Jim's Blog

Teamwork and Course Design

2005-04-08T10:56:00.000-07:00

I decided to partner with Matt to complete our final curriculum project.

At first, I thought the best approach would be to work independently. The Lone Ranger approach is very natural for me as a curriculum designer. And since I already had a topic chosen, I could quickly make progress relying on my own resources.

I decided, however, that I wanted to experience more of a team approach to instructional design. After all, some of my greatest OMET learning experiences have taken place in groups. I have learned so much more from my Cadre teammates then I would ever have alone. Our combined knowledge and experience has been invaluable.

So how would I describe our team approach to this project? It has been an incredible learning experience! Matt is so talented with technology and has such great insight into design. We both were able to share our expertise and experience to create, in my opinion, a very useful curriculum. And even though it took more time to communicate and review each other's work, I believe the final product was much higher quality.

So what does this mean to my practice at work? Simply that there can be tremendous advantages to working with others, especially in designing curriculums. Although we already work in teams to some extent, this should be something we should pursue even more aggressively. And even when we do need to work independently, we should seek input and feedback from others.

There is also an important lesson here for my ARP. I should reach out more and share what I've learned in designing and delivering synchronous classes. This attitude of sharing ideas and knowledge can have such a positive impact within organization. Hopefully, I can influence a more collaborative environment and mirror the same growth as experienced in OMET.

665 Mid-Course Reflection

2005-03-08T20:35:00.000-08:00

It's difficult to summarize all I've learned in 665. There are too many new ideas floating in my head, and the class has moved along so fast.

I'm sure this feeling of being overwhelming is a good thing. After all, I usually learn the most when the learning is demanding (good hard fun). It also helps that I am very interested in the topic. Sure, being a curriculum designer is a motivator. However, I think there is something more; I really am intrigued by how people learn, and how they learn best. In addition, I want to understand how curriculum design can play a role in effective learning.

So what some highlights of what I've learned? I was reminded of this while reading Chris's blog last night, but real learning needs to include the "big" picture understanding. I need to find ways to help the users of my curriculum discover the whole context of their learning. For example, how does the troubleshooting of a major biotech system impact the lives of the patients who use our medication? Or in the case of the final project for this class, how does a learner centered approach to instruction enable students to construct their own knowledge?

It's about identifying the enduring understanding for a given topic. What do I want my students to take away from my courses that will have a lasting impact? What will help my students move toward expertise and beyond being simple wrench turners?

And there is so much more I've learned. I now understand, more then ever before, that the quality of the learning is more important then the quantity. It may be time for me to trim my curriculum, and allow learners the space and time needed for deeper learning. I believe our reading called this depth over breath.

A final "big idea" for me was backwards design. Actually, for the most part I have always used some form of backwards design in my work. However, I never really considered the "enduring understanding" as the key ingredient. For the most part, my design has provided the nuts-and-bolts for a given topic, but rarely the deep knowledge needed. This idea of enduring understanding may be the greatest lesson I've learned.

Besides the major lessons I mentioned above, I have enjoyed this class for the actual learning exercises. I have always enjoy working in pairs and small groups. Working with Xing on a case study or with Bernard to critique a video; these were all special and exciting little adventures. My only frustration has been the limited time for some of these assignments. The biggest anxiety in this class came when Xing and I were suppose to download a trial copy of Inspiration and create a mindmap. We had a number of problems to overcome including a slow download on my end (Xing was never even able to download the software) and then a limited amount of time to learn the software and develop our concept. To be honest, I really don't remember what the final "big idea" was for the lesson. (Actually, it might of had something to do with two different approaches that both reached the same learning objective, hmmm). I would have preferred to have had more time to download the software and then be able to focus on the learning (as opposed to spending valuable time on technical issues). Despite the time issue and technical challenges, overall, I have really enjoyed the TI sessions offered by Dr. K. Again, it may be my interest in the topic, but I wish this course ran for at least two semesters.

For the rest of the term, I look forward to the final project. I still feel I need a better grasp of how all of this new understanding fits together. Obviously, it is the final project that will help pull everything together. I'm looking forward to this final challenge!

Curriculum Lessons From Online Learning

2005-03-05T21:41:00.000-08:00

Our department's first online synchronous session was completed earlier this week. After I analyze all of the feedback, I'm certain sure my list of curriculum changes will continue to grow.

