CEdO599 - The Final Chapter

When you have completed 95 percent of your journey, you are only halfway there.  Japanese Proverb

As part of our final blog assignment, we had to go back and read our previous blog entries, starting with the beginning of the course.  I have to say that this program did meet most of my expectations.  I started with a good understanding of technology, but wanted to learn more about how to apply it to teaching situations.  The program did introduce me to a few new technological ideas, but for the most part I already had some knowledge about the different programs that we used throughout the course.  However I was happy with how many examples we came up with for how to apply these technologies to learning situations.  I learned a great deal about how to use technology in the delivery of training materials.  Online learning has several benefits and some key challenges that are not present in traditional instruction.  I have tried to distill some of my key learning points from each of the classes on my site.  Here are some of them:


Key Takeaway: A good introduction is key in an online class to make sure all students are comfortable with the technology. Not doing so could prevent them from succeeding, even if they understand the material.


Key Takeaway: Different students will have different experiences with technology. Allowing them to explore the technology will level the playing field and help students who might be intimidated by technology.

Key Takeaway: The world of technology is constantly changing. The tool that you use one year may be gone the next. Always evaluate the hardware and software you are using against the requirements of the class, and be ready to move to a technology when available.

Key Takeaway: Review the online resources that you provide your students, and make sure they are critical consumers of information they find on the Internet. Always consider the source.

Key Takeaway: Make the lessons applicable to the real world problems of the students whenever possible. Tap into their creativity, and let them provide you with the answers.

Key Takeaway: Use the visual and auditory elements of the web to enhance your instruction. Videos, images, and sounds can all make a dry topic come to life for your class.

Key Takeaway: Allow the class to create many of the artifacts for the class using Web 2.0 tools. The class will be richer if you harness the power of many.

Key Takeaway: Analyzing data can reveal trends that might not otherwise be visible.

Key Takeaway: Online learning can be enhanced by active facilitation by the instructor and frequent student/teacher contact.

Key Takeaway: Collecting and summarizing knowledge can help reveal additional lessons.

Key Takeaway: Teachers must lead their organizations through change in order to introduce new learning technologies. They need to understand strategies for communicating and convincing people to change.

Key Takeaway: By combining the lessons from many of the classes, you can create plans for great change.

By taking all of these lessons, I will be able to expand and improve my e-learning teaching, and produce a better quality experience for my students.  That is really what I was looking for in the program.

CEdO599 The Project Continues

I have spent a great deal of time interviewing my stakeholders, and I have found a great social networking site that will work well for my pilot.  I evaluated three different services, and created social networking sites on each of them.  Edmodo was very easy to use, but because it is tailored to K-12 education it did not best suit the needs of our company training.  Privacy and security were two of the biggest concerns that I uncovered in my interviews.  I also evaluated Yammer.  This was very close to our requirements but still not quite right.  The best fit was Socialcast by VMWare.  This service lets you set up a private social network.  It has more administration features than Yammer.  Best of all it is free for groups of less than 50.  After that it is $5 per user per month.

Once I had selected the service I created a sample site for our company.  I used this to begin creation of the initial training documentation for the users.  I made sure to walk them through the sign in process, the creation of their first  posts.  I included lessons on posting links and uploading documents.  Finally I created a lesson on how to search for the content on the site.  This is the most critical part of the process, as it is how people will find the content that others post.

The last part of my project was to show the site to others and have them post content.  Due to some re-organizations at work this has been one of the harder parts of the project.  However I did share the site with the head of our HR training organization and asked her to post her thoughts.  She thought is was a good idea and was looking forward to seeing more.  The project will shift into high gear, so this proof of concept will really some into play at that time.

CEdO599 Week 2 - Goals and Timeline

This week I finalized the goals and timeline for my project.  Basically I laid out the steps necessary to select and install a social networking platform, create the initial documentation, and have users record their first thoughts and lessons.  My goals for the project can each be tied to one of the key milestones or deliverables that I will have to create through the process.  The first is a list of the requirements based on interviews with key stakeholders.  This will include talking to some of the key people who will need to be on board for the change to happen.  The second deliverable will be an evaluation of at least three social networking platforms against these requirements, with a selection of the final winner.  The third will be the documentation for the initial users of the platform.  And the last will be the custom recording that end users can create and share with their tips for the social networking platform.

