life and death of webfuse: principles for university e-learning

The life and death

of Webfuse:Principles for…David Jones

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The wrong principles

Context

People

Product

Process


Some better principles

Context

People

Product

Process

Overview

A story

Who cares

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Some better ones

1996

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A young man has taken his forays intoWeb-based learning to their limits culminating in

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(Jones, 1996)

(Jones and Buchanan, 1996)

Flexibility and the ability to adapt to changeMaximise the choice for students and teachers

Provide the tools, not the rulesDo not reinvent the wheel

M&C realises it needs to get into this and givesThe young man 6 months off to design a systemTo do online learning.

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By early 199960 full-time staffhad used the system

Only 5 made significant use

T1, 1998 83% of content

was for 1 course

1998/99 49% of content

requests for 2 courses (1 staff member)

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1996 1997 1998 1999 2000 2001 20020

2000

4000

6000

8000

10000

12000

32% increase in enrolments 1999-2001

And many others…

Remember this?

425 staff employedby Infocom (2004)

353 (83%)used system(2001-2004)

And 445 fromoutside Infocom

..the precedent of other IT systems…suggests that it would be extremelyuser friendly for people with very limited competence/confidence(Behrens, Jamieson, Jones and Cranston,

2005)

The key to easy use of OASIS isthat it is not a off the shelf productthat is soooo generic that it has lostits way as a course delivery tool(Behrens, Jamieson, Jones and Cranston,

2005)

the best thing about teaching and learning in this faculty

in 2003 would be the development of technologically progressive academic information systems

(CQU, 2004, p21)

(Jones, 2002; Jones, 2003)Implemented

1999

Implemented 2006

(Jones and Luck, 2009)

One of the most compelling aspects of the project was the simple way it married Web 2.0 applications with institutional systems. This approach has

the potential to give institutional teaching and learning systems greater efficacy and agility by making use of the many free or inexpensive—but useful—tools like blogs proliferating on the Internet and to liberate institutional computing staff and resources for other efforts.

(Coghlan et al, 2007)

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Implemented 2007

Web 2.0 Course Site


Wordpress blog

http://redbubble.com.au

http://del.icio.us

http://del.icio.us +http://feedburner.com

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2 generations actionresearch 1996-2004

Reflect

Plan

Act

Watch

Webfuse

7+ publications

27+ publications

ISDT

Ps FrameworkPH

Dhttp://moourl.com/

quf6z

Overview

A story

Who cares



Some better ones



Place

People

Product

Process



Place

People

Product

Process

People

Product

Process

Functionality specific to institutional context

Leads to greater levels of staff and student adoptionEnables institution to be responsive, flexible, to learnProvide a level of differentiation and advantage

Overview

A story

Who cares



Some better ones



Place

People

Product

Process

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LMS is academic equivalent to ERP (Morgan,

2003)


The vendor of the ERP system determines functionality

A clean slate approach to BPR is taken

Reliance on one vendor may increase risk

Limited flexibility in process re-design….

A single skills set is required by the IT department…Distinctive capabilities may be impacted on

Flexibility and competitiveness may be constrained…Integration of applications is pre-coded into the system..

(Light, Holland, et. al. 2001)


Will impose its own logic on a

company’s strategy, structureand culture…push towards..generic structures(Davenport,

1998)

Best practice..implement vanilla(Robey, Ross et al, 2002; Pozzebon, Titah et al, 2006; Wagner, Scott et al,

2006)


we should change people's behaviour because information technology systems are difficult to change..(Sturgess and Nouwens,

2004)


Blackboard 6.3

45 groups

6 forums per group

270 forums


Webfuse

http://www.gse.harvard.edu/~dedech/

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Procrustes would stretch and sever the limbs of his guests to fit the size of his bed. We, too, are continuing to stretch and shape our higher educationto a particular standard to the detriment of students and society alike

(Thomas, 2012)

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The open source silver bullet

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Recent waves of global uncertainty coupled with local crises and government reforms are reshaping the tertiary education landscape. In the backdrop of these challenges new digital technology is enabling new models of teaching and learning. Yet serious questions remain over the sustainability of these new models and

the claims about the potential of new technology to transform tertiary education, especially in the face of deeper challenges.



