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mapping software, II was able done professionally inin the last to come.
The
The result is Continuing Education.
Ideas:
Design: ADDIE
The
The process of five components: analysis,analysis, design, development, always works.
ADDIE is extremely useful in understanding the curriculum development process. It requires the developer to view the project from each of the components. In doing so, it allows a greater understanding of what will be taught and why. The steps of the process are linear, but the true value is in the somewhat circular nature of the process. Inherent in ADDIE is the evaluation which occurs frequently in the development. Using the different stakeholders, developers can evaluate how each step contributes to the final product.
fellow faculty).
Analysis:
Analysis: Optimal, actual and gap
Another
Another very simple be doing.
We
We are all Mager suggests thatthat we identify
Like ADDIE, the performance analysis helps to determine a clear way of proceeding. Each step is instrumental, from the identification of optimal and actual, to the understanding of the barriers which face the learners. Some of the barriers may be out of the control of the developer, but the performance analysis can recommend changes which may help to remove the barriers.
Development: Team Approach to Course Development done
Distance Education (Moore,(Moore, 2005). In Distance Education
Not
Not online education, all worlds. (Saba,(Saba, A Model eLearning, 2008).
Central to the distance education package are a number of concepts. These concepts helped to create a vision of distance education which is a true picture of what education can be.
· teacher as facilitator
· learning communities
Loves: The concept behind College of Emeriti
our future.
The
The mission statement anywhere education.
College of Emeriti have been designed with a plan. Using Addie, the structure of the courses have been laid out, defining the categories of study as well as the individual course plans. This has involved a process of analyzing who would want to take these courses, what they would like to take and what information they would want included in the course. The courses have been designed using sound principles which help reinforce learning. They have been developed into formats which are ideal for the older learner, using a variety of delivery modes. They have begun to be implemented, to be followed by user evaluations and revisions to the courses. In this way, ADDIE has helped to create the concept of College of Emeriti.
College of Emeriti has used the process of performance analysis to help the learners. There is often resistance to change, and an online format for instruction can be daunting to the lifelong learner. While analyzing this resistance, I have identified a number of barriers which are obstacles to the learner. These include skill based barriers (lack of understanding of technology, lack of background knowledge) and motivation barriers (why is this mode of education important to the learner). These barriers have been addressed as components of College of Emeriti have been introduced to learners, which has helped learners to see the value of this program.
and interests.
Most
Most importantly, College their understanding.
This is not without challenges. The target audience for this concept is the older adult. Creating a relevant and valid lesson is a major challenge, as our learners face barriers which are not always there for there for the younger learner. Technology provides such a barrier to many older students. We are not always cognizant of the challenges they face, in physical ways (sight, hearing), cognitive ways (slower processing, changes in memory), and in behavioral ways (lacking motivation when they cannot see the value). These are issues which we must face in the development stage, to insure that the lessons we create are suitable for our audience.
these courses.
So
So it is involved experience.
Change: DO
Change
Change: Change is necessary
From the center of this concept, I must be the most flexible as all. I have developed the model, but I rely on the community to fill in the pieces. I cannot expect that I will complete the model alone; by doing so, I lose the valuable contributions of the community. I need to trust my community to contribute as they see best, and to accept them as part of the whole picture. I must remain receptive to the evaluations which follow. It is through these evaluations that we can determine what will be effective as we continue. Through their participation, we can discover how the students use the technology, and how effective it is in meeting their educational goals. Revisions are necessary for the evaluation to be effective, and change will arise from the revisions.
the success.
I can see this as a new model for community education. Lifelong learning needs to be relevant to the learner. Who is better qualified to identify learning needs than the learners themselves? In this student led program, students determine the content, they help to design and develop methods of delivery which are most effective to most learners, they help to deliver and implement programs as needed, and they help to evaluate programs for strengths and weaknesses. As facilitator, I can help this process along, but can accept the group vision as the direction of choice.
