An Analysis of Scope Creep

An Analysis of Scope Creep

I experienced scope creep while designing my major project for my Distance Learning class at Walden University.  The objective of the project was to design an online technology orientation course for a Philosophy class using a Course Management System (CMS).  We were given instructions to research and select a CMS from a list of CMSs provided to us.  I did my research on a CMS that appeared to be similar to a software package I was already familiar with and after my research decided to choose that one.  Everything was ready to load into the CMS but it all came to a screeching halt when I was unable to load the software on my computer.  Scope creep occurred when I had to change my selection of CMS.  The changed occurred late in the project and I was totally unfamiliar with the newly selected CMS.  This change negatively impacted my project in two specific ways.  First, my timelines were negatively affected.  I needed more time to become acclimated with the product but our timelines were not being extended.  Consequently, the quality of my deliverable suffered immensely.  I was not able to meet all of my scope objectives.   

Looking back on this experience, there are several strategies that could have been employed to better manage the scope creep of the project.  Dr. Van Rekom has said over and over “Scope creep is inevitable – build in time and money for it ahead of time”.  (Laureate Education, 2009)  Since the timelines where not going to be adjusted, I probably could have reallocated my existing time on the project.  For example, I probably should have spent less time designing the modules and increased my time learning/loading information into the CMS.  I could have also examined several of the CMS systems since I was not familiar with any of them.  Consequently, I could have benefited from some introductory training on the new CMS.  This could have been accomplished through online videos and training modules.  Portny et al. suggested providing training to those new and lack experience on a project.  (Portny, et al., 2008)  Finally, I should have never sacrificed quality.  Budrovich said “do not trade-off quality…but scope and time you can”.  (Laureate Education, Practitioner Voices: Resource Challenges, 2009)  If I had followed through on some of these ideas, I probably would have experienced a more positive outcome.

Resources

Laureate Education, I. (2009). Practitioner Voices: Overcoming Scope Creep. Laureate Education, Inc.

Laureate Education, I. (2009). Practitioner Voices: Resource Challenges. Retrieved July 11, 2012, from Walden Univ. Mobile Learning: https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1341360_1%26url%3D Portny, S. M. (2008). Project Management. Hoboken: John Wiley & Sons, Inc.

Portny, S. M. (2008). Project Management. Hoboken: John Wiley & Sons, Inc.

Websites for Estimating Cost and Allocating Resources for Projects

Websites for Estimating Cost and Allocating Resources for Projects

http://www.pmhut.com/estimating-the-cost-of-project-management

This article is an easy read on how to estimate the cost of project management activities.  It has a “verbal” flowchart design.  It describes the most basic form of cost estimation called Analogy Estimation and the conditions that are most appropriate for using this method.  (Collet, 2013)  If your conditions are not conducive for this method, a decision should be made to continue to the next stage in the “verbal” chart.  The Parametric Cost Estimating (PCE) method helps one understand the cost drivers of a project.  In the PCE practice, cost drivers are divided into categories and ranked according to complexity and risk. The ranks are then translated into cost estimates.  This article was most useful for getting an understanding of how to categorize the cost drivers and assign a rank to better estimate a cost for each activity.  This is a quick and easy read worth reading.

http://pmstudycircle.com/2012/06/4-tools-to-estimate-costs-in-the-project-management/

This blog reminded me of the four piece puzzle logos used a lot in the back in the 80’s. 

 

This article describes four common “pieces of the puzzle” (if you will) used to estimate cost in project management.  Each piece of the puzzle represents a different method of cost estimation.  The four tools briefly discussed are Analogous Estimating, Parametric Estimating, Bottom-Up Estimating, and Three Point Estimating.  (Usmani, 2012)  Each puzzle piece describes when it is best used and the benefit it provides.  This article is most useful for potentially identifying which cost method to use for a project.

References

Collet, B. (2013, Sept. 1). Estimating the Cost of Project Management. Retrieved Oct. 3, 2013, from The.Project.Management.Hut: http://www.pmhut.com/estimating-the-cost-of-project-management

Usmani, F. (2012, June 30). 4 Tools to Estimate Cost in the Project Management. Retrieved Oct. 3, 2013, from PM Study Circle: http://pmstudycircle.com/2012/06/4-tools-to-estimate-costs-in-the-project-management/

