Who You Calling A Jesse?

In part one I talked about the general format and in part two I looked at the technology used during my graduate education experience through distance education. In this part I look at the time I put into it and overall benefits with this style of education.

Time put in matches or exceeds a full-time Msc program

On average I would say that 16 hours a week went into any given course. With eight weeks a course, eight courses, around 1024 hours was spent just on course work. My dissertation required an additional 175 or so dedicated hours I believe (probably the same spent thinking/dreaming about it). That, rounded up to account a little for the conservative time estimate, is around 160 work days which, for the sake of argument, could be considered a normal years worth of dedicated time required in a typical UK Msc program. I completed that in two and a half years. I also worked (35+ hours a week) at a busy job and tried to have a life.

No matter how you look at that it is a crazy amount of time to dedicate to an ‘additional’ something (and I was paying to do it!!!). At first it was a novelty but around the third course in a row (~18 weeks in) I found the time commitment required to get decent marks started to put a strain on everything else in my life. I had to learn how to shape my evenings and weekends to allow for uninterrupted time otherwise assignments would drag out and my grades would suffer.

The pace was intense. If you ever get more than a week behind in a course (the instructors usually allowed that given life circumstances) the catching up became impossible. With the way the program is set up you can’t drop the course after 10 days without having to pay for the make up either. As it ends up, before you get 1/4 of the way in you are locked in (not entirely unusual practice in higher ed).

“Why did I do this to myself and why the f*#k was I paying to do that to myself?” That really hit me around course number four when an arrogant instructor that gave no feedback and was impossible to get a hold of nearly had me dropping out. Laureate (the people managing the program) did nothing to help other than to offer sympathy as well (again no different than any higher education experience I have had). I had to suck it up, focus, and get my stuff done in a way I had not experienced before.

Higher education is about more than specific knowledge gains

Looking back, when things hit that low I believe I gained the most from the experience. Sure I can hammer out 500-750 words with references in half a day, I know more about different internet based technology than I did before, and I found out that I just should never code because I was successfully completing my Java coding assignments but still have no idea how they actually worked. Like with my undergrad, I learned how to research and present it with confidence that I actually do know what I am talking about. But unlike my undergrad, I had to suck it up while sucking up a whole lot more at work and in life then I ever had too in my early 20’s.

I still need to focus to achieve that quality where confidence is well placed but I can call on that focus in much more productive bursts than ever before. I think that I am much more skilled at time/task management, learned how to harness my insane bursts of productivity, and had a good time on the journey.

What would you get out of distance education?

• Expanding your learning skills through formal academic experience is beneficial regardless of level and location.
• It requires a purpose: do not pursue graduate level education unless you really want to… it gets boring, frustrating, and you feel dumb. Then you finish.
• If you can’t afford it today but want to do it, do it. Worst thing that will happen is that you have to drop out… but at least you tried.

I do want to continue on and do research on web technology and how people interact with it. However, I don’t know where I could do that. Three years ago I would have never considered it though, it’s kinda cool my need to learn new things has come back… after a bit of rest this summer I am looking forward to getting into all kinds of crazy things again ;)

Not sure if this makes sense to anyone but me… just needed to get my thoughts out there. My next post on this should be my dissertation which was on ‘Microformats’ and assessing potential for their application on your home page.

This past week the front-end team that I lead (it includes GUI makers, User Advocates, and UI folks) along with the rest of the team (SOA enablers) are religiously entering a scrum cycle for the remainder of the summer. We have broken into two groups along the lines already mentioned.

The problem I am having is that my group is a mix of the pigs and chickens and I am not entirely sure how to have them all involved. My approach for the moment is to have the UA/UI folks participate as observers in the first 15 min daily with the UI folks really taking the time to go over their tasks from yesterday, for today, and tomorrow. They leave, then the UA/UI folks do their thing for 15 min.

The other challenge as I see it is that we can’t ‘lock in’ tasks for a two week period as the expectation is that clients are giving feedback and expect to see some adjustments on a very short cycle. To address that I have set up two days of ‘respond to feedback’ where we tackle any tasks that can be done in those two days. Anything that can’t fit goes on the list for the next cycle.

This is going to be a bit awkward at first I think… not entirely sure I have it organized properly yet. Hopefully by the next two week cycle I will get it ;) Wondering though, anyone have a similar problem? How do they handle front end development of web applications in a scrum cycle?

In part one I talked about the general format of my graduate education experience through distance education. This part will talk about the technology that was used to conduct the course.

The software that ‘did it all’ from running the courses to interacting with fellow students was from managed by Embanet, FirstClass, and is from OpenText. My first impression of it was along the lines of disbelief. It seemed like a really bad newsgroup manager with a clunky interface and slow beyond belief. After a few settings changes and things got better. Once I learned about some of the more useful features like ‘unsend’ messages I was less annoyed by it. It has a clunky UI but it works. Just this spring the program switched to blackboard, not sure what I think about that but I am glad I didn’t have to make the switch.

How we used the software was very similar to a newsgroup with a managed space for shared files. The courses had their own ‘group’ that was broken down to sub-groups that were based on each week. All assignments, group work, and correspondence with the instructor was done in that style. A shared folder for each week that was essentially just another newsgroup that gave only posting access is where assignments were handed in. The software did allow for live chats with classmates, audio chats, and a really useful set of collaboration features.

However, there was nothing in the software that I could not do in MSN, facebook, a newsgroup, blog, forum, etc. I am pretty sure the experience would have been better if they had a process that utilized tools that are more flexible than the software they gave us. I am not sure how you can manage distance education without a centralized ‘kitchen sink’ system to control access to content though. With on campus courses where students use online tools to compliment lab and/or classroom experiences I don’t know why you force students to use ‘kitchen sink’ software like blackboard if only to enforce control on access to content. Sadly if students try to do something in an environment they find useful academics can re-act in bizarre ways.

My grades, course information, and handbook was all handled in a web based solution that was just a .NET application with some simple tables displaying information. An odd management of documents had HTML files located on the web app but anything that was in Word documents or other templates was found over in the embanet software.

In courses themselves any software used was generally Open Source and/or platform independant. I only had one course that was VB.NET focused and it was XML Web Applications that focused largely on SOAP and XSLT, no the irony still isn’t lost. The IT Project Management course required MS Project but supplied a licence for it but not much for this OS X user. Thankfully I had an Intel Mac with Boot Camp so I managed the course.

Part three will talk about the time requirements and what I see as the benefits of this style of graduate education.

Another TODCon has come and gone in a haze of mojitos, great food, and great company. This year it was back in Orlando—my favorite place for it even though it was really hot and humid, I am getting bored with Las Vegas. This year had an amazing line-up of presentations which had little to do with ‘Adobe stuff’ and more to do with developing rich experiences on the web using whatever tools you use. Sure there was some from folks from Adobe showing off some things in CS4. Greg Rewis from Adobe gave a sneak peek of Flash CS4, there was a demo of Fireworks CS4 from Alan Musselman, and some discussion on Dreamweaver CS4.

Really looking forward to next years conference already as I think there are some changes afoot that will make it an even better community focused conference.

My two presentations were on AJAX strategy and Web Project Management. I have stuck both sets of slides up on slideshare but I don’t think they make much sense without the whole presentation ;)