Blog Assignment: Analyzing Scope Creep

In one of my prior positions I was hired on as a contractor to complete time studies on a paint line. It was a crane manufacturing/assembly plant and the paint line was just recently added. The goal was to establish time standards to base labor rates and lead times for customers. There was a large variety of products that were routed through the paint line. The process consisted of a sandblast, prime, paint, and a bake to cure the paint. As the project progressed I found myself doing increasingly more tasks that had to do with improving ergonomics and work instructions rather than establishing a standard to improve upon.

There were some standards and work instructions that had been developed from a previous paint line but they were minimal. So as I was completing my portion of the project I also found myself having to create work instructions along the way. There was a deadline for having these time studies completed and it was in jeopardy because of all the unexpected tasks introduced and requirements from stakeholders in the project. I did bring these issues up and the fact that it may be difficult to meet the deadline with my manager. I was given some resources to aid in the process, mostly SME's that were buried in other projects and it was difficult to get time to talk to them. It was never made clear or given much priority but I was expected that I accomplish these tasks and figure out my own way to do it.

Looking back there are definitely strategies and approaches that could have been better utilized to control the scope of the project. Dr. Stolovitch recommended a change of scope document to get formal approval and specific resources added to the project. This would also help any changes in budget schedule to get clearly communicated to maintain clear expectations throughout the project. Dr. Stolovitch also cautioned project managers to not spend too much time on activities that surround a change in project scope. It was difficult to avoid in my situation and the quality of the project definitely suffered because of this. Ideally, it would have been helpful to implement a change control process as suggested by Lynch & Roecker (2007). In this scenario the change was unavoidable. When this is the case a project manager should “...identify their impact on the project plan and obtain approval from the customer and sponsor.” (Lynch & Roecker, p. 96) The simple fact of controlling a scope change allows those who are accountable for project activities to plan ahead in case there is a need of additional resources, funds, or time.

References

Lynch, M. M., & Roecker, J. (2007). Project managing e-learning: A handbook for successful design, delivery, and management. London: Routledge. Copyright by Taylor & Francis Group, LLC. Reprinted by permission of Taylor & Francis Group, LLC via the Copyright Clearance Center.

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.

Communicating Effectively

The three different modalities used to communicate with a project team member in our resources deliver the same basic message but as the level of interpersonal communication, so does the effectiveness of the message. The e-mail came across to me as somewhat sincere, although it leaves a lot to the readers imagination. No facial expressions or tone of voice somewhat diminish the importance of the communication. As discussed in our video resource, Communicating With Stakeholders, this method of communication is typically best used as a follow up from a formal meeting to confirm what was discussed and to clear up any misinterpreted expectations or responsibilities.

The voicemail helped to better communicate the urgency of the matter because the voice tone and word emphasis was part of the message. It also helps to convey that the sender understands that the receiver is also very busy, where as the e-mail was unable to show this understanding. It could have been typed with a feeling of sarcasm, which could have very well been why that selection of communication was chosen to hide any frustration felt by the sender. The face to face modality shows all in my opinion and in this case would be the only way to communicate effectively and engage the receiver. The ability to see facial expressions and hear voice tone is much more sincere. With this method of communication it is very difficult to hide any internal feelings the sender has such as frustration or sarcasm. As the interpersonal communication increased the message was much more clear in my opinion.

“The key to successful project management is effective communication - sharing the right messages with the right people in a timely manner.” (Portny, Mantel, Meredith, Shaffer, & Sutton, 2008, p. 357). In some situations the “right person” may be difficult to work with or completely uninvested in a project. It is important to engage these individuals. Stating the purpose of the communication, including any possible solutions (if needed) and possibly requiring a sign off gets team members on the same page and brings accountability to individuals. Ambiguity in communication only causes problems and should be avoided at all costs. There is too high of a risk that an individual who is responsible for a particular task will assume that someone else will take care of it because they believe that they should not be responsible for that task. Furthermore, the addition of voice tone and facial expressions can completely change how a message is interpreted. It is critical to select a proper method of communication for the right situation.

