We look at this issue quite differently. Let me share my thoughts.
Incentives and penalties (aka carrots and rods) are two sides of the same
coin. Here, we choose not to use either. That is, we do not give
incentives to staff if they use BB (like grants, awards, etc). Neither do
we penalize them (like tenure and promotion during the annual appraisal
process). If we did use the rod, then there should have been one section
that says: do you use the OHP for teaching" long time ago.
OHP, and systems like BB, Powerpoint slides are tools. It supports,
facilitates and make (depending on use, appropriateness, subject matter,,
teaching/learning style, etc) teaching and learning more effective. So, we
adopt an approach and create an environment where we enable and empower e-
learning.
a) we have info sharing sessions to share on the strategic and
competitive benefits of going into e-learning, much like some campuses
conduct student tours to show them their libraries, labs, and living
accommodation. Some students make their choices based on such facilities
(as well as on the repute of the institution). e-learning can be one of
these considerations that potential students consider. This presents
the “why” dimension.
b) we choose a professor-centric learning management system - here, I
am talking to the converted. BB is professor-centric and professor-
friendly. We experienced viral effect in adoption rates. On paper, we
trained about 300 professors, but the rest of the 1,200 saw what their
colleagues did, and said "if he can, I can as well". Be careful, this
hyper-growth can grow faster than your server can cope! This is the “what”
dimension.
c) we conduct sharing sessions (do not call them training
sessions!!!), usually done by a fellow professorial colleague (seniority
in age helps ;). Your technical staff (who knows more about the how) is
usually eyed with intellectual suspicion. Seeing an academic staff talking
about it, somehow, establishes a bond of brotherhood and sisterhood of
possibilities and plausibilities. The technical staff then come in later
as a follow-up.
d) Lunch & Learn sessions help. Staff are usually rather busy, but if
done as a social event as well, they will come and participate. After all,
they need a lunch break, so why not at your coffee and tea corner. Things
(like requests to see you to find out more) usually happen AFTER these
sessions.
e) Our training room has only round tables. Up to three professors
can share one PC system for training – this provides mutual support. The
tables are arranged asymmetrically (a bit of academic chaos speaks of
opportunities to try new stuff). These latter points represent the “how”
dimension.
Some statistics to share with you our experiences in the use of BB. Within
two months, we created 200 course sites. By 8 months, 50% of our courses
had an online presence. Hits were at 200,000 page views a week term time.
Today, we experience 2.1 million page views/week.
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