In-Law Home Improvement Project Take Two

In the position of being the lead laborer, and work decision maker, or even the project manager of remodeling a kitchen, dining room, bathroom and hallway for my in-laws I was placed on a specific time frame (out of necessity – summer vacation as a teacher) with my in-laws controlling the budget. Scope creep in this project would be inevitability, simply due to the size and variables of the project itself. Fortunately, I wasn’t in charge of the budget for this particular project, so when an instance of a variable like being short on material would happen (bad estimation) my father in-law would be approached by me to purchase more material. On the flip-side of this, when my father in-law (a project manager by profession) would begin to make comments concerning overages, I knew “the client” was getting concerned about scope creep. At this point is when I would become better at estimating material needs by checking and double checking square footage or length and so on.

This whole experience was a unique one for me, because it was such a major undertaking, unlike many other small home improvement projects I had already experienced. This was the first time I was not in control of the budget, by being responsible for purchasing materials with my own money based on my own estimates. When I would do a small home improvement project at my house and I would run into overages I would curse and swear I had things right, but in the end I was the only one accountable to the monster of scope creep, unless it was my wife that wanted to change something (fortunately she almost always defers to me). In the case of my in-laws project, there were two “clients” sometimes with separate ideas and not always communicated in the open and still only one controller of the budget. This sometimes led to some fun conversations when both “clients” were not available for lunch or dinner meetings to discuss changes or progress. Ironically, in a home improvement project of this size and importance (family) there were sometimes instances of three “visions” of what things should look like or how things should be done, especially when there were outside contractors involved (counter tops and material deliveries). Fortunately, my in-laws would usually defer to my opinion on processes or even designs, because I was the most experienced with these issues. However, there were some times I had to defer to the budget controlling “client” (father in-law), due to budget and time constraints, which were typically communicated quite clearly over lunch or dinner.

In all, communication was the key to the success of this project, typically done over lunch or dinner breaks to plan our/my next move or course of action and or to determine the need for any additional materials. Over a 6 week period of working 3-5 days a week for 8 -10 hours a day I was able to pull the project off in a lower cost of a professionally done project of this size. A typical kitchen remodel from the ground up can cost from 20-60 thousand dollars, but I was able to complete 3 rooms with tile, hardwood floors, re-plumb the kitchen, add light fixtures, and chair rails and trim for this very same amount of money. Looking back on this project I don’t see that it could have gone any smoother, simply because we had regular communication over lunch and dinner, where expectations and objectives were continually discussed. Also, since I am not a professional it was expected (at least by me) that there would be wrong estimates periodically and other mishaps leading to scope creep. Taking a thirty year old house and modernizing it is not without mishaps and contributors to change within a projects scope and design affecting the deliverables at any given milestone within the project. In the end, all stakeholders were satisfied with the outcome and results that this past summer I was asked to remodel their master bathroom and again SUCCESS!

Communicating Effectively

There are many ways to effectively communicate among and between members of a team or group of people working on an assignment or a project. I will look at the three most common means of communication, e-mail, voice-mail, and face-to-face and how these three means can affect the message being conveyed. After all, for effective communication to take place, people need to share the “right messages with the right people in a timely manner” in order to “influence one another’s attitudes, behaviors, and understanding” (Portny, Mantel, Meredith, Shafer, Sutton, and Kramer, 2008, p. 357).

First, let me focus on how my interpretation of a message can change from one form of communication to the next, being that the content of a message is the same from one to the next. For example, an e-mail is less personal and can only convey the facts of a situation and from a project team point of view one would have to rely on the hope that these people “are committed to the common goals and who depend on one another to do their jobs” (Portny, Mantel, Meredith, Shafer, Sutton, and Kramer, 2008, p. 301). In other words, the reader would need to subjectively interpret a sense of urgency, anger, impatience, etc. or is the e-mail just an informative piece of communication to be dealt with in due time. In a voice-mail, there are clues to the listener that will help them determine their interpretation of the message beyond the content as to the attitude of the sender. For example, in a voice-mail, the listener could key in on voice inflections as a clue to urgency, anger, impatience, etc. Finally, in a face-to-face communication, the parties can not only key in on voice inflection, but also facial expressions as additions to the content of a message.

