Case Studies in E-Learning Project Management

Plan to Learn: case studies in elearning project management

Edited by:

Beverly Pasian, M.A. Gary Woodill, Ed.D.

ISBN: 0-9781456-0-7

For additional copies of this publication, please go to:

http://www.celea-aceel.ca

Table of Contents

Chapter 1 – Introduction 1 Beverly Pasian and Gary Woodill

Chapter 2 - Literature Review 4 Gary Woodill and Beverly Pasian

Developing ePM Skills

Chapter 3 - Managing the creation of an online math tutorial 11 for nurses A. Hopkins

Chapter 4 - Flexmasters: a unique elearning initiative 17 A. Applebee, D. Veness

Chapter 5 - Creating the instructor toolbelt: managing 23 elearning faculty development at a technical community college A. Williams

Chapter 6 - Insights from managing a multi-faceted college 32 elearning project K. Siedlaczek, K. Pitts

Importance of leadership

Chapter 7 - An online food security certificate at the local and 38 international levels R. Malinski, R. McRae

Chapter 8 - Going the distance: how an education faculty 47 initiated online professional learning S. Rich, K. Hibbert

Chapter 9 - Managing large-scale customized elearning content 51 development B. Soong, W. Chua, N. Kim Hai

Chapter 10 - Leading the charge for elearning in British 60 Columbia's high schools R. Labonte

Change management

Chapter 11 - Communications challenge: migrating "f2f" to 64 elearning C. Kawalilak, R. Corbett

Chapter 12 - The Virtual Vermont Residency project 73 L. Williams

Chapter 13 - An instructional design model for program 79 management: a case study of the implementation of an online post-degree certificate in special education D. Mykota, D. Bonneycastle

Chapter 14 - Managing online learning projects at a distance: 92 a case of workplace training M. Cleveland-Innes, M. Ally

Chapter 15 - eLearning and sustainable development in Dorset, 102 England, process and participation M. Kershaw

Chapter 16 - Implementation of elearning in the Australian 108 Customs Service D. Hill

Managing risk in an elearning project

Chapter 17 - Distance learning process management to improve 116 the quality of a BSc degree G. Chiazzese, L. Seta

Chapter 18 - A successful vendor relationship for a large-scale 127 laptop programme at Ryerson University D.I. Fels, F. Prescod, J. Norrie

Chapter 19 - Evolving a large scale higher education elearning 134 project management system: TEL at the University of Saskatchewan D. Morrison, S. Rowan

Chapter 20 - Barriers and Drivers of University elearning projects: 141 case study of learn@wu M. Arami, F. Wild

Dealing with cultural conflicts

Chapter 21 - Moving targets: factors affecting decisions to shift 147 university courses and services online L. Wallace

Chapter 22 - Only one million teachers to train 153 S. Crichton, G. Kopp

Chapter 23 - Changing your learning management system: 164 from hype to happiness M. Mitchell, M. Skinner

Chapter 24 - When worlds collide: project management and collegial 169 culture M. Bullen

Notes on authors and editors 177

Chapter 1

Introduction

Beverly L. Pasian Bodec Corporation Toronto, Ontario, Canada

Gary Woodill Operitel Corporation Peterborough, Ontario, Canada

Compiling a book of case studies needs two Project teams can get the most benefit from things - a critical subject area and excellent the structure, planning and accountability that authors. Everything else falls naturally into PM can offer if they are in place from the start. place. Both criteria have been met in Some of the key elements that the eLearning exceptional fashion for this volume. project managers found helpful included identifying the project’s purpose, the decision- The current generation of eLearning projects makers and accompanying processes, and the (those since 1995) have been managed using goals, milestones and deliverables of each various methods to varying degrees of success. project phase. Taking this approach enabled To this, we posed a question: Why? Certainly PM’s to focus on what was achievable, and not there are many answers but the one on which what would have been great to do. we have focused is project management. In more traditional fields, this area has included Evaluation tools should bookend a both the strategic organizational issues as well project. as those at more tactical project levels – the processes, methods, techniques, rules, Project management tools and mechanisms principles, languages, and resources it takes to can be very useful in keeping the project complete things. With respect to eLearning grounded and closely tied to the initial projects, we can see no difference. Strategic objectives set out in the project plan. Closing vision and commitment along with accurate this loop—by determining whether or not the and professional day-to-day execution go hand objectives have been met—involves creating in hand. and implementing an evaluation plan that might involve myriad elements through the The issues affecting the management of life of the project (e.g. alpha and beta tests, eLearning projects have not, until now, been pilot program). the focus of any dedicated analysis. This volume represents the first step toward Relationships are key to managing achieving a greater understanding of the eLearning projects. management of eLearning projects on the part of an international group of researchers. The This was one of the dominant themes in analysis has revealed a combination of almost all the chapters: ensuring that all (somewhat) predictable observations and project team members, stakeholders and end surprising revelations. While each chapter users should be kept in the loop from the sheds its own light on one or more of these beginning. Communications and expectations themes, all are described below. have to be managed all through project life cycles for each team member. It’s very easy for Project management processes should misunderstandings: information flow is be in place at the beginning. especially important where the technology/ pedagogy/project trio exists. Taking clear 1

action in order to maintain good avoided but only as part of a larger risk relationships—by involving representatives management strategy. from high-risk groups early in the process, for example—is critical. Project leadership is important.

Training and preparation are needed Leadership in an eLearning project is for faculty and learners. dominated by two roles: the project sponsor and the project manager. Their relationship is It is unrealistic to expect that everyone critical, as are those they have with the participating in an eLearning project will be remaining team members. These roles define familiar with the online environment and the the vision, objectives, milestones and success technology or application being used in your for the project. It is the remaining team project. To accommodate the learning curve, members who help them achieve it. time is needed for everyone involved to prepare themselves for their specific role or Articulating the project vision to the team is a activity. Preparation will, however, mean critical function of the sponsor and supported different things to different people. Faculty, by the manager. The members rely on these for example, may not be familiar with the statements as touchstones to ground their challenges of communicating online (initiating activities over the subsequent weeks and messages and responding to others) and will months of the project work. But once those require dedicated training. Conducting needs statements are made, the sponsor and manger assessments and planning for this training is are further needed to motivate the team, helpful. Profiling them as “technology safaris” negotiate on their behalf (where necessary) is another way of highlighting a group focus, and generally balance the various interests of rather than on the particular needs of one the project stakeholders and team members person. against the realities of the eLearning project environment. Where learners are concerned, don’t assume that they all enjoy online learning. Most are The project manager is the most complex role, probably familiar with the technology, but generally relying on a combination of (based on some of our project teams) they may specialized technical, administrative, not prefer it to more traditional methods. pedagogical and subject matter expertise. Overcoming this additional barrier becomes a very real challenge to the eLearning project Communications and information flow team. Scheduling additional time to conduct must be well-managed. pilot testing is one way of addressing this need. Project communication should be open and transparent, and the flow of information Risks need to be managed, particularly should leverage Internet technologies. The for relationships. goal should be to maintain a level of awareness concerning project developments amongst all Everyone with experience in managing stakeholders all the time. Too often key project elearning projects can testify to the personnel unilaterally make the decision to problematic relationship between those filter information, leaving vested parties responsible for technology and those dissatisfied with project updates. As an responsible for pedagogy (or “content”). alternative to making decisions on behalf of Conflict seems inevitable between these stakeholders regarding how much information groups and this represents a potential risk to they need, elearning project members have the management of the project. The question demonstrated more progress by sharing as should no longer be how to avoid conflict in much information as they have to enable relationships, but how to manage them project stakeholders to make relevant constructively. Conflict, even anger, are decisions for themselves. perfectly natural—even reasonable—responses in many situations, but it’s the fear and Managing projects = managing change subsequent need (on the part of some) to avoid these situations. Risk needs to be Projects create change. It’s a certainty that the mitigated, reduced, managed and sometimes organizational landscape will be different by project’s end, and the only question to focus

on, from a project management perspective, is can regularly share project updates with little how this will happen. Various tools, methods or no change to their operational activities. and resources are available to support the project management team. The perspectives offered in these cases speak to multiple--and truly global—themes. Written Organizational change, on the other hand, by 29 authors from 8 countries, these requires a more holistic approach that is observations make a strong case for the global separate from—but not detached from—the awareness of and commitment to elearning project management activities. In many ways, project management. Over time, more these are parallel developments and require research will emerge pertaining to elearning conjoined efforts in areas such as strategic project management with an eye toward planning and communications. examining the relationship between the quality of project implementation and that of eLearning project management is a the actual learning. Put another way, to what learning experience. degree can each of these themes [read: factors]—and others to be identified—directly eLearning project management is an impact the quality of the learning experience? experience particularly well-suited to sharing While there is little more than anecdotal the knowledge expertise it develops. Many evidence to suggest that this supposed impact project environments use communications is significant, additional research is needed to tools on a limited basis and then only for the investigate and document the relationship. project in question. eLearning projects, on the Actual impacts and their meaning will follow. other hand, use technology (email, the Web, As an initial step, bridging the gap between the file-sharing applications) created specifically elearning and project management for the purpose communication or learning. communities through these case studies is Their use requires minimal effort on the beneficial to all. project team and demands little in the way of behavioural changes. These cases demonstrate Good management can lead to good learning. how project management and stakeholders

Chapter 2 eLearning Project Management: a review of the literature

Gary Woodill Operitel Corporation Peterborough, Ontario, Canada

Beverly L. Pasian Bodec Corporation Toronto, Ontario, Canada

Before specific literature on elearning project tool rather than a prescriptive force is a management existed, elearning projects were misapplication of its value and, especially for usually classified as software development (if those pedagogical and technological experts in they were categorized at all). Any project the elearning community, a lost opportunity to management approaches to elearning would benefit from the structure it offers. Adapting have generally been based on generic project this model to reflect the needs of elearning management principles, or on several professionals would be highly valuable for two standards specifically designed for software sets of professionals: those responsible for the development. These included standards for pedagogy of elearning as well as those software development set out by the responsible for its implementation. International Standards Organization (ISO), based in Geneva, Switzerland, and by the Not surprisingly, an extensive literature on Software Engineering Institute in the USA. elearning project management doesn’t exist. Applicable standards include ISO 9000-3 on Only one book on the subject (Shackelford, software development, and the protocol on 2002) has been published, a few articles, and a software process assessment, ISO 15504 lot of what librarians like to call “ephemeral (Zahran, 1998). The SEI approach was a five materials”. The latter include company level Computer Maturity Model (CMM) for brochures, corporate white papers, conference Software (Humphrey, 1989). presentations and speeches, blog comment- aries, and online articles which have not been As well, the Project Management Institute published in printed form. Again, as in the provides a model—known as the “Project case of the PMI materials, there are enormous Management Body of Knowledge (PMBOK)— gaps in the literature on elearning project that is more generic and rooted in historical management. Little exists in the way of models project management initiatives in the fields of for them to follow or best practices (or lessons defence, architecture and engineering. It has learned) for them to benefit from. been adopted by—but not adapted to—several other areas, and is now being looked at by a The accompanying literature review is few practitioners in the elearning community. somewhat abbreviated and is mainly based on However, this new application of the PMI a search through the archives of the model isn’t generating a new approach Educational Resources Information Center specifically designed for elearning projects. (ERIC), a government funded service that Rather, the PMI model is being used almost collects educational literature (well over 1 intact (and sometimes after the fact) to explain million pieces to date), searching engines such what should happen or has happened in the as Google and Alta Vista and leading academic project. Using the PMI model as a diagnostic journals in the areas of project management

and educational technology. A content analysis • Change Management Models of this material gives a picture of the present • Status Log Templates state of elearning project management in • Guidelines for File-Naming Conventions English speaking countries, and highlights the • Project Style Guide need for further theoretical, analytical and • Quality Assurance Checklists critical work in this field. • Reproduction Specification Forms

eLearning Project Management Kruse (2004), who calls himself the “elearning Methodologies guru”, suggests the following are the usual Because there is no theoretical base for project steps in a successfully managed elearning management that is specific to elearning, project: many people placed in the role of project manager for elearning turn to established • Vendor is providing a single point-of- approaches designed for other types of contact project manager. projects. Shackelford (2002) contends that the most traditional system for elearning project • Weekly progress meetings are held. management is probably the “waterfall” • Detailed project schedule is created and method adopted from software development, routinely reviewed. which is described as having the following • A prototype is created, tested, refined, and phases: finalized early in the development process. • Major content changes are made in scripts • Definition and approval of a set of and storyboards. requirements • Development process parallels the • Creation of a timeline and budget to Instructional Systems Design process. produce the deliverables defined in the requirements phase Eseryel, Schuver van Blanken, and Spector • A design and implementation phase to (2001) also provide templates and design produce the deliverables guidelines for elearning project management, • A post-mortem to evaluate success and as part of an overall elearning design package failure in producing the deliverables on funded by the European Union. time and on budget (p. 6) A few vendors have developed relatively In contrast to the waterfall method, sophisticated approaches to managing Shackelford advocates for “the elearning elearning infrastructure implementation project development cycle”. This method projects. Mitchell and Woodill (2005) describe recognizes that “changes are not only in detail the process whereby Konica Minolta inevitable but desirable as well” (p. 6). Because Business Systems in the United States of this, the development cycle method includes switched from one learning management the revisiting of the deliverables by all parties system to another, using collaborative project and the possibility of making adjustments, as management and change management several points in the project. The rest of procedures (for details, see Chapter 3). This Shackelford’s book is devoted to the details of approach is similar to the one advocated by the elearning development cycle method, Morrison (2003), who calls for an e-learning including a set of templates for managing delivery team headed by a steering group. In projects. his chapter on project management, Morrison argues that the team must have enough people Toenniges (2004) provides, in a virtual book in it with skill sets to manage the overall format, her more than 20 years of elearning initiative, the vision and strategy, the project project management experience, as well as a plan, finances, technologies involved, useful set of templates for managing elearning customers, content, knowledge management projects. Templates include: aspects, learner support, project processes, change procedures, and human resources.

• Pre-Start-of-Work Agenda Template Brookwood Media Arts, an elearning software • Start-of-Work Agenda Template and web developer, outlines their approach to • Work Plan Template project management on their website • RASI Exercise Template (http://www.brookwood.com). Stages • Various Tools for Quoting include: • Project Change Notice Form 5

• Effective Communication convert their online teaching materials from • Design Description one implementation platform to another, and • Project Cost Estimating as university computer resource departments • Project Scheduling become central to real-time delivery of • Work Authorization teaching, learning and assessment.”

• Project Status Tracking Use of Software in ePM • Client Review and Approvals Because elearning is centred on software, it is • Change Control not surprising that there are those who advocate using software to manage, or at least Other writers on elearning project partially manage, an elearning project. As management advise clients on how to select early as 1997, Bartoli was advocating for the and manage vendors, certainly an issue in any “automated design of interactive courseware,” elearning project that uses outside suppliers using reusable pre-built multimedia elements for technology, content or services. Hartley from a database. But, because such objects are (2001) gives a “Supplier-Viability Checklist” in decontextualized, the automatic building of his article on avoiding the pitfalls of elearning elearning elements for a project has not implementation. Grossman (2005), in a recent proven to be very successful. presentation, includes these steps in vendor management as part of an overall ePM General project management software, strategy: especially MS-Project, is often used in larger elearning projects. Noble (2005) recently • How to select a LMS vendor reviewed a set of “high-tech and low-tech” • The importance of focusing on key tools that could be useful in elearning project requirements management. Noble sees project management • How to work successfully with your LMS as having five elements of project control – vendor Tracking, Reporting, Review, Analysis, and • How to help subject matter experts adjust Approval, and suggests tools for each element. to the LMS environment Lockitt (2000) also reviews software useful for • Project management dos and don’ts project management in training and • How to do cost-effective usability testing education. of your LMS Training for ePM Howard (2004) warns of four major pitfalls to For Harnett (2002), beginning to be an be avoided in any LMS implementation: elearning project manager is learning a vocabulary, learning to “talk the talk”. • Lack of specifications of reports and data However, for many, elearning project before project starts management is more a set of skills needed to • Difficulty in making changes in an see a project to successful completion. application – often easier to change your McLoughlin and Luca (2002) describe the business than to change the software need for an online training program for • Lengthy projects – by the time a long elearning project managers. Except for the project has finished, many things have proposed Certificate in eLearning Project changed. Management at the University of Calgary that • “Pleasing everyone pleases no one”. The I’m trying to build, there does not seem to be process of software implementation often any specific formal training program entirely exposes conflicts within an organization devoted to ePM. Rather, project management that need to be resolved before the project of elearning is usually a part of degrees in can proceed. eLearning, Distributed Learning, Online Learning or Distance Education, or can be a According to King (2001), elearning subject in degrees in general project implementation can highlight a “clash of management. cultures” within an organization, especially within academic institutions. She notes that Case Studies “elearning projects may be characterized by A number of case studies of eLearning project clashes of culture as academics adapt to management can be found scattered technology, as educational managers become throughout the literature in edited books on change agents, as early adopters are forced to distance education or elearning in general. 6

Bradley (2001), for example, describes the Bersin, Josh and Associates. (2004). The four process of delivering an online Masters degree “gotchas” of LMS implementation. In Bersin in the workplace, using a large-scale and Associates What Works Newsletter, April distributed collaboration approach. The 2004. University of Salford (2003) presents issues in the implementation of elearning within the Bonamy, J., Charlier, B. and Saunders, M. National Health Service in the UK. Ellsworth (2004). The evaluative research of complex and Iorizzo (2001) outline problems projects in elearning: the case of the ‘EQUEL’ encountered with the implementation of (e-Quality in elearning) Project. In elearning in the US Army. Napierala and Proceedings: Networked Learning Tveskov (2002) discuss the development of an Conference, 2004. in-house elearning project at a non-profit agency. Koller, Frankenfield and Sarley Bradley, C. and Boyle, T. (2001). The (2000) provide insight into implementing Development of an Online Course for a Virtual elearning in a hospital. Several authors (e.g., University. In Proceedings, ED-MEDIA 2001 Gaylord, 1987; Harr, 2002; Hodgson and Lam, (Tampere, Finland, June 25-30, 2001). (ERIC 2004; Uys, Nleya, and Molelu, 2004) write Document ED466140) about managing elearning projects in higher education settings. Cases in the higher Courtney, K. (2004). Constellations of education community remain limited with collaboration: the hidden foundations of a Kenny (2001-04) being one of the few to offer successful elearning project. In Proceedings: insights to the challenges and solutions in a Networked Learning Conference, 2004. university setting. Cousin G., Deepwell, F., Land, R., and Ponti, ePM Standards M. (2004). Theorising Implementation: Finally, a few articles discuss critical issues Variation And Commonality In European related to elearning project management. One Approaches To Elearning. In Proceedings: is the fact that there are no agreed upon ePM Networked Learning Conference, 2004. standards. Gauder, Christie and Strong (2004) refer to the well-know Capability Maturity Denton, J.J., Smith, B., Davis, T., Strader, R., Model (CMM) of the Software Engineering and Clark, F. (2002). Technology Professional Institute as a direction for the ePM industry, Development Enabled by an Electronic calling for organizations doing this work to Management System. (ERIC Document rise to a “level five” standard. Manford and ED464616) McSporran (2003), and Marshall and Mitchell (2002), also suggest that elearning project Eklund, J. and Lowe, D. (2000). A Quality managers follow the CMM model. Hodgson Assurance Methodology for the Production of and Lam (2004) call for “quality management” Technology Delivered Education and Training. of elearning projects. In Davies, G & Owen, C (Eds.) Proceedings of WebNet2000 – World Conference on the In summary, there is not an extensive WWW and Internet. AACE. VA, USA. p. 162- literature on elearning project management, 169. per se. This review shows that much work needs to be done to further develop this Ellsworth, J. and Iorizzo, L. (2001). Learning growing sub-field of project management at a Distance: surviving implementation at the practice. US Army Intelligence Center's distance learning Office. In Zane Berge (Ed.), References Sustaining Distance Training: integrating learning technologies into the fabric of the Bartoli, C. and Golas, K. (1997). An Approach enterprise. San Francisco: Jossey-Bass. to Automating Development of Interactive Courseware. (ERIC Document ED416312) Eseryel, D. Schuver van Blanken, M. and Spector, J.M. (2001). Current Practice in Berge, Z. (2001). From project management to Designing Training for Complex Skills: strategic planning. In Zane Berge (Ed.), Implications for Design and Evaluation of Sustaining Distance Training: Integrating ADAPT[IT]. In Proceedings, ED-MEDIA 2001 Learning Technologies into the Fabric of the (Tampere, Finland, June 25-30, 2001). (ERIC Enterprise. San Francisco: Jossey-Bass. Document ED462955)

Garton, C. and McCulloch, E. (2004). (Melbourne, Australia, December 9-12, 2001). Fundamentals of technology project (ERIC Document ED467950) management. Lewisville, TX: MC Press. King, V. (2001). A student-focused approach Gauder, J., Christie, A. and Strong, J. (2004). to the management of elearning projects. In eLearning Quality: becoming a level five Proceedings: International Conference on E- learning organization. Proceedings, ASCILITE Education (ICEE2001). Conference, 2004. Knirk, Frederick (1985) Microcomputers & Gaylord, T. (1987). Bringing Up an Online Educational Researchers: Writing, Project System: Experiences at the University of Management, Statistics Software, & Data Alaska - Project Management: A Key to Retrieval. (ERIC Document ED261664). Successful Organization and Implementation. (ERIC Document ED290380) Koller, C., Frankenfield, J. and Sarley, C. (2000). Twelve Tips for Developing Grossman, J. (2005). Finesse Your LMS: Educational Multimedia in a Community- Strategies for a Successful Implementation. based Teaching Hospital. Medical Teacher. Paper presented at the eLearning Producers v22, n1, p7-10, Jan. Conference, San Francisco, Mar. 14-17, 2005. Kolodinsky, J., Cranwell, M., and Rowe, E. Harr, G.. (2002). Connections: A (2002). Bridging the Generation Gap across Comprehensive Student Portal: Concept the Digital Divide: Teens Teaching Internet Paper and Proposal. (ERIC Document Skills to Senior Citizens. Journal of ED474411) Extension. v40, n3, June.

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Chapter 3

Managing the Creation of an Online Math Tutorial for Nurses

Amanda Hopkins Mount Royal College Calgary, Alberta, Canada

Abstract: The creation of an online Nursing Math Tutorial was in direct response to a growing need for students in the Undergraduate Nursing Program at Mount Royal College to relearn basic mathematical principles for the purposes of Intravenous Therapy and Medication Administration in the clinical setting. This case study describes the phases of development used as a project management methodology in the development of the online Nursing Math Tutorial and reflects upon the challenges and lessons that were learned as a result of managing the production of a student self- assessment learning tool.

Key words: Project Profile, Learning Object Typology and Scoping, Project Charter, Storyboard, Template, Maintenance Guide, Signoff Document, Surveys and Assessments

An astonishing number of Canadians die each events,” and student mathematical performance year at Canadian hospitals due to inadequacies upon entering the Nursing Program at Mount in the administration of medication and what Royal College. hospital administrators are defining as “adverse vents” (Enevold, 2004). According to a May The online Nursing Math Tutorial was initially 2004 study published by the Canadian Medical created for use in the Undergraduate Nursing - Association Journal, one in nineteen adults will Program at Mount Royal College. The intention be given the wrong medication or dosage upon a of the project was for students to use the tutorial hospital visit (Paul Harte Professional Corp., as a resource for studying and becoming more 2004). Inappropriate dosage calculation is the proficient at applying basic math skills to prac- result of errors in mathematical medication tical nursing situations, in the hope of diminish- calculations. These disturbing facts were the ing the dismal statistics identified by the Canad- catalyst for the development of an online ian Medical Association Journal. Nursing Math Tutorial. Prior to the development of the online Nursing At Mount Royal College, the Undergraduate Math Tutorial, students wrote math tests before Nursing Program has identified a deficiency in and during each clinical course. Preparation for students’ ability to do basic math. This issue is these tests was through self study and with the related to the fact that students initially learn to assistance of practice worksheets. Some of the complete basic mathematical operations on their concepts were difficult to grasp when students own in elementary school, but they then come to had not yet been exposed to the equipment rely on calculators to solve mathematical prob- associated with specific procedures and were not lems in the higher grades. According to Alberta able to use a calculator in the testing environ- Learning, “…students continue to achieve excel- ment. If students failed to attain 90% on their lent results on international tests, sharing the math test they were required to seek remedial highest scores in reading, improving from third help and re-write the math test. For both the to second in mathematics and ranking fourth in students and the instructors, this procedure science”(Alberta Learning, 2004). Based on consumed a great deal of time. The goal of the these statistics there appears to be a online Nursing Math Tutorial was to ensure that “disconnect” between the Alberta Learning nursing students were successful in their clinical international test results, the reality of “adverse courses without the need for so much time. 11

In the design and development of the online Nursing Math Tutorial, there were a number of project management challenges. Those which are described in this chapter include: restructuring team roles, hiring a multimedia student intern, and applying theory and practice. This goal of this chapter is to explain the challenges, the solutions sought, and the lessons learned in developing and managing the online Nursing Math Tutorial.

The Online Nursing Math Tutorial The online tutorial is composed of four modules; Figure 1: Macromedia Flash animation example 1. Basic Math Review from Module 4 “Administration of Medications 2. Medication Administration and Label for Pediatric Use” Reading 3. Intravenous Therapy and Medication Administration The online assessments are designed to increase 4. Pediatric Medication Administration opportunities for practice and learning by and IVs allowing students to re-take the assessments as often as they need or wish. All assessment Each module is divided into sections and within marks are archived and allow the instructors to those sections there are Macromedia Flash ani- track student progress as they work through the mations that demonstrate the application of tutorials. mathematics to a specific issue, practice problems with answers, and explanations. Students The practice problems are located within each also have access to self-study pre- and post- section of a module. The intent of these prob- assessments for each module. The pre and post lems is to give students the opportunity to assessments are located within the Blackboard practice their skills within that particular Course Management System and are designed to section. Answers are provided so students can test students on their knowledge and under- check their work. If they have trouble with the standing of the math concepts demonstrated in calculations, they can either work through the each module. tutorial again, or proceed to the Blackboard pre- and post-assessments where specific feedback The Flash animations for Module 1: Basic Math on the calculations is provided. Review, highlight and demonstrate basic math principles that will assist students throughout Developing a Project the remaining modules as well as refresh their For all educational technology projects devel- understanding of math concepts. The Flash oped in Mount Royal College’s Academic animations (e.g., Insulin Administration - Development Centre (ADC), the Instructional Module 2, Reconstituting a Powder to a Liquid - Design (ID) Team follows a project management Module 3, and Administration of Medications plan based on six phases of development. The for Pediatric Use - Module 4, as shown below in Instructional Design Team does not think of this Figure 1), reiterate and apply the math concepts core process model as something permanent and from Module 1 and demonstrate the application stable, but rather, as something that is fluid, and relation between math and nursing transitional, and continuously evolving. The techniques. process evolves as new technologies emerge and old ones fade, as the skills, needs, and expecta- The pre and post assessments for each module tions of students and instructors change and are housed within a Blackboard site and provide grow, as we continue to experiment with new automatic feedback to students. The assess- methods and learn from our mistakes. ments reduce the in-class time required to (Academic Development Centre, 2002) distribute and administer the quizzes/tests and are used to assess student understanding of the material.

Figure 2: Phases of Development for Educational Technology Project Production

The core process model, as illustrated in Figure be written in a step-by-step format, rather than 2 and outlined in Table 1 below, consists of six in textbook paragraph style. The intention of the phases that are fundamental to developing any tutorial was to provide practical information to type of web-based educational technology the learner, that being the basic principles and project at Mount Royal College. illustrations of math sequences and their relation to practical clinical settings. Each educational technology project developed at Mount Royal College is unique in its design As the content was submitted to the and delivery. The phases of development remain Instructional Design Team it became evident consistent throughout all projects; however, that the format of the Subject Matter Expert’s their differences emerge with regard to project content was not representative of a tutorial style challenges and solutions. The online Nursing of writing as it was extensive in length and too Math Tutorial had its own unique project detailed for a web-based course tutorial. management challenges. Initially, the Subject Matter Expert included too much detail about the sequences of the math Restructuring Team Roles applications, which was inconsistent with the With every educational technology project, stated project objectives: to be concise and clear. content presentation varies based on the For the content within the tutorial to be audience, student learning styles, and project pedagogically effective, the ID Team determined structure. For the online Nursing Math Tutorial that the mathematical principles and nursing the audience was identified as primarily eighteen application procedures should be formatted into to twenty-five-year-old female students. step-by-step instructions and that Flash animations could be used as a descriptive, The initial project structure was based on the narrative component to augment the understanding of the project objectives, which instructions. suggested that the structure should be a stand- alone website accessible to students from any Both lack of time and limited resources were computer with Internet access, and developed in critical factors in the development of the online an easy to use, concise, and clear format. tutorial. Due to the amount of content within each module, it was decided that the team Although all of these elements appeared to be needed to recruit someone with editorial consistent with the traditional online course expertise to assist in reformatting the content to format, the actual development of the tutorial make it suitable for web delivery. The solution proved to be somewhat outside of these was to utilize the ID Team’s Instructional boundaries. The content for the tutorial had to Technology Programmer for the purposes of 13

editorial work. Her background was in technical projects in development. It was evident that the writing, and given the limited programming Instructional Technology Graphic Artist, who scope of the tutorial, the team was able to use was also responsible for the interface and her expertise within the project. As the editor, website development of the tutorial, would be she re-wrote and formatted the content into unable to effectively complete the animations for step-by-step instructions and assisted in the delivery of the tutorial. storyboarding the animations using the detailed descriptions and narratives written by the When there is a problem with a lack of resources Subject Matter Expert. From a project manage- it is important that the project manager bring all ment perspective, the solution of extending the team members together to brainstorm and responsibilities of team members was both reflect on project priorities. Upon reflection, it financially advantageous and resource savvy. was decided that the team would seek out a student multimedia intern to complete the Although restructuring team roles can cause animations. Fortunately, Calgary is home to a duplication at times, it was a viable and creative number of technical institutions, and therefore, resource solution to the challenge presented. finding a student intern was not difficult. This Not only did it enhance the role of the Instruct- was an affordable solution as the intern was ional Technology Programmer, but adding an required to complete an internship for course editor to the ID Team enhanced the quality of credit and as a graduation requirement. When subsequent courseware development projects. developing high-quality educational technology As a result of this particular challenge, the projects, hiring an intern can be risky. The Instructional Technology Programmer/ Editor intern hired for the project was working in created a content style guide for the Instruct- exchange for a course credit and possible career ional Design Team for future projects. Each connections, therefore it was necessary that the educational technology project developed at intern be accountable to complete the project Mount Royal College is unique in its design and requirements. It is important when hiring an delivery. The phases of development remain intern that the project manager treats the hiring consistent throughout all projects; however, process as any other hiring of a team member. A their differences emerge with regard to project proper portfolio should be shown and compet- challenges and solutions. The online Nursing ence of technological skills exhibited. To ensure Math Tutorial had its own unique project the successful completion of the online Nursing management challenges. Math Tutorial deliverables, the project manager/Instructional Design Consultant Hiring a Student Multimedia Intern created a contract that outlined the intern’s role Upon initial scoping of the animations required and responsibilities in relation to the project, as for the online Nursing Math Tutorial, it was well as a detailed project schedule that identified evident that there was the potential for more the animation sequences needed. Proper than sixty animation sequences within all four scheduling and reporting structures helped to modules. The ID Team works on a series of ensure a successful internship for the student, projects throughout the academic calendar year, and the development of an effective educational and given the lack of resources and time, and technology project in the end. previous commitments to other projects, developing over sixty animations in a short time Applying the Theory to the Practical period was inconceivable. However, before Experience cutting back on the animation sequences, the The most difficult task faced by the ID Team was team took time to reflect upon the project determining how to illustrate the clinical setting objectives. experiences. In a face-to-face experience, students have the opportunity to go to the It was evident to the ID Team that in order to experimental clinical setting at Mount Royal create a tutorial that was fully capable of College and practice medication administration illustrating and describing the detailed using the equipment in the lab. However, the mathematical principles associated with clinical experimental lab is not open after hours and nursing techniques and procedures, a large therefore, we had to duplicate the experimental number of animations would be necessary. lab setting for an online environment. The Due to the large volume of educational project objective was to give students self- technology projects in development throughout assessment opportunities, regardless of location. one year, the team needed to scope the online Nursing Math Tutorial in relation to the other

Phase of Main Activities Required Documents Development

Phase 1: Team Identify team members and resources. Initial Project Profile Build brainstorming and review of the Project Learning Object Typology Profile. and Scoping

Phase 2: Plan Finalize ideas, set goals, establish time-lines. Project Charter on Paper Identify roles and responsibilities for each Storyboard Template team member. Outline module structure. Fill in Storyboard Templates. Make Project Charter.

Phase 3: Build Begin develop-ment of the external web-site, Project Charter a Prototype multi-media, and Blackboard Course Man- Storyboard Template agement site. Edit and format content.

Phase 4: Gather final pieces of information and/or Project Charter Gather and content. Add final touches to the project. Maintenance Guide Refine Complete production of the Project Charter. Create Maintenance Guide.

Phase 5: Hand off the project from the Instructional Maintenance Guide Deliver and Design Team to the Subject Matter Expert. Sign Off Document Implement

Phase 6: This is an ongoing process that occurs while Surveys and Assessments Evaluate the project is implemented. The project is generally evaluated by students within the course or program, as well as Instructors.

Table 1: Phases of Development Main Activities and Required Documents

Where the difficulty arose was in the ID Team’s storyboarded the animations desired for the own lack of knowledge with regard to the course. After more than three storyboard practical application of medication attempts detailing Intravenous Therapy and administration in relation to math skills. The Medication Administration for adults and Instructional Technology Graphic Artist and children, the process was still difficult to Multimedia Intern had successfully completed understand as a developer. Time and resources the animation sequences for the modules related were running low and it was imperative that the to basic math skills, but it was time to bridge the team find an alternative solution to describing gap between the math principles and the and visually representing the sequence of application in a clinical setting. Within phases 2 medication administration in the clinical setting. and 3 of the development stages, as described in The solution was a “Nursing 101” course for the Figure 2 and Table 1, the Instructional Design Instructional Design Consultant and the Student Consultant and Subject Matter Expert Multimedia Intern. 15

Without proper understanding of the series of utilize the diverse talents on a team rather than applications required within each animation, the inhibit the production of a project based on pre- animation would not be effective and could determined roles. possibly illustrate unsafe and false medication administration procedures. Both the Instruct- Investigate Alternative Resources ional Design Consultant and Multimedia Intern Rather than prohibiting the creation of an went to the experimental lab setting and were effective multimedia tool based on a lack of guided through each sequence of medication resources, investigate alternative resource administration. Along with descriptions and options. Hire a student intern as a work study. detailed instructions on the use of each machine This is a resourceful solution to completing a and administration technique, the team took project on time and task and in assisting a digital photographs of each stage. Each photo- student with future career plans. graph was then loaded into Adobe Photoshop and re-traced for use within the animation Learn the Basics before building the Complex sequence developed using Macromedia Flash. If the content of the e-learning course is foreign Although the process of storyboarding the to the developer and the project management remaining animations was not consistent with team, learn the basics and fundamentals of the the previous storyboard templates, gaining a course content. It is important that content stronger understanding of nursing procedures drive any e-learning course and it is the was an important process for the Instructional responsibility of the developing team to have a Design Team. From a project management fundamental understanding of how the content standpoint, although the process of learning new drives the multimedia. skills took time away from project development, it enhanced the effectiveness and understanding References of the effort the development team put into the animation sequences. Taking the time to under- Academic Development Centre. 2002. Project stand the subject of an educational technology Profile. Calgary: Academic Development Centre. project can reduce restructuring time and allow for the creation of an extremely effective and Alberta Learning. December 7, 2004. Alberta coherent tool. students show strong results in international tests. [online]. Alberta Government, [cited Conclusion January 16, 2005]. Available from Web: There are challenges within every educational (http://www.education.gov.ab.ca/news/2004/D technology project that is created, developed, ecember/nr-IntlTests.asp ) and implemented in higher education. It is the creative solutions to those challenges that form a Enevold, K. May 23, 2004. Hospital Death Toll unique and successful educational project. Alarming. [online]. Calgary Sun. [cited January Regardless of the challenge, the primary goal 19, 2005]. Available from World Wide Web: within all projects is to place the learning (http://www.canoe.ca/NewsStand/CalgarySun/ process and content at the forefront of the News/2004/05/23/470071.html) development. In the creation of the online Nursing Math Tutorial, the successes arose from Paul Harte Professional Corporation. 2004. creative project management solutions, which Medical Mistakes.[online] [cited January 19, conserved resources and maintained a higher 2005]. Available from World Wide Web: quality of student learning as a result. (http://www.hartelaw.com/medmistakes.htm )

Lessons Learned Note: Do Restrict Team Roles The Nursing Math Tutorial is currently available Identify the needs of the project and assess the in CD-ROM format through the Mount Royal required technical, editorial, and design skills College Bookstore, needed to complete the e-learning project. Take http://www.mtroyal.ca/bookstore/ . an inventory of team members’ skills sets and

Chapter 4 Flexmasters: developing elearning project management skills

Andrelyn Applebee University of Sydney Sydney, Australia

Deborah Veness, University of Canberra Canberra, Australia

Abstract: This chapter addresses the Flexmasters elearning project and the lessons learnt by two project managers in their eighteen-month journey, undertaken in a campus-based, regional university in Australia, to project manage five fully online masters programs from conception to implementation. The extension of their existing project management skills and knowledge into the eLearning area resulted in the creation of eLearning project management tools and strategies that worked across multiple project teams and resulted in the achievement of the overall project objectives. Various eLearning TIPS relevant to project management practitioners will be highlighted throughout the chapter.

Key words: eLearning project management, postgraduate programs, change management, lifecycle model, eLearning tips, faculty communication plans

The eLearning project commenced in 2001, Website using the University’s Learning when the Vice Chancellor’s Advisory Commit- Management System (LMS), WebCT. The tee of the University of Canberra, Australia printed materials were usually three booklets: implemented online delivery for a set of full the Study Outline (a complete description of fee-paying priority masters programs in an the curriculum document), the Study Guide effort to extend the student base, to develop (the core content of the learning package; new income streams and respond to market- various self-assessment (formative) exercises, oriented pressures. The overarching and guidelines about how to complete the institutional goal was to make the project work online component and the summative within the existing pedagogical framework and assessment), and the Book of Readings to deliver the outcomes on time and on (journal articles and book extracts reproduced budget. Five teams comprising 20 faculty were for students under the University’s statutory invited to move from teaching in a traditional CAL licence). Faculty were encouraged to use face-to-face environment to a fully web-based the WebCT site for interaction (student-to- team-delivered approach, co-operating with student, student-to-lecturer) and one central team of designers and other constructivist activities. The WebCT site was support personnel. A lead time of 12 months configured to include links to various was allocated to prepare the project strategy, University services and facilities (the Library, plan and resources. University policies, administrative information), and PDF versions of the printed The learning materials were conceived as booklets. traditional distance education packages: a collection of printed booklets together with a

Roles of the project managers had extensive publishing, budgeting and The university funded the establishment of project management experience. The level of two new central University structures, the appointment was significantly senior as it Flexible Delivery Development Unit (FDDU) allowed the DPM to communicate at an and the Flexible Delivery Support Unit (FDSU) appropriate decision-making level within the within the existing faculty development Centre University. Reporting directly to the Divisional for the Enhancement of Learning, Teaching Pro-Vice Chancellor the DPM had a ‘clean and Scholarship (CELTS). In relation to this slate’ to work with, substantial collegial investment they appointed two key staff; the support, but no real power or authority. A Central project manager (CPM) in the central budget of $100,000 was allocated to the DPM Flexible Delivery Development unit and the for advertising and promotion, development of Divisional project manager (DPM) in the materials and hiring of support staff. Protocols Division to oversee the project for managing the course budget, administering implementation. the project, establishing guidelines for Divisional quality control, setting marketing The role of the Division project goals, in addition to offering technical advice, manager strategic support, promotional and The senior faculty appointed within the promotional activities were part of the DPM’s Division as Divisional Project Manager (PDM) responsibilities (see Figure 1).

Figure 1: Flexmasters Divisional Project Director’s role as conceived in Division of Communication & Education

With such diverse roles and responsibilities ELEARNING TIP strategic planning was essential for project Ensure project managers are success. appointed at suitably high level within the organizational hierarchy 18

Role of the Central Project Manager experience. Both managers regularly supported (CPM) staff by making sure that everyone involved in The production / publishing team comprised the the project was reminded frequently about the Central Project Manager (CPM), one instruction- overall objectives and importance of the project, al designer and two graphic designers, one print- and how their contributions gave the project focused and one Web-focused. The sustainable impetus toward successful attainment of the operational process was designed according to agreed goals. key milestones, and remains very similar nearly four years after the establishment of the project. ELEARNING TIP As well as setting up central project management Gantt charts out-lining tasks, milestones Encourage all group members to and timelines, the CPM allocated responsibilities work towards common goal within the FDDU, and negotiated and helped to communicate responsibilities outside the unit. Lifecycle approach A brainstorming session between the CPM and The most difficult aspects of the project became the DPM resulted in the adoption of the lifecycle increasingly obvious as the CPM and the DPM model, tasks, timelines, deliverables, resources both realized that they were carrying and key milestones which were subsequently responsibility for major change management entered into Microsoft Project for circulation via within the organization. They were required to email and reporting to stakeholders. A key establish new teams and publishing processes, output of the initial planning was the communicate new responsibilities to faculty, and Flexmasters Project Master Schedule that at the same time convince everyone that their followed a six-phase pattern of development for work was adding value to the students’ learning each learning package.

Figure 2: The stages of development for each learning package of the eLearning project © Veness 2004

This precedence-styled diagram illustrated the encouraged to attend WebCT training critical path methodology adopted. A short workshops, and to maintain contact detailed analysis of the six phases follows. with the instructional designer. The University had been using the WebCT In Phase 1: Planning, a period of up to LMS for several years, but had kept no 15 weeks, starting 12 months before record of which faculty had attended students started studying the subject. training workshops. Therefore, The broad parameters of the packages although the publishing team strongly were identified, and the structure of recommended that WebCT training the printed materials, down to workshops and seminars in teaching headings for each section, and the online be mandatory for all faculty types of formative activities provided. writing and teaching the Flexmasters The FDDU team would discuss subjects, these workshops and editorial / technical issues, like the seminars remained optional. preferred referencing style, and deadlines would be agreed. ELEARNING TIP

During Phase 2: Writing, which took Try to mandate essential pre- up to 21 weeks, the writer was requisite training courses 19

Phase 3: Production / publishing was most difficult jobs at the University: to assist allocated eight weeks in the schedule. faculty to develop materials in time for a Sometimes materials passed through publishing process that was untested within this phase quicker than that, and the institution. In offering more flexible sometimes they took slightly longer, learning options to students, the University but eight weeks remained the average. changed the nature of teaching from an Once the writer had completed the essentially private and ephemeral affair to a scripts for the printed materials (and highly public matter. A clash resulted between had, ideally, conceptualized the online the faculty culture, the creative culture of the formative assessment activities); the graphic designers and the publishing culture scripts were reviewed by the instruc- as all were forced to work to non-negotiable tional designer. The instructional deadlines. designer completed a detailed report on all aspects of the learning package To manage this change more sustainably the and made suggestions for changes and FDDU collected data that assisted, informed improvements to both the learning and updated both the writers and faculty. The materials, and to the design of the weekly circulation of the Gantt chart showed curriculum. This served to develop the the progress of all learning materials. The quality assurance aspects of the Gantt chart displaying color-coded ‘on project. time/behind time’ submissions (those writers who had completed on time and those with Phase 4: Training was included to work outstanding) and was, in itself, a crucial give faculty time to learn how to use peer motivator. The integration of these charts WebCT and other technologies. This as part of the project subsystem served the phase was allocated four weeks purpose of educating those involved in the (overlapping with the production / venture of project management methods and publishing phase). protocols, and was instrumental in the change management and reporting process. Phase 5: Reproduction took up to three weeks, depending on printer’s ELEARNING TIP schedules and Phase 6: Dispatch of hard copies; population of student use peer pressure and the WebCT databases, and moving natural competitive tendencies WebCT sites to the “LIVE” area of of the team of writers to keep the server took about two weeks. The entire group on schedule writers, the CPM and the DPM checked the page proofs and signed- This tool was similarly utilized to inform key off on them before print orders were project champions (Divisional Pro-Vice- placed. These materials were then Chancellors etc) of ‘on time‘ and ‘on budget’ converted to PDFs or HTML and progress. By ensuring that the project uploaded to the WebCT sites that had champions remained convinced of the success been prepared. The faculty who were and value of the project, the project success later to teach, (often but not always was more likely. the same people as the writers) were then advised to create their ELEARNING TIP Assignment Drop boxes (for electronic submission of assignments), their ensure upward feedback occurs electronic markbooks, and complete to stakeholders/project any other tailoring of the WebCT site champions required. Assistance was provided during this process, and faculty What lessons have been learnt? signed-off on the WebCT sites before The implementation of the project plan they were made live and students required a strong communication and given access. coordination emphasis. Throughout the project the CPM and the DPM met weekly to Change Management coordinate, compare, chivvy, de-stress, The staff located in the Flexible Delivery motivate, coerce and congratulate staff and Development Unit (FDDU) had one of the each other. They acknowledged and 20

recognized the changes the team members have impacted upon University-wide policy were experiencing and did their best to decisions. The quality assurance methods, ameliorate tense situations as and when they processes and standards that were arose. Through constant communication, implemented raised awareness of eLearning weekly conversations, formal and informal activities; protocols and project processes meetings between the two key managers, strengthened the quality of the materials and strategies were developed and implemented ultimately ensured the continuation of the that supported individual staff in unique ways project. In terms of the development cycle over (either through additional research support, 85% of the faculty / writers met their due editorial support or writing support). dates – of the remainder in the initial round of development, one set of learning materials was An open, relaxed style of communication withdrawn until the following calendar year exhibited by both managers served to break and another was developed in modules and down initial staff reservations toward the new forwarded to the students in three parts. project. (Without a sense of humor the project outcomes may have been in jeopardy.) The What of the remaining 15%? With the wisdom DPM worked with the 20 faculty, unused to of hindsight, having ‘backup’ staff in case of eLearning in any form, and established an family illness would have been wise. An issue information sharing process during regular that still remains to be solved is the Team meetings; weekly email updates; development of an agreed strategy to deal with functions, such as the official Launch of the the situation that arises when a subject’s project, mid-semester updates and final availability has advertised, students have launch; electronic communication discussion enrolled, and then the materials are not boards; and individualized one-on-one written in time. In a small University, this can support. It was these conscious early decisions be a major problem. In many cases, to share information, to set up open cancellation is not an alternative. [Recently communication patterns (through meetings, the University has been exploring alternatives telephone conferences, systematic emails and to the learning package as it was originally internal listserves, accessible websites and conceived (detailed print booklets + WebCT electronic file sharing) that set the tone for the site). For instance, now options exist to have a project. minimal Study Guide, where the writer has written a “wrap” which guides students through a sequence of previously published ELEARNING TIP textbooks, textbook extracts, journal articles, set up and publicize and learning activities over the period of the communication responsibilities / semester. This typically takes less time to write patterns early together with than the more detailed Study Guides originally opportunities for public rewards prepared.] to be acknowledged

Both project managers acknowledged the use ELEARNING TIP of the carrot and stick approach with faculty – embed alternate strategies for ‘carrots’ included time-in-lieu or the lure of contingencies desirable publications etc; whilst ‘sticks’ included things like the embarrassment of What could have been done differently? seeing that you are the only one late with your Flexmasters evolved in a ‘deadline-driven’ script, or being called to ‘please explain’ by manner, with solid initial support from key your Head of School for missed deadlines.. upper-management personnel / project champions, but without articulated upper management/stakeholder acknowledgement ELEARNING TIP of the need for suitable sustainable systems to Use carrots and sticks be in place. ELearning project management appropriately to motivate staff skills and knowledge were assumed to be present in the personnel appointed to carry Were deliverables met? out the project, rather than being recognized On the whole, yes. The processes and and implemented by the institution as a whole. procedures developed for the elearning project Flexmasters are now used more widely and While Flexmasters certainly required / requires project managers, it is debatable 21

whether or not it falls into the traditional it may have been reconceived earlier and understanding of a “project”, with a fixed end aspects mainstreamed much sooner. point. It is probably more like an experiment that is in the process of morphing into the So what tips can be shared from this mainstream activities of the institution. With elearning experience? hindsight, perhaps the project may have been A project’s success or failure should be better to have been conceived as one that attributed to the philosophy of management introduced change. That is, to have two phases that is carried out during the project life cycle, to the project: firstly, the introduction of non- by the strategic managers who have face-to-face teaching and the resultant responsibility for the continuous oversight of necessary up-skilling of personnel and the project and by the project managers who implementation of new operational units, and have responsibility for the completion of the secondly, the integration of these processes project’s costs, schedules and objectives and procedures into mainstream University (Cleland and Ireland, 2002, p. 398). Using operational activities. It helps to have the goals project management alone will not guarantee of the project clearly articulated early on, and project success. Indeed, “many professionals for these to be re-visited frequently. It is in the education and training communities essential to ensure that everyone understands have gone beyond the excitement of elearning why this work is important, and that it needs as something new and now regard it as to be supported. something that needs to be managed, along with everything else in their learning and Of even greater importance is that with training portfolios” (Pasian and Woodill, significant personnel changes in the senior 2005, pers.cor). management team of the University and related changes in organizational priorities, References came a loss of some of the project’s champions. Both project managers noted a Cleland, D. and Ireland L, 2002 Project negative impact on the way the project was Management: Strategic Design and supported, about two years after its initiation. Implementation, New York: McGraw-Hill. Although project managers often faced a daunting task as middle managers, it was Herzog, V. L. “Trust Building on Corporate important to ensure that there is an ongoing Collaborative Project Teams”, Project review / evaluation of the status of such Management Journal, March 2001, pp 28-35. projects within the institutional framework. If that had been managed better for this project, Pasian, B., and G. Woodill. 2005. Personal correspondence with authors: email 31/1/05.

Chapter 5

Creating the Instructor Toolbelt: Managing and Planning eLearning Faculty Development at a Technical Community College

Audrey Williams Pellissippi State Technical Community College Knoxville, Tennessee, USA

Abstract: Pellissippi State Technical Community College has steadily increased the number of online courses and web-enhanced courses offered to students. In addition to selecting a course management system, the college has also acquired several other instructional technology tools over the years to offer to faculty. These combine to create a “faculty toolbelt” for online teaching and learning. The position of Instructional Technology Specialist was created to be the project manager for support activities and training for faculty using these tools. This case study examines the growth of the program and looks in-depth at one aspect of supporting the faculty “toolbelt”: the planning and development of a support web site. As well, it provides conclusions about this type of project management in a two-year college environment.

Key words: Community College, Course Management System, Faculty Development, Instructional Technology

“Every contrivance of man, every tool, every technology can be distilled into the following instrument, every utensil, every article categories: designed for use, of each and every kind, • awareness of instructional technology evolved from very simple beginnings.” - tools available and their appropriate Robert Collier pedagogy

• familiarity with the available support Pellissippi State Technical Community College options and other procedures (PSTCC) is located in Knoxville, Tennessee and serves almost 8000 students across four • user training on the tools campuses. The school has been a technology • knowledge of technical requirements for innovator. In 1993, it was the first community the tools college in Tennessee to provide email accounts for faculty and students and it launched its One decision made to meet these needs was to first online course in 1996. Growth of online develop a faculty support project. This case and web-enhanced courses has been strong as study will focus on the planning and process seen in Figure 1, Growth of Online and Web- for providing a faculty “toolbelt” of Enhanced Sections (1999-2005). instructional technology that has occurred over a five year period as seen in Figure 2: With more academic materials offered online, Creating the Faculty Toolbelt. A major the information needs of the increasing emphasis of this chapter will be on one task: number of students and faculty using the the development and creation of a faculty support web site. 23

Figure 1: PSTCC, Educational Technology Services 2002; PSTCC, Educational Technology Services 2005

Project Description complex enough to justify additional staff. The The school’s early online classes were basic new position of Instructional Technology web pages planned and supported on an ad Specialist was charged with creating a central hoc basis through a partnership with faculty point for planning and managing user training and existing educational technology staff. The while also working with technical staff to initial timeline for this process was relaxed support the course management system. A and involved a team approach with the faculty dedicated computer lab, named the Faculty serving as content experts and educational Multimedia Studio, was added to the toolbelt technology staff creating the sites. for training and development activities and is managed by the Instructional Technology After several semesters, the rapid growth of Specialist. online courses made it obvious that they needed to be managed differently than the ad On-ground instructors quickly adopted hoc system. The faculty “toolbelt” evolved WebCT to complement their classroom work, from that need. Following an extensive review as the first “web-enhanced” courses appeared process, a course management system (CMS), in 2000. This type of online teaching brought WebCT, was adopted in 1999 and became the in a group of inexperienced instructors who first tool to be added to the faculty toolbelt. wanted to leverage technology quickly for a This expanded the faculty role from acting variety of reasons, including reducing the mainly as content expert to the additional amount of class time used for quizzes and expectation of becoming course designer. sharing grades with students. Respondus, Demand for new courses also shortened the Elluminate and Impatica for PowerPoint have timeline for preparation and development. all been added to address faculty needs for tools to assist them in creating online After the CMS selection was made, the materials and assessments. management and planning process became

Growth of Online and Web-Enhanced Courses (1999-2005)

250

200

150

Web Course sections Web-Enhanced Sections

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0 1 5 99 05 999 003 004 19 1 2000 200 2003 2 200 g g g ll 2 g ing Fall Fall 200 Fall 2001 Fall 2002 Fa ing Fall 2004 Fall 20 pr pr S Sprin Sprin Spring 2002 Sprin S Sprin Semester

Comparing Instructional Technology Tool Demand: Currently in Use and Plan to Use

0 Impatica Elluminate Streaming Media Camtasia/Snagit Audio None

Figure 3: PSTCC, Educational Technology Services 2004

All of these tools are seeing faculty acceptance Activities with an increase in use expected over the long The “toolbelt” project involves several term. In an annual survey of faculty using coordinated activities that must be planned as WebCT, the use of the “toolbelt” was each technology is deployed. As stated, the addressed with questions about the current central location for oversight is within ETS, and anticipated use of the tools. Figure 3, with the Instructional Technology Specialist as Comparing Instructional Technology Tool project manager. With the growing amount of Demand: Currently in Use and Plan to Use, information online, information professionals illustrates this increase. are discovering a shift towards creating information products to simplify and assist Project Scope and Goals access (Guenther 2000). Due to faculty time Managing this growth required planning not constraints, much of the support needs to be only for faculty development but also for self-service. Creating these kinds of products is student orientation, rapid course a large part of the activities of the project development, anticipation of additional manager in this case. training needs, technical support, exploring other tools, such as podcasting, and creating Focusing on one task will illustrate the or revising college policies and procedures. All planning process used for such an information of this became a part of the scope of this product. The faculty help web site supports faculty support project. many of the “toolbelt” aspects at Pellissippi State and has its own milestones and In this project, the work is planned, developed deliverables. This project component requires and deployed with the Instructional the same type of project management Technology Specialist as the project manager approach as the larger support project itself: working alone on some aspects and with • defining the target audience & varying teams at other times. These teams are stakeholders, composed of other Educational Technology • identifying information needs, Services (ETS) staff as well as employees from • determining scope, Networking & Technical Support (NTS), • addressing technological issues Library Services and the Dean of Instructional • developing project objectives & timeline Programs, as well as academic department • site architecture & creation heads and interested faculty members. The • site testing & project evaluation particular configuration of personnel depends on which aspect of the project is being Defining the stakeholders examined or developed at the time. It is important for any project to identify who

has an interest (stakeholder) and who will use The mission of ETS is to support the use of the final product (customer) to determine the technology in the teaching/learning process user needs and get feedback to ensure success and this is the overarching goal of the project (Richman 2002). For the overall project of (PSTCC, Educational Technology Services supporting online teaching and learning, the 2005). Because the success of a computer stakeholders include students, faculty, system is reliant on its users being able to helpdesk staff and others. For this particular learn how to use it quickly and without task, the main customers will be full-time and significant trouble (Preece et al. 1994, 156), it adjunct faculty members at all campuses. The is reasonable to extrapolate that the same is stakeholders include technical support staff true for an instructional technology project. and early adopter faculty who act as “stealth This is the objective for creating the faculty resources” (Starrett and Rodgers, 2003). Since “toolbelt”: planning and maintaining a set of the site will not be required to use the tools and support that is easy for faculty to “toolbelt,” the customer will be self-selected so access. The project objectives are then based the site must capture and hold their attention. on success of faculty using the tools, in both technological and pedagogical terms. For Educational Technology Services’ part of this Defining the needs project, goals are measured by growth in the Specific project objectives are the result of distance learning program including anticipated, felt and expressed information increasing the number of web and web- needs as defined by Kemp, Morrison and Ross enhanced courses as well as the numbers of (1994). All of these needs are related to students and faculty involved. improving the faculty’s initial experience with WebCT and the instructional technology tools. 26

Anticipated needs: Anticipated needs to expand their “toolbelt” with the “latest and come from looking to the future. Since one of greatest” or to refresh their skills. the assumed causes of failure with using technology in teaching is frustration with Addressing technological issues technical issues and lack of information, it is When the project was first initiated, the anticipated that the need for training and technological decision was to develop a CD- support will continue to grow as the number of ROM for faculty members. The initial plan for first time online instructors increases each the CD-ROM included providing software semester. Additionally, the vendor frequently installers to help faculty at home with slower updates the course management system. This Internet connections or less technical savvy on usually results in an interface change and can locating and downloading the appropriate cause confusion for faculty, even those familiar files. However, during preliminary planning with the tool. Anticipating continued growth meetings with the administration team of the and software updates establishes the need for Networking & Technical Services department, the project to be quickly responsive to change it was determined that resources were not in and widely available for the changing number place for producing the CD-ROM on a bulk of users. Being flexible is crucial, as “planning scale or for supporting faculty having technical for change is as important as planning [a] questions at home. In addition, with the rate change.” (Starrett and Rodgers, 2003). of updates to software, it was unrealistic to expect the CD-ROM could be kept current in a Felt needs: A felt need, according to cost-efficient manner (Foust 2002). Due to Kemp, et al is a “desire…that an individual has these limitations, the project plan evolved into to improve…performance…of [a] target a web based resource containing the tutorials audience” (1994, 23) The ETS staff feels the and other information as well as links to the need to assist faculty and improve their installers for programs provided in the success with the distance learning since “toolbelt.” Choosing the web for delivery students and faculty look to this department allowed for easier maintenance, fewer support for answers on instructional technology concerns for the HelpDesk and less budget information needs. This directly relates to the impact for the school. overall project objective of improving the successful use of technology in teaching and Defining Objectives and Timeline learning. From the felt, expressed and anticipated needs, and the defined scope and identified Expressed needs: Expressed needs are topics, the following goals and objectives for felt needs “turned into action” (Kemp et al the web site project were developed. The 1994, 23). Providing faculty a means of project will: “verbalizing” felt needs helps identify the actions to meet them. As part of the planning 1. provide a central location for all WebCT process, the annual faculty survey referenced related faculty support materials and earlier along with users group meetings also resources. provided input. By determining what 2. focus on both novice and experienced online professors say they know and do not know and teachers and their expressed needs. comparing it to what technical staff identify, a 3. provide information on other technical comprehensive approach is possible when issues about teaching online as necessary planning support options. 4. use formative evaluation to determine future growth and improvements as user Defining the scope needs change. As the “toolbelt” project developed, it became only one part of a much larger online effort for The timeline for producing the site was providing support for online education at established to be over a three month period in Pellissippi State, including students, faculty the summer when the course load and faculty and technical support staff. This larger effort training demands are much less for the will provide customized support options based department. The first two months were for site on role and involve the use of previously design and creation and the last month for developed, but underutilized, materials. The testing and adjustments. web site project being described was targeted to the faculty just starting with online teaching at the school, as well as those who are looking 27

Site Architecture and Design and way-finding within web sites (Preece et al. In this phase, information design comes into 1994, 89). Figure 4, Example of Faculty Help play as topics are prioritized and organized. Site Page Design, shows a screenshot to The information needs outlined above fit into illustrate the design approach. four main modules, identified as: • Getting Started: including system specifications, a Frequently Asked Questions (FAQ) document and a means to test the user’s browser for compatibility

• Using WebCT: containing multimedia tutorials and handouts

• Helpful Downloads: links to download sites for web browsers and other software used in web courses

• WebCT Information: a central location for WebCT Users Group (WUG) minutes and other faculty resources

The site was designed for linear navigation, as well as for serendipitous browsing. Relational links were established between the sections so a user could leave one easily and start another. In addition, a site map allows visitors to quickly scan the topics and find the page most relevant to his or her need.

