Some project budget resources. If you're feeling bored.

            This week in EDUC 6145, we are tasked with meditating on the sometimes difficult art of generating a project budget.  The beauty of the World Wide Web is that it connects individuals around the world with experts, individuals who have experience in a particular topic about which one is curious or needs more information.  The resources below seem to be worthwhile places to look for the project manager who many need some pointers in budget generation for projects.

TechRepulic:  "Creating Your Project Budget: Where to Begin?"  TechRepublic's website is a collection of various resources related to the world of information technology.  If one has a question somehow connected to IT, he or she is probably able to find an answer about it on this site.  As projects in IT are a reality, it would only make sense that there would be a "Project Budgets 101" style article on this site; there are a few of them, actually.  The one linked is the one I found to be the most helpful.  It is helpful because it spells out in clear terms all the important parts of a budget to consider (basics, project costs, risk assessments, etc.) and provides tips for how to incorporate each one piece in the budget.

Tuts+:  "6 Budget Planning Steps to Professional Project Estimates"  Sometimes I do well with accomplishing a task of I have a checklist that I can go through; this resource on planning professional project estimates from Tuts+ is more or less that.  One has to appreciate the amount an diversity of business and project related information on this site.  This article is just an example.  The information is laid out well and follows a logical pattern.  One of the most useful things about this article especially is the idea of being able to maintain higher budget numbers but simplify the presented information so that it does not overwhelm the client.

            I am not a professional at budget creation.  Who am I kidding?  I'm not even an amateur of the process.  Should I ever need help or information on doing it for a project, however, I will not hesitate to refer to either of the sources above.

Project "Post Mortem" Review: The Critical Thinking Rubric

         

            In the school where I teach, along with content area, we as teachers assess students on five different school-wide learning outcomes: Collaboration, Critical Thinking, Oral Communication, Work Ethic, and Written Communication.  In faculty meetings, we discussed the idea that critical thinking looks different depending upon the content area; we came to the conclusion that departments should each have their own rubric for critical thinking tasks.  With our principal's approval, over the next three months, departments were tasked with developing their own Critical Thinking rubric to use instead of the school-wide one.  At the conclusion of three months, we had a rubric that was about three quarters done; we never finished it.  We, as an English department, are using the school-wide rubric this year.
            At its onset, the project seemed as if it would be successful.  Each member of the English department was excited about the notion of autonomy in developing our own assessment piece for a department.  We were also excited about being able to meet as a small group instead of as a large faculty unit.  We all bought in to the process we were preparing to undertake.
            The project to develop an English department Critical Thinking rubric tanked for a few reasons.  The first reason was that there was no clear leader to be a type of project manager.for the group.  Simply having a project manager to be able to keep the group organized.  Portny et al. (2008) state that having a project manager who can keep the group on track "dramatically increase(s) their chances of success (p. 6).
            Another reason we did not succeed in the project is that we had a lack of vision for how to accomplish the project objectives, and many weeks were spent repeating the same steps and conversations over and over again.  We had defined what our final deliverable should look like, but we skipped the next step, which Greer (2010) explains as determining tasks and phases (p. 17).  We did not bother to create any type of accountability charts or planning calendars to ensure that every piece of the rubric was generated so that it could be revised and then finalized.  Making that necessary step would have contributed more so to our success.
            A final reason is that the point in the school calendar when we began the project was an inopportune time for we English teachers.  Tenth grade was preparing for graduation qualifying exams.  AP Language and Literature was preparing for AP exams.  Twelfth grade was working on getting seniors ready to graduate.  In short, we were all busy with things which in reality took a greater precedent than completing a rubric which our employment statuses would not have been in jeopardy if we didn't finish.
            It would have been nice to have finished an English Critical Thinking rubric, but it did not happen.  That said, this year has been off to a solid start and with the first trimester ending next week, I can honestly say that I do not think this year would be going much differently if we had finished it.

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.

           

Stepping into the future while considering the past (Wk8AssgnGeursG)

            When peer-to-peer file sharing program Napster debuted in 1999, technology experts all over the United States saw Napster for what it really was: a revolutionary innovation in music.  Since then, such file sharing programs such as BearShare, Limewire, and Kazaa (which I may or may not have used), as well as companies with pay-for-music services such as iTunes and Amazon have all provided services which can be traced back directly to the work of the Fanning brothers and Napster.

            Fifteen years ago, people would not have been able to guess how digital music would change, but they could make some pretty strong guesses.  In the same way, since distance education’s early days in 1833 with correspondence courses(Simonson, Smaldino, Albright, & Zvacek, 2012), the face of distance education has continued to progress alongside the technology it utilizes.

