ERIC ED417694: The EDUTECH Report, 1997-1998.

99 Pages·1998·2.3 MB·English

by  ERIC

DOCUMENT RESUME
IR 018 760
ED 417 694
The EDUTECH Report, 1997-1998.
TITLE
EDUTECH International, Bloomfield, CT.
INSTITUTION
ISSN-0883-1327
ISSN
PUB DATE 1998-00-00
98p.; Document printed on colored paper.
NOTE
EDUTECH International, 120 Mountain Ave., Bloomfield, CT
AVAILABLE FROM
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EDUTECH Report; v13 n1-12 1997-98
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*Educational Technology; Electronic Mail; *Higher Education;
DESCRIPTORS
Information Networks; Information Services; *Information
Technology; Leadership; Newsletters; Personnel Management;
Technological Advancement
Administrative Information System; Computer Users; Project
IDENTIFIERS
Management; *Role of Technology
ABSTRACT
This document consists of 12 issues of the EDUTECH Report.
1998. The newsletter's purpose is to alert faculty and administrators to
issues in educational technology. Each issue contains two feature articles, a
page of news briefs, a preview of the upcoming issue, and a question and
answer column. Most issues also contain brief quotations on education
technology topics. The following cover articles appeared between April
"Can IT Groups Be Trusted To Teach Computing?" (Howard
1997-March 1998:
(1)
"Leadership in the New IT Organization" (James I. Penrod);
Strauss);
(3)
(2)
"Selecting a New
"PMS: Project Management Syndrome" (Howard Strauss);
(4)
"Gary, That Wasn't a Machine That
Information System: Basic Principles";
(5)
"Hot Issues 1997-98" (Thomas Warger);
Beat You" (Howard Strauss);
(7)
(6)
"Determining the Real Cost of
"Troubled Times for Many IT Departments";
(8)
"Determining the Real Cost of an
an AIS" (part one of a two-part series);
(9)
"Treat E-Mail as Part of Your Campus Information
AIS" (part two);
(10)
"In Search of Leadership; A Tale of Three Visions" (Howard
System";
(11)
"The Staff Crisis" (Barbara Horgan).
Strauss); and (12)
(SWC)
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from the original document.
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4
The Edutech Report
Volume 13, Nos. 1-12
April 1997-March 1998
"PERMISSION TO REPRODUCE THIS
MATERIAL HAS BEEN GRANTED BY
U.S. DEPARTMENT OF EDUCATION
Improvement
Office of Educational Research and
L.H. Fleit
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
This document has been reproduced as
received from the person or organization
originating it.
Minor changes have been made to
J
2
improve reproduction quality.
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)."
(
Points of view or opinions stated in this
document do not necessarily represent
official OERI position or policy.
April 1997
Volume 13
THE
Number 1
EDUTECH
0
T
R
R
P
E
The Education Technology Newsletter for Faculty and Administrators
Can IT Groups Be Trusted
To Teach Computing?
Howard Strauss, Princeton University
"One important lesson for all
of us to consider is the role
Many years ago, university computer centers taught mini-
technology and distance
courses and seminars to a growing horde of wannabe
education play in an institu-
computer users anxious to enter the modern world of
tion's effort to become more
punched cards and mainframes. These courses were taught by
attuned to its constituents.
the computer center staff and anyone else who could be corralled
Historically, off -campus
into speaking to a group about computers. Typical topics covered
students have often been
were text processing, programming, dealing with the operating
treated differently by faculty
systems, and solving problems in the sciences.
and campus offices and
thought of not as our
Today there has been a total change in computer technology, but
students but as continuing-
by and large, the minicourses and seminars are taught the same
education students. As we
way they were decades ago. Even the topics are nearly the same.
reach out via distance
education to attract more
And the results are pretty much the same as they have always
non-traditional and place-
been toomediocre at best. IT groups often boast about the
bound students, we need to
number of courses they teach and the number of people who
think of them as our
attend them. They even look at some complimentary course eval-
students."
uations and conclude that they are doing a great job. But despite
the fact that these courses are taught at universities where one
R. Sedlack, G.P. Cartwright
might expect excellent pedagogy, the courses rarely meet the
"Two Approaches to Distance
needs of the users that IT groups are trying to reach.
