e-Learning: Facilitating Learning through Technology

1
e-Learning Facilitating Learning through
Technology

• Bob Bostrom
• Terry College of Business
• University of Georgia
• bostrom_at_terry.uga.edu

Tutorial Resources available at
http//www.terry.uga.edu/people/rbostrom/ Click
on e-Learning under Resources
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HOW LEARNING IS DELIVERED The evolution of
training technologies
1800s-1980s
Mid 1980s - mid 1990s
1996 to present

• CDs
• Web-based Technologies that support
• Asynchronous
• Synchronous
• Self-paced Learning

• Video Conferencing
• Satellite Broadcasts
• Audio Video Tapes
• Computer-Based Train.

• Correspondence Courses
• Audio Tapes

3
Ford Learning Network e-Learning Example

• Touches 125,000 employees, 30,000 on regular
  basis
• One searchable portal search capability critical
  (neural-net search system)
• Contains
• 400,000 titles, including 1500 on-line courses,
  800 classroom courses, and 1900 e-books, and
  internal resources
• 48,000 20-minute learning objects in various
  media designed as just-in-time solutions or
  refreshers
• Much of material is mapped to job-role
  competencies employees self-assess skills,
  determine gaps, find training
• Track value of training on the job
• Reference http//www.clomedia.com/content/templat
  es/clo_cloprofile.asp?articleid180zoneid4

4
Academic e-Learning Examples

• Designed, implemented and taught in UGA PwC/IBM
  MBA program (both design of curriculum and
  technical infrastructure) see web site for
  paper
• MITs OpenCourseWare Project http//ocw.mit.edu/
  (virtually all of MITs course available free by
  2007)
• Michigan Virtual University http//www.mivu.org/
  (MVU founded by state government cooperative
  effort with higher education and industry see IT
  training initiative)
• New Jersey Institute of Technology
  http//cpe.njit.edu/ (a leader in e-Learning
  since 1978 degree and professional programs)
• Sanford Center for Professional Development
  http//scpd.stanford.edu/
• NYU Online launched in 1998, closed it doors in
  late 2001 (Spent 25 million)

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LEARNING IS MOVING ONLINE Do for us?

• Reaches more people (Access)
• Universal access via the Web
• Improved Quality?
• Time money savings are obvious
• travel costs, delivery delays
• increase ROI from training expenditures
• Offers new possibilities
• Anytime, anyplace training (smaller modules) Key
  value proposition time and/or place independent
• Improving performance
• Bottom Line Continuous/Lifelong Learning

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The biggest growth in the Internet, and the area
that will prove to be one of the biggest agents
of change, will be in on-line training, or
e-learning. John Chambers, CEO, Cisco
7
e-Learning
e-Learning refers to the technology supporting
learning activities in any of the following
environments.
TIME
SAME (Synchronous)
DIFFERENT (Asynchronous)
PLACE
Same
Face To Face Interaction
Ongoing Coordination
CLASS
AnyTime AnyWhere AnyOne
Different
Simultaneous interaction across distances
Interaction across time and distance
Virtual Classroom (Centra, Interwise) Instant
Messaging
E-Mail, LMS, LCS (Blackboard)
Distance/Distributed Learning learning in which
the learner and learning resources are separated
by time and/or space.
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Can Technology Facilitate Learning? YES NO MAYBE
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What technology do you use now in your classes?

• Website
• Static or Dynamic (interactivity)?
• Course Management Systems
• Blackboard
• WebCT
• Other
• Collaboration tools
• Email
• Listserv (Group Email)
• Instant Messaging
• Audio/Video Conferencing
• Virtual Classroom
• Threaded discussions
• Other (Groove, etc.)

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Tutorial Outcomes

• Purpose provide an overview of e-learning to
  encourage and facilitate IS professionals
  teaching and research efforts.
• The ultimate question is Can technology really
  facilitate learning? If yes, how do we use
  technology effectively to help activate and
  challenge our learners? To answer these
  questions, this tutorial
• Provides a technology map of e-learning
  technology that can be used to support learning
  in a classroom or from a distance
• Outlines key research issues in e-learning
  focusing on those where IS research can add
  value
• Shares best practices for implementing and using
  technology effectively in IS learning situations
  and
• Discuss how instructor roles and skills need to
  change to be effective in technology-supported
  environments, particularly in distance learning
  situations..

