Addressing Issues and Risk to Avoid Scope Creep

Planning a project takes a lot of time, patience and skills.  When a team is collaborating to accomplish an instructional design project the project leader must communicate to the team, provide resources to get the work accomplish, create a statement of work, discuss budget constraints, assure the team knows their roles and responsibilities, and stay on a timeline all constantly measured by a project scope.  It can be a time consuming task to make sure all procedures are implemented.   If a project is well defined and all rubrics to the project are done, what can go wrong?  What causes scope creep in a project?

I remember when I had to lead a project for an instructional design module.  My team and I had to train learners about the use of technology in the classroom.  We each had our roles and responsibilities to fulfill in the project.  The ADDIE module (Clark, 2011) was used to develop an instructional plan and an online evaluation piece.  Each team member was in charge of one module of the analysis, design, development, implementation and evaluation, in order to make the process go according to guidelines.  During the first progress meeting one of the project members was behind in the task, and another member did not completely understand the process.  During the second progress meeting, I had to change the project scope and rearrange task and responsibilities.  Later on during the development, all of the resources had to pull together and make sure each part of the plan was completed, before the extended deadline was up.  “Project managers can design monitoring and controlling systems specifically targeted for schedule performance, work-effort, and expenditures.  Monitoring and managing scope creep and project change are two overarching control responsibilities” (Kramer, Mantel, Meredith, Shafer, Sutton, & Portny, 2008, p. 317).  If issues and risk associated with the project are handled and/or analyzed in a timely manner than revisions must be made to insure the project development.

How could this scope creep been avoided?  I think I should have communicated the objectives more clearly and as a team, we should have collaborated on each other’s strength and weaknesses.  In addition, we should have known to discuss any issues ahead of time.  As a project leader, I should have made it clear to the team that if any of us did not think our part of the plan would be completed on time for the first review and evaluation phase, then we should communicate that to a team member to insure all areas of the development and design phase would get completed.  Communication, collaboration, effort, dedication, and experienced all were factors that contributed to the development of scope creep. 

In order to avoid scope creep the project leader must prepare status reports, communicate to the team make task, focus on the timeline, budget, and client satisfaction (Stolovitch).  Issues should be addressed early in the process so revisions can be made in a timely process.  A project manager’s job in a development of a project plan can be tedious, but if the support team collaborate and stick to the project scheduling then the process can go according to schedule.

References

Clark, D. (2011, September 25). Big dog & little dog's performance juxtaposition: Addie model. Retrieved from http://www.nwlink.com/~donclark/history_isd/addie.html

Kramer, B. E., Mantel, S. J., Meredith, J. R., Shafer, S. M., Sutton, M. M., & Portny, S. E. (2008).Project management planning, scheduling, and controlling projects. (pp. 317-347). Hoboken, NJ: John Wiley & Sons, Inc.

Stolovitch, H. D. (Performer) (n.d.). Monitoring projects[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= 

PM Software for Project Scheduling - Planning Made Easier!

Planning a major project can be a little tedious.  Creating a task list consisting of timeframes, start/stop time, cost, duration, risk factors, milestones and resources require much planning hours.  Project managers can rely on PM software to make the process less tedious.  The web is full of different resources full of approaches to handling cost measures for project planning. 

GanttProject is free online software that project managers and other learners can use to adequately develop a Project Schedule and Resource Allocation Plan.  Once the software is learned and the actual events are loaded in the software then all of the components to the budget become accessible through charts, graphs, and spreadsheets with detailed information regarding project scheduling.  

 

Another great software for project planning is ProjectPlan.com.  I must say this is my favorite.  This software has everything a learner needs to create resources, milestones, Gantt charts, risk factors, program expenses, work breakdown structure, added attachments, and many other components to creating an accurate budget and project plan for a major development.  It is very user friendly and incorporates different aspect of the project plan so the PM can create different modules of information and combine all the material together to create an accurate project schedule.  The best incentive to using this software is the dashboard capabilities.  It allows you to monitor the status of your project by utilizing the graphs and resources you have allocated to do jobs.  It is a great software to use to actually plan and monitor the progress of the development.

 

 

References

GanttProject Team. (2003-2012). Ganttproject free project scheduling and management. Retrieved from http://www.ganttproject.biz/

Portnell, M. (Producer) (2011). Introduction into ganttproject 2.5 [Web]. Retrieved from http://www.youtube.com/watch?v=5rHCSa5ad34&feature=youtu.be

Project Manager Online Ltd. (2010). Projectplan.com create and share your plans online. Retrieved from http://www.projectplan.com/

Projectplanvideos. (2011). Project planning [Web]. Retrieved from http://www.youtube.com/watch?v=aSLvC0CjnVk&feature=pyv&ad=11170653224&kw=%22project%20planning%22

 

 

 

 

Communicating with Project Teams & Stakeholders

The Art of Effective Communication Through Email.