The resources this week introduced strategies to implement when dealing with a diverse group of project team members. Stakeholders in a project may be a bit arrogant if they are required to work with individuals they do not respect. A good approach is to place them in working situations with individuals they do respect and communicate with those individuals to obtain feedback about project progress, outcomes, and expectations. Also setting standards for communication in a project adds clarity and understanding of team members. Setting expectations for variables such as frequency, format, language, time frames, responsibility, and methods of communications clearly define how communication is to be handled in individual situations.

References

Laurate Education, Initials. (Producer). (2011). Communicating with Stakeholders. [Web]. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn? CourseID=4894953&Survey=1&47=6469849&ClientNodeID=984650&coursenav=1&bhcp=1

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 project that I chose to focus on involves the design and implementation of a production machine in an automotive plant that produced wheel covers. To briefly explain, the goal of this project was to increase production rates and cut down on costs. Unfortunately, this was also a time when automotive production was economically struggling and finding consistency in regards to employees and organizational structure was difficult. This was not an ideal environment to begin a project, individuals were assigned additional responsibilities when a team member left or there was a change in management. I was also basically thrown into the project with little background information. Last I heard the machine was still in shrink wrap tucked away in a corner of the factory.

The major contributor to the failure of this project was the lack of organization and planning. At no point in time were responsibilities defined and there was never one individual who was identified as the project manager, a high employee turnover rate added to this. Because of these factors the concrete needs that the installation of this machine was intended to fill were being lost and the scope was completely unclear to project participants. “Understanding the situation and thought processes that led to a project helps ensure that the project addresses the true needs for which the project is intended.” (Portny, Mantel, Meredith, Shaffer, & Sutton, 2008, p. 30) Another contributor was the client. The automotive world is famous for demanding a great deal of results based on strict guidelines and high expectations. As the project progressed the realization was made that it is going to cost more than expected and schedules were not being met. There was definitely not an involved enough needs and resource analysis done.

Reflecting back there were processes involved in project management that were overlooked throughout this particular project. There seemed to be shortcomings in organization, leadership, and communication. Conveying background, scope, and responsibilities is important in any project. Utilizing a system to monitor performance should have been used to verify that the right work is being done on time. This can also help to minimize on duplicated work. Instituting regular performance meetings with project stakeholders and participants aids in keeping within the scope of the project and that the results being produced are what is expected by clients and major contributors to any project.

References

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.

Week 8 Course Reflection

There is some uncertainty surrounding distance learning but it is going full steam ahead. Distance learning will continue to increase in popularity among organizations, educational institutions, and learners of the future. With increased attention already there are responsibilities being identified that aid in sustaining distance education systems and methods being utilized to measure its effectiveness. An increased number of individuals are communicating online which only increases exposure to distance communication, which is the basis for online learning. As individuals become increasingly accustomed to technology tools it will make more sense to utilize distance education in organizations and institutions.

The benefits of distance education cannot be ignored. Distance education is so flexible because of its transportability. The consistent utilization of online delivery formats can prove to be very economical. The important factor is to ensure that comprehensive planning is done to avoid investment in a non-effective instructional module. The flexibility associated with distance learning allows us to customize schedules to fit more pressing needs such as family and work deadlines.

As an instructional designer, there is a responsibility to maintain the quality of distance education. By consistently developing modules targeted toward engaging learners while delivering pertinent content the vision of distance learning can be transformed into one of respect instead of uncertainty. Understanding the needs of learners and designing instruction to accommodate diverse learners by providing various delivery formats should be a focus. Current technology can bring learners together that have a significant geographical distance between them. Exposing ourselves to viewpoints, opinions, and solutions that we would have otherwise never seen or heard enhances the active learning experience.

