Communiating Effectively

Effective communication is a key component in professionalism. In the context of project management, communication skills and strategies are needed for a project to be successful. To determine the most effective communication method, I am going to be comparing three separate communication modalities. They are email, voicemail, and face-to-face conversation. In the image, you will see the text that was used in the email, the voicemail, and the face-to-face conversation.

I began by observing and recording my perceptions of each modality – one at a time.

 Email. At first the email starts out with understanding on the part of the initiator, however, by defining the report as 'missing' this part comes off as accusatory. Instead of the 'missing' report, I would have put in the name of the report. When Jane says that she might miss her own deadline, this sounds like she has already figured out who to blame if she does get her portion of the project in on time. The last sentence in the paragraph is inconsistent and repetitive. At first Jane asks for an ETA, then asks when the report can be sent over to her, then asks if the data can be sent over in a separate email, which could mean that she could get by with the data that will be in Mark's report and not necessarily the report itself. To me, this conversation would be best done face-to-face or over-the-phone, since so much is dependent on Mark's answer and situation. Plus it is 'bad news' which I always make a policy to conduct in person.

 

Voicemail. I was surprised at the difference in the tone of the voicemail in saying the same thing over the phone. Jane is saying the same thing as the email, but it comes across in a more reasonable way. However, some people may not be able to pull off this tone, and have negative results in a voicemail.

Face-to-Face. I had more of a negative reaction to the face-to-face, something about the way she said - "I am going to miss my deadline" Here again; my perception is that an individual's tone, in person, could affect the outcome of this conversation. Jane was able to present herself in a way that was reasonable and understanding, however a different choice of words may have gotten her further. Again, I think 'missing' sounds accusatory. I would have expected her to first ask, "How is that report for the project going?" The beauty of face-to-face conversations is that you have the ability to wait for a reaction before you proceed with your whole monologue. The advantage is being able to assess non-verbal cues and react accordingly.

I’ll admit that when I began this exercise, I expected to conclude that face-to-face communication is always the best and preferred method, but that was not my conclusion from this process. People have different skills with regard to verbal and written communication, and should use those individual skills to communicate during a team project. Some people have more effective written skills, but may come off abrasive in person. Others may not know how to be particularly proficient at persuasive writing will likely be your best option.

Going through this process helped me to understand that there are many variables that impact the communication method that should be used.

 

Situational Variables

• skills of the initiator
• the communication is good or bad news
• the information is dichotomous, meaning one question cannot be asked until you know the answer to a previous question.
• relationship or interaction history between the initiator and the recipient

Above all, I have learned that communication is a strategy that should be shaped by the individual circumstances.

Distance Education

Distance education provides a flexible learning environment for students to learn despite the fact that the student and instructor are separated by time and/or distance. The delivery method for instructional content determines the strategies and tools used in an instructional design. Traditional classrooms require different learning strategies than those used in an online learning environment. One major tool in the implementation of online instructional design is a course management system (CMS) or learning management system (LMS). This is an online environment that allows an instructor to bring all of the elements of a course into one central, organized location. Given the large variety of course and learning management systems, it is essential to research the options to determine which will be appropriate for a particular instructional design or training project.

In the video webcast, Dr. Siemens (Laureate Education, Inc, 2010) points out that as new technology tools become more useful in a distance learning environment; online learning will become more effective as a learning strategy. Tools such as concept mapping software, instant messaging, presentation software, media software, and discussion/collaboration technology are becoming more advanced and prevalent which helps to improve the quality of distance education. These learning tools will help to create a learning community, distinguishing it from the solitary educational study of distance correspondence courses of the past (Lohr, 2009).

I have confidence that perceptions surrounding distance education will improve as time goes on. I believe this will come as a result of students choosing to take online courses because their life demands the flexibility that distance education offers. The demand for online courses and programs continues to grow, thereby increasing the number of advocates and hiring professionals with online course experience. Having first-hand knowledge of a quality online educational experience will be the strongest argument for distance education. Within the next ten years, I think there will be more mainstream acceptance of distance learning as a legitimate endeavor. If the costs for virtual reality and simulation technology were to decrease significantly over the next 20 years, I could see another surge in distance education to include a wider variety on online degree programs, including some that currently require face-to-face interaction.

I intend to be a proponent of distance education and for improving societal views about distance learning by understanding the advantages of distance education, which will enable me to give detailed and intellectual arguments for online learning. Advantages include flexibility in terms of managing obligations by completing coursework at times that work for the learner and flexibility that enables the student to hold a full-time job simultaneously, and manage other personal obligations.

