Post Mortem – Health Tracking

X marks the spot

When I first started my last job, I shared an office with an amazing person, “Sherry”. Sherry was always working hard, very rarely chatting like the other hens in the office, and almost always a smile on her sweet Southern belle face. She had these long papers taped, glued, stapeled, whatever she had to do, to keep them together. She was always focused and always doing something to those long papers. One day, my curiosity got the better of me and I asked about her papers. Sherry explained to me that all of the health inforamtion that were were required to have was also supposed to be “tracked” somehow. This was how she did it as her predecessor had taught her, in long hand, not utilizing the computer to her left.

We continued our talk and I asked if I could help make her job easier. Who wouldn’t like that, right? I asked her to give me an idea, or draw out her idea, of how should would want a “spreadsheet” like the one she had taped together, only on an 8.5″ x 14″ piece of paper. I asked her to give me a day or two to make it for her (I couldn’t wait that long!) and presented it to her a little while later in an Excel format. I love to create things and creating this spreadsheet for Sherry was very gratifying. I sent it to her in an email and began showing her how to input all the data, etc. for each classroom. Once the hard part was done, filling in all the blanks, she could see exactly what each child was missing from immunizations to a dental visit.

As a child care facility, there are certain things that must be done and certain things that must be tracked. We had a computer software program that would allow data entry but it was highly irritating and not user friendly at all. This was another reason for the spreadsheet. Sherry could take all of the information she had gathered and work directly off of one sheet instead of a million pieces of paper. However, it was still not possible to get everything into a nice Matrix on one sheet of paper.

My desk faced Sherry’s desk. I had happened to look up one afternoon to see that there were only a few sheets of paper on her desk. Usually, it was covered in papers (all in neat piles). I asked about her spreadsheet. The look on her face was priceless. She looked like a kid in a candy store with her favorite lollipop. She was working on her desktop and only had one sheet per classroom – eleven 8.5 x 14 sheets in total – all stapled together.

While I do not like to toot my own horn, too often for fear of getting a “big head”, I must say that I am rather proud of the work we did together to create that Health Tracking sheet. It is now 8 years later and Sherry still uses the same sheet. They finally changed to a different more user friendly software but the spreadsheet still stands on its own. I think what would be nice is to have the paper just a little longer so the font could be a little larger. Other than that, I think the spreadsheet looks great. Sherry did a great job conceptualizing what she needed and wanted for her tracking sheet.

The most frustrating part of the tracking sheet was the font size. Resizing the cells could be done but then it would be difficult to have all of the information need on one side of the paper – which is preferred. The most gratifying and satisfying part of the process in working with Sherry was helping her to be more efficient. Her manual spreadsheets were great! But having them on the computer and being able to do all the wonderous things within a digital world literally opened a whole new world for her. She now creates her own spreadsheets with little help. Every now and again, she will request some help or an “extra eye” to double check a formula or get help with layout.

Portny, et al (2008) stated that getting team buy helps the unit function better. Having consistent systems amd procedures is place is crucial. Each team member may have other projects competing for their time. While the team members may not be familiar with another’s style, knowledge and approach, they may may require time to build up a trusting relationship and be comfortable with each other’s styles and behaviors.

Sherry and I work well together. We understand each other and communicate well. In my opinion, we were the only two stakeholders. However, if we had to bring in another stakeholder, I suppose it would have to be the boss. She did ask questions a few times on why I was helping Sherry. To me, if a co-worker asks for your help, and you have the time or can schedule it in, should you not help as requested? Micro-managing behavior is not my thing. As long as it is work and pertains to the work at hand, stop trying to make a good situation difficult.

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.

Kitchen Sink Syndrome – A.K.A. Scope Creep

 

 

 

Kitchen-Sink Syndrome – A.K.A. Scope Creep

According to www.projectscope.com, “The Project Scope pertains to the work necessary to deliver a product. Requirements and deliverables define the project scope, and it is critical that the stakeholder is in agreement with the information discussed in the proposed plan.