Keeping ourselves aware of the dynamics involved in online education such as credibility, quality, and learner diversity continuous improvement will be much easier. Implementing the right systematic approach such as ADDIE and Human Performance Technology (HPT) the goals of an instructional module can be developed for varying contexts. Organizations and institutions seek distance education for different reasons. It may be to improve work performance of employees or to increase enrollment. Understanding the reason for the need of the instruction, the context that it will be delivered in, and the desired results puts designers in the best position for success.

Week 7 Application: Converting to a Distance Learning Format

Converting a course from a face to face instructional environment is not as simple as uploading content to a CMS and following the exact same structure as in the classroom. Developers must accommodate for changes in a distance education instructional setting. It must be determined how communication will occur, what learning activities will be most effective, who is responsible for sustaining the module, and the change in the responsibilities of the instructor.

To ensure that the transition and implementation occur as smoothly as possible thorough planning is of high importance. Rolling out a distance learning module with poor preparation is a terrible mistake. Negative consequences such as learner frustration and dissatisfaction are of high risk. Developers must be aware of any technology hurdles or any need to revise and rearrange content. To aid in this process a systematic approach can aid in consideration of areas such as technology requirements, content enhancement, facilitating student interaction, and the new roles and changing responsibilities of facilitators and instructors.

Click Here for a Guide to Get Started

The Impact of Open Source

The free courses offered at the Massachusetts Institute of Technology (MIT) are very abundant and filled with information. The course that I chose to review was titled Principles of Engineering Practice (http://ocw.mit.edu/courses/materials-science-and-engineering/3-003-principles-of-engineering-practice-spring-2010/index.htm) Lecture notes, assignments, labs and sometimes solutions are available in pdf format. This site is definitely for an independent learner. There is an apparent sequence that course materials should be viewed but learners can access any resource or activity at any time and it is completely asynchronous. I would not recommended this site for learners who are just interested in a particular topic and hope to quickly learn more. The resources seem to be on a high level and require a good amount of prerequisite knowledge. There is so much available just from one screen that it is easy to get distracted and it can be difficult figuring out exactly what section of the course you are in.

In my opinion there was not a lot of initiative put forth to transition the course to an online delivery method that would engage the learner. Instructions for assignments require students to bring materials to class, how can this happen when it is now completely online? This is just another signal that minimal effort was put forth in transition from face to face to online. The variety of media is minimal, basically all pdf files which generally results in unengaged learners. The selection of media is crucial to distance learning, media should “...connect the learner, teacher, and learning resources...” and “...must be capable of conveying all necessary information.” (Simonson, Smaldino, Albright, & Zvacek, 2009, p. 92) Lecture notes are simply converted to pdf format and posted on the site leaving the learner to wonder what was said between section headings and bullet points. There is no accessibility to audio and to hear exactly what the instructor is saying. Adding graphs, images, tables, etc. can help to fill the void and more efficiently and effectively deliver content. Media should be used to help simplify complex concepts or ideas, there is no learner-instructor interaction and besides the sketched pictures and schematics in lecture notes graphics are at a minimum.

Given the fact that this course was originally designed for a face to face environment, from an organizational perspective it meets educational credit standards according to the Unit, Module, and Topic approach (UMT). Assessments are directly related to the learning outcomes, although some of the modules offered by MIT do not have answer keys or solutions available which lessens the amount of feedback learners can receive. Furthermore, there is no means of communication for the learner with the instructor, but MIT does allow for participant feedback, which can improve the course. As stated prior, content is made available but not very engaging. Simonson, et. al. (2009) identified one of the characteristics of a “high quality” online course is an “emphasis on the use of various forms of visual media to offer instructional content.” (p. 157) Still, there is an apparent instructional pace intended, which is organized in a hypercontent-design.

