Wednesday, March 24, 2010
Client Meeting
On, February 12th, I met with my client to go over my progress since the teleconference. I presented the research I had uncovered, and how I felt it would apply to the project. The client appreciated and found the research useful. We spent some time thinking aloud and brainstorming on how we could enhance aspects of the story board and details of the certification program. I found the thinking aloud and brain storming activities really helpful because we thought of new ways to do things, and at the same time were on the same page with our thoughts on how things should progress. We made a few changes to some of the details of the story board, and he asked that I e-mail him copies of my work so that he could forward it on to his partner. We agreed that the next steps would be to start going on the website (the bulk of this work to be performed himself).
Research Summary / Story Board
After the teleconference, I had quite a few items on my "to do" list. First, I essentially wrapped up my research, which included about a dozen references from articles, journals, observations, and books. I knew my client would not likely have the time to read all of the details of my research, so I summarized what felt were the more important and relevant take aways that could be applied to the project.
Reseach Summary:
Below is essentially a summary of the potential methods for delivering a web-based educational program:
Synchronous vs. Asynchronous:
Synchronous programs require that the class meet the instructor at a certain time to engage in live audio or video conferencing. Asynchronous programs allow the student and instructor to work through the course at their convenience.
The basic assumption for the STREAM Tools delivery method is that education will be delivered on an individual, asynchronous basis.
Alternatives to delivering the material include the following:
1. Guided study through the book material
2. Interactive case studies
3. Simulations
4. Practice exercises
5. Quizzes/exams that test for understanding
6. Audio streaming (with podcasts)
7. Video streaming (pre-recorded)
8. Whiteboards
9. Discussion boards
10. Blogging
11. Instructor-facilitated chat sessions
12. Instructor availability outside the virtual classroom (virtual office hours)
13. Flashcards
14. Question banks
15. Self-assessments
16. Reflection questions
17. Study calendar
18. Portfolio review
19. Collaborative assignments
Options for “building” the certification program:
1. Self: hypertext/hypermedia
2. Component programs: XPCOM (Mozilla)
3. Authoring Programs: Adobe Director
4. Third Party Vendors: Aveta
Audience: working professionals in the technical writing profession. Presumably, clients/students will be working full-time and looking to enhance their skill sets and obtain a professional designation that will set them apart from their peers.
The perspective on the necessity of a professional designation has varied. STC has explored professional designations, and sees a place for them within the industry, but has not been able to execute and bring forward a program. The idea is that a designation can legitimize the profession and establish core competencies for technical communicators.
Process: in order to efficiently and effectively to create a certification and properly design the course structure, it will be critical to answer the following strategic
1. Objectives (why): why utilize a web-based education program versus a traditional classroom educational program?
2. Objects (what): what will be taught? Define the scope of the course and create a list of educational goals.
3. Methodology (how): what will the instructional model look like?
4. Management (who): what types of responsibilities need to be established and who will manage those responsibilities?
I had never created a type of story board before, so I was unsure of where to start. After some pondering, I decided that since I was most familiar with Microsoft Power Point, that I'd start there. I decided to create a "slideshow" depicting (from the potential client's perspective), what our certification program would look like. The initial draft of the story board went like this:
1: Who is our audience? working professional in technical communication, employers and firms with professional writing needs, businesses that have needs for proposal writing, government contracting producing proposals, etc. The motives for becoming certified would include to enhance their expertise, validate their work in professional writing, to gain promotions, enhance their abilities to collaborate with other authors in a virtual setting.
2: Challenges for authors: geographically diverse colleagues, uses of a variety of word processing software, lack of expertise in using work processing software, project management, leadership, team building.
3: Potential titles: Certified STREAM Tools Collaborative Author
4: Certification Levels:
Level 1: Certified STREAM Tools Specialist (includes document design and quality writing modules)
Level 2: Certified STREAM Tools Pro (includes Specialist along with bibliographic databases and planning, drafting and editing.
Level 3: Certified STREAM Tools Master (includes Pro along with building teams, leadership and mentoring)
5: Certification design: asynchronous, with core competencies in document design, templates, planning, drafting, editing, team building, virtual teams, databases, etc.
6: Delivery Methods: self study with text, audio/podcasts, pre-recorded video demonstrations, case studies, self-assessments, collaborative assignments, quizzes, exams.
7: Teaching Methods:
Learn: reading, listen, watch
Practice: case studies, assignments, practice projects
Reflect: evaluate with quizzes, exams
So, that was the first "blueprint," or basic outline for the certification program itself.