Effective communication is beneficial to planning an instructional design project.  How can project managers effectively communicate with team member?  Face-to-Face, online communication and voicemail are the common ways of communication.  As I listened to the multimedia program “The Art of Effective Communication” (Laureate-media.com), I can clearly perceive how effective one way of communication may be more acceptable than others.

As an asynchronous learner, I use multimedia sources and email for much of my communication.  As I was reading the email information, the message was well displayed and I comprehended the reasoning for the email.  The participant needed some reports in order to complete her deadline of producing work.  Was the email effective in relaying the message?  I would say yes because the email was direct and to the point. The only negative aspect to email is that people may not respond.  I truly believe “if you find you have to write a very long email to do justice to the subject, you may be better off having a face to face talk. Long emails tend to breed long replies” (People Communicating, 2009-2010).  Even when I communicate to my cohort, project team or coworkers, I will send direct and to the point emails.  Most of the time the emails turn into instant messaging because the conversations are so straightforward.  In this way, I can identify with this method.  With voice-mails, there is a similar comparison because voice-mail messages tend to be direct also.

The Art of Effective Communication through Voice Mail.

The voice mail recording in the program did have a lasting effect on how I recalled the message.  I was able to hear the tone and really get a feel of the importance of the needed document.  The way a person communicates can be a determining factor in a project.  Stakeholders and internal clients need to be a part of any type of instructional design project, making a good impression by voicemail to communicate issues is a rubric for success.  Voicemail communications appear to be highly useful especially in the techno world of web2.0 and the busy lifestyles of the working force individuals.  I must say after I head the same message in voicemail, I did get an urgency to contact the client right away or just respond back if not by voicemail then by email.  The visual modalities of message had the same effect on me.

Communicating Through Face-to-Face
Conversations.

I found this experiment to be very interesting.  As I listened to the presenter state how important, the data in the report was to her project,   I actually saw and heard the sincerity in her face, voice and presence as she sympathized with the workload of the receiver.  This was the same message displayed three different ways, but I really seem to get a different outlook on the message from the face-to-face presentation.  In any type of face-to-face business meeting whether it is in a conference room or an asynchronous environment where everyone is video conferencing, the project team must present themselves in a professional manner and/or in a manner that is conducive to their stakeholders.  “Through communication people exchange and share information with one another, and influence one another’s attitudes, behaviors, and understandings” (Kramer, Mantel, Meredith, Shafer, Sutton, & Portny, 2008, p. 357).  For this reason, alone I felt like the face-to-face communication has the greatest impact on stakeholders.

Any time clients, internal and external customers, and stakeholders are involved in a project there are going to be multiple forms of communication.  Is one communication more effective that others?  Probably not, but communication has to depend on the clientele, the environment and the stakeholders.  It is more likely that multiple types of communication will be prevalent in business.  Communicating by email allows project members to be direct with ongoing progress and issues.  Voicemails enables the client to listen to the presentations of any concerns or updates with project needs.  Most of all face-to-face allows a visual that sets a precedence over the atmosphere of the team.  All of these effective ways of communicating are beneficial to any project.  I utilize all forms of commutations when I am working on a project with a team.  I have learned from watching the multimedia program that face-to-face had a lasting impression because it actually gave the team members, stakeholders, internal and external clients the ability to watch a team member voice her concerns and request documents needed for a project or work assignment.  The appearance and tonality of her speech would make a positive impression on a team member as well as a stakeholder.  

References

Kramer, B. E., Mantel, S. J., Meredith, J. R., Shafer, S. M., Sutton, M. M., & Portny, S. E. (2008).Project management planning, scheduling, and controlling projects. (pp. 356-370). Hoboken, NJ: John Wiley & Sons, Inc.

