Setting up an online learning experience

Introduction

Setting up an online environment is critical to creating a positive learning experience. While there are a number of issues to consider, I will focus on three areas, namely, the need to understand the technology and learning environment, the need to communicate clear expectations to learners, and other special considerations that the instructor need to take into account. 

What is the significance of knowing the technology available to you?

Technology plays a critical role in online learning because it “mediates the separation between teacher and learner” (Sumner, 2000, p. 271) and helps to provide online learners with equivalent learning experiences to face to face learning environments (Simonson, n.d.). It is therefore important for the instructor (and the learner) to have an appreciation of technologies used in online learning environments and to develop skills to use these technologies effectively.

While it might neither be practicable nor desirable to acquire all the knowledge and make use of all the available technological tools at once, there are some essential tools that the instructor needs to be conversant with. Essential tools highlighted by Boettcher and Conrad (2010) include the following: course management systems; email and discussion boards; audio and video resources; web 2.0 tools such as blogs, wikis and media sharing sites; plagiarism detection software.

Why is it essential to communicate clear expectations to learners?

Communicating clear expectations to learners helps to give them a sense of direction in an environment where they are largely responsible for their learning. The syllabus and weekly teaching (and learning) guide are examples of important communication tools. Although the syllabus performs the same function as in the face to face environment, the online syllabus clearly “sets out the overall course plan with performance goals, learning outcomes and requirements” (Boettcher and Conrad, 2010, p. 64).

What additional considerations should the instructor take into account when setting up an online learning experience?

One important consideration that the instructor should take into account is the need to ensure that the learners are engaged from the beginning. There is need to build a learning community and establish social presence. Social presence helps to improve learner comfort levels and the sense of being around other participants (Palloff & Pratt, 2005). An activity that can be used to open lines of communication in a learning community is an icebreaker (Conrad and Donaldson, 2011).

References

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

Conrad, R., & Donaldson, J. A. (2011). Engaging the online learner: Activities and resources instruction (Updated ed.). San Francisco, CA: Jossey-Bass.

Palloff, R. & Pratt, K. (2005). Online learning communities revisited. 21st

annual conference on distance earning and teaching. Retrieved from

http://www.uwex.edu/disted/conference/resource_library/proceedings/05_18

01.pdf

Simonson, M. (Walden University). (n.d.). Theory and distance learning. Equivalency theory.  [DVD].

Sumner, J. (2000). Serving the system: a critical history of distance education. Open Learning, 15(3). Retrieved from http://pages.towson.edu/bsadera/istc717/modules05/module8/3888263.pdf

 

 

Online learning communities

http://www.learningsolutionsmag.com

 

Palloff and Pratt (n.d.) have identified the following main elements that make up an online learning community: people and the purpose that connects them together; process, such as the rules of engagement among community members; social presence and how it gets developed. Learning in online learning communities is a shared responsibility in which every member of the community including the student and instructor contributes to the learning process while supporting each other.

Social presence and community building

The benefits that arise when a course is delivered using the learning community concept include student satisfaction, reduction in attrition rates, increased positive perception about learning, and increased motivation to succeed. Online learning communities can be sustained by improving the levels of social presence among participants (Palloff and Pratt, n.d.). Social presence helps to improve learner comfort levels and the sense of being around other participants. Recent research has shown that social presence contributes positively to learning outcomes and learner satisfaction (Palloff & Pratt, 2005). Social presence has also been identified as one of the “most significant factors in improving instructional effectiveness and building a sense of community” (Aragon, 2003, p. 57).

Strategies for sustaining social presence

Aragon (2003) has recommended the following strategies for creating and sustaining social presence in online environments: welcome messages from the instructor; student profiles at the beginning of the course; use of audio messages; class sizes of not more than 30 students per instructor; use of collaborative learning activities; active participation in discussion boards by students and the instructor; providing frequent feedback to students; sharing personal stories and experiences; addressing students by name and allowing students options for addressing the instructor.

References

Aragon, S.R. (2003). Creating social presence in online environments.