By creating these deliverables, I should be able to select install the right social network software, but more importantly I will be able to demonstrate that end users can create useful documentation for their co-workers.

CEdO599 - Final project

We are finally nearing the end of this journey.  It is time to take everything we learned and apply it to a real world problem.  I have had several ideas over the course of this program, and by combining them I think I have come up with a great idea for a project. In CEdO525 we talked about using real world problems to engage the class.  Have them create the stories and lessons that will explain the core concepts.  This will help them remember by making the lessons applicable, and it will tap into the creativity of a group so the teacher does not need to come up with all of the examples.  Secondly, in CEdO535, we talked about methods of facilitating online learning, and we also touched on the topic of social networking.  By combining these two ideas I have come up with an idea for a project.

As I have mentioned before, my company is preparing to rollout a new software system that will be used by almost all employees.  This rollout will require re-training a majority of the company.  To help this I am planning on using both of these ideas.  I would start finding a group of early adopters for the software.  These should be people who are excited about the change, because as we learned in CEdO565, it is best to begin with people who are eager for change, and have them help convince others.  I would then give these early adopters the software necessary for them to create short tutorial videos that demonstrate the most common uses of the new software.  This will allow them to show how the software is used to do the things that their departments do most often.  Instead of sitting in class learning about a list of features, the end users can see the software doing the things that they care about most.  Once the early adopters have created these videos, we would have them publish it to a social networking site.  Other people in their department can subscribe to the these lists, and will be able to see the videos as they are created.  Then they can search for older videos or comment on the videos that they find most useful.  It would be the best way to have people create and use the content that matters to them the most.

The biggest issue I see with this is that my company is still months away from beginning the rollout of the software.  I will not have access to the program itself for several months, so it will be a while before we can  begin the process of creating the videos.  For my project I would like to use this same methodology, but use another more common software package, like Google Docs for instance.  The first part of the  project will be having some people create videos that demonstrate the basic uses of Google Docs.  Then I will find a social networking program and have the users post their videos, as well as view and comment on the videos of others.    Finally I will have the users comment on their experience and suggest ways to improve the project.  I can then incorporate those ideas as we get ready for the full rollout.

I am very excited to get started on this project, and will post updates about how it is going.

CEdO565 Week 6 - Leadership Wrap Up

This class has served to reinforce many of the ideas about leadership that I have acquired in previous positions, and given me a few more.  I was already familiar with many of the concepts from the change exercise, including the different categories people fall into when dealing with change (pioneers, leaders, early adopters, late adopters, resistors).  In fact I talked about these in my first blog entry, before  knew we would cover them later.  I was also familiar with the idea of building a change network, and using that to drive changes within your work environment (in my case not a school).

I am currently a leader in my job, and I think I already use many of these ideas in my day to day job.  However it never hurts to rethink your position. or to refresh your knowledge of these basic concepts.  Anyone can be a leader in their job.  For teachers and developers of people, this usually means rethinking how best to connect with your students, then use you knowledge of change principles to start sharing those ideas within your organization.  I hope I will get many more opportunities to improve the  training and development of people within my organization.  I will do this by bring new ideas to the table, and conencting with the right people to try and turn those ideas into actions.

