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.In an annual survey of faculty using coordinated activities that must be planned asWebCT, the use of the  toolbelt was each technology is deployed.As stated, theaddressed 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 asComparing Instructional Technology Tool project manager.With the growing amount ofDemand: Currently in Use and Plan to Use, information online, information professionalsillustrates this increase.are discovering a shift towards creatinginformation products to simplify and assistProject Scope and Goals access (Guenther 2000).Due to faculty timeManaging this growth required planning not constraints, much of the support needs to beonly for faculty development but also for self-service.Creating these kinds of products isstudent orientation, rapid course a large part of the activities of the projectdevelopment, anticipation of additional manager in this case.training needs, technical support, exploringother tools, such as podcasting, and creating Focusing on one task will illustrate theor revising college policies and procedures.All planning process used for such an informationof this became a part of the scope of this product.The faculty help web site supportsfaculty support project.many of the  toolbelt aspects at PellissippiState and has its own milestones andIn this project, the work is planned, developed deliverables.This project component requiresand deployed with the Instructional the same type of project managementTechnology 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 arestakeholders,composed of other Educational Technology" identifying information needs,Services (ETS) staff as well as employees from" determining scope,Networking & Technical Support (NTS)," addressing technological issuesLibrary Services and the Dean of Instructional" developing project objectives & timelinePrograms, as well as academic department" site architecture & creationheads and interested faculty members.The" site testing & project evaluationparticular configuration of personnel dependson which aspect of the project is beingDefining the stakeholdersexamined or developed at the time.It is important for any project to identify whohas an interest (stakeholder) and who will useThe mission of ETS is to support the use ofthe final product (customer) to determine thetechnology in the teaching/learning processuser needs and get feedback to ensure successand this is the overarching goal of the project(Richman 2002).For the overall project of(PSTCC, Educational Technology Servicessupporting online teaching and learning, the2005).Because the success of a computerstakeholders include students, faculty,system is reliant on its users being able tohelpdesk staff and others.For this particularlearn how to use it quickly and withouttask, the main customers will be full-time andsignificant trouble (Preece et al.1994, 156), itadjunct faculty members at all campuses.Theis reasonable to extrapolate that the same isstakeholders include technical support stafftrue for an instructional technology project.and early adopter faculty who act as  stealthThis is the objective for creating the facultyresources (Starrett and Rodgers, 2003).Since toolbelt : planning and maintaining a set ofthe site will not be required to use thetools and support that is easy for faculty to toolbelt, the customer will be self-selected soaccess.The project objectives are then basedthe site must capture and hold their attention.on success of faculty using the tools, in bothtechnological and pedagogical terms.ForDefining the needsEducational Technology Services part of thisSpecific project objectives are the result ofproject, goals are measured by growth in theanticipated, felt and expressed informationdistance learning program includingneeds as defined by Kemp, Morrison and Rossincreasing the number of web and web-(1994).All of these needs are related toenhanced courses as well as the numbers ofimproving the faculty s initial experience withstudents and faculty involved.WebCT and the instructional technology tools.26 Anticipated needs: Anticipated needs to expand their  toolbelt with the  latest andcome from looking to the future.Since one of greatest or to refresh their skills.the assumed causes of failure with usingtechnology in teaching is frustration withAddressing technological issuestechnical issues and lack of information, it isWhen the project was first initiated, theanticipated that the need for training andtechnological decision was to develop a CD-support will continue to grow as the number ofROM for faculty members.The initial plan forfirst time online instructors increases eachthe CD-ROM included providing softwaresemester.Additionally, the vendor frequentlyinstallers to help faculty at home with slowerupdates the course management system.ThisInternet connections or less technical savvy onusually results in an interface change and canlocating and downloading the appropriatecause confusion for faculty, even those familiarfiles.However, during preliminary planningwith the tool.Anticipating continued growthmeetings with the administration team of theand software updates establishes the need forNetworking & Technical Services department,the project to be quickly responsive to changeit was determined that resources were not inand widely available for the changing numberplace for producing the CD-ROM on a bulkof users.Being flexible is crucial, as  planningscale or for supporting faculty having technicalfor change is as important as planning [a]questions at home.In addition, with the ratechange. (Starrett and Rodgers, 2003).of updates to software, it was unrealistic toexpect the CD-ROM could be kept current in aFelt needs: A felt need, according tocost-efficient manner (Foust 2002) [ Pobierz całość w formacie PDF ]