New directions for adult and continuous education, Wiley Periodicals, Inc. Retrieved from http://portfolio.educ.kent.edu/daltone/cmc/articles/jp_aragon.pdf

Palloff, R. & Pratt, K. (Walden University). (n.d.). Online learning communities. [DVD].

Palloff, R. & Pratt, K. (2005). Online learning communities revisited. 21^st annual conference on distance earning and teaching. Retrieved from

http://www.uwex.edu/disted/conference/resource_library/proceedings/05_1801.pdf

 

Online Instructional Strategies

During the next eight weeks, this blog will focus on online instructional strategies. I look forward to sharing information with you.

Illinois Online Network

 

Although the online learning environment is different from the traditional classroom setting, the University of Illinois  has suggested that most instructional strategies that have successfully been used in the traditional classroom can be adapted to facilitate online learning.

Web sites visited:

http://www.ion.uillinois.edu/resources/tutorials/pedagogy/instructionalstrategies.asp

Scope creep can cause project failure

Introduction

Scope is one of the key elements that needs to be monitored, controlled and managed during project management because scope creep (uncontrolled changes in project scope) is inherent in most projects and is a major cause of cost and time overrun (Lynch & Roecker, 2007) and even project failure. In this article I will discuss a project that failed due to poor project management and issues to do with scope creep.

Failed computerization project

The National Social Security Authority (NSSA) is a quasi-government organization established by the Zimbabwean government to provide social security services and benefits to members contributing to schemes under its administration. A newspaper article by Mambo (2012) reported that NSSA lost about $4.5 million to a service provider after terminating the service provider’s contract citing incompetence and failure to provide a functioning system to agreed specifications. The matter ended up in court after the service provider disputed NSSA’s claims of incompetence and NSSA lost the court case. The project, which was scheduled to take eight months, was terminated after twenty four months. NSSA’s internal managers who were assigned to manage the project were blamed for the project’s failure. The disagreement between NSSA and the service provider on the deliverables has been attributed to scope creep.

Causes of scope creep

The following are some of the main causes of scope creep that have been highlighted by de Sousa (2009):

• Poorly detailed project scope statement in the project initiation document
• Poor requirements analysis
• Poor control of the project by the project manager
• Indecisive project stakeholders
• Too many project stakeholders with differing priorities and objectives

How NSSA’s issues could have been handled

If I were the project manager for the NSSA project, I would ensure that the project scope (detailing all major deliverables and boundaries) was clearly defined at the beginning of the project, documented and agreed upon by all major stakeholders (Villanova University, 2013). This helps to minimize the chances of scope creep and disagreements as the project progresses. I would also ensure that thorough requirements analysis has been done and users are involved throughout the project.

However, it should be noted that scope creep can still occur even when the scope has been clearly defined. For example a change in vision can result in scope creep (Lynch & Roecker, 2007). In situations where changes have to be made to the project scope as a result of requests by the client, Dr. Stolovitch (n.d.) has suggested that there is need to formally capture the proposed changes using a change of scope document and then determine the effect of the changes on project variables such as the budget and timeline before seeking client approval to effect changes and then finally communicating the changes to the project team and other stakeholders.

Conclusion

While the project manager should make an effort to guard against scope creep throughout the project by, among other things, discouraging requests for changes from various stakeholders, the project manager should be prepared to manage scope creep when it becomes inevitable.

References

de Sousa, S. (2009). What are the causes of scope creep?. Retrieved from

http://www.my-project-management-expert.com/causes-of-scope-creep.html

Lynch, M. M., & Roecker, J. (2007). Project managing e-learning: A handbook for successful design, delivery, and management. London: Routledge.

Chapter 5. Retrieved from

https://class.waldenu.edu/bbcswebdav/institution/USW1/201340_02/MS_INDT/EDUC_6145/Week%206/Resources/Week%206%20Resources/embedded/6145_Wk6_Lynch_Ch5.pdf

Mambo, E. (2012, July 27). NSSA loses US$4.5 million in botched computer deal. Zimbabwe Independent Online. Retrieved from

http://www.theindependent.co.zw/2012/07/27/nssa-loses-us45m-in-botched-computer-deal/

Stolovitch, H. (Walden University). (n.d.). Monitoring projects. [DVD].

