Professional Development Plan

Parts I and II

Student: Debra-Dreana Marshall-Stuart Student e-mail: debra.marshall@waldenu.edu Student ID #: A00153455 Program: PhD in Education Specialization: Educational Technology

Walden University May 16, 2012

2 Professional Development Plan Part I: Professional Goals

Professional Introduction In my country, there is a challenge for some tertiary institutions as they begin the process of implementing elearning. Based on personal experiences, there is a definite need for research that provides a sound basis on problems and solutions related to integrating elearning into the traditional classroom, As well, there need to be a provision where experiences related to implementing and sustaining elearning in tertiary institutions can be shared as it relates to the Caribbean experience. If the future of distance learning is to be successful in Barbados, it is imperative that we fill any gaps with well-qualified and well-trained instructional designers. By completing my PhD in Education, with a specialization in Educational Technology, I am going to be well-equipped to take the necessary measures to bridge these gaps.

Professional Expectations Borrego (2011), in the video Academic Residencies for Doctoral Students, stated the Walden philosophy is that you are a scholar and a practitioner as well and therefore what you learned in theory you apply it. This statement aptly describes my passions being a scholar speaks to my academic interests while being a practitioner and a steward of my discipline (Golde, 2006) speaks to my career interests. Gaining this qualification will provide me with the opportunity to offer recommendations and solutions for face-to-face instructors as they begin the process of incorporating and integrating technology in the classroom. At the end of this program, I would wish also to be able to assist faculty in identifying learning and teaching style inventories

3 that would better enable them to instruct using technological applications in an effort to enhance their teaching experiences and their students learning experiences.

Professional and Academic Background Having been introduced to online teaching five years ago, I fell in love with the idea of using my technological and teaching skills creatively to enhance my pedagogy and promote learning. I then set about gaining the necessary qualifications for this new career path as an online facilitator and a course writer. I wanted to play an even greater role in e-learning and decided acquire the qualifications of an Instructional Designer. I am now at the stage in my career where I want to share the knowledge I gained by providing documented research, instructions and guidelines that will assist instructors in becoming qualified and well-trained online facilitators. I have outlined below, the path I took within the last five years in order to reach this stage of my career.

Year 1 - Diploma in Education Year 2 - E-College Certification Certificate Year 3 - Post-Bachelorette Diploma in Education Year 4 - Master of Science in Education Year 5 - PhD in Education

Technical & Applied (ICT) Teaching Online Courses Instructional Design & Technology Instructional Design & Technology Educational Technology

4 Goal Statements and Reflection on Walden's Mission and Vision My primary mission is to achieve professional excellence as active and influential professional by applying [my] learning to specific problems and challenges in [my] work settings and professional practice (Walden University, 2011). I envision that the recommendations put forward in my research will promote e-learning for higher-learning institutions by creating new knowledge dedicated to the improvement of social conditions but also to positively impact society by putting that knowledge into practice (Walden University, 2011). I also hope that my research will positively impact society by putting that knowledge into practice (Walden University, 2011). As part of my civic duty as a member of the army forces in my country, I am going to model my learning through action, and by being civically engaged (Walden University, 2011), I would hope that my research will be a catalyst for the army forces in my country to implement elearning as part of their training methods.

Professional Development Plan

Part II: SWOT Analysis

6 Being a Steward of the Discipline Since e-learning is essential for the survival of modern day academia, as a steward of the discipline (Golde, 2006, p. 16) I have to ensure that Barbadian educators understand how to compensate for the barriers and challenges as they determine the way forward in distance learning. As Golde (2006) further suggested, as a steward of the discipline, I must be able to generate new knowledge, critically conserve valuable and useful ideas and responsibly transform those understandings through writing, teaching and the application as it relates to my instructional designing and course writing. As a steward of the discipline, I must ensure a high-level of academic fidelity and integrity for online degree programs. (Gambescia & Paolucci, 2009).

