e-Learning: Facilitating Learning through TechnologyBob BostromTerry College of BusinessUniversity of Georgiabostrom@terry.uga.eduTutorial Resources available at http://www.terry.uga.edu/people/rbostrom/ Click on Agder University and e-Learning under Resources

HOW LEARNING IS DELIVEREDThe evolution of training technologies1800s-1980sCorrespondence CoursesAudio TapesMid 1980s - mid 1990sVideo ConferencingSatellite BroadcastsAudio & Video TapesComputer-Based Train.1996 to presentCDsWeb-based Technologies that support:AsynchronousSynchronousSelf-paced Learning

Ford Learning Network: e-Learning ExampleTouches 125,000 employees, 30,000 on regular basisOne 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 resources48,000 20-minute learning objects in various media designed as just-in-time solutions or refreshersMuch of material is mapped to job-role competencies; employees self-assess skills, determine gaps, find trainingTrack value of training on the jobReference: http://www.clomedia.com/content/templates/clo_cloprofile.asp?articleid=180&zoneid=4

Academic e-Learning ExamplesDesigned, implemented and taught in UGA PwC/IBM MBA program (both design of curriculum and technical infrastructure) [see web site for paper or Bjorn Erics Book]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)

LEARNING IS MOVING ONLINE: Do for us?Reaches more people (Access)Universal access via the WebImproved Quality?Time & money savings are obvious travel costs, delivery delaysincrease ROI from training expendituresOffers new possibilitiesAnytime, anyplace training (smaller modules) [Key value proposition: time and/or place independent]Improving performance

Bottom Line: Continuous/Lifelong Learning

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

e-Learninge-Learning refers to the technology supporting learning activities in any of the following environments.TIMESAME (Synchronous)DIFFERENT (Asynchronous)AnyTime AnyWhereAnyOnePLACESameDifferentCLASSFace To Face InteractionOngoing CoordinationVirtual Classroom (Centra, Interwise) Instant MessagingSimultaneous interaction across distancesE-Mail, LMS, LCS (Blackboard)Interaction across time and distanceDistance/Distributed Learning: learning in which the learner and learning resources are separated by time and/or space.

Can TechnologyFacilitate Learning?YESNOMAYBE

What technology do you use now in your classes?

WebsiteStatic or Dynamic (interactivity)?Course Management SystemsBlackboardWebCTOtherCollaboration toolsEmailListserv (Group Email)Instant MessagingAudio/Video ConferencingVirtual ClassroomThreaded discussionsOther (Groove, etc.)

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; andDiscuss how instructor roles and skills need to change to be effective in technology-supported environments, particularly in distance learning situations..

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 OrganizationsAcademic Organizations (primarily Colleges)Training and education in business knowledge and skills especially IS (my love for teaching and training)IS Foundational Research StreamsGroup Support Systems/Digital CollaborationComputer 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

Information Systems Field/Community

CENTRAL/CORE OBJECTSInformation System (IS) / Information Technology (IT) [IT Artifact]System Development Process/Change ProcessContext IT embedded: Organizational System (Process/Task, Roles/Structure, People, Outcomes)Core Concept: Systems

OUTCOMES / INTENTIONSApplied - Added Value (Technology Improves the System)Contributions to Knowledge DomainsTechnology DesignTechnology Effects/Impacts on contexts embeddedTechnology 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 PracticesToo many research models include neither the IT artifact nor at least one elements of nomological net; need to focus on IT artifact and NetWe need to understand technology as well as individual and organizational usesToo much focus on adoption & impacts, instead of focus on technology design

Blended e-LearningOnline AnytimeAsynchronousPrimarily Diff. Time & PlaceDatabase Centric (Shared information spaces) Key ToolsLearning Management Systems (LMS, LCMS)Learning Team Shared SpacesDiscussion DatabasesGroup and Individual emailTraditional Classroom( Same Time & Place)Online LiveSynchronous/Real TimePrimarily Same Time + Diff. PlaceCommunication Centric Key ToolsInstant Messaging/ChatAudio/video conferencingVirtual ClassroomsElectronic Meeting Systems

e-Learning AliasesOnline learning/TrainingWeb-based learning/trainingVirtual learningDistributed learningDistance learningAsynchronous Learning NetworksTechnology-Supported/Mediated/Facilitated LearningNetworked LearningElectronic learningCollaborative electronic learningElectronic Performance SupportWorkflow-based learning[Learning/Training]

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 CapturedAuthoring Systems [Authorware, ToolBook]Web Site Development tools [DreamWeaver, Frontpage]Other Software [Excel, etc.]

