Title:

Promoting Collaboration & Building online Communities

            In an online learning environment participant interaction is critical to engagement and learning. The instructor must clearly collaborate with the learners in order to build or develop a cohesive learning community and to achieve the desired learning outcome for the course. Effective collaboration enables learners to acquire an in-depth level of knowledge and at the same time move from independent to interdependence which will strength the online learning community.  When learners are able to efficiently and effectively collaborate with each other through activities; they will begin building a learning community in which they are interdependent and working, talking and coming together online about positive group community and collaboration (Palloff & Pratt (2007). According to Oosterhof, Conrad, & Ely, (2008) the concept of online interaction and collaboration is one key to an effective online course. Interaction occurs between the student, course resources, peers and the instructor. Activities must go beyond interaction to promote learner collaboration and establishing a goal of independent learning community.

Instructions:

In a face-to-face learning environment, group discussions and interactions are often a natural component of the learning process. People share ideas, debate topics, elaborate on each other’s thinking, and grapple with course content to complete projects or solve problems. In an online environment, this kind of collaborative learning is not necessarily as organic but it is just as critical to the learning process.

For this assignment the student will learn strategies for Promoting Collaborating and Building online Communities. To begin this assignment the students will research several strategies that can be used to promote collaboration and build a community in an online environment that t is critical to the success of the learning community. The student will use the resources that are provided by the instructor and any additional reliable outside resources available.

Learning Objective:

Students Will

v  Research 5-6 strategies that can be used to promote collaboration and build a learning community in an online environment.

v  Write a one page paper that includes 5-6 strategies for promoting collaboration and building a learning community in an online environment.

Resources

• Book Excerpt: Palloff, R., & Pratt, K. (2007). Building online communities: Effective strategies for the virtual classroom. San Francisco, CA: Jossey-Bass.
  (Palloff, R., & Pratt, K., Promoting Collaborative Learning, Building Online Communities). Copyright 2007 John Wiley & Sons Inc. Used with permission from John Wiley & Sons Inc. via the Copyright Clearance Center.
• Chapter 8, “Promoting Collaborative Learning”

Media

Video: “Assessing Interaction and Collaboration in Online Environments” (Approximate length: 26 minutes) In this program, Drs. Palloff and Pratt discuss strategies for assessing interaction and collaboration in online environments. http://sylvan.live.ecollege.com/ec/courses/72033/CRS-CW-5693742/Documents/Paloff_Ch8.pdf

Scoring Rubric Link
Rubric Link: http://rubistar.4teachers.org/index.phpscreen=ShowRubric&rubric_id=2106297&

References

Palloff, R., & Pratt, K. (2007) Promoting collaborative learning: Building online communities. San Francisco, CA: Jossey-Bass.

Palloff, R. Pratt, K. (2010). Assessing Interaction and Collaboration in Online Environments:

[Motion Picture].

http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5693742&Survey=1&47=6669230&ClientNodeID=984650&coursenav=1&bhcp=1

  Plagiarism Detection and Prevention

With the advent of the online technologies and the exponential growth of the World Wide Web comes increased access to information. Unfortunately, this access also can create additional opportunities for cheating and plagiarism. Although plagiarism presents additional challenges and responsibilities for online instructors and trainers, applying specific design, facilitation, and assessment considerations will relieve many of these concerns

What plagiarism detection software is available to online instructors?

There are many kinds of plagiarism software that can be used to detect cheating as it related to plagiarism. The software that is available includes the following: Viper, Turnitin, Copyscape, Plagiarism Checker, Plagiarism, Detector Pro, Duplichecker.com, Scan My Essay (Raptor), TEchTickle, JISCiPAS, Internet Plagiarism Advisory Service, and Essay Variation Engine,

How can the design of assessments help prevent academic dishonesty? 