The use of Mind Mapping Software can greatly assist in the processes involved in creating the Project Scope. The following graphic shows some of the components to include in the project scope.”

 

Scope creep happens when items are forgotten or all of a sudden a client “needs” to have something included.

While I do not have a specific project with scope creep I am reminded of scope creep in a movie: Father of the Bride 2. The father, George Banks, has a “room” to build on to their house for their new mid-life bundle of joy. They have the help of a quirky designer.  As things turn up, more stuff is added into the addition yet there does not seem to be a meeting of the minds with those issues. Time is not too much of an issue but each added “thing” brings the budget OVER budget. George does not find out the final price tag in the movie as the designer does not hand him the bill until later in the film after he is shown the baby’s new room. It seems they thought of everything to put in the room except the kitchen sink.

 

 

 

Had I been managing the project, one of the first things would have been to have a firm hold on the budget. They went overboard on the size of the baby’s room. Unless they had plans for that area later, they might have scaled down, made a room with a walk in closet and a nice bathroom, or made 2 bedrooms and an en suite bath between the rooms with the size of the room. In order to control the “creep”, they could wait until later to put “everything” in the room or wait until after the baby shower (I do not remember if they had one in the movie).

Looking back at the movie, even though this is a room for a child late in life, they could have spent less on “stuff” and put some of the money in a college fund. It would have been more prudent to remodel the eldest child’s room as she no longer lived there. In this manner, they could have saved more money and possibly have come in under budget.

 

 

 

WEEK 3 THE ART OF EFFECTIVE COMMUNICATION

 

 According to Portney et al (2008), “The key to successful project management is effective communication – sharing the right messages with the right people in a timely manner. Communication may be informal, formal, written or verbal. Whatever form the communications take, project managers should plan and prepare so their messages are received and correctly interpreted by project audiences”.

     This week we looked at three different modalities of communication: email, voicemail, and face to face (vis à vis).  In an email, there is an interpretation issue. The way it reads, it could be construed as being a little “bossy”. There is no way to accurately convey tone in an email. I believe this should be a third choice if a project team is in the same building(s). 

One could change the font  and color so it is not perceived in a wrong light for other than its true purpose: to get the required data so the other team member can submit their report on time.

     Voicemail is a little better than email in that one can convey tone, context and meaning using voice. However, as with email, one cannot be sure that this project team member will open the voicemail in time to send the necessary data.

     Face to face communication is a better way to get the information one needs if they are located in the same area(s). It is more personalized, can convey meaning and context, and more motivation for the team member(s).

    The factors that influenced this decision: face to face communication is more effective because it is more personalized. It also best conveyed the message that she may miss her deadline. She is able to connect with the team member and they can also iron out any wrinkles in the transfer of information.

     Not everyone is comfortable with vis à vis contact. So voicemail should be a second option of communication. They may not check their mail on a regular basis and may “miss something”. If they do not check in regularly, it could cause Jane to miss her deadline.

     The last option would be that if one needed a confirmation, email would be a good avenue. However it still does not minimize the chances for a misunderstanding.

 

 

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.

 

Effective Communication

Effective Communication

By “Dean Jacobs”

 

In the Case of Beth Owens and the Culinary Arts Program we have some challenges. They each come at their instruction methods in different manners. Beth finds Chef Reiner’s (Chef) behavioral methods conflict with her constructivist background. Beth’s challenge is to find a way to retain and support the students they have and also to promote the Culinary Arts Program.

As the Project Manager, Dean Jacobs could help promote a positive interaction and communication between Chef and his students (stakeholders) by hosting an informal meeting so everyone can learn about the direction that Chef wants to take the Program. It is also necessary that the students see and understand that the Dean also supports his instructor, Chef Reiner.

As the ID, Beth needed to learn more about the Culinary Arts Program, safe food handling procedures, and how to provide positive constructive feedback to culinary arts students. She could do this by examining her own beliefs about constructivism and find a way to integrate those with Chef’s behaviorist approach.