Place

People

Product

Process

Time

CostAnalysis & Design

Maintenance

Replacement

Big up front design (BUFD)

(Truex, Baskerville and Klein, 1999)

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Attributes TeleologicalUltimate purpose Goal/purpose

Intermediate goals Efficiency

Design focus Results

Designers Explicit designer

Scope Part

Process Problem solving

Problems Complexity/conflict

Management Centralised

Control Master plan

(Introna, 1996)

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Author Planning LearningWeick & Quinn (1999)

Episodic change Continuous change

Brews & Hunt (1999) Planning school Learning school

Seely Brown & Hagel (2005)

Push system Pull systems

Hutchins (1991) Supervisor reflection and intervention

Local adjustment

Truex et al (2000) Traditional design Emergent design

March (1991) Exploitation Exploration

Boehm & Turner (2003)

Plan-driven Agile

Mintzberg (1989) Deliberate strategy Emergent Strategy

Kurtz & Snowden (2007)

Idealistic Naturalistic

Alternatives

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Such top-down planning often falters at theoperational level because implementation generates a range of messy human factors(Haywood,

2002)


Organisations that focus too much on exploitation arelikely to be trapped in “suboptimal stable equilibria”.(March,

1991)


Operating in a dynamic context requires organisationalstructures that adjust and become far more responsiveto change. (Mintzberg,

1989)


Reductionist decomposition results in an imaginary processof isolating components that do not reflect the richinterdependencies of organisational reality(Truex, Baskerville et. al.,

2000)


Many methods of didactic education assume a separation between knowing and doing, treating knowledge as an integral, self-sufficient substance,theoretically independent of the situations in whichit is learned and used.(Seely Brown, Collins, & Duguid,

1989)

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October 26, 2012

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Time


Maintenance

Replacement




Stable systems drag

(Katz, 2003)

experience a loss of functionality and a degradation of performance as employees grapple to come to terms with the new technologies and processes that these systems force

(Underwood & Dillon, 2011)

Technology dip



Place

People

Product

Process

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Enterprise systems are an extremeapplication of a techno-rational perspective(Dillard & Yuthas,

2006)

A techno-rational approach to management sees itas a scientifically rational and efficient application ofneutral knowledge on a par with the natural sciences

(Morgan, 1992)

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People aren’t rational

Bounded rationality (Simon,

1991)

Reliance on intuition, instinctsand simply heuristics(Jamieson & Hyland,

2006)

Systematic biases influence judgment (Tversky and Kahneman,

1974

37 cognitive biases (Arnott,

2006)

Inherent limits in organisational

substantive rationality(Cecez-Kecmanovic, et al, 2002)

Innovation and change

within universitiescan never be mere rational processes

(Jones and O’Shea, 2004)

Time


Maintenance

Replacement




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We only know what we knowwhen we need to know it

We always know more than we can say,and we will always say more than wecan write down

Knowledge can only be volunteeredit cannot be conscripted.

http://www.cognitive-edge.com/blogs/dave/2008/10/rendering_knowledge.php

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a long tradition of research that highlights the

many ways workers resist managerial control(Fleming and Spicer, 2003)

sabotage (Mars, 1982)

careful carelessness(Prasad and Prasad, 1998)

hidden transcripts(Scott, 1985)

indirect resistance(Ong, 1987)

subjective resistance(Kondo, 1990)

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A university is defined by thequality of its academic conversations,not by the technologies that service them. (Laurillard,

2002)

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Academics

Helpdesk

ManagerHelpdesk

ManagerDevelopers

HoS

Dean

Committee IT

Director

Developers

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Academics

Developers

Helpdesk

ManagerHelpdesk

ManagerDevelopers

HoS

Dean

Committee IT

Director

Business Analyst

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During training sessions … several people made suggestions and raised issues with the structure and use of Moodle. As these suggestions and issues were not recorded and the trainers did not feed them back to the programmers ... This resulted in frustration for academic staff when teaching with Moodle for the first time

as the problems were not fixed before teaching started(Rossi & Luck, 2011, p. 68)

