KanLib Continuing Education Delivery Methods TF

Tuesday, October 04, 2005

Final Report

Continuing Education Delivery Modes Task Force
Final Report
September 2005

Final Report (PDF)

Final Report (Doc)

We welcome your thoughts and comments!

Tuesday, September 13, 2005

Report DRAFT

Erica is generously hosting the draft of the TF report on the JCL extranet. See it at http://www.jocolibrary.org/files2/extranet/CETFReportdraft.doc.

Saturday, August 27, 2005

Course Management System/Software (Update)

Course Management Systems/Software (CMS)
Also known as Managed Learning Environments (MLE) and
Virtual Learning Environments (VLE)


Description:
“Course management software usually has capabilities in three areas: (1) design interface and content assembly; (2) the facilitation of communication and collaboration; and (3) course management support.” Course Management Software: The Case for Integrating Libraries, David Cohen, CLIR Issues, n. 23 Sep-Oct 2001, http://www.clir.org/pubs/issues/issues23.html#course

“Course Management Software is a label for a wide variety of functionalities that are integrated into a package designed to provide students and faculty with ways of managing course activities. …There are a whole host of functionalities not all of which are included in each package: Controlled access to documents, Discussion forums, File exchange, Internal email, Online journal/notes, Real-time chat, Whiteboard (common writing space), Self-assessment, Student portfolios, Quizzing and scoring, Online grading tools, Registration integration.” Report to Faculty : April 28th, 2004, Instructional Technology Policy Committee, Earlham College, http://www.earlham.edu/~markp/cms/reports_proposals/ITPC/april_26_faculty_report.php

Examples:
Commercial products (expensive but provide the most advanced functionalities):
• Blackboard - http://www.blackboard.com/us/index.aspx
• WebCT, - http://webct.com

Open Source (source code is free or less expensive, but may have limited functionality and technical support):
• CHEF (University of Michigan) - http://www.midwest-itc.org/Share/Docs/CHEFGuide.html
• SAKAI (a consortial effort of M.I.T., Michigan, Indiana and Stanford supported by Mellon Foundation) - http://www.sakaiproject.org
• Moodle (developed and supported by a wide range of institutions; commercial support is also available) - http://moodle.org/

*Advantages:
• Course information is accessible to learners 24/7; learners can access any course information any time.
• Course material transcends time and distance and allows learners to work at times/locations convenient for their schedule and lifestyle and to work ahead or repeat materials as needed.
• Learners work independently and are not dependent on the instructor for information, resources, and materials nor are they constrained by the instructor's pace or schedule. Students also monitor their own progress and success.
• Extensive statistical analysis of activity is available and provides quantitative data for evaluation of learners, content, and delivery mode.

*Disadvantages:
• Requires significant upfront planning and organization time.
• May involve a sacrifice of content time for training time if learners are unfamiliar with the technology needed to participate in the course format.
• Around the clock access creates an expectation of immediate response from the instructor.
• Some elements of the technology (i.e., streamed video clips, slide shows) may not be accessible to the learners due to technology (Internet access, computer capability) limitations.
• Insufficient technical support can inhibit the development and revision of effective course materials.
• Some learners may still prefer the face-to-face interaction available to them in a traditional classroom setting.

*(“Advantages and Challenges of Teaching in an Electronic Environment: The Accommodate Model”, International Journal of Instructional Media, 2004 by Sandy C. Coyner and Peggy L. McCann. http://www.findarticles.com/p/articles/mi_qa3756/is_200401/ai_n9387184)


Requirements for presenter (sponsor): A server sized to match the number of potential users, adequate networking capability and Internet bandwidth to support access, sufficient technical support, content developers, teaching staff well acquainted with the online learning environment selected, stable, adequate funding for timely hardware and software upgrades.

Requirements for participant: Access to adequate computing power and Internet access. Interest in independent learning environments and some technological proficiency.

Thursday, August 25, 2005

A few more thoughts

The lifecycle of the content should help determine the delivery method.

How often the content needs to be refreshed will determine the appropriate delivery method.

The location and concentration of the learners will help determine the delivery method.

Compelling reasons to use e-learning delivery methods:
1. The distance involved in traveling in our state to get face-to-face learning
2. The distance involved in traveling in our state to hold face-to-face meetings (infrastructure and the ability to use the technology gained through e-learning would assist in reducing the "windshield time" for meetings and collaborations)
3. The limited resources, both physical and human
4. Our aging workforce and the ability to hire trained professionals (cost and availability)
5. The speed to produce and the 24/7 availability of content

What does the "spider" mean?