Next, I would propose that whatever form of communication people on a “team” choose to use the sender must be clear on the intent of the message, whether it is in text, voice only, or face-to-face. I believe that if the intent of a message is strictly informative and there is no call for formality, then text should suffice. However, if the intent of a message is to convey more than content in a less informal manner and less aggressively voice-mail should suffice. Finally, if the intent of a message is to be more formal and a little more powerful (not necessarily confrontational), then face-to-face communication would be my choice, because of the ability to use something other than a vocalized message.

In conclusion, a message’s content can change with additional elements, like voice inflection and facial features to enhance the message content and to possibly bring about better results. The old adage of “it’s not what you say, it’s how you say it” rings true in this instance, because it may not be the content of a message a person keys in on.

Reference:

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

Learning from a Project “Post-mortem”

The following reflection is part of an assignment for my project management course and is intended to be an account of a personal or professional project I was involved with. In this account I am to focus on what would be a project “post-mortem” where at the end of a project I would “develop a list of lessons learned” so mistakes are not repeated in any future projects (Greer, 2010, p. 42). In completing this assignment, I am to reflect on what things went well to make the project successful and what could have been done to make the project even more successful.

Let me begin by saying that I cannot recall any major professional project I was responsible for being a major player in the development, execution, or completion of. Therefore, I will need to draw upon the account of a personal project to conduct a post project evaluation/reflection. That being said, the personal project I will reflect upon involves me remodeling my in-laws first floor, including the kitchen, bathroom, dining room and hallway over a 6 week period (by the way, their bankroll) . This project was a major accomplishment for me and I am still very proud of, because I acted literally as a contractor would, from working through the pre-planning phases, physically doing the deconstruction and construction, and finally the completion. What makes me proudest is not only the accomplishment, but that my in-laws have a beautifully and professional looking remodeled first floor with new kitchen cabinets, hardwood floors, tile floors, light fixtures, plumbing fixtures, and baseboards (and I did all the work).

In order to pull this project off, my in-laws and I began planning the winter before the summer I actually completed the work. In this planning, I directed my in-laws in what it was going to take to complete the work and they went to the home improvement stores to choose the items they would like for the project and I further directed them on what would work and in what quantities we would need. Once everything was ordered and delivered to their house I would begin work, to include working around my family schedule and other obligations by staying at their house during the week (summer, I’m a teacher). Built into this project were specific benchmarks, to include the date the countertops would arrive and the final completion date, which I met both ahead of schedule and I might add I completed the project within budget.

In all, I was able to work through a major home improvement project from pre-planning, to scheduling, to actual work, to completion, without re-work to a successful completion on time and within budget. However, as is always the case there is always room for improvement and besides taking a 30 year old design and updating the floor plan and the aesthetics I would probably been even more successful if I would have completed the work in a shorter timeframe (for personal reasons – my family).

Reference

Greer, M. (2010). The project management minimalist: Just enough PM to rock your projects!
(Laureate custom ed.). Baltimore: Laureate Education, Inc.

A Summary of Converting Existing Instructional Material to an Online Environment

In brief, there are necessary steps an Instructional Designer (ID) needs to take in order to successfully apply existing material to an online environment. This process is spelled out in more detail in a text created by me in a PDF file following this brief summary However, first an ID should conduct pre-planning, in order to determine the best path or method of converting these materials, beginning with research on potential learners and establishing objectives for the course. Then an ID should develop a road map consisting of a storyboard, syllabus, site map, content that aligns with the goals, chosen delivery method, and the layout of the delivery method. Next, the ID should engage in implementation of the design by expressing the roles of the instructor/facilitator and the student. In all, typically transferring existing “classroom” material to an online environment takes additional work to create an interactive and engaging learning environment devoid of the traditional classroom mechanisms, including physical interaction between students and instructor or student to student interaction.

