The Top Ten Learning List from My Practicum

Many have imitated, but few have succeeded at mimicking David Letterman’s top ten lists, that certainly won’t stop me from trying!

This final blog post for my practicum, a reflection via:

“The top ten lessons I learned from my practicum.”

#10 - Tagging blog posts gets you readers and responders. No tags, no one comes to the party who isn’t required to.

So why does this matter? If you want to perpetuate an image as a professional in the education field, blogs seem to be a strong way to do so. Even though we as educators teach the importance of research and validation, there is a definite trend in education to lean toward experience, relationships, and a voice we can relate to. I only tagged one of my posts for this practicum, but for every other post I have ever made on my blog, I have tagged them all. All of my tagged posts have a double-digit readership.

#9 - You don’t have to recreate the wheel, just tailor it to specific users instances.

My research and my critics made it clear that soft-skill curriculum resources are a dime a dozen (HA, if only they were that affordable!). What finally landed me a serious conversation with our fund development team and what finally put a signature on an invoice for the curriculum that I have recommended for the students in the GPS program, was my ability to demonstrate the strengths and opportunities of the package I was pushing.

#8 - Make breadcrumb trails in stone.

One hand isn’t enough to count the number of times I was asked for my research to back up my assertions, conclusions, and ideas. Annotating pages, summarizing resources, and creating easy visuals to help inquisitive minds cut to the chase made my work all that much stronger.

#7 - Whether you call them benchmarks or weekly goals call them out loud and make them public.

Goals and/or benchmarks will not prevent detours, interruptions, re-starts or do-overs. They will, however, help you stay focused on where you need to go.

#6 - Everyone is a sucker for a pretty picture.

Learning how to create infographics was one of the best skills I ever developed in my time with LRU. Like spandex and mascara, images evoke emotion and adults want to be appealed to through their emotions first and mind second. My infographics and “pretty” website made it easier to tell my story and share my mission on the personal development project. I still had research, “one-pagers” for funders, and slideshows for presentations, but the compliments poured in on the simple presentation tools.

#5 - Passion is contagious.

I cruised full speed ahead on this project until the very end when one strong voice challenged the relevance and value of the course. Had I been apathetic, I would have never been able to defend my work. I am not living in a Disney world where all projects will be passion projects, but I share this tidbit for those who may be headed to positions creating instructional pieces for content they aren’t interested in personally. If you want others around you to like your work, you have to like it first.

#4 - Anchor yourself to reality before you begin

Reading the weekly blog posts of the other students in my practicum helped me avoid personal pity parties when challenges hit, helped me stay enthusiastic about my audience when mired in research, and overall, just helped me remember that I am not an island. Finding a person or group of people who can help you keep your experiences in perspective makes it easy to see the forest for the trees.

#3 - Know thy audience

Having a clear understanding of my audience helped me face my assumptions and helped me carefully plan to meet the needs of my audience. When faced with scope creep, knowing my audience helped me explain to “the powers that be” why the current iteration of my work was inappropriate for their desired audience. Instructional Design basics = TPACK...Let’s all take a moment to remember that P stands for pedagogy. Understanding your student is a fundamental pedagogical rule.

#2 - Accept Challenge

Peer feedback, beta tests, external review - all of these are terrific methods to test your ideas and work. It is easy to turn instructional design into a job on a throne. You can look down on your subjects knowing that you are designer of their world, their learning, their experiences. Nothing knocks those thrones over faster than failure of our work. Students and teachers won’t care if the LMS is unfriendly to users or hard to program. They also won’t sympathize with designers if subject matter experts are long-winded and/or resources are limited due to copyright. Allowing your work to go up against a fire fight helps you identify weaknesses and reinforce where necessary. It also helps you build a quality reputation.

And the # 1 lesson that I learned from my Practicum:

LAUGH

You will misspell words, publish work with broken links, create explanations that are only meaningful to you (and sometimes not even you). I’m not recommending you be flip about your work. I am recommending that you take a firm stance in the understanding and reality that you are a human juggling life, work, and personal issues. Laughter will help you manage stress, keep expectations realistic, and help others see you as a person who has high standards balanced by a strong understanding of reality.

