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Factors that affect the attraction and retention of employees in organizations: The examination of research and OPM practices
No full textThe purpose of this paper was to analyze the factors that affect organization’s ability increase talent acquisition and retention. Employee commitment, communication, trust, employee turnover and employee support programs were examined using OPM as an example of an organization with the ability to attract and retain talent.
The findings of this study can be applied across organizations both public and private, to enhance retention efforts, as well as to attract new talent. This paper identifies organizational strategies that impact talent acquisition and retention.Factors That Affect The Attraction and Retention of Employees in Organizations: The Examination of Research and OPM Practices
Denise Bailey Clark
Doctor of Management
July 6, 2012 Purpose and Scope of the Research
The purpose of this paper was to analyze the factors that affect organization’s ability increase talent acquisition and retention. Employee commitment, communication, trust, employee turnover and employee support programs were examined using OPM as an example of an organization with the ability to attract and retain talent.
The findings of this study can be applied across organizations both public and private, to enhance retention efforts, as well as to attract new talent. This paper identifies organizational strategies that impact talent acquisition and retention.Research Questions
1.
What effect does employee commitment have on staff acquisition and retention?
2.What significant other organizational factors affect staff acquisition and retention in organizations?
3. What programs and strategies can organizations establish that can increase the retention of talented staff and in turn increase the organization’s ability to attract talented staff?
Significance of this Research for Management
This study produced comprehensive strategies that serve as model for use in attracting new talent and for gaining employee commitment. This study raised questions on the key elements that affect employee commitment and talent sustainability, specifically, what are the reasons employees choose to stay or to leave an organization
This study also analyzes organizational strategies that effectively create a positive work environment that encourages talent sustainability. This study included a review of literature on employee commitment and talent sustainability, including trust, communication, and turnover as factors that can sustain talent. Main Literature Themes and Authors
•
Talent Acquisition -Allen, D., Bryant, P., & Vardaman, J. (September, 2010), Finnegan, R. P. (2010), Light, P. (June 2011), OPM, (2008, 2012).
•Employee Retention - Landry, Panacea, Vandenberghe, (2010), Allen, D., Bryant, P., & Vardaman, J. (, 2010), Allen, D., Bryant, P., & Vardaman, J. (September, 2010), Iverson, R. D. (1992), Sager, Griffeth, & Horn, (1998), Staw, B. (1980), Mowday, R. T., Steers, R. M., & Porter, L. W. (1982).
Main Literature Themes and Authors
•
Employee Commitment – Allen & Meyer, (1990), Becker, T, Billings, Eveleth, and Gilbert (1996), Gaylor, (2004), Grant, Dutton & Rosso, (2008), Meyer, Allen, & Smith (1993), Meyer, Allen & Smith (1993), Meyer & Allen, N.J. (2004).
•
Employee Support Programs – Gaylor, (2004), Pfeffer, (2010), Roberson, & Cahill,(2005).
•
Trust - Sharma, Borna, & Stearns, (2009), Shore, Bommer, & Shore, (1993), Van Vuuren, de Jong & Seydel (2007), Elma dag, Ellinger, & Franke, (2008), Parker, Baltes, Young, Huff, Altmann, Lacost, & Roberts (2003).
Relationship Between Literature and Practice
Talent Acquisition
Communication
Trust
Employee Support Programs
Employee Retention
Employee Commitment Key Propositions Distilled from the Literature
[P1] Employee commitment has an effect on an organization ability to attract and
retain talent.
[P2] There are key components of successful employee commitment programs.
[P3] The pivotal difference in organizations that sustain their talent and those that
have high employee turnover is the organizational communication.
[P4] Employee support programs and strategies increase employee commitment
to the organization.
[P5] Employee commitment is affected by organizational trust and communication
subsequent desire to stay with an organization.
[P6] Organizational and supervisor trust and support can affect employee
commitment and talent sustainability.
Conceptual Framework: Organizational SustainabilityThesis statement
The thesis is that an organization’s ability to increase talent acquisition and retention is influenced by employee commitment, communication, trust and employee support programs. Research Approach & Formation of Argument
The main emphasis in management research is the use of evidence-based research (EBR) where a conceptual model is developed from the review of scholarly literature on a specific topic. In this dissertation, the conceptual model is used to graphically depict the importance of and integration with theory and best practices on talent acquisition and retention. Conceptual Model Talent Acquisition and Retention Model
•Low:
•Employee Commitment
•Communication
•Trust
•High Employee Turnover
•Low:/Mid:
•Employee Commitment
•Communication
•Trust
•Employee Turnover
•High:
•Employee Commitment
•Communication
•Trust/Support Programs
•Talent Acquisition
•Talent Retention
•Talent Sustainability
•Mid/High:
•Employee Commitment
•Communication
•Trust/Support Programs
•Talent Acquisition
•Talent Retention
•Talent Sustainability
EC3
EC4
EC1
EC2 Findings
1.The key influencers of talent acquisition and retention are Employee Commitment, Communication, Trust and Employee Support Programs.
2.Strategies that encourage communication, and trust increases employee commitment and talent sustainability.
3.Committed employees are more like to stay with organizations that provide communication , trust and employee support program and this increases employee retention.
Findings (con’t)
4.
Employees that believe that they are trusted are more committed to the organization.
5.
Committed employee are morel likely to stay with the organization and this increases retention.
6. Committed employees are more likely to refer others to the organization and this increases the ability to acquire talent.
7. Employee support programs increases employee commitment to the organization by building trust.
Implications for Management Practice
This study produced comprehensive strategies that serve as a model for gaining employee commitment, attracting new talent and sustaining talent. These strategies can be applied to both public and private organization that seek to increase talent acquisition and retention.Future Research Agendas
•Talent Acquisition, Retention and Employee Commitment as success factors in the overall Federal government.
•Talent Acquisition and Retention and individuals ability to influence talent sustainability in private or public organizations.
• Talent Acquisition and Retention, Employee Commitment and employee satisfaction
Inquiry into the evolution of followership roles following a merger or acquisition
No full textThe purpose of this study is to determine if mergers and acquisitions destabilize the followership roles, and if so, determine the factors that drive the transformation of these roles.An Inquiry Into The Evolution of Followership Roles Following a Merger or Acquisition
Alex J. Gialanella DMGT892 July 6, 2012Purpose
The purpose of this study is to determine if mergers and acquisitions destabilize the followership roles, and if so, determine the factors that drive the transformation of these roles. Research Questions
“Do mergers and acquisitions destabilize followership roles and relationships?”
“What are the roles that followers possess prior to a merger or acquisition, and does the change event alter these roles?”
“What factors drive the transformation of followership roles?”Significance of Research
•
Organizations are developing and changing on a daily basis in both planned and unplanned ways.
•
The lack of post-merger success is increasingly attributed to human factors (Covin, Kolenko, Sightler, & Tudor, 1997).
•
Davy et al. (1988) Employee problems accounted for one-third to one-half of all failed mergers.
•
Followers are a group underrepresented in management researchKey Themes
Merger / AcquisitionIsolatesBystandersParticipantsActivistsDiehardsIsolatesBystandersParticipantsActivistsDiehardsPre-MergerRolesChange Event &ConceptsSocialNetworksSystemsTrustCultureLeader TurnoverAccept /ResistChangePost-MergerRolesMethodology
•
Quantitative survey to test the research questions and hypothesis.
•
The survey was distributed to a total of 170 potential participants.
–
94 participants accessed the survey
–
20 respondents answered “No” to the terminal question, as they were not involved in a merger
–
74 participants answered “Yes”, and fully completed the survey.Methodology (cont’d)
•
The survey was constructed to align the follower roles to a specific degree on the Likert Scale.
•
Section 3 of the survey asks respondents to reflect on Pre-Merger roles, while Section 4 of the survey asks respondents to reflect on Post-Merger roles. (The same 10 questions are asked in sections 3 and 4).
•
From each 5-option response, option 1 answers align with Isolate roles, option 2 answers align with Bystander roles, option 3 answers align with Participant roles, option 4 answers align with Activist roles, and option 5 answers align with Die-Hard roles. Hypotheses
Primary
•
H1: There is a difference in the magnitudes of the followership roles pre and post-merger
Secondary
•
H2a: There is a relationship between the Social Networks and the role (followership category) identified
•
H2b: There is a relationship between the Systems present and the role (followership category) identified
•
H2c: There is a relationship between the level of Trust and the role (followership category) identified
•
H2d: There is a relationship between the change in Culture the role (followership category) identified
•
H2e: There is a relationship between the turnover of leaders and the role (followership category) identified
•
H2f: There is a relationship between the acceptance or resistance of change and the role (followership category) identifiedKey Findings
•
Culture and Role Transformation (Question 37)
–
(75.68%) answered “It deteriorated”, while just 2 respondents (2.7%) answered “It improved.”
•
Leader Turnover and Role Transformation (39,40)
–
83.78% of the population experienced turnover in the leader that they reported to
–
83.87% of that population stated that turnover caused their view of the organization to deteriorateKey Findings (cont.’d)
•
Social Networks and Role Transformation (Question 36)
–
70.27% of Respondents felt their social network deteriorated
•
Systems and Role Transformation
–
70.27% of Respondents felt their systems deteriorated
•
Trust and Role Transformation
–
75.69% of Respondents felt their Trust in the organization deterioratedKey Findings (cont.’d)
•
Pre-Merger
–
Average Followership Role = 39.13, Activist
•Post-Merger
–Average Followership Role = 30.03, ParticipantLimitations / Threats to Validity
•
Lack of Longitudinal Research
•
Economic Conditions Shaping Views
•
Self Selection Bia
Preventing organization senescence and failures: Application of organizational homeostasis as a new survival orthodoxy
No full textThis paper examined the various models of organization life cycle in terms of how organizations develop, age, fail, and survive by exploring the influence of system thinking concepts and the maintenance of organizational homeostasis in reversing, renewing and preventing organizational senescence and failures.Preventing Organization Senescence and Failures: Application of Organizational Homeostasis as a New Survival Orthodoxy.