Laureate-media.com. (Producer) (n.d.). The art of effective communication [Web]. Retrieved from http://mym.cdn.laureate-media.com/2dett4d/Walden/EDUC/6145/03/mm/aoc/index.html

People Communicating. (2009-2010). Effective email communication. Retrieved from http://www.people-communicating.com/effective-email-communication.html 

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

Distance Learning {Leading the Future}

As I reflect on distance learning in today’s society, I foresee more adult learners returning to school to further their education.  Is distance learning becoming an innovative standard measure to learning?  Yes, I think it is.  Conventional ways of learning will always be accepted because of the longevity of universities and traditional schools.  Have organizations attitudes become more acceptable to online education?  Based on an asynchronous questionnaire I did by a diverse group of learners, I would say yes they have.  Pedagogies of education have changed over the years and require more active participation from learners.  Online learning not only gives learners the ability to use top notch technology for their everyday learning, but it also give learners a chance to model, reflect and debate their work using multimedia designs, wikis, blogs, software packages and the internet.

Active participation in a classroom among learners is a form of learning.  Using modern technology to demonstrate work keeps users competitive in the global workforce.   In five to ten years, I see the industry continuously growing with online learners.  Technology is always revolving and using technologies for resources in education will become more valuable to learners.  Instructional Designers will be more prevalent in the years to come.  I think there will not only be a demand for instructional designers in Academia but also in different businesses across the world.   Traditional settings of education have to keep up with the demands of technology in education, but in my opinion, online learning has an advantage in new innovative measures to learning.  What does this mean in theory?  Distance Learning will become a leading force in education in ten to twenty years.  Why do I say this?  Technology is leading industries today in many facets of learning and maintaining daily businesses.   The downside to technology evolving so fast is businesses not having the time invested to train more individuals in the field.  “Regardless of these many obstacles and challenges, distance learning is, and will continue to be, an integral part of higher education. It provides much greater access to college credit and will substantially increase the number of degrees completed while minimizing the cost of those degrees” (Lutz III, 2012).

As more adult learners transcend to online learning with constant dialog and feedback of distance learning experiences most industries will have to emerge to the demand of learners.  To prepare for a number of growing online learning institutions the industry must have qualified instructors to teach online learning.  I was reading an article by Gambescia and Paolucci (2009) that listed one of the online attributes to providing a successful online learning experience is using highly qualified classroom faculty to also teach distance-learning classes.  I am not sure if I agree with this theory.  Some traditional teachers are not technology savvy and may not be able to confirm to the virtual world of learning.  Even in academia, I was surprise to learn that some professors are still using traditional ways of teaching and/or not using modern technology for learning resources.  Instructional designers bring experience and learning theories to the world of cyber learning.  Skills are an essential part of the learning rubric to giving learners the necessary pedagogies to learning.  As an instructional designer, I will help to foster the perception of hiring more instructional designers to educate students online.  Having the skills to educate students globally not only aide to different strategies of learning but it also brings a skill of what is needed to course management systems to insure that learners are getting the necessary resources and software tutorials that they need in order to succeed as a distance learner.  As an instructional designer, I feel very strongly about learners having the right e-learning experience.  I will continue to speak highly of online learning to help change negative perceptions of distance learning.

The acceptance of distance learning includes the ability to communicate online, experience with new tools, and have the ability to communicate with a diverse and global group of learners (Siemens).  Even though distance learning may have some challenges to novice technical learners and traditional learners, it is still going to be a thriving force in the future.  What makes the distance learning experience achieve its highest point of learning?  The instructors, learning management systems, multimedia designs and innovative technologies are all important measures to produce high levels of learning that an online community creates.  As more adult learners return to education and as more business control financial restraints there will always be a need for online learning.  I will continue to foster positive perceptions of distance learning in hopes of having the forum become the leading institution for learning.

  

References

Gambescia, S. F., & Paolucci, R. (2009). Academic fidelity and integrity as attributes of university online degree program offerings. Online Journal of Distance Learning Administration, 12(1), Retrieved from http://www.westga.edu/~distance/ojdla/spring121/gambescia121.html

Lutz III, J. A. (2012). Distance learning and the future of higher education. Richmond Times-Dispatch, Retrieved from http://www2.timesdispatch.com/news/oped/2012/aug/12/tdopin02-lutz-distance-learning-and-the-future-of--ar-2123475/

Siemens, G. (Performer) (n.d.). The future of distance education [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=_1341074_1&url=

Best Practice Guide to Convert to a Blended Learning Format

Best Practice Guide for the Trainer

The Influence of Open Culture-An Alternative Learning Forum

There are so many opportunities to experience distance learning.  Open courses is one example of how learners can educate themselves on free topics by using the web 2.0, multimedia designs and other technological forms.  Have you ever asked yourself what goes into planning such an arena of learning?  “Instructional design should consider all aspects of the instructional environment, following a well-organized procedure that provides guidance to even the novice distance instructor” (Albright, Simonson, Smaldino & Zvacek, 2000-2012, p. 151).  Are all distance-learning programs engaging to learners?  Do they have all of the mechanism that goes into producing quality work for cyber learners?  As I analyzed some of the open courses, I immediately searched for some topics that interest me, then I proceeded to look at the material.  Some of the programs did not grab my attention.  Maybe the format could have been more appealing for a distance-learning course and/or the topic did not interest me.  As I searched for a revelation, I wanted to review courses that were designed for a distance-learning environment and engaged active learning.  Some of the courses did have some characteristics of a good online module.

