Best Practices for Transferring Traditional Courses Online: Adult Learning Guidelines, Study Guides, Projects, Research of Biotechnology

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Phase 2: Guidelines and Measurement Systems for Online Course Development A group project Submitted to Dr. John Sinn Bowling Green State University In Partial Fulfillment of the Course Technology Systems Assessment, Innovation, Transfer (TECH 682) Fall 2005 By Team 1: Bill Bailey Ian Benn Niccole Chandler Patrick Hanley Zaki Kuruppalil On December 7, 2005 Table of Contents Summary of Project Research 3 Summary of Measurement Rubric 11 Project Management Tools 20 PPARMP 21 PPMTA 25 OPCP 27 ISOQSAOPP 30 DSDC 31 CSCVVBR 34 OATCAF 35 LVAOACA 37 SOGA 41 Guideline Development Tools 42 QFD 43 APEIAR 44 TDCAIA 48 PTTDRA 52 TTDERA 55 ROLDA 59 Measurement Tools 73 PASPC 74 GCA 76 GISPDCS 78 FMEA 79 SAICPACA 81 GBAPS 83 Best Practices Below, we have attempted to categorize and detail best practices that we found in our review of the literature. Much of the categorization is subjective, and could certainly be arranged differently. There is a great deal of overlap for instance, between the areas of communication, feedback and interaction. However, an attempt was made to create some useful categories. Best practices have been arranged into two groups. The first group of practices is applicable to an individual instructor’s approach to online teaching, and is supported by adult learning theory. Following each best practices item is support for this item from the literature on adult learning. The second group of best practices may apply to individual instructors, or at an organizational level. These practices are more aligned with course management, and are supported by accepted quality management principles and the Malcolm Baldrige National Quality Award criteria for education (NIST, 2005). Adult Learning Theory In his seminal work originally published in 1973, Knowles describes six characteristics unique to adult learners (Knowles, Holton, & Swanson, 2005). These six characteristics may serve one guide to instructional design. While subsequent research has added much to our knowledge of adult learning, these principles still stand as a cornerstone of adult learning theory. 1) they need to know why they need to learn something before they learn it, 2) adults self- concept is heavily dependent on a move toward self-direction, 3) prior experience of the learner is a rich source for learning, 4) adults become ready to learn when they experience a need to cope with a life situation or perform a task, 5) adult’s orientation to learning is life centered; education is a process of developing increased competency levels to achieve their full potential, and 6) the motivation for adult learners is internal rather than external. The theory of adult learning that may be most familiar is andragogy as developed by Knowles (Knowles et al., 2005). The primary principles of andragogy as they have been refined are: 1. Self-directed learning 2. Experiential learning 3. Adults are aware of their learning needs 4. Adults need to apply knowledge or skills to their immediate circumstances 5. Learning is a partnership and the learners own experience should be used. 1. These principles are not without their detractors. Number 3 is particularly open to dispute. There is also question about whether or not self directedness is a universal trait, but for our population of adult students pursuing a PhD online, mostly while working, we think it is a safe assumption. While this is the most commonly recognized theory of adult learning, there are many other and they often overlap. Experiential learning while part of andragogy is also a field of study by itself, and is sometimes called action learning. Developed first by Kolb (1984), learning is seen as a cycle of concrete experience, observation and reflection, generalization and abstract conceptualization, and active experimentation. The student may begin this cycle at any point (Cheetham & Chivers, 2001). Baldrige Criteria The Malcolm Baldrige National Quality Award uses criteria for organizational performance excellence which are widely accepted, and are updated each year. Specialized criteria are available for business, healthcare and education. Where best practices were focused on management issues rather than strictly adult learning theory, these criteria are used for support. Instructional Design The cry for good instructional design was almost universal (Cassarino, 2003). Research on adult learning principles, uncovers information to describe good instructional design. • Simplicity: The web presents a huge temptation for customization and information overload. It is critical that instruction avoid this by careful structure and usability grounded in instructional design (Cassarino, 2003). How can the activity be modified to reduce extraneous cognitive load (logistics) on the learner and to save the instructor maintenance and processing time while still providing adequate feedback to the student? (Ley, 2005) • Usability: How much time will the students need to spend on logistics?(Ley, 2005). Non- linear access to information. (Huang & Liaw, 2004) • Engaging: Materials that useful useful, active, and interesting. (Simonson & Schlosser, 2004). • Expectations: The instructor set the tone on the course web page (Zappala, 2005). Challenging tasks, sample cases, and praise for quality work communicate high expectations (Huang & Liaw, 2004). Assignments should enhance higher order thinking skills. (Huang & Liaw, 2004) • Applied: Students should present course projects (Simonson & Schlosser, 2004). application activities—case studies, journal writing, role playing, problem-solving, class discussions (Education, 2000) Adult Learning Principles: Adult learning experiences need to be structured and guided (Cheetham & Chivers, 2001). In the research on instruction and coaching, Collins, et. al. (1989) offers a model of instruction with six hierarchal elements. These elements are: 1) Modeling by an expert 2) Coaching (learner practice with coaching feedback) 3) Scaffolding (support which is gradually reduced) 4) Articulation (students describe their reasoning and problem solving processes). 5) Reflection (comparing student reasoning or problem solving with an expert or peer). 6) Exploration (students take on problem without additional support). These elements bear a striking resemblance to Bloom’s Taxonomy (Bloom, 1956) which will be discussed elsewhere. Simulation is often used in consortium courses. While it can be useful, caution is warranted Researchers seem to agree that high fidelity simulation (like flight simulators) is very effective in terms of learning transfer. However, in the case of low fidelity simulation which is much more common, they caution that poorly designed simulation can result in learning transfer problems. More specifically, they recommend that low fidelity simulations need to be carefully piloted and validated against real practice to ensure reliability. Additional theories relevant to instructional design are learning styles and collaborative learning. There are various similar approaches to learning style, assessments are available. However, other researchers suggest that the most important function of learning styles is simply to remind teachers that people learn in different ways. In the area of collaborative learning, research supports the idea that people learn better working with others. Given the emphasis on teamwork in graduate programs in general, this validates what is being done. In summary, we can look at the research explored in this article, and create a partial list of principles that may be a starting place for our model. • Self-directed learning. In accordance with the best practices research, students should have as much control as possible over when, at what pace, and how they complete assignments. • Experiential learning. Based in multiple areas of research, learning is often best done through experiences. However, these experiences should be carefully designed and guided. • Adults need to apply knowledge or skills to their immediate circumstances. This is closely tied to experiential learning. When new theoretical knowledge is gained, it is useful to follow immediately with application. • Learning is a partnership and the learners own experience should be used. Particularly in a program like the consortium, students bring a vast array of experiences to class. There is solid evidence that instruction that uses these experiences is more effective. • Simulation. High fidelity simulations can be very effective. Low fidelity simulations carry more risk and should be carefully designed and validated. • Learning styles. Awareness of differences in learning styles is important. In conjunction with self-directed learning, there should be different avenues or activities for gaining the same learning. • Collaborative learning. There is strong evidence that learning and learning outputs are extended when people work in teams. Further, this addition learning appears to be retained by various team members. Learner centered As in traditional classrooms, there is an emphasis on a focus on the learner. However, in a distance environment, this is not an option, but a necessity. • Facilitate: The instructor acts more as a facilitator or moderator (Zappala, 2005). Facilitate (Huang & Liaw, 2004). Change from a teacher centered to a learner centered environment (Dabbagh, 2004). • Variety: A variety of teaching and learning strategies should be used (Simonson & Schlosser, 2004). Accommodate different learning styles (Simonson & Schlosser, 2004). Flexibility in assignments and or multiple means of content delivery are responsive to students' individual learning preferences (Education, 2000). • Control: Allowing students to choose project topics incorporates diverse views (Simonson & Schlosser, 2004). Let learners control the learning process (Huang & Liaw, 2004). students benefit from assignments that allow them control over the time and pace of their learning (Education, 2000). Learners should have as much control of the pace of learning as possible (Simonson & Schlosser, 2004). Learner’s options for learning activities, and for controlling the pace of learning.(J. C. Moore, 2004) • Activity: Lessons should be participatory, emphasizing the involvement of the learner (Simonson & Schlosser, 2004). Lessons should be activity based (Simonson & Schlosser, 2004). Learning should be enhanced by the learner's life experience (Simonson & Schlosser, 2004). Learners construct their own knowledge based on their own experience (Huang & Liaw, 2004). Adult Learning Principles: In the last 20 years studies have explored in depth the role that learning styles play in learning (Hewitt, 1995). It has been found that people have varying ways of understanding and learning, and, subsequently, different ways of processing information. Knowles ( 1973), among others, has written that understanding how a person learns and helping people understand how to learn is a major requisite for a successful educational program. This awareness is especially important for adult education or community educational programs that teach adults to use a skill. Smith and Haverkamp ( 1977) state that educators should seek to match learners with learning situations that are commensurate with their learning styles. Indeed, there is a real need for human service educators to more diligently work toward developing multi-assignments or structured exercises that will present or package the curriculum material in ways that take into consideration the different learning styles and the nature of adult learning. There are various similar approaches to learning style, and assessments are available(Cheetham & Chivers, 2001). However, other researchers suggest that the most important function of learning styles is simply to remind teachers that people learn in different ways. The following principles taken from the literature apply: • Self-directed learning. In accordance with the best practices research, students should have as much control as possible over when, at what pace, and how they complete assignments. • Experiential learning. Based in multiple areas of research, learning is often best done through experiences. However, these experiences should be carefully designed and guided. • Adults need to apply knowledge or skills to their immediate circumstances. This is closely tied to experiential learning. When new theoretical knowledge is gained, it is useful to follow immediately with application. • Learning is a partnership and the learners own experience should be used. Particularly in a program like the consortium, students bring a vast array of experiences to class. There is solid evidence that instruction that uses these experiences is more effective. • Learning styles. Awareness of differences in learning styles is important. In conjunction with self-directed learning, there should be different avenues or activities for gaining the same learning. Learner guidance and support Particularly at a graduate level, it is often left to students to find their own way through administrative procedures and course activities. Clear guidelines based on clear expectations of outcomes will not only make the experience more efficient for the student, but will produce better results. • Clear Guidelines: Students should have clear directions for what they should do at every stage of the course (Simonson & Schlosser, 2004). Succinct statements of outcome. (Simonson & Schlosser, 2004) Clear learning objectives provide a useful framework for the course's content, activities, and learning assessments. Constructing units or modules around discrete objectives (Education, 2000)Learning is organized around demonstrable (measurable) learning outcomes. (Simonson & Schlosser, 2004). Guidelines are needed for managing their online work (J. C. Moore, 2004). • Rubrics: defining effective participation, peer evaluation of written assignments, self- evaluation, mentoring, journals and portfolios (J. C. Moore, 2004). • Safety valve: A means of drawing attention to individual concerns (Simonson & Schlosser, 2004). While there is little dispute regarding the need for learner support, in distance programs, that is often limited to technical support. Administrative, planning and especially social support are needed as well. Adult Learning Principles: Adult learning regarding collaborative learning can guide part of our interactions. In the area of collaborative learning, research supports the idea that people learn better working with others. Given the emphasis on teamwork in graduate programs in general, this validates what is being done. There is strong evidence that learning and learning outputs are extended when people work in teams. Further, this addition learning appears to be retained by various team members (Cheetham & Chivers, 2001). The importance of feedback is generally accepted, but standards are needed to assure the frequency and quality of feedback. • Frequency: Instructors need to provide feedback. (Simonson & Schlosser, 2004). Frequent learning assessments (Education, 2000). Instruction should include learner guidance, feedback and practice (Cassarino, 2003). • Quality: team-based learning experience with extensive faculty feedback and interaction (Bocchi et al., 2004) , A way of testing their progress and getting feedback from their instructors. (Simonson & Schlosser, 2004). Tying assessments closely to objectives adds further consistency and clarity to the course. (Education, 2000) • Variety: peer evaluation of written assignments, self-evaluation, mentoring, journals and portfolios(J. C. Moore, 2004). A number of adult educators (e.g., R. M. Smith, 1982) have referred to the need for adults to learn how to learn, which is a metacognitive skill. Shraw, (Smith & Pourchot, 1998) describes the development of metacognition in adulthood, and its relationships to knowledge and intellectual abilities. Schraw presents a multidimensional model of adult metacognition that consists of three levels, including cognitive strategies, knowledge in the service of regulating one's strategies and skills, and conceptual theories about one's cognition. He concludes with several important implications for education, including the need for scaffolded instruction that provides a structure for learners to acquire and develop metacognitive knowledge and strategies. Scaffolded instruction as described under course design, calls for support which is gradually reduced. Teacher Development A recurring theme in the literature is that faculty members are often thrown into online teaching with little or no preparation. Planning for and facilitating this preparation is of course the object of this project. • Teachers need training to use technology effectively (Simonson & Schlosser, 2004). Critical steps are planning and faculty development (Simonson & Schlosser, 2004). Detailed faculty development process leads to high faculty satisfaction with teaching online (J. C. Moore, 2004). • The need for teacher training is widely reported. "Roadmap to Effective Distance Education Instructional Design," describes a six-university collaborative project, which has developed instructional materials and innovative approaches to better prepare instructional designers at land grant universities and other institutions with agricultural programs (Santovec, 2004). The project development team sent the members of two listservs a needs assessment survey, asking what types of training they felt they needed. Responses included requests for training in design for asynchronous learning, designing content for adult learners, distance education best practices, and creating manageable segments for learners. Baldrige Criteria: 5.2: Faculty and staff learning and motivation, 5.3 Faculty and staff well being and satisfaction, 7.4: Faculty and staff results. Course Management Beginning this list with design, the front end of online teaching, it seems appropriate to end it with course management, what needs to be done as the course proceeds. Many of the course management requirements are included in other items. • Online courses need deadlines. (Simonson & Schlosser, 2004) • Housekeeping is required. Keep material up to date (Zappala, 2005). • Feedback should be frequent and timely. Baldrige Criteria: 6.1: Learning centered processes, 7.4: Faculty and staff results. Measures The issue of appropriate measures is and important one. The most common measures are grades and student evaluations. Grades and evaluations often amount to little more than sorting and ranking tools. They are not routinely used for improvement, or for the prevention of failures. We recommend more objective measures of performance (scoring with a rubric aligned with course objectives). We also recommend the use of a rubric similar to the one contained in the appendix of this document for self assessment of the instructor and the organization. • What: Learning effectiveness, student satisfaction and faculty satisfaction (J. C. Moore, 2004). Course evaluations—both formative and summative (Education, 2000). One of the main quality control mechanisms explained by Pike is the need for strong student evaluations (Pike, 2004). • Who: Pike states that if any evaluation is done, it is done by faculty that do not really understand how to perform effective evaluations; even with the best intent (Pike, 2004). • When: "an assessment plan is adapted or developed in order to achieve effectiveness, continuity, and sustainability of the assessment process" (Simonson & Schlosser, 2004). Periodic review and evaluation of courses (Simonson & Schlosser, 2004). Baldrige Criteria: 4.1: Measurement, analysis and review of organizational performance, 6.1: Learning centered processes, 7.1: Student learning results. Summary of Measurement Rubrics Team one’s project seeks to devise and specify guidelines for transforming traditional face-to-face classroom instruction into a web-based Internet driven mode while retaining content, rigor, collaborative, evaluation and feedback integrity. This is done using the Consortium Ph.D. in Technology Management as a point of reference and with the assistance of the Cultural Tools – 7 to 11 - of Dr. Sinn’s Industrial Technologists’ Toolkit for Technical Management (ITTTM). The process- oriented nature of the deliverables of this project required that a benchmarking rubric be devised for assessing best practices in various elements pertinent to the delivery of the total product – a set of guidelines for creating superior quality online educational services. A rubric is a marking system used by evaluators, consisting of a chart of criteria for evaluation of performance. It allows for standardized evaluation according to specified criteria, making grading/rating simpler and more transparent. One problem with rubrics is that each level of categorization may encompass too wide an inclusion band so that similar rates do not necessarily imply exactly similar practices, but merely imply that practices are acceptable for that rating. The specific areas of rubric applications identified for Team 1 were: 1. Learner and support services – (Access to online academic information sources like databases, interlibrary links, ERIC, etc.). 2. Online organization and design – (Web site functionality, course/site navigation guidelines, aesthetics and user-friendly navigation, link Integrity, site access). 3. Instructional design and delivery – (Collaboration (student/student & student/instructor), Alignment of course goals with learning objectives, Alignment of course activities/assignments/assessments with learning objectives, Incorporation of learning styles (Visual, auditory and kinesthetic), Incorporation of Bloom’s taxonomic principles). 4. Assessment and evaluation of student learning – (general principles as to what would entail an exemplary evaluation model, appropriate modes of online evaluation, class size, Bloom's taxonomy in assessments, [recall, comprehension, application, analysis, synthesis, evaluation], instructor specification of anticipated learning outcomes and the extent to which the assignments given prove the anticipated learning). 5. Innovative integration of technology – (hardware and a software components, enterprise server technology, speed, storage capabilities, Internet transmission bandwidth, reliable power supply, collaborative software technologies with text, voice, video and student management capabilities, policies on student privacy, security issues (antivirus, firewalls, administrator privileges, etc.), data backup systems (both on and off location), policies on future adoption of technology to accommodate future changes). 