A presentation given by Gail Matthews-DeNatale, Robert Kuhn, and Braddlee to the 2007 NERCOMP annual conference.

1. Developing a Shared Vision
for Academic Technology
on Your Campus
Braddlee, Ph.D.
Director, Academic Technology
Robert Kuhn, Ph.D.
Executive Director, Technology
Gail Matthews-DeNatale, Ph.D.
Associate Director, Academic Technology
Simmons College, Boston, February, 2007
Additional Perspectives
Lisa Chapnick
Senior Vice President
Administration & Planning
Stefan Krug
Dean
School of Social Work
Gary Bailey
Faculty
School of Social Work
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2. Presentation Overview
• Definition What do we mean by SATV?
• Rationale Why strive for a shared vision?
• Framework What are the essential elements?
• Examples What does it look like in action?
• Alternatives, Why not use other models?
Pros & Cons What are the benefits and
challenges of our model?
• Lessons Learned
What is SATV?
• Shared Academic Technology Vision
• Campus-wide
• Short timeline (fall semester, 2006)
• Goals
• shared language for discussing AT
• informed decision-making
• broad participation in setting priorities
• broad investment in outcomes
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3. The SATV Context
Technology Planning at Simmons
2000 2003 2006
plan plan plan
implement implement implement
Rationale
A Recurring Dilemma
• Academics often do not fully
understand the possibilities and
implications of educational
technology.
• Technologists often do not fully
understand the needs and
occupational cultures of those
whom they serve.
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4. Rationale
Addressing the Gap
• Effective strategic decision-making
must be preceded by a thoughtful
process of mutual education.
Rationale
You Can’t Know What You Don’t Know
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5. Framework: Conceptual
Framework: Conceptual
Goals, Inclusion, and Resource Toolkit
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6. Framework: Conceptual
• Focus: Framework of priorities, goals
• Include: College-wide and school-based
• Educate: Briefing documents,
demonstrations, presentations
• Iterate: Multiple strategies for input,
report results
• Open Up: Sharing financials, tradeoffs
Framework: Temporal
2006
Jan - April May - Aug Sept - Dec
- SATV Set - Planning - 1st College Meeting
as Priority - Briefing - School Meetings
Document - 2nd College Meeting
Development - 3rd College Meeting
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7. Examples: Focus
Pre-identify Potential Priorities
Discipline-
specific
technologies Innovation and
Learning emerging technologies
environments
Learning
Online learning
management system
and distance education
Examples: Focus
Commit to Fundamental Components
Student
fluency
Faculty
Roles &
fluency
rewards
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8. Examples: Include
• Planning Team
• College-wide Working Group
• School-based Processes
Examples: Educate
• SATV Briefing
Document
• Emerging
Technologies
Document
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9. Example: Educate
Briefing Documents Can Be Revisited
Examples: Educate
Demonstrations
Discipline-Specific Technologies, Page 12
• Example:
Modeling/
Visualization
JMOL presents 3D
Models used by
Len Soltzberg in his
Chemistry courses
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10. Examples: Educate
Presentations
Innovation/Emerging Technologies, Page 13
• Example:
ePortfolios
SSW initiative
Examples: Educate
Requires
Faculty 
Fluency
Student 
Fluency
Roles 
& Rewards
Resources $$$
Timeframe
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11. Example: Educate
Tether the Vision Process to Reality
Examples: Iterate
Results of Clicker Vote on Impact
A Few Courses Multiple Departments 2-3 Schools Simmons-wide
90.00%
80.00%
70.00%
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
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12. Examples: Iterate
Share Results of Votes
CAS SSW Discipline Specific
SOM SOM LIS SSW
podcast eport ongoing ongoing
Innovation
SHS SHS CAS
support depth depth
LMS
LIS SOM SSW
hybrid hybrid hybrid
Online Learning
CAS
formal Learning Environments
Examples: Open Up
Current Funding Allocations
~ $4.6 million ~ $2 million
Immoveable: Networks, Learning Environments
servers, hardware, software, Learning Management System
security, staff, etc. Discipline Specific
Technologies
Innovation & ET
Online Learning
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13. Examples: Open Up
Be Honest, Give Data and Authority
Alternatives, Pros & Cons
• Considered Alternatives
• Most models focus on grassroots
community building, not on strategic
decision-making.
• Wanted a model that had elements of
top-down AND bottom-up.
• Wanted to seize a time-sensitive
opportunity.
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14. Alternatives, Pros & Cons
• Pros of our Model
• Deans fully involved
• Energy on campus was palpable
• Dramatic increase in awareness,
dialogue, visibility, and involvement
• Cons of our Model
• Labor intensive
• Designed as it was implemented
• Little time for reflection
Alternatives, Pros & Cons
Getting to Learn from Others
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15. Lessons Learned
• With this process of winnowing
down, setup is critical
• Select potential priorities with care
• Ours had some confusing overlaps
• Be consistent in referencing
priorities (don’t change terms)
• Be prepared to live with the results --
don’t ask if you aren’t sincere about
following through
Lessons Learned
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16. Discussion
• Questions, comments?
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