reflections on project management ...

Having worked on projects both professional and personal, I am grateful to think back over them with mostly fond memories of overall success. A few wildly successful ones, a few mostly successful ones, and only a handful that would fall into the “um … yeah” bucket. For this, I am grateful. Not only for my mother who instilled in me a natural “plan-y-ness,” but also for a company of strong project managers to work with and for. One project sticks out as less than successful.

here’s the scoop …

I was asked to join a group dedicated to reviewing different aspects of the company all from the customer’s perspective. The team was not only cross departmental but included some really strong people. While discussions were energetic, involved, and really good conversations, the group never seemed to be going anywhere. Finally, after the leader of the group was moved into a different role, the group fizzled.

post mortem …

As I study project management, one of the aspects that was a pleasant surprise for me was the idea of conducting a “post mortem” on projects. While called by different names, the importance of reflecting on the project – successes and failures – is a running theme (Allen & Hardin, 2008; Greer, 2010, & Portny, et al, 2008). This is something I stress in my current job as a consultant, so I am happy to see it carry over to the project management world. While it is common to reflect and learn from your mistakes, it is also important to reflect on your successes. What aided that success and can be replicated in future projects or across the company?

where we fell down …

This was something I had not done for the previously mentioned customer experience group. As the group fizzled without a formal closure, I had not taken time to reflect on that experience. No time like the present:

While there was a clear need for the group and we had some amazing brainstorming sessions, no purpose was defined, no support gained, and no formal approval was ever given for the group – all key aspects to successful projects (Allen & Hardin, 2008; Greer, 2010, & Portny, et al, 2008). Ultimately, the project never actually formed. You will notice, I keep referring to “the group” rather than “the project team.” Essentially, we wanted to be a project, but we really weren’t.

Not all groups are meant to be – this is a reality of the project management world. Projects should be presented to senior management for approval to help ensure employees are focusing their efforts in the areas that are in line with the company goals (Allen & Hardin, 2008; Greer, 2010, & Portny, et al, 2008). However, in this case, the project “lead” never got things to that point. She lacked the management skills to go through those initial planning and approval steps.

What the group needed was for a Project Charter to be completed and presented for approval or not. While the group “lead” was in the default place to spearhead that task, any one of us in the group could have brought that need to light as either a recommendation for her as a next step or to offer to transition into that role. As a team member, here lies my greatest post mortem “take away” – to recognize that all team members have a responsibility to help keep the project on track. While the project manager should bear a large portion of that responsibility, every member can take an active leadership role to help keep things on track and heading in the right direction – and do so in a respectful and professional manner.

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.

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.

the future of distance learning ...

Each year, the Sloan Consortium (“an institutional and professional leadership organization dedicated to integrating online education into the mainstream of higher education, helping institutions and individual educators improve the quality, scale, and breadth of online education” (About Sloan-C, n.d)) conducts a survey on trends in online education (Allen & Seaman, 2011). It is likely that you won’t be surprised to hear that:

-       Over 6.1 million students were taking at least one online course during the fall 2010 term; an increase of 560,000 students over the number reported the previous year;

-       The ten percent growth rate for online enrollments far exceeds the less than one percent growth of the overall higher education student population; and

-       Thirty-one percent of all higher education students now take at least one course online (Allen & Seaman, 2011).

However, just because something is growing in popularity, doesn’t mean it is good. Ellen and Seaman explored this area as well finding that “the only dimension among those examined where online was seen as inferior to face-to-face instruction was in the area of student-to-student interactions. For most aspects, the two were rated fairly equally” (2011, p. 16).

Despite these growing numbers, general success and student satisfaction:

-       One-third of all academic leaders continue to believe that the learning outcomes for online education are inferior to those of face-to-face instruction (Allen & Seaman, 2011).

Academic leaders are not alone there. In a survey I conducted of 15 of my friends, I too found that one third (33..3%) felt that the quality of face-to-face learning could not be replicated online (Distance learning impressions, n.d).

what can be done?

As more and more people experience distance education and/or valuable distance communication, the overall perception of distance learning will improve (Siemens, n.d). However, as professionals we have an obligation as well.

As instructional designers, we are uniquely positioned to influence societal perceptions of distance learning and the continuous improvement in the field of distance education by consistently and faithfully employing strategies rooted in best practices, contemporary research in learning theory and utilizing bleeding edge technologies in the design of learning solutions. (Loebel, 2011)

It is through our actions that we can work to increase the value and positive perceptions of distance learning. We can speak to our positive experiences and (most importantly) go out and do good work. Demonstrate that our training has been just as good as that completed face-to-face. Through these actions, both the enrollment and positive impressions will continue to grow over the next 5-10 years.