SWOT Analysis By conducting a SWOT self-analysis (Figure 1), I was able to evaluate my strengths, weaknesses, opportunities and threats as a doctoral student. Using Richardsons (2006) Crucial Elements of Scholarly Inquiry and Student Learning, I was guided as to what I needed to know, be able to do as well as how to develop habits of mind that will assist me in the successful completion of my doctoral studies. Golde (2006) stated that a steward is able to generate new knowledge, understand the history of the field and use the best ideas and practices in their current work and in completing my SWOT analysis I am now in a better position to determine which of these factors which will assist or prevent me from accomplishing my doctoral goals.

17 Figure 1: SWOT Analysis Regarding Doctoral Skills, Knowledge, and Habits of Mind STRENGTHS I am able to understand the different theoretical perspective paying attention to what each one illuminates and/or obscures. I am quite willing to read the literature beyond what is provided for the course assignment or what appears in the course Resources. I am able to use the literature to help develop explanations; balance such use neither importing others ideas nor using unnecessary inventions. I understand the history of my field in terms of integrating technology into the online classroom. Stewards are able to generate new knowledge, understand the history of the field [and] use the best ideas and practices in their current work Golde (2006). I have an understanding of the historical perspective on the field of Online Learning and Teaching and its evolutions, having completed my Post-Bachelorette Diploma in Education and a Master of Science in Education, each with concentration in Instructional Design & Technology. I need to be able to develop the habit of mind (Richardson, 2006) to expect that revision would be made on my writing and accept the rewriting entailed. WEAKNESSES I need to be more willing to change my mind based on another persons arguments or evidence they provide. I need to develop the habit of mind (Richardson, 2006) to distinguish conceptual and analytical from empirical issue. I need to keep up with developments in the field in and outside the area of Instructional Designing and e-learning. I need to be able to address different audiences in my writings and research as opposed to addressing the Caribbean context only.

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STRENGTHS Conducting research for Research Methods and Project Management has provided me with prior knowledge on how to attempt and succeed at my Doctoral research. I have knowledge and practical experience in creating learning environments which will promote positive social interaction, active engagement in learning, and self-motivation among my students. I am able to provide instructors with the opportunity to incorporate online technology into the classroom, for example, using wikis and blogs, to enhance communication with their students. Completing various course in Education and Educational Technology has allow me to develop creative ways to enhance my pedagogy and integrate technology into my teaching and learning processes. I am able to effectively design my instruction to be around. I recognize that each student does not learn in the same way and therefore I may need to choose from among a number of learning theories to maximize the students learning potential. OPPORTUNITIES I welcome the opportunity to be able to take intellectual risks

WEAKNESSES The Walden platform has not provided me with the opportunity to share my personal thoughts with my classmates through the use of the Journal. I have not fully grasped the task of scholarly writing.

There is a need for me to gain practical knowledge systematically. (Richardson, 2006).

As a steward of the discipline Golde (2006), I must be able to creatively generate new knowledge, critically conserve valuable and useful ideas and responsibly transform those understandings through writing, teaching and the application (Richardson, 2006, p. 262). I need to be able to read partly to get more substance and partly to identify the growth points of my field (Richardson, 2006, p. 262), as opposed to reading solely to identify the growth in educational technologies THREATS I need to be able to write generally and technically as well as

19 as I pursue my doctorate. I must be willing to take risks and move the discipline forward. (Golde, 2006, p.13). Often I see criticism as contributing to the quality on my work and this will allow me to keep improving the quality of work I produce in the future. I hope that the opportunity arises that I would be able to connect my work to that of others in the Instructional Design field. I happily anticipate the opportunity to present my research by participating in an oral presentation and/or debate. It is important for me as an instructional designer to serve as a bridge to the people who are developing the harder technologies and technological tools, to always keep my colleagues focused on what is going to help learners learn the most. scholarly in order to obtain success in my doctorate. I need to be more aware and less wary, of the different people or groups of people who have worked on related issues in my field of study. I need to be able to use a broader intellectual landscape (Golde, 2006) as part of my writing strategies. I must be able to choose inquiry without partisan loyalties, matched instead to intention and question. Recognizing and using local knowledge in the inquiry process may affect the outcome of my research as well as have issues regarding my thoughts of diversity.

