EDUC 6145 Week 6 Blog: Analyzing Scope Creep

Scope Creep of a Training Project

There are many situations in which a project, whether personal or professional does not go as planned. Unexpected changes such as additional activities being added in the middle of the project, someone on the project team leaving the department, or the stakeholders decide they want to move the project in a different direction. Even though changes are likely to happen in a project, there are ways that the individual who is managing the project can help control the scope of the project in order to get it back on track. In this week’s blog posting, I will be discussing a professional project that experienced issues related to scope creep.

So, what is scope creep?

According to Reference.com (2012), scope creep is when there are uncontrolled changes in the scope of a project. This can happen when a project is not properly defined, managed, or controlled. (Dictionary.com, LLC., 2012). Ultimately, this can cause much frustration among the project team and the project manager.

Project Background: A specific process that was being processed by staff in certain department was going to be handed-off and managed by staff in a different department within the organization. The new department did not know how to complete the steps in the process, so the employees needed to be trained on the new process. Some of the steps in the process were changing with the hand-off to the new department. Initially, eight weeks were provided to design, develop, and deliver the training for the staff once the content was handed off to the instructional designer.

Scope Creep Issues: First, once the designer began to develop the training, she discovered that the process steps were more complex than what was originally presented in the project kickoff, planning, and hand-off meetings. The instructional designer realized that more information needed to be obtained in order to create proper training for the staff and would require additional time to complete. As she looked at the project plan dates and her calendar, she knew there would not be enough time to develop a high quality training session for the staff. Secondly, assumptions were made by the stakeholders that the additional information would not hinder project being completed as scheduled. However, once the stakeholders began reviewing the training material a couple of weeks later, they realized the content in the material needed to be presented in a certain way in order for the process steps to make sense to the staff being trained on the process. Ultimately, what was supposed to be an eight week project, turned into a six month project!

What could have been done differently? If I had been in the position of managing the project, there are several methods I would employ to help manage these issues more effectively and control the scope of the project. First, I would have utilized the Change of Scope Document as Dr. Stolovich discusses in the first video this week titled “Monitoring Projects.” I would require the stakeholders to agree to the changes outlined in the document and provide approval. According Portney et al (2008), a change control system should be implemented in all project plans and should require approval in writing (Portney et al, 2008). In addition, I would ensure to analyze the overall impact of the change. According to Greer (2010, p. 36), the exact scope of the change should be clearly analyzed, including the “schedule, quality of the finished product, costs, project team assignments, including level of effort, and other deliverables, including their amount and quality” (Greer, p. 36, 2010). By clearly analyzing the complete scope of the changes, this allows the project manager to determine how the project will be impacted at all levels.

References

Dictionary.com, LLC. (2012). Scope creep. Retrieved October 11, 2012 http://www.reference.com/browse/Scope_creep

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. 

EDUC 6145 Week 3 Blog: Communicating Effectively

Communicating Effectively

Due to the advancements in technology, people can communicate in many different ways, such as voicemail, email, instant message, text message, blogs, discussion groups, and through social networking to name a few. While the advancements in technology have allowed for more types of communication to become readily available, there is still a need for human connections to be made face-to-face or through other means such as live video conferencing and voice messages.  As Greer (2010) mentions in his project management eBook, “Seek first to understand, then to be understood” (Greer, p. 48, 2010). 

Sometimes when we communicate with others, our message can come across the wrong way. Maybe it could be due to the type of communication we are using when communicating with others.

Is this what happens to you sometimes with your message? Does it end up being interpreted the right way to the other person? What can happen if your message turns out like this?

 

For this week, I was tasked with reviewing a communication that was delivered in three different modalities: email, voicemail, and a face-to-face conversation. After reviewing each of the modalities, I recorded notes of my interpretations and the factors that influenced how I perceived the message. I have provided a brief summary of my interpretation of the message in the different modalities below.

Email: When I read the email and was able to see the words versus hearing them in a voice mail or face-to-face, I was able to take more time to read the email and digest the information. Right away, Jane called out the fact that Mark is busy. The tone of the email created a sense of urgency by mentioning that she may miss her own deadline. In addition, Jane placed the ownership back on Mark to get the information to her in a timely manner by using specific words, such as ETA and soon. The overall tone of the email made it seem like Jane was frustrated at Mark because she did not have the missing report yet and may miss her own deadline.

