Problem  Analysis              

                   Jeff  Toorongian  EDTECH512,  Fall  2011  Prof.  K.  Diane  Hall          

Problem Analysis

What problems are you trying to address?

My university is currently in a piloting phase to evaluate the contending products for the next campus-based learning management system (LMS). One of the candidates is a relatively new LMS called Canvas from Instructure Inc. Preliminary findings from faculty during the piloting phase have identified Canvas as a prime contender for final consideration as the next generation product. In preparation for this outcome, training materials will be needed for instructors to help them become acquainted with Canvas, and to assist in their course migration and new course development activities as they move from the current production LMS. Changing learning management systems is a major undertaking, affecting many different facets of a university community, including the students, faculty and instructors, the support staff, and the central administration. Enabling a seamless (or nearly seamless) transition is very important. Providing effective, and efficient training on the major features and functions of Canvas will be an important part of a successful transition, and will help users hit the ground running with their new learning management tool. This training will be an important asset for my group as we provide consultation, support, and training to instructors in their teaching and learning activities with Canvas. What are the symptoms of the problem?

Trouble tickets, expressed faculty and student frustrations, and low LMS usage rates are all symptomatic of insufficient training and skills on the part of users. Although the new LMS has yet to be chosen, these same symptoms are currently observed with the existing LMS. Training resources, including workshops and online tutorials are available, but a more extensive training course has never been offered. In an effort to reduce these observed symptoms with a new LMS, a more comprehensive training resource is appropriate. What is the root cause of the problem?

An understaffed eLearning support unit and the lack of extensive training resources available to instructors are the basis of the problem. Increasing staff without increasing the necessary training resources would not alleviate the problem. A strategic enhancement of staff and important training materials, made available to instructors as a new LMS rolls out, could form the basis of a successful solution to the core problem. Is instruction an appropriate solution for the problem?

A new LMS will require new skills from users. While many functions are common across many LMS products, the procedures and skills required to employ these

functions can be very different. Instruction will be the mechanism to provide these newly required skills that will, in turn, enable users to fully leverage new LMS features, and position both instructors and students for an improved learning outcome.

Is WBI an appropriate instructional solution?

A web-based instructional strategy is a uniquely appropriate approach to Canvas instruction. Faculties are busy people and eLearning support staff is limited. This combination makes a self-paced, on-demand, web-based training course a good fit to help meet the training needs of all faculty as they prepare for the transition to new LMS. Housing a training course about the Canvas LMS, within the Canvas LMS will provide instructors with a hands-on approach to learning from the very beginning of their training activities.

Instructional Goal

Upon completion of the web-based Canvas training course the learner will demonstrate a working knowledge of the Canvas learning management system user interface, its primary components, tools, and features, and successfully discriminate the capabilities of these features as they progress through the instruction. The learner will apply procedural skills to design sample course components that could be the basis of a functional course at the conclusion of the instruction.

Learning outcomes associated with this training course reside primarily is Gagné’s Intellectual skills levels, including identifying various tools and functions, applying procedural knowledge to construct course objects and functions, and generating course design structures to facilitate learning.

Instructional Context

Main Elements Aspects

Organizational Infrastructure

- Computer hardware and design and development software will be provided in the eLearning unit. Software will include Adobe eLearning suite software applications, Camtasia screen recording software and associated peripherals, Microsoft Office Suite, and others. Access to the Canvas learning management software for course development. Web access, email clients, and associated software will be provided. - WBI design responsibilities will originate in eLearning group, a unit of the Library. Unit reports through Library director to the

Provost and Vice President for Academic Affairs. eLearning unit includes instructional designers, content and media producers, and educational technologists, who will be responsible for all course design, development, and implementation. - All WBI content will be considered owned by the university, who will retain sole copyright to all materials for all uses.

Allocation and competencies of personnel

- eLearning staff will be solely responsible for design, development and delivery of the WBI. This small team comprised of three professional instructional designers and educational technologists will work together to develop the WBI materials. - eLearning staff will serve as instructors of the WBI to the target learner group (university instructors). - Administrative support will be available from Library personnel and technical support related to hardware or software during the design and delivery phases will come from central IT services. - During WBI delivery, learner technical support will be provided through central IT services via phone and online service ticketing systems. Service level agreements for response times vary depending on the nature of the request, but typically are resolved within two days, and often within 24 hours.