In order to prevent academic dishonesty students need to be taught how to use web resources in their assigned work. An assessment can be provided in which students are required to read articles or listen to videos about plagiarism. These articles and videos should critique to students what to do and how to use the information so that they are not committing plagiarism. There should be examples that show students how to cite and references the work of another author. There should also be and activity designed to show students how to properly paraphrase material from others authors so that they are not just repeating the same words used by the author. According to Jocoy & DiBiase (2006), plagiarism activities can be incorporated in to the course, so that students are equipped with the information necessary to prevent abuse of plagiarism. Jocoy & DiBiase (2006), also asserted, that when students receive clear and concise instruction, participate in plagiarism activities, such as discussion, learning definitions, reviewing reports on plagiarism,  and requiring students to identify in an assignment specific examples in which plagiarism has been used in the assigned work, they are less likely to commit plagiarism. Students who receive no information or instruction about plagiarism have a higher rate of committing this offense than other students Jocoy & DiBiase (2006).

What facilitation strategies do you propose to use as a current or future online instructor?

As a future online instructor, I want to incorporate activities early in the course that share and display examples that will help students become aware of how not to be caught in the trap of plagiarism. I plan to incorporate discussion activities that motivate students to actively engage in discussions so that they can acquire the necessary skills and knowledge about plagiarism and how to prevent it. I also plan to incorporate activities that require students to paraphrase work samples so that they can become more fluent in paraphrasing the work of other authors. Additionally, I will have examples that show students how to cite the work within their witting as well as how to reference it. I want to ensure that learners correctly give the authors credit for their materials.

What additional considerations for online teaching should be made to help detect or prevent cheating and plagiarism? 

There are additional steps that can be taken for online teaching that can help detect or prevent cheating and plagiarism. Students should be made aware of what constitutes cheating and plagiarism. They need to be educated about copyright, fair use, plagiarism and cheating. They also need to be assisted in their ability to improve on paraphrasing and citing resource materials appropriately that are being used. Furthermore, they need be informed about the various resources that are available to them in the areas of need such as the institution’s library and the writing centers.  These resources will have tutorials to help students learn how to paraphrase and not plagiarize information. According to ­­Palloff & Pratt (2011) Assessments should be as authentic as possible so that students do not feel the need to cheat. As we are all aware, in the real world individuals often refer to the World Wide Web for sources of information. However, when using other authors’ work, we must make sure the authors are given credit for their material.

Conclusion

I have learned that the ramification of plagiarism can be very Stringent. I have also learned that as a learner, researcher or etc. when using another authors’ work, you must give him/her full credit for their material. If the information is cited incorrectly it is also considered plagiarism. Another thing that I have learned that constitute plagiarism, is using your work from a prior class. Additionally, I have learned that within your institution there are various resources that can be used to help you avoid this trauma. Furthermore, I have learned that instructors can incorporate activities and examples to assist students with plagiarism.

References

Jocoy, C., & DiBiase, D. (2006). Plagiarism by adult learners online: A case study in detection and remediation. International Review of Research in Open & Distance Learning, 7(1), 1–15. Retrieved from the Walden Library using the Education Research Complete database.

Palloff, M.,  Pratt, K (2011). Plagiarism and cheating. [ Motion Picture].

Setting Up Online Experiences

The Significance of Knowing the Technology Available to You

In online courses it is essential that learners know how to use various technologies to be successful in an online course.

It is essential to know technology available to you in order to accomplish your assignment

It is essential to know the technology available to you in order to communicate with colleagues, professors and other faculties.

Online courses require learners to use technologies such as discussion forms, assignment drop box, blogs, emails, and other various technologies

It is essential for learners to know the various technologies in order to use the resources available through the universities such as, library, writing lab and other essential resources that may be necessary for you success in the course.

The Essentials to Communicating Clear 

Expectations to Learners

Clear unambiguous guidelines about what is expected of learners and what they should expect from the instructor are significant contributions to ensuring understanding and satisfaction in online learning experiences (Durrington, Berryhill, & Swafford, 2006).