If measured by my old standard, the pilot was a success. The test scores were even slightly higher then scores from the face-to-face classroom version. These results look good on the surface, but am I really satisfied with the learning. In truth, my prespective of what make a class effective is changing. I desire a course experience where deep learning and understanding occurs, and it happens on a regular basis.

As a result this new desire, I see the need to change the curriculum for many of my classes, beginning with my online troubleshooting course. This involves a moving the focus away from the instructor and toward the students. The curriculum must have learning activities that are meaningful and driven by the learner. Hopefully I can implement some of these changes before the next session.

I have also thought of another strategy to improve instruction. The idea is help instructors understand how to take a constructivist approach to instruction. As for short-term impact, this may be the most effective approach. An instructor who is well grounded in constructivist strategies can hopefully adapt instruction using a current curriculum. I thought about this during our training this week. The instructor could have allowed the students to take control of the learning in several instances.

For example, the instructor guided the student through several troubleshooting scenarios. What if the instructor asked several students to walk the class through the scenarios. They could explain and argue why they made choices. They could even critique the scenario and how the would change it. How knows, they may even be able to create their own scenario. I know the level of participation, which was rather week, would increase dramatically. With this approach, the instructor would naturally step back and take a more facilitator role.

Another example relates to the diagrams presented in class. What if the students led the class through the diagrams and explained the systems? Or better yet, what if the students had to design their own diagrams?

It is exciting and a little overwhelming that there are so many opportunities for change and improvement. Some of it is curriculum based. Other changes will need to happen by the instructors themselves. The key is to keep working toward change, and to have patience even if the process is slow.

Design Dilemma, Part II

2005-02-23T21:24:00.000-08:00

My synchronous class is now in its second day, and already I am struggling with the amount content. Is there too much to cover in the remaining time (4 more sessions remaining)? Is it important to cover everything?

During the first day, we easily covered the content scheduled. The pace of the class felt comfortable and manageable. However, in today's session we simple ran out of time and never covered all of the content scheduled. It's interesting, but my instructor and subject expert had no problem with the slower then expected pace. They were excited that the students were beginning to ask more questions and that the pace better reflected the complexity of the content.

Did I misjudge the amount of content? It's possible. But the important point (which is rather exciting) is that the instructor feels that it is more important to focus on quality of the learning (rather the quantity). So my question is this: am I willing to let the learner drive what he or she needs? Are we willing to set aside some of the content, so that certain concepts will be covered more thoroughly? This can be risky. It may mean that the post-test results at the end of the class will be compromised since certain content will be discussed more thoroughly then others. This is quite the dilemma. My initial thought, well grounded from my OMET experience, is that leaning toward increased understanding is worth the risk of low test scores. I believe I am willing to take that risk.

Design Dilemma: Fewer Topics

2005-02-12T17:06:00.000-08:00

This past week I have been working to update existing course material; adapting it for online synchronous instruction. My biggest challenge has been the reducing the amount of content being covered. Since I am moving the course from face-to-face to online delivery, I have needed to cut the delivery time in half. This is forcing me and the instructor to teach what is most important for the student, and leave all the rest to self-study. I realized in doing this simple (but difficult) exercise, that it was a constant struggle letting go of content.

Why is that? For me personally, I always struggle with clearing the clutter from my life. My garage is a prime example. I am so afraid of throwing and giving away some things that might, someday, be needed or wanted again. So I understand why I resist removing content from a curriculum. What if the student needs that knowledge someday? Won't that student be more valuable to the organization if he or she understands that fact or policy?

After reading what Howard Gardner said about understanding this week, I am starting to look at this dilemma from a new perspective. Maybe more isn't better. Is it possible that having fewer topics, with more emphasis on the important concepts, will result in greater expertise and understanding throughout the organization? Is it a greater benefit to have students who are much better thinkers, but missing some of the facts? Is it more important and a greater learning strategy to spend more time on a single topic? Should the students spend extra time learning a single topic and using a variety of learning methods (as Gardner would suggest)? I believe so, but this approach is new paradigm for me.

In some ways, it comes back to a trust factor. If I really want to reduce the amount of content in my online class, then I will need help from the students in determining what we will need to cover. After all, they are the only ones who truly understand their greatest needs. It is all about learning priorities for the learner. So I either have the instructor race through a mountain of content, fearing some key concept will be missed, or I allow the students to guide the learning. It's quite the dilemma, but I know the direction I need to take. It's time to start cutting!