Since the faculty members had to be able to move through the space without additional guidance, it was important that the architecture reflect an apparent navigation and the ability to skip around without becoming lost or confused (Mok 1996, 114). The four main user questions to answer are: “Where am I? Where can I go? How will I get there? How can I get back to where I once Figure 4: Example of Faculty Help Site Page was?” Planning the architecture to provide Design easy answers for these questions reduced the time to get familiar with the site and allowed The technical issues for this project for easier access to information (Fleming encompassed where to host the site and 1998, 5-13). The final step in the architecture decisions about the multimedia delivery phase was to create a site plan and a checklist system and were influenced by the previous of the assets needed for each section. stages of the project. It was decided that the site should reside on The design stage of the project allowed for the the same server running WebCT and the most creativity, as the information needs are online student support site. The location matched with a look and feel that is provides a user-friendly URL aesthetically pleasing and easy to use. The (webct.pstcc.edu) and establishes an easy design followed the guidelines created by the “one stop shop” for faculty, staff and student Coordinator of Web Authoring Services at the support for all online teaching/learning. school (Smith 2000). Cascading Style Sheets (CSS) were used to provide a flexible means In a previous project (the student support for wholesale changes to the site. Other site), four different media delivery systems planning decisions were made considering were explored with the following factors in standard usability guidelines for navigation mind: budget impact, cross-browser and 28

cross-platform compatibility, production time regarding topics of interest to instructors to and difficulty, compliance with the Americans identify new tutorials and refine current ones with Disabilities Act (ADA), user interface and to make the site more useful. From the 2003 the media delivery system. At the time, a Java survey, issues of most interest to faculty based solution was selected. With this project, included creating more online tutorials and the decision was made to change all tutorials providing support for adding multimedia to to Macromedia Flash, thereby providing a their classes. In 2004, almost half of the common platform for support and respondents specifically mentioned one or development. more of the more recent “toolbelt” additions as needs. The site has been expanded to meet

those requests. Novice computer users prefer to have “cheat sheets” as they learn new software to reduce Looking at the increase of both online and the pressure of knowing where to click while web-enhanced courses along with the number concentrating on the subject matter of students involved illustrates success toward (Goldsborough 1999). To help alleviate this departmental goals for distance education. problem, the project was planned to contain The site is one task within the larger project of printable handouts to create a customizable faculty and student support for instructional toolbelt reference manual. It was decided that technology and, as a large component; it has Adobe’s Portable Document Format (PDF) been deemed a success by both the ETS staff would be the best choice for distribution for and the faculty who provide formal and these handouts in order to keep image fidelity informal feedback. and layout flexibility.

Conclusions Project Testing & Evaluation The project described above has provided As stated by Preece et al. (1994, 601), several lessons about the planning and “[w]ithout doing some form of evaluation, it is deployment of various tools in the faculty impossible to know [if] the design…fulfils the “toolbelt.” needs of the users.” A consideration for this project is how it will evolve and respond to the One lesson involves the culture of higher changing information needs of its users. This education and of community colleges in required a plan for the short-term assessment particular. Because more than half of of the project as well a long-range plan of community college faculty work part-time, it is evaluation of both site functionality and the important to include full-time and adjunct project’s success of reaching the departmental faculty in planning and deployment of any goals. technology project (Parsons 1998). Another

consideration is the fact that faculty are busy! Before the site went “live,” it was tested on the Typical course loads for full-time community Macintosh and Windows platforms using all of college faculty include five or more (often the supported browsers recommended by different) classes. Any support planning must WebCT. Beta testers were volunteer faculty take these cultural realities into consideration. teaching during Summer 2002. Based on their When the project first started, plans included experiences, adjustments were made before requiring training of faculty before they could offering it to all faculty members in the Fall use the course management system or other 2002 semester. tools. Due to faculty time constraints, it

became apparent that training could not be Assessing design while it is in the real world is required. Instead, self-service options took the one purpose for evaluation of systems (Preece forefront with formal training offered for those et al. 1994, 604.) Formative evaluation was wanting more structure. This model does used to capture data on usage, usefulness and present a challenge of time management for usability as to continually improve the site. the single staff member charged with planning Server logs provided basic usage and error the project as well as working with the very information. By discovering any difficulties different schedules of full-time and adjunct users have, the site can be altered as faculty who wish to participate. necessary. As part of the continuing departmental evaluation of its services, the In addition, a template of the online course annual faculty survey will be changed structure was created in hopes to streamline periodically to study the effectiveness of the production and provide a common look for all tutorials. Feedback will also be solicited 29

online courses. The culture of higher manager as well as the production staff. This education is strongly rooted in academic role requires a mix of technical, instructional freedom, however, and a very quick lesson was and interpersonal skills. It is much like Eric learned that most instructors do not want to Schröedinger's 1944 What Is Life? statement have teaching decisions handed to them. that the chromosome contains “architect's Instead, multiple course templates were plan and builder's craft in one,” as one has to created that fit a variety of desired uses. These have a bird’s eye view of the entire plan as well templates help streamline development but as manage the more detail oriented aspects of provide the flexibility required by faculty. the project. Despite the somewhat daunting description, it is a model that works. Because of time pressures, another lesson learned has been to provide multiple avenues Any person who takes a position similar to the of information sharing. Users group meetings Instructional Technology Specialist as were initially well attended and provided a described in this case study will most likely great means of communication. As attendance have a mix of technical and pedagogical skills. waned and faculty at distant campuses started Project management, as a formal course of using the tools, other mechanisms had to be study, is not necessarily a part of the training employed. Now, communication with the required of such positions. It is, though, an users is done via email and the faculty web important skill to nurture, as much of the site described above, along with more work in this field is project-driven. Developing traditional methods. The project has also these abilities is a matter of drawing on the started using some of its own distance learning skills already in place such as writing goals technology to provide training. The continued and objectives or organizing media assets for a challenge for the project is keeping current multimedia project. Information architecture faculty engaged and willing to learn more or web development skills can also be recruit- about the tools, while bringing new users into ed to help with project management as they the environment smoothly and with minimal encourage planning, evaluation and creating frustration. realistic schedules and budgets. Learning to ask the right questions, keep good records of Another cultural aspect unique and beneficial events and evaluate as you go along all help to Pellissippi State is the fact that the provide for strong project management and, in institutional organization places Educational return, strong final project results (Hobbs Technology Services in the Information 2000). Services division along with Networking & Technical Support, Library Services and All in all, however, the proof of success will be Application Programming Support. This type in the data collected as part of the institutional of organization has proven to be a positive for effectiveness plan. In the past, emphasis had planning faculty support projects because lines been placed on getting courses online quickly. of communication are clear with all of the Now, with the initial rush of development stakeholders. Larger colleges and universities slowing, time can be taken to be more frequently have different organizational reflective on the process as well as the product structures which can separate educational of online education. Developing projects like technology from the more infrastructure this is just one way to steadily improve the oriented divisions, such as networking or even skills of our faculty in online learning and, the more academically oriented, such as therefore, improve the entire student library services. This can cause more difficulty experience at Pellissippi State. in communication or planning with colleagues and could increase response time to support References issues as well as the timeline for deploying new technologies. Crumpley, Nancy. 2004.. General Education Goals. HTML. Internet The model used for managing the support for Last accessed on 24 Technology Services with essential support January 2005. from Networking & Technical Support and others. One staff position, the Instructional Technology Specialist, acts as the project

Fleming, Jennifer. 1998. Web Navigation: PSTCC, Educational Technology Services. Designing the User Experience. 2005. Educational Technology Services Cambridge: O’Reilly. Home Page. HTML. Internet. Foust, Randy. 2002. Interview with author. Last accessed on 25 January 2005. 4 March 2002. PSTCC, Educational Technology Services. Guenther, Kim. 2000. From information 2002. Educational Technology Services finders to product designers. Computers in SACS Report 2002. Knoxville, Libraries 20 no. 3 (March); 61-63. TN:Pellissippi State Technical Community College. Goldsborough, Reid. 1999. How to teach the computer novice. Techniques 74 no. 7 PSTCC, Educational Technology Services. (October): 12. 2005. Internal Course Count Audit. Knoxville, TN:Pellissippi State Technical Kemp, Jerrold E., Gary R. Morrison and Steven Community College. M. Ross. 1994. Designing Effective Instruction. New York: Merrill. Preece, Jenny, Yvonne Rogers, Helen Sharp, David Benyon, Simon Holland, and Tom Mok, Clement. 1996. Designing Business: Carey. 1994. Human-Computer Multiple Media, Multiple Disciplines. San Interaction. Harlow, UK: Addison-Wesley. Jose, CA: Adobe Press. Richman, Larry. 2002. Project Management McAllister, Eileen. 2003. Pellissippi State Step-By-Step. New York: American Technical Mission Statement. HTML. Management Association. Internet. < http://www.pstcc.edu/departments/institu Smith, David. 2000. Pellissippi State Technical tional_research/Mission.php> Last Community College Internet Development accessed on 21 January 2004. Style Guide. Portable Document Format. Internet. Parsons, M. H. (1998, April). How the other Last accessed on 9 time faculty assimilation in America's 2- April 2004. year colleges. Hagerstown, MD: Hagerstown Junior College. Paper Williams, Audrey. 2004. Pellissippi State: presented at the Annual Convention of the Using WebCT. HTML. Internet. American Association of Community Last Accessed 31 January 2005.

Chapter 6

Insights from Managing a Multi- faceted College eLearning Project

Kevin Pitts Kathy Siedlaczek Seneca College Toronto, Ontario, Canada

Abstract: Elearning project management is a relatively new discipline. In higher education, many educators have learned the skills required for managing an elearning project “on the job” with little, if any, formal background in the area. This case study describes an elearning project involving the development of an online version of the Foundations of College Mathematics course (MTH149) at Seneca College, in Toronto, Canada. The goal was to develop an online math course that was both rich in media and rich in instructional design to create an active online learning experience for students. The course was successfully developed, with much learning for the development team in the process. This case discusses project management issues related to online course development, including scope, resources, and milestones, and the insights gained through the process. Part of the success of the project involved learning from the development process and applying these “lessons learned” to future elearning projects and practices at the college.

Key words: Budget, deliverables, elearning, institutional culture, instructional design, learning objects, milestones, multimedia, online course development, project management, project team, resources, scope

The mid to late 1990s were interesting times technology has had a noticeable impact on for educational institutions with respect to educational institutions. Innovations such as computer technology. A number of factors online services, course management systems, were at play: 1) educational technology was portals, content repositories, learning objects, coming into prominence, 2) institutions were distributed learning systems and the like have busy building technical capacity (network all become (or are becoming) commonplace. infrastructure, broadband access, electronic Managing these innovations has forced classrooms, learning labs, learning commons, educational workers to develop a new set of research initiatives, support systems, admin- skills. It should come as no surprise, then, that istrative and academic systems), 3) the term we are now formalizing a relatively new “elearning” was finding its way into institu- specialty: elearning project management. tional strategic plans, 4) the supply and breadth of technologies available to institu- An online version of the Foundations of tions, fuelled by the “dot com” revolution, was College Mathematics course (MTH149) at increasing steadily. There was a sense that Seneca College (Toronto, Canada) was technology was the catalyst for change and developed in the late 1990s. This project has that it would spawn a new teaching and provided those involved with valuable insights learning paradigm. Academe would never be into elearning project management. Much of the same. what happened during the process has filtered through into current elearning practice at the The extent to which the promise of computer college. This chapter describes the process technology has come true (to date) is up for and insights gathered from the management of debate. Nonetheless, change spawned by this project.

Project Objectives, Scope & Process but the grading scheme would reflect the The development of the online version of different types of activities used in the MTH149 was one of the earliest elearning course, with less emphasis on testing) projects at Seneca College, and it has had an • Meeting schedule (essentially weekly) important impact on how subsequent • What resources (e.g., textbooks) would elearning projects have been approached, accompany the course managed, and designed at Seneca. The project goal was to develop a pedagogically sound, • Team responsibilities (to ensure each media-rich online math course that would be person’s role was clear). interactive, inviting, self-paced, flexible, and • How each section of the course should be effective. structured • Examples of media to explore (this The MTH149 course was identified by Seneca’s involved looking at other websites and Faculty of Continuing Education and Training other courses developed at Seneca, and (FCET) as a priority for online development, discussing what was possible in terms of as part of its strategic planning process. The current multimedia development) planning process began with an initial description of the project, followed by the While many questions remained unanswered, identification of a subject matter expert (SME) the first meeting set the tone for collaboration to develop the content. In the case of and provided initial direction. MTH149, two SMEs (each having expressed an interest in developing an online course) were Instructional Design identified and decided to share the course One of the priorities was deciding on a development load. framework for each of the topics in MTH149. We started with the established curriculum, At the time of this project, the college had a and then thought about how to reconfigure it centrally funded centre, the Centre for New for the online environment. We wanted to Technologies in Teaching & Learning ensure that the online environment was used (CNTTL), whose role it was to work with SMEs effectively and that it enhanced the learning in developing online content. The CNTTL was process. Key elements of the design included: composed of instructional designers, Chunking of content: the curriculum was multimedia designers, technical experts, and • broken up into modules (referred to as production people. The project was assigned topics). Each module’s design was to one of the instructional designers in the consistent and contained outcomes, an Centre (who also acted as the project introduction, a pre and post assessment, manager). As part of the process, a contract content, discussion and summary sections. outlining the terms and expectations for the work was drawn up. Having a contract or • Asynchronous and synchronous commun- detailed letter of agreement between the ication: each module contained an activity sponsoring department and the development requiring participants to apply the new team is strongly recommended to ensure math concepts to a “real life” situation and everyone involved is clear on expectations and post their solutions to the discussion responsibilities regarding outcomes, board. Tutorial assistance was available timeframe, and costs (Bates, 2000, p. 73; through a synchronous chat tool with text Lockitt, 2000, p. 13). The agreement also chat and a whiteboard. provides the project manager with something • Interactive content: multimedia was used to fall back on if aspects of the project begin to extensively throughout the content lag. modules. A “Show Me”, “Let me Try It” model was used. Participants were shown The project began with an initial meeting, lead animations of key concepts and then asked by the Instructional Designer / Project to “try out” the concepts through Manager. Discussion included: interactive tasks. • The overall project goal • Support: as many of the participants were • The overall timeframe (4 months) and adults who had either been away from what needed to be accomplished by when formal mathematics training for some time or who had had limited success with • The learning outcomes, and the grading mathematics in the past (or both), the scheme (the learning outcomes would remain the same as the in-class version, 33

need to provide clear instruction and developing a pedagogically and technically support in an invitational way was critical. sound online course.

The experience gained in developing the In order to make the most effective use of our instructional design model described above time, we divided the content writing among (from both a development and delivery the SMEs. Each SME took on several of the perspective) has influenced how current modules and developed the activities and projects are done at Seneca College. The other materials for those modules. In this “Show Me”, “Let Me Try It” model is used way, each of the modules essentially became a often in the design of elearning courseware at subproject, with the project manager Seneca. The experience of the amount of time managing the development of the materials for needed to develop the multimedia-rich con- that module. This helped keep track of which tent of MTH149 has led to the design of a pieces had been written, storyboarded, three-level scale to determine appropriate developed, and reviewed. resource allocation for elearning projects. Level 1 projects include strong instructional The production work was primarily done by design, but relatively few media elements, up programming or digital arts students hired by to level 3 projects with numerous media ele- the CNTTL. This arrangement benefited both ments. MTH149 was a level 3 design. The the students (they were able to practice their three-level scale is used extensively at Seneca existing skills, learn new ones, share ideas to determine timeframes and hence costs with their colleagues, and learn valuable team associated with elearning project develop- skills) and the Centre (the web-based produc- ment. tion was done by the students, who brought many new ideas with them). The challenge in Instructional designers often take on the role depending on student production work is that, of project manager, Mayberry (2004). This being an educational institution, we have to can be a benefit because instructional design promote excellence in studies first. This decisions heavily influence elearning project meant that there were times when students planning. An instructional designer who had to cancel their shift so they could do understands project management (and vice- assignments or study for exams. It also meant versa) is a valuable resource for any elearning that eventually they graduated and so we had project team. to continually hire and train new student production workers. Resources One of the key aspects of a successful project is The members of this project team wore several its team. The project manager plays a crucial hats at different times and the team members role in pulling the team together, ensuring that changed over time. This fluid team each of the team members is in an appropriate membership has its benefits as well as its role to contribute his or her expertise to the challenges. As benefits, it allows team project, and ensuring that the team members members to explore other roles, and when new have the resources they need to complete the team members join, they often bring fresh project (Bates, 2000, p. 68). The initial team ideas with them. As challenges, the continuity consisted of two SMEs, an instructional of the project is threatened when team designer (who was also the project manager members leave and new ones have to be and SME for parts of the course), a graphic brought up to date and become familiar with designer, and student production staff. the project. Further, inevitable style changes creep into the design of the web-based The success of the team was due in large part materials as team members change. This has to the project manager’s decisions regarding implications in terms of time needed to check who would be involved and in what role While and revise media elements to ensure a Lockitt (2000, p. 12) recommends that the cohesive look and feel. first task of any project manager is to assemble an effective team (based on his knowledge of Budget people’s skills, abilities, and proven track This project was funded primarily through record), this is not always possible. We were central funding at the college. The CNTTL was fortunate to have team members who were provided an annual budget for salaries for its keen on exploring new ideas and committed to full-time members and money to hire part- time production support. The budget also

allowed for some hardware and software semesters, with the full online course being upgrades, to keep up with the newest advances completed over six semesters rather than one in technology. The sponsoring department (essentially two years on a part-time basis). funded SME time ($5000). Our learning from projects like this has made completion dates much more predictable. It is difficult to come up with a total budget for the project because of the experimental nature Reporting of the course development. Time was spent Most of the progress reporting happened trying new ways of creating digital content, informally between the project manager and some of which we used, some of which we the sponsoring department. At certain points, didn’t. A modest estimate of the budget would the representative of the sponsoring be approximately $50,000. department would attend a meeting with the SMEs and the instructional designer/project Technology manager. This helped them learn about and The college had made a solid commitment to understand the complexity of some of the exploring the possibilities of web-based issues involved, and why the development materials, and so the CNTTL had the techno- process was taking longer than initially logical resources to do that exploration. These anticipated. This process helped in terms of resources included the hardware (networks, making the expectations of sponsoring computer stations, digital cameras, scanners, departments more realistic as well. The etc.) and software (Flash for animations, experience gained from this project has led to Photoshop and other software for graphics, a more formalized approach to project web-page editors, etc.). reporting.

As we were exploring technology for this Beyond the Project project, we wanted to make sure that the While our responsibility was to develop an technology wouldn’t get in the way of learning. online course, we wanted to make sure that Everything that we used in terms of technol- students would have all the supports they ogy was readily available to the students who needed during the delivery of the course to were likely to take the course (current web succeed in it. Since we were at an early stage standards, web friendly software, etc.). of elearning at the college, policies and procedures were still being worked out to Milestones & Deliverables make sure that potential students would find Our initial completion schedule was four out about the availability of the online version months (one semester). We divided the course of the course, that they would be successfully content into 12 modules, and then set up a registered, and that the course would actually schedule to complete the development. The run. As part of the project, we liaised with first module would be the prototype, and other departments to make sure everything would take the longest to complete. Once the was in place for the students. issues in that module had been decided, we anticipated that the remaining modules would Once the course began, one of the SMEs “fall into place”. The goal was that the taught the pilot version of the course. The interface/navigation and the first module pilot was offered with very few students, so would be completely designed and developed that each student could get as much individual in the first month, the following 6 modules attention as needed. It helped having would be written and submitted for develop- someone intimately involved in the ment within the second month, and the development of the materials teaching it the remaining modules would be written and first time to make sure that things would work submitted for development within the fourth correctly, and to learn first-hand how students month, with full development of the web- were experiencing the course in the new based materials completed shortly after that. environment.

We clearly underestimated what would be We came to believe that an online course is involved in the process. The scope of the always a work in progress. Every time we took project was large in terms of the number of a look at the course, we would find areas that modules that we were required to develop and would benefit from another media element to the amount of media that we chose to explain a concept better. Once the college incorporate. Our timeframe grew to multiple implemented a course management system,

the course was reconfigured to run in that Institutions of higher learning tend to espouse environment and make it consistent with other collegiality, individual autonomy, and online courses offered by the college. During flexibility. The implications from a project the cyclical review process for online courses, management perspective are many. True the course was reviewed, materials were project costing can be difficult to determine as updated, and new topics were added. We also many of the resources used by a given project took a look at how the course could be are not budgeted directly (e.g., instructional improved to better meet current accessibility design time, space allocation), but assumed to and usability standards. be available. Project success is defined differently. A successful project is often As there has been increasing interest (both considered one that has moved the institution internal and external to the college) in the forward (e.g., provided knowledge, processes, individual “learning objects” within the course, skills that have eventually been integrated into we’ve had to look at issues regarding intellect- normal institutional practice). Whether the ual property, copyright, distribution, and project came in on time and on budget can be licensing. Individual pieces of the course have a secondary consideration. Lockitt (2000, p. been incorporated into other courses at the 18) points out that “the success of any college to help students review specific topics. [education and training] project is usually The college is also exploring sharing the measured not in profit or production, as it objects from this math course with other would in business and industry, but by learning institutions and making them integration of the outcomes into normal available through learning object repositories. curriculum delivery and the follow-up projects it stimulates.” Conclusions The experience gained from the development Elearning courses are never done. Although of the online version of MTH149 has provided this seems antithetical to good project valuable insights into elearning project management practice, it is a reality. The management, particularly as it applies to ongoing nature of elearning courses is not a institutions of higher learning. Over time the function of “scope creep”, but a necessary part project team has had an opportunity to reflect of the process. Each course needs to undergo on the process. The following represents some periodic updates to content. Emerging of the learning from that reflection. standards (e.g., usability, accessibility) require online materials to be updated to these new The way an elearning project is conceived, standards. Emerging technologies require the managed and implemented has a lot to do with updating (and in some cases redevelopment) the project team’s and sponsoring depart- of media elements. An elearning project ment’s philosophy. The MTH149 project was a manager’s role is to realize the course lifecycle mix of a true project management approach (which includes updating) and develop a plan and what Bates (2000, p. 59) calls a “Lone of renewal in which each stage of the process Ranger” approach. Although the project was becomes a sub-project. This way some form of initiated through a formal needs analysis and project closure at each stage can be achieved. managed in the traditional sense, the innovations within the project were a result of the Elearning project managers need a solid creative ideas put forth by a few autonomous grounding in instructional design and individuals (lone rangers). In retrospect, the educational technology. Instructional design MTH149 project used the best of what both decisions (e.g., learning theory to emulate; approaches had to offer. This mixture of styles assessment strategy to adopt) and educational has become a popular option, particularly for technology decisions (e.g., development tools new, innovative projects. However, it has also to use; delivery platform/media to use) have a become evident that “formula” or “template” profound impact on the complexity of a based projects (those that copy previous project (e.g., time to complete; resources to innovative, successful projects) are best allocate). Elearning projects can easily get out handled through the project managed of control unless the project manager approach. understands the interconnectedness of pedagogy and technology. Institutions of Understanding and operating within higher learning emphasize (for good reason) institutional culture is of prime importance. academic needs. The elearning project Each institution has its own culture. manager must determine what technologies

will fulfill these needs most effectively. This turn, led to an investigation of licensing and does not necessarily mean that elearning copyright arrangements, which, in turn, led to project managers must be experts in instruct- the application of the college’s intellectual tional design and educational technology, but property policy. Elearning project managers that they have enough knowledge to critically should be aware of current trends and evaluate the advice they receive from their developments that may effect future iterations project teams. of a project or may offer a chance to repurpose project outcomes. Elearning project managers need to pay attention to a set of concrete practical issues. Finally, communication is essential. Ensuring Planning, scheduling, communicating, that all stakeholders in a given elearning budgeting, and archiving are all necessary project are regularly informed of progress, elements of good project management. Each is milestones, issues, etc. is critical. There should critical for project continuity. Such things as be no surprises. Even if a project runs into knowledge bases and project procedures need difficulty, stakeholders need to be aware of the to be documented so others who come in and issues. The project manager needs to provide out of a given project remain true to the initial solutions, communicate consequences and plan. Further, innovation and creativity always build acceptance. bring with them some level of uncertainty. As such, elearning project managers must be Elearning project management, as a discipline, willing to take risks, and then manage those is coming into its own; it is a new skill. Much risks. For example, the time needed to develop has been learned since the pioneering days of the MTH149 course online well exceeded the mid to late 1990s with respect to web- initial expectations. The team could have based elearning (and much is left to learn). scaled back on the media, but both the SMEs More and more institutions require the skills and the instructional designer (all having math of an elearning project manager to bring their backgrounds) were passionate about educational technology strategic visions to developing a really “good” online math course, fruition. and adding effective media elements was important to that vision. Much more time was Good elearning project managers are leaders spent on exploring the possibilities (the and visionaries. Bates (2000, p.75) suggests technology continued to evolve over the life of that “… the best use of technology occurs when the project), much more time was spent on the the academic not only has a deep resulting content writing to reflect what was understanding of the subject but also has the chosen as a standard media-rich template for imagination and a vision of how the subject the module, and much more time was spent on could be taught differently with new developing the media elements than was technologies.” It is the elearning project initially anticipated. The project manager manager’s role to help academics bring this determined that the overall time investment vision to reality. was worth the risk and would pay dividends in the long run. References

Unintended offshoots of a given project are Bates, A. W. (2000). Managing Technological always a possibility. The initial objective for Change. San Francisco: Jossey-Bass. the MTH149 project was to create an effective online course. This was achieved. However, Lockitt, B. (2000). Practical Project further developments and trends in elearning Management for Education and Training. caused the MTH149 project to change in ways ERIC Document ED445252 at that were not initially envisioned. For http://www.eric.ed.gov/contentdelivery/servl example, learning objects and object et/ERICServlet?accno=ED445252. repositories came into prominence during the time MTH 149 was being developed. As such, Mayberry, E. (2004). Fail to Plan – Plan to the content was repackaged into learning Fail. Retrieved May 3, 2005 from objects and made available through a learning http://www.learningcircuits.org/2004/jul200 object repository for use by other areas 4/mayberry.htm. internal and external to the college. This, in

Chapter 7

An Online Food Security Certificate at the local and international levels

Richard Malinski Rod McRae Ryerson University Toronto, Ontario, Canada

Abstract: This brief report describes key features of the development of the Certificate on Food Security at Ryerson University. Included here is discussion of the main phases of this ongoing development, i.e. feasibility, design, development, and evaluation. Within each there are insights on process and comments about the results. Of note are the links between subject matter experts and initial course formulation, between audience and course design elements, between the multi-level team approach and course completion, and between certificate development and marketing. While the final results on successful completion are not yet in, there are encouraging signs such as the growing registration, the solid consensus within the team, and the continued support for the Certificate within Ryerson University.

Key words: Food Security, Feasibility, Design, Development, Evaluation, Teams, Marketing

Four units of Ryerson University collaborated in other delivery modes. The Certificate, to create a six-course, post-graduate launched in September of 2003, currently has Certificate in Food Security - the School of all the core courses up and running and all but Nutrition, the G. Raymond Chang School of three of the new electives in place, with these Continuing Education, the Centre for Studies last three to be completed by late 2005. in Food Security, and the Office of Interna- tional Affairs. This initiative, and continued The following case study looks at the development, is part of Ryerson’s distance development of this Certificate in Food education programming, an area Ryerson first Security, from a project management point-of- began to develop in the early 1970s with view. The purpose is not to detail what was audio/print courses. While some Internet done but to focus on key aspects of the project courses emerged in the mid 1990s, the in order to provide insights into this e-learning launching of the Distance Education Unit in project and draw some conclusions. As with 1999 established Internet delivery as the all projects there are four discernable phases dominant mode for Ryerson distance courses. which are often called initiation, planning, implementation, and closure. For this project Creating the Certificate has been a relatively the four compartments are titled feasibility, smooth process because there has been design, development, and evaluation. tremendous support within Ryerson for its creation. There have been some challenges Challenges because of the complexity of creating a new The following illustrate the significant certificate program, designing a full suite of challenges or concerns facing the development new courses that didn’t previously exist, and and completion of the Certificate. These constructing the administrative infrastructure issues were: to properly support and market the certificate. • Identifying and initiating project elements Prior to the decision to create a certificate that give the greatest chance of program, few of its now central courses existed 38

successfully producing change agents for tested but was rooted in the Centre’s food security experience working at the heart of food • Identifying the most efficient audience (in security teaching, research and activism in change agent terms) and figuring out Canada and on members’ extensive knowledge what format and content works best for of the food security literature. them - does anyone need and want this? • Creating courses with depth of content The choice of a continuing education approach and breadth of activity appropriate to the with its focus on adult, part-time learners was subject and suited to the adult audience preferred. Focusing on this market of adult • Creating a schedule of course development learners working in related fields was an that respects our human resources and extension of our belief that food security work cash flow realities is so multi disciplinary that the most rapid • Creating linkages between courses to capacity building would come from reduce duplication and promote flow augmenting knowledge among people already • Clearly identifying and developing a working on related measures. The collective project with a diverse multidisciplinary experience from teaching food security courses team and working with community agencies led to a conclusion that many who come to food • Efficiently using the team concept security start their careers first in somewhat (developers, instructional liaison, related areas from which they develop their designers) interest in food security work. It is less • Navigating an institutional environment in common to meet people first entering which this work (food security) is still university with this as their focus, in part emerging and peripheral to the main work because it is not typically a component of high of the university school or university curricula. As well, we • Marketing on a limited budget and with believed the courses would appeal to mid- minimal human resources and career professionals who see food security • Figuring out if we're having an impact. education as part of their professional development. Feasibility The development of the Certificate was led by Internet courses were favoured because they a group of content experts who had been fit nicely into busy work schedules and food working together for several years within the insecurity is a global phenomenon with Ryerson Centre for Studies in Food Security. potential students coming from across the The members of the group had been working globe. No formal surveys of potential students in food security, domestically and were conducted, however. Our experience internationally, for 10-25 years each, coming since starting the courses confirms our at it from sociology, economics, nutrition, intuition, in that the adult learners we wanted agricultural policy, and community to target do very well in the courses and find development angles. It was this team that had them very useful. Younger students, however, the job of enunciating the founding principles, especially those engaged in full time studies at assessing the probable audience and laying out the Bachelor’s level, struggle with the format a path to success. and frequently don’t complete their courses.

The team, wishing to move quickly to create a Audience programme, relied extensively on their The size of the potential audience for such experience in the field to assess need, using a courses was unclear. To our knowledge, no mix of formal and informal assessment human resource need surveys with a focus on measures. The Centre believed the problems food security had been carried out. However, of food insecurity were so vast and the some estimates of the potential audience were resources devoted to them so meagre relative distilled from organizational data bases and to the need, that a major infusion of resources listservs: and capacity building is required to build solutions. Because the solutions to food • World Hunger Year in the USA had a data security involve so many sectors and people base of 4500 community organizations with so many different backgrounds, there is a working on food security significant need to increase food security • Based on information held by the Ryerson “literacy” across many fields, institutions and Centre for Studies in Food Security and workplaces. This hypothesis was not actively 39

FoodShare Toronto, at least 500 Canadian of such a training program is the community organizations have food community food assessment short course security as a significant focus of their offered by the Community Food Security work. Coalition in the US. This is usually a 1-2 • The searchable data base Idealist day program that trains community (www.idealist.org) listed some 26,000 leaders in community food assessment so organizations worldwide working on social that they can enhance the design and justice, some of which included food effectiveness of their community-based security in their work. programming.

An environmental scan was conducted by In summary, there were a number of short performing an Internet search in 2001 on courses offered for development workers, existing course offerings. It and a course policy makers and planners within compendium constructed by Myhre et al. international and national agencies. The (2000) revealed that: training focussed on monitoring, assessment and program planning, and urban agriculture. • Many universities in North America and No one appeared to be offering primarily Europe were offering one or two courses Internet-based programmes, although some with a full food security focus. These were organizations did have training and support typically offered on campus (sometimes materials on the Internet. through continuing education), usually at an undergraduate level. In Toronto, there Although the assessment and scanning were a few food security-related courses at methods were limited, our collective analysis each of Ryerson, the University of of the audience/participants has proven to be Toronto, and York University. relatively accurate. Students are largely • No undergraduate degrees with food coming from the sectors expected. The security as their central focus were absence of programmes elsewhere also made currently being offered. us feel that there must be pent up demand for • Graduate programs were offered by Tufts training in this area. University in Boston, Massachusetts and Thames Valley University (TVU) in Schedule London, England. Tufts offered a The other major component of the feasibility residential MSc or PhD in Food, study was the scheduling of course Agriculture and Environment or Food development along with a projection of costs Policy and Applied Nutrition. TVU offered and revenues for this schedule. Based on the a MA or graduate diploma in food policy experience of other certificate programs, and that was also on campus; however, a to try and ensure a minimum 12-student distance learning program was also under enrolment per course, the general approach is development. to offer core courses every second semester in • A post graduate diploma of up to 11 weeks an overlapping pattern, with electives offered was offered by the International once a year. The exception is the Concepts Agriculture Centre of Wageningen and Principles course, a prerequisite for other University in the Netherlands. This courses, which is offered every semester, program had a number of similarities to either as a day course (available to full-time our proposal. It was offered on campus Ryerson Nutrition students) or by Internet. with intensive instruction, and its The spring session is a particularly important orientation was primarily related to semester for this course as many students nutrition. want to take it to complete a degree and potentially launch subsequent studies in the • Several civil society organizations and certificate programme. Optimizing this para-public agencies offered short courses. sequence is important from a financial point of These focussed largely on the needs of the view. If attendance in Internet courses developing world, were often 1-2 weeks in consistently falls below twelve students, length, and focussed on economic courses end up running a financial deficit. modelling and policy analysis. Many

international civil society organizations The attendance for the initial courses has been offered field level workshops for their staff low but this is not unusual for a start-up on planning, evaluation, design, certificate in the process of refining its target monitoring and assessment. One example 40

marketing. In addition, the amount of word- taken in this certificate but also to critique of-mouth advertising can not be under- what was done and to comment upon what estimated. Attendance in the foundation might have been done. In this way, the value course, CFNY403 Food Security Concepts and of the work may be assessed and so prove of Principles shows encouraging signs. It had 14 benefit to others. The topics are learning registrants in fall 2003 but 28 in fall 2004 objectives, team approach, matrix overview, (and an additional 25 in the classroom and course design. version). CFNY404 Food Policy and Programs for Food Security had a similar Learning objectives trend with eight registrants in spring 2004 The initial proposal for the Food Security and 24 registrants in winter 2005. Certificate outlines several overall learning objectives couched in terms of what the The Internet format has perhaps narrower graduates would be able to do. These appeal than we anticipated as many students objectives are; indicate they would prefer class courses if they • clearly articulate food security, and its had an option (in our situation, only full-time relationship to food system, food policy, students in Nutrition can take classroom and health promotion concepts; courses). More formal surveying of potential • assess and monitor individuals, students early on might have revealed that. households, communities or nations for Our capacity to rapidly build enrolment by food security; targeting the most interested audiences might • identify the forces contributing to food have been greater with more of this type of security and insecurity at an individual, information. It may be that this field attracts household, community or national level; people who value interpersonal • identify best practices for food security communications, hence their preference for a from within Canada and other nations; classroom. Certainly, the discussion areas are • design effective and integrated programs, often filled with messaging that in some ways services or policies at the individual, mimics the kind of chatting that might go on household, community or national level to before and after class. We conclude that at contribute to food security; and least some students in Internet courses are • evaluate food security program or policy there because they don’t have another option. effectiveness. (CSFS 2002, 9)

Objectives Within each of the courses there are a series of A set of project objectives were developed more specific content objectives but not from the challenges noted above and the initial learning objectives following a structured or assessment work. These objectives were; fixed template approach. Examples of these • Create a self-sustaining, six course post- types of module goals are; graduate certificate in food security in the • This module reviews the global state of next three years to be delivered via the food insecurity and highlights some of the Internet limitations on our ability to determine • Establish a modular approach to the how many people are actually affected by courses to minimize duplication and food insecurity. promote the reusability of modules for • In this module we outline how food Centre course and workshop activities insecurity, in its multiple forms, has a • Utilize a team approach in the negative impact on health. development and maintenance of the • This is an exploratory module where you, courses through your own investigation and • Increase the number of change agents to discussion, identify some of the major work on food security issues, both issues that need to be taken into domestically and internationally. consideration in community development and food security. Design The design stage flows out of the feasibility This approach towards specifying objectives study, the general findings of the for the certificate and course modules has its environmental scan, and the specific needs pros and cons. On the one hand, the courses reflected and stated by the many stakeholders. are expert-driven where the content is The purpose in each of the following four considered an essential foundation for topics is not only to illustrate the approach discussion and practice. The last goal noted 41

above illustrates this concern with practice food security. Developing measurable and process. Such a sage-on-the-stage learning objectives might be one way of aiding approach is not uncommon especially in a assessment of this impact. Such explicit subject area with so few fore runners. It also statements would not only prompt more recognizes the demographics of the probable measurable objectives but also entail inclusion participants, e.g., adult learners from diverse of how to be a change agent, how to connect to regional and cultural backgrounds and who the NGOs and institutional players that are seeking an authoritative voice providing needed to be changed, how to become skilled relevant content in an interactive learning at programme design, and how to understand environment. Notwithstanding this expert- intimately the policy process. All of these are driven approach, there is an understanding of worthwhile actions for the future. adult learners and their many traits. The traits such as those mentioned by Lieb (2005) are Matrix overview integral to course development. Examples of From the comments above it may seem that adult learner traits essential here and everything runs smoothly all the time. The integrated into the courses are; diversity of the team requires a great deal of • needing to feel self-directed accomplished communication and clarification. The Centre through choice of assignment topics, and the coordination in the certificate provide • being able to connect their life experiences direction and bounds. At this point there is no with the course content fostered through forced ensurance of consistent treatment of discussions relating concepts to their the complex food security questions across all personal examples, courses. Reliance is placed on each instructor • maintaining respect for others by valuing to reflect their divergent opinions within the local situations and examples in main context of the goals of the Centre and the discussions and chat groups, and certificate. To bring coherence and • being goal-oriented, relevancy-oriented, interconnectedness in the material across and practical in approach through certificate courses, the team has a matrix of clarification of module goals, provision of the modules of certificate courses to try to actual scenarios and focus on action assure that material from one properly leads research assignments. into another, more advanced, course. This overall certificate course planning reduces On the other hand, refraining from well overlap and also provides the ability, when structured and easily measured learning finally realized, to mix and match modules for objectives makes clear evaluation of the workshops, presentations, and new course outcomes more fragile. Providing learning offerings. objectives with the three key elements of performance, condition, and criterion would Team approach assist in evaluation not only of the certificate Of significant import to the initiation and approaches but of the participants’ learning development of this certificate continues to be outcomes and impacts. Saks and Haccoun the vital team approach of the people involved. (2004) describe the three elements as what The team involved in the certificate are cross- behaviours or actions the learner should functional, heterogeneous, dynamic, and task- display or take (performance), the tools with oriented. which, timing in which and/or situations under which the learner might act The initiating core comes from the Centre for (conditions), and the standard or acceptable Studies in Food Security which draws performance by which he or she is measured members from several departments at (criterion). Taking this approach would also Ryerson as well as from related off-campus reinforce the link with adult learner traits groups. (The CSFS web site is available at noted in the last paragraph and the project http://www.ryerson.ca/foodsecurity ) While objective of creating change agents noted those involved have a diversity of teaching and earlier. research interests (sociology, economics, ecology, policy, nutrition), of administrative While not explicitly expressed by the group, it and management abilities, and of technical is evident from the enthusiastic and passionate skills, they have a similar vision of what is to discussions at instructor meetings that the be achieved. Understandably, some certificate is one means to develop change intellectual disputes within the team occur, agents and to have an impact on the state of particularly around the role of biotechnology, 42

and finding the proper mix of market failure fortunately have not unduly compromised and non-market measures to solve food student efforts to advance completion of the insecurity. However, instead of producing a full certificate. The breadth of Ryerson units stream of turbulence, the team members seem involved can also pose challenges as to favour ‘constructive conflict’ as a matter of administrative leadership changes and course. priorities shift, but to date, support for the programme remains solid. Examining the team sheds light on the reasons for its cohesion and success. Especially Course design relevant here are the elements of The course development team takes the course organizational leadership, team process, and from idea to completion. While the subject satisfaction of member needs. The School of content and approach is the purview of the Nutrition, the Faculty of Arts, and Continuing developer/instructor, there is much discussion Education provide the administrative about the look and feel of the content and the leadership and process support for the Centre interaction within the course environment. for Studies in Food Security to flourish and the Once again there is a clear recognition that the certificate to succeed. In addition the Centre adult learner participating in the course has co-leadership comes from the School of particular learning styles or habits. The course Nutrition and the Department of Sociology. layout and activities must address the The team processes of forming, storming, andragogic traits such as the self-direction, norming, and performing can play out within goal-orientation, relevancy orientation, and this leadership framework without fear of the practicality outlined by Knowles (1990) or removal of support and team collapse. In those such as concrete experience, reflective addition, the multiple roles that the team observations and active experimentation noted members play in more than one of the above by Kolb (1984). All of these traits are not held organizational units facilitate communication, by every participant, as a result the courses coordination of activities, and overall must address, as best as possible, the full organizational support. The fulfillment of the range of preferences in learning styles. members’ needs for affiliation and achievement can not be overemphasized as a large The courses utilize a variety of content formats part of the motivation for developing the and activities in order to address the varied certificate. learning styles of the participants. The textual content is complemented and extended The course development structure is another through the use of links to online resources significant illustration of the team approach at (library reserve materials, digital databases), work. Subject matter experts do not work graphics (static and dynamic in nature), and alone in developing courses for the certificate. the insertion of interactive elements. The The Centre provides the guiding force but a emphasis is on interactivity among the team of subject matter expert (usually the participants and between the participants and future instructor), a learning materials the content with the use of automated designer (instructional designer), and learning assessment tools (reflection tasks, self- materials developer (software expert) work assessments, quizzes), collaboration tools together to produce learning materials for (group discussion areas), communication tools Blackboard, the learning management system (internal messaging, chat facilities, threaded at Ryerson and Ektron, the course content discussions), and survey/feedback manager. This team works together from opportunities which are summative in nature. signing contract to running of the online All these are arranged within the weekly course. In this manner, the members build a modular framework so that there are a variety relationship that aids in the transformation of of learning activities available. The materials into a viable course. enthusiasm of the students for this variety is shown in the following specific comments. The most significant problem of this team These comments are: diversity is obtaining time from team members to move the various certificate • The content was great and it's great to elements forward. Multiple obligations and actually interact with other students matters have resulted in course development • Content! I found it fascinating. So much schedule shuffling. We have managed to to read especially the "extras" which are confine this to some electives which always so tempting. 43

• It also allows for such a broad input of Ryerson faculty, can ask for and often take perspectives because people can register more time as a result of their more lucrative world-wide. ventures or of significant shifts in their • Overall I think the on-line program is teaching responsibilities. Ryerson tends to excellent, it offers a great opportunity for accommodate theses situations and in most working professionals to work at their cases they do not result in long delays. No own pace and around other course has been cancelled as a result, but some commitments. have been delayed.

Given our desire to create change agents, a A related challenge, more to do with the significant challenge of internet delivery is revision cycle than the development process, is connecting course content to the that continuing education courses are organizational and institutional environments sponsored in part by academic departments. in which food security work occurs. In For the certificate, most courses are sponsored classroom courses, this might be by the School of Nutrition. The school must accommodated with field trips, films and guest offer some of these courses to day program speakers. In our context, we try to assign students from time to time, so constructing major papers that require students to interact classroom equivalents to Internet courses have with community organizations in the place required some effort. We must monitor they live. This has so far received very positive changes in these courses over time because the feedback from students who discover new different instructors use different teaching organizations and processes at work in their approaches. The reason for this scrutiny is communities. Unfortunately, it can be a that we want to ensure some basic equivalency burden for community organizations, in the course content and demands. This issue especially in areas where one organization is needs watching, especially as we move from dominant or where only a few are active, and the first wave of instructors who have all been this requires some long term attention so that course developers, to the second wave who will students are not cut off from community not have been connected to the development expertise. process.

Development International scope of the audience The Design section above provides an The disparities between local, national, and introduction of a few aspects which underpin international students are important to course the development process. In the actual development. On the technical front, the development process it is valuable however, to courses are relatively simple in that, to date, touch upon three significant issues. These neither streaming video nor required-chat topics are the scheduling of course groups are used. In addition, the graphic development and delivery, the international elements or download files are kept to a scope of the audience, and the linkage between minimum size. Too complex an offering with development and marketing processes. live chats and difficult graphics can create undue frustration and even loss of content Scheduling especially with slow or intermittent Internet Developing a course in the Ryerson system connections. The need to provide both calls for all material to be in place before the domestic and international content makes it course begins. There is an eight month time challenging to keep course modules to suitable line, four months to develop the content, and lengths. The solution to date is to give four months to develop the technical elements students options within modules about which to make it appropriate for Internet delivery. streams they wish to follow. So, someone can At least this is the initial contract position. pursue readings on different themes from Invariably there are extenuating different parts of the world to reflect their local circumstances that often come into play to and specific interests. produce tighter timelines from contract through development to first running of a Marketing course. The reason for flexing production Marketing is tied less specifically to individual cycles come about through the vagaries of the course development and more to certificate educational environment. There is a leniency success. Marketing resources are relatively towards hitting milestones on time and so the limited and so, understandably, a smaller subject matter experts, outside consultants or programme like the Food Security Certificate 44

receives less attention. As well, internet The second level of assessment, learning or the delivery suggests electronic marketing is a knowledge acquired, skills improved, or priority, so developing electronic marketing attitudes changed as a result of participation, materials is the focus. The web site, noted is another standard approach. In these above, continues to be at the centre of the courses the assignments and final exams or marketing. In addition, there is extensive projects are the activities of import here. reliance on listservs to announce course offerings. This latter route is relatively suc- The last two levels, behaviour or the measures cessful at reaching the NGO market. This the transfer of training and results or the electronic focus serves to reduce marketing measure of the impact of training on the cost of staff time and of the use of the existing organization, are not currently examined in electronic infrastructure but is this focus with any formal way. At this point, no students its reduced costs the most appropriate have completed the full certificate. As a strategy? An initial indication is that since consequence, it is difficult to know at this launching the new program web site in June, stage what impact the courses are having on there have been significantly more unsolicited students’ career choices, work activities, and inquiries from prospective students. organizational realities. A quote from a student does provides some indication of what To complement the electronic phase and might result: compare the results, the next marketing phase involves using existing Ryerson “I registered for the Certificate in Food communication vehicles (e.g., the Alumni Security because I wanted to formalize magazine) to better reach Ryerson alumni in (and gain accreditation for) the degree programs related to food security (e.g., knowledge I'd already gained through nutrition, urban planning, retail studies, work experience and self-directed political science, public health). In addition, learning. As a food security consult- this broader phase includes communicating ant, I use the education I am receiving directly with professors in schools of in my work with one of Toronto's agriculture and nutrition at other universities Business Improvement Areas. I also in North America and exploring opportunities draw on what I learn in my fund- to include the certificate programme in the raising and policy advocacy activities approved professional development listings of with youth shelters in the GTA.” professional groups such as public health practitioners. However, not having some mechanism to assess levels three and four points is a Evaluation significant gap in the current approach that The Kirkpatrick schema of evaluation provides needs attention to know whether change one method of assessment. Notwithstanding agents are being created. The Certificate team the criticisms of the Kirkpatrick schema, it does not currently have the capacity to points out several deficiencies and possible evaluate in the workplace whether the remedial actions. certificate programme will have impacts on student employment options and their The level 1 assessment of reactions to the effectiveness at delivering food security course is a common occurrence. The Food programming and policy. This suggests a key Security Certificate online courses have online area for further development and assessment, surveys at the end the semester. These i.e., retaining communication with students. surveys provide a feedback mechanism for the One possible solution is to create a password students and one way to elicit their reaction to protected web site on which alumni could the course. Among those who complete the continue to discuss food security issues as they courses, feedback is very positive. Students have in the courses. Such a web site could really like the conceptual approach and the become a forum for exchange of ideas related fullness of the food security concepts used, the to former students’ current work. It also focus on the food system as a source of food becomes a vehicle for surveying alumni on insecurity and as a solution to problems, and current employment and outcomes of their the solutions oriented approach or the concern work and provides a possible route to with how to improve the situation. evaluating at levels three and four.

Conclusion The members of the Centre for Studies in Food Evaluation as simple as it is insufficient Security recognized a need for broader know- There is a reliance on the tried and true ledge of and participation in their area of evaluation mechanisms of tests and course concern. The challenges, noted above, set the end surveys. While Kirkpatrick’s levels might tone for their move into online Certificate be too rigid or too narrowly focussed, they delivery as one route to satisfying this out- provide a starting place for the expansion of reach. The sections on feasibility, design, evaluation mechanisms in the courses and for development, and evaluation provide insights the Certificate as a whole. If one of the into the process and comments on key issues. objectives of this project is to develop change Of the many insights and comments four merit agents, the elements of level three and level consideration here. four evaluation according to Kirkpatrick need exploration. Conversion takes time The feasibility study suggested gaps in food The next steps in this project focus on re- security coverage as well as a demand for examining the current objectives and assessing information on the subject. The subject the current success in achieving them; on the matter experts could put the materials assessment of the courses in light of level one together into courses but not also work at and two evaluation information, and on the reaching the possible participants. Word-of- discussion of whether the team should close mouth is an excellent route to exposing the this development project and begin a new Certificate but insufficient in the long term project on revision and expansion of the because such strategy takes time. With the Certificate. broader approach to marketing, the registrations, one would hope, would increase more References rapidly. In hindsight, with concurrent development and marketing processes, the CSFS. 2002. Food security certificate registrations might have risen at a steeper, program offered by Ryerson University. steadier rate. Ryerson School of Nutrition, Ryerson Centre for Studies in Food Security. Importance of a team approach and consensus building Kirkpatrick, D.L. 1994. Evaluating training The multi-level team approach seems to work programs: The four levels. San Francisco, very well for certificate development. While Berret-Hoehler Publishers. this group has a variety of backgrounds, the members hold complementary if not similar visions of the Certificate. This is not to say Knowles, M. 1990. The adult learner. that there is groupthink here. There is vibrant Houston, Gulf Publishing. discussion and consensus building without a blinkered approach or brow beating. This means that new comers to the team can easily Kolb, D.A. 1984. Experiential learning. bring in their new ideas which are integrated Englewood Cliffs, NJ. Prentice Hall. into the approach or used to modify the overall vision. It also means that the different skills Lieb, S. 2005. Adults as learners. Retrieved and abilities of the team members are valued January 27, 2005 from and are seen as contributory. http://honolulu.hawaii.edu/intranet/committ ees/FacDevCom/guidebk/teachtip/adults- A matrix view is straightforward but difficult 2.htm The members recognize a modular matrix approach as worthwhile. At the present time there is an expectation that new course Myhre, D. et al. 2000. Agriculture, Food, and developers take the prior work into consid- Society Syllabi and course materials eration. There is no formal method by which collection, 2000 Edition. AFHVS and ASFS, the new course modules are scrutinized to see Princeton. whether they overlap. As new courses are added and old ones revised there needs to be Saks, A.L, and R.R. Haccoun. 2004. some process in place to assure integration Managing performance through training and without undue overlap. development. Third edition. Toronto, Nelson. 46

Chapter 8

Learning to Go the Distance: planning professional development in an e-learning context

Sharon Rich, University of New Brunswick Fredericton, New Brunswick, Canada

Katherine Hibbert University of Western Ontario London, Ontario, Canada

Abstract: The project described was initiated in the late nineties and reflects the development of a team that was focused on effective learning and teaching in the online environment. Of particular interest is the way in which the distance education team came together to capitalize on the strengths of individual expertise in such a way that the team as a whole exceeded the potential of the individual members. The process of online program development is described, as are the challenges that occurred along the way.