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OPPORTUNITIES The main benefits for me as an instructional designer and instructor using distance learning is that it provides me with the opportunity to use my creativity and at the same time, use a medium which I so greatly love to do what I love most teach in an online environment. The opportunity arises for me to look more critically for ways that I can use technology to improve the effectiveness of my courses.

THREATS One of the greatest challenges for me in distance learning is that as the instructor, I must be willing to be a student. I must be willing to learn as much as I can from my students in the same way that they are willing to learn from me.

I need to understand the process of selecting research so that I will be in a better position to decide what to do with what I read or hear about secondhand (Locke, Silverman, and Spirduso, 2010) Lack of access to robust technology infrastructure that will support e-learning concerns regarding access to hardware, software, speed, and bandwidth. There is a need for me to learn how to formulate research questions that could benefit from mixed research methods.

I believe I must be able to predict and control possible outcomes and expectations and create what-if scenarios so that contingency plans can be put into place. I look forward to developing a framework pedagogically sound online courses using interactive multimedia.

Culminating activities (e.g. Reflections) in the Walden course, has provided me with a way to tie all the things I have learned in the modules and use my own perceptions to look at how I can use my newly acquired knowledge in my personal and professional life.

The leaders at my educational institution do not fully embrace the use of technologies in the teaching environment. Rather they are overly concerned about the negative impact of technology, such as social networking, may have on the students.

111 Improving Strengths. My SWOT analysis determined that my strengths are my knowledge of the field and my ability to think theoretically (Richardson, 2006). In order to develop those strengths, a there is now a need for me develop a habit of mind to gain practical knowledge in a systematic fashion (Richardson, 2006). Being able to understand the difference theoretical perspectives and what each illuminates and obscures (Richardson, 2006) is another strength, but in order to close the gap where I am able to be guided by these differences, I need to be able to discriminate between knowledge and my personal beliefs. Addressing Weaknesses. I need to move to the point where I will be in a position to decide what to do with what I read or hear about. There is now a need for me to gain practical knowledge systematically (Richardson, 2006) and this will require me to read partly to get more substance and partly to identify the growth points of my field (Richardson, 2006), as opposed to reading solely to identify the growth in educational technologies. Maximizing Opportunities. Since e-learning is essential for the survival of modern day academia, as a steward of the discipline (Golde, 2006, p. 16), I have to ensure that Barbadian educators understand how to compensate for the barriers and challenges as they relate to e-learning certification, as they determine the way forward in distance learning. This will also mean for me be able to provide suggestions and solutions for developing pedagogically sound online courses. The opportunity has now arisen for me to look more critically at the ways that I can use that technology to improve the effectiveness of courses at my institution. Of course, this will mean becoming responsible for not only integrating technology in classrooms, but also designing it to fit the needs of various learning