So there you have it. One quarter of my year gone and three months of learning stuffed into an overdone Top Ten list.

Personal Development Program - Book II

As we ended the last book, our heroine had discovered that not all was lost. A new beginning was visible just beyond the horizon…

A little dramatic? Maybe. But, that is how I felt when the fund development team expressed their concern over moving forward based on a comment from a leadership member who felt the market was too saturated with soft skill curricula. The grant coordinator tried to make me feel better by indicating that every grant she has looked at in the last two years has required information on how soft skills will be addressed. Her grace gave me a moment to pull myself together as I remembered why my work was so important. The other curricula on the market all exist to help people UNDERSTAND soft skills. My work took this a step further to give learners a chance to develop the ability to DEMONSTRATE the skills. The good news is that my conviction won over the team and the saga over funding will continue - probably long after this practicum!

On the other side of this story, the subplot if you will, the internal staff of my organization really liked the curriculum. The director brought out great questions relative to overlap in the curriculum with other coursework and making sure the additional activities would fit into our tight classroom schedule. (GPS teaches the core four subjects plus electives in personal finance and manufacturing all in only two to three hours of class per day). She was also concerned about the cost of the curriculum, but the budget was already a piece I had managed and could address.

The rest of her questions resulted in my final piece of evidence for this practicum. The document at this link is the result of my curriculum review and time assessment. What isn’t plainly obvious from this document is that I had to ensure that students who enter our program as juniors in the fall, as juniors in the spring, as seniors in the fall could all manage the extra coursework. Magically, it all came together.

Next week I will clean up the contract language and curriculum plan. From there, I have to begin to author placeholders in our LMS for the PAIRIN content and rubrics. The weeks following will include updating course guides, planning teacher training, and beta testing the process with a small group of “test students” before the course changes go live in September.

The only folks involved in education who actually get a summer break: the students!

Scope Creep

"Scope creep: Adding additional features or functions of a new product, requirements, or work that is not authorized (i.e., beyond the agreed-upon scope)." - Larson, R. & Larson, E. (2009).

If you view my January 20th blog post, with my timeline of goals, you would see that I expected to be finishing the curriculum for the third tier of my personal development program right about now. That goal was abruptly derailed when my supervisor indicated that I was to focus on getting funding for the final development of this project before I complete the authoring of the support materials.

This week I had to regroup and figure out where to go next. That answer led to tiptoeing around a pending scope creep.

As the Curriculum and Instructional Design Manager, the coursework, competency frameworks, and curriculum resources accessed by our students are all my responsibility. In conversations with my supervisor around budgets and curriculum for the upcoming school year, we toyed with the idea of getting at least the PAIRIN curriculum in front of current students as a beta test of the third party tools and lessons. However, because my project was never designed to be used in a GPS ed center, it was decided that I should tread carefully around this scope creep by “offering” the only the curriculum from PAIRIN (not all of the supporting lessons, activities and additional assessments) as a potential new resource for teachers.

My tiptoeing caused confusion with our program staff. Normally, I introduce new curriculum and coursework as a directive - “Here are the changes in curriculum delivery for the upcoming school year.” I had to spend some time explaining that my project was a set of activities and assessments that make use of a third party curriculum - it was not just researching which pre-packaged curriculum we should adopt. In addition, I had to provide a 30-second synopsis of my learner analysis so they could understand that my external product is inappropriate for internal use. (Check out my January 27th blog post for a refresher on that analysis.)

After reviewing the lessons and tools we would purchase from PAIRIN, the enthusiasm that I have received from all parties thus far was shared by our program administrators. In other words, my suggestion of a new resource led to a definitive scope creep. My project has just taken on a new audience with entirely different delivery and time management issues.

Stay tuned, next week I’ll lead out with a new project plan. As an instructional designer, my job isn’t just providing educational materials for students, it is also to educate my internal customers on setting clear goals and boundaries for a specific audience.