6. Use of feedback for continuous improvement – (methods and prototypes of exemplary course evaluation, instructor evaluation, evaluation of resources [texts, websites, software, library databases], evaluation of ease and availability of access to course provider’s/instructor’s site [down time/uptime issues], cost effectiveness of online versus face-to-face contexts, evaluation of the extent to which the needs of various learners are served – adults, youths, those with learning disabilities and those living overseas in different cultures/countries). For each of the above categories of assessment, a generic rubric applicable to the specific category was devised as exemplified below: Learner & Support Services Learner support is assessed at two levels - program and course. At the program level, Learner Support includes the extent to which the online program grants access to online academic information sources like databases, interlibrary links, ERIC, websites, search engines; support services would also focus on administrative procedures - registration, requirements, guidance, issues pertinent to doing courses at the other consortium members. At the program level this would also include vehicles for students to interact, with each other and with faculty outside of their courses. Program level Learner Support Learner support Issue Baseline (1) Effective (2) Exemplary (3) Consort Ph.D. Rating (1, 2, 3) Recommended Continuous Improvement Action Research support Library access and search capabilities available. Library access and search capabilities include a variety of relevant databases. Library access and search capabilities include a variety or relevant databases as well as real time help from research librarians, and a research organization tool like EndNote. Program requirements. Program requirements are available online. Program requirements are available online. Site is updated regularly. Program requirements are available online. Site is updated as soon as changes occur. Students are notified of changes as they occur. A single source for answers to questions about requirements is available.. Registration. Registration for all consortium institutions can be handled online. All consortium schools have similar requirements and procedures for registration and a single point of contact for each institution. Registration for all institutions I handled through a single entity. There is one registration process and one point of contact for the consortium. Navigation to relevant resources is indirect and time- consuming. Navigation to relevant resources is adequate. and presentation of course information is clear; navigation to relevant resources is user-friendly. Link Integrity Many web pages contain may dead links Most web pages are functionally accessible and visually intuitive. All web pages are Functionally accessible and visually intuitive. Links are hierarchical, functional and resourceful and frequently updated. Site Access Planned site down time and policies on contingency arrangements are not addressed/published. Planned site down time and policies on contingency arrangements are briefly addressed/published in e-mails. Planned site down time notification is given well in advance both on the site and via e-mail, and policies on contingency arrangements are clearly addressed throughout the course. Instructional Design & Delivery Organizational/desi gn Issue Baseline Effective Exemplary Consort Ph.D. Rating (1, 2, 3) Recommended Continuous Improvement Action Collaboration (student/student, student/instructor& student/content) Course offers limited opportunity for interaction and communication student to student, student to instructor and student to content by way of e- mail exchanges. Course offers some opportunities for interaction and communication student to student, student to instructor and student to content by way of e- mail and discussion boards. Course offers ample opportunities for interaction and communication student to student, student to instructor and student to content by way of e- mail, discussion boards, chats, VoIP and video conferencing capabilities. Alignment of course goals with learning objectives Course goals are not clearly defined and do not align to learning objectives. Course goals are defined but are not aligned to learning objectives. Course goals are clearly defined and aligned to specific learning objectives. Alignment of course activities/assignments/ assessments with learning objectives Learning objectives are vague or incomplete; learning activities are absent or Learning objectives are specified; learning activities are implied; Learning objectives are specified; learning activities are clearly defined; unclear; assessments are ad hoc. assessments are continual but nonintegrated. assessments are continuous and fully integrated. Incorporation of learning styles (Visual, auditory and kinesthetic) Course provides few visual, textual, kinesthetic and/ or auditory activities to enhance student learning and do not cater adequately to various learning styles. Course provides some visual, textual, kinesthetic and/or auditory activities to enhance student learning and cater to various learning styles. Course provides multiple visual, textual, kinesthetic and/or auditory activities to enhance student learning and caters to multiple learning styles. Pedagogy/Androgogy Course is designed with minimal pedagogical practices. Course incorporates best practices in pedagogy. Course incorporates best practices in pedagogy and androgogy. Incorporation of Bloom’s Taxonomic Principles Course provides limited or no activities to help students develop critical thinking / problem solving skills. Course provides some activities to help students develop critical thinking / problem- solving skills. Course provides adequate activities to help students develop critical thinking, problem- solving, analytical, synthesizing and research skills. Diversity Adaptable Course only caters to students with no disabilities Course caters to students with no disabilities and to the visually impaired Course caters adequately to students with no disabilities, and to the visually and the hearing impaired. Consort Ph.D. Assessment on Best Practices Maximum points attainable Consort’s assessed points Percent of maximum 36 29 80.6% Assessment and Evaluation of Student Learning Technology Innovation Baseline (1) Effective (2) Exemplary (3) Consort Ph.D. Rating (1, 2, 3) Recommended Continuous Improvement Action Use of technology- BlackBoard system Limited technology used to facilitate assignment assessment. Some technology used to facilitate assignment assessment. A variety of technologies are used appropriately to facilitate assignment assessment. Teaching methods Teaching methods focus on creating assignments based on factual knowledge (low level Bloom’s Taxonomy – often reserved for undergraduate education) Teaching methods focus on creating assignments based on conceptual knowledge (low- medium level Bloom’s Taxonomy) Teaching methods focus on creating assignments based on procedural and metacognitive knowledge (medium-high level Bloom’s Taxonomy) Evaluation methods No evaluation until the conclusion of the course. Some evaluation of student work, but at a very shallow level that does not encourage reflection or raise expectations. Evaluation throughout the semester with guidelines for improvement. Class size Class size is too big to encourage a high level of evaluation from the professor (more than 18) Class size is too small to offer interaction between students to foster community (less than 5) Class size is just right to encourage quality dialogue and assistance from the professor (~12) Consort Ph.D. Assessment on Best Practices Maximum points attainable Consort’s assessed points Percent of maximum Innovative Use of Technology Technology Innovation Baseline (1) Effective (2) Exemplary (3) Consort Ph.D. Rating (1, 2, 3) Recommended Continuous Improvement Action Use of technology Limited technology used to facilitate course communication and learning. Some technology used to facilitate course. A variety of technologies are used appropriately to facilitate learning and communication. Teaching methods New teaching methods are applied to the course. New methods used to innovatively enhance student learning. New teaching methods applied and innovatively enhance student learning, while engaging students interactively. Use of multimedia Limited or no use of multimedia. Multimedia used and are relevant to learning. A variety of multimedia are used to enhance student learning relative to course goals. Use of internet Internet access utilized to engage students in learning. Use of internet optimized to effectively engage students. Use of internet access optimized and effectively engages students in learning in a variety of ways. Course Utilize course Utilize course Utilize the best Project Management Tools The development of this project was completed via a distance online course with five team members located in various areas throughout the United States as well as one member in Antigua. In order to efficiently and effectively develop this project, specific tools were utilized to both organize the information and manage the timeline. The use of tools such as those assembled below allow for effective online communication; creating a seamless environment for communicating thoughts, ideas, concerns, among others. The tools are meant simulate elements of the ISO management series; including customer focus, leadership, involvement of people, process approach, system approach to management, continual improvement, factual approach to decision making, and mutually beneficial supplier relationships. The following tools were used to manage the development of this project: • PPARMP • PPMTA • OPCP • ISOQSAOPP • CSCVCBR • DSDC • OATCAF • LVAOACA • SOGA PROJECT PORTFOLIO ASSESSMENT, RESEARCH METHODOLOGY, PLAN (PPARMP) RCA Phase:II Tool: 12 Date: 11-12 Compiler (s):bbailey Team: 1 2A. Background to project (Focus on history, recent changes, factors responsible for changes, etc.) [Project title (to be refined) – Defining/creating guiding principles for transferring traditional classes to online classes using adult learning principles. Bill Bailey Ian Benn Niccole Chandler Patrick Hanley Zaki Kuruppalil Online teaching refers to courses offered over internet. Online courses provide an excellent method of course delivery unaffected by time or location allowing for accessibility to instruction at anytime from anywhere. Online environment will help to deliver instruction to people who would otherwise have limited access to higher education due to work family, reluctance to relocation etc. Other reasons that could contribute higher demand for online learning are: • Some college campuses are land-locked and cannot expand to build additional facilities. The cost to increase facilities (building funds, upkeep) can be more expensive than creating an online environment for students. • People are moving to more rural locations in the United States, which makes it more difficult to attend classes on a traditional campus. • Since careers today include more multi-national corporations, the likelihood of people having to travel abroad is greater. An online environment allows this group to seek higher education while maintaining their livelihoods. • Online collaborations between educational institutions can result in degree programs that would be difficult to support by one university. Example: PhD in Technology Management consortium program. • With online courses, professors who are experts in the content area can teach the course instead of whoever happens to be on campus on a particular day of the week • In the U.S., college tuition can range from approximately $3,000 to $30,000 for an academic year. • The World Wide Web and the Internet make Asynchronous Learning Networks (ALN) delivery of courses by computer networks a viable alternative for millions of students (anytime, any where). • Costs of tuition are rising; public funds for higher education are decreasing on a relative basis. • The typical college student is older, working, may have a family and will likely be a part time student. • The typical student will consider distance courses a viable alternative and in some ways more effective for their efficient mastery of the material. • Institutions in the US are viewing Distance Education as a magical source of money. • Administrators are after technology that will automate the delivery of material with a minimum of academic person power. In a wide variety of situations and organization, learning material is being transferred from a physical delivery system (classroom, lab, etc.) to a virtual delivery system. There does not appear to be a consistent system or set of standards for transferring traditional courses to an online environment. Other attempts have been made to develop guidelines for online courses, most are broad, non-specific, and institutionally focused. 2 B. Project Problem Statement Bill Bailey Ian Benn Niccole Chandler Patrick Hanley Zaki Kuruppalil Current State: Internet technology and the World Wide Web has availed a growing number of mature students the opportunity to remain at home and in their current jobs while pursuing quality higher education. As educational institutions respond to this demand by offering courses online that were previously offered in a traditional classroom setting, the results of this transfer is as varied as the offerings. Desired State: Online courses are developed using an accepted set of standards that is based on established adult learning principles, and linked to an appropriate measurement system for continuous improvement. Gap: The statement of the problem is that there is no broadly accepted set of standards or guidelines for the effective transfer of traditional courses to an online environment in PHD consortium program.. 2 C. Project Objectives (Each person should state about three) Bill Bailey Ian Benn Niccole Chandler Patrick Hanley Zaki Kuruppalil • Identify and specify current best practices in online learning. • Develop a set of principles, procedures or guidelines for transferring traditional courses to an online environment in PHD consortium program, consistent with accepted adult learning principles and current best practices. • Develop recommended measures of effectiveness for courses that use the guidelines. 2 D. Project Research Methodology (How data is gathered, analyzed) Bill Bailey Ian Benn Niccole Chandler Patrick Hanley Zaki Kuruppalil • Identify core strengths of TSAI team 1 members and the level of expertise in the area to use as first-hand research • First part of the research will largely be a literature review to determine the current body of knowledge regarding the transfer of traditional courses to online. • Upon completion of this, the team will have to sift through the various materials, eliminate repetitive material, and solidify particular standards. • Use statistics from journals/resources/websites that cater to training and development (ASTD, ISPI, etc) to consider adult learning theories that are applicable to college settings. • Use surveys to gather information • Based on this research, a set of guiding principles and measures will be identified or developed. • In the longer term, if interest in the project remains at the end of the course, a field trial with data collection and analysis will be performed with the intent of producing a publishable article. Part 2. Diagram 1: Insert your diagram 1 below Ian Benn Bill Bailey Ian Benn Niccole Chandler Patrick Hanley Zaki Kuruppalil Part 2. Diagram 2. Insert your diagram 2 below Diagram 2: Layout Of Process/System (illustrate the work area used to complete the project) Bill Bailey Ian Benn Niccole Chandler Patrick Hanley Zaki Kuruppalil Sample Diagram 3: Flow Chart Of Process (how product or service is produced as part of facility layout) Part 2. Dia 3 Insert your diagram 3 below Bill Bailey Ian Benn Niccole Chandler Patrick Hanley Zaki Kuruppalil 1. Identify and specify current best practices in online learning. 2. Develop a set of principles, procedures or guidelines for transferring traditional courses to an online environment consistent with accepted adult learning principles and current best practices. 3. Develop recommended measures of effectiveness for courses that use the guidelines Team Team Team Team Team Instructor Team Leader ( rotates) Zaki Bill Bailey Ian Benn Niccole Chandler Patrick Hanley Dr. Sinn’s guidance/adjudication via lesson postings, chat, thread, e-mail Collective specificatio n of research project via Internet ll b ti Specificatio n of project & tool elements + member task identificatio Compilati on as per tool requireme nt and synthesizi ng of Weekly collaboratio n on project & tool elements via chat and threads Final synthes iz-ing, editing, submis s-ion Implement the online course delivery system and conduct continuous evaluation and feedback for continuous improvement. Identify and specify current best practices in online learning. 1. Determine market demand and size 2. Develop courses & programs to be offered. 3. Develop guidelines for transferring traditional courses to an online context. 4. Determine the appropriate web technology based on research of best practices. 5. Recruit and train pertinent staff on use of web technology. 6. Seek accreditation and all Create a single macro policy document of policies and procedures pertinent to online course delivery. Conduct field tests of technological aspects of online course delivery (web technologies) to analyze suitability. Decide on the appropriate instructional web technology requirements for both institution and students. Preparation Multi document Document Manual O ti Decision (Run) Process Portfolio Presentation Management Team Assessment (PPMTA) RCA Phase: II Tool: 11 Date: 11/8/05 Researcher (s): Hanley Compiler (s): Team: 1 Researcher/ Compiler 1A. Technical Project Open Agenda Items, How done, Content Specific? 1B. Presentation Improvement Actions, Management/Organization, Process? 1C. Ongoing Listing, How Issues Were Resolved, Adding Value In PPARMP. Ian Benn Cooperation and camaraderie are commendable. The project is taking shape nicely. By this time all members are comfortable with individual presentation styles. Elements of project are elucidated, delegated and organized. The chat and discussion threads serve to add significant value Through chats, discussion threads dealing with specific issues and a common commitment to achieve together. Bailey This team is really performing well at this point. Everyone is contributing useful work, and we are all pulling in the same direction. I think we need to be careful that we don’t overload the short form with detail. It is supposed to be like an executive summary; a general overview, but short on detail. The team is working in concert now, and there are no issues in dispute at this point. We are at a point where we are refining our work. Chandler The team has come to conclusions about our tasks and we are just executing the plan to finalize the project. We will continue to understand what we need to do to complete the project so that we, if possible, can finish early. No issues that I can identify. Zaki Kuruppalil Identify Product characteristics and process parameters Need more discussions on our product charactersistics. Our guidelines will be more generic for most online instruction, courses or training with PhD. Consortium program in the background. Pat Hanley The project is moving along very effectively. We are considering pushing up the deadline for phase II completion. Continue to work as efficiently as possible. The team leaders have been doing a great job of indicating what needs to be done next. N/A Compiler Portfolio Reflections, Summary Of Technical Work, Assessment, Based On Individual Researcher Inputs: Compiler Reflections To Help Improve Quality Of Work In Portfolio Based On All Individual Researcher Inputs: Consensus has been reached on all critical issues. The team is moving toward completion. We just need to follow through on completion of Phase II. 2B. Compare and benchmark work of all teams, numerically below, how all is managed and organized relative to Gantt charts above, to what must be accomplished in PPARMP, and overall outcomes desired in course. Ian Benn 2A. Analyze/review portfolio management contributions and reflect all in numerical ratings below for persons on your team. 2B. Compare and benchmark work of all teams, numerically below, how all is managed and organized relative to Gantt charts above, to what must be accomplished in PPARMP, and overall outcomes desired in course. Exte rna l Te a m Asse ssme nt General Commun- ication Threaded Commun- ications Chat Part- ic ipation (non/req.) SDA/RCA Contribu- tions Writing Quality In General Analysis , Reflection In Writing Format Compliance + Details Data Analysis, Accuracy Did More/Less Than Asked General Timeliness, Delivery Coopera- tion And Attitude Leadership, Prof. Demeanor Grand Total Per Individual WORK/RATING (1-10): 1 = low/bad; 10 = high/good; 0 = no contribution Team Name Team 1 9 9 9 9 9 9 9 8 9 9 10 10 9.08333 Team 2 TOTAL TEAM AVERAGE = 9.08333 External T eam A ssessment General Commun- ication Threaded Commun- ications Chat Part- icipation (non/req.) SDA/RC A Contribu- Writing Quality In General Analysis , Reflectio n In Format Complian ce + Data Analysis, Accuracy Did M ore/Les s Than General Timelines s, Delivery Coopera- tion And Attitude Leadershi p, Prof. Demeano Grand Total Per Individual WORK/RATING (1-10): 1 = low/bad; 10 = high/good; 0 = no contribution T eamM ember Bill Bailey 10 10 10 10 10 10 10 10 10 10 10 10 10 Ian Benn 10 10 10 10 10 10 10 10 10 10 10 10 10 Niccole Chandler 10 10 10 10 10 10 10 10 10 10 10 10 10 Patrick Hanley 10 10 10 10 10 10 10 10 10 10 10 10 10 Zaki Kurupallil 10 10 10 10 10 10 10 10 10 10 10 10 10 Ext ernal Team A ssessment General Commun- icat ion Threaded Commun- icat ions Chat Part - icipat ion (non/req.) SDA/RCA Contribu- t ions Writ ing Quality In General Analysis , Ref lect ion In Writ ing Format Compliance + Details Data Analysis, Accuracy Did M ore/Less Than Asked General Timeliness, Delivery Coopera- t ion And Att itude Leadership, Prof. Demeanor Grand Total Per Individual WORK/RATING (1-10): 1 = low /bad; 10 = high/good; 0 = no contribution Team Name Team 1 10 10 10 10 10 10 10 10 10 10 10 10 10 Team 2 TOTAL TEAM AVERAGE 10 2A. Analyze/review portfolio management contributions and reflect all in numerical ratings below for persons on your team. Internal Team Assessment General Commun- ication Threaded Commun- ications Chat Part- icipation (non/req.) SDA/RCA Contribu- tions Writing Quality In General Analysis , Reflection In Writing Format Compliance + Details Data Analysis, Accuracy Did More/Less Than Asked General Timeliness, Delivery Coopera- tion And Attitude Lead P Dem WORK/RATING (1-10): 1 = low/bad; 10 = high/good; 0 = no contribution Zaki Zaki 9 9 9 9 9 9 9 9 9 9 9 Ian 9 9 9 9 9 9 9 9 9 9 9 Niccole 9 9 9 9 9 9 9 9 9 9 9 Patrick 9 9 9 9 9 9 9 9 9 9 9 Bill 9 9 9 9 9 9 9 9 9 9 9 TOTAL TEAM AVERA 2A. Analyze/review portfolio management contributions and reflect all in numerical ratings below for persons on your team. 2B. Compare and benchmark work of all teams, numerically below, how all is managed and organized relative to Gantt charts above, to what must be accomplished in PPARMP, and overall outcomes desired in course. 2A. Analyze/review portfolio management contributions and reflect all in numerical ratings below for persons on your team. 2B. Compare and benchmark work of all teams, numerically below, how all is managed and organized relative to Gantt charts above, to what must be accomplished in PPARMP, and overall outcomes desired in course. Int ernal T eam A ssessment General Commun- icat ion Threaded Commun- icat ions Chat Part - icipat ion (non/req.) SDA/RCA Contribu- t ions Writ ing Quality In General Analysis , Ref lect ion In Writ ing Format Compliance + Details Data Analysis, Accuracy Did M ore/Less Than Asked General Timeliness, Delivery Coopera- t ion And At t itude Leadership, Prof . Demeanor Grand Total Per Individual WORK/RATING (1-10): 1 = low /bad; 10 = high/good; 0 = no contribution Bill Bill 9 9 8 10 9 9 10 6 10 10 10 10 9.16667 Ian 9 9 9 10 9 9 10 6 10 10 10 10 9.25 Niccole 9 9 9 10 9 9 10 6 10 10 10 10 9.25 Patrick 9 9 9 10 9 9 10 6 10 10 10 10 9.25 Zaki 9 9 9 10 9 9 10 6 10 10 10 10 9.25 TOTAL TEAM AVERAGE 9.23333 Ext ernal T eam A ssessment General Commun- icat ion Threaded Commun- icat ions Chat Part - icipat ion (non/req.) SDA/RCA Contribu- t ions Writ ing Quality In General Analysis , Ref lect ion In Writ ing Format Compliance + Details Data Analysis, Accuracy Did M ore/Less Than Asked General Timeliness, Delivery Coopera- t ion And At t itude Leadership, Prof . Demeanor Grand Total Per Individual WORK/RATING (1-10): 1 = low /bad; 10 = high/good; 0 = no contribution Team Name Team 1 9 9 9 10 9 9 10 6 10 10 10 10 9.25 Team 2 TOTAL TEAM AVERAGE 9.25 Int ernal T eam A ssessment General Commun- icat ion Threaded Commun- icat ions Chat Part- icipat ion (non/req.) SDA/RCA Contribu- t ions Writ ing Quality In General Analysis , Ref lect ion In Writ ing Format Compliance + Details Data Analysis, Accuracy Did M ore/Less Than Asked General Timeliness, Delivery Coopera- t ion And At t itude Leadership, Prof. Demeanor Grand Total Per Individual WORK/RATING (1-10): 1 = low /bad; 10 = high/good; 0 = no contribution Chandler Bill 10 9 9 9 9 9 9 9 9 10 10 10 9.33333 Ian 10 9 9 9 9 9 9 9 9 9 10 10 9.25 Niccole 10 9 9 9 9 9 9 9 9 9 10 10 9.25 Patrick 10 9 9 9 9 9 9 9 9 9 10 10 9.25 Zaki 10 9 9 9 9 9 9 9 9 9 10 10 9.25 TOTAL TEAM AVERAGE 9.26667 Ext ernal T eam A ssessment General Commun- icat ion Threaded Commun- icat ions Chat Part- icipat ion (non/req.) SDA/RCA Contribu- t ions Writ ing Quality In General Analysis , Ref lect ion In Writ ing Format Compliance + Details Data Analysis, Accuracy Did M ore/Less Than Asked General Timeliness, Delivery Coopera- t ion And At t itude Leadership, Prof. Demeanor Grand Total Per Individual WORK/RATING (1-10): 1 = low /bad; 10 = high/good; 0 = no contribution Team Name Team 1 10 9 9 9 9 9 9 9 9 9.2 10 10 9.26667 Team 2 TOTAL TEAM AVERAGE 9.26667 2B. Compare and benchmark work of all teams, numerically below, how all is managed and organized relative to Gantt charts above, to what must be accomplished in PPARMP, and overall outcomes desired in course. External Team Assessment General Commun- ication Threaded Commun- ications Chat Part- icipation (non/req.) SDA/RCA Contribu- tions Writing Quality In General Analysis , Reflection In Writing Format Compliance + Details Data Analysis, Accuracy Did More/Less Than Asked General Timeliness, Delivery Coopera- tion And Attitude Leadership, Prof. Demeanor Gra In WORK/RATING (1-10): 1 = low/bad; 10 = high/good; 0 = no contribution Team Name Team 1 9 9 9 9 9 9 9 9 9 9 9 9 Team 2 unknown unknown unknown unknown unknown unknown unknown unknown unknown unknown unknown unknown # TOTAL TEAM AVERAGE # SDA-ISO/QS Audit, Objective Prioritization Plan (ISOQSAOPP) Compiler (s): Bailey Researcher: All Team: 1 Phase: 1 Tool: 7-9 Date: 10/13/05 Organization Under Discussion: Technology Management Ph.D. consortium. Current Operation: All courses offered over internet Location: Virtual General Description Of Operations/Production Functions/Systems Being Assessed As An Internal Audit: The development of online courses or the transfer of existing courses to an online environment varies by instructor. Additional variation exists because of the inclusion of five different univestities. ISO/QS Element (TS 16949 2002—Other Standard) Organization Area/Function Technical Description Actual Audit Findings/ Preliminary Information Actions Required, Recommendations For Change (list each element as a separate category for analysis/audit) Baldrige education criteria: 2002: 4.1 measurement and analysis of organizational performance, 5.1 work systems, and 6.1 education design, delivery systems and: and 7.1 Student learning results. (describe the technical function being audited) Process for transferring traditional courses to an online environment, or developing and improving courses in the Ph.D. consortium. (explain how the area/function compares to the standard) There are no standards currently being used and No Standard Operating Procedure exists for transferring traditional courses to an online environment, developing new online courses, or improving existing courses.. Measuring systems where they exist are haphazard and inconsistent. Further development is needed. (explain anticipated necessary actions, changes required) Guidelines for the effective transfer, development, or improvement of online courses that are based on best practices and accepted adult learning principles, and can ensure a desirable degree of consistency while allowing latitude for course and instructor differences should be developed and adopted by the consortium. A recommended system of measures for online courses, to facilitate continuous improvement should be developed and adopted by the consortium. Criticality Level: HML Where H = 5; M = 3; L = 1 Planning Statement Or Issue, Particularly As Associated With The Service Environment: The actions described above are critical for the alignment of educational activities with organizational goals, and customer requirements. The delivery of online courses is an important issue to tackle as electronic communication becomes more prevalent. This is especially true given the character of the consortium Ph.D. program. This team will research best practices, adult learning principles, and measures in order to establish recommended guidelines and measures for online courses. Fac = Facility issues; Cost = Cost issues Time = Time issues Pers = Personnel issues Criticality HML Objectives Prioritized, 5 Being Highest: Fac Cost Time Pers 5. Research literature regarding transferring traditional courses to online, and identify best practices. 