There are course activities available such as labs and experiments but being designed for a face to face environment they are not that effective for a distance learner and do not maximize interaction. Dikkers and Whiteside (2010), stated that “there is a tremendous need for specific, simple strategies that may maximize online interactions and meaningful learning outcomes.” Activities are vague and not specific as to exactly what the learner is to do. It is clear that the content delivered by MIT's open courseware is quality information but there does not seem to be an organized approach to develop the course for online delivery. Simonson et. al. (2009) stated that the “creation of successful courses-and the program of which they are a part-requires a 'systems' approach.” (p. 146)

References

Dikkers, A., & Whiteside, A. (2010). Strategies to maximize online interactions using the social presence model. Proceedings of the Learning effectiveness track, http://sloanconsortium.org/2010aln/presentation/strategies- maximize-online- interactions-using- social-presence-model

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.

Application: Blog—Selecting Distance Learning Technologies

Example 3: Asynchronous Training

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.


To deliver the safety training I think that chunking combined with distance learning technologies such as podcasts and instructional videos would be the best approach. Categorizing the equipment by application, area in the factory, job class (if necessary), etc. should allow for easier chunking of content. Also, the advantage of chunking is that it can be easily disseminated. Since there are more than likely various department and not every machine is used in all departments the organizational leaders of the plant can attempt to customize training specific to each department. Utilizing instructional videos and audio to deliver content would be the best approach. Online assessment tools or course management systems can help to organize content and monitor individuals progress. Individual podcasts can be developed and assigned to the employees to listen to. One way audio/video would allow for transportability of modules in media form such as DVD's or streaming video such as podcasts. “Podcasts have become a huge new information and entertainment option for Internet users” (Simonson, Smaldino, Albright, & Zvacek, 2009, pg. 97). File formats such as mpg3 and mpg4 are small files that lend themselves to transportability and are very cost efficient. Basic terminology or even spoken step by step procedures could be created and learners could prepare themselves for a hands on portion of training. Since it would not be feasible to bore the employees with a long lecture, short concept blocks allow for efficient and flexible training with minimization of work time. If this approach were to be used the plant would need to consider its technological resources and any kind of initial financial commitment that would be required. Also, any required employee training to use the podcasts would need to be considered.

Podcasts have proven to be successful in corporate training. For example, an initiative by McLean, VA based Capitol One. “The company wanted a training program that would allow users to learn at their own pace and free them from sitting in classrooms and at their computers.” (HR Specialists: Compensation & Benefits, 2009) The organization passed out iPods to employees so they could self-pace themselves through the training. Employees were happy with the approach and said it “was a worthwhile investment of their time.” (HR Specialists: Compensation & Benefits, 2009)

It would be important to include learner interaction. Providing a video that illustrates safe operation of the machinery while having actual pieces of equipment to follow along with engages the learners and efficiently delivers content. This technology could be made available to trainees through the use of the internal web within the plant or as DVD's. Offering the visual based instruction has many benefits for the learner. The need for face-to-face training can be fulfilled by providing a facilitator that leads the learner(s) through the video.

Instructional videos have also been successful. The Baylor University Medical Center published a study done by Brannon, T.S., et. al. in 2009 that analyzed the effect that instructional videos had when teaching parents infant cardiopulmonary resuscitation. Their results showed that students that learned procedures via an instructional video showed significant improvement in skills when compared to those that attended an instructor led class. Since in this scenario there is a set of skills that are to be learned instructional videos would also be a good technology choice to deliver the training. Preparing the trainees by introducing them to procedures and terminology associated with safety via podcasts and then viewing instructional videos keeps the training flexible, accessible and storable. The training can be delivered as many times as necessary and relatively easily maintained.




References

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.