The importance of the Educational Technology program at SDSU has been, for me, the beginning of this vision of a future for education. This vision will be cultivated in years to come.
Bibliography
American
American Federation of DC: AFT.
Ashcraft,
Ashcraft, D., & , 109-117.
Clark,
Clark, R. N. Francisco: Pfeiffer.
Mager,
Mager, R. F. Performance, Inc.
Moore,
Moore, M. &. Belmont: Wadsworth.
Rice,
Rice, W. H. Packt Publishing.
Rossett,
Rossett, A. (2009). Francisco: Pfeiffer.
Saba,
Saba, F. (2008). State University.
Saba,
Saba, F. (2008). Distance-Educator.com, Inc.
Saba,
Saba, F. (2008, , 158-168.
Steen,
Steen, H. (2008, , 526-532.
Williams, R. &. (2006). The Non-Designer's Web Book, Third Edition. Berkeley: Peachpit Press.
Paramount to the ideas of teacher as facilitator and the constructivist approach to design is a need for a systematic way to develop the framework. The ADDIE principle was the key to this systematic approach to design. One of the key things I remember from learning about ADDIE in that first course was the idea that it always works. Although such a statement only demands that an exception is found, I have discovered that ADDIE does work, both in design of curriculum as well as program design, lesson design and more. A constructivist thinker does need some structure in the development of ideas, and ADDIE provides this structure. It helped me to understand the process of development as well as how this concept can extend to other creative endeavors.
These three basic ideas would become the backdrop of many of my SDSU projects, and would form the structure for my emerging idea on a quality educational experience for lifelong learners. I would use the concept of teacher as facilitator to gather resources to use for this online classroom, choosing from those which have proven to be relevant and useful for my audience. I used ADDIE when developing the new courses that I have designed, following the analysis, design, development, implementation and evaluation as these courses emerge. I have set this all within a framework, and am starting to develop the courses from the inside out.

Ideas Shine Through
Throughout the courseA mind map is just one of the many development tools which I encountered during my SDSU studies,three years of study with SDSU. It enables you to take a main concept and to identify all of the components which are related to it. Using the mind mapping software, I was able to come up with a summary of what I have focuseddone professionally in the last 3 years as a direct result of my SDSU tenure. This summary helped me to reflect on my three years with SDSU, beginning as an educational technology newbie, gradually metamorphosing into a plan.solid educational technologist with a clear plan for the future.
To begin the mind map, I wantedhad to developdefine a wayconcept. The concept is called, "College of Emeriti". This concept embodies all that is possible within a distance education program within our Continuing Education department of San Diego Community College District. Included in the mind map were the ideas which are central to deliver qualitythe concept, the tools and skills which were necessary to build the idea, and the products which resulted from this educational experiencesexperience. Also included are the future ideas which will shape the direction of the program in years to lifelong learners. I wantedcome.
The result is a methodvision of a distance learning program which was affordable,will create quality and relevant learning opportunities for lifelong learners in the community. It is my hope that this vision will become a reality for future learners at San Diego Continuing Education.
Ideas:
Design: ADDIE
The process of creating a product is daunting without a plan. ADDIE is an instructional systems design which would accommodateincludes five components: analysis, design, development, implementation and evaluation. The value of an approach such as this as it provides a varietysystem of learning stylesdevelopment, and methods. As(as stated in our initial courses at SDSU) it always works.
ADDIE is extremely useful in understanding the curriculum development process. It requires the developer to view the project from each of the components. In doing so, it allows a greater understanding of what will be taught and why. The steps of the process are linear, but the true value is in the somewhat circular nature of the process. Inherent in ADDIE is the evaluation which occurs frequently in the development. Using the different stakeholders, developers can evaluate how each step contributes to the final product.