Key words: Learning communities, e-learning, reflective practice, team approach

Teachers have begun to demand high quality are liberated from the predominant emphas- online education programs in order to is on knowledge of “how-to.” A key chall- maintain professional competencies. For enge for anyone planning a program of those in remote and rural areas and for professional learning for teachers is how to many women teachers the dual responsib- shift from an emphasis on technical ility for family and classroom means that knowledge to an examination of authentic accessibility to professional development practice issues and to foster discussion in a can be limited by both time and distance forum that is safe, yet sophisticated enough constraints. E-learning programs obviate the to provoke questions and disrupt ‘the taken- problem and make professional develop- for-granted’ in order to move the practition- ment accessible. er from routinization to professional practice. The problem in most professional Yet teachers also seek professional learning development contexts is that there is rarely communities (Hargreaves, 2001; Fullan & the time, the forum or the language to Hargreaves, 1992) in which there are oppor- engage conversations about practice. tunities to discuss practical problems and apply theory to practice. In Schon’s (1987) So how might one design and deliver pro- terms, in a learning community reflective fessional education to meet the goals of practice develops and allows practitioners to reflective practice when popular forms of re-frame the issues in such a way that they distance education “are designed to support

only knowledge acquisition [resulting in]… student outcomes [that are] restricted to Tensions between theory and practice reproductive learning”? (Jonassen, 2002, p. emerged as the first three on-line courses 76). Often, these courses amount to little evolved. Discussions revolved around both more than the transmission of technical the content, its organization and quantity, knowledge. Reducing the complexities of and the design of the interface. As questions teaching to technical knowledge limits arose, the instructors and team members professional development and indeed may were confronted with their beliefs about the further exacerbate the theory to practice teaching/learning process. A design that gap. included uploading lecture notes and quizzes to a web site would be pedagogically The challenge becomes one of facilitating a weak, leaving both students and instructors discourse that re-frames professional issues dissatisfied. Instead, it became essential to in an accessible manner; one that respects think about ways to design so that a social the life experiences of teachers and the constructivist view of learning would be theories on which their practices are reflected. How might questions be established, in a context in which the embedded within content to foster teachers become knowledge producers reflection? How many and what type of pursuing their own intellectual develop- questions were needed? ment (Kincheloe, 2004). At the same time, it is necessary to create a scholarship of Over time, it became apparent that online teaching and learning so that others managing and facilitating the online may learn from the experiences of early discussion complemented initial questions adopters and innovators (Duffey and about design. What conference questions Kirkley, 2004). In other words, how does would help develop reflection? How might one build a virtual community of practice? students be encouraged to work with each The following paper briefly describes an other? How could reflective practice be innovative project that broke new ground in promoted and enhanced at a distance? terms of developing online professional Would an asynchronous conference tool learning for teachers. work? What was the place for real time chat? The questions spawned a working The beginnings framework in the shape of a triangle; one After some discussion about reflective that respected the balance and integration of practice and ways to establish an online three important components: Pedagogy, support group (Rich, 1995), the distance Technology and Dialogic Interaction. education team experimented with course delivery using the Internet and a commercial Instructors noted that when an informal talk online conferencing tool. The team consisted area was established, learning concepts of a core of ten full-time staff and faculty related to practice was facilitated. In other with overlapping expertise in teaching and words, personal support provided the pedagogy, editing, systems administration security to discuss and respond to challenges and security, web administration, database related to complex issues of practice. From development, web content design and this observation a research project to preparation, web based conferencing examine the nature of online interaction support and project management. Many emerged. The research indicated that significant technical and pedagogical issues effective online conversation was an were addressed as team members frequently amalgam of talk and writing and highlighted broke new ground in terms of their own the role of instructor modeling in course expertise and knowledge. Team members success. Other aspects of effective inter- worked collaboratively with each other, as action were identified and provided an well as with the instructors teaching the on- emerging methodology for online instructors line courses in addressing problems as they (Rich & Woolfe, 2001). arose. Instructors were encouraged to offer suggestions to make online teaching more Design and methodology effective and team members considered all The primary goal was to provide a seamless, requests from both pedagogical and positive learning experience for teachers technical perspectives with reflective practice as central. Reflective

practice legitimized practice but also • Students maintain a professional provided teacher candidates permission to portfolio that is emailed to the instructor highlight critically important practical for evaluation. issues. In courses, learning moved from whole class (instructor to student through The design that evolved in the project the web site) to small group (interaction described reflects a suggestion of “a concern facilitated online) to individual, self-directed with what the technology enables, rather learning (reflective practice project and than the technology itself.” Oblinger & professional portfolio). Throughout the Oblinger (2005, 2.10). Further, clarity of process, the instructor had to facilitate expectations, procedures and timelines is interaction through modeling, probing, often cited as one of the basic requirements synthesizing discussion, challenging ideas, of a successful online experience (Garrett & and offering immediacy statements as Francis, 2004; Long, 2004; Wiley & needed. Course design fostered: Schooler, 2001). The design that evolved in this professional development project • Rigorous curriculum content standards reflected a marriage between technology, • Ability of students and instructors to co- pedagogy and dialogic interaction. The same construct meaning through interaction clarity of procedures and time expectations • An understanding of practical present in the face-to-face environment experience through a reflective practice enhanced learning as the technology became project little more than a transparent vehicle • Critical professional dialogue as basis through which course participants could for professional reflective practice interact and learn through and with each other. Specifically the following items were determined to be essential in fostering Conclusions effective online professional development: The project described above reflected the effectiveness of a team approach in • Courses had to be designed in modules, facilitating learning. In this project, team each with a specific start and end date so members respected the contributions of that students can focus on specific each other-that respect for difference in dimensions of content. Each module expertise was reflected in the course design. was supported through related web- Through a discussion of reflective practice based readings with relevant questions and the development of a face-to-face embedded in module content. community, the team members understood • Each module has a focused conference what it was to be reflective, to collaborate discussion area in which students and to be members of a learning community. respond to other student’s comments as Their personal experiences as part of an well as the instructor’s questions in ways effective team were reflected in the program that confirm, challenge or further the design. The overall integrity and consistency discussion. of courses has been improved by pedagogic conditions that supported the development • Students are required to attend virtual of an online community. class at least every three days per

twelve-week term. The team approach has provided effective • Online interaction is monitored and professional development for teachers in guided. Informal discussion is remote and rural areas. This professional encouraged to clarify and personalize development is not simply the delivery of learning as well as building relationships technical rational knowledge but rather, the that foster community. facilitation of a learning environment which • Every course has a reflective practice facilitated the formation of a knowledge component in which the student seeks community in which members out a local mentor. Mentors are systematically engaged in reflective practice. acknowledged formally for their Online learning communities do work but contribution to professional have to be carefully facilitated by instructors development. committed to reflective practice.

References Getting the Most from Online Learning (pp. 7-24). San Francisco: Pfieffer. Fullan, M. and Hargreaves, A. (1992). Understanding teacher development. New Oblinger, D. G. and Oblinger, J.L. (2005) York: Teachers College Press. Educating the Net Generation. Educause, [Online book], Available: Hargreaves, A., (2001). Learning to change: http://www.educause.edu/content.asp?PAG Teaching beyond subjects and standards. E_ID=5989&bhcp=1 San Francisco: Jossey Bass. Rich, Sharon J. (1995). Teacher support Hargreaves, A. (1994). Changing teachers, groups: Contexts for learning. Education changing times: Teachers’ work and culture Canada, 35(3), 15-21. in the postmodern age. Toronto: OISE Press. Rich, Sharon and Woolfe, Adele (2001). From a distance: Creating virtual learning Duffey, T. and Kirkley, J. (2004). Learning communities. Proceedings of the Eighth theory and pedagogy in distance learning. In International Literacy and Education T. Duffey & J. Kirkley (Eds). Learner- Research Network Conference on Learning. Centered Theory and Practice in Distance Melbourne: The University Press Education. Mahwah, NJ: Lawrence Erlbaum. Schon, D. (1983). The reflective practitioner. New York: Basic Books. Garrett, B. M., & Francis, R. (2004). The orientation and disorientation of e-learners. Schon, D. (1987). Educating the reflective In Ghaoui (Ed.), E-Education Applications: practitioner. San Francisco: Jossey-Bass. Human factors and innovative approaches. (pp. 248-274). London: Information Science Vrasidas, C and Chamberlain, R. (2001). Publishing. Managing distance education: issues behind online classes. Proceedings of the Jonassen, D. H. (2002). Learning to solve Seventeenth International Conference on problems online. In G. V. Glass (Ed.), Distance Teaching and Learning. Madison, Distance Education and Distributed WI: University of Wisconsin Press. Learning (pp. 75-98). Greenwich, CT: Information Age Publishing. Woolfe, A. (1991). Report of distance education pilot project. Unpublished Kincheloe, J. (2004). The knowledges of research document. Continuing Teacher teacher education: Developing a critical Education, Faculty of Education, University complex epistemology. Teacher Education of Western Ontario. Quarterly, 31(1), 49-67.

Long, H. B. (2004). e-Learning: An introduction. In G. M. Piskurich (Ed.),

Chapter 9

Managing Large-Scale Customised eLearning Content Development

Benson Soong William Chua eLearning Consultants Pte Ltd Singapore

Neo Kim Hai Defence Science & Technology Agency Singapore

Abstract: How does one manage an eLearning project involving the creation of more than 400 hours of customised eLearning content, to be completed within a three-year period and involving more than 200 personnel? Our project management team did it by first starting off with a strong project management framework, and then modifying or adding on to that framework when certain issues were identified.

This large-scale customised eLearning content development project started in 1999 and was successfully completed in 2002, but not without its fair share of highs and lows. In this chapter, we discuss the original project management framework used, the modifications that were made to the framework, our lessons learned, and what we think are key takeaways. Any organisation intending to embark on a customised eLearning content development project, especially on a large-scale basis, should find this chapter presents a useful reference model.

Key words: Military training, large scale projects, customized elearning, content development process

In 1999, the Defence Science & Technology soldiers’ ability to plan and fight. Hence, Agency (DSTA), under commission from the eLearning is used as a key supplementary Singapore Armed Forces (SAF), awarded a instructional medium, providing training to multi-million dollar contract to a local IT vendor soldiers on procedures and drills that are highly for the design, development and delivery of repetitive. about four hundred (400) hours of customised eLearning packages for various training schools For this project, customised eLearning content and institutions (hereafter collectively referred was developed for 38 training schools in the to as schools) in the SAF. The timeline given to SAF, constituting about 400 hours of eLearning design, develop and deliver the courseware was courseware. More than 200 personnel were three (3) years. involved in this endeavour, albeit not all were involved for the entire three-year duration. For A key reason for embarking on such a large scale example, some SAF schools were only involved eLearning project was that manpower resource for, say, one year, and involvement for them is scarce in Singapore, and previous studies (this ceased after the successful deployment of the project is the 3rd of such customised eLearning eLearning packages in their schools. This content development for the SAF) has proven project is part of the larger SPOT-ON (Self- that eLearning programmes, when properly Pace, On-Time, On-Need) Programme in the identified, designed, and deployed, improves our SAF, a programme aimed at harnessing the

affordance offered by Information Technology’s (IT) 24x7 nature that allows trainees to learn at As can be expected from a multi-million dollar their own time and pace, as and when needed. endeavour, this programme involved numerous parties, playing different roles, at different For this chapter, we refer to the entire content stages of the programme. These roles are development project as a programme, while broadly summarized in Figure 1 below: individual customised eLearning content development efforts in each of the SAF training schools as projects.

Figure 1: Programme Overview

Role Descriptions: 6 Programme Manager (PM) – The PM was responsible for managing the whole 1 Resident Subject Matter Experts programme, and ensured that the high- (RSMEs) – RSMEs were the subject level goals and the intended outcomes matter expert employed by the IT were achieved. vendor, and based in the IT vendor’s premises, to provide guidance to the 7 Service Project Managers (PJMs) – Instructional Designers on the accuracy PJMs were responsible for the entire of the lesson content based for their courseware developmental work within expert domain. the 3 services (Army, Airforce and Navy).

2 School Project Managers (SPJMs) – SPJMs were responsible for the 8 Courseware Approval Committee implementation of the Project (CAC) - CAC Chairman (usually the Management Plan and co-ordination for school’s Commanding Officer or Chief the delivery schedule. A School Project Instructor) oversaw all content Manager assigned Instructional development efforts for his/her school. Designers, Programmers and Graphic The CAC reviewed and approved the Designers to the lessons specified for project plan, progress reports and content development. phase-end products. The CAC Chairman also provided direction to the USMEs

during content development in line with 3 Instructional Designers (IDs) – The IDs the project schedule. were responsible for working with the

relevant SMEs to assimilate the lesson content, and designed courseware based 9 Project Co-ordinator (PC) – Project Co- on instructional strategies. The IDs ordinator were responsible for then worked with the Multimedia Team coordinating the assignment of the to produce the final courseware. USMEs to each lesson, and assisted the CAC in monitoring the progress of the

project schedule within their respective 4 Multimedia Team schools.

• Programmers (PAs) – PAs were 10 User Subject Matter Expert (USMEs) - responsible for translating the design of USMEs were the main subject matter the Instructional Designers into a expert based at the school, providing courseware using the specified guidance to the Instructional Designer authoring tool. They integrated on the accuracy and adequacy of the graphics, animation, video, narration lesson content. and other multimedia elements into an

interactive courseware. At this stage, it might be interesting to mention that, on the onset, the SAF’s Joint Operations & Planning Directorate (JOPD, which was the • Graphic Designers (GDs) – GDs were project sponsor), together with DSTA (in this responsible for the presentation of the programme, DSTA played the role of the courseware. They produced animation technology arm of the SAF), set the high-level and graphics based on the Instructional goals (e.g. put content outside the traditional Designers’ requirements. classroom and training shed), intended outcomes (e.g. convert repetitive training curriculum into self-study “e” formats), and 5 Project Sponsor (PS) – PS set the high- execution strategy (e.g. working with one key level goals, intended outcomes and vendor, but yet at the same time working with a dictated the execution strategy for the few other smaller vendors) for the programme, whole programme. along with the budgetary and timeline constraints.

While this detail may be deemed to be an management framework needed to fulfil the operational issue – one not directly related to objectives of: the actual eLearning Project Management (ePM) – in retrospect, we think that from an ePM • Ensuring that the SAF training needs were perspective, it is important to have a sponsor met by the courseware produced who not only supports the project, but have a • Ensuring that the time taken to produce the hand in defining the: courseware was within reasonable limits • Ensuring that the non-monetary resources • Goals and (measurable) intended outcomes spent by the SAF (e.g. the school’s subject of the programme/project matter experts’ time) while helping to • Budgetary and timeline constraints design/develop the courseware were kept • Execution strategy on how to achieve those within reasonable limits goals and intended outcomes • Ensuring clear division of labour between all parties involved After all, as suggested by Shackelford (2002), • Keeping scope-creep in check eLearning Project Management often fail because it does not get the (ongoing) support The project management framework we used from management (sponsors are included in this consisted of two components, namely, the: category). We would like to add that support from management should include clearly 1. Content Development Framework: The defining the goals and (measurable) intended content development framework mainly outcomes, along with the budgetary and dictated how the development of customised timeline constraints, and execution strategy. eLearning content for each school was to be Our experience managing other eLearning done; projects reveal to us that projects that have sponsors who do not have an active involvement 2. Change Management Framework: The in this first step, often end up failing for reasons change management framework mainly such as scope-creep, unmanaged expectations, dictated how change requests should be handled cost overruns, weak demonstration of ROI, and and resolved. the like. The content development framework is depicted Description of Project in Figure 2 below: Clearly, for such a large project, a comprehensive and unambiguous (to the extent possible) project management framework was needed to be put in place. This project

Figure 2: Content Development Framework (Overall Flow)

Let us look at each of these frameworks in turn, Instructional Designers (IDs; supplied by the IT starting with the content development vendor) and Subject Matter Experts (SMEs; framework. Do note, however, that this chapter supplied by both the SAF school and the IT does not go into the intimate details of the entire vendor) worked together to recommend an process methodology that we use (it would take effective learning system through a process of an entire book to do so), but rather, summarizes analysis, carried out during the Front-end our case study and provides a functional Analysis stage. overview of the entire project management experience, focusing on relevant project Based on the results of the analysis, IDs put management aspects of our process forth a Proposed Treatment Plan, which was methodology. reviewed by DSTA’s PJM and the CAC Chairman. At this stage, DSTA looked at the Content Development Framework budgetary constraints and advised the CAC on As shown in Figure 2, our content development technical issues, while the CAC focused on framework started off with a Treatment Study whether the proposed plan met the school’s which produced the phase-end product of a training needs adequately. Project Management Plan (PMP). At the start,

Upon approval by DSTA’s PJM and the CAC, a PMP was created for each school, and this PMP Project Management Plan was produced by the dictated the: School Project Manager (SPJM; supplied by the IT vendor), and this PMP was jointly endorsed • Project Organisation Chart, which dictated by DSTA’s PJM (who ensured the timeline the roles and responsibilities of all parties stated was reasonable and the division of labour involved in the project proposed was appropriate), CAC (who was made • Project Schedule, which detailed the aware of what the project required of the milestones and timelines school’s USME(s) and any other commitments • Project Resources, which detailed the required from the school, such as video shoots) resources needed (e.g. video shooting of and the IT vendor (who ensured adequate combat engineers laying out a bridge) manpower and resources were put in place to • Warranty, which stipulated the terms and complete the project on time). conditions of the defect rectification • Maintenance, which stipulated the Looking a little deeper into the Treatment Study maintenance plan of the courseware built process, during Front-end Analysis, IDs worked • Security, which stated how security issues with USMEs and if available, RSMEs to analysis would be handled (e.g. the sign-in and sign- the school’s training needs in accordance with out of classified materials) the performance requirements of a particular • QA Plan, which stated how the courseware vocation (termed performance analysis). Upon built will be checked for correctness identification of the performance required, the current course curriculum (usually consisting of While the Treatment Study recommended broad strictly face-to-face lessons and/or workshops) courses to be converted into eLearning format, it was reviewed to identify broad portions of the was the Courseware Requirement Specifications curriculum that would be suitable for eLearning (CRS) that captured the exact titles, along with (termed course curriculum analysis). After the chapters and topics therein, as well as that, primary and secondary trainees for the required “run-time” of each courseware that was course were identified and prerequisites were to be converted into eLearning modules. The drawn up. The current teaching content, overarching objective of the CRS was to instructional methods and training effectiveness establish the instructional goal, trainee evaluation methods were also consolidated as requirements, scope of work, as well as to they aid meaningful comparisons later on. recommend learning objectives, interactivity

levels and macro instructional strategies. A report is written during the Proposed

Treatment phase, which mainly lists the: The CRS itself was actually a pre-defined form

that was to be completed by an ID for each • Principal considerations as to whether to courseware. The CRS consisted of two portions, convert a lesson into eLearning format or which required IDs to take into consideration not the: • Learning approach to be taken, how and how much to blend approaches • Analysis of Courseware/Title • Broad macro-instructional strategies for the o Contents currently available eLearning lessons identified (e.g. provision o Trainee’s initial state (e.g. educational of a control console emulator so as to aid levels, prior courses attended) “fail-safe” learning) o Instructional goal(s) of the courseware • Learning environment of the converted o Final performance expected of the eLearning lessons (e.g. whether it’s 100% trainees after completion of the self-paced and self-based, or whether it’s courseware instructor-supported) o Overall project goal and scope of work • The new course/subject format, given the eLearning lessons • Instructional Recommendations Finally, upon endorsement by the school’s CAC, o Prerequisites required a Project Management Plan (PMP) was drawn o Instructional objectives up by the School Project Manager (SPJM). One o Level of courseware interactivity

o Instructional medium required (e.g. charge of all video and audio work) and video, 3D animations) performed a walk-thru with them on what was o Macro-instructional strategies to be needed to be created for that courseware (such a employed walk-thru usually takes at least half a day). Each o Critical development issues team member was then given a timeline to o Lesson content flowchart complete the tasks given, and once all media elements had been created, the programmer Upon sign-off of the CRS (signed off by CAC, weaved everything together into the courseware. USME, ID, SPJM; hereafter called the sign-off In a sense, the courseware may be deemed to be party), the Courseware Design Specifications “completed” since everything dictated in the (CDS) was written and it detailed instructional CSB was now “live.” strategies (down to the micro level) and design issues. If the earlier CRS indicated the need to Before the final delivery, the courseware is sent include the development of a “scenario” to aid through the Courseware Evaluation (CEV) learning, then the Scenario Design Specific- stage. The objective of this stage was to ensure ation (SDS), a document which detailed the that the courseware met the specifications in the scenario flow, was crafted. CSB, as well as to gather feedback from a small sample group of instructors and trainees to fine- Just like the CRS, the CDS and SDS were tune courseware. These evaluations were called actually pre-defined forms that were to be the Instructor Try-Out (ITO) and Student completed by the ID assigned for that Group Try-Out (SGTO) collectively. The ID courseware. If the CRS was deemed to detail worked with the school Project Coordinator to “what” was to be taught, then the CDS and SDS collect the responses given during ITO and may be deemed to detail “how” to teach what SGTO. Appropriate suggestions were was to be taught. incorporated into a final round of changes, and the courseware was then delivered, installed and Upon endorsement of the CDS (and SDS, if tested at the schools’ computer (this is called appropriate) by the sign-off party, the On-Site Acceptance Testing, or OSAT in short). courseware development efforts moved into the That courseware was then signed-off as Courseware Storyboard (CSB) stage. The CSB completed and delivered, and a project is was a blueprint built by the ID, and it visually completed when all courseware earmarked for a detailed, in a frame-by-frame manner, how the particular school had been delivered. completed courseware was to look like. At this stage, the User Interface, as well as all text Upon delivery, the courseware was placed under objects, were inserted into the courseware. Warranty and Maintenance, details of which are Graphics, videos, and animations and audio provided under the section entitled Change were not inserted at this stage. Instead, Management Framework. placeholders were used. Additionally, test items with feedback, scores, and weighting were also Amendments to the Content included. An “instructions” section was Development Framework provided below each frame, and this section The building blocks for any customised provided for programming instructions, the eLearning content development project are the narrated text for that particular frame, courseware modules to be built. As can be seen description of graphics, animations and video from this project, and the key personnel required for that frame. involved was the ID, since he/she was the only person directly involved in all stages of the Once the sign-off party endorses the CSB, the Content Development Framework. Hence, it courseware moves into the Courseware appears that success (or failure) of any of the Development (CDE) phase, which was the stage customised eLearning content development when the “eye candy” and “artificial intelligence” projects rested mainly on the hands on the ID. were added to the courseware. In other words, In the first year alone, we noticed that the most the Programmers and Graphics Designers glaring issue with the programme was with the started working. quality and timeline issues of some of the IDs. Simply put, some IDs were producing Typically, the ID would provide the approved courseware either too slowly (the framework CSB to his/her graphics designer, programmer posits that an ID could produce at least 7 hours and if necessary, videographer (who was in-

of courseware in a year; see Annex A for the Since the amendment (and adherence) to the Courseware Development Norm Chart; see amended development framework, the quality of Annex B for a sample Courseware Development the courseware improved from 22% (2000) to Timeline Chart) or of inferior quality (e.g. weak 68% (2002) (independently reported by DSTA) instructional design, incorrect linkages). and the number of courseware delivered improved from 68 in 2000 to 145 in 2002. Originally, it was assumed that IDs, prodded by their SPJMs, would adhere to the timeline set in Change Management Framework the PMP and deliver at least 7 hours of The content development framework dealt with eLearning courseware a year. However, the the vast majority of courseware developed. reality on the ground was that very often, However, there were instances whereby certain meetings got postponed, SMEs were sent change requests were made during the overseas, etc, and these factors reduced the development of the courseware. The most efficiency rate of some IDs by up to 50%. common example is the wanting to add more content into the courseware, affecting its On the issue of quality, it was originally thought runtime and, hence, cost. that the CSB walk-thru and the OSAT would capture both instructional and technical A key point to note is that once the CSB has been mistakes. However, that was not always the signed-off, any changes to be made to the case. Mistakes slipped by unnoticed, only to be courseware needed to go through the change picked up later when changes were much more management process. This process was long expensive to make. and tedious, and intentionally so. After all, much time and effort had been put into deciding As such, we needed a way to ensure that quality (and approving) the courseware up to the CSB and timeline were adhered to. The Head ID and stage, and any requested changes should be Head Programmer were new appointments evaluated seriously. created to ensure that a quality product was delivered at the end of the day. The Head ID’s For this programme, we find that change role was to ensure a quality courseware in the management was seldom invoked, and we sense of achieving its intended instructional hypothesis that the reason for this was because goals, while the Head Programmer’s role was to of the strong content development framework ensure a quality courseware in the sense of that was put in place (especially at the technical soundness. The Head ID also had an Treatment Study and Courseware Requirements indirect feedback loop to the SPJM, and would Specifications phases). Through the years, we inform the SJPM if one ID appears to be found that if the hard work was done upfront, providing the CRS, CDS, SDS, CSB, etc much then the end-phases tended to conclude later than his/her follow IDs assigned to that smoothly. school. This way, the SPJMs had a way of taking a much more active role in monitoring the Conclusions and Key Take-Aways progress of each stage of a courseware so as to prevent deadline slippages. The content development framework, as well as the change management framework used in this In the amended framework, all IDs were to programme, had been instrumental in the submit their CRS, CDS, SDS and CSB for a successful completion of this programme. The quality control (QC) check prior to the walk-thru frameworks provided a clear process session with the Schools. After review (which methodology for what needed to be done, by takes from 1 to 2 days), each CRS, CDS, SDS and whom, and by when; it formed the backbone of CSB are given a grading of “Approved,” our entire ePM for this programme. “Amendments Required,” or “Rejected.” The amendment of the original content Also in the new framework, prior to each OSAT, development framework (e.g. to include the the Head Programmer checked each and every roles and duties of the Head ID and Head courseware to ensure technical soundness (such Programmer), was significant in improving the as no “bugs” or incorrect linkages within the quality and timeline issues the original content courseware). development framework did not adequately address. This reinforces our belief that good project managers should not be overly dogmatic

in their use of established frameworks and doubt, they were to follow the spirit and not the models, but rather, be willing to amend or add letter of the “law.” This mutual trust and on to the framework to deal with issues that may understanding really helped in moving the arise. programme along those three years.

Finally, we must mention that the success of this References project is also due to the fact that all the key people involved in the project understood the Shackelford, Bill. (2002) Project Managing E- intentionality of each phase, and staff on the Learning. Arlington, VA: ASTD ground running the project knew that when in

Chapter 10

Leading eLearning Projects in British Columbia Schools

Randy LaBonte Odyssey Learning Systems Vancouver, British Columbia, Canada

Abstract: Sound leadership and good management practices are critical to successful adoption of elearning programs. While leadership, reform and project management have been well studied and documented in the literature, little has been written on the role leaders play in the success or failure of elearning program implementation. Traditional project management principles do not adequately describe elearning project management. Emerging leadership and complex adaptive systems theories provide new insight into fundamental assumptions about change, control, order, organizations, people and an overall elearning project leadership. A study of a new organization designed to support elearning in the BC K-12 school system was conducted to determine how project leadership influenced change within the BC elearning community. The study reaffirmed the critical role of a project leader in systemic change and confirms that without a clear vision, collaborative leadership, and a systems approach, organizations could commit precious resources to elearning without much success.

Key words: Leadership, K-12, complexity theory, strategic planning

Just as the internet has become integral to With the release of an enrolment cap on K- our lives, it has also begun to change how we 12 distance education programs in 2002, the think about the organization of learning. growth in elearning programs in British Most K-12 school jurisdictions throughout Columbia (BC) more than doubled in 2004, North America and Europe have already and the number of elearning programs is developed some type of elearning program, projected to continue to grow (Ministry of or virtual school, taking advantage of the Education, 2005). eLearning programs have flexibility elearning provides: students can flourished in BC’s K-12 schools largely due arrange schedules around other to the influence and leadership of a few key responsibilities such as jobs, medical issues, individuals leading projects to actively or travel; collaboration among students in integrate educational technologies within different geographic locations is enabled; existing learning programs, and at the same students can learn from experts in other time, creating new organizations and countries or locations; and students can structures within a growing elearning control the pace and content of their own community to support these new programs. learning and learn from home. Leaders in the British Columbia K-12 elearning community set out to form a Understanding how leadership influences provincial organization, BC Ed Online, with organizational development and adoption of the intention to create a central body to: e-learning is clearly a central question in e- learning project management. The quality • Manage course development, of leadership is a primary indicator whether • Broker provincial software and resource technology funding will be spent wisely or licence deals, wasted. • Share a structure for technology integration and use,

• Create standards for development and manageable risks, static organizations and use of elearning course materials, hierarchies, and structured control to • Support professional development for manage change. However, new teachers using elearning technologies, management principles, based on the and principles of chaos and complexity theory • Represent collective district needs to (Wheatley, 1992 & 1999), have led to the rise government and other provincial bodies. of complex adaptive systems thinking. Complexity, according to George Cowan, Leadership for eLearning Project refers to “systems with many different parts Management which, by a rather mysterious process of Principles of project management evolved self-organization, become more ordered and from a need to control large development more informed” (Cowan, 1994, p.1). In some projects, and the difficulties of estimating cases, an intended outcome can be created, and managing these efforts to reliably but the person does not control the change, deliver results. Methodologies drew heavily merely influences the system to initiate a on engineering principles applied in change. This complexity exists within the construction management, and stressed BC elearning community, and is reflected in predictability and linear development cycles the processes that have influenced the – relying on task breakdown, predicated creation of BC Ed Online. Change, and requirements, analysis and stable, rigid elearning adoption within the BC elearning design. While these methodologies work in community, can be described as a kind of some instances, for elearning projects these self-organization within a complex system methodologies add cost and complexity, resulting from enhanced interconnectedness while providing a false sense of security that and connectivity to the surrounding management is steering the implementation elearning community. or change process. More than half a million new information technology (IT) application In the case of the development of BC Ed development projects were initiated during Online, traditional leadership and project 2001 (Standish Group, 2001), despite the management principles could not fully fact IT projects have a terrible track record. explain the conditions and events leading to A study in 1995 found that only 16.2% of IT its formation. There is a lack of alignment projects were successful and over 31% were between planning for elearning adoption canceled before completion, costing over and traditional project management $81 billion in the U.S. alone (Standish principles, symptomatic of differences in Group, 1995). Within the K-12 school assumptions about change, order, and the system, school improvement and reform development of organizations. Traditional have been well studied and documented in project management views manager as the literature. Yet prior to the 1980s, the “taskmasters”, developing, monitoring, and literature was silent on the role leadership controlling a master plan that documents in plays in success or failure of educational detail the tasks, dependencies, and resources innovation or project management, and required to deliver an end product. Within Hargraves and Fullan (1998) analysis of this approach, individuals are viewed as school reform literature concluded that interchangeable, controllable commodities – reform efforts had a dismal record of not dynamic, interdependent agents within a accomplishment as well. community. Traditional “command-and- control” project management is not easily Leadership is central to determining and imposed on teams of knowledge workers, articulating a vision or philosophy and goals, particularly in the academic sector or and articulating this within community. elearning community. Project leadership is Indeed, systemic change is inspired by moral required. Project leaders are more than just purpose and the confluence of the managers – they combine vision, intellectual, political and spiritual in both communication, good management and personal thinking and action (Fullan, 1993). technical skills with the ability to plan, Traditional management theory, particularly coordinate, and execute. They keep the project management, is based on a scientific focus on the vision, inspire teams, promote model approach. It assumes predictable and collaboration, champion the project and remove obstacles to progress.

Traditional views of project management mission, and goals of the initial visioning emphasize variable identification, planning session (BC Ed Online, 2004), and was a key and control – not leadership. If the goal of component for these leaders in the BC elearning project leadership is to engage the elearning community. community, inviting ownership of problems and inviting community constituents to Conclusion become agents of change themselves, then The study of BC Ed Online and adoption of leadership is about creating the conditions elearning in the BC elearning community and processes to support the likelihood of reaffirmed the critical role of a project leader this to happen (Fullan, 2003). This starts in systemic change and confirms that, with moral purpose and a compelling idea without a clear vision, collaborative that captures attention and interest, leadership, and a systems approach, becomes a shared vision that is clearly organizations could commit precious communicated, advocated and supported. resources to elearning without much Indeed, several studies cite top management success. The study found that leaders within commitment as one of the key factors the BC e-learning community believed associated with project success (Standish educational technologies were a catalyst for Group, 1995). By creating the conditions for changing how learning is organized and change, not controlling them, adoption of supported, and that policy is of key influence elearning takes on new approaches. Though in education, and in some instances not predictable, the conditions that support precedes change and reform. Despite a elearning adoption can be influenced and critical lack of resources to support new and encouraged, ensuring success, albeit with an emerging structures, a shared vision, outcome that is not always easily articulated collective goals, and a passionate belief in at the beginning of the process. the ability of educational technology to support change was compelling enough to Project leadership activity in the British sustain the leaders in BC Ed Online for two Columbia K-12 elearning community began years after the organization first formed. It out of necessity. The number of schools is hoped that the study provides the reader providing elearning programs was with an insight into how leadership is increasing, as the Ministry of Education had expressed within a community of practice – removed the limit on the number of BC’s K-12 elearning community – and an programs allowed in the province, and each understanding of the need for a broader district encountered similar challenges in definition for project management in developing their own program. There was a elearning adoption. growing demand for online learning, and suitable materials for the newly developing References programs did not exist. Commercial vendors and existing content developers BCEd Online. (2004). BCEd Online 2003 - were not meeting the needs for those 2005 Strategic Plan. working with students online in the non- Distance Education schools. Cowan, G. (1994). Conference opening remarks. In Cowan, G., Pines, D., & Meltzer, The leaders of BC Ed Online had a clear D. (Eds.). Complexity: Metaphors, models, vision, were highly motivated and hard and reality. Reading, Massachusetts: working – finding it difficult to say ‘no’. Addison-Wesley Publishing. They were focused on learning, were clear and consistent communicators, had a clear Fullan, M. (1993). Change forces: Probing focus on strategic goals, and were passionate the depths of educational reform. Bristol, about what they did. They were driven by PA: Falmer Press. the collective vision described at the 2003 DE Visioning Session, and how that vision Fullan, M. (2003). Change forces with a was articulated and communicated by them vengeance. New York: Routledge-Falmer widely in meetings with elearning advocates and stakeholders throughout the Hargraves, A. and Fullan, M. (1998). What's development of BC Ed Online’s first strategic worth fighting for out there? New York: plan. That plan captured the vision, Teachers College Press.

Ministry of Education. (2005). Plan: http://www.standishgroup.com/sample_res Ministry of Education - Moving learning to earch/PDFpages/extreme_chaos.pdf. anytime, anywhere. Summary version. Retrieved from source 05/01/30.

Standish Group International. (1995). Wheatley, Margaret J. (1992). Leadership Unfinished voyages. Online document and the new science: Learning about retrieved from: organization from an orderly universe. San http://www.standishgroup.com/sample_res Francisco: Berrett-Koehler Publishers. earch/unfinished_voyages_1.php. Retrieved from source 05/01/30. Wheatley, Margaret J. (1999). Leadership and the new science: Discovering order in a Standish Group International. (2001). chaotic world. San Francisco: Berrett- Extreme chaos. Online document retrieved Koehler Publishers. from:

Chapter 11

The Communications Challenge: Migrating “F2F” to e-Learning – A true story

Colleen Kawalilak Rod Corbett University of Calgary Calgary, Alberta, Canada

Abstract: This chapter focuses on the migration challenges of a well-established face to face (F2F) – university certificate program to an e-Learning environment. The Certificate in Adult Learning (CAL) was developed in the early 90s. Instructor/facilitators, many of whom were involved with CAL from the onset, were key stakeholders in this project. These creative/ broad- minded individuals were a ‘community of like-minded souls’, deeply committed to CAL. Some expressed concern that the program integrity and essence of the CAL ‘culture’ would be seriously compromised, if migrated online. Operating budgets were dwindling, however, and other stakeholders (internal and external) felt that migration was critical if CAL was to survive and thrive. This is a story of challenges faced when attempting to respond to conflicting stakeholder needs. This story emphasizes an authentic and strategic response to the ‘human dimensions’ of project management.

Key words: Project management, Migration, e-Learning, Technology, F2F, Online community, Stakeholders

To manage conjures up many images, In addition to having a solid understanding namely, to direct, to control, to supervise. To of all that project management entails, manage is a broad topic and applies to any project managers who achieve excellence are number of situations and contexts. Even people who: can see the big picture; have though it may not be stated in a job foresight; are strategic thinkers; have strong description (it is often not), an effective analytic and problem-solving skills; welcome manager of projects is also someone who the unexpected; adapt to the unanticipated; understands the needs of the people communicate confidence in themselves and involved in the project, needs that tend to others; understand and address motiva- surface in times of change and transition. tional issues; and are authentic, inclusive While specific strategies and tools (e.g. communicators. This is a tall order but an developing a project plan/roadmap, ideal that we all need to aspire to if we wish visioning and tracking with Gantt charts, to achieve excellence in the work that we do. project management software) all contribute to project management success, the An effective project manager must have effectiveness of these strategies and tools multi-faceted skills as managing a project is will be significantly determined by the a multi-faceted process. This is why we have attitudes, beliefs and abilities of those who chosen to focus specifically on the apply them and all of those who are importance of ‘people’ in the project impacted by them. management process. Specifically, we will

highlight communication and inclusion set on developing strategies to sup-port the processes that, if designed and handled with migration of a continuing education, F2F care, have the potential to significantly certificate program to an e-Learning impact the ultimate success of any project. environment. The CAL (Certificate in Adult Having authentic, strategic and inclusive Learning) program became our focus. communication practices that welcome a diversity of perspectives, from all who have Planning the migration of CAL to the a vested interest in the project, i.e., the eLearning environment was a major stakeholders, makes a wise project manager initiative; CAL had a solid reputation in the indeed. Such an individual recognizes that community and had been successfully differences of opinion and perspective, functioning for over 10 years as a F2F although challenging to manage, are often program. Many instructor-facilitators and what distinguishes project management adult learners (participants) were strong excellence from mediocrity. From our own advocates for preserving CAL in its original experience, we have come to appreciate the F2F form. These were individuals deeply potential richness of a final project when committed to the philosophy and guiding diversity in stakeholders’ perspectives and principles of CAL and there was fear that approach is sincerely welcomed and valued. these principles would be compromised if the courses were moved online. Some In this chapter, we explore the migration of instructor-facilitators and participants in a F2F (face-to-face) university certificate CAL were public with their questions and program to the elearning environment. As concerns. we reflect on the images of managing showing a need “to direct, to control, to “CAL is based on the premise that supervise,” we are particularly attracted to knowledge and learning is greatly the deeper, more challenging aspect of assisted through interpersonal skilful and successful project management, communication and feedback. that being, to achieve one’s purpose while Would not the richness of this treating everyone involved with care. The opportunity be lost online?” term with is central to the message in this chapter, as with communicates collabor- “As deep learning is significantly ation, cooperation and community. impacted by process and by the dynamics that form in groups, how This, then, is a story about treating with could I effectively address and care. Collaboration, cooperation and the facilitate these dynamics in an recognition of the critical importance of online environment? Does not this ‘community’, all central to project success, medium focus mainly on text-based are the necessary tools if one hopes to learning? How would I create the achieve this ideal. The migration of a F2F, space online to allow for the course-based, university certificate pro- important elements of group gram, to the e-Learning environment, is this dynamics?” story. This is a project in process; the ending is yet to be written. Not all stakeholders voiced these same concerns, however. Feedback from industry Task-at- Hand – Objectives communicated strong support for moving Times were ‘a changing’ and the University CAL online. Courses would then be more of Calgary was no exception. It was 2002 readily available to the primary stakeholder, and delivery of selected courses and industry employees, regardless of programs, via online delivery, was moving at geographical distance. These were the warp speed. Many program areas had people who would ultimately determine the already embraced the challenge and had success and longevity of CAL. Clearly, there done so successfully. We were all learning a were tensions to be resolved if this migration great deal and ‘mistakes made’ in one initiative was to succeed. project, evolved into ‘potential discoveries’ for the next. These discoveries, if realized, Decreasing operating budgets also would serve to contribute to a better pro- motivated this shift in thinking as it was duct the next time around. Sights were now believed that, by putting CAL online, the

university hoped to get ‘more bang for the progress, voices of individuals from the past dollar’. The need to become cost-effective, in are not recognized or valued. We were light of decreasing budgets, was another deeply committed to creating spaces for all strong motivator. There was caution, stakeholders, past and present and to however, in the minds of some, as the jury gaining buy-in from CAL instructors who, in was still out on the cost-effectiveness debate. essence, had nurtured the development of The literature suggests that this is still the CAL from the grass-roots to the present. case! Clearly, there were many tensions to be addressed. The university had been heavily subsidizing CAL from its inception, with base-budget Specifically, project objectives included: funds. Due to decreasing operating budgets, CAL needed to shift to a cost-recovery mode • Determine feasibility of delivering CAL if it was to survive. This would also online; significantly impact how instructor- • Educate stakeholders; facilitators were remunerated for teaching. • Secure stakeholders’ commitment; The ‘old’ CAL model provided funds so that • Design strategies and a plan for instructor-facilitators were paid per course, migrating an established F2F program regardless of class size. In addition, there to an e-Learning environment. were funds set aside for course development. Although these funds were limited, they The intended outcome was to successfully provided some support for ongoing course migrate CAL to an e-Learning environment, evaluation and development. With this whilst preserving program ‘integrity’ and model, courses developed by instructors ‘culture’. remained the property of the University of Calgary. Our Role and Challenges Change brings with it many challenges. This The need to significantly restructure this was certainly the case in this migration method of payment for teaching and project. The words of Tao Te Ching are a development coincided with plans to strong reminder that change brought about migrate CAL to the e-Learning environ- successfully, unfolds one step at a time: ment. The new plan was to pay instructor- facilitators per participant rather than per course. Instructors would receive an agreed Yet a tree broader than a man can embrace upon dollar amount for each participant is born of a tiny shoot; who completed the course that they were A dam greater than a river can overflow teaching. This amount represented a starts with a clod of earth; revenue-sharing model, in that 50% of the A journey of a thousand miles begins at the tuition for each participant was then paid to spot under our feet. .. an instructor. For example, if the instructor was to receive $200.00 for each participant Our first step was to engage and gain the completing their course (tuition per course = trust of individuals who had been the $400.00) and if 18 participants completed original pioneers of CAL. If this project was the course, the instructor would be paid to succeed, instructor-facilitator and $3600.00 for teaching a 40 hour course. ‘learner’ trepidation was clearly a challenge However, if the instructor ‘next door’ had needing to be addressed. These were only 8 participants who had paid the same individuals who were passionate about tuition, for a course that entailed the same preserving the philosophy and purpose as length of course time, they would only be originally spelled out in the CAL program paid $1600.00. documents of 10 years past. It was critical to recognize the concerns of these individuals The concern expressed by some instructors and, at the same time, remain open to ‘new’ was that although grading assignments stakeholder needs, stakeholders who would would likely be more labour-intensive for a come on board in support of this migration larger class, the effort and planning needed project. Balancing what appeared to be to teach either course would be more-or-less conflicting tensions was no easy task! It is the same for both instructors. Others felt too often the case that in the interests of that smaller class size required less work on

the part of the instructor. For example, if (2000) distinguishes between principles and there were 8 participants in an online practices by stating that principles refer to course, this would require significantly less why we are doing something; practices refer time for the instructor as they would be to what we are actually doing. CAL responding to postings from 8 participants addresses both of these concepts. Although rather than 18. This argument weakened, most instructors agreed that online could be however, from a F2F perspective, in that an effective learning medium, many instructors would need to be in attendance questioned how the practice of meaningful for the same number of hours whether it was dialogue, a critical component of CAL, could for a class of 18 or a class of 8. With regards be effectively transitioned to the online to F2F delivery, this perception of potential environment. In addition, instructors and inequity among instructors was a significant participants also varied greatly in their concern. technological savvy. Some were very comfortable with technology and had This also brought about an additional but previous elearning experience; many had no related challenge. Although it was becoming experience with all that technology could do, increasingly more difficult to accommodate beyond e-mailing capability. Determining losses incurred by running courses with low the type of initial training and ongoing numbers, under the old model of instructor support needed to ensure a successful reimbursement, participants in CAL courses transition, from F2F to elearning delivery, sometimes ranged anywhere from 7 or 8 became a key consideration. participants to 20. Regardless of class size, instructors received the same pay. Staying The Stakeholder Challenge with the F2F model, but under the new In the words of Wideman (2000), “Project system of instructor reimbursement, there is success is much more than just doing what less monetary incentive to teach a F2F you set out to do. It is also about whether course. what you are doing is, in fact, the right thing to do. We believe that the ultimate goal of a Another shift was that monies were no project, and therefore its measure of longer available for course development. In ‘success’, should be satisfaction with the light of this, courses developed by an product on the part of [all stakeholders]” (p. instructor would now be the property of that 8). There were many stakeholders that had a instructor. Some supported this shift; others vested interest in the migration of CAL to considered it to be a detriment with regards the e-Learning environment. Assessing the to running the risk of jeopardizing the needs of each stakeholder group and continuity and flow visible in the content communicating what motivated the from one course to the next. transition from F2F to online were of critical importance. The success of this project was Critical to the success of this project dependent upon the development of a management initiative was the navigation climate of trust and support amongst all and delicate balance of skill required to stakeholders. maintain instructor involvement, whilst preserving the commitment of those Risk Management instructors who had contributed so In any new initiative, one must anticipate significantly to CAL’s success over the years. the risk[s] involved. Failing to do so may, in At the same time, instructors needed to be fact, jeopardize or compromise the entire aware of the potential advantages of shifting project. What then were the potential risks to a new model. Although decreasing in transitioning CAL from F2F to the e- budgets played a major role in motivating a Learning environment? new way of thinking, there were other potential advantages to this new model that CAL is dependent upon internal (university) went beyond cost effectiveness. and external (community) support. This initiative needed to appeal to those currently The Technological Challenge involved in CAL, those who would take CAL The guiding principle in all CAL courses is in the future, and the businesses and that learning extends far beyond traditional organizations that would support their classroom settings and text books. Wideman employees and volunteers in the completion

of a CAL certificate in the interests of personal and professional development. Sincerely welcoming the involvement of individuals who have significantly According to Normington (2005), it is contributed to the developmental history critical, when assessing risk, to decide on the and delivery of a program, in its original required mitigation action, to put it in place, form, contributes to a climate of trust and and then do it. Although we could write an provides valuable opportunity for these entire book on the risks involvement when individuals to commit to a plan that they can migrating a F2F program to an e-Learning ultimately call “their own.” environment, the critical questions that follow address some of our key How do we maintain the involvement and communications management concerns. preserve the commitment of those instructors who contributed so significantly How could we gain buy-in from CAL to CAL’s success over the years? instructors who, in essence, had nurtured the development of CAL from the grassroots Gaining trust and commitment, at the onset, to the present? is critical. Maintaining this trust and Of course, not all stakeholders were in commitment, however, requires additional support of this migration and this was clear insight and strategies. regarding some instructor-facilitators who To maintain trust and commitment, we: had been with CAL since it conception. a) Provided ongoing opportunities to voice These were deeply committed individuals, opinions and ideas; involved at the onset in the development and b) Designed open, easy access to the instruction of CAL, individuals who had project manager ultimately responsible committed a great deal of time and energy for the management of communications developing the CAL philosophy and guiding and all other aspects of this migration principles. initiative; c) Updated information on a weekly and Communications management is critical and monthly basis; individuals who can (potentially) impact the d) Provided instructors with detailed success or demise of a project are often information regarding the adjustment of those who have been intimately involved in pay for courses taught (e.g. 50% of its design and development in the earlier tuition paid for each participant stages. We cannot overstate the significance completing their course versus a flat of gaining the trust and the ‘buy-in’ of course rate instructional fee). individuals who have developed and e) Provided detailed scenarios as to how nurtured a project from the grassroots to its this could actually be an instructor’s present. advantage. In effect, instructors would now be entrepreneurs, promoting their To gain trust and ‘buy-in’, we: own course[s] with the hopes of a) Invited key individuals to dialogue in a attracting additional participants; larger group forum; f) Detailed how instructors would also be b) Provided up-to-date communication on the ultimate decision-maker if they the history and purpose of this initiative; chose to run a course in spite of low c) Worked closely with those instructors enrolment; who remained open to this change; g) Educated instructors on how online d) Engaged these individuals in the day-to- teaching and learning encouraged a day communications and decision- more student-centered approach. making process; e) Solicited diverse opinions and Making communication a priority allows for perspectives; rich dialogue amongst all stakeholders f) Respected that perceived ‘losses’ of the during times of great change. This became ‘old’ deserved grieving space, before particularly evident in the dealings with space could be created for the new’; ‘pioneer’ instructor – facilitators. Although g) Searched for all the documents that there will always be those who choose to provided information on the disengage from a project (due to having ‘too development of CAL. much history’ with the ‘old’ to be able to

support the ‘new’), this is a choice that needs to be respected by the project manager and Bates (1986) cautions providers and by all those who remain on a project. managers of online delivery by emphasizing Attending to this type of communication and the value of the online medium: process conveys sincere respect and support for those who may choose to sever their …the computer as merely a channel of involvement, in that they will be able to communication between learners and make an informed choice as to whether to teachers. In other words, the computer is support the change or not. This set of beliefs part of a network, allowing learners and and process are critical if we hope to succeed teachers to communicate directly with one when managing a project initiative. another, on-line but asynchronously and at a distance. The structuring of the teaching Creating space for valuable knowledge to be is not contained in or restricted by the shared by and amongst instructors, easy architecture of the computer, but developed access to the project manager, honest and and negotiated between learners and updated communication as to the status and teachers. (¶ 3) details of the project, and educating instructors as to the potential advantages of To educate instructors and participants on this migration initiative, significantly the potential richness of inclusion and contributed to gaining the ongoing trust and interactivity in e-Learning environments, commitment of instructors who had we: pioneered the development and delivery of a) Provided opportunities for individuals CAL in its F2F form. to view and sample online courses; b) Encouraged individuals to participate in What type of initial training and ongoing online ‘Discussion Boards’ for the support for instructors and participants purpose of experiencing interactivity were needed, to ensure a successful with those they could not (physically) transition from F2F to e-Learning delivery? see; c) Developed training materials so that For those who have experienced a well instructors had templates and structures constructed and inclusive e-Learning for moving course content to the online environment, there is a sense of excitement medium; when involved in the migration process from d) Designed numerous Professional the F2F medium. CAL had the reputation of Development sessions for instructors to being a stimulating, creative, learning-filled receive training in developing online program, however, a program that courses and facilitating online encouraged high interaction and discussions; involvement from participants. Many who e) Identified numerous techniques for had taken CAL courses spoke to the value of stimulating online activity; the F2F nature of the program, stating that f) Provided financial support for this would be difficult if not impossible to instructors to participate in additional replicate in an e-Learning environment. training; Spencer (2004) addresses this concern when g) Communicated regularly with course referring to the social component potential participants and provided opportunities of virtual classrooms and maintains that: where CAL courses would incorporate an e-Learning component within the When students are linked in a community F2F course offering; or environment group, DE (in common with h) Communicated and provided hands-on other education for adults) can become examples that demonstrated that online social education. Trying to recreate content could still be provided and community in the electronic classroom taught but it would not be designed and becomes easier if the students themselves developed in the same way as when are committed to a real community or delivered F2F. shared social purpose. They can then use their ‘individualised’ studies and their Resistance to change is often determined by remote classroom as a basis for their the degree of confidence that others have in community-based social action. (p. 197) the new vision. This confidence is

significantly impacted by how much information and understanding there is The commitment to keep all stakeholders in around what this ‘new product’ will look the loop as to the ongoing development and like. People need to be able to ‘see’ where migration of CAL from F2F to e-Learning, they are going and will resist if they feel was a priority. Many avenues of blinded by a lack of process or a lack of communication were utilized so that design for a final product. Addressing this stakeholders would not only receive need is critical if we hope that key players information, but would have the oppor- will follow our lead. Paramount is that we tunity to provide ongoing feedback on the acknowledge that a change will in fact be impact that this migration. Many meetings taking place, and this change will impact were held, providing stakeholders with what the final product looks like. It will not opportunities to voice their thoughts, and cannot look the same as what currently concerns and ideas in a F2F medium. exists. E-learning is a very different medium from F2F and the end result will be different Web conferencing software (also known as as well. This does not mean that the computer conferencing technology) was integrity, philosophy and guiding principles utilized to provide stakeholders with the of a program will lose it. It does mean, opportunity to meet online in ‘real time’, to however, that the design of the program will share ideas and to give ongoing feed-back. have a significantly different look. It serves Web conferencing proved invaluable as it no purpose to pretend that everything will allowed individuals to participate actively, be ‘almost’ the same. In spite of the best of from a variety of locations. The CAL intentions, employing this strategy is sure to program was migrating to the online bring about project demise. medium and it was critical to demonstrate that inclusion of individuals, regardless of How would we foster a climate of trust and geographical distance, was an asset, not a support amongst all stakeholders as we liability. Camm (2002) reminds us that, “… understood the success of this project was learning communities are collaborative and dependent on this? What communication supportive, which foster teamwork through management strategies would we use? trust, openness, honesty, and respect among members” (p. 1). Instructors and participants were key stakeholders but there were needs of other We were convinced that if onsite stakeholders needing consideration. stakeholders and those from a distance felt Migrating CAL from a F2F to the e-Learning authentically engaged and valued in the role environment meant that we wanted to of supporting the migration of CAL from market this program far beyond the F2F to e-Learning, they would be more likely geographical boundaries of Calgary, Alberta. to promote CAL to others as a viable option It was our hope to interest new individuals to education and lifelong learning. We were to enrol in CAL and to entice organizations, clearly addressing the needs of stakeholders not yet involved with CAL, to support the who were already involved with CAL participation of their employees as a (instructors, course participants, and professional development activity. community organizations); it was not time to focus on individuals and organizations Stakeholders were wide ranging and as not yet aware of CAL and its value to unique as the program itself. They came personal and professional growth. from industry, academia, municipal, provincial and federal governments, small To foster a climate of trust and support non-profits and social action organizations. amongst all stakeholders, we: Diversity was also reflected in those who a) Developed an extensive marketing developed and taught CAL courses. strategy that would reach current and Instructors, another key stakeholder group, future stakeholders through traditional included adult educators, business marketing channels; consultants, community organizers and b) Encouraged current and potential teacher-trained individuals, all committed to stakeholders to participate in F2F and the philosophy and principles of adult Web conferencing dialogues to share education and lifelong learning. needs, opinions and resources;

c) Kept communication channels open and increased involvement and interactivity, we easy to access; are experiencing a strengthening of d) Engaged advocates of CAL to spread the commitment to CAL’s success in the e- word; Learning environment.

Conclusions This story continues to unfold. At present, We continue to learn many lessons; the most of the CAL courses have been learning curve in communications man- transitioned to the e-Learning environment. agement is steep indeed! Although we have Core courses, however, those that all always been committed to recognizing the participants are required to take (in addition critical importance of the ‘human factor’, the to the optional courses that they select), following lessons serve to be a strong continue to be offered in both formats, F2F reminder that there is always much to and via the e-Learning medium. Some strengthen and improve upon: stakeholders have identified the need to • Although the commitment to free- have core courses made available in both flowing communication, with and platforms; we continue to respect this need. amongst stakeholders, provided a strong This allows for participants to complete all forum for expression of concerns, it did courses entirely from a distance, F2F or in a not dispel the concerns of some who had fashion that provides access to both been the early pioneers in the mediums. We believe that this honours the development of CAL; integrity and culture of CAL.