Clear expectation provides students with clear instructions and deadlines for online courses(Durrington, Berryhill, & Swafford, 2006).

Clear and explicit instruction help students better manage their time and integrate school responsibilities into their busy schedule Conrad & Donaldson, 2004).

Clear and concise instructions are vital components for the success of online learning experiences.

Clear communication is essential to keep students from being frustrated or overwhelm and withdrawing from the course.

Additional Considerations the Instructor Should Take into Account When Setting up Online Learning Experiences:

Online course come offer challenges for the learner. Therefore, the facilitator should consider the design and structure of the course to ensure that they are creative, motivating and stimulation. (Simonson, Smaldino, Albright, & Zvacek, 2009).

The facilitator should consider the various learning styles and needs of the learner and incorporate activities that implement the various learning styles and needs.

The facilitator should also consider the abilities of the students’ as it relates to the various technologies that the learners are required to use; to ensure the leaner has some training in using the technology before he/she is required to submit an assignment using the specific technology.

After reading the resources and researching information, I have learned that it is essential for the instructor to set the tone for communicating with the learners and give them a sense of comfort when communicating with the instructor and peers. Additionally, it is essential for instruction to be clear and unambiguous in order for the learners to have a great experience with online learning.  As a facilitator it is vital that he/she consider the experiences, learning styles and abilities that learners bring into an online arena.

References:

Conrad, R., & Donaldson, J. A. (2004). Engaging the online learner: Activities and resources for creative instruction. San Francisco, CA: Jossey-Bass.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). 
Teaching and learning at a distance: Foundations of distance education (4th ed.)Boston, MA: Pearson.

Durrington, V., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), 190–193. Retrieved July 14, 2011, from RedOrbithttp://www.redorbit.com/news/technology/433631/strategies_for_enhancing_student_interactivity_in_an_online_environment/

Impact of Technology and Multimedia

Impact of Technology and Multimedia

What impact does technology and multimedia have on online learning environments?

The impact that technology and multimedia have on the online learning environment is these tools enhance the learning experience for online learning (Palloff & Pratt 2011). When integrated effectively and efficiently, they make the online learning experiences more engaging, appealing and motivating. These tools enable the learners to collaborate and comment on each others’ work in an online environment and timely fashion. These technology tools allow the users to collaborate in real time. Technology and multimedia make online learning and teaching much easier for all involved, when you are knowledgeable about the tools being used. Technology and multimedia make it possible to communicate and teach learners in countries across the universe.

What are the most important considerations an online instructor should make before implementing technology?

The most important considerations online instructors should make before implementing technology include the following: they should make sure they are familiar with the technology tools that will be used in the online course. They should ensure that they are considering the needs of the learners which are the most important aspect. They should considers strategies to determine the learners’ knowledge of the tools that will be used in the course, to ensure that they can adequately operate them before assigning tasks requiring the usage of these tools. They should make sure that they communicate clear instructions about the goals and objectives to the learners. They should establish a rubric that is designed to facilitate the goals or objectives for the course. The rubric should relate to the students the expectation of the faculty and instructor for the course. The instructor should develop a set of explicit expectations for communicating with each other and specifies how much time the students should be working on course work each week (Boettcher & Conrad 2010). Instructors should make sure that when incorporating multimedia and technology, these tools and technologies are meeting the objective of the course. In addition, the instructor should consider creating a community at the very start of the course to help students become more comfortable with the instructor, each other and with the online learning environment.

What implications do usability and accessibility of technology tools have for online teaching?

The implications usability and accessibility technology tools have on online teaching is they make online learning and teaching more feasible at a distance. However, it is essential that the instructor inform the students of technologies that are essential for the success of the learners. They should also determine the knowledge of the students with the usability of the tools before assigning tasks that require the usage of the specific technology tools. There are times when the learners need to be supplied with explicit directions in order to appropriately operate the necessary technology tools.