The graphic that I sent out that looked like a spider was showing the different channels or delivery methods (on the right side) and the various drivers or considerations. The author points out that many drivers overlap and some delivery channels overlap and drivers and channels do not map "one-to-one". There is more than one way to deliver learning, with the ultimate being that all ways would be used to deliver all content. The bottom line is that this would be too costly and too time consuming and not all content could be delivered by every method. The author proposed multi-channel delivery to insure that content is delivered through the most effective channel. Different delivery methods may be needed for different phases of a single educational need. For instance, you might start with an e-mail to inform people about the need, followed by a web cast of the subject and eventually have a full self paced class. The author contents that the physical or virtual presence of an instructor is just one way to learn and that the humble book is the delivery channel that has the greatest power. If we can combine the power of the book with current e-learning tools we would have the most powerful method. A general rule is that content that is cheap to develop is expensive to deliver (classroom) and content that is expensive to develop is cheap to deliver (self-paced on-line). Delivery methods should be looked at in the beginning and it is crucial that you look at infrastructure to determine the best delivery method for a particular content.

Wednesday, August 24, 2005

Graphic Comparison

The graphic comparison that I referred to during our last meeting came from an e-book available from netLibrary on the KS Library Card. The title is "E-learning Strategies: How to Get Implementation and Delivery Right First Time", pages 223 and 227. I could not post on the Blog and have sent the pages to you via e-mail.

Tuesday, August 16, 2005

Draft outline of report

Introduction
Assumptions
Narrative Summary of the Survey Results (links to the spreadsheet)
Executive Summary of Delivery Modes (links to each individual full descriptions)
Conclusion

Beginning of draft of conclusion
As a task force, we looked at delivery options beyond the traditional face-to-face education. There is certainly a willingness on the part of librarians to participate in other delivery methods as evidenced in part by the survey results.

This would the master plan and if people know the audience and the content, they could review the plan, and determine which delivery method or which collection of delivery methods would be most effective.
It's important to remember that this document is based on technology that is changing rapidly and will need to be reviewed often. New technologies are likely to emerge that will supercede the technology we've already discussed. Additionally, what libraries can handle with regards to technology and bandwidth capability is also improving rapidly as is the technical abilities of library staff and their willingness to engage and

Actually interacting with these different delivery modes is vital for understanding as well as to increase the interest in utilizing different modes. We would highly recommend that as the state

Library staff will definitely need additional instruction and assistance in the set up of technology. Tech consultants can help with the delivery as long as someone else is helping to create the content. The State Library could provide leadership by providing training and assistance to key players in the community. But it would be important to ensure that key players understand how they will benefit.

Recommendations: We need to think about these, but here's a start....

Technology can and should aid in state-wide delivery of continuing education
Due to the geographical constraints of the state, technology is vital to ensuring a well-educated library community.

The State Library should utilize different delivery methods for meetings and other events in order to ensure the library community is familiar with the different technology options.

As a model of CE delivery, it would be helpful to look at models of delivery such as info people, libraryu,
web junction.

Published text-based formats (Text on paper or online, includes blogs and wikis)

DRAFT

Text on Paper
Text on paper can include such items as bookmarks, tip sheets, Frequently Asked Question handouts, bibliographies, pathfinder or genre guides,
Word processed handouts from a face-to-face workshop or flip chart pages or notes produced in a face-to face interaction.

The advantages of a text-on-paper format are that production costs can be as inexpensive as a standard photocopy machine and plain paper. Multiple copies can be made from a single master. Almost all literate participants will be familiar with the format. Participants in a face-to-face interaction can go from the event with additional content in hand.

The disadvantages of text-on-paper are that the cost to gather data and prepare the original master can be expensive. The production costs can vary depending on the use of multiple colors, photos or graphics and the number of copies produced. Distribution beyond the face-to-face event involves packaging and postage, courier or other point-to-point delivery costs. Adding or updating information requires reproduction of the entire document and can result in confusion as multiple editions of the document are distributed.

Requirements for the Presenter: Human resource time to gather and word process the original document.

Research time to determine the level of sophistication and resulting costs for printing or reproduction.

Packaging and distribution costs if the item is to be distributed to remote users.

Requirments for Participants: Ability to read in the language used for the item.