Colleagues, Professional Organizations, and Learning CommunitiesIT: 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/ ConferencesTechlearn 2002: http://www.techlearn.net/layout/default.cfmIT Content: GarnterLive http://www.gartner.com/gartnerlive.htmlVendors 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 SellersLaudon book web site: http://www.prenhall.com/laudon/Barnes and Noble University: http://www.barnesandnobleuniversity.com/TRENDSMore content available, easily accessible and transferable (standards)Impact on Teaching role:Finding, evaluating, and selecting content Chunking (smaller learning objects/activities) & Sequencing ContentMatching Content to Delivery Tool & Environment

Electronic Content is Everywhere!

University EntrepreneursMore 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/

Hot area: Simulation and GamingSimulation is an interactive (difference from animation) modelRecreate 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 + MentorIS sample applications Software training: show me, try me (form of most IT e-Learning, little research on effectiveness) Example: Steelcase SAP end-user trainingNetwork 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 GenerationsGrowth 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?)

RoboDemo Simulation ToolTool to create flash simulation learning objectsFast Authoring and Easy editingSupports branching to customize student learningSupports multiple annotation formats (voice, text boxes etc)Supports Quizzes and AssessmentSupports Pocket PCAvailable in 13 languagesSample 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/

Communication-Centric ToolsEmail, 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 productsAudio/Video conferencing: NetMeeting: http://www.microsoft.com/windows/netmeeting/ Free (Comes with Windows 2000), integrated into Messenger in Windows XPMeeting 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.groupsystems.com/, http://www.meetingworks.com/ (free version)

Communication-CentricFocus: Facilitate communicationTime-Place model: Same timeFunctionsChatFile transferWhiteboardShared Screen/applicationsProtocols/controls (Classroom: raise hand, etc.)Meeting tools: generate, organize, evaluate (voting/polling, quiz/test, etc.)Communication MediaComputer text and graphics (data)Audio (web or phone)VideoCommunication Context# communicatingmode: 1-1, 1-many, many-many one or two way communication

Instant Messenger (IM)Time-Place model: Same time, different placeFunctionsReal time message (text or audio)ChatFile transfer (very large files)[new versions adding video and other functionality: whiteboard, application sharing]Communication MediaComputer text and graphics (data)[latest versions adding Audio & Video] Communication Contextmode: 1-1, many-many (small group)two way communicationApplications?

Sample Products: ICQ, MSN Messenger, AOL IM, Yahoo IM

Interwise Virtual ClassroomTime-Place model: same time, different placeSimilar to classroom except place independentFunctions: 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 sessionsCommunication MediaComputer 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 communicationApplications?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)

UGA Pilot (Spring 2003)Intro to IS (MBA), 3 3-hour sessions, 40 people, 2 sections74% said Virtual class was as good or better than a face-to-face class67% would use virtual classroom for more than 40% of their classes100% 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 discussionEasier for student to stay focused (more intense)FacultyMore intense (need to take multiple breaks)Very different style of teaching

Online Anytime: Database-Centric ToolsFocus: Facilitate access to shared information repositories/containersTime-Place model: anytime, anyplaceFunctionsDatabase storage and retrievalStore in database? (Content: learning objects, Discussions, etc.)Database Categorization Scheme (metalanguage)Search capabilitiesReplication (local or distributed databases)Email notification (manual, automatic)Calendaring and SchedulingMeeting support tools (surveys/votes, etc.)Project Management Tools (Gantt Charts, etc.)Administrative tools (Registration, Tracking, etc.)Moderator, facilitator or teacher role

Learning ObjectsCombination of learning concept with object concept (borrowed from IS & Computer Science)Self DescribingReusableContent (Learning)Granular/Small and self-containedSize not specifiedGuideline: complete enough to accomplish one or more learning outcomesReusable/RedeployableRevisableStandards Based (SCORM, XML)Databased: scalable repository of learning objects[Just-in-time delivery (IS concept of Electronic Performance Support)]Metadata (Self Describing)Content Description AuthorVersionLegal Information Learning OutcomesEvidence/EvaluationEtc.

