CSMS 2002 Computing Services Management Symposium XXIX Infrastructure Is Not The Issue
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CSMS 2002Computing Services Management
Symposium XXIX
Infrastructure Is Not The Issue
Carole A. Barone, EDUCAUSE
St. Louis
March 12, 2002
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Infrastructure Is not the Issue• Technological determinism is a fallacy
• Technological, economic, and social forces are driving institution-wide transformation
• Institutional characteristics (culture, values, politics) & leadership style affect the viability of strategic choices
• Current support methods do not scale(NLII Findings 2000)
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Transformation
• …to change or alter completely in nature, form or function
• (Webster’s Dictionary),
• i.e., taking away
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It’s Different Than It Was
“IT support staff cannot claim success just because they deliver product, nor can IT customers expect satisfaction without thinking about what they want.”
(Gregory Jackson, “Ya Can Talk All Ya Want, But IT’s Different Than It Was:
Conundrums in Support of Information Technology,” ER, Sept/Oct 2001.)
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Concept Map of Key Themes New business models
(partnerships, consortia,collaboration)
Assessment
Knowledge management
Student support services
Online communities E-learning
Learner centeredby design & practice
Learning materials & services
markets
Faculty engagement and support
Ubiquitous, transparent technology
Pedagogy/learning theory
Education that is
•Active & learner-centered
•Dynamic and lifelong
•Collaborative
•Cost-effective
•High quality
•Accessible
Policy
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Why are we worrying about this?
•Perceived Failures
•Supportability
•Expectations
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EXPECTATIONS !• Students expect professional quality
courseware
• Faculty expect independence
• Administrators expect to be held blameless
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FILL IN THE BLANKS:
A E F H I K L M _ _ _ W X Y Z
(Source: NY Times 6/25/00)
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STUDENTS EXPECT
• Active learning situations• Convenience/Customized learning
environments – “swirling” (Johnstone, et.al)
• Interaction and Collaboration-blending of academic & social environments
• Faculty to share their cognition
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Emerging Faculty Role
Designing active learning and knowledge creation environments that immerse students in the cognitive style of the discipline.
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Convergence of Technology & Pedagogy
TechnologyLiteracy
ClassroomPresentations
Discipline/Specific
Applications
SystemicApplications
(NLII)
Individual Collaboration
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Faculty Types & Expectations
• Entrepreneurs (Cottage Industry)• Risk-Avoiders (Boutique
Solutions)• Careerists (Consistency)• Reluctants (Prove It!)
Paul R. Hagner, “Faculty Engagement and Support in the New Learning Environment”, ER, Sept./Oct. 2000, pp26-37..
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Administration
• Administrators expect the CIO to handle matters of technology
• Leaders expect to focus on external relations
• Leaders expect to use rhetoric to guide transition
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Breakthrough Leadership (HBR Nov/Dec 01)
Institutions require a new style of courageous, focused, visible and emotionally intelligent leadership with a deeper level of internal executive engagement.
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Service Dilemma
Dealing with the friction created by the need for a dynamic, blended service environment to support individual faculty members in a culture that abhors risk and values linearity, critical scrutiny, and consensus building governance conventions.
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“Changing Roles, Changing Rules”
• Blend support for academic and administrative, teaching and research computing
• Blend local control into service concept(Brown & Jackson, NLII02)
• Package consistency to respect process and independence
• Promote learning objects over individual course redesign
• Design “help” around new learning and working strategies
• Align IT and institutional planning and assessment• Collaborate!
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Systemic Approach
Software
Products
Standards
Business Models
Policy
Relationships
Support Services
Technology
BestPractices
Space
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Readiness for Transformation
• Awareness + Attitude = Readiness
• The institution must know why it is doing this and must make informed choices
• Leaders must create an environment that can accept change
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READY TOOL PURPOSE
• Conceptual framework for complex decisions
• Context for creating a dialog about key questions and issues
• Interactive medium for dissemination
• Gauge of campus readiness for change
www.educause.edu/ready/
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Major Activities
Result • High Quality Learning Components • Support for Faculty Development
M E R L O T
Track & Assess Usage
Develop Discipline
Communities
Post/Host Learning
Components
Review & Assess
Learning Components
Solicit Learning Components
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Guiding Principles
• Never try to get the faculty to do something they do not think they are already trying to do
• Consider the bizarre but don’t frighten the horses
• You cannot avoid dealing with those who “spray and pray”
• Know thyself…and thy president
• Tie your camel
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Sources and Resources• Ready Tool – www.educause.edu/ready• MERLOT – www.merlot.org• National Learning Infrastructure Initiative
(NLII) www.educause.edu/nlii/keythemes• Carole A. Barone and Paul R. Hagner, eds.
Technology-Enhanced Teaching and Learning: Leading and Supporting the Transformation on Your Campus, Leadership Series, Vol 5, Jossey-Bass, 2001.
• Jason L. Frand, “Students’ Information Age Mindset”, ER, Sept./Oct. 2000, pp.14-24.
• EDUCAUSE Quarterly, Vol. 25, No.1• ACE/EDUCAUSE Series – Distributed Education:
Challenges, Choices and a New Environment
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CSMS 2002Computing Services Management
Symposium XXIX
Infrastructure Is Not The Issue
Carole A. Barone, EDUCAUSE
St. Louis
March 12, 2002