As Dean Jacobs, there are a few things to consider. First, what are the rules and regulations guiding a “kitchen” in the culinary world? Second, does Chef abide by these rules and regulations? Third, I, the Dean, need to sit down with Chef and have a meeting with him to find out what kinds of issues there are from Chef’s perspective. At this point, I already have a pretty good “idea” of the issues some of the students were having. However, it may be constructive to have a meeting with the students as well after my meeting with Chef.

In the culinary world, regardless if one starts at Wendy’s or in their own kitchen, there are food safety issues that need to be addressed. Have you ever wondered WHY there are these neat little 8 x 11 sheets of paper in the windows of the drive thru or posted in the restaurants with a GRADE on them? What about the signs in the restrooms stating that ALL EMPLOYEES MUST WASH THEIR HANDS BEFORE RETURNING TO WORK?

As a former Wendy’s crew person, Crew Leader and Assistant Manager, Line cook (Pantry, Grill, and Sauté) and Prep Cook at The Biltmore Estate, Line cook (Dessert, Pantry, Grill, and Sauté) at Champion Hills Country Club, and various other restaurants, THE most important issue is safe food handling procedures. One may see signs posted that state something to the effect that a certain person has completed ServSafe Certification from the NRA (National Restaurant Association). (This is a big deal in my opinion. I carried a ServSafe Card for years.) Part of the scores one sees on the GRADE signs includes points for having ServSafe certified people on staff. When the Health Inspector comes around to inspect and give you your GRADE (hopefully an A), you hope that the folks that have the certifications are working that day so you can get the extra points. (DO NOT eat anywhere that has a score less than an A. You are asking for intestinal troubles and maybe more.)

Personally, I agree with Chef and his method of holding the students accountable for their appearance and production. First of all, who wants to eat food from someone with long stringy hair hanging down, different colors of chipped nail polish, dangling earrings, and 2 or 3 rings on each finger and thumb? THAT would be a BACTERIA’s dream come true! All those places to hide and breed and the opportunities to make people sick! It would be like Disney World for them if they had feelings – they would be so happy! What should I think about dirty and dull knives and equipment? The first thing that crosses is my mind is cross contamination and food borne illnesses.

The second issue is their production skill: how well do they listen, take direction, how fast do they produce good quality food consistently? Once they get out of culinary school and they have their “paper”, they have an opportunity to be a Chef. There are many levels and types of chefs. If one wants to achieve the Level of Executive Chef (Project Manager), he/ she will need to excel in all areas of the restaurant and hospitality industry. The most notable Culinary Arts Program is The Culinary Institute of America.

“CIA is a private, not-for-profit college dedicated to providing the world’s best professional culinary education. Excellence, leadership, professionalism, ethics, and respect for diversity are the core values that guide our efforts. We teach our students the general knowledge and specific skills necessary to live successful lives and to grow into positions of influence and leadership in their chosen profession.”

– See more at: http://www.ciachef.edu/about-the-cia/#sthash.bcMQqg2S.dpuf

I liken how CIA teaches to how Chef Reiner is instructing his students. He is requiring and holding them to higher standards so they may succeed in the culinary world and life. The ability to communicate effectively is crucial to the success of a project (Portny, Mantel, Meredith, Shafer, Sutton, & Kramer, 2008). Sometimes it is brutal, back breaking work. But the reward and the satisfaction from having pulled off a lunch of 400 guests (with 4 cooks on the line) ordering à la carte between 11:00 AM and 2:00 PM is incredible and makes you want to do it all again the next day!

How many jobs do you know of that would accept your coming to work late, leaving early, being idle, not cleaning up after yourself and your work area, wearing dirty clothes, etc.? Maybe a plumber’s helper could get by with the dirty clothes. Which Project Manager would want a person who did not listen or take direction, be respectful of others, work as a TEAM, or be mindful of project costs and being on time in submitting their projects?