What are the technology tools that are most appealing to you for online teaching as you move forward in you career of instructional design technology?

The technology tools that are most appealing to me for online teaching as I move forward in my career of instructional design technology are CMS’s, blogs, wikis, discussion forums, videos, Skype, RSS feeds as well as cell phones.. These tools are appealing to me because of the array of learning activities that can be incorporated and these tools can also be used for collaboration, discussion and various learning tasks. In addition, they enhance the learning experiences when they are used efficiently and effectively. These tools make learning at a distance more accessible for distance learning and they help to bridge the gap of distance, time and space. Since I prefer to be engaged in my learning process, it is so important to me that the facilitator incorporates technology that keeps me actively engaged. It is also important that the technology and multimedia is user friendly.

Conclusion

Technology and multimedia are constantly changing the way we live, learn, think and teach. There are many potential usage for these tools when they are used efficiently and effectively. However, when incorporating these tools in a learning environment whether asynchronous or synchronous, you must ensure they meet the object of the course.  In addition, we must equip learners with the skills or instruction to effectively use these tools so that they provide an engaging and meaningful learning experience. Above all, the instructor must ensure that the needs of the learners are the most essential aspect when teaching in an online environment.

References

Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.

 Palloff, R. Pratt, K. (Director). (2011). Enhancing the online experience [Motion Picture].

Online Learning Communities

Learning communities significantly  impact both students learning and satisfaction within online courses because an  effective learning community pulls students together in an online community to  support one another explore content together to construct meaning and knowledge  about that content, it empower students to challenge each other and enable them  to draw thing out of each other and give feedback to each other. Learning  communities creates a dynamic where facilitators and learners are equal  participants.  In the online community  the instructor is not the focus it is the students. The facilitators must  explain to the students how they will be supporting them in a learning  community in order for the learners to be more at ease. Facilitators should  create an environment that is safe and conducive to learning, allowing students  to be all they can be without having to worry about their opinions. The  instructor should let the students know that he/she is there for them (Palloff  & Pratt, 2011).  If these essential components  are present in an online community it will greatly impact both the student  leaning and the satisfaction within the online course.





Elements of a Learning Community
The essential elements of online  community building include people, purpose and process. Within these elements  are other embedded elements. You need people in order to have a community and  how you bring them together; which is the purpose for that community such as  people coming together to take online classes is how the people are connected. Process  is the way in which the course is delivered such as blogs, wikis, discussion  forms, multimedia, articles and etc. The people have to be able to interact and  communicate and connect with one another which are considered the method in how  this is obtained. Within the element of Purpose there need to be guidelines  about how the learners will engage, how often learners are expected to  participate and how often the institutions expect learners to participate for  official purposes  (Palloff & Pratt 2011).

Sustaining Learning Communities
Online learning communities can be  sustained when the power of learning communities is learner to learner  engagement. It can be sustained when students are empowered to be responsible  for their own learning. Also, online learning communities can be sustained when  students are engaged to figure out the content together and reflect on what  they have learned. The goal is a sense of co-created knowledge and meaning  though dialogue collaborative activities where they are engaged with one another.  They also reflect on the transformation of the learning experience. In the  learning community it is everyone’s responsibility to create a successful  learning community. The facilitator is the most vital component in the  community. Faculty, students and administration are active participant in this  learning community. The instructor must be actively engaged in the online  learning. When the courses are delivered through a learning community, there is  a high rate of students’ satisfaction. Their perception of learning increase,  they feel as though they are a part of a larger community and there are social  pressures to succeed. The outcome from a learner community focus is much  stronger (Palloff  & Pratt 2011).