            The major technological force which propels distance education is the Internet and its communication tools.  Distance education heavily relies on communication between instructors and learners, especially as they are divided by time and geography.  As Dr. George Siemens points out, “More and more of us are communicating online” (Laureate Education, “The Future of Distance Education”).  This is a positive thing which will have a strong impact on public perception of distance learning five, ten, or even twenty years down the road.  As people become more comfortable communicating with each other over long distance, become familiar with the tools which they use in order to communicate, and become used to how the two can be used in order to exchange ideas and knowledge, distance learning’s perception will pick up speed and be viewed more and more positively as time goes on.

            Instructional designers have a challenge in the years upcoming related to improve social perception and continue to improve the quality of instruction in the field of distance education.  Through the use of the social channels to which instructional designers have access, they have the ability to engage community stakeholders by demonstrating the quality of distance learning programs by giving clear examples of work and how it matches up to brick-and-mortar institutions’ learning objectives for courses.  Instructional designers can also be agents for change by providing clear communication and example of how distance learning principles already are a part of individuals’ daily lives.  They can help in the improvement of distance education by listening to the voices of concerned stakeholders and looking for ways to alleviate their fears and concerns.  For example, if a stakeholder is concerned about having access to an instructor, the instructional designer should look for different avenues to provide the concerned person with solutions to the problem.

            The future of distance learning is as pregnant with possibility now as Napster was fifteen years ago.  Only the passing of time can demonstrate what changes and improvements will be birthed.  People engaged in the process such as instructional designers can have a large influence on the direction and quality of changes that are possible and they should make the most of every opportunity to make distance learning as effective as possible.

References

Laureate Education (Producer). (n.d.). The future of distance education [Video file]. Retrieved from              https://class.waldenu.edu.

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

Reflecting on EDUC 6115

Learning is a process, an interconnected series of steps.  Learners may follow some of the steps, all of the steps, or none of the steps.  This illustrates a necessity for learning theories, as they provide a “source of verified instructional strategies, tactics, and techniques” (Ertmer and Newby, 1993, p. 51).  Going into EDUC 6115, I had a basic understanding of the fundamental concept of learning theories; what I did not realize is how intricate the learning process is or how there is no standard example of what and how learning looks like.

            In undergraduate study, I was taught the basics of multiple intelligences and that differentiation should use these intelligences as a focal point.  I thought that the more intelligences I could incorporate into a lesson to afford students who did not necessarily develop one certain intelligence or other, the better.  The truth though, as Gardner (2003) emphasizes, is that “multiple intelligences should not be in and of itself an educational goal” (“Multiple Intelligences after 20 Years”, p. 9).  Well developed instruction focuses on the learners’ values.

            A misconception that I had was that when it comes to learning theories, behaviorism is not a positive theory to incorporate into instruction because of the idea of rote memorization and performance of specific actions based on stimuli.  Instead, it is admirable to strive towards constructivist activities which require higher levels of cognition that allow a student to “monitor, direct, and regulate actions toward goals” (Ormrod, Schunk, & Gredler, 2009, p. 130).  In reality, “no one theory of learning or of facilitating learning trumps the others” (Foley, 2004, p. 55) because different learning tasks require different approaches to learning.

            Gaining new nodes of schemata is easier when the material is presented in a way that appeals to one of the intelligences which I have more fully developed, and is presented in a way where I can make personal connection and meaning from it.  I tend to buy in to learning new information if I “can direct (my) own learning,” and have an “immediate application of knowledge” (Conlan, Grabowski, & Smith, 2003, “Adult Learning”).  In my own learning process, if I feel that motivation is lacking, these are things to consider when self-monitoring my personal learning progress.

            Specific learning theories dictate which learning styles to incorporate due to their effectiveness, and how to use educational technology.  When faced with the task of designing instruction for a diverse group, it is helpful to understand that based on the needs of the group, one particular learning theory and its subsequent learning style dynamics will be more useful than another.  Whatever learning styles will be implemented, educational technology can be a valuable tool in the process.  Whether as a visual stimulus to assist in rehearsal as part of behaviorist conditioning, or as a connection tool for learning networks in connectivism, educational technology has its place in the instructional environment.  All of this is for the purpose of eliciting the highest levels of motivation in the learning environment.

            The material and discussions presented through this course will be beneficial to me as I move forward in the field of instructional design.  When presenting a new collection of knowledge to a group of learners, I will need to be intentional about providing clear moments of extrinsic motivation that do not eclipse the draw of intrinsic motivation.  Looking at new knowledge with which I will be asking learners to synthesize and make new connections, I will use the principles behind specific learning theories to design instruction that best meets the needs of the multiple intelligences and learning styles of the learners.  Learners will be able to see how to immediately apply gained knowledge; relevance is crucial.  In designing instruction, I will also work to allow for many instances of self-regulation.