5 1 3 3 4. Identify or develop guiding principles for transferring traditional classes to online classes using adult learning principles, etc. 5 1 3 3 3. Identify or develop measures of effectiveness for online courses. 5 1 3 3 Problem Background: Internet technology and the World Wide Web has availed a growing number of mature students the opportunity to remain at home and in their current jobs while pursuing quality higher education. As educational institutions respond to this demand by offering courses online that were previously offered in a traditional classroom setting, the results of this transfer is as varied as the offerings. No standards or guidelines are currently used for the effective transfer of traditional courses to an online environment. A team from a previous course developed a general framework for a quality system for the consortium Ph.D. program. This framework is based upon general quality principles as well as specific criteria in Baldrige and ISO. This team will develop components that are a specific subset of that project. A number of attempts have been made by other organizations to develop guiding principles for the transfer of traditional courses to an online environment. The results of these attempts are general and non-prescriptive. There appears to be no broad acceptance of these guiding principles. This team will attempt to develop guidelines that are more specific and can guide an individual instructor through the process. These guidelines will be based on best practices and accepted adult learning practices. There does not appear to be a consistent, comprehensive and effective measurement system for online learning in the consortium Ph.D. program. This team will develop a set of recommended measures. Resources? (Budget/Other Concerns)? Budget and other resources, with the exception of time, should present no real problem. Time will limit the scope of this project to development during this semester. Some team members have expressed an interest in continuing the project through a testing phase, and developing a publishable paper from it. Other concerns will arise after the development phase including acceptance from member institutions and individual instructors. This issue should be approached very carefully to minimize resistance. SDA-Documentation System Design, Communication (DSDC) Compiler (s): Bailey Team: 1 Phase: 1 Tool: 7-9 Date: 10/12/05 Researcher Communication Method, Internal And External Customers: Toolkit/Blackboard Design Element, How Does It Work? How To Improve Professional Relationships, Communication? All For internal communication, we should continue to use blackboard discussion board as much as possible to make sure all communication is documented, and no one is out of the loop. Other communication options include weekly webchat, as well as email and telephone if needed. BB allows everyone in the class to email, post documents, and chat. It is the infrastructure for our course. Its effective at this point Blackboard discussion board works well, and should continue to be our primary method of communication. Everyone is responsible for reading the posts of fellow team members. Our weekly chat session is on Monday evenings at 8:00 EST. As schedules permit, all team members have actively participated in each session. We are truly a virtual team in that we are all scattered across the country. We had a very good start regarding communication. Everyone posts and replies promptly. Continue to divide the work up evenly and assist others when needed. Continue to be supportive of one another as we individually work through the tools. Post threads on the bulletin board earlier so that we can have a discussion about what is posted instead of turning in the work at the last possible time. Identify How The Systems’ Design You Are Advocating Can Assist In Tying Together PPDPOA, TPMSS, FACR, TRIRPA And Other Elements Of Team Problem Solving And Improvement: First, it is important to read the lecturer provide documents to understand the meaning of the abbreviations citied above. Next, it is important to study the requirements of each form, fill it in and cross check with the samples provided to observe first hand linkages. Collaboration is very helpful to all from the inception of the use of the toolkit. Task/Deliverable/Objective: 1. Identify and specify current best practices in online learning. 2. Develop a set of principles, procedures or guidelines for transferring traditional courses to an online environment consistent with accepted adult learning principles and current best practices. 3. Develop recommended measures of effectiveness for courses that use the guidelines. Who Will Do? The team has collectively reviewed best practices. Our focus will now shift to adult learning principles and measures. We will continue to use the ROLDA to explore existing literature on these topics. How Measured? Phase I document will outline best practices. To be refined by phase II. Phase II document will specify guiding principles. Phase II document will recommend measurement system. Gantt Chart Showing Time/Task/Deliverable (Goal/Step/Objective) Relationships (Indicate Weeks/Days/Months: X = ) Task/Deliverable Weeks 1 2 3 4 5 6 7 8 9 1 0 1 1 1 2 1 3 1 4 1 5 1 6 1. Identify and specify current best practices in online learning. X X X X X X X 2. Develop a set of principles, procedures or guidelines for transferring traditional courses to an online environment consistent with accepted adult learning principles and current best practices. X X X X X X 3. Develop recommended measures of effectiveness for courses that use the guidelines. X X X X X X X o SDA-FACR General Use/Application: Researcher 1. Project objective (s) written…… 2. Findings, analyses observed as data, documentation in SDA…… 3. Conclusions, recommendations in methods, course outcomes…… 4. PPARMP, ROLDA, PPMTA relationships? All 1. Identify and specify current best practices in online learning. 2. Develop a set of principles, procedures or guidelines for transferring traditional courses to an online environment consistent with accepted adult learning principles and current best practices. 3. Develop recommended measures of effectiveness for courses that use the guidelines. The team has explored the literature on best practices. There is much that can be gleaned from the literature, although nothing that will be adopted as a whole. The team will continue to use the SDAs and the the ROLDA to explore the existing literature for adult learning principles and measures as we finalize a set of guidelines. The team should continue its effective use of ROLDA, and look for opportunities to adopt measurement tools from the SDAs. Communication and teamwork are well established now, and it will be necessary to accelerate the research. If it is necessary to scale back the scope of our project, the measurement objective could be eliminated. At this stage the interdependency among Project Portfolio Assessment, Research Methodology, Plan (PPARMP), Review Of Literature, Documentation Assessment (ROLDA) and Portfolio Presentation Management Team Assessment (PPMTA), are clearly understood theoretically. As concrete elements and data are specified then theory and practice will converge. Directly related to PPARMP objectives. Compiler Portfolio Reflections, Summary Of Technical Work, Assessment, Based On Individual Researcher Inputs: Compiler Reflections To Help Improve Quality Of Work In Portfolio Based On All Individual Researcher Inputs: The team has reached consensus on a problem statement and objectives. Good research on best practices has been done to this point. Contributions are coming from everyone, and communication is going smoothly. The team needs to continue its effective use of ROLDA and SDAs, and to accelerate the pace of research. For the moment, team communication is the most important thing, for completing the tools and advancing the project. As the project advances, and we think about implementation, a communication plan may be in order. The bulletin board threads have been quite effective in format to assist with developing the project thus far. If there is a way for us to post items in advance of the actual due date, we will have time to reflect on the forms that we are filling out prior to our Monday evening chat sessions. Explain ISO/QS Characteristics And Other Necessary Entities To Be Possessed By Documentation And Communication Systems, Categorically, Particularly Focused On Assessment And Innovation Functions: Baldrige education criteria: 2002: 4.1 measurement and analysis of organizational performance and 7.1 Student learning results. In order for our project to work well in application, communication system and procedures should be documented before implementation. ISO Q9001/2000 requires the following: Terms and definitions 2. Quality management system 3. Managing systems and processes 4. Documentation 5. Use of quality management principles 6. Responsibility, authority and communication 7. Infrastructure 8. Information 9. Product realization 10. General Guidance 11. Processes related to interested parties 12. Design and development 13. Measurement, analysis and improvement 14. Analysis of data 15. Improvement The Malcolm Baldrige Criteria for Performance Excellence is also relevant and may be applied to 1. Measurement and Analysis of Organizational Performance 2. Information and Knowledge Management 3. Process Management 4. Value Creation Processes and 5. Support Processes. Approach to gaining ISO certification The ISO/QS characteristics and Baldrige criteria emphasize consistent work to culminate into a consistent product. By putting a timeline together with clear expectations for all, the team can succeed as a team. To that point, understanding that the compilation will be posted regardless of individual efforts and the consequences for that action/non action have to be noted. This fact is directly tied to the assessment of our project. Innovation can only be achieved when everyone has an opportunity to contribute and we develop a hybrid of ideas to implement. Effective communication, data collection, benchmarking, establishing standards, principles are all reinforced by these standards. Identify And Explain Why Your Organization Is Well Suited To The Documentation And Communication System Being Developed, Particularly Focused On Assessment And Innovation Functions: Our objective is to develop a well documented guideline to assist instructors in transferring a course to online. This project is well suited because online communication much like anything else requires some set of standards to be developed and followed to achieve customer satisfaction. Team 1 offers a wide variety of specialization areas and interests. Some team members are specializing in quality systems in the PHD in Technology Management program and are familiar with ISO 9000 and ISO 9001- 2000 documentation and communication standards. Others are committed to gaining a very clear understanding of and required documentation and communication system and will vigorously pursue knowledge on the same. One team member had some knowledge of Dr. Sinn’s ITTTM tools. At this level of study, all members have been exposed to advanced documentation and communication standards and some are of have been employed in organizations which promulgate such practices. This, coupled with the fact that we are all high achievers, puts us in the unique position to learn to work together for the entirety of this project and beyond. There have been group members that have expressed interest in further development of this topic beyond the requirements of this course for publication. With this thought in mind at the onset, we are committed to assessment and innovation to make our efforts most applicable to publishing. Instructors transferring traditional courses to an online environment often work in isolation. If we are to achieve consistency and educational effectiveness, we must be able to communicate our guiding principles, as well as the documented results of implementation. Identify And Explain How The Communication And Documentation System Will Add Value To Basic Functions Like Organizing And Running Online Team Meetings, Knowing What To Include In The Agenda, Doing Announcements, And So On: Getting to know the system and procedures used in the toolkit can take time. It will help to keep everybody on the same page. Team members who are new to it can build on the work of others, using previous agendas, announcements, etc. as templates. Mutual interdependencies, personal requirements, agendas, timelines, deliverables and organizational skills will be enhanced. This will give us some knowledge, both from mistakes and successes in finding out what works and does not work with online communication. The majority of the team is comprised of full-time students, but we all have other pressures to tend to outside of this course. Because of these strains, the working styles vary widely from early workers to night owls that can complete assignments late into the night. These time differences should not affect us because everyone has the opportunity to complete their work individually and post within the given timeline. The team has decided that Monday evenings is the best time for chat sessions. Thus far, there has not been a conflict with attendance. All sessions are recorded, so even if there are issues, it can be reviewed. We are effectively posting emails as a form of communication and agenda items are introduced prior to the meeting. SDA-FACR General Use/Application: Researcher 1. Project objective (s) written…… 2. Findings, analyses observed as data, documentation in SDA…… 3. Conclusions, recommendations in methods, course outcomes…… 4. PPARMP, ROLDA, PPMTA relationships? parameters Tool 8 SDA-Open Agenda Tracking, Corrective Action Form (OATCAF) Compiler (s): Ian Benn Team: 1 Phase: 1 Tool: 8 Date: Oct. 14, 2005 General Problem Requiring Improvement, Detailed Description: Now we are focused and we have done little bit of research on developing guidelines, I think we need more literature review and discussion on what is going to be our monitoring and measurement system to analyze the outcomes and feedbacks on course deliveries Operation: Research Location: virtual Open Agenda Topic/Issue/Activity When Started/Done? Follow Up Details/Actions? 1. Specification of conversion guidelines Still to commence To be the subject of subsequent chats and postings. 2. ROLDA compendium From commencement of tool7 Identification and extraction of items from which the proposed guidelines may be derived. 3. Finding online educational services accreditation requirements Two weeks ago Has been examined by all. Salient points to be summarized. Concern/Complaint/Problem Title: The team is not getting the maximum benefit form work in the ROLDA form. Since the forms require individual work then the only issue is the submission of each person’s individual work in adequate time to have the compilations done. This can be improved. On the other hand, it is possible that, in a bid to get the forms in, the responses submitted could lack substance, scholarship and serious content. Meeting deadlines. General Background Information On Issue Or Problem Requiring Improvement: The ROLDA is the method in which we will solve our project problem. We need to make sure that we are efficiently researching material to get the greatest impact for our efforts. Identified Defect Or Problem Requiring Improvement, Detailed Description: The ROLDA form is the vehicle for external research to inform our project. While this is only one of many forms, I believe that it has a greater importance. The other forms guide out thinking, analysis and teamwork, but this is where we do research. To date, we have gained very little research regarding our topic. In order to effectively understand the work that is being submitted for assessment, items need to be turned in on time, based on the schedule set by the team leader of the tool. Root Causes/Definition (Attach A Cause And Effect Diagram): Since forms are not turned in at the appropriate time, students do not have the opportunity to digest what the outcome of the tool may be. This ultimately does not allow the student to grow intellectually in this area because wisdom gained from tool 7 cannot be applied to the submission of tool 8 and so on. Team needs a clearer overall big picture so that individual work becomes more complementary on similar macro issues. Immediate Interim Action/Effective Date, Containment: 1. Have team leader assign who will research what topics. 2. Have more focused chats 3. It is important to note that we are not limited to one article, and if team members find multiple articles that will further the research, then they should insert lines and include multiple articles in each ROLDA. Team Collaboration and documentation Focused Individual efforts Dr. Sinn advises Communication Between Team members More outcomes on measuring system Permanent Action, Effective Date And Verification (describe improvements made in components, assemblies, SOP’s, processes and locations, inspection procedures, or other permanent changes: Continue to monitor what information is being researched and ensure we are not repeating Control For Prevention: The feedback mechanisms built into the course are adequate control. Scheduled chats should help us inform each other as to what needs to be completed next. Other pertinent information/source and general description of concern. Attach or refer to appropriate information, and explain how to access: The final concern deals with the correct statistical procedures for analyzing the data collected. There is a mix of non parametric and parametric procedures to be run based on the types of data collected – ANOVA, ANCOVA, MANOVA (parametric) and, Pearson Product Moment, Chi Square and Sperman’s Rank Correlation (non-parametric). A selection of the correct procedures has to be undertaken. SDA-FACR General Use/Application: o Identify the project objective being addressed (usually at least one or two would be anticipated from PPARMP). o Explain findings, analyses observed as various data and documentation in SDA (ex: how form/work relates to ISO 9000?). o Explain conclusions, recommendations based on findings, analyses in data, documentation (ex: improvements to form, other tools to try). o Address relationships in other forms, particularly PPARMP to provide direction in methodology for project. o SDA compilers use SDA FACR’s posted at discussion boards compiled as grand forms for portfolio presentation with all SDA’s. o Team leadership summarizes SDA FACR inputs to show what was learned, objective accomplishment, course outcome progress. Researcher 1. Project objective (s) written…… 2. Findings, analyses observed as data, documentation in SDA…… 3. Conclusions, recommendations in methods, course outcomes…… 4. PPARMP, ROLDA, PPMTA relationships? Niccole Chandler Identify best practices for transferring traditional courses to online mechanisms. Now that the project concept is becoming clearer to the team, we need to focus our efforts. The ROLDA contributions need to be read by each team member so that we can channel our efforts for the upcoming tool set. ROLDA and PPARMP are closely aligned at this time. Bill Bailey Research literature regarding transferring traditional courses to online, and identify best practices. The team is under utilizing the ROLDA as a research vehicle. Each team member should include at least one research article in the ROLDA with each tool. Multiple articles can be included as well. Relevant to the effective use of PPARMP and ROLDA Ian Benn Identify and test the appropriate student content delivery systems available This process requires that a study be carried out for at least a semester so that students could give adequate feedback on services. Student responses are usually paltry and lagged. These would be value judgments. The IT Department could set up monitoring software which would give a better technical data set. Read, complete the forms at the earliest opportunity, examine distance learning data, differentiate between traditional modalities and online modalities, learn the preferential nuances of the target market. These relationships are integrated. Zaki Kuruppalil 1. Develop instructions and guidelines to convert a traditional in class course to online one 2. Identify key parameters that will help in developing unique elements involved in the above step 3. Set Standards to measure or benchmark the parameters Need more attention on measuring system literature review Better outcomes relevant to project objectives More review on literature required which are specific to project objectives Pat Hanley 1. Research what is necessary for adult learning 2. Develop principles for this transfer for electronic environment 3. Develop measures for effectiveness of the standards We need to make sure we are using the ROLDA effectively and efficiently Have the team leader identify what areas should be researched and delegate the duties PPARMP, ROLDA Compiler Portfolio Reflections, Summary Of Technical Work, Assessment, Based On Individual Researcher Inputs: Compiler Reflections To Help Improve Quality Of Work In Portfolio Based On All Individual Researcher Inputs: The team has come to a consensus regarding two critical points – project goals/objectives and effective ROLDA usage. This team certainly has what it takes to succeed with this project; we need to spend more time together when developing the central thrust of the project – the guidelines for transferring traditional (face-to-face) courses to online format. The team has decided to narrow its focus to assessing and improving elements of the online PHD in Technology Management program of the consortium. This focus should result in specific and measurable outcomes. Tool 9 SDA-Launch Value Analysis, Open Agenda, Corrective Action (LVAOACA) General Use/Application: SDA focuses technical content and deliverables on project objectives, all associated with technological assessment for improvement. All researchers on team complete the information below and submit to the compiler for finalizing in portfolio. When completed, all researchers should be listed as contributing, detailing technical assessment issues, as reflections by all related to the SDA. Compilers also develop reflections synthesized over time, based on inputs contributed by each, and their own review and reflections of the team’s work. This also involves use of SDA-FACR (below) to determine findings, analysis, conclusions and recommendations (FACR) ultimately merged into grand form format by compilers for inclusion in the final portfolio when compiled by team leadership. Persons not contributing substantially at SDA’s, and FACR responses should have lower scores shown in PPMTA at final grand portfolio. Compiler (s): Hanley Team: 1 Phase: 1 Tool: 9 Date: 10-14-05 Identified Nature Of Product To Be Supplied, Specific Details: Guidelines for transferring traditional course material into a web-based format for online delivery. Explain ISO/QS Characteristics (And Other Necessary Definitions) To Be Possessed By Launch Systems, Categorically: 1. Establishment and publication of operational policies and procedures: This requirement specifies boundaries, procedures, technical specifications, etc. 2. Continuous monitoring for improvement using internal (management audit) and external (customer and supplier oriented) evaluations. 