Scope Creep - Corporate Focus Game

A scope creep is on a focus corporate focus game.  Employees were demonstrating some focus signs in their work activities, so I volunteer to plan and put on a game that would stimulate their focus.  The game was set up with game rules that needed to be followed or elimination from the game would occur.  Planning was required to purchase the material, instructions, set up the game room, strategies of the game, as well as to solicit volunteers to work and play the focus game. 

The game was a card game and its objective was to separate all the spades, diamonds, hearts, and curbs and to be the first one to do this to win.  The rules were once you were completed, you needed the stand up, push your chair in and stand behind your chair.  The other rules were once your team called out finished, the cards could not be touched or your team would be eliminated.   The other card rule was each stack, when finished, had to be flipped showing each team members hand; the results should be that each team player was left with only one color and all the cards in that color. 

There were to be twelve teams, six tables, ample chairs for each employee.  Scope creep set in when I noticed the game did not have enough coaches to oversee the event.  I also noticed that the instructions were unclear to some of the team players.  All of this had an enormous impact on the success of the game. 

The game became disorganized and not supportive to the needs of the players.  One point was when a team called out finished, there were not enough of coaches to go over to see if they completed the task successfully.  Even I had gotten blinded by the colors in the cards and became unfocused, whereas I could not tell immediately if I was looking at a correct set of hands.  This in turn made me realize how the game really stimulated your vision and did what it was meant to do.  At the same time, the players were very cooperative, respectful, and very patient throughout the process.  At the same time, the game had taken much longer than anticipated.

What I should do in the future, if this game is played again, is first, after I obtain all the players, ensure personally that each player knows the game rules and if they have any questions about anything.  Second, I would solicit enough of coaches, based on per team, which would have been twelve.  Third, I would have that meeting with all coaches to ensure they also know how to play the game, rules, strategies, and table assignments.  The bottom line for this project is that the timeline, tasks, and communication should flow continously.  That is, in a timely manner.


Reference:

Video Program: Dr. Stolvitch “Monitoring Projects” retrieved from EDUC-6145-1 Project  Management in Education and Training, Walden University, 4/7/2011.

Communicating Effectively

Interpretation:

Email/Text

I interpret needing *your* response, because I have a report that is due, but I cannot complete it, without your data/information.

Voice mail/Audio

Seem less important than the text/email message, probably because of a sweet voice that perhaps did not seem as demanding as the email.  I think a phone message is contact, whereas an email is not.  I think speaking it out sounds less important than the text.

Video//Face to Face

Seem to have more urgency than the voice mail/telephone.  The video is sounding more business-like; induced more of a sense of priority.  I interpret her to say that she understands why he probably does not have it, but now that he is out of the meeting she needs the report.

My interpretation of the message changed from needing a response (email/text) to less important (voice mail/audio) to a sense of urgency/priority).  Some factors that influenced how I perceived the message are the tone (sweet against more business like orient), which just does not seem as demanding.  I think a phone message is like contact, whereas an email is not, which would induce more of an urgency I think.  I am thinking the email conveys the true meaning and intent of the message just because it is only text, but written very well.  Unlike the other two communications, the request is made without a visual expression or voice.  Therefore, it is received only as the urgent written request I am assuming.

To sum it up, in accordance to Harold Stolovitch, in this week's learning, live video (face to face) is more formal.  At the same time, oral is considered informal.  Phone (audio) is considered ongoing communication.  That is, as stated, 90% of communication is not in the words.  I think, therefore, the spirit, attitude, and message would be some of the guiding factors in effective email communication.  I think being passive instead of active in communicating could send the wrong intended message.  So I think to say what you mean and mean what you say is a good strategy for communicating to project team members.    

Reference:

Media:  The Art of Effective Communication:  Retrieved from EDUC-6145-1 Project Management in Education and Training EDUC-6145-1 http://mym.cdn.laureate-media.com/2dett4d/Walden/EDUC/6145/03/mm/aoc/index.html

Stolovitch, H (Writer). (2011). Communication with Stakeholders. Retrieved from EDUC-6145-1 Project Management in Education and Training, Walden University.

Learning from a Project: Home Improvement - Inside brick painting

After three lengthy rows of inside garage brick painting, I was informed I suppose to have cleaned the surface with of the bricks with a wire brush, washed the bricks with a mixture of water and bleach, and primed the surface of the bricks with a latex primer specifically used for masonry applications, prior to painting.  Issues:  Because of the texture surface of the inside bricks, I had to reapply the paint many times, because the paint would soak into the bricks causing a dull paint look that needed to be refinished.  I think what I would do differently next time is to prepare the rest of the surface definitely with primer, so that the paint would not soak into the bricks.    

