Dealing with Scope Creep in a Project

 

Image Credit: https://www.stakeholdermap.com/project-dictionary/scope-creep-meaning.html

Scope Creep refers to the adding of additional features and functionalities in a project without considering the impact on time, budget, and resources, or without obtaining approval from the customer (M, 2023).

To handle changes in scope, Greer (2010) advises project managers to start by staying calm and recognizing that adjustments are natural as new information emerges. Pinpoint the exact change needed, then analyze its impact on the project’s schedule, quality, costs, and team assignments. Discuss the change with your team to explore alternatives that minimize disruptions. Report the implications to the project sponsor and update the project scope and plan, documenting all conditions and decisions. Finally, obtain written approval from the sponsor to ensure clarity and agreement on the revised scope and plan.

When I was hired to build a school website for a client, the project seemed straightforward at first. The initial scope was to create a user-friendly site that included basic pages for school information, a calendar, and a contact form. However, as the project progressed, the client started requesting additional features, including a parent portal, an online payment system, and an integrated learning management system—all of which were outside the original project plan. This added complexity and extended the timeline beyond what was initially agreed upon.

The specific scope creep issues stemmed from unclear boundaries and evolving client expectations. Initially, I was eager to accommodate the client’s requests, believing that these additions would enhance the overall project. However, as more features were added, the project started to exceed the budget and timeline. This strained the relationship between the client and the project team, as the client expected the added features to be included within the original cost.

At the time, I dealt with these issues by communicating with the client and attempting to negotiate extensions to the timeline and budget. While this helped in managing some of the additional requests, it did not fully address the ongoing changes. Looking back, had I been in a better position to manage the project, I would have implemented stricter controls to prevent scope creep. Specifically, I could have created a more detailed scope statement, outlining not only the deliverables but also what was not included in the project. This would have helped manage client expectations and provided a clearer basis for negotiating changes (Project Management Institute, 2021).

Additionally, I should have formalized a process for handling change requests. By documenting every requested change and its impact on the timeline, budget, and resources, I could have ensured that both the client and I had a shared understanding of the consequences of scope changes. Using formal approvals for each change, as suggested by Kerzner (2017), would have made the process more transparent and protected the project from unnecessary disruptions.

In conclusion, scope creep is a common challenge in projects, especially when the initial scope is not clearly defined or when clients have evolving needs. Implementing strategies such as detailed scope statements, change request procedures, and formal approvals can help prevent scope creep from derailing a project.

References

Greer, M. (2010). The project management minimalist: Just enough PM to rock your projects: (Laureate custom ed.). Walden University Canvas. https://waldenu.instructure.com

Kerzner, H. (2017). Project management: A systems approach to planning, scheduling, and controlling (12th ed.). John Wiley & Sons.

M, T. (2023). What does Scope Creep mean? Project Management Dictionary of Terms. Stakeholdermap.Com. Retrieved October 12, 2024, from https://www.stakeholdermap.com/project-dictionary/scope-creep-meaning.html

Project Management Institute. (2021). A guide to the project management body of knowledge (PMBOK® Guide) (7th ed.). Project Management Institute.

Estimating Costs and Allocating Resources in an ID Project

 

Greer (2010) outlines a practical approach to project management, focusing on resource allocation and cost estimation as critical components of project success.

Key Steps in Resource Allocation:

1. Define Project Needs: Identify the necessary resources (people, equipment, facilities) required to complete the project effectively.

2. Project Charter: Create a Project Charter that formally recognizes the project and includes support from a high-level manager who can help acquire these resources.

3. Approval Process: Secure approval for the Project Charter from a project sponsor, which is essential for accessing organizational resources.

Greer emphasizes that obtaining formal support not only helps in resource acquisition but also prioritizes projects within the organization, ensuring that resources are allocated to high-priority initiatives.

Cost Estimation Process:

1. Identify Costs: After determining the necessary tasks and resources, estimate the costs associated with each component of the project.

2. Cost Estimation Worksheet: Utilize a Cost Estimation Worksheet to organize and summarize these estimates systematically.

