Life and death of Webfuse: Principles for university e-learning
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Life and death of Webfuse: Principles for university e-learning

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    Life and death of Webfuse: Principles for university e-learning Life and death of Webfuse: Principles for university e-learning Presentation Transcript

    • The life and deathof Webfuse:Principles for…David Joneshttp://moourl.com/vzi4c http://www.flickr.com/photos/swanksalot/2457252038/
    • The wrong principles Product PeopleContext Process http://flickr.com/photos/joits/225824796/
    • Some better principles Product PeopleContext Process http://flickr.com/photos/joits/225824796/
    • Overview A story Who cares The wrong principles Some better oneshttp://www.flickr.com/photos/atbaker/1577665185/
    • Overview A story Who cares The wrong principles Some better oneshttp://www.flickr.com/photos/atbaker/1577665185/
    • 1996http://www.flickr.com/photos/nilssonjonas/4313738809/ http://www.flickr.com/photos/sinaasappeljuice/72537916
    • A young man has taken his forays into Web-based learning to their limits culminating in(Jones, 1996) http://www.flickr.com/photos/david_jones/5587502238/
    • Flexibility and the ability to adapt to changeMaximise the choice for students and teachersProvide the tools, not the rulesDo not reinvent the wheel (Jones and Buchanan, 1996)
    • M&C realises it needs to get into this and givesThe young man 6 months off to design a systemTo do online learning.
    • https://dl.dropbox.com/u/14025788/85349/index.html
    • http://www.flickr.com/photos/portland_mike/6852704246/
    • By early 199960 full-time staffhad used the system
    • Only 5 madesignificant use
    • T1, 1998 83% of contenwas for 1 course
    • 1998/99 49% of contentrequests for 2 courses(1 staff member)
    • http://www.flickr.com/photos/editor/6698208975/
    • http://www.flickr.com/photos/watt_dabney/2876259902/
    • 1200010000 8000 6000 4000 2000 0 1996 1997 1998 1999 2000 2001 2002 32% increase in enrolments 1999-2001 http://www.flickr.com/photos/watt_dabney/2876259902/
    • 1200010000 8000 6000 4000 2000 0 1996 1997 1998 1999 2000 2001 2002 32% increase in enrolments 1999-2001 http://www.flickr.com/photos/watt_dabney/2876259902/
    • And many others…
    • Remember this?
    • 425 staff employedby Infocom(2004)
    • 353 (83%)used system(2001-2004)
    • And 445 fromoutside Infocom
    • ..the precedent of other IT systems…suggests that it would be extremelyuser friendly for people with verylimited competence/confidence (Behrens, Jamieson, Jones and Cranston, 2005)
    • The key to easy use of OASIS is that it is not a off the shelf product that is soooo generic that it has lost its way as a course delivery tool(Behrens, Jamieson, Jones and Cranston, 2005)
    • the best thing about teaching and learning in this facultin 2003 would be the development of technologicallyprogressive academic information systems (CQU, 2004, p21)
    • (Jones, 2002; Jones, 2003)Implemented 1999
    • (Jones and Luck, 2009)Implemented 2006
    • One of the most compelling aspects of the project was the simple way itmarried Web 2.0 applications with institutional systems. This approach hthe potential to give institutional teaching and learning systems greaterefficacy and agility by making use of the many free or inexpensive—butuseful—tools like blogs proliferating on the Internet and to liberateinstitutional computing staff and resources for other efforts. (Coghlan et al, 2007)
    • Web 2.0 Course Site Implemented 2007http://www.flickr.com/photos/lyon_photography/3886352249/
    • Wordpress bloghttp://www.flickr.com/photos/lyon_photography/3886352249/
    • http://redbubble.com.au
    • http://redbubble.com.au
    • http://del.icio.ushttp://del.icio.us +http://feedburner.com
    • Plan 2 generations action Reflect Act research 1996-2004 Watch ISDT 27+ publications Webfuse Ps Framework PHD 7+ publications http://moourl.com/quf6zhttp://flickr.com/photos/nnova/2236873782/
    • Overview A story Who cares The wrong principles Some better oneshttp://www.flickr.com/photos/atbaker/1577665185/
    • The wrong principles Product PeoplePlace Process http://flickr.com/photos/joits/225824796/
    • Some better principles Product People Functionality specific to institutional context Leads to greater levels of staff and student adoptioPlace Product People Enables institution to be responsive, flexible, to lea Provide a level of differentiation and advantage Process Process http://flickr.com/photos/joits/225824796/
