web.stanford.edubvincent/strategy/... · web viewa centralized high-speed printer is used for...

Institutional Technology Plan2001 - 2002

INSTITUTIONAL TECHNOLOGY PLAN

TABLE OF CONTENTS

1.0 Executive Summary 1

2.0 Introduction 3

3.0 IT Plan’s Goals and Vision 4

4.0 Objectives 6

5.0 Background 8

6.0 Approach 10

7.0 Implementation of the IT Plan 12

8.0 National Technology Trends in Higher Education 13

9.0 Analysis 19

9.a Teaching/Learning Architecture Analysis 21

9.b Administrative Architecture Analysis 27

9.c Information Delivery Architecture Analysis 30

10.0 Recommendations 34

10.a Teaching/Learning Architecture Recommendations 35

10.b Administrative Architecture 38

10.c Information Delivery Architecture 42

11.0 Organizational Recommendations 47

12.0 Evaluation and Sources 50

13.0 APPENDIX A – Sample Institutional Survey 52

14.0 APPENDIX B – Glossary of Terms 58

15.0 APPENDIX C – Infrastructure Design and Planning Guidelines 66

16.0 APPENDIX D – Decisions and Purchase Principles 68

17.0 APPENDIX E – Timeline for Annual Updated 2001 - 2002 69

Section 1.0

Institutional Technology Plan

1.0 Executive SummaryThe purpose of the Institutional Technology Plan ("IT Plan") is to present a strategic plan for the implementation and application of technology at Lakeland Community College (LCC). This working document is written in order to be responsive to LCC’s mission, academic instructional needs, and administrative support procedures. This IT Plan is based on input from the members of the Technology Policy & Planning Committee, the Vice President's Academic Advisory Committee, interested faculty and administrative staff members, and the Technology Division.

LCC’s published Strategic Plan 2000 - 2005 is used as a constant measurement of this docu-ment’s value, character, and purpose. The Strategic Plan also guides and directs this IT Plan’s future technological support services and processes.

The IT Plan is designed to address four basic questions: 1. What technological goals and objectives are to be realized to position the college for

future growth against increased competition?

2. What specific strategic plan of action needs to be implemented in order to reach the defined goals and objectives? By what means will the goals and objectives be measured?

3. What actions are necessary to allocate and track funds to support such projects?

4. What skills and personnel resources will be required to achieve success in the implementation of the IT Plan?

Contained in the IT Plan are a number of elements: a review of external pressures facing the college, a vision of the educational future of LCC, primary goals to be achieved through technology support, and telecommunication implementation strategies. These elements establish guidance for the development of technology support activities recognizing that some actions will take longer to implement and that social and technological advances may necessitate changes.

1

Section 1.0

External PressuresSeveral broad trends are shaping the role of the community college and implementation of our instructional activities. These trends are impacting how society perceives the relevance and value of our academic efforts. A major trend is the public demand for increased access to information at market value. It is only natural that taxpayers demand and expect accountability from public education.

Colleges and universities are striving to meet the growing age diversification in the student community. “Approximately 46 percent [sic] of all first-time college freshman enroll in community colleges." (de los Santos, de los Santos Jr. & Milliron, 2001, p.28) However, almost 60% of community college students were older than 22 years of age and 15% were older than 40. A significant number, about 58%, of these students were woman; and, if the age was over 40, then the rate of women students rose to 65% (de los Santos, de los Santos Jr. & Milliron, 2001, p.28). Employers recognize that the broadly educated, self-motivated, continuous learner is of significant advantage to the company or organization. "Distance education and on-campus instruction are converging, with online delivery systems and approaches being employed for distant" (Oblinger, Barone & Hawkins, 2001, p.1) and commuting students.

Teaching and research depend on the use of technology at nearly all stages: library searches, data collection, statistical evaluation of results, simulated processes, communication with colleagues, report preparation and classroom instruction. Four external trends have been identified: 1) the increased and projected growth of the distance education market; 2) increased use of digital and networked systems; 3) the home as a location for learning and the home computer as the primary tool used; and 4) the economic impact and costs of distance education. Indeed many of our students are more "technology-ready" than some faculty. This IT Plan is a strategic look at where we are, where we want to be and our suggestion on how we will accomplish the goals we have set for ourselves.

References

de los Santos, G.E., de los Santos Jr., A.G. & Milliron, M.D. (2001). Access in the Information Age: Community College Bridging the Digital Divide. Mission Viejo, CA: League for Innovation in the Community College.

Oblinger, D.G., Barone, C.A. & Hawkins, B.L. (2001). Distributed Education and its Challenges: An Overview. Washington, DC: American Council on Education.

Phillippe, K.A. (ed.) (2000). National Profile of Community Colleges: Trends and Statistics (3rd ed.). Washington, DC: American Association of Community Colleges.

Date of last revision: September 21, 2001 Author: [email protected]

2

mailto:[email protected]

Section 2.0


2.0 Introduction

A thriving institution of higher learning serving more than 8,000 full- and part-time, credit and non-credit enrollments, LCC offers five Associates’ degrees to students in three off-campus centers, as well as our strategically located main campus. In addition, adult learners may enroll in courses that lead to 50 different certificates, transfer directly to over 20 regional colleges and universities, or continue their degree efforts utilizing a growing number of college partnerships that utilize technology-based systems to deliver instruction.

We are dedicated to meaningful learning and quality instruction; enabling individuals to achieve their hopes, dreams and full potential; and to being a partner in creating a dynamic, prosperous community of enlightened leaders and thoughtful, effective, global citizens.

The college's institutional strategic directions define our commitment to promote instruction and service necessary to provide the opportunity and support to ensure that all students can meet or exceed their expectations.

To help define the role this IT Plan will take, a focused plan of action is defined in Sections 10-11. This outline is drawn from the college’s Strategic Plan 2000-2005 which provides direction for a definition of LCC’s technology vision. These goals are the focus for planning, for change, and are a commitment we make to the community we serve.

Date of last revision: October 2, 2001 Author: [email protected]

3


Section 3.0


3.0 The IT Plan’s Goals and VisionThe Goal of this IT Plan is to describe the technological environment required in support of the instructional and administrative environments in place today and the environments we expect to support in the next twenty-four months detailing our strategic implementation plan to meet the needs of our community members.

The Vision of this IT Plan is to use technology to achieve the goals described in the college’s Strategic Plan 2000 - 2005. The following statements are technology-based guiding principles incorporating the instructional objectives of effective teaching and learning and the organiza-tional major goals.

LCC will be the recognized leader in information and communication technology by developing and delivering education and training opportunities for the community; valuing and involving each employee; and continually improving operations, instruc-tional and educational technologies, instructional designs and customer satisfaction.

All students, faculty, and staff will be able to experience quality service without the constraint of time or location. Access to information needed for teaching, learning, services, and support will be available anytime, anywhere, anyway.

We will deliver relevant, effective, industry-responsive and accessible curriculum based on continuous feedback from faculty and students to create a learning environment that will take LCC into the future. This Vision will focus on technology that is user-friendly, student centered, comprehensive, and responsive to the student and the community.

We will provide a flexible teaching environment that promotes instruction from a variety of platforms, including multimedia presentation and virtual classrooms in support of innovative teaching and learning. We will provide instructional materials via virtual classrooms and the library to promote self-paced learning. We will continually improve all education and training programs and assist our full- and part-time faculty, staff and students to become technologically proficient in order to ensure their success.

We will train our faculty on current technologies and provide assistance and support in developing technology-assisted curriculum and instruction, digital course materials, and innovative delivery methods. We will provide electronic communication tools and promote collaboration among faculty, staff, students, and local organizations. Interaction

4

Section 3.0

with the scholastic community will promote and strengthen the economic development of the overall LCC community. LCC will bring learning opportunities into homes and businesses at the convenience of their occupants.

We will continue to seek and evaluate new technologies that will meet the objectives as stated in our Strategic Plan 2000 - 2005. Services, such as registration and access to the library, will provide timely access to pertinent data needed by our faculty, staff and students. Our management information systems and processes will efficiently and effectively assist faculty, staff and students with the business operations of the college.


5


Section 4.0


4.0 Objectives

LCC has made a commitment to continuously improve all education and training programs, striving to achieve the highest standards of excellence. These commitments are an active part of the college's Mission and its published Strategic Plan 2000 - 2005. LCC has determined that an annual review of the current organizational structure and technology environment will provide information that will be used to develop a direction to continue the quest for constant improvement. The result will be an IT Plan that will guide the college in its achievement of the following objectives:

To provide an environment of continuous learning where all constituents are encouraged and supported. (Principle of Excellence)By optimizing the learning process using methods of delivery that best match student learning styles.

To remove barriers to learning thereby allowing students to meet individual learning goals and expectations. (Principle of Access)

By providing education and training opportunities anytime/anywhere by strengthening distance learning capabilities and increasing high quality alternative course offerings.

To provide the opportunities and support to ensure that all students can meet or exceed their expectations. (Principle of Student Success)

By making sure that all students have access to the developmental education support needed for academic success including testing, course work, tutoring, and technology-based instruction.

6

Section 4.0

To develop and strengthen partnerships with local and national industries, businesses, labor and government to enhance the economic development of the community. (Principle of Support)

By providing “just-in-time” training opportunities, through flexible and varied course delivery methods, to benefit local employers and their employees.

To enhance learning opportunities through the effective use of technology. (Principle of Access)

By increasing the use of appropriate technologies to enhance the learning process including presentation technologies, interactive computer-based learning, research, and communications between faculty and student.By introducing courses and programs available through distance learning using telecourses, other video/audio technology, and online courses.

To maximize the effectiveness of available resources. (Principle of Accountability)

By increasing opportunities for staff development, particularly in the area of technology training as well as encouraging professional development of full- and part-time faculty with special emphasis on the effective use of available and emerging technologies.

This document, using the objectives stated above as their foundation, will address four basic questions:

1. What LCC technological goals and objectives are to be realized to competitively position the college by 2003?

2. What specific action items need to be implemented in order to reach those goals?

3. What skills and personnel resources will LCC need to implement these items?

4. What funds must be allocated and tracked to support these goals?


7


Section 5.0


5.0 BackgroundThe rapid growth of information, services, and systems available to the average user continues to grow at an exponential rate. This IT Plan has been designed to be reviewed and updated annually with each strategic initiative noted relating directly back to one or more of the Major Goals and/or Strategic Directions set by the college. Thus, this IT Plan is an integral part of the overall learning college plan providing for maximum flexibility and overall effectiveness of purchases.

For example, there has been an increasing convergence in the technologies used for data, voice, and video which has created new demands to both extend the college network as well as upgrade it to handle higher bandwidth and dedicated services. Likewise, there has been a parallel trend towards miniaturization of computing appliances with an increasing amount of work and study being done remotely using laptop computers, hand-held organizers, portable telephones, and the probable widespread use of the electronic book projected for the near future. Perhaps the most important change has been the evolution in user expectations for technology services. The users of the new millennium want to receive "what they want, when they want it, where they want it, and how they want it." This creates a huge demand to deliver information and services, over the Internet, 24 hours a day, 7 days a week, with full security to protect privacy and property rights, and with comprehensive technical support.

But the issues extend far beyond access to information and services and have caused us to reconsider how an academic institution should do business. The days are nearly gone when a college course consists of a teacher lecturing at a blackboard. Instruction now has moved beyond the physical classroom and has been enriched with a variety of multi-media as well as technologies that facilitate teacher provision of feedback of student performance. College employees no longer wish to devote time and resources hunting through rows of file cabinets to retrieve the paper records of yesterday. Virtually all information is now expected to be electronic, multimedia, and at our fingertips. The increasing changes in technology, coupled with increasing expectations for the delivery of electronic information and services, have created overwhelming demands on the college’s technology infrastructure, staff, and budget.

8

Section 5.0

In today's marketplace, the three primary concerns we face are: 1) How to keep up with rapidly changing technology; 2) How to structure the budget in order to keep current with industry; and, 3) How to hire and retain skilled technical staff at every level of the college. These concerns require the creative planning and prioritizing of needs, the development of technology partnerships and consortia memberships and, perhaps most importantly, a creative plan for attracting and retaining the best staff in a competitive market. Infusing technology into the organization can be chaotic if not controlled from the onset. This document is the first step in developing and maintaining a long-range strategic plan for technology implementation. The IT Plan will assist LCC in achieving its strategic direction by improving its technological impact upon all facets of the academic and administrative segments of the college environment and maintaining its position as a premier learning institution.


