With advances in technology, the face of assessments is slowly changing from pencil and paper to a more authentic learning format. “The potential for technology-enabled assessment goes far beyond current testing models. The same computing power and systems that can deliver rich interactive social and gaming environments, provide book recommendations based on your interests, and return accurate web search results, can also be used to deliver rich, integrated assessment activities, and provide greater visibility into how learners solve problems and arrive at answers, and the paths they take to explore possibilities. (Cisco, 2014)” According to Rusman et al. (2014) there are eight factors that have a positive effect when implementing new innovations in education:
From the instructor’s point of view, technology enhanced assessments can provide new ways to determine what exactly a learner understands and can demonstrate and provide immediate feedback. “technology offers new measures for assessing learning that will yield rich sources of data and expand the ways in which educators understand both learning mastery, and teaching effectiveness. (Buzzetto -More & Alade, 2006, p. 251)” Technology enhanced assessments is a two-sided coin that also comes with challenges. “The involvement of technology in online assessment can be both a challenge and an opportunity. For students who struggle with technology skills, online assessments may indicate a poorer level of performance in the subject than the student may demonstrate in other assessment contexts. However, since most fields involve computing skills, the use of online assessments gives students an opportunity to engage in the types of tasks they may need to rely on in the workplace or in future education. (Smith, 2017)” “Administrators, school districts, and tech staffs encourage the use of technology in the classroom but don't give teachers the time or resources they need to implement technology plans. (Jackson, 2017)” The slow acceptance of technology enhanced assessments is driven by the fact that change is hard. Embracing the distance learning environment and new technology is still a struggle for a lot of instructors, educators, trainers, designers, and institutions. The added pressure to learn new technologies can overwhelm and intimidate already overworked educators. Additionally, cost and resources can also slow the implementation of new assessments methods. “Innovative assessments (involving simulations, remote collaboration, etc.) can require substantial time and resources (e.g., training, computing power, telecommunications infrastructures). These factors should be considered when comparing costs and benefits. (Jackson, 2014)” Developing effective technology enhanced assessment can be time consuming. There are many challenges associated with developing and implementing online assessments. With all technology, there is the chance of hardware or software problems. The opportunity for cheating can also occur due to the anonymity of the online environment. Although the technology can overcome some accessibility issues it can create other problems. “One of the biggest issues of implementing Technology Enhanced Assessments (TEAs) is the associated cost, both monetary and in terms of your time and effort, which need to be weighed up against the associated pedagogic benefits. (University of Reading, 2017)” Additionally there are many other factors the instructor must consider when creating technology enhanced assessments. “Assessment systems must take into account issues of interface, accessibility, security, usability, the information to be collected, hardware and software technology, and information storage and processing. (Buzzetto -More & Alade, 2006, p. 259)” During the research for this blog I came across a great resource that talks about best practices for technology enhanced assessments in higher education. Guardia et al. (2016) suggests that e-assessments for learners at the post-secondary level should be guided by the following criteria:
By utilizing technology enhanced assessments the instructor can create dynamic assessments that provide immediate and continuous feedback which enhance the learning process. The cyclical nature of technology enhanced assessment can also provide flexibility to allow the learner to choose their assessment tasks. It is also important to facilitate increased learner participation as we design e-assessments. “The time element and the duration of the assessment method can influence instructor and student motivation in participating in those assessment activities. (Vonderwell & Boboc, 2016, p. 25)” If we practice great instructional design, technology enhanced assessments can increase learner knowledge retention, promote deeper learning, and positive learning outcomes. References
Buzzetto-More, N., & Alade, A. J. (2006). Best practices in e-assessment. Journal of Information Technology Education, 5, 251-269. CISCO. (2014). A CISCO NETWORKING ACADEMY POINT OF VIEW Advancing Assessment with Technology. Retrieved March 7, 2017, from http://www.cisco.com/c/dam/en_us/training-events/netacad/downloads/pdf/NetAcadPOV.pdf. Guàrdia, L., Crisp, G., & Alsina, I. (2016). Trends and challenges of e-assessment to enhance student learning in Higher Education. Innovative practices for higher education assessment and measurement, 36. Jackson, A. (2014). How to Assess 21st Century Competencies: 12 Key Lessons. Education Week - Global Learning. Retrieved 7 March 2017, from http://blogs.edweek.org/edweek/global_learning/2014/02/how_to_assess_21st_century_competencies_skills_12_key_lessons.html. Jackson, L. (2017). Education World: Motivate While You Integrate Technology: Online Assessment. Educationworld.com. Retrieved 8 March 2017, from http://educationworld.com/a_tech/tech/tech125.shtml. Pixabay.com. (2016). Free Image on Pixabay - Binary, Null, One, Digitization. [online] Available at: https://pixabay.com/en/binary-null-one-digitization-http-1607196/ [Accessed 24 Jun. 2017]. Rusman, E., Martínez-Monés, A., Boon, J., Rodríguez-Triana, M. J., & Villagrá-Sobrino, S. (2014, June). Gauging Teachers’ Needs with Regard to Technology-Enhanced Formative Assessment (TEFA) of 21st Century Skills in the Classroom. In International Computer Assisted Assessment Conference (pp. 1-14). Springer International Publishing. University of Reading. (2017). Pros and cons of using technology enhanced assessment - Using technology - Engage in Assessment - University of Reading. Reading.ac.uk. Retrieved 8 March 2017, from https://www.reading.ac.uk/engageinassessment/using-technology/eia-pros-and-cons-of-using-technology.aspx. Vonderwell, S.K. & Boboc, M. (2013). Promoting formative assessment in online teaching and learning. TechTrends, 57(4), 22-27.