Text Online
Text Online can include all of the items listed in Text on Paper if tools such as scannres, word processing files and a computer with storage is available.
The format can include some types of document that are text-based but unique to the online environment such as wikis and blogs.

Wiki is a piece of server software that allows users to freely create and edit Web page content using any Web browser. Wiki supports hyperlinks and has a simple text syntax for creating new pages and crosslinks between internal pages on the fly.
Wiki is unusual among group communication mechanisms in that it allows the organization of contributions to be edited in addition to the content itself.
Like many simple concepts, "open editing" has some profound and subtle effects on Wiki usage. Allowing everyday users to create and edit any page in a Web site is exciting in that it encourages democratic use of the Web and promotes content composition by nontechnical users.
Examples:
Ward’s Wiki http://c2.com/cgi/wiki?WelcomeVisitors
Wikipedia http://en.wikipedia.org/wiki/Wiki

A Blog is:
Noun: blog. A shared on-line journal where people can post diary entries about their personal experiences and hobbies - web log. Verb: blog (blogged,blogging) Write, edit or read a blog.
www.wordwebonline.com/en/BLOG

Examples:
Blogger www.blogger.com

Blogwise - A directory of Blogs http://www.blogwise.com/

BlogCity http://www.blog-city.com/bc/


Advantages of the Online Text formats:

The document can be updated without significant distribution costs if the presenter has access to a computer with word processing and the Internet.

Participants can access the information from remote locations if they have a computer with access to the Internet.

Participants can add information in real time.

Costs include:

the human resources to gather pertinent data

computer hardware with sufficient storage and word processing program to produce the document

Internet access costs

Costs to notify participants about the location of the data

Web meeting/conferencing software

1. Brief description of the category including examples
Web Conference systems provide online rooms in order to mimic the experience of a traditional face-to-face meetings and presentations while decreasing the travel and time investments of traditional meetings. Although the communication formats available through Web Conference software packages vary, the basic idea is to organize and conduct a meeting or presentation online and to accommodate a number of participants. Most software systems use a moderator/participant model in which one person in the room is assigned moderator permissions, and a number of participants are accommodated by the online room. To effectively replicate the functionality of a traditional meeting in which participants can interact, share agendas and reports, view presentations, sketch ideas on dry-erase boards, and develop documents, multiple communication tools are utilized by Web Conference software systems. Depending on the software, these communication tools might include one, two, or many of the following: video-conferencing, voice-over IP, shared digital dry-erase boards, text-chat, desktop and application sharing, and Internet co-browsing. Software packages and their options vary widely. Some systems require the use of additional communication methods, such as a teleconference call, in addition to the online meeting software in order to mimic the functionality of a traditional meting. Athough there are many online meeting products, examples of Web Conference software packages include: Click-to-Meet, WebEx, Microsoft LiveMeeting, and Talking Communities (used by the OPAL, or Online Programming for All Libraries consortium). Although Web Conference software is primarily designed for meetings, the online meeting rooms can be used for online programs, training, classes, interviews, and demonstrations.

2. System, software, and hardware requirements for presenter (includes a general idea of cost)
Many Web Conference systems are hosted by the software vendors, and the software and hardware requirements for the presenter are not extensive and not greatly different than the needs of the participants. Software applications are either installed on workstations or consist of browser plug-ins. To present a program or conduct a meeting, most, if not all systems recommend a high-speed Internet connection. In addition, inexpensive microphones are needed for VoIP. However, for more robust systems such as Click-to-Meet, that include videoconferencing, or systems that provide application sharing, presenters can host their own server and Web conferencing applications. These systems are obviously the most expensive with regard to hardware and software, and because they are more complex, they often require training. Other concerns for presenters, particularly presenters interested in hosting their own system, are network performance and security issues. However, non-hosted systems offer more control over the online meeting room space, and the costs can be negated through shared partnerships among libraries or library systems.

The costs for Web Conference system licenses vary widely, and organizations could spend anywhere from a few hundred dollars to thousands of dolloars. Even within a system, there are a number of pricing options. For example, WebEx provides pricing per individual meeting. Most vendors also charge more per seat. For OPAL, which is the library consortium using Talking Communities software, the price is very reasonable. For 2005, member libraries agree to presnet at least two public national programs and to contribute $200 which gives them access to the OPAL auditorium (a large online meeting room which accommodates hundreds of participants and is available to all participants nationally) and a smaller 20-seat individual room which the library can use as they wish. Additionally, libraries can share the costs by sharing an online room among many partner libraries.

