge, skills, attitudes and personal characteristics that are necessary to fill the various functions in the agency (Noe, 2010). AOA might also use a competency model to assess how their grantees carry out their work for the agency. This would help AOA understand how to support their grantees and match the right AOA employee to the various grants. This analysis could be conducted by working with agency leadership to identify AOA’s current and future needs. The instructional designer could conduct interviews or focus groups with employees and grantees. The designer could then work with leadership to develop and validate a competency model. This could then be used to develop training and development activities to ensure AOA employees have the capacity to fulfill the work of the agency.
Conducting a needs assessment is essential to developing a training approach that will actually help an organization meet its goals and objectives. The needs assessment helps the organization understand what it is trying to accomplish, what skills and resources need to be in place to meet its objectives, and where there are gaps between current and desired performance. By carefully analyzing the organization, tasks, and people, the instructional designer can collect objective information to describe the needs of the organization. This helps define the performance issues, determine when training is an appropriate approach and identify the necessary content for training strategies. Without this information, the designer and organization are just guessing at what their training needs are. This can lead to wasted resources and missed opportunities. Organizations like the AOA are facing real challenges and must prepare their workforce to adapt in order to continue to fulfill the agency’s mission. In developing a strategic approach to training and development, a needs assessment is the first step to meeting these challenges.
References
AOA. (2011, March 10). “About AoA.” Department of Health and Human Services. Retrieved March 6, 2012 from http://www.aoa.gov/AoARoot/About/index.aspx
AOA. (n.d.). “A Profile of Older Americans: 2011.” Department of Health and Human Services. Retrieved March 6, 2012 from http://www.aoa.gov/AoARoot/Aging_Statistics/index.aspx
Image of man getting his blood pressure checked. Retrieved March 8, 2012 from http://officeimg.vo.msecnd.net/en-us/images/MH900422344.jpg
Image of woman in group. Retrieved March 8, 2012 from http://officeimg.vo.msecnd.net/en-us/images/MH900202163.jpg
Noe, R. A. (2010). Employee training and development (5th ed.). New York, NY: McGraw Hill.
Why Training Matters
Faced with difficult economic conditions, organizations are cutting back on employee training and development (Noe, 2010). When you have fewer staff doing more with fewer resources, training looks expendable. But it is precisely these conditions that make well designed and delivered training an absolute necessity. Staff cutbacks mean that employees need to be cross-trained in various competencies in order to take on new responsibilities and perform them effectively and efficiently (ASPH, 2008). They need continuous learning in order to manage change and keep up with a rapidly evolving knowledge base. And they need to feel engaged and appreciated. Training can encompass a range of learning experiences that are learner centered, and focused on improving performance (Stolovich, nd). It is a planned approach to ensuring that people have accurate knowledge and skills related to the organization’s goals (Noe, 2010). Training helps organizations improve performance to meet their objectives, and helps their employees feel valued and engaged (Noe, 2010; Bradley, 2010). Good training matters to an organization that recognizes the key role it’s people play in its ability to survive and thrive.
Refrences
ASPH. (2008, December). “Confronting the Public Health Workforce Crisis: Executive Summary.” Retrieved February 28, 2012 from http://www.asph.org/UserFiles/WorkforceShortage2010Final.pdf
Bradley, A. (2010). Shifting away from an employer’s market. Training and Development, 64(7), 16–17.
Noe, R. A. (2010). Employee training and development (5th ed.). New York, NY: McGraw Hill.
Stolovich, H. (n.d.) “The Truth About Training”.
Analyzing Scope Creep
I have spent my professional career as a health educator developing programs and delivering training and technical assistance in support of those programs. Over the years, I have learned that almost anything can happen on a project. Here is an example of what happened while working on one staff training. First the consultant who was supposed to write the curriculum disappeared. She didn’t return phone calls, show up for meetings, or respond to e-mails. I’m still not entirely sure what happened to her. In the end, I ended up having to write the curriculum. This is when people started adding content to the training. I would hear things like “You can’t talk about B without talking about A.” and “this would be a good time to go over F.” And my favorite, “while we have everyone together we really should go over topic J (which, by the way, is completely unrelated to the subject of your training).” As a result, the training expanded from half a day to two days. Once the curriculum was put together, two things happened. People identified additional reviewers who were not on the original list of key reviewers, and guidelines changed which required going back and revising portions of the course. In any given project issues similar to these arise and they can cause delays or lead a project off course. These issues lead to scope creep and project managers must be prepared to manage them to keep a project on track (Portny et al., 2008).