Backward Design

2005-02-05T13:56:00.000-08:00

The concept of backward design is straightforward, but not always easy to apply. For it to work, one must continually focus on the end result, and resist the temptation to get caught-up in the details alone.

This past week, I begin updating a class to meet the needs of online synchronous instruction (my ARP). One of the main areas of change is to create more interaction throughout the curriculum. Interactivity is needed to help engage the distance learners. This is a worthy effort, but I realize I need to consider the end result of the instruction throughout the redesign. Do these new activities and discussions help meet my objectives, or do they just provide interaction for interaction sake? Also, do they lead the learners to consider and understand the courses "big ideas?" For that matter, have I even considered what are the "big ideas," those that would lead to enduring understanding?

In some ways, I see the advantage of developing a course from scratch. In revising a course, one needs to decided if the designer was following a backward design approach. In my case, the I know the original designer did start the design process with end in mind. My challenge then is to redesign the course to meet the needs of the online learner and maintain the integrity of the course. Definitely not easy!

Excitement in Technology

2005-01-20T21:11:00.000-08:00

My current attempt to introduce synchronous online learning at work (my ARP) continues to surprise me. Why? I am intrigued how people have shown such an interest in a new and untried instructional approach (new, at least, for my organization). Of course, not all credit can be given to the technology alone. After all, I am using content from an existing, and very popular technical class. But, I do think the sudden interest is partly due to the appeal of "online" learning.

So what does this all mean? People are hungry for training that is new and exciting. As my Madre said so well, " Learning needs to be engaging." The 13 quick sign-up I received this week (with virtually no advertising) affirms what people are looking for. So they are attracted to both the technology and the topic. The next objective, as I see it, is to develop a curriculum that engages the learner. Technology will help achieve this goal. But the approach must also be learner centered, interactive, and practical. Hopefully, this will all lead to the real learning that my clients are looking for.

The Big Picture & Testing

2005-01-10T18:54:00.000-08:00

Something that stood out when reading "The Big Picture" by Dennis Littky, was the author's viewpoint on testing. I've struggled with testing since I was younger, but I have never really considered the reasons for this anxiety until this program. The picture became even clearer this week while reading Littky's book, and by reflecting about recent testing issues at work.

This last week I received pretest and posttest results from a recent class my team developed. The class had been previously piloted and had received very positive feedback, so I expect great test results. This course was highly visible among all levels of management, so there was an even greater pressure to deliver. Anyway, the students scored, on the average, in the mid 70 range for the pretest. For the posttest, the scores where only a few percentage points higher- only a marginal improvement. So what does this say? I was really concerned that our test scores yelled out "no real improvement!" But was that really the case? After reading "The Big Picture" I am reminded of the limitations the standard multiple choice test. My team started asking all the questions. Was the test too simple? Was is too difficult for some? Did it really reflect the content that was learned? I really don't think we can answer these questions. There are just too many factors to consider. It is an obvious problem with standardized tests - they cannot show with certainty what was really learned. The very design of the test is too subjective.

So what can be done? We had numerous activities throughout the course. Why not measure the results of these activities as evidence of learning. Similar to Littky's examples, we could have students present some of the content and evaluate accuracy from there.

What is difficult is that traditional testing is expected by my organization. My hope is that I can slowly introduce alternate means of evaluation and help reduce this testing madness.

Thinking in Jazz - Initial Thoughts

2004-11-17T21:52:00.000-08:00

I am struck by the rich learning that takes place within the jazz community. It is learning that is often inspired by the culture and the examples of master musicians. However, the actual learning is, for the most part, driven by the learner. Or as a true constructivist would say - the jazz musician is constructing his or her own knowledge. This book, more that any other, really brings to life real community-based/contructivist learning. It illustrates through actual examples, a more natural and enjoyable way of learning.

It continues to fascinate me that jazz is learned mostly outside of formal educational settings. Although jazz students are motivated by a variety of reasons, it is clear that the motivation is not forced on them. The motivation is internal.

What is the message or application here? Learning from others within a community setting is a powerful way to learn. It brings me back to the whole concept and reality of communities of practice. I am also reminded that it is important is for the student to focus on his or her true interests and passions. Therefore, a goal of teachers, trainers, parents and even managers should be to help the learner identify his or her interests and then to encourage development and learning within that area. If that happens, then I believe the motivation to learn will come naturally.