3. System, software, and hardware requirements for participants (includes a general idea of cost)
For most Web conferencing system, there are very few requirements for participants, and almost no costs. Most software systems work best on high-speed networks—particularly those systems that include videoconferencing and application sharing. All systems require participants to download a browser plug-in or other small application. The biggest issue with these plug-ins and other applications is that people wanting to attend an online meeting or program at work will need to have administrative rights on their workstations or will have to have their information technology department install the applications. In addition to a workstation with an Internet connection, the only other hardware requirement would include a microphone for VoIP and web-camera for videoconferencing.

4. Advantages and disadvantages

Advantages
Eliminate travel costs.
Saves time.
Most systems provide the option to record the presentations. These recordings can easily be turned into podcasts and archived presentations available for future use.
Many systems (like Talking Communities) are very easy to use and require no training.
Flexible delivery, access, and pricing models to fit every need.
As collaboration and cross-agency partnership become daily activities for the majority of organizations, flexible, functional online meeting space is necessarily to conduct business. The online meeting software packages are very successful in re-creating the face-to-face experience without the travel and time costs associated with traditional meetings.
Some systems (again, like Talking Communities) are specifically built to be accessible to the visually impaired. However, not all online conference systems are as accessible.

Disadvantages
Although the set up for participants is minimal, much of the success of Web conference systems depends on the individual participants to install and troubleshoot the software and hardware required per system. Because the participants are often separated geographically and using different operating systems, networks, and local variations regarding client configurations, it is difficult for the presenter to help troubleshoot the problems.
Many systems are not fully compatible with Mac and Linux systems.
With more robust systems, the software is much more complex and can require training.
Although there is potentially a higher functionality with the more robust systems that include videoconferencing and application sharing, there are also higher risks for errors, network problems, and system failures.

5. Number of people that can be served
There are virtually no limits to the number of people who can be served by this format inherent to Web Conferencing software. The systems accommodate anything from very small one-on-one meetings to very large presentations with hundreds of participants. Because most software packages also provide the option to record presentations, the systems can serve an unlimited number of people after the live presentation through archives and podcasts.

Course Management Systems

This is Joan Hughes' information on Course Management Systems (CMS) that was inadvertently posted as a comment to the Online Learning Communities post.

Online Course Management Software.

This has been a difficult research project for me. I got online to both websites for Blackboard and WebCt and really didn't understand their technical language. I called the WebCt support line and they were going to e-mail me some information which I haven't received as yet. Prices they told me varied according to the product that was purchased.

I couldn't find any piece of information that told me what was needed for either the person taking a course or the presenter. Of course you do need an online connection.

I did speak to a former co-worker who has used both and she liked WebCt better because e-mails were limited to the system and not sent to general e-mails like they were on Blackboard. My own experience with WebCt was limited to one class with Butler Community College. I understood what I was supposed to do and it was easy to use and was forgiving if you made a mistake.

I know that Blackboard is used at KU and ESU and WebCt at Butler County Community College. If necessary we might want to talk with their computer/technical people and find out more. Since this can be edited by anyone on the committee, please feel free to do so.
Joan Hughes

By joan hughes, at 3:13 PM

Task Force Survey Results

Full survey results available at: http://www.jocolibrary.org/files2/extranet/taskforcesurvey.xls
Total responding: 68

Overall, how would you rate your online or technology aided continuing education experiences?
Very unsatisfactory 3.08%
Unsatisfactory 10.77%
Satisfactory 61.54%
Excellent 24.62%


How likely are you to utilize online or technology aided continuing education delivery methods in the future?
Unlikely 6.15%
Likely 36.92%
Definitely will 56.92%


What type of library are you associated with?
Academic 20.9%
School 2.99%
Public 53.73%
Special 7.46%
Other 14.93%

Thursday, August 11, 2005

Online Learning Communities

Description:
“An online learning community is a social and collaborative network using a shared Web-based space. Online communities use technology to bring people together. Members discuss issues, conduct brainstorms, seek advice, take polls, work together on projects, hold meetings, and share best practices.

Online community members also publish comments and documents, make suggestions, ask questions, and host or take part in “live” online events in the community. Unlike the pre-published content of a traditional website, content in an online community emerges from the users’ own activities.” (http://www.bccampus.ca/Page96.aspx)

An online learning community may also deliver recorded or live training and continuing education.