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This week you read about the gamification of learning and explored effective design processes that can be used to improve gamification learning activities. Gamification can enhance learner engagement and provide positive learning outcomes. The field of educational gamification design is in its infancy. As an instructional designer, you may be asked to design a gamified activity or course. Understanding the purpose, process and strategies of gamification is an important skill for every future instructional designer. Grabowski et al. (2016), identified four themes that may contribute to a meaningful learning experience:
In this week’s discussion board assignment, consider how you would apply the four themes to a discussion assignment in a gamified course. How would you ensure the alignment of game elements? How can we build engagement of learners into the activity using gamification design principles? Finally, do you believe that the four themes identified by Grabowski et al., cover all design concerns or are their other factors that need to be considered. By Day 3: Share your thoughts on the design process of gamification to enhance learning engagement, application of Grabowski’s four themes to the activity, and suggestions for alterations to the design process proposed by Grabowski et al. Post your thoughts to the Week 7 Discussion Board. By Day 7: Respond to at least two of your class mate’s postings by continuing the conversation through quality engagement in any of the following ways:
Reflect: Return and read the discussion board postings for this week and consider how you will use this information in future educational or design activities. Submission & Grading Information Grading Criteria:
Post your Response: Week 7 - Discussion Board References
Chulet, M. (2015). Gamification for eLearning using Construct 2. Logitia Solutions Ltd. Retrieved 20 April 2017, from http://www.logitia.com/gamification-for-elearning-using-construct-2/. Grabowski, J., Reed, A., Moore-Russo, D. & Wiss, A. (2016). Gamification in Online Education: How and Why? In Proceedings of Society for Information Technology & Teacher Education International Conference 2016 (pp. 254-259). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). Vandervelde, J. (2016). Discussion Rubric. Www2.uwstout.edu. Retrieved 20 April 2017, from https://www2.uwstout.edu/content/profdev/rubrics/discussionrubric.html. Springer, S. (2017). Rubric: APA Research Paper-Comparing Learning Environments. "Borrowed thoughts, like borrowed money, only show the poverty of the borrower." ~ Lady Marguerite Blessington (1789-1849) The who, what where, when, and why of plagiarism. Plagiarism is a complicated issue that affects both traditional and distance learning environments and learners from all disciplines. “Several reasons contribute to acts of plagiarism, including students’ underdeveloped sense of integrity, lack of maturity, online ethical practices, lack of experience with a particular genre of writing, lack of interest in the assignment, observation of peers’ behavior and attitudes toward plagiarism, and the pressure to earn or maintain high grades. (Evering and Moorman, 2012, p. 38)” Learners may consider plagiarism a short-term fix for an immediate problem and not realize the future ramification of the act. According to Pennsylvania State University (2012) committing plagiarism hurts both the learner and the community:
Due to advances in technology, the opportunities for plagiarism have increased since information is easily found by using the. Plagiarism is also increased by the fact that, “Students interact with their peers and instructors more anonymously in an online environment than in the traditional classroom, which adds challenges to deterring plagiarism in online classes. (McCord, 2008, p.46)” As instructors, what are our options does technology offer to reduce plagiarism in the distance learning environment? Technology has provided ways to detect plagiarism with software services such as Turnitin. These services are convenient for the instructor and reduces their work load. Other strategies used to deter cheating in online learning environments include keystroke recognition used to track student’s interactions and patterns and web cameras that record students during tests (Haynie, 2014). Comparison of a student’s writing style across assignments can also trigger questions of impropriety but due to growing class size may be undetectable to the overwhelmed instructor. While services such as Turnitin are convenient for the instructor, they only catch plagiarism once assignments are turned in and the legalities of the software are murky and presents potential copy right issues. As instructors, what other options do we have to mitigate plagiarism in our online classrooms? “To successfully deal with plagiarism, we must do more than preach about the virtues of academic integrity and damn the sin of stealing the ideas of others. We need to focus on developing communities of practice that value creative and reflective writing. Students need to be engaged in instruction that clarifies the origins and importance of honesty in intellectual pursuits. (Evering and Moorman, 2012, p. 41)” By setting ground rules and holding students accountable we empower our learners to make good decisions. Evering and Moorman (2012) suggest that instructors should discuss plagiarism with learners and stress why it is vital we acknowledge other’s work. By creating opportunities to incorporate real-world experiences into our activities it can also deter plagiarism. McCord (2008) states that “students will be less likely to gain material benefit from plagiarism if the online learning environment is robust and engaging, requires multiple types of thinking and deliverables, mixes individual and group work, and includes significant levels of interaction between students and instructors. (McCord, 2008, p. 47)” Implementing measures to prevent plagiarism through education about the lasting effects of plagiarism can foster understanding, and prepare our learners for the world outside of the educational environment. What are your thoughts on plagiarism prevention in the online environment? Let’s start a conversation! References