Resources:
Larson, R. & Larson, E. (2009). Top five causes of scope creep ... and what to do about them. Paper presented at PMI® Global Congress 2009—North America, Orlando, FL. Newtown Square, PA: Project Management Institute.

Treasure Hunt

In many education circles, March closes out the third quarter of the fiscal year. Coffers are tight and budget discussions and calculations haunt the dreams of administrators.

Last week, when meeting with supervisor to discuss direction and next steps for the personal development program, he left me with a sense that he felt my work was done. I was confused by what I thought was lack of understanding of the curriculum design process. How could this former educator not realize I was only half-way toward the finish line?

This week, my supervisor shared that “next steps” on this project isn’t further authoring of the curriculum. Rather, I have been tasked with creating materials that our fund development team can use to go out and seek funding.

So, in addition to the creation of metacognition tools, introductory lessons, and teacher training outlines, I also created a marketing infographic and a “one-pager” for potential funders.

Next week I will meet with the fund development team to create a strategic plan. I will also meet with the administrator of our teaching staff to discuss ways to incorporate my work into next year’s instructional plan. Such is life outside the classroom - meetings, meetings, meetings.

The View From the Top

Lance Trumbull - EverestPeaceProject.org
CC BY-SA 3.0
via Wikimedia Commons

Did you know that 75% of all mountaineering injuries happen on the climb down from the peak?

I met with my boss on Thursday. I needed final decisions for the platform I would use to author. I needed final decisions about which content provider support tools we would use. I needed to know if the beta would be in May or in August. Surprisingly I left with answers. All answers aside, my boss left feeling like this project was complete. I left standing on top of a mountain, knowing that I still had to navigate the climb down.

I spent the majority of the week gathering data and prices to make the presentation. Luckily, that set me up for having a great idea about how the purchased curriculum would best integrate with the personal development program I have been creating. I created a project plan to guide the authoring process. As authoring is only one piece of the "Develop" phase of ADDIE, as I develop the lessons, I will be tracking information relevant to teacher training. I have a lot of work to do, so I’ll leave you with a vision of the information I’ll be searching for to create training:

1. How should students pace themselves in order to complete a certificate (one level of training) in a semester?
2. How should data from formative assessments be used to coach students?
3. How can the curriculum flex for use in various blended models?
4. How is student agency realized in the design?
5. How should work-experience supervisors be engaged to maximize the relevance of data and to support student growth?

Caution! Detour Ahead!

Imagine being handed the keys to an amazing sports car, given the freedom to drive as fast as you can, and then uncovering that every road is impeded by construction and detours.

Route 1 - Awkward TimingBudgeting for a new fiscal year, end-of-quarter activity, board meetings, and organizational strategic planning all bloomed like new spring flowers this month. On one hand, this is great timing. There has been a lot of discussion about what differentiates GPS from any other co-op, internship, apprenticeship in our strategic planning sessions. Every trait listed in my personal character program has been called out in organic conversations. The drive and interest in to create a GPS certificate are real. And, I’m told, the finances exist to support the development of this program.

On the other hand, all key decision makers in the organization are tied up in meetings, board retreats, preparation for the new fiscal year, etc. Getting an audience for program approval has become a real challenge.

Route 2 - Internal GrowthIn the last year, GPS has become an industry name in youth apprenticeship. Organizations as small as locally run workforce development offices and as large as the Boys and Girls Club of America have come to us for program development. The creative design and curriculum of these new programs lands

on my plate. The communication, fiscal agreements, and project management lie on my bosses plate. So, as important as the personal character development program is to our organization, it is an activity stream that will ultimately cost us money, whereas this past week, I pitched a program design that made my organization a significant amount of income.

Route 3 - Curriculum and Instruction RE-DesignAs the Curriculum and Instructional Design Manager, managing the content, instructional design and delivery, and data-driven decisions are all my responsibilities. For the last three years, I have been burdened with a learning management system (LMS) unfit for our competency-based, project-based curriculum design. Inspired by my work in the LRU course “Emerging Web and Mobile Technologies”, I have recently embarked on a search for an LMS more in line with our needs. This work has been slow to the point that it is unlikely we will have anything but a beta ready for fall. And, it has led to a huge question in my personal character development program - what platform do I use for the final development of this product? I am at the point where I could start doing actual authoring, but I am stymied by the prospect of building this in our LMS only to turn around in two months and have to re-do the design in new a system.