The Celestia Learning Adventure

2004-10-18T13:53:00.000-07:00

I began working with the Celestia software during my business trip to Puerto Rico. Because of my busy schedule, I was hoping that the learning curve would be minimal and that I would quicky learn the basics. To my surprise, the program loaded with no problems, and I was relieved at how easy it was getting started. Since I normally avoid manuals and instructions, I decided to forgo using a lesson plan, and began navigating by trial and error. Using the "goto" function to navigate, I traveled to planets and a few stars. Although my skills at this point were minimal, I still enjoyed the exploring.

When I returned home from my trip, I decided to show the program to my kids. Matthew and Kristin were most interested and took over learning the fine points of the software. I was amazing how they quickly learned and began doing things that had either escaped or frustrated me. For example, Matthew was the one who figured how to simply orbit around objects using the mouse. Kristin discovered how to locate and travel to distant stars and galaxies. Together, we spent over an hour moving through the Milky Way and traveling to stars. We then captured and saved our favorite images. When I asked them how long was a light-year, Matthew quickly ran to a dictionary to search for the answer. Everyone was amazed at the incredible distances. The learning was contagious.

I hope to revisit the program with my little CoP later this week. Because our time was limited, I know we were only able to scratch the surface of the program. The opportunities for learning seemed endless. It was great to see how technology is able capture the interest of children.

What was the appeal of Celestia? It might have been the vivid graphics or simply the fascination with space. However, I would guess what Matthew and Kristin enjoyed the most was their ability chart their own space travel. They were constructing their own learning and traveling to wherever their interests took them. It was very enjoyable to watch.

The Company You Keep

2004-10-09T22:36:00.000-07:00

I decided to reread Smith's book tonight. Feeling under the weather today, I thought revisiting my favorite OMET book would be relaxing. What really impacted me was the Smith's thoughts on community learning. The whole idea that our learning is influenced by the "company we keep" is both exciting and troubling.

I was reminded of the discomfort I felt this week. I was struggling because I thought, in my option, that I took a unpopular position in my 664 class. I knew the comments I made would provoke some strong opinions, and it did. I guess I acted on the "risk" idea and moved far beyond my comfort zone. As I noted in another blog, I am a conformist at heart.

But I have learned from this whole experience. For one, I do have a responsibility to express my viewpoints. I also believe that I can still contribute to my OMET group even if my convictions, at times, differs. There is also an obligation on my part to learn from other perspectives. To be honest, that is what makes this experience so rewarding - the rich diversity. I also see that we can all, as a community (or club), work together to achieve a common objective, to grow as educators. I can, however, understand that the tension and differences will always be there. What is important is to work together in that environment and to grow even stronger because of our differences.

I also learned about personal bias and the influence previous knowledge has on learning. As I reflect back on my life, I see how much I am influenced from my past. It is a valuable insight that can greatly influence my future work. Adjusting my design and instruction to account for the PK of my students, is key to the transfer of new knowledge. I do realize that this adjustment will take patience.

From Novice to Expert

2004-09-29T22:03:00.000-07:00

What is my expertise? Or, what is it that I aspire to be an expert in? I'm not sure I have an answer for either of these questions. This is one of the struggles that I've always had; to decide where my true areas of influence will be in this world. Is it in education? Is it in adult learning? I'm just not sure. In many ways, I still feel like a novice in both of these disciplines.

But if our journey in learning is a life-long process, then what does it really matter. What is important, I believe, is to be passionate in whatever I do. It is trusting that God will lead me in the direction he wants me to go. It is exciting, however, to consider myself achieving the status of "expert" in an area of education. It is a motivation that can keep me moving forward.

What helps is to look back to the beginning of my career. I didn't know what I was doing, but I was stepping out into an exciting new life. These days, it seems crazy to see myself in this program. I really do consider it a personal achievement. So in reality I have come a long way, and I have a long way to go. I look forward to looking back in ten years and seeing this point in my life. Who will I be? I'm sure I will finally be the expert; remembering my OMET experience as the novice. That will be a great day!

How do "I" Thrive...?

2004-09-18T13:09:00.000-07:00

I sat down this Saturday morning and asked the question: How do I thrive in this learning environment? In other words, how succeed in the OMET program? I asked this question initially because I felt overwhelmed by the work load. To be honest, I couldn't comprehend how I would ever keep up. The mountain is too big to climb.