CEdO565 Week 5 - Completing the Change

This week we finished our change simutlation.  We also received several more handouts in the class work that helped us plan for better activities.  As a result our team made much better progress on the change board this week.  We were able to get everyone through the awareness phase, and several people made it all the way to the end of the board.  This game was a good simulation of some of the problems that we will run into when we try and implement changes in real life.  Among them:

• Involve the administration early and often.  Several times we tried to do an activity but were unable to because the administrator did not have enough knowledge of the situation.  When trying to change you can not over-communicate, especially to the people at the top of the ladder. 
• Don't waste too much time on the resistors.  We know early on who our resistors were, and we tried several activities to bring them along.  They would not move, and only changed once we had a cinved most of the others to move.  Then they had no choice, because the organization was changing without them.
• Know your social network.  Identify early who in the organization has the most contacts, and use them as early adopters.  Get them invovled and have them start talking about the change.  Then others will naturally follow.
• Plan your activities in a logical order.  You can not make a vision fo rthe future until you have looked at what is working now, what isn't, and compare it to best practices.  Then you can make an action plan based on your vision.

These are all lessons that I can apply to my job as I try and get changes enacted where I work.

CEdO565 Week 4 - The Change Games We Play

This week we tried a new activity in class.  It is a change simulation game where we try and influence the administration, principles, parents, and teachers of a school district to adopt new learning techniques.  I actually find the game very enjoyable, as it does demonstrate many of the experiences that you will have as you try to make change happen in your own environment.  First of all you need to be aware of the phases that people will go through on the way to a change.  These phases make up our game board, and as we do certain activities, people will advance through the stages:  Awareness, Preparation, Practice, Mastery, and Renewal.  Just like in real life, certain people will move through these changes faster than others, and some will resist you every step of the way.  We encountered this in our group when we tried to talk to some of the resistors directly, and made no progress on moving them at all.  You also need to plan for the communication paths that your audience uses.  Find the people who are the social hubs, and get them involved early.  They can influence others to come a long way.

Just like in real life, it is important to think about all of these things in advance, and to prepare a strategy for your change.  If there was one thing I would have liked to do differently, it would be to get the materials a few days before the game, instead of the day before.  Also it would have been nice to have a pre-meeting with our team, so we could plan our activities.  Trying to figure out how to work as a new group, while reading and absorbing all of the materials for the game, made it difficult to focus on the change strategy and identify the order that we wanted to do them, and the people we should involve.  One idea for next time is to have the cohort divided into their teams at the start of the class.  This would get the groups used to working with each other early.  Then they could also start reviewing the game materials a week or so in advance.

Overall I think the game is a great exercise, and it certainly will help drive home the strategies that need to be employed to get a change adopted in our jobs.

CEdO565 - Week 3 Generations of Cheese

There were two main topics covered in our work this week:  Change and How Generations Affect Leadership.

The Change portion included "Who Moved My Cheese".  I am very familiar with this book, since I first read it about 8 or 9 years ago.  It also started a trend in business and leadership publishing, and I have read several similar books since.  The formula is simple.  Find an easy metaphor, then use it to explain how even though change is scary, good things can come out of it.  Some other examples include "The Ring in the Rubble" and "Our Iceberg Is Melting".  In all of these books the message is similar:  Although Change can be difficult, it is through change that we grow and evolve as human beings, and many times the results of change are an improvement over where we started.  However the reason so many books like this exist is that most people still do not like change.  Once they are comfortable in a situation, they stop looking for alternatives.  Any event that requires them to shift out of that situation is viewed as a threat.  However these types of books can at least help them recognize this reaction in themselves, and hopefully get them to look beyond the immediate change.

Another part of our assignment was to read an article about generational differences.  While I agree that generations grow up with similar experiences that will produce some similar traits, I am always worried that these articles will be taken as gospel.  Even though a generation may have some similar experiences, the individuals in that generation will also have had many separate experiences.  Leaders should be careful not to use to broad a brush when making generalizations about their teams.  If you pay attention to the individuals, you will be able to spot their motivations and interests, regardless of what generation they come from.

CEdO565 Week 2 - Data Based Analysis

This week's assignments all revolved around using data to evaluate the performance of your school or business.  This is a key point, as if you do not have data, you might not even be looking at the right problem.  One way I have heard it expressed is "The problem you name is the problem you solve".  If you do not use data to correctly identify an issue that your school is experiencing, you might spend a lot of time working on the wrong issue.