Submitted By
Patrick I. Amadasun
University of Maryland University College
Doctor of Management
Advisors: Professor G. David Andersen/Professor Eric Dent
Purpose and Scope of the Research
This paper examined the various models of organization life cycle in terms of how organizations develop, age, fail, and survive by exploring the influence of system thinking concepts and the maintenance of organizational homeostasis in reversing, renewing and preventing organizational senescence and failures. Research Questions
•
1. Could organizational efficiency, effectiveness, sustainability, innovative outputs, and superlative performance be enhanced through the maintenance of organizational homeostasis in self-organizing sub-systems, and as micro-functions of system application within organizations?
•
2. Will organizations be able to maintain excellent health, wellness, resiliency, and longevity at every stage of their life cycles through the maintenance of organizational equilibrium or homeostasis as adaptive and balancing processes in response to their operating environments? What will organizations need to do at these stages to maintain a level of Homeostasis?
•
3. What organizational strategies could be developed that will reverse, renew, regenerate and prevent organizational senescence, failures, and death through the maintenance of organizational balance or equilibrium (homeostasis) by application of biological organic system as a parallel for system application in organizations?Significance of this Research for Management
•
The significance of this study will be found in it’s great potential as a new management tool for academia and practitioners which could be utilized as one of the several strategies that could be applied for: stemming, regenerating, and reversing organizational aging or senescence; preventing organizational failures and death; and the promotion of organizational efficiency, effectiveness, innovative outputs, superlative performance, longevity, and wellness.
Main Literature Themes and Authors
1. Organizational Life Cycle
•
Miller, D., & Friesen, P. H. (1984, October). A longitudinal study of the corporate life cycle.
•
Management Science, 112 – 132.
•
2. Causes of Organizational Failures
•
Mellahi, K. & Wilkinson, A. (2004, March). Organizational failure: A critique of recent
•
research and a proposed integrative framework. International Journal of Management
•
Reviews, 5/6 (1): 21-41.
•
Cameron, K. S., & Zammuto, R. (1984). Matching managerial strategies to conditions of decline.
•
Human Resource Management, 22: 359-375.
3. Organizational Homeostasis
•
Andreadis, N. (2009, January). Learning and organizational effectiveness: A systems
•
Perspective. Performance Improvement, 48 (1), 5 - 11.
•
Andries, P. & Debackere, K. (2006). Adaptation in new technology-based ventures: Insights at the company level.
•
International Journal of Management Reviews, 8(2): 91-112.
•
Montuori, L. A. (2000). Organizational longevity: Integrating systems thinking, learning and
•
concept … Journal of Organizational Change Management, 13(1), 61-73. Key Propositions Distilled from the Literature
Causes of Organizational Failures
1. Failure Due to Environmental impact
2. Failure Due to Organizations Crowding
3. Failure Due to Management Inadequacies
4. Failure Due to Erroneous Management Perception
Organizational Life Cycle
Four – Stage Development: Birth, Growth, Maturity, and Decline.
Organizational Homeostasis: A Precursor for Survival
Maintenance of Internal Stability and Order via Self-Organization
The Destruction of External and Internal Toxins
Strategic Defense Against Predators
Reduction of Organizational Waste and Excess
Conceptual Framework
Organizational survival and longevity
based on different orthodoxies.
Organizational
Survival
(NEW) Suggested Orthodoxy (Proactionary): Environmental Adaption, Organization Homeostasis and Equilibrium
Current Orthodoxy (Reactionary):
Organizational Learning, Management of Environment, Intellectual Capital, and Strategy Thesis statement
•
The application of organizational homeostasis will enhance organizational fitness (healthcare and wellness), efficiency and effectiveness, organizational performance, and innovative outputs; hence, significantly prevent organizational failures or significantly promote organizational longevity.
Research Approach & Formation of Argument
Methodology
The use of Evidence Based Research (EBR) in the Search for the Best Evidences.
Search for Systematic Reviews, Quantitative, and Qualitative Studies in Research and Subject Areas.
The Use of Eligibility Criteria to Determine the 80 Best Literatures to Include this Study.
Argument
If the Findings in the Selected Literatures Support the Research Questions Proffered and the Stated Thesis, then the use of Organizational Homeostasis as a Strategic Tool for Management in the Prevention of Organizational Failures would be Conceptually Proven. Findings
1. On Research Question 1: Could organizational efficiency, effectiveness, sustainability, innovative outputs, and superlative performance be enhanced through the maintenance of organizational homeostasis in self-organizing sub-systems, and as micro-functions of system application within organizations?
The Findings Support that Organizational Homeostasis enhances Organizational Efficiency, Effectiveness, Sustainability, Innovative Outputs, and Superlative Performance.
2. On Research Question 2: Will organizations be able to maintain excellent health, wellness, resiliency, and longevity at every stage of their life cycles through the maintenance of organizational equilibrium or homeostasis ?
The Findings Support that Organizational Homeostasis helps Organization Maintain Excellent Health, Fitness, Wellness, Resiliency, and Longevity.
3. On Research Question 3: What organizational strategies could be developed that will reverse, renew, regenerate and prevent organizational senescence, failures, and death through the maintenance of organizational balance or equilibrium (homeostasis) ?
The Findings Affirm that the Application of Organizational Homeostasis at every Stage of Organization Life Cycle will be a Strategy that could Help Reverse, Renew, Regenerate, and Prevent Organizational Senescence, Failure, and Death.
Findings Implications for Management Practice
The Application Of Organizational Homeostasis Could Be One of The Strategic Tools That Could Be Employed in Management Practice For the Prevention of Organizational Senescence and Failure. Future Research Agendas
There is Need to Design Research Studies that could help in the Generalizability of the Application of Organizational Homeostasis through:
1. Quantitative Randomized Trials in Selected
Companies.
2. The Design of Longitudinal Studies to Study the
Effect of this New Orthodoxy in Selected
Companies
An Overview of Robert Gagne's Nine Events of Instruction - October 17, 2012_combined - DE Oracle
No full textDE Oracle @ UMUC
An Online Learning Magazine for UMUC Faculty
Center for Support of Instruction
An Overview of Robert Gagne's Nine Events of Instruction... and how
they might be useful in the classroom - October 17, 2012
CSI Staff
Staff Writer
Center for Support of Instruction
Published: September-October 2012
Category: » De-oracle-live » Archived-webinars
Jack Boeve introduces Robert Gagne's Conditions of Learning theory and provides a brief, general
overview of Gagne's Nine Events of Instruction that aim to support students within a learning
environment. The presentation also offers some suggestions for possible application of the Nine Events
of Instruction within UMUC courses.
Archived Recording:
WebEx Launcher Link:
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rKey=399af57968825db5 ( https://umuc.webex.com/umuc/ldr.php?AT=pb&SP=MC&rID=8667242&
rKey=399af57968825db5)
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An Overview of Robert Gagne's Nine Events of Instruction... and how they might be useful in the classroom - October 17, 2012 - DE Oracle
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An Overview of Robert Gagne's Nine Events of Instruction... and how they might be useful in the classroom - October 17, 2012 - DE Oracle
DE Oracle Live –
An Overview of Robert Gagné’s
Nine Events of Instruction
…and how they might be useful
in the classroom
Presenter:
Jack A. Boeve
Center for Support of Instruction
2012.10.17
Resources:
An Overview of Robert Gagne’s
Nine Events of Instruction,
DE Oracle, March-April 2012
Agenda
Introduction to Robert Gagne’s
Conditions of Learning Theory &
His Nine Instructional Events
Brief Review of Each Event with
Possible Application
Questions & Comments
There
are many
educational theories.
Each theory’s principles
impact decisions about curriculum
design, instruction techniques and
educator roles, and assessment criteria and
methods. This presentation encourages
consideration and evaluation of ideas
through a brief, general overview of one
educational theory and offers some
suggestions for possible application within
UMUC courses as faculty may deem
appropriate. This is
not a formal critique, scholarly
commentary, or
endorsement.
Disclaimer
…and IANAEPOID
The Conditions of Learning theory
is familiar to those who study and
work in the fields of educational
psychology and instructional
design. Gagné developed and
first described the theory in his
book Conditions of Learning,
originally published in 1965.
Introduction
Robert M. Gagné
(1916-2002)
Gagné’s Conditions of Learning Theory by the Numbers
1 Assumption
Different types of
learning exist; each
requires a different
type of instruction or
instructional
condition to promote
various desired
learning outcomes.
5 Types of Learning
Verbal Information
Intellectual Skills
Cognitive Strategies
Motor Skills
Attitude
Gagné’s Conditions of Learning Theory by the Numbers
1 Assumption
Different types of
learning exist; each
requires a different
type of instruction or
instructional
condition to promote
various desired
learning outcomes.
5 Types of Learning
Verbal Information
Intellectual Skills
Cognitive Strategies
Motor Skills
Attitude
8 Conditions of Learning
Signal
Stimulus-Response
Chaining
Verbal Association
Discrimination
Concept
Rule
Problem Solving
Gagné’s Conditions of Learning Theory by the Numbers
(a hierarchy of learning
tasks for intellectual skills)
1 Assumption
Different types of
learning exist; each
requires a different
type of instruction or
instructional
condition to promote
various desired
learning outcomes.
5 Types of Learning
Verbal Information
Intellectual Skills
Cognitive Strategies
Motor Skills
Attitude
8 Conditions of Learning
Signal
Stimulus-Response
Chaining
Verbal Association
Discrimination
Concept
Rule
Problem Solving
9 Instructional Events
(with Internal Cognitive Processes):
Gagné’s Conditions of Learning Theory by the Numbers
(a hierarchy of learning
tasks for intellectual skills)
1 Assumption
Different types of
learning exist; each
requires a different
type of instruction or
instructional
condition to promote
various desired
learning outcomes.
Preview: Nine Instructional Events
& Internal Cognitive Processes
Phase 1:
Preparing for
Learning
• Gaining Attention (stimuli activate receptors)
• Stating the Objective (create level of expectation for learning)
• Stimulating Recall of Prior Learning (retrieval & activation of short-term
memory)
• Presenting the Content / Stimulus (selective perception of content)
• Providing Learning Guidance (semantic encoding for storage in
long-term memory)
• Eliciting Performance (respond to questions to enhance encoding &
verification)
• Providing Feedback (reinforcement & assessment of correct
performance)
Phase 3:
Transfer of
Learning
• Assessing Performance (retrieval & reinforcement of content as final
evaluation)
• Enhancing Retention & Transfer to Other Contexts (review &
generalization of learned skill to new situation)
Phase 2:
Acquisition &
Performance
1. GAINING ATTENTION
(stimuli activate receptors)
Ladies & Gentlemen!