3. Human resource development needs in the form of continuous training and knowledge management 4. Customer-centric orientation to ensure maximum benefit to users 5. Data gathering and analysis to better modify product for market 6. Quality circles for product development and refinement 7. Team emphasis 8. Specifying timelines, deadlines and termination points. Explain Potential Opportunities For improvement In Supplier Chain Systems: Within the supplier chain, the immediate supplier is the instructor/course designer. The proposed guidelines will assist in improving consistency and quality in online courses. Other opportunities exist in developing better administrative support for the instructor/designer, and for the student. Identify And Explain Why Your Organization Is Well Suited To Supply The Product Being Contracted: Our team is well suited to develop these guidelines due to our professional experiences and education. All are Technology Management PhD students. As such, we have been consumers of online education, some for a very long time. Most also have experience in developing and teaching online. The team is composed of individuals with backgrounds in human resources, digital systems, and quality systems. Develop A Flow Chart, With Explanation, Of The Overall Launch System: We are in the early stages of development, establishing guidelines and measures. The launch will include a pilot for testing and evaluating the guidelines, and possibly subsequent publication. Explain How Key Documentation, Data Systems (OPCP, SPC, DOE, APQPVC, FMEA, Others) Interface With Launch System (Use Flow Chart Above To Explain): OPCP and ISOQSAOPP define the overall parameters and priorities of the project. ROLDA research will inform the first two steps of the process. The third step will also be informed by additional ROLDA research, but also from PASPC and other data analysis tools. The similar data analysis tools will be used to analyze the results of the project. Perform Value Analysis Based On The Following Notes. Note 1: Value Rating (VR) Is Low Value = 1; High Value = 10. Note 2: Part Cost (PC) Is The Actual Production Cost. Note 3. % Of Total Cost (TC%) Is An Estimated % Based On Best Information Available. Note 4. Value Added Weight (VAW) Is Calculated Based On (VR) (PC) (TC%) Multiplied To Provide A Value Which Can Be Compared To Other Parts Of Product. Current Product Cost: Target Production Cost: Current Sales Cost: Target Sales Cost: Other Costs or Functions: Part/Component Function/Purpose Value Rating (VR) (1-10) Part Cost (PC) % Of Cost Total (TC%) Value Added Weight (VAW) Alternatives to Add Value Document specifying guideline for transferring online courses to web-based versions Authoritative sanction by To provide a standardized blueprint to online course designers and providers in order to uphold universally acceptable standards. To ensure universal 10 10 5000 3000 57.5% 34.5% 28,750 10,350 Research Best Research Adult Learning Establish recommende d measures Publis h Run Pilot Analyz e Continuous Improveme environment consistent with accepted adult learning principles and current best practices. Bill Bailey Develop recommended measures of effectiveness for courses that use the guidelines. This should be the last phase of our project. If it is necessary to scale back the scope of our project, this could be eliminated. Directly related to PPARMP objectives. Ian Benn 1. Identify and specify current best practices in online learning. 2. Develop a set of principles or guidelines for transferring traditional courses to an online environment consistent with accepted adult learning principles and current best practices. 3. Develop recommended measures for effectiveness for courses that use the guidelines. The bigger picture of the project’s direction and desired end is emerging more clearly to everyone. Constant team exchanges through chats and threaded discussions will continue to produce harmony and a more unified approach. Integrative. Niccole Chandler 1. Identify and specify current best practices in online learning. 2. Develop a set of principles or guidelines for transferring traditional courses to an online environment consistent with accepted adult learning principles and current best practices. 3. Develop recommended measures for effectiveness for courses that use the guidelines. TBD By structuring our objectives as a group, we are able to gain more ground in a quicker fashion. PPARMP and ROLDA Pat Hanley 1. Identify and specify current best practices in online learning. 2. Develop a set of principles or guidelines for transferring traditional courses to an online environment consistent with accepted adult learning principles and current best practices. 3. Develop recommended The team appears to be headed in the right direction with both research and objectives. We need to continue to do the research and begin to develop potential standards in order to analyze their effectiveness ROLDA measures for effectiveness for courses that use the guidelines. Zaki Kuruppalil 1. Identify and specify current best practices in online learning. 2. Develop a set of principles or guidelines for transferring traditional courses to an online environment consistent with accepted adult learning principles and current best practices. 3. Develop recommended measures for effectiveness for courses that use the guidelines. All the SDA forms ongoing process control plans, SPC etc could be used to continuously improve on project TBD ROLDA Compiler Portfolio Reflections, Summary Of Technical Work, Assessment, Based On Individual Researcher Inputs: Compiler Reflections To Help Improve Quality Of Work In Portfolio Based On All Individual Researcher Inputs: The tools purpose is to assist the team in understanding the implications of the launch of the project. The use of the cause and effect chart along with various questions focuses the group on anticipating problems and finding methods of correcting those items for both the short term and long term. The team is beginning to understand the scope of the project through the tools in phase 1. We need to continue to bring our thoughts together and begin to develop potential standards. Tool 10 SDA-Standard Operation General Analysis (SOGA) Researcher (s): Benn Team: 1 Phase: II Tool: 10 Date: 10/28/05 Operation: Creation of document specifying guidelines for online course development and delivery Location: Consort PHD Operator(s): Team1 Team Members: Bill Bailey, Ian Benn, Niccole Chandler, Patrick Hanley & Zaki Kuruppalil. Part/Service: Online course development # Of Pieces: In accordance with program requirements Other Pertinent Information: The development of online courses is contingent upon collaborative effort which necessitates several alterations before the final product is ready for delivery in an online milieu. Shift: N/A General Operation Information Potential Waste Reductions/Analysis Create Symbol Step Operation Procedures Description Time Other/Remarks (add rows as needed to expand for extensive processing) 1 Identify programs to be offered online and associated courses. N/A 2 Identify course delivery requirements (content, delivery media, resources) N/A 3 Create policy document on online course development, delivery and evaluation guidelines N/A 4 Identify instructors N/A 5 Identify online teaching readiness gaps N/A 6 Provide training to eliminate gaps N/A Steps 1 – 6 provide the planning horizon which could require between one semester and one year of planning and preparation. 7 Deliver courses N/A Presentation is never thought to be perfect at delivery but is modeled after best practices in the industry. 8 Evaluate performance N/A A continuous process to maximize consumer value and supplier revenue 9 Modify and deliver again iteratively N/A This process is continuous, but subject to presentation, content and requirement changes. General Summary: Because of continuous evaluation and improvement and the dynamic nature of technology, online course delivery methods are never thought to be in a state of perfection. Process/Functions To Be Improved – How? Total Cycle Time: One semester – 45 hours 1. Identify online teaching readiness gaps – Use professional pedagogical and IT literacy assessment tools to determine knowledge and skill gaps. 2. Provide required training - training initiatives would have to be implemented immediately. Potential Waste: Time A month or two; there may be a gap between the identification of instructional gaps and remediation of these gaps. Others 3. N/A o SDA-FACR General Use/Application: Researcher 1. Project objective (s) written…… 2. Findings, analyses observed as data, documentation in SDA…… 3. Conclusions, recommendations in methods, course outcomes…… 4. PPARMP, ROLDA, PPMTA relationships? Bill Bailey Ian Benn Niccole Chandler Patrick Hanley Zaki Kuruppalil 1. Identify and specify current best practices in online learning. 2. Develop a set of principles, procedures or guidelines for transferring traditional courses to an online environment in PHD consortium program, consistent with accepted adult learning principles and current best practices. 3. Develop recommended measures of effectiveness for courses that use the guidelines • Objective #2 – This SDA address the consequences of implementing a model for online course development, including increased consistency and quality. • There is need for the use of a Gantt chart or a program like MS Project in planning and monitoring this aspect of the project. This type of planning tool assists the process of controlling cost and time overshoots. • This SDA is very helpful in that the timeline associated with our project now can be realized. I am anxious to see the compiled report from all team members to determine how close we are in our estimations. • We need to make sure our final product is clear, concise and well organized for ease of use. • This element of project planning – SOGA – reinforces OPCP and PPARM and provides a necessary focus on waste. • We need to make the standards and measures usable for faculty so that it is not a burden to the development of their courses. Directly related to PPARMP objectives. The ROLDA continues to be the most helpful for continuing project development. Guideline Development Tools The guideline development tools focused the team on delivering on the course objectives. Each tool provided a different method of developing what the customer wants and needs. The tools also assisted the team in thinking about potential problems, innovative ways of thinking about our project, and the potential benefits of our solution on a global scale. Below are the tables that were used in our project. Tool 8 SDA-Applications/Process Engineering, Innovation, Applied Research (APEIAR) General Use/Application: SDA focuses technical content and deliverables on project objectives, all associated with technological assessment for improvement. All researchers on team complete the information below and submit to the compiler for finalizing in portfolio. When completed, all researchers should be listed as contributing, detailing technical assessment issues, as reflections by all related to the SDA. Compilers also develop reflections synthesized over time, based on inputs contributed by each, and their own review and reflections of the team’s work. This also involves use of SDA-FACR (below) to determine findings, analysis, conclusions and recommendations (FACR) ultimately merged into grand form format by compilers for inclusion in the final portfolio when compiled by team leadership. Persons not contributing substantially at SDA’s, and FACR responses should have lower scores shown in PPMTA at final grand portfolio. Compiler (s): Hanley Researcher (s): All Team: 1 Phase: 1 Tool: 8 Date: 10-14-05 Technological Process, Application, Systems Or Function Being Audited, Description (Attach Appropriate Documentation To Help Define): The goal is to take classes that are currently being taught in a classroom environment to create an effective online alternative. Technology Systems Required For Doing The Work (Address Categories Below For Each Application/Process Engineering Issue): • Ideally, a system such as WebCT or Blackboard would be the most appropriate and easily assessable if not already available to the educational institution. • If such a system is not available, ensure that email systems, blogs and PowerPoint-type tools are available. • We will also need a staff to maintain these IT systems (set up, enroll professors and students, etc.) Application/Process Engineering: WebCT or Blackboard-type system Design Changes Described: TBD Materials And Process Issues: Ensure that the software is compatible with whatever the university is running Data, Documentation Support: User manuals from vendors Key Energy Sources Consumed By The Technology Being Audited (Address Categories Below For Each Application/Process Engineering Issue): The energy sources would be electricity to make sure that the system is capable of running; natural gas as a heating source to ensure that the system is kept at an acceptable temperature. Application/Process Engineering: Email, blogs, PowerPoint-type systems Design Changes Described: TBD Materials And Process Issues: The educational institution should already have access to email and presentation software. If blogs are not available within the university confines, use a free service to implement this facet of the resource. Data, Documentation Support: For blogs, try www.blogspot.com to create a free blog area for the course. Resources Used To Maintain, “Run”, The Technology, Once Produced (Address Categories Below For Application/Process Engineering): TBD Application/Process Engineering: An IT staff will be needed to maintain the system once it is running. Application/Process Engineering: An IT staff will be needed to maintain the system once it is running. Application/Process Engineering: An IT staff will be needed to maintain the system once it is running. Application/Process Engineering: An IT staff will be needed to maintain the system once it is running. Resources And Environmental Impact, General Statement (Address The Categories Below For Application/Process Engineering): If online courses are implemented to a significant degree, there are several impacts on resources and the environment: • Fewer on-campus building resources will need to be made available, therefore, those buildings, if built at all, will be lit and heated less often. • Students will work on courses from home or work, which eliminates the need to drive a car to campus, saving time and gasoline resources. In addition, cars will be used less, so people may decide to keep their cars longer since fewer miles will be placed on the cars. • Professors will be able to teach courses to students that are not confined to a geographic area, so courses can be taught by experts without waiting years for the expert to be a guest in a particular area. Professors will also have fewer opportunities to fly to destinations simply because the course can be conducted from a distance. Application/Process Engineering: 1. NA Application/Process Engineering: 1. NA Application/Process Engineering: 1. NA Application/Process Engineering: 1. NA Explain The Technologists’ Responsibility, Other Ethical Issues (Address The Categories Below For Application/Process Engineering): Responsibilities include the following: • Students that take the course online versus face to face should have the same type of course outcomes; there should not be a significant difference in what the students will know. • Professors that teach at a distance should have a strong command of the subject area being taught and well versed in the level of support that is needed by online students. • Students must meet the requirements of the degree-granting institution while taking courses online. Application/Process Engineering: 1. NA Application/Process Engineering: 1. NA Application/Process Engineering: 1. NA Application/Process Engineering: 1. NA Assess Recommended Changes To Make The Technology More Efficient (Address The Categories Below For Application/Process Engineering): With the concept of placing courses online, there should be a set of guiding principles that are documented so that course designers can ensure a level of consistency. By having the processes in place, time and effort will be saved by course development teams. Application/Process Engineering: 1. NA Application/Process Engineering: 1. NA Application/Process Engineering: 1. NA Application/Process Engineering: 1. NA Address Each Of The Following Areas Of Thought And Action Based On The Above Audit Information And Findings. Applied Research Opportunities Innovation Issues Infrastructural Change Change, Management Plan Given the opportunity to offer courses online, educational institutions would be able to decrease the amount of resources that are used on a campus (space in libraries, office space for professors, the number of classrooms that are utilized at one time, etc.) • Putting existing classes online is becoming easier, but may not be implemented if professors feel uncomfortable with the technology. • If guidelines are not mandated, the level of consistency among online courses will suffer. • Professors may feel threatened by the technology since it will take different skills to conduct an online course versus one that is in a classroom. The infrastructure will most likely stay in place, but since more students have the potential to be affected, additional resources may need to be hired to support the students. For instance, staff in the admissions office may need to be increased; more professors may need to be hired so that more sections can be taught at once. 1. Identify best practices that are being used by other educational institutions. 2. Determine which practices are applicable to the current situation. 3. Determine courses that will be converted. 4. Convert courses and enroll students. 5. Modify content and approach as necessary. 6. Redevelop the set of best practices based on personal experiences. Training Methods: 1. TBD Training Methods: 1. TBD Training Methods: 1. TBD Explain A Possible Standard Procedure (SOP) For Training To Implement Change, Address Innovation, Applied Research: Once online courses are seen as an effective way for adult learners to access education, businesses can implement online mechanisms to train employees; students enrolled in K-12 institutions can be introduced to online tools for learning. Explain How Applied Research And Innovation Systems Relate To Technological Leadership And Management Issues: Having the opportunity to implement this process will allow more people to become technologically savvy since online courses will become commonplace. Management issues may evolve since a new generation of people with self-directed learning styles will be in the workplace. SDA-FACR General Use/Application: o Identify the project objective being addressed (usually at least one or two would be anticipated from PPARMP). o Explain findings, analyses observed as various data and documentation in SDA (ex: how form/work relates to ISO 9000?). o Explain conclusions, recommendations based on findings, analyses in data, documentation (ex: improvements to form, other tools to try). o Address relationships in other forms, particularly PPARMP to provide direction in methodology for project. o SDA compilers use SDA FACR’s posted at discussion boards compiled as grand forms for portfolio presentation with all SDA’s. o Team leadership summarizes SDA FACR inputs to show what was learned, objective accomplishment, course outcome progress. Researcher 1. Project objective (s) written…… 2. Findings, analyses observed as data, documentation in SDA…… 3. Conclusions, recommendations in methods, course outcomes…… 4. PPARMP, ROLDA, PPMTA relationships? Bill Bailey 1. Identify and specify current best practices in online learning. 2. Develop a set of principles or guidelines for transferring traditional courses to an online environment consistent with accepted adult learning principles and current best practices. 3. Develop recommended measures for effectiveness for courses that use the guidelines. IT systems and software platforms are generally adequate in most situations. Guidelines and a consistent process for the transfer of traditional courses to an online environment are lacking. The guidelines to be developed it this project will serve as standard operating procedure for the transfer of traditional courses to an online environment. The measurement system developed in this project will serve to validate the guidelines and as a tool for continuous improvement. Direct relationship to objectives in PPARMP. To be supported and informed by future research documented in ROLDA Ian Benn Same as above There is a wide cross section of media available and currently in use for the delivery of online education. Tried and proven examples are WebCT and Blackboard. Newer alternatives are Web Board and Macromedia Breeze. The ultimate choice is dependent on a combination of cost, capabilities, user friendliness and vendor support. The best practices of current providers may be emulated. Product uniqueness in terms of program design, customer value and service experience are regarded as essential requisites. Instructors, the primary contact between the students and the institution, must provide the dual service of instruction and customer service. There is a strong degree of synchronization and integration among PPARMP, ROLDA and PPMTA. Niccole Chandler Same as above na na na Pat Hanley Same as above Developing the standards may pose a problem as to how we disperse the developed information. We should probably talk about this as we get further along in the project. PPARMP Zaki Kuruppalil Same as above na na na Compiler Portfolio Reflections, Summary Of Technical Work, Assessment, Based On Individual Researcher Inputs: Compiler Reflections To Help Improve Quality Of Work In Portfolio Based On All Individual Researcher Inputs: The team utilized this form to gain a better understanding of the technology that is used for online courses. It will be important to take appropriate measures in ensuring that our standards will be transferable to future methods of course delivery as technological advances are made. Continue to think about the implications of future technological advances on how online courses are taught. If we make the standards too specific to today’s technology the standards will probably become obsolete in a relatively short period of time. Researcher 1. Project objective (s) written…… 2. Findings, analyses observed as data, documentation in SDA…… 3. Conclusions, recommendations in methods, course outcomes…… 4. PPARMP, ROLDA, PPMTA relationships? Niccole Chandler Identify and specify current best practices in online learning. Develop a set of principles, procedures or guidelines for transferring traditional courses to an online environment consistent with accepted adult learning principles and current best practices. Develop recommended measures of effectiveness for courses that use the guidelines. TBD TBD PPARMP and ROLDA Bill Bailey Same as above This appears to be the logical starting point for our project. This follows the establishment of current best practices. This should be the last phase of our project. Begin research with a focus on establishing best practices. Research on this objective should begin approximately 1/2 of the way through the semester. If it is necessary to scale back the scope of our project, this could be eliminated. Directly related to PPARMP objectives. Directly related to PPARMP objectives. Directly related to PPARMP objectives. Ian Benn 1. Conduct research of best practices in order to develop guidelines on the method of transferring traditional courses to an online format to achieve similar learning outcomes. 2. Achieve stamp of quality approval from external legally empowered entity such as DETC or the US Department of Education. 3. Create evaluation mechanisms for continuous feedback and improvement Every year more and more institutions are offering new online programs at all levels and in several disciplines. This trend is driven by technology and economics as new markets are reached and explored. The guidelines are necessary for quality assurance and uniformity which provide a basis for cross-sectional measurement and evaluation of various online programs. Integrative and reinforcing. Pat Hanley 1. Identify and specify current best practices in online learning. 