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• Relevance of e-Learning to IS Field
• (How I find myself presenting this tutorial?)
• IT/IS artifact/technology is a core object of the
  field (Learning Systems are an emerging and
  important technology)
• Relevant IS Contexts where Learning Systems are
  Embedded
• Business Organizations
• Academic Organizations (primarily Colleges)
• Training and education in business knowledge and
  skills especially IS (my love for teaching and
  training)
• IS Foundational Research Streams
• Group Support Systems/Digital Collaboration
• Computer Training (software, applications
  systems, end-users, etc.)
• e-Learning/technology-mediated learning (my
  experience implementing an e-Learning MBA
  program)
• Primary Reference Disciplines Education,
  Computer Science, and Psychology

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• Information Systems Field/Community
• CENTRAL/CORE OBJECTS
• Information System (IS) / Information Technology
  (IT) IT Artifact
• System Development Process/Change Process
• Context IT embedded Organizational System
  (Process/Task, Roles/Structure, People,
  Outcomes)
• Core Concept Systems
• OUTCOMES / INTENTIONS
• Applied - Added Value (Technology Improves the
  System)
• Contributions to Knowledge Domains
• Technology Design
• Technology Effects/Impacts on contexts embedded
• Technology Adoption (Diffusion, Use)
• Contributions to Other Fields
• Benbasat and Zmud, The Identity Crisis (MISQ,
  June 2003)
• Nomological Net IT Artifact, Usage, Impact, IT
  Capabilities and Practices
• Too many research models include neither the IT
  artifact nor at least one elements of nomological
  net need to focus on IT artifact and Net

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Blended e-Learning
Traditional Classroom ( Same Time Place)

• Online Anytime
• Asynchronous
• Primarily Diff. Time Place
• Database Centric (Shared information spaces)
• Key Tools
• Learning Management Systems (LMS, LCMS)
• Learning Team Shared Spaces
• Discussion Databases
• Group and Individual email

• Online Live
• Synchronous/Real Time
• Primarily Same Time Diff. Place
• Communication Centric
• Key Tools
• Instant Messaging/Chat
• Audio/video conferencing
• Virtual Classrooms
• Electronic Meeting Systems

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e-Learning Aliases

• Online learning/Training
• Web-based learning/training
• Virtual learning
• Distributed learning
• Distance learning
• Asynchronous Learning Networks
• Technology-Supported/Mediated/Facilitated
  Learning
• Networked Learning
• Electronic learning
• Collaborative electronic learning
• Electronic Performance Support
• Workflow-based learning
• Learning/Training

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e-Learning Content Creation Tools(Content
delivered electronically)

• Text/Words Word
• Audio (Regular, Streaming)
• Video (Regular, Streaming)
• Photographs/Pictures/Images Photoshop
• Diagrams MindManager
• Animation Flash
• Simulations RoboDemo
• Presentations/Slide Show PowerPoint
• Multimedia Presentations (audio, video, slides,
  audio in text) Producer, AgilityPresenter,
  iCreate, TurboDemo, Breeze
• Classroom Presentations Captured
• Authoring Systems Authorware, ToolBook
• Web Site Development tools DreamWeaver,
  Frontpage
• Other Software Excel, etc.

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Electronic Content is Everywhere!

• Colleagues, Professional Organizations, and
  Learning Communities
• IT ACM Professional Development
  http//pd.acm.org/
• For a good talk on Emotional Intelligence (EI)
  and Listening, see http//stanford-online.stanford
  .edu/milo/
• IT/MIS http//www.isworld.org/
• Conferences
• Techlearn 2002 http//www.techlearn.net/layout/de
  fault.cfm
• IT Content GarnterLive http//www.gartner.com/gar
  tnerlive.html
• Vendors and Learning Portals (buy, many free
  courses, or have made)
• IT, Business and Leadership http//www.skillsoft.
  com/
• Fathom http//www.fathom.com/
• Most Virtual Classroom vendors offer free
  seminars and recordings (for example see
  http//www.interwise.com/live/livecatalog.asp)
• Publishers/Book Sellers
• Laudon book web site http//www.prenhall.com/laud
  on/
• Barnes and Noble University http//www.barnesandn
  obleuniversity.com/
• TRENDS
• More content available, easily accessible and
  transferable (standards)
• Impact on Teaching role
• Finding, evaluating, and selecting content
• Chunking (smaller learning objects/activities)
  Sequencing Content