1. GAINING ATTENTION
(stimuli activate receptors)
Audio & Video
Storytelling & Animation
Demonstration
Problem solving
Examples to highlight relevance,
importance, timeliness of topic
Questions or thoughts to arouse curiosity,
stimulate thinking, heighten motivation to learn
Ladies & Gentlemen!
2. STATING THE OBJECTIVE
(creates level of expectation for learning)
What are your desired
outcomes for students?
What personal learning
outcomes do students have?
2. STATING THE OBJECTIVE
(creates level of expectation for learning)
Describe the Itinerary (show & tell):
• where we are going
• how we’ll get there
• what we’ll see, hear, learn, do,
accomplish
• who we’ll meet along the way
• when we’ll reach waypoints and
destinations
• why we’re on this journey
Visual Representation
(show) – map, image, etc.
Activities & Exercises
(discover)
Narrative (show & tell) –
audio, video, text, etc.
Bullet Points (tell)
What are your desired
outcomes for students?
What personal learning
outcomes do students have?
3. STIMULATING RECALL OF PRIOR LEARNING
(retrieval and activation of short-term memory)
3. STIMULATING RECALL OF PRIOR LEARNING
(retrieval and activation of short-term memory)
Tools or methods that might help students connect previous learning or
experience with materials in the current course:
exercises
short assignments
(written, creative, etc.)
discussion questions
concept or mind maps
surveys/polls, etc.
media that spark
thought (audio/video/
learning object)
other ideas?
4. PRESENTING THE CONTENT / STIMULUS
(selective perception of content)
How interactive--
interpersonally and
technologically--is it
(or should it be)?
Can other “voices”
or perspectives assist
in relaying content…
how might they be
included?
Can new technologies and media
display text in fresh ways or push
beyond the text medium to appeal to
different learning styles or modes of
instruction?
Is material in appropriate, meaningful
“chunks” to facilitate learning and
retention and avoid overload?
4. PRESENTING THE CONTENT / STIMULUS
(selective perception of content)
audio/video/images
case studies/scenarios
simulations/games/tutorials
guests
presentations (PPT, other
tools)
concept or mind maps
How interactive--
interpersonally and
technologically--is it
(or should it be)?
Can other “voices”
or perspectives assist
in relaying content…
how might they be
included?
Can new technologies and media
display text in fresh ways or push
beyond the text medium to appeal to
different learning styles or modes of
instruction?
Is material in appropriate, meaningful
“chunks” to facilitate learning and
retention and avoid overload?
discussions
lectures
field trips
hands on
experiences
other formats?
5. PROVIDING LEARNING GUIDANCE
(semantic encoding for storage in long-term memory)
Opportunities for Application of Knowledge or Skill by Students
- simulations
- examples
- case studies
- visual aids,
- mnemonics
- analogies
- exercises
- written assignments
- discussion questions
5. PROVIDING LEARNING GUIDANCE
(semantic encoding for storage in long-term memory)
Opportunities for Application of Knowledge or Skill by Students
- simulations
- examples
- case studies
- visual aids,
- mnemonics
- analogies
- exercises
- written assignments
- discussion questions
Guidance & Feedback by Instructor or
Mechanism
- timely, regular
- specific, detailed,
adequate
- personal
- constructive
- for correct & incorrect
responses
- suggest areas for
improvement, growth
- reinforce learning,
goals, outcomes
5. PROVIDING LEARNING GUIDANCE
(semantic encoding for storage in long-term memory)
Opportunities for Application of Knowledge or Skill by Students
- simulations
- examples
- case studies
- visual aids,
- mnemonics
- analogies
- exercises
- written assignments
- discussion questions
Guidance & Feedback by Instructor or
Mechanism
- timely, regular
- specific, detailed,
adequate
- personal
- constructive
- for correct & incorrect
responses
- suggest areas for
improvement, growth
- reinforce learning,
goals, outcomes
Intended Outcomes
- clarified questions
- strengthened grasp
of content
- improved abilities
- increased confidence
6. ELICITING PERFORMANCE
(responds to questions to enhance encoding and verification)
This requires less
guidance and little or
no instruction.
Feedback, if
provided, comes
most likely at the end
of the performance.
Can students
demonstrate
comprehension
(“getting it”)
and retention
(“holding on to it”) of
content...that they
are further along an
educational path?
6. ELICITING PERFORMANCE
(responds to questions to enhance encoding and verification)
Providing interactive opportunities for
students to practice new skills,
apply and display knowledge, and
give evidence of what they
have learned:
read/watch/listen and respond via
discussions, papers, assignments, etc.
case studies (develop and/or respond)
exercises
simulations
demonstrations
projects
quizzes/tests
This requires less
guidance and little or
no instruction.
Feedback, if
provided, comes
most likely at the end
of the performance.
Can students
demonstrate
comprehension
(“getting it”)
and retention
(“holding on to it”) of
content...that they
are further along an
educational path?
Interactive
Instrument
Discussion
Written
Comments
Audio/Video
(Individually
or Group)
Face-to-
Face Chats
Online
Chats
7. PROVIDING FEEDBACK
(reinforcement and assessment of correct performance)
Other
Means?
Interactive
Instrument
Discussion
Written
Comments
Audio/Video
(Individually
or Group)
Face-to-
Face Chats
Online
Chats
7. PROVIDING FEEDBACK
(reinforcement and assessment of correct performance)
Whenever possible:
give specifics
respond in timely
fashion
provide guidance
(don’t just tell
students that they
are doing or have
done a “good job!”)
Other
Means?
8. ASSESSING PERFORMANCE
(retrieval and reinforcement of content as final evaluation)
Forms of Assessment:
Quizzes / Exams (written, oral)
Papers / Reports / Projects
Presentations / Demonstrations / Hands-on Application
Journals / Portfolios
Observation / Review / Evaluation (self, peer, professional)
…any other appropriate means for determining
the breadth and depth of student learning
8. ASSESSING PERFORMANCE
(retrieval and reinforcement of content as final evaluation)
Feedback
Forms of Assessment:
Quizzes / Exams (written, oral)
Papers / Reports / Projects
Presentations / Demonstrations / Hands-on Application
Journals / Portfolios
Observation / Review / Evaluation (self, peer, professional)
…any other appropriate means for determining
the breadth and depth of student learning
8. ASSESSING PERFORMANCE
(retrieval and reinforcement of content as final evaluation)
Feedback
Forms of Assessment:
Quizzes / Exams (written, oral)
Papers / Reports / Projects
Presentations / Demonstrations / Hands-on Application
Journals / Portfolios
Observation / Review / Evaluation (self, peer, professional)
…any other appropriate means for determining
the breadth and depth of student learning
For incorrect answers or
where improvement is
needed, consider:
providing correct
answers/info, along with
appropriate explanations
and resources for
strengthening skills or
knowledge.
For correct answers or
positive performance,
consider:
providing additional
resources/information to
help increase retention
and improve the learning
process.
Toward the end of the course—either before or after
Performance Assessment (event #8)—it is helpful to
do four things:
9. ENHANCING RETENTION & TRANSFER TO OTHER CONTEXTS
(review and generalization of learned skill to new situation)
Toward the end of the course—either before or after
Performance Assessment (event #8)—it is helpful to
do four things:
9. ENHANCING RETENTION & TRANSFER TO OTHER CONTEXTS
(review and generalization of learned skill to new situation)
Highlight
and review
important
material
Revisit
course
objectives
and evaluate
achievement
Highlight
various
applications
for course
learning
Assist students
to review the
ground they
have traveled
during the
course
Review: Nine Instructional Events
Phase 1:
Preparing for
Learning
• Gaining Attention
• Stating the Objective
• Stimulating Recall of Prior Learning
• Presenting the Content / Stimulus
• Providing Learning Guidance
• Eliciting Performance
• Providing Feedback
Phase 3:
Transfer of
Learning
• Assessing Performance
• Enhancing Retention &
Transfer to Other Contexts
Phase 2:
Acquisition &
Performance
1. It is not necessary…
to use every single instructional event in all instances or
to use them in this exact order
(e.g. some educators prefer to make assessment the final step).
2. Some instructional events may be combined
(e.g. presenting content may also incorporate providing learning guidance,
eliciting performance, and providing feedback).
3. Remember the fine print: Implementation of the Nine Instructional Events is
no guarantee of future results and may not necessarily produce the desired
learning outcomes in all cases; the intention is to support the internal
process of the student within the learning environment.
4. Each instructor should determine what best suits the…
subject
course format
course goals
needs and capabilities of the students
his or her own personal style
technological capacities
A Few More Thoughts…
What Difference Does it Make?
A study by Martin, Klein, and Sullivan (2007) examining various instructional
models, investigated the effects that different instructional elements have when
they are combined systematically and when one or more elements is removed.
A group of 256
undergraduate
students
took a pretest.
Then they were randomly divided into six
groups. Each group took a different version
of a web-based computer literacy course.
So, what did these six course versions look like?
Program Information Objectives Practice with
Feedback
Examples Review
1: Full
2 X
3 X
4 X
5 X
6: Lean X X X X
At the end of each version, the students completed a posttest.
(What do you think the results were? Which element(s) made a difference?)
What Difference Does it Make?
This table illustrates the elements in each of the six programs.
And the Study Reveals…
Students who had practice with feedback…
scored significantly higher AND
had more positive attitudes in response to a dozen questions about
the course and their experiences
…than the students who did not have that element in their course.
And the Study Reveals…
Students who had practice with feedback…
scored significantly higher AND
had more positive attitudes in response to a dozen questions about
the course and their experiences
…than the students who did not have that element in their course.
If a real estate mantra is “Location, Location, Location,”
then one idea gleaned from this study and
applied to education and learning (as in many other arenas) is
“Practice, Practice, Practice”
or “Practice makes a difference.”
And the Study Reveals…
Students who had practice with feedback…
scored significantly higher AND
had more positive attitudes in response to a dozen questions about
the course and their experiences
…than the students who did not have that element in their course.
