Lone Star Community College Faculty Front End Analysis
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Transcript of Lone Star Community College Faculty Front End Analysis
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Lone Star Community College Faculty Front End Analysis
Lone Star
Community College
Design TeamCarol Hasegawa
John PaulinPenelope Pereboom
November 27, 2007
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LEGENDLines of
CommunicationSuprasystem
System
Subsystem
Lone Star Community College
Instructional Resource and Technology
Department
LSCCFaculty
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Subsystem
LSCC Faculty
Communication Legend
Uni-directional
Bidirectional
Lesser degree
Greater degree
Time management
Instructor professional development Student abilities
Course load
Personal life
Standards
Mentors, peer influence
Personal resourcesClassroom environment
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System
Instructional Resources & Technology
Department
Communication Legend
Uni-directional
Bidirectional
Lesser degree
Greater degree
Time constraints
LSCC Administration &
Departments
IRT Dept workload
Competing priorities
Professional development
Teacher demands
Budget
Personnel
Facilities, infrastructure
Resources & equipment
Emerging technology
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Potential Students
UniversityCommunity
Students
Suprasystem
Lone Star Community College
Communication Legend
Uni-directional
Bidirectional
Lesser degree
Greater degree
Federal
Media
EconomyState
Reputation & Competition
Accreditation
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AdministrativeAssistants
CertainChangeLeaders
Dean,Math &Science
Dean, Social &
Behavioral Science
Certain Gatekeepers
& Faculty
Branch Dept Heads
IRT Dept
Executive Vice
PresidentDirector,
Budget & Finance
Director,IRT Dept
SelectFaculty
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Obtain agreement Convince others of change valueEstablish support structure Allocate resources
Installation
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Schedule progress meetingsCompensate membersReview action plan annuallyMaintain open dialogDocument lessons learned
Long Term Maintenance
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Data Gathering
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Discrepancy Chart
OutputsInputs OutcomesProcesses Products
IRT dept provides course development support
Course development process is not collaborative
Lack of focus on the needs of potential students
Turned away 20% of students due to lack of courses
Community has limited access to courses
Teachers use course development support from IRT dept
Course development is a collaborative process
Meeting the changing needs of the digitally native students
No students turned away due to lack of courses
Increased availability of courses to meet community needs
What Should Be
What Is
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Needs Analysis
Performance Analysis
Constraints & Resources
Learner Characteristics
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The Gap
Where weare now
Where we need to be
Complex course development process Minimal collaboration Underutilized IRT resources Lack of consideration for potential and current student needsLimited availability of courses
Needs Statement
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Continued support from IRT dept Expand the campus facilities, staff, and
course offeringsReview and revise policies and
proceduresSpread IRT resources
throughout the campus
Possible Solutions
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Continued support from IRT dept Expand the campus facilities, staff, and
course offeringsReview and revise policies and
proceduresSpread IRT resources
throughout the campus
Possible Solutions
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Recommended Solution
PHASE ONE
Review and revise
policies and procedures
PHASE TWO
Spread IRT resources
throughout the campus
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Collaborative tools essential to processVarious perspectives are beneficialGroup work, while challenging, is also
rewardingThe value of a thorough front end
analysis
Team Insights: What We Learned
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Not fully understanding the scope of the project
Anxiety over end productPersevered by seeking guidance Overcame anxiety by working together
Team Insights: What Went Wrong and Right
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Set and adhere to group deadlinesUse Google Docs instead of emailMore face to face group meetingsMove on
Team Insights: What Would You Do Different
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Establish the right team sizeConsult with more subject matter
expertsAllocate appropriate resources
Team Insights: A Real Project
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Lone Star Community CollegeFront End Analysis
Instructional Design Team
Carol HasegawaJohn Paulin
Penelope Pereboom
Under the direction ofProfessor Catherine Fulford and Chris Stark
In fulfillment of ETEC 600Theory & Practice in Educational Technology
course requirements
University of Hawaii at ManoaFall, 2007
ReferencesGagne, R., Wager, W., Golas, K. & Keller, J. (2005). Principles of
Instructional Design. Fort Worth: Harcourt, Brace, Jovanovich. (Latest edition.)
Gentry, Castelle G. (1994). Instructional Development. International Thompson (Latest edition.)