    • Overview A story Who cares The wrong principles Some better oneshttp://www.flickr.com/photos/atbaker/1577665185/
    • The wrong principles Product PeoplePlace Process http://flickr.com/photos/joits/225824796/
    • LMS is academic equivalent to ERP (Morgan, 2003)http://flickr.com/photos/remedix/260741805/
    • (Light, Holland, et. al. 2001) The vendor of the ERP system determines functionality A clean slate approach to BPR is taken Limited flexibility in process re-design…. Reliance on one vendor may increase risk A single skills set is required by the IT department …Distinctive capabilities may be impacted on Flexibility and competitiveness may be constrained… Integration of applications is pre-coded into the system..http://flickr.com/photos/remedix/260741805/
    • Will impose its own logic on a company’s strategy, structure and culture…push towards.. generic structures (Davenport, 1998) Best practice..implement vanilla (Robey, Ross et al, 2002; Pozzebon, Titah et al, 2006; Wagner, Scott et al, 2006)http://flickr.com/photos/remedix/260741805/
    • we should change peoples behaviour because information technology systems are difficult to change.. (Sturgess and Nouwens, 2004)http://flickr.com/photos/remedix/260741805/
    • http://flickr.com/photos/remedix/260741805/
    • Blackboard 6.3 45 groups 6 forums per group 270 forumshttp://www.flickr.com/photos/lyon_photography/3886352249/
    • Webfusehttp://www.flickr.com/photos/lyon_photography/3886352249/
    • http://www.gse.harvard.edu/~dedech/
    • (Thomas, 2012)Procrustes would stretch andsever the limbs of his gueststo fit the size of his bed. We,too, are continuing to stretchand shape our higher educationto a particular standard tothe detriment of students andsociety alikehttp://en.wikipedia.org/wiki/File:Theseus_Prokroustes_Staatliche_Antikensammlungen_2325.jpg
    • The open source silver bullethttp://www.flickr.com/photos/gregoryjameswalsh/408773662/
    • http://www.flickr.com/photos/captioncat/5613670474/
    • Recent waves of global uncertainty coupled with localcrises and government reforms are reshaping thetertiary education landscape. In the backdrop of thesechallenges new digital technology is enabling newmodelsof teaching and learning. Yet serious questionsremain over the sustainability of these new models andthe claims about the potential of new technology totransform tertiary education, especially in the face ofdeeper challenges.
    • The wrong principles Product PeoplePlace Process http://flickr.com/photos/joits/225824796/
    • Big up front design (BUFD) (Truex, Baskerville and Klein, 1999) Analysis ReplacementCost & Design Maintenan ce Time http://www.flickr.com/photos/mauricedb/2706292588/
    • (Introna, 1996) Attributes TeleologicalUltimate purpose Goal/purposeIntermediate goals EfficiencyDesign focus ResultsDesigners Explicit designerScope PartProcess Problem solvingProblems Complexity/conflictManagement CentralisedControl Master plan http://flickr.com/photos/genemoo/2498690521/
    • Author Planning LearningWeick& Quinn Episodic change Continuous change(1999)Brews & Hunt (1999) Planning school Learning schoolSeely Brown & Push system Pull systemsHagel (2005)Hutchins (1991) Supervisor reflection Local adjustment and intervention AlternativesTruex et al (2000) Traditional design Emergent designMarch (1991) Exploitation ExplorationBoehm & Turner Plan-driven Agile(2003)Mintzberg (1989) Deliberate strategy Emergent StrategyKurtz& Snowden Idealistic Naturalistic(2007) http://www.flickr.com/photos/australianshepherds/3593274951/
    • Such top-down planning often falters at theoperational level because implementationgenerates a range of messy human factors (Haywood, 2002) http://www.flickr.com/photos/mwichary/2188958154/
    • Organisations that focus too much on exploitation arelikely to be trapped in “suboptimal stable equilibria”. (March, 1991) http://www.flickr.com/photos/mwichary/2188958154/
    • Operating in a dynamic context requires organisationalstructures that adjust and become far more responsiveto change. (Mintzberg, 1989) http://www.flickr.com/photos/mwichary/2188958154/
    • Reductionist decomposition results in an imaginary proceof isolating components that do not reflect the richinterdependencies of organisational reality (Truex, Baskerville et. al., 2000) http://www.flickr.com/photos/mwichary/2188958154/
    • Many methods of didactic education assume aseparation between knowing and doing, treatingknowledge as an integral, self-sufficient substance,theoretically independent of the situations in whichit is learned and used. (Seely Brown, Collins, &Duguid, 1989)http://www.flickr.com/photos/mwichary/2188958154/