• To move a F2F program to the e- We encourage organizations and project Learning environment, in our managers to recognize that, although experience, is not as difficult as is the management tools and strategies greatly challenge of preserving the integrity and increase the chances of project success, the culture of the program that is being ability to recognize the importance of a well transitioned; developed communications plan and to • With this in mind, we need to revisit implement this plan with insight, original plans to migrate a program to authenticity and integrity, is paramount. ensure that the decision to transition the Project maps that clearly outline direction program remains in the best interests of and goals will prove invaluable. Data bases the program and the stakeholders; to store narrative and statistical information • Although imposed time-lines are not are necessary. Consulting the literature to always sensitive to this, change takes keep informed of Best Practices in project place one step at a time. To rush management strategies and techniques is transition could jeopardize a project that indisputable. PMBOK (2004) is an excellent otherwise, may have survived if a and reputable resource and emphasizes an reasonable time-frame was available; increased clarity and focus on processes. • A solid infrastructure is needed to successfully support and resource a The process of inclusion, in order to migration project such as this. overcome psychological fears(s) and mental barriers, “is as important as solving lack of When CAL received base funding from the access to networks and related equipment. university, the program was mainly The digital divide is not only technological controlled and directed by the university. [it] is also mental” (Barcelona, 2004). This is the case when any project is Without an inclusive and integral dependent upon one main funding agent as communications plan, one that sincerely the key stakeholder. With the migration to invites and values diversity of perspective, the e-Learning environment, coupled with we are left with ‘half-baked’ mediocre CAL transitioning to a cost-recovery model, projects, projects that lack support and there is a stronger need for a ‘community of commitment, projects that fall significantly others’ to direct and transform CAL to its short of what we all aspire to – and that is – new form. This need continues to serve as a excellence in project management. catalyst for a high level of involvement and interactivity amongst all stakeholders. With

References Massachusetts Institute of Technology, pp. 60-67. Available at Barcelona (2004). “E-learning Towards http://www.sloanreview.mit.edu/smr/issue Social Inclusion.” Available at /2002/winter/6/ http://www.el4ei.net/first/charter%20- %20carta/charter_E- Normington, D. (2005). “5 'Non-Negotiable' learning_towards_social_inclusion.pdf Elements.” Available at http://www.dfes.gov.uk/ppm/index.cfm?fus Bates, T. (1986). “Computer Assisted eaction=content.view&CategoryID=30&Con Learning or Communications: Which Way tentID=199&killcache=1&SiteID=1 for Information Technology in Distance Education?” Journal of Distance Education. Project Management Institute (2004). Available at “Guide to the Project Management Body of http://cade.athabascau.ca/vol1.1/bates.html Knowledge, A (PMBOK Guide), paperback, Third Edition.” Project Management Camm, E. (2002). “The Key Factors of Institute. Available at Online Community Building and http://www.pmibookstore.org/PMIBookSto Facilitation.” Available at re/productDetails.aspx?itemID=358&varID http://www.wholelifeed.com/phases.html =1

Garrison, D. R. (1998). “Distance Education Spencer, B. (2004). “On-line adult learning,” for Traditional Universities: Part-Time Dimensions of Adult Learning, Griff Foley Professional Learning.” Journal of Distance (ed.) Australia: Allen & Unwin, pp. 189-200. Education. Available at: http://cade.athabascau.ca/vol13.2/garrison. Wideman, R. M. (2000). “First Principles of html Project Management.” Vancouver, British Columbia, Canada: AEW Services.

Meyer, A. D., Loch, C. H. & Pich, M. T. (Winter 2002). “Managing Project Uncertainty,” Sloan Management Review,

Chapter 12

Moving the Residency Requirements to Virtual Vermont

Lorraine Williams Union Institute & University Montpelier, Vermont, USA

Abstract: This chapter presents preliminary results of a case study to determine the key elements in the creation of a "virtual residency" option for a forty year old distance undergraduate program for adults. During the face-to-face version of the residency, learners become oriented to the program, learn how to access student services, learn to use the course management system, and engage in the study planning process to create a fifteen credit academic plan for the term. At the mid-point in the project, key indicators of success are reported as 1) excitement and creativity, (2) pressure to boost enrollment, (3) attitudinal shift to accept an online option, (4) preservation of the residential model, (5) early and full involvement of key individuals and departments, and (6) adaptability to other areas of the university. The relationship between these key indicators and the non-hierarchical nature of the project management process is explored.

Key words: Distance education, adult education, residency, student services, course management system

How does an adult, distance education College to negotiate learning contracts, institution that defines itself as progressive instructional technologists, librarians and and learner-centered embrace online teaching writing support staff worked with faculty and and learning without changing the pedagogical administrators to lay the groundwork for an models that it has come to rely on for more online residency experience. This unique than twenty years? While for-profit compet- project management process, in which itors move rapidly to capture the online adult ownership and responsibility are shared, is higher education market, the faculty members explored for its strengths and weaknesses. who participated in creating the “experiment” This first online residency took place in in individualized degrees for adults in the early February 2005 with all of the quality and 1960s are only now beginning to reconsider uniqueness of the face-to-face residencies that their former stance. take place on our campus in Montpelier, Vermont. Steeped in the tradition of John Dewey, Vermont College of Union Institute & Project Objectives University has been offering individualized The following objectives were developed learning for adults since 1981 when Goddard through months of weekly meetings in which College’s Adult Degree Program was bought by democratic decision making led to a new pro- Vermont College of Norwich University. This gram option plan. This option is for learners chapter offers results of case study observa- who choose not to participate in a face-to-face tions and interviews with individuals from ten day residency, yet want the same experi- academic and service departments working ence. All of the objectives below have been collaboratively to create an online option for met, with the exception of the final one, which the Vermont College Undergraduate program requires more time to adequately measure. (formerly known as the Adult Degree Program or ADP). Seeking to work democratically, in • Replicate the face-to-face residential much the same way individual faculty experience members work with learners at Vermont 73

• Adequately communicate program The VCU faculty and staff shared concerns structure about the preservation of the program and its • Provide orientations to learner services: model in the face of competition from other writing lab, time management, library, fully online adult programs, and job and technology services preservation. They were also concerned about • Explain the study planning process being understaffed while taking on a new • Match learners with mentors with program - with the exception of one position, appropriate expertise to facilitate learning seven out of nine staff positions changed due in individual learner study areas to layoffs, resignations or moves to other • Develop curriculum in collaboration with positions within the university within one mentors for one 15-credit term of year. interdisciplinary study This author, the Director of Instructional • Transmit organizational and program Technology, shared concern for promoting and culture supporting online learning efforts with the

Director of Lifelong Learning with more focus Project Stakeholders on direct technical than administrative The Virtual Residency Project’s stakeholders support. Instructional Technology was also include upper level management (President, responsible for faculty development, learner Provost, and President’s Council), middle technical support, and the course management management (Deans and Directors), faculty system budget. The Assistant Director of and learners. The President and Council Lifelong Learning was trained to coordinate members were concerned about boosting enrollment for the Virtual Residency and the enrollment, successful technology use, and online course spaces for independent study academic quality, for a new program option. thereafter. I also supervised the Instructional In addition to shared concerns about Technologist who worked directly with faculty enrollment and academic quality, the Dean of to train them in three primary uses of the Vermont College Undergraduate program technology: Elluminate (desktop conferencing (VCU) was hopeful that he could win over program) for recorded faculty presentations faculty skeptical about online learning. The with audio, the course management system for Director of Lifelong Learning, in charge of the both the virtual residency space as well as institution’s continuing education department, their own individual spaces for work with is charged with promoting and supporting learners on their individualized study plans, online learning efforts. Admissions staff were and development of personal faculty web interested in the uniqueness of this new pages. I also assisted faculty in consistent option, how it differs from the residential instructional design decision-making. options, how to market it, and how to facilitate Likewise, faculty personal web pages were implementation by the target date. They were developed according to a template in which all especially excited to respond to the majority of would include the same minimal elements. inquiries who want a non-residential option.

Virtual Residency Project Activity The directors of the learner services Case study results identified the key elements departments were concerned with how to in the VCU Virtual Residency option project create asynchronous orientations - management experience that made it possible bibliographic instruction and information for this academic program to produce an literacy as well as orientation to the online online option. A secondary purpose is to writing lab, resources for time management, determine how these results might be applied use of the course management system, etc. to the other nine undergraduate, masters and Similarly, the administrative offices wanted doctoral programs at Union Institute & assurance that their services were accurately University or at other adult education represented, such that learners could avail institutions. themselves of what they needed at the right time. The director of the administrative Case study observations by this participant computing department was responsible for observer were taken during planning new hardware and software for the Virtual meetings, email exchanges and through Vermont faculty, and changes to VCU interviews with administrators, faculty and department web pages. administrative staff. Full participant

observation, as Denzin defines it,

“simultaneously combines document analysis, dean were invited to participate, but quickly interviewing of respondents and informants, admissions and other learner services direct participation and observation, and departments besides Instructional Technology introspection (Denzin 1978, 183).” were added. Because the project had not yet been granted more than informal support and My intention was to experience the project as approval of the Vice President for Academic both insider and outsider to best understand Affairs, the President, and the Board of and describe the setting and events to an Trustees, the group and meetings were called, outside audience. As Patton explains, variably “the non-committee,” “the Online “Experiencing the setting or program as an ADP Sort-of-but-not-really-a-Group,” “non- insider accentuates the participant part of group” and “our next non-meeting.” An participant observation. At the same time, the exciting, nearly conspiratorial tone was set inquirer remains aware of being an outsider. from the beginning with this tongue-in-cheek The challenge is to combine participation and word choice. Later when the project was observation so as to become capable of under- officially sanctioned and supported, it came to standing the setting as an insider while be known as the “Virtual Vermont Residency describing it to and for outsiders (Patton Option.” 2002, 268).” Not all of the participants joined at the I obtained permission from all faculty, beginning, so when they did come to meetings, administrators and staff involved in the they were advised to review previous meeting Virtual Residency Option to use interview notes taken mostly by one faculty member and notes, email messages and face-to-face alternatively by one of the three primary meeting notes and observations as part of the initiators of the project: the Dean of Vermont study. Responses to an informal survey with College Undergraduate, the Director of open-ended questions sent in an email mess- Instructional Technology, and the Director of age were also solicited. Those questions Lifelong Learning. Discussions about how to included, resolve problems and issues with transference 1. What do you think are the primary of the residency components to the online reasons we were successful in moving environment were discussed and sometimes forward on the Virtual Residency? re-visited as new members of the group were added or only sporadically attended meetings. 2. Why do you think that the staff and faculty Much discussion also took place over email were so receptive and supportive during since faculty members work from home at a the demonstration of the Virtual distance; several participated in weekly Residency event? meetings via conference call. By the summer of 2004 online methods for fulfilling each residency component were developed as part Virtual Residency Project Activity of a truly democratic process in which all those Process who participated were afforded a voice and During each phase, management was shared worked toward consensus-building. Ongoing amongst the Director of Lifelong Learning, the work continued on this project as faculty Director of Instructional Technology and the members were selected to teach in the online Dean of VCU. Through weekly meetings and option and the Virtual Residency space was email, a shared vision and goals were refined. developed collaboratively, including involvement of learner services departments A pivotal event that took place in September, and admissions. Designing the scope of the 2004 was a demonstration of the Virtual project, identifying key tasks, scheduling and Residency itself in eCollege, a course budget preparation were all shared amongst management system, as well as through the three main departments involved. Even Elluminate, a desktop conferencing program. implementation and monitoring changes to This event was scheduled as part of the the program became shared responsibilities. monthly, day-long faculty and staff meeting for VCU. Faculty and staff, most of who had These three individuals brought together not participated in the weekly planning additional departments to work on the project meetings and email exchanges, were invited to by inviting individuals to weekly divide into groups and visit computer stations brainstorming meetings beginning in March, at which they were offered a guided tour of 2004. At first only faculty members and the 75

how eCollege and Elluminate would be used to Enrollment pressure is related to the fulfill specific objectives and components of attitudinal shift to accept an online option in the familiar face-to-face residency in the that this was one of several forces in play online environment. In the discussion that pushing faculty, staff and administrators to followed the demonstrations individuals think differently about how to best serve commented over and over how impressed they learners at a distance. The Director of Lifelong were with the work and design of the project. Learning, a former faculty member and VCU director, said that the groundwork for this Lessons Learned shift in thinking actually took place over ten The primary themes that emerged from the years in which the program struggled to define field notes, meeting minutes, interview notes itself in relation to adult and distance higher and observations were (1) excitement and education and still retain its progressive creativity, (2) pressure to boost enrollment, identity. The conversation had been going on (3) attitudinal shift to accept an online option, over years of faculty meetings and personal (4) preservation of the residential model, (5) dialogues culminating in a February, 2004 early and full involvement of key individuals faculty meeting when the online option was and departments, and (6) adaptability to other discussed for the first time without widespread areas of the university. The first three themes dissention. were the most often cited as key success factors. The attitudinal shift also took place amid evidence that online learning can be Pointing to the excitement and creativity of the academically successful. One faculty member project, participants variously described these said this about her understanding of this shift, ideas. One faculty member said that the “ineff- “I feel like I've been one of a very few voices in able component in all this is the part I'm label- ADP for a long time saying that online ing optimism, creativity, excitement” and that interactions can be deep and meaningful and “working on this task force (or whatever we satisfying, but maybe as more and more were) was really fun - exhilarating, creative, people actually dabble in the online challenging - all the things you want your work environment, that reality (because I do believe to be. The group, as a whole, had a very that online learning does not have to be optimistic outlook, which was really refresh- second-rate) is easier to understand and ing…” The dean said that the most important accept.” Likewise, the Director of Instructional success factor was that “each virtual option Technology reiterated that “distance task force member has been talking it up education” is understood in the popular enthusiastically at every opportunity,” which consciousness as online education, and so underscored the excitement and creativity faculty could no longer ignore the disconnect involved in the process. Similarly, the Director between their perceptions and what of Lifelong Learning said that the project is prospective learners desire and expect. Finally, “the most exciting thing I’ve worked on here in one faculty member suggested that the charge the past three years.” She found the project to of “unwillingness to change” was “leveled at be great fun because it was collaborative, Vermont College generally” and to counter this intellectually stimulating and engaging. indictment faculty came to embrace new ideas about their program. The pressure to boost enrollment was an unspoken mandate from the administration The preservation of the VCU residency that permeated nearly all conversations and structure was a key factor in winning over served as a pivotal force underlying and many of the faculty members and staff who shaping the other success factors. This pres- were not directly involved in planning and sure was not only due to external competition project management. This success factor was from other online programs, but also from suggested multiple times in weekly meetings, internal competition from another undergrad- in email messages and following the uate program. As one senior faculty member September, 2004 demonstration. This factor said, “we knew we had to do it.” Another was cited primarily because many initially consideration was that this new option not resistant were concerned that the integrity of “cannibalize” enrollment in other options. the model would be threatened to the Admissions counselors were quick to point out detriment of the program. They were that they were turning away many prospects pleasantly surprised at the respect with which because of the residency requirement. planners treated the need to include all

elements of the face-to-face residency. As the institution, not only in terms of increased dean said, “there seemed to be a great sigh of revenue, but for online options for the other relief that "their" program process is not going nine programs were especially important to to be changed. There is also a belief that the the administration. This factor was perhaps Program may be forced to change in ways they cited by the dean and directors more often would not condone, and the "virtual option" than faculty members because their roles allow and the enrollment increase it promises might them to view their work in the larger context allow the Program to fend off such pressure to of the institution. change.” Not all of the lessons learned had to do with The preservation of the residency structure success factors, however. For example, was also mentioned for at least two other because a feasibility study was not done as one reasons, unrelated to faculty fears about the of the first project management steps, model changing. One was that the tried-and- problems that surfaced later were not true aspects of the program served as the identified early on. One such problem was that backbone to keep project participants on task faculty teaching in the online option did not as they recreated the residency in a virtual have their promised new laptops and software form. A faculty member said that the “well- until shortly before the program start date. All thought-out and tested-through-practice development work had to be done with features of the ADP residencies served as a existing (often inferior) equipment. Had a sort of melody, and we could riff off of it from feasibility study been done with Computer an online perspective, making it a very creative Services participating as a full partner, venture without changing the essential perhaps this would not have been a problem. features of the program. Creativity is exciting, Faculty made the best of the situation and and excitement is catching.” In most corporate drove to campus to complete development project management, new system creation is work. All lived within a forty-five minute drive recognized as especially difficult; project to campus, with the exception of one who lives participants in Virtual Vermont were able to nearly three hours away. avoid this difficult work since the unique academic program (system) itself was not Similarly, issues with Admissions led to changed – only the manner of delivery. problems meeting project enrollment figures. Another stated reason by the dean for Had a feasibility study been conducted early preservation of the residency structure was on, with full participation of Admissions, these that this is the key to academic quality. “I issues might have been avoided. Several think the demonstration has made it more months into the project, a consulting firm widely known that Vermont College Under- hired by the institution to assist in enrollment grad does indeed have a very regimented management became involved in planning. In planning and evaluation process that is key to part due to the restructuring recommended by academic quality.” this consulting firm, Admissions underwent a complete overhaul and was not prepared in An additional factor was early and full involve- the short time needed to handle the necessary ment of key departments and individuals. Not ramp-up to quickly convert inquiries to only were all faculty invited to participate enrollments. Because of staff turnover that led through weekly meetings and email to six new staff out of ten positions, as well as conversation, but directors and staff partici- training in new procedures, and integration of pated as well. As one staff member said of the new lead generation companies, and despite project’s process, “It’s important to feel like a evidence that a majority of inquiries said they valued partner in the process – that all voices want a non-residential option, still staff were valued.” Bringing in all stakeholders into needed more experience to handle getting the the process is also necessary to creating the enrollment needed to start the new option. buy-in needed to support the project, i.e., Ultimately the dean decided to begin the administrative computing, marketing, Virtual Residency option with fewer than the admissions, financial aid, business office, and optimal number of learners. registrar. Conclusions The final success factor was the option’s As John Dewey said in Democracy and adaptability to other university programs. The Education: An Introduction to the Philosophy broader implications for the rest of the of Education (1916), “A progressive society

counts individual variations as precious since together. I can only hope that the enthusiasm it finds in them the means of its own growth. is contagious. Hence a democratic society must, in consistency with its ideal, allow for intellectual References freedom and the play of diverse gifts and interests in its educational measures.” VCU Norman K. Denzin, The Research Act: A has been committed to the values of Theoretical Introduction to progressive education voiced by John Dewey Sociological Methods, 2nd. ed. (New since its inception at Goddard College York: McGraw-Hill, 1978), 183. (Goddard College, 2003). This case study found that the integrity of the model and its Goddard College. (2003). “History of Goddard commitment to the Deweyan values of College, A Brief History: Where We progressive education - which include Came From, What We Were, How We democracy, freedom, individualized learning, Got Where We Are,” 20 October 2003, and recognition of the unique needs of adult (2 May success factors identified in creating a Virtual 2004). Residency option. Michael Q. Patton, Qualitative Research & Project participants believe that most of these Evaluation Methods, 3rd ed. success factors can replicated within the other (Thousand Oaks, CA: Sage, 2002), programs at Union Institute & University. The 268. pressure to boost enrollment exists across all programs as does the attitudinal shift to accept Note: The following individuals and many an online option. Perhaps if these departments others who participated in the testing phase, can learn from the VCU experience, two other provided invaluable expertise and gave factors will be considered: preservation of the countless hours to the project management of components of the residential model and early the Virtual Residency Project: Alice Eichholz, and full involvement of key individuals and Victor Ehly, Jeff Krebs, Jody Wageman, departments (stakeholders). The most elusive Christine Estabrook, Anne Connor, Kyle and difficult to re-create of these factors, Cushman, Matt Pappathan, Stacey Knight, however, is the excitement and creativity. Greg Frye, James Foster, Sue Cobb, Martha Much of the excitement came from the Vanderwolk, Ann Stanton, Cathy Stanton, enthusiasm of key individuals who built trust Rhoda Carroll, Charlotte Hastings, Ann and commitment to the project over months of Cardinal, Susan Bradt, and Carol Beatty. work and in some cases years of working

Chapter 13

An Instructional Design Model for Program Management: a case study of the implementation of an online post-degree certificate in special education

David Mykota Deirdre Bonneycastle University of Saskatchewan Saskatoon, Saskatchewan, Canada

Abstract: A reliable repertoire of effective practices for project management in newly developed e- learning courses and programs is increasingly in demand by project managers, content developers, instructional designers, program directors and policy decision makers. To address the need for replicable e-learning project management practices, the present case study examines the implementation of a post graduate certificate program in special education undertaken at the University of Saskatchewan, and funded through the provincial government’s Technology Enhanced Learning (TEL) initiative, a pan-institution partnership. The case study examines some of the issues that arose in the collaborative development of the of the certificate and presents an integrated model for the implementation of e-learning programs adapted from Greer’s (1992) project management model for instructional development. The case study, from a project management perspective, presents lessons learned from the program’s implementation providing information for reflection on how adaptations and modifications affected program development and how these short-cycle decisions provide a model of effective practices for future e-learning project management initiatives.

Key words: Special education, technology enhanced learning, teacher preparation, program development

Over the past few years there has been a institutional resources to facilitate traditional marked increase in enrollment among stud- face-to-face learning (Downes, 2002). Today, ents in online courses, with the growth rate of many post-secondary institutions believe that online learning outpacing traditional face-to- their continued success to attract and graduate face instruction or other technology-enhanced students will hinge on their ability to provide modes of learning (Allan & Seaman, 2004). quality online learning environments (Allan & The increased demand for online learning has Seaman, 2004). been facilitated by its ability to provide accessible, affordable, and flexible learning environ- Coupled with the demand for online learning, ments. Online learning allows the student the then, is the need to develop quality technology opportunity to access their course at any time enhanced learning environments. In the past, and any place, providing those who live in criticisms of online learning have been levied rural and remote areas with the opportunity to because of its inability to enhance learning advance their education that otherwise might outcomes as based on student satisfaction, be encumbered by a lack of post-secondary when compared to traditional face-to-face 79

instruction (Johnson, Aragon, Shaik, Palma- modifications have affected program develop- Rivas, 2000). Questions pertaining to the ment, and how these short-cycle decisions quality of access, the ability of students to use provide a model of effective practices for and embrace the new technology, the need for future online learning project management technical support, and how best to provide initiatives. asynchronous communication, have dogged early online instructional efforts (Phipps & Background Merisotis, 1999). Although this trend appears Prior to the establishment of the Post Degree to be in decline, with increasing rates of Certificate in Special Education, a thirty credit student satisfaction reported for online hour face-to-face Postgraduate Diploma in learning (Allan & Seaman, 2004), some of the Special Education had been offered by the criticisms still linger. Consequently, there is a Department of Educational Psychology and heightened sense of urgency among project Special Education at the University of Saskat- managers, content developers, instructional chewan. The vast majority of practising designers, program directors, and policy teachers enrolling in the Postgraduate Dip- decision makers for the development of quality loma in Special Education had done so on a online learning courses. part-time basis. Concerns with the lack of research intensiveness of the postgraduate Previous attempts to articulate best practices diploma led to a recommendation by external for online development drew from traditional reviewers of the graduate program that the instructional design, distance education, and department phase out the Postgraduate adult education models (Cervo & Wilson, Diploma in Special Education in favour of a 1994). However, these models are lacking as fifth year of undergraduate specialization. This they neglect to incorporate the nuances unique move was strongly supported by Saskatchewan to online instructional design and project Learning, who noted that the University of management. As the development of online Saskatchewan graduate requirement for programs involves a number of interdiscip- certification limited enrolment in the program linary partnerships, a reliable repertoire of at a time when there is increasing demand for effective practices for project management in special education teachers in Saskatchewan. newly developed online courses and programs is required. To address the need for replicable The preparation of teachers for students who online project management practices, the require special education support is mandated present case study examines the implement- in Saskatchewan's Education Act. The Depart- ation of an online thirty-credit unit, nine ment of Educational Psychology and Special course post graduate certificate program in Education has the task of providing Saskat- special education undertaken at the University chewan with a sufficient supply of teachers of Saskatchewan and funded through the trained in special education. The Post Degree provincial government’s Technology Enhanced Certificate in Special Education was developed Learning (TEL) initiative, a pan-institutional in response to requests by the University and partnership. stakeholders that special education teacher preparation become more accessible through All courses funded through TEL were required remote and distance offerings. Accessibility to to use a team made up of representatives from the program has been greatly enhanced with the Department of Educational Psychology the Department of Educational Psychology and Special Education, the Instructional and Special Education receiving Technology Design Group of the Extension Division, the Enhanced Learning funding for online devel- Department of Media and Technology, and opment of the program using the WebCT Information Technology Services. The case platform. As a result, the Department of Edu- study examines some of the issues that arose cational Psychology and Special Education in the collaborative development of the certif- offers the only online Post-Degree Certificate icate and presents an integrated model for the in Special Education in the province of Saskat- implementation of online programs adapted chewan and produces most of the profess- from Greer’s (1992) project management ionals in special education who fulfill Saskat- model for instructional development. The case chewan Learning’s qualification requirements. study, from a project management perspect- Furthermore, the certificate is well situated ive, presents lessons learned from the pro- within a national and regional context, as one gram’s implementation providing inform- of the few online distance education programs ation for reflection on how adaptations and in special education being offered in Canada.

Need for the Program graduates in the largely rural areas of the Demographics of members of the Saskat- province. In addition, findings from a depart- chewan Teachers Federation suggest that mental survey of former students showed that there is an ageing teaching force in the the vast majority are employed within a school Province of Saskatchewan. It has been division. A subsequent review of students predicted that between twenty five and thirty exiting the program over the past five years percent of teachers will retire over the next found a 100 percent employment level for four to five years. This statistic, coupled with former students. Thus, graduates appear to be Saskatchewan Learning data showing a cur- fully employed and working directly in the rent shortage of credentialed special education field of program preparation. These data teachers (Saskatchewan Learning, 2001). This suggest a high and continuing demand for has led Saskatchewan Learning and the Sask- graduates meeting provincial special atchewan Teachers Federation to argue for education certification. greater accessibility to and flexibility within programs leading to special education teacher Program Description certification. Both organizations have articu- International standards for the preparation of lated strong support for the establishment of a professional practices for special education Post Degree Certificate in Special Education. teachers has been established by the Council By locating the program within an online for Exceptional Children (CEC), the largest undergraduate framework, it is anticipated international professional organization that more students will meet program eligibil- dedicated to improving educational outcomes ity requirements. In addition, improved online for individuals with exceptionalities. The accessibility will more readily accommodate knowledge and skill standards set for profess- part-time students who are working. ional practice by the CEC were used as benchmarks for the content structure of the Demand for the Program certificate that has been organized around the The Saskatchewan Learning (2001) report, four levels of knowledge base, application, Educator Supply and Demand in Saskat- integration, and extension. chewan to the Year 2006, highlighted difficulties in the recruitment and retention of The first five three-credit unit courses special education teachers, among other comprise the knowledge base level and include problem areas. This report led Saskatchewan content pertaining to the history and philos- Learning to establish Teacher Recruitment ophy of special education, and the high and Retention Initiatives, where Individual incidence exceptionalities relating to speech Program Bursaries, Full-time and Part-time, and language, learning disabilities, and Pre-service Bursaries, and Teacher Education/ behaviour. The fifth course in this area Cohort Programs have been funded to encour- pertains to collaborative interdisciplinary age teachers to become trained in targeted teamwork as a common feature and evolving areas such as special education. As individuals practice in special education. and school boards respond to this initiative, increasing demand for the proposed Post- The application level prescribes the designing Degree Certificate in Special Education is and provision of supports to students with expected. As well, an ageing teaching popula- exceptionalities. The pairing of assessment tion further suggests an ongoing heavy with instruction in a full six-credit unit course demand for credentialed special education that is integrated with the practicum course teachers. comprises the application component. The first half of the assessment and instruction More specific data to support the demand for course enables students to learn and practice this program stems from a recent Educational their assessment and instructional planning Psychology and Special Education depart- skills that prepare them for the practicum that mental survey where employer perceptions they take concurrently during the second half regarding future needs of their organization of the academic year. This alignment of for special education teachers were evaluated. courses at the application level enables Responses by employers indicated a high students to practice their assessment skills continuing need for special education person- while designing individual student programs nel in the future. In a follow-up telephone in a school based guided practicum. interview, employers commented on the ongoing difficulty of attracting and keeping

The final course in the certificate serves as an to the SMEs as it allowed them the opport- opportunity for students to synthesize content unity to pilot and refine content applicable to and experiences obtained in the other the course that they were developing. During certificate courses. As the final class in the the period that face-to-face delivery of the certificate, the central goal of the individual courses occurred, SMEs met with the project project course is to prepare the student as a management team to tailor the content they “reflective practitioner” (Schon, 1989). were delivering to an online format. Students, with the support of the instructor, are guided in investigating a topic of personal The second phase saw the beginnings of the interest in the field of special education. The instructional design process. At this juncture aim is to prepare students to conduct a review TEL development funding was received for the of the literature, develop a set of effective first five courses of the certificate. As a result, practices related to their topic, and prepare an a twelve-month developmental timeline was online presentation of their topic. By doing created whereby content, based on the face-to- this, an online repository of effective practices face teaching of the courses, was adapted for for special education teachers is created that the online format. The third phase coincided can then be accessed by special education with the second round of TEL development professionals to enhance the learning funding, which saw revisions for the first five outcomes of students with exceptionalities. courses developed along with online content development for the remaining four courses. Program Content Development The fourth phase of development saw In the spring of 2001, Saskatchewan Learning, revisions to remaining courses, the in conjunction with Saskatchewan’s post- establishment of problem-based learning secondary institutions and the Campus Sask- exercise across courses, and the online atchewan partnership, initiated the first round development of the two prerequisite courses of TEL development funding to enhance the that had been delivered face-to face previously quality of and extend access to learning oppor- prior to the launching of the certificate. tunities in rural, urban, and First Nation communities across the province through effective Program Development Management use of networked computer technology. All courses funded through the office of Technology Enhanced Learning were required Content development of the certificate to use a decentralized project management followed a four-phase implementation plan approach (Bates, 2000) with representatives (see Figure 1). This plan was set in action by from the Department of Educational the University Council’s approval of the Post Psychology and Special Education, the Degree Certificate in Special Education as an Instructional Design Group of the Extension academic program in the spring of 2003. To Division, the Department of Media and ensure a seamless mode of delivery to profess- Technology, and Information Technology ionals wishing to be trained in special educa- Services. Each unit received funding for their tion and to uphold quality standards in participation in the project upfront. In order to program development, an implementation improve the development process for these plan was created that saw initial content courses, several project management steps development and instruction occur in a were implemented at the university level, traditional face-to-face setting. The online including a course development process that development of the certificate was facilitated outlined roles and responsibilities for project by TEL development funding for the 2003-04, design and development. 2004-05, and 2005-06 fiscal years, Because the Special Education Certificate was A faculty member who was program director unique in that an entire program was being and principal content developer for the developed, the Department of Educational certificate was responsible for procuring and Psychology and Special Education appointed a administrating multi-year funding for the tenure track professor to oversee development project and oversaw the content development. and delivery. Subsequently, the instructional Subject matter experts (SMEs) were recruited designer acted as project manager while the by the program director and had the oppor- faculty member acted as program director tunity to develop content for the certificate overseeing content development. The result courses using traditional face-to-face delivery was a team approach to managing the project methods. This type of approach was beneficial based on each individual’s area of expertise. 82

Phase One Phase Two Phase Three Phase Four 2003 2003-2004 2004-2005 2005-2006

Face to Face Online Development Revisions & Maintenance Content Development . EDPSE 500;510; 520; 530; & 540. Face-to-Face Online Development Revisions & Maintenance Content Development EDPSE 550.6 Online Development 560; & 570. Perquisites (pending) EDPSE 390 & 414

Figure 1. Development Timeline

Figure 2. TEL Course Template

Instructional Design Phase Instructional design took place at the would be similar in look and feel, be highly following three levels during the development collaborative, and provide an opportunity for of the program: (1) university standards; (2) the development of complex thinking skills. program; and (3) course. One of the first design decisions that needed to be made was how content would be presented University standards within the WebCT environment. Conversations between the program director, A WebCT course template, print-based project manager (instructional designer) and materials templates, and accessibility subject matter experts led to the decision that standards for students with disabilities were content would be organized into themes. Each created for all university online courses. This theme would contain outcomes-based standardization of key elements served as a objectives; an image that represented the starting point for the instructional design of overall tone of the theme; and a list of learning the Special Education Certificate. Using the activities and assessment tools students might TEL template ensured that all students would use to learn about that theme. All of this encounter a similar structure when using information would be contained on one web WebCT and reduced the need for students to page with links to readings, audiovisual relearn how to use material and navigation in resources, and URL’s that opened as popup each course (see Figure 2). pages (see Figure 3). This ensured that students always returned to the activity page Program instructional design that outlined what they needed to know for Early in the development of the program, the that theme. The students were then able to Department of Educational Psychology and advance to the following theme by clicking on Special Education decided that all courses the Next button in WebCT.

Figure 3. Course Theme Page

The needs analysis conducted by the development was completed. As a result, Department of Educational Psychology and online content development timelines had to Special Education identified the ability to be rigorously adhered to if commitments for collaborate with peers, parents, and outside delivery were to be fulfilled. agencies as a core skill of special education teachers. All courses would therefore require Allotted time for course development varied students to collaborate in the writing of a between three to six months. Delays in the marked assignment. The nature of the development of one course would seriously assignment would vary from course to course, affect the development of later courses. The with some courses requiring more than one program director, in the role of principal collaborative assignment. Students in each content developer for the certificate, was course would then be assigned to private responsible for the recruitment of SMEs. WebCT discussion groups where they could Careful consideration was given to selection of work on their individual group projects. the SMEs from professional bodies in the Students were also encouraged to use the chat province involved in the delivery of special area to discuss generic issues relevant to the education services. Experts from special completion of the assignments, themes, and education stakeholder groups, including readings. Saskatchewan Learning, the public and Catholic school divisions, and the Council for The ability to use complex thinking (defined Exceptional Children, were approached to by Jonassen (2000) as integrating creative, insure quality development and enhance critical and information-based thinking) credibility among those involved in provision within an online environment was another of services to students with exceptionalities. skill required by special education teachers. This skill was important for the application To facilitate the expeditious development of and integration phases of certificate course the certificate, the project manager and content. Students needed to be able to apply program director met with each SME and these skills both collaboratively and created a contract that delineated three individually in the management of complex content development milestones. The content learning environments. development milestones included: 1) an initial design phase; 2) half the course content; and To facilitate the development of this skill, 3) complete course development, including problem-based scenarios were included in revisions. Upon conclusion of each milestone, certificate courses with the scenarios the SME was paid a third of their contracted becoming increasingly difficult with each fee for development of the program. By course. A school-based practicum experience establishing a contractual arrangement with as the next to last course would provide a the SMEs, a formalized process for content further concrete opportunity to improve delivery was established. Print and audiovisual students’ skills in this area. This component of resources for content development were online content development mirrored the provided by the program director and SMEs application and integration phases of the met on an informal basis with the program certificate, as delineated by the Department of director to obtain feedback on the content Educational Psychology and Special Education being developed. This in turn facilitated the in the certificate proposal and originally timely delivery of content for online implemented in the face-to-face offerings. development of the courses in the certificate.

Course-level instructional design The instructional design planning document Eight three-credit (one semester) and one six- incorporated the key features of the TEL credit (two semester) courses make up the development template for online courses. The certificate program. Online design and planning document included a list of team development took place in three sections: five members and contact information; an outline courses completed in the first year (2003- of the course organization; resources to be 2004), four in the second (2004-2005), and used (including textbooks, multimedia, the two prerequisites in the third year (2005- WebCT); a course assessment plan; dates for 2006). Courses were to be delivered in the completion and delivery to students; and a next academic term immediately after online budget. In addition, the planning document 85

incorporated course objectives and learning at this stage. Course development for the activities into the template items that were not certificate was divided along the following part of the original TEL template. The lines, following organizational structures at instructional design planning document was the university: completed within the first month of course design by the SME and instructional • SMEs wrote mini lectures and designer/project manager and forwarded to descriptions of assessments for course the program director for content approval. themes. They identified course-reading materials that would be included as either Completing this document usually required 1 online resources or in printed readings to 3 face-to-face meetings, depending on how packages. familiar the SME was with the design of online • Instructional Design Group cleared learning. The instructional designer was written copyright, professionally edited responsible for ensuring that learning content, created readings packages, activities and assessment matched both the created HTML pages and uploaded course objectives and the learning needs of content into WebCT. online students. The instructional design • Division of Media and Technology created phase was revisited several times during the audiovisual resources such as audio-based development of course materials to ensure a web pages, images, video, cleared goodness of fit with online development and copyright on audiovisual material created course objectives from the Department of outside the university and reproduced Educational Psychology and Special CD’s, video and DVD required by the Education. students. • Information Technology Services created One of the challenges that arose during this the databases used for online courses. process was the lack of familiarity with online learning among SMEs. The university’s Program Delivery Information Technology Services provided With the completion of the online regular training on use of WebCT tools to development of the first five courses in the develop online courses, but SMEs were unable certificate, a pilot online offering was provided to enroll in the training because courses to students. The first online pilot course was typically occurred during the day when the delivered in September of 2003, the second in SME was often working. Courses on teaching January 2004, and the third, fourth and fifth in an online environment were rarely offered were delivered during spring and summer and were always face-to-face. Training the sessions of 2004. To date, 200 students have SMEs in the development and instruction of enrolled in the certificate courses offered online learning using WebCT became the online, with fourteen withdrawing for a responsibility of the instructional designer, ninety-four percent retention rate (see Table which used up design time and revolved 1). With the development of the remaining around specific design problems. The courses in the certificate for the 2005/06 university is currently addressing this issue regular session, enrollment projections are and has begun to develop training modules for expected to double, if not triple in upcoming online learning using WebCT. years. Thus, online courses in special education continue to provide accessible, Course development affordable, and flexible learning environments Upon completion of the initial instructional for distance education students as evidenced design, the development team met to discuss by the increasing enrollment statistics. content development. The feasibility of timelines and budget were closely scrutinized

Table 1

Term Class Students Students Students Completed Withdrawn Incomplete T1 2003 EDPSE 500 24 1 0 T2 2004 EDPSE 510 22 1 0 T3 2004 EDPSE 520 21 2 0 T3 2004 EDPSE 530 24 2 0 T3 2004 EDPSE 540 15 0 0 T1 2004 EDPSE 500 28 2 0 T2 2005 EDPSE 500 16 2 0 T2 2005 EDPSE 510 28 0 0 T2 2005 EDPSE 520 22 2 0 Total 200 12 0

During the course pilot, the instructional manner when many of the students enrolled designer acted as a support person for both the reside in rural or remote areas, as is common instructor and the students in order to identify for distance education, still needs to be ongoing issues that instructors and students resolved. would have. Information Technology Services provided courses for the instructors on how to Effective Practices for Implementation use WebCT course delivery tools and provided and Project Management a helpdesk system for technical questions. As To help conceptualize effective practices SMEs are special education professionals relevant to the development, implementation, employed outside of a university setting, and instructional design of a post-secondary accessibility to the daytime course delivery online program, a visual model is depicted workshops proved problematic. below. The model is based on Greer’s (1992) project management for instructional design, Students enrolled in the program come with but also blends structural components relating varying computer literacy skills. Beginning to the process of implementation for online teachers with less than five years experience programs. and those with several years experience comprise the major demographic of the What differentiates the present model from learners in the program. Surprisingly, not all Greer’s work are nuances specific to the enrolled in the program had the requisite implementation process of a newly developed computer literacy skills required for most program that are integrated within an word processing programs. Moreover, some instructional design project management had a steeper learning curve when it came to framework. As illustrated in Figure 4, the adapting and functioning within an online seven-phase process for program learning environment. Consequently, a mini implementation includes: program orientation on WebCT was created online that implementation planning; program content would show up one month before the course development; program development start date. The regular content would replace management structure; program instructional this mini course on the official start date. design; program implementation; program revisions and maintenance; and program Student responses to this mini course have stabilization. Within each phase are actions for been quite favorable and students seem to effective practices and the resulting impact of have fewer technical problems. Although we such actions on the program. From an have not had time to formally assess if this implementation perspective, the practices observation is accurate, it is our contention articulated are based on what we deemed most that some students who lack basic computer important to the development of an online literacy skills would still benefit from a more program. intensive face-to-face orientation. However, how to offer such orientation in an accessible

Phase 1 Program Implementation Planning

Phase 2 Program Content Development

Phase 3

Program Development Management Structure

Phase 4 Program Instructional Design

Phase 5 Program Implementation

Phase 6 Revisions and Maintenance

Phase 7

Program Stabilization

Figure 4. An Instructional Design Model for Program Implementation and Program Management

The first phase of the model pertains to characterized by public relations initiatives program implementation planning. Salient that inform community members and features of this phase relate to the undertaking professionals alike regarding the efficacy of a of a needs assessment and the formal particular program. Program directors involvement of stakeholders in the promoting online learning need to have highly implementation planning process. The developed communication skills as public purpose behind a needs assessment is to education seminars and cultivation of identify stakeholder requirements and how stakeholder allies who would advocate for the those needs can be met. Stakeholders in this program’s implementation are viewed as instance refer to those professionals or essential and necessary to creating community organizations from which community based readiness for a newly developed online support is derived and input requested program. Shea-Schultz and Fogarty (2002) surrounding the content and purpose of a argue that stakeholder involvement is key to specific program. achieving buy-in for newly developed online learning initiatives. Making the business case As the first phase of online program for online learning requires outlining the implementation, the identification of benefits to key stakeholders that includes the stakeholders and their formal involvement in need, cost effectiveness, accessibility, and the governance structure of a newly planned flexibility of online learning environments. program through an advisory council is viewed Moreover, by actively involving stakeholders as essential if partnerships are to be in the governance structure through an established. From a program management advisory council ensures that they will have a perspective this is important because it begins voice in the creation of a newly developed to formalize some of the existing informal online learning environment and be linkages that might have already developed to supportive of its implementation. accommodate service delivery. This phase is

The second phase of the model relates to Phase four of the model is concerned with program content development. In this phase program instructional design. This phase of the initial content model is developed. the model is characterized by team meetings Program content development is derived from with the SMEs regarding online content input provided by the needs assessment and development. If SMEs have had the oppor- stakeholders. In turn, as content is developed tunity to deliver the program to be developed feedback to stakeholders can be provided, for online learning in a face-to-face format thereby ensuring their involvement in the then the transition to online content process. Our experiences led us to believe that development is easily facilitated. content first delivered in a face-to-face format is more easily developed for online learning. During this phase, a format for online content This is in part because the SMEs recruited to development is established. This provides a develop the online content had the opportun- consistent look and feel for the online platform ity to develop and experiment with the content being used (in our case WebCT) across courses in a more traditional manner of delivery. in the program. Critical to this phase is the Consequently, some of the issues pertaining to need for training of the SMEs in online the structure and flow of content delivery are content development. It is advisable that in addressed and revisions to the original content large post-secondary learning organizations model are more easily facilitated by the SMEs, that an accessible training session on the use who now have experience in its delivery. of tools and instructional methods common to the online platform be provided. Depending The program content development phase on workload this can be accomplished by the should see the initial formation of the content instructional designer. However, in most cases development team that includes all SMEs the instructional designer is involved in the involved in content development, the program development of other online courses and director, and project manager. Team meetings programs, so it is recommended that a facilitated by the program director and project training centre be established that would manager are held whereby a timeline for face- provide this training to the SMEs. to-face delivery and online development are presented. Collaborative consultation should Once this has occurred, the SMEs can then characterize the team meetings with topical meet on an individual basis with the program discussion surrounding the sequencing of director and project manager to draft a deliverables, thereby ensuring a more even contract and establish milestones for the and informed approach surrounding content deliverables of all content. The SMEs are development of the program. responsible for the development of content themes, in consultation with the program The third phase of the model involves the director, who should then provide academic establishment of the program development advice and resources for their use. By management structure. In this phase, the real contracting the SMEs, and establishing job of the project manager begins. A project milestones for deliverables tied into a payment management team is established based on schedule, the timely delivery of thematic required resources for the program in content is ensured. The project manager question. In our case, the project management would then draft the instructional design team included representatives from the document that outlines specifics relating to Instructional Design group, Information course description, pre and co-requisites, Technology Services, and the Division of credit hours, student assessment, project team Media and Technology. The project manager members, learning resources, and themes. The and program director outline the scope, project manager (instructional designer) then sequence, roles, responsibilities, and budget works individually with the SMEs towards the allocations for the project management team. online development of the themes for a A timeline for development is discussed, as are specific course. Depending on the resources the means to enhance both vertical and required to develop the course, the project horizontal communication through regular manager/instructional designer will consult meetings of the project management team. At with other members of the project these meetings status reports pertaining to management team for purposes of integrating program development are presented. audio, visual, or print resources.

Program implementation characterizes the will then guide further evaluation efforts. fifth phase of the model and involves the Specifically, results from departmental course piloting of a particular course or program. At and instructor evaluations of the online the implementation phase, it is imperative that courses lead to decisions regarding the all SMEs who have delivered the course face- revision and maintenance of particular courses to-face and have developed online content now in the certificate as delineated in Phase 6 of have the opportunity to pilot the online the model, revisions and maintenance. To version. Having received training in the use of facilitate the revision and maintenance of the online platform, the SMEs now have the online courses, a portion of revenue generated opportunity to work through the from the course offerings is set aside for the implementation of the course. This is revising and maintaining of course content. imperative for the revisions and maintenance Optimally, this would lead to short cycle phase, as the knowledge and experiences decisions that would better inform program garnered will aid in further development of the implementation and lead to program course or program. stabilization, Phase 7. Given the model presented, a feedback loop between Phase 6, For students enrolled in online courses, revisions and maintenance, and Phase 7, opportunities are made available for either program stabilization, is depicted indicative of face-to-face or online training in the use of the the necessity for the revising and maintaining online learning platform. Students should also of online program content that ultimately have requisite knowledge of relevant computer leads to program stabilization. technologies. The ability to use the Internet, navigate web pages, send email, send Conclusion attachments, and understand the rudiments of The collaborative design and implementation word processing programs is essential if the of online courses is a multifaceted process. individual is to succeed in online learning. Our This is especially true if a whole program is to experiences found that those enrolling in the be launched, as opposed to an individual certificate came to the program with a wide course. The model presented for replicable variety of degrees of competence in the use of online learning practices is based on our computer technologies. Consequently, not experiences in developing the Post Degree only is training in the use of the WebCT Certificate in Special Education as illustrated platform necessary, but also an introductory in the present case study. We believe the primer to basic word processing skills is model developed represents best practices for required in some cases. newly developed online learning programs at the post-secondary level. Although research Moreover, research surrounding web-based pertaining to effective practices for program instruction has demonstrated that students management for online courses has been who lacked confidence in their Internet skills, published, the present model is unique and those who did not have the proper tools or because it captures nuances specific to the access to the appropriate computer technol- implementation process. It has been our ogies, tended to dislike online learning experience that collaborative consultation and (Thompson & Lynch, 2003). This was the establishment of interdisciplinary supported by the informal feedback we partnerships require a clear delineation of the received from both instructors and students. scope and sequence of a project and the To address this issue, research surrounding ensuing roles and responsibilities formulated the psychological processes underlying web- for the project design team. based instruction is being formulated, using students enrolled in future certificate courses The unique funding arrangement, provided by as subjects. the Technology Enhanced Learning initiative and managed through Campus Saskatchewan The establishment of feedback linkages to the and the various partner institutions, belies the funding agency and other stakeholders also need for a team approach to online develop- characterizes the program implementation ment. Because of this, it is important that both phase. Every effort is made to monitor vertical and horizontal channels for commun- program implementation, so that challenges to ication and feedback be established and a the process of implementation are addressed. mechanism for resolving conflicts is estab- The fidelity of the program to the model and lished. Fortuitously, many of the issues that characteristics of the implementation process arose in the development of the certificate

were mainly logistical in nature and easily resolved through team meetings. As a result, a Johnson, Scott D., Steven R. Aragon, quality product was delivered on budget and Najmuddin, Shail, and Nilda, Palma-Rivas. on time, facilitating a seamless mode of service 2000. Comparative analysis of learner delivery for the training of special education satisfaction and outcomes in online and face- personal. Now that the certificate has been to-face learning environments. The Journal of developed, the current task is to explore Interactive Learning Research 11:29-49. avenues of future research that will further contribute to an understanding of how online Jonassen, David H. 2000. Computers as learning contributes to lifelong learning, Mindtools for Schools: Engaging Critical empowered professionals, and the well-being Thinking. 2d ed. Upper Saddle River, NJ: of individuals with exceptionalities. Prentice Hall.

References Phipps, Ronald, and Jamie Merisotis. 1999. What’s the Difference: A Review of Allan, Elaine I., and Jeff Seaman. 2004. Contemporary Research on the Effectiveness Entering the Mainstream: The Quality and of Distance Learning in Higher Education. Extent of Online Education in the United Washington, DC.: The Institute for Higher States, 2003 and 2004. Needham and Education. Wellesley, MA.: Alfred P. Sloan Foundation. Saskatchewan Learning. 2001. Educator Bates, Tony. 2000. Managing Technological Supply and Demand in Saskatchewan to the Change: Strategies for Colleges and Year 2006. Regina, SL.: Government of University Leaders. San Francisco, CA.: Saskatchewan. Jossey Bass. Schon, Donald A. 1989. Educating the Cervo, R. M., and A.L. Wilson. 1994. A theory Reflective Practitioner: Toward a New of program planning for adult education. Design for Teaching and Learning. San Adult Education Quarterly 45(1):249-268. Francisco, CA: Jossey Bass Publishers.

Downes, Stephen. 2002. The learning object Shea-Schultz, Heather, and John Fogarty. economy. Paper presented at symposium. 2002. Online Learning Today: Strategies NAWeb 2002:The Web-Based Learning That Work. San Francisco, CA.: Berrett- Conference, 19-22 October, at The University Koehler. of New Brunswick, Fredericton, New Brunswick. Thompson, Lori F., and Brian J. Lynch. 2003. Web-based instruction: Who is inclined to Greer, Michael. 1992. ID Project resist it and why? Journal of Educational Management: Tools and Techniques for Computing Research 29(3):375-385. Instructional Designers and Developers. Englewood Cliffs, NJ.: Educational

Technology Publications.

Chapter 14

Managing online learning projects at a distance: A case of workplace training

Marti Cleveland-Innes Mohamed Ally Athabasca University Athabasca, Alberta, Canada

Abstract: Project management is a feature of all complex multi-faceted human activities. It can be done in professional, formal ways with plans and timelines, or it can proceed (and all too often does) in a more ad hoc, informal way. As education increases in complexity with the integration of information and communication technologies (ICTs), and improved accessibility through education ‘projects’ (e.g., new programs, collaborative implementations, large scale entities like competency- based curricula now need sound project management practices in order to be successful.

Management of projects where team members interact face-to-face is challenging; however, management of projects where team members are located in different geographic locations is much more challenging. This chapter outlines a large-scale elearning project involving twelve organizations in a six month implementation of an innovative program for workplace training. Starting out as an informal, loosely structured set of activities, overwhelming interest in the project caused it to grow to a size that required more serious planning and organization.