HR Specialists: Compensation & Benefits, . (2009, January 31). The 'ipod generation' soaks up employee training via podcasts. Business management daily, n.a.(n.a.), Retrieved from http://www.businessmanagementdaily.com/articles/6591/1/The-iPod-generation-soaks-up- employee-training-via-podcasts/Page1.html#

Brannon, T.S., White, L. Kilcrease, J.N., LaShawn, R.D.,Spillers, J.G., & Phelps, C.L. (2009, April). Use of instructional video to prepare parents for learning infant cardiopulmonary resuscitation. Baylor university medical proceedings, 22(2), Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2666859/

Distance Education Mind Map

Here is the link to the webpage also.
http://www.mywebspiration.com/view/700153a2757e

Defining Distance Education

Distance learning has evolved a significant amount throughout the past 200 years. Distance learning has its roots in Europe and evidence shows that as far back as 1883 there was a Swedish newspaper that “touted the opportunity to study composition through the post”. (Simonson, et. al, 2009) Many of the early versions of distance learning (such as correspondence courses) were excellent strategies that serve as the foundation for distance learning as it is known today. Prior to studying other aspects of distance learning such as delivery medium, support and quality my perception of distance learning was very narrow. I defined distance learning by one aspect; the physical separation of student and teacher. Although this is the fundamental concept of distance learning there are many aspects that need to be incorporated into distance learning.

Individuals pursue distance learning for a variety of reasons. Some professionals pursue distance learning to further their career or because it is required by the organization. Others pursue it out of their own desire and it is the only option, it is impossible for them to attend a campus based class due to personal responsibilities. These choices would not be available for the learners of today without the use of technology. Youtube, video conferencing and the widespread use of the internet can increase the effectiveness of distance learning, although there is some debate on the effect media has on actual learning. Results have shown that media is “merely a vehicle”. (Clark, 1983, as cited in Simonson, et. al, 2009). Clark's findings somewhat discounted the significance of media in distance learning but proves that there is much more to learn about distance learning. Current technologies are very innovative and are constantly changing; distance education has to stay current but be careful not to utilize technologies that can negatively affect the results of distance learning. For example, delivering course material that is in new proprietary file formats and will most likely not be able to be opened or viewed by the learner.

The impact of technology and further study on distance education causes the definition of distance education to evolve. As the meaning of distance education is updated other aspects are brought to theorist’s attention. Much more emphasis is being placed on supporting and developing rather than promoting the latest technological approach to distance learning. It is well known now those faculties involved in distance education have a significant impact on quality and results. Using methods such as ADDIE and HPT an efficient module can be developed that accounts for the many aspects of distance education.

Simmonson, 2010 defined distance learning as learning in which the learning group (teachers, students, and resources) are separated by geography and sometimes time. Distance learning utilizes instructional media and communication tools to deliver content and has developed into a learning/teaching approach that now requires constant maintenance. To completely define distance education the considerations of cost, quality and effectiveness need to be included. External factors such as drive for profit can negatively infect the intent of distance education. The demand for learning at a distance is very high, distance learning tools give institutions and corporations the opportunity to disseminate a great variety of information and instructional media in a quick and standardized method.

As stated previously, individuals pursue distance education for a variety of reasons and have different demands. Just as flexibility is important to distance learners the institution must also be flexible to student demands. To improve distance education it is important to have a method to assess its effectiveness and identify where improvement is needed. In order for distance education to continue quality must be an important aspect. Trained individuals will need to be in place to handle the continuing technological advances as they pertain to education. Just as the computer made its first appearance in classrooms then exploded, soon every classroom will have access to teleconferencing combined with face-to-face instruction. We do not want to be in a position where there is a lack of trained individuals and have “...e-learning activities built by individuals that lack expertise to produce effective products.” (Moller, Foshay, & Huett, 2008, p. 71) The use of distance learning will continue to grow and the challenge will be to design learning systems that provide equal learning experiences for all forms of learning and all types of learners.

References
Moller, L., Foshay, W., & Huett, J. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 1: Training and development). TechTrends, 52(3), 70–75.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.

