Shahron Williams van Rooij

Scaffolding project-based learning with the project management body of knowledge (PMBOK ® )

This paper reports the results of a study of the extent to which processes and procedures from the discipline of project management can scaffold online project-based learning in a graduate-level instructional technology course, by facilitating intra-team interaction, enhancing project outcomes and promoting a positive project team experience. With one course section using tools and templates from project management and one section using only free-form text forms and instructor guidelines as project scaffolding tools, team interactions were compared via qualitative and quantitative analyses of team threaded discussions over an 8-week project lifecycle. Project outcomes were assessed by comparing project product scores using the t-test for independent samples, while project experience was assessed via a post-project survey using the University of Wisconsin-Madison Student Assessment of Learning Gains (SALG) questionnaire. Results indicate that the project management methodology facilitates intra-team communication and positive collaborative behavior, but is not a critical factor for final product quality. The results provide a starting point for educators and researchers seeking to assess cross-disciplinary approaches to project-based learning.

Higher education sub-cultures and open source adoption

Successful adoption of new teaching and learning technologies in higher education requires the consensus of two sub-cultures, namely the technologist sub-culture and the academic sub-culture. This paper examines trends in adoption of open source software (OSS) for teaching and learning by comparing the results of a 2009 survey of 285 Chief Academic Officers and Chief Information Officers with the 2006 administration of the same survey. Results indicate that while the key drivers of OSS adoption continue to differ for the academic and technologist sub-cultures, both sub-cultures converge in deeming total cost of ownership as the most important metric for making a go/no go adoption decision.

Exploring the contribution of formal and informal learning to academic staff member employability: A Dutch perspective

Purpose – Little attention has been paid to the employability of academic staff and the extent to which continuous learning contributes to academic career success. The purpose of this paper is to explore the contribution of formal and informal learning to employability. Design/methodology/approach – Survey data were obtained from 139 academic staff members employed at the Open University in the Netherlands. The questionnaire included employee characteristics, job characteristics, organizational context factors, formal learning and informal learning and employability variables. Findings – Informal learning, such as networking and learning value of the job, appeared to be solid contributors to employability, while the impact of formal learning activities was far less significant. Further, the study revealed the impact of employee and organizational context factors upon informal learning and employability. Age, salary and learning climate appeared to be strong predictors for informal learning, while promotions were shown to be highly positive contributors to employability. Practical implications – The findings stress the value of informal learning, although human resource policies that encourage both formal and informal learning are recommended. Originality/value – Academic careers comprise an under-researched area and the same applies to the relationship between learning and employability in the context of these types of careers.

Instructional design and project management: complementary or divergent?

This paper reports the results of a study to identify the extent to which organizations that develop educational/training products are committed to project management, as measured by their project management implementation maturity, as a methodology that is separate and distinct from the processes of instructional design. A Web survey was conducted among 103 public and private sector organizations worldwide that develop educational/training products. Results show no significant difference by project management maturity level in the roles of instructional designer and project manager, although there is some relationship between maturity level and how organizations perceive the skills/competencies of project managers versus those of instructional designers. Further, organizational decision-makers have very specific expectations about the formal education and training of educational/training product development project leaders. The findings should be of value to institutions of higher education in evaluating programs that prepare students for careers in instructional design.

Open Source software in US higher education: Reality or illusion?

As institutions of Higher Education try to balance limited resources with the rising costs of technology, some institutions are turning to Open Source software for campus-wide applications such as course management systems and portals. The assumption is that Open Source will provide the flexibility to build pedagogically sound learning environments while increasing technology efficiencies. This paper outlines the current state of Open Source software deployment in US Higher Education based on a survey of 772 Chief Academic Officers and Chief Information Officers conducted in 2006. The results indicate that Carnegie classification is a critical differentiator of awareness, adoption, and perceptions of Open Source software applications, with perceived cost of ownership being the key driver of Open Source adoption. Moreover, the study shows that institutions have made little progress in the development of polices and procedures for Open Source regulatory compliance and security. The study serves as a baseline for future research into the conditions for successful use of Open Source for supporting integrated learning environments that deliver campus-wide efficiencies.