There may be ways for Beth to mesh her constructivist point of view with the necessary behaviorist approach of Chef. Behaviorists Skinner et albelieve “that meaning exists in the world separate from personal experience. The goal of understanding is to come to know the entities, attributes, and relations that exist in this objective reality. Frames instructional goals in specific, behavioral, observable terms. The behavioral approach is concerned with immediate, recognizable changes in behavior.” Beth needs to understand that in the culinary world, results have to be immediate or within a reasonable time frame depending on what the issue is. If it is an issue in sanitation, a student can be re-trained. If it is an issue in appearance, this is easily correctable if the student is willing to listen and the feedback is given in a positive manner.

Constructivists, like Beth and Vygotsky et al, “Hold that learners impose meaning on the world, and so “construct” their own understanding based on their unique experiences. Frames instructional goals in experiential terms: specifying the kinds of learner problems addressed; the kinds of control learners exercise over the learning environment; the activities in which they engage and the ways those activities could be shaped by leaders or instructors; and the ways in which learners reflect on the results of their activity together.”

Chef and Beth can work together to mesh these two approaches because they really are not too far apart in reality. The stakeholders (student learners) have control over their learning environment when they abide by food safety and sanitation guidelines. They construct meaning and understanding through the creation of product. The activities, shaped by the Chef (instructor/leader), engage the students to create meaning through their food. Each student has a unique experience but for it to be “measured” in the culinary world, the goals have to be specific, measurable, and observable. It is “important to clarify to ensure that everyone understands what is expected of them and what their responsibilities will be for the project” (Portny, et al., 2008). There is some information left out of this scenario, too much to write about, however, it is a doable project. I would be excited to take on Beth’s role!

References

Ertmer, P., & Quinn, J. (2007). The id casebook: Case studies in instructional design (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc.

Instructional Design Approaches, n.d. Retrieved from depts.washington.edu/…/Instructional%20Design%20Approaches.htm‎. November 2013.

Laureate Education, Inc. (Producer). (2010a). Communicating with stakeholders. [Video webcast] [with Dr. Harold Stolovitch] Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_4065699_1%26url%3D

Laureate Education, Inc. (Producer). (2010b). Practitioner voices: Strategies for working with stakeholders. [Video webcast] [with Troy Achong & Vince Budrovich] Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_4065699_1%26url%3D

Laureate Education, Inc. (Producer). (2010c). Project management concerns: Communication strategies and organizational culture. [Video webcast] [with Dr. Harold Stolovitch] Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_4065699_1%26url%3D

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.

A Killer In Your Fridge ~ Sweet Poison…A MUST READ

EVERYONE . . . THIS IS A MUST READ!! PLEASE TAKE A MOMENT TO READ AND SEND ON!!

Post Mortem

El Manual De Los Padres

Las Manos Auxiliares Que Forman El Mañana

 

 

One of my projects was to create a Spanish Parent Handbook. When I arrived at my job they only had an English version. I arrived at my job in October. By the end of the year I had my first Spanish Parent Handbook completed and ready for distribution. Most of the children had been in school since July. I made sure there were copies in each classroom and where we kept family resources. When we had a new child sign up, the parents also received a handbook in English or Spanish.

The project was a success because I did most of it at home on my own time. I was not happy with the fact that roughly 30% of our families had no idea what the rules and policies were much less where to find resources if they needed them.

Each year the parent handbook is updated. Some years had more updates than others that needed to be translated. I started asking for updates in February. We had one school that was year-round. School let out in June and started back the first week after the 4th of July. I needed to have the handbook done, preferably by May 31. From February to the end of June, I was singing children up for the new school year to begin in July.

Although I did not need help in the translation aspect of the document, I did need the co-operation of the “management staff”. I asked the most important questions . . . When woud they know their information and when could they get it to me? The only thing I asked in return was for a one month deadline. I really needed to have their information ASAP so I could translate it at work and not on my own time. I did not get paid for my time and it took away time from my own family.