Villanova University (2013). Managing scope creep in project management

http://www.villanovau.com/project-management-scope-creep/

 

Estimating project costs and allocating resources in Instructional Design projects

Estimating project costs is a difficult exercise, particularly considering that each project is unique, thus making it difficult to rely on budget estimates for past projects (Portny et al., 2008). However, the following two resources by Clark (2010) and Kapp & Defelice (2009) provide useful information on estimating project costs.

Estimating costs and time in Instructional Design

This article by Clark (2010) provides guidelines on estimating training costs based on contributions from various researchers. Clark provides average estimates as well as references to relevant research that has been conducted on the topic. One point that is highlighted by Clark is that the costs of developing training increases substantially as the level of interactivity in the training materials increases, with high level simulation presentations being the most expensive.

Time to develop one hour of training

Kapp & Defelice (2009) conducted a survey to establish average estimates of time taken to develop instruction as well as factors that cause delays in the development process. Survey results indicated that a major factor that affects development time is the time spent interacting with the client who, in most cases, is unsure of the requirements. Ways to minimize the effect of this factor include effective communication with stakeholders and conducting training for subject matter experts and key stakeholders during project kick off.

Fixed budgets in instructional design projects

A further challenge of instructional design projects is that the budget is often fixed before the scope is determined. It is therefore important for the project manager not only to know how to allocate resources effectively but also to estimate costs associated with individual activities in order to remain within budget.

References

Clark, D. (2010). Estimating costs and time in instructional design. Retrieved from http://www.nwlink.com/~donclark/hrd/costs.html

Kapp, K.M. & Defelice, R.A. (2009). Time to develop one hour of training. Retrieved from

http://www.astd.org/Publications/Newsletters/Learning-Circuits/Learning-Circuits-Archives/2009/08/Time-to-Develop-One-Hour-of-Training

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.

 

Effective communication in project management

Introduction

Effective communication has been identified as one of the critical success factors in project management because it helps to make people focussed (Portny et al., 2008; Stolovitch, n.d.). However, communication is more than just sending and receiving messages. Effective communication is about sharing information in such a way that other people’s attitudes and behaviours can be influenced (Portny et al., 2008) through understanding the message.  Below is a You Tube video by Maximum Advantage that explains the steps in the communication process, namely message formulation, encoding, sending, decoding, understanding and feedback:

http://www.youtube.com/watch?v=6o3fxJ5Q_RU

Factors that influence effective communication

Factors that influence effective communication include the following:

whether the right message is being shared with the right person Portny et al., 2008); the way the message is formulated and delivered; the mode of delivery; "tonality and body language; personality of the recipient" (Stolovitch, n.d.).

An exercise to evaluate communication effectiveness

Project communication can be formal or informal, written or oral. Although informal communication occurs on a daily basis, Portny et al. (2008) and Stolovitch (n.d.) have recommended that there is need to confirm, in writing, important information communicated informally. While most written communication nowadays is done through emails, oral communication is normally done through face to face meetings and the telephone.

I had the opportunity to carry out an exercise that involved observing and evaluating a piece of communication in three different modalities, as written text, as audio, and as video. The communication was sent by Jane requesting her team member Mark to send his outstanding report as soon as possible so that it could be incorporated in her report before the deadline. I have summarized my thoughts about the effectiveness of each mode of communication below, however, I need to point out that different recipients would probably interpret these messages differently because the personality of each recipient is different (Stolovitch, n.d.).

Email message

I had to re-read the message in order to fully understand it. The message did not immediately motivate me to act and respond to the communicator.

Voice message

The message was communicated in a friendly tone and the communicator was enthusiastic. This message made me empathise with the communicator. I found the message to be the most effective as it conveyed the subject matter clearly in a persuasive manner.

Face to face video message

The message was not communicated effectively because the communicator lacked enthusiasm and the body language was inappropriate. The manner in which the message was communicated did not show the urgency of the request. I found this message to be the least effective.