Guide to Converting Existing Instructional Materials to an Online Environment
By Mark Zatalava
What should you do as the designer?
Preplanning
1. Avoid the craft approach to designing an online learning module.
 In this instance, “ an individual teacher designs and develops the course and the related material based on what has worked for him or her in the traditional classroom and puts it on the web” (as cited in Moller, Forshay, & Huett, 2008, p. 67).
2. Do some research on the potential learners.
 The research should be done either through a Human Resources Department or through a brief survey (preferably both) to determine accessibility, abilities, prior knowledge, and learning styles (Simonson, Smaldino, Albright, & Zvacek, 2009).
 Designers should “keep in mind that your audience may be diverse in terms of age, language skills, learning styles, physical abilities, and sensory abilities (AccessIt, 2010).
3. Establish goals and objectives for the course
 “Objectives should state the conditions under which learning should occur, the performance expected of the learner, and the standard to which the performance will be matched” (Simonson, et al., 2009, p. 132).
 “Good instructional goals should form the basis for instruction, regardless of the medium used” (Simonson, et al., 2009, p. 132).
 “Goals and objectives will influence the selection of media” (Simonson, et al., 2009, p. 133).
Planning and Development
1. Develop a Storyboard
 The storyboard needs to break the course down in a flow from content, resources, learning objectives, assignments, and the plotting of the evaluations (Laureate Education Inc., n. d.).
2. Compose a syllabus
 The syllabus will act as an instructional plan for the course and provide the learner with the learning objectives (clearly linked to assignments and
assessments) and provide a preview of the content to be covered (Piskurich & Chaucer, 2010b).
 “An instructor needs to provide enough information within the syllabus that students are able to understand the structure of the course, expectations and assignments, and the assessment process” Simonson, et al., 2009, p. 191).
3. Develop a site map
 This step will illustrate how the learner is intended to navigate the online course environment (Laureate Education Inc., n. d.).
4. Determine the content and assets that are essential and align with the chosen objectives
5. Determine the delivery method and technology to be used
 Examples could include: Course Management Systems (CMS), Learning Management Systems (LMS), Wikis, Podcasts, or HTML‟s (Laureate Education Inc., n. d.).
 Analysis should be done to ensure your chosen delivery method will meet all of the constraints of your course design project (Piskurich & Chaucer, 2010a).
6. Design the layout of the chosen delivery method
 Content and assets should be designed according to the developed site map and storyboard in an intuitive and easily navigated form (Laureate Education Inc., n. d.).
 In an online environment “the instructor may need to de-emphasize the „informative‟ part of the instruction for more „discovery‟ of information” (Simonson et al., 2009).
Implementation
1. Role of the Instructor/Facilitator
 Provide the learners with a syllabus
 Provide learners with necessary technology needs, like URL‟s, sign on instructions and even guide novices through technology issues
 Provide learners with rubrics, guides, timelines, and so on, because “the more information students have about completing assignments, the fewer problems the students and the instructor will experience during the course” (Simonson, et al., 2009, p. 138).
 On site facilitators “can help distribute materials, maintain organization, and keep order, as well as proctor” (Simonson, et al., 209, p. 141).
 The Instructor should (by design) act as a facilitator in discussion groups as a means of ensuring better communication within the course delivery methods.
o In synchronous and asynchronous discussions the instructor must be an architect of a collaborative learning community that stays on track and keeps the learning goals and objectives in mind. This could be best served by requiring the learners to participate in an online discussion where the instructor would pose a problem to the current group that would engage then in some form of discussion to solve the problem, via Wiki, e-mail, or threaded discussion (set-up in a CMS).
o The instructor should facilitate in “enough interaction to keep them on task while encouraging them to explore their learning experiences” (Simonson, et al., 2009, p. 189).
o “Learner-focused systems would enable a person to not only work at his/her own pace, but to also work on authentic, real-world tasks” (Beldarrain, 2006, p. 147).
2. Role of the student/trainee
 Learners are obligated to participate throughout the course in order to have “a classroom culture that promotes shared learning experiences and teamwork” (Simonson, et al., 2009, p. 165).
 In fact, “by collaborating, all students expand their knowledge, skills, and ability to self-assess their own progress” (Simonson, et al., 2009, p. 165).
 “Collaboration and contribution further prepare students to become part of a more expert community, a community of practice” (Beldarrain, 2006, p. 148).

References:

AccessIT. (2010). University of Washington. Retrieved September 29, 2010, from
http://www.washington.edu/accessit/articles?1173

Beldarrain, Y. (2006). Distance Education Trends: Integrating new technologies to foster student
interaction and collaboration. Distance Education, 27(2), 139-153.

Laureate Education, Inc. (Producer). (n.d.). Planning and designing online courses
[Multimedia]. Distance Learning. Retrieved on October 5, 2010 from
http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4442081&Survey=1&47=6064455&ClientNodeID=984650&coursenav=1&bhcp=1.

