An eye out for the objective…


I feel like I’m in the early stages of a needs assessment on myself. If you had asked me what I’m doing for my capstone a month ago I would have listed off about 5 to 10 different ideas. I have definitely been thinking about this for quite some time, years maybe. However, it’s much different when a syllabus is staring you in the face and there are deadlines to meet. It’s time for me to focus on what this capstone project will look like. The best way to sort something like this out is by talking with people in your personal learning network (PLN), so that’s what I’ve been doing.

I started by reaching out to former teacher for advice. I figured they knew my work and could help with this focus concept. I took to email asking how the summer went and then setup time to meet up for coffee. Side note, I’ve decided the phrase “meet up for coffee” is the professional version for networking in person. It doesn’t have to actually be coffee, that’s just what people say. Anyway, my coffee meet ups got me talking and allowed those ideas to get out of my head. The project began to feel more real and something I could actually accomplish.

Next I turned to fellow students and alumni in the program. What better way to get on track than talk with someone who has already been through it. This was great too because I received examples of completed projects and had a handful of conversations about other people’s experience. Some information was relevant and others wouldn’t apply, but it was good to hear just the same. The common piece of advice was to keep at it and get something done each week. Need to tap into those project management skills. The capstone project is a highly self-directed individualized project, so it can be easy to let things get out of hand by not keeping to a schedule. If I tackle a little bit at a time, then the entire process will be much easier to handle.

Finally, and most importantly I consulted with my advisor and it wasn’t just because it was a requirement for the course, but it was again helpful to talk about what I was thinking. During our conference call I presented the following two idea…

Idea 1: Creating an instructional design department for higher education) I have been working in online education in the higher education field for over a decade now. My role at the distance education department was primarily to support instructors in their teaching status. Problem I’d like to solve is instructors spend months thinking about designing their courses. I as the instructor’s “producer” don’t join the process until very late and therefore become more of a technical support person than someone who can help with learning objectives. If the focus were to change from a reactive to proactive approach an instructional designer would fit in nicely in creating online courses. How does one do this would be the main goal of my capstone project.

Idea 2: designing a “digital flipped” classroom) If you don’t know what a flipped classroom is, it’s basically when students via videos and other learning objects review materials before class to collaborate and discuss content while in class together. The question I’m looking at is how do you flip an online course with students entirely online? Well, for another one of my courses in this program I decided what I like to call the “digital flipped” classroom. What’s a digitally flipped class? Here is an example format, an instructor records their lecture and makes announcements specific to a group of learners on a Tuesday. On Wednesday students are required to view the video. On Thursday the class meets in a synchronous online format such as web conferencing. The pattern repeats itself each week as the instructor learns more about their students and can adjust the recording to meet the student’s learning needs as far as topics coverage. This model was used in a course I designed last spring and course evaluations seemed to imply this format was a tremendous success. I’d like to figure out why and create a series of learning modules so other instructors can learn from this experience. The digitally flipped course will be broken down into smaller pieces so instructors can pick an choose which aspects of this online learning model meets their learning goals.

Can you tell which way I’m leaning? Having spoken with all the people outlined earlier in this blog I think I’m leaning toward option two. Mainly because the materials for this course and some data that can be used for the needs assessment had Artie been collected. Plus, it be nice to be known as the person that designed it digitally flip classroom ūüėČ I’m always up for feedback so feel free to comment on the blog.

See you online,

Capstone Kickoff…

logo_capstoneToday marks what I’d like to think for me are two pretty big events. ¬†First, I begins the semester in which I’m officially working on my masters thesis in instructional design. ¬†Second, I’m repurposing this blog to be a process book for my capstone. ¬†A blog is not required to complete this project (I’ll go over those requirements later), however I think this could be a helpful medium to keep a running archive of this process. ¬†After all, knowing and understanding the process of something is one of the many characteristics that make a good instruction designer, so with that in mind here are my goals for this blog :

  • A place to post my thoughts
  • A place share the things I learn
  • A place to archive this experience
  • A place to start and continue conversations
  • A place for feedback

Now a quick background check. ¬†I have been working in online education in higher education for eleven years. ¬†I have gone through quite the professional transformation during that time. ¬†At first I was a videographer recording hundreds of lectures covering a wide variety disciplines. ¬†I used to call myself “Mr. Audit” because I sat in on so many courses yet never was assessed to any sort of measurable outcome. ¬†As time went on I began to move out from behind the camera to manage more on the online learning experience through synchronous and asynchronous streaming video. ¬†I asked the question “how do we bring in the distance student or distance instructor to the face-to-face session. ¬†This has allowed me to work more closely with instructors and most likely triggered my interested with instructional design. ¬†This curiosity lead me to pursue a MEd Instructional Design and am now this thesis away from reaching my goal. ¬†It has been an incredible experience working full-time and a student part-time because it has given me the opportunity to immediately apply the theories and strategies learned in the classroom. ¬†I was able to apply what I learned to real world scenarios making course work more relevant to me… hey, there’s another instructional design principle.