9


Section 6.0


6.0 ApproachThis document is designed around the analysis (Section 9) and recommendations (Section 10) of three key services and systems: teaching and learning, administrative, and information delivery. Prior to the analysis is a review of literature over the last year that help frame the issues LCC faces in terms of integrating technology into services as well as the teaching and learning environment. This approach is called "enterprise technology architecture" describing the link technology has "between the institution's mission, goals, and major activities and its high-level design of the technological environment." (Barone, German, Katz, Long & Walsh, 2000, p. 2)

The analysis and recommendations outline the conceptual framework we will use to implement our technical and tactical moves. This document describes key information points we use to define tactics to achieve the desired results. The current existing operational systems that define service and delivery are reviewed, specifically as they affect administrative and academic com-puting processes, instructional media, and their support structures. From the day-to-day business needs to the delivery of instructional content, these architectures should support the vision and directions as stated in LCC’s Strategic Plan 2000 – 2005. The teaching and learning environ-ment relies upon the same architecture used by the administrative environment and, to be competitive, we must maximize the resources available, as defined by the existing architecture, by sharing systems to reach students, faculty and staff with resources internal and external to the college. In order to meet our Strategic Plan 2000-2005, we need to base our strategy on how we can maximize the use of these existing technologies while implementing new systems.

Teaching and Learning Architecture identifies the environment specific to teaching and learning. Since technology is playing a large role in the learning environment for students and faculty, this section identifies how technology is or is not being leveraged as an aid in instruc-tional delivery and independent learning. Elements of this are found in sections 9a (analysis) and 10a (recommendations) in this IT Plan.

The Administrative Architecture supports institutional strategies by identifying the administra-tive processes, data, and functions that provide Mission-critical processing. These processes take place within and across the boundaries between administrative support and academic depart-ments. Elements of this are found in sections 9b (analysis) and 10b (recommendations) in this IT Plan.

10

Section 6.0

Information Delivery Architecture identifies the hardware, operating systems, and network schema required for the implementation of systems supporting the teaching, learning, and administrative environments. Elements of this are found in sections 9c (analysis) and 10c (recommendations) in this IT Plan.

References

Barone, C.A., German, Jr., R.F., Katz, R.N., Long, P.E. & Walsh, B. (2000). Information Technology, Systems, and Services in Higher Education: A Primer. Washington, DC: NACUBO


11


Section 7.0


7.0 Implementation of the IT PlanTo ensure the IT Plan is effective, a commitment must be made to its implementation from the LCC leadership team.

EndorsementThe IT Plan, after thorough review by members of the President's Cabinet, the Technology Policy and Planning Committee, and the Vice President's Academic Advisory Council, must receive official endorsement by the president after carefully determining that:

The IT Plan reflects the goals and directions of the college. Proposed technology enhancement priorities properly reflect institutional objectives. Commitment will be made to provide appropriate level of funding and staffing. Directives will be issued to proceed with implementation of IT Plan recommendations.

EnactmentThe IT Plan presents suggested courses of action required to support many proposed program objectives and identifies projects to move the college forward. With appropriate executive level approval, the identified group will take immediate actions to begin implementation.

InformationThe president will inform the LCC community of the IT Plan and its acceptance by the governing bodies of the institution. If appropriate, the president will identify appropriate forums for further review and/or development.

Funding Funding will be recommended by the LCC President's Cabinet for approval by the Board and should be appropriated to the necessary budgets. In addition, funding sources and/or reallocation of existing funds should be addressed.

Date of last revision: May 7, 20232, 2001 Author: [email protected]

12


Section 8.0


8.0 National Technology Trends in Higher Education

"Technology is having a dramatic effect on colleges and universities, producing what may be the most challenging period in the history of higher education. One manifestation of the con-vergence of technology and education is distributed learning." (Oblinger, Barone & Hawkins, 2001, p.1) Distance education and on-campus instructional paths are converging into an environment of "clicks and mortar" where technology is the common denominator. Distributed learning is expanding the learning environment for all students by creating "opportunities for interactions between faculty and student, incorporating simulations and visualizations, as well as collaborative learning." (Oblinger, Barone & Hawkins, 2001, p.1) These systems will allow institutions to be competitive in the future; however, these technology-based systems are "challenging the primary assumption of the current instructional model: that the only way to achieve effective student learning is for faculty members to meet with groups of students at regularly scheduled times and places." (Twigg, 2000, p. 42)

The delivery of education, especially utilizing the web, will be one of the leading growth applications, "the combined public and higher education e-learning market will explode and could easily equal or surpass the corporate e-learning market." (Rosenberg, 2001, p. 309) The rapid growth of digital technologies, continued expansion of cable television, "the emergence of new institutional players, the altered expectations of the employee workforce, and the changes in the student market will all be catalysts in the transformation." (Munitz, 2000, p. 14).

Terry O'Banion states that a key component of the learning college is that it "places learning first and provides educational experiences for learners anyway, anyplace, anytime" (as cited in O'Banion, 1997, p.47). Key to this access is the need for flexibility and planning since change is a key component in our development and delivery of quality instruction and an objective of this IT Plan. Institutions, including LCC, are focusing on continued evaluation and assessment of the options technology-based systems bring to the learning experience in terms of access to instruction, time and distance flexibility, and increased communication between student and instructor. "It is imperative to begin building and implementing models of change that will be comprehensive, systematic, and successful in order to prepare students for the world of tomorrow." (Robinson, 2000, p. 65).

13

Section 8.0

There is an acceleration of education as an industry

This was at the top of last year's review and it has not changed. A major part of this force is due to forecasts that show college enrollments increasing by 2.6 million students by 2015. “This growth is driven by several factors among them: the children born between 1965 and 1982, who will generate 1.7 million more undergraduate students [and] the return of older students to college, along with increasing immigration, will result in an additional 850,000 students" (de los Santos, de los Santos, Jr. & Milliron, 2001, p. 30). Technology is central to this growth both as a method of reaching learners as well as enriching the learning process. For the third year in a row, "campus officials identified assisting faculty efforts to integrate information technology into instruction as the single most important" challenge they faced on two- as well as four-year college campuses (Green, 2001, p. 4).

E-Learning is a major force in technology and in teaching

John Chambers, president and CEO of Cisco Systems, stated that the "next big killer application for the Internet is going to be education. Education via the Internet is going to be so big it is going to make e-mail use look like a ‘rounding error’ in terms of the Internet capacity it will consume" (as cited in Duin, Baer & Starke-Meyerring, 2001, p. 1). One forecast (Oblinger & Kidwell, 2000) describes market growth in education to grow from $16 million in 1997 to $1.57 billion in 2002. Current estimates point to more than 100 million learners enrolled in online courses by 2004 (Duin, Baer & Starke-Meyerring, 2001). The challenge is how educational institutions will meet this growth and provide alternatives in terms of services offered, type of student served, and level of investment made. "Whether focusing on the learning environment, student services, or even back-office operations (e.g., student record systems), IT and distributed learning are being used as catalysts to stimulate institutional transformation." (Oblinger, Barone & Hawkins, 2001, p. 8)

Institutions are becoming learning organizations

Being a learning college impacts the structure of an institution and technology can help, or hinder, that transformation. The learning college engages the learner as a full partner (O'Bannion, 1997) and focuses the role of every employee, known as a learning facilitator, on the needs of the learner. "Technology should be used to provide the tools to create this student-centered environment, but delivery processes and philosophies will also be transformed to leverage technology and fully implement new service models." (Beede & Burnett, 1998, p. 71). The learning college brings greater attention to breaking down traditional "functional silos" replacing them with cross-departmental or cross-functional teams and processes. "History demonstrates that fundamental technological change ultimately begets significant structural change, regardless of whether the affected participants choose to join or resist the movement." (Hafner & Oblinger, 1998, p. 8).

14

Section 8.0

Ubiquitous computing for all

Laptops, PDAs, cell phones, wireless and mobile computing indicate growth in two key areas. The first is how the end user interacts with information and the second is how the network is becoming a silent growth area that is ever expanding beyond the most generous forecast. Back in the old days, say 1998 or so, the user made a choice to connect and communicate. The next step has evolved into mobile computing where information of all types is pushed to the user at their desktop, in their car, or on the bus. Studies are forecasting that the "percentage of the U.S. population with a wireless device of any kind will jump from 37.5 percent last year to 61.5 percent in 2005, led by Internet-capable devices, wireless phones, web-enabled cell phones and personal digital assistants, in that order." (Gohring, 2001, p.25). All of this activity is still based on a sound network infrastructure which has never looked so frail. The obvious challenges of software and hardware upgrades for servers, routers and hubs have been identified and addressed. Less obvious challenges are being raised such as "increases in campus networking needs, ISP services, support desk services, AC power, web servers, and Web support" (Boettcher, 2001, p. 2) combined with increased, annual, training for technical staff and the end user community. " In the next few years, all higher education institutions are likely to adopt wireless LAN in some locations to meet particular needs, but it will not be a substitute for a wired infrastructure for the foreseeable future." (Barone, German, Katz, Long & Walsh, 2000, p.19).

E-Books and the Digital Library

While e-books are still on the event horizon, they are worth noting if only for the players, such as MacMillan, who are focused on developing products for this format. “Pearson Education and netLibrary, a leading provider of e-books, recently began a partnership under which digital versions of hundreds of the world's most popular college-level textbooks will become available in digital form in the next twelve months.” (Boettcher, 2001, p. 3). E-books have many interesting features that make them attractive to the learning community, including an Internet-based capability to update content, links and search capabilities, and quick annotation of materials. Access to this wealth of information is based upon the aforementioned infrastructures and supporting networks but also rely more upon digital libraries. Online courses, and online students, expect to find resources online and, in the learning environment, these resources are focused on print as well as electronic publications commonly found in the library. "Librarians in the future will focus on organizing, defining, and bounding the masses of information available on the Internet. A new information resource profession combining the technical knowledge of the information technologist with the information organization expertise of the librarian is emerging." (Barone, et.al., 2000, p. 31).

Learner-centered education

Learner-centered systems place an increased emphasis on "individualization, independent learning, active learning, authentic teaching, standardization of course content and outcomes, "scalable" new programs" (Gilbert, 2001, p. 28). A report prepared for the Council for Higher

15

Section 8.0

Education Accreditation supports the efforts of education providers to make instruction learner-centered as defined by three basic qualities: "instruction is largely self-directed; it is more focused and purposeful; and it employs the appropriate level of faculty mediation." (Phipps, Wellman & Merisotis, 1998, p. 1).

E-Commerce and E-Service are e-xpected

The speed and pace of commercialization of the Internet has brought customer expectations to the forefront of the institution. Business transactions, employee information and services, including benefit access, are stretching the capacity of institutional networks and computer systems. Web-enabled, real-time transactional activities have a tremendous potential to lower the costs of providing the same services with full- or part-time staff. "These activities can be categorized into three basic groups: (1) services aimed at parents and students; (2) services aimed at alumni or the public; and (3) services aimed at internal operations such as procurement, travel, or payroll." (Barone, et.al., 2000, p. 23). The challenges of meeting the ease of access expected by the customer is multiplied by the problems older, home built, or Legacy applications have in being converted to be web-enabled. Merely digitizing current business practices is expensive and many organizations are identifying minimal return on the investment and further costs as improvements are requested by the user community. "The quantum leaps in productivity and effectiveness require a transformation of the ways in which we conduct the activities of the institution." (Barone, et.al., 2000, p. 23).

Enterprise systems

Student information, financial, and human resource systems form the core operations every institution supports and runs. Over the years, these systems have been complex, based on mainframe, batch processing, and not very user friendly. As the pace of information increases and the level of user knowledge has also increased there is a desire to integrate and manage our core business processes using enterprise systems, also know as management information systems. "Chief among the reasons that colleges and universities are acquiring these systems are the desire to effect a reengineering of business processes in the academy and the ability to more effectively serve new student populations and provide more timely and integrated information to decision makers." (Barone, et.al., 2000, p. 20). Users are demanding faster access to more accurate information and require this access locally. Traditional data reporting and simple front-end modifications are performed by these departmental users, freeing computing service staff to address more critical, complex issues.

Collaboration

Competition has traditionally been geographically based in the academic community. However, with the "widespread proliferation of networks and the rapid dissemination of information, the worldwide economy has been fundamentally altered. New markets are being created at a rapid pace, and old markets are being invaded by competitors that did not exist only months before.