Education: Lessons Learned"
Change
Ask The Oracle
January/February 1997
We start doing a bad job in teaching courses by teaching the
wrong courses. Once the wrong courses are chosen, the skill of
our instructors, the technology of our teaching labs, the dazzle
of our presentations, and the soundness of our instructional tech-
niques matter very little.
How are the courses that are taught typically chosen? A quick
survey revealed two basic heuristics that are often used together.
continued on page 3
3
NEWSBRIEFS
Web-Based Instruction, edited by Badrul H. Khan of the University of Texas
RESOURCE FOR WEB-
at Brownsville, covers all significant aspects of the design, development,
BASED INSTRUCTION
delivery, and evaluation of instruction using the World Wide Web. In 59
chapters, this 480-page-volume provides users of the Web with on-line
sources, case studies, references, and other forms of information regarding
ways to use this new technology to improve opportunities for learning at all
levels. Nearly one hundred authors, representing institutions situated
throughout the world, participated in the writing of this timely
volumeusing the Web to coordinate their efforts, thus assuring a complete
treatment of this important topic. E-mail and Web addresses are given for
all chapter authors, most of whom have active Web sites that can provide
additional information to readers of the book.
For more information or to order, contact Educational Technology
Publications, 700 Palisade Avenue, Englewood Cliffs, New Jersey
07632-0564; 1-800-952-BOOK The table of contents is available at
http://www.utb.edu/-1Ehanbitc.txt.
This year's CUMREC (College and University Computer Users Association)
EXPLORE THE
conference, scheduled for May 11-14 at Saint Louis University, builds on a
FUTURE AT
long and successful history of providing professional development for those
CUMREC97
who use and support information systems in higher education. This annual
conference provides a forum for the exchange of strategic visions, practical
solutions and systems expertise. This year's program is filled with "how-to"
approaches, timely topics, and discussion opportunities to help improve the
systems that support the needs of your institution. Saint Louis University,
this year's host, promises to continue in the proud tradition of information
sharing begun in 1956 by Frank Martin of Michigan State University.
For more information, contact John Goerke, Director of Information Systems,
Saint Louis University, P.O. Box 56907, St. Louis, Missouri 63156-0907;
[phone]; [email protected].
The American Association for Higher Education (AAHE), Teaching,
TLTR SUMMER
Learning, and Technology Roundtable (TLTR) has announced its third
INSTITUTE
annual summer institute, "Visions, paths, and support," to be held July
12-15 at the Pointe Hilton on South Mountain, Arizona. The TLTR Program
provides services and materials to help colleges and universities improve
teaching and learning through more thoughtful and cost-effective uses of
information technology. A local TLT Roundtable is a forum for planning,
communication, and collaborationwith a primary focus on teaching and
learning and a secondary focus on technology.
For more information about the Summer Institute, contact Amanda Antico,
Program Associate, TLTR/AAHE, One Dupont Circle, Suite 360, Washington
DC 20036; [phone] ext. 38; [email protected].
each month by EDUTECH International, 120 Mountain Avenue, Bloomfield, CT, 06002-1634; (860) 242-
The EDUTECH REPORT is published
([email protected]); Vice President: Emily Dadoorian. Copyright ©1997, EDUTECH
. Fleit
3356. President and Publisher: Linda H
publication, or any part thereof, may not be duplicated, reprinted, or republished without the written
International. All rights reserved. This
reproduction, including photocopying, is forbidden. ISSN #0883-1327. One year subscription, $97.
permission of the publisher. Facsimile
2
To Teach Computing?...