Art and visual thinking have always fascinated me.  Therefore, I decided to view some classes on visual thinking using art forms as displays.   I used Open Culture (Open Culture, 2006-2012) to find some courses on visual thinking.  One of the free classes I found interesting was Practice of Art 8-Introduction to Visual Thinking (UC Berkeley, 2011).  This open course uses art to analyze by just looking at different types of artwork.  The instructor engages learners and shares their viewpoint on many different artifacts.

This course has 10 lectures, and I reviewed most of them.  As we know art work does not contain much words but it allows learners to use visual senses to interpret art.   The classes gave a lot of informative information regarding the subject.  It also displayed many interesting graphics, which aided to the learning.  The instructor clearly understood the learner characteristics and how to apply the information to the learners (Albright, Simonson, Smaldino & Zvacek, 2000-2012).  I think the media selection was also beneficial for asynchronous learners.  The instructor used YouTube to display the classes.  I think this is an excellent platform for learners.  It is global and virtually used by many people.  “Too often, instructors do not place enough emphasis on designing and using quality visual material” (p. 159).  For this course, I can tell the instructor planned a good medium for the class.  The media is clear and provide alternative viewing methods.  Learners can share the video and place the embed code in a web document or blog.   The audio was mostly clear.  I did hear some noise and static during the videos, but this was minor.  Most of all I think this course designer did plan for distance learning by using Web 2.0, multimedia designs, audio, and video.

Internet based distance learning has to engage learners and provide a medium that is welcoming to adult learners.  There are people who have not experienced the wonderful world of cyber learning.  Open courses provide free online courses for learners to be acclimated with an innovative way of learning.  How can learners know if a course was pre-planned for distance learning?  How can learners know if they are benefiting from cyber learning by using new technologies and online materials?  Online courses should promote active learning by appealing the audience.  Audio, graphics, video, and lectures should promote learning by the audience.  The instructional designer has to provide an avenue of learning that is conducive to the learning audience this includes, designing and developing a module that includes a course management system or a forum for viewing materials such as YouTube, or Wiki sites.   Open Culture provides a forum to review free courses using modern technology.  Learners can experience the virtual world of learning and all of the benefits it has to offer.

References

Albright, M., Simonson, M., Smaldino, S., & Zvacek, S. (2000-2012). Teaching and learning at a distance foundations of distance education. (5th ed., pp. 150-192). Boston, MA: Allyn & Bacon.

Open Culture. (2006-2012). 500 free online courses from top universities. Retrieved from http://www.openculture.com/freeonlinecourses

UC Berkeley. (Producer) (2011). Practice of art 8 - lecture 1 introduction to visual thinking [Web]. Retrieved from http://youtu.be/n0jmaarz2RY

Choosing Technologies for Asynchronous Training

An Asynchronous-learning environment has to be able to connect e-learners new information using multimedia designs and the web 2.0.  For this training, the learning audience must be able to understand systematic procedures on how to operate the different types of machinery on the plant floor.  The training must be available to all employees regardless of work availability.  As an ending result, the employees should also be able to demonstrate work based on what they have learned from the training system, and view work from other employees.  How can all of these measures be accomplished with distance learning?

Course management systems are very fundamental to training, but there are other technological tools that can also be useful. The learning system or module must be able to connect to learners through blogs, discussion boards, and media sharing tools.  There are several types of sharing tools available for trainers.  Adobe Connect, Acrobat, Camstudio, blogs, and Wikispaces are a few tools that could be used for this training.  Blogs and Wikispaces seem to be the best format.  With Wikispaces, students can share online file storage space and review each other’s work.  “Users can in tern comment on the presentations and share their own ideas thereby providing feedback that may assist presenters in enhancing their content” (Walden.edu, 2012).   Wikispaces also promotes learners engagement in the lessons by group collaborations and communications on projects.  For a sample look at the benefits of wikispaces click on A-KLAS Consulting Group.  A-KLAS used wikispaces to collaborate on a project.  Students were able to engage in the lesson and assist each other with their project assignments.  The professor was also able to communicate changes and monitor the progress of the group. 