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University Entrepreneurs

• More than 2,000 SkillSoft courses are eligible
  for credit at Drexel University. To receive
  credit for a SkillSoft course, a student must
  obtain a grade of 70 percent or higher on the
  course test. Students receive one credit for
  every ten contact hours associated with a
  SkillSoft course. For instance, successful
  completion of SkillSofts Six Sigma course
  series, comprised of eight courses, would earn
  the learner a minimum of 3 college credits. For
  more information on how to obtain credit for
  SkillSoft courses and for a catalog of online
  programs offered by Drexel, go to
  www.drexel.com/skillsoft (taken from Skillsoft
  web site)
• A CASE STUDY OF WEB-BASED LEARNING THE MICHIGAN
  VIRTUAL UNIVERSITY IT TRAINING INITIATIVE James
  J. Cappel Central Michigan University, Jonathan
  M. Ahlbrand Michigan Virtual University (AMCIS
  2002 Proceedings) http//aisel.isworld.org/

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Hot area Simulation and Gaming

• Simulation is an interactive (difference from
  animation) model
• Recreate or model specific work environment
  (gaming creates more artificial world)
• Experience and learn through explorations (learn
  by doing)
• Game-based learning serious learning
  interactive entertainment
• (see book Digital Game-Based Learning
  http//www.marcprensky.com/writing/default.asp)
• Additional site http//www.games2train.com/
  Learn from Gaming Industry?
• Many different types of Games/Simulations for
  different types of learning Facts-game show
  competition, Skills-Role Playing (e.g., MUDs)
• Many business simulations are role playing
  situations, e.g., Creating effective coaches (see
  http//www.cognitivearts.com and Schank book
  Designing World Class e-Learning) Many take
  blended approach Simulation Mentor
• IS sample applications
• Software training show me, try me (form of
  most IT e-Learning, little research on
  effectiveness) Example Steelcase SAP end-user
  training
• Network simulations (Cisco certification exams)
• Other IS World Link (not much there)
• Lots of success stories, research?
• Generational and evolution of web experience?
  Under 40 Games Generations
• Growth in area driven by the availability of good
  cheap development tools, e.g., RoboDemo (acad.
  price 198 ) see next slide
• Good Area for IS research and development (How to
  sell your textbook?)

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RoboDemo Simulation Tool

• Tool to create flash simulation learning objects
• Fast Authoring and Easy editing
• Supports branching to customize student learning
• Supports multiple annotation formats (voice, text
  boxes etc)
• Supports Quizzes and Assessment
• Supports Pocket PC
• Available in 13 languages
• Sample Applications
• Capital University uses RoboDemo to assist
  students in using Blackboard, their online
  learning classroom software system.
• Mira Costa College shows faculty and staff how
  to request media from the media department.
• Site http//www.ehelp.com/products/robodemo/

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Communication-Centric Tools

• Email, listservs (group emails)
• Email push (or web) survey/polling software
  http//www.zoomerang.com (free version)
• Real time/Synchronous tools (Online Live)
• Real time or instant messaging ICQ, AOL, MSN
  Messg., Lotus Real Time (http//web.icq.com/)
  http//www.trillian.cc/ provides IM tool that
  allows access to other IM products
• Audio/Video conferencing
• NetMeeting http//www.microsoft.com/windows/netme
  eting/ Free (Comes with Windows 2000),
  integrated into Messenger in Windows XP
• Meeting support/Virtual classrooms
  tools/Broadcast Technology (Very popular, huge
  growth in this area)
• http//www.webex.com/, https//www.centranow.com/
  , http//main.placeware.com/ (MicroSoft Live),
  http//www.Interwise.com/, http//www.horizonlive.
  com/ Provides meeting, classroom and broadcast
  software. (free versions available, very limited)
• e-Meeting/GSS software used in classroom (lots of
  IS research) Syn and/or Asyn
• http//www.facilitate.com/, http//www.groupsystem
  s.com/, http//www.meetingworks.com/ (free
  version)

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Communication-Centric

• Focus Facilitate communication
• Time-Place model Same time
• Functions
• Chat
• File transfer
• Whiteboard
• Shared Screen/applications
• Protocols/controls (Classroom raise hand, etc.)
• Meeting tools generate, organize, evaluate
  (voting/polling, quiz/test, etc.)
• Communication Media
• Computer text and graphics (data)
• Audio (web or phone)
• Video
• Communication Context
• communicating
• mode 1-1, 1-many, many-many
• one or two way communication

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Instant Messenger (IM)

• Time-Place model Same time, different place
• Functions
• Real time message (text or audio)
• Chat
• File transfer (very large files)
• new versions adding video and other
  functionality whiteboard, application sharing
• Communication Media
• Computer text and graphics (data)
• latest versions adding Audio Video
• Communication Context
• mode 1-1, many-many (small group)
• two way communication
• Applications?
• Sample Products ICQ, MSN Messenger, AOL IM,
  Yahoo IM