Evering, L.C. and Moorman, G. (2012) ‘Rethinking plagiarism in the digital age’, Journal of Adolescent & Adult Literacy, 56(1), pp. 35–44. doi: 10.1002/jaal.00100. Haynie, D. (2014) Think Twice Before Cheating in Online Courses. Available at: http://www.usnews.com/education/online-education/articles/2014/06/17/think-twice-before-cheating-in-online-courses. Max Pixel FreeGreatPicture.com (2016) Free photo electric lamp light bulb halogen light bulb. Available at: http://maxpixel.freegreatpicture.com/Electric-Lamp-Light-Bulb-Halogen-Light-Bulb-1407610. McCord, A. (2008). Improving online assignments to deter plagiarism. In Proceedings of the 12th Annual Technology, Community & Colleges Worldwide Online Conference. Retrieved April (Vol. 12, p. 2011). Pennsylvania State University (2012) Why plagiarism is wrong. Available at: http://tlt.psu.edu/plagiarism/student-tutorial/why-plagiarism-is-wrong/. “It is not about the technology; it’s about sharing knowledge and information, communicating efficiently, building learning communities, and creating a culture of professionalism in schools. These are the key responsibilities of all educational leaders”. ~ Marion Ginapolis, 2016 What impact does technology and multimedia have on online learning environments? “Technology has affected not only how we teach but how our students learn. (Conrad and Donaldson, 2011)” Technology provides opportunities for collaborations that cross cultural and geographic boundaries. It allows access to information instantly from across the globe. Imagine taking a distance learning course that was designed without Web 2.0 technology tools or multimedia resources. The prospect of spending a course in isolation while reading plain text on a screen would send millions of learners into a coma and signal the end of online learning. “These tools make it possible to design almost any learning experience that you have designed for your face-to-face environment. (Boettcher and Conrad, 2010, p. 59)” Technology offers us the ability to create a social experience in the online learning environment. It provides interactive ways to build learning communities and engage the online learner. Technology also provides a bridge between online learning and accessibility. Technology tools and multimedia in the distance learning environment are critical to creating an equivalent and positive online learning experience. What are the most important considerations an online instructor should make before implementing technology? There are many factors to consider when selecting technology tools and multimedia for the online classroom. “While the technology should not be the primary focus when planning an activity, choosing the most effective means of conducting the activity will be an important contributor to its success. (Conrad and Donaldson, 2011)” Just because new and exciting technology exists is not a good reason to implement it into your course. A good starting place involves focusing on the essential technology tools required for your course. This includes the CMS, communication tools such as email and text, audio/visual tools, and necessary collaboration tools such as blogs or wikis. Your selections should be based on cost, ease of use, functionality, and accessibility for all students as well as other factors. A critical consideration when selecting technology tools is, “…how transparent the tools are to the community host and members. In this case, transparency refers to ease of use and assimilation of the tools into the online learning experience. The more transparent the tools, the more they will be used. (Adams and Freeman, 2003)” You should also keep in mind what are the learning objectives and if the technology will support those goals. What implications do usability and accessibility of technology tools have for online teaching? If the technology tools selected for an online course are too advanced or complicated it may deter learners and contribute to attrition. If the tools selected are too expensive or require advanced computing power to execute, that may also cause issues. The accessibility of a technology tool is also an issue for some learners due to disabilities or age. Personally, the ability to increase the size of fonts when using a technology tool is critical to my learning! “Many individuals with disabilities enroll in online learning because it may provide easier access for them due to their disabilities. Online learning may not require transportation, expensive residential housing, or other potential barriers that individuals with disabilities face with resident instruction educational programs. (Betts, Riccobono and Welsh, 2013, p. 12)” Providing an online course that uses technology that is accessible to all is an opportunity to retain and increase the effectiveness of an online program. “Institutions of higher education that are proactive in the realm of providing equal access will not only increase revenues, but will also provide better opportunities for individuals with disabilities who will be in better positions to obtain gainful employment. (Betts, Riccobono and Welsh, 2013, p. 12)” What technology tools are most appealing to you for online teaching as you move forward in your career in instructional design? “The key to creating a positive experience is to identify the students’ needs and then incorporate activities that address their various learning styles, life experiences, and expectations. (Conrad and Donaldson, 2011)” Simple technology tools that provide social and collaborative opportunities are of interest me as an instructional designer. Tools that provide accessibility are also extremely important. “To optimize learners' experience and the efficacy of learning outcomes, instructors need to consider how technology can offer approaches better suited to adult learning. (Lambert et al., 2014)” I will utilize tools such as screencasts, discussion boards, web chat, email, text, voice threads, and mobile technology tools. I will introduce technology tools early in the course as, “the best way for students to learn to use the online course tools is to actually use them. The more opportunities that are made available to students to increase their comfort level with course tools, the sooner the actual course content can be introduced. (Conrad and Donaldson, 2011)” Whatever technology is selected, I will ensure that it was the best technology to support the activities and learning outcomes, not because it is the newest and coolest! What technology tools do you use in your online courses that have the most impact? References