16

Section 8.0

Traditional rules of competition are being altered with new models appearing and geographic and regulatory barriers disappearing." (Duin, Baer & Starke-Meyerring, 2001, p.1)

References

Barone, C.A., German, Jr., R.F., Katz, R.N., Long, P.E. & Walsh, B. (2000). Information Technology, Systems, and Services in Higher Education: A Primer. Washington, DC: NACUBO.

Beede, M.A. & Burnett, D.J. (1998). Student Services for the 21st Century: Creating the Student-Centered Environment. In Oblinger, D.G. & Rush, S.C. (Eds.), The Future Compatible Campus. (pp. 68-86). Bolton, MA: Anker Publishing Company, Inc.

Boettcher, J. (2001, June). The Spirit of Invention: Edging our Way to 21st Century Teaching. http://www.syllabus.com/syllabusmagazine/article.asp?id=3687 Update: June 2001. Accessed: July 5, 2001.

de los Santos, G.E., de los Santos, Jr., A.G. & Milliron, M.D. (2001). Access in the Information Age: Community Colleges Bridging the Digital Divide. Mission Viejo, CA: League for Innovation in the Community College.

Duin, A.H., Baer, L.L. & Starket-Meyerring, D.S. (2001). Partnering in the Learning Marketspace. San Francisco, CA: Jossey-Bass Inc.

Green, K.C. (20001, March). Campus Computing 2000: The 11th National Survey of Computing and Information technology in American Higher Education. Encino, CA: The Campus Computing Project.

Gilbert, S.W. (2001, July). Dimensions of Technology Change. Syllabus, 14(12), pp. 28.

Gohring, N. (2001, August 6). 10 Myths of Wireless: It's Time for a Reality Check. Interactive Week, 8(30), pp. 22-34.

Hafner, K.A. & Oblinger, D.G. (1998). Transforming the Academy. In Oblinger, D.G. & Rush, S.C. (Eds.), The Future Compatible Campus. (pp. 2-23). Bolton, MA: Anker Publishing Company, Inc.

Munitz, B. (2000, January/February). Changing Landscape from Cottage Monopoly to Competitive Industry. Educause Review, 35(1), pp. 12-18.

O'Bannion, T. (1997). A Learning College for the 21st Century. Mission Viejo, CA: The League for Innovation in the Community College.


17

http://www.chea.org/Events/QualityAssurance/98May.html

Section 8.0

Oblinger, D. & Kidwell, J. (2000, May/June). Distance Learning: Are We Being Realistic? Educause, 35(3), pp. 30-39.

Phipps, R.A., Wellman, J.V. & Merisotis, J.P. (1998). Assuring Quality in Distance Learning http://www.chea.org/Events/QualityAssurance/98May.html Update: April 1998. Accessed: May 27, 1999.

Robinson, E.T. (2000, November). Strategic Planning for Technological Change: The Human Component. Syllabus, 14(4), 55-65.

Rosenberg, M.J. (2001). E-Learning: Strategies for Delivering Knowledge in the Digital Age. New York, NY: McGraw-Hill, Inc.

Twigg, C.A. (2000, March/April). Institutional Readiness Criteria. Educause Review, 35(2), pp. 42-51.

Date of last revision: May 7, 2023 Author: [email protected]

18



Section 9.0


9.0 AnalysisA key to defining change is to understand the existing environment, to identify strengths to build upon, and weaknesses to be improved. A common analysis tool, S.W.O.T., provides an initial recognition of potential LCC Strengths, Weaknesses, Opportunities, and Threats. Strengths are existing resources that can be or are being effectively used to achieve the college's goals. Weaknesses are limitations, faults, or defects that could keep LCC from achieving those goals. An Opportunity is any perceived favorable situation in LCC's environment. Any situation that can be damaging to LCC and its strategy is considered a Threat. The items below identify staffing, processes, technology, or funding issues that have impacts on whether LCC will successfully achieve its intended vision for technology.

STRENGTHS

NCA ten year re-accreditation.

Willingness to embrace change and a “can-do” attitude.

Recognition of the importance of integration of technology into the curriculum.

Ongoing innovation in instructional delivery.

Energized faculty.

Orderly transition of administration.

WEAKNESSES

Insufficient technology training.

Limited tools for full- and part-time faculty and for various presentation systems.

Slow migration to web-based tools, including e-commerce and information systems.

Technical personnel resources spread too thin over Legacy to web applications.

19

Section 9.0

OPPORTUNITIES

Committed management and faculty support for information tools to create courses.

New markets for students crossing traditional geographic boundaries.

New academic deans committed to learning opportunities.

“Learning College” philosophy.

Faculty negotiations.

THREATS

"Learning College” philosophy.

Competition from for-profit universities and other colleges for students.

Faculty negotiations.

Levy campaign could impact fiscal structure.

LCC's vision reveals a strong desire to allow anytime, anywhere access to information and teaching/learning resources. Therefore, it is critical to understand what issues must be leveraged and what issues must be minimized to achieve such goals. LCC benefits from a leadership who have vision and who embrace technology as a tool to reach out to those previously inaccessible. The LCC community shows a willingness to embrace technology as well.

LCC is expanding its use of applications and instruction over the World Wide Web. As fast as this technology moves, LCC must take advantage of this opportunity to market itself to new audiences. A challenge is the current state of Legacy applications that must be evaluated and decisions which must be made on the most cost-effective solutions to move the college forward. This IT Plan should assist LCC in identifying areas of the organization that must be addressed to achieve the stated vision for technology.


20


Section 9.a


9.a Teaching/Learning Architecture AnalysisTraditional students entering college today "are younger than the microcomputer, are more comfortable working on a keyboard than writing in a spiral notebook" (Oblinger, Barone & Hawkins, 2001, p. 5). Institutions of higher education, especially community colleges, are offering distance education programs to meet growing expectations and requests from the communities in which they operate. Research from the International Data Corporation (IDC) (1999) supports this expectation stating that by "2002, 85% of two-year colleges will be offering distance-learning courses, up from 58% in 1998." (p. 1). In addition, the IDC (1999) states that the "number of college students enrolled in distance-learning courses will reach 2.2 million in 2002, up from 710,000 in 1998." (p. 1). This growth is not surprising since many demographic measures indicate that higher education will be one of the growth industries for several decades. One reason given for this is that the traditional "age cohort is expanding (perhaps adding as many as two million students over the next decade, but even more important, older and employed learners will add more than twenty million students to the enrollment pool." (Munitz, 2000, p. 14). This increase in the enrollment pool may stretch the traditional institution's facilities and faculty. Looking to the future, an institution will not reduce traditional, on-campus programs to meet the demand. Instead, they will expand their market using alternative delivery systems to reach outside of their traditional geographic service area. These technology-based delivery systems, especially the Internet, will "fundamentally alter how colleges and universities conduct the business of higher education, how professors teach, and how students learn." (Clague, 1999, p. 45). This section describes the instructional environment at LCC.

Technology is challenging institutions to be effective in new and different ways. New facilities are being defined in terms of cable backbone and infrastructure support systems instead of bricks and mortar (Flynn, 2000) although "at their core all the institutions look pretty much alike (i.e., a credit-for-contact system of classroom-bound lecture, discussion, and print-oriented instruction)" (Munitz, 2000, p. 15). LCC is facing an increased growth in terms of the network usage and in classroom delivery tools. Ensuring that current facilities are able to support new instructional initiatives is a key concern as are proposed new facilities.

21

Section 9.a

Implementation of additional computer systems that will support web transactions continues; however, the abundance of Legacy computer applications still hinders the growth of the college. Students expect real-time access and employees are asking for information and services, including benefit access via the web. Web-enabled, real-time transactional activities have a tremendous potential to lower the costs of providing the same services with full/part-time staff. "These activities can be categorized into three basic groups: (1) services aimed at parents and students; (2) services aimed at alumni or the public; and (3) services aimed at internal operations such as procurement, travel, or payroll." (Barone, German, Katz, Long, & Walsh, 2000, p. 23). The challenges of meeting the ease of access expected by the customer is multiplied by the problems older, home built or Legacy applications have in being converted to be web enabled. Merely digitizing current business practices is expensive and many organizations are identifying minimal return on the investment, and further costs, as improvements are requested by the user community.

A college-wide assessment of rooms was conducted to identify media support systems ranging from audio-visual to computer and projector systems that were currently in place but lacking current levels of playback. All current spaces were listed and a systematic plan was imple-mented to place these spaces into an ongoing replacement and upgrade cycle. In addition, new learning spaces within the current facilities were identified as possible spaces for technology-based systems to be implemented. These spaces will also be maintained and inventoried annually.

While institutions are using technology systems to deliver instruction and enhance learning, some "faculty felt that technology might in fact inhibit learning" (Milliron & Miles, 1998, p. 35). Other studies, conducted by the National Education Association of faculty who have taught at least one distance learning course, found that faculty believe "web-based courses do a better job of giving students access to information, helping them master the subject, and addressing a variety of learning styles (Oblinger, Barone & Hawkins, 2001, p. 19). The challenge faced is to attract and reward (ranging from tenure criteria to time and financial incentives) innovative faculty to develop courses that can be delivered to students at a distance.

Faculty development programs were expanded to assist instructors in software and hardware technology skills ranging from workshops, hands-on and web-based training courses. However, the statistics have identified that few faculty members participate. The lack of faculty participation has the potential to slow the infusion of technology into instructional delivery. In addition, faculty may become uncomfortable when confronted by increasingly knowledgeable students.

22

Section 9.a

All full- and part-time faculty have access to email for communications with each other, the college administration or any other email users. During the past year, part-time faculty members were given a college email account which they can access through a standard web browser from their home, in the library or from an open lab. These accounts are administered by the ITS department before the fall semester and during the year as the need arises.

Most classrooms are connected to the LAN and have Internet access. Presentation systems are available and are composed of a computer, monitor, VCR, and projector on a cart. In the last year, the number of units available for individual reserve use has increased to over twenty. In addition, several classrooms were identified and assigned permanently mounted presentation systems. However, the use of these systems by our full- and part-time faculty has shown a marked increase that has overwhelmed the support staff. Frustrations expressed by the faculty include the number of permanent, available units and the desire for in-classroom support and access.

LCC supports a desktop replacement program based on a four-year life cycle. This program is reviewed annually and modified, as necessary, based on college needs, cost, and evolving technology. Although it is recognized that some users may need replacements on a more frequent basis, the college has been able to continue to utilize these replaced units for the full four-year period by relocating them to less demanding areas. The current replacement program schedule follows and should be used for planning purposes.

23

Section 9.a

Task Target Dates

ITS defines base personal computer (PC) capability to be used for the coming fiscal year.

No later than December 15

ITS provides deans, directors, and vice presidents with a list of individual and lab PCs that are candidates for replacement during the coming fiscal year.

No later than December 15

Deans, directors, and vice presidents provide ITS with a list of new and replacement individual PC requests for faculty and staff.

No later than February 1

Deans, directors, and vice presidents provide ITS with New Venture proposals that include any computer or networking components.

No later than February 1

ITS provides completed purchase requisitions to appropriate administrators for individual or lab PC approval.

No later than May 15

Funding is defined and approved (i.e. Tech Ed. funds, New Ventures and/or budget).

June Board of Trustees’ meeting

Purchase Orders are submitted for required individual PCs and labs so that ordering and installation will be in time for fall semester start.

June Board of Trustees’ meeting

ITS provides schedule of individual and lab PC deployment to appropriate administrators.

No later than July 1

ITS provides continuous updates to deployment schedule

Ongoing

The PC vendor provides maintenance during the three-year warranty period on new PCs. ITS PC technicians provide PC maintenance outside this warranty period. An IBM maintenance program introduced in 2000 allows LCC technical support staff to diagnose and repair IBM systems on site and IBM pays LCC for each repair done. This utilizes an IBM system that allows LCC to

24

Section 9.a

order, stock, and use parts, further reducing the time needed to fix systems and reduce maintenance costs.

As the college technology applications increase in areas such as distance education, multimedia, client-server architectures, computer intensive computational tasks, presentation graphics, image processing, etc., there is an increased need to pay attention to the personal computer description when specifying configurations and establishing budgets.

"Higher education has begun to recognize the profound implications of the merger of tele-communications technology with computer technology." (Langenberg, 1999, p. 16) and the desire to increase student enrollment is moving academic institutions into the evolving world of web-based education (Arenson, 1998). Institutions are looking to the future and to their own growth and survival as well. “Ten years from now, more than 25 million people will be registered for post-secondary learning experiences in the United States alone" (Twigg, 1999, p 13). Many of these future students will look to learning options in their community because "they will be seeking updated skills and knowledge to obtain better jobs or to perform more effectively in their current positions.” (Twigg, 1999, 13-14).