Moller, L., Foshay, W., & Huett, J. (2008). The evolution of distance education:
Implications for instructional design on the potential of the web (Part 2: Higher
education). TechTrends, 52(4), 66–70.

Piskurich, G. & Chauser, J (2010) Delivery Analysis, Laureate Education, Inc. Video
Production. Extracted from: http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4442081&Survey=1&47=6263153&ClientNodeID=984650&coursenav=1&bhcp=1

Piskurich, G., & Chaucer, J. (2010) “Planning and Designing Online Courses”, Laureate
Education, Inc. Video Production. Extracted from:
http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4442081&Survey=1&47=6263153&ClientNodeID=984650&coursenav=1&bhcp=1

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

Reflecting on the Future of Distance Education

The future of distance education depends on a myriad of elements and factors, including a continuing trend of growing acceptance of the medium. In fact, “current trends in the field of distance education indicate a shift in pedagogical perspectives and theoretical frameworks, with student interaction at the heart of the learner-centered constructivist environments” (Beldarrain, 2006, p. 139). As minds shift and as practices shift with the evolution of distance education I believe our society will see increasing acceptance and greater expansion of online programs. In order for this to take place, the education world will continue to see an expansion of accreditation agencies and “programs delivered via distance education will receive the same rigid reviews and be held to the same high standards as on-campus programs” (Simonson, Smaldino, Albright, & Zvacek, 2009, p. 343). In addition, “many Universities are feeling the pressure to control their costs, improve quality of instruction, focus on customer needs, and respond to the competitive pressures” (as cited in Valentine, 2002). With this in mind I believe in our current economic times these pressures are even more evident, but to forecast with any sense of accuracy where distance education will be 5-10 years down the road would be impossible (bottom lines drive many of these decisions).

As an Instructional Designer (ID), one will need to be cognizant of these current trends and the effects of the economy, as well as the ever changing technology to be applied to the medium. For example, “the versatility of the social software and other collaboration tools available today support the constructivist environments that seek to motivate, cultivate, and meet the needs of the 21st-century learner” (Beldarrain, 2006, p. 140). Coincidently, corporations will be able to take full advantage of emerging technologies to communicate with different offices worldwide for the purposes of distance education and corporate training possibilities (Laureate Education, n.d.). Another major consideration for ID’s is in any program design, “interaction must be maximized, the visual potential of the medium must be explored, and time constraints must be addressed” (Simonson, Smaldino, Albright, & Zvacek, 2009, p. 128). In all, designers not only must concentrate on sound educational design practices, but also be aware of technology available, and to stress budgetary issues and the positive effects to the bottom line to institutions and corporations.

My future role to promote the effective expansion of distance learning will hopefully be in the role of an ID and I have already subscribed to the train of thought that the future of distance learning lies in the collaborative and constructivist realms. First, I believe “collaboration in either asynchronous or synchronous learning environments allows learners to practice real-world skills that are applicable to the workplace” (Beldarrain, 2006, p. 144). In fact, I believe “being involved in a collaborative learning process is an important part of forming the foundation of a learning community” (Valentine, 2002). Second, the reason I subscribe to the constructivist theory is “emerging technologies are changing online distance learning because they offer new solutions, add flexibility to integrate student interaction, and evoke real-life collaboration opportunities” (Beldarrain, 2006, p. 149). In addition, “researchers and practioners are recognizing emerging technologies as powerful tools for building social interaction in constructivist learning environments” (as cited in Beldarrain, 2006, p. 150).

In conclusion, as a proponent of distance learning for the future I will continue to strive for greater collaborative distance learning environments, while following the tenants of practical and effective design of distance education programs. Also, maintaining a focus on the student “to provide a valuable learning experience to students who might not otherwise have access to learning” (Simonson, Smaldino, Albright, & Zvacek, 2009, p. 162). Finally I will continue to subscribe to the thought that “the ever-evolving nature of technology will continue to push distance educators to use new tools to create learning environments that will indeed prepare students to be life-long learners, who can problem solve through collaboration with global partners” Beldarrain, 2006, p. 150).

Refernces:

Beldarrain, Y. (2006). Distance Education Trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2), 139-153.