            There are many factors involved in learning and designing effective instruction.  It all revolves around learning theories, styles, and how to keep learners motivated.  While being knowledgeable in learning theory may not be the ultimate trick to being a successful instructional designer or facilitator, it surely is a good place to start.

References

Conlan, J., Grabowski, S., & Smith, K. (2003). Adult learning. In M. Orey (Ed.), Emerging

perspectives on learning, teaching, and technology. Retrieved from            http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning.

Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing

critical features from an instructional design perspective. Performance Improvement

Quarterly, 6(4), 50–71.

Foley, G. (Ed.). (2004). Dimensions of adult learning: Adult education and training in a global

era. McGraw-Hill Education.

Gardner, H. (2003, April 21). Multiple intelligences after 20 years. Paper presented to the

American Educational Research Association, Chicago, IL. Retrieved from http://ocw.metu.edu.tr/pluginfile.php/9274/mod_resource/content/1/Gardner_multiple_intelligent.pdf.

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate

custom edition). New York: Pearson.

To reflect is to demonstrate learning, unless you are a mirror.

            The past seven weeks have been an exercise in learning about learning.  Learning theories and learning styles have been the concentration of reading, discussion, and analysis.  As this course and semester draw to a close is the perfect time to reflect on what I how what I have learned about learning, theories, and technology apply to me.

            When it comes to gaining new knowledge, I find myself becoming frustrated with facilitators who spend what seems like an unnecessary amount of time working to establish a groundwork for more difficult concepts.  Without understanding the what of any process, I am not going to be able to follow the when and why of it (Ormrod, Schunk, & Gredler, 2009, p. 100).  I have always been quick to brush off the introductory steps without having a full understanding about why the fundamentals are necessary.  It is these what's however without which I would not have a why, when, or how to develop later.  I now can better appreciate these first steps for what they are.

            While I would not necessarily say my view on how I learn has changed, I acknowledge that I have a better understanding of the fact that  "intelligences (which I have) given a chance to develop" (Armstrong, 2009, p. 27) are the ones I tend to use in learning new material.  These intelligences are also ones which I tend to use on a daily basis on routine tasks, so if I can use these intelligences in learning material which will prove relevant, learning will occur and more successfully.  

             While I tend to lean on intelligences which I have more regularly used, I see the value in ensuring not to ignore other intelligences or not buy in to the idea that I am unable to develop them.  In their research case study, "Learning Styles: How Do They Fluctuate?", Gilbert and Swanier (2008) quote extensively from Felder and Silverman, including what seems like a seemingly obvious statement: "Teaching methods also vary" (p. 30).  This is not a simple observation; it carries a lot of weight to it.  If teaching methods vary, then the learner who is going to be successful is also going to be open to developing and utilizing multiple learning intelligences in the learning process so as never to be impaired.  

            Learning is a social experience for me.  While technology plays a role in creating product for specific tasks and assignments, they key way that technology aids me in learning is that it provides me to a vast array of networks, which the connectivist within enjoys and leverages.  To learn and put into practice skills, I will look to YouTube, discussion forums, Twitter and other social media, as well as professional sites and blogs which can provide the information I need.  It is the diversity of opinion which gives me the feeling of authenticity in what I am learning.  

            Learning is an intricate process, as is learning about learning.  The takeaways I have gained from this semester about how my interests and life experiences (that shape which intelligences I develop) are the reason why I use one particular learning strategy over another have also showed that it is possible to develop other intelligences and use other learning strategies as needed.  It is knowing and being able to practice these strategies which can make for the most effective learning by the most successful learner.

References

Armstrong, T. (2009). Multiple intelligences in the classroom (3rd ed.). Alexandria, VA. Association for Supervision and Curriculum Development.

Gilbert, J., & Swanier, C. (2008). Learning styles: How do they fluctuate? Institiute for Learning Styles Journal [Vol. 1]. Retrieved from http://www.auburn.edu/~witteje/ilsrj/Journal%20Volumes/Fall%202008%20Volume%201%20PDFs/Learning%20Styles%20How%20do%20They%20Fluctuate.pdf.

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson.

When I decided to mindmap myself, I thought it would be more impressive.

For EDUC 6115, I was assigned to generate a mindmap of my network connections as part of a reflective assignment on connectivism as learning theory, which after reading all the assigned pieces, I am not sure is much of a theory as much as a continuation of social constructivism.  Thoughts?