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Multidimensional Faculty Support for Distance
Learning InitiativesDr. Janice BirosAssoc. VP of Information Resources and Technology
John M. MorrisCoordinator – Academic Technology
Mike ScheuermannDistance Learning & Faculty Development Consultant
2 © 2003 Drexel University, All rights reserved.
Copyright Statement Copyright Janice Biros, John Morris and Mike
Scheuermann, 2003. This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author.
3 © 2003 Drexel University, All rights reserved.
Drexel UniversityPhiladelphia, PA (USA) - Founded 18914 Campuses
University City (urban edge) Center City (downtown) Queen Lane (sub-urban) Henry Ave. (sub-urban)
~ 13,400 FTE students~ 1,240 Faculty$497 M Annual University Budget 00-01$327 M Endowment 00-01$61 M Research 00-01
4 © 2003 Drexel University, All rights reserved.
More about Drexel Private university (minimal state funding) Required Co-op (most programs 5 yrs w/ the
middle three years consisting of 2, 3-month academic terms and one 6-month work assignment)
Class “A” research institution (“Research Extensive”)
5 © 2003 Drexel University, All rights reserved.
Academics7 Colleges
Engineering Arts & Sciences Media Arts & Design Business Professional Studies (Continuing Ed. & Evening) Information Science and Technology Nursing and Health Professions
3 Schools Education Biomedical Engineering, Science and Health Systems Public Health
1 Affiliate Medicine
6 © 2003 Drexel University, All rights reserved.
“Consumers” of LMS Support -Putting Support in Perspective
College/University Administrators IT Management and Administrators Traditional IT Helpdesk Support LMS Management Staff Colleges / Schools / Departments &
Faculty Students
7 © 2003 Drexel University, All rights reserved.
LMS Support Realm
ITAdmin&MGMT
LMSSupport
TraditionalHelpDeskSupportCollege /
UniversityAdministration
Students
Colleges /Schools /
Departments /Faculty
8 © 2003 Drexel University, All rights reserved.
LMS Support Realm & Our IT Realm
ITAdmin&MGMT
LMSSupport
TraditionalHelpDeskSupportCollege /
UniversityAdministration
Students
Colleges /Schools /
Departments /Faculty
CTI
CAS
ITS
9 © 2003 Drexel University, All rights reserved.
Support for College/University Administrators
Interested in Impact How wide is the deployment? How many faculty are utilizing? How many students are impacted?
What kinds of systemic changes have occurred and are occurring?
Assessment – what kinds of outcomes are being measured and by whom?
10 © 2003 Drexel University, All rights reserved.
Support for IT Management and Administrators
Impact on Capital Expenditures, staffing and software licensing.
The “numbers” so they can report to the College / Univ. Administrators
LMS planning – migration, installation, testing, deployment, maintenance and
Integration – impact on core administrative system (version synchronization)
11 © 2003 Drexel University, All rights reserved.
Support for Traditional IT Helpdesk
Incorporation of LMS HelpDesk activities into current offerings
“Ticket” management Training HelpDesk and Call Center
personnel on LMS issues and answers HelpDesk “procedures and policies”
Chain of intervention Chain of responsibility
12 © 2003 Drexel University, All rights reserved.
Support for IT LMS Management(i.e. supporting ourselves)
LMS “branding” (look and feel) LMS Administration
Configuration Management Account Management
• Registration / Enrollment• User accounts
Course Management• Template management• Course “Life Cycle”
LMS tool development Adding and managing new features and tools
13 © 2003 Drexel University, All rights reserved.
Support for IT LMS Management (i.e. supporting ourselves)
Training (train the trainers) LMS features and functions Auxiliary software products (e.g. html editors,
assessment management, …) Media development (e.g. graphics, video, …)
Train the End Users (Faculty, Staff and Students) “Development Centers” “Boot Camps” “Brown Bags” – focused presentations
14 © 2003 Drexel University, All rights reserved.
Support for Colleges / Schools / Departments and Faculty
Outreach – actively seeking participation Providing “HELP!”
Email Phone Online Materials – FAQ’s, Context Sensitive Help Helpdesk (as differentiated from other IT related
helpdesk instances) Mentor
Access Portals User Groups Conferences Showcases
15 © 2003 Drexel University, All rights reserved.
Support Environment*DrexelUniv.2000+
CabriniCollege2001+
NeumannCollege2002+
RosemontCollege2003+
Faculty 235 44 71 42
Students 6000 1365 2087 1390
Courses 600 50 25 26
+ Year first courses were online* Actively participating in WebCT as of 3/1/03
16 © 2003 Drexel University, All rights reserved.
Potential Support Environment (FTE)
DrexelUniv.
CabriniCollege
NeumannCollege
RosemontCollege
Faculty 1244 105 68 176
Students 13,389* 1670 1507 1066
Courses ~6,500 909 1262 369
Faculty and Student data - based on FTE status.* Actual number of Drexel students currently in WebCT > 50,000 : ~ 33,500 alumni
17 © 2003 Drexel University, All rights reserved.
LMS Support Staff (Web Group)~ 8 FT equivalents
1 Manager (FT) 1 Instructional Design Specialist (FT) 4 Designer/Developers (FT) 1 Co-op (Graphics) (FT) 4 Students (Graphics/Programming)
(PT)
Note: WebCT support is ~30% of WebGroup’s support / development activities
18 © 2003 Drexel University, All rights reserved.