Some issues, such as the disappearing consultant, are unexpected. In this instance, the task was reassigned to another team member familiar with the project. This allowed the project to continue to move forward with minimal delays because it was not necessary to bring me up to speed on the plan for the course. Other strategies might have included hiring a new consultant or identifying another staff person to take over the writing. This, however, might have caused delays due to the time needed to identify new people, bring them on board, and orient them to the project.
Other issues, such as people adding content to the course, are fairly typical of large projects that involve multiple stakeholders (Portny et. al., 2008). Once the project is underway, people begin to identify ways to expand it. Some of these additions are useful and necessary. Others represent new content or strategies that are “nice to have” but may not substantially improve the outcomes of the course. While others lead you completely away from the original objectives of the project. In the case of the staff training, I tried to meet the needs of the various stakeholders who provided input. This is what led to the course going from 4 hours to 16. It is important for the project manager to remain focused on the objectives of the course. If the intended plans start to alter the plan or move the project away from the agreed upon objectives, the project manager must communicate the implications of the changes to the stakeholders (Portny et. al., 2008). It might be necessary to negotiate a compromise that addresses the concerns of the stakeholders while keeping the project on track. In some cases, it is necessary for the project manager to say no – or at least, not at this time (Stolovich). Particularly when there are no resources to support new ideas and they are unrelated to the goals of the project.
In my case, I was not in a position to say no to some requests. The organization was spending resources to bring people together and needed to take the opportunity to address broader issues. It was necessary to make it work. It is important for project managers to be aware of broader issues in the environment that she does not control but may impact the project (Portny et. al, 2008). The change in guidelines during the development of the curriculum is another example of this. We knew the updates were coming but we had no idea to what extent they would impact the project. We prepared for this by adding time to the schedule to make revisions. A project manager might also talk to people knowledgeable about these other factors that may impact the project to gauge how the outcomes might impact her project. She could also address this in the design of the project by identifying and separating the portions of the project that might be impacted by environmental factors so the rest of the project can proceed.
Finally, there are some known factors that cause scope creep. Many times, these are related to the culture or processes of an organization (Portny et. al., 2008). For instance, I knew there was a tendency in my organization to spend a lot of time in review as projects neared completion. When this was added to the fact that reviewers often had multiple responsibilities, projects taking longer than anticipated in the review phase was a known risk. In the case of this project, we added more time to the schedule to account for this. A project manager might also try to phase the review process by having reviewers look at smaller pieces of the final product as they are produced which could shorten the over-all time at the end. Clear communication is also important (Greer, 2010). If reviewers are kept apprised of the progress of the project and reminded about when their input will be needed, they can plan their schedules to complete the reviews in a timely fashion.
Scope creep in an instructional design project is inevitable. Left unchecked, it can cause delays, take the project away from its intended objectives, and result in project failure. By being prepared for scope creep, the project manager can work to minimize its impact on the project. This means recognizing known risks and making contingency plans. Clear communication with stakeholders and team members can help keep the project focused on its goals and objectives and also help the team prepared for those unexpected issues that arise.
References
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.
Stolovitch, H. “Project Management Concerns: ‘Scope Creep’”. Walden University.
The Art of Effective Communication
This week, we reviewed a piece of communication from one colleague to another requesting an estimate of when the requestor could expect a report. She needed the data in the report in order to move forward in her own work. If she could not get the report in a timely manner, she wanted her colleague to at least send the data. The same message was conveyed in three ways – email, voicemail and in person.
While the e-mail was straightforward, it may not have clearly communicated the requestor’s deadline. Had I been the recipient, it would have been one of hundreds of e-mails I receive everyday asking for something. The requestor asked her colleague for an estimated completion time and mentioned an impending deadline but was not specific about when she needed the information. Had I been the recipient, I would have to make a decision about where to prioritize this amongst all of the other requests, and may not have put it as high on the list as the requestor needed. The voice mail communicated the same information, but because of the audio, it also conveyed a tone that suggested a sense of urgency. The fact that she left a voice mail would have signaled to me that she needed the information right away since no leaves a voice mail these days unless the matter is urgent. In this case, the task would have risen higher on my to-do list than the e-mail. However, depending on what conversations preceded the message, it may have left me more annoyed than the e-mail. I might have felt pressure to drop everything I was currently working on and wondered why she didn’t ask for the report sooner. In the final communication, the requestor stopped by her colleague’s desk. She was able to communicate the importance of her message, but her body language suggested that the deadlines were manageable. Her physical presence meant that her colleague could ask about deadlines and the two of them could figure out exactly what she needed by when. The in-person conversation was probably the most effective way to deliver the message.