The Art of Communication

Have you ever heard the phase “It’s not what you say; it’s how you say it”?  This is the thought that came to mind when I reflect on this week video The Art of Communication.  The same message delivered three different ways can change the way it may be interpreted by the recipient.  I would also say, the mode in which the message was delivered is just as important as well.   One important point Budrovich mentioned in this week resources was to “tailor your communication strategy to fit the specific needs of each stakeholder”.  (Laureate Education, 2009)  The message being delivered was clearly sent to someone who is obviously busy.  My first question would be; How can I best get this important message to this individual and get a timely response?  The e-mail message was probably the most effective mode of delivery given the current state of technology.  The voicemail would probably require a longer response time if someone is in a meeting and the face-to-face may not be possible.  The message I hear in all three modes is a sense of urgency.  Whereas I see the e-mail being the best mode of delivery, the tone of the e-mail seems more abrasive in an attempt to communicate the importance of what is needed.  Another problem I see with e-mail is it is too vague.  We can only assume the recipient knows the exact report and the exact data that is needed by the writer of the e-mail.  Stolovich tells us to “avoid ambiguity”.  (Laureate Education, Communicating with Stakeholders, 2009)  The e-mail will probably need follow-up on the recipient part to clearly clarify the information they are being asked to deliver causing even further delays.  Stolovich says communications should be “clear, concise, and focused”.  (Laureate Education, Communicating with Stakeholders, 2009)  The voicemail would have the same issues here as the e-mail again causing more delay.  But the face-to-face would be good for meeting the need of immediate feedback or answers to questions.

The audio message and the face-to-face message came off with a bit more sensitivity.  The tone seems mild and less threatening than the e-mail.  The statement in the message that said “I might miss my own deadline, if I don’t get your report soon” took on a whole different meaning for me in the e-mail vs. the voicemail/face-to-face message.  (Laureate Education, The Art of Effective Communication, 2009)  I felt as if there would be some type of repercussion or retaliation from this statement in the e-mail.  The same statement in the voicemail and face-to-face message spoke a tone that said to me “I understand you are busy but I really need your report to complete mine”…non-threatening.  This to me was a more sensitive approach.  Stolovich tells us to be sensitive when communicating with stakeholders.  (Laureate Education, Project Management Concerns: Communication Strategies and Organizational Culture, 2009)   

It is important in all three modes to document the communication.  Stolovich reminds us to document oral communications.  (Laureate Education, Communicating with Stakeholders, 2009)  However, one of the most important tips I gathered this week was “adjust your behavior to fit whatever is convenient for them [stakeholders]”.  (Laureate Education, Practitioner Voices: Strategies for Working with Stakeholders, 2009)  

References

Laureate Education, I. (Director). (2009). Communicating with Stakeholders [Motion Picture].

Laureate Education, I. (2009). Practitioner Voices: Strategies for Working with Stakeholders. Baltimore, MD.

Laureate Education, I. (2009). Project Management Concerns: Communication Strategies and Organizational Culture. Retrieved from Laureate Education, Inc.

Laureate Education, I. (2009). The Art of Effective Communication.

Project "Post-mortem"

Project “Post-mortem”

My project from my Distance Learning class which I was excited about doing initially, turned out to be my biggest nightmare of the semester.  The project was to develop an online orientation training module for a Philosophy class using a Course Management System (CMS).  I did not know what a CMS was at the start of the class but I was eager to learn more about it.  The instructor suggested several CMSs to research and allowed us to choose the one we would use.  Having zero experience with CMSs, I did my research and decided to use Moodle.  I did a trial module on their website and felt confident I could easily develop my project on this platform.  I began to prepare my materials and everything came to an abrupt halt when I was not able to load Moodle onto my computer.  I contracted the instructor for help and he informed me there was a problem with Moodle’s download.  He then suggested I try another CMS which happened to be one I had never researched.   I did switch to Coursesites and the nightmares began.  Needless to say, I did not get the desired outcome the instructor nor I expected.

As I look back on this project today, there were both high and low points.  There were quite a few successes.  I had actually worked the ADDIE method on paper and had a plan in place.  I did an analysis of the project and prepared to develop it.  I had developed strong course modules on paper.  I felt completely satisfied I would be able to execute my plan in the CMS.  However, I was ill prepared for using the Coursesite platform.  My lack of knowledge using the technology was the biggest contributing factor to the undesirable outcome of the project.  It did not matter how well planned I was on paper.  Dr. Stolovich even said “the why is more important than the how”.  (Laureate Education, 2009)  I got stuck in the “how”. 