Learning Objects, ContinuedDo for us?Portability (Systems, Platforms)Interoperability/integrationSharability of contentReusabilityDesign (Basic building blocks): LO, Track/Topic/Module, Course, Program/Certificate/Degree, 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 investmentsProblems/ChallengesUniform 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)

StandardsNo single e-Learning Standard exists, collection of standard specifications that cover different areas: SCORM (Learning objects), IEEE, AICC, ISOAs buyers and sellers, focus: portability, reusability, interoperability/integration, meta tagsKey Issue: think standards when buying, Are your products SCORM compliant?Federal Regulations: 508 compliant (disabilities support), etc.Resourceshttp://home.click2learn.com/en/products/standards.asphttp://www.learnativity.com/standards.htmlAcademic: commitment but little movement in learning objects area (mostly 508 compliance)http://www.webct.com/standards

Learning Management System/Server (LMS)Learner and organizational focusedLogistics and administration of managing learners, learning activities, and competency/skills/job links (learning requirements)Contain both e-learning and non-elearning activitiesRegistering, locating, scheduling, tracking, managing, and reporting on learning activities and skills/competencies in an organizationFocus on higher level learning activities, e.g., course-level tracking, particular completion and effectiveness scoresMajor interface to other systems: HR, ERP, CRM, etc.Examples: WebMentor, IBM LMS (see Web for others)

Learning Content Management System/Server (LCMS, LCS)Content focused at learning object levelCreate, store, reuse, locate, deliver, manage, track, and improve learning objectsAdvance FeaturesTracks user interactions to personalize learning and reportingAdd collaboration tools , in context of learning objects, that allow learners to collaborate with each other and experts/mentorsCapturing unstructured knowledge, primarily from interactions, around learning object; use to create new LOs or improve existing LOsExamples: Generation 21, Electure

Integration of LMS and LCMSBoth 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 LMSTight 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?

Enterprise Learning System/Suite (ELS)ComponentsLearning Management SystemLeaning Content Management SystemVirtual ClassroomCommon Content RepositoryCollaboration and Content Creation tools (besides those in LCMS)ExamplesAspen (see next slide)Saba: http://www.saba.com/english/products/Docent: http://www.docent.com/products/product.htmlBig Boys moving in: IBM, SAP, PeopleSoft, Oracle, Siebel, SunMajor IS research issues: implementation/design of ELS/LMS/LCMS as a complex system; integration with knowledge management, ERP, etc.

Aspen Enterprise Architecture(See http://home.click2learn.com/en/aspen/index.asp)Threaded Diss, IM, KB of Expert Interactions, Community SupportCommon Content RepositoryTransaction LoggingJob, Skill profiles and plans, etc.

Course levelStudent-Team level

Program level

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)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)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: LMSPersonal and program news and file sharingAssignments, lectures, discussionsOrganizational or Interorganizational levels

Learning Management tools, cross-program communication 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 Different Levels Involved in e-Learning

[Virtual] Learning Teams (Cooperative/Collaborative 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 learningHigher achievement, higher-level reasoning, greater transfer, higher self-esteem, greater social competenciesThe more conceptual, problem-solving, critical thinking, creativity, or real world application needed; the greater superiority of cooperativeHave to be done right!: Team Development/Structure Positive interdependence: I cannot succeed unless team doesIndividual accountability: individual student assessmentPromotive/supportive interaction: support each otherSocial/interpersonal skills: need good group skillsGroup processing: discussion of progress and relationshipsMechanisms: 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

Collaboration and TechnologyLearning = Content+Technology+[Collaboration]Education Metastudy (Lou et. al, see refs on Web site)486 findings, 122 studies from 1965-1999Small group learning had significantly more positive effect on achievement, group performance, process and affective outcomesConsiderable variability-primary sources: technology, task, group, learner characteristicsTechnology: most programs were content-delivery, designed for individual (need for group designs, e.g., MUDs)Group: Size, cooperative learning strategiesISResearch (Primarily Collaboration Technology)GSS enhances the effectiveness of collaborative learningTeaching programming more effective using peer approachUsing technology enhance collaborative learning key IS research area

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 toolsReal 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 productsAudio/Video conferencing: NetMeeting: http://www.microsoft.com/windows/netmeeting/ Free (Comes with Windows 2000), integrated into Messenger in Windows XPMeeting 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.groupsystems.com/, http://www.meetingworks.com/ (free version)

Team Tech: Database-CentricEnvironment 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/

Team Tech: IntegratedGeneral: Future tools will integrate Database and Communication functions into one packageSeeing in Learning Content Management SystemsOther 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/