112 experiences. Based on my experiences, the implementation of any e-learning innovation is not without its barriers and this is an issue I wish to resolve as I earn my PhD in Educational Technology, through analyzing and synthesizing what other educational institutions say about the trends in e-learning. Minimizing Threats. There is a possible challenge for those schools that are facing barriers as they begin the process of implementing technology in the classroom this is indeed the case for Barbados at some intuitions. This will call for the commitment of the faculty to ensure that their distance education classes are based on sound instructional design practices. Additionally, there is a shortage of e-instructors along with the training that is required to prepare them for the unique challenges of e-learning. If the future of distance learning is to be successful, it is imperative that I am able to encourage my colleagues to accept this change in teaching and learning bearing, in mind that there will always be a place for the traditional face-to-face class room. Access to Research and Reference Materials. A study entitled Bridging the Digital Divide: An Institutions Effort at the Implementation of Online Learning (Cozier, 2000), discussed faculty perceptions on the effectiveness of the institutions preparation for online learning. This study is the sole research on this topic in the country. As a result, my resources are limited and this will require me to conduct an extensive search for studies that will closely relate to the Caribbean experience. For instance, Berge (1998, 2003) discussed the issues that are closely related to the Caribbean experience in terms of the impact of e-learning and the changing role of the teacher. I will have to take full advantage of Waldens resources and databases for this material. During my residencies, the colleges library will also be used for further research since this will not be forthcoming locally.

113 Conclusion. The opportunities and challenges that arose by the implementation of e-learning into the Caribbean classroom need to be explored in a wider social context. I am prepared to conduct an indepth analysis on how these barriers will affect the implementation of e-learning within the classroom as well as provide solutions and recommendations to overcoming these barriers and challenges. I have had previous experience in research and I am capable of moving from the problem identification to the design of a methodology. However, I will require some assistance in completing an actual prospectus or dissertation proposal at a scholarly level. My knowledge of SPSS will greatly assist me in the data analysis and evaluation of findings. Since e-learning is essential for the survival of modern day academia, as a steward of the discipline (Golde, 2006, p. 16). I have to ensure that Barbadian educators understand how to compensate for the barriers and challenges as they relate to e-learning certification, as they determine the way forward in distance learning.

114 References Berge, Z.L. (1998). Barriers to online teaching in post-secondary institutions. Online Journal of Elearning Administration. 1(2). Summer. [Online.] www.westga.edu/~distance/Berge12.html Berge, Z. (2002). Obstacles to distance training and education in corporate organisations. Journal of Workplace Learning. Bradford: 14 (5/6) 182-190. Berge, Z.L. & Muilenburg, L.Y. (2003). Barriers to distance education: Perceptions of K-12 educators. Proceedings of the Society for Information Technology and Teacher Education International Conference. Albuquerque, New Mexico USA, March 24-29. Issue 1, pp. 256259 Cozier, Wendell, (2000). Bridging the Digital Divide: An Institutions Effort at the Implementation of Online Learning. White Paper. Ministry of Education, Barbados Gambescia, S., & 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 Golde, C. (2006). Preparing stewards of the discipline. In C. M. Golde & G. E. Walker (Eds.), Envisioning the future of doctoral education: Preparing stewards of the discipline (pp. 3 20). Stanford, CA: The Carnegie Foundation for the Advancement of Teaching. Locke, L. F., Silverman, S. J., & Spirduso, W. W. (2010). Reading and understanding research (3rd ed.). Los Angeles: Sage Publications. Palloff, R.M., & Pratt, K. (2005). Collaborating Online: Learning Together in Community. San Francisco, CA: John Wiley & Sons, Inc. Richardson, V. (2006). Stewards of a field, stewards of an enterprise: The doctorate in education. In C. M. Golde & G. E. Walker, (Eds.), Envisioning the Future of Doctoral Education:

115 Preparing Stewards of the Discipline (pp. 251267). Stanford, CA: The Carnegie Foundation for the Advancement of Teaching. Walden University (2011), Walden University Handbook (2011-2012): Walden University Outcomes. Retrieved from
http://catalog.waldenu.edu/content.php?catoid=2&navoid=149

All quoted material is from: Richardson, V. (2006). Stewards of a field, stewards of an enterprise: The doctorate in education. In C. M. Golde & G. E. Walker, (Eds.), Envisioning the Future of Doctoral Education: Preparing Stewards of the Discipline (pp. 251267). Stanford, CA: The Carnegie Foundation for the Advancement of Teaching. Reprinted by permission of John Wiley & Sons, Inc. via the Copyright Clearance Center.