Methodology

Choosing the Technology

Tomei (2002, p. 5) explains that to succeed in technology implementation, we need to understand that the technology itself is not the goal. In deciding what technology will support the objectives or if a CMS can satisfy determined needs, consider the following:

• The benefit of a CMS to faculty and an institution is that it should provide instructors with a pre-made course web template, which they can easily put, especially if they possess the computing skills and knowledge identified above, their course materials and activities.

• A CMS should service the majority of instructors and their curriculum needs and yet be flexible enough to provide advanced users with the basics upon which they can then add further functionality and meet the needs of special and unique requests.

• A CMS should be cost-effective for the institution in terms of operating and support costs and resources.

• Not only are developer skills and understanding important, an institution must commit to effective infrastructure and strategic support of the CMS by ensuring that adequate support for users exists and that resources are available for hardware and software improvements and maintenance necessary for reliable operation of the CMS.

Currently, Blackboard® has been able to meet the above criteria, and as its increased use by faculty and programs across campus indicates, it has become the preferred CMS at Duquesne University. Regardless of which technology you choose, you must realize the implementation is an ongoing process that demands time, attention, and dedication.

Getting Started

Before documents and information are uploaded, specific objectives and guidelines must be established. White and Weight (2000, p. 185) have used technology as a tool to enable human relationships, and have found that people are the real reason for success in any online learning environment. This environment requires a value-added approach, where technology is used to enhance the complex private and social activities of the learning process (p. vii). In this stage, three factors must be considered:

• Content Management. What should be online? Who will provide it? Who will maintain and update? How will it be organized? Is security an issue? What areas of the CMS should be enabled or disabled?

• Interactivity. What limitations will be imposed? Do all users have the ability to participate in threaded discussions? Should specific guidelines and standards be established and posted?

• User Management. Who will manage the users and passwords (if applicable)? Should different security settings exist for different types of users (i.e., faculty, staff, students, etc.)?

Building the Virtual Community

Once guidelines are established, the construction can begin. This is the longest part of the process and obtaining the information can be a challenge. Consider holding CMS training sessions to involve the faculty and staff — your colleagues can add valuable feedback and offer assistance to feel like a valuable part of the process. After all, the virtual community encompasses the entire school, so demonstrate the need for and value of teamwork from its inception. In addition, draw an initial layout of the AMS before uploading the content (see Diagram A). It is critical the content is organized and easy to navigate, or users will not return.

Diagram A: Snapshot of SOBA-Net's Structure

If You Build It, They Will Come

That is not exactly correct. The overall marketing and enthusiasm generated will determine its success, and like the implementation phase, marketing the AMS is an ongoing process that demands time, attention, and dedication. To generate interest and maintain momentum, remember behavior breeds behavior — if you are excited about the AMS, then others will follow suit. Users must have a reason to log in — offer incentives or hold contests to create initial excitement. The results indicate that both the faculty and academic advisors proved to be a valuable communication medium and significant marketing resource.

Leading Edge Versus the Bleeding Edge

Several lessons were learned during the creation of SOBA-Net. Developers must be realistic that 100 percent of the users will not log in or become regular users of the system. The means to build a large user base is to target key people in the school — faculty and academic advisors are obvious resources because of the quantity of students to which they are exposed. In addition, administration must "buy in" to this idea. Not all schools will have the resources at hand, leading to the possibility of requiring and requesting funding. If they cannot be convinced of the value of an AMS, why should anyone else? Third, two key factors must exist for this venture to be successful — the developer must possess strong organizational skills and a basic marketing plan must be developed. Lastly, developers must be realistic. It will take time to obtain and organize the information, as well as uploading it to the AMS. This is not something that can be created in a week.