Concerning Their Concerns: Using CBAM to Map Support for a Transition<br />Amber D. Evans, Documentation and Training Coor...
Who we are (& What we do)<br />FDI provides teaching and learning opportunities integrating technology in research, servic...
Where to Start?<br />There needs to be a central group that handles general computing help.<br />That group can be the fro...
Adopting Something New<br />Concerns-Based Adoption Model (CBAM) (Hall, 1975,1979; Hord, Hall, et al., 1987)<br />Training...
Concerns-Based Adoption Model<br />“Developed to represent the highly complex process entailed when educational institutio...
FDI’s Role in CBAM<br />Focus: Users. (“I”)<br />Training =<br />Education, Consultation, Mentoring =<br />Interest Groups...
Grounded in Pedagogical Research<br />7<br />
Training Refocused (late Spring 2009)<br />
Training, Education, Consultation, & Mentoring<br />Workshops, multi-day sessions, interest groups, pedagogy, instructiona...
Provide Resources<br />Training materials, tutorials, online recorded workshops, handouts, web sites, presentations, Eleme...
Answer to “Why use this technology?”<br />Grounded in Pedagogical Research<br />Computer Allocation & Distribution<br />Tr...
OCS’s Role in CBAM<br />Focus: Using the technology.<br />Technology QA & Availability = <br />User & Technology Support =...
2nd Tier Phone, Email & Consultant support<br />Blackboard, Scholar (Sakai), ePortfolio, DyKnow, Courseware, iTunes, Cours...
Provide Documentation<br />Camtasia tutorials, online video tutorials, recorded video workshops, handouts, web sites, Scho...
Answer to “How should I use this technology?”<br />2nd Tier Phone, Email, & Consultation Support<br />Provide Documentatio...
UCS’s Role in CBAM<br />Focus: Providing user support & direction.<br />User & Technology Support = <br />KnowledgeBase =<...
University Computing Support/4Help<br />17<br />24/7 Customer Support Call Center<br />Agents reset passwords<br />Monitor...
The CKM KnowledgeBase<br />The Knowledgebase. <br />The answers.vt.edu knowledge base contains over 1800 active articles w...
Answer to “How does this technology work?”<br />1st Tier Phone, Email, & In-person Support<br />Provide & Maintain Resourc...
Case Study #1 Phone Ticket<br />Client calls 4Help with a question on a Blackboard course.<br />Consultant will search ans...
The OCS staff receive the ticket from UCS.<br />OCS Staff review & revise their own dept. wiki for possible “canned answer...
OCS occasionally provides the user with one-on-one quality customer service. This may include in-office or small group con...
FDI personnel receives the ticket from OCS.<br />FDI clarifies the issue, problem, or request with the original requestor ...
Feedback & Evaluations are Paramount!<br />FDI, OCS, & UCS work together to:<br />Determine recurring issues, problems, & ...
Shared with Users<br />Learning Systems portal<br />OCS Support Page<br />FDI Online Tutorials<br />Computing.vt.edu<br />...
FDI, OCS, & UCS Together<br />Focus: <br />Users.<br />Using the technology.<br />Providing user & technology support.<br ...
Contact Information<br />
References<br />George, A. A., Hall, G. E., & Stiegelbauer , S. M. (2006). Measuring implementation in schools: The Stages...
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Concerning Their Concerns: Using CBAM to Map Support for a Transition

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Virginia Tech is transitioning to Sakai. Effectively addressing Faculty, Staff, & Student concerns play a significant role in successfully adopting innovation. Our application of the Concerns-Based Approach Model includes assessing resources, then mapping optimal lines of communication and support structures to successfully implement Sakai.

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  • = Amber D. Evans (OCS Training and Documentation Coordinator) =Dave McPherson will be unable to participate in today’s session.
  • = Amber D. Evans (OCS Training and Documentation Coordinator) == Dave McPherson (OCS Product Manager) =FDI provides teaching and learning opportunities integrating technology in research, service, outreach, and teaching. Grounded in sound principles of learning. Employs a thorough knowledge of integrating technology for effectiveness and efficiency of effort. FDI is also a small group of folks: Ed Schwartz, Eddie Watson, Amber D. Evans, 2 GAs. They have a lot of people to support: faculty, staff, and graduate students.OCS provides personable customer service as second tier phone, online, & in-person computing for select online course systems. Directly supports FDI learning objectives and systems (e.g., Blackboard, Sakai, Dyknow, iTunes, etc.). OCS is a small group of folks: Dave McPherson, Ed McPherson, Amber D. Evans.UCS provides personable customer service as first tier phone, online, & in-person computing helpdesk assistance for all VT end-users. UCS has about 9 full-time employees and about 14-20 part-time student workers. 1,2,and 3 Tier Support Technicians and UCS is comprised of: 4HELP and Content and Knowledge Management (CKM) (maintaining the KB online and the directly listing of IT services and support).All groups, have a lot of people to support: 1,500 faculty & 25,000 students, plus retirees and alumni.