2. Develop a set of principles or guidelines for transferring traditional courses to an online environment consistent with accepted adult learning principles and current best practices. 3. Develop recommended measures for effectiveness for courses that use the guidelines. The SDA forces the user to reflect upon the broader technological problem that the group is working on solving. We should remain clear that this is about developing criteria for transferring traditional courses to online. Focus the ROLDA on developing the criteria. Zaki Kuruppalil Develop instructions and guidelines to convert a traditional in class course to online one Identify key parameters that will help in developing unique elements involved in the above step Set Standards to measure or Online classes are starting a new era of virtual learning. Role of future instructors is going to change from traditional teachers to facilitators. Synchronous learning need to be introduced for more effective online environment Need to emphasis on synchronous learning methods while developing guidelines ROLDA benchmark the parameters Compiler Portfolio Reflections, Summary Of Technical Work, Assessment, Based On Individual Researcher Inputs: Compiler Reflections To Help Improve Quality Of Work In Portfolio Based On All Individual Researcher Inputs: The fundamentals – problem, objectives and project direction – have been agreed upon. The team now has to do the relevant reading research and specify the desired guidelines. Patrick’s cause and effect diagram captures many of the pertinent issues which cause inconsistencies in online delivery. These issues also provide the points of focus for team1’s attempt at specifying guidelines for transferring traditional courses to an online context. Tool 9 SDA-Preliminary Technology Transfer, Development And Resources Audit (PTTDRA) Technology Systems Being Audited, Definition: Set of procedural guidelines to convert traditional in-class delivery to an online delivery context to ensure similar learning outcome and the establishment of measures of performance. Previous Systems For Doing The Work (Prior To Transfer Of Current Systems Being Audited): Face-to-face modes. Online delivery is relatively new and current systems do not include specific guidelines that can be helpful to professors that are new to the development of online courses. Methods vary. Key Developmental And Transfer Impacts Noted By Using The Technology Being Audited: A large numbers of courses are being put online. There is little to ensure the quality of this transfer. Poorly designed traditional courses may still be poorly designed, good courses may get worse. The transfer process needs to be consistent, intentional, and guided by best practices. The issue is that traditional courses need to be put online with great care. Courses cannot simply be put online; they must be converted to an output that will be best suited for the medium. The developmental and transfer impacts in this context may be observed at the micro and macro levels. The micro developmental and impact issues are: 1. the development of new and more powerful collaborative software to integrate chat, voice and visuals; 2. the specification of standards of acceptable student-student and student-instructor interaction and exchanges; 3. the development of a wider collection of scholarly e-books, e- journals and e-zines; 4. the reduction of educational costs. At the macro level, developmental and impact issues are: 1. the enlargement of the student market to include the global economy; 2. the enhancement of socio-political goals of student diversification, and 3. making quality educational services more accessible to the market through asynchronous modalities. There are many impacts that can occur from this including poor course delivery, accreditation issues, and individuals attaining degrees that are sub- par in comparison to traditional methods. Proposed Methods For Using Technology In A Third World Developing Culture: What is needed is a set of standard guidelines should function fairly universally, with minor exceptions for cultural differences. The technology for transferring face-to-face content to a web-based format are ubiquitous. Third World developing environments should benefit tremendously particularly because the essential technological elements required are rather inexpensive and are mainly electricity driven. Computer technology is affordable. ISP service is generally available via wireless communications. Electrical services may be problematic in some jurisdictions. Personnel would likely be in short supply but the power of the technology enables global access so that a shortage of local personnel (instructors) does not pose a problem. Cultural differences may pose a communication and relational barrier however. Elements Of Technology Systems Which May Cause Difficulty In Developmental And Transfer Circumstances, Particularly Associated With Civility, Safety, Security: The courses will be transferred to an online environment. There could be issues with educators who may not be up-to-date or willing to “buy-in” to the new methods of course delivery. Professors that are convinced that it will not work may feel inclined to sabotage the transfer process to “prove” that it will not work. Civility concerns with regard to technology systems may be 1. Resistance to the reduction in live interpersonal contact and 2. A feeling that the integrity of web delivery is compromised in terms of rigor and student honesty. Safety concerns pertain to health maintenance and consist mainly of concerns pertinent to Repetitive Strain Injury (RSI), specifically, Carpel Tunnel Syndrome, concerns about eye muscle strain and the side effects of computer monitor radiation but it may be noted here that the effect that computer elf and radiation may have on physiology and its potential relationship to depression, cancer, other neurological related syndromes warrants further research. Security concerns focus on user privacy, protection against hackers via firewalls, protection against viruses and Trojans via antivirus protection, and ensuring adequate data backup systems. Recommended Design Changes For The Technology Systems To Make Them More Appropriate For Transfer: The primary change is the implementation of a standardized procedure. The development of this standard or guideline involves review of existing knowledge in the area and aggregation and synthesis of best practices. There is need for a specification of one or more acceptable methods of effecting the transfer from traditional to online contexts. This can best be attained by a centrally recognized accrediting body adapting and issuing directives on the preferred modes rather than have all online providers chart their own course. The recommended change is to develop the standards and them implement and improve the system. Key Energy Sources Consumed By Producing The Technology Being Audited: Insignificant use of electrical energy sources to power computer networks and ISP services, lighting and heating. Tool 12 SDA TTDERA Technology Systems Being Audited, Definition/Explanation (from PTTDRA, other documentation previously done, further matured, developed): • Transfer of traditional courses to an online environment. • Technological modalities for the transformation of face-to-face classroom content into web-based content to ensure similar learning outcomes: course website functionality Previous Systems For Doing The Work Prior To Transfer Of Current Systems Being Audited (from PTTDRA, other documentation previously done, further matured, developed): • The current system seems to be as varied as the number of courses being transferred. There does not seem to be a standard, or any accepted uniformity. • The previous system for course transfer entailed offering a traditionally in-class syllabus, learning outcomes, teaching style, evaluation and course design to web based students without developing a paradigm of attributes uniquely peculiar to Internet courses (like web site design and functionality for example). To date courses delivered online have been developed specifically for that purpose. This project attempts to lay down the generic guidelines for transferring the content, requirements, projected learning outcomes, evaluation and feedback mechanisms of any face-to-face course to a web-delivered context. Key Developmental And Transfer Impacts Noted By Using The Technology Being Audited (from PTTDRA, other documentation previously done, further matured, developed): • There is little to ensure the quality of this transfer. Poorly designed traditional courses may still be poorly designed, good courses may get worse. The transfer process needs to be consistent, intentional, and guided by best practices. Measurements need to be in place to ensure quality and improvement. • The developmental and transfer impacts in this context may be observed at the micro and macro levels. • The micro developmental and impact issues are: 1. the development of new and more powerful collaborative software to integrate chat, voice and visuals; 2. the specification of standards of acceptable student-student and student-instructor interaction and exchanges; 3. the development of a wider collection of scholarly e-books, e-journals and e-zines; 4. the reduction of educational costs. • At the macro level, developmental and impact issues are: 1. the enlargement of the student market to include the global economy; 2. the enhancement of socio-political goals of student diversification, and 3. making quality educational services more accessible to the market through asynchronous modalities. • Another issue of concern is the need for the development of a course design “think tank” charged with the responsibility of researching and adopting course delivery to new and ever changing collaborative software designed specifically for online educational purposes. To the extent that e-learners can use software that simulate laboratory experiments, tests and processes (scientific and social) in their learning experiences then the web-driven education become more virtual and beneficial. A course design and development team that identifies, tests and incorporates this type of value adding software into course development becomes a necessity. Proposed Methods For Using Technology In A Third World/Developing Culture, Specifically Designed To Reduce Environmental Impacts, Other Implications Longer Term: • A set of standard guidelines should function fairly universally, with minor exceptions for cultural differences. Since the guidelines are being developed based on established adult learning principles, which should apply universally. • The technology for transferring face-to-face content to a web-based format is ubiquitous. Third World developing environments should benefit tremendously particularly because the essential technological elements required are rather inexpensive and are mainly electricity driven. Computer technology is affordable. ISP service is generally available via wireless communications. Electrical services may be problematic in some jurisdictions. Personnel would likely be in short supply but the power of the technology enables global access so that a shortage of local personnel (instructors) does not pose a problem. Cultural differences may pose a communication and relational barrier that would necessitate design considerations that incorporate cultural nuances/realities. Design would also have to be mindful of constraints such as lagging ability to change software and hardware components on account of financial constraints and also inadequate technical staffing. • The key impacts could be on collaborative learning .Online interactions differ in quite important ways from face-to-face discussion. Online interactions lack the non-verbal action that are a component of face-to-face contact, and this may reduce the extent of the communication that occurs. Much online conversation occurs asynchronously, with substantial delays in receiving a reply. This may have both advantages and disadvantages for the participants. The lack of spontaneity associated with a group gathered may be offset by the possibility of having greater time for reflection and generation of a considered response. In a collaborative environment we have to make sure the following factors • exchanging resources and information • explaining elaborating information • sharing existing knowledge with others • giving and receiving feedback • challenging others' contributions • advocating increased effort • giving and taking help • monitoring each others' efforts and contributions Elements Of Technology Systems Which May Cause Difficulty In Developmental And Transfer Circumstances, Particularly Associated With Civility, Safety, Security, Environmental Impacts, Other Implications Longer Term: • The primary difficulty may be resistance on the part of faculty members to both the transfer of courses online, and standardized practices when it is done. This group is used to a large degree of autonomy, and guards it jealously. • Civility concerns with regard to technology systems may be 1. Resistance to the reduction in live interpersonal contact and 2. A feeling that the integrity of web delivery is compromised in terms of rigor and student honesty. • Safety concerns pertain to health maintenance and consist mainly of concerns pertinent to Repetitive Strain Injury (RSI), specifically, Carpel Tunnel Syndrome, concerns about eye muscle strain and the side effects of computer monitor radiation but it may be noted here that the effect that computer elf and radiation may have on physiology and its potential relationship to depression, cancer, other neurological related syndromes warrants further research. • Security concerns focus on user privacy, protection against hackers via firewalls, protection against viruses and Trojans via antivirus protection, and ensuring adequate data backup systems. • Any web-based educational initiative must consider the target market and the net value to be added to the wellbeing of the market. Recommended Design Changes For The Technology Systems To Make Them More Appropriate For Transfer, And To Reduce Environmental Impacts, Other Implications Longer Term: • The primary change is the implementation of a standardized procedure. The development of this standard or guideline involves review of existing knowledge in the area and aggregation and synthesis of best practices. A measurement system is used to ensure quality and to enable continuous improvement. • There is need for a specification of one or more acceptable methods of affecting the transfer from traditional to online contexts. This can best be attained by a centrally recognized accrediting body adapting and issuing directives on the preferred modes rather than have all online providers chart their own course. The necessity for this is rationalized in two ways – 1. an oversight accrediting body attests to the presence of certain minimal standards of quality and 2. the same body acts as a periodic evaluator of the maintenance of standards in so far as institutional accreditation is continued or withheld. Key Energy Sources Consumed By Producing The Technology Being Audited Environmental Impacts, Other Implications Longer Term: • All or the technical structure for this project is in place. There should be no additional energy use. • Insignificant use of electrical energy sources to power computer networks and ISP services. There are no major foreseeable energy related implications. Resources Used To Maintain, “Run”, The Technology, Once Produced, Environmental Impacts, Other Implications Longer Term: • The physical resources needed are in place, and there should be no impact on them. Continued research, development of additional best practices, and continuous improvement will keep the guidelines from becoming dated. The use of the measurement system, and efforts at continuous improvement will be required at the course level. • A system of continuous monitoring and improvement using in-house expertise and best practices from the industry would be used to maintain and improve design and efficiency in terms of costs and usefulness. Retardants such as lagging ability to change software and hardware components on account of financial constraints and also inadequate technical staffing are likely to impede the maintenance and running of the technology in less affluent environments. Resources Impact, General Statement, Based On Technology Use Compared To Previous Systems To Do The Work, Prior To Transfer Other Implications Longer Term: • This should have little impact on technical resources. In terms of human resources, a standard procedure, and guidelines should save time and enhance quality. • Traditional (face-to-face) methods of educational service delivery are localized in a specific geographic boundary on account of the need for the instructor and students to be physically present in real time to interact. By designing a transfer mechanism, the geographic boundaries become limitless, real time synchronization is replaced by asynchronous discussions, the market is enlarged and costs fall through the economies of scale realized by spreading fixed overhead costs over a larger volume of output. Recommended Resource Management Changes For The Technology Systems To Make Them Less Environmentally Intrusive: • There should be no significant additional environmental impacts as a result of this project. Improvements to the delivery and the effectiveness of online courses should make them more desirable. An increase in the use of online courses could have a positive impact on the environment, by removing some of the necessity to commute to classes. • The technology system deployed for Internet driven course delivery (wireless radio frequency or RF) is not environmentally intrusive. Several national and international organizations have established guidelines for human exposure to radio frequency energy. These include the IEEE C95.1 standard and the recommendations of the National Council on Radiation Protection and Measurements (NCRP), the International Commission on Non-Ionizing Radiation Protection (ICNIRP) and the National Radiation Protection Board (NRPB) in the United Kingdom. Their guidelines differ in some respects but all agree on frequency range limits for safe wireless operation.. The consensus reflected in these exposure guidelines is that exposure to RF energy below recommended limits is safe. • Furthermore, the online education technology system indirectly assists the environment by reducing emission discharges attributable to vehicular commute required for in-class sessions. The global cost savings, both in terms of reduced fuel consumption and reduced environmental degradation due to emissions, is large and worth further academic investigation. Identify Key Project Environmental And resource Planning Issues, For Technology Transfer And development And Provide Objectives And Related Details And Information For Planning Purposes. • The primary resource planning issue for implementation is dissemination and training related to the guidelines and the measurement system. The consortium might consider a pilot project, like applying the guidelines to courses within the quality specialization. Criticality Level: HML Where H = 5; M = 3; L = 1 Planning Statement Or Issue: A pilot study in the quality specialization of the consortium. Fac = Facility issues; Cost = Cost issues Time = Time issues Pers = Personnel issues Criticality HML Project Related Environmental/Resource/Technology Transfer Objectives Prioritized, 5 Being Highest: Fac Cost Time Pers 5. Communication and buy-in 1 1 3 5 4. Training 1 1 3 5 3. Implementation support 1 1 3 5 2. Departmental shared vision 1 1 5 3 1. Implementation of departmental training on guiding principles and implementation of the same 3 3 5 5 Based On Key Project Related Environmental/Resource/Technology Transfer Issues, Detail Change Strategies Below And How To Take Appropriate Actions. Environmental/Resource/Technology Transfer Issue, Change, Tradition Relationships, Infrastructurally Training Opportunities, Methods Related To Data And Documentation, Broader Systems Measureables, Impacts/ Other Relationships/Observations 1. There should be no infrastructure impacts. 1. A pilot in the quality specialization of the consortium would allow an opportunity to test the guidelines, and through the measurement system develop data to support the change. 1. This project might serve as a starting point to begin using data to improve other parts of the consortium as well. Assess Recommended Changes In Terms Of Infrastructure To Make The Technology Systems More Environmental, Resource, Technology Transfer Appropriate And Reflect These In Other Necessary Documentation Systems (PPDPOA, OPCP, ISOQSAOPP, PASPC, Others: No infrastructure changes required. Attach A Completed Cause And Effect Diagram Demonstrating Effective Communication For Strategic Planning On Categories Above. Online organization & design Instructional design and delivery Feedback for continuous improvement Assessment and evaluation Poorly developed and deployed online educational In adequate web design skills and illogical Innovative integration of technology Learner and support services Dead links Deficiency in training of course developers Unspecified learning objectives Instructor work overload Poor knowledge of measurement and evaluation Malfunctioning online survey submission links No follow up remediation after gathering feedback Inadequate information Online databases not connected Under financed IT department Outdated hardware and software The primary focus of this tool is data and documentation for assessing technological decision making. This requires that the following techniques be assessed for usefulness and possible application to the project: 1. Problem solving, data, documentation 2. 8-D and failure mode and effects analys (FMEA) 3. Design, product and process FMEA 4. Ongoing process control plans and SOP 5. Time study, work methods, work samplin 6. Basic cost issues 7. Safety, quality and productivity 8. Quality function deployment (QFD) 9. Statistical quality, basis for data 10. Attributes, checklists and other charting 11. SPC, X-bar and R, variable charting The use of data and documentation processes in making decisions. Using these analytical processes with concrete data allows for effective decisions and provides opportunity for innovation and change. This tool adds a very significant numerical /statistical/analytical dimension to the project which makes for greater objectivity and conformity to scientific management requisites. Team 1 is still formulating the components of existing forms that will be most helpful in our project. The measurement and analytical tools outlined in this tool are useful in determining the effectiveness of our decisions and project outcomes. Although it is often difficult in a service environment to conceptualize measuring data, there are applications that give concrete information for decision making. This tools helps to break down our project process and identify the key characteristics and parameters for developing our project Once a careful calculation of costs and projected revenues are done, the financial tools presented in this form offer crucial guidance in ascertaining the ROI of the project and whether it should be sustained or terminated. The biggest challenge that I foresee is that evaluation methods have to be well-researched in order to ensure that they are implemented appropriately. The team cannot justify modifications to the existing consortium without evaluation methods firmly in place. Some of these tools may not be a great fit for our project and the team may have to decide to omit or make major changes to some of the items. Usage of QFD to prioritize our process parameters. Article Abstract Of Key Information (usually approximately 300-500 words—each tool submission requires one for each team member) : This article explores a number of theories of learning as applied to professional development. While not exactly parallel to our needs, a number of the theories readily apply. The theory of adult learning that may be most familiar is andragogy as developed by Knowles (1980). The primary principles of andragogy are: 6. Self-directed learning 7. Experiential learning 8. Adults are aware of their learning needs 9. Adults need to apply knowledge or skills to their immediate circumstances 10. Learning is a partnership and the learners own experience should be used. These principles are not without their detractors. Number 3 is particularly open to dispute. There is also question about whether or not self directedness is a universal trait, but for our population of adult students pursuing a PhD online, mostly while working, I think it is a safe assumption. While this is the most commonly recognized theory of adult learning, there are many other and they often overlap. Experiential learning while part of andragogy is also a field of study by itself, and is sometimes called action learning. Developed first by Kolb (1984), learning is seen as a cycle of concrete experience, observation and reflection, generalization and abstract conceptualization, and active experimentation. The student may begin this cycle at any point. It is noted by critics that these experiences need to be structured and guided. In the research on instruction and coaching, Collins, et. al. (1989) offers a model of instruction with six hierarchal elements. These elements are: 2. Modeling by an expert 3. Coaching (learner practice with coaching feedback) 4. Scaffolding (support which is gradually reduced) 5. Articulation (students describe their reasoning and problem solving processes). 