Adams, E. and Freeman, C. (2003) The technology source archives - selecting tools for online communities: Suggestions for learning Technologists. Available at: http://technologysource.org/article/selecting_tools_for_online_communities/. Creative Commons (2016) File: Software-tools.jpg - Wikimedia commons. Available at: https://commons.wikimedia.org/wiki/File:Software-tools.jpg. Conrad, R., & Donaldson, J. A. (2011). Engaging the online learner: Activities and resources for creative instruction (Updated ed.). San Francisco, CA: Jossey-Bass. Betts, K., Riccobono, M. & Welsh, B. (2013). Introduction to the special section on integrating accessibility into online learning. Journal of Asynchronous Learning Networks, 17, 1-5. Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass. Lambert, C., Erickson, L., Alhramelah, A., Rhoton, D., Lindbeck, R. and Sammons, D. (2014) ‘Technology and adult students in higher education: A review of the literature’, Issues and Trends in Educational Technology, 2(1). There are no secrets to success. It is the result of preparation, hard work, and learning from failure. ~Colin Powell Preparation is key when planning and setting up an online course. Creating a positive online learning environment is key to learner success. There are some important considerations when creating your online learning environment such as technology, learner expectations, and how to set the stage for quality learner interaction. In this blog, we will discuss some recommended strategies for setting up a successful online learning experience. It is important that the instructor know the technology available to them in order to make smart choices for the course. “Focus on the essential tools, and build your first course around those tools. You can branch out later as you teach the course a second or third time and gain experience, confidence, and a sense of exploration. (Boettcher and Conrad, 2010, p. 57)” It is not necessary to know how to use all of the technology tools available. The instructor should have knowledge of basic technology tools such as navigating the Course Management System (CMS), E-mail and basic audio/video tools. “Just pick one to three that are best suited for your learning goals and discipline and learn those. (Boettcher and Conrad, 2010, p. 59)” A great strategy to learn new technology tools is to target one or two new technologies to master during each course iteration. It is also important that the instructor understands what technical support resources are available for their institution. This will be essential information to share with the learners in their course along with the minimum technology resources required to participate in the course (software, hardware). It is especially critical to clearly define course expectations to the learner in an online environment. Structure is necessary to the success of online learners and will ensure the learning environment is welcoming to all learners. The instructor can accomplish this by setting the ground rules which will create a safety net for the learners. “Ground rules should be established at the beginning of a course, and the instructor should explain the purpose they serve. (Brooks, 2010)” Necessary ground rules include:
(Laureate Education, 2010) The course guidelines and expectations should be presented during week 0 and prior to the first week of class. By sending out a welcome email the instructor can initiate the relationship between learner and instructor. The instructor should provide clear and concise instructions on how to get started in the online course. Providing a course syllabus is a smart way to provide consolidated information regarding expectations, grading, schedule, and other key points. (MarylandOnline, 2016) Directing the learner to review the welcome message, syllabus, instructor introduction, and other important information will help the learner assimilate. Online learning can be an isolating experience for the learner. “Online there is greater possibility for a sense of loss among learners—loss of contact, loss of connection, and a resultant sense of isolation. Consequently, attention should be paid to the intentional development of presence. (Palloff and Pratt, 2007, p. 31)” It is important for the instructor to create connections between learners and the instructor. The instructor should introduce themselves in a warm and personal manner. Share your hobbies, family life, and pictures to let the learner know you are a real human being. An icebreaker activity during the start of the class can jump start the social process, build the foundations of a learning community, and reduce the danger of learner attrition. (Laureate Education, 2010) “Forming a sense of community, where people feel they will be treated sympathetically by their fellows, seems to be a necessary first step for collaborative learning. Without a feeling of community people are on their own, likely to be anxious, defensive and unwilling to take the risks involved in learning. (Wegerif, 1998, p. 48)” During Week 0, an ungraded icebreaker activity offers the opportunity to socially interact within the learning environment without fear of failure. As I discussed earlier, providing technical support information can be critical to the online learner’s success. It is also important that accessibility and usability information be easily identified for the learner. Navigation design should facilitate ease of use. Consistent navigation and layout throughout the course will provide ease of use for all learners. Navigation should be “consistent, logical and efficient” (MarylandOnline, 2016). The course should contain accessibility information. “Learners with disabilities have access to information on the accessibility of the learning management system and all additional required technologies. (MarylandOnline, 2016)” This information can be located within the course syllabus or a separate page that is easily recognized. By following the strategies discussed in this blog, the instructor can ensure the online environment is ready for the influx of learners. It will also create a learning environment that will be welcoming to the online learner. What other strategies have you used to ensure the success of your online course? Let’s start a conversation! References