Can IT Groups Be Trusted
continued from page 1
the other groups. So they teach the
undergrads,
students,
graduate
The budget model: Do what we did
same courses to these groups at the
faculty, and staff are quite differ-
last year and tweak it a little; and
same time. That totally misses the
ent. But all of these constituencies
the supply/demand model: Find out
mark. There should be separate
what people are willing to teach
want courses that tell them how to
courses for each of these groups
and go with it. One rule that I
get their work done, not the theory
(and for sub-groups within these
of computing. They also want to
never heard, except from disgrun-
groups) because their needs are dif-
know how to do specific tasks, not
tled users (at other universities, of
ferent, not because you don't want
to learn every feature of some soft-
course) was to ask your users what
them to interact. That means re-
ware package. After a trying hour
courses they wanted you to teach.
ally different courses, not just dif-
of a course on a spreadsheet pack-
ferent times for the same courses.
We don't ask our university stu-
age in which hundreds of features
were explained in detail, a user
dents what courses they want us to
Teaching adults is very different
teach so why should we treat IT
complained to me about not having
from teaching
Adults
children.
users any differently? Sure, stu-
learned how to do his departmental
know what they want to do and
budget. "But you learned all about
dents might petition for some spe-
what they need to learn. Adults
cial courses or even occupy the ad-
will neither appreciate learning
ministration building to make their
how to include clip-art sharks in
point a bit stronger, but our faculty
their text processing documents
teaches topics that they are most
nor will they decide that since the
Everyone uses
enamored with and that they know
teacher covered it, it must be im-
their students ought to know. In
electronic card catalogs,
portantunless, of course it
is
many respects, IT groups treat the
ATM machines, and
something they really need to do.
service courses they teach like the
TVS and VCRs that use
academic courses offered by the
menus and cursor
The adults we teach are often ex-
university. But there are very few
control keys. Your
perts in some field, though not usu-
similarities between the academic
"Introduction to
97. They
ally
Microsoft
needs of our students and our us-
Office
should not be treated like third
Computers" course is
ers' need to get their work done
graders. They can handle the big
with our computers.
more likely to cure
picture, correct terminology, real
insomnia than
world examples (instead of cutesy
With rapidly changing technology,
computer illiteracy.
examples suitable for toddlers), and
we can't teach the same thing year
printed and on-line supporting in-
after year. And our users' level of
formation that assumes they can
experience is changing as rapidly
read at the high school level.
as information technology itself.
Incoming freshmen often have used
Adults can contribute to the learn-
formulas, formatting, copying and
computers for four or more years.
sharing files, and lots more than
ing process. They are worldly, have
Staff members often have comput-
probably seen computers before,
you'd ever need to do your simple
ers at home. And everyone uses
and are resourceful
they
(e.g.,
budget," I protested. "Oh sure," he
electronic card catalogs, ATM ma-
know how to use the library). They
chines, and TVS and VCRs that
said, "I can calculate trigonometric
can bring real examples to class,
functions, deal with relative and
use menus and cursor control keys.
can engage in lively, thoughtful
absolute cell addresses, and in the-
Your "Introduction to Computers"
discussions, and can often stump
ory make those spreadsheets dance
course is more likely to cure insom-
the teacher. Encourage them to do
and sing, but I don't know how to
nia than computer illiteracy.
apply that to the simple things I
these things. All students (and the
instructor) will benefit.
Of course your users know this.
need to do in my office every day."
They also know that the needs of
Adults will apply what they learn
Some universities teach separate
immediately in practical ways, if
courses to faculty, staff, and stu-
your course enables them to do so.
dents in the mistaken belief that
Howard Strauss is Manager of
I once saw a third grade history
these groups are ashamed to be
Advanced Applications at Princeton
seen stumbling around (that is,
University and a frequent
continued on page 6
learning something new) in front of
contributor to this newsletter.