6. Reflection (comparing student reasoning or problem solving with an expert or peer). 7. Exploration (students take on problem without additional support. While I am not sure how applicable these elements will be to our model, I have included them because I see a resemblance between them and Bloom’s taxonomy. The article also addresses the research on simulation. This is relevant, because it is often used in consortium courses. Researchers seem to agree that high fidelity simulation (like flight simulators) is very effective in terms of learning transfer. However, in the case of low fidelity simulation which is much more common, they caution that poorly designed simulation can result in learning transfer problems. More specifically, they recommend that low fidelity simulations need to be carefully piloted and validated against real practice to ensure reliability. The final theories from this article that are relevant to our project are learning styles and collaborative learning. There are various similar approaches to learning style, assessments are available. However, other researchers suggest that the most important function of learning styles is simply to remind teachers that people learn in different ways. In the area of collaborative learning, research supports the idea that people learn better working with others. Given the emphasis on teamwork in graduate programs in general, this validates what is being done. In summary, we can look at the research explored in this article, and create a partial list of principles that may be a starting place for our model. • Self-directed learning. In accordance with the best practices research, students should have as much control as possible over when, at what pace, and how they complete assignments. • Experiential learning. Based in multiple areas of research, learning is often best done through experiences. However, these experiences should be carefully designed and guided. • Adults need to apply knowledge or skills to their immediate circumstances. This is closely tied to experiential learning. When new theoretical knowledge is gained, it is useful to follow immediately with application. • Learning is a partnership and the learners own experience should be used. Particularly in a program like the consortium, students bring a vast array of experiences to class. There is solid evidence that instruction that uses these experiences is more effective. • Simulation. High fidelity simulations can be very effective. Low fidelity simulations carry more risk and should be carefully designed and validated. • Learning styles. Awareness of differences in learning styles is important. In conjunction with self-directed learning, there should be different avenues or activities for gaining the same learning. • Collaborative learning. There is strong evidence that learning and learning outputs are extended when people work in teams. Further, this addition learning appears to be retained by various team members. Researcher 1B. Bibliographic Source: Author; How To Access; How/Who, Published; Type Source, etc.: 2B. Why Is This Source Relevant; How Does It Add Value (Reflections By Researcher)? 3B. SDA’s Connected: (Cheetham & Chivers, 2001) Cheetham, G., & Chivers, G. (2001). Part I - How professionals learn - the theory! Journal of European Industrial Training, 25(5), 250. This article gives a good overview of the research literature, and a beginning in developing our principles for objective #2 SOGA, PASPC, OPCP, GISPDCS Article Abstract Of Key Information (usually approximately 300-500 words—each tool submission requires one for each team member) : There is more than one type of learning. A committee of colleges, led by Benjamin Bloom (1956), identified three domains of educational activities: Cognitive: mental skills (Knowledge) Affective: growth in feelings or emotional areas (Attitude) Psychomotor: manual or physical skills (Skills) This compilation divides the three domains into subdivisions, starting from the simplest behavior to the most complex. The divisions outlined are not absolutes and there are other systems or hierarchies that have been devised in the educational and training world. However, Bloom's taxonomy is easily understood and is probably the most widely applied one in use today. Of the three domains, the cognitive is of most interest to us. The cognitive domain involves knowledge and the development of intellectual skills. This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills. There are six major categories, which are listed in order below, starting from the simplest behavior to the most complex. The categories can be thought of as degrees of difficulties. That is, the first one must be mastered before the next one can take place. Category Example and Key Words Knowledge: Recall data or information. Examples: Recite a policy. Quote prices from memory to a customer. Knows the safety rules. Key Words: defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states. Comprehension: Understand the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words. Examples: Rewrites the principles of test writing. Explain in one’s own words the steps for performing a complex task. Translates an equation into a computer spreadsheet. Key Words: comprehends, converts, defends, distinguishes, estimates, explains, extends, generalizes, gives Examples, infers, interprets, paraphrases, predicts, rewrites, summarizes, translates. Application: Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place. Examples: Use a manual to calculate an employee’s vacation time. Apply laws of statistics to evaluate the reliability of a written test. Key Words: applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses. Analysis: Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences. Examples: Troubleshoot a piece of equipment by using logical deduction. Recognize logical fallacies in reasoning. Gathers information from a department and selects the required tasks for training. Key Words: analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates. Synthesis: Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure. Examples: Write a company operations or process manual. Design a machine to perform a specific task. Integrates training from several sources to solve a problem. Revises and process to improve the outcome. Key Words: categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes. Evaluation: Make judgments about the value of ideas or materials. Examples: Select the most effective solution. Hire the most qualified candidate. Explain and justify a new budget. Key Words: Appraises compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports. This taxonomy is particularly useful for defining course outcomes. The key words are all action verbs, avoiding non demonstrable terms like “understands”. It should also be noted that activities appropriate for graduate study should be primarily analysis level or above. Researcher 1B. Bibliographic Source: Author; How To Access; How/Who, Published; Type Source, etc.: 2B. Why Is This Source Relevant; How Does It Add Value (Reflections By Researcher)? 3B. SDA’s Connected: Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc In order to measure course outcomes, it is necessary to define them appropriately. This is the most widely used guide for defining course outcomes. This will facilitate measures as required by objective #3. SOGA, PASPC, OPCP, GISPDCS Article Abstract Of Key Information (usually approximately 300-500 words—each tool submission requires one for each team member) : Two basic forms of learning are described: high-road and low-road learning, each having multiple aspects and all unfolding along three dimensions of variation (or, more concretely, mechanisms of learning). These dimensions are constructive, reductive, and causal abstraction. Two noncognitive variables also operate to affect adult learning: hardware operators (which are determined largely by maturational and biogenetic factors) and personal factors (both affective and ego developmental variables, including the will and the self). According to Pascual- Leone and Irwin, particular modes of abstraction are called into play for given learning tasks. Different methods of instruction in adult learning place different demands on these modes of abstraction. PascualLeone and Irwin classify six methods of instruction and learning and, thereby, offer some guidance for designing instructional methods for adult learners in particular learning situations. A number of adult educators (e.g., R. M. Smith, 1982) have referred to the need for adults to learn how to learn, which is a metacognitive skill. Metacognition has been an important area of educational psychology research over the past two decades, and researchers have demonstrated that metacognitive abilities develop over time such that adults generally have greater metacognitive knowledge and are better able to regulate their cognitive skills than children. Other evidence shows that metacognitive abilities can be enhanced through instruction. Gregg Schraw's chapter describes the development of metacognition in adulthood, and its relationships to knowledge and intellectual abilities. Schraw presents a multidimensional model of adult metacognition that consists of three levels, including cognitive strategies, knowledge in the service of regulating one's strategies and skills, and conceptual theories about one's cognition. His chapter concludes with several important implications for education, including the need for scaffolded instruction that provides a structure for learners to acquire and develop metacognitive knowledge and strategies. Researcher Contribution Ontiveroz, Baitrez (n.d.). Quality Function Deployment applied to the design of Educational Intranet. Retrieved from internet on October 24th 2005 from http://math.unipa.it/~grim/Jsoto.PDF This article is a case study on education which is related to our project. This helps how this quality tools like QFD could be applied or used in the field of education QFD Article Abstract Of Key Information (usually approximately 300-500 words—each tool submission requires one for each team member) : This book takes a very high level view of adult learning. It mostly addresses an organizational approach to adult learning rather than classroom techniques. However, there are two chapters that are particularly applicable to the consortium; assuring instructional effectiveness, and the role of distance education in enhancing accessibility for adult learners. The first of these chapters quotes Noel-Levitz from 2003 in asserting that instructional effectiveness is the most important factor in assessing the college experience. This is added reinforcement for the need and appropriateness of our project. This chapter also emphasises the need for faculty development and effective course design. Unfortunately, there is not much depth or new information regarding what makes a course effective. In the chapter on distance learning, there is much discussion of the importance of student services, and the need to tailor the services to adult learners. While they go on to stress that traditional courses should not be simply transferred to an online environment, but should be tailored for a learner centered environment. Again, it is lacking in depth or detail. Researcher 1B. Bibliographic Source: Author; How To Access; How/Who, Published; Type Source, etc.: (Bash, 2005) Bash, L. (Ed.). (2005). Best practices in adult learning. Bolton, MA: Anker Publishing Company, Inc. 2B. Why Is This Source Relevant; How Does It Add Value (Reflections By Researcher)? This is a current practitioner’s book about adult learning. Unfortunately, it is designed for use more at an organizational level. 3B. SDA’s Connected: PASPC, FMEA Article Abstract Of Key Information (usually approximately 300-500 words—each tool submission requires one for each team member) : Originally published in 1973, this is generally considered the text that began the field of adult learning theory, and coined the term androgogy. One chapter describes an androgogical process model for learning. The process mode described is very similar to current quality models. The eight step model recommends: 1) preparing the learner, 2) establishing an environment conducive to learning, 3) creating a mechanism for mutual planning, 4) diagnosing the needs for learning, 5) formulating program objectives (content) that will satisfy these needs, 6) design a pattern of learning experiences, 7) conduct these learning experiences with suitable techniques and materials, and 8) evaluating the learning outcomes and rediagnosing learning needs. The similarity to quality models is striking in its emphasis on planning, measurement, and the circular nature of the process. In another chapter, core anrogogical principles are identified. According to adult learning theory, adult learners typically exhibit the following six characteristics: 1) they need to know why they need to learn something before they learn it, 2) adults self-concept is heavily dependent on a move toward self-direction, 3) prior experience of the learner is a rich source for learning, 4) adults become ready to learn when they experience a need to cope with a life situation or perform a task, 5) adult's orientation to learning is life centered; education is a process of developing increased competency levels to achieve their full potential, and 6) the motivation for adult learners is internal rather than external. An additional chapter near the end includes a personal adult learning style inventory which might prove useful for the self-knowledge of new students. Researcher 1B. Bibliographic Source: Author; How To Access; How/Who, Published; Type Source, etc.: 2B. Why Is This Source Relevant; How Does It Add Value (Reflections By Researcher)? 3B. SDA’s Connected: Researcher Contribution (Knowles, Holton, & Swanson, 2005) Knowles, M. S., Holton, E. F., & Swanson, R. A. (2005). The adult learner. Amsterdam: Elsevier Butterworth Heinemann. This book appears to be the original source of adult learning theory. It provides the foundation for our guiding principles. PASPC, FMEA Article Abstract Of Key Information (usually approximately 300-500 words—each tool submission requires one for each team member) : The author begins part I by putting the ideas of team -based learning into the larger context of teaching with small groups. During the past decade or so, many college-level teachers have been experimenting with the use of small groups in their teaching, and the literature on this subject has grown rapidly. The good news about this development is that there are many interesting and different ideas about how to teach with small groups. The bad news is that this very plethora of ideas can create confusion by teachers who are just learning about small groups and about what they should or should not do. The author offers an organizing perspective that helps explain why some writers advocate one practice and others advocate a different way. The main point in the chapter is that team -based learning is a unique and powerful way of using small groups, and that its unusual capability is a result of two factors: the power of teamwork in comparison to group work, and the fact that team -based learning is an instructional strategy, rather than just an instructional technique. 1B. Bibliographic Source: Author; How To Access; How/Who, Published; Type Source, etc.: Michaelsen, L. K., Knight, A. B., & Fink, L. D. (Eds.). (2002). Team-Based Learning: A Transformative Use of Small Groups. Westport, CT: Praeger. Retrieved November 11, 2005, from Questia database: http://www.questia.com/PM.qst?a =o&d=106996390 2B. Why Is This Source Relevant; How Does It Add Value (Reflections By Researcher)? The basis of this work is teams. This reading points out the historical and meritorious pluses of team- learning and working. 3B. SDA’s Connected: ROLDA, PPMTA Article Abstract Of Key Information (usually approximately 300-500 words—each tool submission requires one for each team member) : This volume seeks to provide a reply to the question, "What have recent theory and research to contribute to our understanding of cooperative learning and its effects on teachers and students?" As such, this volume concentrates on how that set of instructional methods generally included under the title of "cooperative learning" affects its practitioners and their clients, the students. As expected, the effects of any instructional method probably can be found over a broad range of dependent and mediating variables, and this is certainly the case for cooperative learning. Some investigators might feel that such diversity in the dependent variables discussed in a volume of this kind detracts from the theoretical unity of the book. By necessity, the theory and research related to a specific form of teaching lead in many different directions. Investigators interested, for example, in thinking patterns, inter-group relations, motivation, or teachers' verbal behavior, may find only one study or theoretical paper in this book to be of relevance to their work. Since investigators frequently focus on topics that often appear as dependent or mediating variables in educational settings rather than as part of the chief independent variable typical of schools, namely the process of instruction, some can claim that a book of this kind cannot be meaningful to the community of investigators concerned with education. Researcher 1B. Bibliographic Source: Author; How To Access; How/Who, Published; Type Source, etc.: 2B. Why Is This Source Relevant; How Does It Add Value (Reflections By Researcher)? 3B. SDA’s Connected: Sharan, S. (Ed.). (1990). Cooperative Learning: Theory and Research. Westport, CT: Praeger Publishers. Retrieved November 11, 2005, from Questia database: http://www.questia.com/PM.qst?a=o&d=27218148 This book provides insights on the effect of group work on motivation, learning, relationships and teaching, among others. These issues are relevant and important for Team 1’s project. ROLDA Article Abstract Of Key Information (usually approximately 300-500 words—each tool submission requires one for each team member) : Instructional design theory and practice have evolved over the past half century from an initial narrow focus on programmed instruction to a multidimensional field of study integrating psychology, technology, evaluation, measurement, and management. Growth of instructional design (ID) has occurred because of direct needs, problems, and goals from society. Application of ID in planning instruction first developed in the United States with the Department of Defense during World War II. The purpose was to meet immediate concerns for effective training of larger numbers of military personnel. From that beginning, ID has rapidly expanded into applications in industrial and executive training, vocational training, classroom learning, and professional education. Although ID has its roots in the United States, applications and theoretical growth are international activities. However, literature at the international level is still limited to either individual author contributions or collections primarily represented by single countries. As a result, there is no standard reference source that contains the rich variety of theories and applications to form the international foundation for the field. Researcher 1B. Bibliographic Source: Author; How To Access; How/Who, Published; Type Source, etc.: 2B. Why Is This Source Relevant; How Does It Add Value (Reflections By Researcher)? 3B. SDA’s Connected: Tennyson, R. D., Schott, F., Seel, N. M., & Dijkstra, S. (Eds.). (1997). Instructional Design: International Perspectives (Vol. 1). Mahwah, NJ: Lawrence Erlbaum Associates. Retrieved November 11, 2005, from Questia database: http://www.questia.com/PM.qst?a=o&d=89373209 The inclusion of an international perspective is appropriate for Team 1 purposes since online education, the subject of our project, embraces a substantial complement of international student clientele. ROLDA, DSDC, PPARMP, GCA Article Abstract Of Key Information (usually approximately 300-500 words—each tool submission requires one for each team member) : This article looks at blending instructional methodologies to create effective learning and increase student performance. The authors address budget, time to deliver, implementation, and efficiency and effectiveness in a matrix style that lists the various delivery methods with the average time to develop and costs associated with each method. I would use this article to work with an educational institution that is prepared to take the first steps or advanced steps in the online environment. Researcher 1B. Bibliographic Source: Author; How To Access; How/Who, Published; Type Source, etc.: N.A. (2005) Blended Learning Whitepaper: Getting the recipe right. Sparrow Interactive Learning Consulting Group. 2B. Why Is This Source Relevant; How Does It Add Value (Reflections By Researcher)? Although this is a for-profit organization, the paper does reflect on the delivery matrices that help an institution decide on the best implementation plan. 3B. SDA’s Connected: tbd Article Abstract Of Key Information (usually approximately 300-500 words—each tool submission requires one for each team member) : Distance learning is frequently help us as a beacon for extending the opportunity for larger numbers and more diverse groups of people to participate in higher education, thus furthering the achievement of their personal, professional, and economic-development goals. However, probably as much confusion and concern surrounds the phenomenon of ‘distance learning’ as does excitement and hope. Researcher 1B. Bibliographic Source: Author; How To Access; How/Who, Published; Type Source, etc.: 2B. Why Is This Source Relevant; How Does It Add Value (Reflections By Researcher)? 3B. SDA’s Connected: Researcher Contribution Davey, K.B. (1999). Distance learning demystified. National Forum. 79(1). Although published in 1999, this article looks at strong reasoning behind using online learning and debunking some of the myths. This article will be good to mention at the beginning of our project. tbd Article Abstract Of Key Information (usually approximately 300-500 words—each tool submission requires one for each team member) : This site was developed to inform individuals regarding online instruction. Part of my assignment was to develop a rubric that could measure innovative teaching with technology for the consortium. This site provides information on what to measure as well as providing some feedback based on baseline, effective, and exemplary use of technology. Researcher 1B. Bibliographic Source: Author; How To Access; How/Who, Published; Type Source, etc.: 2B. Why Is This Source Relevant; How Does It Add Value (Reflections By Researcher)? 3B. SDA’s Connected: ROI. (2005). Rubric for online learning. Retrieved November 3, 2005, from http://www.csuchico.edu/celt/roi/index.html This source provides specific measures for the use of technology in online course development and delivery. FMEA, PASPC Article Abstract Of Key Information (usually approximately 300-500 words—each tool submission requires one for each team member) : This article describes the use of course management software that is used for online course delivery. The authors describe some of the pitfalls of current systems that include: • They cater to the lowest common denominator – they provide “solutions” for every discipline • There is a loss of identity and freedom through use of these systems • They insist on a uniform pedagogy – there is only one way to teach • They lack robust collaborative working environments • They constrain innovation The authors do believe that these problems can be overcome by a determined instructor. They also state that some solutions include: • Not embracing new technology too quickly before they are proven • Take time, evaluate different options • Challenge faculty to come up with innovative solutions. Researcher 1B. Bibliographic Source: Author; How To Access; How/Who, Published; Type Source, etc.: 2B. Why Is This Source Relevant; How Does It Add Value (Reflections By Researcher)? 