Boettcher, J. V., & Conrad, R. (2010). The Online Teaching Survival Guide. San Francisco, CA: Jossey-Bass. Conrad, R., & Donaldson, J. A. (2011). Engaging the online learner: Activities and resources for creative instruction (Updated ed.). San Francisco, CA: Jossey-Bass. Laureate Education (Producer). (2010). Launching the online learning experience [Video file]. MarylandOnline. (2016). The Quality Matters program rubric. Palloff, R.M. and Pratt, K. (2007) Building online learning communities: Effective strategies for the virtual classroom. 2nd edn. San Francisco, CA: Jossey-Bass Inc., U.S. Sole.Social (2016) Sole social erasmus plus. Available at: http://sole.social/wp-content/uploads/2015/04/sole-social-erasmus-plus.png Wegerif, R. (1998). The social dimension of asynchronous learning networks. Journal of asynchronous learning networks, 2(1), 34-49. Online learning can be an isolating experience if not integrated within a learning community. “Online there is greater possibility for a sense of loss among learners—loss of contact, loss of connection, and a resultant sense of isolation. Consequently, attention should be paid to the intentional development of presence. (Palloff and Pratt, 2007, p. 31)” By using learning communities we can reduce the isolation of the learning environment and enhance learning outcomes. So, what is a learning community? A learning community is “A community of students and faculty who explore content together to construct meaning and knowledge about that content. (Laureate Education, 2010)” A learning community per Palloff and Pratt (2007), has three components; people, purpose, and process.
Why are learning communities essential to a successful online learning environment? “Forming a sense of community, where people feel they will be treated sympathetically by their fellows, seems to be a necessary first step for collaborative learning. Without a feeling of community people are on their own, likely to be anxious, defensive and unwilling to take the risks involved in learning. (Wegerif, 1998, p. 48)” Online learning as a part of a learning community provides common purpose, support, socialization and motivation to the learner. Without a learning community, the learner may feel frustration and isolation leading to failure. The benefits of using a learning community model in an online course include:
The traditional roles of the instructor and learner do not apply in an online learning environment. Learning communities create equality between instructors and learners as the instructor is no longer the sole focus of the process. Therefore, the role of the instructor becomes that of a facilitator or guide, while the learner takes on more responsibility for their learning and the learning of others. Essentially, everyone is responsible for learning in a learning community! “Educators who are building a professional learning community recognize that they must work together to achieve their collective purpose of learning for all. Therefore, they create structures to promote a collaborative culture. (DuFour, 2016)” Just as a brick and mortar community has its structures, it is vital that we define the structure of our learning community. The instructor/facilitator does this by setting the ground rules which will create a safety net for the learners. Necessary ground rules include:
So how do we promote an online learning community in our online courses? According to Palloff and Pratt (2007):
Another key is to provide a new student orientation. This will orient the learner to the online environment and provide the skills to succeed. Engagement is key to the success of the learning community. A successful learning community will produce “self-directed learners with a sense of presence”. By promoting student socialization, the learning community becomes stronger. “Connect the learning through shared problems, experiences, and interests. Encourage dialogue amongst students and questioning toward inquiry and promote feedback. (Gruenbaum, 2007)” Sustaining learning communities starts with the instructor modelling behavior for the learners. Engaging the learners will assist in building the learning community and sustaining the structure. Although there is physical distance between learners and instructors, it is imperative that the lines of communication remain open and constant. “…what is most critical for the instructor, even when playing a facilitative and nondirective role in the learning community, is to stay abreast of developments within the group and to act decisively and quickly when necessary. (Palloff and Pratt, 2007, p. 65)” How do you create and sustain your learning communities? Let’s continue the discussion! References DuFour, R. (2016) Educational leadership: Schools as learning communities: What is a professional learning community? Available at: http://www.ascd.org/publications/educational-leadership/may04/vol61/num08/What-Is-a-Professional-Learning-Community%C2%A2.aspx. Gruenbaum, E.A. (2007) Elearn magazine: Creating online professional learning communities. Available at: http://elearnmag.acm.org/featured.cfm?aid=1806336. Laureate Education (Producer). (2010). Online learning communities [Video file]. Palloff, R.M. and Pratt, K. (2007) Building online learning communities: Effective strategies for the virtual classroom. 2nd edn. San Francisco, CA: Jossey-Bass Inc., U.S. Pixabay (2017) Free image on Pixabay - blueprint, ruler, architecture. Available at: https://pixabay.com/en/blueprint-ruler-architecture-964630/. Vesely, P., Bloom, L. and Sherlock, J. (2007) ‘Key Elements of Building Online Community: Comparing Faculty and Student Perceptions’, Journal of online learning and teaching, 3(3). Wegerif, R. (1998). The social dimension of asynchronous learning networks. Journal of asynchronous learning networks, 2(1), 34-49. (Pixabay, 2017) For the next 8 weeks, I will be exploring how to use online instructional strategies to create engaged learning. During this class I will share what I have learned and my thoughts on this blog. “Success in an online learning environment depends on the use of instructional strategies that support the shift in roles and the development of self-direction. (Conrad and Donaldson, 2011)” I am looking forward to exchanging ideas on this topic!