Nonverbal communication or body language

Research has suggested that nonverbal behaviour plays an important role in the communication process. Wertheim (n.d.) (as cited in Segal, Smith, Boose & Jaffe, 2013) has suggested that nonverbal communication cues can play the following different roles in either enhancing or diminishing the message: repetition, contradiction, substitution, complementing and accenting. However, Jain & Choudhary (2011) have warned that nonverbal communication is culture dependent and is therefore likely to be misinterpreted in different communities.

Implications for project management communication

The project manager needs to choose the most appropriate communication approach to suit the situation. For example, Stolovitch (n.d.) has suggested that important information is best delivered orally in the presence of all team members. There is need to use different modes of communication to suit different situations and preferences of different recipients. Some situations call for combined use of written and oral communication as well as appropriate body language. Irrespective of the communication approach used, the message should be delivered in such a way that it is understood by the recipient.

References

Jain, C. & Choudhary, M. (2011). Actions speak louder than words: Non-verbal mis/communication. Journal of Media and Communication Studies, 3(1), 22-26. Retrieved from

http://www.academicjournals.org/jmcs/PDF/pdf2011/Jan/Jain%20and%20Choudhary.pdf

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.

Segal, J., Smith, M., Boose, G. & Jaffe, J. (2013). Nonverbal communication:

Improving your nonverbal skills and reading body language. Retrieved from

http://www.helpguide.org/mental/eq6_nonverbal_communication.htm

Stolovitch, H. (Walden University). (n.d.). Communicating with stakeholders. [DVD].

Web sites visited:

http://www.maximumadvantage.com/

The importance of project risk management : learning the hard way

Introduction

 

In this article, I discuss the importance of risk management in project management. First, I highlight the concept of project risk management. I then proceed to share my experience from a project that was not successful in order to illustrate the critical importance of project risk management.

What is project risk management?

Risk management is one of the nine knowledge areas (responsibility areas) defined in PMBOK version 4 (Project Management Institute, 2008) that the project manager and sponsors should pay special attention to. Since project risk is an unforeseen event or activity that can impact the project's progress and outcome, it needs to be carefully managed. The following YouTube video by Mind Tools (2013) explains the process of managing project risks:

http://www.youtube.com/watch?feature=player_embedded&v=mcV3of_cg6s

The borehole project

In 1999 I sponsored a $6000 project to construct a borehole to supply safe drinking water to my mother who resides in the rural areas, five hundred kilometres from the city where I work and live. The drilling was done by a Government department responsible for district development. After drilling for seventy metres, the drilling contractor stopped and advised that this was a dry hole. The end result is that I lost $6000 and the expected deliverable was not available.

Borehole project post-mortem

Portny et al. (2008) have explained the need to conduct a post project evaluation or project post-mortem after the completion every project in order to learn from best practices and avoid making the same mistakes in future projects.

The following are some of the things that were done to contribute to the borehole project success: the selected drilling contractor was experienced and had previously constructed boreholes in the district, including one borehole located one kilometre away in the next village; borehole siting was done by the drilling contractor. However, I had not considered the possibility and repercussion of a dry hole. With hindsight, I should have discussed the following issues with the drilling contractor: what are the chances of getting a dry hole?; what are the main causes of dry holes?; what happens in case of a dry hole?; what can be done to mitigate the effects of a dry hole, for example, is there is any insurance? Of particular concern is that there was no written contract with the drilling contractor. The main lesson learned from this project is that risk analysis is essential in project management since it helps to identify and manage potential problems that are likely to adversely affect the outcome of the project.

Conclusion

Although risk management is critical to successful project management, it is an activity that can easily be overlooked. Deliberate efforts should be made to incorporate project risk planning into the overall project management plan.

References

Mind Tools (2013). Risk analysis: Evaluating and managing risks. Retrieved from http://www.mindtools.com/pages/article/newTMC_07.htm

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.

Project Management Institute (2008). A guide to the Project Management Body of Knowledge (PMBOK Guide). 4^th Edition.

Retrieved from  http://www.greenlocalschools.org/Downloads/File1BOK.pdf