By Orionman (Own work)
[Public domain], via Wikimedia Commons

It isn’t just an issue of not wanting to do work and re-work. It is an issue of true design. Our current LMS delivers content in a linear, course-structured design. New LMS’s that I am looking at deliver content in modules, allow for student navigation and choice that isn’t necessarily linear, and manage assessment and data in entirely different manners.

Route PlanningDespite the roadblocks, detours, and construction barrels, indecision is not in my internal makeup. I have two final elements to pull together for my program: development of assessment tools and alignment of content to program design. This will be my focus for this upcoming week. The following week, I get a meeting with administration on the calendar and then spend my time creating specific proposals that identify internal decisions - write all of our own content, partner with Pairin, author within our existing platform, delay authoring until new system is in place, deliver a beta prior to seeking funding, credentialing through external badging sources (like Credly), etc. - and put the decision making in the hands of administration.

Full speed ahead! After more than a decade of living in a state where orange construction barrels are considered the state flower, I’m not intimidated by detours.

Stargazing

By NASA's Goddard Space Flight Center/Axel Mellinger
 (NASA's Swift Sizes Up Comet ISON (03.29.13))
[Public domain], via Wikimedia Commons

In the days when constellations dictated scientific prediction, the term “stars align” referenced an omen or a sign. This week has been surreal as I have felt as an observer more than a designer. Perhaps it is anxiety over the “realness” of this work-project disguised as a grad-class-project, or perhaps it is just the cynic in me, but the stars seemed to align this week and that makes me nervous. 

Is it all too good to be true?

If you check out my webpage documenting this design journey, you’ll see that I have spent time comparing available curriculum resources to my desired traits. Prior to Tuesday, this chart didn’t include the work of the company Pairin. While I will be writing my own curriculum and designing my own projects and activities to support the personal development program, having outside curriculum as a resource is vital to ensure depth and breadth for consumers in a competency-based program. In my initial survey, I felt pretty dejected at the large gaps left by the identified content providers.

This work, however, led me to a search for alternatives. The supply of soft skill curriculum providers is fairly deep and I was confident that I had to have missed a viable option. Sure enough, this extended research led me to discover Pairin. Now, this is not a product spot. I have no prior experience with this company. I can only attest to my initial inspection. As you can see from my comparison chart, the alignment between Pairin and my soft skill design is incredibly tight. I was delighted.

In addition to this research, I continue to storyboard traits in order to pre-design curriculum. This work led to the identification of prerequisite skills within my continuum. I realized that I am going to have to complete this storyboarding to verify the prerequisites and solidify the design of the skill progression. Also on my website this week, I added a flowchart to help me visualize the process of interaction and assessment for a student. When I have the prerequisites identified, I will be able to test this process and define a timeline for probably student achievement.

So where does that leave me?
I have two major goals for the next week. First, I need to storyboard at least 3 more traits in order to stay on track for completion. Second, I need to continue to research the materials and products offered by Pairin to flesh out specifics on how my program and Pairin resources would blend.

I suppose there is one more goal - stay positive. It is possible that this week’s progress is a result of diligence and hard work and not just a fluke in the system.

Under Pressure

Monday, I was in meetings all day, but Tuesday I ran head first at organizing my research and preparing a demo. For four hours I tried spreadsheets, tables, images, words, outlines...

It didn’t matter. None of it was clean, simple or meaningful.

Wednesday, a project that I anticipated eating two hours of my day, took my ENTIRE day. As if that weren’t stressful enough my boss called with a large list of projects that needed to be completed. My boss was going to be out of the office for the next three days, and as a reflexive, nervous twitch, he eased his qualms about a growing to-do list by delegating to me.

The reality of a demo and research AND a method for displaying learner growth and progress loomed large in my fears.

On Thursday, I was in full procrastination mode. I tackled every project that my boss gave me.