3
The Symbiosis of IT and InS
Information technology both influ-
about the faculty who want elec-
mation Officer (CIO). Whether the
ences and is influenced by strategic
tronic classrooms?) Most institu-
institution needs one (How is this
planning. To do one without the
tions are not receiving increases in
different from a director of comput-
other is to risk doing each of them
public money, and grants are har-
ing?); whether it should be a new
badly.
der than ever to find, so are we
position or a reconfiguration of an
saying we just need to bite the bul-
existing, or more than one, existing
Information technology is not a
let and re-allocate existing institu-
position (Can we afford the politi-
peripheral activity. It is not an ad-
tional funds? What about a student
cal cost of creating a new position,
junct to our institutions. It is not
technology fee? Or requiring the
especially a new administrative
something that can be thought
students to bring their own com-
position, especially a high-level ad-
aboutor even worsefunded in
puters with them so we don't have
ministrative position?); what con-
peaks every once in a while, then
to maintain as many labs? Are
stitutes the qualifications (Should
forgotten about the rest of the
there other usage fees we could put
we require a Ph.D.? Does the per-
time. IT is a strategic resource of
in place?
son need to have higher ed experi-
the institution, and pervades every
ence?); who it should report to
conceivable activity of the institu-
(Should it report to the president?
tion, if not at this moment, cer-
The provost? The financial vice
tainly in the near future.
president? Is it a full vice presi-
dency or is it at a lower level?);
While it's true that
Virtually every one of a college or
what duties should it encompass
more and more campus
university's goals and objectives
(Does this mean we're bringing
strategic plans have a
can be affected in positive ways by
together administrative and aca-
prominent section on
information technology. Whether it
demic computing? Should we in-
IT, it is also true that
is using computers and networking
clude the library?); how will this
to strengthen current and new
many people on campus
affect the existing IT staff (Is it a
educational programs, to provide
continue to struggle
slap in the face for the IT depart-
individualized learning experiences
with what the
ment, or will they be relieved that
for students, to attract and retain
at last there will be some real
important strategic IT
students best able to benefit from
high-level leadership in this area?);
issues are.
the college's educational experi-
there an internal candidate
is
ence, to enhance the quality of stu-
(What about the current director or
dent life, or to emphasize sound
directors?); how difficult will it be
planning and increased financial
to attract the right person to our
strength, information technology
institution (How high a salary will
has an important, substantive role
The overriding question here is:
be required? Is this really as much
to play.
how well does information technol-
of a seller's market as we've heard?
ogy compete with all the other de-
How do we position ourselves to
While it's true that more and more
mands for institutional resources?
get the right pool of candidates?);
campus strategic plans have a pro-
In this climate of accountability, IT
and, of course, the well-known
minent section on IT, it is also true
services and resources are at a
chiefs/Indians
issue
invariably
that many people on campus con-
disadvantage in having to compete
brought up by the faculty (What we
tinue to struggle with what the
really need is more help on the
with campus priorities whose bene-
important strategic IT issues are.
fits may be more immediate or
front lines, especially assisting fac-
more obvious.
ulty, not another overpaid bureau-
Strategic IT issues
cratic administrator).
The first big one is, of course,
After money, there are two big gov-
where will the money for informa-
ernance questions: whether to have
The second governance issue is
a Chief Information Officer and
tion technology come from? (How
how many and what kinds of com-
can we replace hardware as often
what the committee structure for
mittees to have. What is the differ-
as it needs to be replaced? How
IT should look like.
ence between a policy committee
can we ever have enough staff to
and an advisory committee? Be-
meet the demand? What do we do
Many institutions today are strug-
tween an advisory committee and a
about wiring the dorms? What
gling with the issue of Chief Infor-
users' group? Does the committee
4
tutional Strategic Planning
structure depend on how the IT
this has always been important,
way the institution goes about
technology makes it
service organization itself is orga-
making these decisions can beor
imperative
nized? How do we keep high-level
should bestrategic. That is, the
that actual policies be worked out
interested
in
at an institutional level that deal
folks
committee
selection of vendor or of system
work? Do we already have too
appropriately this.
should not be a computer center
What
with
many committees? Who should
about the impact of an information
decision, nor is it the purview only
chair these committees?