References

About Sloan-C (n.d). Retrieved from http://sloanconsortium.org/aboutus

Allen, I. & Seaman, J. Going the distance: Online education in the United States, 2011. (2011). Retrieved from http://www.onlinelearningsurvey.com/reports/goingthedistance.pdf

“Distance learning impressions.” [Survey] SurveyMonkey.com. Results retreived from http://www.surveymonkey.com/MySurvey_Responses.aspx?sm=sJFm%2fOy05HecHB7SCnOklw3LwKS2VSnl2D9CKkYFDTU%3d

Loebel, D. (2011, August 21). The future of distance learning-Reflection [Blog message]. Retrieved from: http://darleneloebel2010.wordpress.com/2011/08/21/educ-6135-the-future-of-distance-learning-reflection/

Siemens, G. (n.d) “The future of distance learning” Lecture presented for Laureate Education, Inc. Retrieved April 17, 2012, from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6493362&Survey=1&47=8965507&ClientNodeID=984650&coursenav=1&bhcp=1

converting a face-to-face course to a blended learning course - how to ...

As more and more traditional classroom based programs, or face-to-face learning programs, make the transition to blended learning environments (those employing both face-to-face and online learning methods), it is important keep in mind that, while exciting, this process is not simple and should not be taken lightly or done quickly. To that end, I have created a simple guide of areas to consider while going through this process. Exploring the Theory of Equivalency, learner analysis, determining essential content, selecting activities, incorporating technologies, and understanding how the role of the instructor changes, this guide is not exhaustive, but meant to serve as a starting point.

You can view the guide here.

open courseware ...

Okay, you’ve heard about these free course that MIT™ and Yale™ are offering … and something about free math stuff with Khan Academy™ …

but what exactly is this whole open courseware thing?!?

Open Courseware (OCW) is a concept of “publication on the Web of course materials developed by higher education institutions and shared with others” (Simonson, et al, 2012, p. 141).These materials are organized (often including course planning materials and evaluation tools) and are free and available to anyone, anytime via the Internet (Open Courseware Consortium [OCC], n.d).

let’s look at what you get …

Here you can find the MIT™ OCW course on Shakespeare (2004). Going to the homepage we see a syllabus, calendar, readings, assignments, exams, and related resources. All clearly laid out and easy to navigate. We can see which plays are to be read, which film adaptations to view, the details of the three essays we would write, and the final exam.

is this distance learning?

Graham, Cagiltay, Lim, Craner, and Duffy (2001) have seven guidelines for online instruction (as presented by Simonson, et al, 2012):

1. Provide clear guidelines.
2. Discussion assignments foster student cooperation.
3. Students present course projects.
4. Instructors provide information and acknowledgement feedback.
5. Deadlines are provided.
6. Challenging activities communicate high expectations.
7. Allowing student choice in project topics.

This particular course does meet some of these requirements. There are very clear guidelines and deadlines. The activities are challenging and demonstrate high expectations, and there is a large deal of student choice. However, many are absent. As this learning is done independently, there are no discussion assignments, no opportunity for student presented course projects, or instructor feedback of any kind. And this is by design. MIT™ spells it out this way:

• “OCW is not an MIT education.
• OCW does not grant degrees or certificates.
• OCW does not provide access to MIT faculty.
• Materials may not reflect entire content of the course” (Unlocking knowledge, n.d).

so, what is it then?

Lerman & Miyagawa (2002) recommend thinking of OCW as a new publishing initiative akin to textbook publications of the past. While available to students with the time and adequate self-motivation, part of the future of OCW is likely to be in the use of the materials by instructors teaching online (Simonson, et al, 2012). "MIT OpenCourseWare offers students access to a rich set of open educational resources (OER) that can be combined and customized for a more effective educational experience” (MIT OpenCourseWare, 2012). Whether utilized by very motivated independent learners or by online educators in the OER movement, OCW is an exciting world to watch!

References

Henderson, D., Donaldson, P., & Raman, S. (2004). Shakespeare. MIT OpenCourseWare™. Retrieved April 1, 2012 from http://ocw.mit.edu/courses/literature/21l-009-shakespeare-spring-2004/

Lerman, S. R., & Miyagawa, S. (2002). Open CourseWare: A case study in institutional decision making. Academe, 88(5), 23-27. http://search.proquest.com/docview/232305727?accountid=14872

MIT OpenCourseWare Teams Up with Flat World Knowledge to Combine Free Texts and Free Course Materials. (2012). Retrieved April 1, 2012 from http://ocw.mit.edu/about/media-coverage/press-releases/flat-world/

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

Unlocking knowledge, empowering minds (n.d). MIT OpenCourseWare. Retrieved April 1, 2012 from http://ocw.mit.edu/about/

What is courseware? Open Courseware Consortium. Retrieved April 1, 2012 from http://www.ocwconsortium.org/en/aboutus/whatisocw

case study ...

With all of the tools available to an instructional designer, it is important to think about how each can be applied to different scenarios. Let’s consider a scenario.

scenario ... 

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

needs ...

The manufacturing plant must first create the learning modules to instruct on safety. The modules should contain evaluation pieces to ensure they understand the key components. They also need a way to distribute the modules to their employees so that the employees can have access at any time. There should be a way to track when employees complete modules as well as how they score on them.

solution ...