What does this suggest about the way we communicate on project teams? Clear communication is essential to the proper functioning of
any project team (Portny, 2008). Teams use a combination of written and verbal communication to keep tasks moving forward. Written reports, e-mail, and other documentation are essential because they provide a written record of what is supposed to happen. Clear and detailed written communication is a way for team members to reflect back on what has been discussed and agreed upon. It is the best way to assure that everyone is on the same page.
However written communication has its limitations. People do not have the opportunity to ask questions or for clarification in written communication (Portny, 2008). Written communication is still open to interpretation and people may not receive the information in the way the sender intended. We derive meaning and understanding through interpersonal interaction and face-to-face communication is an important part of establishing trust (Stolovich). In this case, the requestor stopping by her colleague’s office was the most effective way to communicate what she needed, allow her colleague to communicate what he needed, and probably agree to a workable compromise. In addition, people on project teams can easily become overwhelmed with e-mails and documents to review. In person communication is a way to cut through all of the e-mail chatter. However, it is essential that important conversations be followed up with written communication. Again, this helps confirm what was discussed and also helps keeps other team members who may not have been part of the conversation in the loop.
This example illustrates the subtle but important nuisances in communication on project teams. There is an art to finding the best ways of being understood and motivating action. Various forms of written and informal communication have their strengths and weaknesses. In this case, e-mail was too easy to disregard and a voice mail may have made the situation sound like more of an emergency than it actually was. In person communication struck the right tone and opened the possibility for follow-up questions and clarification. Face-to-face communication is necessary for reaching mutual understanding, gaining trust and arriving at workable solutions. Written communication is necessary to confirm agreement and document plans. In either case, it is important that communication, whether it is written or verbal, is open, clear, concise and collegial.
References
Image of people talking. Accessed September 22, 2011 from http://office.microsoft.com/en-us/images/results.aspx?qu=talking&ctt=1#ai:MP900302920|mt:2|
New Message Image. Accessed September 22, 2011 from http://office.microsoft.com/en-us/images/results.aspx?qu=e-mail&ctt=1#ai:MP900390573|mt:2|
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.
Phone message image. Accessed September 22, 2011 from http://office.microsoft.com/en-us/images/results.aspx?qu=telephone&ctt=1#ai:MP900174856|mt:2|
Stolovich, H. “Communicating with Stakeholders.” Walden University.
Learning from a Project Post-mortem
A few years ago, I worked on a media campaign to promote a healthy eating program. The goal of the campaign was to get members of the target audience to call the agency I was working for and request the program guide. We hired a spokesperson and conducted a radio media tour along with some print and radio advertising. The campaign was very successful. Our evaluation indicated that we reached the target audience and motivated them to call the 800-number to request the program guide – the two goals of the media campaign. The radio media tour in particular was very successful. So successful, in fact, that we crashed the agency’s call center. The night the radio media tour kicked-off, I was on the train on my way from work to a class when my mobile phone started ringing off the hook (or out of my purse). It turns out that the call center was not fully staffed the day the campaign launched. We achieved our objectives but it likely cost us the good will of audience members who couldn’t get through, and it did not win us any fans within our own agency.
In conducting a post-mortem of this project, I think we made two critical
errors. Obviously, the first was not involving a key stakeholder. We had gone through a lengthy approval process that involved the office that oversaw the call center, and had assumed they would notify the call center of the campaign. Our mistake was in not confirming this assumption. In project management, it is critical to understand the project assumptions and verify that they are based on sound rationale (Portny, et. al., 2008). At the beginning of the project we should have confirmed that we were absolutely clear on the approval process including how key stakeholders were notified about the activities, and who was responsible for making the notifications. Furthermore, the call center should have been included as part of the planning process since they were an integral part of the campaign. Had they been at the table, they would have known our timetable for kick-off, and we would have been aware of their training schedule. We could have avoided the days they were understaffed or they could have scheduled their trainings for different days.
The second mistake was underestimating the impact of the radio media tour. We should have spent time developing an estimate of the potential reach based on data from the radio stations. We should have developed plans for how we would respond if no one called, and how we would respond if everyone called. Identifying risks and planning for unanticipated outcomes is a key part of project management (Portny, et. al., 2008). In hindsight, had we stopped to consider what might happen if a large percentage of our target audience called, this might have prompted us to contact the call center, which might have saved everyone from some massive headaches.