Reseach Summary:
Below is essentially a summary of the potential methods for delivering a web-based educational program:
Synchronous vs. Asynchronous:
Synchronous programs require that the class meet the instructor at a certain time to engage in live audio or video conferencing. Asynchronous programs allow the student and instructor to work through the course at their convenience.
The basic assumption for the STREAM Tools delivery method is that education will be delivered on an individual, asynchronous basis.
Alternatives to delivering the material include the following:
1. Guided study through the book material
2. Interactive case studies
3. Simulations
4. Practice exercises
5. Quizzes/exams that test for understanding
6. Audio streaming (with podcasts)
7. Video streaming (pre-recorded)
8. Whiteboards
9. Discussion boards
10. Blogging
11. Instructor-facilitated chat sessions
12. Instructor availability outside the virtual classroom (virtual office hours)
13. Flashcards
14. Question banks
15. Self-assessments
16. Reflection questions
17. Study calendar
18. Portfolio review
19. Collaborative assignments
Options for “building” the certification program:
1. Self: hypertext/hypermedia
2. Component programs: XPCOM (Mozilla)
3. Authoring Programs: Adobe Director
4. Third Party Vendors: Aveta
Audience: working professionals in the technical writing profession. Presumably, clients/students will be working full-time and looking to enhance their skill sets and obtain a professional designation that will set them apart from their peers.
The perspective on the necessity of a professional designation has varied. STC has explored professional designations, and sees a place for them within the industry, but has not been able to execute and bring forward a program. The idea is that a designation can legitimize the profession and establish core competencies for technical communicators.
Process: in order to efficiently and effectively to create a certification and properly design the course structure, it will be critical to answer the following strategic
1. Objectives (why): why utilize a web-based education program versus a traditional classroom educational program?
2. Objects (what): what will be taught? Define the scope of the course and create a list of educational goals.
3. Methodology (how): what will the instructional model look like?
4. Management (who): what types of responsibilities need to be established and who will manage those responsibilities?
I had never created a type of story board before, so I was unsure of where to start. After some pondering, I decided that since I was most familiar with Microsoft Power Point, that I'd start there. I decided to create a "slideshow" depicting (from the potential client's perspective), what our certification program would look like. The initial draft of the story board went like this:
1: Who is our audience? working professional in technical communication, employers and firms with professional writing needs, businesses that have needs for proposal writing, government contracting producing proposals, etc. The motives for becoming certified would include to enhance their expertise, validate their work in professional writing, to gain promotions, enhance their abilities to collaborate with other authors in a virtual setting.
2: Challenges for authors: geographically diverse colleagues, uses of a variety of word processing software, lack of expertise in using work processing software, project management, leadership, team building.
3: Potential titles: Certified STREAM Tools Collaborative Author
4: Certification Levels:
Level 1: Certified STREAM Tools Specialist (includes document design and quality writing modules)
Level 2: Certified STREAM Tools Pro (includes Specialist along with bibliographic databases and planning, drafting and editing.
Level 3: Certified STREAM Tools Master (includes Pro along with building teams, leadership and mentoring)
5: Certification design: asynchronous, with core competencies in document design, templates, planning, drafting, editing, team building, virtual teams, databases, etc.
6: Delivery Methods: self study with text, audio/podcasts, pre-recorded video demonstrations, case studies, self-assessments, collaborative assignments, quizzes, exams.
7: Teaching Methods:
Learn: reading, listen, watch
Practice: case studies, assignments, practice projects
Reflect: evaluate with quizzes, exams
So, that was the first "blueprint," or basic outline for the certification program itself.
Teleconference
On January 15th, 2010, I had a teleconference with the two divisional founders within Illionix. It was essentially a meet and greet to introduce me to my local contacts partner within this venture. During the meeting we discussed the goals of the division, and how my assistance with my project could help meet the goals of the organization.
The teleconference went well, and it was nice to establish the working relationship amongst us. We decided that the next steps would be to create "story board" of what the certification should look like to potential clients and users. Additionally, I took the initiative to create how the curriculum may be structure. I also determined that I needed to research "how" (technically speaking) these types of programs are put together.
The teleconference went well, and it was nice to establish the working relationship amongst us. We decided that the next steps would be to create "story board" of what the certification should look like to potential clients and users. Additionally, I took the initiative to create how the curriculum may be structure. I also determined that I needed to research "how" (technically speaking) these types of programs are put together.