Before I knew it, I was kissing my family and sending them off for their last work/school days and heading to my computer with 9 hours to create a multi-lesson demo, organize a summary of research and rationale for my work, and offer mock-ups of data displays for a student dashboard.

Tangent: 

In college, my husband had this annoying habit of waiting until the night before a paper was due to write it. I would have had the paper written, edited and revised with a week to spare - JUST IN CASE OF EMERGENCY. He would swear that he was just more creative under pressure. He would also assert that his writing was best edited as he wrote.  The word “draft” was not in his vocabulary.  Who creates quality work like that?

And We’re Back:
I won’t even begin to wax romantic over my amazing husband who never once uttered “I told you so” as he sat next to me wordsmithing my demo at 4:30 PM Friday night. And, while I haven’t had any feedback on the demo yet, I feel great about my work. I “kept it simple”. I used charts and images instead of a lot of words. I also opted to storyboard in Google Slides instead of authoring in our LMS.

The demo goes to the executive leadership team on Tuesday, I will know more about presenting to the Kern Family Foundation. For now, I’ll enjoy my weekend and try to slow my pulse at my near miss this week.

Run, Don't Walk

Available by CC0 Creative Commons

I remember so clearly reflecting on how thankful I was that this was to be an easy week. “Just feedback,” I thought. “I only need to collect feedback.”

Silly, silly woman…

On Tuesday, I met with the supervisor of the project. He was very pleased with my work. I have worked for this man for three years and this is truly the most praise I have ever received. I was still walking on sunshine at this point.

“I want you to present this to the executive leadership team.” He said. Still riding high… “Then I want you to get this in front of business partners to make sure they would hire students validated in these skills.” He said. Still riding high…

Let’s fast forward to Friday when I presented to the executive leadership team. This crew represents the head of finance, marketing, program operations and the company as a whole. I wasn’t worried. These are fantastic people whom I know very well. (Yep, still riding high.)

Enter the President of our organization, “How soon could you put together a small module to take to the Kern Family Foundation with all of your research? They WILL fund this initiative.” The Kern Family Foundation is the second largest philanthropic organization in the state of Wisconsin. Their charitable giving assets exceed half of a billion dollars. As a non-profit organization, GPS (where I work), we rely on continuously thinning school budgets to fund a large part of our work.

So, hearing that my project now needed a demo worthy of funding... now I am starting to freak out!

I am going to have to alter my schedule to include the build out of a demo.

"People Freaking Out" by Fred Seibert
Available by CC BY-NC-ND 2.0

Originally, I planned on spending this upcoming week creating a curriculum outline out of all the necessary lessons, activities and assessments. Instead, I will pick one trait to create the curriculum outline, identify content sources and/or create content, develop application activities, and create assessments. I also have to create mock data reports to demonstrate how a student’s work might be reported AND make my research pretty enough to share and organized enough to clearly validate my work. AHH!  Clearly, I feel a little stressed about this.

Luckily, I am a resilient beast. My plan for success includes creating a clean task list with estimated deadlines and then communicating a reasonable timeline adjustment with the customer. I can do this!  I just need to pick up the pace from a nice steady hike to a full out run!

By Neoclassical_Velocity.JPG: Unitfreak derivative work:
Nevit Dilmen (Neoclassical_Velocity.JPG) [
Public domain], via Wikimedia Commons

Following the Leader

By Wiros from Barcelona, Spain
 [CC BY-SA 2.0], via Wikimedia Commons

Design is a tightrope walk between originality and research. You want your work to be founded in solid research and practices, but you also want your work to stand out as original and creative. I spent my week playing follow the leader on a tightrope.

Despite having to define the scope of “soft skills” for outside audiences at the start of this project, hiring managers, career and guidance counselors, and non-profit/government agencies across the United States have been mired in research on the topic. They are all trying to answer, “What are the skills and behaviors necessary for success in the workplace”. Thankfully for me, their hard work and research left me only needing to synthesize. 