3. Budgeting: Ensure that the estimated costs align with the project's budget constraints and financial goals.

Greer advises that accurate cost estimation is vital for maintaining control over project finances and ensuring that projects remain within budget throughout their lifecycle. This process typically involves analyzing past projects for reference and adjusting estimates based on current conditions and resource availability (Greer, 2010). Overall, Greer's methodology advocates for a lean approach to project management, emphasizing the importance of clarity in resource needs and financial planning to achieve successful project outcomes.

Estimating resources and duration for instructional design (ID) projects can be quite challenging due to the complexity and variability of tasks involved. Here are four valuable resources that can help with these estimations for instructional design (ID) projects:

 1. eLearning Industry: Resource Management in Instructional Design

Description and Evaluation:

This guide from eLearning Industry provides comprehensive insights into resource planning, efficient budget allocation, time management techniques, team optimization, and collaboration strategies specific to instructional design projects (eLearning Industry, 2023). It emphasizes the importance of balancing time, budget, and team resources to overcome constraints and enhance project outcomes.

Most Helpful Aspect:

The most helpful aspect of this resource is its detailed strategies for optimizing time and budget while managing team resources effectively. It offers practical tips on how to allocate resources based on availability and skillsets, which is crucial for accurate project planning.

Usage:

I would use this resource to develop a detailed project schedule by identifying key tasks, estimating their durations, and assigning resources based on their expertise and availability. This would help in creating a realistic timeline and budget for the project.

 2. Project Management Institute (PMI): Five Keys to Accurate Project Estimating

Description and Evaluation:

This article from PMI outlines five essential steps for accurate project estimating, including estimating work package and task durations, developing the project schedule, analyzing the critical path, evaluating results, and reconciling the budget and estimates (PMI, 2008). It provides a structured approach to project estimation, which is crucial for managing complex instructional design projects.

Most Helpful Aspect:

The most helpful aspect of this resource is its focus on critical path analysis and the reconciliation of budget and estimates. This ensures that all aspects of the project are aligned and that any discrepancies are addressed promptly.

Usage:

I would use this resource to refine the project schedule by identifying the critical path and ensuring that all tasks are accurately estimated and aligned with the overall project goals. This would help in maintaining control over the project timeline and budget.

3. Time Estimates for eLearning Development  Experiencing eLearning

Description and Evaluation:

This blog post by Christy Tucker provides detailed insights into estimating the time required for eLearning development. It discusses benchmarks from Bryan Chapman’s research and the 2017 ATD research by Karl Kapp and Robyn Defelice. The post breaks down the time required for different tasks such as front-end analysis, instructional design, storyboarding, graphic production, video production, and audio production (Tucker, 2019).

Most Helpful Aspect:

The most helpful aspect of this resource is the detailed breakdown of time estimates for various tasks involved in eLearning development. This can be particularly useful for creating accurate project schedules and budgets. For example, Tucker mentions that developing in authoring tools like Captivate and Storyline generally takes about 2 hours per finished minute of eLearning content (Tucker, 2019).

Usage:

I would use this resource to benchmark my own time estimates against industry standards. By comparing my actual project times with these benchmarks, I can refine my estimates and improve the accuracy of my project planning.

 4. eLearning Development Calculator  eLearningArt

Description and Evaluation:

The eLearning Development Calculator on eLearningArt’s website helps estimate course length, development time, and hourly costs. This tool allows users to input various parameters to calculate the total cost and time required for eLearning projects (eLearningArt, n.d.).

Most Helpful Aspect:

The most helpful feature of this tool is its ability to provide a quick and customizable estimate based on specific project details. This can be incredibly useful for initial project planning and budgeting, allowing for adjustments based on real time data and project scope (eLearningArt, n.d.).

Usage:

I would use this calculator to get a preliminary estimate of project costs and durations. This would help in setting realistic timelines and budgets, which can then be refined as more detailed project information becomes available.

Conclusion

In instructional design projects, effective resource allocation and precise cost estimation are crucial for achieving desired outcomes. Allocating resources involves identifying and securing the necessary personnel, tools, and materials to facilitate the development of educational content. This process should begin with a clear understanding of project requirements and stakeholder needs, ensuring that all essential resources are available when needed. Cost estimation, on the other hand, requires a thorough analysis of all potential expenses associated with the project, including labor, technology, and materials. By employing structured worksheets and templates, project managers can create detailed budgets that align with organizational goals. Ultimately, a well-planned approach to resource allocation and cost estimation not only enhances project efficiency but also supports the successful delivery of high-quality instructional materials within budgetary constraints.