Research
Hours and hours of research...
I spent a considerable amount of time researching information about certification programs specific to the technical writing profession. I also wanted to know how existing, successful professional designation and certification programs structure their courses. I found a variety of ways to deliver educational material through web-based courses, I've been calling these "delivery methods," and they include:
1. Guided study through the book material
2. Interactive case studies
3. Simulations
4. Practice exercises
5. Quizzes/exams that test for understanding
6. Audio streaming (with podcasts)
7. Video streaming (pre-recorded)
8. Whiteboards
9. Discussion boards
10. Blogging
11. Instructor-facilitated chat sessions
12. Instructor availability outside the virtual classroom (virtual office hours)
13. Flashcards
14. Question banks
15. Self-assessments
16. Reflection questions
17. Study calendar
18. Portfolio review
19. Collaborative assignments
Additionally, I found some information on the current state of a professional designation program within the realm of technical writing. The Society for Technical Writing (STC) has toyed with the idea of creating such a designation in the past, but has never quite had the momentum to get off the ground.
Citing Turney and Rainey, The Society for Technical Communication lists the following professional core comptencies:
1: Advocacy: ability and willingness to be an advocate for the user.
2: Design: knowledge of information design, presentation of data, language conventions, communication principles and theory.
3: Execution: ability and willingness to apply informaiton design language and communication models theories rules and standards.
4: Innovation: ability and willingness to be open to new ideas without sacrificing usabilty or accuracy.
5: Use of Media: ability and willingness to understand the requirements and uses of different media to apply them appropriately.
6: Use of support tools: ability and willingness to use appropriate support tools, including computer application software.
7: Usability: understanding of usability, skill in user and task analysis, and the ability and willngness to provide value to the user of the information.
Essentially, Turner and Rainey advocate for the development and implementation of a professional certification program within the realm of technical writing. They believe several items need to be organized in order to move forward, such as settling on the core competencies, determining the method of certification delivery, and steps for continuing education.
We believe that collaborative authorship falls into several of these core competencies, including design, execution, innovation, use of support tools and usability.
I spent a considerable amount of time researching information about certification programs specific to the technical writing profession. I also wanted to know how existing, successful professional designation and certification programs structure their courses. I found a variety of ways to deliver educational material through web-based courses, I've been calling these "delivery methods," and they include:
1. Guided study through the book material
2. Interactive case studies
3. Simulations
4. Practice exercises
5. Quizzes/exams that test for understanding
6. Audio streaming (with podcasts)
7. Video streaming (pre-recorded)
8. Whiteboards
9. Discussion boards
10. Blogging
11. Instructor-facilitated chat sessions
12. Instructor availability outside the virtual classroom (virtual office hours)
13. Flashcards
14. Question banks
15. Self-assessments
16. Reflection questions
17. Study calendar
18. Portfolio review
19. Collaborative assignments
Additionally, I found some information on the current state of a professional designation program within the realm of technical writing. The Society for Technical Writing (STC) has toyed with the idea of creating such a designation in the past, but has never quite had the momentum to get off the ground.
Citing Turney and Rainey, The Society for Technical Communication lists the following professional core comptencies:
1: Advocacy: ability and willingness to be an advocate for the user.
2: Design: knowledge of information design, presentation of data, language conventions, communication principles and theory.
3: Execution: ability and willingness to apply informaiton design language and communication models theories rules and standards.
4: Innovation: ability and willingness to be open to new ideas without sacrificing usabilty or accuracy.
5: Use of Media: ability and willingness to understand the requirements and uses of different media to apply them appropriately.
6: Use of support tools: ability and willingness to use appropriate support tools, including computer application software.
7: Usability: understanding of usability, skill in user and task analysis, and the ability and willngness to provide value to the user of the information.
Essentially, Turner and Rainey advocate for the development and implementation of a professional certification program within the realm of technical writing. They believe several items need to be organized in order to move forward, such as settling on the core competencies, determining the method of certification delivery, and steps for continuing education.
We believe that collaborative authorship falls into several of these core competencies, including design, execution, innovation, use of support tools and usability.
Master's Project
As I've finally begun my official blogging journal from my Master's Project, it's time to import the previous journal entries and notes as I've progressed thus far. First, I suppose it may be appropriate to begin with the story of how my project began. I was approached by a professor and entrepreneur to assist with the development of a start up venture...