The opposite end of the spectrum shows us that we also need to acknowledge the limitations, as well. Distance education may not be appropriate for all content, such as for nursing coursework or learning to be a machinist. Distance education is usually best suited to adult learners or individuals who have a strong self-concept (Cercone, 2008), have technical aptitude, are self-motivated, have strong written communication skills, and an exploratory nature (Hancock, 2004).

Effective online training should contain a variety of components such as video and media presentations with narration, multiple resources that explain the same topic, and an element of discussion and reflection. Through the process of reflection, the student is able to apply the acquired information and turn it into knowledge.

References

Cercone, K. (2008). Characteristics of adult learners with implications for online learning design, AACE Journal, 16(2), 137-159.

Hancock, J. (2004). Focus for Instructional Design: Considering the Needs of a Distance Learner. Journal of Diagnostic Medical Sonography, 20, 208-211.

Laureate Education, Inc. (Producer). (2010). The Future of Distance Education [Video webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1373693_1%26url%3D

Lohr, S. (2009). Study Finds That Online Education Beats the Classroom. Technology-Bits Blog - NYTimes.com. Retrieved from http://bits.blogs.nytimes.com/2009/08/19/study-finds-that-online-education-beats-the-classroom/

 

Best Practices: Converting Face-to-Face Training to Online

Many variables must be considered when converting traditional classroom training courses into online or blended training courses. Blended training courses contain some face-to-face interaction between the student and the instructor, but also contain a significant amount of content is an asynchronous or online delivery method.

Pre-Planning Strategies

Consider using a Course Management System (CMS) or Learning Management System (LMS) to keep all the training content and communication in one central location. In the pre-planning phase of instructional design it is important to evaluate goals and determine which systematic process will be used in the design process. Using the ADDIE model as a framework for the design can aid in creating an effective and comprehensive instructional design (Simonson, Smaldino, Albright, & Zvacek, 2012).

Facilitating Communication

The trainer should consider the practical needs of the learners and find ways to tie in the information with their real life situations (5 Successful, 2010). Utilizing a discussion board for general questions about the course is recommended to give student’s a forum to ask questions to the instructor regarding assignments. Also posting overviews of each learning outcome and module, unit, or assignment objectives (Best, n.d.). Discussion groups designed to allow students to introduce themselves help to humanize the online experience and facilitate more genuine future discussions. Within discussion groups, students should be encouraged to participate and the instructor should encourage the students posts and find ways to draw - less active discussion participants - into the online conversation (Van Duzer, 2002).

 

Using Technology

To create better learning experiences, technology can be used to enhance and add variety to dry technical text documentation (5 Successful, 2010).  Include a variety of delivery methods for the student to review content. This helps to reinforce ideas for students with different learning methods, preferences, and abilities (Best, n.d.).

How does your Role as Trainer Change

In an online or asynchronous learning environment, the role of the trainer changes from knowledge dispenser to the role of facilitator (Easton, 2003). Acknowledging the difference between a traditional lecturer and the online facilitator involves scrutiny of conflict resolution, student engagement and participation.Instructors and trainers should gently guide the student through the learning process by focusing discussing and giving pointers for students to head in a different direction. There is also a lack of visual cues that could indicate student frustration, boredom, or confusion, therefore instructors also need to be proactive. Instructors also need to set a tone in the online environment that encourages group harmony (Easton, 2003).

 
 
 

References

 

5 Successful Instructional Design Best Practices | Wadeware. (2010). Wadeware. Retrieved from http://www.wadeware.net/it-courseware/5-instructional-design-best-practices/

Best Practices in Designing Online Courses. (n.d.). Las Positas College. Retrieved from http://lpc1.clpccd.cc.ca.us/lpc/blackboard/best_practices/

Easton, S. (2003). Clarifying the Instructor's Role in Online Distance Learning. WVU.edu|West Virginia University. Retrieved from http://www.wvu.edu/~itdc/resources/teaching/InstructorRole.pdf

 

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.

Van Duzer, J. (2002). Instructional Design Tips for Online Learning. CSU - Chico| California State University. Retrieved from https://www.csuchico.edu/tlp/resources/rubric/instructionalDesignTips.pdf

 

Open Courses

The Impact of Open Source

The Open Learning Initiative created by Carnegie Mellon University has developed a number of open and free courses with full access to the course management system via the internet.  

Critically examining the Biology course for meeting recommendations as suggested by Simonson, Smaldino, Albright, & Zvacek (2012), the home/main page of the course lists six units, each with sub-modules (Syllabus, n.d.). The learner can click on the unit link and when finished they are directed back to the home/main page to continue through the course in a distinctly linear manner. The main/home page is also the syllabus for the course, for which it could be argued, makes the course navigation that much more efficient (Syllabus, n.d.).

