Communicating Effectively

Communicating Effectively

Effective communication is essential for project managers. “The ability to communicate well, both orally and in writing, is a critical skill for project managers” (Portny, Mantel, Meredith, Shafer, Sutton, & Kramer, 2008, p. 357). This communication can be influenced by many factors such as spirit and attitude, tonality and body language, timing, and the personality of the recipient (Laureate Education, Communicating with stakeholders, 2010). For this assignment, we were presented a communication in three formats and asked to consider:

• How did your interpretation of the message change from one modality to the next?
• What factors influenced how you perceived the message?
• Which form of communication best conveyed the true meaning and intent of the message?
• What are the implications of what you learned from this exercise for communicating effectively with members of a project team?

(Laureate Education, Inc., 2012. Blog Assignment)

Initial Reflections on Each Message Modality

First Modality – Written Text (Email)

Jane is communicating to Mark that she needs his report to finish her report. The message is polite and encourages Mark to reply. There is no sense of blame and in fact Jane acknowledged that Mark may have been busy with an all day meeting.

Second Modality – Audio (Voicemail)

The message is delivered and sounds somewhat urgent as Jane cannot complete her report without Mark’s report and data. Tone and inflection in the voice indicate an urgency and almost a pleading to get the necessary report. There was a communication of the sense of urgency that was not as solid in the written version.

Third Modality – Video (Face-to-Face)

At first, Jane almost appears apologetic for asking Mark to send his report. She turns this around with the emphasis on the word “but” as she indicates urgency in need for the report to complete her own. She also places emphasis on needing “your” report so that her “own” does not miss the deadline. The body language helps to drive home the message of urgency.

Implications Regarding Communicating
With a Project team

When reading the email, I felt it was polite and encouraging a reply. However, the sense of urgency increased when listening to the voicemail and increased yet again when viewing the video clip. This would seem to emphasize the importance of auditory and visual cues when receiving a message. Portny, et al., (2008) indicate that one of the things written reposrts do not do is, “Enable project managers to verify that their audiences received and interpreted their message in the way intended” (Portny, et al., 2008, p. 358). Being able to hear the inflection in the voice and see the body language helped to convey the sense of urgency.

The message, in all three forms, clearly delineates that Mark is accountable to provide Jane his report so that she can finish her report. The responsibility is clearly being reiterated and serves to remind Mark of the importance to keep his commitment. According to Portny, et al., “If you’re responsible, you should be held accountable” (Portny, et al., 2008, p. 294). Clearly, the accountability factor is being stressed in all three methods of communication. As the communication is still relatively friendly and lite, I would assume this is an early reminder of the need for the follow through with the report.

While all three forms are communicating the same message, it is the face-to face message that seems to convey the urgency of the message best. However, the written message is still important as it adds documentation to the request. It is important to “confirm in writing the important information that was shared in informal discussions” (Portny,et al., 2008, p. 357).

Conclusions

Receiving the message in three different modes shows the importance of planning the message for the intended audience. Portny, et al., states, “The key to successful project management is effective communication – sharing the right message with the right people in a timely manner” (Portny, et al., 2008, p. 357). The more urgent the message, the more consideration needs to be placed on a face-to-face meeting of some type as this conveys the auditory and visual cues that are missing in written communication. Written communication is still important and serves to document informal discussions and provide necessary detail on specific topics. For me, the ideal communication would be in a face-to-face meeting followed up by an email or report that higlights important aspects of the meeting and serves as documentation. “Whatever form communications take, however, project managers should plan and prepare so their messages are received and correctly interpretted by project audiences” (Portny, et al., 2008, p. 367).

References:

Laureate Education, Inc. (Producer). (2012). Blog assignment: Communicating 
        effectively.

Laureate Education, Inc. (Producer). (2010). Communicating with stakeholders.
        Stolovich,H. [Video Webcast]. Retrieved from  https://class.waldenu.edu
        /webapps/portal

Portny, S. E., Mantel, S. J., Meredith, J. R., Shafer, S. M., Sutton, M. M., & Kramer,
        B. (2008). Project Management: Planning, scheduling, and controlling
        projects. Hoboken, NJ: John Wiley & Sons, Inc.

The art of effective communication [Multimedia Program]. (n.d.). Laureate
        Education, Inc. Retrieved May 15, 2012 from: http://mym.cdn.laureate-
        media.com/2dett4d/Walden/EDUC/6145/03/mm/aoc/index.html.