3B. SDA’s Connected: Kuriloff, P. (2001). One size will not fit all [Electronic Version]. The Technology Source. Retrieved November 4, 2005 from http://technologysource.org/article/one_size_will_no t_fit_all/. This article involves discussion on the use of course management software, which is a vital part of the consortium delivery system. FMEA, PASPC Abstract And Synthesis Of Key Information (usually approximately 300-500 words) completed by compiler (s) based on submissions by all on team as well as their own review of the tool content: Tool 11 kit discusses primarily about change as an essential to any organization wishing to remain competitive in the future. This is true since on-going improvements necessary for effective quality systems are knowledge based, and tied to technology and service functions. Implementation of change, for effective service, requires leadership at various levels. Several major categories of information are provided relative to supervision within this tool. The categories are getting focused, mission and philosophy, objectives, evaluation, and leadership relationships in the future. All are designed to underscore the roles and relationships of supervisors in growing talent for service functions within the quality system. The assumption is that it will require teams at all levels and in all functions, and likely different from what we have been accustomed to in the past. Teams are presented here as having three basic purposes, all which impact on the overall design of the system and all which relate to service in the quality system. The basic purposes of teams are thought to be:1. Support. 2. Team learning.3. Decision-making. The overall problem solution will be a function of three fundamental phases. The phases are assessment, analysis and action. During the assessment phase of problem solving, the team must document the current circumstances surrounding the problem or opportunity for improvement. While the major focus for assessment was to determine the current methods for processing product, the analysis phase builds on and around the assessment. Data and documentation begun in the assessment phase are fine tuned and multiple iterations may be required based on further analysis. The final phase in the pursuit of a problem solution will be the recommendations for action. Actions may consist of new procedures to be followed uniformly in the process, new equipment based on conclusions that processes analyzed were not capable, or others. Several behaviors and team phases of maturation and growth are identifiable. These are important to understand since, if mis-handled or not properly managed, it can have a negative impact. The negative impact can be noticed in many ways: 1. Team members not cooperating. 2. Team members dominating, controlling. 3. Team members not doing their fair share. 4. Politics being used inappropriately It is vitally important to remember that employees must continue learning, assuming we really are serious about continuous improvement, as individuals, organizationally and culturally. Training is very critical for this to happen. Training has three major purposes. These are defined as developing job-related knowledge and skills, transmitting information, and, changing attitudes. It should be apparent that the overall purpose is to enhance competitiveness for technological organizations. Several types of training programs are currently used in industry. Among those being addressed are orientation, on-the-job, off-the-job, and, non-traditional. The total training system should include: 1. Evaluation of people in the annual review sense--how much teaching and learning did I do this year--and how? 2. What contributions did I make to creating new systems or tools for the toolkit system of teaching and learning--did I create any new approaches or content in the toolkit? 3. Have we involved customers and suppliers in teaching and learning--remember--they are driving the larger picture. 4. What evidence is there of actual empowerment--at all levels--through the teaching and learning system? If I am truly interested in empowering others, then I will be sure to take the time to teach them, systematically--not just in knee jerk ways. 5. If I am truly interested in being empowered, I will be interested in learning on an ongoing basis. Improvements throughout the organization must take into account our need to learn--ongoing. Researcher 1A. Main Technological Concept: 2A. Relationship, Value Added, To Project/Technology: 3A. Assessment Question, Pros And Cons, For Chat: Researcher Contribution Change, leadership, training, Team work, SOP, PDSA This tool helps to give a broad idea on training, types of training, and methods of training, elements. More than that it reflects the importance of teamwork as well Training to adapt to online environment for both faculty and student Article Abstract Of Key Information (usually approximately 300-500 words—each tool submission requires one for each team member) : This article is a training kit for students taking online classes published by Indiana University, Bloomington. I think the content of this courses are relevant as our project is developing best practices for online education. This guide will make a student aware of the experience he/she is about to have, and provide some guidance on how you can best adjust to it. 1. Time Management: Online learners often benefit from carefully structuring what time they have available. Identify what time of day or night you do your best work, and when you are able to access to the Internet and your course materials. Set aside a certain time each day, or a few days during each week, to work on your course, and stick to this schedule. Be aware at the start of the course whether you are required to participate in activities at any specific times, and plan these well ahead 2. Balancing Responsibilities and Setting Priorities: Vital to a successful online learning experience is the ability to balance your responsibilities, both within and beyond your course. Knowing how to set priorities is key to getting the greatest benefit from your online education experience. Find out before or as the course begins exactly what work is required of you, and do your best to plan ahead. 3. Managing Stress: Strategies for managing course-related stress include:3 • Know your deadlines. These include course deadlines as well as deadlines and important events occurring elsewhere in your life while you are enrolled in the course. • Plan ahead. If you know that your time will be consumed by a non-course related activity during a particular week, do your course-related activities ahead of time. • Ask for help resources, especially technological resources, and have them at hand • Keep in touch with your instructor. If you do fall behind, let your instructor know immediately, and ask him/her for assistance in planning how you will catch up. 4. Student accountability: self directed learning, understanding expectations, setting goals active learning. To be successful in this environment, actively seek ways you can best understand the course material. Read, listen to, and watch the course materials more than once. Take notes as you do so. Participate with your instructor and your class. Become involved in discussing and defining course topics. By creating your own students, instead of as a project to enhance student learning. Though this demand for immediate incorporation of Web-based education has yielded a great increase in courses and study opportunities, we are now also seeing the consequences of the absence of strategic planning. This backlash is evident in instructors’ refusal to teach online and student protests over receiving insufficient feedback and mentoring from their Web-based professors. Researcher 1B. Bibliographic Source: Author; How To Access; How/Who, Published; Type Source, etc.: 2B. Why Is This Source Relevant; How Does It Add Value (Reflections By Researcher)? 3B. SDA’s Connected: Lynch, M. M. (2002). The Online Educator: A Guide to Creating the Virtual Classroom. London: Routledge Falmer. Retrieved November 23, 2005, from Questia database: http://www.questia.com/PM.qst?a=o&d=102926873 This text provides valuable suggestions for the developmental aspect of online course design by providing guidance on the following topics, among others: • Developing faculty • The three foundational rules of Web-based education - 1. We must push beyond our comfort zone, 2. Plan, plan, plan, and then do more planning, and 3. Interactive communication is paramount. • Designing courses and curriculum • Building support systems • Selecting Web-based tools ROLDA Article Abstract Of Key Information (usually approximately 300-500 words—each tool submission requires one for each team member) : Issues raised in this book include: 1. E-Learning: An Introduction, 2. Becoming a More Self-Directed Learner: Why and How, 3. How to Prepare to Attend a Synchronous E- Learning Course & How to Attend a Synchronous E-Learning Course, 4. Succeeding in an Asynchronous Learning Environment, 5. Chat Rooms and Discussion Boards and 6. Online Readings: Gaining the Most from What You Read The author identifies: The innovators who seem to be always one step ahead of everyone else: thinking, analyzing, identifying needs for new learning, and finding ways to meet them. In times of rapid change, learners like these acquire new skills, discover new techniques, and implement new processes; and they prosper. The clingers - individuals who hold on to the old ways of doing things despite evidence that these approaches are no longer effective - the people who shy away from new technology and live defensively, not proactively. Based on extensive research, the innovators are likely to be the highly self-directed learners. They are also more likely to be high performers on the job, to be at higher levels in their organizations, to be creative and entrepreneurial and to have greater life satisfaction. The clingers face a different scenario. Those who do not accept responsibility for identifying their own learning needs and making sure that these needs are addressed may find themselves to be obsolete (and possibly unemployed). The best preparation for e-learning success is had by enhancing one’s readiness for self-direction in learning. In a national survey of trainers, professors, and learners involved in e-learning two components of learner characteristics emerged as the most important for success in e- learning: readiness for self-direction in learning and technological readiness. Several studies have shown that the technical skills necessary for most e-learning are usually quickly mastered and very seldom, by themselves, reduce e-learning completion rates; therefore, the enhancing of one’s readiness for SDL becomes the most powerful avenue for e-learning success. Researcher 1B. Bibliographic Source: Author; How To Access; How/Who, Published; Type Source, etc.: 2B. Why Is This Source Relevant; How Does It Add Value (Reflections By Researcher)? 3B. SDA’s Connected: M., L., & Guglielmino, P. J. (2004). Chapter 3 Why and How. In Getting the Most from Online Learning, Piskurich, G. M. (Ed.) (pp. 25-38). San Francisco: Pfeiffer. Retrieved November 23, 2005, from Questia database: http://www.questia.com/PM.qst?a=o&d=106757525 Value added includes insights on seven topical areas of e-learning: (1) a definition of e-learning, (2) e- learning advantages, (3) potential problem areas, (4) the importance of e-learning in contemporary times, (5) the scope and status of e-learning as an educational and training method, (6) e-learning modes, and (7) assessment results. ROLDA Article Abstract Of Key Information (usually approximately 300-500 words—each tool submission requires one for each team member) : This article explores the reasons behind the push for online learning quality assurance. With the proliferation of distance education and online learning powered by the Internet, the tasks required to assess the quality and effectiveness of online learning have become increasingly daunting. Other that quality assurance, online learning can be measured by key benchmarks recommended by major accreditation agencies, and some best practices currently deployed to gauge online learning effectiveness. Researcher 1B. Bibliographic Source: Author; How To Access; How/Who, Published; Type Source, etc.: Tietjen, P., Southard, S., Bates, C. (2005) Online Learning Effectiveness. Technical Communication. 52(1). 2B. Why Is This Source Relevant; How Does It Add Value (Reflections By Researcher)? Examples of best practices. 3B. SDA’s Connected: tbd Article Abstract Of Key Information (usually approximately 300-500 words—each tool submission requires one for each team member) : Since online learning has a different setting from the conventional classroom, online educators need to use some special techniques and perceptions to lead to success. Moreover, adults have special needs and requirements as learners compared with children and adolescents, thus online educators should know how adults can learn best because of their special characteristics. Philosophical and methodological shifts also affect instruction. Many researchers have suggested that constructivism should be applied in distance education. Thus, this paper attempts to examine the impact of constructivism in online learning environments when focusing on adult learners. The author develops the connection between constructivism and adult learning theory. In addition, the paper proposes instructional guidelines using the constructivist approach in online learning for adults. Researcher 1B. Bibliographic Source: Author; How To Access; How/Who, Published; Type Source, etc.: 2B. Why Is This Source Relevant; How Does It Add Value (Reflections By Researcher)? 3B. SDA’s Connected: Researcher Contribution Huang, H. (2002). Toward constructivism for adult learners in online learning environments.. British Journal of Educational Technology. 33(1). Examples of best practices. tbd Article Abstract Of Key Information (usually approximately 300-500 words—each tool submission requires one for each team member) : The article discusses best practices for online facilitation. Merrill writes about the following topics as best practices: • Understanding the technologies • Interactive course design • Online facilitator roles and interaction • Develop an engaging voice and tone ( use a learner-centered model) • Effective visual presentation • Effective online groups Merrill also discusses student expectations and experience with technology, understanding the types of technologies used, effective course design, multiple roles of the facilitator, and developing effective groups. In summary, the author believes facilitators must be able to interweave all of these facets into their course to provide an effective learning atmosphere. Researcher 1B. Bibliographic Source: Author; How To Access; How/Who, Published; Type Source, etc.: 2B. Why Is This Source Relevant; How Does It Add Value (Reflections By Researcher)? 3B. SDA’s Connected: Henry, S. M. (2004). Best Practices for Online Facilitation. Adult Learning, 14(2), 13. This will assist in the development of our guidelines. It can be support documentation for our project. PPARMP Abstract And Synthesis Of Key Information (usually approximately 300-500 words) completed by compiler (s) based on submissions by all on team as well as their own review of the tool content: This tool kit discuss about production and its impact on environment and resources. The longform content states that if something is produced, consumption will occur as well. If production and consumption occur, it is a foregone conclusion that something has also got to happen environmentally and regarding resources. The only way to circumvent (or minimize) problems with technological production and consumption is to educate persons about acceptable approaches for moving forward. We must minimize the impact on environment and resources, helping assure a reasonably good quality of life for all. If we throw away good products that can be repaired, recycled or simply still used, it is waste. The way we produce, package and ship products is driven by convenience and efficiency. While possibly cost effective and profitable, by some measures, this is wasteful due to by-products thrown out and left over, requiring various disposal systems. Residual impacts over time are often un-noticed on an individual basis until they have progressed to potentially or actual levels of damaging possibilities. Residual effects of environmental degradation are "stored" over time. They will generally not seem so terrible on an individual basis, until we begin to see their effect in a more cumulative mode due to their noticeable impacts. There is a desire to accept effects of technological development and impacts on the environment as progress. Americans are 5% of the world population, yet we consume at least one fourth of the world's resources. So it is important for us to realize the impacts of production on environment. Resources are required to create the technology. Technology is resources transformed or manipulated into something needed by someone. By molding or shaping materials with machines and handwork into a product, resources are used to build the technology. Resources are required to power technology once produced, and after the technology is being used by the consumer or owner of the technology. Whether electricity, fuels, human input, or other energy sources as resources, some type resource is required for on-going uses and application. Resources, in the environmental sense, will be affected through technological applications. The future demands more technological functions worldwide to help meet emerging needs of a growing population. The task before us is to build up global technological infrastructure, including both micro and macro functions, enabling conversion of world resources into products to meet global marketplace needs and desires. This is a complex challenge and long term issue. Ignoring the challenge or suggesting that it is not our responsibility, or to think that the global situation will go away, would be culturally suicidal. We must begin to sort out what the world expects of technology in the future. We need to understand environment as a function of level of development. Development should be aimed at food production and farming. The emphasis should be on creating appropriate work for persons at the local level. We should also aim for sustainability in the environment. Development should target a local balance of trade and economy rather than imposed values brought in from another culture or system. Technology is one of the keys to development. All cultures have infrastructure and the infrastructure has a direct bearing on overall quality of life for citizens. From a macro view, technological infrastructure includes health care and human services, schools and educational systems, transportation systems, utility systems, political and governmental functions, religious organizations, security and defense systems, communication systems, recreational and leisure functions, and various production systems. The micro technological infrastructure includes quality and productivity systems, essential technological knowledge, training and service, maintenance and safety, materials and processes, controlling and managing technology, and, innovation research and development. Technology is turning global now. Perhaps the only common element in many modern products is that they are assembled in one location. This trend will not diminish, but will continue being stepped up in the near future. Today's products, produced by international corporations, with plants in many parts of the world, point toward the need for technologists to be prepared to function in the development and technology transfer type environment. The new world order is clearly based on technology. Many cultures have a rather significant distance to go to become a full participant in the new technological world order. It is pivotal to the future that these cultures become part of that new order. If they do not, the end result may be global disharmony and substantial struggles to gain increasing amounts of the resource pie. The key for American organizations is to work within the context of technology transfer effectively to transition others from around the globe. Researcher 1A. Main Technological Concept: 2A. Relationship, Value Added, To Project/Technology: 3A. Assessment Question, Pros And Cons, For Chat: Researcher Contribution Environment, impacts of technology on environment, technology for future, technology to suite culture This tool helps to give a broad idea on impacts of technology on environment and the need for technology for development. None Article Abstract Of Key Information (usually approximately 300-500 words—each tool submission requires one for each team member) : This paper presents the results of analyzing various aspects of an online generational community of students who enroll in an Internet-integrated college course. Students write self-reports on various aspects of their experience as part of their class work. Content analysis of these reports help identify various dimensions of learning in an online environment. Results indicate that students go through 3 phases during the semester: (1) Becoming information literate; (2) Becoming self-directed autonomous learners; (3) Exercising leadership and inventiveness. Within each of these phases, evidence reveals student behaviors in three behavioral areas: affective (e.g., improving self-confidence), cognitive (e.g., acquiring content and vocabulary), and sensorimotor (e.g., acting as a generational participant). The paper details each of these with references to the student reports. All generational student reports are available on the Web. A classified inventory of online student behaviors was prepared with samples of text from the student reports. The online generational approach is suitable for any subject field in any instructional setting. The taxonomy of online educational objectives and skills is usable for planning and assessing online instruction. Several principles of online instruction are identified including how to help students to think creatively and use group forces as a learning resource. Some of them are Helping students make effective decisions and creating new ideas; (2) Helping learners recognize when, how, and why they learn new material; (3) Helping students diagnose personal goals, strengths, and limitations, and select activities compatible with their goals; (4) Providing opportunities for independent projects tailored to personal goals within an academic discipline; (5) Encouraging students to take responsibility for their own learning -- setting realistic goals for themselves, monitoring their own progress, reflect on their understanding, and seek guidance from peers as well as instructors; (6) Creating activities that permit students to practice these skills. (7) Making disciplinary knowledge, practice, and culture visible to students through autonomous learning activities that include linking ideas, comparing alternatives, reflecting on progress, critiquing ideas with guidance and support; (8) Structuring courses so as to take advantage of the social nature of learning and social contributions to learning by engaging students in collaborative practices and providing for their mutual support as a helping community. These eight characteristics are according to Linn essential for creating autonomous lifelong learners in an online instructional setting. I believe that the online generational project I am describing here meets many of these desirable objectives. Researcher 1B. Bibliographic Source: Author; How To Access; How/Who, Published; Type Source, etc.: 2B. Why Is This Source Relevant; How Does It Add Value (Reflections By Researcher)? 3B. SDA’s Connected: Researcher Contribution James, Leon (1997). Creating An Online Learning Environment That Fosters Information Literacy, Autonomous Learning and Leadership. Retrieved from internet on November 20th fromhttp://www.soc.hawaii.edu/leonj/leonj/leonpsy/ instructor/kcc/kcc97.html This article is a case study on education which is related to our project. This helps to identify the factors we should keep in mind while developing online courses. This could be included in the best practices we are developing PPRMPA Compiler Portfolio Reflections, Summary Of Technical Work, Assessment, Based On Individual Researcher Inputs: Compiler Reflections To Help Improve Quality Of Work In Portfolio Based On All Individual Researcher Inputs: With a clearer understanding of the toolkit requirements, the project objectives, the problem statement, and the measurable outcomes, the PASPC presentations have been refined to reflect this development. The PASPC SDA presented here measures 1. Ability of students to successfully pass a criterion based final exam 2. Degree of conformity with guidelines for transferring traditional classroom content to an online format. 3. Ability of students to successfully pass a criterion based final exam. 4. Students meeting standards for testing, and 5. Number of drop outs Within the broad framework of team consensus there must still be individual expression of unique interpretations, presentation styles, methods so that the best could be harnessed for the grand summation. Many of the measurable parameters require non-parametric statistical procedures since they express value judgments rather than experimental counting data. This needs to be recognized and incorporated in data processing models. Tool 10 SDA-General Cost Analysis (GCA) Compiler (s): Zaki Kuruppalil Researcher (s): All Team: 1 Phase:2 Tool: Date:12/07/05 Operation/Part:Online Course development Process Location:BGSU General Use/Application: 1. Study examples and general information below, after reviewing content and discussions in long and short forms. 