Since my experience in instructional design was limited, this process helped to identify what must be done at each point of development. It also became a process for developing other products. Not only is ADDIE effective in the design of a course progressed,of study, it is also effective in understanding the design of a concept, such as the College of Emeriti. As I developed this concept, I followed the same process of analysis (what needs to be considered, who will be impacted), design (what are the tools which I am familiar with, what needs other tools are available), development (how can I use these tools to put together my idea), implementation (how these ideas were refined, each time addingdelivered) and evaluation (an ongoing process with students and fellow faculty).
Analysis: Optimal, actual and gap
Another very simple but powerful concept is the idea of performance analysis. The main lesson from Mager's Analyzing Performance Problems (Mager, 1997) is that there is a new dimensionreason why people aren't doing what they should, and if we can find that reason, we can help them to this visiondo what they need to be doing.
We are all adept at recognizing that something is wrong, but less able to identify what we truly want. Mager suggests that we identify the ideal situation (the optimal), compare it to the actual and then realize the gap as what needs to be done. It includes a system to compile these facts and to determine how to close the gap between optimal and actuals. It also includes the necessity of pinpointing barriers or drivers which can improve performance. These barriers can be organizational, environmental, skill based or motivational. The solution will identify not only what needs to be done to close the gap, but how the institution can eliminate some of the barriers faced by learners. This provides a clear picture to administrators on how their performance problem can be approached.
Like ADDIE, the performance analysis helps to determine a clear way of proceeding. Each step is instrumental, from the identification of an optimal learning experience.
Perhaps oneand actual, to the understanding of the key conceptsbarriers which I would embrace isface the learners. Some of the barriers may be out of the control of the developer, but the performance analysis can recommend changes which may help to remove the barriers.
Development: Team Approach to Course Development done
Having designed my first online course alone, it was apparent that course design should not be an individual approach. In fact, an optimal situation would include a team of developers. This concept was first presented to me in Moore's Distance Education (Moore, 2005). In this chapter, the teacherauthor refers to a development team which may be small (as few as facilitator.two) to large (twenty or more). The size of the team reflects the institution, and the resources available for course creation. During my three years, I revisited this concept of the team on numerous occasions, developing materials to communicate the idea to fellow faculty. Unfortunately, the barriers to this approach (organizational and motivational) continue to remain, although the idea remains strong.
Culminating idea: Distance Education
Not online education, as I had thought when I entered the program in 2007. It didn't take long before I realized that online education benefits fromwas no better than lecture if it did not encompass a superior way of content delivery, and the true value is in the variety of delivery modes. Some lessons are best delivered inmethods possible. Putting everything into print form and placing it on a video format, others in anweb page is even less interactive lesson, still others inthan a print format. Eachlecture, and far less effective to most learners. I discovered that the ultimate educational package includes not only live, and not only online, but also some other combination of methods designed to reach the lessons created workgreatest number of students. This concept of distance education would be the optimal picture, the best of all worlds. (Saba, A Model for Designing Virtual Dynamic Instructional and Learning Systems, 2008) (Saba, An Introduction to Distance Education and eLearning, 2008).
Central to enhance the distance education package are a number of concepts. These concepts helped to create a vision of distance education which is a true picture of what education can be.
· teacher as facilitator
· dynamic content
· collaborative learning
· learning communities
Loves: The concept behind College of Emeriti
My love is the culmination of these ideas. As my understanding of the student. Iteducational technology grew, these ideas began to join together in my head. The ideas included curriculum designed with a purpose, using a set formula which would result in an interactive and effective lesson. The ideas envisioned a system which encompassed all that is notright about an educational experience, one which embraces the individual lessonsdifferent ways that people learn, which creates many ways to deliver a lesson so that all can get the message. It is honest about what is already in place, and is enthusiastic about comparing that to what it could be. The ideas are most beneficialcreated from the inside out, using members of the learning community to grow. The culmination of the learners; rather,ideas is called "College of Emeriti" and it represents what can become a direction for our future.