Laureatte Education (n.d.) The Future of distance education. Retrieved on October 25, 2010 from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4442081&Survey=1&47=6207825&ClientNodeID=984650&coursenav=1&bhcp=1

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

Valentine, D (2002). Distance learning: promises, problems, and possibilities. Online Journal of Distance Learning Administration, V(III). Retrieved from http://www.westga.edu/~distance/ojdla/fall53/valentine53.html

The Impact of Open Source

The Impact of Open Source

In reviewing the MIT Open Courseware website, I was able to discover a different level of self-initiated learning with a variety of choices and in a variety of delivery platforms. This particular site is relatively easy to navigate based on an abundance of links organized according to various topics and specific content areas. As I navigated through the site, I came across a class entitled American Political Thought, which was offered originally in the spring of 2004 at the Massachusetts Institute of Technology, which interested me and can be found at http://ocw.mit.edu/courses/political-science/17-037-american-political-thought-spring-2004/ (Song, 2004).

This specific distance learning opportunity was of interest to me, which is one key component of why open courseware exists, along with the self-motivation to learn for learning sake. Let me start with the positive attributes of this particular course to include mostly the design elements. First, the course and the overall website were easily navigated through various links arranged to provide a simple flow from one component to the next. Next, “the key to good use of color is in the contrast,” which I believe was accomplished fairly well, coupled with the “use of plenty of ‘white space’ to enhance readability” (Simonson, Smaldino, Albright, & Zvacek, 2009, p. 134). Another positive aspect of this course is illustrated in the manner in which it is organized, for example, “chunks of information are grouped into spatially related locations” (Simonson et al., 2009, p. 129). As for the positives in design of this course, they seem to end there.

From a design stand-point, this particular course has essentially taken a face to face class and transferred it to an online environment. This is an inherent problem with the design of distance learning, because of the lack of interaction and collaboration that would “support constructivist environments that seek to motivate, cultivate, and meet the needs of the 21st-century learner” (Beldarrain, 2006, p. 140). Although meticulously organized and offering everything a traditional classroom would provide, like a syllabus, lecture notes, assignments and resources, this learning experience would be very static and dependent upon the motivation and the desire of an individual to accomplish the tasks and activities on their own. In other words, “a series of activities alone cannot lead to learning,” there needs to be a balance between the interface of learner, environment, content, methodology, materials, instructor, and technology (Simonson, et al., 2009, p. 127).

In all, my opinion is that this would probably be an engaging face–to-face classroom learning experience, but it does not seem to transfer well to an effective distance learning environment. This and any other course like it still has the potential for learning to occur, but the learner would need to be highly motivated to simply learn based on a strong need to gain knowledge through independent study with no interaction and feedback from an instructor/facilitator. This course was not specifically developed utilizing the ADDIE model, where storyboarding and all other necessary steps in creating specifically an effective distance learning experience rich in selected technology and allowing for some form of interaction in an asynchronous environment (Piskurich, 2010).
References:

Beldarrain, Y. (2006). Distance Education Trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2), 139-153.

Piskurich, G., Chaucer, J. (2010) “Planning and Designing Online Courses”, Laureate Education, Inc. Video Production. Extracted from: http://sylvan.live.ecollege.com/ec/crs/default.learn? CourseID=4442081&Survey=1&47=6263153&ClientNodeID=984650&coursenav=1&bhcp=1

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

Song, Sarah. 17.037 American Political Thought, Spring 2004. (Massachusetts Institute of Technology: MIT OpenCourseWare), http://ocw.mit.edu (Accessed 10 Oct, 2010). License: Creative Commons BY-NC-SA

Application: Blog—Selecting Distance Learning Technologies

I am in the third week of my Distance Learning course at Walden University as part of my MS in Instructional Design and Technology and have been asked to look into an opportunity to use distance learning technology to fit the needs of a specific learning context in a particular scenario. The scenario I chose is presented below and I will present a short narrative explaining a possible technology tool that will present a training or educational solution to the scenario.

Example 3: Asynchronous Training
In an effort to improve its poor safety record, a biodiesel manufacturing plant
needs a series of safety training modules. These stand-alone modules must
illustrate best practices on how to safely operate the many pieces of heavy
machinery on the plant floor. The modules should involve step-by-step processes
and the method of delivery needs to be available to all shifts at the plant. As
well, the shift supervisors want to be sure the employees are engaged and can
demonstrate their learning from the modules. (Walden University, 2010).

