Highly Skilled

Communication Articulating goals and processes of the program/project to several publics. Conceptualizing, synthesizing, promoting and directing a program/project that reflects a commitment to organizational goals and professional ethics.

1. Communicates effectively in professional writing.

 

The ability to write clearly is arguably the most important skill one can have in an online, distance learning environment as almost every encounter with students and instructors occurs via the written word. Through my ODL degree program, I have taken the time necessary to ensure my written products communicate my thoughts in a clear and professional manner. One of the best examples of my ability to communicate effectively in professional writing was the paper I wrote entitled A Model for Designing Online Collaborative Learning. Written for EME 6635: Design of Online Collaborate Learning, this paper provides educators with a systematic roadmap for designing online collaborative learning activities. The paper not only discusses specific procedures for developing effective collaborative learning activities, but it also includes a collaborative learning instructional design model, which is a derivative of the Reiser and Dick model - a traditional ISD model originally created for teachers. On the advice of my two instructors for EME 6635, I submitted this manuscript for publication consideration, and it was accepted for publication in Distance Learning, the official publication of the U.S. Distance Learning Association.

2. Communicates effectively in instructional materials and other forms of instruction.

In EME 6636: A Systems Approach to the Management of Change, I collaborated with a two teammates to create a stand-alone PowerPoint brief entitled Assimilation Capacity: Understanding the Limits of Organizational Change. Designed to teach fellow classmates about the concept of assimilation capacity, we used graphics and slide notes to successfully to present this complex organizational concept. For example, on slide 4, we utilized a sponge analogy to help students understand the definition of assimilation capacity. Then, on slide 11, we used recent statistics to help explain the "changing nature of change." Finally, on slide 16, we used a simple graphic to help explain the concept of future shock and its organizational implications.

One of the most difficult group assignments in my entire ODL program occurred in EME 6415: Development of Computer Courseware. During this course, my team of three developed, from scratch, a complete online course designed to teach a novice computer user how to create a drag-and-drop activity using Authorware (a very complex, non-intuitive computer courseware development tool). We were successful in this endeavor because we were able to effectively communicate our instructional intent. For instance, we used a logical, user-friendly interface which gave our students the ability to easily navigate our course. Not only could they go forward and backward within the course, but they could also access any chapter, navigate to the glossary, or exit the course entirely from any page. Additionally, because we used an extensive array of diagrams, our users were able understand our online instructions and complete the tutorial successfully.

3. Works effectively with other team members.

 

The process of designing and developing an entire online tutorial for EME 6415 took a tremendous amount of teamwork. For instance, before we began the development process, we had to analyze our learners and instructional context. We also had to do a task analysis to determine each and every task that our learners needed to know in order to complete the tutorial. For both of these products, our team took the "divide and conquer" approach. For example, in the task analysis, each team member took a different major task and worked on developing all the related sub-tasks. In another part of the design effort, our team created storyboards for each instructional unit. Again, we divided up the units and completed the task. I was in charge of units 2 through 4 while my teammates each took three units of their own. Once we had a draft of our individual units, I was responsible for taking all the individual units and compiling them into a single storyboard for the entire tutorial.

Another project that took a huge amount of teamwork was the development of an online, asynchronous chat session for EDF 5461: Introduction to Program Evaluation. For this activity, our group of three had to design and manage an asynchronous activity for the entire class. While discussing our approach to this task, we decided to take a chance and do something that had not yet been done. Instead of doing one chat like other groups had done, we decided to split up the class and have them discuss the case study and come to a consensus, as a team, within separate chat rooms. This approach was much different than anything that had been done previously, and required tremendous teamwork and communication. For instance, each team member was assigned to monitor and facilitate a separate chat room, and each team member was also responsible for developing a portion of our notional case study and case study questions. This task also required that we write very specific and clear instructions for our students. In the end, the risk paid off, and the entire chat went extremely well.