Project "Post-mortem"

Learning from a Project “Post-mortem”

Back in 2004, my wife and I decided it was the right time to by a newer, larger house (our family had grown too large for the one in which we were living) and move our family across the county. We looked at many houses with the features we desired and eventually found a small subdivision with a house plan that was right for our needs. The house would be constructed on the lot we chose and would be ready for us in August of 2005. Plans were made to make the move on a specific day in August that happened to be the weekend before school started.

Planning for the Move

The move was planned to take place with the majority of the furniture moved on a Saturday. We would move smaller items in smaller trucks and vans to try and fit all the larger items onto one large truck. Working together, we decided to hire a moving company to handle the larger items and we agreed to have everything packed in labeled boxes to best facilitate the move. The company we contracted with was to arrive on Saturday morning at or around 8 AM. Things did not work out as planned……

Wherefore art thou moving van?

The contracted moving company did not show up on time. After allowing a substantial waiting period (over an hour), we began trying to contact the company to determine where they were and, more importantly, why they were not where they were supposed to be. Multiple hours passed before contact was finally made. At this point, several trips moving van loads and car loads of items to the new house had already taken place so as not to waste the time of the family and friends who had volunteered to help. Eventually, the moving van showed up at 4 PM. Not only was it extremely late, it was a rental truck and was substantially smaller than the one promised! We continued with the move but it now required 3 trips with the smaller moving van. At the end of a very long day, the driver expected to be paid in cash when we were expecting to pay with a check. Then, he had the nerve to ask for a tip! I am not a violent person but it was all I could do to remain civil, pay him what was owed (a combination of all the cash I had and a check), and ask him to leave.

Contributing Factors to Project Failure

While the project was ultimately successful (the move did take place), the plans were not as effective as hoped. The early phase of the project had shown it was needed and feasible to execute the move in one day with the assistance of a moving company (in addition to family and friends who volunteered). Looking back, when the moving van did not show up on time, the plan should have been altered. According to Portny, Mantel, Meredith, Shafer, Sutton, and Kramer, “Ignoring these occurrences can seriously jeopardize a project’s success; responding to these occurrences almost always adds time to a project” (Portny, Mantel, Meredith, Shafer, Sutton, & Kramer, 2008, p. 106). In this case, the company should have been fired and another company hired for a later date to move the heavier items. This would have added time to the plan but it would have greatly reduced the frustration.

Asking the question, “Were our constraints, limitations, and requirements made clear to all vendors/contractors from the beginning?” (Greer, 2010, p. 43), the conclusion is that the expectations were clear but the follow through on the part of the vendor was lacking.

Using Project Management Processes to Improve Results

More attention to the details of the plan could have resulted in a positive experience. During the planning phase, the project manager should, “clarify with all persons the specific activities they will perform and the nature of the work they will do” (Portny, et al., 2008, p. 83). In this example, confirming with the moving company may have helped them to understand the expectation levels and the importance that they fulfill their obligations. Another planning tool that would have helped is the work order agreement. According to Portny, et al., this is, “a written description of work that a person agrees to perform on a project, the dates the person agrees to start and finish the work, and the number of hours the person agrees to spend on it” (Portny, et al., 2008, p. 83). 

Using these portions of the project management process may have resulted in a less frustrating experience.

Ultimately, the project was a success as the desired result was accomplished. However, there was much frustration along the way that could have been avoided with better planning. We learned a lot through this and, if we ever pursue a similar project again, the lessons we learned will be applied.

-jeff

References:

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

custom ed.). Baltimore, MD: Laureate Education, Inc.

Portny, S. E., Mantel, S. J., Meredith, J. R., Shafer, S. M., Sutton, M. M., & Kramer, B. (2008). Project

Management: Planning, scheduling, and controlling projects. Hoboken, NJ: John Wiley & Sons,

Inc.

Welcome - Program Management/Instructional Design

Welcome to My Blog for Program Management/Instructional Design

Hi everyone. Welcome to my blog. My name is Jeff Harris and I live in Dallas, Georgia. I work for the local school district training teachers to utilize existing hardware and software with their students. Music is a large part of my life as I lead the orchestra for my church and play trombone with a big band. I also enjoy riding my motorcycle when possible. When not working on schoolwork, I spend most of my time with my family (wife and two boys – ages 12 and 16). For the coming weeks I will be using this blog class assignments for EDUC 6145, Project Management in Education and Training. I look forward to reading your comments and learning together as we continue on this journey.