system on student service? Can a
of the financial vice president, as
good system have a role in student
has been the case at many colleges
Another major strategic issue is
in the past. Again, we're talking
recruitment and retention, the twin
how to get the faculty "on board."
foci of enrollment management?
here about something that has ma-
The early adopters are there, but
And what about the faculty? Do
jor institutional impact, so the pro-
what about the mainstream fac-
they care about an administrative
cess of determining the right solu-
ulty? How do we light a fire, recog-
tion should be equally inclusive
system? Should they? A good one is
nizing that very little research has
typically so expensive that the fac-
from an institutional point of view.
been done yet on educational effec-
tiveness, recognizing that it takes
There are other issues as well,
a great deal of time commitment
such as universal connectivity (not
and a willingness to take risks on
only how much it costs to provide
the part of a faculty member to do These are not
and support, but what it implies
this at all, and by the way, recog-
about the changing nature of the
technology issues;
nizing that we probably don't have
educational experience); the need
nor should they be
the right support in the institution
to put together a campus-wide IT
dealt with in an
to help with instructional design
training strategy that takes into
ad hoc, reactive
issues, never mind the little things
account individual differences in
way. They are
like getting the workstation set up
experience, motivation, and time
in the classroom in time for class.
issues of direction
constraints; and the "service level
And then there are the promotion
crisis" and its associated fallout
and identity for
and tenure issues, which still in
that so many of our campuses are
the institution
most institutions, do not recognize
experiencing today.
itself
or reward faculty for getting in-
volved in technology activities, and
These issues are not dealt with
at worst, regard these activities as
easily, but more importantly, be-
serious distractions from "real aca-
cause they are so significant and
demic work."
the answers have so much poten-
tial impact on the institution as a
ulty had better have some involve-
On the other side of the institu-
ment here; many institutions are
whole, they absolutely have to be
tion, a major issue is the nature of
beginning to realize that even the
part of an institution-wide strategic
the information architecture, or,
term "administrative information
planning process. These are not
said another way, what is an ad-
system" is a bad one and that it
technology issues; nor should they
ministrative information system
should be called "campus informa-
be dealt with in an ad hoc, reactive
for? One of the things we're seeing
tion system" because there is real
way. They are issues of direction
now is a headlong rush to acquire
potential benefit for everyone, in-
and identity for the institution it-
new systems, mostly driven by the
cluding the faculty. And then once
self and, despite the fact that many
inadequacy of data access in what-
you've got all that settled, you need
times, a college will feel it is alone
ever current system the institution
to face the build-or-buy decision,
in its struggle (one of the most fre-
is using, but also driven by such
and if you choose to buy, as many
quent queries consultants hear is,
institutions do, it's not over yet
things as worry over the Year 2000
"Is anyone else having this much
problem. And, just as in the other
now you have to deal with whether
trouble? Are we the only ones with
strategic IT issues, there are many
to get a single, integrated system
all these problems? Bet you haven't
questions surrounding this one
or go the "best of breed" route, se-
seen anything this bad, have you?),
that have the potential for major
lecting the best solutions for differ-
these issues are pervasive through-
institutional impact. Security and
out higher education. It's every-
ent offices and tying them together
in some magical way. Even the
privacy of data, for example. While
one's struggle.
5
To Teach Computing?...
Can IT Groups Be Trusted
continued from page 3
cannot be sure they can attend a
paper that had a grade of A but
schedule minicourses? Not always.
course until the last minute. Does
contained many spelling errors.
Many users can't get time off dur-
that make them less deserving? Is
ing the working day or on certain
When I questioned the teacher on
ability to pay a good criterion for
days. For some, staying late cre-
how a paper with so many spelling
who you train?
ates child care or carpooling crises.
errors could get such a high grade,
she said that she was teaching
If we really want users to attend
But what if someone doesn't show
history, not spelling. Students in
our courses they must be offered at
up, or too many people show up, or
varying times and at times best for
that school obviously take spelling
someone who shouldn't be taking
our users. That might not be the
only to pass spelling tests. Your
the course shows up, or ... ? With
times best for our instructors.