Key words: online learning projects, project management, workplace learning

Creation of new curricula for workplace processes that are strictly voice and text based training often proceeds directly from design to have to developed and taught – in this case at classroom, without alpha and beta testing and a distance. careful evaluation. In the case of elearning, defined as the use of technological intervent- In addition to the innovative side of the tion to provide flexibility for, and maximum project - facing the challenges of being in accessibility to, educational experiences, uncharted waters without models to follow, online delivery is still new enough that testing the administration of the project was carried becomes even more important. Testing was a out at a distance, requiring the use of the same major issue for the project outlined in this processes and communication skills we were chapter, as it was breaking new ground on preparing to teach. We needed the skills of a another front; the content for the training was project manager, for example, to provide customer service in distance or technologically exemplary listening skills, give validating mediated service environments. In this feedback, follow-up appropriately and on time context, customers are contacted and served with those involved, and deliver what we said via telephone and web-based support. Sales we would do. This provided for a unique processes, disseminating product knowledge, opportunity to manage a project, with approp- trouble shooting customer complaints and riate and known project management tools, responding to any kind of customer enquiry without the requirement, or the opportunity, must occur without the benefit of face-to-face for face-to-face engagement. All project interaction. Appropriate communication management processes occurred through the 92

support of Information and Computer training on soft skills to helpdesk staff so that Technologies (ICT) – at a distance. they could function more effectively in their roles. Soft skills are critical for helpdesk staff The inception of the project was sparked by a as they work exclusively with customers in a demonstrated need in the Canadian technologically mediated environment. workplace. Findings from Human Resources According to Goleman (1995), employees with and Skills Development Canada (HRSDC) appropriate soft skills demonstrate increased identified that call center employees must be productivity. Providing soft skills training to able to handle the technological aspects of employees in the workplace often results in their job as well as customer service more satisfied employees and customers, requirements in an appropriate manner, using leading to higher productivity and, ultimately, good “soft skills”. According to MacLeod competitive advantage. (2000), soft skills are identified by self- Effective project management created the awareness, analytical thinking, leadership opportunity to design and test an appropriate skills, team-building skills, flexibility, the elearning intervention. While the project did ability to communicate effectively, creativity, not start with formal documented planning, problem-solving skills, listening skills, the rapid growth of the project required that diplomacy and change-readiness. the most import aspects of project Learning in this content area includes both the management be implemented. The project cognitive and affective domains (Krathwohl, management process we used, and how Bloom & Masia, 1964) . There is evidence of successful the process was is outlined in this the effectiveness of elearning relative to chapter. cognitive outcomes (Garrison & Anderson,

2001), but little regarding affective outcomes. Project Objectives Employees lacking soft skills need training, Project objectives spanned five stakeholder but, most soft skills training uses traditional, groups, with some objectives shared with classroom based delivery where employees multiple groups and some objectives unique to must be in the same location at the same time. a single group. The first group was the This delivery is inconvenient and not very researchers, who also acted as the training efficient for most organizations. The project facilitators and project managers. The second described in this case study ultimately group was the professional associations acting contributed to organizational effectiveness by as advocates for the project in support of investigating how soft skills training can be membership training. Third were the senior delivered to the workplace using broadband executives from member organizations, acting technology. Employees accessed the training as key decision makers in allowing staff to materials and obtained virtual support using a participate in the project. The fourth group broadband network. was the middle managers; those managing the Elearning uses synchronous and asynchronous day-to-day operations of the call centers. The communication technologies to deliver fifth group was the front line workers, content (Conference Board of Canada, 2001) recipients of the training and the holders of and create support for learners through the ultimate deliverable: improved service as computer-mediated conferencing. This reported by customers. project used elearning strategies to deliver

Researchers/ Professional Senior Middle Front Line Stakeholders Project Managers Associations Executives Managers Workers

Engage enough Support Improve Realize Receive Objectives organizations to get member service to effective valuable valid research organizations customers training for training results through Realize staff Create Gain cooperation valuable effective Increase efficiencies in and support from opportunities training for employee work all organizations Provide staff satisfaction processes Stay within access to Realize as Improve Improve available resources membership little cost in service to service to Ensure efficient without terms of time customers customers and effective intrusion and energy as Realize as project roll-out Be involved possible little cost in Provide with a valuable terms of time exemplary training project and energy as Generate valid Monitor for possible and valuable delivery of research findings stated objectives

Chart 1. Stakeholder objectives

Managing the Project project manager is how to manage using a Elearning material development in virtual team with members at a distance. organizations requires instructional development and project management, both The following activities guided our elearning highly technical skill sets. Both activities require project, assisted the identification of development plans that are complex, expensive, deliverables, and were used to guide the project and which often take a long time to complete. management function: Most elearning projects are undertaken to develop learning materials; however, some Stakeholder objectives are identified, clarified projects may be initiated to establish support and agreed upon, for the duration of the project systems for learners or to prepare for the delivery of learning materials. Some projects We approached professional associations and may involve collaboration between requested their cooperation recruiting organizations, which calls for good project organizations with call centers and help desks. management to ensure successful completion of This created the first layer of stakeholders - the projects. In the current case, all the above professional organizations in the call were required. center/helpdesk industry. Their requirements were a polished, non-intrusive approach to This type of project is difficult to manage member organizations, an effective and efficient because of the number of team members project and the realization of stated deliverables. involved and the multidisciplinary background An advertisement regarding the project was sent of the team. Projects of this genre normally through professional association e-mail lists and involve several team members performing newsletters. The advertisement stated the scope interrelated activities, coordinated by a project and nature of the elearning project, participant manager to make sure there is effective use of obligations at the organization level and the level resources to complete the project in an efficient of the individual learners. Interested and timely manner. A typical elearning organizations were invited to contact the project development team includes a project manager, manager for more information. instructional designer, content experts, editor, technical experts and a steering committee. In The response was overwhelming. Many projects like this one, members of the organizations jumped at the opportunity for development team are often in different inexpensive training in the area of soft skill locations and time zones. The challenge for the development. Like the professional associations, 94

they expected the least amount of disruption as time to learn the software applications, possible, an effective and efficient project, and scheduled at agreed upon times. Participants the realization of stated deliverables. Learning were required to complete questionnaires as objectives identified for the training as follows. their contribution to the research. The learners will engage in and/or be able to: Finally, participants were required to sign agreements to engage fairly and consistently in Review the scope and nature of short- the program, and consent to be respondents in term customer/call center consultant the research component. They were made aware personal relationships of project learning objectives and had to make a Facilitate the identification of customer commitment to learn the software. expectations and desired outcomes Present a customer service model that Commitment from all key stakeholders supports the call center consultant call needs to be high and enduring process Written project agreements with all key Document the essential components of stakeholders, before project commencement, the call process in the call center were signed to maximize the probability of environment enduring commitment. Learn and apply basic skills of human interaction at a high level of competence All key stakeholders must be involved in the Strengthen customer/call center development of learning process consultant personal relationships and customer satisfaction with the services There was a verification process where stated provided learning objectives were reviewed and agreed to Strengthen relationships among call prior to the training. No adjustments in the center staff learning process were made during the course. Identify the meaning of values/belief At the end of the course, call center staff systems and their effect on human participants made recommendations for relationships adjustments to the learning objectives for future Understand the need for awareness and courses. sensitivity to human diversity Resource allocation must be adequate to carry Integrate human relationship skills within the call process the project to completion

Review the problem solving process and learn to apply the collaborative process Resources to support a project involves time, that makes this work personnel support and funding. Funding to support the project was provided by our home Review the nature of conflict and the role of call center personnel in a conflict institution, allowing for the hiring of an situation instructional designer/research assistant. Project management time, facilitation of courses and research time was coordinated by the two We agreed that training objectives would be researchers (the chapter authors), who provided delivered at the learners’ sites via computer- these resources on a voluntary, unpaid basis. mediated courses over the Internet, with high levels of flexibility for, and engagement with, the All project staff should hold the positions for participants. At the end of the training program, which they are most competent participants would receive certificates of completion for this customer service program. Roles and responsibilities were outlined and discussed among the core project team – the two Organizations were required to agree to the researchers, who were also the instructors and project’s terms of reference. Letters of instructional designers, and the instructional understanding were signed, with agreed upon designer/research assistant. Through carefully requirements for both sides. Organizations had designed communication plans and to provide participants and give sufficient benchmarks, direct support was obtained from support so that participants could complete the participant organizations. This came in the form course. This included work time to train and of disseminating information, getting support study. Because two distinct types of software from local computer technicians, and having for such courses were to be tested across groups participants support one another in gathering for training effectiveness, organizations had to consent forms, assignments, research agree to provide the computing power and the instruments, etc. All who contributed to the 95

project were competent for the jobs they were implemented. Once there is approval and required to do – even those providing the agreement to complete the project, it is scoped smallest amount of support, such as requested out in terms of the boundaries, major project participant peer support. The ability of outcomes, key stakeholders, completion date, contributors to effectively do their jobs was a key and an overall budget figure. The information factor in the smooth running of this efficient from the overall plan is summarized in the form project. of a charter and each of the stakeholders must sign the charter to show their commitment to Communication plans must be appropriately the project. designed, agreed upon and successfully implemented The organization that sponsored the elearning project solicited proposals from faculty and staff The core project team, the project staff and for innovative research projects. A committee middle managers from the organizations consisting of a cross-section of staff from the involved held regular meetings. Instructors organization evaluated the proposed projects were present in virtual learning sites for the using well-established internal criteria. For the participants and available via phone and e-mail. elearning project, a proposal was developed and Incidental communication processes were submitted for funding from an internal research implemented as needed; e.g. memos, faxed fund. The proposal submitted for funding information, call outs via telephone. included the major project outcomes, the stakeholders in the project, the budget for the High standards of production, in this case project and the project completion time. The instructional design in online/elearning researchers agreed on the project plan and instruction, should be used submitted the proposal for possible funding of the project, and the proposal was accepted and funded. Standard instructional design practices were employed and verified in each step of the design Analysis phase. A curriculum template was developed It is critical to analyze the characteristics of the based on the highest standards and finest detail user of the proposed elearning materials so that possible and key adult learning principles were they can be effective. Another technique is to employed. Modules were pre-tested with mock involve the user in determining the participants with similar characteristics to target requirements of an elearning system (sometimes learners before implementation. Continuous referred to as “use-case analysis”). During the feedback from participants allowed for analysis phase, detailed learner and content adjustment where possible. analyses are conducted. Learners’ education All learning material must be professionally levels must be determined so that the developer created and presented can decide at what level to write the materials and to identify pre-requisites for the learning. Learning management software was chosen for In addition, the capability of learners to access its track record - having been extensively used the materials must also be assessed. This has and tested. Materials were created with care and impact on which technology to use for the professional design. The digital library in the delivery. For example, if learners do not have hosting institution provided material support for video capabilities on their computers, designers participants should avoid using interactive or streaming video, as learners will not be able to access such The elearning project management process must media. involve the same program development process found in education. Principles of project Proper analyses must be conducted to identify management are required when program what students should learn and to allow development becomes large and complex, such designers to chunk the materials into as projects to develop distance education manageable units for development and for use materials (Whitten et al., 2001). by learners. Developing instruction in small units can result in maximum re-usability of the Project Stages materials and flexibility in development and delivery (sometimes referred to as the “learning Project planning objects model”). For example, rather than Feasibility is the first phase in project planning; develop materials for a forty-eight hour course, deciding whether the project should be 96

the course could be broken down into six to trained on how to use the technology and how to eight modules of instruction. Instruction is then interact with the materials. designed around the modules, which makes it easier for testing and implementation. Modular Support development allows each module to be piloted During the first and subsequent with learners and implemented separately. implementations, proper support must be available for learners to successfully complete Design the lessons. Support activities include fixing any The major activity in the design phase is to technical problems, helping learners with identify the specifications for the distance content questions, and motivating students. The education materials based on learners’ instructors assigned to the project provided characteristics and the requirements identified support to students. The instructor answered e- in the analysis phase. The design phase mails, marked assignments, moderated identifies strategies to use to achieve the computer conferences, and diagnosed simple learning outcomes. The instructional designer technical problems. At the same time, a works closely with the content experts to identify technical expert was available to solve any the instructional and learning strategies. During hardware or software problems students and the the design phase, prototypes are developed and instructor may have had during the course. provided to the users for feedback on the prototypes. The project team uses the feedback Evaluation to revise the design. The design phase is Key stakeholders provide detailed feedback on iterative where there is on-going revision of the project processes and outcomes. This critical prototypes base on feedback from the user. information is the keystone to both project and Eventually, the prototype will become the real program improvement. In this project, product after suggestions by the users. evaluation data was analyzed and the results communicated to all stakeholders. Development During the development phase team members Planning and Delimitations use the specifications from the design phase to develop the learning materials. As the learning The initial phase materials are developed, they are formatively Like much serious work, the idea for the project evaluated by asking experts to review them, and emerged out of a conversation; one quite pilot tested with a small group of learners from casually started on a road trip to the campus the target audience. For this project, the faculty situated in the geographic center of our members prepared the learning materials and province, several hundred miles away from our gave the materials to an instructional designer to respective residences. The two authors were program and build each elearning lesson. The discussing the need for greater understanding faculty members reviewed the elearning about the generation of affective learning materials as they were being developed. As well, outcomes in distance education, particularly in a small group of learners was allowed to review online learning. In less formal learning settings, and try the elearning materials as they were characteristics like attitudes, values, motivation, being developed. Feedback obtained from the discipline, thinking and communication skills pilot testing was used to develop the final draft are effectively learned through a process called of the materials. socialization. The socialization process occurs when agents of socialization (parents, teachers, Implementation peers, significant others, mass media) provide After the learning materials are thoroughly models, examples, suggestions and context for tested, they are implemented with the target appropriate social development (Himelfarb & audience. During the first implementation, the Richardson, 1991). This provision is made delivery is closely monitored to make sure it goes through social interaction, defined as mutual or as planned. Also, summative evaluation is reciprocal action with ‘others’ in a social conducted to determine the effectiveness of the environment. learning materials and the delivery.

To facilitate learning in the affective domain, we During the implementation of an elearning suggest that education must look more carefully project, students and staff who participated in at processes of interaction to foster learning the delivery of the elearning materials are outcomes. There is much evidence of the impact of academic and social interaction on learning 97

outcomes (Pascarella & Terenzini, 1991, 1998), behavior, activities that promote self-awareness, particularly on values development. Just like activities that promote self-reflection and the more informal socialization processes, affective opportunity for application of new behavior. learning is dependent upon interaction, Moving these facilitation strategies to online reflection and feedback from others. learning environments requires careful attention. Because successful ‘socialization’ is The human experience of ‘affect’ is an area often part of required learning outcomes, interaction ignored in human social interaction and rarely opportunities are paramount in the online addressed in education (Vinson, 2002). At the setting. Online interaction can be synchronous same time, affect is a central part of living and or asynchronous with other participants in an learning. It is defined as emotion, feeling, desire online learning activity. leading to action; the conscious subjective aspect of an emotion and embedded in a complex of Creating the plan experiences including cognition and context. Ten qualified organizations were chosen to participate in the study. To qualify, an Affective learning is related to, but exists outside organization had to have the computing of, cognitive processing. Learning outcomes in sophistication to support the required software, the affective domain relate to external have a help desk or call center of at least ten expression of internalized emotion through people, and the resources to allow participants attitudes and values (Krathwohl, Bloom & the time to engage in the training. The sample of Masia, 1964; Gagne, Briggs & Wagner, 1992). respondents was comprised of help desk Because of the very personal and intrinsic nature analysts and call center staff members who of affect, outcomes can be difficult to measure. either volunteered or were mandated to take the program. From this convenience sample of In formal education, attributes that represent forty-four, participants were randomly assigned behavioral outcomes are fostered over affective to one of two groups: ElluminateLive required outcomes. According to Krathwohl, et al. (1964), scheduled participation at a specific time, on a the affective domain represents external specific day, while members of an asynchronous expression of affect through the following group participated on their own individual activities: receiving (demonstrating the schedules, using WebCT learning management willingness to listen), responding software. Several participants were moved (demonstrating active involvement), valuing between groups to accommodate this schedule. (demonstrating choice in involvement), In the end, there were 23 participants in the organizing (demonstrating willingness to asynchronous group and 21 participants in the advocate), and characterization (demonstrating vClass synchronous group. willingness to change one’s behavior, lifestyle, or way of life). Estimates of soft skills competency were identified in a self-test before training, to In workplace training, affective learning emerges establish an initial baseline. This self- as so-called ‘soft skill’ development. No assessment, also in the pilot stage, was consensus has been reached on the definition of completed the week prior to training via an e- soft skills, but they are identified by MacLeod mail request. Nine soft skill concepts, as (2000) as the following: ability to communicate identified by HRSDC, were each given two items. effectively, creativity, the process of analytical Each item offers a statement regarding behavior, thinking, problem-solving processes, leadership to which participants responded on a Likert skills, team-building skills, listening skills, scale about the frequency of his/her own diplomacy, flexibility, change-readiness and self- behavior. awareness. These skills are deemed to be critical to effective performance in the workforce; it is The course was designed with a focus on the also suggested that they are in short supply by generation of affective outcomes for learners in the same author. online environments. Four learning modules, each with three topics, structured the course. A number of contextual features and learning Each topic followed the same instructional activities need to come together to facilitate process: introduction, objectives, personal affective learning (Gronlund, 1999). Key objectives, content presentation, demonstration, facilitation strategies are identified as: the application, and personal reflection. presence of emotional and psychological safety, opportunity for interaction, the observation of Facilitation for affective learning was maximized demonstration of new and appropriate models of in the following ways. A ‘high-touch’ learning 98

environment was created in both WebCT and project. This allowed for coverage of material vClass. High-touch learning environments costs and the salary of the research assistant. include facilitation that is learner-centered, with Other resources were allocated through regular demonstrable validation and, wherever possible, work time of the project managers and all others accommodation of student needs and objectives. involved in the project. Facilitator immediacy in reference to requests and feedback was a priority. This was We identified the needs of the project carefully accomplished online through timely responses and then hired according to unmet needs; this to postings, e-mails, telephone calls and ensured competency requirements were covered. questions asked in synchronous discussions. Organizations participating in the project had to Explicit identification of standards, have certain minimal capacities so that their requirements, customer service models and resources weren’t tapped unreasonably and exemplary customer service models provided organization staff could assist with the external reference for individual actions. Self- administration of the project. awareness exercises, reflection opportunities, practice requirements and application exercises Scheduling and Estimating were designed to encourage high levels of Activities and timelines are central pillars in a engagement. complex project. These components must be The WebCT software offered continuous access estimated (in terms of character, monetary costs and specific instructional components for the and time costs) and scheduled according to how members in that section of the course. much time is needed and the benchmarks for the Asynchronous threaded discussions were part of project. The project plan had to be constantly each module, each conference being available for monitored, adjusted and communicated. one week. Deadlines were identified and adjusted when Synchronous chat was available but not necessary. Some deadlines were more critical structured in any part of the course. Content than others; communication with all project presentation included text, audio clips and video participants, particularly on the deadlines that clips. Exercise sheets and workshop directions can’t be moved, was key. were available in the same virtual location. Separate discussion areas and whiteboards One project manager was in charge of provided support for group projects and their monitoring activities and timelines, with support presentation. The site was available at all times, from the rest of the core team. At times, every day. required activities emerged as the project unfolded, requirements that couldn’t be For the other group, vClass was available once identified ahead of time. In several per week, for one hour. This platform offers organizations, technical staff were unable to synchronous online presentations, with audio open the organization’s firewall to allow interaction among participants and between participants access to the course site. This participants and the instructor. Synchronous ‘trouble shooting’ required additional problem- text chat is available for those in the vClass solving and a change in start times for activities session during the online session only. Group that followed. work and application sharing is available within the platform. Collaborative assignments Communications provided the opportunity for students to work Communications plans outline types of together outside of class time. communication processes and frequency of communication. For this project, a The key treatment variable in this research is communications plan identified all participants type of interaction. High levels of interaction and the hierarchy of ‘need to know’ and ‘for between students and student-facilitator were information only’ messages. Normally a fostered. Interaction was directed toward communications plan includes a roster of fostering reflection, thoughtful consideration, communication opportunities such as: group vs. and examination of personal responses to events individual information dissemination, general around relating to others. information presentation vs. individual Project Resources information exchange, meetings, mail-outs, e- mail, web-based information, fax and telephone Resources fall into three main categories: time calls. Communication, either one-way or two- allocation, human efforts and funding. The way, was required for project orientation, project managers’ home institution funded the presentation of required activity, project

updates, project adjustments, problem or next project roll-out. The success of the next challenges encountered and project results. project can be improved through due diligence in wrapping up the current project. Face-to-face meetings were not possible or desired in this project. It would have been This project was weakest in the wrap-up process, possible to have audio-teleconference meetings, as many things began to impose on the time of but they were deemed to be too time consuming the core team, creating constraints on what and unnecessary. Broadcast messages went via could be accomplished. The original wrap-up e-mail, and specific individual discussions were process was designed to include evaluation from held by phone, with e-mail follow-up. Once all key stakeholders, feedback to all course courses were up and running, information to participants, course certificates, final reports to participants was disseminated via course sites. associations and organizations involved, and a In all cases of critical communication, e.g. request to indicate willingness to participate in changes in important dates, two-way future projects. Only a portion of these activities communication was requested. was completed.

Tracking and Control Project Results Tracking and control means just what it says – All key stakeholders reported high levels of staying on track happens through detailed satisfaction with the project processes and monitoring and control of project activities. outcomes. The most specific feedback for Documentation of required activities provides a changes to the project came from those most system of project data by which to track project involved in the training – the staff themselves. progress. This approach can be more or less Learning objectives were met as measured by detailed, but is especially valuable for when a exam scores; however, participants provided project includes multiple organizations that are suggestions regarding additional objectives and geographically distributed. Tracking of activity improvement of the interaction with the and visible deliverables is an effective and technology. Because sound communication and accurate way to assess progress compared to ongoing evaluation procedures were in place, the rough, subjective reports like “we're about 50% project was massaged and adjusted during the complete on this task...” process to meet all required objectives as fully as possible. The project employed some detailed documentation of progress, but focused very We were unprepared for the time expended to much on course commencement and course manage the dynamic, changing nature of the completion. Once the course commenced, the project. Communication clarity and efficiency detailed structure of module progression kept all (incoming and outgoing) was in constant need of participants on track, or least very aware of adjustment. Communication did not flow out where they should be. Preparation before the uniformly in terms of time and, at times, in course was somewhat rushed as the course substance. A tighter communication plan with commencement date was relatively fixed. appointed communication senders and receivers Course wrap-up (after last module was is critical. Asynchronous communication complete), however, could have been complete requires that receivers acknowledge receipt of much faster than it took place. Sending and information, rather than having the sender tracking return of evaluations, sending assume information has been received. certificates out and contacting all stakeholders with final reports was more open ended and Communicating in a virtual environment where spread over several months. there is no face-to-face interaction led to Project wrap-up inefficiencies. It was difficult to determine the frustration level of students who were having Project completion is often overlooked as a problems with the elearning materials. stage, even though it is one of the key phases of Instructors had to watch for and support slower managing any project. Wrap-up time provides students to determine if they were having an opportunity to capitalize on important things problems. that can be present during a project's final phase: revisiting objectives with all key Technology challenges existed on two fronts. stakeholders, identifying examples of criteria to While organizations validated levels of determine project’s level of success and creating computing power, other issues regarding adjustments in project plan to prepare for the security arose. Technicians in support of the

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computer system will be consulted in the next MacLeod, A. (2000). The importance of soft running of the project. Participants needed skills in the current Canadian labor more support and more time than originally market. Sectoral and Occupational allocated to become oriented to the software. Studies, HRDC. Retrieved on August 15, This extra activity and time will be built into 2003 from next project plan. http://www.bizwise.ca/PDFile/HRDC.p df. REFERENCES Pascarella, E. & Terenzini, P. (1991). How Bloom, M. (2003). Elearning in Canada. The college effects students. San Francisco: Conference Board of Canada. Retrieved Jossey-Bass. January 2005 from http://www.conferenceboard.ca/educati Pascarella, E. T., & Terenzini, P. T. (1998). on/reports/pdfs/TopLine_report.pdf Studying college students in the 21st century: Meeting new challenges. Review of Higher Education, 21, 151- Gagne, R. M., Briggs, J.J. and Wagner, W.W. 165. (1992). Principles of instructional design. Fort Worth, TX.: Harcourt Project Management Institute (PMI) Standards Brace Jovanovich College Publishers. Committee. (2000). A Guide to the Project Management Body of Knowledge (PMBOK). (http://www.pmi.org) Goleman, D. (1995) Emotional intelligence: Why it can matter more than I.Q. Vinson, C. (2002). Learning domains and London. Bantam Books. delivery of instruction. Retrieved on August 31, 2002 from http://pixel.fhda.edu/id/learning_dom Himelfarb, A. & Richardson, C.J. (1991) ain.html Sociology for Canadians. Toronto: McGraw-Hill Ryerson. Whitten, J.L., Bentley, D., & Dittman, K.C. Krathwohl , D.R., Bloom, B.S., and Masia, B.B. (2001). Systems analysis and (1964). Taxonomy of educational design methods. Burr Ridge, IL: objectives: Handbook II: Affective Irwin/McGraw-Hill. domain. New York: David McKay Co.

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Chapter 15

How can elearning contribute to education for more sustainable development? Lessons in project management.

Mairi S Kershaw Dorset Education for Sustainability Network Dorset, England, UK

Abstract: This chapter presents learning extracted from a case study relating to the Dorset Education for Sustainability network (EfSN) (Kershaw, 2004), an education network managed primarily as an e- learning project, with the aim of bringing ‘expert’ debates into the public domain. The learning focussed on issues around information transfer across organisational boundaries and on mechanisms used to promote participation, as well as on the relationship between e-learning and social inclusion. It explores the purpose of networking in relation to information exchange, and postulates the existence of three levels of information exchange, achievable electronically. The chapter concludes by summarising a methodology for assessing attitudes to education for sustainable development, using an on-line questionnaire, tested through a pilot study and suitable for larger scale research. The project presents real-life research into a case in which e-learning helped to define an emerging education agenda and it raises a series of issues regarding the management of e-learning projects, including possibilities, pitfalls and ethical dilemmas. The research referred to is fully written up elsewhere, this chapter seeks to extract learning points relevant to project managers and to explore them in an easily accessible format. (188)

Key words: E-learning, gatekeeper, participation, social inclusion, sustainability, sustainable development

This project, the Dorset Education for Sustain- aim of enabling change, for “It is when new ability network (EfSN) (Kershaw, 2004), knowledge meets old institutions that social brought current social debate around educa- change starts” (Goldblatt, 2000: 157). tion's role in promoting more sustainable development into the public domain, through a This pathfinding project exemplified an evolving network comprising a dispersed interest approach to the management of an online community (Wilmott, 1986) arising from an learning project with no agreed aims at the electronically linked community of interest1. It outset, rather a belief that electronic exemplifies how practice can inform theory, communication would enable participants to bowing to ‘Southern wisdom’ in stressing the communicate effectively by engendering importance of grassroots movements, finding information transfer across organisational that ecology, health and economic development boundaries. This combined with the project can no longer be left to the experts but must be a manager’s belief that the web-based platform part of “people's organised concerns”(Wignajara, would provide a medium by which both the 1993). As an e-learning project it brought content and the process of effective ESD could ‘expert’ debates into the public domain, with the be explored.

A key issue for the project was participation, and 1 See: http://www.dorset- the project tested methods for getting people lea.org.uk/efsn/pages/efsnet.htm 102

involved, including an on-line audit and a telephone calls, 2) active sharing including the bulletin board. Recent UK government advice passing of documents between and among states that effective ESD should be targeted, organisations, and 3) passive sharing when requiring an understanding of individual organisations only make information available starting places (E.A.C., 2003) and that putting remotely or through display (Kershaw, 2004). I information on-line is not, in itself, transform- facilitated all three types of information ational. The indirect contribution played by e- exchange through a set of meetings, supported learning to the development of sustainable by a website. A future goal in managing this type communities may be more important than ESD of project would be to implement all three levels itself, and the initial regional sustainable of information exchange solely by electronic development framework for the South West of means. England (Sustainability Southwest, 2000) identified two key concerns: Evaluating the benefits of partnership

1. What role do learning and skills play in A second learning point concerns the value of improving sustainability? on-going formative evaluation of such projects 2. What role does sustainability play in including measuring the effectiveness of improving learning and skills? information transfer. As an equal partnership, participating organisations needed to identify The first is a wicked issue. Social inclusion is a exchange of information as a goal and my role as complex phenomenon, characterised by the project manager included setting up interfaces interdependency and influence of many factors, between organisations both electronically and for example housing, health and educational face to face, which enabled synergy and opportunity (Scottish Museums Council, 2001). exchange of information to occur. Getting others The role of e-learning is similarly complex, to participate was relatively simple, ensuring including relatively linear relationships such as longevity of the relationship was more complex increasing the number of active learners and formative evaluation may have legitimised (Sustainability Southwest.2002) through to involvement of certain organisations by contributing to complex societal trends. A key quantifying costs and benefits. Research has learning point for other e-learning project found that many evaluation exercises managers is the facilitation and enablement of concentrate on measurable outputs like financial secondary projects, commensurate with complex data, rather than on the impacts or effects of the objectives, in this project I have summarised partnership itself (Goodwin, 1998 and Stoker, research into people's attitudes to ESD across 1996). I went on to quantify a method for the parallel education systems of museums, measuring the effectiveness of information libraries and arts and the trialling (G3) an on- transfer between organisations which may prove line audit of ESD competencies. useful for considering joint agency working over cross cutting issues (Kershaw1, 2004): other project managers will determine their own Lessons learned priorities for evaluation.

Effecting information exchange Using e-learning to define both content and process The network was an equal partnership with overt agreement that an up to date contact list, The network started with the principles of equal available electronically, would be the backbone partnerships, mirroring the Japanese concept of of the project. This gave rise to two main lessons 'keiretso' (Thorelli, 1986), reflected within the for project managers. Firstly, a certain critical website design and layout where hands mass must be achieved in the level of co- supporting a globe were used to illustrate inputs operation and exchange of information before to and outputs from effective ESD. online interactions can really be called a

“network” (Thorelli, 1986) and security of The home page illustrated the contributions information was very important in encouraging played by the different sectors of education to participants to freely exchange data and sustainable development, with strands of information. My subsequent research regarding learning including those identified by Barber network activity defined three levels of (1997) matching the project stakeholders and information sharing, 1), interactive, or two way illustrating the local vision and breadth of debate such as face to face conversations or sectorial involvement. As both project manager 103

and web-designer I used the home page to define accessing the site, who later requested that a content, while developing subsequent pages to summary of all contacts and links be grouped explore process within each sector by linking together on a separate web page, rather than inputs and outputs into a series of web pages being spread throughout the site. A learning which provided information, strategy documents point for other project managers concerns and numerous links to other site. The web page minimising the complexity of design and was designed around my visualisation of content surveying user need as a first step. and process, rather than the needs of people

FIG 1 Home page of ESD network

Project manager as ‘gate-keeper’

Establishing a website represents a positive about sustainable development, requiring decision by participating organisations to utilise consideration of the potential cultures of representational media and to move into the understanding, or worldviews of site users sphere of mass communication. As the project (Longman and Lacey, 1993). For wealthy manager and controller of the website I was nations, sustainable development often means aware of being responsible for selecting a sub-set policies concerning issues such as recycling, of the total information available and of energy efficiency and conservation while for compressing certain areas while elaborating poorer nations it may mean policies for equality, others. A useful learning point from the project fairness, respect of the law, redistribution of was the importance of not raising expectations wealth and wealth creation. The images were among other educators regarding any carefully chosen to satisfy inclusivity principles, possibilities for financial or other reward e.g. I paying attention to research proving that was approached by an African charity worker photographs of people with eye-to eye contact needing financial assistance in order to purchase have more impact than those that are more necessities such as bicycles for her project. detached (Van der Gaag and Nash, 1987). As Eventually the request was dealt with by an UK project manager I was wary of relying too based religious charity but initial heavily on images as the computer generation of communication was difficult; what information images of a very high quality can make such were we entitled to make available about social images almost indistinguishable from real justice and global responsibility if we were not images. Any future website development would prepared to assist a small but essential practical have the source of all images accredited and project in the developing world? In addition, the their authenticity annotated on the screen. website used many images to portray messages

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The website was used as a resource for Community Service and although ultimately educators, at a workshop devised for the Oxfam desirable it would inhibit the Service from Global Citizenship conference (2000) stressing fulfilling its primary objective of engaging the similarities between skills of Global with disaffected and often excluded Citizenship and those of obtaining information youngsters. from the Internet, including discerning The choice of symbols affected participation information, and selecting and prioritising levels, e.g. the signal, 'OK' accompanied by a without discrimination. My learning included circle between thumb and forefinger as used that the use of media allows control of the truth by an underwater diver was used to and that the website designer acts as a represent that all was well. Consultation gatekeeper by controlling which information and with schools indicated that although the images are used. To quote Chomsky (1991) audit had raised the issues and encouraged 'What is useful is true'. organisational change but that the symbol was considered more appropriate in some Participation in e-learning: possibilities and sectors than others. Other project managers pitfalls could learn from this, developing a range of logos and units of measurement appropriate Sustainable development is not a bank of to each sector. information, but rather, a set of values, skills A further participatory mechanism was and understanding of knowledge (Cherrett, devised through the development of an on- 1999). The site included an on-line audit of key line bulletin board used to submit details of competencies for ESD, and a bulletin board for projects, which would then be displayed on the sharing of good practice. The latter was an the website. As project manager, I was attempt to enable positive engagement in the working closely with WWF-UK and complex issues of sustainable development, attention was being paid nationally to what defined by the United Nations as, “the biggest good ESD would look, but later national challenge this century” (Anan, 2001). The working groups agreed that the term project included an audit of key competencies “sharing effective practice”, would be less relating to sustainable development and contentious. The bulletin board proved education, with organisations being required to ineffective in practice as after the site was audit their own performance and to highlight launched the e-mail address was regularly areas for attention. I decided to use the broad, inundated with offensive e-mails. Salient subjective terms: 'started,' 'in progress' and 'OK' project management learning included the deliberately, rather than to use any need to determine such assessment criteria quantification of progress as not all at the outset, as well as the need to representational measurement involves safeguard the site. numbers (Dawes and Smith, 1979) and my intention was to develop a tool which would Supplementary research: attitudes to channels encourage increased participation in the process. for learning, an online survey.

As the project manager, I found that assessment I have referred to the relationship between was the most controversial area of the work and inclusive access to educational opportunity and have distilled the findings into a series of project the development of sustainable communities. management learning points: Project research concludes that, ‘while basic education has independent value, it is the • Establishments noted the need to allow for focussing of that basic education on the sharing negative or neutral association (Schuman of knowledge skills and values which is and Presser, 1981) there is a difference important’ (UNESCO, 2003). An important between not yet engaging with a process and project management role involved facilitating not intending to engage with a process. supplementary research. My analysis of the • Salience of the issues was vital to engender relationship between education and sustainable participation in the process and one development led me to devise an audit of ESD challenge in project management is to allow channels, with reference to the UK government's such an audit to act as a catalyst for Environmental Audit Committee report (EAC, engagement rather than as a constraint on 2002-2003), developing a Likert scale to possible responses. For example: a ban on consider both attitude and strength of response smoking would serve to alienate many of the (Robson, 1993). young people served by the Youth and 105

The survey contained thirty randomly mixed spawned by the initial e-learning project. positive and negative statements from reliable Effective on-going evaluation would have sources relating to ESD channels, chosen referred to the impact of these ‘offshoots according to their ability to identify with or projects’, many of which may have greater contradict a chosen aspect of the SDE agenda, longevity than the original e-learning project, for example inclusive access to educational illustrating an effective evolution of projects. The opportunity or global citizenship. The aim was to results of my attitudinal research are given assess how strongly people felt about the ESD elsewhere (Kershaw, M, 2005), but the opportunities afforded by each sector, with the methodology uses on-line positive and negative survey being designed to eliminate sectors which statements to differentiate between attitudes to did not enable discrimination between positive education sectors or channels of learning as and negative responses. This was one of a wide below. (FIG.2). range of supplementary research and projects

FIG 2 8 New information technologies offer 1 2 3 4 news and information from all over strongly disagree- disagree- agree-strongly agree the world which can help the poor to be heard. Department for International Development (2000), ‘Making globalisation work for the worlds’ poor.’ Dec. 2000

The on-line survey was effective as a research Local priorities concerning links between social tool, but learning points included: inclusion and education are part of the bigger global picture where inclusive access to • A requirement for need pictures and simple education is not available. Even where access is language, with a range of formats for available the quality is suspect as “most poor different organisations, as on-line audits children who attend primary school in the were not universally accessible. developing world, learn shockingly little” (Sachs, • The attitudinal choice should be increased to 2005). E-learning offers many opportunities for 5 to include a don’t know section as research participation in education for sustainable demonstrates that substantive responses development through transferring information may be chosen in error when a 'don’t know' and exchanging examples of effective practice, in option is not available (Schulman and both local and global communities, as well as Presser 1981, in Kershaw , 2004) facilitating learning about sustainable development through providing access to Conclusions information and knowledge. Project managers in e-learning should be fully aware of their impact E-learning presents a real opportunity both for on global access to information and the potential sharing practice in educating for more value they may add to bringing about more sustainable development, and to connect with sustainable development. the social inclusion agenda through contributing to the knowledge economy and increasing access References: to educational opportunity. This project presents real world research into the effectiveness of early Anan, K. (2001), United Nations press release: practice, connecting the quality of life agenda SC/SM/7739. with different sectors of education. Particular reference is made to the following four e- Barber, M. (1997), The Learning Game - learning agendas: Arguments for an Education Revolution, Indigo. London. • Information exchange • Process and content Bromley, D.B. (1966) The Case Study Method in • Participation Psychology and Related Disciplines. John Wiley and Sons. • Potential channels for ESD

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Cherrett, T. (1999) A Research Agenda for Technology and Society 5(1) 2002. ISSN 1436- Partnerships, Cheltenham and Gloucester 4522 College of Higher Education ,UK Sachs, J.D. (2005), Investing in development, a Chomsky, N. (1991) Adjuncts of government. practical plan to achieve the millennium Ch4 in Necessary Illusions: Thought Control in development goals, UN Millennium Democratic Societies, Macmillan (1987) Development Project, New York. Schuman and Presser, (1981), in Schulman, H. DfES/QCA (1998) 'Education for Sustainable and Kalton, G. (1985), The Handbook of Social development in the schools sector 'A report to Psychology. DfEE/QCA. The Panel for Education for Sustainable Development. Scottish Museums Council (2001), 'Museums and social justice: How museums and galleries Environmental Audit Committee, tenth report can work for their whole communities'. (2002-2003), Learning the sustainability Smyth, J. (2002), IUCN Commission, Education lesson, www.parliament.the-stationery- for All and Beyond. A short paper. office.co.uk Sustainability Southwest (2000) 'A sustainable Goldblatt D. (2000), Knowledge and the social future for the South West - A regional sciences. Theory, Method and Practice. development framework for the South West of Routledge. Open University Press. England'. Phase 2-consultation draft. www.oursouthwest.com Goodwin, M. (1998) Stoker G. (1996), A Research Agenda for Partnerships, Trevor Sustainable Development Education Panel (Feb Cherrett, Cheltenham and Gloucester College of 2003), Learning to Last. The government's H. Ed. sustainable development education strategy for England. Kershaw, Stewart, M. (2004), A Case study of Education for Sustainable Development in SWMLAC (May 2004), 'Making a Difference.' Dorset. From network to strategy. Dissertation, The impact of museums, libraries and archives South Bank University. London. in the Souith West. A report prepared for the South West Museums, Libraries and Archives Kershaw, Stewart, M. (2005), Where do we Council by Colin Mercer. Learn? Examining attitudes to learning for sustainable development and the potential of e- UNESCO (2003), DESD United Nations Decade learning to add value .submitted to Journal of of Education for Sustainable Development (Jan Distance Education 2005-Dec 2014) Framework for a draft international implementation scheme. Longman, D. and Lacey C. (1993) The Press as Public Educator, Cultures of Understanding, Thorelli, HB (1986), Networks between markets Cultures of Ignorance.University Luton Press, and hierarchies, Strategic management journal WWF-UK. 7:37-51

Learning and Skills Council (2004), From here Van der Gaag V and Nash C (1987) Images of to sustainability Strategy for sustainable Africa: The UK Oxfam report. development - for consultation, LSC, Ref LSC/AAOOO/1185/04 Wilmott P (1986) Societal networks, informal care and public policy. PSI Policy Studies Luke, R. (2002) Accessibility: Enabling Institute. Research report. Technology for Lifelong Learning Inclusion in an Electronic Classroom -2000,Educational

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Chapter 16

Implementation of e-learning in the Australian Customs Service

David Hill Australian Customs Service Canberra, Australia

Abstract: Managing an e-learning project is similar to any project process, for example building a house. You need to identify what the product will look like when it is completed, then develop a plan that enables all the components to become the anticipated whole. In determining the suitability of e-learning as a delivery method, the Australian Customs Service identified expected outcomes; developed and implemented a project plan and project structure to achieve the expected outcomes; and then evaluated the real outcomes against the anticipated outcomes.

Key words: customs service, e-learning, project management

The Australian Customs Service (“Customs”) The following issues were considered at the start manages the security and integrity of Australia's of the project: borders. The agency is a national organisation employing more than 4,900 people in Australia • Business case – purpose of project and overseas, with its central office in Canberra. • Project structure – how the project would be Many staff in Customs work on shift at border managed entry points, including air and sea ports. It also • Project plan – what the project would do. operates a fleet of ocean-going patrol vessels and contracts aerial surveillance providers for civil A business case was developed that clearly maritime surveillance and response. outlined the purpose and outcomes of the project, and funds needed. The project purpose The aim of this case study is to provide readers was to determine the feasibility of e-learning with insight into the project management within Customs, and whether the following processes that were followed when anticipated project outcomes were achievable: implementing e-learning as a viable learning delivery method for Customs. This includes Learning delivery cost savings, and exposure to the tension a project manager increased learning delivery effectiveness. experiences when matching expectations with real and practical considerations. A two-level structure that included a Steering Committee (senior managers) and a Working Project Objectives Group (middle managers) was developed to A key objective of this project was to determine encourage broad ownership. The Steering whether e-learning was viable within Customs. Committee provided overall direction and This included investigating the following issues: management, and defined the operating framework for the Working Group and the • Potential return on investment (ROI); project manager. The Working Group supported • Learning effectiveness of on-line learning; the project manager to ensure the successful • Type/s of technology that can be used; completion of the project. • Courses suitable for e-learning; • Skills needed to manage, deliver and implement e-learning within Customs.

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This type of project structure suited Customs matrix-based2 organisational structure and was • Learning Administration critical to the success of this project. Once the • Learning Standards structure was put into place a project plan was • Content developed that identified the project activities • Assessment and how they related to the outcomes identified • Delivery. in the business case. It was noted that with introduction of e-learning, Project Implementation the process of learning had not changed, only The implementation of this project was broken the number of delivery methods available had into the following two phases: increased. This comparative process helped the working group discover that e-learning was not Phase 1: Development of Customs e-learning an end in itself, but just another delivery method capability; and able to be used for the delivery of learning.

Phase 2 : E-learning pilots. In conjunction with the above process site visits

to a number of organizations occurred, and Phase 1: Development of Customs Customs specific e-learning workshops were e-learning capability conducted. The following lessons were learned

from both these activities: At the start of this phase a baseline of Customs current capabilities was identified through a SWOT (Strengths, Weaknesses, Opportunities • Importance of including key and Threats) analysis. An examination of the stakeholders in the e-learning strategy SWOT analysis identified the following: development process; • Learning to be contextualised to enable • Need for a mature learning system the easy transference of learning into the within Customs that worked for both workplace; face-to-face (F2F) and e-learning; and • The importance of senior executive • Resistance to self-paced learning, sponsorship at as high a level as whether paper or electronic based. possible, as well as buy-in from senior management (this reduces the impact In developing a mature learning system that on the project when a sponsor leaves or worked for all types of learning, Customs used is moved to another position); the following three-pronged approach: • Marketing of e-learning was as important as the e-learning material • Comparison between the components of itself. The early experiences that an e-learning and F2F learning systems to organisation has in using e-learning identify differences and similarities; need to be positive (the initial courses chosen need to be important from an • Site visits to learn from other organisational perspective, and the organisations implementing e-learning, selected pilot participants need to be and able to enthuse others), and • In-house workshops by leading thinkers, • E-learning needs to be seamless, exploring different aspects of e-learning. enabling participants to concentrate on

the learning process, rather than be The comparison identified that the components impacted by IT issues. of both face-to-face and e-learning systems were basically the same. A key difference was that e- learning allowed some of the components to be automated.

The key components of a learning system identified through this comparison were:

2 Within Customs the matrix based organizational structure allows a vertical and horizontal functional flow of responsibility across regional and central office components of the organization. 109

Figure 1: Components of a Learning System

The level of resistance to self-paced learning was measured through a series of focus groups that Workshops were conducted to expose senior and were conducted. These focus groups confirmed middle managers to different aspects of e- a negative reaction to previous self-paced learning. The following areas were explored learning. There were a number of reasons for through these workshops: this negativity. One of these is that self-paced • Collaborative use of e-learning; learning materials were not always been easy to • Instructional Design aspects to be use because the medium was not streamlined considered when developing and and tended to impede the learning process by delivering e-learning; and providing too much information for the learner • Strategic implementation of e-learning. to access. Also, self paced learning by its very nature focuses on the content and not the relationships between learners and course facilitators. Within the e-learning system there Phase 2: E-learning pilots needs to be a focus on the collaborative E-learning pilots were conducted during the component of the learning process while still second phase of this project. The aim of these ensuring the effective transfer of relevant pilots was to identify whether the following e- content. learning advantages could occur within the

Customs environment: Another key issue was the need for self-paced learning to be valued by supervisors and managers in the same way that face-to-face • Better learning results through learning is valued. This value can be increased content retention and demonstrated a number of ways. One way is to transfer of learning; ensure that sufficient time is provided at work to • Consistency of learning delivery; complete the e-learning. Where this does not • Ability to individualize learning to suit occur e-learning is devalued, as staff are the participants’ needs; normally provided time during work to complete • Minimisation of time away from work; face-to-face learning. Another way to • Learning time reduced without loss of demonstrate value is for the supervisor to learning effectiveness, and participate in the learning as a mentor/coach • Increased cost effectiveness. throughout the learning activity. 110

The Detention and Search blended learning learner satisfaction between these two groups program was used to pilot whether e-learning was evaluated. would increase, or at a minimum, have a neutral impact on knowledge retention, and also Knowledge retention was evaluated through a whether it would decrease the time taken to comparision of the knowledge tests at the end of complete the program. As part of the evaluation the training and spot quiz results conducted strategy face-to-face (F2F) and blended learning during the focus groups (approximately four courses were conducted at the same time, for weeks later). The following graph shows a staff seeking to acquire Detentiuon and Search comparison of the averaged results between the skills A comparison of knowledge retention and F2F and the blended learning groups.

100%

90%

91% 91% 90% 80%

81% 70%

60%

50% F2F

Blended 40% Average Score (%)

30%

20%

10%

0% End of course Spot Quiz Results results

Figure 2: Comparison of Average Assessment Results

Figure 2 shows that there was very little Figure 3 (below) shows a comparision between difference between the average results of the two participants in the two groups who achieved the groups at the end of the course. However a minimum pass mark of 90% or greater during month later the spot quiz results show a 10.6% each of the assessments. There was little difference between the two groups, with a difference at the end of the course; however, the marginal increase in the blended learning group spot quiz results show a dramatic difference average and approximately 10% reduction in the between the two groups. From the spot quiz F2F group average. results only 8% of the F2F group achieved 90% or more, whereas 80% of the blended learning group achieved 90% or more.

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100%

90%

) 80% 80% 70%

69% 60% 67%

50% F2F Blended 40%

30%

Participant with Score => 90% (% with Score Participant 20%

10% 8% 0% End of course Spot Quiz Results Results

Figure 3: Comparison of Participants achieving scores above 90%.

Similar evaluation strategies to the initial pilot Learner satisfaction was assessed through process were repeated during the re-certification completion of surveys and discussions during process. Even though the results from the re- focus groups. The participants of both the F2F certification pilot were not as dramatic as the and blended learning groups were asked to rate results from the initial pilot, both pilots indicate the learning program out of 10, with 10 = greater knowledge retention where the excellent and 1 = unsatisfactory. The following knowledge component of learning is delivered graph (Figure 4) summarizes the results of this on-line when compared with F2F delivery. rating. The blended learning group was marginally less satisfied with the learning program than the F2F group.

10.00 8.00 6.00 8.14 7.63 4.00 Average Rating out of ten 2.00

Rating out of Ten 0.00 F2F Blended

Figure 4: Comparison of Learner Satisfaction

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Results from the focus groups indicated that • Focus on what is achievable, not overall the blended learning group participants what would be great to do; generally liked the approach and considered • Develop an evaluation strategy early that, for the subject matter, this approach to in the project; and learning was more acceptable to them than face • Pilot the process. to face. Only one out of the sixteen blended • Involving IT early in the process. learning group participants who attended the • Maintaining a good relationship with focus groups would have preferred to complete your stakeholders and providers. the training using the traditional approach. Projects are dynamic and learning occurs The conclusions that could be drawn from the e- throughout its duration. All of the answers are learning pilot evaluation results, include: not known at the start of the project but are learned iteratively. However, it is important that • Where the on-line learning process uses project purpose and prime outcomes are clearly a Mastery Learning approach, there is a defined at the start of the process. greater likelihood that on-line learning will have higher knowledge retention Pre-planning than F2F learning. This is due to the focus of Mastery Learning on At the start of this project there was a improvements in learning by only considerable amount of time spent on allowing movement out of the lesson determining the project outcomes and the once they have achieved a high level of structure used to manage the project. This proficiency in the learning material (at included consultations with key internal least 80% correct). stakeholders at both senior and middle management levels. The purpose of this consultation was to identify what outcomes were • On-line learning increases learning expected from this project. Without the retention as it allows participants to foundation of the consultation and planning revisit the materials processes undertaken at the start of this project,

it would have been difficult to achieve the • On-line delivery of Verbal Information project’s stated outcomes. and Intellectual Skills content provides

higher knowledge retention than the One of the strengths of this project was the “talking head” approach, and is a more project structure used. At the macro level the effective way to deliver this content. In steering committee provided direction, advice the past teachers have used both and resources for the project and at the micro “talking head” and “facilitative” level the working group conducted the project approaches in the F2F environment. On activities. An important value that the steering the basis of these results Customs seeks committee gave to the project was their direction to deliver “talking head” content on-line, and advice which ensured the project activities and use the F2F environment to deliver were contextualised to Customs’ needs. the skills and attitude component of the

learning process. This approach may not be suitable for all projects. In the same way that one shoe size Project management lessons learned doesn’t fit everyone, there is no one project This was an extensive project conducted over an structure approach that fits all projects. The 18 month period. When managing such a project structure used is dependent on the complex project, you won’t always get it right. breadth and time span of the project. One would expect that a project that has a small budget and It is important is to continually learn throughout is anticipated to last only a few months would the project, and use what is learned to increase find the structure used for this project the effectiveness of the current project and for cumbersome and an imposition. What is future projects. Some of the key lessons learned important is that the project structure used during this project, include: needs to be considered and agreed upon at the • Ensuring that the project management start of the planning process. process is in place at the start of the project, and includes: • Pre-planning;

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Focus on what is achievable, not what designed by HRD staff. This ensures that the would be great to do learning outcomes are maximised. However it It is important to recognise that for any one also needs to be recognised that for e-learning to project, you will not be able to achieve all be effective it needs to be successfully delivered desired activities due to financial and physical across the organisation’s IT platform. A good resource constraints. Only the activities that are understanding of the capabilities and limitations achievable and align to the project outcomes of the IT platform need to be considered early should be included. on. These factors alone can have a dramatic impact on which project outcomes are It is important to clearly identify those activities achievable, and which are not. that will support the agreed goals and outcomes. If this is not done, there is the potential for Maintaining a good relationship with inclusion of activities that are not resourced. your stakeholders and providers Inclusion of activities that are not directed at At the start of a project, there is usually a meeting the agreed outcomes have the potential considerable amount of optimism and goodwill to impact on the overall success or failure of the between all stakeholders. For this optimism and project. goodwill to continue, relationships need to be nurtured and maintained by ensuring that there Develop an evaluation strategy early in are no surprises, especially in terms of the project expectations. This needs to be done early and It is important that a fully structured evaluation written down as part of the scoping process. strategy is developed early on in the project. This document needs to clearly identify: This evaluation must go much further that the “happy sheets” used for many learning • Your expectations; and programs. These “happy sheets” only provide an • What is expected of you. indication of how the participant has reacted to this learning and does not include the full To successfully manage an e-learning project, impact of the program on the organisation. remember the following:

In my experience, this is one area that is not • Know what outcomes you need to usually completed effectively. One of the key achieve and will be accountable for; and reasons for this is that the goals and purposes of • Technology is only a tool, not an end of the project are not clearly defined. Without this itself. it is impossible to know what outcomes you would expect to achieve at the end of the project. It is important to fully understand the outcomes for which you will be held accountable. This Pilot the on-line learning processes means that when you are asked to make It is important that e-learning projects be piloted compromises and changes, you know what you before they are fully implemented. The only have to fight for, and what you can concede. exception to this rule would be if the e-learning Don’t fight every change, only the important program impacts a small audience. ones.

Without piloting e-learning programs it is difficult to fully anticipate the impact they will The key for success in managing an e-learning have on learners. As part of the pilot process, it project is to always measure every activity is crucial to involve the pilot participants in the against the project outcomes. By doing this you redevelopment and review of the e-learning will find that some of the activities are essential, program before it is fully implemented. By others nice to do and others that are downright doing this they feel ownership of the process and dangerous to the success of the project. then usually become grassroots ambassadors. Involving IT early in the process Finally, don’t be seduced by technology, no matter how exciting. Remember that the focus The success of any e-learning project is of e-learning should be on the learning, not the dependent on a close partnership between both technology. HRD and IT groups within the organisation. It is recognised that the learning component of an e-learning project needs to be scoped and 114

References Miles, David. 2003. Evaluation:The Four Levels and ROI, The 30-Second Encyclopedia of Bloom, Benjamin. et al. 1956. Taxonomy of Learning and Performance. New York: Educational Objectives: Handbook I, Cognitive AMACOM. Domain. New York: Longmans Green Romiszowski, A. J. 1984. Designing Boulton, Peter. circa 2001. Evaluation Issues: instructional systems: Decision-making in Summary of Data. Academic paper by Peter course planning and curriculum design. East Boulton, supervised by Ms Tui McKeown. Brunswick, NJ: Nichols. Monash University: Australia THINQ's Research Department. Circa 2001 How Cooper, Graham. 1998. Research into Cognitive E-Learning Can Increase ROI for Training. Load Theory and Instructional Design at http://www.e-novalia.com/materiales/ROI.pdf. UNSW. Sydney: University of New South Wales. http://www.arts.unsw.edu.au/education/CLT.H Schutte, Jerald G. circa 1997. Virtual Teahing in TML Higher Education: The new intellectual superhighway or just another traffic jam? Cooper, Graham. November 2001. Simple Steps Northridge: California State University to Effective Instructional Design. Canberra: http://www.csun.edu/sociology/virexp.htm Handout for the Instructional Design workshop. Spencer, Ken. 1999 Educational Technology: An Cross, John. 2002. Bloom’s Taxonomy of Unstoppable Force: a selective review of Educational Objectives in the Cognitive research into the effectiveness of educational Domain. media. Educational Technology and Society 2 http://www.cosc.iup.edu/jacross/499/blooms.h (4) tml http://ifets.ieee.org/periodical/vol-4- Gagne, R M, and Briggs , L J. Principles of 99/spencer.html Instructional Design (2nd ed.). Holt, Rinehart, Flexible Delivery Steering Committee. Papers and Winston. from April 2001 to December 2001. Canberra: Hill, David. 2001. Is there anything new under Australian Customs Service. the Sun? ACT: Learnscope Projects. Technology Based Learning Working Group. http://learnscope.flexiblelearning.net.au/learns Papers from July 2001 to November 2002. cope/projects.asp?Category=33&DocumentId=3 Canberra: Australian Customs Service 48 Krathwohl, D, Bloom, B and Masia, B. 1964. Taxonomy of Educational Objectives: Handbook II, Affective Domain. New York: David McKay and Company Inc. Mayes, J T, McKendree, J, Lee, J, Stenning, K, Note: Cox, R, Kilgour, J and Tobin, R. 1996. The The main sources of information for this case Vicarious Learner: Rethinking the use of study were project documents written by the dialogue in teaching and learning. Glasgow: project manager (David Hill), based on input The Vicar Group, Glagow Caledonian University. from both the Technology Based Learning http://www.hcrc.ed.uk/gal/vicar/VicarPapers/V Working Group and the Flexible Delivery icarLearn.html Steering Committee.

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Chapter 17

Quality management approach to reduce risks in an eLearning program.

Giuseppe Chiazzese Luciano Seta Institute for Educational Technologies Italian National Research Council Genova, Italy

Abstract: The paper presents a project carried out by the Faculty of Science of Palermo University and the Institute for Educational Technologies of the Italian National Research Council regarding the realization of an eLearning BSc degree course "Science and Technologies for the Environment and Tourism". This one of the first on line university degree courses in which we have applied a project management approach and quality assurance theory in order to guarantee a planned and systematic control of the processes involved in the production of an eLearning solution.

In particular we will present the phases of the project from its conception to its implementation describing the structure of the BSc degree course, identifying the different processes involved, highlighting the roles of teaching, technical and administrative staff; we explain how we have broken down each phase into different activities and how for each activity we have identified teams, roles and responsibilities in order to produce effective management of the project.

We will show some process description schemas for monitoring and improving the quality of decision making and the management of the complex organizational, technological, and methodological aspects involved in the eLearning project.

Key words: eLearning, project management approach, Total Quality Management, eLearning process management, Quality of eLearning, Risk management, Distance Learning at University.