I am very familiar with doing data based analysis from a project perspective, but since I am not a teacher, I did not have access to the same level of detailed data for the training in our business.  That right there is a problem, and one that I will start looking to solve.  We need to do a better job of measuring the effectiveness of the training we give, and measure that effectiveness over time. I know  very specifically what we spent on training, but we have much less data on whether that training was worthwhile.  Did we get our money's worth?

When it came time to do the Virtual Data Retreat, I decided to pretend I was a high school teacher from the Hamilton school district, which is where I live.  Fortunately there is a wealth of data available about the performance of our public schools.  I had never given much thought to how our school district performs, but thanks to the government websites provided in class, I was able to find many statistics.  In fact my biggest problem was learning to comb through the pike of information and find the statistics that really apply to the questions.  Once I had good data though it was easy to look through and find trends, such as the math and science proficiency scores are lagging behind the rest of the subjects, and had been for a number of years.  With this information I could now "name the problem", specifically that we needed to improve our science and math scores.  To this end I recommended that we visit other schools that have better records in this areas and learn from their success.  Their ideas can help improve the function of our school.

Week 1 of 565: Leadership in our Current Role

This is a class where I already have some background, as I have been a manager in my current company for the last six years.  I currently have a team of 6 people working for me, and in the past I have had as many as 10 direct reports.  However it is important to not confuse management with leadership.  Management is having direct authority over people, and being responsible for budgets, projects, and time lines.  However everyone has known people who are good at managing these things and no good at leading people.  Likewise there are many influential leaders who have no formal authority.  The best managers are the ones who recognize both the formal and informal aspects of leadership, so they can take care of their people as well as the details of projects.

Since I have been in a managers role, I have had to work on many aspects of my own leadership style.  One of the biggest challenges I have had is having the Difficult Conversation.  This is when someone is not performing well, and you have to tell them that their performance needs to change or else there will be consequences.  Too often those conversation start with "You know what you do wrong?" and go downhill from there.  One of the best suggestions I have heard for this is from Len Leritz, who wrote "No Fault Negotiating."  He suggested that you always have the conversation using the first person.  After all, you are the individual who has made the observations and who is asking for the change.  He then suggests that you use the following statements:
I See..... - State the facts about what you have observed, where has the performance been sub-optimal. No emotions at this point!
I Think..... - This is where you state why you think the behavior is occurring.  You have probably made some assumptions about the employee.  Make sure to state them and see if they are correct.  You could very well be wrong.
I Feel..... - Since all conversations have some emotional subtext, this is the place to state it.  Does the performance make you frustrated, irritated, embarrassed?  State it here.
I Want..... - This is the part of the conversation where you describe your desired outcome.  Give the person a picture of the future.
I Need..... - This is the meat of the conversation.  This is where you tell the person the new behavior that you need to see, as well as the consequences if it does not change.  The key here is to set some measurable goals for the person, and to provide the help they need to reach them. This has to come last, and if you have set the context with the previous statements, this should not be too difficult.

Hopefully some others will find some value in this approach, I know I have.

555 Week 4 - Finishing the portfolio

Over the last few weeks I have added to my portfolio.  One of the key steps was selecting the standards that I would base my instruction on.  This was actually more of a challenge for me than for others in the group.  K-12 education has emphasized standards for several years, but as a trainer of adults there are far fewer of these guidelines.  After looking through many internet sites for appropriate standards, I finally selected the Texas State standards for technology education.  Since most of the classes I have taught involve technology education, the standards seemed to fit.  More importantly they captured the elements that I feel should be in all technology education.  Students should not just be taught the specific details of a new computer or system, but should also understand the larger context of how the system will help their business, how it should be maintained, what it's proper use and care should be, and finally, how the technology fits in society as a whole.  I think there have been many examples where the big picture was ignored, and education just focused on the details.

Once I had selected the standards the rest was fairly simple.  Fortunately many of the classes I have taught have included the same topics as those outlined in the standards, so it was not hard to find examples of the standards to add to my portfolio.  With the standards addressed, I have begun to collect examples of my other class work and assignments from the Masters program.  Although there is still much to do, I think the portfolio is finally taking shape.