In researching possible solutions for this scenario I chose to use Moodle.com as a distance learning tool that would present a potential learning solution through technology. This Course Management System (CMS) is a great example of a CMS that has the capabilities that allows designers to create and install pedagogical content, whether it is a teacher or other technical staff member as the designer (Simonson, Smaldino, Albright, & Zvacek, 2009, p. 239). Moodle can be used to design stand-alone modules intended to address a variety of educational solutions. In this case, How to operate vital pieces of equipment within a business’ safely or according to prescribed safety protocols. In this scenario there is an obvious need for an asynchronous environment that will allow multiple shifts to access the training module(s).

Moodle.com is an open source CMS that “can increase real-time collaboration between learners, especially in courses that are fully asynchronous” (Beldarrain, 2006, p. 143). For this solution system, it is vital to have various components in place to include but is not restricted to course management elements like syllabi, calendars, announcements, various instructions, objectives, rosters, and gradebooks (Simonson, et al., 2009). To further enhance the experience, the solution should include course readings, presentations, communications, project space, assessments, assignment submissions, evaluation, and any of the various Web 2.0 tools currently available(Simonson, et al., 2009). In doing so Moodle.com satisfies any and all of these requirements by allowing designers to create “activity modules (such as forums, databases and wikis) to build richly collaborative communities of learning around their subject matter (in the social constructionist tradition)” or simply to present content and traditionally “assess learning using assignments or quizzes” (http://moodle.org/about/). In utilizing Web 2.0 technology available in the design of a Moodle site, designers can facilitate “high levels of student Intellectual engagement – with content, with their instructors, and with each other – that hallmark the learner-centered instructional paradigm (Simonson, et al., 2009, p. 244). Ultimately, “collaboration in either asynchronous or synchronous learning environments allows learners to practice real-world skills that are applicable to the workplace” and for this scenario I believe Moodle can provide this (Beldarrain, 2006, p. 144).

In order to further support my assertion that Moodle would be a viable CMS solution for training/educating employees on safe equipment operation protocols I offer up testimonials, critiques, or reviews of Moodle in the real world. For example, arguably Moodle is user friendly with “lots of functionality” and it has “instructor control over look and features available within a course” (Taylor, 2006). Another positive aspect of Moodle illustrates how “novice users can spend two hours or less and have their Moodle classroom sites up and running with ease—including modifying the site colors, educational modules, navigation systems, and features” (Driscoll). In another review of Moodle it was illustrated in an online English as a Second Language course in Japan, it was noted that “the lesson module allows you to provide information to the students in small chunks, ask a comprehension question about what they have just learned and then conditionally branch out depending on their response” (Robb, 2004).

On a personal note I have used Moodle to take part in an asynchronous learning module for the school district I work for. In this learning module intended to introduce the faculty countywide district to an new initiative to be implemented in the schools, we were asked to navigate through various readings and simulations then take a series of quizzes, which we had opportunities to fix our mistakes and resubmit our answers. All of which was time stamped for the administrators to track student participation time and time spent on tasks. Not only were we exposed to a real time example of the initiative but we were assessed on the knowledge gained in doing so and through various reading selections. In fact there was a final exam that assessed the outcomes in comparison to the learning objectives of the exercise. Simply because of this personal experience and the evidence presented in this posting, I would advocate the use of Moodle to design a learning solution in a this CMS or Virtual Learning Environment (VLE) to provide an asynchronous learning situation for the target audience.

References:

Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2),139–153.

Driscoll, D.L., Message posted to Review of Moodle Course Management System. Archived at
http://www.bgsu.edu/cconline/Web_2_0_Reviews/Moodle_Driscoll/practicality.html

Robb, T.,( September 2004). Moodle: a virtual learning environment for the rest of us. Message posted to TESL-EJ, Teaching English as a Second Language or Foreign Language, archived at http://tesl-ej.org/ej30/m2.html

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

Taylor, V., (2006). Moodle - faculty review. Retrieved September 26, 2010, from
http://faculty.deanza.edu/taylorvalerie/stories/storyReader$489

What is Moodle? (2010). Retrieved from http://moodle.org/about/

Walden University. (2010). Application: Blog—Selecting Distance Learning Technologies. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4442081&Survey=1&47=6201564&ClientNodeID=984650&coursenav=1&bhcp=1