Simonson, M. (Producer). (n.d.). Distance education: the next generation [Video Podcast]. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4744647&Survey=1&47=6469849&ClientNodeID=984650&coursenav=1&

Fitting the Pieces Together

When I first began this course I strongly considered myself a hands on learner. I would develop connections between familiar circumstances and apply appropriate methods to deal with the situation. I still do this, but I have realized that there is a large influence of technology within my learning habits. If I am unsure of something or am asked a question that I don’t know the answer to I immediately Google it. I have developed my search skills to find an answer to my question and quickly find support via other sites. I still consider myself hands on because I will take what I learn from technology and apply it to physical activities. For example, step by step instructions on functions of new software. I can actively follow along through the steps and develop connections in my mind of familiar tasks.

I would categorize myself as a connectivist/cognitive learner. I obtain information in a connectivist fashion, e.g. internet, and develop connections. I may have to refer back to my resources at various times but once transference occurs remembering is a much easier task. I also feel aspects of social learning. I draw from other individuals experiences and relate that to what I know. Seeing individuals rewarded for accomplishments also gives me motivation, I never pass on an opportunity to learn.

Based on the previous statements it is obvious that technology plays a very important role in my learning style. I sometimes feel lost when I have no access to answers to my questions. I rarely write out ideas for posts, lesson plans, etc. it is all done in Microsoft word. The majority of my information recording is digital. The convenience that it brings is priceless. If I find myself with some free time and have access to a computer (which I usually do) I can accomplish my daily responsibilities. I think that technology needs to be embraced by all individuals. In some instances it can mean the difference between individuals understanding what you are trying to explain and having no idea what you are talking about.

Connectivism

Connectivism

How has your network changed the way you learn?

• My network has been a very useful asset in all of my learning’s. I have realized that there are many different answers for the questions out there. Each individual will have a different response based on personal experiences. The unique experiences of the individuals within my learning network allow me to consider varying points of view on topics. I have discovered that in many instances it is very hard to arrive at a concrete answer. There are a lot of what if’s and circumstances that I consider when searching for answers. My resources used for processing new information and answering new questions have opened up many new areas that have become of great interest to me. With the learning network I have established I feel that I can conquer any new material that I encounter.


Which digital tools best facilitate learning for you?

• The internet is by far the best digital learning tool for me. The fact that I have access to an unlimited amount of information and resources gives me a sense of security, just knowing that if I really need to know something I can invest my time to finding the answer. As we all know this can take some time using the internet. The fact that there is so much information available it is easy for me to get sidetracked and find myself completely off topic of what I was looking for.


How do you gain new knowledge when you have questions?

• When I have questions I always seek out an individual that has some relevant experience in the area in which the question lies. Experience is a great educator in my opinion. The knowledge that can be gained from experienced individuals is of very high quality. We must be careful. As with the internet the source of knowledge must be valid. It is also important to keep in mind that individuals have unique experiences; these are important factors to consider when obtaining information from interpersonal resources.


In what ways does your personal learning network support or refute the central tenets of connectivism?

• My personal learning network is definitely a result of the technological age we live in today. I learn vast information from one primary source, the internet. The availability of the internet is second to none. Personally, one of the best ways that I believe to learn is to have a professional guide me through new material and tasks. The only problem with this is that they cannot always be available when I need them.

Hi everyone,
Here is my mind map.

http://www.mywebspiration.com/view/393175a11bf4

Information Processing: Linking Theory with Technology

As I searched the internet and Walden Library I found numerous references to the human brain, how information is processed and experiments that were conducted to prove theories. The first resource was retrieved from a website called Educational Psychology Interactive. The paper, titled The Information Processing Approach to Cognition, focuses on theories regarding the manner in which individuals sense, process, and retain information. Huitt identifies four main theories that attempt to explain the phenomena of learning; Stage Theory, Levels of Processing, parallel-distributed processing, and the connectionist theory. Each these theories explore the possibilities of how information is processed from the sensory memory (STSS) to the short-term or working memory and finally to long-term memory, signifying that information is actually learned. Huitt also describes the general principles involved in information processing, such as the capacity of the mind and the flow of information (bottom-up vs. top-down). The paper is very in-depth and as I was reading it I found myself recalling information from our course text regarding the same topics. The basis of any learning in my opinion is repetition. The theories explained by Dr. Huitt all have one thing in common, repetition. By constant exposure to material (old or new), individuals can recall information more readily and begin the process of chunking and opening up capacity within the mind. It is an excellent read and will serve as a great resource when I need a refresher on information processing.