Voicemail: When I listed to the voice mail, I could also hear a sense of urgency in Jane’s voice. Overall, her tone in the voice mail sounded like she was annoyed and upset at Mark for not getting the report over to her and that it may cause her to miss her deadline. Again, Jane has placed ownership on Mark to get the report to her in a timely manner.

Face-to-Face Conversation: During the face-to-face conversation, Jane sounds friendly and not upset at Mark. She also sounds calm, the tone of her voice is even, and the pace is good. She makes good eye contact with Mark and uses good hand gestures, which indicates her body language is positive. Furthermore, her smile at the end of the conversation seems genuine and sincere. The face-to-face communication was by far the best communication out of the three forms because Jane sounded friendly, made good eye contact, and smiled throughout the conversation.

After completing this activity, I have learned that choosing the right method of communication when working with a project team can prove to be critical to the success of the project. If it is possible, face-to-face communication is usually going to be the best way to communicate with people on a project team. This allows everyone to interpret the individual’s tone, and look for non-verbal communications, such as body language and how the person makes eye contact with others. This can be accomplished much better through face-to-face interaction. According to Portney, Mantel, Meredith, Shafer & Sutton (2008), "Choosing the right method can stimulate the group's continued interest and encourage them to actively support the project" (Portney, Mantel, Meredith, Shafer & Sutton, p. 282, 2008). The right form of communication can also keep everyone on the project team motivated and inspired, especially during difficult times. After all, we not only want to keep everyone interested in the project, but also inspire each individual on the team to complete the work to the best of their ability.

Resources

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.

EDUC 6145 Week 2 Blog: Learning from a Project “Post-mortem”

Learning from a Project “Post-mortem”

For my blog posting this week, I will write about a project I worked on in the past as an ID that was not successful and did not result in the desired outcome. Once I reviewed and answered the questions on pages 42-43 of The Project Management Minimalist e-book, this gave me an opportunity to reflect upon the project and which areas were successful and those that were unsatisfactory. I will provide a brief summary of the project and answer the two questions outlined below.

Project Background:

This particular project involved a specific process that was going to be changing responsibility from one department to another. The department who was going to be taking on the responsibility needed to be trained on the new process, along with receiving step-by-step job aids for future reference. I worked directly with a SME in two different departments – operations and the department who was taking on the responsibility of the process. We held a project kick-off meeting and several meetings from the time of the project kick-off to the implementation of the project. Although the SMEs reviewed the training material and job aids several times throughout different phases of the project, the department who was taking on the responsibility raised concerns about the new process after it was implemented and the staff was trained. Ultimately, this caused re-work of the job aids, which took a significant amount of additional time and resources to complete.

Question #1: What contributed to the project’s success or failure?

The main area that contributed to the project’s failure was that all of the stakeholders, SMEs and individuals in my department were not on the same page when it came to the content of the process. Even though all parties held meetings and provided their approval of the process, there were requests made to have changes made during the implementation phase.

Question #2: Which parts of the PM process, if included, would have made the project more successful? Why?

The parts of the PM process which should have been included in order to make the project successful are the following:

1.      Estimate time, effort and resources (Greer, 2010): During the initial phases of the project, everyone agreed upon this information. However, I believe the time, effort and resources were underestimated for this particular project because the scope was not properly identified and mapped out by the stakeholders.

2.      Handle scope changes (Greer, 2010): When the new department realized there were changes they wanted made during the review of the materials, they should have let the team know right away instead of waiting until the implementation phase. This could have made a huge difference in the success of the project and allowed me to properly handle the scope of the project in order to make the necessary adjustments prior to the training of the staff.

 

Resources

Greer, M. (2010). The project management minimalist: Just enough PM to rock your projects! (Laureate custom ed.). Baltimore: Laureate Education, Inc.

EDUC 6135 Week 8 Blog: Reflection

Week 8 Reflection: The Future of Distance Learning

Overview

As technology advances and continues to improve, distance learning should continue to advance and improve in the future as well. More students are finding the need for flexibility in receiving education in both the K-12 and higher education format. Although traditional education will not disappear, the demands for online learning will likely increase in the future and institutions will find there is a need to offer more distance learning formats. This reflection will address specific questions below regarding the perceptions of distance learning, how to improve the societal perceptions of distance learning and how to be a positive force for improvement in the field of distance education.

Perceptions of Distance Learning

Question #1: What do you think the perceptions of distance learning will be in the future (in 5-10 years; 10-20 years)?