Illionix, LLC is a technology company focused on a variety of research and development opportunities. Within the company, Illionix has recently established a new division, which seeks to expand operations into technical writing and consultation services. Within this realm of opportunity, it is necessary to execute deliverables that will assist in helping Illionix realize the potential of their technical writing and consulting ambitions. Primarily, Illionix seeks assistance in developing a professional, technical writing and consulting certification.
Executives at Illionix have identified a niche market within professional and industrial organizations that require professional writing services. Illionix wishes to provide a unique value to these organizations by devoting a division of the Illionix corporation to collaborative authorship. This division will specialize in helping individuals and organizations improve the production of collaborative technical communication projects utilizing a process that integrates technical writing best practices and the functions of standard, “off the shelf” software to create high quality documents quickly and effectively. The goals of Illionix, therefore, are twofold: primarily to function as a learning organization that teaches others how to maximize the efficiency and effectiveness of their collaborative writing projects, and secondarily, to build a network of collaborative authors that can be contracted by organizations to develop documents when those organizations do not have the capacity to produce them within their own organization.
The need for these services arises as business processes continue to become increasingly automated, and with this automation, geographical boundaries are eliminated. The ability to manage information and knowledge changes rapidly as new tools and technologies are produced to facilitate collaboration through teamwork. Creating professional documents within groups of teams that are geographically diverse becomes challenging.
The goal of Illionix is to integrate technical writing and consultation services within organizations that rely heavily on the use of professional writers within group and virtual settings. Primarily, Illionix seeks to provide technical and professional writers working in a team environment with the tools and knowledge necessary to create quality documents through streamlined processes. Through this collaboration, the mission is to develop and deliver superior educational and certification programs for professional writers working in a variety of industries.
From inception, my contributions to the project were primarily to assist in creating a professional certification program that could be delivered in a seminar setting and also online...
The specific goal of this project will be to assist Illionix in developing a sound certification system and for integrating that system within the profession of technical writing by providing educational and consulting services. The major point of concern is to develop the certification so that it may be delivered within a live seminar setting, as well as within the online web tools. The certification process will also require research into the effective ways to deliver a certification program. My role within the organization will be to provide research, assist in web development and to create the certification program.
Where to begin? Initially, I decided to research web-based education programs specific to technical and professional writing needs...
Illionix, LLC is a technology company focused on a variety of research and development opportunities. Within the company, Illionix has recently established a new division, which seeks to expand operations into technical writing and consultation services. Within this realm of opportunity, it is necessary to execute deliverables that will assist in helping Illionix realize the potential of their technical writing and consulting ambitions. Primarily, Illionix seeks assistance in developing a professional, technical writing and consulting certification.
Executives at Illionix have identified a niche market within professional and industrial organizations that require professional writing services. Illionix wishes to provide a unique value to these organizations by devoting a division of the Illionix corporation to collaborative authorship. This division will specialize in helping individuals and organizations improve the production of collaborative technical communication projects utilizing a process that integrates technical writing best practices and the functions of standard, “off the shelf” software to create high quality documents quickly and effectively. The goals of Illionix, therefore, are twofold: primarily to function as a learning organization that teaches others how to maximize the efficiency and effectiveness of their collaborative writing projects, and secondarily, to build a network of collaborative authors that can be contracted by organizations to develop documents when those organizations do not have the capacity to produce them within their own organization.
The need for these services arises as business processes continue to become increasingly automated, and with this automation, geographical boundaries are eliminated. The ability to manage information and knowledge changes rapidly as new tools and technologies are produced to facilitate collaboration through teamwork. Creating professional documents within groups of teams that are geographically diverse becomes challenging.
The goal of Illionix is to integrate technical writing and consultation services within organizations that rely heavily on the use of professional writers within group and virtual settings. Primarily, Illionix seeks to provide technical and professional writers working in a team environment with the tools and knowledge necessary to create quality documents through streamlined processes. Through this collaboration, the mission is to develop and deliver superior educational and certification programs for professional writers working in a variety of industries.
From inception, my contributions to the project were primarily to assist in creating a professional certification program that could be delivered in a seminar setting and also online...
The specific goal of this project will be to assist Illionix in developing a sound certification system and for integrating that system within the profession of technical writing by providing educational and consulting services. The major point of concern is to develop the certification so that it may be delivered within a live seminar setting, as well as within the online web tools. The certification process will also require research into the effective ways to deliver a certification program. My role within the organization will be to provide research, assist in web development and to create the certification program.
Where to begin? Initially, I decided to research web-based education programs specific to technical and professional writing needs...
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