But after reflecting further, I realized that the uneasiness has a deeper root cause. It is a frustration with how I fit into this community; how I can make a contribution? And that is when "light" went on, so to speak. I suddenly realized what I wanted or expected of myself - to move from being a conformist to a true contributor, and to change from being timid to a risk taker.

Of course, the application of this is much broader then the OMET program alone. It speaks to my work, to my entire life. What "I" really value is being a contributor. However, as I read in the Whitehead article, the "I" is really a contradiction. Though "I" see myself as a contributor, in reality I fall way short of what I see, or value, in being a true contributor.

It is that contradiction that can be my motivator for change. It can bring purpose to my ARP and participation in program. It really does answer the question: How can I thrive in this learning environment? It also helps me understand why the "I" is so important the ARP, as pointed out by others Margaret and others. My ARP then, is much more then simply introducing synchronous training into our environment. It is about Jim Kenney making a contribution that can have a positive impact on the organization.

Communities & Posts

2004-09-16T15:20:00.000-07:00

I am reminded again of just what is so appealing about this program and also what is so challenging.

I attended the Dreamweaver BBQ at David's house on Saturday. The group consisted of David, his wife Mary, Barbara, Aaron, Doug, my wife Martha and I. We had a great time and I believe we all learned something new about Dreamweaver. It was interesting how we all came from very different backgrounds and skill levels. Even so, I would say that we all left with something of value and a sense of belonging.

The posts this week for Gary's class have been unbelievable. Over 300 posts and we've only just started. At first, I really enjoyed the posts and the dialog. After a while though, it became a chore to just keep up. I started to feel I needed to post, even if I had nothing to really contribute. What is the lesson in this? Is there a point where we become too busy and learning begins to suffer? Does fatigue and stress keep us from true reflection? I definitely feel that way right now. Or does it imply that I need to better manage my stress and workload. Do I need to prioritize more, and focus on more selective areas for learning?

My strategy should be one of balance and prioritization. There does need to be time to produce. But there also needs to be time to reflect; to enjoy the journey. It reminds again of the Dreamweaver BBQ. While I was there, I was learning new skills and developing new friendships. However, I kept thinking about the readings and the posts I needed to complete. In the effort to achieve and reach a high standard, I missed the simple enjoyment of being in a community. It is time to slow down and remember that learning is about interaction and reflection.

It is about the process!

Intial Reflection on New Readings

2004-09-05T21:14:00.000-07:00

The break between classes has allowed me to spend a tremendous amount of time reading. I have found this break to be very refreshing. I guess the demands of projects, class schedules and adjusting to a new program have been wearing. However, these new readings on learning theory are both fascinating and invigorating. They reminded me of the primary reason I wanted to go to grad school - to study how people learn. Learning about technology is both interesting and challenging, but my primary passion has always been learning theory. And as I see it, the technology is just a powerful tool to stimulate learning. I guess it does all tie together.

After years of learning how to be a objectivist, I find construtivism to be a whole new paradym. After all, my whole corporate environment seems to be built on objectives. I was trained as an instructional designer to design every set of training materials, every evaluation, every activity around objectives. But I do see the limitations this approach, at least as the sole method to training. My learners often view training as a chore forced on them by management. There is little creativity or joy to training, and the training rarely meet the total needs of the trainee. Training is primarily focused on the perceived needs of the company, not on the needs of the learner.

I don't believe that objectivism is entirely wrong. It definitely has a place in a biotech company the has many well defined processes. But there does seem to be room for constructivism, especially in areas of troubleshooting and learning concepts behind the processes. I guess the key is looking for how to fit these new approaches into our curricula. I'm not sure how to do this integration yet, but opportunities are exciting.

Applying Technology at Work

2004-08-30T22:10:00.000-07:00

I keep thinking about my role at work, especially in light of what I'm learning in this program. Where will all this lead to in two or three years. Will I become an expert in educational technology or will I continue in more traditional instructional design?

All the reading and the reflection on the pros and cons of technology is driving me to think about the future of training at my work. Will Amgen move toward a more dynamic learner centered training, or will it remain trapped in traditional ILT and OJT? I believe the transition will happen and that the future is descending quickly in my field. However, will we ever move toward a true DLC? Can I move the organization in that direction? Can I connect individual so that knowledge can be shared? It is exciting to think of the opportunities and the challenge.