If a real estate mantra is “Location, Location, Location,”
then one idea gleaned from this study and
applied to education and learning (as in many other arenas) is
“Practice, Practice, Practice”
or “Practice makes a difference.”
The study results indicate that within Gagné’s scheme of instructional
events, events #5- #7—those allowing for students to apply their
knowledge, test their skills, and receive guidance and feedback based
upon their performance (i.e., incorporating practice with feedback)—may
be pivotal for learners’ success.
Boring Behaviorism?
CRITICISMS of Gagné’s theory include that the nine instructional events are:
outdated
overly general
prone to lead to boring instruction
too behaviorist in nature
lacking in scientific support
Boring Behaviorism?
CRITICISMS of Gagné’s theory include that the nine instructional events are:
outdated
overly general
prone to lead to boring instruction
too behaviorist in nature
lacking in scientific support
UMUC’s Undergraduate Learning Model
Seven Principles (derived from Chickering and Gamson):
1. Faculty engagement, including faculty’s active and motivating presence,
outreach to students, and facilitation of interaction with students.
2. Student collaboration, including group activities and assignments guided by
clear direction and evaluation criteria.
3. Active learning, including application, summary and reflection, and connection
to real-world experience.
4. Frequent and prompt feedback on all assignments and activities, including
comments on performance, criteria for success, encouragement and referrals for
further support.
5. Time on task, meaning focus on activities directly related to learning
outcomes, adequate guidance, and clear connection of assignments to outcomes.
6. High expectations, in keeping with UMUC’s standards for academic rigor and
the faculty member’s responsibility to challenge and motivate students.
7. Respect for diversity, including diversity of culture, ethnicity, academic
backgrounds, and individual needs as well as learning styles.
Eight Principals:
1. Make learning goals and paths to them clear
2. Use deliberate practice until skill or concept is mastered
3. Provide prompt, constructive feedback
4. Provide balance of challenge and support tailored to individual readiness
and potential
5. Broaden the learner’s experience of the subject matter
6. Elicit active, critical reflection on student’s growing experience base
7. Link inquiries to genuine problems or issues of high interest to the learner
8. Create an environment that supports and encourages inquiry
UMUC’s Best Online Instructional Practices Study (BOIPS)
Conclusion
SO…
Many educators recognize some value in considering and thinking through
Gagné’s nine steps and incorporating—and adapting—them as appropriate to
their circumstances.
You may, likewise, wish to consider them –or a variant of them (possibly by
another name or from another educator’s work)--and determine how you might
apply them in your courses to enhance the educational environment and to
support student growth and achievement.
Questions / Comment
Considerations for Teaching with an iPad at UMUC - DE Oracle
No full textDE Oracle @ UMUC
An Online Learning Magazine for UMUC Faculty
Center for Support of Instruction
Considerations for Teaching with an iPad at UMUC
Sharon Huston
Instructional Support Specialist
Center for Support of Instruction
Published: May-June 2012
Category: » Online-pedagogy » Emerging-technologies
Note: The advice contained in this article does not constitute an official recommendation from UMUC. The article represents the views
and experiences of one enthusiastic iPad owner. Your experiences may be different. Consider performing additional research, including
reading App Store reviews, before purchasing the apps mentioned in this article.
iPads are desirable for a number of reasons, including their stability, ease-of-use, and portability. It’s tempting to ditch the laptop for
one of these cute, whizzy devices, but before switching, users need to consider how the iPad can handle day-to-day academic tasks,
including teaching, grading, writing, and conducting research.
Teaching
Since WebTycho is the heart of most UMUC classrooms, the iPad’s ability to work with WebTycho is a make-or-break factor for many
instructors. A year ago, I could not find a Web browser that would successfully connect to WebTycho due to the lack of Java support on
the iPad. (Apple controversially decided to forgo Java and Flash support for the iPad, claiming the technologies do not have enough
stability.)
This year, however, two clever workarounds appeared in the App Store. One alternative is to virtualize a home PC so that it can be
accessed through the iPad over the Internet. This allows users to surf the Web using their home PC while viewing the results on the iPad.
Virtualization also relieves other iPad-related headaches by giving users access to any program located on their home PC. The response
time can be a little slow, but it is far better than no access at all. There are many virtual desktop apps (sometimes called “remote
desktops”) available in the App Store. Prices on virtual desktop apps range from free to upwards of $40.00. I’ve personally only installed
Splashtop Desktop. It met my needs, had a laudably simple installation process, and was on sale at the time.
Another option is to purchase a “cloud browser.” Cloud browsers are similar to virtual desktops in that users are accessing a remote
machine and viewing the results on the iPad. The difference is that in cloud browsing, users are accessing a browser on a PC in a server
farm. Users are limited to the browser, and can’t (for example) open Excel or access files from their home PC as a virtual desktop
scenario would allow. The App Store currently has one cloud browser (named “Cloud Browse”) that works with WebTycho. The cost of
the app allows 10-minute browsing sessions. The developers, AlwaysOn Technologies, also offer unlimited premium browsing with better
connectivity.
The only hurdle I faced with virtualization and cloud browsing involves attaching documents to Conference posts or Course Content
items. It’s important to remember in both cases that the user is actually manipulating software on a remote computer, so when the user
clicks “Browse” to find an attachment, the remote computer gets browsed, not the iPad. In a virtual desktop configuration, this isn’t too
big an issue as users can engage in a quick Dropbox shuffle to move content from the iPad to the home system. Cloud browsing,
however, doesn’t allow this type of activity. Due to this limitation, I personally find virtual desktops more appealing than cloud browsing.
After WebTycho access, e-mail is probably the most-used tool in an instructor’s digital toolbox. The iPad can easily access UMUC's new
Gmail interface. It’s also very easy to make a UMUC Gmail address the default address for the iPad, allowing users to answer emails
using the iPad Mail app or the Gmail app.
Face-to-face classes have a few additional considerations, including making and displaying presentations. Display is often the difficult
part of the equation. Apple makes an iPad-to-VGA connector that works great if users can connect it to the projector and if the app
you’re using supports the cable. (Oddly, this isn’t an automatic system feature—developers have to specifically author VGA output for
their apps.) Some classrooms are so locked down that it’s impossible to use the VGA connector. For those extreme cases, other
workarounds do exist. Many projector manufacturers, including Epson and Panasonic, distribute free apps that will connect wirelessly to
supported projectors.
The second part of the presentation equation—creation—is easier to manage. The App Store sells several presentation creation apps. My
favorite at the moment is Apple Keynote, which is effective even if not as feature-rich as its desktop counterpart. Keynote can edit and
save PowerPoint files.
The App Store also sells virtual whiteboards and document cameras that might be useful in face-to-face teaching.
Grading
Grading papers is another teaching task that can be accomplished on the iPad. Sadly, the current generation of word-processing apps
does not include document commenting. Many educators are overcoming this problem by asking students to save their Word files as
Acrobat PDF files. Instructors can then use a stylus and PDF annotation software to make comments on the document. GoodReader and
iAnnotate are two strong products in this class; many others exist in the App Store.
In addition to recording grades in WebTycho, many instructors keep a duplicate record in a spreadsheet. Apple’s Numbers app is more
Considerations for Teaching with an iPad at UMUC - DE Oracle
than adequate for this task. Numbers also supports graphs, allowing users to create visual representations of student progress through a
class.
Research
The iPad really shines as a research companion. It can assist with notetaking, online library research, reading and document
photography.
iPad notetaking is quite popular, and there are literally hundreds of notetaking apps—some of which store data in the cloud and sync
with desktop programs, giving users access to their notes at virtually any location. Evernote and Simplenote are two of the leading
notetaking apps. If you’d like to try writing with a stylus, Notes Plus is a good choice.
Basic library research can easily be accomplished on the iPad. It's important to note that the UMUC Library does not label or promote its
offerings as mobile friendly, so this article is testing the Library's offerings in the spirit of experimentation. It's also important to
remember that the UMUC Library is constantly expanding its offerings and improving services. Librarians, probably more than any other
group of people around, are keenly aware of the new demands mobile devices place on the existing infrastructure.
The UMUC Library’s search feature is iPad friendly, allowing users to easily locate reference materials. Reading PDF articles directly
through the Library’s interface is not possible (part of the article will show, but there is no way to scroll through the material as
demonstrated in the screenshot below), but using the "email PDF" functionality is a decent alternative. HTML full-text articles do not
share this limitation and can be read online easily.
CAPTION: A PDF article from the UMUC Library; not scrollable on an iPad.
E-books from UMUC's main e-book collection, EBSCOhost (formerly NetLibrary), can be read online (thumbs up for access!), but the
experience is not always as enjoyable as it could be. The collection uses Adobe Digital Editions, a technology which focuses on preserving
the integrity of the printed page. This means the text doesn’t re-size or re-flow to accommodate mobile devices, so iPad users constantly
engage in a zoom-in/zoom-out finger dance while working their way through the text; an example of this is shown below. Books can also
be read online through the Web interface. It’s also possible to download an e-book from this collection (two-hour time limit) after
obtaining an Adobe ID and installing the Bluefire Reader app.
Considerations for Teaching with an iPad at UMUC - DE Oracle
CAPTION: Northanger Abbey in the EBSCOhost Collection. Notice the minute text size!
UMUC also has other e-book collections available. For this article, I quickly examined e-books and other material from the Books 24x7
collection, Safari Books Online, Oxford Art Online, and the SAGE Reference Online Collection. In each case, I was able to read materials
online through the Web interface without much pain.
Reading e-books from other sources, including Amazon.com, Barnes & Noble, and other booksellers, is a task usually best accomplished
using the bookseller’s e-book reader. Amazon’s Kindle app and Barnes and Noble’s Nook app, for example, are both high-quality e-book
readers. If the material is an unencrypted e-book, like the books offered through Project Gutenberg, the Bluefire Reader and
MegaReader apps are decent choices.
Another great use for the iPad is reading long-form essays or Web articles that are often tedious to read while sitting at your desk.
Page-saving apps like Instapaper and Readability store your selections, remove ads, and offer users a clean, unencumbered reading
environment. For RSS junkies, Pulse, Flipboard, and Feedly are all great choices.
If research requires users to photograph original documents, Apple sells a camera connector kit that will transfer images to the iPad.
