Virginia Tech is transitioning to Sakai. Effectively addressing Faculty, Staff, & Student concerns play a significant role in successfully adopting innovation. Our application of the Concerns-Based Approach Model includes assessing resources, then mapping optimal lines of communication and support structures to successfully implement Sakai.

1. Concerning Their Concerns: Using CBAM to Map Support for a Transition Amber D. Evans, Documentation and Training Coordinator Dave McPherson, Product Manager Online Course Systems, Virginia Tech

2. Who we are (& What we do) FDI provides teaching and learning opportunities integrating technology in research, service, outreach, and teaching. OCS provides personable customer service as second tier phone, online, & in-person computing for select online course systems. UCS provides personable customer service as first tier phone, online, & in-person computing helpdesk assistance for all VT end-users. 2

3. Where to Start? There needs to be a central group that handles general computing help. That group can be the front door for your other groups on campus. Think of this as a wagon wheel with that group as the hub and the other groups as the spokes. July 2009 10th Sakai Conference - Boston, MA, U.S.A. 3

4. Adopting Something New Concerns-Based Adoption Model (CBAM) (Hall, 1975,1979; Hord, Hall, et al., 1987) Training & Education Consultation & Mentoring Interest Groups References, Resources, & Support! 4

5. Concerns-Based Adoption Model “Developed to represent the highly complex process entailed when educational institutions become involved in adopting innovations” (Hall, 1975, p. 5) CBAM: A Model of the People Development Process Focus on the USER! 5

6. FDI’s Role in CBAM Focus: Users. (“I”) Training = Education, Consultation, Mentoring = Interest Groups = 6

7. Grounded in Pedagogical Research 7

8. Training Refocused (late Spring 2009)

9. Training, Education, Consultation, & Mentoring Workshops, multi-day sessions, interest groups, pedagogy, instructional design, technology, grants, awards, recognition 9

10. Provide Resources Training materials, tutorials, online recorded workshops, handouts, web sites, presentations, ElementK, etc. 10

11. Answer to “Why use this technology?” Grounded in Pedagogical Research Computer Allocation & Distribution Training, Education, Consultation, & Mentoring Provide Resources 11

12. OCS’s Role in CBAM Focus: Using the technology. Technology QA & Availability = User & Technology Support = Consultation = 12

13. 2nd Tier Phone, Email & Consultant support Blackboard, Scholar (Sakai), ePortfolio, DyKnow, Courseware, iTunes, Course Evaluation 13

14. Provide Documentation Camtasia tutorials, online video tutorials, recorded video workshops, handouts, web sites, Scholar sites, etc. 14

15. Answer to “How should I use this technology?” 2nd Tier Phone, Email, & Consultation Support Provide Documentation 15

16. UCS’s Role in CBAM Focus: Providing user support & direction. User & Technology Support = KnowledgeBase = Redirection = 16

17. University Computing Support/4Help 17 24/7 Customer Support Call Center Agents reset passwords Monitor system outages Take questions on computer-related problems 1st Tier Customer Support Center (4Help) Phone, Email, & In-Person Help Monday-Friday 8:00pm to 5:00pm

18. The CKM KnowledgeBase The Knowledgebase. The answers.vt.edu knowledge base contains over 1800 active articles with answers to computing and technology questions. The knowledge base is available 24 hours a day, seven days a week at answers.vt.edu. Formal review process of existing articles. Articles are review yearly to ensure they are up-to-date and still required. Collaboration with other departments OCS migrated articles on Scholar and Blackboard to knowledgebase. OCS has established a transfer process for questions beyond the scope of the KB articles. Client suggestions Review feedback submissions for potential additions to knowledgebase. 18

19. Answer to “How does this technology work?” 1st Tier Phone, Email, & In-person Support Provide & Maintain Resources Computing website KnowledgeBase 19 University Computing Support/4Help