If I were applying the Project management process, I would say I experienced “scope creep” and did not even know it.  (Laureate Education, Practitioner Voices: Overcoming 'Scope Creep’, 2009)  The change in CMS was a major modification for me and ultimately caused a major setback.  Had I understood scope creep during this project, I would have taken Dr. Van Rekom advice.  She said “scope creep is inevitable – build in time and money for it ahead of time”.  (Laureate Education, Practitioner Voices: Overcoming 'Scope Creep’, 2009)  Identifying limitations could have also been employed in this project.  My lack of experience with any CMS was surely a limiting factor.  Consequently, my timelines were stretched to the maximum.  This left no time for checks and balances resulting in errors being left behind in the final (unfinished) product.

My greatest lesson learned from this project was spoken about from every practitioner this week.  Dr. Stolovich said it, Dr. Van Rekom said it and now I am say it.  “Scope creep is inevitable” so prepare for it!  (Laureate Education, Practitioner Voices: Overcoming 'Scope Creep’, 2009)

References

Laureate Education, I. (2009). Practitioner Voices: Overcoming 'Scope Creep’. Retrieved July 11, 2012, from Walden Univ. Mobile Learning: https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1341360_1%26url%3D

Laureate Education, I. (2009). Project Management and Instructional Design. Retrieved Sept 4, 2013, from Project Management and Instructional Design: http://mym.cdn.laureate-media.com/Walden/EIDT/6100/CH/mm/eidt6100_instructional_design.html

A Reflection on the Future of Distance Learning

A Reflective Paper on the Future of Distance Learning

 

Distance learning has become a "hot topic" in the field of education and corporate training. There is no doubt with the advancement of technology; distance learning will be making a lasting imprint on training and education for years to come.  Simonson et al. reports "many educators are making claims about how distance education is likely to change education and training".  (Simonson, et al., 2012, pg. 4).  As new instructional designers, we need to begin conversations now on where distance education will be some five to twenty years from now, how we can improve the perception of distance learning, and what our role will be in the continuous improvement in the field. 

 

Distance education has already made a lasting impression in the field of education.  Gambescia and Paolucci said "college-level online courses have out-distanced all other forms of distance learning, in a remarkably short amount of time".  (Gambescia, et al., 2009)   The current climate of distance education indicates a positive upswing in growth.  Siemens said once we “bridge the gap of comfort” with technology, we will naturally accept distance education.  (Laureate Education, 2009)  Siemens goes on to say with “contributions from experts around the world, increased use of multimedia, games, and simulations, and growing trends supporting the Triple Helix model, online learning [is] becoming a preferable medium of learning”.  (Laureate Education, 2009)

 

We can improve the perception of distance learning by actively encouraging institutions to equitably promote their online programs.  Currently, there is a “lack of high visibility of university online degree program offerings”.  (Gambescia, et al., 2009)  We can also seek ways to continue to improve communication between students and instructors.  Holmberg’s Theory of Interaction and Communication is evident that communication is vital to online learning.  (Simonson, 2012)  It was also apparent in our mini-surveys communication and interaction was very important to the learners.

 

Our role as instructional designers to be positive re-enforcement in the field of distance education begins with applying sound theory in our instructional design.  Simonson et al. writes “According to Keegan, a firmly based theory of distance education will be one that can provide the touchstone against which decisions – political, financial, educational, social – when they have to be made can be made with confidence.”  (Simonson, et al., 2012, pg. 42)  We also need to use the appropriate tools in technology that help meet the learning objectives.  Finally, we must seek opportunities to assure the instructors of our products are adequately equipped and trained to deliver a quality online experience.

 

I am convinced distance learning is here to stay.  What we have already experienced with online learning can only get better five to twenty years from now.  The tables have already begun to turn with the perception of distance learning.  Siemens said “distance education is growing in acceptance in society as a whole”.  (Laureate Education, 2009)  He attributes this to more people “having experiences communicating online”.  (Laureate Education, 2009)  There is also no doubt instructional designers will play an active role in continuous improvement in distant learning.

References

Gambescia, S. &. (2009). Academic Fidelity and Integrity as Attributes of University Online Degree Program Offerings. Online Journal of Distance Learning Administration, Volume XII, Number 1.

Laureate Education, I. (2009). The Future of Distance Learning.

Simonson, M. S. (2012). Teaaching and Learning at a Distance: Foundations of Distance Education. Boston: Pearson Education.