 

References

Greer, M. (2010). The project management minimalist: Just enough PM to rock your projects! (Laureate custom ed.). Walden University Canvas. https://waldenu.instructure.com

eLearningArt. (n.d.). eLearning Development Calculator. Retrieved from https://elearningart.com/developmentcalculator/

eLearning Industry. (2023, July 9). Resource Management in Instructional Design. Retrieved from https://elearningindustry.com/optimizingresourcemanagementininstructionaldesignprojects

Project Management Institute. (2008, October 19). Five Keys to Accurate Project Estimating. Retrieved from https://www.pmi.org/learning/library/fivekeysaccurateprojectestimating6927

Tucker, C. (2019, May 21). Time Estimates for eLearning Development. Experiencing eLearning. Retrieved from https://christytuckerlearning.com/timeestimatesforelearningdevelopment/

Project Scheduling and Estimating Activity Duration

 

Creating a project schedule and accurately estimating activity durations are crucial components of successful project management. A well-structured project schedule not only outlines tasks, deliverables, and milestones but also serves as a roadmap for resource allocation and progress tracking (ActiveCollab, n.d.). However, the process of estimating how long each activity will take can be fraught with challenges, including task complexity and cognitive biases that may lead to underestimations (FasterCapital, n.d.).

Dr. Stolovitch emphasizes that every activity in a project consumes valuable time, which is often a limited resource (Walden, n.d.). This means it’s essential to evaluate each task and categorize it as high, medium, or low priority. Once you've done that, take a moment to review the timeline and analyze the task list. Identify the start date for each task, note the activities associated with it, and engage in discussions with your team members. Flexibility is key here; be prepared to communicate any changes to those affected by them. Make sure to share important milestones with everyone involved, while also addressing specific task-related items with the relevant individuals. To eliminate any confusion, consider having one-on-one conversations to clarify expectations and responsibilities.

Two valuable resources that can aid in planning an instructional design (ID) project’s schedule, budget, and task breakdown are Smartsheet and Project Manager.

Smartsheet: Project Schedule Templates

Image Credit: https://www.smartsheet.com/platform

Description: Smartsheet offers a variety of free, customizable project schedule templates, including Gantt charts and task schedules. These templates can be downloaded in formats such as Excel, Google Sheets, and PowerPoint. The templates allow users to track delivery dates, manage resources, and monitor project risks.

Evaluation: The templates are user-friendly and cater to different project management needs. For example, the Master Project Schedule Template enables users to input task names, durations, and assignees, automatically generating an overview timeline. This feature is particularly useful for visualizing the entire project at a glance.

Most Helpful Feature: The ability to customize templates according to specific project needs stands out. I would use the Project Task Schedule Template to break down individual tasks, set priorities, and track costs. This would help ensure that each component of the ID project is accounted for and managed effectively (Smartsheet, n.d.).

ProjectManager: Resource Scheduling Tools

Image Credit: https://www.projectmanager.com/

Description: ProjectManager provides insights into resource scheduling in project management. It includes a free Resource Planning Template for Excel and discusses various tools like Gantt charts and workload management charts that help in aligning resource availability with project schedules.

Evaluation: The site emphasizes the importance of optimizing resource schedules to ensure that projects stay on track. It offers practical tips for effective scheduling, such as using a Work Breakdown Structure (WBS) to identify all necessary tasks before scheduling resources.

Most Helpful Feature: The Gantt Chart Tool allows for visual representation of tasks along a timeline while assigning them to team members. I would leverage this tool to create a visual schedule for the ID project, making it easier to communicate timelines and dependencies among team members (ProjectManager, 2024).

Conclusion

Effectively managing a project schedule and accurately estimating activity durations are critical skills that can significantly influence the success of any project. By prioritizing tasks, maintaining open communication with your team, and being adaptable to changes, you can navigate the complexities of project management with greater ease. Remember, each step you take in planning and execution not only keeps your project on track but also fosters a collaborative environment where everyone feels informed and engaged. Embrace these practices, and you’ll be well on your way to achieving your project goals.