Given this growth in students, there will be a focus on support services for the distant student and increased reliance on the content being delivered via a technology-based system. Key to this issue is an increase in assessment and remediation. During the past year, there was a focus on minimizing various standards and key areas of concern include:

Instructional design personnel skilled at web-/computer-based principles.

Faculty application of ISD principles that support remote learning.

Media production personnel required to produce instructional materials, including graphics, audio, video and still images needed to convey content effectively.

Support services ranging from Help Desk, Bookstore, and Counseling, among others.

One vital area impacting students, staff, faculty and administrative support is the library. A main issue raised by students at a distance is the ability to conduct research and obtain reference materials online. The LCC Library is also the single biggest "computer-lab" and operates utilizing both ITS support staff and its own internal resources. As faculty expand their use of technology in the class, and ask their students to use this technology in the completion of their assignments, the library support staff must have the following:

Library personnel skilled in meeting the needs of the distant student. Specific examples include providing reference information to remote students and moving select materials into an electronic delivery format in cooperation with faculty.

Access to in-depth training in content and application specific areas.

25

Section 9.a

26

Section 9.a

References

Arenson, K.W. (1998, November 2). More Colleges Plunging into Uncharted Waters of On-Line Courses. The New York Times, pp. A16.

Barone, C.A., German, Jr., R.F., Katz, R.N., Long, P.E. & Walsh, B. (2000). Information Technology, Systems, and Services in Higher Education: A Primer. Washington, DC: NACUBO.

Clague, M.C. (1999). Understanding e-Business. In Oblinger, D.G. & Katz, R.N. (Eds.), Renewing Administration: Preparing Colleges and Universities for the 21st Century. (pp. 45-61). Bolton, MA: Anker Publishing Company, Inc.

Flynn, W.J. (2000, August/September). This Old House: Revitalizing Higher Education's Architecture. Community College Journal, 71(1), 36-39.

International Data Corporation (1999, February 9). Number of Remote Students Growing by 33% Annually to reach 2.2 Million in 2002. [On-line]. http://www.idc.com/Data/Consumer/contenet/CSB020999PR.htm Update: February 9, 1999. Accessed: February 4, 2000.

Langenberg, D.N. (1999, November/December). All Systems Go. Trusteeship, 7(6), 14-19.

Milliron, M.D. & Miles, C.L. (1998). Technology, Learning, & Community (TLC): Perspectives from Teaching Excellence Award Recipients. Mission Viejo, CA: League for Innovation in the Community College.

Munitz, B. (2000, January/February). Changing Landscape from Cottage Monopoly to Competitive Industry. Educause Review, 35(1), pp. 12-18.


Phipps, R.A., Wellman, J.V. & Merisotis, J.P. (1998). Assuring Quality in Distance Learning http://www.chea.org/Events/QualityAssurance/98May.html Update: April 1998. Accessed: May 27, 1999.

Short, N.M. (2000, September). Asynchronous Distance Education: Five Steps to Eliminate Online Problems Before They Happen. Technical Horizons in Education Journal, 28(2), pp. 56-65.

Twigg, C.A. (1999, Spring). Getting Results from Investments in Technology. Priorities, 12, 1- 14.


27



http://www.idc.com/Data/Consumer/contenet/CSB020999PR.htm

Section 9.b


9.b Administrative Architecture Analysis

Application software supports the processes defined by the administrative support architecture. It is important that this software provides the necessary functionality to simplify and improve the steps of these processes. This section identifies issues related to the software applications and their impact upon administrative support effectiveness.

Organizational processes have a profound impact on university effectiveness. They are the focal point for the division of responsibilities between departments, the technologies that enable them, and the policies that govern them. This section addresses these issues.

In 1998, a team from LCC, SCT and an outside consultant developed and began implementation of a plan to bring the Human Resources and Payroll modules online and replace the Pentamation payroll system. The college has proceeded with the implementation of the Banner system from SCT. Both of these modules were put into production in February 1999.

Parts of the Banner financial applications relating to the general ledger accounts have also been installed and provide a link to the Legacy financial systems. These links, or interfaces, will remain until the Legacy applications are replaced with the equivalent Banner modules.

Only one system modification to allow the entry of OBES and SERS hours was made to the Banner programs. The minimization of modifications to the system was one of the major installation goals.

The Banner applications and underlying Oracle database have also been upgraded since the initial installation. This was done with the goal of keeping current with new product features and eliminating existing program problems. However, continued improvements to the application and changes mandated by federal and state regulations require LCC to plan additional upgrades to Banner and Oracle by the end of 2001.

28

Section 9.b

Numerous reports were developed to provide the Payroll, Human Resources and Budget departments with the data needed to support their day to day functions. These reports, developed by the LCC ITS department and the outside contractor, are found on various Banner menus and can be run by the users as they need them. They have become a support issue because they must be reviewed and modified as new codes and rules are added to the system and as new Banner versions are installed.

A number of users have been trained to create their own reports using the Banner tables and Microsoft Access. They are often able to extract and present needed support data without involving the use of the ITS programming staff. More effort needs to be spent in developing user skills in this area.

The Legacy systems contain the bulk of the information used at the college; however, this is where all student and financial information is found. Few tools are in place to let the user community access and report this information. The ITS staff is required to extract and report or download needed information to users. This data must be made more available to users for their own processing.

Although the intent was to redesign processes before the Banner installation, the project complexities and the looming deadline of Y2K made this impossible. The Human Resources and Payroll modules were installed and much of the support effort was spent making them look and feel like the existing workflow. This has created some bottlenecks in processing and prevented the user departments from realizing many processing efficiencies. Workflow and administrative processes must be reviewed as new modules are introduced at the college.

Implementation of the Student and Finance Banner modules was postponed until the 2002/2003 fiscal year. The Banner Steering Committee will be asked to address the implementation of these additional modules early in 2002. These modules, along with their Web-enabled functions, are needed to bring further efficiencies to the user departments and to provide students, faculty and staff, online access to a variety of functions and features. This effort is ongoing and will continue over the next couple of years.

Web enabling the current Human Resources and Payroll modules is in progress. Progress toward online daily time entry is being made with the computer generation of paper, daily timesheets. Enabling individual employees web access to their own information is being investigated in the Web-For-Employee feature of the Human Resources system.

29

Section 9.b

Legacy applications, including student registration, grade reporting, financial aid, room scheduling and general ledger, continue to perform the bulk of the college’s processing. Although they effectively perform functions specifically designed to the college's needs, these applications are not accessible via the Internet. Registration and class schedules accessed from LCC’s web pages do not connect directly to the production databases or applications. Enabling web access to these applications must be accomplished to provide a better technology environ-ment for the students and staff.

Current programming support for Legacy applications is strong. But as technology moves to online applications, new database engines and programming techniques, it will be more difficult to have the resources available for these older programs. The direction towards vendor-supplied packages will minimize our need to have Legacy programmers in house. We need to move to replace our older, in-house applications with purchased applications and transition our programming support to these newer disciplines.


30


Section 9.c

Instructional Technology Plan

9.c Information Delivery Architecture Analysis

Information is the backbone of any successful organization. One guiding principal behind the delivery of this information is that to be useful, it must be available, accurate, timely and secure. It is the college's information infrastructure, consisting of computers, software, network connec-tion devices, wires, communications links and PCs, that makes the storage and delivery of this information possible. This section describes the college's information delivery infrastructure in terms of computer systems, software, networking and processes.

Systems and Software

With today's networked technology strategy, a number of systems capture, store and deliver critical data to all areas of the college.

A Compaq Alpha Server 4000 contains the Banner MIS software. This is based on an Oracle relational database, which stores the data and software that powers the Human Resources and Payroll modules. Inactive Banner modules, consisting of Finance and Student applications, have not yet been implemented.

A second Compaq Alpha AS40 has been installed. It is being clustered with the Alpha Server 4000 to form the platform for all Banner and Legacy processing.

Front ending the Banner system to the users is a Compaq Prioris 800 system. This system processes client requests for data and forms.

A dedicated server houses library applications, including card catalog, ID cards, fines and interlibrary loans.

Legacy applications reside on a Compaq VAX 6420. Vendor-supplied applications are Pentamation, our replaced payroll system which is still in use for FAS preparation; Poise, our current general ledger application; and Schedule 25, our room scheduling application. Other in-house developed applications include the student registration, application and grade reporting system; financial aid; cashier; bookstore; and accounts receivable systems.

31

Section 9.c

Currently, the Legacy applications will be migrated to the Alpha cluster. The Pentamation payroll software will be eliminated and a number of data transfer processes will be simplified or eliminated.

A centralized high-speed printer is used for printing large reports, labels and special forms. A variety of reporting is done directly in the user departments using network-connected, laser printers.

Opportunities exist in this area to integrate the Banner and Legacy processes, make the Legacy data more accessible to the user and allow Web access to information.

Servers

In addition to the key college applications, a number of NT and Novell servers provide network security, routing and application services.

The Notes server provides campus and worldwide email services. It also functions as an intranet, providing access to numerous database applications for bulletin boards, procedure documenta-tion, help desk guides and other online reference information. A dial-in service allows remote email and file synchronization for users at home. An Internet access facility is available as well.

LCC’s web site is a Microsoft NT IIS (Internet Information Server) server. It contains thousands of pages of information about the college that is accessible across the world. Web pages are developed by both faculty and administrative departments and the Public Relations department manages maintenance of this site.

A network security firewall is a specialized product from Cisco called PIX. This server protects our network from unauthorized access from outside the college, including direct access to our applications or the planting of data or programs that would disrupt the network or applications.

Three Novell servers provide printing and files services for users of our network. One server manages the various classrooms on campus, the second works with the academic users, and the third server handles the administrative users. Together, these servers manage the storage of network data files and printing for all campus users. In addition, a Cisco server is in place to support the Cisco program offered in the Engineering department.

A variety of other applications are present on Novell and NT servers. Included are: a Blackboard production and test environment for providing online courses, a CBT (Smartforce) online tutorial in hundreds of technical areas, the MIMS server for student record retention, the Follett book-store server, the Compass testing facility, and a job database in Career Services.

Although this environment serves the college quite well, improvements are planned including an increase network speed to facilitate video transmission, a consolidation of servers to facilitate

32

Section 9.c

effective support, an improvement in firewall security, better network management and performance to eliminate bottlenecks, better power protection and better documentation.

Support for the academic Information Systems data center is the responsibility of the ITS department. System operator coverage is provided 15 hours a day for the IBM P/390 mainframe, the IBM AS/400, Oracle server and Unix server. This recent addition to ITS responsibilities calls for better integration of system support and improved physical placement of systems.

Network

The network connecting these midrange and server systems to the campus and user locations consists of a number of distinct parts.

Central to all access are two high speed 3Com 7000 switches. These switches direct all data traffic to 15 wiring closets over fiber optic cable using the 155 megabit ATM (Asynchrous Transfer Mode) protocal. This star topology connects the central equipment room with all the buildings, offices and classrooms on campus. A number of strands of multi-mode fiber optic cable run to each closet to provide high capacity data transmission into and out of the application systems.

The closets serve as the termination point for the fiber optic cable. There, a number of switches, located in a vertical rack, route the data to the appropriate end user connection. These closets are all protected by UPS units to help mitigate the effect of any power failures or surges. End user connections are located in the general areas around each closet and extend to offices, open labs and classrooms. User connections in offices lead directly to PCs. Classroom connections usually end up with a classroom or lab hub that provides connectivity to the 20 or so devices in each area. There are over 25 PC labs and classrooms on campus.

The network speed needs to be improved through a switch to the gigabit ethernet protocol. Port capacity in a number of closets must be increased and better power protection provided. An on-campus network recovery plan should be developed to provide access to hardware storage and delivery systems in case of a catastrophic equipment room failure.

Desktop

Desktop equipment is the common network access point for all students, faculty and staff. There are over 1200 PCs installed across the campus. About 500 of these reside on faculty and staff desktops and the rest are in open classrooms and classroom labs. These PCs are replaced on a four-year cycle or when application demands require more powerful systems. Efforts are under-way to implement a Total Cost of Ownership (TCO) model that will reduce the annual cost of installing and maintaining PCs on the campus.