Learner location and technology

-All WBI will be delivery exclusively online in the Canvas learning management system. The learners (university instructors) will access content from office, lab, or other public computer systems when on campus, or from their home computers. Because the learner group is university instructors, it is expected that most will be campus-based, but it is possible that some could access the content from a geographically separate location (perhaps during travel or while on a sabbatical appointment). - Minimum computer hardware requirements for target WBI computers is a modern Windows or Mac based systems less than three years old with a Intel dual-core or i3, i5, or i7 processor, with at least 4Gb of RAM. The computer must have a high-speed (DSL or cable modem) connection to the public Internet. Required software will include a modern, standards-compliant browser (Firefox, Chrome, Safari, or Internet Explorer recommended) with the current Adobe Flash plug-in, a PDF reader application, and Microsoft Office, Open Office, or cloud-based document creation software (Google Docs).

Learner Characteristics General Characteristics

The learner group for the WBI will be university instructors of all ranks, and other staff or students who are responsible for teaching and wish to receive instruction on the new Canvas LMS. Men and women from diverse cultural backgrounds, including local or regional natives, and an international population from Chinese, Indian, and Middle Eastern countries, among others will comprise the learner composite. Learner ages will range from approximately 22-70, and educational backgrounds will vary from high school level to a majority with college degrees ranging from bachelors to PhD’s. Motivations

The learners will be self-motivated professionals who will value the WBI to help facilitate their teaching responsibilities. Faculty and instructors are very busy people who will use the WBI to increase their productivity with the LMS, allowing them to optimize their workflows and allow more time for their teaching and research responsibilities. Prior Knowledge

Most learners will have prior experience using other LMS products. This experience will benefit them as they acquaint themselves with the unique attributes of Canvas and compare its workflows and interface details to that of its predecessor, Blackboard. Those with prior experience will be familiar with common LMS features like chat rooms, discussion boards, module structures, resource links, messaging clients, and conferencing tools. Although there will be differences in how these tools function between LMS products, there will be an overarching similarity that will speed their learning of the new LMS equivalents. Communication Skills

As instructors, most learners will have attained strong communication skills. However, due to the diversity of cultural backgrounds, English language speaking and writing skills will not always be strong. Instruction will be delivered in both written and visual/verbal forms. The self-paced nature of the WBI will allow learners to control the flow of the instruction and to review any information that they have trouble comprehending. Additional support will be available through the university Center for Teaching, Learning, and Faculty Development. Technical Skills

Basic computer skills, including keyboarding, using a mouse, and managing the operating system and associated file management structure will be required. An understanding of basic file types encountered in a web environment, including, PDF, JPEG, PNG, GIF, HTML and various audio and video media files is necessary. Competency with email clients, web browsers, and common LMS features like chat, discussion forums, web conferencing, and streaming audio and video will also be necessary. One unique aspect of this WBI is its introduction of a new LMS while

being delivered within that LMS. Although this may present problems for some learners who have minimal background in using a learning management system, it will also provide an opportunity for learners to quickly engage the course content firsthand as they explore the LMS features while progressing through the instructional content. Abilities and Disabilities

This WBI will adhere to the requirements of the Web Accessibility Initiative (W3C, 2001). Where needed, learners will be offered alternate instructional methods to help them complete the training regimen. Standards

There are no specific standards that the WBI must align to. However, the International Society for Technology in Education (ISTE) NETS for Administrator standards will be referenced for guidance during design and development efforts. Specific standards are indicated below. ISTE NETS•A- NETS for Administrators standards (2009): 2. Digital Age Learning Culture

Educational Administrators create, promote, and sustain a dynamic, digital-age learning culture that provides a rigorous, relevant, and engaging education for all students.

Educational Administrators: 2.a- ensure instructional innovation focused on continuous improvement of digital-age learning. 2.b- model and promote the frequent and effective use of technology for learning. 2.c- provide learner-centered environments equipped with technology and learning resources to meet the individual, diverse needs of all learners.

4. Systemic Improvement Educational Administrators provide digital-age leadership and management to continuously improve the organization through the effective use of information and technology resources.

Educational Administrators: 4.a- lead purposeful change to maximize the achievement of learning goals through the appropriate use of technology and media-rich resources.

5. Digital Citizenship

Educational Administrators model and facilitate understanding of social, ethical and legal issues and responsibilities related to an evolving digital culture.

Educational Administrators:

5.a- ensure equitable access to appropriate digital tools and resources to meet the needs of all learners.

©  2011  Jeff  Toorongian