Printing:Thisposteris48”wideby36”high.It’sdesignedtobeprintedonalarge

CustomizingtheContent:Theplaceholdersinthisformattedforyou.placeholderstoaddtext,orclickanicontoaddatable,chart,SmartArtgraphic,pictureormultimediafile.

Tfromtext,justclicktheBulletsbuttonontheHometab.

Ifyouneedmoreplaceholdersfortitles,makeacopyofwhatyouneedanddragitintoplace.PowerPoint’sSmartGuideswillhelpyoualignitwitheverythingelse.

Wanttouseyourownpicturesinsteadofours?Noproblem!JustrightChangePicture.Maintaintheproportionofpicturesasyouresizebydraggingacorner.

ABSTRACT

DECENTRALIZEDSUPPORTSERVICES

CAPACITYBUILDING

UNIVERSITY EDTECH SUPPORTManager,Academic&CollaborativeTechnologySupport

CentreforTeachingSupport&Innovation(CTSI)Academic&CollaborativeTechnologies(ACT)

References:

saira.mall@utoronto.ca@mallsrAcademic&CollaborativeTechnologies(ACT).(n.d.).UniversityofToronto.RetrievedAugust10,2017,fromhttp://act.utoronto.ca/

TheCentreforTeachingSupport&Innovation.(2016).CTSI- excellenceineveryclassroom2016-2020,currentinitiativesandfuturedirections.UniversityofToronto,Toronto,ON.Ge,X.,Lubin,I.A.&Zhang,K.(2010).Aninvestigationoffaculty’sperceptionsandexperienceswhentransitioningtoanewlearningmanagementsystem.KnowledgeManagement&E-Learning:AnInternationalJournal,2(4),433-447.Moser,F.Z.(2007).FacultyAdoptionofEducationalTechnology.EducauseQuarterly,30(1),66-69.

Saira Mall

the nexus of pedagogy and technology

TheinstitutionalpartnershipbetweenCTSIandITSforeducationaltechnologysupportattheUniversityofTorontoblendsthestrengthsofbothcentralizedanddecentralizedsupportservices.Centralizedsupportservicesmanageeducationaltechnologyoperationsandbuildcapacitywitheducationaltechnologypeersacrosstheuniversitytosupportteachingandlearning.Bymaintainingadecentralizedmodel,departments/divisionsidentifytheiruniqueteachingneeds.ThroughongoingcommunicationandcollaborationwithACTSupportbothcentralanddecentralizedgroupscoordinateeducationaltechnologysupportservicesthataddressindividualizedfacultymemberteachingneeds,abilitiesandinterests.

Collaborationbetweencentralanddepartmental/divisionalsupportstructuresarenecessaryformanyreasons:

• Continuetoprovidefacultymembersavarietyofsupportresources,trainingschedulesandsupportformatsforallphasesoftechnologyadoption

• Createeffectivecommunicationchannelswitheducationaltechnologypeers

• Providecapacity-buildingtrainingopportunitiesforthosewhosupportteaching(e.g.,educationaltechnologistsandinstructionaldesigners)tostrengthenpedagogicalbestpracticesandteachingwithexcellence(CTSI,2016,p.8;Moses,1985,p.87)

• Evaluateimpactofmultifacetedsupportactivities

AttheUniversityofToronto,theAcademic&CollaborativeTechnologiesteam(ACT)wasformedoutofapartnershipbetweentheCentreforTeachingSupport&Innovation(CTSI)andInformationTechnologySupport(ITS)toprovidebothpedagogicalandtechnologysupport.“ACTprovidesstrategicandtacticalleadershipinthedevelopmentofinformationtechnologyservicesthatsupporttheacademicmissionfortheuniversityasawhole”(Academic&CollaborativeTechnologies,n.d.).Thisinstitutionaleducationaltechnologysupportinfrastructureconnectspedagogyandpedagogy-driveninstructionaltechnologysupportwithinformationtechnologyservices.

FUTUREDIRECTIONS

Nworie,J.(2006).Academictechnologyinhighereducation:Organizingforbetterresults.JournalofEducationalTechnologySystems,35(1),105-128.Raphael,C.,&Mtebe,J.S.(2016).Instructorsupportservices:AninevitablecriticalsuccessfactorinblendedlearninginhighereducationalinTanzania.InternationalJournalofEducation&DevelopmentusingInformation&CommunicationTechnology,12(2),123-138.Zhu,E.(2008).Breakingdownbarrierstotheuseoftechnologyforteachinginhighereducation.InD.R.Robertson&L.B.Nilson(Eds.),ToImprovetheAcademy:ResourcesforFaculty,Instructional,andOrganizationalDevelopment,26,306-318.SanFrancisco:Jossey-Bass.

Thiscollaborativesupportmodelbeginsattheleftwithafacultymembersupportrequestatthedepartmental/divisionallevel.ComplexquestionsaretriagedtoACTSupporttodeterminethemostappropriatepedagogicalortechnicalsupport.