While a number of key project management activities were missed, several worked well and contributed to the success of the project. For instance, the project had clearly defined goals and objectives that were achievable with time and resources available. This helped the team identify the project needs and focus on the tasks that were necessary to achieve the final outcome (Allen & Hardin, 2008). There was also a great deal of work put into understanding the target audience and the best way to reach them. There were many choices that could have been made in the execution of the campaign, but we discarded those that would not result in motivating the target audience to call the 800 number. Many projects fail because teams rush to tactics without defining the project and understanding how to achieve the goals and objectives (Portny, et. al., 2008). Taking the time to understand our audience helped us plan tactics that were more likely to work.
The project was also well organized. Clear goals and objective, and a clear needs assessment allowed us to break down the tasks necessary to achieve the objectives in a detailed and logical order. This aided the development of schedules and the assignment of resources to the tasks (Allen & Hardin, 2008). It also aided the development of a tracking plan that helped us evaluate the progress of the campaign. Tracking allowed us to monitor the impact of each channel used and make necessary adjustments to achieve the campaign goals.
In the end, the project team successfully focused on the goals of the campaign and developed a plan that was effective at achieving the campaign objectives. The problem was that the team was not focused enough on the other areas of the organization that were impacted by the campaign. While we were able to achieve our objectives, we had to do damage control to minimize the impact of crashing the call center. This could have been avoided had we validated our assumptions, engaged key stakeholders, and analyzed and managed risks.
References
Allen, S., & Hardin, P. C. (2008). Developing instructional technology products using effective project management practices. Journal of Computing in Higher Education, 19(2), 72–97.
Image of man with magnifying glass. Accessed September 15, 2011 from http://office.microsoft.com/en-us/images/results.aspx?ex=2&qu=magnifying%20glass#ai:MP900321206|mt:2|
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.
What Hawaiian Quilting Taught Me About Distance Learning
A few years ago, I took a Hawaiian Quilting class from Quilt University. While I had been quilting for a few years, this was my first quilting class. It
I learned to Hawaiian Quilt online.
was also my first experience with distance learning since Quilt University is a wholly online quilting school. Each week, I would download a detailed lesson from the instructor and complete the work at my own pace. I would post pictures and receive feedback from the instructor and my classmates. There was also a threaded discussion board for the class where we would work through problems, swap tips, and learn from each other. By the end of the course I successfully produced a Hawaiian quilt block and learned to do needle-turn appliqué. The course also introduced me to the potential that lies in distance learning.
Over the next 5 to 10 years, I think perceptions of distance learning, particularly online learning, will begin to shift and people will expect to be able to access learning at any time and in any place. Many people are being exposed to distance learning – good and bad – in their workplace as organizations more towards more online learning (Moller, et. al., 2009). People are also casually learning online as they look up how to put together a bike on YouTube©, use a QR code in the store to learn more about a new product, or tap into their social network on Facebook© or Twitter© to solve a problem. Increasingly, knowledge and information are distributed across networks instead of being concentrated in one place (Siemens, 2008). Learning is becoming less about knowing the answer, and more about knowing how to find the most current and most relevant answer when it is needed. Mobile access to information means that people are becoming less tied to computers. According to the Pew Internet and American Life Project, 35% of American adults own smartphones and 25% of those people say they prefer to use their phones to go online instead of a computer (Smith, 2011). In 10 to 15 years, learning will be everywhere.
Of course improving the perceptions of distance learning is dependent on the availability of quality learning experiences. This does not
mean putting content on YouTube and making handouts readable on a mobile phone. It means developing distance learning experiences that are built on the fundamental principles of effective education and learning theories. I returned to Quilt University for three other courses after my first experience, not because it was online but because it met my needs as a learner. The skills taught in each course were broken down into meaningful chunks which students could work through at their own pace (Simonson, et. al., 2009). Adult learning principles were used as the facilitator provided a supportive learning environment that included clear descriptions, learning objectives, resources and timelines (Simonson, et. al., 2009). Scaffolding was also used to help students move from basic to more complex skills, and feedback was provided to help learners refine their skills and stay motivated. Consistent with Hilary Perraton’s theory of distance education, learners participated in frequent, regular activities beyond reading course materials, and group discussion was effectively used to facilitate learning (Simonson, et. al., 2009). I could be a successful distance learner at Quilt University because it was structured with my needs as a learner and the learning outcomes in mind.