Each year was difficult. One person in particular was on the ball and always had her information UTD and color coded for me. It was important that I know what was to be deleted (red) and what was new (blue). This was a big help. The first year she color coded for me was the most difficult year. Folks kept making changes and I had to keep up with two translations plus the new translation I was working on. It was quite maddening close to the end.

It would have been great if we could have agreed on the deadline and stuck to it. Although I had asked for a specific deadline, no one really cared enough or respected the project enough to maintain a deadline. The reason for starting so early in the year was for the folks who dragged their collective rears – the same ones who could not keep to the deadline.

The positive side was that I could work on it little by little and not interfere too much with my day to day duties. The negative side was having to ask for extra time after work to finish because all of a sudden I had to meet their “deadline”.

The most gratifying aspect of the project was that my Hispanic families finally had a handbook to refer to if they had any questions. I received several “gracias” from my families. It helped them to feel more of a part of their child’s school and their education.

 

Welcome! ¡Bienvenidos! Bienvenue! Bruchim ha-baim! Aloha! Welkom! Willkommen! Benvenuti! Hwangyong-hamnida!

 

Welcome to a new class: Project Management in Education and Training!

 

REFLECTION

Reflection

     When I was growing up, some of the cartoons were based in the future like THE JETSONS (2062). It had TV looking sets and could communicate by live video feed to one another from wherever they were, including their “vehicles”. Usually it was Mr. Spacely calling George to hire or fire him. “George had a computer called R.U.D.I. –an acronym for Referential Universal Digital Indexer. He had a human personality and was a member of the Society for Preventing Cruelty to Humans. While episodes made in the 1960s referenced rockets and other “space age” theme devices, reflective of the real-life U.S. space program which fascinated America, the 1980s episodes leaned more towards how computers would influence life in the future” (http://hanna-barbera.wikia.com/wiki/The_Jetsons).

In 1984, DUNE was released. It was based on Frank Herbert’s book by the same name. In the beginning there is a scene of a young male teenager watching his “homework” in 3D CG video on a screen. It was so crystal clear it looked real.

With the showing of AVATAR (2009), one could take a “screen” from a frame and put it into another “frame” or into the air and work on the project in midair. From The Jetsons to DUNE is about 15 years. From 1984 to 2009 is 25 years.

Since 1984, computers have evolved from huge rooms containing only one computer for N.O.A.A. to small hand held devices capable of communicating with anyone from anywhere in the world like mini iPads.

In 5-10 years, I believe there will be more students, traditional and non-traditional students, taking classes and entire degree programs online from A.A. to PhD. Although there are already some institutions out there that have these options, there are a lot more that do not. We currently have MOOCs, free online courses from major universities all over the world from the U.S. to Australia. It is my hope that education will become cheaper for everyone because of the volume of students online and onsite at universities.

In 10-20 years, it would not surprise me if the majority of core courses are taught entirely online with the exception of classes that require laboratories. There is no substitution for hands on learning in a lab. By then, I hope that instructional designers, through excellent design, have helped to dispel the idea of “diploma mills”.

New technologies are being improved and developed every day. Currently, Adobe and Microsoft Office are now in The Cloud. Adobe CS 6 will be the last disc and paper based version they put out. According to Aseiya, an online customer service representative of Adobe, “Adobe products will be available in CC” (Aseiya, CSR Adobe, 2013). Having these tools in the Cloud will make it easy for anyone to access the Adobe products from anywhere on the planet.

As an instructional designer one of the ways to be an advocate for improving society’s perceptions of distance learning is to always do moral and ethical work to the best of my ability. I do well in a structured environment. One thing that I would have a hard time compromising is my morals and ethical work. I have turned down a position where I would have been required to interpret words from Spanish into English that are not in my vocabulary. Some of the words and phrases, I had no idea they even existed. I do not want to pollute my mind with vulgarities so I choose not to work in that particular area.