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Interwise Virtual Classroom

• Time-Place model same time, different place
• Similar to classroom except place independent
• Functions Chat, File transfer, Whiteboard,
  Shared Screen/applications, Protocols/controls
  (Classroom), Meeting/class tools (voting/polling,
  quiz/test, etc. )
• On-Demand Edited Recordings (content creation)
• Breakout sessions
• Communication Media
• Computer text and graphics (data)
• Audio (web or Phone)
• Video (usually person talking or just instructor)
• Communication Context
• communicating (2-1000s)
• All modes 1-1, 1-many, many-many
• Both one or two way communication
• Applications?
• Unique Features chat, private interaction,
  better feedback, recordings, scalability (not
  limited by physical seats)
• Very little research on virtual classrooms or
  emeeting versions (great area for IS researchers)

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UGA Pilot (Spring 2003)

• Intro to IS (MBA), 3 3-hour sessions, 40 people,
  2 sections
• 74 said Virtual class was as good or better than
  a face-to-face class
• 67 would use virtual classroom for more than 40
  of their classes
• 100 of students want virtual classroom to be
  considered for future use
• Unexpected Findings (Still investigating data)
• Better participation and involvement
• Better class feedback which helps guide the
  discussion
• Easier for student to stay focused (more intense)
• Faculty
• More intense (need to take multiple breaks)
• Very different style of teaching

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Online Anytime Database-Centric Tools

• Focus Facilitate access to shared information
  repositories/containers
• Time-Place model anytime, anyplace
• Functions
• Database storage and retrieval
• Store in database? (Content learning objects,
  Discussions, etc.)
• Database Categorization Scheme (metalanguage)
• Search capabilities
• Replication (local or distributed databases)
• Email notification (manual, automatic)
• Calendaring and Scheduling
• Meeting support tools (surveys/votes, etc.)
• Project Management Tools (Gantt Charts, etc.)
• Administrative tools (Registration, Tracking,
  etc.)
• Moderator, facilitator or teacher role

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Learning Objects

• Combination of learning concept with object
  concept (borrowed from IS Computer Science)
• Self Describing
• Reusable
• Content (Learning)
• Granular/Small and self-contained
• Size not specified
• Guideline complete enough to accomplish one or
  more learning outcomes
• Reusable/Redeployable
• Revisable
• Standards Based (SCORM, XML)
• Databased scalable repository of learning
  objects
• Just-in-time delivery (IS concept of Electronic
  Performance Support)
• Metadata (Self Describing)
• Content Description
• Author
• Version
• Legal Information

• Learning Outcomes
• Evidence/Evaluation
• Etc.

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Learning Objects, Continued

• Do for us?
• Portability (Systems, Platforms)
• Interoperability/integration
• Sharability of content
• Reusability
• Design (Basic building blocks) LO,
  Track/Topic/Module, Course, Program/Certificate/De
  gree, etc.
• Create, store, manage, deliver, track, report on
  independent of any usage (specific course)
• Eventually have the flexibility to mix course
  content from different sources (publishers, etc.)
• Ensure e-Learning investments
• Problems/Challenges
• Uniform and consistency of LOs when assembling to
  create modulo, track, course, etc.
• Getting by the hype (using the term), make sure
  you buying software that is creating
  standard-base learning objects (SCORM)

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Standards

• No single e-Learning Standard exists, collection
  of standard specifications that cover different
  areas SCORM (Learning objects), IEEE, AICC, ISO
• As buyers and sellers, focus portability,
  reusability, interoperability/integration, meta
  tags
• Key Issue think standards when buying, Are your
  products SCORM compliant?
• Federal Regulations 508 compliant (disabilities
  support), etc.
• Resources
• http//home.click2learn.com/en/products/standards.
  asp
• http//www.learnativity.com/standards.html
• Academic commitment but little movement in
  learning objects area (mostly 508 compliance)
• http//www.webct.com/standards

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Learning Management System/Server (LMS)

• Learner and organizational focused
• Logistics and administration of managing
  learners, learning activities, and
  competency/skills/job links (learning
  requirements)
• Contain both e-learning and non-elearning
  activities
• Registering, locating, scheduling, tracking,
  managing, and reporting on learning activities
  and skills/competencies in an organization
• Focus on higher level learning activities, e.g.,
  course-level tracking, particular completion and
  effectiveness scores
• Major interface to other systems HR, ERP, CRM,
  etc.
• Examples WebMentor, IBM LMS (see Web for others)

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Learning Content Management System/Server (LCMS,
LCS)

• Content focused at learning object level
• Create, store, reuse, locate, deliver, manage,
  track, and improve learning objects
• Advance Features
• Tracks user interactions to personalize learning
  and reporting
• Add collaboration tools , in context of learning
  objects, that allow learners to collaborate with
  each other and experts/mentors
• Capturing unstructured knowledge, primarily from
  interactions, around learning object use to
  create new LOs or improve existing LOs
• Examples Generation 21, Electure

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Integration of LMS and LCMS

• Both access content (common content repository?)
• Both access user information LMS has rich user
  profile, used by LCMS to create personalized
  experience, LCMS passes performance information
  back to LMS
• Tight integration needed! (same vendor or
  separate vendor?)
• Where to Course Management Systems (WebCt,
  Blackboard) fit in all of this? What is the
  learning object? Is it an object? How will these
  academic-oriented systems link with commercial
  LMS and LCMS that are moving away from
  course-based systems?