Stacy Reference Conrad, R., & Donaldson, J. A. (2011). Engaging the online learner: Activities and resources for creative instruction (Updated ed.). San Francisco, CA: Jossey-Bass. Pixabay (2017) Free image on Pixabay - online, Internet, icon, symbols. Available at: https://pixabay.com/en/online-internet-icon-symbols-www-942410/ Whenever someone talks about scope creep I envision the 1958 horror movie “The Blob”. The Blob is about an alien amoeba that crashes on earth from outer space and engulfs and absorbs everything in its path while growing larger and larger. This is a great analogy for scope creep and how it can affect a project if steps are not taken to prevent or mitigate it. Scope creep can occur within any project no matter how well planned. In previous blogs I have touched on some of the issues I have seen with scope creep in projects. A few years ago I was involved in a large scale project ($3,000,000 over 3 years) that involved developing a software package to be used by several state, tribal and federal entities. The goal was to create a tracking software for adult salmon to be used in the field. This project involved creating a software user interface for entering data, a centralized backend database and a way to upload the data to the centralized database. It also included reporting capabilities and a training package. As I discussed in an earlier blog, this project eventually produced a software package but it was scrapped because the user interface and data collected did not meet the needs of the different agencies. But in reality, scope creep played a major role in the demise of this project. The project was not well defined. The analysis of the project as a whole was not well managed. The design team assumed that they knew what the stakeholders needed without actually asking questions. This caused a major issue during the implementation phase of the project. As the pilot was revealed to the stakeholders, all of the sudden stakeholders realized that the program did not meet the needs of their specific agencies. Requests to alter the program by adding functionality, changing data formats and other alterations were flooding in. The project was in the final stages as they began to try to indiscriminately incorporate all of the change requests in hopes of saving the project. Stakeholders were calling programmers directly and convincing them to make “quick changes” to the program. All of the code changes to the program in the end caused major issues as they were implemented without clearly understanding how they would affect the program functionality. Could scope creep have been reduced in this situation? How can we manage scope creep during a project? Scope creep occurs for many different reasons:
Most of which caused the issues in the project described above. If the project manager had taken the time to clearly define the project scope statement it would have avoided a lot of scope issues. In this case there was very little written for the actual project plan. Certainly, the stakeholders did not sign off on the project. Involving the stakeholders earlier in the project process would have identified issues in a timely manner. Allowing stakeholders to call members of the project team directly to request changes caused a lot of chaos. The project manager felt pressure to accommodate all of the stakeholder’s needs which also caused an issue. “A major source of trouble with changes is typically that the project manager, in an attempt to avoid bureaucracy, adopts an informal process of handling requests for change. Such a process leads to misunderstanding on the part of the party requesting the change, and before the project manager can undo the damage, the organization is committed to extending the scope of the project but without the additional resources and time to do it. (Portny et al., 2008, p. 346)” Once the project plan had been accepted and signed, the project manager could have managed the change requests coming in by using a change control system. This would have avoided the confusion and chaos when all changes were accepted. By requiring the change requests be submitted in writing, the project manager could have prioritized, evaluated and consolidated the change requests. This may have provided a clearer view of the impact the change requests would make to the overall project. Some of the requests could have been tabled for the next release of the software package. By monitoring and controlling the change requests the project manager could have managed the scope creep in this project. According to Portny et al., implementing the following guidelines will assist the project manager in reducing the impact of scope creep:
Have you experienced scope creep in your projects? What steps have you taken to reduce the impact of scope creep? References De Sousa, S. (2009) Causes of scope creep? - from www.My-project-management-expert.Com. Available at: http://www.my-project-management-expert.com/causes-of-scope-creep.html Greer, M. (2010). The project management minimalist: Just enough PM to rock your projects! (Laureate custom ed.). Baltimore: Laureate Education, Inc. Portny, S. E., Mantel, S. J., Meredith, J. R., Shafer, S. M., Sutton, M. M., & Kramer, B. E. (2008). Project management: Planning, scheduling, and controlling projects. Hoboken, NJ: John Wiley & Sons, Inc. The blob (2016) Available at: https://www.flickr.com/photos/bigdogyvr/4646077035. Usmani, F. (2013) A Short Guide to Project Risk Management Plan. Available at: https://pmstudycircle.com/2013/07/a-short-guide-to-project-risk-management-plan/. There are many ways to communicate in today’s world. Technology has increased the ways people interact and communicate but unfortunately it does not guarantee effective communication. According to Dr. Stolovitch, effective communication is influenced by:
Even if you believe you are clearly communicating, how others perceive your words can be different than your intentions. “The personal filter is the result of your perception of the world. This is influenced by the long and the short term. Long term is a result of personal emotions and a view of the world that develops over time--stereotyping is one of the results. This might be a great hindrance to communication. (Robbers, 2009)” As a project manager clear and effective communications is critical to the success of the project. The selected mode of communications can also affect the overall perceived message. In our class this week we reviewed the same message presented using three different modalities: Email
Viewing the message by email, it was difficult to determine the intent behind the remarks about Mark being “possibly” busy in a meeting all day. The email sent from Jane indicated that she needs information from Mark on a missing report. The email read as if Jane were in a panic about getting the information as quickly as possible. The email message did not specify what missing report Jane is referring to. It did not say what information she needs to finish her report or how what her deadline is to file her report. The email did not include her phone number or even her last name. Email is a preferred way to communicate in business in today’s world. Unfortunately, it is also difficult to understand intention due to the lack of body language or visual cues. When using emails to communicate it is important to be clear and concise. The information should be organized and presented using a business friendly format. The author of the email must compensate for the lack of body language and tonality by not being obscure. Lastly, for critical communications that are time sensitive, email was perhaps not the correct choice for this communication. Voice Next the same message was presented in a voice mail format. Jane did not introduce herself so it would be difficult for Mark to determine who was calling easily. The tone of the message was friendly and did not indicate that Jane was in panic mode. No call back number was given so Mark could easily return the call. Unfortunately, no more information was included in the voice message. Voice mail is used quite often in business. With voice mail you can hear tonality of the voice and determine to some extent the emotions of the caller. But as with email, when using the phone for project communications it is advisable to identify yourself, give a call back number and time/date of the phone call. Voice mail also does not allow for immediate response. The other downside to using the phone for communication is that there is not a written record of what is said during the calls. Face-to-Face The third modality used an informal face-to-face presentation of the message. In this method, Mark could clearly see who was asking the questions. Mark would have been able to ask further questions to determine what the information requires was and what the deadlines was for submission. The remark about how busy Mark was became a non-issue as the body language and tonality indicated that it was a passing comment. Mark was also able to see that Jane was not upset about the delay in receiving the information. Face-to-face modality is the most effective form of communication if backed with written documentation. In this example Mark could see Jane’s body language and hear her tonality. It also gave him a quick way to ask additional questions and receive answers. Unfortunately, face-to-face is not always an option. “The ability to communicate well, both orally and in writing, is a critical skill for project managers. Planning project communications up-front enables project managers to choose the appropriate type of communication for sharing different messages. (Portny et al., 2008, p. 357)” The project manager must carefully evaluate how best to communicate with a project team and stakeholders. Whether formally or informally, no matter what type of communication is selected, it is important that the project manager understand how to communicate effectively with all personality types. By being cognizant of how language, culture, personality and other factors can overshadow and complicate the channel of communications, the project manager can avoid miscommunication and the resulting issues. Have a story about project communications success or failures? Share it below! References Laureate Education, Inc. (Executive Producer). (n.d.). Communicating with stakeholders [Video file]. Retrieved from https://class.waldenu.edu. Laureate Media (no date) Educ-6145. Available at: http://mym.cdn.laureate-media.com/2dett4d/Walden/EDUC/6145/03/mm/aoc/index.html. 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. Robbers, H. (2009a) The communication triangle (part 1). Available at: http://www.projectmanagement.com/articles/251632/The-Communication-Triangle--Part-1-. Robbers, H. (2009) The communication triangle (part 2). Available at: http://www.projectmanagement.com/articles/251829/The-Communication-Triangle--Part-2-. “Those who fail to learn from history are doomed to repeat it.” ~Winston Churchill, 1948 In the military we called it an “After Action Review” or AAR. “After Action Reviews, an important discipline employed by military planners, helps them learn from the good, the bad, and the ugly. After a major engagement, soldiers and officers meet to make a rigorous assessment of the battle just fought—what went wrong and right—and especially what can be learned to improve performance in similar situations in the future. It’s the military’s way of linking strategy and action. (Pinegar, 2009)” AAR’s provided my first experience with the power of reflection to improve a project or process. Project managers refer to this reflection process as a project “post-mortem”. “It's important for project managers and team members to take stock at the end of a project and develop a list of lessons learned so that they don't repeat their mistakes in the next project. (Greer, 2010, p. 43)” The benefits of both AAR’s and post-mortems are the same as they provide a feedback in order to improve future projects.