Moving forward, instructional designers can continue to improve the field of distance education by staying focused on the needs of the learners and grounded in theory. Instructional designers will need to continuously reexamine existing theories in light of how technology and communication evolve over time. New theories may emerge to better predict how people learn in this environment, and it will be necessary to continue to learn about developments in this area. We need to understand more about how people use emergent technologies to process, store and retrieve information (Moller, et. al., 2009). This will provide the necessary frameworks to develop effective learning strategies (Simonson & Saba). New technologies and new theories may mean new approaches to designing and facilitating instruction (Beldarrain, 2006). We must be prepared to apply new tools and techniques, and manage shifting roles and responsibilities. Instructional designers will also need to look at how learning outcomes are assessed in the online environment and how the impact of distance learning is evaluated (Moller, et., al., 2009). Again, this may require adapting existing assessment and evaluation methods, and possibly developing new ones. If distance learning does not work, it will not continue to be adopted. We need to develop and apply methods to measure learning outcomes and the transfer of new knowledge and skills to performance (Moller, et. al., 2009). As instructional designers, we can continue to improve the distance learning experience by remaining lifelong learners who continuously evaluate our work and put what we learn into practice.
References
Moller, L., Foshay, W., and Huett, J. (2008). The evolution of distance education: Implications for instructional designe on the potential of the web. TechTrends, 52(3), 70 – 75.
Siemens, G. (2008). Learning and Knowing in Networks. Presented to the ITFORUM for Discussion.
Simonson, M. and Saba, F. “Theory and Distance Learning”. Walden University.
Simonson, M. Smaldino, S., Albright, M., and Zvacek, S. (2009). Teaching and Learning at a Distance (4th ed.) Boston, MA: Pearson.
Smith, A. (2011, July 11). “Smartphone Adoption and Usage.” Pew Internet and American Life Project. Retrieved August 18, 2011 from http://pewinternet.org/Reports/2011/Smartphones.aspx.
Untitled image of distance learning button. Retrieved August 20, 2011 from http://office.microsoft.com/en-us/images/results.aspx?qu=learning&ctt=1#ai:MP900387761|mt:2|
Currie, K. (2011). Hawaiian Quilt Block. From personal collection.
Converting to Blended Learning: Best Practices
Click here to open a PDF of this guide. Link opens in a new window.
Frustrated by the quality of communication among trainees during in-person training, a training manager decides to convert all training modules to a blended learning format. This would allow participants and trainers to interact in both a face-to-face and online environment. He is considering putting all of his training materials on a server so participants have access to course resources and assignments at all times.
Training managers may have a variety of motivations for pursuing blended learning approaches – frustration with in-person courses, lack of time and resources, or pressure to try something new. Blended courses have several advantages over face-to-face training alone. Findings from a Department of Education meta-analysis of research in online learning found that blended learning approaches had stronger outcomes than face-to-face courses without online components (Means, et. al., 2009). This was attributed in part to students in online courses spending more time learning and engaged in active learning experiences (Means, et. al., 2009). Online discussions may encourage more thoughtful responses from participants because they have time to reflect on what the content, access additional resources, and craft well thought out responses resulting in deeper learning (Center for Online Learning, Research and Service; Simonson, et. al., 2009). For participants, blended learning can be more convenient and flexible while still offering the group interaction sometimes missed in completely online courses (Moore, 2004). For organizations, one of the limitations of in- person training is lack of transfer of knowledge and skills from training to the job. Blended learning offers the opportunity to extend learning as participants go back to work. This can provide cognitively-oriented performance support as the employees begin to apply what they have learned (Moller, et. al., 2008).
However, adapting a course for blended learning is not simply a matter of setting up a chat room and putting all of the course materials online. Blended learning presents opportunities and challenges for learners and facilitators that must be taken into account when planning a course. In a blended learning environment, 30% to 70% of the content is delivered online while the rest is delivered in-person (Simonson, et. al., 2009). However, Dzubian, et. al, argue that blended learning should not simply be defined by how much content is offered online, but should instead be approached as a “fundamental redesign of the instructional model” (p 3) which shifts from faculty- to learner- centered instruction and increased interaction among participants with peers, the instructor and outside resources (Dzubian, et. al, 2004). In a blended learning environment, the facilitator must be prepared to step back from the role of “sage on the stage” and create a supportive environment in which learners are self-directed and engaged in collaborative learning. These arguments are supported by the Department of Education study which found that online instruction that supported learner reflection, self-regulation, and self-monitoring led to more positive outcomes (Means, et. al., 2009). The study also suggested that there might be learning advantages to giving participants control over online resources (Means, et. al., 2009). These strategies are core principles in models and theories such as andragogy (adult learning), connectivism, and the theory of interaction and communication (Davis, et. al., 2008; Simonson, et al., 2009).