Support Summary - Totals
Total % of Potential
Faculty 392 24.6%
Students 10842 61.4%
Courses 718 7.9%
Support Staff: 7FT, 4PT @ 30%
19 © 2003 Drexel University, All rights reserved.
Points of Significant Supportin somewhat decreasing order of time commitment
Initial Implementation Migration Upgrade/Maintenance Integration Pre-startup (training) Startup (first offering) Beginning of Term During Term End of Term Between term outreach Between term support
IT & LMSIT/LMS/FacultyIT & LMSIT/LMS/AdminsLMS/FacultyLMS/Admins/FacultyLMS/Admins/FacultyLMS/Admins/FacultyLMS/FacultyLMS/FacultyLMS/IT/Faculty/Students
20 © 2003 Drexel University, All rights reserved.
A Day in the Life of LMS Support 1
M-F one staff member is on LMS “Ticket” duty
M-F one + staff member is on “Streaming” capture duty
Staff members will take “mentor” calls or direct email from faculty or mentor faculty in “Faculty Development Center”
Any staff member can take (but typically the one on “Ticket” duty will take) internal (IT->LMS) support questions (typically due to walk-ins)
21 © 2003 Drexel University, All rights reserved.
A Day in the Life of LMS Support 2
Staff members will take on administrative role to create courses, import student enrollments, rectify login and/or password issues, give guest access, …
Staff members will gain access to course as “designer/instructor” to add content, modify content, re-organize the interface, add quiz, survey or self-study and manage access (when instructed by a course instructor)
Staff members will convert video/audio to streaming format, create graphics, convert documents to .pdf format, convert PPTs to alternate format, …
22 © 2003 Drexel University, All rights reserved.
Specific Support for Faculty 1 Outreach Training
Boot Camps Focus Sessions Workshops
Mentoring User Groups Showcases
Faculty Development Center
HelpDesk Walk-in Call-in Email
23 © 2003 Drexel University, All rights reserved.
Specific Support for Faculty 2 Faculty Development Center “Ticket” based email HelpDesk “Tech Update” published bi-monthly Co-author papers for conferences Showcases (both what the faculty is
doing with WebCT and what IRT can do for the faculty, particularly in the area of new or emerging technology.)
24 © 2003 Drexel University, All rights reserved.
Key Support Issues 1 Support for one client is not necessarily
exclusive or unique (i.e. often support issues cross groups being supported)
Support for faculty must be broad and deep Supporting entity must have multiple talents
that are kept current, including Instructional Designers, HTML/script programmers, graphic designers, trainers, media specialists, project managers, …
It takes a group of committed individuals to support a faculty, though it is not a full time commitment for most.
25 © 2003 Drexel University, All rights reserved.
Key Support Issues 2 It takes a group of committed individuals to
support a faculty, though it is not a full time commitment for most.
Support must be appropriately “scaled” to the size of the client base.
Support must be in place prior to offering your first online course whether it is web-supported, web-enhanced or web-enabled.
It may be necessary to go TO the faculty rather than waiting for the faculty to come to you. (Outreach – Push vs. Pull)
26 © 2003 Drexel University, All rights reserved.
Key Support Issues 3 You will hear far less about your successes
than you will about your failures. Domino effect
A faculty member will start with one course and if “successful” they will migrate to all of the courses they offer.
What you teach a faculty member will show up in all their courses
Geometric Growth Effect If “successful”, a faculty member will promote the
LMS to others. One tells two, two tell four, four tell eight …
The Domino effect
27 © 2003 Drexel University, All rights reserved.
The Domino and Growth Effects
Faculty
Course
Faculty
Course
Faculty
Course
Faculty
Course
Faculty
Course
Faculty
Course
28 © 2003 Drexel University, All rights reserved.
Growth Timeline Installed WebCT 3.1
11/00 Ran first 3 courses
01/01 – 03/01 Added Cabrini College
6/01 ~100 courses online by
9/01 SCT/Banner integration
01/02 ~ 250 courses online by
9/02
Added Neumann College
Campus Pipeline integration 07/02
Added Rosemont College 11/02
Installed Vista pilot 3/02 Over 600 courses online
by 4/03 (WebCT 3.8.2)
29 © 2003 Drexel University, All rights reserved.
Support Strategies 1 Don’t try to please all of the people all
of the time. Initially focus on
Supporting early adopters (let the domino effect work for you)
“Sell” by resolving OBJECTIONS Court the curmudgeons Quality is as important as Quantity
Keep It Simple (*7%$&)
30 © 2003 Drexel University, All rights reserved.
Support Strategies 2 Publicize your accomplishments Anticipate your future needs – Plan,
Plan, Plan Make a case for building a team of both
breadth and depth You should be so lucky as to only have
to support the LMS. Spread the responsibility
31 © 2003 Drexel University, All rights reserved.
Support Strategies 3 Don’t get into “religious” arguments.
You might win the battle but lose the war.
Develop and DOCUMENT your own best practices (and learn from others where and when you can). What works for us may not work for you.
32 © 2003 Drexel University, All rights reserved.
Summary 1 Drexel University Overview Reviewed the
LMS Support Realm Relationship between the LMS Support
group and client constituencies Support Environment – both actual and
potential Established a number of “Points of
Significant Support” (Milestones)
33 © 2003 Drexel University, All rights reserved.
Summary 2 Looked at a “Day in the Life of a LMS
Support unit Reviewed Specific Support geared
toward Faculty Developed a list of “Key Support
Issues”, and finally Listed a few support strategies to help
you be successful.
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