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Showing posts with label Broadband. Show all posts
Showing posts with label Broadband. Show all posts

Monday, June 13, 2011

Working from Home

If you are an online course tutor, the chances are that you will be working from home, at least for part of your week. As an at-home worker I have had to learn to adapt myself to the relatively unstructured environment of a distance worker. Although I am one of two directors of a New Zealand business, a lot of what I do helps to create the product that earns the company income. I therefore need to be available and working at least 40 hours a week.

Moving from a regular eight-hour  a day job to working at a distance has proved to have some challenges. I have now spent four years working from a distance.  I’ve always been consistent when recording my time on different projects, so nothing changed when I reached Golden Bay – only the scenery. That was a problem …. From working in a small office in Christchurch I moved to a house on a hill overlooking Pohara, and Golden Bay. It was distraction city.

I’d forgotten how waves can shift and shimmer, grey out and race across the bay in front of a westerly. I became a bay watcher, unconsciously recording the tides and wind changes, the visiting birds and the cruising campers who came to see how the other-half lived. I would sometimes clock out just to sit on the deck and watch the marvellous changes in the bay.

The ability to clock on and off has had pluses and minuses. I found, everyone else thought I could ‘do other things’ during the day. An hour here-and-there, ‘doing other things’, soon eats into the time available to complete projects and meet deadlines. After the first month or so I became more disciplined and moved my office into a space where there was no direct view of the sea. Breaks became more structured.

A contractor we are currently working with says discipline is the key when working from home. “You have to make sure that you stick to your time schedules and deadlines. Not just work, but you have to make sure you take those breaks so you keep your mind fresh and creative,” says Shaun Meredith (Better Informed Ltd).
 
Our spaniel Tilly plays her part in keeping me sane, bringing me toys to play with or trying to climb onto my knee when I’ve been too long at the computer. Yet there are times when even Tilly’s company is not enough and I succumb to cabin fever. Working alone can feel isolating if you’re a social character. When your partner comes home ‘peopled-out’, you’re ready to party!

Sarah, the other Edutech KM Ltd, director, and I have frequent phone ‘meetings’, occasionally use the phone to brainstorm with others using three-way phone calls. We’ve had limited success with Skype, but that’s more to do with our personalities - when we want to create we want to do it now, so we stay within our comfort zone and use the phone.  We’ve also used Team Viewer with each other and clients.

Shaun agrees: “For my business verbal communication is very important. Having that verbal contact keeps you in the loop and you can better judge the situation with your client. Some clients’ expectations can get lost or misunderstood if you maintain textual communication.”

When working on a project together, Shaun and I both use the process of phone calls and follow-up clarifying emails between us and with other clients.
Shaun says: “One tool I have found very useful is Dropbox. The ease of this tool and not having to deal with blocked email or size restrictions makes you feel like you’re working on the client’s intranet.”

I’m lucky to live in an area of Golden Bay where Broadband is available. Over the three years I’ve worked here connectivity has improved. On the occasions it goes down, it’s Murphy’s Law and there is always, always a deadline approaching. Mail and the courier leaves mid-afternoon. There’s no possibility of dashing out to the airport with a CD for the courier’s next-day delivery – the airport’s almost a two hour drive away.  

And that’s a downside. There are times when visiting a client is essential. For a period of about five months I was travelling to and from Rotorua once or twice a month. I had to leave home at 4.30am in the morning to make air connections to Wellington and then to Rotorua. If you’ve travelled the Takaka Hill you’ll understand how, at that time of the morning, it’s a bit of a challenge.  I kept setting personal records like driving seven times over the Hill in 10 days.

For me, working at a distance has had far more benefits than I ever expected. As long as I stay focused during the day and I’m prepared to extend my hours when a deadline is looming, it’s fine. But then, that’s like any job, isn’t it?

Heather Sylvawood


Friday, April 24, 2009

Knee-jerk to elearning

When a (now-not-so) new technology enters the smorgasbord of training options, industry training organisations may be tempted to jump in with both feet on the accelerator. This has been especially so with the advent of elearning. Everybody’s doing it so why not us? Anyone from within the organisation who suggests a cautious approach may be seen to be dragging on the vehicle bumper for reasons of their own discomfort at the speed of change.


Elearning is not a good idea unless it fits with the organisation’s technical capability and workforce readiness. While most of my work has some component of elearning, and I do believe the method adds amazing capacity to move learners forward, I, too, would like organisations I work with to be a bit more cautious before writing their Expression of Interest documents.


Elearning developers love to create, but they also want what they create to meet the needs of the learners in the organisation. Unless the project succeeds, the risk for the developer is that the tools they create will be seen as having failed, and that in turn will damage the developer’s reputation. Often it is not the tools but the process that is flawed.


My observation is that organizations follow a pattern of:

idea > resistance > wearing down > agreement > write the EoI > start the project asap


The promoters of the project are so intent on getting on with it, (seeing that so much time has been ‘lost’ in convincing the organisation to move) they fail to do enough research to develop an effective, measurable EoI, which is the only document a developer can respond to when designing a proposal.


The EoI can be based on assumptions about the needs of the learner, as well as unrealistic budgets and time lines for development. Developers have these options:

  • To warn that the project is unrealistic and can’t be done in the timeline – good-bye contract
  • To build in a number of ‘provided that’ clauses to cover potential timeline blowouts
  • To answer the EoI as it stands and limit the potential of what they can provide within the timeline or budget

And guess which developer will get the contract?


Before any elearning project starts the organisation should:

  1. Get some reliable research done on the needs and capability of the learners they serve, and not just rely on gut-instinct. Managers see the world through the technological eyes of their own use of computers – ‘everybody knows how to use a computer’. Well they don’t! They may be more adept at using a mobile phone or the DVD remote.
  2. Really understand learners’ access issues to technology. The parents may have a computer installed at home, but what happens to accessibility when the young person moves out to their first flat? Can they afford to link up to Broadband or will they install Sky Sports? If they are into social networking online, do they really want their tutor/trainer muscling in for all their friends to see? And can they afford the cost of mobile communication when for days on end they don’t reply to txts because their credit’s run out before payday?
  3. Decide whether it would be wiser to contract an independent researcher to investigate these issues before engaging a developer; or make the developer responsible for developing a learner profile and recommending a best practice solution.

It is in the best interests of the organisation, the learners and the developer to design the most effective learning solution, and that solution may NOT be elearning.