– jeff

Perceptions of Distance Learning

Perceptions of Distance Learning

Mention "distance learning" and certain perceptions are likely to appear. Sometimes these perceptions are critical and sometimes they are supportive. Identifying these perceptions is important so that they can be dealt with and understood. Instructional designers should serve as advocates for the proper development and use of distance learning as an equivalent alternative to traditional, face-to-face learning. According to Simonson, Smaldino, Albright, and Zvacek, "distance education specialists should strive to understand technology and technological approaches that make the experiences of distant and local learners positive and equivalent" (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 28).

Perceptions of Distance Learning Now and in the Future

The perceptions and beliefs that one has regarding any topic should be given consideration when evaluating that topic. Mark Twain is quoted as saying, "It is just like man's vanity and impertinence to call an animal dumb just because it is dumb to his dull perceptions" (Twain, n.d.). In the case of distance learning, there are currently held perceptions that may be influenced by a variety of factors. According to Simonson et al., "An environment in which technology, society, economics, politics, and theories of learning are all in transition suggests that definitions, theories, and the practice of distance education will continue to be contested" (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 59).

Current Perceptions

When considering current perceptions, there are those who are critical and those who are supportive of distance learning. Critics of distance learning question its effectiveness when compared to traditional learning. Simonson et al. (2012), referred to a number of studies (Anglin and Morrison, 2000; Cavanaugh, Gillan, Kromey, Hess, and Blomeyer, 2004; Hanson, Maushak, Schlosser, Anderson, and Sorenson, 1997; Simonson, 2002) when stating, "As a matter of fact, it is very clear that instruction delivered to distant learners is effective and that learning outcomes can be successfully attained when offered to students at a distance" (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 7). Others have expressed skepticism as to whether the quality of distance education is equivalent to that of traditional education. Certainly, the popularity of "diploma mills" did little to alleviate this concern. By seeking and gaining accreditation, distance education programs can help reduce this concern. According to Simonson et al. , "Probably the most important form of accreditation, which involves in-depth scrutiny of a school or college’s entire program by outside evaluators, comes from regional accrediting agencies" (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 19). While there are certainly critics, there are also advocates of distance learning.

According to the Sloan Report (2010), "After remaining steady for a number of years, the proportion of chief academic officers saying that online education is critical to their long-term strategy took an upward turn in 2010" (Allen & Seaman, 2010, p. 2). This is a clear indication of support for distance learning in the area of higher education. Additionally, many academic leaders indicate that there is equivalency available in online learning. Again, the Sloan Report (2010) indicated, "Over three-quarters of academic leaders at public institutions report that online is as good as or better than face-to-face instruction (compared to only 55.4% of private nonprofits and 67.0% of for-profits)" (Allen & Seaman, 2010, p. 3). The central theme that seems to emerge is that distance learning can be as good as traditional, face-to-face learning provided that "academic fidelity" (Gambescia & Paolucci, 2009) and equivalency (Simonson et al., 2012) are maintained. Simonson et al. (2012) referred to Simonson and Schlosser (1999) when stating, "If the distance education course is effectively designed and equivalent experiences are available, then potential learners will reach the course’s instructional objectives" (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 52). Even so, the importance of equivalency and academic fidelity may not be emphasized as much as other attributes such as convenience and flexibility. According to a study by Gambescia and Paolucci, "academic administrators may want to consider the extent to which academic fidelity attributes are used to promote their online degree programs and the rationale for why other attributes are much more prominent" (Gambescia & Paolucci, 2009, n.p.). With such strong evidence supporting the effectiveness of distance learning, the future perceptions are quite interesting.

Future Perceptions

The future perceptions of distance learning appear to be headed towards more widespread acceptance of distance learning as a viable and more recognized medium. George Siemens (Laureate Education, Inc., 2010) indicated that one unique aspect of distance education over the last few years has been its growing acceptance in society. This acceptance should lead to even higher enrollments and increased technological innovations. As technology related communication becomes more prevalent, it will become easier to deliver and partake in distance learning. Additionally, Siemens (Laureate Education, Inc., 2010) indicated a shift toward the "triple helix model of education" where universities, government, and businesses work together to provide and equip students for distance learning. Again, this will help to spread distance learning to areas in which it was previously less prevalent. Siemens (Laureate Education, Inc., 2010) also indicated a growing perception that the future of distance education will be more globally diverse allowing participation in discussions beyond the geographical confines of the traditional classroom. As distance learning becomes more accepted, the increase in the number of students with strong technology related backgrounds will require careful consideration regarding the design and technologies used in distance learning courses. When referring to "neomillennial learning styles" Dede indicated, "Increasingly people want educational products and services tailored to their individual needs rather than one-size-fits-all courses of fixed length, content, and pedagogy" (Dede, 2005, p. 8). Finally, the Sloan Report (2010) indicates, "There is no compelling evidence that the continued robust growth in online enrollments is at its end" (Allen & Seaman, 2010, p. 4). Indeed, it seems the future of distance learning looks quite promising. To help achieve this promising future, instructional designers need to play a role in improving the perceptions of distance learning.