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Enterprise Learning System/Suite (ELS)

• Components
• Learning Management System
• Leaning Content Management System
• Virtual Classroom
• Common Content Repository
• Collaboration and Content Creation tools (besides
  those in LCMS)
• Examples
• Aspen (see next slide)
• Saba http//www.saba.com/english/products/
• Docent http//www.docent.com/products/product.htm
  l
• Big Boys moving in IBM, SAP, PeopleSoft, Oracle,
  Siebel, Sun
• Major IS research issues implementation/design
  of ELS/LMS/LCMS as a complex system integration
  with knowledge management, ERP, etc.

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Aspen Enterprise Architecture(See
http//home.click2learn.com/en/aspen/index.asp)
Transaction Logging
Job, Skill profiles and plans, etc.
Common Content Repository
Threaded Diss, IM, KB of Expert Interactions,
Community Support
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Different Levels Involved in e-Learning
Organizational-level The management of multiple
programs and students (employees, suppliers,
customers). Issues programs integration and
management, student registration and tracking,
etc. On-line anytime LMS
Organizational or Interorganizational levels
Learning Management tools, cross-program
communication
Program-level coordination The management and
coordination of multiple courses and students
taking those courses. Issues integrated
planning, scheduling and resource allocation,
student and faculty bios, program discussions,
etc. On-line anytime LMS
Program level
Personal and program news and file sharing
Course-level The resources and tools to
teach/take a particular course. Issues course
design, assignments, discussions, grading, etc.
On-line anytime (LCMS, Course Management, email)
and live (virtual classroom, Instant messaging)
Course level
Assignments, lectures, discussions
Student-Team level Tools necessary for student
teams geographically spread out to meet, work on
assignments and collaboratively learn together.
On-line anytime and live (e-meeting, IM)
Student-Team level
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Virtual Learning Teams (Cooperative/Collaborati
ve Learning, Educational literature)

• Last 100 years, over 550 experimental and 100
  correlational studies different subject areas
  settings (including College)
• Learning together better than competitive or
  individual learning
• Higher achievement, higher-level reasoning,
  greater transfer, higher self-esteem, greater
  social competencies
• The more conceptual, problem-solving, critical
  thinking, creativity, or real world application
  needed the greater superiority of cooperative
• Have to be done right! Team Development/Structure
  
• Positive interdependence I cannot succeed unless
  team does
• Individual accountability individual student
  assessment
• Promotive/supportive interaction support each
  other
• Social/interpersonal skills need good group
  skills
• Group processing discussion of progress and
  relationships
• Mechanisms Shared outcomes, roles, ground rules
  develop skills and relationships peer
  evaluation reward system etc.
• Resources See web site for article by Johnson
  Johnson and Student team contract development
  exercise and behaviorally-anchored peer
  evaluation

36
Collaboration and Technology

• Learning ContentTechnologyCollaboration
• Education Metastudy (Lou et. al, see refs on Web
  site)
• 486 findings, 122 studies from 1965-1999
• Small group learning had significantly more
  positive effect on achievement, group
  performance, process and affective outcomes
• Considerable variability-primary sources
  technology, task, group, learner characteristics
• Technology most programs were content-delivery,
  designed for individual (need for group designs,
  e.g., MUDs)
• Group Size, cooperative learning strategies
• IS Research (Primarily Collaboration Technology)
• GSS enhances the effectiveness of collaborative
  learning
• Teaching programming more effective using peer
  approach
• Using technology enhance collaborative learning
  key IS research area