References

ActiveCollab. (n.d.). Project schedule - Definition and main components. Retrieved September 29, 2024, from https://activecollab.com/blog/project-management/project-schedule

FasterCapital. (n.d.). Estimating activity durations and resource requirements. Retrieved from https://fastercapital.com/topics/estimating-activity-durations-and-resource-requirements.html

ProjectManager. (2024). Resource Scheduling in Project Management. Retrieved from https://www.projectmanager.com/blog/better-resource-scheduling

Smartsheet. (n.d.). Free Project Schedule Templates. Retrieved from https://www.smartsheet.com/content/project-schedule-templates

Walden University, LLC. (Executive Producer). (n.d.). Creating a project schedule [Video file]. Retrieved from https://waldenu.instructure.com

Communicating Effectively with a Project Team

 

Interpreting Communication Modalities: Email, Voicemail, and Face-to-face

Communication is the lifeblood of any project team, and the modality through which a message is delivered can significantly affect its interpretation. Let's consider the message from Jane to Mark requesting an ETA on a missing report, delivered via email, voicemail, and face-to-face. (Walden, n.d.).

Email:

In written form, Jane's message is polite and structured, highlighting the urgency of her request due to a looming deadline. The email format allows Mark to revisit the message multiple times, which is beneficial for clarity and action. However, the lack of tone and immediate feedback made the message seem harsh and lacking empathy. Research indicates that written communication often lacks the emotional cues present in face-to-face interactions, which can lead to misunderstandings regarding the sender's intent (Schulze et al., 2022).

Voicemail:

When left as a voicemail, Jane's tone of voice conveyed additional context—her urgency and frustration was more apparent. I can hear notes of sympathy in Jane’s voice. Her voice sounded less abrasive than the email. I also felt her appreciation more in the voice mail. This modality offers a personal touch, but the message's permanence is reduced, potentially leading to forgotten details, unless Mark saves the voicemail.

When the message is delivered via voicemail, the interpretation shifts significantly. Jane's tone of voice conveyed additional context - urgency and concern - more effectively than text alone. Voicemail can express emotional nuances that written communication may miss, such as stress or urgency, which can prompt a quicker response from Mark. Studies suggest that auditory cues in communication can enhance the emotional richness of the message, making it more likely for the recipient to grasp the sender's emotional state (Fujihira, 2024; Sankar et al., 2010).

Face-to-Face:

In a face-to-face interaction, the interpretation of Jane's message would likely be the most nuanced. The ability to use non-verbal cues, such as facial expressions and gestures, adds layers of meaning that are absent in both email and voicemail. Jane could convey her urgency through her body language, making it clear that the missing report is critical for her own deadlines. Research supports the idea that face-to-face communication is richer in emotional and contextual information, which can enhance understanding and connection between team members (Jiang et al., 2012; Battistón et al., 2020). Consequently, Mark may perceive the urgency and importance of the request more acutely in this modality.

Synthesis and Implications:

This exercise highlights several implications for communicating within a project team. Firstly, it underscores the importance of choosing the appropriate communication modality based on the message's urgency and complexity. While the core message remains consistent across modalities, the interpretation can shift due to the presence or absence of nonverbal cues, tone, and immediate feedback. In project team communication, it's crucial to choose the appropriate modality based on the message's content, urgency, and the relationship between the parties involved.  (Fletcher & Major, 2006).

Face-to-face communication is often more effective for conveying urgent or sensitive information, while email is excellent for detailed, nonurgent communication. Additionally, understanding the limitations of each modality can help team members avoid misinterpretations. For instance, relying solely on written communication for urgent matters may lead to delays and misunderstandings. Voicemail adds a personal touch when direct interaction is not possible (Wharton, n.d.).

Conclusion

This activity has reinforced the importance of adapting communication strategies to the context and content of the message. Effective communication within a project team requires awareness of how different modalities can influence the interpretation of messages. By being mindful of these differences, team members can enhance their interactions and ensure that critical information is conveyed clearly and effectively.