The most gratifying satisfaction for me in this project was even though the primer was not put on underneath the paint, I think having the patience to apply the several layers of the paint, buying the appropriate paint and shades, which were of three colors, tapping off the unpainted areas, and putting down floor protection to avoid unnecessary painting areas were sufficient and rewarding at the time.  How would I do things differently?  I would prepare the rest of the surface.  That is, I would definitely use the primer, so that the paint would not soak into the bricks. 

I think a couple of applications of primer would do the trick.  I think if I had planned more before taking on the project, it would have been completed successfully.  For instance, I did not start asking people about the project, until paint issues started to develop.  If there was a magic wand, I think I would change the portion of the inside painted brick without primer.  As most people know, removing paint on bricks is a difficult job.  My feedback participant was very informative, told me what to do and in a step by step process.  He was a painter himself.  The only problem was I had already started incorrectly. 

Determine need analysis:

I think I had bought the appropriate amount of paint, based on room footage measurements.  However, with all the paint I had to use to soak into the bricks, I would have needed more deliverables.  How could I improve the need-feasibility or analysis phase?  I think if all I was working with was my own assessment, I think I should had *tested* the paint on one brick.  This in itself would have alerted me to at least the amount of application (paint) that would have been needed.  Second, the Internet could had told me probably everything I would have needed to successful complete the tasks.        

Reflection

 

Chapter one from this semester’s text book provided some really exceptional information on the foundations of distance education.  Currently, from these authors,  (Simonson, Smaldino, Albright, & Zvacek, p.10., 2009), as well as from other research, distance education is very effective, because students studying at a distance learns just as much as traditional students.  However, at the same time, even though George Siemens see distance education as preference for students and increasing in the future, students stated their first choice, currently, is not to learn at a distance, because they prefer meeting with the learning group, instructor in the classroom, lecture hall, seminar room, or the laboratory (Simonson, Smaldino, Albright, & Zvacek, p.5., 2009).  That is, they value the social contact.  Could future communication and technological tools, used at a distance, really replace those real social experience in a digital age of information?  I think not.  What I do think would is the abilities to communicate and experience learning with those diverse and the global groups of the world.  As an adult, learning with students located in different states and different cultures is amazing to me; more than simply being in a face to face social setting   

Chapter two provided some really extensive information on the history of distance education.  Since, as it stated, currently distance education uses mass produced courseware, as well as open learning by placing emphases on the learning audience needs, p.35.  I would think the perception of distance learning in the next five to ten years would be even greater than it is now.  One reason I think is because of technology.  More and more people, especially the adults that would be still working are going to need to learn and keep up with the requirements of the workplace.  Therefore, I think it would be a rush to learning.  What better way to learn for an adult learner?  In the next ten to twenty years, I think more students will be learning and studying with more technology, such as in Second Life.  I think other technology like Web-TV would become essential to the learner that has been out of school for years.  Students could take preparatory courses using WebTV, see and feel closer to an instructor.  Students may even have more influence in what required courses are in their degree programs in ten to twenty years into the future.

I think I could be an advocate for improving societal perceptions of distance learning by first teaching their children, based on their needs and wants.  One way to do this is by using and teaching 21^st century technologies and the many learning theories and individual styles.  Promoting participation in online studies, such as engaging in deep levels of discussion, feedback, sharing information, collaboration in team groups, as well as holding your own are key interactions in an online setting (Simonson, Smaldino,Albright, Zavcek, p.166. 2009)  Telling and showing how fun an online setting could be first and responsibilities would induce understanding to the table.  Promoting distance education at High School visits, such as for career day and to inform society on what is distance education could support education. 

I could be a positive force for continuous improvement in the field of distance education by keeping up with new technologies, and new information for Instructional Designers and in Education.  Membership to education newsletters and blogs would become very useful and informative data.  Taking additional new courses every now and then in Education or Instructional Design would keep me fresh.  Finding my place among our predecessors would be a positive force to in continue to improve the distance education community.  