In adapting an in-person course for blended learning, the training manager will have to adopt strategies to promote independent learning, participant and facilitator interaction, and participant collaboration. Key factors for the success of blended learning include a theory based instructional model, learner support, and trainer preparation (Dzubian, et., al., 2004) . Theories and models such as adult learning theory, connectivism, and the theory of interaction and communication provide useful guiding frameworks for planning the redevelopment of course content and developing strategies to support learners and facilitators.
Adapting face-to-face courses for use online requires careful planning to effectively integrate the in-person and face-to-face components (Moore, 2004). The course materials and activities may need to be redesigned, new activities and resources will have to be developed and instructors will have to be trained to work in the new environment. The training manager will also need to fully understand the technical capabilities of the organization and the learners who will need to access the online components of the course.
Course Content
Examine course content and identify which sections would be suited to in-
person instruction and which would be suited for online learning (Moore, 2004). It is worthwhile to examine training evaluations to identify portions of the course that might be improved by online strategies. Online learning is well suited to facilitating discussions, reflection, group activities, games, and the use of multimedia resources (Center for Online Learning, Research and Service; Simonson, et. al., 2009). Connectivist learning strategies that encourage learners to collect and synthesize knowledge from across information networks are also well suited to online learning (Seimens, 2008). Consider the different types of technology that can be used to support these strategies such as wikis, blogs, and podcasts (Seimens, 2008). The in-person time can be spent engaged in activities better suited to face-to-face interaction such as orienting learners to the technology, building relationships to support the online learning community, hands on practice, oral presentations and learner assessment (Simonson, et. al., 2009).
Learner Needs
When considering the needs of your participants, identify needs related to the learning outcomes and related to technical support issues.
Learning Outcomes
An existing course is likely to already have learning outcomes, however these
should be reexamined when preparing to transition to a blended course. The blended course will need to be focused on the essential content learners need in order to meet the learning objectives. Consistent with principles of adult learning, content should also be focused on the needs of the learners (Simonson, 2009). Extraneous information can eat up limited time in the in-person portion of the course, and cause learners to lose motivation and focus in the online portion of the course (Simonson, et. al., 2009). Craft interactive activities and engaging discussions that help learners process information, connect new content with existing knowledge and experiences, and share what they have learned with others (Kop, 2011; Siemens, 2008). Go beyond text based resources and incorporate video, audio, and animation where appropriate (Simonson, et. al., 2009). The training manager must also recognize that learners in the online environment are responsible for tasks traditionally fulfilled by the instructor in a face-to-face course such as time management, motivation and assessing progress. Think through the metacognitive tools and resources that can be provided to support self-directed learning and self-assessment (Moore, 2004).
Technical Support Needs
The training manager will also need to assess the learners’ technical support needs. The online component of the course will be ineffective if learners cannot access the resources. This means considering different operating systems, hardware and software specifications, and security settings (Simonson, et. al., 2009). It also means considering access issues for learners who may have disabilities and use assistive technology such as screen readers and closed captioning. Click here for more information about accessibility standards for online content.
Facilitator Needs
Similar to participants needs, there are also two dimensions to facilitator needs: content and technical support.
Preparing to Facilitate
In a blended course, the instructor will be engaged in fewer activities where
he or she is pushing out information to students and taking on a more supportive role of a faciliator who guides autonomous learners who are actively engaged in collaboratively constructing knowledge (Simonson, et. al., 2009). Facilitators should be prepared to employ learner-focused teaching methods based in adult learning theory, connectivism and the theory of interaction and communication (Simonson, et. al., 2009). Facilitators will also have to be prepared for the practicalities of managing the online components of the course related to engaging students in discussion, providing feedback, responding to questions, managing appropriate online behavior, and assessing learner progress in the online environment (Moore, 2004; Simonson, et. al., 2009). The training manager will have to identify the best ways to prepare facilitators to work in the blended learning environment. One potential approach is to offer facilitator training as a blended course to model best practices (Kaleta, et. al., 2007). The training manager must also work to ensure that facilitators have adequate administrative support, particularly if they have other job or teaching requirements (Moore, 2004).
Technical Support Needs
On the technical side, instructors need to understand how to manage the online learning environment. This includes posting assignments and discussions, managing participants, uploading resources, and other administrative tasks required by the content or learning management system. The facilitator should also understand how to provide some basic technical support to the learners in the course, or at least how to direct them to appropriate support services. The training manager should ensure that the facilitators have adequate technical support to use the online tools.
Organizational Needs
The training manager must be aware of how the environmental issues within the organization impact the development and implementation of blended learning courses (Moore, 2004). The designer must consider the systems within the organization that can support or be a barrier to blended learning, as well as the bigger picture issues of how blended learning fits in with the goals and mission of the organization.