While it is true the iPad 2 has a camera, the quality of the camera is poor. (A 2011 article by Charlie Sorrel in the Gadget Lab section of
Wired magazine claims that the quality is “about the same as an early 1990s-era digital camera” (¶ 4).) Using the camera connector kit
with a standard digital camera will overcome this limitation. The camera in the newly-released iPad 3 has a much better camera, which is
presumably better suited for document photography.
Photo-editing apps like Snapseed will help users with basic photo-editing tasks including cropping, straightening, and color correction.
Writing
Academic writing presents some special challenges on the iPad. The first barrier is the annoying virtual keyboard. While the virtual
keyboard isn’t bad for short notes, it does not lend itself to lengthy writing sessions. Serious writing requires investing in a Bluetooth
keyboard. I chose the Apple Wireless Keyboard, which is small enough for me to slide into my iPad’s carrying case.
The next barrier concerns the quality of the current crop of word-processing apps. At this time, only one program suits my needs:
Apple’s Pages. Pages will open, edit, and export Word files. It’s also the only app that supports footnotes. The footnotes are double-spaced,
which I’m not crazy about—but I have learned to accept.
Many academicians need to use Latex writers/compilers. I don’t use Latex myself, but a little Internet research has revealed that Latex
Considerations for Teaching with an iPad at UMUC - DE Oracle
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users are not satisfied with the current state of Latex apps. The most popular seem to be Textastic, TeX Equation, and Tex Touch. If you
are aware of a better solution, please leave a note in the comments.
Conclusion
As you have probably deduced, the iPad is not yet a perfect device for teaching. Users have to be willing to experiment with different
technologies and apps to perfect individual workflows. Users also have to realize some functions, especially processor-heavy discipline-specific
functions, cannot yet be accomplished on the iPad. (For example, I don’t use it for video editing or animation.)
While the iPad can’t completely replace a desktop PC, it can serve as a valuable, portable addition to any teacher’s toolkit. The iPad can
accomplish many daily tasks, and the portability factor is invaluable. It’s fun to use, and the "fun factor" may trick users into working
longer hours than anticipated!
Reference
Sorrel, C. (2011, March.) Just how bad is the iPad 2 camera? Wired 19(3). Retrieved from http://www.wired.com/gadgetlab
/2011/03/just-how-bad-is-the-ipad-2-camera/ (http://www.wired.com/gadgetlab/2011/03/just-how-bad-is-the-ipad-2-camera/)
About the Author(s)
Prior to joining the Center for Support of Instruction, Sharon was a full-time instructor for the Dallas County Community College District where she taught face-to-face
and online Web design/multimedia classes focusing on cutting-edge technologies like video podcasting, Flash, and Second Life. Sharon earned an Innovator of the
Year Award for her service on the Teaching and Learning Team, a committee charged with bringing innovation into the campus classrooms. In addition to teaching,
Sharon also served as a faculty trainer and mentor. In this role, she helped fellow faculty design new online and face-to-face courses, fine-tune existing courses, and
master course development software.
Sharon has a BS in History from Texas Woman's University, and an MS in Computer Education and Cognitive Systems from the University of North Texas.
Since the writing of this article Sharon has left UMUC to persue other opportunities.
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Free Online Image Editors - DE Oracle
No full textDE Oracle @ UMUC
An Online Learning Magazine for UMUC Faculty
Center for Support of Instruction
Free Online Image Editors
Laddie Odom
Multimedia Producer
Center for Support of Instruction
Published: May-June 2012
Category: » Tech-skills-software » Images
Introduction
Plenty of free downloadable image editors are available for those who need them, but a new crop of
cloud-based solutions can prove just as economical, useful, and potentially even more accessible. This
article presents some scenarios in which a cloud-based image editor may come in handy and reviews
the features of selected current offerings in this market.
Background
Image editing programs such as Adobe Photoshop and Microsoft Paint have been around for about as
long as the personal computer itself and have each in their own way evolved over time. By the
mid-1990s, the development of programs such as GIMP (GNU Image Manipulation Program)
represented the welcome arrival of free, open-source alternatives. More recently, the rise of
cloud-based application development has sparked the proliferation of free online image editors. There
are now many sophisticated image editing tools freely available for online use, without any need for a
download. This last aspect can prove quite handy if you find yourself on a computer where you do not
have sufficient privileges to download and install programs. The following anecdotal tale hopefully helps
prove the point.
An Illuminating Tale
Not long ago, late on a Friday afternoon, a program director (PD) in UMUC's Graduate School was
hurriedly preparing for an international conference at which she was scheduled to deliver a
presentation that utilized a PowerPoint slideshow containing graphics and photos. Some of the images
(including several photos) needed updating and tweaking. Unfortunately, since the PD was not typically
in need of image-editing tools, her office computer had no such program (like Photoshop) installed on
it. Further, while Microsoft Paint was installed, the graphical tasks she needed to perform, such as color
corrections, outstripped its limited capabilities. With her departure time fast approaching and without a
reasonable or appropriate opportunity to acquire and install additional software, it appeared that the PD
would not be able to update and modify her slides.
The PD then remembered that she had recently learned from CSI staff about a free online alternative:
Aviary, which requires only a connection to the Internet along with a free registration to use it. Aviary
is actually a suite of creativity tools, including vector and image editors, screen-capture utilities, and
music and audio editors. The PD was able quickly to upload and tweak the images, download them
again to her desktop, and update her presentation; she also boarded her flight on time and gave a
successful conference presentation upon arrival.
Happily Ever After...?
Unfortunately, since that happy ending, Aviary has changed its business plan, and it is no longer quite
Free Online Image Editors - DE Oracle
as simple to access and use. Another popular image-editing service that I would have included, Picnic,
was recently acquired by Google and is about to be shut down. Such tales from the front lines indicate
how important it is to constantly stay on top of the current collection of available online tools.
The good news is that there are still plenty of other options available that can save your day—for now!
Below is a short, up-to-date list of applications that I consider to be the best from among the current
crop of free online image editors, all of which I have personally evaluated and listed in order of
preference.
Pixlr Editor
Pixlr Editor (http://pixlr.com/editor/) is similar in appearance to traditional desktop image-editing tools
such as Adobe Fireworks and Photoshop, and so its interface may appear a bit more complicated than
some of the simpler editors. It contains many of the same functions as traditional desktop image
editors, including the ability to create images from scratch and a fully functional layers feature. On the
downside, its import function yields mixed results. While it can successfully import and retain separate
layers from a Photoshop PSD file and can open most bitmap formats (including JPG and GIF files), it
flattens/merges the layers in PNG files. It is also missing a few key tools that desktop image editors
traditionally offer, such as a pen tool capable of creating vector curves and shapes. In spite of these
small shortcomings, Pixlr Editor is one example of a notable free image-editing tool with all the
standard features that requires no registration to use. It also offers some interesting functions not
often found in other applications, such as its history tool, which allows users to backtrack graphically
through a process. The ability of the program to import various image file formats from a computer as
well as from social sites such as Facebook and Flickr requires creating a username and password (free
account).
Pros:
No registration required (for basic use)
No ads
Image creation tools
Full menu of filters and effects
Full-featured layers function
Mobile versions
Multi-language interface
Cons:
Complex interface
No pen tool
Can be slow if working with large or multiple files
File import/output options
Ease of use
Photo editing
Free Online Image Editors - DE Oracle
Graphics editing
Photoshop Express Editor
Photoshop Express Editor (http://www.photoshop.com/tools/expresseditor?wf=editor) from Adobe is another
example of a tool from a company pondering its business model and possibly heading towards more
for-pay services and apps. For the time being, though, it is offering a top-notch image editor that is still
free and does not require registration. As the name might suggest, this tool is photo centric and is one
of the most powerful photo editors available online—with one major caveat: The service currently
allows uploading and editing only of JPG format files if you access the program without registration
(with registration, other file formats may be uploaded, but they will be converted to JPG format before
being available for editing). But if the goal is quickly salvaging a photo, this is the place to be. All the
typical photo-fixing tools are available under the Edit tab, including red-eye removal, cropping and
sizing, and exposure correction. There is also a small selection of image effects tools and filters
available, such as pixelate and distort, and the multiple thumbnail previews at the top of the work area
are a huge time saver. On the downside, object creation tools, such as the usual rectangle/circle and
pen tools, are missing. Also, while a traditional layers function is not available, it is still possible to
place and manipulate objects such as graphics and text within the Decorate tab. These two basic tabs
represent the simplicity at the heart of the interface, which makes it easy to learn and use. Edited
images can be downloaded to the user's desktop or shared via social networks, such as Facebook,
Flickr, and Picasa.
Pros:
No registration required
No ads
Photoshop lineage
Photo-fixing tools
Image effects tools
Cons:
Limited to JPEG files
Limited layers function
Lack of object creation tools
File import/output options
Ease of use
Photo editing
Graphics editing
Free Online Image Editors - DE Oracle
FotoFlexer
FotoFlexer (http://fotoflexer.com/) is a powerful yet simple-to-use image editor geared toward those who
may be less tech savvy—but it is also studded with a few geeky features. It is social-network friendly
and can import images from a large collection of services, including Facebook, Myspace, Flickr,
Photobucket, Picasa, Phanfare, and SmugMug. It is also able to upload bitmap files in various formats,
including JPG, GIF, and PNG (with flattened/merged layers). The program is another tab-based
application that is straightforward for most of the available functions. Under the Basic tab are all the
standard image editing tools, including auto-fix and red-eye removal. The Effects, Decorate, Distort,
and Animation tabs are geared towards more fun, graphical, and special effects features, such as
preset effects filters, a text tool, drawing and erase tools, and limited animation. The Geek tab contains
some powerful features, including an image-morphing tool. FotoFlexer represents a combination of
simplicity and power, but it also seems geared towards younger, non-professional users with its
inclusion of arguably trivial features. If you don't mind the ads and "cute" quotient, it is an impressive,
useful tool.