Curriculum writers spend a lot of time aligning their work to standards, that is essentially the same task I started with. Seven different bodies of research offered 44 desired traits. My first thought after this synthesis: I have three semesters to develop student character, not three lifetimes. With a little more research on my part to identify where there was overlap, I whittled this list in half.

To meet the specification of a tiered, progressive curriculum, I organized twenty-four traits into 8 categories. Each category has three levels of skill development. For example, a student working to develop “Work Ethic” will start by learning, practicing and being evaluated on “Punctuality”. When the student has demonstrated mastery of that competency, he will move onto “Dependability” and finally onto “Accountability.” Using an adapted version of the “Whole-Student Competency Plot”

developed as part of the NextGen Learning initiative of Educause, student progress can be tracked and growth can be monitored.

With all this said, I feel like Dr. Frankenstein gazing over his monster come-to-life. I am so excited about the work that I have done! Unlike the famous doctor, my success is tampered by the knowledge that my newest creation will be inspected and critiqued by the customer. Then it will likely be sent back to be repaired and restitched.

Alas, a big hurdle has been overcome. I’ll let you know next week how the product fared against customer expectation.

Coaching the Customer

Instructional design is a double-edged sword. One side of the blade is learners who will engage with the material. As the instructional designer, I had to delve into the personalities, learning styles, demographics and prior knowledge of the learners in order to craft meaningful lessons. However, the second side, that will cut you if ignored, is the customer - the actual business, school district, teacher, etc. - who has requested the development of a learning product. This week, I turned my attention to this second edge.

My customer, high school principals and apprenticeship coordinators, are not subject matter experts. This made my job easier, as I spent my time conversing with customers to hear what their needs were in terms of time frame, educational setting, and deliverables as opposed to conversations that included all of those topics AND content.

One interesting point in the conversation came when I questioned the time frame of the course. I suggested that the first two tiers be designed for completion within one semester and the last tier be opened up to a full school year. The last tier is dedicated to leadership - a fairly chewy topic with more intense evidence needed. The customers weren’t sold. The course is competency-based. This means students work to provide proof of competency in a behavior or personal character trait. The customers thought that the time should be open-ended to allow a student to continue to work on a tier until every competency at that tier is mastered.

Mastery-based, competency education does mean that a student is allowed to work toward a skill until it is mastered - instead of being pushed on to keep pace with peers. However, the customers were clear that they needed to be able to give a grade at the end of a semester. These felt like opposing forces - opened ended time to allow for mastery vs. a hard stop at the end of the semester.

Luckily, I have been researching soft skills programs for a while. I was able to cite a program in Chicago that has a repeatable “professionalism” curriculum that school staff encourages students to return to each semester in order to continue their personal development. The content offerings are deep enough to allow continued pursuit of mastery at varying levels of difficulty.

Ed Surge's Whole Student Competency Plot;
Retrieved from Edsurge.com

My extended research on the topic also allowed me to share a tool created by the educational think tank Educause that maps growth toward a cloud of goals in a visual that looks a little like a spider web. Each trait area has an arm that extends from a shared center point to the outer rim (likes spokes on a wheel). Students are scored for each trait on a continuum that extends from the center point (beginning learner) to the outer rim (mastery), then the scores are connected in a loop. Each loop represents a snapshot of learning and the gap between loops is a visual representation of student growth.

Educators are easily won over with pretty graphics, so the scoring tool and repeatable competencies made sense to my customer. This graphing tool would have a loop of scores that represent minimum proficiency. When a student has achieved minimum proficiency in every skill/trait, they can earn a grade for the course. A student could repeat the course until the student has achieved mastery in all skills/traits.

As I transition out of the analysis phase and into the design phase, I’ll take with me the lesson I learned this week. It was very beneficial to be smart on my topic when meeting with the customer. Continuing to stay on top of best practices and research as a subject matter expert will likely make design a lot easier as well.

Donkey's Belong on a Farm - Not in Instructional Design

In the United States, companies spend BILLIONS annually on consumer research. It is no secret to the developers of consumer products that knowing the customer is key to consumer happiness. This reinforces the value of the learner analysis in an instructional design product.