I’ve definitely been thinking about my capstone project for quite some time and have tried to put some things in motion cause let’s face it, academia doesn’t move all that quickly. ¬†Will four months may not be enough time? ¬†It’s a good thing I didn’t get too far down a path because as outline by the capstone syllabus here are some specific requirements being asked of me. ¬†I guess you could say this blog won’t be straying too far from these nine project objectives.

  1. Create and implement a needs assessment instrument
  2. Analyze and interpret the gathered data
  3. Identify an organizational problem for which training or performance support may be a solution
  4. Define performance objectives
  5. Design the strategy, the materials and assessment for intervention
  6. Create a project plan
  7. Develop plans for formative and summative evaluation
  8. Create and follow a project plan for an instruction design/development project
  9. Write at a professional level using APA citation style

There you have it. ¬†My first blog post focusing on my capstone. ¬†I guess I need to start working on my project proposal, which is due September 22nd. ¬†I’m hoping to post it here before then, so people can offer feedback, if they’d like. ¬†I’ve never really turned to the Internet for something like this, so I’m excited to see how this will turn out. ¬†Stay tuned and I look forward to learning with you.

A wrap on #etmooc and Digital Citizenship…

This was my the final vlog post for #etmooc. The experience was fun and I learned a lot about about myself as well as the potential of connectivist learning. I’m happy to say I was one of the many participants. However, what’s next? It’s been over a month since the course wrapped and I’m just now posting this video on my blog. It’s been sitting on youtube collecting dust. There needs to be a new focus like the focus we had during the course. I need something to speak about and have a couple ideas. We’ll see what happens, but in the mean time… enjoy.

A Take on an Open Movement…

I know this is a little late as the #etmooc conversation has moved onto Digital Citizenships, however I wanted to add my take before too much time passed. This vlog post is in the same style of the first using ScreenFlow to capture what is on my screen as well as use the built in webcam on my laptop. I try to get my thoughts in order before hitting record, but of course a couple “um’s” and “so’s” get in there. I’m hoping to get better with these things for feedback welcome and comments are great… enjoy.

A Take of Digital Literacies…

The talk over the past two weeks about digital literacies have been the heaviest topics discussed so far or at least they have been for me. I’ve had to spend a little more time thinking about what digital literacies¬†means, so I decided to try something new. This is officially my first vlob post. I probably won’t share how many takes it took me to record, however I will tell you that these ideas and visuals have been bouncing around my head for a while now… enjoy.

A story with perspective… in time

There are many ways to tell a story.  One such way is to use time in telling a story.  We are all familiar with time even though for some it moves extremely faster and for others incredibly slow.  Time is something we use to connect with other people.  We carry time on our wrists or with our phones, we mark future times in our calendars and we remember our favorite moments in time for as long as possible.  The clip below shows the passage of time and how ones routine fleeting moment can have a different perspective depending on time. 

A picture(s) can tell a story‚Ķ

THE SCENE: As many of you may know or have heard the Northeastern part of the United States was hit hard by a blizzard going by the name Nemo.  Apparently we are naming snowstorms as well as hurricanes and topical depressions.  Anyway, here in the Boston area around 27 inches of snow fell as people were told to stay in there homes until a transportation ban was lifted on Saturday, February 9th at 4pm EST. However, when the snow stopped and the sun start to ever so slightly shine people poured out into the street to see what happened.  These seven pictures tell a digital story of what saw after the storm. 


Top Left Pic:  My wife and I smiling for the patented long arm.  It sure was fun enjoying the sights and sounds after the storm.

Middle Left Pic: A sidewalk completely covered in snow.  There was so much snow people had to walk in the once busy streets.

Bottom Left Pic: The side of an apartment building with ivy covered in snow.  It was amazing to see how the snow blanketed over everything and stuck to everything else.

Top Right Pic:¬†A parking meter barely high enough to be seen.¬† What you don‚Äôt see is the four feet of snow between the meter and the street. ¬†Don’t think anyone will be putting in quarters anytime soon.¬†

1st Middle Right Pic:¬†Some where in there you’ll see our car. ¬†All that is showing is the rear view mirror and the windshield wipers pointing to the sky. ¬†Can’t wait to get my workout in digging this car out.

2nd Middle Right Pic: A cross-country skier on the main street of the city.  It was interesting to see how people took to the situation and even in the snow you have a fast lane. 

Bottom Right Pic: A bobcat construction vehicle equipment with a snow plow.  This is when it hit you; this was one big storm.