The mission statement behind College of Emeriti is simple: Quality and relevant learning opportunities available in multiple methods of delivery for anytime, anywhere education.
College of Emeriti have been designed with a plan. Using Addie, the culminationstructure of lessons offeredthe courses have been laid out, defining the categories of study as well as the individual course plans. This has involved a process of analyzing who would want to take these courses, what they would like to take and what information they would want included in the course. The courses have been designed using sound principles which help reinforce learning. They have been developed into formats which are ideal for the older learner, using a variety of ways which contribute mostdelivery modes. They have begun to be implemented, to be followed by user evaluations and revisions to the understanding of a concept.courses. In this case,way, ADDIE has helped to create the teacher becomesconcept of College of Emeriti.
College of Emeriti has used the way that informationprocess of performance analysis to help the learners. There is delivered, that key lessons are identified,often resistance to change, and that learners are exposedan online format for instruction can be daunting to the lifelong learner. While analyzing this resistance, I have identified a number of waysbarriers which are obstacles to enhancethe learner. These include skill based barriers (lack of understanding of a concept. The teacher does not need to be an expert but a communicatortechnology, lack of background knowledge) and facilitatormotivation barriers (why is this mode of learning.
The teachereducation important to the learner). These barriers have been addressed as facilitatorcomponents of College of Emeriti have been introduced to learners, which has helped learners to see the value of this program.
College of Emeriti has been designed with a key roleteam in developing the learning community.mind. It is withinrelies on the community ideas are shared, concepts are enhanced,for all aspects of course development and users can work collaboratively to develop a clear understandingdelivery. Drawing from the strengths of individuals, the members of the information at hand. The learning community providescontribute towards identification of new classes, design and development, implementation and evaluation. Although the framework forlearning community is still quite small, with time, growth will insure the educational experience, allowing groups to form which have similarsuccess of the program, understanding that each new member offers a unique set of strengths and interests.
Most importantly, College of Emeriti is a distance education program. It relies on a variety of delivery modes, including forums, wikis, chat rooms, collaborative learning styles and needs, building knowledgemore. The role of the teacher becomes less the expert and more of a facilitator of learning. Content is updated constantly, as students use the information and content to build new ideas and directions. Often, courses have begun with a groupskeleton of content, growing throughout the semester as more ideas and lessons are added. Much of the content has been provided by the students themselves, working together to promote relevant learning outcomes. Itcreate ways of improving their understanding.
This is not without challenges. The target audience for this community, facilitated byconcept is the teacher,older adult. Creating a relevant and valid lesson is a major challenge, as our learners face barriers which createsare not always there for there for the successful learning experience.
In this type of framework,younger learner. Technology provides such a particular learning style is usefulbarrier to many older students. We are not always cognizant of the challenges they face, in building this learning experience. A constructivist approach is onephysical ways (sight, hearing), cognitive ways (slower processing, changes in memory), and in behavioral ways (lacking motivation when they cannot see the value). These are issues which learning is accomplished by doing. As a studentwe must face in the past, I was sometimes frustrated with my lackdevelopment stage, to insure that the lessons we create are suitable for our audience.
These design and development challenges are considered when creating lessons for College of understandingEmeriti. The success of these courses lie partly in the lecture. I would return home and decipher pages and pagesability of notes, using books and readings, until I hadthe lessons in meeting the special learning needs of the older learner. These will continue to remain important considerations while building content for these courses.
So it is from these ideas that this plan has developed. This plan has become my love, my meaning for continuing the program. This plan represents a pictureshift in the direction of whateducation for our institution, a focus away from the teacher led lecture to the student involved experience.
Change: DO
Change is necessary for all learning to take place. The concept was. Inof College of Emeriti relies on change. It requires that the initial coursecurrent community of learners change the SDSU program, EDTECH 540, we identifiedway that they view socialization, or their attitudes on technology. It may require that they change from thinking that they cannot be a leader or a design expert. They may have to change the different waysway they view others, or the way that people learn,they communicate. The success of this concept, and it was therefor a future in distance education relies on this change.