    • October 26, 2012http://www.flickr.com/photos/microsoftsweden/8121841101/
    • October 26, 2012http://www.flickr.com/photos/microsoftsweden/8121841101/
    • http://www.flickr.com/photos/krayker/2117736371/
    • Big up front design (BUFD) (Truex, Baskerville and Klein, 1999) Analysis ReplacementCost & Design Stable systems drag Maintenance Time http://www.flickr.com/photos/mauricedb/2706292588/
    • Technology dip (Underwood & Dillon, 2011)experience a loss of functionality and a degradation ofperformance as employees grapple to come to terms withthe new technologies and processes that these systems force (Katz, 2003)
    • The wrong principles Product PeoplePlace Process http://flickr.com/photos/joits/225824796/
    • Enterprise systems are an extremeapplication of a techno-rational perspective (Dillard &Yuthas, 2006) A techno-rational approach to management sees it as a scientifically rational and efficient application of neutral knowledge on a par with the natural sciences (Morgan, 1992) http://www.flickr.com/photos/seatbelt67/502255276
    • People aren’t rational Bounded rationality (Simon, 1991) Reliance on intuition, instincts 37 cognitive biases and simply heuristics (Arnott, 2006) (Jamieson & Hyland, 2006) Systematic biases influence judgment (Tversky and Kahneman, 1974Inherent limits in organisationalsubstantive rationality (Cecez-Kecmanovic, et al, 2002) Innovation and change within universities can never be mere rational processes (Jones and O’Shea, 2004) http://www.flickr.com/photos/seatbelt67/502255276
    • Big up front design (BUFD) (Truex, Baskerville and Klein, 1999) Analysis ReplacementCost & Design Maintenance Time http://www.flickr.com/photos/mauricedb/2706292588/
    • We only know what we knowwhen we need to know it We always know more than we can say, and we will always say more than we can write down Knowledge can only be volunteered it cannot be conscripted. http://www.cognitive-edge.com/blogs/dave/2008/10/rendering_knowledge.phphttp://www.flickr.com/photos/ivanwalsh/3674098693/
    • a long tradition of research that highlights themany ways workers resist managerial control (Fleming and Spicer, 2003)sabotage careful carelessness(Mars, 1982) (Prasad and Prasad, 1998)hidden transcripts(Scott, 1985) indirect resistance subjective resistance (Ong, 1987) (Kondo, 1990) http://www.flickr.com/photos/nagillum/504973920/
    • A university is defined by the quality of its academic conversations, not by the technologies that service them. (Laurillard, 2002)http://www.flickr.com/photos/ktylerconk/3045268759/
    • Committee Developers IT Director Manager Developers Dean Manager Helpdesk HoS Helpdesk Academics http://www.flickr.com/photos/wetsun/53648963/
    • Committee Developers IT Director Manager Developers Business Analyst Manager Dean Helpdesk HoS Helpdesk Academics http://www.flickr.com/photos/wetsun/53648963/
    • http://www.flickr.com/photos/16782093@N03/7557556354/
    • (Geoghegan, 1994)Barriers to bridging the chasm arguments1. Ignorance of the gapHomogeneity modes of support Incentives 2. The technologists alliance Early adopters IT Staff Vendors http://en.wikipedia.org/wiki/File:Technology-Adoption-Lifecycle.png http://www.flickr.com/photos/nicmcphee/345850764/
    • (Geoghegan, 1994)Barriers to bridging the chasm arguments1. Ignorance of the gapHomogeneity modes of support Incentives 2. The technologists alliance Early adopters IT Staff Vendors 3. Alienation of the mainstream http://en.wikipedia.org/wiki/File:Technology-Adoption-Lifecycle.png http://www.flickr.com/photos/nicmcphee/345850764/
    • (Geoghegan, 1994)Barriers to bridging the chasm arguments1. Ignorance of the gapHomogeneity modes of support Early adopters Incentives Early majority 2. TheLike radical change Like gradual change technologists alliance VisionaryIT Staff Early adopters Pragmatic Vendors Project oriented Process oriented 3. Alienation of the mainstream Risk takers Risk averse Willing to Need proven uses experiment Self sufficient Need support Relate horizontally Relate vertically http://en.wikipedia.org/wiki/File:Technology-Adoption-Lifecycle.png (interdisciplinary) (within discipline) http://www.flickr.com/photos/nicmcphee/345850764/
    • Overview A story Who cares The wrong principles Some better oneshttp://www.flickr.com/photos/atbaker/1577665185/
    • Some better principles Product http://moourl.com/quf6zPeoplePlace Principles of implementation 11 principles in 3 groups Principles of form and function 13 principles in 3 groups Process http://flickr.com/photos/joits/225824796/