Pros:
No registration required
Many social network import/output options
Standard image editing tools available
Cons:
Ads
Trivial, non-professional features
File import/output options
Ease of use
Photo editing
Graphics editing
Splashup
Splashup (http://www.splashup.com/) is a full-featured image-editing tool that resembles traditional
desktop image-editing software interfaces, including layers, and thus contains a relatively complex
interface for neophytes. Supported formats for uploading include JPG, GIF, and PNG, although the
layers in PNG files are flattened/merged. It is also oriented to social networks and can directly import
from Facebook, Myspace, Flickr, Photobucket, Picasa, Phanfare, and SmugMug. While most image-editing
features react as expected, including a robust layers feature, there is a glaring absence of any
photo-editing features, such as red-eye removal. Also, the zoom feature is oddly limited to 50%, so if
your image is high resolution, it may not be fully visible depending on the screen resolution. The
graphics/drawing functions are more robust and would be familiar to users of desktop image editors,
Free Online Image Editors - DE Oracle
but as with all the tools reviewed, no vector pen tool is available for Bézier shapes. All in all, Splashup
represents a more traditional paint program in the cloud rather than a full-fledged photo processing
tool, but it may be useful for touch-ups.
Pros:
No registration required
No ads
Full-featured layers function
Many social network import/output options
Cons:
Lack of photo editing tools
Limited zoom function
Lack of vector pen tool
File import/output options
Ease of use
Photo editing
Graphics editing
Summary
This short list of free online image-editing tools is by no means an exhaustive compilation, and, as
noted in this article, these tools can change (or disappear) overnight. That is frankly part of the bargain
when using cloud-based applications in general. But it is usually a good bargain, as it allows for
constant evolution and immediate improvements in these tools that, as in the program director's case,
might just save your day as well!
EDITOR'S NOTE: The references to the various online image editing resources mentioned in this
article should not be taken as an endorsement of any particular tool, technology, or company.
About the Author(s)
Laddie Odom began his professional career over two decades ago in Detroit as an animator and special effects artist for
regional and national television commercial campaigns.
After moving to Chicago in the 1980s, he first found employment in "multimedia," which at the time meant slide shows,
produced with traditional analog photographic and graphic tools. Shortly afterwards, he was one of the first people in the
multimedia industry to be trained to operate large, specialized, ridiculously under-powered (compared to today's machines)
graphics computers that created and presented slides digitally. Several years later, after helping pioneer the production of
digital imagery and animation in multimedia presentations, he began to produce a new kind of multimedia, which was
delivered via CD-ROM, was interactive, and was usually authored in Macromedia Director. In the mid 1990s, he was given the
opportunity to apply his extensive experience as production manager for several companies and as an independent producer
of interactive marketing and educational materials.
For the last several years he has helped UMUC explore and implement new technologies in order to help staff, faculty, and
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students achieve their goals.
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Students', faculty assistants' and professors' perceptions on how to succeed in online courses
No full textThis study focuses on perceived factors for online students' success. The study used the online
survey program SurveyMonkey to survey students, faculty assistants, and faculty in the online
AMBA program at University of Maryland. The total number of subjects was 76: 47 students, 14
FAs, and 15 professors. Each group answered ten questions; some multiple choice; others openended.
The main finding was that time management is key to students' success in online
programs. A sub-set of questions solicited advice for online professors. The key advice for this
group was to be clearer about their expectations. Other interesting findings were that team
assignments were a major challenge for the students, and that rapid and detailed feedback was
very important for the students.STUDENTS', FACULTYASSISTANTS' ANDPROFESSORS' PERCEPTIONSONHOWTOSUCCEEDINONLINECOURSES
Mona Engvig, Ph.D.
February 21, 2012
Overview
•
Purpose and Methods
•
Literature Review
•
Initial Motivation
•
Most Rewarding Aspects
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Most Challenging Aspects
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Advice for Online Professors
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Advice for Online Students
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Other Aspects
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Conclusions
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Sources
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Questions
Purpose and Methods
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Focus: Perceived factors for online students' success
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Data collection: Survey Monkey
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Participants: Students, faculty assistants, and faculty (AMBA 600 and 660)
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Total number of subjects 76: 47 students, 14 FAs, and 15 professors.
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Ten questions; some multiple choice; others open-ended.
Literature Review
Few studies focus on online students’ perception
Two sample studies reporting factors affecting online students’ success:
Engvig (2006) key findings:
1.
Time management
2.
Peer interaction
3.
Professor feedback
4.
Understanding/emotional support
Endres & al. (2009) key findings:
1.
Professors’ administration of the course
2.
Pedagogical aspects
3.
Content
4.
Peer interaction
5.
Technical aspects
Initial Motivation
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Flexibility/convenience (important to all)
•
Combining work, family and studies (students)
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Live too far from UMUC for traditional courses (students)
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Giving insight and help (FAs)
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Staying in touch with UMUC (FAs)
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Career opportunities (FAs)
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Enjoy teaching online (professors)
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Pay (professors)
Most Rewarding Aspects
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Flexibility (important to all)
•
Student diversity (important to all)
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Support from FA/professors (students)
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No commute (students)
•
Extra income (professors)
Most Challenging Aspects
•
Team assignment, both for 600 and 660 students (but not noted by FAs or professors)
•
Lack of social engagement/isolation (newstudents)
•
Understanding what is excepted of me (students)
•
Workload (students and a few professors)
•
Lack of feedback regarding my accomplishments (FAs)
•
Unmotivated students (FAs and some professors)
Summary re. Motivation, Rewards and Challenges
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Flexibility, and combining school, work and family are major motivators
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Many FAs are internally motivated
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Frequent professor answer: Pay
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Teamwork is a huge challenge that does not get better over time; professors do not seem to be aware of this
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Unmotivated students is an issue for FAs and facultyLikely: Unmotivated students cause frustration for their teamsRecommendations: Better preparation for team work; better monitoring of teams; fair team policies
Advice for Professors
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Give rapid and detailed feedback (important to all )
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Be clear about your expectations (important to all)
•
Show your students that you care about them (important to all)
•
Foster interaction (important to all)
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Have a well-structured classroom (students)
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Participate in online discussions (students)
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Be an expert in your field (students)
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Understand students’ needs (students)Advice based on additional anecdotal evidence: Use multiple avenues for information; allow students to email questions instead of posting publicly
Advice for Students
Key advice:•
Time management is key to your success
•
Communicate with peers and professors/FAsInteresting aspect:
•
Professors/FAs: “Students, do what’s expected!”
•
Students: “Professors, communicate more clearly what’s expected of us!”Anecdotal evidence:
•
New online students suffer from information overload –dare to ask for help!
Other Aspects
Perception of what it takes to succeed not changed for most; but if it had:Students:•
Time management is more importantFaculty assistants:
•
Realize it is less solitary than first thought; interaction important
•
Thought students would be better preparedFaculty:
•
Online teaching requires more commitment than first thought
•
Time management is more important
Main Conclusions
Important: Good time management (students); team preparation, monitoring and policies (faculty)!
References
Attitudes and opinions of online students toward community college online learning: An opinion
survey of community college online students.(2002). Lansing, Michigan: Michigan
Community College Association, School Public Relations Consultant Services.
Choy, S., McNickle, C. & Clayton, B. (2002).Learner expectations and experiences: An
examination of student views of support in online learning. Melbourne, Australia: Adult,
Career, and Vocational Education. (ERIC Document Reproduction Service No.
ED466766).
Endres, M., Chowdhury, S., Frye, S. & Hurtubis, C. (2009, May-June). The multifaceted nature
of online mba student satisfaction and impacts on behavioral intentions. The Journal
Of Education For Business, 84(5).
Engvig, M. (2006). Online learning: All you need to know to facilitate and administer online
courses. Cresskill, New Jersey: Hampton Press.
Kennedy, C. A. (2001). Using a model of learner readiness to study the effects of course design
on classroom and online college student performance.[Summary] Unpublished doctoral
dissertation. Berkeley: University of California.
MacGregor, C. J. (2002, Fall). Personality differences between online and face-to-face students.
Journal of Continuing Higher Education, 50(3), 4-23.
Regan, K. & Tuchman, S. (March, 1990). The importance of authority and peer relations on the
educational process of onsite and online Students: An exploratory investigation.
Dissertation presented at the International Conference on Technology and Education in
Brussels,. Belgium. California: Information & Technology.
Questions, comments or suggestions?
Thank you!
Students', Faculty Assistants' and Professors' Perceptions on How to Succeed in Online Courses
Mona Engvig
University of Maryland University College
Abstract
This study focuses on perceived factors for online students' success. The study used the online survey program SurveyMonkey to survey students, faculty assistants, and faculty in the online AMBA program at University of Maryland. The total number of subjects was 76: 47 students, 14 FAs, and 15 professors. Each group answered ten questions; some multiple choice; others open-ended. The main finding was that time management is key to students' success in online programs. A sub-set of questions solicited advice for online professors. The key advice for this group was to be clearer about their expectations. Other interesting findings were that team assignments were a major challenge for the students, and that rapid and detailed feedback was very important for the students.
Students', Faculty Assistants' and Professors' Perceptions on How to Succeed in Online Courses
Online education has been growing exponentially over the last few years. Since the turn of the century, courses delivered over the Internet have developed from advanced correspondence courses with much of the material delivered via email to full-fledged interactive sessions that happen to be delivered online. Most universities offer some kind of online education, ranging from programs where everything occurs in Cyberspace to course web pages to enhance traditional classroom sessions.
There are surprisingly few studies that focus primarily on the online student's perception of their online learning experience. Most of the findings on students' views are reported in studies that look at many different aspects of online learning, and therefore go into very little detail on student perceptions.
In an exploratory study, Choi, McNickle, and Clayton (2002) looked at online learner expectations and experiences in the vocational and training sector in Australia, focusing on student views of support in online learning. They found that students needed information on course requirements, and appreciated regular communication with their instructors. Rapid response time from staff, clear guidelines, roles and responsibilities for both students and instructors were found to be important to the students as well.
The Michigan Community College Association sponsored a study, Attitudes and opinions of online students towards community college online learning (2002), which focused on how online students reacted towards community college online learning. This opinion survey of 399 randomly chosen students concluded that most of them took online courses to satisfy requirements for a degree program, and indicated that it was very important that the online units were transferable to other colleges and universities. Only 34% indicated that flexible hours was the primary reason for taking online courses, and 91% felt that interaction with the instructor was adequate.
Prince and Stern (2002) studied characteristics of and satisfaction among online technical and community college students. They found that the top two reasons students enroll in online courses are preparation for four-year college and work. Students who only took online classes were generally older, and many of them had family obligations. These students generally also reported high rates of satisfaction with their instructors.