2. Identify all necessary costs associated with product as part/unit costs. 3. Calculate the Break Even Point (BEP) and Profit or Loss (P or L) based upon team’s project. 4. Calculate Payback (PB) In Percent based upon team project figures. 5. Perform a Value Analysis on product, process or related functions. Part/ Unit Costs Materials/ Components Operation Or Function Specifications/ Related Information Sub- Unit Cost Total Unit Cost Dir. Cost Ind. Cost Other Costs Total Part Costs $ 4,000 $ 3000 $3000 Software Instructor Utilities Interaction for student to course coordinator and advisor Electricity, maintenance $4,000 $3000 $3000 4,000 3000 3000 Column Grand Totals 20000 20000 Cost Descriptions: Break Even Point (BEP): where income equals expense. BEP = FC/(SIU – VCU) Fixed Costs (FC): Taxes, Interest, Utilities. Variable Costs Per Unit (VCU): Material And Labor (also called direct). Sales Income Per Unit (SIU), revenue generated. Indirect Costs, Support Services Such As Sales, Engineering, Quality. (Profit) +(Cost Of Production, Sales Cost) Payback (PB) In Percent CI/ITC = PB Cash Inflow (CI), Labor savings +Scrap, reject savings (others) Initial Total Cost (ITC) Cost of system (shipping, setup, training, etc.) Sub Unit Cost, Various Parts Or Costs. Total Unit Cost, Multiple Sub Units Can Be Summed As A System. Example Break Even Point (BEP) based upon: BEP = FC/(SIU – VCU) FC = $100.00 VCU = $.50 Per Unit SIU = $1.00 Per Unit BEP = 100.00/ (1.00 - .50) = 100/(50) = 200 Or $200.00 Example profit or loss (P or L) based upon: P or L = I – (FC + VC). I = $200.00 FC = $100.00 VC = $100.00 P or L = 200.00 – (100.00 + 100.00) = 200.00 – (200.00) = 0 Calculate BEP based upon team’s project. BEP = FC/(SIU – VCU) FC = 10,000 VCU = 100 SIU = 1100 per student BEP = FC/(SIU – VCU) = 10,000/1100-100 = 10 Calculate profit or loss (P or L) based upon team’s project. P or L = I – (FC + VC) I = assuming 12 students = 12,000 dollars FC = 10,000 VC = 12*100= 1200 P or L = I – (FC + VC)= 12000 –(10000+1200) = 800 Profit Technical Description Of Proposed Improvement: This typically will include general information about where the improvement is located in production, how it works, and anticipated general enhancements to be noted. Specific cash inflow generated by upgrade is listed also, such as: • Quality defects will be reduced by 20% = $1/unit inflow • Production rate will be increased by 10% = $.10/unit inflow • Safety improvement reduces lost time accidents by 50% = $.20/unit inflow • Work stoppage reductions will enhance throughput by 50% = $.50/unit inflow • WIP reductions at workplace will be enhanced = $.40/unit inflow Total cash inflow = $2.20/unit Example Payback (PB) Calculation: CI/ITC = PB CI = $700.00 ITC = $1050.00 PB = $700.00/$1050.00= 61% (annually) Calculate Payback (PB) for project: CI/ITC = PB CI = $1000 ITC =$10000 PB =.10 = 10 percent Perform Value Analysis Based On The Following Notes. Note 1: Value Rating (VR) Is Low Value = 1; High Value = 10. Note 2: Part Cost (PC) Is The Actual Production Cost. Note 3. % Of Total Cost (TC%) Is An Estimated % Based On Best Information Available. Note 4. Value Added Weight (VAW) Is Calculated Based On (VR) (PC) (TC%) Multiplied To Provide A Value Which Can Be Compared To Other Parts Of Product. Current Product Cost: Target Production Cost: Current Sales Cost: Target Sales Cost: Other Costs or Functions: Part/Component Function/Purpose Value Rating (VR) (1-10) Part Cost (PC) % Of Cost Total (TC%) Value Added Weight (VAW) Alternatives to Add Value Software Interaction for student to the 10 $ 4,000 40% 16000 Instructor Utilities course coordinator and advisor Electricity, maintenance etc. 10 8 $ 3000 $3000 30% 30% 9000 7200 Column Totals: 28 10000 100 32200 Value Analysis Summary Statement: Software appears to contribute almost 50% of the total cost, instructor comes next and utlitties the last Researcher 1. Project objective (s) written…… 2. Findings, analyses observed as data, documentation in SDA…… 3. Conclusions, recommendations in methods, course outcomes…… 4. PPARMP, ROLDA, PPMTA relationships? Researcher Contribution Team 1 1. Identify and specify current best practices in online learning. 2. Develop a set of principles, procedures or guidelines for transferring traditional courses to an online environment in PHD consortium program, consistent with accepted adult learning principles and current best practices. 3. Develop recommended measures of effectiveness for courses that use the guidelines This SDA provides a useful matrix for generating essential financial information for ascertaining the current and projected “health” of the project. The financial snapshot provided directs subsequent actions in the life-cycle of the project. Once a careful calculation of costs and projected revenues are done, the financial tools presented in this form offer crucial guidance in ascertaining the ROI of the project and whether it should be sustained or terminated. PPARMP only. Compiler Portfolio Reflections, Summary Of Technical Work, Assessment, Based On Individual Researcher Inputs: Compiler Reflections To Help Improve Quality Of Work In Portfolio Based On All Individual Researcher Inputs: There is consensus that adequate financial and other resource outlays must be expended on training in the use of instructional technology, adult learning styles, instructor remuneration, technical support services and utilities which categories represent the major factors pertinent to online course delivery. Greater familiarity with financial analysis is obviously needed since issues like break even point (BEP), profit and loss, pay back and return on investment (ROI), among others, are essential for determining whether a project is continued or discontinued. Greater expertise in financial analysis is obviously needed by the group. Potential Causes of Failure. Describe general failure cause, particularly focused on process or product design which are implicated, with sufficient details to enable improvement. Also provide a occurrence of failure rating ( 1 = low and 10 = high): 1. Inadequate data backup services 10 2. Unreliable power supply 10 3. Very slow internet connection 10 4. Dead internet links 10 5. Inadequate collaboration between consortium members 9 6. Inadequate staff 7 7. Inadequate automation checks and balances 7 8. Late notification of registration dates/requisites 5 Occurrence Failure 1-10: 8.5 Current Detection Control. Describe systems or methods of detecting failure which can lead to control of failure, including methods for same. Also provide a rating from 1-10 to indicate likelihood of occurrence ( where 1 = high and 10 = low): 1. Constant revision of policies and procedures 10 2. Specifying timelines/deadlines far in advance of activity dates 10 3. Automation of some tasks 10 4. Establishing adequate monitoring and reporting mechanisms 10 Detection Control 1-10: 10 Risk Priority Number (RPN). Provide a RPN based on multiplying severity X occurrence X detection. RPN Calculated: 714 Recommended Action. Describe appropriate actions to be taken in process or product to alleviate failure, including area to take action and when (if multiple actions are needed, add rows): 1. Timely, clear and comprehensive information on the registration process must be published at least eight weeks prior to registration deadline 2. All computer support systems must be maintained and tested prior to commitment to service 3. All consortium liaison personnel should be trained on similar procedural systems for consort Ph.D. student registration. Responsible Area: Online registration procedures When: Continu- ous SDA-FACR General Use/Application: Researcher 1. Project objective (s) written…… 2. Findings, analyses observed as data, documentation in SDA…… 3. Conclusions, recommendations in methods, course outcomes…… 4. PPARMP, ROLDA, PPMTA relationships? Team 1 Identify and specify current best practices in online learning. Develop a set of principles, procedures or guidelines for transferring traditional courses to an online environment in PHD consortium program, consistent with accepted adult learning principles and current best practices. Develop recommended measures of effectiveness for courses that use the guidelines. Failure to consistently, uniformly, effectively and successfully deliver the course content that comprises 80% of the program may lead to student frustration, drop outs, institutional dropouts, damaged program reputation, and declining enrollment. Online registration procedures are potentially intimidating to new online students in any environment. In the consort Ph.D. program, dealing with five universities with different registration procedures is sometimes a difficult proposition, particularly for rookie students A unified set of instructions and requirements for all students and administrators would seem to be the best solution. This merely requires a agreement on a common set or procedures and documents, transmittal of that information to all related parties and constant collaboration to ensure. The FMEA underscores the need for this project, and the issues illustrated here are addressed in the problem statement and objectives in the PPARMP, and recommended solutions are consistent with results from SDA and ROLDA research. Compiler Portfolio Reflections, Summary Of Technical Work, Assessment, Based On Individual Researcher Inputs: Compiler Reflections To Help Improve Quality Of Work In Portfolio Based On All Individual Researcher Inputs: The team has shown effective use of the FMEA in identifying potential problems and recommending solutions for the consortium. A variety of different applications of this SDA were used indicating there are needs in different areas which is atypical of any organization. Continue to develop concepts that will be useful in making the consortium better. Tool 11 SDA-Safety Analysis, Inspection Checklist, Pareto Analysis, Corrective Action (SAICPACA) Compiler (s): Zaki Kuruppalil Team: 1 Phase: II Tool: Date: 12/07/05 Operation: Distance Leaning Location: Home Office Concern/Complaint/Problem Title, General Description: No current procedure to ensure personal safety and internet safety and security Current Standard Procedure Potential Accident/Safety Hazard Recommended Change In Procedure 1.None 1. personal safety- Ailments like carper tunnel, eye strain 2. Internet safety and security- Virus protection, privacy issues (like loosing student record to internet), information efficacy Recommend safety and security procedures for both personal and internet safety Concern/Complaint/Problem Title: There is no current practice in consortium PHD program to ensure personal safey and internet security General Background Information On Issue Or Problem Requiring Improvement: With wide usage of internet students are exposed to extended usage of computers which could produce diseases out of typing continuously and could weaken your eyes with reflection and light rays and glares from monitors. These issues should be considered as personal safety issues and procedures set to recommend students with tips and advices to reduce the effect of the above. Second issue is regarding internet safety , where if not properly protected the computers using adequate hardwares and softwares could result in serious occurrences like loosing of student personal data to unwanted hands. Identified Defect Or Problem Requiring Improvement, Detailed Description: Internet Security, Personal Safety Root Causes/Definition (Attach A Cause And Effect Diagram): Immediate Interim Action/Effective Date, Containment: develop procedures to ensure personal safety and internet security while developing guidelines Permanent Action, Effective Date And Verification (describe improvements made in components, assemblies, SOP’s, processes and locations, inspection procedures, or other permanent changes: Developing Safety procedures for personal and Internet Safey Control For Prevention: take feedback from student batches in the form surveys with questions stressing on safety issues Other pertinent information/source and general description of concern. Attach or refer to appropriate information, and explain how to access: Operation: Online learning Location: BGSU Reason For Inspection: Internet Safety Inspection By: Zaki Kuruppalil Individuals Interviewed: Batch of 2004 PHD consortium students Reviewed By: Zaki Kuruppalil Other Pertinent Information: Approval Date:11/16/05 Checklist Item OK Not Safe Not App. Actual Site Explanations/Action/Other Good Housekeeping/Cleanliness 23 1 Firewall on computers 4 20 Virus Scan 10 14 Awareness to exercises to reduce strain 5 19 Guards And Safety Devices 10 14 Lighting, Work Tables/Areas 5 19 Safety Training, Communication 10 10 20 42 18 38 16 34 14 30 12 26 10 21 8 17 6 13 4 9 2 5 Fr eq ue nc y O f O cc ur re nc e 0 1 % O f T ot al O cc ur re nc e General Shape Of Chart Is Constant, But Frequency And % Values Shift To Present Relationships In Facts. Pareto Is Often Done Early In Analyses, based On Histograms. It Is Used To Show Areas Needing Attention Versus Those We Can Postpone--A Good Decision Tool. Shade Columns To Show Differences Among Findings Rank Findings From Highest To Lowest And Left To Right H ou se ke ep in g tra in in g Sa fe ty d ev ic e V iru s s ca n lig ht in g ex ce rc is es Fi re w al l om pu te rs % Of Occurrences Is For Each Attribute Relative To Total Of All Occurrences. Chart Can Be Expanded To Show Unlimited Numbers Of Attributes o SDA-FACR General Use/Application: Researcher 1. Project objective (s) written…… 2. Findings, analyses observed as data, documentation in SDA…… 3. Conclusions, recommendations in methods, course outcomes…… 4. PPARMP, ROLDA, PPMTA relationships? All Identify and specify current best practices in online learning. 2. Develop a set of principles, procedures or guidelines for transferring traditional courses to an online environment in PHD consortium program, consistent with accepted adult learning principles and current best practices. 3. Develop recommended measures of effectiveness for courses that use the guidelines The data was made up to demonstrate use of pareto charts. In our case since the project was related to online education the parameters were different from those in a general industrial setting and hence changed to adapt for our project Installing firewall appears to be critical from pareto chart and house keeping is the one that needs least attention PPARMP Compiler Portfolio Reflections, Summary Of Technical Work, Assessment, Based On Individual Researcher Inputs: Compiler Reflections To Help Improve Quality Of Work In Portfolio Based On All Individual Researcher Inputs: Team was confused about this form initially until we decided to modify the safety element of this form, as we are dealing with online environment which is different from any traditional industrial setting. But as a team we did a good job in identifying security elements as internet safety and personal safety and in the individual research, team members did a nice job in identifying safety factors. I think we all did a nice job on this form References Bilke, T., Xia, J., Bailey, B., Rodchua, S., & Sinn, J. (2005). Quality model in web-based distance learning: A case study.Unpublished manuscript. Bloom, B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co. Inc. Bocchi, J., Eastman, J. K., & Owens, C. (2004). Retaining the online learner: Profile of students in an online MBA program and implications for teaching them. Journal of Education for Business, 79(4). Cassarino, C. (2003). INSTRUCTIONAL DESIGN PRINCIPLES FOR AN eLEARNING ENVIRONMENT: A Call for Definitions in the Field. Quarterly Review of Distance Education, 4(4), 455. Cheetham, G., & Chivers, G. (2001). Part I - How professionals learn - the theory! Journal of European Industrial Training, 25(5), 250. Dabbagh, N. (2004). DISTANCE LEARNING: Emerging Pedagogical Issues and Learning Designs. Quarterly Review of Distance Education, 5(1), 37. Education, W. G. o. t. I. P. f. S. (2000, 10/8/2004). Guiding Principles for Faculty in Distance Learning. Retrieved 9/30/2005, 2005, from http://www.ihets.org/progserv/education/distance/guiding_principles/#course Heerema, D. L., & Rogers, R. L. (2001). Avoiding the quality quantity trade-off in distance eduction. T H E Journal (Techonological Horizons in Education, 29(5). Hewitt, R. L. (1995). The nature of adult learning and effective training guidelines. In S. J. Simms & R. R. Simms (Eds.), The importance of learning styles understanding the implications for learning, course design, and education (pp. 161-176). Westport, CT: Greenwood Press. Hosie, P., Schibeck, R., & Backhsus, A. (2005). A framework and checklists for evaluating online learning in higher education. Assessment & Evaluation in Higher Eduction, 30(5), 539-553. Huang, H.-M., & Liaw, S.-S. (2004). Guiding distance educators in building web-based instructions. International Journal of Instructional Media, 31(2), 125. Knowles, M. S., Holton, E. F., & Swanson, R. A. (2005). The adult learner. Amsterdam: Elsevier Butterworth Heinemann. Ley, K. (2005). Improving efficiency without sacrificing quality. Online Classroom(September, 2005). Lueddeke, G. R. (1999). Toward a constructivist framework for guiding change and innovation in higher education. Journal of Higher Education, 703(3). Merriam, S. B. (Ed.). (2001). The new update on adult learning theory. San Francisco: Josey-Bass. Michaelsen, L. K., Knight, A. B., & Fink, L. D. (Eds.). (2002). Team-based learning: A transformative use of small groups. Westport, CT: Praeger. Moore, J. C. (2004). Synthesis of Sloan-C effective practices. Retrieved September 16, 2005, 2005, from http://www.sloan-c.org/publications/books/epsyn1104.pdf Moore, M. G., & Anderson, W. G. (Eds.). (2003). HandBook of distance education. Mahwah, NJ: Lawrence Erlbaum Associates. NIST. (2005). Baldrige national qualtiy program: Education criteria for performance excellence. Retrieved November 30, 2005, from http://baldrige.nist.gov/PDF_files/2005_Education_Criteria.pdf Pike, G. (2004). The student instructional report for distance education. e-SIR II Assessment Update, 16(4). Roth, W. F. (1992). A systems approach to quality improvement. New York: Praeger Publishers. Santovec, M. (2004). Training the people who train the teachers. Distance Education Roport, 8(20), 3- 6. Simonson, M., & Schlosser, C. (2004). We Need a Plan: An Instructional Design Approach for Distance Education Courses. Distance Learning, 1(4), 29. Smith, M. C., & Pourchot, T. (Eds.). (1998). Adult learning and development: Perspectives from educational psychology. Mahwah, NJ: Lawrence Erlbaum Associates. Tait, A., & Mills, R. (1999). The convergence of distance and coventional education: Patterns of flexibility fo the individual learner. London: Routledge. Zappala, J. (2005). A short take: online teaching. The Community College Enterprise, 11(1), 61. PORTFOLIO OUTCOME ASSESSMENT MATRIX (POAM) POAM places course student learning outcomes in all parts of project portfolios for team work shown in course rollout. POAM is used by instructor, attached to six tools and two phased presentations, for teams to communicate feedback in doing outcomes. Outcome 1, Communications: Good communication practices are reflected in all work, ultimately as team portfolio. Outcome, aims general assessment, reflect researcher/compiler/team management in work supplied, completed. score a) Portfolio system shows good management, writing quality, well organized to communicate project, course outcomes b)Supplier, customer documentation in discussion board, chats, adds short and long term value to project and portfolio c) Power point “short form” presentation evolves (3-5 slides) to summarize, explain, compliment “long form” portfolio d)Forms, chats, threads show good team management, responsibilities balanced, doing early posts, compiling, rotating 4.00 4.00 4.00 4.00 Improvement feedback, including persons not fully supporting, total points earned (8/16 possible) as a team in final post: Team continued doing very nice work—excellent power point to compliment and explain in summary form, the long form—showed clear progress toward organizing and managing for phase II deliverables. Proper use of ITTTM forms and systems could have done more for you—rather than developing traditional report format. But a pretty nice piece of work overall. Outcome 2, Review of literature: Literature, information reviewed and abstracted supports, grows ideas, knowledge. Outcome, aims general assessment, reflect researcher/compiler/team management in work supplied, completed. score a) Critique course content as abstracted information, topically, adds value via portfolio development b)Critique external sources of information, relevant to course content, abstracts add value to portfolio, list of references 4.00 4.00 Improvement feedback, including persons not fully supporting, total points earned (4/8 possible) as a team in final post: Very nice continued analysis to extract value adding elements and grow knowledge/assess relating to SDA’s, FACR’s, etc. Outcome 3, Content applications: Organize, apply, document knowledge via course content as solutions to project. Outcome, aims general assessment, reflect researcher/compiler/team management in work supplied, completed. score a) Researchers grow individual knowledge as applications provided in discussion board for first half of posting cycle b) Each researcher compiles all others’ individual postings as grand form “best practices” for at least one application c) Assessing various systems as tools appropriate to the broader global environment, addressing, solving project issues 4.00 4.00 4.00 Improvement feedback, including persons not fully supporting, total points earned (6/12 possible) as a team in final post: Team pursued and continued development of SDA’s into project and portfolio with some very interesting results. Much that you found in your work was consistent with design of ITTTM and could have been capitalized on even further—based on and with supporting evidence strongly connected to FACR type logic as a basis for your decisions. As indicated before, nice intellectual capital built, value added—increasingly robust to actually move the team to a level appropriate to your work, level of course, etc. Outcome 4, Research methodology: A structured, intentional research plan is designed and implemented. Outcome, aims general assessment, reflect researcher/compiler/team management in work supplied, completed. score a) Findings, analysis, conclusions and recommendations are logically derived in project, reflected in portfolio b) Objectives in research are developed and managed to objectively explain and address all work of team 4.00 4.00 Improvement feedback, including persons not fully supporting, total points earned (4/8 possible) as a team in final post: Although the team did not fully embrace my ideas, there were some pretty interesting and creative elements developed outside the ITTTM standard course format. Excellent work overall, related to use of content and process to grow team knowledge and systems collectively. Interesting work evolving collaboratively to add value within systems, infrastructure, for online education. Outcome 5, Project management: Resources well managed to make effective decisions, improve professional practices. Outcome, aims general assessment, reflect researcher/compiler/team management in work supplied, completed. score a) Researchers assess internal and external services performed, judging, rating quality in team members’ work provided b) Problem solving and decision-making show added value in resource management and improvement c) Culture of team provides development of good professional practices, growth in knowledge from project, beyond d) Ethical and “values oriented” issues engage “political correctness and diversity”, as questions raised, addressed 4.00 4.00 4.00 4.00 Improvement feedback, including persons not fully supporting, total points earned (8/16 possible) as a team in final post: Integrated use of FACR as a tool and method for problem solving and decision-making—well reflected in all that you are doing in project—all decisions made, problems solved, value added, etc—was still not as tight as this could have been due to your creative manipulations. Interesting work, interpretation, and overall findings. Pretty nice work folks. Other general feedback/information for team: Team continued doing very nice work—the synergy and overall dynamic was real, legitimate, and definitely appropriate to this level and type of course. As indicated previously, I believe you could have integrated the work in additional value adding ways within the systems under construction—ITTTM—but I also understand the need to test your own thinking and ideas. Excellent work……..JWS Team Assessed: TSAI T1 Assessor: JWS Work Assessed: PII Date: 12-13-05 Team Points: 60.00