The rapid development of distance learning has Research regarding policies and procedures for encouraged an internationalization process of quality assurance should provide answers to distance learning programs for an international questions such as: How to guarantee the success audience of learners and faculties (Chalmers of distance learning programs? How do we 2004, 1). In Europe the Bologna Process guarantee to potential employers the value of the (European Ministry of Education 1999, 1) calls skills, competencies, and qualifications for a European Higher Education Area by 2010 facilitated by eLearning programs? What is the in which staff and students can move with ease, level of transferability of acquired credits from while enjoying recognition of their qualifications one eLearning program to another (online or throughout Europe. Much remains to be done in traditional)? Which factors promote the quality order to reach this goal, and faculties, of a distance learning degree? Which factors departments and higher education institutions contribute to client satisfaction (or frustration) must be ready to provide high quality distance with web supported learning? Can an eLearning learning programmes. program provide an effective and worthwhile educational experience that can be recognized in

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the European Higher Education Area? Thus, a program, it should consider its set of standards, procedures and guidelines are experiences and values in order to needed to guarantee quality assurance of overcome such resistance and to eLearning development initiatives transform it into support for the project. We believe that the success of distance learning programs starts from good planning and contin- Recognizing the possible limits of the uous monitoring of all phases of a project. Levy standardization process of education. identifies six factors to consider in planning an The move to standardization of on-line online distance programme (Levy 2003) while learning is driven by the need for other research suggests applying a project man- infrastructures that support the agement approach as the methodology for interoperability of different learning planning an educational and training project platforms and different ways of (Lockitt 2000). The organization of a distance communicating between different learning degree based on the rigorous applica- systems. It is important for an tion of project management methodologies and organization to recognize the quality assurance is a real challenge and it is constraints that such a standardization difficult to give simple solutions. We believe that process could introduce. Because the the general principles of project management technology is only a means of achieving remain valid but it is necessary to transform a goal, not a goal in itself, technological them, bearing in mind the features that distin- infrastructures should not be designed guish educational or training projects from other and built without considering their types of projects: effects on teaching and learning methods. The role of society as a stakeholder. A distance learning program must Starting from these considerations, we present a provide instruction of a high profess- case study where we have applied a project ional level so that a graduate is able to management approach as a tool for quality play a useful role and employ his skills assurance through a set of planned and within society. Institutions often systematic procedures for the development of an neglect these needs, and simply offer eLearning BSc degree-level program. This students the opportunity to obtain a approach plays a key role in assuring quality degree as quickly, as possible without development of distance education programs guaranteeing the professional quality of where the quality and the success of distance the qualification. learning degrees are managed and controlled during all the phases of a project. Funding of eLearning programs. From an administrative point of view, The eLearning BSc degree project direct income resulting from enrolment fees usually doesn’t cover the actual The on line BSc degree program "Science and costs of developing and delivering an Technologies for the Environment and eLearning program. Often, it is Tourism" (STAT), the first completely Web essential to find other funding in order based degree program organized by a public to guarantee the successful university in Italy, began in 2001. Currently the implementation of an eLearning program is in its fourth year. The program has program. involved 60 students, 40 teachers and 20 staff members with different competencies: Overcoming institutional resistance. educational researchers in technologies and A distance learning degree program methodologies, members of the academic staff, often has its roots in an organization experts in information and communication with lots of experience in the manage- technologies (Seta 2003). ment of traditional degree programs. There is often strong resistance on the The curriculum for the program was designed to part of the institution to adopt new address a number of economic and social needs methods and technologies that may of the Sicilian region, in particular, protecting upset traditional educational formats. the environment and developing tourism. The When an academic institution is curriculum focused particularly on the use of creating and planning a new eLearning information and computer technology (ICT) in

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this context. The students are introduced to the members who then had the role of application of ICT to support human decision sponsors. These sponsors were biased making processes to sustain the environment. towards the beneficial aspects of the This framework emphasizes the need to initiative and they tended to introduce ICT into the teaching process and to underestimate risks and difficulties. deliver the entire program via the Internet. A realistic evaluation of the project was very The online degree provides a distance learning difficult and the decision to start the project environment where students can use interactive required a thorough needs analysis. It was and simulation tools to carry out their activities. necessary to consider not only the needs of the However, the students also have the opportunity organization but the real, costs and the impact of to follow face-to-face modules, especially for the the new educational project on the economic and laboratory activities. Students only have to go to social context. the university in Palermo to take their exams, in To reduce the risks found we carried out a needs order to confirm their identities. analysis, combined with a Total Quality Management approach. Students enrolled in the program are principally full-time workers, mainly men, with an average We distinguish between two aspects of the needs age of 30. assessment process:

The team adopted a project management • Analysis of the external needs, approach, and its traditional breakdown into addressing questions about the social four principal phases: conception, development, conditions the program is intended to implementation and closure phases. In all these improve. The principal steps in this phases, attention was paid to the quality analysis are (Rossi et al. 2004): management defining tools and procedures for o description of the target measuring quality. We felt the need to monitor population and service the entire program using different control rules environment; and measures, to evaluate the students' results o needs identification of the target and consequent employment, to measure population; student and teacher satisfaction to control the o needs assessment to produce quality and to improve it. We also considered the recommendations for action; reactions of the academic organization with o communication of the results. regard to a better integration of traditional degree programs and eLearning programs. Of • Analysis of the internal needs, where course in many respects the project management problems and benefits for the academic of an educational program is different from organization, and issues for teaching project management in a production process. processes, have to be examined. The principal steps are: The concept phase o description of the various parts During the concept phase, the principal features of the academic organization of the project had to be defined. A preliminary involved in the program; risk evaluation was conducted to establish o identification of the whether the project was feasible and as a result technological and teaching it was decided to continue with the project needs; submitting a preliminary action plan to the o preparation of documents for Faculty board. The risk factors revealed were as decision-makers. follows: Different actions and tools can be used to tackle - There was no distinction between these two kinds of needs. For the external needs consumer and supplier since the analysis in the context of our academic academic organization preferred to eLearning program, we considered: manage the entire project and to entrust internal committees with an evaluation 1. Selected statistical data and social of the feasibility of a new educational indicators to identify target populations project. and social needs in the university - The proposal to start an online project learning field (e.g., demographic came from a small group of faculty characteristics, geographical dispersion, 118

university and scholastic drop out and developing a "vision", and the curriculum (Levy readmission rates, social, cultural and 2003) of this new on-line BSc degree program, economic indicators for the geographical and to define some characteristics of the services area of interest). needed in the area. 2. Sample surveys using questionnaires to evaluate the need for new on-line The analysis of internal needs was performed services in the university student using information chiefly from academic population. personnel, and students currently enrolled in 3. Contacts with local agencies, local traditional programs. The results were authorities and secondary school summarized in a document in which the benefits personnel to identify specific needs in for the university in starting this eLearning the learning field. project were indicated, as well as some potential difficulties. This document was submitted to the The aim of these activities was to identify the university for approval. Table 1 summarizes the social problems to be addressed and to estimate principal steps, tools and outputs of the needs the size of the potential target population. These analysis. results were in a report was the basis for

Table 1. Needs analysis. External needs Internal needs Target population. Academic organization description. Need identification. Technological and didactic needs. Steps Need assessment. Communication. Communication. Statistical data. Key informants interviews. Sample survey. Focus group. Tools Consultation of public agencies, political and Qualitative descriptions of the principal local authorities. processes taking place. Report describing the social needs, target Document describing the vision and the Outputs population and program curriculum in structure of the program to submit to relation to the social context. academic decision makers.

The needs analysis related to the setting up of • The distal outcomes looked not only at our eLearning program led to the following students but also public and private conclusions: organizations interested in the program curriculum. • The proposed eLearning BSc degree • Issues of quality had to be considered program had to be accredited as a during all phases of the project traditional degree program by the management process. Specific processes national accrediting body. This issue and procedures had to be planned to required some restrictions of the monitor and measure the quality issues curriculum and program structure in of the project and improve on them. order to pass the accrediting procedure. • The principal objectives of the project • The online program was a pilot program were: aimed at a restricted group of students o to set up an eLearning living principally in Sicily. The purpose environment where was to test the feasibility of setting up technological and online programs in the context of an methodological aspects are Italian university before extending it to a integrated using an approach larger population. for processes; • The proximal outcomes looked at the o to create a favourable academic organization of the university atmosphere within the academic and its capacity to manage an online organization for the transition program and the setting up of new from a lecture hours/contact procedures. hours teaching allocation and evaluation schema (timetable 119

oriented organization), towards defined the necessary steps, processes and a student centred/quality procedures, in order to conform to project oriented vision; management and total quality management o to select qualitative and approaches. quantitative tools for assessing the various processes; to Three workgroups were set up and a deadline develop online teaching was fixed for the completion of this phase of practices within the faculty. development:

The concept phase ended with the production of • The technologies workgroup: worked on two documents (see Table 1): one describing the defining the online services to design results of the needs analysis and the other to and implement the eLearning submit to the Faculty Board. In the latter environment; the group also examined document the general educational objectives of the principal distance learning the eLearning program were summarized and standards. the request to proceed was formulated. • The methodologies workgroup: worked on the instructional aspects, with The development phase particular attention to the quality of both the interactions between the The development phase had three particular program participants and the content. objectives: • The organizational workgroup: considered how the current academic • To prepare a document to present to the organization could satisfy the needs of national accreditation board. the new program. • To define a map of services in order to prepare the Work Breakdown Structure The structure of the different workgroups was (WBS); not very rigid and there was an exchange of • To establish the principal processes and experiences and opinions among the groups. procedures for a quality assurance plan. Meetings were held to discuss particular aspects of the project with the stakeholders and to study During this phase a project team was created to various “use cases”. examine some critical points in the project. The team worked on the following issues, using the This work took three months and produced the results of the needs analysis: following documents:

• Definition of the BSc degree curriculum, • Description of Bsc degree in view also of the regulations of the program; Italian Ministry of Education, University • WBS to manage project and Research (MIUR) regarding the development; introduction of new bachelor degree • services and processes map; programs. • Service Level Agreement; • Identification of online services needed • educational contract; in order to produce a high quality • communications plan to program. publicize the eLearning program • Definition of the technological within the university. architecture for delivering the program. • Definition of some methodological Figure 1 summarizes the principal documents characteristics of the online teaching produced during this phase: the rectangular activities. boxes represent the documents, on the top of the boxes are written the producers; the ovals The team prepared the proposal to submit to the represent the decision makers in charge of national committee. This document summarized approving the document; the label "To be the social and teaching aspects that the online approved" indicates that the documents must be degree program would address, and the approved. proposed curriculum. But, the team also worked on other aspects of the project; in particular, it

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Figure 1. Development phase documents.

Figure 2 shows the map of the principal services scaffolding of instruction. These processes need and corresponding processes: some processes to be described in detail since they appear appear more complex and involve different particularly critical in determining the quality of groups, like for example the content manage- the entire program. ment, the synchronous interactions and the

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Figure 2. A simplified version of the processes map.

The various workgroups were invited to use a process which led to content preparation. In this process approach to describe their activities; this example, we have identified two sub-processes: also permitted a project management plan based "Content creation" and "Content checking". The on quality improvement. The quality assurance person responsible for the entire process is the approach required a description of the various "teacher", and this role can be distinguished processes using a common scheme, so we from the "author", who is responsible only for decided to adopt the scheme shown in Table 2. the content creation. As an example we show the description of the

Table 2. Scheme to describe a process. Name: Content preparation ID: C1 Person in charge: Teacher Sub- Name: Content creation ID: C1/1 Person in charge: Author processes Name: Content checking ID: C1/2 Person in charge: Teacher Inputs Learning materials (learning From process: Standardization of the learning objects) materials Assessment results From process: Evaluation of assessments Scaffolding results From process: Instructional scaffolding Outputs Content To process: Contents delivery Content To process: Standardization of the learning materials Measures Technological conformity: links functionality; multimedia contents functionality (see Manual on content delivery). Instructional conformity: clear learning objectives; clear organization of the content; presence of self-evaluation assessments (see educational contract). Risks Bad technological functionality; no clear instructional organization. Stakeholders Students; author; teacher; tutors; all teachers involved in similar activities; technological staff. Weight Very high. Comments

The inputs shown in the scheme are the outputs In Table 3 we show the scheme for the two sub- of other processes. The outputs of a process are processes involved. Note how these two sub- sent, as inputs, to other processes. The measures processes are in line, one after another, so the establish the quality of the outputs and they can output of the first process is the input of the be both qualitative or quantitative; reference second. may be made to some specific document where the quality standards have been defined. The This is an exception; in fact, generally we have risks indicate the most critical factors that may different processes in parallel and the results of affect the results of the process. The stakehold- the entire process can depend on the execution ers are all the people who have an interest in the of all these sub-processes. This usually has a outputs of this process. Finally, the weight is a huge impact on the time management of the measure of the total impact of this process on principal process. the quality of the eLearning program.

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Table 3. Schema to describe the sub-process "Content creation". Name: Content creation ID: C1/1 Person in charge: Author Inputs Learning materials (learning From process: Standardization of the learning objects) materials Assessment results From process: Evaluation of assessments Scaffolding results From process: Didactic scaffolding Outputs Content To process: Contents checking Measures Risks Incorrect use of the authoring tool. Stakeholders Author; teacher. Weight High. Comments

Table 4. Schema to describe the sub-process "Content checking". Name: Content checking ID: C1/2 Person in charge: Teacher Inputs Content From process: Content creation Outputs Content To process: Contents delivery Content To process: Standardization of the learning materials Measures Technological conformity: links functionality; multimedia contents functionality (see Manual on Content delivery). Didactic conformity: clear didactic objectives; clear organization of the content; presence of self-evaluation assessments (see Didactic contract). Risks Bad technological functionality; no clear didactic organization. Stakeholders Students; author; teacher; tutors; all teachers involved in similar activities; technological staff. Weight Very high. Comments

In Table 4 it is easy to see how the sub-process An eLearning program can be assessed only over “Content checking” can have a big impact on the a period of time and the project management quality of the whole eLearning program. This should not be terminated after the testing of the sub-process must be monitored very carefully. eLearning infrastructure. Therefore, we decided to set up a specific structure devoted to quality The scheme presented here is general enough to improvement. The function of this structure is to describe all the processes involved in an control all the quality indicators from the eLearning program. Moreover, in an eLearning different processes and to suggest interventions program, quality control cannot be exclusively to the people responsible for the processes. based on a simple process approach and cannot Automatic checking and alerting tools can also be guaranteed only by good project be used. management. After the planning phase it is important to define some quality indicators In the quality control process, only measurable which must be monitored during the entire variables were considered, through the delivery phase. It can also be useful to perform uninterrupted examination of the outputs of the periodic sample surveys to test the satisfaction other processes. For example, in regards to of all the stakeholders: students, teachers, instructional processes, we invited the teachers private and public entities, and academic to describe the main steps of their activities in a organizations. public document. In this document they had to establish, for example, the type, number and timetabling of the assessment tests to be

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administered during the program. The quality Conclusions. control group would then check whether these In this chapter we have examined the first three tests were administered to the students as years of an eLearning BSc degree program agreed, and if not, the team would remind the carried out by the Faculty of Science of Palermo teacher to act according to the plan. In this University, an Italian state university. procedure the teacher is solely responsible for the instructional process, but the process can We would like to summarize some lessons also be checked by the quality control group. learned from this experience. First, to ensure the quality of an eLearning program it is useful to The implementation and project plan well defined procedures and to describe completion phases them in detail. It is important to establish who is The final part of the project consisted of in charge of the various processes, to establish implementation and project completion. The measures and assessment procedures for these implementation phase was primarily a processes, and to foresee the most likely risks in technological task, so we have not analyzed it for each of them. this chapter. Instead, want to say a few words about the completion phase of the project. But, unfortunately this is not always possible. This may be the case, for example, in very Deciding when an eLearning project is complete complex tasks in which different competencies is not as simple as it might appear. This problem are involved. A typical case is the web contents is common in all projects dedicated to setting up development process where technicians and a service, rather than a product. In many cases, instructional designers approach problems in and in learning services in particular, having the very different ways and the interaction between right technological functionality is not sufficient their different perspectives can give rise to to declare the project closed. During the delivery serious difficulties. of a service, or eLearning program, new problems can unexpectedly arise and We decided to adopt a collaborative approach to unpredicted behaviours can compromise the avoid these problems. We selected a small group efficacy and efficiency of the entire program. of teachers who had expertise in Web Generally these occurrences do not stop the technologies, and invited them to collaborate program; it continues to work but its quality may with expert technologists for designing some deteriorate. The consequences of this situation pilot courses on specific topics needed for the are particularly serious in a university program curriculum. The work of these “pioneers” was because it lasts for three years and poor results then used by other teachers as a reference point in any particular program can affect the results for preparing their material, and the more expert in related programs, and, therefore, the final colleagues were asked to give advice and help. outcome. This approach had two other advantages: it A university degree is essential for entering permitted some courses to be prepared very many professions and performing specialized quickly and it resulted in a degree of consistency jobs: a university program of poor quality can among the different course designs so that introduce inadequately prepared graduates into instructional design was not restricted to each society, be they doctors, teachers, or engineers. course author. We therefore decided to extend the project beyond the testing phase of the infrastructure Interactions with the administration of and consider also the first three years in which traditional academic organizations is another the degree program was effective. Further potential source of friction. Generally, the actions were taken in this period to improve the bureaucratic academic structure is not prepared quality of the various processes, procedures and to support an eLearning program in an efficient services. We had to develop new tools to support manner. eLearning often requires changes in the the evaluation of the program. We prepared existing ways of operating and evaluating questionnaires and submitted them to the instructional processes and organizations are students, teachers and other stakeholders for often not ready to accept such changes. validation. The complete re-organization of university structures is a very complex task that requires much time and expense. Because of this, we planned and set up a parallel administrative

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structure to manage these services classroom based programs but also on the independently of the academic structure. quality of their eLearning offerings.

Finally, there is the issue of costs. The References technological costs needed to set up the learning platform are not particularly high. Many open Aslanian, Carol B.. 2001. Adult Students Today. source platforms are now available and the basic New York: The College Board. technological infrastructures and competencies are already present in the academic Chalmers L., D. Dibiase, K. Donert, S. Hardwick organization. Content management and teacher and M. Solem. 2004. Internationalizing Online training may involve some expense but, in our Programs and Degree Programs in Geography. case, we encountered great enthusiasm from the Available from World Wide Web: faculty in participating in the online degree. (http://www.gees.ac.uk/pigupapc.rtf).

Further costs that need to be taken into account European Ministry of Education. 1999. The include setting up a scaffolding structure Bologna Declaration of 19 June 1999 [online]. composed of technological staff and instructors, Available from World Wide Web: and for maintaining the technological (http://www.bologna-bergen2005.no/Docs/00- infrastructure. These costs vary according to the Main_doc/990719BOLOGNA_DECLARATION. number of students enrolled on the program. PDF).

To declare the project finished it was necessary Howell, S.L., P.B. Williams and N.K. Lindsay. to check off the following: 2003. Thirty-two Trends Affecting Distance • all the principal processes have been Education: An Informed Foundation for described and the functionality has been Strategic Planning. Online Journal of Distance tested during the delivery phase; Learning Administration 6: 3. Available from • all the programs have been prepared, World Wide Web: loaded on the learning platform and (http://www.westga.edu/~distance/ojdla/fall63 distributed online; /howell63.html) • timetables are being respected and the students are following the programs Levy, Suzanne. 2003. Six factors to consider regularly, taking exams with when planning online distance learning satisfactory results; program in higher education. Online Journal of • a system for controlling the quality Distance Learning Administration, 6:1. Available requirements has been set up and is from World Wide Web: working; (http://www.westga.edu/%7Edistance/ojdla/spr • the budget has been followed; ing61/levy61.htm).

• the evaluation procedures for the Lockitt, Bill. 1999. Practical Project various processes are working regularly, Management for Educational and Training. data is collected, examined and assessed London, UK: Further Education Development periodically; Agency Publications. Available from World Wide • the levels of student satisfaction, success Web: and drop-out rates are measured; (http://www.eric.ed.gov/contentdelivery/servlet • the academic organization is evolving /ERICServlet?accno=ED445252). towards new standards and more positive attitudes to eLearning Oblinger, D.G., C.A. Barone and B.L. Hawkins. management. 2001. Distributed education and its challenges: An overview. Washington D.C.: American The project was completed when the team was Council on Education. satisfied with all the above items. Pennsylvania State University. Faculty Initiative. This is a beginning. The challenge of setting up IDE: Innovations in Distance Education. 1998. eLearning can’t wait for new cohorts of students. An emerging set of guiding principles and The new generation is different from traditional practices for the design and development of students, and demands that such educational distance education. Available from World Wide innovations be in place. In the near future Web: universities will be measured not only on their

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(http://www.worldcampus.psu.edu/ide/docs/gu Vilas, A., J.A. Mesa González and J. Mesa iding_principles.pdf). González, eds. Badajoz, SP: Junta de Extremadura. Reeve, T. Ross and Pamela S. Perlich. 2002. The Coming Boom in Utah’s School Age and College University Continuing Education Association. Age Populations: State and County Scenarios. 2002. Lifelong Learning Trends: A Profile of Utah Economic and Business Review 62 (9 & Continuing Higher Education. 7th. 10): 1-16. Wholey, Joseph S.. 1979. Evaluation: Promise Rossi, P.H., M.W. Lipsey and H.E. Freeman. and Performance. Washington D.C.: Urban 2004. Evaluation. A systematic Approach. Institute. Thousand Oaks, CA: SAGE Publications. Wholey, Joseph S.. 1994. Assessing the Seta, Luciano. 2003. A Case Study: The feasibility and likely usefulness of evaluation: University on-line Program in "Sciences and Handbook of Practical Program Evaluation. Technologies for Environment and Tourism": Newcomer, K.E., H.P. Hatry and J.S. Wholey, Advanced in Technology-Based Education: eds. San Francisco, CA: Josey-Bass Publishers. Toward a Knowledge-Based Society. Méndez

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Chapter 18

A successful vendor relationship for a large-scale laptop program at Ryerson University

Deborah Fels Franklyn I. Prescod James L. Norrie Ryerson University Toronto, Ontario, Canada

Abstract: The authors of this chapter describe the process of initiating and implementing a large scale laptop program at a Canadian university. The process included finding an appropriate and supportive vendor, and working out an arrangement that worked for all stakeholders. Implementation issues and lessons learned from this project are also presented.

Key words: Laptops, Learning management systems, procurement process, vendor relations

The fast pace of technology development has had diverse locations to produce powerful virtual a large and important influence on the learning environments. In addition, the development of innovative approaches to development of powerful and relatively educational delivery systems. According to Al inexpensive laptop computer hardware and Hashim et al. (2003), technology use in the wireless communication networks have made classroom has progressed over the years from student-owned and portable hardware for flip chart and easel to the use of sophisticated individualized technology-enabled learning and audio visual technologies and techniques. approaches feasible. Technology use in the classroom for teaching and learning began in earnest with the advent of A vital aspect of the laptop approach to the microcomputer and more usable software technology-enabled learning is to understand applications such as Microsoft PowerPoint and how the hardware is deployed and used, and the web-based learning content management advantages and disadvantages of these models. systems such as ATutor, WebCT™ and Landry et al., (2000) identify three main models Blackboard™. of laptop deployment at the university or college level: 1) concentrated (students provide own Considerable research has been carried out on laptop); 2) borrowed from university; and 3) the influences of hardware resources in the leased (student pays for university specified teaching and learning environment (Demb et al., leased laptop. 2004; Landry, 2000; Twigg, 2000). The design of personal computers (PCs), peripherals and Each model has potential implications for networking environments that support complex instructional benefits, ease of implementation, educational systems are important enablers of cost savings and impact on the project the technology change process (Al Hashim et al., management for procuring and implementing an 2003). Carswell and Venkatesh (2002) argue e-learning program. For many schools, the that faster and more economical computing primary advantages of laptops over desktops power, high-speed communications networks, commonly reported in the literature is in and the standardized, interoperable software creating opportunities for all students and and communications technologies manifested by instructors to have constant access to computing the World Wide Web provide ways to link resources due to the portability of the hardware 127

and a wireless network infrastructure (Landry et productivity, statistics packages, compilers, al., 2000; IBM, n.d.; Tarca, 2004). Many database development tools, and multimedia universities and colleges are embarking on software are supplied with the laptops. initiatives to include laptop computers in their Instructors also use the same environment to program in order to address competitive forces deliver the curriculum. in the marketplace. In this program, the procurement and The process of laptop acquisition and deployment activities were divided in two phases deployment in education settings is unique in of one project: 1) procurement including initial many ways, including the size of the projects, the delivery and support; and 2) renewal of way in which laptops are used and the hardware and software after two years of leasing. ownership models that can be considered. The first phase consisted of the initial Project management techniques can inform and specification, procurement, deployment and assist these undertakings, particularly in support of 350 laptops and software, one for specification and deployment processes. each student entering ITM in their first year, for September 2002. This process constituted the In this area of procurement, academia may model for deployment of laptops for all first year deviate from traditional private sector practices. students entering the program in following There is, in almost all cases in the public sector, years. The process of vendor selection is a very high premium on transparency in described in the Analysis section of this chapter. purchasing transactions and, a focus on process compliance over speed or effectiveness. While The second phase of the project consisted of much has been written on sustainable private- developing and executing a model for replacing public sector partnerships (e.g. Hodge, 2004) the laptops every two years. The first and project partnering strategies (Hampson, replacement exercise occurred in September Peters & Walker, 2002) as possible methods to 2004 where 350 original laptops were replaced address some of these issues, very little in the with new models for third year students, and current literature seemed able to guide us on 472 new laptops were delivered to incoming best practices in the educational sector to meet first-year students. our project and purchasing needs. Therefore, the project team set out with an objective to develop Method a new model of partnership with IBM, the Seven individuals, constituting most of the successful vendor for Ryerson’s School of procurement and implementation teams of the Information Technology Management (ITM) ITM Learning Edge program, participated in Learning Edge laptop program. interviews. These individuals consisted of: the chair of the procurement committee and the We will present a detailed description of this chair of the School of ITM at the time, the partnership model that has evolved between associate chair of ITM (both representing the ITM and IBM as a two phase process in the ITM university administration), the project laptop deployment at Ryerson University. consultant, the student representative, the Particular emphasis will be placed on the role manager of the technical staff and lead technical and contribution of the vendor to the successes liaison between the university and the vendor for and lessons learned in the project. We also the project, the help desk manager and a suggest that it could be used as a model for representative spokesperson from the vendor. laptop program/project management in other institutions regardless of hardware vendor. Each individual was asked to comment on a specific set of questions regarding his/her role in ITM Learning Edge Project the project, the process for both phases of the project from his or her point of view, successes Description and weaknesses, and his/her expectations of the In 2001, Ryerson University and ITM undertook vendor for both phases of the project and the planning process to initiate the ITM whether those expectations were met. Learning Edge program. In this program (see http://www.ryerson.ca/~dle/), students use a Analysis leased laptop and the Blackboard course Analysis of the interview responses revealed management software for much of their seven main categories of commentary. These classroom learning and computing activities. All included statements about: goals and vision, the mandatory course software such as office selection process itself, vendor behaviour and 128

attitudes, team behaviour and attitudes, RFP process in the public and private sectors. weaknesses, strengths, and differences between Each vendor was then invited to deliver a business and education environments. We presentation on their submissions. Following present a summary of this commentary and these presentations, a short list was generated. attempt to provide some practical outcomes and suggestions in using this approach for project At this point, the process deviated significantly management. from the public sector process because a new set of specifications was generated based on a Phase I: Procurement process collection of best options offered by each vendor Initially student participation was limited, but in their first submission. Short-listed vendors after considerable public display of discontent were then asked to re-submit their proposals and a formal request by the academic governing based on this new specification. At this time, body of the university, one student Ryerson team members entered into discussions representative was elected to the procurement with vendors regarding their optimal committee and a formal study of student configurations and support offerings. The opinions and needs was carried out. successful vendor and most of the team members mentioned that the hardware All of the participants from the university configuration derived for this second stage was including the consultant and the student unique and not offered by any one vendor at the representative outlined the goals of the project time. For the successful vendor, this hardware and the vision they had for the Learning Edge configuration became their standard university program. The main goal or vision that provided model. a framework for phase one of the project was that ITM required a program that was A response to the new specification was technically superior to any other, particularly presented by each short-listed vendor and one since it was an IT school. As one person stated vendor, IBM, was awarded the contract. This “we had to have the best computer at the lowest selection process followed a typical weighted price.” Also, people agreed that the goals of criteria approach used in the public and private improving and supporting effective teaching and sector procurement process. The vendor and learning were important and that the program seasoned team experts in the procurement must be pedagogically justified, otherwise it was process (chair of the committee and the not worthwhile. consultant) observed that this two stage process substantially enhanced the vendor relationship. The procurement process at Ryerson involved a combination of private and public sector The successful vendor became much more practices. Initially a very detailed set of involved in the specific negotiation process, even specifications was designed by Ryerson with no assisting the Ryerson team in crafting purchase input from potential vendors. These orders so that they were accurate and complete. specifications and the process of publishing In fact, the vendor mentioned that this part of them for vendors required approval from many the process was very unique to them, and it was different levels of administration. as if “one member of the Ryerson team ‘moved- in’ with the vendor for two weeks” to finalize the This stringent protocol and approval process project. The vendor and the Ryerson team then was implemented so that the process was seen to packaged and distributed 350 computers in the be impartial, objective and transparent - a public first phase of the project. The vendor also sector approach to procurement. All vendors and ensured that personnel at Ryerson were team members had access to the specification familiarized with all entities of their supply documents delivered simultaneously as a chain management system before beginning the Request for Proposal (RFP). The successful receiving and distribution activities. This vendor commented that often they are engaged strategy ensured that Ryerson personnel could to assist in determining the specifications for trouble-shoot difficulties with any supply chain business but in this case the specification component directly without waiting for the process was carried out without vendor vendor’s intervention. assistance. Implementation Issues Each vendor submitted a response to the RFP One of the most striking set of comments made and these responses were opened about this project was the difference in simultaneously by the committee, similar to the approaches between educational and business 129

projects. All participants including the student If hardware constantly fails and technical member and the vendor suggested that an supports are inadequate, students cannot rely on educational environment is very different from a their computing resources and will not trust the business environment. In business vendor regardless of where the fault lies. environments, the computer hardware is the focus of the procurement process. The business This has serious implications for future “owns” the hardware and is responsible for acquisitions. For instance, education institutions managing their resources. The “company” may be hesitant to engage the ongoing use of computing resources are used by employees to laptops. Also, students entering the marketplace carry out work tasks assigned by and for the as an Information Technology advisor or company. If an employee loses a system, they are purchaser will be less inclined to support the not usually responsible for replacing it. product based on past experiences. As a result of these differences, vendor In contrast, at Ryerson, students lease their involvement in the procurement process is not laptop computer but are still responsible for its solely to supply hardware. Support systems must upkeep and well-being. If a student loses or be put in place by vendors and the educational incurs damage to her laptop, she is responsible institution must recognize these unique for replacing it. Separate insurance is available situations and have strategies to manage them. for situations where the hardware becomes At Ryerson, no student is penalized for hardware damaged or stolen. An important consideration failures and backup computer inventories are is the model that can be offered in this situation. maintained so that students can exchange a The initial model used at Ryerson was a vendor- dysfunctional computer for a working one within supplied insurance program. However, over time a very short turn-around time. However, that this has evolved to a Ryerson-insurance still does not alleviate the stress and hardship program. caused by computer failures during important times such as exams. Students use their laptops for many different purposes, ranging from work that is assigned by Other important vendor contributions to the different instructors to tasks that are only implementation process were to streamline the indirectly related to their learning such as hardware preparation and distribution logistics. socializing, and carrying out part-time work Software images were tested by IBM for such as web design. Assignments given by course reliability and completeness. Once all parties instructors can be very general in nature and the were satisfied with the image, IBM carried out a student must define specific tasks in order to bulk image at their facility for all student achieve the generic assignment objectives. This laptops. They also were provided with incoming may involve using a wide variety of different student information that was assigned to each computing resources over short periods of time. computer at IBM prior to distribution to For example, students may be required to use Ryerson students at the university. The secure high end multimedia software such as Adobe database they established was shared with the Premiere in the same thirteen week period as university and became a common document they use Visual Basic.Net to learn programming. with which to provide support services between Over short periods of time, use patterns and Ryerson and IBM. The vendor also participated student needs for computing resources change in the laptop distribution and orientation dramatically. The laptop computing resources sessions at the university where students were must be current and support structures must informed of their responsibilities for the change with these varying and sometimes equipment and then issued with their unpredictable demands. computers.

Most student work has a time-critical Another interesting component of the component to it. Assignments, exams and tests, distribution logistics was that IBM worked with and projects have definite and unmovable the Ryerson team to implement more timelines. Computing resources must be environmentally friendly packaging. Computers extraordinarily reliable and function without were delivered to the university on skids, shrink- fail. Failure to function properly at critical times wrapped in a styrofoam wrapper, eliminating such as during exams or when major excess protective packaging. assignments are due can result in unfair and Finally, the vendor provided inventory stressful situations for students causing management. Few replacement computers were frustration and potential for financial hardship. stored at the Ryerson Helpdesk facility. During

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the exchange of old computers for replacements the added value commitments made during the after the second year of the lease, computers are procurement phase, particularly for students. immediately delivered to IBM. Commitments regarding student co-op placements and employment, support for Phase 2 – Transition research, and other educationally related In the second phase of the project, the laptops commitments did not materialize. Again, this were to be replaced with newer ones after two may be a function of the lack of experience with years. In this phase, the vendor participated in educational settings and understanding how the generating the specifications for the hardware. needs of educational organizations are different They also asked that Ryerson provide input into from those of a business environment. However, any emergent expectations prior to the it caused some disappointment and specification stage of the transition process. disgruntlement even though the hardware deployment and distribution logistics were well As in the initial phase, distribution logistics were managed and supported by the vendor. Vendor managed by the vendor and the Ryerson team performance must be tracked and they must be collaboratively similar to the process in the first held to account formally for added value phase of the project. Only this time, there were commitments made during the procurement 750 computers in-coming (400 new ones going process. to first year students and 350 replacements for third year students) and 350 outgoing to track Budget and manage increasing the potential for error. Thirteen Ryerson staff and students and six IBM The packaging was re-used for the outgoing staff were involved in the deployment part of the equipment. first phase of the project (duration of approximately two months). Project costs in the The Ryerson support manager and the IBM first phase of the project were: $839,677 for representative reported that on-going telephone hardware, $13,400 for human resources, and and email support has provided Ryerson with a $659,500 for building, network and services smooth transition process and few difficulties upgrades. For the second phase, nine Ryerson that could not be resolved at Ryerson. The staff and five IBM staff were involved. The vendor was instrumental in ensuring that budget for the second phase was $1.38M for Ryerson had the resources and knowledge to hardware and $7,956 for human resources for manage this transition effectively. the two month planning and turn-around period. Weaknesses of project Two major weaknesses were identified in phase One of the unique aspects of the Ryerson model one of the project. The first weakness was the was student employment in the support service lack of support for the faculty and instructors. and the distribution of computers. This resulted Neither the vendor nor the university had plans in relatively low human resources costs while on how to assist instructors in designing their allowing students to gain experience and course plans, materials and management to expertise with providing computer support migrate to the new teaching and learning services. However, student turnover may result environment. Expertise in this area was in difficulties with providing consistent and definitely lacking although the university was continuous support over time. A full time equipped to assist with class management issues technical lead and human resource management and some general instructional design pointers. is required to provide continuity, training and As ITM was the first school at the university to expertise. begin using laptops, the university had no experience with this element of teaching. It Lessons Learned – A summary should be incumbent on vendors to offer faculty Ryerson administration and the Learning Edge training assistance for new implementations. team quickly realized that in order for the Subject matter experts, instructional designers project to be successful, all procurement and or instructors with experience in successful support systems must be transparent, open, and planning and delivering of laptop courses, fair. All stakeholders including students must be should be made available to education invited to participate. In a risk adverse institutions during transition periods. environment such as Ryerson University and according to the literature, this meant a very The second weakness was the vendor’s inability strict process of specification drafting by the to manage expectations and follow through on university, and a formal RFP, bid and selection 131

process (Walker, Hapson, & Peters, 2002). However, the procurement team also recognized Finally, student assistance (particularly IT the need to enter into negotiations if they were students) in the implementation and transition to achieve the goal of acquiring the “best phases of a laptop acquisition project is a highly computer for the lowest price.” efficient and effective method. Students are provided with excellent opportunities to learn Combining a stringent public sector process with the various tasks involved (e.g., distribution, a more flexible private sector process resulted in training, help desk support). The university is a new hybrid model as illustrated in Figure 1 and able to maintain a reliable and cost effective allowed the team to achieve this goal. This model service. capitalized on the best bargaining features of the public and private sector processes in a manner References that addresses the challenges, needs and Al Hashim, D., Sankaran, S., & Weiss, E. J. expectations of a risk-averse educational (2003). The high tech global accounting organization. We suggest then that this laptop classroom in the 21st century. The Journal of procurement model is one that could be American Academy considered by other educational institutions. Briner, W., Hastings, C., & Geddes, M. (1996). A laptop program is a long term investment by a Project leadership. Aldershot, UK: Gower. university that involves a large scale hardware acquisition along with all of the associated Carswell, A. D., & Venkatesh, V. (2002). Learner software and support issues. It also involves outcomes in an asynchronous distance infrastructure upgrades, and a re-examination of education environment. International Journal the teaching approach in classes. Vendor of Human-Computer Studies, 56, 475-494. commitment to and participation in this process is very important particularly for institutions Cleland, D. I. (1999). Project management: with little or no experience in large scale and Strategic design and implementation. long term procurement and deployment projects Singapore: McGraw-Hill Education—Europe. and programs. We believe that IBM is especially skilled and experienced with negotiating IBM. (n.d.). Valley City State University uses hardware configurations and appropriate pricing IBM technology to create multimedia structures, assisting in establishing support classrooms. Retrieved January 12, 2005, from services and distribution protocols, and supply http://www- management. Universities must ensure that all 306.ibm.com/software/success/cssdb.nsf/CS/J of these advantages are part of the negotiation MAY-5H3GD9?OpenDocument&Site= process. IBM technology enhances communication at Vendors such as IBM are less experienced and Northern Michigan University. Retrieved May able to support the pedagogical and teaching 5, 2005, from http://www- needs that are also part of the laptop project 1.ibm.com/industries/education/doc/content/ca such as the Learning Edge. For example, sestudy/355945110.html vendors should be able to provide educationally appropriate elements such as student Landry, S. G., Long, P., Walter, B., Rogerson, L. employment, research funding and special F., H., Stiles, S., Stewart, H., et al. (2000). A case appearances in classes. Vendors should also study of ubiquitous computing at Seton provide assistance to faculty in learning new University. Retrieved January 12, 2005, from techniques for managing and teaching classes in http://pirate.shu.edu/~landryst/Presentations/ laptop environments. Care must be taken and 256,1,A extensive research carried out by negotiating teams to truly understand the extent to which Landry, S. G. (2000). Costs of ubiquitous vendors can provide this type of support, and computing: a case study at Seton Hall then manage expectations appropriately. University. In M. J. Finkelstein, C. Frances, F. I. Jewett, & B. W. Scholz (Eds.), Dollars, distanced Vendor commitments to value-added elements and online education. Phoenix: Ace/Oryx. of the project must be formally tracked through reports and progress meetings. Vendors must be Lankshear, C., Bigum, C., Durrant, C., Green, B., accountable for these elements and should be Honan, E., Morgan, W., Murray, J., Snyder., I., actively engaged in them. & Wild, M. (1997b). Digital rhetorics: literacies 132

and technologies in education. Current Twigg, C. A. (2000). Institutional readiness practices and future directions, 1-3. Canberra, criteria. EDUCAUSE Review (March/April), 42- Australia: DEETYA. 51.

McDonald, H., & Ingvason, I. (1997). Technology: a catalyst for change. Journal of Acknowledgements Curriculum Studies, 29(5), 513-527. The authors would like to thank John-Patrick

Udo for his assistance in editing this manuscript. NoteSys™ The Laptop Learning Specialists. We also thank the Learning Edge Committee Retrieved May 5, 2005, from and IBM for their generous participation in http://www.notesys.com/ interviews about the process. We also thank Barry Hollis for his support and contribution to Tarca, F. (2004). Quinnipiac University Laptop this project. Funding for this project was Program. Retrieved January 12, 2005, from provided by the Faculty of Business at Ryerson http://www.nercomp.org/sigs/0304/040408St University. udentBackToSchool/040804SchoolTarca.pdf

Thite, M. (1999). Leadership styles in information technology projects. International Journal of Project Management, 18(2), 235-241.

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Chapter 19

Evolving a Large Scale Higher Education E-learning Project Management System: Technology Enhanced Learning (TEL) at the University of Saskatchewan

Dirk Morrison Sheena Rowan University of Saskatchewan Saskatoon, Saskatchewan, Canada

Abstract: Despite the charge that universities are unnecessarily slow to change structures and processes related to teaching and learning, over the last five years there has been an increased proliferation of e- learning across tertiary education. Now seen as a valid and important alternative to traditional classroom- based methods, institutions of higher education are attempting to increase both the rate and scope of course and program development using ICT tools and technologies. However, such initiatives, especially taken on an institution-wide level, require significant fiscal and human resource investments.

Given that most universities in Canada are under considerable budgetary pressures due to funding cutbacks, deep investment in e-learning from within the institution is likely to be impeded by such constraints. Ironically, forward thinking governments understand that the skills and experience gained by learners using e-learning tools and technologies are critical to the ongoing viability of the knowledge economy (Bloom & Murray, 2001). A viable strategy for any government that wishes to support the products and processes necessary to realize the goals of a knowledge economy is to empower institutions of higher education through targeted funding programs as direct investments in the design and development of e-learning initiatives and innovations. Via an innovative funding program called the Technology Enhanced Learning (TEL) Action Plan, the Government of Saskatchewan has supported and encouraged the adoption of e-learning across multiple institutions of higher education in the province. Through an examination of TEL at the University of Saskatchewan, this chapter will document the macro- level project management structures, issues, problems and solutions, and cumulative lessons learned from the implementation of this initiative.

Key words: Technology-enhanced learning, faculty subject matter experts, higher education/tertiary education, integrated/strategic planning, project teams/management, cooperative vs. collaborative models of project management, continuous improvement

In the year 2000, the Saskatchewan Govern- targeted for the K-12 sector, separate funding ment, through its department of education, envelopes were made available to the province’s Saskatchewan Learning, initiated a province- tertiary education institutions, including the wide funding program aimed at stimulating the University of Saskatchewan, the University of development and implementation of technology Regina, and the Saskatchewan Institute of enhanced learning across the spectrum of its Applied Sciences and Technology (SIAST). educational institutions. In addition to funding While the institutions naturally welcomed the 134

initiative and the associated funding support, Central to the TEL Action Plan was the creation TEL presented significant project management of Campus Saskatchewan. Established in June challenges due to the scope and novelty of the 2002, Campus Saskatchewan is an inter- initiative, as well as the diverse constituencies institutional partnership, directed and managed involved. In this case study, the focus will be by its members, to support them in developing with the experiences of the University of and advancing collaborative initiatives to Saskatchewan (U of S) with TEL. achieve shared goals and priorities for technology enhanced learning. (See: In the Beginning – 1998-2000 http://www.campus.usask.ca for a description of Since 1998, the U of S had received special goals and objectives.) provincial funding through the Multi-Media Program Development and Support Fund With the establishment of TEL and Campus (MPDSF) for projects in technology- Saskatchewan, a coherent set of goals, enhanced learning. This funding was targeted objectives, and support structures was for the development of on-line courses to established. Drilling down from these province- serve learners at a distance, and included the wide, inter-institutional initiatives, it is integration of new approaches to teaching important to note that these aligned well with and learning that would accommodate the the University of Saskatchewan’s new strategic diverse needs of these learners. It was planning processes and products being assumed that information and communi- developed. Utilizing a number of prerequisite cation technologies (ICT) would help to make planning documents (e.g., Advantage U of S), the distance irrelevant, both in education and in U of S began its Integrated Planning process in work, and therefore serve a greater range and 2001, one that defines the future direction the number of Saskatchewan’s rural and institution. This process involves the drawing northern population. Finally, the MPDSF together of university-wide and unit-specific program and the projects it supported were planning efforts, providing the focal point for seen to encourage the formation of significant institutional decision-making, initiatives and partnerships among the post-secondary resource allocations. Specific to supporting institutions and with industry. technology enhanced learning to meet the strategic directions of the University, President With the formation in 1997 of a MPDSF MacKinnon states, Working Committee, established to formulate goals, challenges and strategies for the program, In learning, in particular, we must the start of a provincial strategy for technology- “capitalize on our expertise in distance enhanced learning was underway. The Depart- learning, and make effective use of new ment of Post Secondary Education and Skills developments in information and Training (PSEST) (now referred to as Saskat- communications technology to offer our chewan Learning), in collaboration with students courses in new, more flexible Saskatchewan’s post-secondary institutions, formats” (MacKinnon, 2002, p. 9). developed the Technology Enhanced Learning (TEL) Action Plan, a five-year strategy that A foundational document in support of the began in 2000-01. As articulated in the Action Integrated Planning process, namely, the Plan, the goals of TEL are: strategic plan for Information and Communications Technology, entitled • To develop/retain students, graduates Advantage U of S, underscores the fact that and faculty for a knowledge-based technology plays a large role in learning. economy In the new millennium teaching spaces are • To advance education and training in virtual as well as physical. Advances in rural and northern communities distributed and asynchronous learning promise to enrich the learning experience • To enhance First Nations and Métis for both on-campus and off-campus peoples’ education and training students by extending the traditional classroom. (Bunt, 2003, p. 9). • To develop Saskatchewan’s intellectual capital in information technologies and Clearly, the strategic directions of the U of S other niche specialties endorse a focus on technology-enhanced

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learning initiatives on an institutional-wide administration campus-wide (e.g., committee level. Fortunately, this planning path converged meetings, processing of transfers, with the Provincial Government’s desire to correspondence, etc.). These monies were not enable and encourage technology-enhanced earmarked for project management per se (e.g., learning through targeted funding programs monitoring individual projects), but were used such as TEL. to cover the costs of an administrative assistant to coordinate TEL activities and associated Implementation of TEL at the U of S: The overhead. It is important to note that at this Evolution of a Project Management time, there was no letter of agreement (LOA) in Approach to E-Learning Development place, nor was there any system of organized collaboration between the support units Phase I: 2000-2001 (Division of Media and Technology—DMT, Following a review of institutional recommend- Extension Division—ED, and Information ations by the provincial TEL Steering Technology Services—ITS). As the institution Committee, funds were allocated to each and its internal partners were relatively institution in March 2001. TEL funding for the U inexperienced with e-learning project of S totaled $490,000 with $300,000 allocated management on such a grand scale as TEL, the to content development projects and $190,000 processes for developing on-line courses could (all amounts in Canadian dollars) allocated to not be laid out in any exact form to the Faculty Development (e.g., WebCT licenses, participating departments and/or FSMEs. faculty training, workshops and seminars) Phase II: 2001-2002 Due to the extremely short planning timelines in For this funding year, the TEL funds increased the first year of the implementation, a general dramatically with the U of S receiving $1.17 Call for Proposals was not feasible. Instead, an million to support the development of content, ad-hoc committee was struck to select a small learner supports and resources, and faculty number of pilot courses that would both address development. In the spring of 2001, a TEL TEL goals and fit the strategic plans of the Coordinating Committee (TELCC) was set up to University. The committee was brought together oversee the U of S TEL activities. The TELCC’s under the direction of the newly appointed AVP task was to establish criteria by which to ICT, the office responsible for TEL at the U of S evaluate TEL proposals, and to develop policies, from 2001-2004. processes and guidelines for TEL projects. The committee was made up of faculty members, Inter-institutional task teams continued their instructional designers, multimedia specialists work on defining Arts and Sciences initiatives, and IT representatives. An official Call for which resulted in the final list of courses in May Letters of Intent (LOI) was distributed to the 2001. Academic units and faculty subject matter campus community resulting in 92 letters experts (FSME) were notified in June and July received from 11 of 13 colleges, an overwhelming 2001 of their funding allocations, with planning response. The TELCC reviewed the LOIs and design begun for most projects in Septem- according to newly developed criteria and ber 2001. During this first year, nine U of S TEL- approved 27 projects. Contacts were made funded content development projects were within each support unit to provide an estimate approved, with the cost of each project estimated of the costs involved for these projects. Some at $30,000 per course. Funds were allocated for courses required simple text conversions (e.g., to faculty release time (to academic departments), HTML), while others necessitated multimedia for instructional design, copyright clearance, components that would be expensive to design evaluation and coordination (to the Extension and produce. Project budgets were based on Division—ED), and multimedia and web estimates of direct costs and in-kind programming (to the Division of Media and contributions. These first estimates were quite Technology—DMT). crude but during the years to follow improvements in levels of accuracy were In addition to being paid faculty release time, realized. As more projects could now be departments received a small amount of funds developed, the need for more support in areas for administrative overhead. Despite requests such as learner services and faculty development for TEL funding specifically allocated for project was apparent and was met with an increase in management, none was given. Instead, the office funds allocated. of the AVP ICT received funding for functions of the coordination of TEL activities and

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Phase III: 2002-2003 Communication Technology (AVP ICT), select For this funding year, monies received would members of the GMTLC advisory committee, total $1.22 million. The Call for Proposals was and TEL project manager. The project manager circulated with over 50 LOIs received. The is currently conducting an inventory of all TEL TELCC approved 24 content development activity at the U of S and, after wide projects totaling $800,000. Monies allocated for consultation, will begin the process of Learner Services totaled $133,000, and developing and applying a more concrete project $200,000 for Faculty Development respectively. management system. The goal is to have a well- organized project management system in place In 2002-2003, the institutions were asked to for the anticipated 2006-2011 funding cycle. provide a consolidated report to Saskatchewan Learning that would include all projects Project Management Lessons Learned approved from 1998. This was a necessary increase in the amount of administration Phase I required for TEL at the U of S. Campus Large funding envelopes such as TEL, while a Saskatchewan was also now “on-line” and more boon to facilitating change and innovation, often inter-institutional committees had been formed, cause institutions to initially scramble to requiring even more administrative resources. organize themselves in any coherent manner. During this period, project management of TEL The U of S was no exception. Without adequate at the U of S appeared to be floundering, with lead time, combined with a relative lack of too many projects and too few support people. experience with such opportunities, stakeholders Despite the strain, patterns of systematic project interested in developing e-learning projects were management were finally beginning to emerge faced with an ad hoc approach, and resigned and evolve. themselves to “learning as we go.” Obvious gaps in project management principles included Phase IV: 2003-2005 minimal established project selection criteria, As the program was ending its five-year cycle, vague funding and costing guidelines, somewhat TEL funding saw a slight decrease and provided arbitrary production team formations, and resources over two years instead of one, elementary centralized governance and ($960,000 for 2003-04, and $920,000 for accountability structures. It was clear that these 2004-2005 respectively). An additional forty gaps needed to be addressed quickly in projects were slated for development during this preparation for the next funding year. funding period. The entire TEL initiative is now under government review, and currently TEL is Phase II in somewhat of a transition period pending the outcome of this review. However, there is It became obvious early on that the success of confidence that the program will continue for at TEL at the U of S increasingly depended on least another five years, if not indefinitely, and effective project management strategies. The the U of S is planning accordingly. formation of the TELCC assisted in this regard, especially in the articulation of selection criteria While earlier requests were rejected, as of the and processes, which, in turn, facilitated rational funding year 2003-04, the U of S received funding allocations. Structural and production specific funding for the project management of efficiencies were being realized by centralizing TEL. Several pockets of TEL activity are taking services and processes for instructional design, place on campus and the program now requires web/multimedia programming, copyright a full-time manager overseeing all of this clearance, and project coordination; this also activity. In response, a project manager for TEL provided a measure of consistency in project has been hired. Also, the entire TEL program development processes. To this end, the U of S has been relocated from the AVP’s Office, to The continued to assign content development funds Gwenna Moss Teaching & Learning Centre to the relevant support units. (GMTLC), and is now overseen by the Director of the Centre. In the spring of 2003, the TEL Co- Along with the consideration of a project ordinating Committee (TELCC) was replaced by management approach to TEL, it was a smaller committee, which included increasingly apparent that the coordination of representation from Information Technology the program needed more attention. Logically, Services (ITS), Division of Media and with the increase in funding and number of Technology (DMT), Extension Division (ED), the projects being approved and developed came an Associate Vice President Information and increase in administration of the program. Another problem was that although teams made 137

up of representatives from the support units had continually attempting to refine the process at now been created, the reporting structure and the provincial level. While this was reasonable it process required was still not transparent. For meant that administrators at the U of S were example, problems with a particular project often working in a reactive rather than proactive would eventually reach the TEL coordinator mode. That being said, this is not likely unusual, who, in turn, took the concerns to the TELCC. as the entire system (i.e., provincial funding However, the teams had not yet refined their agency, educational institutions, and product communications and process protocols with one developers) was being challenged in new ways, another, and often tried to deal with problems and a significant period of time was needed to independently. By the time these concerns make adjustments and refine policies, processes reached the Office of the Associate Vice and practices. President of Information and Communication Technology (VP ICT) and the TEL Coordinator, Phase III resources had been used on a project that was With more than 60 projects now in various not meeting its timelines for completion. In stages of development, TEL administrators some cases, the Office was now beginning to began noticing a pattern in projects experiencing cancel courses and forwarding requests to difficulties. For example, some of the initial departments that remaining funding be projects approved were running short of returned. Simultaneous with these terminal funding. This initiated the process setting up a interventions, attempts were made to assist contingency account, whereby twenty percent of particular departments in securing a committed funds marked for content development, across content developer in hopes of completing all approved projects, would now be set aside to projects. Problems with insufficient oversight, shore up projects that were estimated monitoring of status progress reports, and incorrectly. Another chronic problem was the accountability and insufficient developer fact that many Faculty Subject Matter Experts commitment in some projects, coupled with (FSMEs) were being overloaded with other continued provincial pressure for rapid academic duties, which, in turn, caused their production turnaround, led to many frustrations TEL projects to be put on the “back burner,” and inefficiencies. The AVP IT summed it up with concomitant delays in project completion. best: “This was like trying to design the plane while we were flying it.” It was at this time that a Letter of Agreement (LOA) was finalized; the approval of any TEL After analysis by TELCC, through consultation project now required this document be signed. with teams and associated project personnel, it This allowed the TEL program to ensure that the was concluded that the lack of a Letter of projects had the full support of the participating Agreement (LOA) (i.e., project charter) designed departments or colleges. Letters of support from to increase commitment and accountability, was Deans and Department Heads were requested at a root cause of several of the projects falling the Letter of Intent (LOI) stage and at the Letter behind. It was, therefore, important to consider of Agreement (LOA) stage. The LOA clearly a more detailed agreement that would outline stated that timelines needed to be adhered to or the support of the participating department and the project would risk having the funding describe the connection between the project and revoked and re-allocated to other TEL Projects. the college’s plans. In other words, a concrete It also indicated that it was the responsibility of commitment to the TEL projects from the the Department Head or Dean to ensure that if a department heads and Deans was crucial. The FSME should no longer be able to work on the TELCC immediately began working on the project, another developer would be assigned. creation of a LOA. As with any institution of In addition to the above refinements, project higher education, several sensitive issues, such teams now became involved earlier in the as intellectual property, right to use, and faculty process (i.e., as soon as the LOIs were received). agreements had to be considered. While many of This allowed teams to meet with developers these meetings ended with more questions than earlier to discuss their projects in greater detail answers, the process continued during this (e.g., budgeting for the projects, media funding year and concluded with an appropriate resources, process expectations, timelines, etc.). letter of agreement being crafted. Communication and collaboration processes between the team members, and the units they It is important to note that, while the U of S was represented, began to function more effectively. learning how to manage TEL “on the fly,” Finally, a clear understanding, amongst all Saskatchewan Learning (the funder) was players emerged, namely, that any concerns or 138

problems should be directed to the Office of the archives, and continual feedback mechanisms, AVP in a timely fashion. The TEL Coordinator this office would also develop and provide was formally designated the key contact and technical process templates. Continually began to work more closely with the project capturing both technical process and project teams and faculty members. management best practices will provide an ever- Learning by Experience evolving knowledge base for the institution. As the various groups and individuals Ultimately, the implementation of such a meta- participating in the TEL initiative at the U of S level approach to project management will only worked through the assortment of projects and solidify efficient and effective structures and processes, there was a collective learning that processes for the development of e-learning took place. Taken together, the institutional projects at the U of S. collective learned new approaches to managing the process, found solutions to problems Conclusion encountered, and began to more methodically TEL has provided great opportunities for the plan for the design, development, and delivery of development of e-learning at the University of e-learning courses and programs. However, Saskatchewan, ranging from expanded student while successes have been realized and changes access through to transforming teaching and in methods of project management learning within and beyond the institution. In implemented, these have not been without light of both internal and external influences and frustration and a sense of “two-steps-forward, trends, focusing on extending e-learning is only one-step-back.” In other words, while some timely for the institution. The TEL initiative has aspects of TEL project management have provided the impetus to develop a strategy for evolved for the better, it is clear that these distributed learning that is congruent with the innovations might have been realized sooner. institution’s academic agenda. Importantly, TEL has also provided a matrix of challenges and Next Steps: Developing a Project opportunities that together have provided a Management System for TEL context in which the institution can learn and In addition to tracing the trajectory of TEL at the change. One concrete outcome of this process U of S, and celebrating its successes, including has been the evolution of a coherent and well- the evolution of structures and processes of developed project management system for e- project management, it is important to offer learning. The end result of these collective some vision of what is needed to catapult the efforts, namely, the development of a vibrant entire endeavor forward. Informed by concrete and innovative e-learning environment, one recommendations (Martin, 2001; Matheos, which results in advancing and improving the Dewhirst, & Rowan, 2004), there are a number teaching and learning enterprise at the U of S, of steps the U of S can implement toward will be the ultimate accomplishment. improving the project management system used for TEL. First and foremost, there needs to be a References thorough understanding of what an optimized project management system for TEL would look A Framework for Action, U of S Integrated like, what the basic elements of such a system Plan 2003-2007. May 2004. Available at: would include. To realize this end goal, baseline http://www.usask.ca/vpacademic/integrated data regarding current and past TEL projects -planning/ need to be gathered and analyzed to discover what performance gaps exist, and to inform both A Framework for Planning at the University short-term and long-term project management of Saskatchewan. 1998. Available at: system goals. It is recommended that these and http://www.usask.ca/university_council/pla other project management functions be nning/reports/LTPlan3-98.html formalized in a TEL Project Office. Advantages of this structure include direct support for the Advantage U of S, Foundational Document designated project system owner, internal TEL for Information and Communications Advisory Committee, and the various project Technology at the University of teams. A TEL Project Office can also assist in Saskatchewan. June 2003. Rick Bunt, AVP deploying a system-wide project methodology, ICT. Available at: provide consultation to project teams, and serve http://www.usask.ca/vpacademic/office/bunt/li as a centre for excellence on project nks.shtml management. From consultation with project teams, analyses of data gathered from project

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Bates, A.W. 2000. Managing Technological http://www.usask.ca/vpacademic/integrated Change, Jossey-Bass. -planning/plandocs/whitepaper.php

Bloom, M. and Murray, D. 2001. E-Learning Renewing the Dream: University of for the Workplace: Creating Canada’s Saskatchewan Strategic Directions. 2002. Lifelong Learners. September. The Available at: Conference Board of Canada. [http://www.usask.ca/vpacademic/integrate d-planning/plandocs/foundational_docs] Brand, M. 2000. Research Universities in Transition. In Kay Kohl & Jules Lapidus Report of the Task Force on Virtual (Eds.), Postbaccalaureate Futures: New Universities and On-line Learning. 2002. Markets, Resources and Credentials. Available at: Arizona: Oryx Press [http://www.nserc.ca/about/researchbase_e. htm] College of Education Integrated Plan 2003- 2007. 2003. University of Saskatchewan. Saskatchewan Learning (June 2000) Technology Enhanced Learning. An action plan for post- College of Graduate Studies and Research secondary education and training in Integrated Plan. 2003. University of Saskatchewan, Phase 2. Regina, SK: Saskatchewan. Government of Saskatchewan.