33

Section 9.c

TelephoneAnother key infrastructure component is the telephone system and its associated voice mail system. Our Rolm 9751 switch serves the college well, as does the Rolm Phonemail system. Our call accounting system is used for personal call chargebacks.

All inbound and outbound, local and long distance call traffic is carried by a CLEC (Competing Local Exchange Carrier) named Teligent. The switch from the previous carriers, MCI and Quest, has provided improved service and reduced costs.

Several telephone number exchanges (953, 975 and 525) are used for the campus extensions. These numbers should be consolidated into one comprehensive exchange for ease of use.

Processes

In addition to physical computers and equipment, a number of services and processes ensure that the college's data is secure and available when and where it is needed. Technology is constantly being upgraded to stay current with the needs of the college. Both application systems and servers are constantly evaluated for capacity and function to keep pace with the changing software features. Desktop PCs are evaluated each year for replacement or upgrade. A four-year cycle is the general criteria for this replacement activity but a strict policy does not exist at this time. A centralized inventory system allows the identification of systems unable to be used with new software releases. Replacement and upgrades are made when the situation dictates.

The data stored on the application systems is backed up regularly and stored in an off-campus location. A regular rotation of backup tapes guarantees that several copies of all data exists in the event certain tapes become unreadable. Most of this backup occurs at night and on weekends when the systems have less activity. This ensures that all data is captured and that all transactions are complete. With the proliferation of servers on the network, a more robust backup process is needed to complete the process while users are off the network.

A business continuity plan (a.k.a. Disaster Recovery) is being prepared that will provide plans for continuing college computer functions if a critical outage occurs. This could be from fire, explosion or natural causes. This plan will facilitate the short-term resumption of critical college data processing and the long-term resumption of normal information and business processing.

A centralized Help Desk was established to facilitate the prompt resolution of questions and problems with computer equipment. It is staffed 12 hours a day Monday – Thursday, 8 hours on Friday and 3 hours on Saturday. Any computer, software or network related questions should be directed to the Help Desk. Using an online workorder system, requests are logged and tracked until completed. If the Help Desk cannot resolve the issue, the workorder is routed to the most appropriate individual on the support team. The Help Desk also tracks the most common problems and provides specific classroom training.


34


Section 10


10.0 Recommendations

The following sections (10.a, 10.b and 10.c) contain recommendations that address strategic issues within the college and set the direction to assist the college in achieving its vision for technology. The recommendations include suggestions for the timing of implementation. The following identifies the priority legend:

Low = Begin planning or implementation after approximately two years.

Medium = Begin planning or implementation in approximately one to two years.

High = Begin planning or implementation within the current year.

In addition, suggested workgroups are identified which may combine resources to achieve the recommendation being proposed. In the future, additional workgroups may be identified or withdrawn as other needs are identified; however, the workgroups suggested serve as an initial focus point for the purposes of this IT Plan.


35


Section 10.a


10.a Teaching/Learning Architecture Recommendations

Review and Summary of 2000 - 2001 IT Plan There were four items listed in the 2000-2001 IT Plan that were ranked "High". They were:

1. Define the personnel roles and design guidelines required for implementing a web-based distance learning program.

This item was written and submitted to a cross-functional team of faculty, staff and administrators to discuss and review. Specific issues are still being defined in terms of instructional design concerns, assessment of remote learners, quality assurance, and role definition. This item will continue to be reviewed.

2. Define the standard configuration for existing presentation systems and proposed new learning spaces.

A base configuration was drafted based on four types of learning spaces. A proposal was made and approved at the New Venture budget presentations to upgrade four rooms over the next two years based on this configuration. Included are an auditorium (H-1095), tiered classrooms (T-142 and T-143) and a large classroom (A-2017). An assessment of users will be conducted to review the configuration plan.

3. Expand faculty and design staff skills by organizing a distance education development and mutual assistance group.

Increased in-service training sessions were offered during the year in all technology systems and a "L-SIG" (Learning Special Interest Group) composed of all distance learning faculty was brought together every term to discuss issues, concerns and ideas.

4. Formalize the technology upgrade/replacement program for labs, faculty, and learning spaces.

An institutional inventory was conducted and a matrix of rooms, equipment and systems, and life cycle of purchase and replacement schedule was created and will be maintained annually.

36

Section 10.a

2001 - 2002 Recommendations

Define and develop an integrated technology-based methodology that will support the teaching and learning initiatives experienced within a learning environment

As the college transforms and enhances the teaching and learning opportunities to its students, staff and faculty the reliance upon technology-based systems increases. To achieve this a systematic and planned methodology needs to be defined to integrate teaching and learning tools with sound instructional design into the educational process, especially as it relates to students utilizing distance learning systems.

Priority: ..........................High

Team: .............................Academic Affairs, Deans, Information Technology Services, Instructional Technology, LCC Faculty

Suggested Ranking: .......1

Cost: ...............................Time to define

Staff:...............................0

Define the framework technology-based systems should operate within to allow for the effective utilization of institutional resources

Building on last year's assessment of standard configuration of presentation systems in existing and new learning spaces, an assessment of new installations should be conducted. Part of this objective will be to identify specific procedures and training requirements that need to be addressed to enhance instructional opportunities, as well as enhancing support functions.

Priority: ..........................High

Team:..............................Academic Affairs, Deans, Information Technology Services, Instructional Technology


Cost: ...............................Time

Staff: ..............................0

37

Section 10.a

Strengthen orientation and training programs for faculty involved in the development and delivery of instructional materials that utilize technology

Students at a distance face unique challenges and a growing body of research has identified that increased assessment and instructional design principles must be incorporated into courses offered to distance students. In addition, research has indicated that communication and support tools must be designed to aid the instructor in supporting and keeping student learning active and meaningful. To meet this objective, expanded training opportunities that introduce the needs of the remote learner must be introduced to the faculty as well as sessions that allow hands-on practice of classroom presentation systems, videoconferencing systems and web-based tools.

Priority: ..........................High

Team: .............................Academic Affairs, Deans, Instructional Technology, LCC Faculty


Cost: ...............................Time

Staff: ..............................0

Introduce the media-on-demand system to the faculty

A part of the DECLink (Digitally Enhancing Communications, Linking Information Network and Knowledge) grant included an increased access to video-based programs in the classroom. This access is based on a DVD/MPEG2 server system attached to this network. System installa-tion and testing will occur during fall 2001 and technical access will begin in spring 2002.

Priority: ..........................High

Team: .............................Information Technology Services, Instructional Technology, Excellence in Teaching Committee, LCC Faculty


Cost: ...............................Time, funds in grant

Staff: ..............................0


38


Section 10.b


10.b Administrative Architecture

A number of initiatives will greatly enhance the effectiveness of the administrative architecture at the college.

Review and Summary of 2000 – 2001 IT Plan

There were three items listed in the 2000-2001 IT Plan that were ranked as "High". They were:

1. Improve the Banner MIS system environment with the addition of a second Compaq Alpha computer.

The New Venture for a second Compaq Alpha was executed. A new system has been installed and the Banner environment has been set up on it. Completion of the New Venture will include the clustering of the two Alpha systems, migration of the VAX processing and elimination of the VAX. This will occur in 2001-2002.

2. Implement the Student and Finance Banner modules.

The Banner steering committee met several time to set the direction on these implementa-tions. Although it was a consensus that work should proceed with the implementation of these modules, any action was deferred until the following fiscal year. This issue will be brought up in the current academic year.

3. Web enable the Banner modules.

Discussion took place to web enable the Banner Payroll and Human Resources modules. Although it was felt that this was a good idea, the immediate initiative was determined to be the implementation of online time cards. This has now been completed and the web enablement will proceed over the 2001-2002 time period.

39

Section 10.b


Complete the implementation of Banner online daily time entry

The current computer-generated timecard has proven to be far more accurate than the previous multi-part, handwritten document. This process should be extended to the next level -- the direct paperless input of time into the Banner system through the network. This will further simplify the payroll process by providing electronic approvals and direct entry of data into the system, thereby saving a significant amount of time in the process.

Priority: .........................High

Team: ............................Information Technology Services, Business Services

Suggested Ranking: ......1

Cost: ..............................Minimum staff time to implement

Staff: .............................0

Web enable a critical set of Legacy student functions

Completing the implementation of the remaining Banner modules will take several years. In the meantime, current student applications can be enhanced to provide students with real time Internet access to several critical applications. A top priority of these functions is online applications and registration. This can be accomplished in a relatively short time and at a very reasonable cost. The benefits will be to the students with an improved registration experience and to the staff through more accurate information and reduced registration hours.

Priority: .........................High

Team: ............................Information Technology Services, Student Development


Cost: ..............................Some outside consulting for application design

Staff: .............................0

40

Section 10.b

Facilitate the evaluation and implementation of the Banner Student and Finance modules

Complete implementation of the Banner suite of applications continues to offer the most long-term benefit for the college, its students and the community. This integrated set of applications provides uniform access to information by students, faculty and staff through the Internet. This will both improve the user department operating environment as well as minimize the programming skills needed in the ITS department.

Priority: .........................High

Team: ............................President, Business Services, Student Services, Information Technology Services,


Cost: ..............................Significant. Consulting services, internal project management and programming time, staff training and temporary help must be budgeted for the 2002 budget period.

Staff: .............................unknown

Develop a process that will enable department users to directly access and report Legacy application information

The Legacy applications contain a wealth of information that is often inaccessible to the department users. Requests are submitted to the ITS department where extracts, downloads and reports are prepared. This process is cumbersome and sometimes results in inaccurate results.By developing a data warehouse viewpoint to this information, department users would access the information that they need and extract the results they need without involving the ITS department. Activities like this are already being done with the information in the Banner system.

The information in the Legacy applications needs to be put into a form that is accessible and understandable. Tools then need to be developed or implemented that can be used to extract and report this information by the users from the desktop.

Priority: .........................Medium

Team: ............................Information Technology Services, Various college departments


Cost: ..............................Staff time for development and training

Staff: .............................0

41

Section 10.b

Web enable the current Banner Human Resources and Payroll modules

Web enabling Banner modules will allow employees to perform a number of Payroll and Human Resources functions without making a phone call or filling out forms. They will be able to both view and change various benefit options online from their office or home without contacting the Human Resources department. This should simplify some college processes, reduce the workload on administrative employees, and enhance the accessibility of college information.

Priority: ..........................Medium

Team: ............................Information Tech Services, Human Resources, Business Services


Cost: ..............................Staff time for implementation, training time or employees

Staff: .............................0

Develop Support Teams

Each individual within the Technologies Division has a unique set of skills and competencies that pertains to specific jobs they perform. But other skills, obtained through experience or training, also exist that may apply to other support areas within the department.

To provide quality support, a department must have the needed skills in the right place at the right time. Smaller, technology oriented staffs often have difficulty keeping this balance in place. By looking across these focused technology skills and developing a support matrix, an additional depth of skills can be discovered or developed. More people with needed skills, available at different times and in different places, can be available to address support requests. This improves both the general level of support as well as the individual and department's skills. This matrix can be used to match skills against needs and identify areas that need to be developed more fully. It can also help the department keep current on new technology initiatives.

Priority: .........................Medium

Team: ............................Information Technology Services


Cost: ..............................None

Staff:...............................0

Date of last revision: August 23, 2001 Author: [email protected]

42


Section 10.c


10.c Information Delivery ArchitectureHaving information available where it is needed and when it is needed is dependent on a reliable and robust infrastructure. The initiatives in this section are focused on keeping the infrastructure of PCs, servers, switches, wiring and software as available as possible.

Review and Summary of 2000 – 2001 IT Plan

All items in this section fall into the "High" priority category. They are:

1. Continue to develop staff skills and competencies

A training matrix was constructed that will be used to match available skills and competen-cies against those that are needed. This matrix details, by individual, the specific hardware, software and experience skills in a competent versus training needed format. This will be used in the coming year to develop and execute a specific training plan for each individual.

2. Improve network access security

A new Cisco PIX firewall has been implemented that is used to protect our systems from unwanted intrusion. A new virus protection system from Trend Micro has been installed that continually scans all incoming mail and file traffic are the Notes server and on each desktop. It automatically removes any virus found. A separate software package has been obtained that will log all activity through the firewall for intrusion detection.

3. Develop a viable disaster recovery plan

The existing plan was reviewed and determined to be inadequate. A new plan outline has been defined that will describe the policies and procedures that can be used to recover from a variety of calamities. This will continue to be expanded until a plan that protects all the critical systems in the college is documented, including testing of appropriate recovery procedures.