In order to be a positive force for improvement in any area, one has to talk about their area. For me, distance education has been a gift. When I first started my online journey in education, I had to do a lot of the work on my lunch hour at work. Some of the work could be done at home without an internet connection but not for the classes with the book entirely online and the lab work online. After work and on weekends, I would be dropped off at McDonald’s and do my homework until 11:00 PM when they closed the doors. (I had dial-up at the house.) I was able to talk to a lot of people about why I was there. They saw the computer and figure someone is just catching up on Facebook or working. Then, they saw the pens and pencils, notebooks and books, headset and microphone and knew I was not messing around. Conversations began and my quest to recruit students for Walden began. I sang the praises of Walden as I believe in Walden University and what it is doing for distance education. Walden is helping to close the gap in accessible education. If it were not for Walden, I do not know if I would be still be seeking an online degree.

”We must, I think, look at the problem as a whole, not at a particular part of that problem, not at a segment or a fragment of it, but at the whole problem of living, which includes going to the office, the family, love, sex, conflict, ambition and the understanding of what death is; and also if there is something called God, or truth, or whatever name one might give it. We must understand the totality of this problem. That is going to be our difficulty, because we are so used to act and react to a given problem and not to see that all human problems are interrelated. So it seems that to bring about a complete psychological revolution is far more important than an economic or social revolution – upsetting a particular establishment, either in this country or in France, or in India – because the problems are much deeper, much more profound than merely becoming an activist, or joining a particular group, or withdrawing into a monastery to meditate, learning Zen or Yoga.”  ~ Jiddu Krishnamurti

References

Krishnamurti, J. (n.d.). Look at the problem. Retrieved from http://www.jkrishnamurti.org/krishnamurti-teachings/view-daily-quote/20101120.php (2013).

Siemens, G. (2008). Learning and knowing in networks: Changing roles for educators and designers. ITForum. Retrieved from http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf

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

The Impact of Open Course – Spanish I

While taking classes online is usually FOR credit, there are options available to learn without cost to the learner. These courses are open courses for anyone to acquire more knowledge on a particular subject or as refresher courses. The Open Course I chose is from MIT – Spanish I.

     The site is laid out well. There are clear expectations and directions.

• COURSE HOME
• SYLLABUS
• CALENDAR
• ASSIGNMENTS
• RELATED RESOURCES
• IN-CLASS ACTIVITIES
• DOWNLOAD COURSE MATERIALS

The course Home Page is laid out with graphics of Hispanic flags and a Welcome! In the Course Description, it states that it is “very different from other classes at MIT”. There are 26 videos lasting 30 minutes each to go along with the textbook and workbook. It goes on to talk about what they do in the “classroom”. At this point, everything follows what they do “in the classroom”. It appears not to be written specifically for online instruction.

The Assignments are clearly communicated and include links to outside sources as well as an online version of the textbook: Destinos. The assignments are laid out by the class day. These are not laid out in Unit-Module Topic Guideline format. As stated by Simonson, et al, 2012, “When courses are planned, the designer might want to use the Unit-Module-Topic approach model (UMT approach)”.

In the Resources section, the first resource, LLaRC (Language Learning and Resource Center), is no longer active. There is not an opportunity to work in a “lab” setting. They need to have some other source for a language lab. In learning another language, part of the process is learning “how” to sound. The textbook seems to have an option so one can listen to sounds. However, the “voice” giving directions sounds mechanical. To me, it is not very inviting nor engaging.

In order to assess how one is progressing, there are quizzes and tests along the way. I took a 20 question Basic Quiz on the verbs Ser and Estar. When I was finished, it was graded. I had missed 4 and it gave me hints on the ones I had missed and an opportunity to change them and get graded again. I scored 100%. Having a positive assessment is important when learning. It gives a person confidence and the desire to continue with the course.

There is a list of “In-Class Activities”. Although the handouts, in PDF form, are great and it is good information, there is not an option for grading to see if one has the correct answer or not. Here is an example of the first 10 activities listed.