Organizational Systems
Understanding the organization’s information technology systems is key to planning strategies that will be used in the blended learning course. It is not only important for the training manager to understand the current capabilities, but to also understand how the organization is planning to evolve the IT infrastructure over time (Moore, 2004). Engage IT managers as stakeholders in the development and deployment of distance learning early on in the planning process (Moore, 2004). Their buy-in can help support the development process, and may even help the training manager identify untapped resources.
Meeting the Needs of the Organization
The manager should also consider organizational goals and objectives for blended learning. What is the organization trying to achieve and how is blended learning integrated into the organizational mission? Aligning the blended learning plans with the direction of the organization is key to growing and maintaining support for blended learning initiatives. The needs of the organization also have implications for how the training manager measures the value and benefits of blended learning courses (Moller, et. al., 2008).
Summary
Blended learning is likely a good option for our frustrated training manager. Blended learning courses have demonstrated efficacy at achieving learning outcomes that are better than face-to-face courses alone (Means, et. al., 2009). Well-developed online activities support active learning, self-reflection and collaboration among peers. Participants in online courses spend more time processing new information and developing thoughtful responses to discussions resulting in deeper learning (Means, et. al., 2009). For corporate training efforts, blended learning can provide on-the-job performance support improving transference of new knowledge and skills to the job (Siemens, 2008).
However, developing blended learning courses requires more planning than placing course materials on the server. Blended learning is not a delivery channel but an instructional approach that requires as much training as any other strategy. The manger must review the course content to decide how to best integrate the online and in-person components. The course materials and resources will have to be revised and new interactive activities will have to be developed. The manager will need to develop resources appropriate for the online format that will meet the needs of the learners and the learning objectives. He or she will also have to ensure that learners have access to the online components and adequate technical support. Recognizing that facilitating instruction in the online component of the course will be different from instruction in the face-to-face component, trainers will have to be prepared for a shift in roles. Trainers may need to be trained to use instructional strategies more grounded in learner-centered theories such as adult learning theory, connectivism and theory of interaction and communication. Trainers will also need to be prepared to manage the online environment. In preparation for adapting the in-person course, the training manager will need to engage IT managers to understand the infrastructure in place to support blended learning. This is key to making decisions about how to develop and deliver the course content and prepare students and faculty to work in the online environment. It is also important for the training manger to understand how blended learning fits into the larger context of what the organization is trying to accomplish in order to develop appropriate evaluation approaches.
Best Practices for Adapting In-Person Courses for Blended Learning
In working through the process of adapting in-person training for blended learning, the information gathered in each domain will inform the approaches taken in the others.
References
Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2), 139 – 153.
Center for Online Learning, Research and Service. “Designing a Blended Course.” University of Illinois Springfield. Retrieved August 10, 2011 from http://www.uis.edu/colrs/learning/pedagogy/blendeddesign.html#blendedbook
Davis, C, Edmunds, E, & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved August 9, 2011 from http://projects.coe.uga.edu/epltt/
Dziuban, C., Hartman, J., and Moskal, P. (2004). Blended Learning. EDUCAUSE Center for Applied Research Bulletin. Retrieved August 7, 2011 from http://net.educause.edu/ir/library/pdf/ERB0407.pdf.
Image of woman mixing batter in a kitchen. Retrieved August 12, 2011 from http://office.microsoft.com/en-us/images/results.aspx?qu=whisking – ai:MP900427694|mt:2|.
Kaleta, R., Skibba, K., and Joosten, T. (2007). “Discovering, Designing and Delivering Hybrid Courses.” In Picciano, A (Ed.), Blended Learning: Research Perspectives. Sloan Consortium. Newburyport, Massachusetts.
Kop, R. (2011). The challenges to connectivist learning on open online networks: Learning experiences during a massive open online course. International Review of Research in Open and Distance Learning, 12(3), 19 – 38.
Means, B., Toyama, Y., Murphy, R., Bakia, M., and Jones, K. (2009). Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. US Department of Education, Washington, DC. Retrieved July 25, 2011 from http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf.
Moller, L., Foshay, W. and Huett, J. (2008). The evolution of distance education: Implications for Instructional design on the potential of the web. TechTrends, 52(3), 70 – 75.
Moore, J. ed. (2004). ALN Principles for Blended Environments: A Collaboration. The Sloan Consortium. Retrieved July 8, 2011 from http://sloanconsortium.org/publications/books/alnprinciples2.pdf
Siemens, G. (2008). Learning and knowing in networks: Changing roles for educators and designers. ITForum.