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http://en.wikipedia.org/wiki/File:Technology-Adoption-Lifecycle.png

Barriers to bridging the chasm

(Geoghegan, 1994)

1. Ignorance of the gap

Homogeneity

arguments

Incentives

modes of support

2. The technologists allianceEarly

adoptersIT Staff

Vendors




(Geoghegan, 1994)


Homogeneity

arguments

Incentives

modes of support


adoptersIT Staff

Vendors

3. Alienation of the mainstream




(Geoghegan, 1994)


Homogeneity

arguments

Incentives

modes of support


adoptersIT Staff

Vendors

3. Alienation of the mainstream

Early adopters Early majority

Like radical change Like gradual change

Visionary Pragmatic

Project oriented Process oriented

Risk takers Risk averse

Willing to experiment

Need proven uses

Self sufficient Need support

Relate horizontally(interdisciplinary)

Relate vertically (within discipline)

Overview

A story

Who cares



Some better ones



Place

People

Product

Process

Principles of implementation11 principles in 3 groups

Principles of form and function13 principles in 3 groups

http://moourl.com/quf6z



Place

People

Product

Process

Best of breed


Adoption of different packages from different vendors or sources


Some folk unhappy with mailing lists


Staff choose which one they use

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Where’s the biggest market in discussion forums?A)

BlackboardB) MoodleC) SakaiD) Web/open

source

27 March, 2009

PortalWeb Interface

Ancillary servicese.g. virtual union

& library

LMS(Blackboard)

LMS(Webfuse)

Simulations &other teaching environments

Shared education services

University wide services

Digital repositories

Communication networks &distribution infrastructure

Monitoring performance & usage

Assessment

Student profile& history

Calendar Timetable

Class & CourseManagement

Content management

Assignment tracking Plagiarism detection

Security authorisations

Single sign-on Library management Digital rights management

Student administration axapta Course administration

Student profiles

Student DatabaseLearning content database

Staff database Finance database Course profiles

Library catalogueDigital library &eReserve


PortalWeb Interface

Ancillary servicese.g. virtual union

& library

LMS(Blackboard)

LMS(Webfuse)

Simulations &other teaching environments

Shared education services

University wide services

Digital repositories

Monitoring performance & usage

Assessment

Student profile& history

Calendar Timetable

Class & CourseManagement

Content management

Assignment tracking Plagiarism detection

Security authorisations

Single sign-on Library management Digital rights management

Student administration axapta Course administration

Student profiles

Student DatabaseLearning content database

Staff database Finance database Course profiles

Library catalogueDigital library &eReserve


Review of grade Gradebook Plagiarism Tracking System

ESOS compliance

Faculty websites

(Light, Holland and Wills, 2001)


Organisational requirements and accommodations determine functionality

A context sympathetic approach to BPR is taken

Good flexibility in process re-design due to a variety in component availability

Reliance on numerous vendors

distributes risk as provision is made to accommodate change

The IT department may require

mulitple skill sets…

The need for flexibility and competitiveness is acknowledged

Integration of applications is time consuming and needs to be managedwhen changes are made to components



Place

People

Product

Process

Time

Cost



(Kurtz & Snowden, 2007)


Achieve an ideal state Understand a sufficient of present to stimulate evolution

Privilege expert knowledge, analysis and interpretation

Favour enabling emergent meaning at the ground level

Separate diagnosis from intervention

Diagnosis and intervention intertwined with practice

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Author Planning LearningWeick & Quinn (1999)

Episodic change Continuous change

Brews & Hunt (1999) Planning school Learning school

Seely Brown & Hagel (2005)

Push system Pull systems

Hutchins (1991) Supervisor reflection and intervention

Local adjustment

Truex et al (2000) Traditional design Emergent design

March (1991) Exploitation Exploration

Boehm & Turner (2003)

Plan-driven Agile

Mintzberg (1989) Deliberate strategy Emergent Strategy

Kurtz & Snowden (2007)




Place

People

Product

Process

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Developers

“Helpdesk”

Committee

Academics



Context

People

Product

Process

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life and death of webfuse: principles for university e-learning

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