The second reference was found by use of the Walden Library. It is an article in Computers & Education entitled Cognitive Learning Efficiency Through the use of Design Patterns in Teaching. You will need your Walden ID to get to this one. This article explores the use of design patterns as a learning tool. Alexander described a design pattern as something that “describes a problem which occurs over and over again and then describes the core of the solution to that problem, in such a way that you can use this solution a million times over, without ever doing it the same way twice” (as cited in Kolfschoten et al., 2010). This goes right along with the idea of chunking, categorizing information into a larger schema which allows for more memory capacity. The article focuses on design problems such as structures, roadways, and engineering problems. I can assure you that this is an excellent way for me to learn and I completely agree that this approach can enhance learning in all levels of individuals and education. Three different experiments were explained that dealt with experienced and inexperienced designers and how a pattern of learning affected the responses of the individuals. Again, I saw the theories that we are currently discussing in our class put into effect. By controlling parameters that theorists know a better understanding of learning and information processing can be achieved to better explain how memory and learning work together.
Both of the articles will be a great aid as I continue my education. By referring to these and associating the content within these articles a better understanding of how the brain works will be acquired. I can use this knowledge in my own learning as well as educating others. These are excellent reads and really engrave what we are discussing this week into my mind. I hope you find them educational as well.
Enjoy!
Justin



References
Huitt, W. (2003). The information processing approach to cognition. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved March 12, 2010, from http://www.edpsycinteractive.org/topics/cogsys/infoproc.html

Kolfschoten et al., (2010, April). Cognitive learning efficiency through the use of design patterns in teaching. Computers & Education , 54(3). Retrieved March 12, 2010, from http://www.sciencedirect.com.ezp.waldenulibrary.org/science?_ob=MImg&_imagekey=B6VCJ-4XG3D63-3-1&_cdi=5956&_user=7754736&_pii=S036013150900270X&_orig=search&_coverDate=04%2F30%2F2010&_sk=999459996&view=c&wchp=dGLzVtb-zSkWb&md5=fd099d1744214a8741547b8d006c2a0b&ie=/sdarticle.pdf

http://learningcircuits.blogspot.com

This blog poses a question every month that is called “The Big Question”. I believe that this will be very helpful in keeping up to date on instructional design. It does no focus on strategies, but on topics that instructional designers are faced with everyday. It is ongoing discussion not only about becoming a more effective instructional designer, but how instructional design fits into our everyday lives. I can draw upon the information discussed in the blog to improve my own effectiveness as a teacher. As an instructional designer in today’s world it is imperative to stay current with trends, technology and controversies and this blog addresses many issues that touch on these topics.


http://mpbreflections.blogspot.com/

This blog focuses on online learning and provides various resources such as tutorials for using online presentation methods. There are so many versions of this category of software in the world today that it will be nice to have an online resource to use as a reference. There are tips on making lesson plans spark student interest. Current technology is a focus of the blog. It discusses integrating technology with education and using every resource possible to reach students. There is also a links page that provides limitless content to various articles and websites that focus on instructional design in higher education.

http://www.dangerouslyirrelevant.org

This blog, created by Scott McCleod, is a very interesting one. He probes into issues regarding leadership technology in education. This blog focuses on K-12 education and although I teach at a college level, I believe that it will keep me informed on the circumstances that current high school students are dealing with and have a better idea of what to expect when they enter college. What technologies have they been exposed to? How computer literate are they? By obtaining answers to these questions I can better prepare the structure of my classes.

Educational Blogs as Resources