Instructional Designers as Proponents for Improving Perceptions

In order to improve the perceptions of distance learning, it is necessary to overcome the objections by providing high-quality instructional designs. According to Moller, Foshay, and Huett, "The challenge for ID professionals is not only to evolve the field, but also to assure that the products of sound professional design practice lead the e-learning process" (Moller, Foshay, & Huett, 2008, p. 70). One way instructional designers can assure the professional design of courses is to use a systematic design process such as ADDIE. Morrison, Ross, Kalman, and Kemp indicate, "Knowing the basic principles of instructional design can help to ensure that what is produced serves a necessary purpose, meets the needs of students, is attractive and well organized, is delivered in an appropriate mode, and is continually evaluated and improved" (Morrison, Ross, Kalman, & Kemp, 2011, p. 5). Another way instructional designers can serve as proponents to improve perceptions of distance learning is by carefully considering the appropriate learning theory to apply to the situation. During the analysis phase of the process, information should be gathered to assist the instructional designer in understanding the intended audience and objectives. The theory used should relate to the needs of the situation. According to Simonson et al., "Theory is important to the study of distance education because it directly impacts the practice of the field" (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 41). Once a learning theory is decided upon, the activities and structure of the course should be designed based on that theory. Simonson et al. stated, "teaching at a distance, whether synchronous or asynchronous, requires that greater emphasis be placed on the initial planning phase" (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 151). By taking the necessary time to systematically design instruction with proper activities and outcomes based on solid learning theory, the instructional designer can produce high-quality material. Just as Moller, Foshay, and Huett indicated, "Poor quality hurts everyone involved in e-learning" (Moller, Foshay, & Huett, 2008, p. 71), it stands to reason that high-quality material will be of benefit to everyone and improve perceptions.

A Positive Force for Continuous Improvement in Distance Education

To be a positive force for continuous improvement in the field of distance education, the instructional designer should strive to make continuous improvements in his or her work. One important factor is to continue to seek training in the field. According to Huett, Moller, Foshay, and Coleman, "There is a strong need for instructional designers, specifically trained in distance education technologies and design, who are ready to tackle distance education challenges at all levels" (Huett, Moller, Foshay, & Coleman, p. 65). Additionally, by providing high-quality products the instructional designer can help to bridge the comfort gap described by Siemens (Laureate Education, Inc., 2010). By assuring the designs are high quality, the learners can have a positive experience in the distance learning environment and will, as indicated by Siemens (Laureate Education, Inc., 2010), naturally take to it.

Conclusions

While some may have less than admirable perceptions toward distance learning, there appears to be positive change on the horizon. As evidenced by information in the Sloan Report (Allen & Seaman, 2010) and Siemens (Laureate Education, Inc., 2010), the continued growth of distance learning is likely, and society, as a whole, is moving toward a growing acceptance of distance learning as a valid educational experience. For instructional designers the challenge is to continue to produce high-quality products based on sound learning theory. Finally, to be a positive force for continuous improvement in the field of distance education, instructional designers should continue to seek training in the field in order to keep up with best practices. In order to improve perceptions it is important to remember that, "Ultimately, what wins adherents to instructional design is the quality of your work" (Cennamo & Kalk, 2005, p. 283).

References:

Allen, I. E., & Seaman, J. (2010). Class differences: Online education in the United States, 2010. Babson Survey Research Group:. Sloan Consortium.

Cennamo, K., & Kalk, D. (2005). Real world instructional design. Canada: Wadsworth.

Dede, C. (2005). Planning for neomillennial learning styles. Educause Quarterly , 28 (1), 7-12.

Gambescia, S., & Paolucci, R. (2009). Academic fidelity and integrity as attributes of university online degree program offerings. Online Journal of Distance Learning Administration , 12 (1. Retrieved April 16, 2012 from http://www.westga.edu/~distance/ojdla/spring121/gambescia121.html).