I believe the perceptions of distance learning in the next 5-10 years and even in the next 10-20 years will become more positive overall as people continue to see there is value in distance learning and that students can learn just as much in online courses. As technology continues to advance and improve, this will provide students in online courses more opportunities to interact in different ways with their fellow students and instructors. For example, with the presence of social media today, people can connect with others and continue to stay in touch with other people they know. Social media has made its way into education as well with most institutions having a social presence on various forms of social media, such as Facebook, Twitter, LinkedIn and YouTube. These types of social media allow students to interact with one another around the world. The geographic and time separation is not considered issues as much as they used to be in the past with distance learning. Also, various Web 2.0 tools, such as blogs, podcasting and wikis have made their way into the social fabric of online education. As Dr. George Siemens mentions in this week’s video about the future of distance education, we are seeing a growing acceptance of online education due to the improvement in technology (Laureate Education, Inc., n.d.).

Improving Societal Perceptions of Distance Learning

Question #2: How can you, as an instructional designer be a proponent for improving societal perceptions of distance learning?

Several ways in which I can be a proponent for improving the societal perceptions of distance learning is to ensure I am able to utilize the latest technology and provide opportunities for learners to interact in online courses. By utilizing the latest technology that is appropriate for the online courses and providing various opportunities for learners to interact with one another, this can help to improve how society perceives online education. For those who are advocates for distance learning, I can also support them in improving others views of distance learning who may still be skeptical of the overall value and high quality of online education. I believe one of the effective ways to improve the societal perceptions of distance learning as an instructional designer is to understand the traits of distance learners and the factors that influence their success. According to Simonson, Smaldino, Albright and Zvacek, the success of distance learners is not only dependent upon understanding the factors, but also making sure to address the factors as part of the instructional delivery (Simonson, Smaldino, Albright & Zvacek, 2012).

Improvement in the Field of Distance Education

Question #3: How will you be a positive force for continuous improvement in the field of distance education?

A few ways in which I can be a positive force for continuous improvement in the field of distance education is to utilize the different forms of technology in the online classes and to ensure the online classes I develop provide different methods for interaction among the students and the instructor. For example, simulations and games are becoming quite popular in online education. Online simulations, such as Second Life can provide the students and instructors with opportunities to communicate with one another in a real-time synchronous format that is both fun and engaging at the same time. in This method of interaction will provide the learners and the instructors with a more positive experience and allow the learners to feel like they are in more control of their learning.

Conclusion

As technology improves over time, this should have a positive impact on distance education and provide significant improvements on the delivery of online courses for both the learners and instructors. It will be interesting to see where distance education will be in the next 5-10 years and how society perceives online education for providing the same quality and value as a traditional learning format.

References

Laureate Education, Inc. (Producer). (n.d.). The future of distance education. [Video webcast]. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6290464&Survey=1&47=5978510&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.

EDUC 6135 Week 7 Blog: Application

For this week, my application assignment was to develop a trainer guide for a specific scenario. The scenario consisted of a training manager who has been frustrated with the quality of communication among the trainees in his face-to-face training sessions and wants to try something new. His supervisor has given him permission to convert all of the current training modules to a blended learning format. This would provide the learners with the opportunity to interact with one another and learn the material in both a face-to-face and distance learning format. Plus, the learners would have access to the materials at any time.

The guide contains some ideas and tips for the trainer to consider when converting the training modules to a blended learning format. In addition, a trainer checklist has been developed to assist the trainer during the conversion process. The guide and the checklist would be available to the trainer ina  PDF portfolio.

Please click here to view the documents contained in the PDF portfolio.

Happy Learning!
Jackie

EDUC 6135 Week 5 Blog: The Impact of Open Source

Week 5 Blog: The Impact of Open Source
Open Course Selected: HSAR 252: Roman Architecture

URL: http://oyc.yale.edu/history-of-art/roman-architecture

With the inception of iTunesU by Apple, everyone can now take open courses through major universities such as Stanford, MIT, and Yale, just to name a few. Some of these universities have also formed a separate open course area for students and others wishing to learn more about various subjects to access free of charge. 

One example of this is through the Yale Open Courses system, which is accessible at http://oyc.yale.edu/. Students and others can complete introductory courses on a variety of subjects from Astronomy to Religious Studies completely online by reviewing class sessions, download videos from previous course lectures, purchasing books used for the course at a discount and the opportunity to participate in an online study group through OpenStudy.