students will not learn WordPerfect
minicourses you should trust the
to pass the WordPerfect exam.
market. Serve anyone who wants
One minicourse schedule on the
to learn. You want to attract moti-
Too often we leave our users to
Web lists courses that have prereq-
vated learners, students who really
uisite courses that are taught after
work out their practical applica-
want to be there. And you want as
tions in their offices. It may not
the courses for which they are re-
many of them as you can get. To do
quired. I guess it will take you two
sound sufficiently university level
that you have to lower the barriers
to teach courses on "Doing Your
to learning, not raise them. Edu-
Budgets With Excel" or "Communi-
cated users save you time and
cating With Your Students Elec-
money. They call your help desk
tronically," but most users would
Users often have
less, provide good technical advice
like to see courses aimed directly
very busy schedules and
to their peers, do their work more
at what they need to do. Your in-
sometimes cannot be
efficiently, and think better of the
troductory, intermediate, and ad-
sure they can attend a
IT group who made them so adept
vanced courses on any topic may
at their jobs.
be efficient to teach, but they may
course until the last
not be efficient for learning. Your
minute. Does that make
In the ideal minicourse you'll have
users are not generally IT people.
them less deserving? Is
motivated students being enter-
When they leave your course on
ability to pay a good
tained by a compelling, people-ori-
Word they will not be assigned to
criterion for who you
ented teacher who is teaching ma-
your help desk and bombarded
train?
terial he or she uses and thinks is
with arcane questions. They just
really neat. People do not readily
need to go back to their offices or
learn unless they are presented
carrels and get a memo or bibliog-
with compelling information in an
raphy done.
entertaining way. I have seen ad-
vanced math and physics taught in
semesters to learn this stuff. Too
In addition, your users have sup-
such an entertaining way that it
bad if you need to learn it now.
port material they did not have in
seemed the class couldn't be learn-
the past. Any bookstore has hun-
Barriers
ing anythingit was too much fun.
dreds of books on software. (Your
As a course provider or a student
Bad timing is only one of the barri-
courses might tell them which are
you shouldn't settle for less.
ers that we create for our users.
best.) There are also on-line help
Registration and charging are two
systems and FAQs on the Web that
they should learn to use. And of
Choosing the wrong people to teach
others. The arguments for both of
your minicourses will doom any
these deterrents to learning make
course all their peers use comput-
possibility of any learning by all
ers. Your courses should assume
sense for university students. They
that users have access to this
but the most persistent students.
just scare off the people you'd most
An instructor who has done noth-
wealth of material. They need to
like to attract to your minicourses.
ing but teach the material and does
learn how a pro applies the soft-
notregularly use it should never be
"People who register (and/or pay)
ware tools. If you don't cover some
allowed to teach a minicourse. He
are more serious about wanting to
nuance or feature, they can look it
or she might know every nuance of
take the course and are more likely
up.
every command, but there is no
to show up" is the often-heard
substitute for practical, hands-on
plaint. But your users often have
Timing
experience.
very busy schedules and sometimes
Do we consider our users when we
6
sponsors a monthly "Exploration
Other Barriers
less likely to be used or at least,
Hours" during which any of our
will be used much less effectively.
Minicourses often have little or no
users can wander in and chat with
An important part of doing train-
budget and few formal staff. With-
the people working on future uni-
ing right is to provide feedback to
out organizational commitment to
your IT staff about system com-
versity systems. While topics of in-
training, it would be amazing if
terest are advertised, users can
plexities that should be removed.
any group could do this effectively.
discuss anything. And of course
Having a high-level commitment to
there is no registration, cost, or
A Few Other Things
doing training at least allows you
even time to arrive (as long as it is
Technology is changing rapidly and
to try to remove some of the barri-
during the afternoon each month
budgets are being squeezed. Under
ers to learning. Can you get proper
we do this). Users get to learn
these circumstances, survival re-
teaching facilities scheduled when
about new things before they hap-
your users need them? Is there a
quires new ways of doing what we
pen, and the people building our
used to do. For example, as part of
lab where your students can prac-
future systems get to hear what
your training you should recom-
tice what they've learned? Do they
our users really wantbefore those
mend the best reference books to
have the hardware and software in
your usersmaybe that's all they
systems are built.
their offices that you teach them or
need. There are many videotapes
when they return to their offices,
Our punched cards are gone and
do they seem to have traveled
and CD-ROM courses available.
our mainframes will soon follow.