From the center of this concept, I must be the most flexible as all. I have developed the model, but I rely on the community to fill in the pieces. I cannot expect that I was introducedwill complete the model alone; by doing so, I lose the valuable contributions of the community. I need to constructivism. This theory openedtrust my eyescommunity to my own way of teachingcontribute as they see best, and learning. Understandingto accept them as part of the whole picture. I must remain receptive to the evaluations which follow. It is through these evaluations that we do not all benefit from traditional lecturescan determine what will be effective as we continue. Through their participation, we can discover how the students use the technology, and tests,how effective it was invigoratingis in meeting their educational goals. Revisions are necessary for the evaluation to learn how this concept can be applied to both my studieseffective, and my future designchange will arise from the revisions.
By incorporating the learning community into the evaluation process, the responsibility for change becomes a community endeavor. This learning community is one true aspect of curriculum at San Diego Communitythe College District.
Constructivism takesOf Emeriti plan which I feel must remain. By vesting the frameworksuccess of the optimal learning experienceprogram in the students and placescommunity, it will help to insure that the learner within. The learner fillsprogram thrives. groups. This team approach to development will help community members to feel a part of the framework with the lessons that that have been effective in enhancing understanding,curriculum, and creates thento help them to feel that their owninput is necessary and vital to the success.
I can see this as a new model for learning. It usescommunity education. Lifelong learning needs to be relevant to the expertise oflearner. Who is better qualified to identify learning needs than the teacher as facilitatorlearners themselves? In this student led program, students determine the content, they help to design and develop methods of information,delivery which are most effective to most learners, they help to deliver and gives the learner controlimplement programs as needed, and they completehelp to evaluate programs for strengths and weaknesses. As facilitator, I can help this process along, but can accept the experience, based on their own prerequisite knowledge. It allowsgroup vision as the direction of choice.
The importance of the Educational Technology program at SDSU has been, for me, the beginning of this vision of a varietyfuture for education. This vision will be cultivated in years to come.
Bibliography
American Federation of background knowledge,Teachers (AFT). (May, 2000). Distance Education: Guidelines for Good Practice. Washington DC: AFT.
Ashcraft, D., & Treadwill, T. a. (2008, March). Collaborative Online Learning: A Constructivist Example. Merlot Journal of Online Learning and encourages learnersTeaching , 109-117.
Clark, R. N. (2006). Efficiency in Learning: Evidence-Based Guidelines to shape their own learning process.Manage Cognitive Load. San Francisco: Pfeiffer.
Mager, R. F. (1997). Analyzing Performance Problems, Third Edition. Atlanta: Center for Effective Performance, Inc.
Moore, M. &. (2005). Distance Education: A Systems view, Second Edition. Belmont: Wadsworth.
Rice, W. H. (2008). Moodle 1.9: E-Learning Course Development. Birmingham: Packt Publishing.
Rossett, A. (2009). First Things Fast, A Handbook for Performance Analysis, 2nd Edition. San Francisco: Pfeiffer.
Saba, F. (2008). A Model for Designing Virtual Dynamic Instructional and Learning Systems. San Diego: San Diego State University.
Saba, F. (2008). An Introduction to Distance Education and eLearning. San Diego: Distance-Educator.com, Inc.
Saba, F. (2008, June). Learning Management Systems of the Future: A Theoretical Framework and Design. Merlot Journal of Online and Teaching , 158-168.
Steen, H. (2008, December). Effective eLearning Design. Merlot Journal of Online Teaching and Learning , 526-532.
Williams, R. &. (2006). The Non-Designer's Web Book, Third Edition. Berkeley: Peachpit Press.