My goal for the week was to complete a learner analysis. I have ample experience teaching the population who will engage with the curriculum, so I definitely entered this task feeling as if I was just jumping through hoops to say that I followed a process. However, with analysis complete, I will definitely admit to a few “aha moments”.

The biggest moment of awareness came when I realized that the students I work with have a schedule dictated by a single teacher. The students I am writing the curriculum for, in contrast, have a full high school schedule with multiple classes and are required to leave their school for their work experience. This means that the amount of time I am able to fill with curriculum will be cut to minutes per week instead of hours per week!

My analysis also helped me to reconcile concerns over meeting the needs of two diverse audience groups. I was struggling with how to create an e-learning course that met the needs of one group who dislikes online coursework with another group who strongly values technology and education. What I uncovered is that limited access to the internet in one group paired with a strong desire for hands-on learning in another paved a clear path to short, online lessons to be coupled with more interactive, offline activities. In a very lucky twist, this push for shorter online bursts works well with the time constraints that I identified.

There is a well-known saying about the hazards of making assumptions. I am grateful that I took the time to complete this step. I am also hopeful that this lesson on the danger of assumptions will help me approach the customer design specification research with curiosity instead of conviction.

Lesson learned: Donkeys belong on farms, not in instructional design.

The Journey Begins - A Project Timeline

The journey has begun.  I've created a website to add visual documentation of my work.  I've started conversations with my supervisor about expectations and desired outcomes.  Part of these planning conversations included the development of a project plan.  Every good project plan has a timeline to promote accountability and to allow for progress monitoring. It was also important to allow for ample time for customer input, socialization, and edits.

To make sure my soft skills curriculum has progressed through to the Develop Phase of the ADDIE Instructional Design Model by May 1, I  have set the following deadlines:

• Week of January 22 - Audience Profiles 
• Week of January 29 - Customer Design Specification 
• Week of February 5 - Research and early design suggestions to customer for approval 
• Week of February 19- Content outline complete and to customer for approval 
• Week of February 26 - Tier 1 content and assessments identified and organized 
• Week of March 12 - Tier 2 content and assessments identified and organized 
• Week of April 2 - Tier 3 content and assessments identified and organized 
• Week of April 23 - Developed content to customer for approval 
• Week of April 30 - Edits and final approval

Check back next week to review my progress on evaluating my audience.

Revisiting the Wheel

In 2015, I joined a team of individuals at my organization to reimagine the delivery of our curriculum and youth apprenticeship program. Tapped for my skills in content integration and curriculum development, I was joined by a technical education expert, a character development expert, and a corporate training expert. As early as our first meeting, we discussed the development of a character and leadership component to our new program development.

It is now January of 2018. Since the early days of the team assembled three years ago, our character and leadership curriculum has gone through an annual revision. As the face of the team has changed, and as we are no longer only providing service to our own students, I have been (re)tasked with creating a stand-alone soft skills curriculum that can be delivered online and supported through a blended learning model.

Image from Max Pixel; 
Made available through CC0 Public Domain 

I have to admit, on the surface it looks (and even feels) like recreating the wheel. Soft skills curriculum providers fill educator and career training conference vendor rooms. So, this project doesn’t even have a novel stance with outside customers. At least, that’s a what an onlooker might think without digging deeper.

Truthfully, in my last year as a masters student in the Online Teaching and Instructional Design program at Lenoir Rhyne University, I have learned the value of an iterative process. Last year, I didn’t even know that “iterative” meant repeated or that an iterative process was similar to a model of continuous improvement (I understood that cliche phrase). Now, I understand that my task isn’t to reinvent the wheel, rather, I am revisiting the wheel.

This blog will track my design progress and process as I embark on the task of creating GPS Soft Skills 4.0 - the next iteration of our character/leadership and employability curriculum and assessment. Please feel free to comment, add suggestions, and provide encouragement.

Resources
For more information iterative design models, I really like this article:
Makhlouf, Jack. (2016, August 21). Iterative Design Models: ADDIE vs. Sam. Retrieved from: http://elearningmind.com/iterative-design-different-strokes-different-folks/