EducationalTechnologyServiceManagementACTSupporthascreatedaneducationaltechnologyservicemanagementprocessformanagingsupportrequestsbetweencentralpedagogicalandtechnologystaffanddepartmental/divisionalstructures.AllACTSupportstaffareskilledtorespondtopedagogicalandtechnicalquestions,triage/assignquestionstotheappropriatedepartmentalcontact,andprovideconsultationstofacultymembersandcoursestaffonteachingwithtechnology.Withthismodel,ACTSupportstaffcanprovidefacultymembersandlocaldepartmental/divisionalsupportcolleagueswithcontinuous,flexibletrainingopportunitiesinavarietyofformatsonmulti-disciplinaryteachingapproaches,effectivecognitivestrategies(criticalthinkingorproblem-solvingskills)andtechnologicalskillsdevelopment(Zhu,2008).

Educationaltechnologysupportrequiresmorethansimplystringingtogetherstandardservices… Asuccessfulprogramtosupporteducational

technologyencompassesawell-rehearsedsetof

scalablesupportofferings,customizedconsulting,andfosteringacommunity

involvingvariousfacultyandvarioussupportgroups(Moser,2007,p.69).

“

CollaborativeSupportModelOngoingsystematicsupportisamajorfactorthatdeterminesthesuccessfuladoptionoftechnologybyfacultyinteaching(Geet.al.,2010;Johnston&McCormak,1996;Moser,2007;Nworie,2006,p.38;Raphael&Mtebe,2016;Zhu,2008).InordertofacilitatethefacultysupportprocessACTSupporthasdevelopedaworkflow,illustratedinFigure2,thatinterfacescentralpedagogicalandtechnicalsupportserviceswithdepartmental/divisionalsupportstructuresandtheireducationaltechnologysupportstaff.Thisworkflowfollowsaneducationaldevelopmentservicemanagementmodel(seeFigure3below)thatmergesfacultydevelopmentsupportprocesseswithanIThelpdeskservicemanagementmodel.

ACTSupportoffersavarietyeducationaltechnologysupportandtrainingservicesthatarebothpedagogicalandtechnical(e.g.,onlineinformational/self-directedguides,videos,modules,training).Individualizedfacultymembersupportisoftenincollaborationwitheducationaltechnologypeersacrosstheuniversitythroughconsultations,coursedesignprojects,andseedfundedcourseprojects.

THENEXUS:ACTSUPPORT

CTSI&ITSPARTNERSHIP

Researchshowsthatuniversityorganizationshavemanychallengeswhensupportingfacultyadoptionoftechnologyinteachingincludinginadequatetechnicalsupportforcourseprojectsandtechnologyuses,andsupportservicesthatdonotaddressindividualizedneeds,abilitiesorinterests(Ali,2003,p.52;Zhu,2008).

Whilesupportsystemsareinplace(e.g.,IThelpdeskandfacultydevelopmentoffice),thesegroupsoftenworkseparately.TheUniversityofTorontohas21divisions,manyofwhomhaveeducationaltechnologysupportteamsthatarestructurallyworkinginisolation.Insomecases,facultymembersdonotknowwhotocontactforcoursesupport.Theymaynotbeabletoidentifytheirownsupportneedswhentheyareintroducedtonewtechnologytools,orrecognizethebenefitsofeffectivelearningstrategieswhentheyintegrateeducationaltechnologytoolsintheirteachingandmaynotseekassistancebecausetheydonotknowwheretobegin(Johnston&McCormak,1996,p.38).

EducationalTechnologySupportTriageProcess:

• Informational/Self-DirectedHelp• Administrative• Pedagogical• AdvancedSystemAdministration• SystemIntegration• Vendor

• Impossibilitythatasingleunitcanofferdedicated,individualizedsupportatalargeuniversity

• Collaborativeconsultationsprovidecoordinatedandcontinuouspedagogicalandtechnologysupportneededforprojectsandtechnologyusesinteaching(Zhu,2008,p.314,317)

• Assistfacultymembersastheyidentifytheirsupportneedsandencouragethebenefitsofeffectivelearningstrategieswhenteachingwithtechnology

• Connectfacultymembersandeducationaltechnologystaffwithcommunitiesofpractice

• Supportseedfundingandawardprojectsthatincludethescholarshipofteachingandlearning

Unexpectedissuescanarisewhentechnologyisusedinuniversitycourses.Inthesesituations,facultymaynotknowwhereorwhocanassistthemontheeffectiveuseofeducationaltechnologies.Evendefiningtheissuemightbeproblematic:apedagogicalproblemcouldbeatechnicalissue.AttheUniversityofToronto,aneducationaltechnologysupportunitexistswithinadefinedorganizationalframeworkthatisanexusofpedagogyandeducationaltechnologysupport.ThisposterprovidesanoverviewofthisEdtechsupport,anditsgoalstoenhanceteachingandlearningattheuniversity.

Figure2:CollaborativeEducationalTechnologySupportModel

Figure3:EducationalTechnologyServiceManagementModel