37
Communication-Centric Tools (all useful for
teams)

• Email, listservs (group emails)
• Email push (or web) survey/polling software
  http//www.zoomerang.com (free version)
• Real time/Synchronous tools
• Real time or instant messaging ICQ, AOL, MSN
  Messg., Lotus Real Time (http//web.icq.com/)
  http//www.trillian.cc/ provides IM tool that
  allows access to other IM products
• Audio/Video conferencing
• NetMeeting http//www.microsoft.com/windows/netme
  eting/ Free (Comes with Windows 2000),
  integrated into Messenger in Windows XP
• Meeting support/Virtual classrooms
  tools/Broadcast Technology (Very popular, huge
  growth in this area)
• http//www.webex.com/, https//www.centranow.com/
  , http//main.placeware.com/ (MicroSoft Live),
  http//www.Interwise.com/, http//www.horizonlive.
  com/ Provides meeting, classroom and broadcast
  software. (free versions available, very limited)
• e-Meeting software that hase been used in
  classroom (GSS software researched) Syn or Asyn
• http//www.facilitate.com/, http//www.groupsystem
  s.com/, http//www.meetingworks.com/ (free
  version)

38
Team Tech Database-Centric

• Environment to store documents and have
  discussions
• Lotus TeamRoom (Notes Based, comes as part of
  Notes 5)) http//www.lotus.com/products/qplace.nsf
  QuickPlace is the web implementation of Lotus
  TeamRoom.
• Team Portals on web a single doorway or entrance
  to services to support teams. Good example,
  Webspace http//www.copernus.com/

39
Team Tech Integrated

• General Future tools will integrate Database and
  Communication functions into one package
• Seeing in Learning Content Management Systems
• Other software PeopleSoft integrating in
  products (IM, etc.)
• Groove is a peer-to-peer digital collaboration
  tool that very useful for students and faculty.
  Go to http//www.groove.net/ and download the
  software. There is a free version! If you do
  not have at least 56k modem connection, this
  might be a little slow. Check it out!!
• Some systems are more oriented to communities
  instead of focusing on teams, for example see
  http//www.communispace.com/

40
Groove Shared Spaces

• A shared space is a private place where small
  groups of people (members) can talk, work, play
  and store things.
• Has IM capabilities audio, chat, messaging
• Share space contains a set of tools for members
  to use (select individual tools or tool sets,
  e.g.., Project)
• Key Tools Files/Documents (Shared Application
  with Microsoft Word and Powerpoint), Discussion,
  Document Review, Outliner, Notepad, Calendar,
  Links/Browser, Meetings, Games and many more (see
  Groove and Groove Web site)
• Work Seamlessly with MicroSoft Office, Outlook
  SharePoint
• Keep work spaces synchronized on multiple
  computers
• New Project Version Groove plus TeamDirections
• Project Plan projects and monitor execution
  status in a highly graphical environment.
  Interfaces with MicroSoft Project
• Dashboard Get "at-a-glance" views of your
  project and personal status across all your
  workspaces.
• See http//www.groove.net/products/workspace/compa
  rison.html for comparison of versions

41
IDC Recent Research http//www.groove.net/extras
/beyondemail/idc/?home

• Summary for both IT and Business Users (also true
  for student teams)
• 90-95 day-to-day tasks done through email
  especially when external constituents
• Key features of emails ease of use, persistence
  of record, and ability to use externally
• At same time, freely criticize email insecure,
  inefficient, SPAM, and costly to maintain
• What stops people from adopting new collaboration
  tools
• Lack of education and awareness
• Tools themselves ease of use, reliable
  performance
• Success of Instant Messaging (50 million business
  users)? Most IM expanding features or providing
  links to other tools
• New tools solving? Groove, Interwise (virtual
  meeting, classrooms, and broadcasts) Need for
  research preliminary evidence that Groove 10
  times more productive

42
Business Integration

• Key Business Driver Integration of business
  processes within the organization and
  supply/value chain to improve performance
• Workflow-based learning (focus on performance
  support)
• Learning to point of work in real time, on the
  job, in context of employees workflow
• Systems integration e-Learning with
• Current integrated systems (ERP, CRM)
• EAI and Web Services efforts Learning object
  becomes web service?
• Old IS research stream revived Electronic
  Performance Support
• Business/System Integration e-Learning with
• Business workflow/Performance support
  (convergence point?)
• Content/Knowledge Management (qualitative
  information)
• Ford Example
• LCS capturing qualitative information around
  learning objects
• Business Intelligence (quantitative information)
• Common/shared knowledge repositories and
  collaboration technology platform
• Key areas for IS research

43
The Knowledge Pyramid
Business Process/Performance Management
Collaboration Technology
Knowledge objects repositories
Business Intelligence
Content/Knowledge Management
e-Learning
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IS General e-Learning Research