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

Laureate Education, Inc. (Producer). (2010). The future of distance education [Video webcast]. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6493362&Survey=1&47=8983971&ClientNodeID=984650&coursenav=1&bhcp=1

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

Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective instruction (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.

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

Twain, M. (n.d.). BrainyQuote.com. Retrieved April 21, 2012, from BrainyQuote.com: http://www.brainyquote.com/quotes/quotes/m/marktwain104066.html

Converting to a Distance Learning Environment

Best Practices for Converting Traditional Courses to a Distance Learning Format

The attached pdf explores several factors to consider when converting a traditional course to an online, distance learning format. Things such as the target audience, objectives, and other factors should be considered (Simonson, Smaldino, Albright, & Zvacek, 2012). Additionally, it is important to consider which learning theory is the best fit for the situation to properly design the course. When considering pre-planning strategies the designer should avoid “shovelware”, use a systematic design approach, and apply adult learning principles to non-traditional students (Simonson, Smaldino, Albright, & Zvacek, 2012). After considering pre-planning strategies, the designer should consider whether any areas could be enhanced by moving to an online format. Discussions are a prime target for being enhanced in the online environment as the learners have more time to formulate responses (Simonson, Smaldino, Albright, & Zvacek, 2012). Communication and collaboration are other areas that may be enhanced in the distance environment (Dabbagh, 2007). In addition to certain aspects being enhanced, it is important to consider that the role of the instructor will change towards more of a facilitator or guide (Morrison, Ross, Kalman, & Kemp, 2011). Finally, as the instructor moves towards becoming a facilitator, they can encourage communication by actively participating in the discussions (Piskurich & Chauser, n.d.), and conveying to the learner that they care about their success (Kimball & Jazzar, 2011).

Taking care when designing the online course can lead to a well-developed, productive course for all involved.

Please follow this link to a page where you can download the pdf.  https://sites.google.com/site/jeffsitplace/
 

References:

Dabbagh, N. (2007). The online learner: Characteristics and pedagogical implications. Contemporary

Issues in Technology and Teacher Education , 7 (3), Retrieved March 24, 2012 from

http://www.citejournal.org/tempcite/vol7/iss3/general/article1.cfm.

Kimball, D., & Jazzar, M. (2011, January 19). Enhancing Learning Through Vibrant Online Discussions.

(Asynchronous Learning and Trends) Retrieved April 11, 2012, from Faculty Focus: Focused on

Today's Higher Education Professional: http://www.facultyfocus.com/articles/asynchronous-

learning-and-trends/enhancing-learning-through-vibrant-online-discussions/?c=FF&t=F110119

Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective instruction (6th ed.).

Hoboken, NJ: John Wiley & Sons, Inc.

Piskurich, G., & Chauser, J. (n.d.). Facilitating Online Learning. Laureate Education, Inc. [Video]. Retieved

April 11, 2012 from

http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6493362&Survey=1&47=898397

1&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.

The Impact of Open Source

Some Thoughts on Open Courseware

Open courseware is a concept where various organizations (typically schools) published some courses in an online environment and allow learners to take these courses at no charge. This allows learners to take courses that interest them and allows them to acquire new skills and knowledge as desired. While not always specifically aimed at the "adult" learner, the ideas behind open courseware do seem to align well with andragogy. The following table is designed to compare the "five assumptions underlying andragogy" (Merriam, 2001, p. 5) with how the open courseware addresses these assumptions.

Andragogy Compared to Open Courseware
Andragogical Assumptions:	How Open Courseware Addresses:
The adult learner has an independent self-concept and can direct his or her own learning.	The learner chooses the courses based on topics he or she desires to learn more about.
The adult learner has accumulated a reservoir of life experiences that is a rich resource for learning.	The learner is not required to take courses that are not related to something in which he or she is interested. Further, if a course appears to be based on previously gained knowledge, the learner can skip to another course.
The adult learner has learning needs closely related to changing social roles.	The learner may choose courses based on social roles, possibly seeking information to improve his or her skills for the marketplace.
The adult learner is problem-centered and interested in immediate application of knowledge.	The learner may choose courses to gain knowledge to solve current problems being faced in his or her life.
The adult learner is motivated to learn by internal rather than external factors.	The learner is taking the course for the purpose of gaining the knowledge. The incentive is personal growth which may lead to gain in other areas.

Andragogical assumptions based on information from (Merriam, 2001, p. 5).