References

Battistón, D., Vidal, J., & Kirchmaier, T. (2020). Face-to-face communication in organizations. The Review of Economic Studies, 88(2), 574-609. https://doi.org/10.1093/restud/rdaa060

Fujihira, K. (2024). Relationship between face‐to‐face and non‐face‐to‐face communication, and well‐being in older volunteers during the pandemic: the reprints project. Journal of Community & Applied Social Psychology, 34(2). https://doi.org/10.1002/casp.2773

Fletcher, T. D., & Major, D. A. (2006). The effects of communication modality on performance and self-ratings of teamwork components. Journal of Computer-Mediated Communication, 11(2), 557–576. https://doi.org/10.1111/j.1083-6101.2006.00027.x

Jiang, J., Dai, B., Peng, D., Zhu, C., Liu, L., & Lu, C. (2012). Neural synchronization during face-to-face communication. Journal of Neuroscience, 32(45), 16064-16069. https://doi.org/10.1523/jneurosci.2926-12.2012

Sankar, L., Education, E., & Sankar, C. (2010). Comparing the effectiveness of face-to-face and online training on teacher knowledge and confidence. https://doi.org/10.28945/1282

Schulze, J., Zagorscak, P., West, S., Schultze, M., & Krumm, S. (2022). Mind the context—the relevance of personality for face-to-face and computer-mediated communication. Plos One, 17(8), e0272938. https://doi.org/10.1371/journal.pone.0272938

Learning from a Project Post-Mortem

 

In the dynamic field of project management, errors and setbacks are unavoidable. However, continuous improvement hinges on learning from these failures. This is where post-mortem, or retrospective meetings, become essential. They provide a crucial opportunity to review past projects, pinpoint areas for enhancement, and set the stage for future success (Hadari, 2023). This blog post will analyze a project I initiated a while back that did not produce the desired outcomes to uncover lessons that can be learned from the post-mortem review.

During the pandemic, I embarked on an exciting venture to start an online souvenir shop called Bahamian Treasures. The core idea was to sell authentically hand-crafted souvenirs made by talented Bahamian artisans. These unique items included straw baskets, unique soaps, wood carvings, and paintings, each reflecting the rich culture and heritage of The Bahamas. The goal was to provide tourists and locals with a convenient way to purchase genuine Bahamian crafts while supporting local artisans.

The project experienced some success. For example, the products were high-quality, authentic, and exquisite craftsmanship. The project successfully created a platform for Bahamian artisans to showcase and sell their work. Feedback was positive; customers appreciated the uniqueness and cultural significance of the products.

Ultimately, the cons outweighed the pros of this project. The website struggled to attract significant traffic due to inadequate digital marketing efforts. Shipping and handling proved to be more complex and costly than anticipated, leading to delays and customer dissatisfaction. Budget overruns occurred due to unforeseen website development, marketing, and product procurement expenses. Had I followed a structured PM framework, the outcome might have been different.  One of the most widely recognized guides on project management is the Project Management Institute’s PMBOK (Project Management Body of Knowledge). This guide provides a standardized approach that can be universally applied across various industries but requires adaptation to fit specific project needs (Gurnov, n.d.).

The project fell short at Step 1: Define the project concept, then get support and approval of Greer’s (2010) 10 steps to project success. This step ensures clarity of vision, informed decision-making, and strategic planning by conducting thorough market research and securing stakeholder buy-in. It helps identify potential risks early, optimize resources, and maintain focus throughout the project lifecycle, thereby addressing many challenges faced during the project.  Securing support and approval from key stakeholders, such as investors, partners, and potential customers, provides the necessary resources and backing to move forward confidently. If implemented, this step would have significantly improved the project outcome. (Project Management Institute, 2021).

Conclusion

In summary, post-mortems are critical in project management, enabling teams to systematically review and learn from past projects. These reflective sessions foster a culture of continuous learning and adaptation by identifying successes and pinpointing areas for improvement. Implementing post-mortem can transform setbacks into valuable lessons, driving innovation and enhancing overall project performance. Embracing this practice not only helps in refining processes but also in building a resilient and proactive project management approach.