Regan and Tuchman (1990) found that face-to-face students to a much larger degree actively sought interaction with faculty, whereas online students tended to see their instructors more as a source of information.
There are also several studies that do not look specifically at student satisfaction, but still present findings that to some degree pertain to this topic. MacGregor (2002) focused on personality differences between online and face-to-face students, and found that online students generally rated themselves as more introverted, serious, shy, less independent, and more tough-minded. She suggests that personality characteristics may be a factor in predicting attrition from online learning courses. Although this study does not say much about the students' satisfaction, it is reasonable to argue that attrition is linked to student satisfaction.
Cathleen Kennedy's (2000) literature review focuses on identifying which factors influences student learning in an online course. Several of the studies included indicate that students who take online courses generally are older and more self-directed than traditional students. A more surprising finding is that students generally attribute their success in the online environment to their study habits, not their instructors.
Mona Engvig (2006) found that organization and time management were deemed as skills required of all, considering most students have more on their plates than simply studying alone. Many recognized that due to work and family obligations, as well as time, resource, and geographical challenges, they would not be able to further their studies immediately or within the foreseeable future if it were not for online education. Therefore, they were motivated to make this means of convenient study work despite the obstacles and challenges that arose.
The findings also indicated that online students look for frequent and open communication with their peers and instructors. They require both summative and formative feedback from their instructors. This includes positive and constructive feedback to aid in their development, as well as understanding, support, and guidance. The experience that a student has will be greatly impacted by the role that the instructor chooses to play (Engvig, 2006).
In a study by Endres, Chowdhury, Frye, and Hurtubis (2009) the author analyzed data collected from 277 students taking online MBA courses. The author concluded that five main factors predicted how satisfied the students were: Professor's administration of the course, pedagogical aspects, content, interaction with other students, and technical aspects.
A characteristic of many of these studies is that there is little information regarding how students can succeed online. In order to fill this gap, a study of students, faculty assistants, and professors in the University of Maryland University College's AMBA program was undertaken during the 2011-2012 academic year. The author of this study had, at the time of the study, taught in this program for 10 years, and wanted to solicit advice that would help students succeed online. The focus of the study was the students' situation, but questions regarding the professor and faculty assistant role were also included.
Methods
Data for the study was collected via the online survey tool SurveyMonkey. Email invitations were sent to a total of 240 students (20%, responded), 21 faculty assistants (FAs) (67% responded) and 41 professors (37% responded). The total number of subjects was 76: 47 students, 14 FAs, and 15 professors. The students were randomly selected from two types of students: those who had just finished the introductory AMBA 600 course, (students new to the program,) and students who had just finished the second-to-last course in the program, AMBA 660. In addition, all AMBA 600 and AMBA 660 faculty and faculty assistants were invited to participate.
The main focus was to solicit advice that would increase the chances for online students' success. The main reason two kinds of students as well as faculty assistants and professors were invited was to get a broader perspective, not to explicitly compare students, faculty assistants and professors. An interesting by-product, however, was some differences in perceptions regarding what it takes to succeed among these groups. Discussions of these aspects are included in subsequent sections.
There was little to no variation among the AMBA 600 students/faculty assistants/faculty versus the AMBA 660 students/faculty assistants/faculty, so for the purpose of reporting and analysis, there are three main categories of subjects, namely students, faculty assistants, and faculty. There was also little to no variation depending on gender, age, and years of experience, so these variables are not included in the analysis.
Each of these three groups was asked to complete ten questions. Most of the questions were the same (e.g., soliciting input regarding advice for new online students, and advice for new online professors), but some depended on the category (e.g., age for students, and years of teaching experience for professors.) Some of the questions were similar in nature for all three groups, e.g. regarding what initially motivated them to take online courses, becoming an online faculty assistant, or teaching online.
This is a small qualitative study, and it is of course not possible to generalize from this study to other universities and programs. Many findings, however, are so consistent across the three main groups studied that we confidentially can say that findings strongly point to some of the factors influencing student success in the UMUC online AMBA program.
This study has been made possible through a research grant from University of Maryland University College and the many students, faculty assistants, and faculty members who took time out of their busy day to answer the questions. Thank you!
Online Education: Motivation, Rewards And Challenges
Overview
In order to understand what leads to success in the online environment, it is important to learn about what initially attracted students, faculty assistants and professors to the online environment. A follow-up to that is to learn more about what the three main groups see as the most rewarding and the most challenging aspects of the online environment. Three questions pertain to this section:
Q1, open-ended: Initial Motivation: Why did you INITIALLY choose to take/TA/teach online courses?
The subjects could list several factors. By far the most frequent answer to this question on initial motivation for online education was flexibility/convenience, given by 21 students, four FAs, and eight faculty members. In addition, 20 students noted that combining studies with family and work obligations was a key motivator for them when they initially chose to study online. Additional student answers included no GMAT (1) and that they wanted to attend UMUC but did not live close enough to attend traditional courses (2). The FAs also noted that important considerations were giving insight and help (4), staying in touch with UMUC (6), and career opportunities (2). Four professors noted that they enjoyed teaching online; in addition, pay and curiosity were mentioned.
Q2, four choices and an "Other" category given: Most Rewarding Aspects: What has been the MOST REWARDING aspect of being an online student/FA/professor?
The subjects were all given the following choices: Flexibility, no commute, and diversity as choices. The fourth student choice was support from FAs and professors. The fourth FA and professor choice was extra income. The subjects were allowed to choose more than one answer.
As with the initial motivator, flexibility was by far the most frequent answer, noted by 39 of the students, nine of the FAs, and eight of the professors. No commute was a major factor for students (21), but seemed to be less important to FAs (2), and professors (4). Student diversity seemed to be quite important, with seven students, four FAs, and four professors including this factor. Six students total noted that support from FA and/or faculty was rewarding for them. None of the FAs chose the extra income option, while it was important to five of the professors.
As noted, the subjects had an opportunity to share additional factors in an Other field for this question. Students' answers included new technology, teamwork, and the opportunity to get two Masters' degrees. Faculty assistants' answers included student success, access to academic resources, and keeping abreast of global events. Faculty noted that interest in keeping up with the field, closeness with students, and sharing with diverse students were key rewarding factors.
Q3, five choices and an "Other" category given: Most Challenging Aspects: What has been the most CHALLENGING aspect of being an online student?
Students, faculty assistants and faculty were all given the following choices (they could mark more than one factor): Lack of social engagement/isolation, technology issues, understanding what is expected, and workload. The fifth choice for students was team assignment, while the fifth choice for FAs and professors was unmotivated students.
The first choice regarding lack or social engagement/isolation was an important factor for students. A total of eleven students pointed to this aspect as being a challenge. This is also one category where there are differences among the AMBA 600 (new) and AMBA 660 (more experienced) students. Seven of 17 new students see this as a challenge, while only four of 30 experienced students marked this choice. Technology was not marked by any FAs or professors, while a total of four students choose this aspect. Seven students and one FA find that understanding what is expected of them is challenging, while none of the professors chose this option. Workload is also a challenging aspect for the students with 13 of them marking this option, while none of the FAs, and two of the faculty see this as challenging. By far the most challenging aspect for the students is the team assignment, marked by nine of the 17 new students and 14 of the 30 more experienced students. A major issue for the FAs is working with unmotivated students. Seven of them marked this option. The corresponding number for the professors was four.
The students noted lack of instructional support, computer problems, timing of assignments, and balancing work and school as major challenges for them. The faculty assistants mentioned feedback regarding their accomplishments, lack of physical contact, finding time to go online, lacking student skills, and students misunderstanding the FA role as major challenges. The professors' comments indicated that ill prepared students (two of them mentioned this) and difficulty getting to know the students online as major challenges for them.
Concluding Remarks Regarding Motivation, Rewards and Challenges
If we look at the overall trend, flexibility and opportunity to combine school, work and family is a major motivator and rewarding aspect for most of the students, the faculty assistants (FAs), and the faculty members. The FAs who responded seemed to be more internally motivated, while faculty members noted pay as one of their more frequent answers. By far the most frequent student answer in regard to challenges was the teamwork (for both ABMA 600 and 660 students), and FAs and faculty noted that unmotivated students were a challenge. It is not unreasonable to speculate that unmotivated students also cause a lot of stress in their teams, and this indicates that a better preparation for and management of the team process is very much needed. It is important to note that this did not seem to improve during the program, since both student categories
Using social media to engage learners and support skill development
No full textThis research project was undertaken during the spring semester 2012 within the OMDE601 Foundations of Distance Education and E-learning course, the first course that graduate students take upon entering the Master of Distance Education and E-learning (MDE) program. The purpose of the research was to explore the role of social media in engaging learners and in promoting cognitive and meta-cognitive learner development. Research was conducted using student and instructor surveys and interviews, and e-portfolios were generally evaluated to assess development of cognitive and meta-cognitive skills. This report describes the methodology that was used in approaching the research and the initial research results.Lisa Marie Blaschke / Research Grant Report (Spring 2012)
UMUC Graduate School – MDE 1
May 14, 2012
Description of Research Project:
This research project was undertaken during the spring semester 2012 within the OMDE601 Foundations of Distance Education and E-learning course, the first course that graduate students take upon entering the Master of Distance Education and E-learning (MDE) program. The purpose of the research was to explore the role of social media in engaging learners and in promoting cognitive and meta-cognitive learner development. Research was conducted using student and instructor surveys and interviews, and e-portfolios were generally evaluated to assess development of cognitive and meta-cognitive skills. This report describes the methodology that was used in approaching the research and the initial research results.
Methodology:
In the summer and fall of 2011, the OMDE601 course underwent an extensive redesign intended to help new students build a stronger foundation of knowledge and skills in preparation for their MDE graduate studies. Using the backward design approach to course design, this researcher and another MDE faculty, Jane Brindley, identified the desired outcomes and then worked backward in developing learning activities and course content that would support development of those outcomes. As part of the redesign, digital skill building activities were developed, which incorporated social media tools for research, interaction, collaboration, and reflection. These activities were closely tied with course objectives and UMUC’s core learning area (CLA) objectives.