ASSIGNMENT #	TOPICS
1	Vocabulario de las presentaciones (PDF)
2	Actividad Verbo SER (PDF)Completar con SER o ESTAR (PDF)
3	Actividad para descubrir los parentescos (PDF)Repaso del episodio y de los verbos regulares en tercera persona (PDF)
4	Repaso vocabulario y verbos en el presente (PDF)
5	Horarios y asignaturas (PDF)Vocabulario: asignaturas, y horas (PDF)
6	Destinos Lecciones 1-6: Repartir una serie de 10 oraciones a varios grupos de estudiantes. Los estudiantes deben leer al oración conjugando los verbos para que otro de los grupos identifique al personaje (PDF)
7	Repaso Episodios 7 y 8 (PDF)
8	Verbos irregulares (PDF)Presente de verbos de raíz irregular (PDF)
10	Actividad: ¡Es hora de encontrar un novio para Raquel! (PDF)

Here is an example of an activity without the benefit of an answer sheet.

http://ocw.mit.edu/courses/foreign-languages-and-literatures/21f-701-spanish-i-fall-2003/in-class-activities/2verboser.pdf

So, in regards to the questions we were asked, it does appear to be well thought out, carefully pre-planned but not designed for distance learning. It is possible to be a self-paced course but there is still the issue of “grading” in some aspects of the course. Without an answer “guide”, a learner will not know whether or not they are progressing well through the course. This course was clearly designed for a traditional brick and mortar classroom environment as it clearly and consistently refers to “in the classroom”. The activities will give a student a better understanding of the language but could have been more interactive as they were only on paper. A few ideas for interactivity would be an online crossword puzzle, a fill in the blank story, etc. However, it would need to have software to check the accuracy of the work. All in all, it is a good resource for a refresher but not for an actual distance learning course.

Resources

Groeger, Margarita, and Solivia Márquez. 21F.701 Spanish I, Fall 2003. (MIT OpenCourseWare: Massachusetts Institute of Technology),http://ocw.mit.edu/courses/foreign-languages-and-literatures/21f-701-spanish-i-fall-2003 (Accessed 6 Oct, 2013). License: Creative Commons BY-NC-SA

http://ocw.mit.edu/courses/foreign-languages-and-literatures/21f-701-spanish-i-fall-2003/index.htm

Week 1 DISTANCE LEARNING http://wp.me/p2jRA3-1M

Mind42 – Distance Learning

Welcome to Distance Learning!

There is only one thing that is constant in this world: change. Everything evolves, adapts and grows including distance learning. Many factors drive this change. New breakthroughs in technologies, better raw product to make equipment, young men and women bringing their knowledge and expertise, etc. Since technology is ever-changing, then anything and everything having to do with technology must evolve or perish.

Back in the 80’s, we had Atari and what we thought were “awesome” games with PONG and ASTEROIDS playing on an ATARI or Commodore 64. We graduated to Pac-Man and Tempest arcade games.Today, we have the capability to play games with excellent 2D and 3D images and fantastic “realistic” graphics on personal computers, laptops, iPads, and smart phones. It is possible to play with multiple players all over the world at the SAME time. I wonder what would have happened if the bright young minds back then had quit “creating”? Would secretaries still be typing on IBM Selectric typewriters? Would the government have the only computers, one that could take up an entire room for only one purpose? Would we still be sending ALL mail through the Post instead of instant messaging or email?

Many, if not most people are connected to some kind of technology these days. It could be as simple as a cell phone or as complex as a laptop. Many are still limited by the costs of the higher priced items like iPods, iPads, and iPhones as well as other higher priced items like Alienware Gaming PC’s. By the time a person can save the money to buy one of these items, they are already “obsolete” and one is in the works and waiting in the wings ready to replace it.It does not matter what profession a person is in or how much technical knowledge he/she has. Change is imminent.