A few years ago I was involved in a large scale project ($3,000,000 over 3 years) that involved developing a software package to be used by several state, tribal and federal entities. The goal was to create a tracking software for adult salmon to be used in the field. This project involved creating a software user interface for entering data, a centralized backend database and a way to upload the data to the centralized database. It also included reporting capabilities and a training package. This project eventually produced a software package but it was scrapped because the user interface and data collected did not meet the needs of the different agencies. Some agencies flat out refused to use the software and used other methods to collect their data. After two years the software package was scrapped. So where did this project go wrong and if it were attempted today how could the project dynamics be changed to facilitate a more positive outcome? There were many points of failure within this project. One of the first issues occurred during the initial phase of the project. The project manager failed to gather all requirements from the primary stakeholders. “Before planning projects, project managers need to clearly define several aspects of projects, including project needs, strategy, and objectives. Limitations and needs act as boundaries for projects, while unknowns need to be anticipated, evaluated, and planned for. Portny et al., 2008. p. 30)” The false assumption was made that all agencies gathered the same data in the same manner. Although it would have been a huge task, gathering information from all the agency stakeholders pertaining to their processes, objectives and desired outcomes could have clearly defined the project concept. This process would have also created engagement for the project key stakeholders. Selecting the project team is an important part of the success of a project. “Getting the right people on board the project team and aligning the right project stakeholders provide critical resources and support during the course of the project. (Portny et al., 2008, p. 108)” In this case, the project team was isolated and made up of members from the project manager’s agency. Subject matter experts (SME’s) also came from the project manager’s agency. The identified project programmers were fishery staff that wanted to be programmers and had no formal training. A case could be made that the project manager did not spend enough time evaluating the qualifications of the project team members and missed an opportunity to build support for the project by not selecting more qualified personal from other agencies. Communication is a critical requirement of project management. “If you don’t involve all stakeholders in an active and engaged fashion from the beginning, you are likely to suffer the consequences of rework when they finally figure out what you and your project team are up to…. and they then take action to leave their mark on it! (Greer, 2010, p. 11)” During the building of the software package there was little communication with stakeholders or opportunities to view the progress of the project. Had the project manager given status updates on a regular basis the issues with the software may have been caught early in the process. Regular project team meetings may have uncovered the inadequacies of the programming staff. According to Portny et al., most issues with drivers and supporters can be avoided by ensuring that the following steps are taken:
A project post-mortem was conducted on this project and in hind sight the root of the problems in the project were apparent. Recognizing the power of communication and how it can affect a project is a powerful lesson. Since that experience I have endeavored to build communication into my projects. Weekly project team meetings, stakeholder meetings and status meetings are all tools that will prevent major failures and build support for any project. The use of post-mortems will continue to be a critical part of my project management as there is always room for improvement in any project. Do you use post-mortems in your project management? Do you believe it is an important tool to improve project management? Let me know what you think! References Greer, M. (2010). The project management minimalist: Just enough PM to rock your projects! (Laureate custom ed.). Baltimore: Laureate Education, Inc. Pinegar, B. (2009) Post-Mortem vs. After action review |. Available at: http://brettpinegar.com/post-mortem-vs-after-action-review/. 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. Project Management Institute (2000) A guide to the project management body of knowledge (PMBOK guide). 3rd edn. United States: Project Management Institute. PublicDomainPictures.net (no date) Double tree reflection free stock photo. Available at: http://www.publicdomainpictures.net/view-image.php?image=146242&picture=reflecie-double-tree/. Westminster College (no date) Winston Churchill museum in Fulton, MO. Available at: https://www.nationalchurchillmuseum.org/ |
Stacy SpringerWelcome to my blog! I am passionate about great Instructional Design and Educational Technology. Let's start a discussion! Archives
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