Paramount to the ideas of teacher as facilitator and the constructivist approach to design is a need for a systematic way to develop the framework. The ADDIE principle was the key to this systematic approach to design. One of the key things I remember from learning about ADDIE in that first course was the idea that it always works. Although such a statement only demands that an exception is found, I have discovered that ADDIE does work, both in design of curriculum as well as program design, lesson design and more. A constructivist thinker does need some structure in the development of ideas, and ADDIE provides this structure. It helped me to understand the process of development as well as how this concept can extend to other creative endeavors.
These three basic ideas would become the backdrop of many of my SDSU projects, and would form the structure for my emerging idea on a quality educational experience for lifelong learners. I would use the concept of teacher as facilitator to gather resources to use for this online classroom, choosing from those which have proven to be relevant and useful for my audience. I used ADDIE when developing the new courses that I have designed, following the analysis, design, development, implementation and evaluation as these courses emerge. I have set this all within a framework, and am starting to develop the courses from the inside out.

Standard - Cognitive: Analyze, synthesize, use inductive and deductive reasoning, solve problems effectively and creatively.
Project Description
equivalencies. I performedcompleted a performance reviewing available documentsanddocuments and then evaluating
Outcomes
Extant data determinedestablished qualifications as
Challenges
One challenge faced was to determine equivalencies for qualification. Equivalencies occur in certain subject matters which do not require a master's degree to teach. Each of the two documents reviewed (Academic Senate and Community College) mention equivalencies, but differed in their interpretation. I had to consult with our own Academic Senate to consider what local policy existed. In those areas where there was no clear policy, I went back to the committee to determine our own interpretation for equivalencies. With the committee, we were able to compare the documents and to infer the spirit of the language. Using this process, equivalencies were established, and are now used for screening applicants.
Growth
and discussion werewas useful in As a result of this process,result, new procedures

This performance analysis was successful in determining the issues which faced committee members as they progressed through the hiring process. Members of the screening committee were polled, and the results suggested that confusion existed among all members. The Human Resource manager was also polled to clarify protocol and to offer ways to improve the process. Extant data determined qualifications as determined by the State Academic Senate and the state level of California Community College, and compared against what was provided to committee members for screening purposes. From these sources, the optimal and actual performances were identified, and barriers were revealed. Solutions were suggested based on the results of this analysis.
Challenges
for equivalencies. ThroughWith the committee, we were able to compare the documents and to infer the spirit of the language. Using this process,
Growth
This thoughtful process revealed a number of ways that our process could be streamlined.review, analysis and discussion were useful in clarifying the confusion which surrounds the hiring process. As a of this performance analysis,process, new procedures

Artifact Number 6: Systems
Artifact Number 7: Technical
Artifact Number 88: Cognitive
Other Artifacts
{community.jpg} {suddenly_smart.jpg} {de.jpg}

There were challenges involved in this project. When I began the process, I learned that my server did not allow for a PHP database. I found that I had to research servers to find one which offered this PHP database ability, eventually settling on an alternative server which was actually less expensive. In setting up Moodle, I had to learn how to create a data base, and to direct files on where to go within the program. After clearing these administrative hurdles, the rest was remarkably easy. Arranging courses into categories was easy, and this new structure provided a clear view into our future course offerings.
Growth
This project represented a shift inPrior to this project, I was frustrated with the type of LMSoptions available in our institution. Wherefor online course creation. Blackboard WebCT time to update),update). In addition, it is difficult to learn and difficult for new users to understand. Moodle is as well. It allows instructors to supplement their courses with content which is easily accessible and easy to maintain. It allows for group collaboration, including forums, wikis and student chats. The layout is interest. This Moodle site is currently in useAs a result of this project, I was able to compile all of my offerings onto one location, making it more convenient for the students, and is enjoyed by many students ateasier for other instructors to create lessons. In this respect, it allowed us to have a more clear direction for our distance education classes within San Diego
Saba, F. (2008). Learning Management Systems of the Future: A Theoretical Framework and Design. Merlot Journal of Online Learning and Teaching, 4(2), 158 - 168.