References

Greer, M. (2010). The project management minimalist: Just enough PM to rock your projects! Download The project management minimalist: Just enough PM to rock your projects!(Laureate custom ed.). Walden University Canvas. https://waldenu.instructure.com 

Gurnov, A. (n.d.) What is a Project Management Framework? Wrike. Retrieved from https://www.wrike.com/project-management-guide/faq/what-is-a-project-management-framework/

Hadari, R. (2023). Top Post Mortem Questions to Ask. Go Retro. Retrieved from https://www.goretro.ai/post/top-post-mortem-questions-to-ask

Project Management Institute. (2021). A guide to the project management body of knowledge (PMBOK® Guide) – Seventh Edition. Project Management Institute.

DEFINING DISTANCE LEARNING

 DEFINING DISTANCE LEARNING

A Personal Journey

Distance learning has been an enduring form of education for me, but what does it really mean? Reflecting on my experiences, I've realized that my initial understanding of distance learning was quite narrow. Years ago, I took a certification course from a foreign university. The classes were conducted face-to-face in my country, led by local instructors. I considered this distance learning because the certifying institution was abroad. However, my perspective has significantly evolved.

A New Understanding

Through the insights gained this week, I've redefined my concept of distance learning. According to Simonson et al. (2019), true distance education encompasses four essential features:

1. Formal education

2. Facilitated by an institution

3. Geographic separation of instructors, students, and resources

4. Instructional media and communication technologies connecting all parties involved

My revised definition of distance learning is “A structured, institutionally supported educational modality in which teachers, students, and resources are dispersed either physically or geographically, and where teaching and learning are facilitated through instructional multimedia and communications technologies.” 

With this refined definition, I can now accurately classify my learning experiences. MOOCs I've taken fit perfectly into this framework, as they were formal courses provided by the Commonwealth of Learning, with instructors from different countries. We used video lectures, digital resources, and email for communication. Similarly, the online courses from my undergraduate degree and my current master’s program all qualify as distance learning. 

Concept Map of my definition of Distance Learning

The Evolution of Distance Education

Distance education has come a long way, transitioning from correspondence courses to digital platforms and MOOCs. It's now a widely respected and accepted form of education. The benefits are substantial: reduced travel costs, lower overhead for classrooms, and minimal disruption to the learner’s productivity. Additionally, e-learning is scalable, offering immediate access to thousands of learners once the content is created (Moller et al., 2008).

Distance education provides flexibility, allowing learners to study at their own pace and schedule. It enables individuals to pursue further education while managing a full-time job and bridges the gap for those who otherwise might not have access to educational opportunities.

The Future of Distance Education

Looking ahead, the future of distance education seems promising. Dr. Simonson (Walden n.d.) predicts an evolutionary rather than revolutionary change. Traditional schools will persist, but distance education will become more prevalent in K-12, higher education, and professional training environments. My vision for the future of distance learning is that new innovations in technology will continue to break down barriers in teaching and learning and provide open access to educational opportunities for all.

Conclusion

The way we view distance learning has fundamentally changed. Research has shown that distance learning offers significant advantages such as flexibility, choice, cost savings, and equitable educational opportunities. The future of distance learning will likely involve ongoing development and improvement driven by advances in technology used for teaching, learning, and communication. 

References

Friedman, J. & Clayburn, C. (2022, August 11). 10 things employers think about your online degree. U.S. News and World Report. Retrieved  https://www.usnews.com/higher-education/online-education/slideshows/10-things-employers-think-about-your-online-degree.

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.

Simonson, M., Zvacek, S., & Smaldino, S. (2019). Teaching and learning at a distance: Foundations of distance education (7th ed.) Information Age Publishing. pp. 31-42.

Walden University, LLC. (Producer). (n.d.).  Distance education: The next generation [Video file]. Retrieved from https://class.waldenu.edu.

Reflection

As this course draws to a close, reflect upon what you have learned and how you will apply your learning in future courses and in your career in the field of instructional design. Consider the following:

What did you find surprising or striking as you furthered your knowledge about how people learn?

What I found most striking in my reading were two quotes from Siemens (2005):

“We can no longer personally experience and acquire learning that we need to act.

We derive our competence from forming connections” (Siemens, 2005).

“Experience has long been considered the best teacher of knowledge. Since we cannot experience everything, other people’s experiences, and hence other people, become the surrogate for knowledge. ‘I store my knowledge in my friends’ is an axiom for collecting knowledge through collecting people” (Siemens, 2005).