"The key to success in an online classroom is not which technologies are used, but how they are used and what information is communicated using the technologies" (Simonson, et al, 2012, p. 115). Utilizing a Learning Management System (LMS) is a great way to address this scenario. An LMS is “a software application that automates the administration, tracking, and reporting of classroom and online training events, enabling detailed analysis of the effectiveness of your training investment” (Moran). An example of an LMS is Canvas made by Instructure. This LMS has features that allow the creation and storage of courses (so that employees can access them at any time), the creation of quizzes and tests (to evaluate an employees understanding of the course work), and tracking of grades through gradebooks and reports. It is stored online, so employees can access the courses at any time. 

An LMS also allows for storage of documents. While this is not directly called out in the scenario, safety manuals could be stored in the LMS for centralized storage and easy access.


An LMS with distinct modules also provides a layered availability. While an important new employee training tool, "real world experience provide(s) the foundation for learning" (Simonson, et al, 2012, p. 92). As new employees gain additional hands on experience, there may need to be a return to the courses to re-learn and/or expand the foundational knowledge that was built. Having the modules in an LMS that an employee can access at any time allows for greater continued knowledge growth.

has it worked for others?

This scenario is very similar to a project Virtualis Media Group worked on for a client. In this case, they used the LMS Moodle. The LMS “was used so that asynchronous course modules could be easily designed” (VMG). This approach was successful. It created a stock of courses that new employees could learn from and employees with violations could access resulting in “less violations and injuries in the workplace” (VMG).

Goodrich Aviation Technical Services also had success with an LMS. Utlizing a pre-packaged product by Boeing called BOLD (Boeing On-Line Delivery), the company found the transition productive and successful, specifically in the area of manuals pointing out that “since BOLD is issued through a central server, it is easy to ensure employees have access to the latest revision of each manual” (Nelson, p. 1).

References

Instructure. Canvas. http://www.instructure.com/canvas

Moodle. http://moodle.org

Moran, J. “Mission: Buy an LMS.” ASTD. Retrieved from http://www.astd.org/LC/2002/0102_moran.htm

Nelson, N. Evaluation of broadband applications to aircraft maintenance safety: A case study of Goodrich Aviation Technical Services. Retrieved March 14, 2012 from https://hfskyway.faa.gov/(A(9ooBXrdfygEkAAAAZjkyZTA3YzUtNzYwNy00YTEyLTlmM2YtNGYzNTczZWNmMGUwod0RzkOKEeQLuJWccv_yhoW-MZU1))/HFSkyway/Annual/AvMaint03.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.

Virtualis Media Group. “VMG Provides Local Cooperative Learning Program with e-Learning Solution for Employee Safety Training.” Retrieved March 14, 2012 from http://www.virtualismediagroup.com/wp-content/uploads/2011/09/case-study-safety.pdf

the history of distance learning ...

"The original target groups of distance education efforts were adults with occupational, social, and family commitments" (Simonson, Smaldino, Albright, & Zvacek, 2012, p 39).

a brief timeline ...

1833 - ad in Swedish newspaper started correspondence study

> spread across Europe and America (Phonographic Correspondence Society, Society to Encourage Studies at Home)

1883 - 1891 - academic degrees were authorized by state of New York through Chautauqua College of Liberal Arts for blended learning (summer courses and correspondence course)

1922 - 1933 - distance learning courses offered via radio broadcast (Pennsylvania State College, State of Iowa)

1930s - experimental television teaching programs at University of Iowa, Purdue University, and Kansas State College

1950s - college credit courses offered via broadcast television by Western Reserve University and New York University

1975 - distance learning via video (University of Mid-America)

Late 1980s and early 1990s - development of fiber-optic communication systems increased Internet based programs 

"The contemporary period is often characterized as one of unpredictable change" (Simonson, Smaldino, Albright, & Zvacek, 2012, p 36).

my two cents ...

Prior to learning more about the evolution of distance learning, I had, of course, heard of correspondence courses; however, I had not linked that idea with the modern idea of “online learning.” Perhaps it was because I did not realize correspondence courses involved dialogue back and forth. I envisioned it more of self-study than distance education by the standards laid out by Simonson, Smaldino, Albirght, & Zvacek (2012): distance learning is “institution-based, formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources, and instructors” (p. 32).

As I weighed getting my masters degree online versus in a traditional classroom, I considered many factors. First being the perception of an online degree. The second being around the learning group. I learn socially and like to talk about things. I was having a difficult time envisioning how communication would be robust in the online environment. What I have found, though, is that the conversation, why asynchronous, is of incredible quality. As learners are not required to respond instantly, there is time to reflect and research before responding. In my experience, this provides a superior conversation opportunity.

Whether that communication is via postal mail, telephone, or the internet, this component is what sets distance education above “self-study” and perhaps even above traditional classroom based programs.

References

Laureate Education, Inc. (Producer). Distance learning timeline continuum [video]. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6493362&Survey=1&47=8984048&ClientNodeID=984650&coursenav=1&bhcp=1.

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