The open course I chose to review and post on my blog is HSAR 252: Roman Architecture. The URL link to the course is provided above. All of the questions answered below are for this specific open course.

Does the course appear to be carefully pre-planned and designed for a distance learning environment? If so, how? If not, in what ways?

Yes, the course does appear to be carefully pre-planned and designed for a distance learning environment. Some examples of this are the structure of the course lectures available for the course. The student has several options available for downloading the course lectures, such as downloading all of the files into a Zip file format called “Course Pages”, downloading each lecture separately as audio or video files, or through iTunesU. Also, the course materials and textbooks can be easily purchased directly through the course site. Students can also see a list of other textbooks used by the professor teaching the course as well as other books of interest, and have the option to purchase any of those textbooks as well.

Does the course follow the recommendations for online instruction as listed in the course textbook? Which does it follow? In what ways? Which does it not follow?

Yes, the course follows the recommendations for online instruction as listed in the course textbook. The appropriate technologies for online instruction were selected for the course, such as the Internet, html, mp3, Flash, QuickTime, iTunesU, and OpenStudy. Also, the learning outcomes were determined in the course through each of the sessions in the course. Also, by dividing the course into separate sessions, the student can learn each session in an asynchronous format on their own time. The open course format is student-centered and is prepared for online delivery. According to Simonson, Smaldino, Albright and Zvacek (2012), “Since online environments should be media rich and stirve for authenticity, it is critical that may technologies be used” (Simonson, Smaldino, Albright & Zvacek, p. 116, 2012).

Did the course designer implement course activities that maximize active learning for the students? If yes, in what ways? If not, how was it deficient?

Yes, the course designer implemented course activities that implemented active learning for the students. Through each course session, the students are able to view or listen to the course lecture, complete the recommended readings, and participate in OpenStudy on a regular basis in order to interact with other students who are also taking the course.

Based upon this course, I would recommend the Open Yale Courses to anyone who would like to learn more about the subjects that are available in this format.

Resources

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

EDUC 6135 Week 3 Blog: Selecting Distance Learning Technologies

Selecting Distance Learning Technologies

This post will identify two different distance learning technologies I believe provide the best solution to the chosen challenge. My decision has been supported with information from this week's learning resources and external sources.

Example #1: Collaborative Training Environment
This is the example I have chosen to focus on with identifying the distance learning technologies. The situation is a new automated staff information system was recently purchased by a major corporation and needs to be implemented at six regional offices. The issue is the staff is located throughout the different offices and cannot meet at the same time or in the same location. Therefore, a training workshop needs to be implemented so the staff can share information in the form of screen captures, documents, and participate in ongoing collaboration.

Technology #1: Streaming video demonstrations
Since the training workshop needs to include information in the form of screen captures, streaming videos demonstrating the new automated staff information system would be ideal to help meet the learner's needs and outcomes of the training workshop. This technology uses the Internet to allow audio and video content to play or stream as it is downloaded from a remote source (Simonson, Smaldino, Albright, & Zvacek, 2012). 


An example of how streaming videos have been successful in distance education is at Arkansas Tech University in the Center for Teaching & Learning. They currently have a streaming video library listed on the site, along with a link to the videos. These videos are accessible 24/7 and range in topics from classroom management to distance learning (Arkansas Tech University, 2011). The video library is updated on a regular basis. Here is the link to the video library: http://www.atu.edu/ctl/serv-annualvideos.shtml 


Technology #2: Staff Wiki site
Also, since the staff who will be attending the training workshop are required to share information in various documents and participate in online collaboration, a staff wiki site would also be the the ideal technology solution to help meet the learner's needs and outcomes of the training workshop. The staff wiki site would contain a resources section with all of the documents and resources required for the workshop and a discussion area where the staff can collaborate, ask questions, and provide comments on the information taught in the workshop. According to Simonson et al, "A wiki can be an excellent tool for collaborative online writing assignments and group activities compiling information in a single online resource" (Simonson, Smaldino, Albright, & Zvacek, p. 129, 2012).

An example of how wiki sites have been successful in distance education is for the Virtual Learning Environment (VLE) Program at The Open University in England. In addition to using blogs and online forums for classes in the program, wikis are also used by students and instructors as well to collaborate and share information with one another. According to Niall Sclater, the director of the Virtual Learning Environment (VLE) Program, "Another group of students gathered their findings on a wiki, a website where people can contribute, comment and change things. They said they didn't see how the project could have been run without the wiki" (Sharman, 2007). By having a wiki site available for the training workshop, the staff members can collaborate with one another and share information in order to be successful with the new automated staff information system.  