43

Section 10.c

4. Upgrade network capacity

A network upgrade New Venture was approved that will upgrade the network from 3Com layer two ATM switches to layer 3 Gigabit Ethernet equipment. This will be implemented before 2002.

5. Expand network management capacities

Included in the network upgrade will be integrated management software that will permit complete management and recording from a central site. In addition, a hardware network analyzer will be obtained that will permit the pinpointing of network problems and assist in their remediation.


Upgrade the Local Area Network (LAN)

Traffic on the LAN is managed through two central 3Com switches with numerous other 3Com switches in wiring closets throughout buildings on campus. These switches will not be able to meet the capacity needs of video transmission initiatives that are underway. In addition, 3Com has ceased manufacturing and supporting the two core units. New switching equipment must be installed that will meet these capacity needs and provide a long-term solution for reliable data transmission. A New Venture has been approved that will replace our existing network equip-ment with state of the art Gigabit Ethernet products. To manage the traffic flowing through the network, management software must be fully implemented. This software will enable support personnel to make changes to the network configuration, identify and correct network trans-mission problems, and plan for additional capacity. The manufacturer of the network equipment will provide the necessary software.

In order to pinpoint and correct the cause of data traffic problems, a hardware network analyzer must also be obtained. This will permit the determination of specific data problems on the network and, combined with the new switching equipment, let the support staff determine the exact device that is causing the problem. The analyzer will speed problem resolution, which today is mostly a method of trial and error.

Priority:...........................High

Team:..............................Information Technology Services


Cost: ...............................Approved New Venture for 2001/2002

Staff: ..............................0

44

Section 10.c

Develop a viable disaster recovery plan

A disaster (such as an earthquake, campus fire, nuclear accident or terrorist activity) could have a severe impact on the college's ability to continue functioning and providing student and employee services. Although buildings can be rented quickly, if student and college data is lost or the systems are not available to provide the services, academic chaos will result. The way to protect against this loss of data and processing capacity is to implement and test a disaster recovery plan. Although the chances of these disasters occurring are slim, a disaster recovery plan is one way to guarantee that service to the students, faculty and staff will continue.

The most critical loss would be that of data; once gone, it would be almost impossible to replace. This recovery is already provided for by the backup and offsite storage of all system data. All data to a point no more than 24 hours old could be restored within a reasonable amount of time.

Equipment could always be replaced if it was lost. But being able to accomplish this in a reason-able timeframe calls for a formal, tested disaster plan which details the staff, hardware, software and facilities activities to facilitate the resumption of critical applications. And, once developed, it must be tested and updated on an annual basis to ensure that it will, in fact, recover the needed facilities and services.

Priority: ..........................High

Team: .............................Information Technology Services, Various College Departments


Cost: ...............................Depends upon level of protection needed for critical applications

Staff:............................... 0

Develop support staff skills and competencies

The rapid pace of change in technology demands that support staff are always learning new and advanced concepts, techniques, hardware and software. Although some of this knowledge can be obtained by day to day contact with technology on the job, this learning is not sufficient to be able to provide proactive support to the user community. The backlog created by the need to solve problems or address a crisis prompts some study or the involvement of an off-site expert. Sufficient time and money must be allocated to allow planned training to take place ahead of the demand for the services.

Training must be planned and performed on those technologies that are known or projected to be in use in the future. The training matrix must include: New techniques that must be learned to implement strategic goals, new programming languages or operating systems that will be in use, and new equipment that will be installed to meet the speed and data capacity requirements of future applications. This formal training can be on site or off site but it must be planned and executed.

45

Section 10.c

More people need to be exposed to more technologies to provide more depth of coverage. High availability is critical for many systems and not having enough knowledgeable support staff increases the risk of application unavailability. Cross training, sharing jobs or becoming involved in related areas, is one way to address this need without expanding personnel. By developing the quantity and quality of staff skills, this, in turn, decreases the risk of skill unavailability impacting application availability.

Priority: ..........................High

Team: .............................Technology Division


Cost: ...............................Training budget

Staff: ..............................0

Improve the effectiveness of desktop support

Students, faculty and staff interact with one another and the outside world through PCs located on every desktop and in over 25 labs throughout campus. Keeping these PCs working properly and solving the numerous problems that arise every day is a very demanding and time sensitive activity. Employing both hardware and software to assist in this effort is crucial to minimizing the amount of manual work that must be done.

Key to this effort is the full deployment of our help desk software that tracks inventory and problem records. This helps technicians pinpoint problems and resolve issues quickly. A reliable inventory allows effective, accurate replacement and upgrade of PCs annually.

Combining this with other available software products, the support staff will be able to resolve PC problems faster and with less effort. Software used by the college can be distributed without physically visiting the desktop. User troubles can also be resolved by remotely seeing what they are doing and guiding them to a solution.

Priority: ..........................High

Team: .............................Information Technology Services

Suggested Ranking:........ 4

Cost: ...............................Staff time to implement

Staff: ..............................0

46

Section 10.c

Investigate new technologies in support of student learning initiatives

One of the new technologies that could potentially benefit the student learning environment at the college is the availability of wireless networks that would permit a laptop user to connect to the network on campus without plugging into the fixed LAN. This would make campus services normally accessible only in an open lab available from unrestricted locations on campus. These types of technologies need to be investigated with a goal of making the student experience on campus and at home as rewarding as possible.

Priority:...........................Medium

Team: .............................Information Technology Services, Student Services


Cost: ...............................Equipment and/or software in a pilot environment

Staff: ..............................0

Date of last revision: August 23, 2001 Author [email protected]

47


Section 11


11.0 Organizational Recommendations

Review & Summary of 2000 - 2001 IT Plan

There were four items listed in the 2000 – 2001 IT Plan that were all ranked "High". They were:

1. Supplement the technology support staff.This was begun with the movement of a part-time PC technician to full-time. During the year two members of the Systems Development and Operations group left the college which created new opportunities to bring new knowledge and skills to the team. This has created a limited amount of time for existing resources to train and expand their skills and is an area that will need continued attention.

2. Establish regular training plan for technology users, developers and support staff.The training matrix previously described was created and implemented for all members of the Technology Division with its initial use started during 2001 - 2002 employee performance plans. Its use will be expanded during the next year to include other users of the varied applications TD supports.

3. Establish standardized learning spaces that utilize technology systems and support.This was done and is being implemented with four rooms approved and funded over the next two years.

4. Develop inter-departmental support teams.This has begun with the creation of guidelines by the web content owners, users and support staff (PR, Fac/staff, ITS). Additional teams are being identified such as the Banner Users and L-SIG. This area is a key to future growth and additional focus must be maintained to eliminate barriers.

48

Section 11


Facilitate the evaluation and implementation of the Banner Student and Finance modules

An integrated suite of administrative applications will provide tremendous value to the college. Student will be able to interact with college department when they want and where they want. Employees will be able to get quicker answers to questions and requests by accessing applications directly through the Internet. Staff functions will be improved through simpler and less time consuming processes. The remaining Banner modules of Finance and Student need to be implemented to bring this value to the college.

Priority: ..........................High

Team: .............................Administrative Services, Technology, Student Development, Human Resources


Cost: ...............................Significant. Effort will include consultants, project management, temporary help, training and programming

Staff: ..............................0

Upgrade the Local Area Network

The demand for a more stable and faster network is already here. A New Venture has been approved to replace the existing equipment across the campus. This upgrade needs to be completed as quickly as possible to facilitate these needs.

Priority: ..........................High

Team: .............................Technology


Cost: ...............................Approved New Venture for 2001/2002

Staff: ..............................0

49

Section 11

Define and develop an integrated technology-based methodology that will support the teaching and learning initiatives experienced within a learning environment.

Effective strategic planning is vital for the growth and implementation of instructional tools and instructional methods that support the major goals of a learning college. This planning will allow the creation of new environments for teaching and learning opportunities while planning for facility design issues as well as instructional changes required to meet the needs of students, especially those at a distance.

Priority: ..........................High

Team: .............................Academic Affairs, Deans, Technology, Lakeland Faculty


Cost: ...............................Time for review and planning as well as changes to process and procedures.

Staff:............................... 0

Web enable the current Banner Human Resources and Payroll modules

The Human Resource and Payroll modules of Banner have been in place for quite some time. But many of the benefits to the college have not been realized. To realize these benefits, the Internet functionality of these modules must be implemented. This will bring real value to the college and validate the Banner implementation plans.

Priority: ..........................High

Team: .............................Technology, Student Development

Suggested Ranking:........ 4

Cost:................................ Staff time for development, consultant time for design

Staff:............................... 0


50


Section 12


12.0 Evaluation and Sources

The pace of technology is rapid and LCC should be active in planning its implementation of technology to create a fully integrated instructional system that allows faculty, staff and students the ability to create and distribute knowledge. This planning process should be conducted annually. This IT Plan is dynamic in that adjustments may be made during the course of its plan period. Appendix A provides a sample survey questionnaire that should be distributed annually to collect data required for the updating and revision to this IT Plan. Appendix E provides a tentative timeline for the revisions to this IT Plan.

In addition, a formalized process should be evaluated for possible implementation. Several were discovered during the research for this IT Plan and two, specifically, stood out. A very thorough system, "Outpacing Obsolescence: A Workbook on How to Develop a Comprehensive Technology Plan for Colleges and Universities" was detailed by the Monroe Community College (Rochester, NY). Another, "Guidebook for Developing an Effective Instructional Technology Plan" came from Mississippi State University. Both plans indicate that the formal technology evaluation and review process takes approximately one year from start to finish so these should be evaluated with plans for future strategic plans in mind.

A number of resources were utilized in creating the IT Plan, including reviews of literature which are cited in the individual sections. The authors had the opportunity to inspect examples of other technology plans and special mentions include Marist College, Ithaca College, Nova Southeastern University, Monroe Community College, and Seneca College. Conversations with faculty, staff and members of the management team at LCC also aided in the overall conceptual design of this working paper. Readings include the following (in no specific order):

The 21st Century College: Technology and the New Learning Paradigm

The Learning Action Plan: A New Approach to Information Technology Planning in Community Colleges

Learning without Limits: Model Distance Education Programs in Community Colleges

How to do More with Less: Community College Innovations to Increase Efficiency and Reduce Costs

Distance Learning: A Guidebook for System Planning and Implementation

51

Section 12

Outpacing Obsolescence: A Workbook on How to Develop a Comprehensive Technology Plan for Colleges and Universities

Guidebook for Developing an Effective Instructional Technology Plan

Access in the Information Age: Community Colleges Bridging the Digital Divide

Realizing the Information Future: The Internet and Beyond

Designing the User Interface: Strategies for Effective Human-Computer Interaction

Questionnaire for User Interface Satisfaction (QUIS )

Partnering in the Learning Marketspace


52


Section 13.0 NOTE: Direct quotes from survey responses Appendix A


13.0 APPENDIX A INSTITUTIONAL TECHNOLOGY PLAN SURVEY

The following survey was distributed in April 2000 and results tabulated.

53


INSTITUTIONAL TECHNOLOGY PLAN SURVEYApril, 2000 for 2001 Survey Responses

Name: ___________________________________ Date: ________________________

Department: ____________________________ E-mail: _______________________

ResponsesYes No

I have a computer at home. 59 10

Do you have an Internet Service Provider (ISP) at home?

54 15

I have a computer at work. 67 2

I have used a computer to create class/work materials such as tests, handouts, overheads, etc....

58 11

I have used a computer to send e-mail to student, co-workers, etc.

68 1

I have received e-mail from students, co-workers, etc.

68 1

I have created a PowerPoint presentation to use with lectures, presentations and demonstrations.

39 30

I have used a video in class and/or work. 40 29

I have used an audiotape or CD in class and/or work.

44 25

I have used the Internet to research information. 67 2

I have used a computer in class and/or a presentation.

51 18

I have used the Internet in class and/or a presentation using a computer/projector

41 28

54


55


Which of the following items do you want to learn how to use?