Additional benefits of open courseware are that it allows learners to preview and review information on an "as needed" basis. For example, if a learner is getting ready for a job interview, he or she could take an open courseware course related to presenting oneself in a business situation.

The open courseware I chose to more closely review is from MITOPENCOURSWARE. The URL for the site is:  http://ocw.mit.edu/index.htm . MITOPENCOURSWARE is owned by MIT and is being used in accordance with their publicly stated sharing policy (Creative Commons 3.0), available at this link:  http://ocw.mit.edu/terms/ . For information regarding how to use their site please watch the following video. This video is being used in accordance with the Creative Commons license.

 

The specific course I am reviewing is "Introduction to Music Composition" (Makan, 2009). This course is as it was taught in the Fall of 2009.

Pre-planning and Design

The site does a good job providing the learner with information about the courses and how to navigate the site. There is evidence of pre-planning as the courses are organized by field of study and each course has a set of icons denoting the types of materials that are contained within the course. This allows the learner to know, upfront, if the course is a series of lectures or if there are other components such as videos, assignments, and quizzes. For the most part, it appears that previously taught courses are being placed here but not actually designed for the online environment. Simonson, Smaldino, Albright, and Zvacek (2012) referred to Zemsky and Massy (2004) when indicating in Cycle 2, "faculty use[s] some of the basic tools a CMS offers and shift[s] resources and course activities to an online format" (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 133). Simonson et al., described this as shovelware  where, "Many faculty operating in Zemsky and Massy’s Cycle 2 do little more than transfer course handouts and selected discussion topics to the CMS" (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 134).

Recommendations for Online Instruction

The course does seem to follow some of the recommendations for online instruction. Specifically, the course is organized, and the organization and requirements are made clear to the learners. The syllabus provides an excellent overview of what to expect from the course. According to Simonson et al., "Instructors of online courses must make the course organization, calendar, activities, and expectations as clear as possible" (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 134). Additionally, the goals and objectives for the course are made clear in the syllabus. According to Simonson et al., "Instructional goals and objectives always should be shared with the students, helping both the origination and remote-site students to focus on the parameters of the instruction" (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 158).

 

Activity Implementation

There were several activities for the learners in the course I explored. Activities included appropriate task that were related to the topic. Listening to music samples was a large portion of the activities. Other activities included writing about music and composing music in a very basic format. The media content (listening selections) appears to have been chosen to reinforce the goals and objectives of the course. When discussing media selection, Simonson et al. (2012) referred to McAlpine and Westen (1994) when stating, "The first criterion is to match the medium to the curriculum or content. Other criteria include the accuracy of information, motivational quality, engagement quality, technical quality, and unbiased nature of material" (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 159). 

Conclusions

The open courseware provided by MITOPENCOURSEWARE seems to have a plethora of information on a massive variety of topics. According to the introduction video (embedded earlier in the blog), the open courseware consists of previously taught courses and is updated regularly (OCW.MIT.EDU). The courses have dates listed so the learner can tell when the course was last taught. While the information contained in these courses is excellent, there is a key piece of instruction missing – there is no active instructor. Essentially, the learner is retrieving information to preview or review material on their own. There is no interaction (i.e. chat, discussion boards, etc.) and the assignments are not turned in to be graded. According to Moore's (2007) theory of transactional distance, "in distance education there is a gap between teacher and student, so the student must accept a high degree of responsibility for the conduct of the learning program" (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 45). For the course I reviewed, there was no active instructor. Basically, the course is a very well organized source of information where an interested learner may increase understanding and knowledge if they apply themselves as if they were in a course with an active instructor.

All that being said, I really enjoyed the experience and plan to go through several courses after finishing my current course of study. Therefore, there is a good and valid use for this open courseware.

References:

Makan, K. (2009). 21M.065 Introduction to Music Composition,
        Fall 2009. Retrieved April 1, 2012, from Massachusetts
        Institute of Technology:
        MIT OpenCourseWare: http://ocw.mit.edu 
        License: Creative Commons BY-NC-SA

Merriam, S. B. (2001). Andragogy and self-directed learning:
        Pillars of adult learning theory.
        New Directions For Adult & Continuing Education , 89 (3).

OCW.MIT.EDU. (n.d.). Get Started with OCW.
        MITOPENCOURSEWARE.
        Retrieved April 1, 2012,
        from http://ocw.mit.edu/help/get-started-with-ocw/ 
        Used under the Creative Commons License 3.0.

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