References

Arkansas Tech University (2011). Streaming video library. Retrieved http://www.atu.edu/ctl/serv-annualvideos.shtml


Sharman, A. (2007). Distance learning: Something wiki this way comes. The Independent. Retrieved http://www.independent.co.uk/news/education/further/distance-learning-something-wiki-this-way-comes-395857.html


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

EDUC 6135 Week 1 Blog: Evolution of Distance Learning

Week 1 Blog: Evolution of Distance Learning

This blog posting for my Distance Learning (EDUC 6135) course will focus on the evolution of distance learning as it relates to my own experiences. I will include my personal definition and observations of distance learning before starting this course, along with a revised definition that combines my previous thoughts with new information I have learned so far. In addition, I will summarize my vision for the future of distance learning and include a mind map to illustrate my definition and vision for the future of distance learning.

My definition of distance learning before starting this course based upon my observations is as follows: Distance learning is formal education in which the learning group and instructor are separated. The separation between the learning group and instructor can occur due to geographic locations, time separation and knowledge transfer separation. Distance learning can occur either through synchronous or asynchronous formats.

In my current job role as an ID and as a student who is completing a program online, I have observed distance learning occurring in different formats. My observations combined with what I have learned through this week’s resources have provided me with additional insight into distance education and how it has evolved. I have learned the difference between synchronous and asynchronous formats, along with the benefits and challenges of each type of format. Synchronous distance learning is when the instructor is teaching the learning group in a live format at the same time. Asynchronous distance learning is when the learning group is being taught completely separate from the instructor on their own time. I have observed the benefits and challenges to each type of distance learning format due to the geographic locations, time separation, and knowledge transfer separation of the learning group and instructor.

This week’s learning resources have influenced my personal definition of distance learning and allowed me to think about and revise my definition. It combines my previous thoughts about distance learning, along with new information I learned this week. My revised definition of distance learning is as follows: Distance learning is institution-based formal education in which the learning group and instructor are separated. The separation between the learning group and instructor can occur due to geographic locations, time separation and transactional distance. As I learned in this week’s resources, various telecommunication systems are used to connect learning groups, instructors and resources in an effective manner (Simonson, Smaldino, Albright & Zvacek, 2012). Distance learning can occur either through synchronous or asynchronous formats.

My vision for the future of distance learning and education as it continues on a path of evolution and change is that distance learning will become more common and widely accepted among institutions and in corporate training. As technology continues to evolve, distance learning and education will also continue to evolve as well. As I learned in this week’s resources, distance education has evolved from mail correspondence beginning in Europe back in 1833 to emerging Web 2.0 technological advances of today, such as wikis, blogs, and podcasts (Laureate Education, Inc., n.d.). Institutions and corporations cannot ignore the fact that distance learning and education is making an overall positive impact on learners around the world. Distance education allows the learners to be able to learn from their peers and instructors who are in various geographic locations and time zones. Distance education also allows learners who may not be able to achieve higher education due to geographic location, time limits, and work and family obligations to have the same opportunities as others. Overall, I have observed distance learning have a positive impact on my co-workers, peers and myself as a professional in the education industry and as a student. I am looking forward to seeing how the advances in technology will enhance and further shape distance learning and education in the future.

Here is my completed mind map below. Click on the image to increase the size.

References

Laureate Education, Inc. (n.d.). Distance learning time continuum.

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

EDUC 6115 Week 8 Blog: Reflection

Week 8 Reflection: Learning Theories and Instruction

Throughout the past eight weeks of this course, I have deepened my knowledge of how people learn, including myself, which will help me in the field of instructional design. I was most intrigued to further understand adult learning and motivation in this course. I have gained some helpful tools I can utilize in these areas for when I do become an instructional designer some day. First, I will briefly discuss what I found surprising as I furthered my knowledge about how people learn.