Developing Relationship between community Building and Effective InstructionTo develop relationships between community building and  effective online instruction, the students should be allowed to get to know one  another through a special activity facilitated by the instructor. Students need  to be introduced to the Learning Course Management System (LCMS). Learners  should be oriented to the philosophy of the online learning. During the orientation  both the student and the instructor will be able to determine who has the  skills and tools essential for online learning. The first two weeks of the  course is where you will lose students or retain them.  During the first two weeks students are  getting acclimatize to  other online  student, they get to know each other, talk about self-directed learning, how  they are going to structure their time, what can of support system they will  have?, the goals they have set, what they can expect from their instructor and  fellow cohorts? Instructors could design an area in their (LCMS) that is  devoted to community building. There is also a forum that can be created where  learners can enter and communicate with the other learners and the instructor  about any school related issues they may have. There are also other fun ways  and activities that can be created that are not related to the course that can  enhance community building (Palloff & Pratt 2011).
    For the adult learner who does not have the computer  skills, instructors should keep everything simple and gradually building their technology  skills so that they are not complete overwhelmed. Only incorporate activities  and technologies that are required to get to the outcome of the course that are  mandated by the faculty. The instructor should make the course easy to  navigate. The instructor should make the classroom feel warm and inviting. During  the first two weeks of school it is essential that the instructor visit the  classroom multiple times per day to facilitate inquiries of students and just  make them feel more comfortable. The instructor should encourage students to  post a bio and then relate to students personally. The instructor can also  create and icebreaker for students to get to know each other without it being  mandatory (Palloff & Pratt 2011).


Reference                                                             
Palloff, R. & Pratt, K. (2011). Online learning communities: [Motion  Picture].

Scope Creep

During the phases of a project, the direction of a project changes and goes outside the initial parameters. This is a change in the scope of the project. Similarly, if there are any changes to what will be done for the project, no matter how small or large and no matter if these changes were specifically requested or not, it is a change in scope of the project. Scope changes can make a project larger or smaller. Scope changes can affect the timeline of the project and the cost of the project. These changes in scope are more commonly referred to as scope creep. Therefore, scope creep is the change or growth of the project scope (Gurlen, 2003). Portny, (2008), describes scope creep as natural tendency of the client, as well as project team members, to try to improve the projects output as the project progresses.



As I think on the definition of Scope Creep, I am faced with the task of describing a project either personal or professional that experienced issues related to scope creep. As I think about this project, the first episode that comes to mind is our family reunion. Each year our family comes together for this beautiful occasion. The scope creep that occurred in planning and organizing this reunion happen, when the person in charge of the planning last summer, decided it was too much of a burden for his family to plan and drop the load on my mom. The ramifications of this action lead to multiple scope creep.


The specific scope creep issue occurred when the leader approached my mom and gave her the money he had collected as well as planning and organizing the project. Unfortunately the money he had collected on his side of the family was just $200.00. Since our family is spread out in so many different cities across the country, there is a person in charge of collecting the money in their area and sending the funds to the planner and organizers of the project. Each household was responsible for paying $50.00 per home, which is not a great amount considering some people have four or more people living with them. Each year about 300 or more people shows up for the reunion. There are usually no big issues with the funds and we have charging this amount for several years. Conversely, last summer many of the people reneged on paying their funds and associated their household with that of their parents even though they no longer lived with their parents and had established their own family. Since there were so many people who did not have the integrality to do what was right it created an appalling situation for my mother. There was a total of about $400.00 collected to feed 300 people or more for two days. As we all know with the high cost of purchasing goods, this diminutive sum of money was not enough to feed even half of the people and get the suppliers that were needed for the reunion.


In order to deal with this scope creep issue, I informed my mother that she should purchase as much as the money would allow and informed the people when they all showed up what had transpired. My mother being a Good Samaritan wanted to ensure that this reunion would be one of the best ever and asked all of her children to contribute much more toward the project. We did as we were asked because she is our mother and we did not want her to go in debt trying to ensure a successful project on her fixed income.