Reference

Boettcher, J.V. (1996). Distance learning: looking into the crystal ball . Retrieved from 

     http://www.designingforlearning.info/services/writing/jvb_cause.html   

Meyer, K.A. (n.d.). Quality in distance education. Retrieved from

     http://www.ericdigests.org/2003-4/distance-education.html   

Siemens, G. (Photographer). (2011). The future of distance education. [Web].           Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?         CourseID=4744647&Survey=1&47=6483045&ClientNodeID=984650&coursenav=1&bhcp=1

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


Web tv ~ internet & e-mail on your tv. (n.d.). Retrieved from

     http://www.azwebtv.com/internet-devices.html

    

Converting to a Distance Learning Format

https://acrobat.com/app.html#d=eF0J0w7DfGQzC7Aczplq*Q

Summary



Distance Education is about facilitating communication.  A blended/hybrid course has the best of both worlds.  Media should not completely replace a face to face element; having a blended environment is ideal.  A communication model and approaches could be assessed for online effectiveness and for a good plan.  Pre-planned strategies to consider are questions, such as what is already in place, what kind of hardware and operating systems does the institute support, what kind of network are already set up, and what kind of computer support does the institute provide (Simonson, Smaldino, Albright, & Zvacek, 2009), as well as accessibility for the disabled.

Open Course University

MIT - ESD.36 System & Project Management

Open Course

Looking at an open non-accredited course website, an emphasis is made on the course quality that is entirely free.  History:  The materials are copied to reuse for the next semester.  At the same time, I look at our online distance learning courses and I’ve found that in order to reuse materials it has to be in quality through planning and revising. Resources are used in open source in multiple ways, such as in lectures, presentation, audio/video, and for independent studies.  At the same time, they do listen to student’s needs for an add on application, etc. 

A nice feature open source utilizes is their chat screen.  Through open source courses, students are able to share information asynchronously and synchronously.  Thus, it is an online collaboration and learning environment, as well as for independent studies.  Our online course normally does not include a chat feature, when interacting with instruction or to asynchronously participate in discussion.     

I think the open course is well organized and carefully pre-planned for what it is used for, such as from a Face to Face class environment to an online website, since this is where the original course and material were implemented.  However, since they do not know what kind of online learners will be enrolling, I think the course could not be designed with distance learning quality, as it relate to the online learner.  On the other hand, some cool information is there on how educators might use a similar topic, viewing of concepts from previous semesters; touch up using their video sessions, and to include exams to practice what has been learned. 

Does this course follow the recommendations for online instruction?  I think open source courses are dumped from Face to Face courses onto the web.  But, other than not being designed based on the learning audience, I think they do a pretty good job with everything else, such as the material/information.  And, for instance, there are assignments, examples, relevant online resources, forum for interaction and discussions, media, and objectives. 

I think open source courses provide course activities that induce active learning for the student, such as in having the opportunities to engage in collaborate, groups, interactivity, and in discussion together.  They have an outline, introduction, expectations, and needs from students, desired attributes, course concept, and lots of visual aides (graphic and pictorial).  So the challenges, project assignments, problem statement, and limited amounts of extraneous processing create what I think is a balance environment for free learner enrollment learners.  

Rita Fowler

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at
     a distance: Foundations of distance education (4th ed.) p.127 Boston, MA: Pearson



New York Museums

http://www.flickr.com/photos/upload/

Resolutions: 

Metropolitan and Brooklyn Museums of Art website’s URL, respectively:


http://www.metmuseum.org/works_of_art/collection_database/crdhome.aspx and http://www.brooklynmuseum.org/opencollection/collections/

What I would recommend, if done online, for each student to log into the museum websites above, select the pictures they like, download them to their computers in *my pictures*and then upload them into Flickr. It’s a easy 1,2,3, process.

Illustration:

For instance, select the Work of Art Collections on each home page: right click on each picture you like, and copy as (save as) type jpeg into my pictures.  Open up flickr:  http://www.flickr.com/photos/upload/ and Flickr opens directly to your my picture link where you click on each picture and it will upload into Flickr Photo Streamer.  Flickr adds one at a time, without any other copying or pasting, etc.  Once all pictures have been uploaded to Flickr, you can give each picture a reason why you liked it, or just a name description.  In Flickr, you can create a group name, discuss with responses in chat and on a discussion board.  Everyone can upload their pictures from both museums by creating their user name and given it to their teacher.  The teacher can assign the groups and their pictures will follow.         

Another way the teacher can do this, if done F2F, is after the students had interaction with one another in a Flickr forum, she can display the pictures, discussions, and feedbacks on a big overhead, where the students can see their work with teacher participation, discussion, and feedback.  Or, Flickr can be done in the classroom in groups, if they have access to computers.  I think both are inexpensive tools that can be a great learning experience for both teacher and learners. In concluding, as stated, "the desktop personal computer will be the

telecommunication tool for the future" (Simonson, Albright, & Zvacek, p.109. 2009).  And, desktop systems often reduce the need for special high-cost equipment or special networking (Simonson, p.108).  I will consult with the teacher it will be a learner-centered and learner content experience through the use of their threaded discussion board.



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