Project Analysis and design

1. Project Analysis and design Gallup McKinley County Schools SharePoint Education Project Shannon Steffes

2. Assessment of need • GMCS is currently in a piloting phase for the implementation of a SharePoint solution for all of the entire school district • Upon completing this pilot, it will be necessary to have a training module in place so that staff can easily access and share knowledge about the use of the tool • This project will provide the resources and layout for the training portion of the SharePoint project.

3. Analysis—Learner profile • Audience • 3,000 school district employees • All sectors of the district • English speakers, though not necessarily first-language English • Wide range in literacy skills • Age range 18-86 • Ethnically diverse workforce • Learners will need to access Just-In-Time modules remotely

4. Analysis—Delivery Options • Web-based • Video modules • Wiki • Ning site—Classroom 2.0 • Used to deliver, capture, and formulate learning

5. Analysis—Constraints • Existing constraints • Access to technology • Time and Just-In-Time access • Literacy and computer literacy issues • The ability to access documents via SharePoint will apply to everyone, so these issues need to be alleviated, not worked-around • This project is not formal, but is required learning, so the tools will need to be enticing for learners to use independently • Ease of use will be essential

6. Analysis-- • Determining Competency • “Exit questions” will prompt learners to synthesize learning to the Ning site, where answers will be monitored by Technology Support Teachers

7. Analysis--Timeline • Round 1 Modules created by end of the 2009-2010 school year. • Ning and Wikis ready for implementation as of 2010-2011 school year. • All modules served Just-In-Time and ready for rollout at the start of the 2010-2011 school year

8. Analysis—Scope • Scope: • 3-4 modules that can be completed independently that cover the necessary skills for SharePoint site management • Resource management • On-going discussion of SP best practices and trouble shooting in a forum • Wiki site for containing sharable knowledge and basic procedures • Professional inter-networking of sites across the district

9. Design—work setting • Developed in conjunction with GMCS Department of Technology • Modules accessed through school-site and office-site computers • Web-based modules must be completed on site • Ample access to computers • Technology help-desk • Course work will be self-paced, but mandatory

10. Content analysis • Very few staff are trained in using SharePoint • All staff will be required to interact via the system at some point in the next year. • Modules will break the skills necessary into logical components for scaffold of knowledge and for

11. Design--Goals • Goal: Give all staff the necessary skills to access SharePoint at levels appropriate to their needs • Terminal Objective • 100% of GMCS district employees able access and collaborate via SharePoint • Enabling Objectives • GMCS employees will be able to explain the importance of SharePoint as a tool for knowledge management and collaboration • GMCS employees will be able to navigate the district SharePoint site. • GMCS employees will be able to contribute to documents and other knowledge artifacts

12. Design--Modules • Module 1: Introduction • Module 2: Online Activity  • Module 3: Logging into and Navigating SharePoint • Module 4: Navigating and Uploading to Libraries • Module 5: Picture Libraries • Module 6: Slide Libraries • Module 7: Calendars • Module 8: Creating Sites

13. Design—module design • 2-10 minute video • Video will stop participant to practice the skill, videos will be available via YouTube and TeacherTube • Participants will access a SharePoint training site to try skill • After finishing the module, participants will access a Ning site, Classroom 2.0 • Discussions here will capture the knowledge of the participant via “exit questions” • Expert advice from the Ning site will appear in the knowledge-base wiki for the district SharePoint site

14. Design—why professional networking/blog sites • Allows the Technology Support Teachers to see the product of work for those officially enrolled in to a course • Captures learning of participants • Gives participants access to others using the tool to allow for conversations of organizational best practices • Potential benefits as identified by learning specialists Fernette and Brock Eide and cited by Will Richardson (2006) in Blogs, Wikis, Podcasts, and Other Powerful Webtools for Classrooms include the following: • Can promote critical and analytical thinking; • Can promote creative, intuitive and associational thinking; • Creative and associational thinking in relation to blogs being used as a brainstorming tool and also as a resource for interlinking, commenting on interlinked ideas); • Can promote analogical thinking; • Potential for increased access and exposure to quality information; • Combination of solitary and social interaction

15. Design—why youtube and teacher tube • Addresses issues with literacy and language • Delivers a quick, visual solution • According to Peter Duffy in the Electronic Journal of e-Learning (2008): • Video can be a powerful educational and motivational tool. • However, a great deal of the medium's power lies not in itself but in how it is used. • Video is not an end in itself but a means toward achieving learning goals and objectives. • Effective instructional video is not television-to-student instruction but rather teacher-to student instruction, with video as a vehicle for discovery.

16. Design—why wikis • The Wiki will allow us not only to contain but to develop organizational knowledge about the uses and best practices • From Duffy (2008): • In essence, wikis offer an online space for collaborative authorship and writing. • They are available online for all Web users or for members of specific communities, and include version control tools that allow authors to track the history of specific pages, and the history of their personal contributions.