The first module dives right in to the introduction of modern biology and includes a link to the ‘General Instructions.’ This document gives the student an overview of the types of tools and activities used in the course. These include descriptions of what the course designer defines as low-stakes activities, where the student can learn interactively, repeating the activity as needed to re-enforce concepts, but they are not graded. This page also includes tips for using the technology tools provided in the course (Syllabus, n.d.).

In terms of Assessment guidelines, the course content contains quizzes, self-assessments, and short answer exams (Simonson, et al., 2012). However, elements that are missing in terms of assessment are papers/essays, projects, and discussion groups. Facilitation of discussion groups in a open free course would be more difficult to moderate and coordinate, since students learn at their own pace and participate as needed. Learning outcomes, called learning objectives in the Modern Biology course, were distinctly listed at the beginning of each module to focus on the learning goals (Syllabus, n.d.).

The course content included many types of interactive media tools that illustrate 3-dimensional features of cells and molecules. Simonson, et al. (2012) emphasized the inclusion of readings and text, video access, audio speech presentations, and recorded visual presentations that include narration. There was a lack of narrated presentations or lectures from any experts with a strong focus on written text and visual materials such as interactive 3-D visual tools and short quizzes for testing knowledge (Syllabus, n.d.). Additionally, an approximate recommended time-frame for the course was not given (Simonson, et al., 2012), which also ties in with the idea that no instructor guidance would be given, as is typical of open source courses.

Pre-Planning

From an instructional design perspective, I would say that there was pre-planning for this course, otherwise there would not be so many interactive media technology tools included in the program. Also, the quizzes were not traditional but interactive quizzes with visual representations.

Maximizing Active Learning

      Despite the fact that this course was an open-course without an instructor to guide aspects such as grading, group projects, or discussions, there could have been more done to maximize the learning experience for distance learners. Some modifications could include asynchronous discussion forums by topic. Students could add their viewpoints and reflections and have the ability to view the posts of previous or current students. On a topic such as biology, a project could be proposed for the student to work on his/her own.

 

References

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.

 

Syllabus: Modern Biology (Open + Free). (n.d.). Open Learning Initiative. Retrieved from https://oli.cmu.edu/jcourse/lms/students/syllabus.do?section=0bb0c42880020ca600b504a8a5daae29.

 

 

Collaboration at a Distance

Selecting Distance Learning Technologies

As an exercise in distance learning, I would like to present two distance learning solutions to one example scenario. This will illustrate the variety of options available for remote or non-traditional learners within a specific scenario.

 

Scenario: Collaborative Training Environment

A new automated staff information system was recently purchased by a major corporation and needs to be implemented in six regional offices. Unfortunately, the staff is located throughout all the different offices and cannot meet at the same time or in the same location. As an instructional designer for the corporation, you have been charged with implementing a training workshop for these offices. As part of the training, you were advised how imperative it is that the staff members share information, in the form of screen captures and documents, and participate in ongoing collaboration.

 

An LMS Based Solution

 

A significant part of this scenario is the collaboration aspect and finding a resource technology that will facilitate this type of communication. By using a LMS designed for training in a corporate environment, all of the requirements needed to accomplish the training tasks are available in one location. Typically, a LMS provides discussion boards which could be used to asynchronously bring together different user perspectives from all six offices involved in the learning experience. Discussion technologies allow students to be actively engaged in their learning process (Laureate, 2012). The discussion forums would also need to have rich text editors to enable the ability for users to add screen shots, tables, and hyperlinks. Included in this LMS would be step by step tutorials with screen shots and video casts showing how to use the new system, these would include narration, which combined with the visual can increase understanding and retention for students (Laureate, 2012).

 

To further encourage collaboration, each location could participate in a WebEx with the trainer or instructor. Technology, like WebEx, allows for users to see the screen on a remote computer in real time while also reserving a section of the screen for instant messaging communication. Additionally, this can be supplemented with phone conference calls (Brokerage, 2009). These phone conference calls utilize synchronous videocasts, with a conference call setup to encourage questions and feedback from the learners. This enables a more consistent training across multiple divisions or locations anywhere in the world (Brokerage, 2009).

 

Instructor-led Video Tutorials

 

A second option for this scenario would be to have video tutorials created specifically for the company training.  The staff from each location will meet in groups to supervise the learners viewing the video tutorials. Concept maps, designed and incorporated into the tutorials, will assist learners in understanding relationships and broad ideas. The groups would immediately go to simulation stations to practice using the new system.