As I look back on the experience, had I been in the position of managing the project, I would not have contributed the amount of money I did to make this project successful. I would have informed all stakeholders of what had transpired before the due date of the reunion and let them know if no more funds are received the reunion would have to be cancelled. In fact, if I had been in charge of the project for the initial start, I would have asked for more money. Instead of asking for $50.00 from each household, I would have asked for $30.00 for each individual and $15.00 for each child ten and under. Therefore, there would not have be any misunderstanding of how much funds everyone had to contribute toward the project. As I continue to think about this project, I would not have allowed the man who was in charge to abandon his responsibilities. However, what I would have done was to offer to help out but not take over the tasks and responsibilities because he was the one who asked to take on the project. What he did not know was how big of task he was taking on.


Even though there was a great shortage in funds, the family reunion was successful and everyone had a great time. In fact, there were so much food left over, that the people were able to take home carry-out trays. After this experience, I did tell my mother not to allow other people to use her in this manner ever again.




References:


Gurlen, S. (2003, Decemeber 2). What is scope creep. Retrieved April 6, 2011, from Scope Creep: http://www.umsl.edu/~sauterv/analysis/6840_f03_papers/gurlen/


Portny, S. E., Mantel, S. J., Meredith, J. R., Shafer, S. M., Sutton, M. M., & Kramer, B. E. (2008). Project management: Planning, scheduling, and controlling projects. Hoboken, NJ: John Wiley & Sons, Inc

Estimating Costs and Allocating Resources

Using a Web-base System to Estimate the Cost of Online Course Production

This article focuses on information that will help the ID determine efficient and reasonable cost estimates that can assist institutions and educators to realize the costs of putting a course online and thus can improve strategic planning and budgeting processes. In an effort to facilitate, streamline, and improve the cost estimation process for online course development, the Center for Learning Technologies at Old Dominion University (ODU) has designed a web-based cost estimate system. This online tool enables the institution to determine the estimated costs involved in online course development (Gordon, 2007).

Estimating Costs and Allocating Resources in Instructional Design

This article focuses on tools that can help the PM estimate cost when allocating resources in instructional design (Unknown, 2010).

References:
Gordon, S. Abdous, M. (2007). Using a web-base system to estimate the cost of online course production: Online course cost estimate. Retrieved March 30, 2011, from Faculty Support: .http://www.westga.edu/~distance/ojdla/fall123/gordon123.html

Unknown. (2010, December 2). Estamating cost and allocating resources in instructional design. Retrieved March 30, 2011, from Education blog: http://www.ablsc.com/distance-education/estimating-costs-and-allocating-resources-in-instructional-design/

Communicating Effectively

       

          Body language, tonality, timing and personality of the recipient all play a great role in communication. As I watched and listen to the communication face to face, the body language was more sincere and personal. The individual was respectful and business friendly. You could tell from her spoken words and body language that not only was she concern with her deadline, but, there was also concerns that Mark maybe experiencing difficulties preparing his portion of the project. Therefore, she was letting him know that if he could not have the project to her at a specified time, certain data from him could be used to improvise. According to Stolovitch (2010), important communication is best delivery oral.

          As I listen to the phone conversation, it sounded more sincere and more businesslike. Even though you were unable to see the body language, you could tell that she was being respectful and getting right down to business and to the point in which the call was made. You could really tell the urgency of the information that was needed.

          In the email document, the purpose for the email was written in the letter; however, it did not seem as important in the written mail. It seemed more of a joke. When I read the email, I did not take it too seriously. It did not seem like a business friendly and respectful letter. The message conveyed to me in the email was that of a playful friend making a statement to another friend.

            The way that my interpretation of the messages changed from one modality to the next was that each different style of communication became more sincere as I played them in the order they were listed. Hearing the voice and seeing the message being delivered face to face were more meaningful that reading and email. My first impression of the email was that it was a joke and I did not take it seriously. The body language and hearing the voice were the two factors that influenced my perception of the message. The phone conversation seemed to convey the true meaning and intent of the message. Conversely, the face to face conversation also conveyed the true meaning of the message but, the big smile on the end of the face to face communication sort of changed from a businesslike manner.

