E-Learning Training Module Project

Constructing a training module with a team of instructional designers could be a little challenging.  I was part of a team that utilized the ADDIE module to implement an instructional plan and build an asynchronous training module.  The team consisted of me the project manager, a designer, developer, and an evaluator who was responsible for the overall learner evaluation and feedback.  The project was overwhelming at times but at the end all of the building blocks came together and the project was finalized and a success.  What was so frustrating about the project?  Everyone had his/her own task in the project, but work ethics became an issue.

I was very satisfied with the deliveries at the end of the project.  The team pulled together and resolved any gaps that were missing.  As a team, we accomplished the goal of implementing an instructional plan and developing an asynchronous learning environment full of multimedia designs and engaged task for the adult learners.  As a project leader, I think the most frustrating part of the project was making sure the team members’ roles were executed and deliveries were finished in a timely manner.  Some of the members waited to the day of deadlines to turn in work into the wiki for review.  Some work was never completely finished which caused other members to assume different roles.  “It’s so important to really identify all of the people who need to be involved” (Achong) in the project.  All roles were clearly defined and timelines were clearly stated.  The estimations of the finishing product were set based on the materials, work efforts and programming needs of the project.  Six weeks was enough time to build a training module and project plan.  If the team’s roles were a little different, I think a lot of the procrastination that was involved would have been minimized.  Some of the users’ roles should have been reversed.  Now that I think about it, some team members were better at designing the project and using software applications  whereas others may have been better in monitoring feedback from the users and analyzing the learning audience needs.

As a project leader, I could have analyzed my team better to make sure everyone was comfortable in his or her roles.  As the project progressed once I saw a signs of frustration with some of the team members, I should have reacted quickly to the needs of the team.  Even though members communicated on which part of the project they felt comfortable with, once the work was in production and timelines had to be met, some members felt overwhelmed and did not realize how much involved they became in the project.  Not all of the prior planning and implementing measures seemed relevant.  “Designing instructional programs requires good organization in order to be successful” (Murphy, 1994, p. 9).  Even though the overall project was a success and provided much information for learners, if I had to do it all over again I would make sure the team is well equipped in their roles and responsibilities.

References

Achong, T. (n.d.). Practitioner voices: Overcoming 'scope creep [Web]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=/webapps/blackboard/execute/launcher?type=Course&id=_1373694_1&url=

Murphy, C. (1994). Utilizing project management techniques in the design of instructional materials. Performance & Instruction, 33(3), 9-11. Retrieved fromhttps://class.waldenu.edu/bbcswebdav/institution/USW1/201320_02/MS_INDT/EDUC_6145/Week 2/Resources/Week 2 Resources/embedded/Murphy_W2_6145.pdf