Blogs can also be used for initial training, feedback and collaboration also.  Instructional Designers can provide links in blogs to wikispaces to provide a venue for learners to demonstrate what they have learned and communicate with one another.  Both media sharing tools can conjoin with each other to benefit learners.

Web 2.0 technologies are becoming an educational alternative to learners.  Blogging, Wikis, Podcasting, Social Bookmarking, Social Networking, and Virtual Worlds are all incorporated into course management systems (Albright, Simonson, Smaldino & Zvacek, 200-2012, pp. 128-131).  Depending on the training the ID is performing, can depend on what multimedia sources the trainer will utilize in the learning management system.  Sometimes training can utilize the web 2.0 for instruction, collaboration, demonstrations, and feedback.  The training class for a biodiesel manufacturing plant utilizes several training modules that can be incorporated into a wiki.  This platform provides many facets of multimedia designs including links, videos, collaboration, and on-going feedback from the professor.

References

Albright, M., Simonson, M., Smaldino, S., & Zvacek, S. (200-2012). Teaching and learning at a distance foundations of distance education. (5th ed., pp. 127-132). Boston, MA: Allyn & Bacon.

Common Craft. (Producer) (2007). Wetpaint wikis in plain english [Web]. Retrieved from http://www.youtube.com/watch?v=F7BAU2XX5Ws

Waldenu.edu. (Producer). (2012). The technology of distance education. [Web Video]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=/webapps/blackboard/execute/launcher?type=Course&id=_1341074_1&url=  

A Mind Map of Distance Learning

Distance Learning (An Insight on My Views)

My Views on Distance Learning

Distance Learning is a term widely used in businesses and education.  More students and adult learners are going to school online.  Businesses are using distance learning for training purposes, meetings, collaboration and other business needs.   I always viewed distance learning as a way to educate and train individuals using multiple forms of technology that transcends to different learning styles.

This definition coincides to my personal experience with online learning.   Through cyber learning, I have access to new technologies and software packages used for learning.  Not only is it important for learners to gain knowledge from new technologies, but the instructor also has to be technological savvy to teach online courses.  Web 2.0, multimedia designs, video, audio, streaming video, chat rooms, and emails are very vital to e-learning.  Using multiple forms of technology is well understood as a definite measure to online learning.       

During this course I have learned that distance learning does not only involve multiple forms of technology, but it also incorporates certain quality in delivery styles, methodologies, learning models, assessments, and better instructional system designs (Foshay, Huett & Moller, 2008).  This rubric to distance learning help to insure that learners are getting the best experience of online learning.  It also insures the distance learning course or training is competitive with the global economy.  I say this because technology is always evolving and if cyber learning is becoming widely used it needs to incorporate the newest innovative technology sources available.  Now that I have taken this course and learned new measures to distance learning, I must say my definition has changed a little.  Distance learning, in my opinion, is a method of learning which incorporates new innovative technology to reach learners globally while utilizing multiple system designs, web 2.0 and other technology resources to disseminate information.     How can learners be assured that the technology used in distance learning is innovative?

With the knowledge of web 2.0, many cyber users are aware of some technology used in online learning or businesses.  Professors and professionals in leadership positions are usually aware of technology resources.  Some of them even get advanced training in technology to stay competitive in the workforce. "There is a strong need for instructional designers, specifically trained in distance education technologies and design, who are ready to tackle distance education challenges at all levels" (Coleman, Foshay, Huett, & Moller, 2008, p. 65).  Having the right people lead instruction and cyber learning classes will insure that the proper online training atmosphere is heading in the right direction for the future.

Distance learning is here to stay.  Because of many different lifestyles of the working population, more people are using e-learning tools to educate themselves.  Is this new way of learning respected in different organizations?  No, it is not.  It is the instructional designers and trained professionals that are leading the way for newer technologies and cyber learning.  By insuring that the proper trained instructors are leading this evolution of learning, I foresee minds changing regarding distance learning. 

References

Coleman, C., Foshay, W. R., Huett, J., & Moller, L. (2008). The Evolution of Distance Education: Implications for Instructional Design on the Potential of the Web. Techtrends: Linking Research & Practice To Improve Learning, 52(5), 63-67. doi:10.1007/s11528-008-0199-9 

 

Foshay, W. R., Huett, J., & Moller, L. (2008). The Evolution of Distance Education: Implications for Instructional Design on the Potential of the Web. Techtrends: Linking Research & Practice To Improve Learning, 52(3), 70-75. doi:10.1007/s11528-008-0158-5