          The implications I have learned from this exercise for communicating effectively with members of a project team is that communication is very important. Conversely, the way in which you communication is also important Also your spirit and attitude is more important that the words you use. Tonality, body language, timing and personality of the recipient are all part of communication. Most communication should be delivered orally and important communication should be delivered orally. Unimportant communication could be delivered by phone. In written communication the purpose should be stated clearly and immediately (up front) and it should include possible solutions. The tone of all communication should be business friendly and respectful when communicating with team members on a project (Stolovitch, 2010).

References:

 Stolovitch, H. D.  (2010). Communicating with stakeholders: [Motion Picture]

Stolovitch, H. D.  (2010). The art of effective Communication: [Motion Picture}

Learning from a Project “Post-mortem”

The post mortem project that was designed was called Personal Learning Environments (PLE). A PLE is a system that helps learners take control of and manage their own leaning. This includes providing support for learners to set their own goals and manage their learning both content and process. Learners also communicate with others in the process of learning and thereby achieve their learning goals. The term personal learning environment (PLE) describes the tools, communities, and services that constitute the individual educational platforms that learners use to direct their own learning and pursue educational goals. PLEs represent a shift away from the model in which students consume information through independent channels such as the library, a textbook, or an LMS and etc.

As designers, designing instruction for PLE, the group members had to create a scenario in which learners would set up their own personal learning environment. During the phases of this project, the group members had to use a systematic design called the ADDIE model. Additionally, as designer we not only had to teach learners how to create their personal learning environment, but we  also had to show them how PLE’s can be applied to their learning. In this way the learning context would be concrete and realistic to the learner.

In this project we had to set up training for teachers to set up a personal learning environment so they can organize their own learning to fit their own learning styles and have self-supported peer group learning. The PLE project is to help teachers begin their technology education. They can network with other educators or others knowledgeable or interested in learning about technology. They will also have the convenience of working at their own pace.

What contributed to the project failure was the group members had limited knowledge of how to apply the ADDIE systematic model to the concepts of this project. An additional problem that contributed to the failure was that some of the group members did not make contributions to the project or they were late turning in their assigned parts. Therefore, when group members did not do their parts it added more burdens on the other group members because, in order for the project to be successful each part of the project had to be completed. If there was a member of the group who did not do his / her part, the other members were responsible for getting it done and turned in on the scheduled time. An additional problem that added to the failure of this project was the lack of communication by the group members. It was hard for group members to collaborate because of the different time zones. It was hard for all the group members to be online at the same time. As we have learned in instructional design technology, it is important for ID’s to be able to work successfully with other team members in order to design an effective, efficient and successful project.

The part of the PM process that would have made the project more successful is planning and organizing (Portny, Mantel, Meredith, Shafer, & Sutton, 2008). Planning amongst group members would have made this project more successful by determining what components and artifacts would be a part of the project. Planning would have also aided in determining how and what information would be included in the project. Organizing would have made the project more successful if we could have collaborated more to determine the organizational structure of the project. Organizing would have made the project more uniformed so that each group member would be designing information related to the same topics in the project.

            In conclusion, it is essential that team members plan, organize and control their project. It is also vital that they consistently collaborate for the success of the project. Furthermore, each team member must take charge and perform the role in which he/she has been assigned. When group members are able to do the above they will more than likely produce a project that is efficient, effective, and will meet the needs and objectives in which the project was designed.

Reference:

Portny, S. E., Mantel, S. J., Meredith, J. R., Shafer, S. M., Sutton, M. M., &

Kramer, B. E. (2008). Project management: Planning, scheduling, and

controlling projects. Hoboken, NJ: John Wiley & Sons, Inc