 

From Face-to-Face to Online

From Face-to-Face to Online

Distance learning has had a dramatic impact on the way organizations teach, train, and learn.  It is no longer necessary for individuals to complete a training session or college course confined to a traditional classroom setting.  Different practices of online teaching have provided opportunities for corporations and universities to offer quality training to people who may otherwise be limited to their services.  Research has shown “distance learning can be as effective as traditional instruction when the technologies are appropriate for the instructional task, instructors provide timely feedback to students, and levels of student interactivity are high”.  (Durrington, et al., 2006)  However, in order to provide an equivalent classroom experience online, these providers must make a successful transition from face-to-face training to online instruction.  “Designing your blended course involves much more than ‘converting’ the content of an existing online or face-to-face course.”  (Designing a Blended Course, 2013)  This shift in instructions requires careful consideration and preparation.   Before making the changes to online instruction, there are some best practice guidelines any instructor may consider to make the transition a smooth and successful one.  Below is my list of popular best practices that can be used to narrow the time necessary to make the change from face-to-face to online instruction. 

References

Designing a Blended Course. (2013). Retrieved Aug 2013, from University of Illinois Springfield: http://www.uis.edu/colrs/learning/pedagogy/blendeddesign/

Durrington, V. B. (2006, Mar 18). Strategies for Enhancing Student Interactivity in an Online Environment. Retrieved Aug 20013, from redOrbit Your Universe Online: http://www.redorbit.com/news/technology/433631/strategies_for_enhancing_student_interactivity

The Impact of Open Source Courses

Open source courses are taking over the distance learning environments like a flood.  Businesses and universities alike are finding the advantages of using open source software to be not only easy to use but economically sound.  According to Simonson et al., “open source software is intended to be freely shared and can be improved upon and redistributed to others”.  (Simonson, et al., 2012, pg. 141)  Davis states “the user avoids the expense of licensing and permits adaptation” as a key advantage of open source.  (Davis, 2010)  However, when it comes to the design of an online environment, how well does the open source site work?

School of Everything is an open source site developed by a group of individuals who thought “the way the current education system is organised is a bit rubbish, rigid and out of date”.   (School of Everything, n.d.)  They set out to design an online educational system inspired by the concept of Free U in California.  What was initially a free-for-all list of courses, instructors willing to teach, and students willing to learn, became “a 21st century new-fangled website thingy so you can design your own education however you please”.  (School of Everything, n.d.)   

What initially began literally as a collection of topics, seem to have taken shape in the form of modules.  The only critical parts of the planning process I noticed were the materials and the environment.  There were only links to resources and the environment was easy to navigate.  I did not see any engaging activities for the students or an evaluation piece to assess objectives.      

This site is especially designed for the adult learner.  There is the assumption “adults are more interested in participating in a distance learning situation because of their motivation to apply learning to their work”.  (Simonson, et al., 2012, pg. 221)  The site is designed to select only those topics you are specifically interested in. I think it follows the Wedemeyer’s Theory of Independent Study.  Wedemeyer believed “outdated concepts of learning and teaching were being employed, and that they failed to utilize modern technologies”.  (Simonson, et al., 2012, pg. 43)  Some may even say Moore’s Theory of Independent Study and Transactional Distance is evident in this site.  Moore believed “the amount of learner autonomy and the distance between teacher and learner” shaped the adult learning experience.  (Simonson, et al., 2012, pg. 44) However, high achieving, self-motivated P12 students could benefit from from this site.  

While this site was quite resourceful, careful consideration toward engaging the distance learner and evaluating learning outcomes could add value to the purpose this site.

 http://schoolofeverything.com/

 

References

Davis, P. (2010, Oct. 10). The Impact of Open Source. Retrieved Aug 2, 2013, from Patricia Davis' Blog: http://davispa.wordpress.com/2010/10/06/the-impact-of-open-source/

School of Everything. (n.d.). Retrieved Aug 2, 2013, from School of Everything Ltd.: http://schoolofeverything.com/about

Simonson, M. S. (2012). Teaaching and Learning at a Distance: Foundations of Distance Education. Boston: Pearson Education.

 

What Technologies Would You Choose?

What Technologies Would You Choose for an Asynchronous Training?

 

     Asynchronous learning environments are an excellent way to provide training on-demand. In an asynchronous setting, learners have access to training materials when the time is right for them. Simonson et al. describes asynchronous learning as “instructions…offered and students access it at separate times, or anytime it is convenient to them”.  (Simonson, et al., 2012, pg. 34)  The learning technologies used to deliver asynchronous training may vary depending on the needs of the customer.  To illustrate how to go about selecting possible technology tools for an asynchronous training, let’s use the following scenario.
 

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.

 

There are seven principles to consider when selecting the appropriate technology for an online environment. 

(1) Encourage contact between students and faculty.

(2) Develop reciprocity and cooperation among students.

(3) Use active learning techniques.

(4) Give prompt feedback.

(5) Emphasize time on task.

(6) Communicate high expectations.