Simonson, M. Smaldino, S., Albright, M., and Zvacek, S. (2009). Teaching and Learning at a Distance (4th ed.) Boston, MA: Pearson.
Planning Open Courses for Distance Learners
Open courses offer the promise of making educational resources available to distance learners around the world
The Open CourseWare Consortium defines Open CourseWare (OCW) as the “free and open digital publication of high quality, university-level educational materials” that are organized as courses (OCC). Open courses offer the promise of making educational resources available to distance learners around the world (Caswell, et. al., 2008). While the number of open courses available has grown, there is limited evidence of its impact on users (Jansson, 2011). When open courses consist of collections of lecture notes, slides, and handouts from classroom-based courses, the question remains as to whether they truly support distance learning (Jansson, 2011). Planning for classroom based learning and distance learning share some of the same fundamental design principles, however distance learning has some distinct differences that need to be taken into account. It needs to meet the needs of a variety of learners; it needs to be focused on the content essential to meeting the learning objectives; it needs to be accessible to learners with a variety of technical needs; and it needs to facilitate interaction and collaboration among learners and between learners and subject matter experts (Simonson, et. al., 2009).
Carnegie Melon’s Open Learning Initiative (OLI) addresses many of these issues in the design of its open courses. I took the Visual Communication Design course through OLI, which provided a basic introduction to design principles for technical documents. The content was organized into units, which were subdivided into separate and distinct topics covering one concept such as typeface or legibility. Each topic was followed by a brief knowledge check with immediate feedback. Each unit ended with an exercise that gave me the opportunity to apply what I learned in the unit. The exercises were challenging and provided immediate and helpful feedback. Each unit also included a summary of key points. The content was presented using narration, animation and text.
The OLI courses have been planned to meet the needs of a variety of learners, which is probably difficult to achieve in an open course. First the course description and objectives permit the learner to evaluate whether the content will meet his or her needs. The learner also has the option to “Peek In” on the course without registering to determine if it will be useful. The content of the course was visual, interactive and varied, meeting the needs of a variety of learning styles (Simonson, et. al., 2009). The division of content into chunks of useful information helped to simplify complex information and interactive activities allowed the learner to assess progress. Finally, the OLI web pages were 508 compliant making them accessible to learners with disabilities.
Extraneous information and talking heads can cause distance learners to loose focus
Along with meeting the needs of a variety of learners, designers must focus the content in a distance education course on the concepts essential to meeting the course objectives in order to keep learners engaged and make the best use of limited time (Simonson, et. al, 2009). Consistent with principles of adult learning theory, the OLI course focused on content learners needed to know to perform effectively and could apply immediately (Simonson, et. al., 2009). It did not include extraneous information that might cause learners to loose focus. The use of short chunks of content followed by brief knowledge checks after each topic also helped maintain learner focus. The designers used instructional strategies appropriate for the content, making good use of audio and animation rather than talking heads or excessive text.
It is also apparent that OLI has given some consideration to the potential technical limitations users may experience in accessing courses online. Prior to beginning a course, the user can conduct a system check to check for incompatibilities. All of the information was contained within the course, and learners did not need to open additional windows or have additional software installed to access the content. Users also have the option of printing or emailing pages from the course.
One element that was missing from the OLI course was the opportunity for collaborative learning. Social elements help support learners in constructing knowledge through collective reflection (Dede, 2005). Learners who participate in open courses could be given the option to engage other learners who have taken the course or subject matter experts by using a social media platform like LinkedIn or Twitter.
Take Home Message
Open Courses open the door for people around the world to access quality instructional materials. Providers of open courses should examine whether they are offering repositories of information or true distance learning. Open courses can be designed to meet the needs of distance learner with careful planning in the design phase to structure the content and resources to work effectively in the online environment.
References
Caswell, T., Henson, S., Jensen, M., and Wiley, D. (2008). Open educational resources: Enabling universal education. International Review of Research in Open and Distance Learning, 9(1), 1-11. Accessed July 29, 11 from http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ898148
Dede, C. (2005). Planning for neomillennial learning styles. Educase Quarterly, 28(1), 7-12.
Jansen, E. (2011, July 7). “Open questions for open courseware.” Inside Higher Ed. Accessed July 29, 11 from http://www.insidehighered.com/views/2011/07/07/essay_on_unanswered_questions_about_open_courseware
Open CourseWare Consortium. “What is open courseware?” Accessed July 29, 11 from http://www.ocwconsortium.org/en/aboutus/whatisocw
Simonson, M. Smaldino, S., Albright, M., and Zvacek, S. (2009). Teaching and Learning at a Distance (4th ed.) Boston, MA: Pearson.