Positioning e-Learning Graduate Certificate Programs: Niche Marketing in Higher Education

This article reports the results of a content analysis of 43 higher education e-learning certificate program websites to determine how they use those sites to market themselves. Results of the study indicate that both U.S. and international institutions marketing an e-learning graduate certificate program in the U.S. are clear and explicit about who they are, what they are offering, and what target audience they are seeking to reach. However, most programs sites do not include differentiators such as a unique selling proposition or unique benefit. These insights can be of value to institutions seeking to better market their e-learning graduate certificate programs and maximize the use of program websites. The findings are also consistent with previous research that affirms the value of positioning services brands where services marketers have a good understanding of their particular competitive situation within the services sector.

The Career Path to Instructional Design Project Management: An Expert Perspective from the US Professional Services Sector

There are well�?documented competency standards for instructional/training designers and for project managers. However, there is little research about what skills and abilities employers expect from those seeking to become instructional/training design project managers, particularly within specific industry sectors. Focusing on the US professional services sector, the sector in which firms have a global impact and in which human capital is the largest asset, this article addresses the ‘must have’ skills/competencies, characteristics and organizational conditions associated with career advancement from instructional designer to instructional design project manager by means of an expert study that is grounded in an in�?depth literature review. In addition to enhancing knowledge of instructional designers’ competency development for career advancement in the professional services sector, this study also offers some concrete recommendations and implications for research and practice.

Higher Education and FOSS for e-Learning: The Role of Organizational Sub-cultures in Enterprise-wide Adoption

This paper examines the paradox of FOSS adoption in U.S. institutions of higher education, where campus-wide deployment of FOSS for e-learning lags far behind adoption for technical infrastructure applications. Drawing on the fields of organizational management, information systems, and education, the author argues that the gap between FOSS advocacy and the enterprise-wide deployment of FOSS for e-learning is a consequence of the divergent perspectives of two organizational sub-cultures-the technologist and the academic-and the extent to which those sub-cultures are likely to embrace FOSS. The author recommends a collaborative needs analysis/assessment prior to a go/no go adoption decision, and b broad dissemination of total cost of ownership TCO data by institutions deploying FOSS for e-learning enterprise-wide. This discussion satisfies e-learning administrators and practitioners seeking research-based, cross-disciplinary evidence about the FOSS decision-making process and also assists educators seeking to expand student knowledge of e-learning technology options.

Linking Theory and Practice Through Design: An Instructional Technology Program

In the College of Education and Human Development at George Mason University, we have created three independent strands or tracks—each with its own mission, its own target population, and its own connections and collaborations with external organizations and institutions. Track 1 is the Instructional Design and Development (IDD) track, serving those with educational interests primarily in government, military, business, and higher education. Track 2 is the Integrating Technology in Schools (ITS) tract, serving public and private school teachers and school divisions. Track 3 is the Assistive Technology (AT) track, serving those with disabilities in public schools and local, state, and federal agencies. Even though these tracks appear to be three unique programs, we have found a unifying center in the field of design. This paper explores the concept of design as it can be applied to understanding the teaching/learning enterprise regardless of context, goal, and audience. It then discusses how this concept informs curriculum and processes in each track.

Cases on Educational Technology Planning, Design, and Implementation: A Project Management Perspective

Angela D. Benson is an Associate Professor of Instructional Technology at The University of Alabama. Her research addresses the influence of educational technology on individuals and organizations. She has given numerous conference presentations and published several academic articles and book chapters on the topic of distance and online learning. She is the co-editor of International Perspectives of Distance Education in Higher Education (2012) and Research on Course Management Systems in Higher Education (2014). Dr. Benson has designed and taught a variety of traditional and distance courses. Her professional experience includes thirteen years as a systems engineer in the telecommunications industry. She holds undergraduate degrees in Math and Industrial Engineering, master’s degrees in Operations Research and Human Resource Development, and a doctorate in Instructional Technology. Released: June 2013 An Excellent Addition to Your Library!