  • = Dave McPherson (OCS Product Manager) =
  • = Amber D. Evans (OCS Training and Documentation Coordinator) =
  • = Amber D. Evans (OCS Training and Documentation Coordinator) =Highlighted in peach is the stage where participants ask, “How can I master the skills and fit it all in?” Instead of just being a focus on the “self,” they now begin to focus on information and resources. They recognize the time investment and the task before them, but have accepted it as part of the process. This is where myriad resources for support become critical! Without the “on my own time” support, they will flounder and possibly fail!
  • Concerning Their Concerns: Using CBAM to Map Support for a Transition

    1. 1. Concerning Their Concerns: Using CBAM to Map Support for a Transition<br />Amber D. Evans, Documentation and Training Coordinator<br />Dave McPherson, Product Manager<br />Online Course Systems, Virginia Tech<br />
    2. 2. Who we are (& What we do)<br />FDI provides teaching and learning opportunities integrating technology in research, service, outreach, and teaching.<br />OCS provides personable customer service as second tier phone, online, & in-person computing for select online course systems.<br />UCS provides personable customer service as first tier phone, online, & in-person computing helpdesk assistance for all VT end-users.<br />2<br />
    3. 3. Where to Start?<br />There needs to be a central group that handles general computing help.<br />That group can be the front door for your other groups on campus.<br />Think of this as a wagon wheel with that group as the hub and the other groups as the spokes.<br />July 2009<br />10th Sakai Conference - Boston, MA, U.S.A.<br />3<br />
    4. 4. Adopting Something New<br />Concerns-Based Adoption Model (CBAM) (Hall, 1975,1979; Hord, Hall, et al., 1987)<br />Training & Education<br />Consultation & Mentoring<br />Interest Groups<br />References, Resources, & Support!<br />4<br />
    5. 5. Concerns-Based Adoption Model<br />“Developed to represent the highly complex process entailed when educational institutions become involved in adopting innovations” (Hall, 1975, p. 5)<br />CBAM: A Model of the People Development Process<br />Focus on the USER!<br />5<br />
    6. 6. FDI’s Role in CBAM<br />Focus: Users. (“I”)<br />Training =<br />Education, Consultation, Mentoring =<br />Interest Groups =<br />6<br />
    7. 7. Grounded in Pedagogical Research<br />7<br />
    8. 8. Training Refocused (late Spring 2009)<br />
    9. 9. Training, Education, Consultation, & Mentoring<br />Workshops, multi-day sessions, interest groups, pedagogy, instructional design, technology, grants, awards, recognition<br />9<br />
    10. 10. Provide Resources<br />Training materials, tutorials, online recorded workshops, handouts, web sites, presentations, ElementK, etc.<br />10<br />
    11. 11. Answer to “Why use this technology?”<br />Grounded in Pedagogical Research<br />Computer Allocation & Distribution<br />Training, Education, Consultation, & Mentoring<br />Provide Resources<br />11<br />
    12. 12. OCS’s Role in CBAM<br />Focus: Using the technology.<br />Technology QA & Availability = <br />User & Technology Support = <br />Consultation =<br />12<br />
    13. 13. 2nd Tier Phone, Email & Consultant support<br />Blackboard, Scholar (Sakai), ePortfolio, DyKnow, Courseware, iTunes, Course Evaluation<br />13<br />
    14. 14. Provide Documentation<br />Camtasia tutorials, online video tutorials, recorded video workshops, handouts, web sites, Scholar sites, etc.<br />14<br />
    15. 15. Answer to “How should I use this technology?”<br />2nd Tier Phone, Email, & Consultation Support<br />Provide Documentation<br />15<br />
    16. 16. UCS’s Role in CBAM<br />Focus: Providing user support & direction.<br />User & Technology Support = <br />KnowledgeBase =<br />Redirection =<br />16<br />
    17. 17. University Computing Support/4Help<br />17<br />24/7 Customer Support Call Center<br />Agents reset passwords<br />Monitor system outages<br />Take questions on computer-related problems<br />1st Tier Customer Support Center (4Help)<br />Phone, Email, & In-Person Help<br />Monday-Friday 8:00pm to 5:00pm<br />
    18. 18. The CKM KnowledgeBase<br />The Knowledgebase. <br />The answers.vt.edu knowledge base contains over 1800 active articles with answers to computing and technology questions. The knowledge base is available 24 hours a day, seven days a week at answers.vt.edu. <br />Formal review process of existing articles.<br />Articles are review yearly to ensure they are up-to-date and still required.<br />Collaboration with other departments<br />OCS migrated articles on Scholar and Blackboard to knowledgebase. OCS has established a transfer process for questions beyond the scope of the KB articles.<br />Client suggestions<br />Review feedback submissions for potential additions to knowledgebase.<br />18<br />
    19. 19. Answer to “How does this technology work?”<br />1st Tier Phone, Email, & In-person Support<br />Provide & Maintain Resources<br />Computing website<br />KnowledgeBase<br />19<br />University Computing Support/4Help<br />