These quotes resonated with me because they altered my long-held belief that all my knowledge had to reside in my own brain. It was a relief to discover that knowing how and knowing what are not as important as knowing where to find the knowledge needed. Siemens (2005)

How has this course deepened your understanding of your personal learning process?

This course helped me understand that each learning theory influences my learning process in one way or another. For example, my learning is sometimes based on stimulus and rewards, which results in observable behavior (Behaviorism). My learning is structured and computational (Cognitivism). I derive meaning through social interactions (Constructivism). My diverse network of ideas, people, and technology-enhanced entities augments my learning (Connectivism). Siemens (2005)

Additionally, I learned not to place myself or my pupils in a learning styles box. Despite the popularity of the Learning Styles theory, there is insufficient evidence to support the significant benefit of tailoring instruction to various learning styles. Pashler et al. (2009). A better approach is to utilize strategies that would maximize learning for students no matter how they learn. Ormand (n.d.)

What have you learned regarding the connection between learning theories, learning styles, educational technology, and motivation?

According to Siemens (2005), learning is “a persisting change in human performance or performance potential…[which] must come about as a result of the learner’s experience and interaction with the world”. This definition encompasses many attributes associated with Behaviorism, cognitivism, and constructivism. The limitation of these theories is that they do not address how learning takes place outside of the individual, i.e., learning that is stored and manipulated by technology. Incorporating technology and connection-making as learning activities begins to move learning theories into the digital age. Thanks to the wide range of technology tools, pedagogical approaches, and learning environments, instructional designers and instructors can develop engaging lessons and activities, and learning can happen practically anywhere at any time. Motivation promotes initiation and persistence in learning. (Ormrod, et al. 2009, P. 225)

How will your learning in this course help you as you further your career in the field of instructional design?

Many of the concepts learned in this course will inform my instructional design practices. The learning theories will provide frameworks and models that help me understand how people learn and how best to facilitate the learning process. Ormrod et al. (2009). Several learning theories directly related to adult learning include Action, Experiential, Project-based, and Self-directed learning. Orey (2010)

The ADDIE Model of Instructional Design will help me streamline and organize course content production.

Keller’s Motivational Theory of Learning (ARCS) provides a way to stimulate and maintain learner motivation.

I will remember that adult learners bring a briefcase to the learning experience. This briefcase contains life experiences, work experiences, positive and negative previous adult learning experiences, cognitive abilities, time between learning interactions, and aging factors.

As Education Officer for Professional Development, I will incorporate technology into the content and delivery of professional development and utilize my professional development toolkit. (Orey, 2010, P. 117)

Conclusion

Learning Theories Instruction is possibly the most crucial course in this Master in Instructional Design and Technology program. It establishes the foundation upon which instructional designers will build compelling learning experiences. The learning theories, learning styles, multiple intelligences, instructional technology, and motivational strategies all inform learning, and the goal of all instruction is to facilitate learning. I have a deeper understanding of how learning occurs and the strategies that will help initiate and sustain learners' motivation. I take away from this course a wealth of knowledge that will enrich my career and practice.

References

Keller, J. M. (2016). Motivation, Learning, and Technology: Applying the ARCS-V Motivation Model. Participatory Education Research, 3(2), 1-13. https://doi.org/http://dx.doi.org/10.17275/per.16.06.3.2

Orey, M. (2010). Emerging Perspectives on Learning, Teaching, and Technology. Retrieved July 10, 2023, from https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=14c2555b1d4ec91df6ea0b0ad2a3c48b2697f104Links to an external site.

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning Theories and Instruction. Vital Source ebook for Laureate Education. Pearson Learning Solutions. Pp. 223-262. https://mbsdirect.vitalsource.com/books/9781256289302Links to an external site.

Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning Styles: Concepts and Evidence. Psychological Science in the Public Interest. 9(3), 105–119. https://doi.org/10.1111/j.1539-6053.2009.01038.x

Siemens, G. (2005). Connectivism:  A learning theory for the digital age, International Journal of Instructional Technology and Distance Learning, 2(1). http://www.itdl.org/Journal/Jan_05/article01.htm

Walden University, LLC. (Producer). (n.d.). Learning styles and strategies. Walden University Canvas. https://waldenu.instructure.com.