One of the key assignments for this portfolio is the creation of a project proposal that uses Personal Portfolios in an educational setting.  I found this assignment particularly interesting as I have had a plan that fits this perfectly.  I have talked in the past about the large software roll out that my company is undertaking, and about having some of the early adopters record their thoughts in a blog or video blog.  A personal portfolio would be a great way for these people to collect their thoughts.  And by making the portfolios searchable, others in the company who are having a problem can find people who had similar problems and posted a solution.  The key is to tap into the power of many individuals, rather than having the instructor try and produce all of the content.

Overall this has been a very useful class, and I look forward to extending my portfolio even after the conclusion of this session.

CEdO555 - Post 2 - Mission and Vision

This week we continued our investigation of ePortfolios.  One of the key ingredients of an ePortfolio is the Mission and Vision statements.  I admit that I have always struggled with the difference between these terms.  When I start to write one, I often end up bringing in elements from the other.  I think the definition that was given in class is one of the best explanations that I have heard.  A Vision is where you want to end up, and a Mission is how you will get there.  This really helped clarify the difference for me.  The Vision should just be about the end result or goal.  It should describe the ultimate purpose of your career or life, or what the world would look like if you complete your Mission.  The Mission on the other hand is what you will do to get to that place.  What actions are you taking now that will make your Vision into reality?  Is there a sequence of events that would get you there?

I think there is one characteristic of these statements that is often overlooked.  They need to be "real".  I have helped create Vision and Mission statements for companies and departments, but these often did not include language that could be translated into the real world.  To make the statements sound important, they use long words that will confuse more people than they will guide.  The phenomenon is so bad that Dilbert even created a "Mission Statement Generator".  While this tool is no longer available on the internet, here are some examples of its output:

"We have committed to synergistically fashion high-quality products so that we may collaboratively provide access to inexpensive leadership skills in order to solve business problems"

"It is our job to continually foster world-class infrastructures as well as to quickly create principle-centered sources to meet our customer's needs"

"Our challenge is to assertively network economically sound methods of empowerment so that we may continually negotiate performance based infrastructures"

My mission (for this assignment) is to create "Real" Vision and Mission statements, that simply and plainly explain my values in language that everyone can understand.

CEdO555 - Post 2 - Mission and Vision

This week we continued our investigation of ePortfolios.  One of the key ingredients of an ePortfolio is the Mission and Vision statements.  I admit that I have always struggled with the difference between these terms.  I think the definition that was given in class is one of the best explanations that I have heard.  A Vision is where you want to end up, and a Mission is how you will get there.

CEdO555 - Using ePortfolios

The CEdO 555 class is all about ePortfolios, and as part of this program we be creating our own portfolio to showcase our work.  I do not currently work at a school, and in my IT job there has not been a lot of need or applications for an online portfolio.   However as I am looking to expand my career into the realm of eLearning, I can see many applications for an ePortfolio.

The first and most obvious is as a place to showcase the work that I have done in the field of online learning.  This is especially critical since I am transitioning from a career in IT to one that is more focused on education.  I have done a lot of technology training over the years, but I do not have one central place to store and showcase all of the artifacts from that work.  I can send potential employers to the ePortfolio so they can see that even though I have not officially been employed as a teacher, I do have an extensive collection of training materials, and thus experience, that I have developed over the years.

Another great use for an ePortfolio is a way for students to show off their work.  Because they can easily publish to the internet, this work can be shared with family and friends.  It will give the students a great sense of pride to know that many others are looking at their creations.  It will also make the teacher's job easier as it provides a central place to find a student's work.

In my company's business, ePorfolios could also serve a similar purpose by allowing individuals to create documents and help files relating to their job, or to new technology that might change the way they work.  These individual ePortfolios would then be searchable, so that if someone else in the company has a similar problem, they can search for the answer and find document or lesson that another employee created.  Anyone in the company can function as a teacher.

I am sure there are many other applicaitons for ePortfolios that I have not thought of yet.  As we go through the course I hope to come up with more examples.