(7) Respect diverse talents and ways of learning.  (Beldarrain, 2006)

  

Now let’s identify the specific needs of the customer.  The first need described in the scenario is a series of stand-alone training modules.  Next, the modules should be step-by-step and made available to all shifts.  Finally, employees are expected to be engaged and demonstrate what they have learned.  If you wanted to employ a CMS at this stage, a recommendation I would make is Moodle.  The Moodle platform is designed in modules, accommodates presentation and video viewing, and has the capability of chat rooms for text interaction.  (Moodle, n.d.)  If I were selecting the latest technology tools to best fit this scenario, I would select podcasting and discussion technologies.  Podcasting “provide video content on demand”.  (Beldarrain, 2006, pg. 141)  Podcasts are single ideas, recorded in 3-5 minutes, and are part of a series.  (Simonson, et al., 2012, pg. 97)  This would meet the needs of stand-alone training modules.  Podcasts are “stored on a website or other Internet location for easy access”.  (Simonson, et al., 2012, pg. 97)  This should make the training available to all shifts.  An example of training done by podcasts is iPEMs by the EMSC National Resource Center.  They produced a series of podcasts to train “medical students, residents, and fellowship trainees and focus on three primary objectives: (1) to educate trainees about pediatric medication safety issues in the emergency setting; (2) to describe potential solutions to improve medication safety; and (3) to equip trainees with the tools to implement a quality improvement initiative in their training program”.  (Video and Audio Podcasts, 2011)  Lastly, the discussion technologies “help students collaborate and engage with peers and the instructor”.  (Laureate Education, n.d.)  Discussion technologies will provide an opportunity for the students to engage with other students and demonstrate their understanding of the training. 

     Podcasting and discussion technologies can provide solutions to meet the needs of the customer as described in the scenario.

References

Video and Audio Podcasts. (2011). Retrieved July 20, 2013, from EMSC National Resource Center: http://www.childrensnational.org/emsc/educationtraining/videoaudiopodcasts.aspx

Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2), 139-153.

Laureate Education, I. (n.d.). The Technology of Distance Education. Retrieved from Laureate Education, Inc.

Moodle. (n.d.). Retrieved July 17, 2013, from Moodle.org: https://moodle.org/

Simonson, M. S. (2012). Teaaching and Learning at a Distance: Foundations of Distance Education. Boston: Pearson Education.

Pamala Bolden

The Ever-Changing Face of Distance Learning

The Ever-Changing Face of Distance Learning

     The question was posed “Why do you feel the definition of distance learning is always changing and what factors drive that change?”  As I pondered over a response to this question, my first thought was before I can finish this entry, the definition would change again.  I think the definition of distance learning is always changing because of both the available resources and the needs in different professions.  A quote we have often heard back from the 1980s is “work smart not hard!”  This happened around the era when the phrase “corporate downsizing” was popular.  It became imperative to develop ways to share, develop, and deliver information with common interpretation around the country and never leave your desk.  But most of all save money.  Huett et al. mentioned for both education and Corporate America economics was a motivation factor for using distance learning.  (Huett, 2008)  Therefore, my definition of distance learning is the study and training of materials through available resources, across the United States without leaving your home or office.    

     Distance learning for me date back to a correspondence bible study class I took during the summer as a child.  I remember mailing a letter requesting to be a part of this summer program and receiving my official materials in the mail.  I would have to work independently to complete assignments by a certain deadline and return the lesson via snail mail to the originator.  They in turn would assess your work.  I think for me, there was no right or wrong for the course.  It seemed to be just a vehicle to get you to study the bible.  However, this is exactly what Huett et al. discussed about ways to effectively measure the success of the program.  (Huett, 2008)

      Dr. Simonson offered his definition of distance learning as “formal education in which the learning group (teacher, student, resources) are separated by geography, and sometimes, by time and technology resources are used to link the teacher and the learner”.  (Laureate Education, 2009)  I like to use the KIS principle.  I would sum distance learning up like this.  Distance learning is a teaching and learning process shared by different people, in different places, at different times, using different resources.  Dutifully note the word process.  The word process indicates phases, stages, or steps to reach a particular goal.  This is where the changing definition of distance learning takes place. 

     The future of distance learning I think will definitely be global.  It actually already has made a global presence.  But the transition will be to have a visual classroom setting via little, talking avatars.  Whatever the future holds, I sure the possibilities of distance learning are limitless.    

References

Huett, J. M. (2008). The evolution of distance education: Implicastions for instructional design on the potential of the web (Part 3: K12). Tech Trends, 52(5), 63-67.

Laureate Education, I. (2009). Distance Education: The Next Generation. Baltimore, MD.