I catch myself falling more on the "con" side of technology in both TI and Bb. Why is that? Is it my apprehension with using technology in training lead to this criticism, or is it that I avoid risk in certain area? I believe it is a little of both. What I want is to be a leader, to risk, and to chart a new course for training at Amgen. I want to move to the "pro" side of the discussion. I know with a little faith and hard work I can get there!

Challenges with Technology

2004-08-22T22:34:00.000-07:00

This has been a very challenging week in many regards. Probably the most difficult obstacle is my web-gift. After two weeks of delays, my software finally arrived. It has been a nightmare! The good news is that I was able to shoot the video and figure out how to capture using the software. The problem now is the file size. There seems to be no way to reduce the file enough to allow it on the web. It seems impossible!

So where do I go from here? For me, this program seems to be an endless focus on problem solving and searching for answers. I do at times feel like a fish-out-of-water. So what do I do for my gift? For right now, at 11pm, I do not have the answer. I will need a new day to think of a solution.

In reflection, this has been a tough week. Balancing work, school, family and video editing seems almost impossible. But, I am learning to take things one day at a time. I pray alot, and I'm thankful for God's help.

The one real bright spot has been the progress on my ARP. I met with Michael D this week in Culver City. Michael really helped me sort through the ARP maize. I also met with my manager and feel I have termendous support. It's great to be supported!

Pros and Cons of Technology

2004-08-15T21:29:00.000-07:00

This current readings on technology are very interesting. There are good arguments for both the pros and cons. But as someone said in our TI, technology it is here to stay. We have no choice but to make the best of technology.

The question needs to be, are we going to use technology to truly make a difference in learning? Will we take a scientific approach to determine the best use for technology? Will we use quality research to help us make decisions.

The same questions apply to my work. Are we applying good research to technology? Are we evaluating the true cost/benefits of e-learning? I noticed this last week that we have some very interesting web-based tools that we hardly use. I doubt there was any consideration of the need or applicability of these tools when purchased. I would guess that cost has for outweighed the benefits in much of my companies technology.

What interests me is finding creative ways to use technology that will really improve learning and productivity in the corporate environment. This must be done with good research and a scientific approach.

Reflections on TI and ARP

2004-08-10T21:58:00.000-07:00

I have really struggled this week to narrow down my ARP's Field of Action. Choosing a description is proving harder than I anticipated. I learned from our TI session that the topic should be of interest to me. But that is the struggle, what is interesting to me may not excite others in my work group. As always, I want to hurry the process. I need to be patient and let the topic surface.

I also struggle with the TI sessions. I look for structure there, but can't find it! I felt I spent a whole hour to learned only a little bit of information about ARPs. I want to learn how to learn in this environment. I also want to feel a sense of belonging. I feel like an outsider and that bothers me. My corporate environment seems so different from achedemia. But is it? Are the fundamentals of learning the same.

So what is important is to stay the course and to be patient with this whole process. It is still very new. I need to learn about others and their stories. I need to be content being outside my comfort zone. So on I go...

Thoughts on Distributed Learning - So Far

2004-08-09T10:16:00.000-07:00

I'm really finding the whole concept of DL fascinating.

It has me asking so many questions. Can it work in its purest form? Will technology make DLs possible? Is it just a passing fad? Will it work in a highly structured Biotech environment? Is the OMET program proof that DLs works?

I look forward to considering these questions. I hope that when I look back on this blog in July, I will have the answers. All I have now is a gut feeling. So in soul searching, I do believe that DLs can work, but that they will not totally replace traditional approaches to learning. This could be the instructional designer in me, but I just see limitations.

I had one interesting observation this week after reading Cohen's book. It was so interesting that one of the main objectives for promoting computers in schools was to move toward a more "Learner-centered" approach to learning. This really helped me see the connection between technology and DLs. One argument was that the rigid structure of many school programs might inhibit the use of technology from moving toward Learner driven training. This also may be true in my corporate setting. A major structural change may be needed to move to a more learner friendly environment. Much to ponder!

Off and Running

2004-08-06T13:01:00.000-07:00

Why the blog delay? I guess putting my thoughts on paper is really a new skill for me. It's not that I have trouble thinking. I just have a hard time transferring my thoughts into writing. But I'll learn! As with any new habit, repetition is the key.