 

The next step would be for the group to meet and discuss what was learned and identify interface differences.  In a case study on distance education in Vietnam, evaluation methods included in-person, focus groups to reflect on the online training they received (Materi & Fahy, 2004). They found this method to have a successful impact on learning retention for distance education students.

 

Providing a variety of tasks such as audio and video tutorials, simulation assignments, and discussion groups enable the students with different learning styles to find an activity that suits them best (Simonson, Smaldino, Albright, & Zvacek, 2012).

 

 

 

References

 

Brokerage Delivers Innovative 24-hour Global Event Online. (2009). Cisco. Retrieved from www.static-cisco.com/assets/prod/webex/cases/IBG.pdf

Laureate Education (Producer). (2010). The Technology of Distance Education. [Online]. Retrieved from Walden University eCollege.

Materi, R., & Fahy, P. (2004). Interim Report: A Case Study of Internet-based Distance Education Program Development in Vietnam. The International Review of Research in Open and Distance Learning. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/167/249

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.

 

 

 

 

 

Distance Education: An Evolution

 
Distance learning has been around a long time. Currently, a widely accepted definition of distance education as "institution based, formal education where the learning group is separated and where interactive telecommunications systems are used to connect learners, resources, and instructors,"  (Simonson, Smaldino, Albright, & Zvacek, 2012, pg.32). For centuries, correspondence schools have been in existence, and I would consider correspondence school to be distance education, however, the telecommunications aspect of the current definition of distance learning excludes correspondence classes. Although most distance education today uses technology of some sort, I am doubtful that telecommunications should be an absolute within the definition.
 
According to Hilary Perraton (Simonson, et al, 2012), distance education is an educational process where the majority of the instruction is by someone removed in time and space from the learner. Part of this definition appeals to me, in it's generality, as separated by time and space, which would allow the definition to include by telecommunications and correspondence. As an advocate for innovative technology and its used within the educational environment, I would still prefer the definition to be general in the sense that it can utilize technology. In 2007, Michael Moore (Simonson, et al, 2012) created a definition for distance education that appeals to my own sense of distance learning. The definition by Moore says that communication between the instructor and learner will be facilitated by print, mechanical, electronic, or other devices. Moore also, uniquely, puts emphasis on the idea that instructional design methods for distance learning differ from traditional brick and mortar instructional design.
 
If we were to ask why the definition of distance learning has changed so much over the years given that it has been around for so long, we will likely discover that changes in technology have changed the width of breadth of distance education. The use of correspondence schools could only be used for certain types of learners, but today's technology allows for distance learning to provide tools for nearly every learning style. For many distance learning courses, technical knowledge is a big factor in the success of the student, however, there are ways to create instruction, utilize technology, and not have the student be technically knowledgeable beyond knowing how to use a mouse and keyboard, and still have success with the learning. Looking at the instructional design methods for distance learning over the last decade will showcase the improvements and effectiveness of distance education. These improvements in the design of distance instruction are distinctly different from traditional instructional design. Different contexts for learning, such as online learning and traditional schools, require much different instructional design strategies.
 
Before beginning my examination of distance learning and education, I would have defined it as a method for uniting teacher and learner via correspondence or technology in the educational context.

 
My newly revised personal definition of distance learning would include the following:
1. Institutionally based.
2. That student, teacher, and classmates are separated by time and space.
3. This element is counteracted by the use of communication facilitated by print, electronic, mechanical, or other devices
4. Instructional design methods are created specifically for the three preceding factors.
 
The biggest alteration in my personal definition of distance education would originate around the inclusion of specific and distinguishable instructional design methods for distance learning. This helps us to draw a line between instructional design for brick and mortar and instruction designed for online or distance learning. As I learn strategies that work ideally for learning at a distance, I am more convinced that teaching strategies need to be systematic, as well as scientifically and critically examined to be truly effective. Good design doesn't happen by accident or by having good instincts about teaching, those are only the starting point for understanding and creating effective instructional design.
 
I believe the future will allow for effective instructional design methods and models to be established, increasing the quality of distance education.
 
 
References:
 
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.
 

Journey through Distance Education

After taking a break from my Instructional Design blog, I will be creating a series of posts related specifically to distance learning. Distance Education is the subject of my 7^th course in my master’s program in Instructional Design and Technology at Walden University. The last half of my bachelor’s program was taken completely online, so I have firsthand experience as a distance learner.  My master's program is also completely online. I hope to one day be able to use these skills to create distance learning programs for others. I look forward to sharing my journey through understanding distance education on a deeper level!