College of Medicine Integrated Plan 2003- Smith, J.L., Clark, S., Lasseter, M. 2004. 2007. 2003. University of Saskatchewan. Developing Online Courses and Programs: Individual and Collaborative Approaches. College of Nursing Integrated Plan 2003/04- Distance Learning Administration (DLA) 2007/08. 2003. University of Saskatchewan. Conference Proceedings, Jekyll Island, Georgia. 157-160. College Plan, Extension Division. 2003. University of Saskatchewan. University of Saskatchewan Enrolment Plan: Bridging to 2010. 2003. Available at: Matheos, K., Morrison, D., Cram, R. & [http://www.usask.ca/vpacademic/integrate Archer, W. 2001. Position Paper on d-planning/plandocs/foundational_docs] Distributed Learning at the University of Saskatchewan. (unpublished paper), U of S TEL Summary Status 1998-2002. University of Saskatchewan. R. Bunt, AVP ICT, S. Rowan, Office of the AVP ICT, University of Matheos, K., Dewhirst, L. & Rowan, S. 2004. Saskatchewan. Distance Learning Administration (DLA) Conference Presentation, Jekyll Island, Georgia. U of S TEL Preliminary Status Report 2002-2003. October 2003. R. Bunt, Garrison, D.R. 2003. Blended Approaches to AVP ICT, S. Rowan, Office of the AVP Teaching and Learning: A Position Paper ICT, L. Dewhirst, Extension, University (*DRAFT) University of Calgary (unpublished of Saskatchewan. paper). U of S TEL Provisional Plan 2003-2005 Heterick, B. & Twigg, C. 2003. The Learning (August 2003): K. Matheos, Extension & Market Space. February. R. Bunt, AVP ICT, University of [http://www.center.rpi.edu/LForum/LM/Fe Saskatchewan. b03] U of S TEL Reporting 2002-2003 Martin, P. K. 2001. Executive Guide: (September 2004): S. Rowan, Gwenna The Seven Keys to Project Success. Moss Teaching and Learning Centre, U Martin Training Associates. of Saskatchewan.

Provost’s White Paper on Integrated Planning at the U of S. August 2002. Michael Atkinson, Provost and VP Academic. Available at:

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Chapter 20

Barriers and Drivers of University E-Learning Projects – a Case Study of Learn@WU

Mitra Arami, Fridolin Wild Vienna University of Economics and Business Administration (WU Wien) Vienna, Austria

Abstract: Due to the university’s complexity and diversity, the project management challenges of such projects are gaining more importance in academic research. This paper identifies project barriers and success factors of a large scale university e-learning project (Learn@WU) at Vienna University of Economics and Business Administration. Results from a project audit involving decision makers, academic content providers, pedagogic experts, and IT-technicians are presented to reveal the importance, strategies and challenges of project management in e-learning projects. The case study shows that project management in e-learning projects is dependant on the ability of the project manager to act as negotiator and motivator for continuous stakeholder alignment and fostering of a collaborative culture.

Key words: Project Management, E-Learning, Case Study

According to various researchers (Willcock and of Economics and Business Administration, Margetts, 1994) IT/IS projects are considered as which was initiated back in 2000. high risk and challenging projects. The under- management of risks in IS projects is very E-Learning surprising considering the size of IT E-Learning supports learning through inform- expenditure, and the history of disappointed ation technology, thereby creating new inter- expectations (Keen, 1991; Hochstrasser and action and communication possibilities, by Griffiths, 1991; Willcocks, 1994; 1996). offering an increased independence of both time and space. Accordingly, an e-learning project Research by Meta Group (cf. Macpherson et al., deals with design, implementation, and utilisa- 2003) indicates that the overwhelming majority tion of a social and information technological of employers are looking for technologists with system (see e.g. Hoppe and Breitner, 2004). At business skills. Both workers and employers the centre of such a system is an e-learning want IT to become more business-focused. application, often called a learning/content Companies want IT workers to possess business management system, which is focused on as well as technical skills, while IT professionals supporting one or more sub-processes of the reported a desire to broaden their communic- educational “value chain”, including educational ation, business modelling and project planning, content production or acquisition management skills. (‘make or buy’), content delivery, assessment/evaluation and certification. This chapter reports the findings of a survey designed to capture the experiences of project Planning for learning typically involves management personnel at Learn@WU, a large applications supporting needs analysis scale e-learning project at the Vienna University (including knowledge, skills and competencies gap analysis), as well as assisting in the 141

identification of individual and organisational expectation management is maintained goals (Gunnarsdottir et al., 2004). Content throughout the project life. Other studies production and acquisition is supported by recommend improving the nature of authoring tools and brokerage platforms for communication between the parties (Riggle, learning resources. Delivery applications 2001). All these recommendations mainly aim to support learning in courses, either delivered get participation and commitment from all the remotely or held in a classroom. In the stakeholders in the project. assessment and evaluation step, software is applied to support benchmarking of the acquired Research Methodology knowledge, skills and competencies (Seufert, A qualitative research approach, particularly 2001), and to evaluate the quality of the course. case study research, was applied as the key In the certification phase, applications like methodology in this study. Qualitative research grade-books support administration and methods are designed to help researchers reporting functions. understand people and the social and cultural contexts within which they live. Kaplan and Project Management Maxwell (1994) argue that the goal of ‘Project management process’ has mixed understanding a phenomenon from the point of definitions in the project management literature. view of the participants and its particular social Baccarini (1999, 29) refer to Shenhar et al. and institutional context is largely lost when (1997), McCoy (1986) and others define the textual data are quantified. Case study research project management process as controlling is the most common qualitative method used in project costs, time, and measures of profitability information systems (Orlikowski and Baroudi, to gain market share through efficiency. 1991; Alavi and Carlson, 1992). According to Gareis (2004, p. 40), project More dynamic and integrative views of project auditing can be differentiated into two parts - management process can be found in project auditing project content and auditing processes. management literature (cf. Jaafari 2000; Gareis, The project management audit serves as an 1989; Ward, 1999; and Royer, 2000). These evaluation of the project management process in authors consider culture, organisation, and projects or in programmes. other ‘soft’ factors as additional dimensions which influence project success. They view The focus of our investigation was on the project project members and teams more from an action management of e-learning projects and the oriented, interactive perspective in which challenges of such projects. The data for this process is part of and linked to product research was gathered from 15 structured outcomes. Our view relates to and extends the interviews with the project manager, project work of these authors. team members, and the project coach. Interview data were enhanced by content analysis of The symptoms of project failure are different. project documentation, reports, internal memos Jiang and Klein (2001) identified nine IT/IS and presentations. As well, in the follow-up project development risks. The first three are sessions with our interview partners, we project size, application complexity and validated our interpretations with them. technology acquisition. Hartman and Ashrafi Additional detailed information about project (2002) reported misunderstood requirements, management competencies was collected by overly optimistic schedules and budgets, observing meetings between the project owner inadequate risk assessment and management. and the project team. Data were enhanced by Jiang and Klein (2001) concluded that “each structured individual self-assessments of the organization will approach the problem project representatives using questionnaires. according to its culture, but the importance of selling the system still rings loud and clear. The project management competence of the Additionally, involvement, training, and support project team can be described as knowledge and serve as common practice to lower the risks experience in conflict resolution, facilitating associated with software development projects”. tools and methods, utilising synergies, organisational learning, to design the project Hartman and Ashrafi (2002) recommend management process (Huemann and Hayes, linking the project to corporate business 2003). strategy, aligning major stakeholders on key issues, simplifying project controls and metrics, The interviews, questionnaires and audit and making sure effective communication and checklists were based on Roland Gareis’ (1989) 142

method of Project and Program Management®. different subject fields like Statistics, English, The collected data was analysed and presented Marketing, Human Resources, or Law. to the project core team. Figure 1 provides an overview over the research design: starting with Furthermore, several further objectives were a planning phase, data were collected in several defined by a requirements survey carried out steps, then analysed and finally presented to the among professors and content developers (cf. project core team. Alberer et al. 2003). The survey results included enabling computer assisted self-assessment, facilitating downloads of course material, online sample exams, and the offering of online textbooks. Only to a limited degree the survey outcomes showed interest in community and collaboration support.

Project Objectives In fall 2002, six new degree programs (Business Administration, International Business Administration, Economics, Business and Economics, Business Education and Information Systems) were introduced, replacing the old degree programs. These degree programmes share a common body of knowledge, which accounts for 80% of the courses of the first year. The remaining 20% of the courses are program specific, i.e. learners are taught subjects typical for these programs.

In parallel, an increase in enrolments at the university could be observed, raising the number of freshmen from winter term 2001 to winter Figure 1: Research Design term 2002 by nearly one third - from 3,484 to 4,392 students.

The degree programmes all have in common, The Case of Learn@WU that they are designed to enable teaching in In this section we introduce the Learn@WU mass courses in the first year, leaving the project. With more than 21,000 students, the regular, intensive interaction with faculty staff to Vienna University of Economics and Business the higher study years. As university access in Administration (WU), is one of the largest Austria is not restricted, the idea behind that business schools in the world. More than 3,800 was to concentrate the high drop-out rates in the freshmen enrolled in the winter term first year and shift resources to those who are 2003/2004 and about 2,000 courses are offered likely to finish a degree programme. each term. As there are no general selection mechanisms like entrance examinations in The Learn@WU project was launched to give Austria, access to the Vienna University of learning alternatives to freshmen and to tackle Economics and Business Administration is not the problem of larger classes by enabling the restricted, thus traditionally leading to high university to offer ‘mass courses’ in the first year. initial enrolments and sizeable dropout rates as Thereby, the primary objective of the project was many students fail to pass the courses in the first to develop a scalable electronic learning year. Learn@WU was planned in three phases. management system capable of serving all This case study reports on the project audit of freshmen through large scale courses. the first phase, which has been finished in 2003. Project History Learning Objectives Originally the project was funded by the The primary learning objective was to keep Austrian Federal Ministry of Science and didactic design of learning objects rather open Culture. With the project starting Fall 2000, the (cf. Alberer et al., 2003), since learning content planned launch of the platform was scheduled and learning culture vary extensively across 143

for the Fall 2003, but deployment had already barriers occur in traditional IS/IT Projects, the started by October 2002. barriers here are seen as especially problematic, because in the “Internet Age” a barrier that is The initial Project Manager had been involved in not quickly removed can rapidly lead to a similar e-learning project, where the project widespread problems, e.g. loss of investor management had been outsourced to a leading confidence or loss of key employees. The consulting company. Because his lack of following are some examples of barriers: experience, the project manager faced various • Shifting project priorities affected the problems, including acceptance of his authority motivation of team members. and his inability to motivate the main subject • Team leaders and members who could not matter expert in the project. It was quickly effectively negotiate personal and professional concluded that he be replaced by an IT/IS tradeoffs created project and company conflicts. Professor of the university, who was highly accepted by all. Because of this experience, the • Communication across expertise areas Steering Committee nominated Professor Gustaf (software and hardware engineers, quality Neumann as the Project Manager of assurance, marketing, content developer and Learn@WU. He had been working with the technicians) was another major constraining subject matter expert from the beginning of the barrier to project management. Part of the project, and his knowledge of the internal rules communication problem was believed to be the of the University was invaluable. We will further orientation of professionals: type of work, examine this in the Section Results. demands, time frames, and working styles: e.g. differences between technical and creative The first project phase was headed by Professor members of the project. The tremendous Neumann. At that time 42 staff members (29 specialization of roles diminished opportunities full-time equivalents) were employed: there for generalists to see and therefore control their were 36 content developers, 2 educational entire project cycle. Project owners can be support staff and 4 IT-technicians. The content especially disappointed if their projects crash developers are primarily experts from fields such without their input. as marketing, public law or mathematics. About 3.5 million euros have been invested in the Table 5 summarizes the main barriers found in project to date in phase one and two. Workload e-learning projects in university settings. in the project is highly distributed, and most of the communication takes place via e-mail, except for weekly meetings of the core team. Culture: Integrating technical and creative professionals At the time of writing, Learn@WU had more Organization: Lack of cross-functional than 16,000 registered users and holds more integration than 21,000 learning resources ranging from People: Managing motivation, career paths, online textbooks to online exercises. The system pride, and egos; responsibility without authority encounters up to 3.2 million page impressions Strategy: Uncertainty and continuous change per day, making it one of the most heavily used Project leadership: Inexperienced project websites in Austria, with web traffic similar to managers the online portal of the Austrian newspaper Methods: Inability to balance discipline and www.presse.at (Mendling et al., 2004). In the flexibility last 14 days before exams at the beginning of the Lack of Communication: across expertise winter term 2004/05, more than 1.97 million areas; questions were answered online by students, Lack of Input from End Users (students): with an average response time from the server of a focus on product specifications rather than less than 1 second per item. gathering information on usability

Results Table 5: Common Barriers of E-Learning In this chapter we summarize the results of the Projects in Universities analysis of collected data from the project audit: Project Drivers Project Barriers Several interviewees noted that the project Initial interview results reported in Table 1 drivers are the reverse of the barriers they identify significant barriers to effective team identified. That is, it was these specific types of process integration. While many of these process barriers that had motivated the university to 144

institute the project in the first place. While this demands of investors and project owners in any may be true, we identified the following e-learning project. Success is based on their additional factors as drivers. skills in negotiating conflicting priorities while motivating talented technical and creative Effective project management is the ability to professionals, while effectively managing people, integrate and support teams as well as to processes, technologies and strategies. produce results and success. Project teams and leaders who can effectively manage multiple Moreover, we highlight the importance of projects in chaotic environments are highly continuous stakeholder alignment and process valuable. synchronization throughout the entire project life cycle, thereby linking the strategy and A significant motivational factor for team connections of the company/organization with members was being able to learn new customers, vendors, and suppliers, which in technologies and methods. In many corporate turn, needs to be connected to project schedules, projects, stock options and the goal of high resources, quality assurance procedures, and income are often reported motivational factors, expected functionality. Managing trade-offs but in our case the interviewees mentioned between stakeholder priorities is crucial since ‘pride of work’ and ‘belonging to a winning team’ projects can affect an entire company/ as the most motivating factors. The collaborative organization (cf. Yourdon, 2000), demanding positive culture and work environment had also alignment or even reengineering of affected pleased project team members. ‘Expressive, fun, business processes and models. team-oriented’ are attributes that describe positive projects and cultures. ‘Overly technical, Finally, we observed that successful project missed opportunities’ are attributes that management particularly depends on describe projects in trouble. Project drivers are maintaining a collaborative environment – summarized in Table 6. balancing competitiveness, with being open for sustainable change (cf. Devane, 2000).

Stakeholder Management: Balanced References Motivation: Maintaining team morale and Alavi, M. and Carlson, P. (1992): "A review of pride MIS research and disciplinary development," Learning: Value-added, marketable skills Journal of Management Information Systems, Communication: Articulating actionable (8:4), pp. 45-62. messages and feedback Negotiation: Ability to respond to project Alberer, G., Alberer, P., Enzi, T., Ernst, G., tradeoffs Mayrhofer, K., Neumann, G., Rieder, R., and Coordination: Cross-functional integration on Simon, B. (2003): The Learn@WU Learning key decisions Environment. In: Wirtschaftsinformatik 2003 – Creative Culture: Enthusiasm for ‘next step’ Band I, pp.593–612. development, collaborative, fun Anderson, J.G., Aydin, C.E. and Jay, S.J. (1994):

Methods and Applications. Sage, Thousand Table 6: Project drivers of E-Learning Projects Oaks, CA, pp. 45-68. at Universities Baccarini, David (1999): The Logical Framework Method for Defining Project Success, Project Conclusion Management Journal, Vol. 30, No 4, 25-32 Based on our research, the potential barriers and drivers that can influence the successful Benbasat, I., Goldstein, D.K. and Mead, M. management of an e-learning project in higher (1987): "The Case Research Strategy in Studies education are described in this chapter. Our of Information Systems," MIS Quarterly (11:3), results indicate that an effective and sustainable pp. 369-386. e-learning project management process is, above Devane, Tom (2000): “Leading IT projects,” all, dependant on the following characteristics Executive Excellence, Provo, Vol. 17, Issue 7, and competencies. Gareis,R (November, 1989): Management by First, the ability of the project manager to act as projects: the management approach for the negotiator and motivator is crucial. Project future. Project Management, 7, (4), 243-49. managers need to balance and satisfy shifting

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Macpherson, C., Handler, R., Ballou, M. and Yin, R. K. (1994): Case Study Research, Design Bittler, S. (2003). Lack of Project Management and Methods, 2nd ed. Newbury Park, Sage. Skills Is a Major IT Issue for Many Organizations. META Group News Analysis Yourdon, Ed (2000): “Success in e-projects”, Summary. News Analysis, 525. Computer World, Issue 34, August 21, p. 36.

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Chapter 21

Moving courses online: Return on investment, learner demand, and strategic planning

Lori Wallace University of Manitoba Winnipeg, Manitoba, Canada

Abstract: The Web presents many opportunities to extend learning, improve student success and perhaps even lower costs. The university cost-recovery distance education (DE) unit discussed in this case was under some pressure to move from a primarily print-based course delivery model to an online model. However, moving courses, learning, and services online potentially involved system changes with far reaching effects, particularly with respect to the unit’s financial viability. Given the financial risks involved, the unit choose to move slowly into online delivery, and undertook a research project in order to determine which courses and services should be offered online, and at what rate these should be developed. Variables investigated were student demographics and motivations, enrolment and attrition, technology use, and return-on-investment. The case discusses the unique project management challenges encountered in the planning of cost recovery e-courses and services during a period of shifting learner demographics and organizational instability.

Key words: online, demographics, distance education, cost recovery, return on investment, university.

Institutional context staff and instructors. All DE courses have a The unit described in this case is located at a course website (in WebCT) with course large dual-mode university (one that is focused information (e.g., textbooks, details of term primarily upon face-to-face learning, but also work, and academic schedule), course materials, offers distance education courses), and provides and communication and course management the infrastructure for both the development and tools. Only in entirely online courses, however, delivery of the institution’s distance education are students required to have online access and (DE) courses. Three full degree programs use the course website for learning activities. comprised of 270 undergraduate courses are offered via five delivery modes: independent The unit operates on a cost-recovery model with study (print-based course materials, often a budget of $4.7m (derived from course tuition), supplemented by audiovisual material), and a and employs 21 full-time staff and an additional limited number of group-based courses (print- 120 part-time instructors and content based course materials, supplemented by specialists. In 2005-06 over 6,000 registrants audiovisual materials and audioconference enrolled in 35,000 credit hours of DE courses discussions), online courses (entirely net-based), offered by this unit. flexible study courses (print-based or online course materials, supplemented by on-campus Introduction tutorial sessions), and multi-site virtual classroom courses. By the year 1999, e-learning was gaining momentum: the literature on online (OL) The DE unit provides, at no cost to students, the learning was filled with enthusiasm about the services of DE student advisors, reference possibilities of highly interactive learning, online librarians, and exam invigilators, as well as e- community building, shared content, and cost mail and toll-free telephone contact with DE savings. The explosion of the Web as a vehicle 147

for commerce, communication and learning had new and growing population of young, on- the effect of creating a tremendous buzz to put campus, full-time students. anything and everything online. Our unit was These two identifiable populations presented excited by these possibilities, and by the learning challenges in moving our courses and services enhancements that we anticipated building into online. Urban students had much greater our courses. We were also concerned about opportunity to access the Web at lower costs predictions that students would begin to view than did truly “distant” learners. For example, our print-based independent study courses as while all registered students at our institution relying on redundant technology, and would had access to on-campus computer labs and a therefore flock to online courses at competing free Internet account, students living outside the institutions, leaving us with declining city had less access to dial-up, let alone high enrolments and “dinosaur” systems and speed, Internet service, and even when offerings. equipment and service were available, often had

to pay long distance charges to their ISP. Given Caution was, however, warranted because much that a significant number of our students lived in of the research compared the costs of online to rural or northern Canada, or were members of face-to-face learning rather than comparing the Canadian Forces and their families, online to other distance education methods (e.g., stationed worldwide, our planning had to Bates, 1995; Whalen & Wright, 1998; Arvan, include ways to enhance access as opposed to Ory, Burnaska & Hanson, 1998), and significant creating additional barriers to it. financial commitment and risk would be involved in expanding our online offerings. Even if we could foresee financing the initial Challenges presented by internal politics migration of the courses, we were a unit in which independent-study (IS) enrolments comprised With the convergence of DE and on-campus almost 90% of our revenue. We knew that we student demographics, and the increasing use of could not afford to make costly changes to our centrally supported learning management course delivery methods without evidence that systems (LMS) such as WebCT for on-campus our students could, and would, follow. The task courses, DE units across the country were being was to determine which of our courses and disbanded or re-structured. We were convinced services should be moved online, and at what that a centralized DE unit could provide the best rate. Our research activities included support for both urban and remote DE learners investigating student demographics, at our institution, but we lacked strong support participation and success, and technology use as from other faculties that, meanwhile, were well as return-on-investment on online and IS facing resource shortages in the face of shrinking offerings. grants and increasing demand. The demographic shift to increasing numbers of on- campus DE learners had the unfortunate effect Challenges presented by changing learner of placing DE in competition with faculties and demographics departments for tuition revenue. Faculties and We had previously gathered data regarding the departments had begun to view DE as demographics and motivations of our learners cannibalizing their on-campus enrolments, (Wallace, 1999), and had learned that, over the siphoning away income that they urgently previous 15 years there had been a dramatic shift required. We knew that being perceived as a in the demographics of the DE population at our threat to the viability of on-campus programs university as well as at others. In the 1980s, our could only hurt our already marginalized typical DE student had been a part-time student existence. with full-time work and family responsibilities, living at a geographic distance from the We therefore needed to build closer ties with our university. In contrast, over half of our students internal partners (the faculties and departments in 1999 were typical urban undergraduates, with DE offerings), in order to gain support and under the age of 26 years, who worked 20 hours provide our unit with greater visibility across the a week in service-sector jobs, and combined on- campus. To achieve this, we concluded that we campus and DE courses. This demographic shift had to find a way to financially reward their meant that we were now serving a more participation. While this would further constrain heterogeneous population. We needed to our immediate ability to fund e-learning continue to serve part-time adult learners who initiatives, we felt that it would enhance our were geographically distant, while also serving a viability in the longer term.

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In view of our changing learner demographics As a cost recovery unit, we could not afford to and the need to attend to internal stakeholders, employ the assumption of “build it and they will we decided on a short-term e-learning plan. come.” While we were eager to move quickly Given that we had little concrete evidence to ahead to enhance our courses with online guide our decisions, we determined that, until content and learning activities, we needed we had several years’ data to direct our plan, we evidence of what students actually do with would continue to support the limited number of respect to online learning, as opposed to what online courses we currently offered, and entice they report they do. It can be difficult and (rather than compel) students to go online by expensive to gather accurate data relating to offering opportunities. These attractions students’ online activity, but we determined that included optional online discussion groups in IS one measure of how willing and able our courses, and services such as online posting of students were to go online would be to receipt and return dates of students’ investigate the rates at which they accessed assignments (done manually in DE) as well as optional course discussion groups. Results of an online grade posting, optional online assignment earlier survey that included questions relating to submission and return, and uploading of IS the reasons why students enrolled in DE courses course materials and instructor letters of were also reviewed. welcome as PDF files. With the exception of the PDF files, these services had the potential to Findings serve the dual purpose of lowering our costs (e.g., postage, staff time to respond to student Return on investment enquires) and make greater use of the LMS that had been adopted for campus-wide use. Analysis of six years of data suggests that, while enrolments have increased in online courses, Investigation enrolments in independent-study courses consistently exceed them by a considerable In order to inform our decisions regarding e- margin. From 1999 to 2004, enrolments in IS learning course and service delivery, we started courses increased by 7,002 credit hours, while to collect and analyze data relating to enrolment, enrolments in OL courses increased by 1,223 finances, and technology use by students. The credit hours. For every IS course credit hour that primary research questions were: we added between 1999 and 2004, we generated a) What disciplines, course levels, and 584 credit hours of enrolment. In contrast, for delivery methods attracted the highest every OL course credit hour added during the enrolments and offered the highest same period, we generated only 27 credit hours return on investment? and, of enrolment. Given that our income is variable (i.e., per course credit hour enrolled), and the b) What factors were responsible for these majority of our direct delivery costs are also differences, if any? variable on the same credit hour basis, greater

economies of scale were created in IS courses. As one of our measures of return-on-investment, Examining return-on-investment by comparing we began to investigate enrolment patterns to the total number of credit hours enrolled (CHE) determine which faculties and delivery methods in relation to the credit hours offered (CHO) in attracted the most students. We also began to IS and OL, we found that from 1999 to 2004 the track student success rates using these variables ratio of CHE to CHO rose from 27 to 42 (56%) in in order to identify patterns of attrition by IS courses, and from 11 to 21 (91%) in OL delivery method, and plan appropriate revisions courses. Therefore, while OL offerings continue or additional student supports. to generate far fewer CHE per CHO than IS offerings, enrolments in OL courses have begun As part of our cost recovery budgeting, we began to show promising increases. tracking direct expenses and income at the With respect to the year-level of courses offered, course level for course development and the ratio of CHE to CHO is highest for entry- delivery. We tracked direct (variable and fixed) level survey courses. This was anticipated as and indirect costs (largely allocated staff costs, these are also the most heavily enrolled on- but also costs for the unit as a whole, such as campus, and over half of our students are drawn marketing and promotion, student services, from that population. reception, and research). Examination of the faculties in which the increases in IS and OL occurred provided 149

additional relevant data. The two faculties with course offerings more heavily enrolled by 2004, the largest number of IS and OL offerings are but enrolments increased faster than did Arts and Science. As illustrated in Table 1, in offerings. This latter point is particularly 2004, IS courses in Arts and Science continue to important in cost recovery DE programming generate higher enrolments than OL in terms of because new courses carry not only delivery overall enrolment per credit hour offered as well costs, but also amortized development costs, and as in terms of enrolments per additional credit therefore generate less return than do existing hour offered (215 in Arts; 69 in Science). In offerings. other words, not only were IS Arts and Science

Table 1. Growth in IS and OL, by faculty

Faculty Deliver Increase in CHE CHE/CHO ratio Increase in y for each 1999 2004 income method additional CHO Change Arts IS 215 29 46 + 63% $668,000 Arts OL 14 5 11 + 120% $ 28,300 Science IS 69 43 49 + 14% $109,300 Science OL 32 17 30 + 76% $116,100

The greatest improvement in the ratio of CHE to assignment and grades, and a centrally CHO was in OL courses, and while these supported LMS license and help desk), these percentage increases were high, the CHE/CHO have been insufficient to offset other higher ratio remained considerably lower in OL courses delivery costs. than in IS. As well, offering additional credit Comparisons such as these, of course, provide hours generated fewer enrolments than in IS. only a snapshot of current costs, and will require Nevertheless, the improvements in CHE/CHO in further investigation. It must be recognized that OL offerings, particularly in Science, are units such as ours have had many years to refine encouraging for future OL development. our IS systems, but are still in the early (and more costly) stages of developing systems for OL When attrition rates were examined across the delivery. Furthermore, the higher costs of OL six-year span, there appeared to be no courses reflect not only higher start-up costs but significant difference in the rates between IS and also much lower economies of scale than are OL in Arts or Science courses. Attrition rates present for IS courses. averaged 15-16% in Arts courses, and 14-18% in Science courses. Students

Development and delivery costs With respect to technology use by students, the rates at which students accessed optional online As at other institutions (Rumble 2000), the costs discussion groups in IS courses were analyzed in of development for our OL courses are higher 2002 (Miller & Wallace, 2002) as a measure of than those of IS, particularly with respect to how likely students would be to voluntarily go instructional design, programming, and digital online for at least a portion of their learning copyright clearances. Moreover, the activities. Initial results determined that less infrastructure (hardware/software acquisition, than 20% of IS students accessed the course site upgrading and maintenance; and staff training) to read postings, and less than 10% accessed the and direct costs of delivery are higher in OL site and posted an item, suggesting that most courses. For example, our course maintenance, students in IS could not, or would not, and instruction and tutoring costs are 12-30% participate in the online component. Not higher in OL courses. While savings have been surprisingly, a major factor affecting access and realized on some direct costs and overheads for posting rates was how frequently the instructor OL course delivery (e.g., on printing, packaging posted messages. As classroom instructors have and mailing; deletion of manual tracking of 150

long observed, many students in undergraduate internet service more available in remote areas, courses tend to be reluctant to participate in independent-study courses will continue to discussions, are more interested in what the allow both populations of DE learners to instructor has to say than in the observations of overcome the situational barriers they encounter other students, and focus their interactions with to university study. Young urban learners will the instructor on housekeeping questions then have the independence to study en route to (grades, topics to be covered on tests, etc.). DE campus or work, or during their breaks at their undergraduate learners also appear to be “McJobs,” and adult learners at a geographic reluctant to engage in discussion, and are distance will have reliable and affordable online instrumental with respect to where they invest access. their study energies (hence the widespread need to assign grades for participation in online Building internal support courses). Rewarding the participation of faculties and The less than enthusiastic online participation of departments through DE tuition sharing has had students in optional discussions is consistent the desired effect of increasing their with the patterns of enrolment that we observed participation and building internal support for in courses that we simultaneously offered in the DE unit. While faculties and departments are both IS and OL format, in the same term, with not compelled to deliver their distance or online the same instructor. While the sample was small, offerings via the DE unit, the financial benefits IS enrolments in such sections exceeded those in that the unit now offers have resulted in a OL sections by a factor of five. number of new partnerships. New partners have Our research on the reasons why urban clearly indicated that, had the income sharing students, who presumably had access to the agreement not been in place, they would not campus to take face-to-face courses, chose DE have agreed to develop or offer DE courses. At courses suggested that the major motivation of the institutional level, the growth in DE these students to enrol in DE courses was to gain partnerships has reduced the need to replicate at control of the time and place of their learning. the faculty level the capital and human resources These learners carried full course loads while required for distance and online learning. working an average of 20 hours per week in service sector jobs in which they had little Conclusion control over their shifts, and they enrolled in DE The past decade has been the most challenging courses in order to allow them flexibility in (and expensive) in our over 40-year history of where and when they studied. In other words, in offering DE courses. In response to the increase Cross’s (1981) terms, the barriers to education in on-campus students in DE courses, we have faced by our urban learners were largely of a added facilities and services to attend to situational nature (pressures of time resulting students who came into our offices to pick-up from work and study demands), rather than course material, drop off/pick up assignments, psychosocial or institutional. The barriers faced and consult with staff. While helpful to students, by our learners at a geographic distance from the the development of these services duplicated the campus were also situational but arose from functions of our print/mail course distribution geographic distance, and the need to balance the system and call centre. Then, as we developed full-time responsibilities of career and family. OL courses, we further duplicated systems to The popular assumption that OL courses offer support OL course delivery and services. This more flexibility for learners may be challenged service duplication, as opposed to our choice of by our findings with respect to enrolment, technology, has been the greatest factor in technology use and learner demographics. These increasing our costs. We have not seen, nor are findings suggest the possibility that enrolments not likely to see, significant cost reductions until in OL courses continue to lag behind IS because we can delete some of this service duplication by these courses may in fact offer less flexibility moving our course materials distribution online. than IS courses. While our students seem to be The development of OL systems concurrent with willing to go online for some services and IS systems was necessary, however, in order to learning activities (e.g., grades, instructor allow us to conduct small-scale studies such as contact, library searches), they appear to resist this one, and to prepare our unit for the shift of enrolling in courses that require that all of their learning activities, courses, and services online. learning activities take place online. It may be This shift, while further in the future than we that, until wireless technologies become more once would have anticipated, nevertheless widespread in urban areas, and high speed 151

remains our goal, for both financial as well as costs may be offset by increases in indirect costs pedagogical reasons. (mailing vs. programming staff time).

As a result of our investigation, our strategic Finally, when adopting learning technologies, we plan now currently outlines the following should work to remove barriers to access, rather objectives: than add to them. We should not, for example, • Continue to attract, rather than compel, assume that students necessarily want to learners online by enhancing online student conduct all of their learning online, nor that services: program information, marketing, online learning activities are inherently more and student advising. Students will be engaging or pedagogically superior than those directed to our website, but assistance will employing other technologies. Compelling also be available in person and by phone. students to go online before they are ready, Online services will continue to be selected willing, or able may result in poorly subscribed for their likelihood of meeting our goals of courses. Instead, we should first use the online enticing students online and, wherever environment to provide affordable services and possible, reducing overheads. learning activities most needed by students.

• For the next three years, continue to develop online courses as well as add online References components to IS courses, particularly in the Sciences. We will then be prepared to move Arvan, L., Ory, J. C., Bullock, C. D., Burnaska, K. online at the rate that our students do. K., and Hanson, M. (1998). The SCALE Efficiency Projects, Journal of Asynchronous • Lower online course development costs by Learning Networks 2 (2). Accessed at using third-party materials (e.g., learning http://www.aln.org/alnweb/journal/vol2_issue objects, publishers, and leasing courses from 2/arvan2.htm other institutions). Bates, A. W. (1995). Technology, Open Learning • Continue to build internal support and and Distance Education. London: Routledge reduce marginalization of the DE unit by providing incentives for participation by Cross, P. (1981). Adults as learners. San sharing a minimum 20% of DE tuition Francisco: Jossey-Bass. income with participating faculties and departments. Miller, J. and Wallace, L. (2002). An analysis of online access rates and student interaction in We have learned several important lessons from distance education courses. Paper presented by this investigation. The first relates to the J. Miller at the North American Web-Based fundamental marketing principle of knowing Learning Conference, Oct. 19-22, 2002, and your consumers. It is critical to determine what published in the conference proceedings at: characteristics learners share and ways in which http://naweb.uOL.ca/proceedings/2002/. they are different. Cost recovery units cannot Rumble, G. (2000). The Costs of Online afford not to conduct market research, and Learning. Accessed at should not put more energy into understanding http://iet.open.ac.uk/research/events/resources the technology than they invest into /greville_rumble_6-12.ppt. understanding their learners. Wallace. L. (1999). Responding to changing Secondly, projects in which expenses and learner demographics. In Brown, B. (Ed.), income are direct and variable (vs. indirect and Distance Education and Web-based Training fixed) allow closer monitoring of cost recovery (pp.51-53). Columbus, OH: University of Ohio and economies of scale. Such budget tracking and the ERIC Clearinghouse on Adult, Career, may reveal that anticipated savings in direct and Vocational Education.

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Chapter 22

Only One Million Teachers to Train …

Susan Crichton Gail Kopp University of Calgary Calgary, Alberta, Canada

Abstract: Strengthening Capacity in Basic Education in Western China (SCBEWC) is a five-year, $12 million project currently conducted by China and Canada in partnership. The project goal is poverty reduction through enhanced teacher training systems using distance education in Western China. To achieve this goal, the project focuses on teacher education – ultimately for over one million teachers. Working with China in collaborative teams, Canada provides expertise in student-centred instruction (SCI) and distance delivery while building Chinese capacity to design, implement, and sustain this teacher education program. Now at the midpoint of the project, this paper examines some of the project management tensions and challenges encountered in a multinational program of this size and complexity, and goes on to discuss solutions, models, processes and tools used (and proposed) up to this point to resolve issues. Key words: Canadian International Development Agency (CIDA), Teacher education, Multilateral projects, Distance education, Scalability, Capacity building, Content and context

Strengthening Capacity in Basic Education in c) The relatively low level of existing Western China (SCBEWC) is a five-year, $12 educational achievement of teachers, the million project, jointly developed by the Chinese need for further academic upgrading, Ministry of Education and the Canadian and the lack of access to required International Development Agency (CIDA). Its academic and professional development goal is poverty reduction in Western China training; and through enhanced teacher training systems d) Financial arrangements that make it using distance education for Basic Education difficult to offer basic education free of teachers. Basic Education includes grades 1 to 9. all fees for students and that make While it must be noted that China has made professional development unaffordable progress in poverty reduction, currently 17% of for teachers, schools and cash-strapped the world’s poor live in China. Peter Morgan, county Bureaus of Education. the SCBEWC project manager in China, lists four significant challenges for basic education in Six counties in three provinces in Western China Western China that project management must were selected for the SCBEWC project based on deal with, including: need, culture and language. Languages and cultures reflected in these countries include a) The need for large, scalable solutions – Tibetan, Kazak, Uygher, and Mongol, and Hui, solutions that have not been attempted in addition to Mandarin. By the end of the before. For example there are 10 million project all materials will be developed and teachers in China, over 1 million schools delivered in these languages. and 100’s of millions of students; b) The need to increase the effectiveness of The two major partners (CIDA and the Chinese schools by making the school Ministry of Education) in this multinational environment more appealing to learners endeavor assigned specific tasks to individual and their parents and making the agencies and organizations in their respective benefits of higher education accessible countries (see Figure 1). to the graduates;

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Figure 1 – SCBEWC Project Participants

In the case of CIDA, direct responsibility for sustainable beyond the five years of the project project management was awarded to Agriteam and Canadian involvement. Canada, a Canadian consulting company specializing in international development At the time of this writing, the SCBEWC project (www.agriteam.ca). The Chinese Ministry of is at the midpoint. Therefore, it is timely to Education (MoE) involved its National Center consider the key management tensions that have for Educational Technology (NCET). Agriteam arisen between the project goals and the actual and its partners (three Canadian universities practices to date. This consideration can offer and one provincial ministry of education) are readers a sense of best practices and lessons working with their Chinese counterparts (the learned in a complex and multilayered context. Chinese MoE, NCET and three provincial centers for education technology - PCET), to Three principal tensions appear to be impacting share Canadian expertise in teacher education the project. The first is obvious. The project and distance education. The goal of this requires that Canadian and Chinese education collaboration is to develop a systematic professionals work together in a collaborative approach to improving basic education and to manner that transcends issues of language, build Chinese capacity in a manner that is culture, and geography. Language, alone, is an respectful of the various cultures and minority issue, but so is the understanding of the notion groups in Western China. Further, the partners of collaboration. When one party (the Canadian agree that it is important that this approach be team) is seen to be bringing expertise, the second party (the project’s Chinese 154

counterparts) may be reluctant to share their instruction (SCI) could not be presented perspectives and opinions as the playing field is effectively through online delivery (see Appendix perceived to be unequal. However, one might A and B for descriptions of Student Centred speculate that it is only with a rich infusion of Instruction and the Chinese National cultural context from the Chinese side that the Curriculum). They were concerned that because deliverables in this project will be relevant and SCI required exploration, discussion, and maintain the sustainability of the project. collaboration, the online version of the training Solutions to this tension have included (1) the might be of poor quality and core principles establishment of a Beijing office staffed by might be lost. Further, these same people were Canadian and Chinese administrative and concerned that the technology available to subject matter experts, and (2) the matching of a teachers in rural schools, in some of the most Canadian and Chinese member for each job on remote parts of Western China, was inadequate content design, implementation, or phases of the to allow teachers regular access to the online research project. By partnering in this manner, course and online interaction with facilitators, skills and experiences are shared and each mentors, and colleagues in the course. person builds capacity to work in this multinational, multicultural context. Part of the solution to this third tension rests in the La Ka Shing Foundation, which generously Second, the Chinese structure tends to be more provided hardware to the project schools. hierarchical. There is a national education However, the Foundation could supply receive- system, and that system is tied to both political only satellite (Internet Protocol or IP) systems. and governance issues across the country. The This system allows NCET to transmit content to Canadian project structure is more flat, which learning support centers in the project’s three ironically has created some of the greatest county schools; however, this system does not challenges in the project in terms of project allow for interaction as the receiving sites cannot implementation and clarification of roles and send content back to NCET, or even email. responsibilities. Until recently, the four Therefore, teachers at the project schools can Canadian partners have tended to worked download the content, print it or burn it to CD- independently on their specific project ROMS; and there is often no other Internet components, inadvertently creating silos of capacity in those schools. expertise within the project. It is interesting to note that the creation of the Distance Education The use of the IP satellite has caused the Guidelines (created after the completion of the Canadian distance education team to rethink an first distance education course – SCI Course instructional design model that honors the One) has caused members the Canadian constraints and strengths of the available partners to come together and talk about course technology and the core principles of SCI while development assumptions and some core building intentional opportunities for elements of the project design. interaction to occur at the Learning Support Center (LSC) sites. The following diagram, The third tension concerns the difference in the presented by the Canadian distance education views of distance education held by the various specialist, reflects the importance of content and partners in the project. Initially, some Canadian the shifting roles of teacher and technology partners were concerned that student centred within the SCBEWC project.

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Figure 2 – Role of Media and the Teacher in the Distance Education Context

Guidelines Distance Education Model

Role of Media

Role of the

Teacher

Face-to-Face Distance Education Teaching

The three tensions presented above will be deliver quality, pedagogically sound, and elaborated later within the context of the four increasingly interactive distance education project management challenges presented materials once the five years of this project are earlier (see Lessons Learned). over.

Project Objectives The SCBEWC project has chosen a cascade While the ultimate objective of this project is model to train Chinese teachers. This model poverty reduction through a systems approach initially set out to train 80 teachers from each of to improve learning for children, its focus is on the project LSCs, expanding to 1,000 the teacher training. In order for the project to following year, and 10,000 within two years. reach the intended capacity (initially 1,000 Ultimately one million Chinese teachers will teachers) and be sustainable (ultimately 1 have access to the training materials. million teachers), it must be developed in such a The objective of Phase 1 of the project was to way that it can be delivered over one way train the first 80 LSC teachers. These teachers satellite (IP system) and be pedagogically sound were given face-to-face classroom training by for adult learners. Further, the development Canadian teacher education specialists in must be nimble enough to be adaptable to student centred instruction (Student Centred technological advances. Content also has to map Instrcuction: Classroom Suggestions for onto the New Reform Curriculum for China, Teachers) and strategies for delivering which is moving toward a student centred, subsequent training to their colleagues. Phase 2, experiential approach – a concept quite new for again face-to-face, provided Canadian support Chinese educators. for the initial 80 teachers as they conducted

workshops in their counties for approximately While distance education is not new in China, 1,000 teachers. Phase 3, currently being the use of the Internet through the IP satellite as conducted at the time of this writing, is the a delivery mechanism is. Television has been testing of the distance education (DE) version of the main mode for upgrading teachers’ Course One - Student Centred Instruction with a qualifications. A goal of the SCBEWC project is second 1000 teachers who will receive the to allow teachers to experience student centred material via the IP satellite (for more see instruction as learners, first, before they are http://www.ncet.edu.cn/cidacourse1). The DE called upon to teach with that approach. version of the course is supported by project Therefore, the project must leverage the existing teachers who are backed by headmasters and IP delivery system in such a way that it can resource teachers who participated in Phase 1 model student centred instruction within the and 2. Running concurrently with the 3 phases course content. Another goal of the project is to (Figure 3) is the content development phase of build the capacity of Chinese educators at the training NCET personnel in authoring content National Centre for Educational Technology for distance delivery. (NCET) so they can continue to develop and

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Figure 3 – SCBEWC Project Phases and Timelines

Lessons Learned and NCET and PCET completed media pieces, The challenges and tensions presented above produced, and delivered the course via IP have created a unique situation for the satellite to the teachers in Phase 2 of the project. management of the SCBEWC project. While Ongoing assistance was provided by the some of the challenges are ongoing, others have SCBEWC Beijing office. The ability to do this been addressed. reflected the skill of the NCET team, and the benefit of the training and instruction provided Challenge One, the need for a large, scalable to the team by the Canadian experts. system to meet the need for teacher education, is at the heart of this project. As stated earlier In the transition from Phase 1 to Phase 2, the there are 10 million teachers in China, over 1 Canadian side wrestled with issues of how to million schools and 100’s of millions of students. merge the face-to-face content prepared by one Currently, there is not a model in place to inform university with the distance education the design of a project with this scope. The requirements suggested by a second university. SCBEWC project implemented the cascade With negotiation, an instructional design model described above, using distance education process acceptable to all partners evolved, and to make it scalable. From a project management Phase 2 participants moved successfully through point of view, implementation of the cascade it. The need to capture this process was model required a huge front-loading of recognized by the end of the work shown in Canadian design and development expertise in Figure 3. the early stages in order to build capacity for the Chinese partners. Subsequent stages see the From a project management point of view, the Canadian participation shifting to a supportive creation of the guidelines document to reflect role. the process was critical. Therefore, in addition to the DE version of Course One, a tangible Building the capacity of Chinese partners to product of the design and delivery of SCI from develop distance education with a student- Phase 2 of the project has been the creation of a centred focus is an important part of this DE Guideline document which will direct Canadian support role. In Summer 2004 two subsequent course design, development, and Canadian experts worked with four Chinese implementation. Later phases (completed by NCET professionals and two LSC teachers to Canadian and Chinese subject matter experts convert Course One – SCI from its original face- and instructional designers) will build from the to-face format to distance delivery. After one guidelines, thereby creating a common look and month, the Canadian experts returned home, feel to the remaining resources developed in the 157

project. The project manager can also use the amounts of formal, academic education? DE Guideline to monitor the process, to ensure Concern was raised that, as the project moved consistency of the products, schedule time and through each group of participants in the to manage resources. cascade model, the skills and abilities (due to varying degrees of access to formal education) of Project partners will need to recognize that the the teachers would be less appropriate for guidelines document is a living document, handling the material. Specifically, it was feared suggesting that templates, instructional design that the first 80 teachers might be more formally steps, and standards are NOT cast in stone and trained than the 1000 that followed. In Summer need to be open to some degree of negotiation. 2005, a formal evaluation will be conducted to However, variances from the guidelines will determine the impact that the previous face-to- require approval from the project management face training and DE materials has had on those and will need to be based on clear rationale (e.g., who have engaged with them. This evaluation specific issues in the Chinese context, technology looked for evidence of changed teaching concerns, National Curriculum, and teacher practices. Based on field observations to date, competencies). the rural teachers have risen to the challenge of the content presented to them, and to varying Challenge Two, the need to increase the degrees there is evidence of changed and effectiveness of schools by making the school improved practice in their classrooms. The environment more appealing to learners and mixed method evaluation completed in May their parents, and making the benefits of higher 2005 determined that the project has in fact education accessible to the graduates, is central begun to change teaching practices and profess- to the design of Course One – Student Centred ional development activities. The project man- Instruction (SCI). SCI as an instructional ager is currently using those results to inform strategy maps closely to the reforms called for in subsequent actions and project directions. the new National Curriculum initiative in China. Working with Chinese colleagues from NCET, a To some degree, Challenge Three has been team from University of Calgary wrote training touched on in the preceding paragraphs. materials entitled Student Centred Instruction: Without a doubt, there is a relatively low level of Classroom Suggestions for Teachers. For the existing educational achievement among initial training (illustrated in Figure 3 – Phase teachers in the rural schools. Through the 1), copies of these training materials were made development of quality content, tied directly to in Chinese for the 80 participants. As the the Chinese curriculum and context, distance project considered the training of the next 1000, delivery will help with the increased capacity of the decision was made to publish the materials rural teachers who previously have received in China in all languages. varying amounts of professional training in teaching. While many of these teachers use This decision prompted the issue of language existing lessons designed by NCET and delivered considerations. Many of the teachers were from by the IP satellite, this sometimes translates into counties in which Mandarin was not the first students watching a television show of a master language; materials needed to be translated into teacher presenting content that is often quite Kazak, Uygher, and ultimately Tibetan. From removed from the students’ rural contexts. the project management point of view, this Therefore, the content presented in the SCI created a major wrinkle in terms of costs, training materials developed for this project production time, and distribution before the attempts to introduce SCI as an instructional training could begin. While the initial theory to help teachers create content that is developers of the content wrestled with issues of more engaging and relevant to the students, cultural sensibilities, minority education, thereby reducing the high drop out rate for rural diversity, and language, the actual production and minority school and helping with poverty was a challenge. Subtle issues of which alleviation in Western China. Thus, it is critical languages were privileged over others in terms that the teachers at the bottom end of the of first-off-the-press or delayed-in-production cascade model also learn to create and modify were a concern among workshop participants. content relevant to their own contexts. Therein rests the challenge. Also, the selection of specific readings within Course One was drawn into question. How Teachers with the least education and the fewest would the work of Dewey or Vygotsky be skills will be most reliant on the media in the received by rural educators with limited distance delivery format and have the least

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access to teacher-mediated instruction (see models, the SCBEWC project can modify Figure 2). During the remaining two years of the professional development and suggest project, additional content will be produced and technology purchases and curriculum design to delivered. Critical to the design of this content is meet what appears to be four prevalent the connection to Course One so the samples situations across the 360 project schools. As the and examples do not become cookie cutter Chinese educators use the system to scale the templates of generic lessons, only to replace the project to ultimately address the learning needs existing NCET materials. Due to the hierarchical of the one million teachers, the scenarios will administrative structure (see Figure 1) described again be helpful to make sure the content, previously, it is anticipated that a transfer of delivery, and support are relevant to a specific project management will move from Canadian teacher’s needs. suggestions to Chinese directives to make this happen. The notion of scenario-based case descriptions came out of the alpha testing of DE Course One. An understanding of the technology promises A Canadian and Chinese DE expert went into and limitations of the distance education one province and met with PCET personal there. delivery options will be critical. The DE It became apparent that some schools had better Guideline Document will go a long way to assist hardware and more skilled staff than others. with developing this understanding. However, With the help of the local PCET staff, the DE technology is not stagnant, so the project experts were able to describe four scenarios managers for both Canada and China will need consistent among schools in that province. The to be informed as to developments on the DE experts were then able to ask the PCET staff technology front. Because China has not created to take them to schools reflecting the various a huge and costly landline structure, it has been scenarios, talk with teachers and administration able to embrace cell phone technology. It is in those site to further understand DE needs and reported that almost all of China has cell service, concerns, and to gain an idea of the technology and it is a pervasive technology available to infrastructure that is available in the project almost everyone, as it is relatively inexpensive. schools. Based on the scenarios, the project will Therefore, exploration of the capacity of wireless need to provide a multifaceted approach to DE handheld units may offer an alternative to the delivery. Further, it will need to think creativity exclusive use of the IP delivery system. about existing as well as future content development strategies to ensure that the most While the IP satellite may continue for large rural members of the project, usually those in transfers of content, wireless options may the most need, will be included and supported provide a solution to the issue of interaction. Of rather than becoming the typical causalities of concern is the push to consider learning the digital divide. management systems - LMSs. Recent articles suggest that LMS contracts are currently being The Fourth Challenge is finding a way to ensure signed in China, and this move is being seen by basic education is free of all fees for students and Chinese decision makers as adopting the current professional development is affordable for standard for DE in the West. From a project teachers, schools and cash-strapped county point of view, this will have large implications bureaus of education in project sites. While this for the Implementation Guidelines and the is a concern across most of China, especially design of existing and subsequent content those areas away from the eastern urban centers development. Further, because the computer (e.g. Beijing, Shanghai), the SCBEWC project is ratio in many of the rural schools is 1 per school, only responsible for its six counties. However, adoption of a LMS, requiring continuous the project management strongly believes that computer access by users, may exacerbate the the sustainability of this project rests with the digital divide event outside the urban centers. development of a model that can be replicated in other situations and countries. Therefore, one of the solutions to the technology conundrum is the use of scenario-based case Through the development of the DE studies of the project sites. The SCBEWC project Implementation Guidelines, the project manager has approved the development of management has been able to define a process descriptive scenarios so both the management for the production of site specific, quality team and the sites themselves can understand distance education content. Based on a fairly specific training, hardware, and content design typical instruction design process, shown in needs. Through the use of scenario-based Figure 4, Canadian distance education experts

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and subject matter experts have been partnered is the development of a working system for with Chinese counterparts. The design process content development and delivery rather the allows for the partners to come together and design of specific content pieces. It is this belief develop both individual skills and usable content in the value of a systematic process over in a systematic way. Since joining the SCBEWC curriculum development that may have the project in Summer 2004, the current Canadian biggest impact in addressing the goal of project manager has been clear that a major goal affordable learning for teachers and students.

Figure 4 – Instructional Design Model for SCBEWC Project

The focus on the delivery of learning teachers in project schools. Step 4 asks whether opportunities for rural, remote teachers and the content being presented is nimble enough in administrators in the project sites via distance its design to support a teacher working with it to education is what will make the SCBEWC build personal knowledge. In other words, has scalable. Re-thinking instructional design for that content been presented using the principles distance delivery within the constraints of the of student centred instruction so that the teacher scenarios in the SCBEWC is the ongoing can engage with it, reflect on it, actively do challenge. As the technology changes and rural something with it, and build meaning relevant to areas gain increased access to the Internet, the themselves within their context. Step 5 asks if ability of the project to incorporate online social the personal meaning is something that should interaction to support learning will improve. be shared with others enrolled in the course or Eventually, the sustainability of the project will participating in the project. From a project rest with the teachers who have continued the management point of view, SCBEWC staff will training. When they are able to share site- have to develop an online management system specific activities (e.g. lesson plans, examples of that will allow for vetting of the content through student work) with their colleagues across the the consistent application of a project standard. counties, the project participants will know that Further, that management system will need to the training was effective and appropriate. be able to index and distribute the new content is a timely and organized manner. Yet another potential tool to simplify project management is shown in Figure 5. This model Further, it suggests that teachers will continue to could be used to consider if the content that is access Course One as ongoing professional developed should be delivered via the IP development. This is quite a departure from satellite. Steps 1 - 4 query the appropriateness of typical distance education course where students content developed by SCBEWC’s content complete a course and move on. developers (Figure 1). Steps 4 and 5 involve the

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Figure 5 – Vetting Diagram for SCBEWC Content

Conclusion allow the project to accomplish its larger aims The goal of the SCBEWC project is poverty without resorting to quick fixes. reduction in Western China through enhanced teacher training systems using distance It is the focus on the development of a education. The target group is teachers working sustainable systematic approach to the in grades 1 to 9. Because there are millions of development of quality content, delivered at a teachers in China, the approach taken is to distance; it appears that the SCBEWC project is improve educational practices through distance an interesting case for ongoing study. delivery of professional development courses that support the new National Curriculum for As Bill Gates stated at the recent Davos World China. Economic Forum, “China is going to be the change agent for the next twenty years.” The Because of the four challenges identified for the SCBEWC project may, in small part, influence management of this project, the SCBEWC some of this change. partners are facing some unique implementation issues. As this chapter is being written, the References project is at its mid point. The approaches for project management that are being developed Distance Education Guidelines. (2005). Beijing, for this project are moving the partners in China: Strengthening Capacity for Basic interesting, innovative directions. As with any Education in Western China. project, new approaches have the potential to cause a certain degree of discomfort for the Gates, B. (2005). Emerging economies, new participants that results in particular types of opportunities? The case of China. Retrieved tensions. However, the sustainability of the December 18, 2005, from project rests with the partners working through http://www.article13.com/A13_ContentList.asp those tensions to create positive solutions that ?strAction=GetPublication&PNID=1116 161

Hunsberger, M., Hodges, Y., & Paul, J. (Eds.) Standards for Technology-supported Learning (2003). Student Centred Instruction: Environments (2002). Retrieved December 18, Classroom Suggestions for Teachers. Beijing, 2005 from China: Strengthening Capacity for Basic http://www.iste.org/news/2002/10/23-nasbe- Education in Western China. tech-supported-2002.pdf

P. Morgan (personal communication, July Student Centred Instruction: Course 1. Available 2004). in Chinese only from http://www.ncet.edu.cn/cidacourse1

* * *

Appendix A – Student Centred Instruction (from the Distance Education Guidelines – SCBEWC Project)

Student centred instruction means:

• The student, not the teacher, is the focus of attention. • The student is active, involved in activities that foster learning (not passive, just sitting listening or taking notes). • A variety of ways of learning are offered, since people learn in different ways. • Teachers provide a variety of activities for learning in order to catch student interest. • Students of both genders and all ethnicities are assisted to learn in ways appropriate to them. • Teaching is adapted to the developmental level of the students. • The teacher observes students carefully to learn what they are able to do and what they are trying to learn. • The teacher prepares lessons to take into account the development and the individual differences of students. • The teacher uses observation and assessment of students in order to plan further instruction. • Students are encouraged to become responsible, independent persons who continue learning throughout their lives. (Student Centred Instruction in Basic Education: Classroom Suggestions for Teachers, 2003, p. iii)

The International Society for Technology in Education - ISTE (2002) states:

“Traditional educational practices [as practiced around the world] no longer provide … teachers with all the necessary skills for teaching students who must be able to survive economically in the global workplace. Teachers must prepare students to apply strategies for solving problems and to use appropriate tools for learning, collaborating, and communicating. As technology becomes a supportive resource for teaching and learning in the classroom, teachers move from traditional teaching strategies to strategies proven by research to promote more effective learning. “

Traditional Learning Environments New Learning Environments Teacher-centred instruction Student-centred learning Single-sense stimulation Multisensory stimulation Single-path progression Multipath progression Single media Multimedia Isolated work Collaborative work Information delivery Information exchange Passive learning Active/exploratory/ inquiry-based learning Factual, knowledge-based learning Critical thinking and informed decision making Reactive response Proactive/planned action Isolated, artificial context Authentic, real-world context

Figure 1 Establishing New Learning Environments Supported with Technology 162

Learning Environments Supported With Technology Figure 1 suggests that teachers plan learning activities that devote less time to the traditional learning activities found in the left column and more time to the corresponding strategies in the right column. The strategies suggested as indicative of New Learning Environments are described in research studies as more effective for improving student learning. Although the strategies in the right column do not specify use of technology, we know that technology used effectively best enables educators to achieve environments that support the powerful learning strategies listed (ISTE, 2002).