Groove Shared SpacesA shared space is a private place where small groups of people (members) can talk, work, play and store things.Has IM capabilities: audio, chat, messagingShare 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 & SharePointKeep work spaces synchronized on multiple computersNew Project Version: Groove plus TeamDirectionsProject: Plan projects and monitor execution status in a highly graphical environment. Interfaces with MicroSoft ProjectDashboard: Get "at-a-glance" views of your project and personal status across all your workspaces. See http://www.groove.net/products/workspace/comparison.html for comparison of versions

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 constituentsKey features of emails: ease of use, persistence of record, and ability to use externallyAt same time, freely criticize email: insecure, inefficient, SPAM, and costly to maintainWhat stops people from adopting new collaboration toolsLack of education and awarenessTools themselves: ease of use, reliable performanceSuccess of Instant Messaging (50 million business users)? Most IM expanding features or providing links to other toolsNew tools solving?: Groove, Interwise (virtual meeting, classrooms, and broadcasts) [Need for research: preliminary evidence that Groove 10 times more productive]

Business IntegrationKey Business Driver: Integration of business processes within the organization and supply/value chain to improve performanceWorkflow-based learning (focus on performance support)Learning to point of work in real time, on the job, in context of employees workflowSystems integration: e-Learning withCurrent integrated systems (ERP, CRM)EAI and Web Services efforts: Learning object becomes web service?Old IS research stream revived: Electronic Performance SupportBusiness/System Integration: e-Learning withBusiness workflow/Performance support (convergence point?)Content/Knowledge Management (qualitative information)Ford ExampleLCS capturing qualitative information around learning objectsBusiness Intelligence (quantitative information)Common/shared knowledge repositories and collaboration technology platformKey areas for IS research

WORK FLOW & PEOPLE: THE REALITY OF WORKDBDBDBFormal MeetingFormInformation TransferPhone/Conference/E-MailMeetingPaper FlowPerson-RoleFILE CABINET

Workflow/Business Process Software vs. ERP Systems

Genomic Workflow Example Capture in Workflow Management Systems

Application/Web Services/Programs (Credit Scoring, Cust. Profile)Foundation Standards (WSDL, UDDI, XML) & Protocols (SOAP, HTTP, TCP/IP)Application Development PlatformProgramming Lang (Java, Visual Basic)Software Support ServicesSERVICE GRID: Service, Knowledge and Transport ManagementRegisterBusiness Process/Workflow: Model (assemble Web Services and other activities), Management, and Execution of business process/workflowFind, evaluate, subscribe to Web ServicesFuture: Web Services Architecture

Web Service or Service ArchitectureInteroperable objects/componentsGranular/Small (no size specified) and self-contained (complete enough to perform common business activity)Program & Platform IndependentStandards-basedDescribed, published, located and invoked over networkLocation independent (installed anywhere)Reusable/RedeployablePortabilityInteroperability/integration

Application/Web Services/Programs (Credit Scoring, Cust. Profile)Foundation Standards (WSDL, UDDI, XML) & Protocols (SOAP, HTTP, TCP/IP)Application Development PlatformProgramming Lang (Java, Visual Basic)Software Support ServicesExisting Programs

Integration Software Platform (EAI, BPM, BPA): Focus is on integrating existing applications to support management and execution of business process/workflowCurrent State of Architecture

Curriculum Issues1st course: application development platform (Programming language and support services)2nd course: Need more on application development? Integration software platform here?Business Process modeling, management and execution (where?)What should Telecom look like?: basic telecom and internet concepts, foundational standards and protocols, focus on Service architectures (Web Services), Business Portals, e-business, ?Database: XML?SA&D: More on selecting and assembling (business process here?)Decision Support (see next slide): collaboration technology & e-learning (focus on business process/performance)Electives?