20. Case Study #1 Phone Ticket Client calls 4Help with a question on a Blackboard course. Consultant will search answers.vt.edu for article and talk user through the step. Consultant will send follow up email including a link to both the appropriate KB article and to the KnowledgeBase in general for future reference. If unable to find an appropriate article, consultant will transfer the ticket to OCS. Case Study #2 Email Ticket Client emails 4Help with a Scholar question. Consultant will email client restating their question. They will include a link to both the appropriate KB article and to the KnowledgeBase in general for future reference. If unable to find an appropriate article, consultant will transfer the ticket to OCS. 20 Typical Scenarios (UCS)

21. The OCS staff receive the ticket from UCS. OCS Staff review & revise their own dept. wiki for possible “canned answers” or instructions for troubleshooting the issue. OCS staff reference their own documentation and provide links to appropriate online materials or to appropriate upcoming trainings (conducted through FDI). OCS staff corresponds predominantly via email (& phone). If unable to resolve the issue, an in-person consultation will be arranged. Instructional Design consultations are with FDI personnel. Advanced Technical consultations are with OCS personnel. 21 Typical Scenarios (OCS)

22. OCS occasionally provides the user with one-on-one quality customer service. This may include in-office or small group conference room how-to instruction, troubleshooting, or problem-solving errors, as necessary. OCS consults with UCS, FDI, & Sys/Dev to: Check if there is a recurring issue, problem, or request. Determine existing documentation, videos, KB articles. Determine if problems are a result of bugs or errors in the technology. OCS reports problems via JIRA tickets. 22 Typical Scenarios (OCS)

23. FDI personnel receives the ticket from OCS. FDI clarifies the issue, problem, or request with the original requestor via email or phone. FDI notes in JIRA if this is a recurring issue, problem, or request Information used to inform training schedule. “Entry-level” (Awareness) Problem User encouraged to attend FDI training session(s) or to watch pre-recorded workshop sessions. Directed to myriad of online resources. “Mid-level+” (Pedagogy or Technical) Problem Same Dept. Mentor / Buddy system Consultation with FDI Instructional Designer. Consultation with OCS Personnel. 23 Typical Scenarios (FDI)

24. Feedback & Evaluations are Paramount! FDI, OCS, & UCS work together to: Determine recurring issues, problems, & requests. 4Help Remedy queue, OCS communications Review usage statistics & bug reports. Review workshop evaluations. Determine if there is a need for (additional or revised) documentation, videos, KB articles, training, etc. Share Resources Preemptively address future user concerns. Keep materials up-to-date. Resources for different needs, purposes, & preferences. 24

25. Shared with Users Learning Systems portal OCS Support Page FDI Online Tutorials Computing.vt.edu KnowledgeBase 4Help web form Specific Examples: Scholar FDI Workshop Demo Course Track C – Using the Web for Instruction: Scholar & Other Tools Scholar Help Manual 25

26. FDI, OCS, & UCS Together Focus: Users. Using the technology. Providing user & technology support. References, Resources, Documentation, & Support = ALL Stages of Concern addressed! 26

27. Contact Information

28. References George, A. A., Hall, G. E., & Stiegelbauer , S. M. (2006). Measuring implementation in schools: The Stages of Concern Questionnaire, http://www.sedl.org/pubs/catalog/items/cbam16.html Hall, G. E. (1974, April). The Concerns-Based Adoption Model: A developmental conceptualization of the adoption process within educational institutions. Paper presented at the Annual Meeting of the American Educational Research Association in Chicago, Illinois. http://bit.ly/t92K5 Hall, G. E. & Hord, S. M. (2001). Implementing change: Patterns, principles, and potholes. Needham Heights, MA: Allyn and Bacon. Hall, G. E., & Hord, S. M. (1987). Change in schools: Facilitating the process. New York: State University of New York Press. Rogers, E. M. (2003). Diffusion of innovations, Glencoe: Free Press, http://books.google.com/books?id=9U1K5LjUOwEC&printsec=frontcover&dq=diffusion+of+innovations Sweeny, B. (2003). CBAM: A model of the people development process, http://www.mentoring-association.org/membersonly/CBAM.html July 2009 10th Sakai Conference - Boston, MA, U.S.A. 28