To help teachers understand how SCI can be implemented in the classroom, Student Centred Instruction in Basic Education: Classroom Suggestions for Teachers presents eleven topics for study. The topics and their relationship teaching practice are illustrated in the following diagram.

Appendix B – National Curriculum General Goals (translated from Chinese Ministry of Education Documents – available from Distance Education Guidelines)

The new curriculum should provide students with the knowledge and skills needed for the present and future. The new curriculum should incorporate values of patriotism, collectivism, socialism, and excellent traditions of Chinese history and culture; should develop the students’ appropriate values and philosophy toward the world and life; should strengthen the students’ accountabilities and abilities of serving their communities; should enable the students to be creative, practical, scientific, literate and environmentally sensitive; should develop knowledge and skills that are necessary for life-long learning; should enable the students to have a healthy life-style, physically and psychologically; should educate a new generation of students who are ambitious, moral , literate, and disciplined.

Specific Objectives

1. Shift from the knowledge-focused curriculum to one that emphasizes the importance of fostering students’ active learning attitude. Knowledge and skill acquiring processes should become a process of mastering learning skills and forming appropriate values. 2. Shift from the overabundant subject-based curriculum to a systematic 9-year consistent curriculum where appropriate time is to be allocated accordingly. An integrated curriculum will also be developed in order to meet the needs of a variety of regions and students. The new curriculum should also be balanced, integrated, and appropriate for local situations. 3. Shift from the old curriculum content which was very difficult, complicated and out-of-date to the new curriculum which strengthens the relationship between the curriculum content and students’ real lives as well as between modern society and technological advances. The new curriculum should also focus on the students’ interest and development and reflects the most necessary knowledge and skills required by life-long learning. 4. Shift from the old curriculum implementation which emphasizes passive learning, knowledge memorizing and drill and practice to a new curriculum implementation that develops students’ active, inquiry, hands-on learning as well as fostering the students’ abilities in: collecting and analyzing information; acquiring new knowledge and problem-solving; and exchanging and communicating ideas with others. 5. Shift from the curriculum evaluation which focused on its selective function to a new curriculum evaluation that improves teaching practice as well as advances students and teachers’ development. 6. Shift from the centralized curriculum administration to a decentralized on in which curriculum is administered at national, local, school levels. The new curriculum should be more adaptable for local areas, schools and students.

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Chapter 23

Changing Your Learning Management System: from hype to happiness

Marilyn Mitchell Konica Minolta Ramsey, New Jersey, USA

Michael Skinner Operitel Corporation Peterborough, Ontario, Canada

Abstract: What happens when you install a learning management system only to find that it doesn’t meet your needs, and that the vendor is too slow to adapt to the changes that you need? If you follow the process in this chapter, you go out and search for a new learning management system, and try to apply the lessons learned from the problems with the first implementation. The process of finding and then implementing an adaptable learning management system that meets the business needs of the firm is described in this chapter.

Key words: Learning management systems, change management, vendor relations, hype curve, adaptability of software, merger

Learning management systems arrived on the As an early adopter of both online courses and a educational scene in the late 1990s. From a few learning management system, Konica Minolta simple programs that tracked grades and Business Solutions (KMBS) in New Jersey, USA, courses, learning management systems have has managed to graduate through all five stages developed into highly sophisticated multi- of the hype cycle. This case study outlines how featured programs that track and report on a the first decisions on adoption of e-learning were wide variety of learning experiences. This rapid made, the problems that arose, and the growth has not been without problems. For management of the change from one learning many people, e-learning, to date, has been a management system to another. Both client and major disappointment or even a failure. vendor perspectives are given on the change management and project management processes Part of the problem has been the incredible involved. amount of hype that has accompanied the development and marketing of e-learning, Early Adoption of e-Learning especially during the hyper-competitive By 1998, Minolta USA, a leading manufacturer technology bubble that occurred in the market- and distributor of high-end copiers in North place in 2000-2001. The Gartner Group (2004) America, had adopted various "home grown" has suggested that all technology goes through a computer systems, and like many companies predictable “hype cycle”, with the following had a variety of servers and databases scattered stages: around the company. There was no coherent IT structure that allowed information to easily flow • Technology trigger from one unit to another. It was next to • Peak of inflated expectations impossible, for example, to pull together a • Trough of disillusionment companywide picture of the use of technology in • Slope of enlightenment training at that time. • Plateau of productivity 164

The early adoption of e-learning started with a training purposes. Because there was no central crisis. One of Minolta's copiers had a significant authority over the learning management system, problem that needed to be modified quickly in requests for changes were coming from several the field. This necessitated service technicians parts of the organization. There was no one in at approximately 400 dealerships being trained charge of e-learning at Minolta at that time, and as quickly as possible to fix the problem. online initiatives had been started in Sales, Normally, this would mean sending trainers all Marketing and Service groups within the over the United States to give courses to the company. technicians. Because there is no time for this, Minolta management decided that the only After spending 1 1/2 years involved with the feasible solution was the development and implementation of the SAP project, Marilyn distribution of an online course on how to Mitchell became head of the new e-business unit service this particular copier. in 2001, and with this new position took responsibility for e-learning across the company. During the same period, Minolta was installing At that point, there were no specific an enterprise resource planning (ERP) system requirements for e-learning, except there was a from SAP. This opened up new possibilities for need to have all training records in one location. using computer technology to communicate within and outside the company. A large-scale Analysis of Issues with the first LMS extranet, using secure Internet connections, was By the time Marilyn Mitchell took over the e- developed and used to communicate among business unit, problems and issues with the first suppliers, dealers, and Minolta headquarters. learning management system were becoming This experience resulted in a vision of using apparent. The LMS was “hardwired” and networked computer technology to improve the required vendor involvement to make the functioning of the business. smallest of changes. Each time the vendor made a change, a hefty bill arrived for their work. At At that time Minolta was working with a the same time the staff felt “locked in” because technology vendor who also happened to have a this learning management system was built with learning management system (LMS), making it proprietary technology that would not link or relatively easy to adopt this particular LMS. integrate with any other learning technologies at There was no analysis of needs, and no vision of that time. Online courses built had to be the future possibilities of e-learning. Rather, the launched within the program, and could not be primary driver for this decision was the thinking shared with anyone who did not have this that an LMS would cut down on instructor particular software. travel, thus saving money. Given that training at Minolta was primarily instructor led, e-learning The software had not been developed from a was seen as an easier way of delivering training user's perspective or an educational perspective, materials and instructor presentations to target but reflected the thinking of a technology learners. There was no thought of registering company. As the Minolta staff began to ask for users or reporting results, or any other features changes, a big effort requiring lots of money was that today are taken for granted as being part of required from both the vendor and the Minolta a competent learning management system. staff. Huge amounts of resources were tied up with trying to improve a program that didn't Minolta's experience was similar to all early work very well for the business. Minolta staff felt technology adopters - both the vendor and the “boxed in”, and resolved to change the situation. buyer experienced a considerable learning curve. The LMS was turning into a “money pit”, yet, There was little research available on the impact because it was being heavily used, no one of e-learning, or how it should be deployed. wanted to see it changed without a much better There was little projection of future costs, which solution being in place. meant that it was impossible to budget for any increases in e-learning use. Moreover, there is The process of change started with Minolta staff no particular analysis of whether e-learning drawing up a list of requirements for the vendor, would meet the needs of the business. who was then asked to give an estimate of the costs of making all the changes. The vendor's As Minolta staff began to use the learning price turned out to be higher than many newer management system, it became clear that full-featured learning management systems changes would have to be made in order for it to available on the market. It was at this point that function in a way that was acceptable for Marilyn Mitchell and her staff decided to start

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looking for alternatives to their learning had an in depth knowledge of Minolta’s business management system. and its culture was able to develop a comprehensive requirements questionnaire of Staff began to investigate the many alternatives over 200 questions. The answers to this in learning management systems that were questionnaire informed the writing of a very available at that time. They also talked to e- detailed specifications document. learning consultants and business partners about their experiences with learning All business units within the company, including technologies. An intense period of reading, sales and marketing, service and administration, going to e-learning trade shows, and searching were consulted on their ideas for the future the Internet for information and demonstrations LMS. Because people were attached to what they of e-learning systems followed. had built in the first LMS, there was some resistance to change. Those leading the change By this time the Minolta staff had learned about had to proceed carefully, convincing sceptics the phenomenon of “vaporware”. Vendors often that the new system would be better for them in promised features that didn't exist but were doing their jobs, and would address their heavily advertised. Staff learned to distinguish priorities. This involved turning those who had a between what was coming and what actually high stake in the success of any new system into existed and would work if installed at that time. “ambassadors” for the change, convincing others This caution was driven by the need to make that this was a good thing that was happening. sure that a new system would work before the plug was pulled on the old system. As well, honesty with the vendor of the first LMS was important, as well as assurance from At the same time, the unhappiness with the first Minolta staff that the vendor would continue to learning management system continued to do business with the company in other ways in mount. Staff exhibited increasing frustration the future. A disgruntled vendor could make a levels when told by the vendor that a particular smooth transition to any new system difficult. change could not be made available “until the next release” of the product. By this time, Process of choosing a new LMS problems with the system meant that it was now Because learning management systems can be slower to use than the previous home grown major investments in time and money, the system that Minolta had built itself. process for choosing a new LMS was thorough. As well, it was important that Minolta staff feel The biggest frustration was that the system comfortable with any new vendor, as the crashed when running reports, because the implementation of any large scale system database had poorly designed architecture. As requires a close and sometimes intense working well, reports were impossible to obtain for the relationship between client and vendor. most up-to-date list of regions and business Relationship building is a necessary skill in units, because these continue to change. As in managing all successful large scale IT projects, any business, Minolta experienced and, therefore, any prospective supplier would organizational change on a regular basis. have to be committed to getting to know Minolta Because it took over 90 days to make any at a deep level. Fortunately, the business changes in the learning management system, consultant who Minolta staff had been working most new reports were out of date before they with understood the needs of the organization, were implemented. and was able to facilitate the ultimate choice of a new LMS. The Change Management Process By this time, Minolta staff knew a lot more about The new learning management system needed to what to expect in an LMS, as well as the required be highly flexible. In any enterprise, constant features of any LMS to be used in the future. change is a given, especially in the high-speed Because the vendor of the first LMS was not able hypercompetitive atmosphere of the past decade to response to Minolta’s needs, a firm decision or so. In addition, it was important that the new was made to search for an alternative LMS. LMS be designed by educators, rather than “techies”, so that it would conform to sound The change process included defining detailed educational principles and practices. business requirements, and a realistic projection of costs for the new software for present needs It is not enough to trust vendor claims of their and into the future. A business consultant who educational pedigree. The only way to verify how

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a system will work is to try it out. Minolta staff followed in this implementation of a major fanned out to various e-learning shows and tried learning management system. A list of what out a variety of learning management systems. needed to be managed for implementation As the new LMS was being reviewed, staff who included the following: tried it out then went out to different branches of the company to demonstrate its capabilities. • Formation of an executive steering group to manage the entire initiative, including vision The LMS that Konica Minolta eventually chose and strategy was LearnFlex™, an adaptable full-featured • Formation of a project management team learning management system from Operitel for day to day management Corporation in Peterborough, Ontario, Canada • Requirements gathering exercise, including (full disclosure: the second author works for the development of “use cases” and a 200+ Operitel). LearnFlex™ had all the mandatory items questionnaire on specific needs of features listed above, and most of the optional each business unit ones as well. In addition, it had a few unique • Development of a detailed specifications wrinkles of its own – for example, capabilities document for multiple languages (changeable on the fly), • Development of a comprehensive project the ability to fine tune the “contextual language” plan of the navigation interface to conform to local • Management of budgets usage, the ability to change “look and feel” for • Management of technology, including the various communities using the same system, software to be implemented and the support for conferences and workshops, hardware on which it will be installed grouping of courses into diplomas or certificates, • Management of the expectations of end- and the ability to enter and change a variety of users “business rules” that impact on the usage of the • Planning for the uploading of content into system. LearnFlex™ integrated with a wide the LMS variety of authoring tools, and supported • Development of both print and online help industry standards such as AICC and SCORM. and documentation for the system

• Change management procedures while the LearnFlex™ is a fourth generation LMS that implementation is underway started with the building of a learning management web site for a Canadian bank in • Management of all personnel involved in the 1998. Originally conceived by two university project educators, this software is designed to launch • Testing and quality assurance procedures and track a wide variety of online learning activities and courses. Acquired by Operitel Konica Minolta began by organizing an internal Corporation in 2001, LearnFlex™ has developed “virtual corporation” that included the executive into a very flexible and comprehensive solution team sponsoring the initiative, Konica Minolta that was able to meet all of Minolta’s IT and training staff, as well as representatives documented requirements. from the vendor. This group met online on a weekly basis throughout the project. Both the The flexibility of the new LMS was demonstrated client and the vendor appointed project when Konica Corporation merged with Minolta managers, who then worked closely together. USA in 2003 to form Konica Minolta Inc., in the The project managers made regular reports to middle the installation and implementation of the team. the LearnFlex™ system. New communities were The project was governed by the detailed added, the corporate branding changed, specifications document and the project plan. business rules were adjusted and legacy data The team tried to set realistic goals for the migrated without any significant issues or delay completion of the project, in spite of pressures to in the project. change the system as quickly as possible. A

schedule was set, but had to be adjusted as the Process of implementing the new LMS project progressed, something quite common in In order to have a successful implementation, any IT implementation. Because of the high both the client (Konica Minolta) and the vendor stakes involved, it was important not to pull the (Operitel) needed to have strong project plug on the old system until the new system was management procedures in place. While e- in place, and shown to be working properly. learning project management is a relatively new field, there are already “best practices” that were 167

From the vendor’s point of view, project Discussion management procedures included the Two years after the implementation, the amount appointment of a dedicated implementation of e-learning at Konica Minolta has tripled, and team for the project, headed by Michael Skinner, the training department has changed from a cost an executive who has extensive technical, center to a revenue generator. Courses on business, and change management experience. product use and maintenance are now sold to Konica Minolta staff members were considered dealers and end users using the built-in e- part of the vendor’s implementation team, and commerce capabilities of the system. treated as such. Continual communications and Competencies are being tracked, and related to the reduction of barriers between client and sales and service performance measures. New vendor greatly helped in delivering a successful communities and new courses and assessments implementation, in spite of the fact that the are continually being added to the system by client was changing its business in significant Konica Minolta staff. Now, there is no ways throughout the project. frustration or stress in delivering online training.

One of the reasons that Operitel was able to Most importantly, training is now in high deliver software that met changing demand, as thousands of users across the requirements, is that all its software is built to be company see the value and possibilities of online highly adaptable. Changes are a matter of training. With that comes a new vision for the reconfiguring the many properties of a feature, future of training at Konica Minolta, and rather than writing new custom code. This increased confidence of the staff that as they approach to software also means that future innovate their pedagogical methods, the changes can easily be implemented for Konica LearnFlex system will evolve with them. Minolta’s business. These changes in the LMS can be carried out by Konica Minolta staff with The right LMS can be an enabler, a “convivial” appropriate administrative privileges. This technology that empowers and enhances human approach illustrates Operitel’s business capabilities. But, as experienced by Konica philosophy of transferring 100% of the Minolta staff, implementing and using an LMS knowledge of the business use of its software to a can also be a highly frustrating and negative client’s staff. Konica Minolta staff was given experience. Getting the right enterprise training in the easy-to-use administrative tools technology to meet the needs of a business is that come with the software. key, but so is having a positive experience in managing the implementation of such a system. All changes in the software are fully documented. When these is a need for a change References that goes beyond the simple reconfiguration of the LMS, Konica Minolta staff fill out an online Gartner Group (2004) What is the Hype Cycle? change request form. This goes into a central Online article available at: document repository, and is assigned a “ticket http://www.gartner.com/pages/story.php.id.87 number” so that it can be tracked until the 95.s.8.jsp change is completed. Because changes often improve the usability of any software, change is seen as positive by both the vendor and the client.

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Chapter 24

When Worlds Collide: Project Management and the Collegial Culture

Mark Bullen University of British Columbia Vancouver, British Columbia, Canada

Abstract: This chapter argues that the use of a project management approach to e-learning in higher education creates the potential for organizational conflict that threatens the sustainability and quality of e-learning. Project management is informed by a managerial organizational culture but the dominant organizational culture of universities is the collegial culture. This situation sets up the conditions for conflict and ultimately organizational restructuring that will make it difficult to continue to use a project management approach. Unless we are sensitive to the issues and take steps to avoid the problems that may arise, the future of the project management approach, and thus the sustainability of quality e- learning, in a university setting is not promising.

Key words: E-learning, project management, distance education, organizational culture, online learning, academic freedom

Modern distance education occupies a curious since it straddles disciplinary boundaries and position in conventional higher education be- the boundary between the academic and support cause it is industrial and managerial in nature worlds of the university. yet it is embedded in institutions that are generally characterized as collegial. Developing and With the growth of e-learning, this issue has teaching distance education courses has been become even more critical. E-learning, with its likened to a manufacturing assembly line in much greater emphasis on the use of costly which the process is broken down into compon- technologies, depends even more heavily on the ent parts and each is handled separately (Peters, use of careful planning and the use of a manag- 1994). While this analogy may be a bit extreme, erial approach. Thus the potential for tension the general principle of division of labour does and conflict between the two organization cul- apply as does the generally managerial approach tures is even greater. In this chapter I will ex- to organizing the work involved in developing plore some of the issues that we face in attempt- and delivering distance education. ing to use a project management approach to develop e-learning in conventional higher This makes distance education an odd fit in education institutions. conventional higher education institutions because this is an organizational context that The E-Learning Continuum generally resists management in the convention- To begin, I would like to explain what I mean by al sense. Instead it values a collegial organiza- e-learning, because it is a term that is used to tional culture in which academics guard their mean different things to different people. autonomy and resist the notion of being man- Without a clear understanding of the term, it aged or accepting direction. Distance education will not be apparent why I suggest that project has thus always been a bit of a thorn in the side management is essential for the effective devel- of higher education. Universities, in particular, opment and implementation of e-learning. For have never been sure how it should be organized me, e-learning is a broad term that encompasses 169

a variety of educational contexts in which see fully face-to-face teaching at one extreme technology is used to enhance or facilitate and fully distance teaching at the other extreme. learning. I find it useful to think of e-learning as E-learning describes all of these types of a continuum, as illustrated in figure 1. Here we teaching and learning.

As we move along the continuum from fully face- done without teacher and learners ever meeting to-face teaching, more and more technology is face-to-face. Note that, according to this used to replace the face-to-face elements. understanding of e-learning, distance education Initially, this has very little impact on how is an overlapping concept that may or may not teaching is organized because the technology is involve e-learning. used primarily to enhance the face-to-face teaching. But as we move further along the Three Types of E-Learning continuum (from left to right) the nature of A second framework for understanding e- teaching and how it is organized is affected by learning comes from Zemsky and Massy (2004). the technology. This framework captures a diversity of understandings of e-learning in three fairly easy Somewhere around the middle of the continuum to understand categories. we have what is called mixed-mode teaching (blended or hybrid are other terms commonly E-learning as distance education used) where significant amounts of the face-to- face element are replaced by technology This refers to courses that are delivered entirely, mediated teaching. Fewer class sessions are held or almost entirely, on the Internet. Massy & as technology is used increasingly to deliver the Zemsky (2004) suggest this is the most common teaching and to facilitate the learning. Once we understanding of e-learning but I think reach the extreme right of the continuum, there increasingly, e-learning is not seen as distance is no longer any face-to-face teaching. All education but as any teaching that involves teaching is technology-mediated. technology which is the second type of e- learning. According to this framework, e-learning is that part of the continuum that begins when E-learning as electronically-mediated learning technology is used to replace some of the face- This category includes any teaching or learning to-face teaching to the extreme right where it that is mediated by technology. Thus, products replaces it all. Accordingly, we can have what we like computerized test preparation courses that call mixed-mode e-learning in which there is a prepare students to take the SAT, GRE, complex, combination of face-to-face and technology- integrated learning packages such as Maple or mediated teaching or distance education e- Mathematica that teach elementary calculus, learning in which all teaching and learning is learning objects that simulate and illustrate 170

various concepts such as chemical reactions, principle. Governance processes are faculty- mathematical modeling, social interactions and driven and controlled, and institutional change musical compositions, and tools like takes place slowly. While it has many strengths Macromedia’s Dreamweaver and Flash that such as they way in which it encourages students use to build their own websites. deliberation and open communication, the Interactive CD-ROMs and the websites of book collegial culture lacks organization and publishers would be part of this category. What coherence. (Bergquist, 1992). all these products and resources have in common is that they involve electronically The Managerial Culture mediated learning in a digital format that can be The managerial culture is defined primarily in used as part of regular on-campus teaching. It is structural terms. Work is organized and directed not necessarily distance education. toward specific goals. Evaluation and accountability are highly valued as are fiscal E-learning as facilitated transactions software responsibility and effective supervisory skills. This category includes the software that is used The managerial culture has had a profound to organize and manage teaching and learning, impact on college and university campuses. course management systems like the commercial Governments have increasingly demanded products, BlackBoard and WebCT and open greater accountability from public universities source products like Moodle. These course and colleges (at the same time as they reduced management systems link teachers with funding) which forced these institutions to students, students with each other, and students engage in the kind of planning and organization to resources. Course content, schedules, that is commonplace in business but largely assignments and other resources are uploaded to foreign to the collegial culture. these systems for students to access. In addition, these systems allow for online testing. Project Management Project management has been well-defined and As you can see, e-learning can be quite broadly discussed elsewhere in this book so I will not go defined to include a range of different into detail. For the purposes of this discussion, I educational contexts and it can have fairly find the following brief definition useful. “The narrow technical definition, as in the case of process of leading, planning, organising, staffing facilitated transactions software, to a very and controlling activities, people and other pedagogical definition, as in the case of distance resources in order to achieve particular education. For the purposes of this discussion, objectives”(International Fund for Agricultural my focus will be primarily on e-learning as Development, 2005). I like this definition distance education although some of what I have because it highlights the key issues that clearly to say is also applicable to mixed-mode e- place it in the realm of the managerial culture learning. and it clearly suggests why it might create conflicts with a collegial culture. Leading, Academic Cultures planning, organizing and controlling are all Bergquist (1992) suggests that life in activities that are not highly valued in a collegial conventional universities is governed by four culture. distinct but related organizational cultures that are often operating simultaneously. He argues Project management and e-learning go hand in that these cultures profoundly affect how faculty, hand. While other approaches are used to staff, students and administrators view and carry develop and implement e-learning, there is a out their roles and how the institutions are consensus in the literature that to be organized. He calls the four cultures collegial, sustainable, cost-effective and of high quality, a managerial, developmental and negotiated. For project management approach is needed (Bates, the purposes of this discussion, the collegial and 2000). However, despite the growth in the managerial cultures are the most relevant. influence of the managerial culture in universities and colleges, the collegial culture The Collegial Culture still dominates academic life of these In the collegial culture the autonomous faculty institutions. E-learning is clearly an academic member reigns supreme. She or he is driven by activity, but it is managed by professionals who the pursuit of knowledge. The notion of work in a managerial culture. Thus we have measurable outcomes and accountability are academics who work according to the values and resisted and academic freedom is the guiding beliefs of a collegial culture working with professional instructional designers and 171

technical staff who inhabit a world governed by While e-learning project managers may not have values and beliefs of the managerial culture. This any direct line authority over faculty members creates the potential for conflict. involved in e-learning projects, they can influence how the faculty member performs. It Issues requires creativity and an approach that is much The implications of this cultural clash are quite more subtle than one traditionally finds in significant and the problems that arise can be project management. The first thing is to be exacerbated if individuals involved in situations aware of this profound cultural difference and to where the two cultures overlap are not aware of, understand that the faculty member works and sensitive to, the cultural differences. The according to a completely different set of values. most obvious source of conflict will be the Attempting to coerce faculty member to produce attempt to manage faculty members. Bergquist’s using threats and ultimatums will usually be (1992) description of the collegial culture clearly counterproductive. Instead the following steps highlights the issue. “In the collegial culture are suggested: major emphasis is placed on independent work. Typically, faculty members labor alone on 1. Ensure that the faculty member is fully projects, teach by themselves in the classroom, aware of his or her responsibilities and plan curriculum and courses in isolation before the project even begins. from their colleagues” (p. 43). Contrast this with 2. Negotiate the deadlines and deliverables his description of the managerial culture: “a with the faculty member to ensure that culture that finds meaning primarily in the they are practical and will not conflict organization, implementation, and evaluation of with other responsibilities he or she may work that is directed toward specified goals and have. purposes; that values fiscal responsibility and 3. Impress on the faculty member that the effective supervisory skills” (p. 5). deadlines are critical to the effective functioning of the project team. If he or she doesn’t meet his or her deadlines it Clearly, project management as a process of has a ripple effect on everybody else leading, planning, organizing, staffing and involved on the project. controlling activities, people and other resources 4. Make sure the academic department in order to achieve particular objectives is head is involved and aware of the informed by the kind of managerial culture that project, the deadlines and the faculty Bergquist identifies. Furthermore the university member’s responsibilities. departments that support e-learning project 5. If the faculty member is being paid an development tend to be informed by a honorarium for his work on the project, managerial culture and a cost-recovery financial make sure payments are tied to the model, organized hierarchically, and staffed by completion of specific phases. This is non-faculty employees who are managed and about the only “stick” the project supervised. manager has. 6. Stay in touch with the faculty member. Managing Faculty Members Don’t wait until the deadline to check up The amount of control that project managers can on progress. Constant monitoring will exert over faculty members who are involved in help avoid missed deadlines or poor an e-learning project, then, is quite limited. It is quality work that has been produced at limited because the faculty members usually the last minute to meet an impending work in a different organizational unit in the deadline. university (and thus the project managers have 7. Lead by example. When the faculty no direct authority over the faculty members) member submits work, be sure to and because they work according to the values of respond quickly with your feedback. a different organizational culture. This means 8. Break the project up into small steps or that deadlines, deliverables and expectations phases. This not only makes the project must be negotiated and that creativity must be psychologically easier to tackle for the used in getting faculty members to fulfill their faculty member, it also provides you responsibilities. Ultimately, there is little the with more opportunities to provide project manager can do if the faculty member feedback and guide the process. doesn’t produce.

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Academic Freedom the Labour Relations Board over the issue. A more significant and serious issue that Faculty members can no longer be required to threatens to derail the project management sign agreements outside of their collective process completely is related to academic agreement related to the development of e- freedom. Academic freedom is a fundamental learning courses. One of the key issues covered tenet of the collegial culture. According to Millet in these agreements is copyright. Scratch below (1962), it is rooted in the unique relationship the surface, however, and what we see again is between higher education and society. the collegial culture colliding with the managerial culture. Stephen Petrina has Higher education is dangerous. It carries championed this issue at the University of with it at all times the possibility that it may British Columbia and astutely points out that the upset an existing power structure in society. university has taken on the role of a publisher: It carries with it at all times the possibility “when a university assumes the role of that individuals and institutions in society ‘publisher’ of on-line courses, faculty members may have to accept new ideas and news of are little more than widget makers in the behavior” (p. 56). process. The publishing factory is in fact the model that university lawyers are adopting” Academic freedom allows faculty to pursue their (Petrina, 2003, p. 9). Petrina is, of course, research and teaching without interference or overstating how poorly treated faculty are in this influence. It serves to protect the faculty process. They are much more than widget- member from outside pressure and it is seen as makers. They have full academic control of the essential to safeguard society and the academy. course and they have access to and support from a team of pedagogical and technical support Academic freedom may seem like an issue far staff. However, he is quite correct in his removed from the mundane considerations of assertion that the organizational model (and the project management but it is emerging as one of underlying organizational culture) is the key conflict-producing features of the significantly different. collegial culture that is threatening the ability of universities to use a project management This issue will not be resolved easily, but if it is approach to e-learning development. The not resolved it threatens the ability of conflict occurs because the e-learning course universities to produce sustainable and cost- development model used by most universities effective e-learning. E-learning has high up-front involves faculty members assigning copyright to costs that are only feasible if they can be e-learning courses to their institutions. The amortized over several years of offering an specifics vary from institution to institution. At online course without substantial changes. If the University of British Columbia, for example, faculty members retain full ownership over e- copyright has been “unbundled” or divided into learning courses and other faculty members are “author materials” and “course materials”. not permitted to teach those courses without Faculty members retain ownership of any permission from the faculty member(s) who material they produced on their own before the originally developed the course, universities may start of the e-learning project. The university not be able to achieve the cost efficiencies of claims ownership of the course as a collective amortizing the up front costs over several work. Faculty members, faculty unions and the offerings. Canadian Association of University Teachers have equated this as an attack on academic What happens, for example, when the faculty freedom because, unlike face-to-face courses, the member who developed the e-learning course university will own the e-learning course and goes on sabbatical or leaves the university? thus potentially be able to influence how and Allowing a faculty member to determine who what the faculty member teaches and how that teaches an e-learning course effectively removes material is used in the future. any managerial authority of the university over teaching assignments. If this notion of copyright Cynics may argue that outraged faculty members and academic freedom is accepted, the faculty are really more concerned about the loss of member/e-learning course creator would potential profits from the sale of e-learning effectively be able to determine who teaches that courses than they are about upholding the course unless the university wanted to develop a virtues of academic freedom. Nonetheless this new version of the course for each faculty issue has moved to centre stage in many North member who was assigned to teach it. American universities. At UBC, the Faculty Association recently won an arbitration before 173

Organizational Implications as were the arguments for the synergies that The implications for how universities organize to develop by concentrating professionals in develop and support e-learning are significant. “centres of excellence”. The stated rationale for While organizational theorists tend to agree that this restructuring reveals the power of the multiple organizational cultures can co-exist in collegial culture and supports the premise that universities, there is also general agreement that when this dominant culture comes into conflict the collegial culture still dominates. Thus we with the alien managerial culture, it will reassert have a dominant culture that values the its dominance through restructuring. The independence and autonomy of the individual Academic Vice-President at the time stated “In faculty members, who resist the notion of sustaining…e-learning growth…strong faculty hierarchy and accountability. In fact they involvement in essential. Over the next months consider themselves accountable only to we will be looking for new organizational themselves and to their disciplines. alignments that links the strengths of …[the central e-learning department]…with the However, when faculty members come to work faculties (McBride, 2003).” on an e-learning project they are entering a different reality, one that is governed by a The implications of this rationale are that the managerial culture in which work is organized restructuring was needed because faculties were very differently, which emphasizes not involved in the development and delivery of accountability, deadlines, organization and e-learning, that they had somehow been cut out collaboration. One of the major sources of of the process and need to reestablish their conflict in organizations occurs when people do control over this, primarily, academic activity. In not share the same values and perceptions of fact, faculties controlled the funding and reality (Thompson, 1961) I have discussed the priority-setting process through an advisory implications of this conflict for the project council. All faculties had access to earmarked e- management process. But, it also has an impact learning funds and could determine which on how universities organize for e-learning programs they chose to develop. What they because an organization that has these two didn’t have, however, was direct control over the fundamentally different cultures sets itself up for management of the development process conflict. Eventually, change must occur, as the because Distance Education & Technology was a organization attempts to eliminate the conflict central support unit that was not part of a and restore balance. In practice, what this often faculty. And because Distance Education & means is that an organizational restructuring Technology operated according to managerial occurs to ensure that the dominant culture holds principles, it tended to provoke the kind of sway. conflict mentioned earlier when realities are not shared. Thus, the scene was set for a More often than not, what this organizational restructuring, particularly as e-learning grew in restructuring looks like is the downsizing or importance. complete elimination of e-learning support units that are not based in faculties. The most recent The Future of Project Management in the example of this in Canadian higher education Collegial Culture has just taken place at the University of British I have argued that a project management Columbia. Since 1949, UBC has had a central approach is essential for the development of support department for distance education high quality, cost-effective and sustainable e- development and delivery. With the emergence learning courses and programs but that the of web-based instruction in the late 1990s, this organizational culture that informs this department quickly reinvented itself as an e- approach is at odds with the dominant culture of learning support unit and developed an our universities. While multiple cultures co-exist international reputation for its e-learning in most universities, the collegial culture still expertise in instructional design, planning and tends to provide the lens through which management of e-learning and learner support. university faculty see their world. It is a culture However, in June 2004, after a protracted that values independence and autonomy and review process that began in 2002, the eschews direction and accountability. As university decided to close the department and Bergquist (1992) observed, decentralize all staff and services to the faculties. …for many faculty members, one of the most Arguments for the economies of scale that are attractive features of the collegial culture is realized by concentrating resources were ignored this tolerance for and even encouragement 174

of autonomous activity. Whereas the other a prime target for takeover by faculties. There three academic cultures…reinforce are a number of ways of achieving this and they collaboration and corporate activity, the will vary depending on the particular university collegial culture nurtures the ‘lone wolf’, the context. Advisory committees that have faculty ‘eccentric’, and the socially oblivious ‘absent- representation from faculties and that meet minded professor’ in a manner that is regularly to discuss e-learning issues, set unique to American higher education (p. priorities, and allocate resources are an excellent 43). way to ensure that faculties are involved. However more is needed. E-learning has to Thus we have two groups of people with become part of the fabric of the faculty, not an differing realities and a “disconnect” between optional extra only engaged in by a few two fundamentally different cultures: the faculty enthusiasts. Development and teaching of e- members who inhabit the collegial world and the learning courses need to be part of the regular e-learning support staff who live in the faculty load. Achieving this will require working managerial world. This situation sets up the with Deans and Associate Deans to educate them conditions for conflict and ultimately about what e-learning is and how it can organizational restructuring that will make it contribute to the academic plans of the faculties. difficult to continue to use a project management approach. Second, there needs to be awareness and

understanding of the significance of the The picture I have painted is admittedly grim. academic freedom issue and how sacrosanct this But, unless we are sensitive to the issues and concept is for faculty members. It is one of the take steps to avoid the problems that may arise, dominant pillars of collegial culture and a the future of the project management approach, defining characteristic of academicians that sets and thus the sustainability of quality e-learning, them apart from other professionals. While we in a university setting is not promising. may not agree with how the issue is being

applied to intellectual property in e-learning I have already made some suggestions for how to courses, we have to acknowledge that many manage faculty in a way that both respects the faculty members resist the notion that anything cultural differences and is sensitive to the fact they produce as part of their academic work that world views differ. These are short term should be signed over to the university. tactical solutions that can stave off the bigger However, as I have already outlined, unless the problem of organizational restructuring leading institution has some flexibility in the use of e- to decentralization and the elimination of the learning material, it will not be able to achieve professional approach to e-learning the cost efficiencies that are necessary to make development. The more critical decision is how high quality e-learning sustainable. Thus, to deal with this issue strategically, to prevent finding a solution to this issue will not be easy. serious organizational conflict from developing that will threaten the existence of the central e- However, the first step is to acknowledge the learning support unit and the project legitimacy of the faculty members’ position and management approach. There are no easy to try to find solutions that will respect their answers to this, no formula to follow that will rights while preserving some flexibility for the prevent this outcome. However, there are some institution. The University of British Columbia steps that I believe may help. came up with the idea of differentiating the

rights according to author materials and course First, it is essential that an e-learning support materials, which they saw as a creative solution. unit that is not located within a faculty establish However, some faculty members have rejected strong relationships with the faculties at the this ‘unbundlling’ as just a disguised attempt to senior, decision-making levels. Faculties have to get at the intellectual property of faculty feel that they have ownership and control over e- members. Clearly, then, creativity will be needed learning. This means making the key academic in devising strategies to deal with this issue. decisions and setting priorities. Deans and

Associate Deans must be aware of the e-learning Finally, e-learning support units have to activity in their faculties, understand how it embrace change themselves and resist the contributes to their missions, and how they temptation to assume that the way they have benefit financially and academically by done things in the past is the only way. Highly participating in e-learning projects. If e-learning centralized, professionalized support units that is seen as something that happens somewhere tend to treat e-learning development as an else, that faculties do not control, it will become 175

industrial process will be resisted by most innovative organizational structures that blend faculty members because this approach is not features of centralization with faculty-based consistent with their world view. As Bergquist support. The danger is that if these new (1962) notes, the faculty member structures are not developed that the conflict that develops from the clash of cultures will …has little regard for or patience with generate pressure to fully decentralize and thus systematic planning processes advocated by eliminate professionalism in e-learning proponents of the ‘rationalistic’ culture. The development. step-by-step analysis of a personnel or curriculum problem is considered References inappropriate. ….The rationalistic culture will deeply penetrate other aspects of society Bates, A.W. (2000). Managing Technological long before it has widespread and enduring Change: Strategies for College and University impact on the faculty and collegially Leaders. San Francisco: Jossey-Bass. oriented administrators of our academic institutions (p. 47). Bergquist, W.H. (1992). The Four Cultures of the Even though the classroom is essentially a public Academy. San Francisco: Jossey-Bass. arena, faculty members tend to view teaching as a private exchange between themselves and their International Fund for Agricultural students. There is a strong resistance to the Development. Managing for Impact in Rural notion of observation or the idea that teaching Development , can be improved through sharing experiences http://www.ifad.org/evaluation/guide/annexa/ and developmental activities. Millet’s (1962) a.htm. Retrieved January 14, 2005 observations from over 40 years ago still ring true, McBride, B. (2003). Internal memo. University of British Columbia, July 17. 2003. …the scholar wants to be left alone in the conduct of the academic enterprise. He does Millett, J. (1962). The Academic Community: An not welcome innovation in instructional Essay on Organization. New York: McGraw- procedures, in instructional arrangements, Hill. or in the organization and operation of a college or university…The scholar is Peters, O., (1994). Otto Peters on Distance conservative in his attitude toward and Education - the Industrialization of Teaching appreciation of the academic process.” (p. and Learning. London, Routledge 104). Petrina, S. (2003). Unbundling Intellectual What this means, then, is that e-learning Properly Rights. Faculty Focus, 36(7), 7-9. support units have to be sensitive to this world view and adapt their processes accordingly. This Thompson, V.A. (1961). Hierarchy, does not mean abandoning the project Specialization, and Organizational Conflict. management approach but it does mean Administrative Science Quarterly, 3. smoothing its managerial edges, building in flexibility, avoiding the use of overly managerial Zemsky , R. & Massy, W.F. (2004). Thwarted terminology and, above all, ensuring that the Innovation: What Happened to E-learning and faculty member feels in control of the process. It Why. The Learning Alliance. also means that e-learning support units need to http://www.irhe.upenn.edu/WeatherStation.ht re-examine their procedures and organizational ml. Retrieved February 3, 2005. structure to ensure that they are properly integrated into the academic core of the university. This may mean devising new and

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Authors and Editors

Andrelyn Applebee has an extensive academic career spanning 20 years and three higher education institutions. Her credentials as an educator within the flexible / technological environments together with her supervisory and project management experience have enabled her to successfully undertake various project management roles. Her awareness of knowledge management in educational contexts has enabled her to develop and implement suitable tertiary quality assurance measures. Since 2003 her current research and teaching are focused on developing flexible learning environments in higher education at the University of Sydney, Australia.

Mohamed Ally is an Associate Professor at Athabasca University, Alberta, Canada. He has been involved in distance education for many years and has conducted research in the areas of providing student support in distance education, project management, and the use of technology in delivery.

Deirdre Bonnycastle is a faculty member with the Instructional Design Group of the Extension Division, University of Saskatchewan. In that capacity, she worked as the Project Manager and Instructional Designer on the Special Education Certificate Program. She has been involved in the development of 30 online courses. Her research interests include diversity and complex thinking skills.

Mark Bullen is the Associate Dean of the Learning & Teaching Centre at the British Columbia Institute of Technology (BCIT) where his main areas of responsibility are curriculum and instructor development and educational research and innovation. Before joining BCIT in 2005, Dr. Bulllen was the Director of the Centre for Managing & Planning E-Learning (MAPLE) at UBC where he initiated, managed and conducted research on e-learning. He has a Ph.D. in Adult Education (1997), a Masters degree in Educational Psychology (1989) and a B.Ed. (1982) from the University of British Columbia. He also holds a Diploma of Technology in Broadcast Journalism (1977) from BCIT.

Giuseppe Chiazzese is a researcher at the Institute for Educational Technologies of the Italian National Research Council. His research activities concern the study, design and application of teaching and learning environments on the Net; defining new methods and technologies for eLearning processes; technologies for communication within learning communities; network protocols and services for the development of on line learning environments.

William Chua is the Co-CEO of eLearning Consultants PL, an eLearning company based in Singapore well known for their work in the Defence and Education sector. For the project mentioned in his chapter, he was the General Manager for the eLearning business unit of the IT vendor. William has been involved in eLearning since the earlier Computer Aided Instruction (CAI) days and did his first “e” courseware in the early 1990s. He started his career in the Singapore Armed Forces and his tour mainly revolved around Command and Instruction, where he was trained in numerous tools and techniques for improving the effectiveness and efficiencies of training.

Martha Cleveland-Innes is an Assistant Professor, Centre for Distance Education at Athabasca University, Alberta, Canada. She teaches graduate level research methods and learning in the workplace. For the last 18 years, Dr. Cleveland-Innes has instructed, researched and published in the area of teaching and learning in higher education and the workplace. She has presented workshops and papers at many conferences including CADE, the Canadian Society for Studies in Higher Education, the SLOAN-C Asynchronous Learning Networks, and the Alberta Online Symposium.

Susan Crichton is an assistant professor of Educational Technology in the Faculty of Education at the University of Calgary, Alberta, Canada. Prior to coming to the university in Fall 2001, Susan lived in a small community in eastern British Columbia, Canada for 23 years where she developed a program for returning adult students and at risk youth. Her interests include appropriate technology and issues of equity of access and social justice as they impact the sustainability of rural communities. She is involved in the SCBEWC project in both the teacher education and distance education components. She received her PhD from the University of Sydney, NSW, Australia.

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Neo Kim Hai is currently the Division Manager for the Knowledge Management Solutions Centre in the Defence Science & Technology Agency, the national authority on all defence science and technology matters. For the project mentioned in his chapter, he served as the Divisional Manager in charge of the SPOT-ON Programme. Having been involved in eLearning since the very first customised eLearning content development project for the SAF, Kim Hai has a wealth of knowledge and experience on the implementation of large-scale customised eLearning content development.

Kathryn Hibbert is the Distance Education Coordinator at the Faculty of Education, The University of Western Ontario. She is responsible for working with instructors and authors who plan to teach in and write for the online environment. Dr. Hibbert’s research interests include the development of enunciative spaces in the online context, the creation of online communities and the role of language in creating community.

David Hill has qualifications in adult learning and management, and is currently Manager – Learning Solutions for the Australian Customs Service. Since 1990 David has focused on developing and implementing flexible learning approaches. These approaches include using e-learning, paper based self paced learning formats and blended learning. David has held training related positions in Telecom Australia, Australian Maritime Safety Authority, Public Service and Merit Protection Commission and the Australian Protective Service prior to joining the Australian Customs Service in 2000.

Amanda Hopkins is an Instructional Design Consultant within the Academic Development Centre at Mount Royal College, Calgary, Alberta. Amanda is an Acadia University graduate, where she first discovered her interest in elearning as a student Instructional Designer with the Acadia Institute for Teaching and Technology. She is currently seeking a graduate degree in Educational Technology at the University of Calgary. Amanda’s research interests include the development and reusability of learning objects, faculty learning communities, online teaching excellence, and the integration of online learning in international forums.

Gail Kopp is an Assistant Professor of Educational Technology in the Faculty of Education at the University of Calgary, Alberta, Canada. Dr. Kopp has worked as a professional instructional designer and project manager for training in industry, aerospace and the military. Her interests include distributed learning, virtual learning environments, simulation, and collaborative learning opportunities for disadvantaged learners. She is involved in the SCBEWC project as an instructional designer. She received her PhD from the University of Calgary.

Colleen Kawalilak is an Assistant Professor at the University of Calgary, Alberta, Canada. Her focus has been on adult education and lifelong learning, with 25 years experience teaching and designing programs and courses for adult learners and educators in adult education and community settings. Colleen has a Ph.D. in adult education, and has traveled extensively as a consultant and keynote speaker in Australia, Cuba, Finland, China, Canada, the Northwest Territories and the Yukon. Colleen has extensive experience in both F2F and e-Learning environments.

Mairi Kershaw, a Biology graduate and teacher, has worked in education and local government for over twenty years. Starting out as a secondary school teacher she quickly moved into environmental and outdoor education, working with adults, children, students and the community as well as services such as youth, environmental services and social services. Her work encompassed writing projects and national conference organisation over issues like citizenship and sustainable development. In 1996 Mairi embarked on a project with WWF-UK, developing a network for Sustainable Development education in Dorset, supporting her practice through an MSc at South Bank University, London.

Randy LaBonte has worked at the management level in corporate, non-profit and educational organizations for over 20 years. During this time, he led multiple projects and teams of diverse size and nature. As a senior manager and sales leader in Odyssey Learning Systems, Randy brings trained skills in sales, negotiation, team building, planning, and implementation to his role. He has extensive background in the use and deployment of technology, and has studied technology, learning and leadership as part of his doctoral studies. Randy obtained a Bachelor and Masters of Education and is presently pursuing his doctorate at the University of British Columbia, researching leadership in computer-mediated learning technologies.

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Rod MacRae is a food policy analyst with a PhD. in food and agriculture policy from McGill University in Montreal, Canada. Dr. MacRae consults widely to non-governmental and governmental organizations on food security and sustainable agriculture. Current projects focus primarily on improving federal agricultural policy making and programme design. He is the academic coordinator for Ryerson’s Certificate in Food Security and teaches two courses in the programme - Food Security Concepts and Principles, and Food Policies and Programmes in Food Security.

Richard Malinski is an experienced manager and educator with over thirty years of philosophical and practical insights into the challenges technology brings to andragogy specifically and the business of higher education generally. His management roles of Chief Librarian and Director, Distance Education, Ryerson University, Toronto, Canada gave key administrative and managerial insights. Dr. Malinski’s current roles of Instructor in online Organizational Behaviour and Training & Development courses, of Instructional Designer for online courses, and of Communications Consultant focus his attention on the vagaries and hurdles of elearning in adult learning and higher education at both local and international levels.

Marilyn Mitchell is Director, Professional Development & Enterprise Learning for Konica Minolta Business Solutions USA, headquartered in Ramsey, New Jersey. She has worked for Konica Minolta for over seven years, much of which was spent managing ebusiness and elearning projects. Marilyn has an MBA from the Lubin Graduate School of Business at Pace University.

Dirk Morrison is an Associate Professor of Extension at the University of Saskatchewan. He is a faculty member with the Centre for Distributed Learning (CDL), and also works in the Instructional Design Group (IDG). Dirk’s research interests broadly include the application of learning theory to the design practice of distance and distributed learning. More specifically, his current research is focused on the use of ICT in higher education and how the appropriate pedagogical use of such technologies can influence the facilitation of higher order thinking skills in online learning environments.

David Mykota is an Assistant Professor in the Department of Educational Psychology and Special Education at the University of Saskatchewan. As Program Director and Principal Content Developer for the Special Education Certificate, he has been responsible for procuring and administrating multi-year funding through the government of Saskatchewan’s Technology Enhanced Learning initiative, a pan- institutional partnership. Dr. Mykota has published and presented research on psychosocial characteristics of exceptional children, technology and education, and resilient children and youth. He currently instructs courses at the graduate and undergraduate level in special education and educational psychology and is presently engaged in funded research pertaining to the affective domain of e-learning.

Beverly Pasian is Senior Project Manager for Bodec Corporation in Toronto, Canada. Beverly has an M.A. from the Open University (UK) in Online Distance Education, and a Certificate in Project Management from Humber College in Toronto. Professionally, she has had worked on various local and national projects for departments of the federal government, colleges and universities and various private sector firms. She is a member of the Board of Directors of the Canadian Association for Distance Education (CADE). Beverly is completing a doctorate in project management at the University of Technology, Sydney, Australia. She can be reached at [email protected].

Kevin Pitts is a faculty member and the eLearning Faculty Advisor in the Faculty of Information Arts and Technology’s eLearning Centre at Seneca College. He believes in the effective use of technology to enhance the teaching and learning process and has been involved in implementing technology into everyday teaching and learning at Seneca, whether in class, online, or a mixture of both. Kevin manages a number of projects (and often wears the other hat of Instructional Designer) related to the design, development, and delivery of technology-enhanced curriculum. When not doing the above, Kevin sits on Seneca College's IT Council and currently chairs the Portal Workgroup Sub-Committee. Kevin holds degrees in science and education and is currently completing a Masters of Distance Education at Athabasca University.

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Sharon Rich is Dean and Professor in the Faculty of Education, The University of New Brunswick. The online program discussed in the paper below was initiated by Dr. Rich and was under her supervision. Dr. Rich’s research interests include teaching and learning at a distance and the development of online communities of practice.

Sheena Rowan is the TEL Project Manager at the University of Saskatchewan and has been involved with this provincial initiative since 1998. As manager, Sheena coordinates the approval of funding and the development of the process for TEL activity at the University of Saskatchewan.

Luciano Seta is a researcher at the Institute for Educational Technologies of the Italian National Research Council. He holds a degree in Physics and a PhD degree in Applied Mathematics at Palermo University. His research interests concern mathematical modelling in different aspects of real life phenomena originating in physics, biology, economy and social sciences.

Kathy Siedlaczek is an Instructional Development Consultant in the Learning & Teaching Centre at the British Columbia Institute of Technology. Her role at BCIT involves managing a variety of educational projects, including curriculum reviews, degree development, and multimedia projects. Among her projects, she works with other faculty at the institute to help them integrate educational technology into their courses, with the goal of creating pedagogically and technologically sound learning materials for students. Kathy has been project manager, instructional designer, teacher, and student in various online courses and has extensive knowledge and experience with issues that affect teaching and learning in the online environment. She has a B.Sc. (Math), B.A. (Political Science), and M.Ed. from Brock University.

Michael Skinner is President and Chief Executive Officer of one of Canada's fastest growing E- Learning/E-Commerce providers, Operitel Corporation. Mr. Skinner has guided Operitel through the many stages of corporate growth including seed investment, management team assembly, resource training, competitive research, product development, client adoption, product marketing, client support and client retention. Mr. Skinner has also played an integral role in building the consulting services division by establishing Operitel as an Independent Software Vendor for Microsoft, as well as a Certified Microsoft Partner. Michael developed the methodology and standards for rapid web development that are currently used throughout the Operitel Application Engineering Division.

Benson Soong is the Co-CEO & CLO of eLearning Consultants PL, an eLearning company based in Singapore well known for their work in the Defence and Education sector. For the project mentioned in his chapter, he served as the Head Instructional Designer for the IT vendor. Benson has more than 4 years of direct, hands-on experience in implementing company-wide, government-wide, and industry- wide eLearning, and is actively involved in eLearning courseware design and consultancy. Benson holds a MSc. from the National University of Singapore, and a BSc. and BCom. from the University of Auckland, New Zealand.

Deborah Veness has been involved in educational publishing since the early ‘80s. Her previous experiences as a teacher, as a publisher of educational textbooks, as an instructional designer in a large traditional Australian university distance education centre, and as a project manager for a small start-up flexible learning unit prepared her for the task of establishing the University of Canberra’s Flexible Delivery Development Unit in 2001. Her interests this year have swung towards concepts of Web- publishing, the creation and utility of reusable learning objects, issues of ownership and sharing in the higher education sector, knowledge management, and the scholarship of teaching.

Lori Wallace is the Associate Dean (Degree Programs), Division of Extended Education, and Director of Distance and Online Education at the University of Manitoba. Dr. Wallace has worked in instructional design since the 1970s and in university distance education administration since 1985.

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Audrey Williams has been the Instructional Technology Specialist for Pellissippi State Technical Community College in Knoxville, Tennessee since 1999. She focuses her efforts on faculty and staff development and planning for the growth and support of the use of instructional technology, including online teaching and learning. She has an M.S. in Education and an M.S. in Information Science from The University of Tennessee. Prior to Pellissippi State, she was the education coordinator in a federal science museum and is a co-founder of a national science outreach educators network through the Association of Science-Technology Centers. She has also taught courses in educational technology for Pellissippi State and Tennessee Technological University.

Lorraine (Lori) Williams is Director of Instructional Technology, and Ph.D. candidate in Interdisciplinary Studies at Union Institute & University. Her current research in adult and distance education is focused on faculty as mentors in individualized, online adult degree programs. Lori presents at international higher education and technology conferences and has recently developed a graduate level course for faculty who teach in non-traditional colleges for adults to learn how to teach online.

Gary Woodill is Chief Learning Officer, Operitel Corporation. In 1984 Gary received a doctorate in applied psychology from the Ontario Institute for Studies in Education (OISE) at the University of Toronto. A former teacher and university professor in education, he is also a writer and speaker on elearning and knowledge management. For the past 14 years he has been involved in the design, production, and localization of educational CD-ROMs, and the design and implementation of corporate and academic learning management systems and online courses. He is a member of the Board of Directors of the Canadian eLearning Enterprise Alliance (CeLEA), and author of Emerging eLearning: new approaches to delivering engaging online learning content (Brandon Hall Research, 2005). He can be reached by email at [email protected].

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The Canadian eLearning Enterprise Alliance (CeLEA) is an industry- based organization established in 2003 to help Canadian elearning companies increase their share of revenues from the growing global elearning market place.

As the only organization in Canada focused solely on the commercial elearning sector, we play a key role in fostering communication between industry, government, and other stakeholders in the elearning industry in Canada and abroad, with the ultimate goal of identifying and communicating business opportunities, and helping Canadian companies successfully compete for those opportunities.

CeLEA is committed to strengthening our industry members by:

• Marketing and promoting our member companies and organizations, and the Canadian eLearning industry in general, in both domestic and international markets;

• Identifying and communicating potential elearning business development opportunities to our members;

• Facilitating networking and the formation of business relationships between members to pursue selected business opportunities;

• Advocating, where appropriate, on behalf of our members for a favourable business development environment in Canada.

For more information on CeLEA, please visit our website at www.celea- aceel.ca, or contact us at 902.488.6326.