The Knowledge Pyramide-LearningContent/Knowledge ManagementBusiness Process/Performance ManagementBusiness IntelligenceKnowledge objects repositoriesCollaborationTechnology

IS General e-Learning ResearchGeneral Finding: IT-enable learning methods do better or as well as traditional methods Method most studied collaborative learning: GSS student teams outperformed non-supported teamsConsiderable variation: Sources/ModeratorsInstructor characteristicsStudent characteristics: more conducive to highly motivated learners, academic ability, learning styleResearch neededQuestion: How Does technology enhance learning?Focus on interactions of technology, instructional methods, learner psychological processes, and environmental factorsPrimary Reference: ALavi & Leidner, ISR, March 2001

Asynchronous Learning NetworksIS and Education ResearchALNs tend to be as effective or more effective than traditional modes of course delivery at the university levelsConsiderable variability-Sources: technology, students, instructors, instructional methodsSome 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 interactionMore effective for well motivated student; challenge: create independent active learnersInteractivity Key: building learning communityCommunication with instructorCollaborative learning activitiesActive participationPrimary References: Hiltz & Turoff, CACM, April 2002; good sites: http://www.aln.org/, http://www.alnresearch.org, http://www.uwex.edu/disted/

Research Issues SummaryKey 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, Classroomse-Learning represents very different technologiesDevelopment of good technology models and typologiesResearch Specific technologies: virtual classrooms, workflow-based learning, simulations and gamingComparison of technologies to accomplish learning outcomesMatching 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 anytimeDevelop guidelines for creating blended e-LearningTechnology 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

Course levelStudent-Team level

Program level

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)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)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: LMSPersonal and program news and file sharingAssignments, lectures, discussionsOrganizational or Interorganizational levels

Learning Management tools, cross-program communication 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 Different Levels Involved in e-LearningMost Research at this level

Greater Breadth of ResearchMore 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, 2:2, 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 visionCulture that supports innovation is criticalVarious technological models successful; key is blending technology to support visionFocus on learning, not technologyHigh levels of on-going support is needed for both faculty and students, needs are often underestimatedIntellectual property important, not addressed adequatelyMost assessments of programs are anecdotal

Other Research IssuesImplementation of Learning Systems (ELS, LMS, LCMS) as a complex systemHow 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 ManagementIndividual 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.

Transforming LearningWhat 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_index.htmlI 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?

A Vision of Learning Transformed

Any individual can participate in online education programsregardless 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 eachindividual's needs, so that the information revolution reacheseveryone and personal digital libraries provide a mechanism formanaging 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 FutureReport to the President, February 1999President's Information Technology Advisory Committee

Recommendations from the 2001 PITAC Report

Overarching Recommendation Make 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 trainingRequirements 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?id=5664

Teaching Roles: New or Expanded Course DesignFocus on Instructional Goals & Learning Activities, not TechnologyFinding, evaluating, and selecting content including simulated environmentsChunking (smaller learning objects/ activities) & Sequencing ContentBlending: Matching Content to Delivery Tool & Environment (Time & Place Considerations)Flexible, Adaptable DesignsLearner-Centered rather than Instructor-CenteredLinking: Digital or Live Links To Digital or Human ResourcesEditorial RoleAdding Value for LinkageTesting (Broken Links) & Economics of Linking

Teaching Roles: New or ExpandedContent DeliveryAsynchronously, primarily text-based teachingDynamic documentsFrequently asked questionsDiscussion databasesDigital Media Segments (lecturing from a distance)Synchronous Virtual ClassroomsLearner Support On-line assistance (instant mess., email, audio/video conf, etc.)On-line Coaching/facilitation

General FacilitationTo Make EasyNew Environments: Different Time & Place; Same Time, Different PlaceEstablish Norms/Ground Rules and Culture of CourseConfusion Reduction (High Use of FAQ, Students Support Each Other)Listen, Clarifies & Integrates InformationDevelops & Asks Good QuestionsManages Conflict & Negative EmotionsRole Model for Working with OthersKeeps Class/ Individual Focused on Learning OutcomesCreate Collaborative EnvironmentActively Builds Rapport & RelationshipsTeam and community developmentProjects & Assignments (Dyads, Teams)DiscussionsPeer Review (Individual, Team)

Teaching Roles: New or Expanded

Engaging the LearnerContracting Early to Set ExpectationsCreate Curiosity, Activity, CommitmentEncourages/ Supports Multiple PerspectivesContinuous Touching of the Distance LearnerDifferent Strokes for Different FolksTechnologyUnderstands Technology & its Capabilities for Supporting LearningCreates Comfort with & Promotes Understanding of How to Use Selects Appropriate Technology to Achieve Learning OutcomesMonitoring, Assessment & FeedbackMonitoring Progress of studentAlign Evaluation with Instructional OutcomesTesting vs. Review/ FeedbackRole of Technology: Tracking, AssessingTeam Accountability & Assessment

Teaching Roles: New or Expanded