2 computer 13 spreadsheets

21 PowerPoint 3 classroom Internet

connections

2 e-mail 10 chat room

4 data projector 9 search engine

8 word processor 8 Internet

21 Blackboard software 3 discussion groups,

listservs

Other (please specify):

Web page development; advanced web page development, such as Dreamweaver and Flash; advanced Internet programming, such as ASP and code fusion; Dreamweaver, Flash, Macromedia; and Intermediate and advanced Access (Access class to be tailored to meet my work needs)

Please check all of the items that you feel should be included on the Blackboard Faculty Learning Site

33 Online course development policy and procedures for LCC35 Online request form for Instructional Technology Department35 Instructional design for Web-based delivery and/or students at a

distance18 Adult learning theory28 Online interactivity design31 Online testing and evaluation20 Information about the development team, roles and

responsibilities24 Steps in web based learning program development process29 Announcements posted for online faculty

56


34 Frequently asked questions (FAQ)Other (please describe)

Any associated help links; help guides for faculty and students on who and when to go to for assistance (i.e., when to call the teacher and when to call Help Desk and Help Desk hours); what to do when Help Desk is not there after hours; also everything should be online – all courses should be online.

57


Please check all of the items that you feel should be included on the Lakeland Web Site and/or Notes database

# Respondents Item to be Included

45 Policy and procedures for LCC 23 Information about the major goals or other

information items36 Frequently asked questions (FAQ)

The following request forms were suggested to be included: Maintenance requests, fee waiver requests

ITS, transcript, library forms, HR forms, POs, reqs, PAR, receiving documents, TA, timesheets, grants, expense reports, tuition plan approvals/payments, registration, refund petitions, payroll charges, grants, loans

Storerooms

PARs, purchasing requisitions, bibliographic instruction requests, purchasing books/journals for library collection

Purchase forms

Food service, work orders, storeroom, instructional media

Financial aid, admissions forms

Forms for all registration, health or other pertinent forms Lakeland may have

Employee related information (please suggest as many as you think reasonable)

President’s Page

Newspaper articles about LCC

Board of Trustees minutes

Benefits info, access to sick/vacation time, job descriptions, org chart

Staff handbook, part-time faculty handbook, faculty handbook

58


Power outages, facilities not in use, STRS and SERS meetings

LSA information, computer tips, salary structure

Names, work number, job responsibility, e-mail address

Other (please describe)

Supplemental web pages created by staff with input from chairs and faculty members. This could provide potential students with information about programs like the inservice courses for police and credit courses.

Help Desk request form online and what types of problems to use the Help Desk for (sic)

I think basically every form should be on the Lakeland web site (maybe an Intranet) such as the forms for the copy center, reimbursement request, online course request, media production and reservation, and time sheet, etc.

AV requests, technician for Blackboard requests (to Melissa)

Department calendar showing IN/OUT, meetings, availability

Need to update more often (dated information)

Employee-related information – name, office phone # and department – Nothing else!

Special events, school holidays, start and end date for classes

Applications (employment) in a form that can be filled out on screen and submit on line

As much info as possible should be available online

E-mail for part-time faculty, web for part-time faculty (?)

Keyword search for classes/departments

Is there any other information that you feel would be helpful to include in the Institutional Technology Plan? Yes, revamp classrooms so they support multimedia instruction, including a ceiling-mounted

data projector, built-in computer at the instructor’s station, lighting control and built-in VCR

and monitors. Start with 5 to 10 such classrooms and expand the number as more faculty

need them. Don’t put them all in a separate technology building. Space them out around the

campus. Also, develop a student e-mail system linked to our student access labs for those

59


who request them. Also, hire support staff to work with faculty in developing computer

instruction so that we can develop the course content and non-teaching staff will put it into

computer format. I don’t have time or energy to learn the things (Jennifer) is learning in her

masters’ degree program. I have many ideas and a desire to teach online but not to learn

computers, software, delivery systems, etc.

Instructional Technologies Faculty Center: But I would love to see our current multimedia lab to be improved with more space and some training facilities (like those in the faculty technology center in the Sinclair Community College)

A space on the server that is secure for the Lakeland Foundation to begin soliciting for donations via the web site. If this is already in place, please confirm back to me at x7094. We would then need to confirm this in the Foundation Plan. Than you.

The new technology in the Early Childhood building does not meet our instructional needs! Could the job be “finished” and made appropriate for instruction? (It seems like everyone just “walked away” last September and equipment is not appropriately located/placed nor does it work as we planned.

PC replacement plan – current one works until budget/reality happens Web site – search engines specifically for schedules/course catalog Real-time registration Replacement computers, their ordering and cost, should be automatic –

not part of New Ventures. The Plan should include involvement with the Lake County Interactive

Distance Learning Project that the college endorsed last June. This project is managed out of the Lake County Educational Service Center under the leadership of Mr. Barry Morrison, Superintendent. This is a great opportunity to develop more instructional opportunities for the school districts in Lake county.

60


There should be a way to track and update/replace computers, scanners, software, etc. that are outdated/obsolete. Should not have to go through the New Venture process for replacements. Should be an automatic, seamless procedure. If tracking already exists, it should be readily available and shared with departments.


61


Section 14.0APPENDIX B


14.0 APPENDIX B - Glossary of TermsAddress - The identification of a physical or virtual distinct entity in a network. On the Internet, this network address is known as a URL, Uniform Resource Locator, e.g., http://www.lakeland.cc.oh.us.

Analog - A data signal transmitted via radio wave using changes in sine wave. Requires a modem at each end for use with data communications. Most standard telephone lines are analog.

(ARPANET) - Advanced Research Projects Agency Network- The first "Internet". Linked UCLA, Stanford and defense contractors beginning in the late 1960s. Retired in 1990, its younger, brother, the Internet was brought online.

(ASCII) - American Standard Code for Information Interchange - A standard for digital representation of letters, numbers, and control codes understood by most computers.

ATM - Network language designed to move multimedia data with high reliability and speed.

Asynchronous Distance Education - Education in which interaction between instructor and student does not take place simultaneously, e.g., traditional correspondence courses. Currently associated with web-based, or online, course offerings.

Asynchronous Transmission Mode (ATM) - A multiplexed information transfer technique of sending data in irregular time intervals using a code such as ASCII. ATM allows most modern computers to communicate with one another easily.

Backbone - Also see MBONE. The primary communication path connecting networks together.

Band - A range of frequencies between defined upper and lower limits.

Bandwidth - Information carrying capacity of a communication channel.

Banner Steering Committee - Committee developed to guide LCC through implementation and use of the Banner System.

62


Bit - An acronym for BInary digiT. It is the basic unit of information in the machine world. A bit is a digit in binary form and carries one of two values, 0 or 1.

Blackboard - An application for faculty to develop online courses.

Bps - Bits per second- a measurement of data transmission speed.

Broadband - Describes high bandwidth lines, usually a T-3 line, with 45Mps or higher.Byte - A single computer character, generally eight bits. For example, the letter "G" in binary code is 01000111.Browser - Software that allows you to find and view information on the Internet.Call Accounting System - Means for logging charge backs to individual departments for long distance calls made from college phones (Micro Call).

CBT - Computer Based Training.

Codec (COder/DECoder) - Device used to convert analog signals to digital signals for transmission and reconvert signals upon reception at the remote site while allowing for the signal to be compressed for less expensive transmission.

Common Gateway Interface (CGI) - An interface between a Web site and a user. It allows forms, surveys and other documents to be filled online and the results automatically sent to the web site's UNIX server.

Compaq Alpha - Mini computer that houses the Banner system, databases and Legacy system and data.

Compaq Prioris 800 System - Server that is used in the Banner System to present the forms to the user.

Compass Testing Facility - Testing center near Registration for Math and English courses.

Compressed Video - Video signals are downsized to allow travel along a smaller carrier.

Compression - Reducing the amount of visual information sent in a signal by only transmitting changes in action.

COM port - Communication or serial port on PCs usually used for a data communication interface.

Computer Assisted Instruction (CAI) - Teaching process in which a computer is used to enhance the education of a student.

Cookies - Files sent to a web browser that records a user's activity on a website. In a learning setting, a cookie can keep track of a person's progress in a module, store quiz responses, track learning preferences, and present customized options.

63


Central Processing Unit (CPU) - Component of a computer in which data processing takes place.

Clustering - Technology using two or more computers that function together as a single entity for fault tolerance and load balancing.

Customer Service Unit/Digital Service Unit (CSU/DSU) - Sometimes called a digital modem, it does not modulate or demodulate, but converts a computer's uni-polar digital signal to a bi-polar digital signal for transmission over ISDN lines.

Cyberspace - The nebulous "place" where humans interact over computer networks, same as virtual space.

Desktop Videoconferencing (DVTC) - Videoconferencing on a personal computer.

Dial-Up Network - Connection to a network (Internet) using a modem and telephone lines. Usually done with a commercial online service, e.g., AOL, or an Internet Service Provider (ISP).

Digital - A data signal transmitted using discrete steps in voltage rather than frequency, as in an analog signal.

Distance Education – The revisions that resulted in the Higher Education Amendments of 1998 proposed in Section 488, Distance Education Demonstration Programs, that the term distance education “means an educational process that is characterized by the separation, in time or place, between instructor and student.” (p.4). The definition continues to describe content being offered primarily through “(1)television, audio, or computer transmission, such as open broadcast, closed circuit, cable, microwave, or satellite transmission; (2) audio or computer conferencing; (3) videocassettes or discs; or (4) correspondence.” (Higher Education Amendments, 1998, p.4.).

Distributed Learning - Can occur either on or off campus and provides students with greater flexibility by eliminating time as a barrier to learning. Distributed learning extends the opportunities for interaction between faculty and student, incorporating simulations and visualizations, as well as collaborative learning.

Download - Transfer files from a server to a PC across a network (Internet).

Dumb Terminal - A terminal hooked up to the mainframe (a monitor attached to a keyboard).

Electronic Mail (e-mail) - Electronic messages sent from one computer user to another.

Enterprise Technology Architecture - A term used to describe the link between the institution's mission, goals, and major activities and its high-level design of the technology environment.

Ethernet - A network that is able to send data at 10/Mbits/second.

Facsimile (FAX) - System used to transmit text or graphic images over standard telephone lines.

Frequently Asked Questions (FAQ) - A list of questions often asked by users.

64


Fiber Distributed Data Interface (FDDI) - A standard that defines high-speed fiber networks.

Fiber Optic Cable - Glass fiber that is used for laser transmission of digital signals. It is a method of uploading or sending data by pulsating light through a strand of glass.

File Transfer Protocol (FTP) - An application program that uses TCP/IP protocol to allow you to move files from a distant computer to a local computer using a network such as the Internet.

Firewall - Network security service that stands between a private network and the Internet.

Follet Bookstore Server - Server that connects the LCC bookstore directly to the Follet website for ordering.

Front End - Part of a program or process that the user interfaces with and controls.

Full Duplex - Allows both parties to receive (listen) and transmit (talk) at the same time.

Full Motion Video - Signal that allows transmission of complete action taking place at the origination site. US standard has 30 frames (2 fields per frame) per second.

Fully Interactive Video (two-way interactive video) - Two sites interact with audio and video as if they were co-located.

Gigabit - (GB) 1 billion bits.

Half Duplex - Communication process that allows only one party to transmit (talk) at a time.

Home Page or Homepage - The top-level hypertext document in a collection of pages or a web site. Often uses the index.”htm” as file name.

Host - A network computer that can receive information from other computers.

HyperText Markup Language (HTML) - The programming language used to create web pages.

HyperText Transfer Protocol (HTTP) - The protocol used to provide hypertext links between pages.

Hypertext - A document which has been marked up to allow a user to select words or pictures within the document, click on them, and connect to further information.

Infrastructure -Wiring, switches and routers to enable workstations and servers to communicate.

Instructional Television Fixed Service (ITFS) - Microwave-based, high-frequency television used in educational program delivery.

Integrated Services Digital Network (ISDN) - A digital telecommunications standard allowing communication channels to carry voice, video, and data simultaneously.

65


Interface - A connection point that allows for interaction between hardware/software and other hardware/software or a person.

Internet - An open, global interconnection of computer networks permitting a range of activities to be accomplished - among them exchange of electronic mail (e-mail), exchange of files, and remote login to computers - and provides access to a growing array of online information. Used today by many different communities in support of collaboration, cooperation, and dissemination of information, the Internet is viewed by its creators as a public resource.

Internet Protocol (IP) - The underlying packet standard used to connect networks over the Internet. IP is half of a protocol suite that works and must work with TCP.

Internet Service Provider (ISP) - Commercial company that provides access to the Internet. Service is most often provided through a dial-up network.

Intranet - Local network of computers using TCP/IP as the standard communication standard.

Lab Hub - A device that connects multiple computers in a lab to the LCC network.