Before coming into this class, I had already taken courses online. According to http://www.merriam-webster.com, distance learning is “education that takes place via electronic media linking instructors and students who are not together in a classroom”. For me distance learning is much more than that. It is having the capability of transferring knowledge from one person to another through the use of the internet, multimedia, books, online articles, etc. It is the interaction between students and professors via discussions, emails, phone calls, class time via BlackBoard Elluminate, blogs, etc. It is connecting with people from all parts of the world in one centralized place (Walden University) to learn and grow together as we proceed through our courses. Sometimes, our “classmates” become friends and keep in touch beyond the program. The old Nigerian proverb, “It takes a village to raise a child” is true. It is also true that it takes people connected through technology to make a better world. That is what distance learning is all about.

Before taking classes myself, I knew that there were mediums such as Blackboard to create a classroom and enhance the online learning experience. After having taken a dozen courses from French and Spanish for Healthcare Professionals to Foundations of Research and Distance Learning, it would be quite difficult for me to sit in a traditional brick and mortar setting. Geography would be the biggest hurdle if I wanted to attend Walden University. It is halfway across the US and I cannot leave my responsibilities. Having a smaller “classroom”, albeit online, is great! I am able interact with my classmates more often than I would have in a traditional setting. I also “chat” more with my “mates”. Wondering why? People are busy these days. Most folks work. Many “students” have spouses, children, or other family members to take care of. Some may even work a second job. The point is, people go to school, exchange a pleasantry or two and then leave as soon as possible. They really do not have, or take, the opportunity to interact on a level that is possible through distance learning. Online, there is a possibility of effecting change, whether it is on a social or global level, through such a medium.

As a former home school parent, even though it did not go as I had planned, it would have been a tremendous help to have access to K-12 online like it is offered today. One has a choice of free or paid K-12 online schooling. If you have children who are bright yet are bored with school, a K-12 online learning environment would be an option. Living in the rural mountain of North Carolina, my children had to travel around an hour and one half each way. It was only 6.5 miles to school. that is three hours out of their day that they could have been doing something other than sitting on a bus. They were the first ones on and the last ones off of the bus.

As technologies adapt and improve, our educational opportunities and the mediums with which they are presented will too. “The ID is placed in a situation of having to train a workforce so they will be ready to execute innovations that have not yet been identified” (Moeller, Foshay, Huett, 2013). As Instructional Designers at this point in time, we are in unique positions to help effect such a change. Nowadays, geography, the physical location of a school or student, does not matter. We have the capabilities to truly reach the world. In my opinion, regardless of location or methods, whatever is the “most effective strategy is the one learners will actually use” (Moeller, Foshay, Huett, 2013). For example, students who have physical limitations can now take their courses online through K-12 in the comfort of their own home environments. They can have access to a tutor, in person or online, as well as a teacher driven class or in an asynchronous environment. Whatever method suits their needs, they can truly create and tailor their own educational experience to their specific needs, schedules, etc.

Distance learning will continue to evolve. It has to. As newer innovations and technologies are developed, the capabilities of distance learning programs will have to evolve as well or they will also go the way of Megalodon and T-Rex. I look forward to seeing new technologies that have not been dreamt of yet. Maybe we will be able to have computers like the ones in AVATAR. They can move screens from a portable “hard frame” to “open air”. Maybe we will have computers like the ones in Demolition Man. Oh wait! We already do: we have cars with live voices from far away = GPS. We have video conferencing via a handheld device – can you say iPad? It may be that we have two-way tv’s like they did in one of the scenes. We have that too as long as each person has a webcam.

My opinion and definition of distance learning will evolve over this course. My opinion can only grow stronger in favor of online distance learning. As I learn more about it, I am sure I will be able to add more to defining my “definition”.

References

Huett, J., Moller, L., Foshay, W., & Coleman, C. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 3: K12). TechTrends, 52(5). 63-67.

Moller, L., Foshay, W., & Huett, J. (2008a). 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.

Moller, L., Foshay, W., & Huett, J. (2008b). The evolution of distance education: Implications for instructional design on the potential of the web (Part 2: Higher education). TechTrends, 52(4), 66-70.