Course learning activities that incorporated social media were: 1) “pinning” student locations on a class Google Map (icebreaker activity); 2) following a DE scholar on Twitter and re-tweeting an interesting article or tweet by/from the scholar; 3) contributing to a class wiki of e-portfolio best practices; 4) creating an individual web site using a wiki, blog, or other web tool for the student e-portfolio, which included a reflective learning journal; 5) creating an online mind map that represented the student’s initial and ongoing definition of DE; 6) using Google Docs to document the development of DE over time as part of an ongoing collaborative group project; and 7) conducting research within the UMUC library, selecting a scholarly article, and writing and posting an annotation to the class Diigo account.
In conducting the research, both student and instructor surveys were used to gather information. The student survey gathered data about students’ familiarity with social media, their current experience using social media in OMDE601, and their perceptions on how social media use influenced their level of engagement and development of their individual cognitive and meta-cognitive skills. The instructor survey gathered information about perceptions on the active use of social media and its influence on engagement levels and development of student cognitive and meta-cognitive skills. In-depth student interviews were planned as a follow-up to the student surveys; however, only two students volunteered for the interviews. One interview took place; the second interview did not take place, and the student did not reply to follow up e-mails.
Research Findings:
Two sections of OMDE01 were offered in Spring 2012, with 23 students in 9040 and 22 in 9041 (N=45). Pre-course survey findings showed that 100% of the students had previously taken an online course (N=40, with 5 non-participants). In terms of familiarity with social media, students were most unfamiliar with (never used) mind maps (75% in 9040; 90% in 9041) and Twitter (55% in both sections). Students were most familiar with blogs (60% in both sections), Google Docs (50% in 9041), and Facebook (90% in 9040, 84% in 9041), although Facebook was not used in the course. Primary uses of social media were: connecting with friends and family (85% in 9040; 90% in 9041), learning new things (80% in 9040, 61% in 9041), and business and academic connections (60% in 9040). Lisa Marie Blaschke / Research Grant Report (Spring 2012)
UMUC Graduate School – MDE 2
May 14, 2012
At the end of the semester, 27 students in total were still registered in the two sections. The end-of-semester surveys (N=18, with 9 non-participants) showed that students felt they were competent in all social media tools used in the course, albeit in differing degrees. The exception was 9041, where one student stated that s/he was not competent (never used) with wikis (1) and blogs (1). In general, students understood the purpose of each tool in helping them to develop cognitive/meta-cognitive skills. For example, they did not view Twitter as a tool that helped them understand course content, but saw how it helped them feel connected to other students. The e-portfolio/learning journal, Google Docs, and mind map tools seemed to have been most effective in helping students develop cognitive and meta-cognitive skills (e.g., over 75% of students agreeing that the tool helped them construct new knowledge, reflect on course content, and better understand their individual learning process). Students perceived that the use of Twitter contributed the least to development of cognitive/meta-cognitive skills. Use of Google Maps differed significantly between the two sections, with students in 9040 agreeing with most of the statements, and students in 9041 disagreeing to most statements. Students’ sense of connectedness with teaching staff also differed between sections, which could indicate that level of interaction with teaching staff perceived by students may be more influenced by the instructor than the tool. Use of Google Docs in one section seemed to promote empathy in one section (7 out of 10 students agreeing), while in the other it did not (6 out of 8 students disagreeing); this could indicate that the sense of empathy may be dependent on group constellation rather than upon the media used. In both sections, use of Google Docs helped students feel more connected to other students, more so than any of the other social media tools used.
In the student interview, the student noted that generational gaps made it difficult to keep up with the new media, and, although she was able to successfully complete the activities, they were very time consuming. She also noted that Twitter and Diigo helped her to follow and create and explore her own trails of learning, as well as aided her in becoming more self-directed in her learning.
From the instructor perspective, which aligned with the student findings, the e-portfolio/learning journal, Google Docs, and mind map activities were found to be helpful in development of critical thinking and knowledge construction (although mind maps only partially). Specifically, the e-portfolios and learning journals were useful in giving “found to be most useful a broader and at times deeper picture of a learner”, although journals were “low to average” in terms of reflective quality. The instructor also found that students were not prepared to participate in social media, which may be due to the “old” course description still appearing as the official course description in UMUC publications. In general, the instructor of 9041 did not find the social media tools to be instrumental in development of cognitive and meta-cognitive skills such as empathy, creativity, student autonomy, and the students’ understanding of their learning process. However, the instructor noted that there is potential for ongoing development of these skills across courses and in the program and recommended tracking students as they progressed through the program. The instructor also found the tracking of student activities within the social media tools to be very time-consuming.
In evaluating the course e-portfolios, the researcher found that students demonstrated basic competencies in using the e-portfolio to: 1) establish an online presence using a form of web 2.0 media (e.g., wikis, blogs, or Weebly); 2) present two or more examples of work that represented competency in using social media as part of a learning activity or skill builder (e.g., mind map of personal definition of DE, group grid of the evolution of DE); and 3) in most cases, reflect upon the individual learning experience (e.g., how a student’s understanding of DE changed as s/he progressed through the course and what specifically influenced the student’s thinking).
The dropout rate in both sections was relatively high. In 9040, 11 students withdrew, with 12 passing the course and 2 receiving an “FN”. In 9041, nine students dropped, with 13 passing the course and 1 receiving an “FN”. Research data was not available on student reasons for dropping the course. Additional research could explore whether there is a correlation between student technology skills and/or preparedness for graduate level studies and the relatively high dropout rate
Hybrid management model: Influences of organizational structure and IT project management practices on the performance of federal IT projects
No full textThe purpose of this presentation is to investigate the relationship between a hybrid management model & IT projects performance.Second Slide.jpg
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Hybrid Management Model: Influences of Organizational Structure and IT Project Management Practices on the Performance of Federal IT Projects
April 13, 2012
Final
Celine A. Neves
Doctoral Candidate
[email protected]
Doctor of Management
University of Maryland University College
Keywords: IT Project Performance, IT Project Management Practices, Centralization/Decentralization, Organizational Structure, Hybrid
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Background / Introduction
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IT Projects . Underperforming . Resulting From . IT Organizational Structures
. Management Practices Is There an Alternative to Remediate Problems? Federal IT Projects . Still Spending Billions $25.2 Billion (FY 2009) Organizational Structure & IT Practices Influence on Federal IT Project Performance
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Purpose and Scope
Purpose . Investigate Relationship Between Hybrid Management Model & IT Projects Performance
Scope - Restricted to:
. IT Projects within one Federal Agency
. Federal IT Project Management . 3 Elements
. Charter
. Risk Management
. Performance Management
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Research Questions
1.What Types of Problems Does IT Organizational Structure Create For IT Projects and How Does it Matter?
2.What Practices Are Available to Improve the Performance of Federal IT Projects?
3.How Does the Combination of IT Organizational Structures and Practices Influence the Performance of Federal IT Projects?
4.Does the Hybrid Management Model have a Positive Impact on IT Project Performance ?
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Limitations
.Organizational Structure
.IT Project Management
.Systematic Literature Review
.Articles -- January 1, 2003 to January 31, 2012
.Case Studies
.HHS Exhibit 300s for FY 2012
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Significance & Relevance
Federal Government Spends Billions of Dollars on IT Projects with Limited Ability to Deliver On-Time & Within Budget
Major IT Projects on Management Watch List - FY 2004 . 2009 (Powner, 2008)
Improving the Management of Federal IT Projects Could Potentially Save Billions of Dollars and Provide Agencies the Ability to Deliver Value to the American People
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Main Literature Themes & Authors
Organizational Structure
Olson & Chervany (1980); King (1983); Von Simson (1990); Brown & Magill (1992, 1994); Agarwal & Sambamurthy (2002); Peterson (2004); Peterson (2004); McClure (2007); Chan and Reich (2007); Project Management Institute, Inc. (2008)
Project Management Practices
Walker, (1999); McClure, (2000); Buglione & Abran (2002); Tesch, Kloppenborg, and Erolick (2007); Project Management Institute, Inc., (2008); U.S. Department of Health and Human Services (2008); Rosacker and Rosacker (2010)
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Propositions
P1: IT Projects that are Managed within Hybrid Organizational Structure - Positively Influence IT Project Performance (Tavakolian, 1989; Von Simson, 1990; Brown & Magil, 1992; Kahai, Snyder, & Carr, 2001; Agarwal & Sambamurthy, 2002; Peterson, 2004)
P2: IT Projects that use IT Project Management Practices - Positively Influence IT Project Performance (Brown, 1997; Woodham, 2002; Rosacker & Rosacker, 2010; McClure, 2007)
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Conceptual Framework
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Conceptual Framework
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Conceptual Framework
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Conceptual Framework
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Conceptual Framework
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Hybrid Management Model
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Hypothesis
IT Project Teams that Employ the Hybrid Management Model Will Demonstrate Improved Project Performance of IT Projects than those IT Project Teams that Do Not Employ the Model
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Research Approach & Formation of Argument
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IT
Project
Performance
Evidence from Systematic Literature Review & Case Study
Evidence from Systematic Literature Review & Case Study
Project Structure (Organizational Structure) . Hybrid Organizational Structure
Project Management . Project Charter
. Risk Management
. Performance Measurement
Research Approach & Formation of Argument
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SLR Findings / Results
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SLR Findings / Results
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Case Study Findings / Results
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Case Study Findings / Results
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Findings / Results
The Hybrid Management Model Has a Positive Effect on Project Performance
.The use of:
.Hybrid Structure
.Project Management Practice
has a positive effect on Federal IT Project Performance
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Conceptual Framework No Revisions
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Implications for Theory
For Theory:
.Expand Organizational Design Options and/or Management Options for Executives Across Functional Areas
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Implications for Practice
For Practice:
.Provide Leaders with Insight into the Potential Effectiveness of Such a Model
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Challenges
Aligning
.Business Strategy with Organizational Requirements
.IT Strategy with Business Strategies
Developing
.Project Charter
.Risk Manage Plan
.Performance Measurements
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Future Research
.Expand SLR to Span 30 Years
.Include Additional Exhibit 300s
.Investigate the Impact of Hybrid Management Model on Project Team Members and Stakeholders
.Investigate How Systems Thinking (Kim & Senge, 1994) Influences the Effectiveness of the Hybrid Management Model
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