Search out and acquire the best of
backwards in time? Will they get
It's time our old minicourses were
good support after the class is
them and make them available to
retired too. They need to be re-
your users. There are also many
over?
placed with responsive, results-ori-
useful on-line reference sources.
ented courses taught innovatively
One of the least-often considered
to motivated learners who are en-
But some of the educational needs
barriers to learning is having sys-
couraged to learn the systems we
of users cannot be solved by any of
tems that are too hard to learn. A
have simplified. That's not simple
these means. They really need to
difficult system requires a great
bump into the IT experts in the
to do, but the users are counting on
of complex documentation
deal
their IT groups to do it. Who else
hall and chat about some problem
that will be hard to write and that
would you trust to teach your users
or project they are toying with. To
no one will understand. It requires
meet this need, our Advanced
about computers?
long complex courses and puts a
Technology and Applications group
burden on your help desk. It also is
In Future Issues
How technology is
"Many (teachers) resent providing instruction in a
changing the mission
learning environment that often strikes them as an
of higher education
overblown video game. The question of simulation is
posed from preschool through the college years....
Models for supporting the
Why should eighteen-year-olds do virtual
development of
experiments in virtual physics laboratories? The
instructional materials
answer is often: because the simulations are less
How the CIO role has
expensive.... But these answers beg a large
changed, with more
question: Are we using computer technology not
change coming
because it teaches best but because we have lost
the political will to fund education adequately?"
Sherry Turk le
Need a consultant? EDUTECH
"Seeing Through Computers: Education in a Culture
International provides consulting
of Simulation"
services exclusively to colleges
The American Prospect
and universities. Call us at
March/April 1997
[phone].
%.*
7
Q. We
are thinking of setting up a liaison program
help lead to more reasonable and realistic expectation
between the Computer Center and our administra-
levels and can put the users on your side when you're
tive offices, assigning one programmer/analyst to
ready to ask for additional staff resources.
each area. But we're worried about the more senior
Q. We're about to start
or more accomplished programmers. Is it really fair
a campus-wide planning
to assign them just to certain lucky departments?
effort for information technology but we've already
gotten off track in trying to define the difference be-
A. Let's
assume that you really mean a liaison pro-
tween a "long-range" plan and a "strategic" plan. Can
gram and not a system of dedicated programmers. In
you help?
a liaison program, the IT staff member acts on behalf
A. When planning for IT (beyond creating
of the whole administrative support team and calls
a one-
year budget) first became popular about ten years
on the rest of the technical people as their expertise is
required. If you can pull off that kind of teamwork,
ago, many people assumed that "long-range" and
you'll probably reap some benefits from a liaison sys-
"strategic" meant the same thing. Since then, its be-
tem. For one thing, it is easier to relate to a particu-
come useful to make a distinction between them: long
lar face and name than to an acronym like "ITS."
range refers to a plan that covers a greater-than-one-
People like knowing who to call up for support. The
year span of time, usually either three or five years.
A strategic plan, on the other hand, focuses on the
loyalty builds up in both directions as the liaison and
the user department solve problems together. It's also
mission, values, goals, and objectives that make IT a
easier to understand the workload of a personalized
strategic resource of the institution, regardless of the
human being. Somehow it's not so bad to hear that,
timeframe involved. The distinction is an important
say, five people are supporting forty departments. But
one, especially with the understanding that a strate-
gic plan for IT is directly tied into, and contributes
when you hear that one person (your liaison!) is sup-
porting eight departments, that's shocking. This can
to, the mission and goals of the institution itself.
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