    20. 20. Case Study #1 Phone Ticket<br />Client calls 4Help with a question on a Blackboard course.<br />Consultant will search answers.vt.edu for article and talk user through the step. <br />Consultant will send follow up email including a link to both the appropriate KB article and to the KnowledgeBase in general for future reference.<br />If unable to find an appropriate article, consultant will transfer the ticket to OCS.<br />Case Study #2 Email Ticket<br />Client emails 4Help with a Scholar question.<br />Consultant will email client restating their question. They will include a link to both the appropriate KB article and to the KnowledgeBase in general for future reference.<br />If unable to find an appropriate article, consultant will transfer the ticket to OCS.<br />20<br />Typical Scenarios (UCS)<br />
    21. 21. The OCS staff receive the ticket from UCS.<br />OCS Staff review & revise their own dept. wiki for possible “canned answers” or instructions for troubleshooting the issue.<br />OCS staff reference their own documentation and provide links to appropriate online materials or to appropriate upcoming trainings (conducted through FDI).<br />OCS staff corresponds predominantly via email (& phone).<br />If unable to resolve the issue, an in-person consultation will be arranged.<br />Instructional Design consultations are with FDI personnel.<br />Advanced Technical consultations are with OCS personnel.<br />21<br />Typical Scenarios (OCS)<br />
    22. 22. OCS occasionally provides the user with one-on-one quality customer service. This may include in-office or small group conference room how-to instruction, troubleshooting, or problem-solving errors, as necessary.<br />OCS consults with UCS, FDI, & Sys/Dev to:<br />Check if there is a recurring issue, problem, or request.<br />Determine existing documentation, videos, KB articles.<br />Determine if problems are a result of bugs or errors in the technology. <br />OCS reports problems via JIRA tickets.<br />22<br />Typical Scenarios (OCS)<br />
    23. 23. FDI personnel receives the ticket from OCS.<br />FDI clarifies the issue, problem, or request with the original requestor via email or phone.<br />FDI notes in JIRA if this is a recurring issue, problem, or request<br />Information used to inform training schedule.<br />“Entry-level” (Awareness) Problem<br />User encouraged to attend FDI training session(s) or to watch pre-recorded workshop sessions.<br />Directed to myriad of online resources.<br />“Mid-level+” (Pedagogy or Technical) Problem<br />Same Dept. Mentor / Buddy system<br />Consultation with FDI Instructional Designer.<br />Consultation with OCS Personnel.<br />23<br />Typical Scenarios (FDI)<br />
    24. 24. Feedback & Evaluations are Paramount!<br />FDI, OCS, & UCS work together to:<br />Determine recurring issues, problems, & requests.<br />4Help Remedy queue, OCS communications<br />Review usage statistics & bug reports.<br />Review workshop evaluations.<br />Determine if there is a need for (additional or revised) documentation, videos, KB articles, training, etc.<br />Share Resources<br />Preemptively address future user concerns.<br />Keep materials up-to-date.<br />Resources for different needs, purposes, & preferences.<br />24<br />
    25. 25. Shared with Users<br />Learning Systems portal<br />OCS Support Page<br />FDI Online Tutorials<br />Computing.vt.edu<br />KnowledgeBase<br />4Help web form<br />Specific Examples:<br />Scholar FDI Workshop Demo Course<br />Track C – Using the Web for Instruction: Scholar & Other Tools<br />Scholar Help Manual<br />25<br />
    26. 26. FDI, OCS, & UCS Together<br />Focus: <br />Users.<br />Using the technology.<br />Providing user & technology support.<br />References, Resources, Documentation, & Support = ALL Stages of Concern addressed!<br />26<br />
    27. 27. Contact Information<br />
    28. 28. References<br />George, A. A., Hall, G. E., & Stiegelbauer , S. M. (2006). Measuring implementation in schools: The Stages of Concern Questionnaire, http://www.sedl.org/pubs/catalog/items/cbam16.html<br />Hall, G. E. (1974, April).  The Concerns-Based Adoption Model: A developmental conceptualization of the adoption process within educational institutions.  Paper presented at the Annual Meeting of the American Educational Research Association in Chicago, Illinois.  http://bit.ly/t92K5<br />Hall, G. E. & Hord, S. M. (2001). Implementing change: Patterns, principles, and potholes. Needham Heights, MA: Allyn and Bacon.<br />Hall, G. E., & Hord, S. M. (1987). Change in schools: Facilitating the process. New York: State University of New York Press.<br />Rogers, E. M. (2003). Diffusion of innovations, Glencoe: Free Press, http://books.google.com/books?id=9U1K5LjUOwEC&printsec=frontcover&dq=diffusion+of+innovations<br />Sweeny, B. (2003). CBAM: A model of the people development process, http://www.mentoring-association.org/membersonly/CBAM.html<br />July 2009<br />10th Sakai Conference - Boston, MA, U.S.A.<br />28<br />

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