Several areas which I found surprising as I advanced my knowledge about how people learn is how behaviorism, cognitivism, and constructivism is connected to instructional design as learned from week one of the course. I was also surprised to see the connections between each of the theories as I answered the questions and completed the Learning Theory Matrix each week. By completing the matrix, I now have a deeper understanding of how each of the theories relate to instructional design. Lastly, I was surprised to learn about how the ARCS model relates to motivation, confidence, and performance. I enjoyed reading the articles during week eight about the ARCS model, especially the article from John Keller about computer-based instruction and distance education. The tables in the article were helpful and assisted me with understanding how the ARCS model can assist in the development and success of distance education (Keller, 1999). Next, I will discuss how this course has expanded my understanding of my personal learning process.

The resources throughout this course, along with the discussions each week have given me the opportunity to fully understand my personal learning process. By reading the materials each week, participating in the discussions, and completing the Learning Theory Matrix, I was able to connect my own learning style to each of the learning theories. For example, I can relate my learning style to the behaviorist and cognitive theories when looking at the role of memory. I will retain and remember the information better if I am able to practice and have periodic review of the information, as well as being able to organize the information in a meaningful way. When it comes to learning, I find my style relates to the constructivist and social theories. I have found I learn from experiences and understanding society. It can be more difficult for me to learn and retain the information if I am unable to relate the information to experiences. Next, I will discuss what I have learned regarding the connection between learning theories, learning styles, educational technology, and motivation. I will also discuss how this course will help me as I further my career in the field of instructional design.

Throughout the course, I have learned the connection between learning theories, learning styles, educational technology and motivation all play a role in how people learn and retain information. The learning theories and styles provide those in education and instructional technology with the tools to help understand the different ways in which people learn and how to make meaningful connections with the materials created for education. In regards to educational technology, I have learned in this course that although technology plays a significant role in today’s education and is constantly evolving, the material is still the same. This concept will be important for me to remember when I do become an instructional designer in the future. I have also learned in this course how important motivation is when people are learning and retaining new information. It is not simply enough to present the information, but it also must provide the learner with reasons to want to learn the material and motivation to retain what they have learned. All of the resources for this course I have learned from will be valuable to me as I prepare for a career in instructional design. The information is practical and can be utilized over time.

All the Best to everyone in the next course!
Jackie

EDUC 6115 Week 1 Blog: Fitting the Pieces Together

Fitting the Pieces Together

After reflecting on my posting from the course in week one, here are my answers to the questions below:

1. Now that you have a deeper understanding of the different learning theories and learning styles, how has your view on how you learn changed? With all of the learning theories and styles I have learned throughout this course, I now have a more detailed view on my learning than compared to week one. I can see how my learning connects to each of the theories and syles various ways, depending on what I am learning at the time.

2. What have you learned about various learning theories and learning styles over the past weeks that can further explain your own personal learning preferences? After reviewing the various learning styles and theories, I have been able to further explain my own personal learning preferences. I can now see my preferences falling frequently in the cognitive, social, and adult learning theories. During week one, I did not quite make the connections between these learning theories and my learning preferences until this week.

3. What role does technology play in your learning (i.e. as a way to research information, to record information, to create, etc)? I know technology plays an extremely important role in my learning. I grew up knowing about technlology at such a young age both while I was in school and after school as well. I use the Walden library and the internet to research information for my course work and own personal development. I also utilize technlogy to record all of my readings, assignments, and discussions for class, so I can refer to them at a later time. I organize each of my classes accordingly by each week of learning, so I can easily retrieve the information. I also utilize technlogy when creating items to help me learn and retain the information for current and future memory.

All the best!
Jackie

Connectivism

Hello Everyone,

Here is my completed Mind Map for week five below. I will be posting my reflection by the end of the week.




Reflection:
1. How has your network changed the way you learn? With the various tools available, I have the ability to learn information from more than one source. The network I use allows me to see how learning has changed, and also what has remained the same through the years.

2. Which digital tools best facilitate learning for you? The best tools for me to learn from is the videos. The videos are effective for me because they combine the audio and visual elements of learning. Since I am an auditory and visual learner, the videos provide me with both mediums of learning.

3. How do you gain new knowledge when you have questions? There are various ways in which I can gain new knowledge when questions arise. With the help of the dicussions, I can rely on my classmates and instructor to help make the concepts and material more clear. I also utilize the resources, Walden library, and my network of online resources to help me gain new knowledge and clear up questions.

4. In what ways does your personal learning network support or refute the central tenats of connectivism? Based on the resources from this week, my personal learning network helps to support the central learning tenats of connectivism. The knowledge contained in the network contains diverse opinions from various individuals. Also, the network provides the ability to see connections between fields, ideas, and concepts.

All the Best!
Jackie