    • Some better principles Product PeoplePlace Process http://flickr.com/photos/joits/225824796/
    • Best of breed Adoption of different packages from different vendors or sourceshttp://www.flickr.com/photos/lyon_photography/3886352249/
    • Some folk unhappy with mailing listshttp://www.flickr.com/photos/lyon_photography/3886352249/
    • http://www.flickr.com/photos/lyon_photography/3886352249/
    • Staff choose which one they usehttp://www.flickr.com/photos/lyon_photography/3886352249/
    • Where’s the biggest market in discussion forums?A) BlackboardB)MoodleC) SakaiD) Web/open source http://www.flickr.com/photos/mckaysavage/3059483658/
    • 27 March, 2009
    • Portal Web InterfaceAncillary services Simulations & LMS LMSe.g. virtual union other teaching & library (Blackboard) (Webfuse) environments Monitoring performance Content management Class & Course & usage Management Shared education services Student profile & historyAssessment Calendar Timetable Assignment tracking Plagiarism detectionSecurity authorisations Student administration axapta Course administration University wide services Single sign-on Library management Digital rights managementStudent profiles Staff database Finance database Course profiles Student Database Digital repositories Digital library & Learning content database Library catalogue eReserve Communication networks & distribution infrastructure http://www.flickr.com/photos/lyon_photography/3886352249/
    • Portal Web InterfaceAncillary services Simulations & LMS LMSe.g. virtual union other teaching & library (Blackboard) (Webfuse) environments Monitoring performance Content management Class & Course & usage Management Student profile & history Shared education servicesAssessment Calendar Timetable Assignment tracking Plagiarism detectionSecurity authorisations Student administration axapta Course administration University wide services Single sign-on Library management Digital rights managementStudent profiles Staff database Finance database Course profiles Student Database Digital repositories Digital library & Learning content database Library catalogue eReserve Review of grade Faculty websites Gradebook Plagiarism Tracking System ESOS compliance http://www.flickr.com/photos/lyon_photography/3886352249/
    • (Light, Holland and Wills, 2001) Organisational requirements and accommodations determine functiona A context sympathetic approach to BPR is taken Good flexibility in process re-design due to a variety in component avai Reliance on numerous vendors The IT department may require distributes risk as provision is mulitple skill sets… made to accommodate change The need for flexibility and competitiveness is acknowledged Integration of applications is time consuming and needs to be manage when changes are made to components http://www.flickr.com/photos/lyon_photography/3886352249/
    • http://www.flickr.com/photos/lyon_photography/3886352249/
    • Some better principles Product PeoplePlace Process http://flickr.com/photos/joits/225824796/
    • Cost Time http://www.flickr.com/photos/mauricedb/2706292588/
    • (Kurtz &Snowden, 2007)Idealistic NaturalisticAchieve an ideal state Understand a sufficient of present to stimulate evolutionPrivilege expert knowledge, Favour enabling emergentanalysis and interpretation meaning at the ground levelSeparate diagnosis from Diagnosis and interventionintervention intertwined with practice http://www.flickr.com/photos/mauricedb/2706292588/
    • Author Planning LearningWeick& Quinn Episodic change Continuous change(1999)Brews & Hunt (1999) Planning school Learning schoolSeely Brown & Push system Pull systemsHagel (2005)Hutchins (1991) Supervisor reflection Local adjustment and interventionTruex et al (2000) Traditional design Emergent designMarch (1991) Exploitation ExplorationBoehm & Turner Plan-driven Agile(2003)Mintzberg (1989) Deliberate strategy Emergent StrategyKurtz& Snowden Idealistic Naturalistic(2007) http://www.flickr.com/photos/australianshepherds/3593274951/
    • Some better principles Product PeoplePlace Process http://flickr.com/photos/joits/225824796/
    • Committee Developers Academics “Helpdesk”http://www.flickr.com/photos/bribri/126039806/
    • The wrong principles Product PeopleContext Process http://flickr.com/photos/joits/225824796/
    • Some better principles Product PeopleContext Process http://flickr.com/photos/joits/225824796/
    • http://moourl.com/vzi4c http://www.flickr.com/photos/eleaf/2536358399/