Learning Marketspace - Term designed to convey a new interface between learning providers, learners, and the organizations with which they affiliate via a comprehensive web presence. Because the learning marketspace brings together an entire knowledge domain in a scholarly community, it provides the nexus for scholarly dialogue, vetting of research, standards of performance, certificates of completion, etc. Term is commonly attributed to Robert C. Heterick, Jr. and Carol Twigg.

Lecture - Traditionally classroom-based, the lecture is also known as a form of expository teaching, "teaching in which the instructional material is given to the student more or less in the form in which it is to be learned." (Ormrod, 1990, p. 283). The lecture system is instructor led and the location and time is determined by the institution. Students who choose lecture, or classroom-based delivery, generally go to campus several times a week for direct instruction.

Legacy - Older computer system set up years ago that now continues to work and need support.Links - A link generally appears as a highlighted word or phrase in a document or screen. Links (color convention is to highlight in blue) contain hidden instructions that let users, by clicking the link, jump to another section of the same document or to another document on the Internet.

Listserv - An e-mail program that allows multiple computer users to connect onto a single system, creating an online discussion.

Local Area Network (LAN) – Two or more local computers that are physically connected.

MIS - Management Information Systems/Services.

Multicast Backbone (MBONE) - A network that works in conjunction with the Internet for audio and video applications.

66


Microwave - Electromagnetic waves that travel in a straight line and are used to and from satellites for short distances (i.e., up to 30 miles).

MIMS - Document imaging system used at LCC for student record retention.

Modem (MOulate/DEModulate) - Hardware that allows computers to interact with each other via telephone lines by converting digital signals to analog for transmission along analog lines.

MOO - Acronym with many definitions, one of which is Multi-user-dimension Object Oriented. They are multimedia, interactive environments in virtual space. Formerly in the confines of Telnet, MOOs now have taken advantage of the WWW.

Multimedia - Any document using multiple forms of communication (text, audio, and/or video).

Multi-Point Control Unit (MCU) - Computerized switching system, which allows point-to-multipoint videoconferencing.

MPEG - Motion Picture Experts group-video compression standard.

Network - A series of points connected by physical or virtual connects.

OBES – Ohio Bureau of Employment Services (renamed ODJFS – Ohio Department of Jobs and Family Services).

Online Course - Content delivered via the World Wide Web in a synchronous and/or asynchronous design. May include text, graphics, testing, links to other sites, audio, video, discussion lists and chat rooms.

Platform - A means of grouping like/similar computers.

Point-to-Point Protocol (PPP) - A type of Internet protocol that uses the serial (COM) port connection.

Protocol - A formal set of standards, rules, or formats for exchanging data that assures uniformity between computers and applications.

Router - A device that bridges an internal network to another network.

Satellite TV – Video and audio signals relayed via a communication device that orbits around the earth.

SCT - Systems and Computer Technology Corporation (Internet-based software solution).

Serial Line Internet Protocol (SLIP) - Predecessor of Point-to-Point Protocol. Allows a user to connect to the Internet directly over a high-speed modem.

SERS - State Employment Retirement System.

67


Server - A computer with a special service function on a network, generally receiving and connecting incoming information traffic.

Switch - A central connection point that directs network packets to the port they are intended for without broadcasting to all connections.

Synchronous Distance Education - Distance Education that takes place in real time but in different locations, the virtual classroom, often associated with videoconferencing systems.

T-1 (DS-1) - High speed line capable of carrying 1.54 Mbps. T-1 has 24-voice circuits and can be divided into 12 ISDN lines

T-2 (DS-2) - High speed line capable of carrying 6.312 Mbps. 96 voice circuits.



Topology - General structure of the network (interconnected computers).

Transmission Control Protocol (TCP) - A protocol that makes sure that packets of data are shipped and received in the intended order. Used with Internet Protocol.

Telecommunication - The science of information transport using wire, radio, optical, or electromagnetic channels to transmit/receive signals for voice or data communications using electrical means.

Telecourse - Telecourses are delivered primarily via linear video programs delivered on public broadcasting stations, dedicated cable channels, and/or made available to a student in a pre-packaged set of videotapes. Telecourse students study more independently, watching the television programs and reading the print materials at home and/or at work, with guidance from the course instructor through a variety of communications and instructional techniques.

Threaded discussion - A series of related e-messages on a given subject, including the original message and subsequent replies. A threaded discussion is a planned and managed series of communications that enable individuals to discuss a topic, as a group, by posting messages and replies under that specific topic heading.

Uniform Resource Locator (URL) - The address of http Internet sites.

Upgrade - Newer version of software/hardware.

Uplink - The communication link from the transmitting earth station to the satellite.

Vertical rack - Rack of servers mounted vertically.

68


Videoconferencing - Synchronous communication using video, audio and computer technology between two or more dedicated locations. Utilizes dedicated landlines -- partial or full T-1 line.

Web-Based Course - The primary method of delivering content is through the use of a computer and the World Wide Web. This delivery system allows students to obtain course content independent of time or location. It also allows a wide range of synchronous and asynchronous opportunities for interaction and communication with others via computer. This occurs through the use of email and discussion listservs and can be used for "class discussions, group project coordination, role playing, student critiques of each other's work, instructor feedback, online debates, homework submission, or collaborative writing." (Conway, 1998, p. 213).

Web Browser - A software program that allows users to move relatively easily from one information location on a web system to another, the browser displays graphics as well as text. It replaces text commands with point-and-click graphic-based movement along the linked options available on the web

Web-enabled - Systems and programs that can be accessed through a standard web-browser on the internet.

Wireless network - Method of connecting computers on a microwave network instead of physical copper wires.

World Wide Web (WWW or web) - A section of the Internet where vast pools of information are interlinked using hypertext, a software convention that allows you to jump from place to place or topic to topic without being forced into a linear set of steps. The web allows text to be read in multiple fonts and colors but is associated with the extensive use of graphics, and other media-based options available to the user.

References

Conway, K.L. (1998). Designing Classrooms for the 21st Century. In Oblinger, D.G. & Rush, S. C. (Eds), The Future Compatible Campus. (pp. 198-217). Bolton, MA: Anker Publishing Company, Inc.

Higher Education Amendments of 1998 (1998, January). P.L. 105-244 Amendments to the Higher Education Act of 1965. [On-line]. http://www.ed.gov/legilsation/HEA/sec488.html Accessed: February 12, 2001.

Ormond, J.E. (1990). Human Learning: Theories, Principles, and Educational Applications. New York, NY: Macmillan Publishing Company.


69


http://www.ed.gov/legilsation/HEA/sec488.html

Section 15APPENDIX C


15.0 APPENDIX C - Infrastructure Design and Planning GuidelinesAn anticipated outcome of this document is that LCC will be able to reach the "promise of distributed instruction to increase access to instruction, to enhance the quality of student's learning, and to reap a better overall return on investments in instruction." (Graves, 1998, p.31). Providing instruction in a manner that will allow students to perform better is a goal of both the institution and the faculty. With this goal in mind, Johnson observed that "community college students are becoming more accustomed to information technology, and they expect the associated innovations to be a part of their educational experiences" (as cited in Milliron & Miles, 1998, p.23). Specifically, institutions "everywhere are exploring ways to use technology to connect students more effectively with faculty, counselors, other students, and appropriate services and information resources." (Acebo, Burrus & Kanter, 1998, p.14). This document attempts to address the technological concerns learning spaces within a facility will face, as well as efforts to expand the learning process to reach students time and place independent.Connectivity is based on a robust network that is capable of delivering the ever-increasing content to a growing community of users. LCC upgraded its network in 1997 and is now planning on another upgrade during Fall 2001.

The proposed technology infrastructure leverages the administrative, academic and institutional users providing an integrated solution and distributing the functions, the value, and the use of the resulting technologies over an extended period of time. In support of this institutional process, the following values are kept as core values to design and planning teams.

Less Dependence on Proprietary Solutions -- The proposed technologies will be standards-based, vendor-independent system. As vendors modify their offerings, and as new vendors enter the marketplace, the proposed technologies will allow LCC to choose from any of the mainstream vendors without having to face the prospect of rebuilding or redesigning its technologies. This will enhance LCC's ability to focus on the merits of specific application systems under review, independent of any constraints imposed by its preexisting technology infrastructure.

Universal Connectivity -- With an upgraded infrastructure, any terminal, workstation or desktop computer will be capable of connecting to any mainframe or file server on the network to which access has been granted. This will allow users to gain access to specialized applications regardless of the types of computers in use at workstations. Minimal additional costs will be incurred as new applications are installed, since all such

70

Section 15APPENDIX C

new systems will have access to the same backbone. This approach also provides the capability of sharing expensive peripheral equipment such as high quality, high speed laser printers/copiers, scanners, and graphic systems.

Universal connectivity has another benefit as well. The inherent ability of the proposed network to support any-to-any connectivity will enable LCC to select best of breed systems on all application fronts, without regard or constraint as to which platforms are required. Again, the proposed infrastructure will support all mainstream technologies protocols and topologies.

Modular Architecture -- By incorporating modularity into the architecture, the infrastructure can grow as new requirements emerge calling for more connectivity. When additional expansions occur, the system will be extendable into these areas simply by adding modular components to the existing systems and equipment. As technology advances, this aspect of the proposed design will also enable the insertion of new communication technologies without having to replace the basic infrastructure. This will allow LCC the ability to select appropriate technologies and to integrate them into the network on an as needed basis.

Easier Software Distribution, Inventory Control and Support Options -- A key aspect of this IT Plan is to enable LCC to distribute and upgrade software and applications from a central point, thereby reducing the cost of routine maintenance. Distributing software in this manner will also allow a consistency in application compatibility, which will reduce problems encountered due to inconsistent software versions. Software distribution for communication technologies as well as file servers and individual workstations and desktop computers will also be possible. This type of connectivity will also allow increased access to up-to-date inventory records and allow management of resources to be better utilized. In addition, remote operations will allow support functions, such as the Help Desk, to respond to requests quickly and provide users with the opportunity ro decrease their downtime due to technology-based problems.

Easier Backup Procedures -- Just as the proposed technologies will enhance LCC's ability to distribute software from a central point, the same capability will enable the centralized backup of data files. Centralized archiving to the extent that such steps are required or become of interest to the users will also be enabled.

Data Integrity -- This IT Plan will provide users with access to shared or common data bases, regardless of where they may be physically located at LCC. This means that, for many applications, users will no longer be required to concern themselves with the accuracy of local data files, since any such files could be relegated to centralized control, maintenance, and availability. This flexibility will be especially important in classroom and distance education applications.


71


Section 16APPENDIX D


16.0 APPENDIX D - Decisions and Purchase PrinciplesNew technology and new applications need to be prioritized in order to maximize the LCC's resources. This can be measured against the priorities defined within this document and the degree of connectivity and access required by LCC's Strategic Plan and Major Goals. It is recommended that the following principles be used as a guide to make purchase decisions:

Prove their ability to meet the Strategic Plan, Major Goals, and college's Mission.

Carefully review "make-vs.-buy" cost analysis documenting a need to compete technically with business and educational organizations in our region.

Strive for connectivity with existing resources, maximize flexibility to meet more than one user and/or need.

Proposals should be based on industry standards, upgradable and based on open architecture (not proprietary) systems.

Proposals must reflect the end-user needs as typified by the LCC community. Access, environments, interfaces and training should be made available to the LCC community where appropriate.

Proposals will address and reference the critical issues raised within this document including networking capabilities, back-up systems, and security of the hardware, software and access to the LAN and WWW.

Adequate funds and resources must be available for the installation, maintainability, and support of its users. This may include technical training, support staff requirements, outsourcing assistance, consultants, etc.


72


Section 17APPENDIX E


17.0 APPENDIX E - Timeline for Annual Update: 2001-2002We recognize that technology is a moving target and propose that the following schedule be used to ensure that this IT Plan is updated in a timely manner.

The rationale behind this schedule is to provide the college community with a current plan to prepare budgets and New Venture requests.

Submission of IT Plan to Technology Policy & Planning Committee September 14, 2001

Acceptance of IT Plan and dissemination to campus October 15, 2001

Mailing of survey, Appendix A, to campus community April 1, 2002

Follow up notice May 1, 2002

Review and analysis of survey June 1, 2002

Revisions to IT Plan July 2, 2002

Submission of IT Plan to Technology Policy & Planning Committee September 13, 2002

Acceptance of IT Plan and dissemination to campus October 14, 2002


73


web.stanford.edubvincent/strategy/... · web viewa centralized high-speed printer is used for...

Documents