• General Finding IT-enable learning methods do
  better or as well as traditional methods
• Method most studied collaborative learning GSS
  student teams outperformed non-supported teams
• Considerable variation Sources/Moderators
• Instructor characteristics
• Student characteristics more conducive to highly
  motivated learners, academic ability, learning
  style
• Research needed
• Question How Does technology enhance learning?
• Focus on interactions of technology,
  instructional methods, learner psychological
  processes, and environmental factors
• Primary Reference ALavi Leidner, ISR, March
  2001

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Asynchronous Learning Networks

• IS and Education Research
• ALNs tend to be as effective or more effective
  than traditional modes of course delivery at the
  university levels
• Considerable variability-Sources technology,
  students, instructors, instructional methods
• Some interesting findings (not all)
• Increase importance of technology and use of
  Course Management Systems by Faculty (increase
  communications with students)
• Longer to create, more time for interaction
• More effective for well motivated student
  challenge create independent active learners
• Interactivity Key building learning community
• Communication with instructor
• Collaborative learning activities
• Active participation
• Primary References Hiltz Turoff, CACM, April
  2002 good sites http//www.aln.org/,
  http//www.alnresearch.org, http//www.uwex.edu/di
  sted/

46
Research Issues Summary

• Key research questions
• How does technology enhance learning in a given
  context (students, instructor/mentor,
  instructional method, environmental factors)?
• For whom is it better? For what methods and
  instructors? Key Environmental factors?
• Some Key Contexts Business knowledge and skills
  especially IS/IT education and training, Customer
  Learning, Classrooms
• e-Learning represents very different technologies
• Development of good technology models and
  typologies
• Research Specific technologies virtual
  classrooms, workflow-based learning, simulations
  and gaming
• Comparison of technologies to accomplish learning
  outcomes
• Matching technology to learning outcomes and
  activities (task-technology fit view of the
  world)
• Most e-Learning done in blends, e.g.,
  face-to-face, online live, online anytime
• Develop guidelines for creating blended
  e-Learning
• Technology enhances the effectiveness of
  collaborative learning-continue research in this
  area virtual learning teams, virtual
  classrooms add GSS functionality, specific
  components, instructor/facilitator role,
  integrating collaboration into content software

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Different Levels Involved in e-Learning
Organizational-level The management of multiple
programs and students (employees, suppliers,
customers). Issues programs integration and
management, student registration and tracking,
etc. On-line anytime LMS
Organizational or Interorganizational levels
Learning Management tools, cross-program
communication
Program-level coordination The management and
coordination of multiple courses and students
taking those courses. Issues integrated
planning, scheduling and resource allocation,
student and faculty bios, program discussions,
etc. On-line anytime LMS
Program level
Personal and program news and file sharing
Course-level The resources and tools to
teach/take a particular course. Issues course
design, assignments, discussions, grading, etc.
On-line anytime (LCMS, Course Management, email)
and live (virtual classroom, Instant messaging)
Course level
Most Research at this level
Assignments, lectures, discussions
Student-Team level Tools necessary for student
teams geographically spread out to meet, work on
assignments and collaboratively learn together.
On-line anytime and live (e-meeting, IM)
Student-Team level
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Greater Breadth of Research

• More focus on program and organizational levels
• Many exciting initiatives, little research or
  sharing Great area for research
• Good Starting points Alavi Gallupe, Academy of
  Management Learning Education, 22, 2003 (5
  successful cases) Bostrom et. al. and Jessup
  Wheeler Case studies (see Web site references)
• Some key findings (not all)
• Programs implemented to support strategic vision
• Culture that supports innovation is critical
• Various technological models successful key is
  blending technology to support vision
• Focus on learning, not technology
• High levels of on-going support is needed for
  both faculty and students, needs are often
  underestimated
• Intellectual property important, not addressed
  adequately
• Most assessments of programs are anecdotal

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Other Research Issues

• Implementation of Learning Systems (ELS, LMS,
  LCMS) as a complex system
• How are technologies enabling emergent
  organizational learning structures? What
  managerial issues / opportunities do these
  create? Learning Strategies?
• Business integration e-Learning integration with
  content/knowledge management, Business
  Intelligence, and Business Process/Performance
  Management
• Individual differences? How to develop an
  active/self-regulated learner (metacognition)?
  How can technology help?
• All research projects would benefit from
  collaborative efforts with business and education
  colleagues, action-research projects, etc.

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Transforming Learning

• What is our vision and strategy for learning and
  how do we design an infrastructure to support it?
• What exactly should the offerings of a university
  be?
• What should a course be? Should there be courses
  at all?
• How can we make education better?
• Are we going to wait till we are seriously
  challenged in the free market?
• Etc.
• Good article to make you think, Shank
  http//www.edge.org/3rd_culture/schank/schank_inde
  x.html
• I leave you with the following
• We have the opportunity to create some massive
  technology enabled changes in what it means to be
  involved in obtaining an education? What will
  your role be?