Examples:

WebJunction (http://www.webjunction.org/)
Mission: To be “an online community where library staff meet to share ideas, solve problems, take online courses - and have fun.”

WebJunction is a true online learning community as much of the content available to the community is generated by the community. The 6 main content areas of WebJunction are: Policies and Practices, Technology Resources, Buying and Funding, Service to Libraries, Learning Center, and Community Center. The main focus has been “public access computing”, but WebJunction is undertaking several projects, including the state partners project to expand the content available to WebJunction members.

Anyone can register for a free WebJunction account which gives them access to a diverse array of resources. The Learning Center houses online courses, including several course series covering dozens of topics suggested by librarians and library staff. Because online training isn't right for every situation, WebJunction provides resources to help members structure and conduct live, in-house training for every stage of development from the initial plan to implementation, and train-the-trainer resources to promote sustainability.

The WebJunction community hosts discussions covering a wide range of topics, including software, hardware, public access policies, etc. and offers live, online presentations and workshops accessible from the member’s desktop. As of January 31, 2005 WebJunction began charging for some of the courses in the Learning Center because they are no longer covered by grant funding. Course fees are moderate. State partners have access to these course for their constituencies at no charge to the endusers.

The Infopeople Project (http://www.infopeople.org/)
Mission: “The Infopeople Project improves the quality of information access to the people of California by upgrading the skills, resources, and tools available through libraries.”

The Infopeople Project disseminates training through a top-down model, but offers both online, recorded training and live, face-to-face workshops through the California State Library. Training is open to all members of the California library community-academic, public, school, and special. Training modes include a video conference network.

Infopeople training is tailored to libraries' needs, is developed and presented by experienced library professionals, offers hands-on exercises based on actual library situations, supplies high-quality custom handout materials, accommodates varying levels of expertise, provides individual workstations for computer-based instruction and offers post-workshop assistance from instructors. Training is offered at locations throughout the state of California and online. Infopeople charges a modest fee to assist in cost recovery.

Other features are a California Library Training Clearinghouse, a “Resources” collection of original content including tutorials, quickguides, fact sheets, articles and reports, webliographies, and product reviews and “wazzup?”, a weblog that delivers the latest information about Infopeople, including website changes, training events, new tools and products and library-related news and information of general interest.

LibraryU (http://learning.libraryu.org/home/)
LibraryU and its enhanced version, LibraryU , are free web based training provided to Illinois Librarians 24/7. Training courses were initially developed by a number of Illinois Library systems through an LSTA grant and enlarged to become a statewide training model through funding provided by the Gates Foundation to the Illinois State Library.

According to LibraryU, web based training is more convenient and less costly than traveling for continuing education. Online training also aids librarians in gaining the technology skills necessary to their work and as a result leads to improved library service.

LibraryU offers courses for administrators/directors, reference staff, young adult librarians, trustees, front line library staff, and public service librarians. Course categories listed by the Library U website include administrative skills, cataloguing, community building, customer service, information services, marketing, public library, trustees, and public sector services.

Participants can register for a Library U account or take demonstration courses anonymously. Registered participatnts can track their progress and receive a certificate when they complete a module. Other features of the LibraryU community are note taking capability and the ability to communicate with instructors and other students.


Advantages of Online Learning Communities:
• One stop “shopping” for continuing education in recorded formats
• Interactive and rapid access to assistance with individual member issues and problems
• No need to “reinvent the wheel” if we participate in an existing community
• Reduced development costs resulting from the collaborative nature of the community
• 24/7 access to learning materials
• Readily available resources to assist in development of face-to-face training
• Participating in a community that extends beyond our state borders


Disadvantages of Online Learning Communities:
• Cost of development of our own learning community or of membership fees if we join an existing community
• Need for well developed, coordinated network of human and technology resources if we develop our own community
• Some restrictions in customization of content for our users if we join an existing community
• Existing content does not cover entire scope and sequence of existing professional development and continuing education needs
• Participating in a community that represents widely diverse needs and ideas
• A lack of trustee-specific training


Number of participants served:
Potentially, every librarian, library staff member and trustee working in Kansas.


Requirements for presenter (sponsor):
• Stable, renewable and adequate funding
• Human resources dedicated to the coordination of collaborative development, marketing and end-user training


Requirements for participant:
• A computer with Internet access (preferably broadband)
• Familiarity with web browsing applications
• Time to devote to exploration and online training