Now back to the topic! This is a good time to reflect on my first week in class. I really do feel like I'm off and running. Or is it off and falling? I feel like I have had one challenge after another. I missed ordering a critical book. My computer crashed (again). I got confused and missed posting in my action research thread on blackboard. I had trouble getting onto Tappin. I'm having transferring video to my PC. And the list goes on and on.

Am I complaining though? No! As I reflect on Virtcamp and this first week, I realize that I've learned more in two weeks then I normally do in a whole year. By moving way out of my comfort zone I am growing again as an individual. As I mentioned in our Tappin chat yesterday, I keep thinking about our course topics all daylong - I must be learning!

So I'm afraid to admit it, but it is true: I'm off and falling, therefore I must be off and running.

Virtcamp Day 4: The Final Stretch

2004-07-23T19:29:00.000-07:00

Even though I'm in the final stretch, I still feel there is much to do. The biggest challenge, other then finishing our Lego project, will be processing everything that I've learned this week.

I have learned about so much in such a short period of time. I'm sure it will take several months to feel comfortable with all the technology. I guess the biggest lesson I've learned is to be patient with technology. There will be times that things don't work. This is so hard for me! I want to feel in control and get the problem fixed. I guess I'll learn patience after all.

One of the best things about this week is the help I've gotten from my cadre group: Super 7. Karen, Matt and others kept going from beginning to the end. It's true, learning is so powerful when it happens in a caring group.

Day 2 Reflections

2004-07-21T19:54:00.000-07:00

How do people learn?

I always knew the answer to this question, or at least I understood deep inside how people learn. It is how I learned to camp and cook as a boy scout, or how I learned to ski on the slopes in Big Bear. Today, it was learning the first steps, through trial and error, of how to design my first website. In each example, I learned and practiced new skills by working with a group of people who shared my interests.   I learned quickly because I was actively involved in the learning. It was hands-on and often challenging.   And, being in a group, we could always help each other and share in the experience.  Therefore, people really do learn better when the are involved in the training, and collaborating with others.

Given my answer to the above question, how should teaching happen?

The best teaching should be among the learners themselves.  Encouraging and enabling collobration in the learning enviroment should be the primary focus of the instructor.  The instructor becomes more of a mentor or guide to the learners. The instructor also provides tools and activities that help the groups learn independently.

What is the nature of leadership?

Leadership is about guiding others toward success. It is about having a clear vision and communicating that vision to others. It is also about truly caring about others and motivating them to succeed. The best leaders lead by example.

How have your ideas on the questions above changed (if at all) in the past year? The programs I have worked on this past year have focused more and more on learner involvement. As a result, I have seen a renewed interest in our training program. Learners really do respond to training that "alive" and challenging. My Virtcamp experience has encouraged my to take these concepts even further.

What are the skills you bring to your workplace, and how have they changed in the last year?

I love to encourage people to work together. I am great at bringing a group together and introducing a new idea. I believe I understand what makes learning effective. More then ever before, I really design into my training active learning. I am able to see in instructional design what is effective and what is not.

How would you characterize your identity within your workplace, and how has it changed in the last year?

I guess I see myself as a leader in how to develop traditional training programs. I have demonstrated how to complete a major design project with the collaboration of others. Although I do appreciate this responsibility, I know I have so much to learn, especially in the area of technology. I guess this proves OMET is the right program for me.

First Day of Virtcamp!

2004-07-21T19:25:00.000-07:00

I was so nervous and excited to begin this program. For the last month, my wife and kids all sensed this anxiety. This morning, I was like a kid going to the first day of school, feeling completely out of control and fearing the unknown.

So why do I have this fear? For years I imagined being completely confident as I worked toward a master’s degree. Why is this program so different? Why have I driven my family crazy as I prepared for this week? The big reason is that I really do fear technology. To me, technology can be such a mystery. But there is more to this, I really struggle over my lack of control in an area that is so uncomfortable and new to me.

So what did I learn today that will help me complete this journey and tackle my fears? I learned that I will need to trust and learn from others in my Cadre. We will learn and grow together. I also learned that this is a process that I need to let go and enjoy the whole experience. The most comforting thing is that I am free to fail, to make mistakes.

So yes, I was anxious about today. But I am truly learning, with the help of others, that I really do have nothing to fear. Let the adventure begin!