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A Vision of Learning Transformed Any individual
can participate in online education
programs regardless of geographic location, age,
physical limitation, or personal schedule.
Everyone can access repositories of educational
materials, easily recalling past lessons,
updating skills, or selecting from among
different teaching methods in order to discover
the most effective ways of learning. Educational
programs can be customized to each individual's
needs, so that the information revolution
reaches everyone and personal digital libraries
provide a mechanism for managing one's
accumulated knowledge resources. Learning
involves all our senses, to help focus each
student's attention and better communicate
educational material. Information Technology
Research Investing in Our Future Report to the
President, February 1999 President's Information
Technology Advisory Committee
52

• Recommendations from the 2001 PITAC Report
• Overarching RecommendationMake the effective
  integration of information technology, with
  education and training a national priority.
• Supporting Actions Establish and coordinate a
  major research initiative focusing on
• Learning technologies and sciences Information
  technologies for education and training
• Requirements for learning and teaching
  information technology fluency
• Establish partnerships involving government,
  university, industry, and foundations to support
  the pursuit of the research initiative and to
  collaborate in that research
• Enable educators and related professionals to use
  information technology effectively
• Work with industry and academia to develop
  standards for extendable
• component-based technology and infrastructures
  that can be widely used in online education and
  training.
• PITAC Report (2001). Using Information
  Technology to Transform the Way We Learn.
  Arlington, VA, Presidents Information Technology
  /Advisory Committee, Panel on Transforming
  Learning. http//www.itrd.gov/pitac/ for
  commentary see http//www.syllabus.com/article.asp
  ?id5664

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Teaching Roles New or Expanded

• Course Design
• Focus on Instructional Goals Learning
  Activities, not Technology
• Finding, evaluating, and selecting content
  including simulated environments
• Chunking (smaller learning objects/ activities)
  Sequencing Content
• Blending Matching Content to Delivery Tool
  Environment (Time Place Considerations)
• Flexible, Adaptable Designs
• Learner-Centered rather than Instructor-Centered
• Linking Digital or Live Links To Digital or
  Human Resources
• Editorial Role
• Adding Value for Linkage
• Testing (Broken Links) Economics of Linking

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Teaching Roles New or Expanded

• Content Delivery
• Asynchronously, primarily text-based teaching
• Dynamic documents
• Frequently asked questions
• Discussion databases
• Digital Media Segments (lecturing from a
  distance)
• Synchronous Virtual Classrooms
• Learner Support
• On-line assistance (instant mess., email,
  audio/video conf, etc.)
• On-line Coaching/facilitation

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Teaching Roles New or Expanded

• General Facilitation
• To Make Easy
• New Environments Different Time Place Same
  Time, Different Place
• Establish Norms/Ground Rules and Culture of
  Course
• Confusion Reduction (High Use of FAQ, Students
  Support Each Other)
• Listen, Clarifies Integrates Information
• Develops Asks Good Questions
• Manages Conflict Negative Emotions
• Role Model for Working with Others
• Keeps Class/ Individual Focused on Learning
  Outcomes
• Create Collaborative Environment
• Actively Builds Rapport Relationships
• Team and community development
• Projects Assignments (Dyads, Teams)
• Discussions
• Peer Review (Individual, Team)

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Teaching Roles New or Expanded

• Engaging the Learner
• Contracting Early to Set Expectations
• Create Curiosity, Activity, Commitment
• Encourages/ Supports Multiple Perspectives
• Continuous Touching of the Distance Learner
• Different Strokes for Different Folks
• Technology
• Understands Technology its Capabilities for
  Supporting Learning
• Creates Comfort with Promotes Understanding of
  How to Use
• Selects Appropriate Technology to Achieve
  Learning Outcomes
• Monitoring, Assessment Feedback
• Monitoring Progress of student
• Align Evaluation with Instructional Outcomes
• Testing vs. Review/ Feedback
• Role of Technology Tracking, Assessing
• Team Accountability Assessment

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Strategies
Organizational Strategies
IT Learning Strategy The pattern of IT actions
for deploying resources to develop the repository
of computer knowledge and skills in a companys
workforce.
IT Training Strategies The basis for selecting
the best training methods for a given situation
(training session, project, etc.)
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e-Learning Model
Learning Outcomes

• Structure
• Schedule
• Grading
• Etc.

Learning Activities individual, team
Assessable Outcomes

• Learning Resources
• Faculty
• Instructional Method
• Classmates
• Metacognition
• Support
• Etc.

Technology
Learner individual differences