Andrew Devall Principle Investigator

1. Jen Yang Researcher, School of Nursing Andrew Devall Principle Investigator Andrew runs a large environmental research project based out of Indiana University. The team members are disparate across many different institutions, including Anita is a fulltime researcher at Stanford’s School of Nursing. Along with her typical activities in the lab, she is a member of a 20 person research project studying nursing in the ER. Northwestern,Tufts, Colorado University, University of Arizona and Stockholm University. His PI status makes him the ‘defacto’ manager of the collaborative site his team is using. The potential administrative time committment for this worries him a bit. Site ownership also implies he owns the process and content for the site but he wants to make sure this is a collaborative effort…not hiearchical. He has not met all the team members face to face and is concerned that the various institutions don’t understand each other’s nuances and hierarchies. Andrew wants to allow for these without constraining others (i.e. some dubgroups don’t want everyone to see their stuff while Andrew feels comfortable with things openly shared Anita is confident in her work and the project study but finds herself fighting with the web-based project site her team uses for “off-line” communication and to store and share project documents…particularly in finding the most current information. She’s familiar with using computer programs to create documents and exchange emails with colleagues and friends. She also likes to do her Christmas shopping on-line. • Goals: • Be “in the loop” on her projects – have the most current project information • Not to let team members see her work until she is comfortable with it • Spend her time doing research and minimize the administration overhead including time posting and finding documents on the Project site • Level of Expertise: Office products, email, on-line shopping • Goals: • To focus on research and spend as little time as possible doing administrative work. • Efficiently share project information with the rest of disparate team • Meet project deadlines • Keep appropriate project information confidential • Share appropriate information with outside partners such as grant agencies • Capitalize on momentum from face-to-face meetings since the budget only allows them to happen once a quarter. • Level of Expertise: Comfortable using computers and has used some collaborative software programs like IM, email, tele and video conferencing.

2. Yu Jin Jeong Teaching Assistant Ed McClellan Undergraduate Sophomore Yu Jin is in his second year of graduate school. He’s very busy juggling classes, teaching Ed is a sophomore in LSA at UC Berkeley. Along with his large required LSA courses, he is taking classes at the and doing his research. He spends a lot of time on the web doing research for studies. He enjoys the required teaching as part of his PhD program but feels he is being pulled in a million directions and doesn’t have as much as he’d like for it. The course instructor depends on Yu Jin to manage the course worksite. He tends to use the help documentation on site when he hits snags since he doesn’t want to seem inadequate to Professor Wilson. This is his first time teaching so he tends to organize and use the site based on his personal expectations. Business school. And that changes from term to term. Most of his instructors have course sites but they are all slightly different. Some use on-line assignments while others don’t. And they all organize the site differently…he has trouble keeping track of where to find the weeks homework and readings from site to site. He also uses the LMS for a couple of his group projects. As busy as he is, Ed finds time for spending time with his friends. Since he takes his laptop to class, he’s often making evening plans over IM in class. Even though he has his own laptop, he spends time in the computing lab to take advantage of high speed access. The speed of the dial up he has at home makes him crazy. Ed is confident with computers. He has used a lot of commercial websites and software and has expectations based on the use. He particularly like google for helping with course research. • Goals: • To get noticed for the work he’s doing including getting good teaching ratings from students. • Finish his PhD as quickly as possible and move on • Be respected by faculty and fellow PhD students • Get published while in school • Level of Expertise: Comfortable with computers and the web. • Goals: • Do well in classes with least amount of effort. • Keep track of where he needs to be and what is due • Spend as much time socially as possible • To do well despite disorganized instruction  no excuse, I still need to figure it out • Not to waste time scheduling meetings with various subgroups of other busy students with varying schedules • Level of Expertise: Using computers since grade school. Experience with many types of technology like, cell, Palm, iPod, etc.

3. Carol Hudson CMS part-time support/student Sara Windsor Faculty, MIT Sara taught at the University of Pennsylvania before joining MIT 2 years ago. She is married with 2 kids and stays extremely Carol is has been back in school for year working toward her masters degree Education. She’s doing support for busy teaching an undergrad psychology course for the 2nd year and a new on-line course in organizational management. She is fairly comfortable with computers. She’s excited to be using technology to help with her teaching but she sees as a means to an end in order to stay in touch with students and allow them access to course resources when they need it. In fact, the LMS will replace her face-to-face communication with students for her on-line course. She knows that even students she sees in class twice a week would like to her to be more responsive and looks to the course site to help with that. She used Blackboard at PA and notices that she has expectations based on that experience…some good, some bad. Yale’s LMS 12 hours a week to bring in some income while she’s in school. Her student loans barely cover tuition and rent. Carol likes to help people and gets frustrated when she doesn’t feel like she has the answer for customers…or even worse is confused herself. She uses the LMS for a couple of her own classes since she began working in the support group she’s gained empathy for the work faculty have to put into managing the course sites. • Goals: • Build on course materials from term to term • Not to have to ask for help • To spend as little time as possible doing administrative work; she’ll delegate to her TA’s • To get tenure (get credit for tenure for everything she does) • Use technology to help create an engaging and interactive environment for her on-line students where she can track their progress • To be respected by students, colleagues and dean of school • Level of Expertise: Teaching for 10 years, uses software apps like Word, excel, ppt, email, on-line research • Goals: • Make it through graduate school with good grades • Earn money to pay for living expense while in school • Give the right answers • Teach people • Level of Expertise: Experience as a student on LMS. Fairly comfortable with technology and the web.

4. Sandra Estevez Re-careering adult learner Brad Dieger CMS Faculty training and support Brad works fulltime for the University of Pennsylvania helping faculty use their LMS Sandy is a 47-year old mother of five children. Once her kids were of school age, she went to work as a cashier at a super- in innovative ways to support their teaching. He’s also responsible for handling incoming support issues that get elevated from the ‘tier 1’ support level. His favorite part of his job is working face to face with faculty solving problems. He’s often frustrated by the limitations of the LMS but also finds a challenge to create clever workarounds. He loves when new faculty come him based on a reference from other faculty he has worked with. Brad is frustrated by the monotonous administrative activities required of him to help with support, like archiving sites. This takes away from the work he enjoys and is most valuable to faculty in his mind. Market. For the last 8 years she has worked 30 hours a week, on a shift that rotates. She has scattered amounts of free time being involved in her children’s school and athletic activities and maintaining her household (her husband Bert is a fireman who works a schedule 4 days on and 3 days off). Sandy has a high school degree but that was along time ago. Last year Sandy started taking her basic education classes (two night classes) at the local community college, her first college experience. She plans to enter a program to earn an elementary teaching certificate. This semester she is taking one of her classes in an online format- she is moderately comfortable using a computer to keep in touch with her relatives on the east coast and her son who is in the Navy, but she is wary of being able to learn in an environment where she does not see her teacher on a regular basis. • Goals: • Be good at his job • Be thought of highly and as “clever” with the LMS by faculty he works with • Spend the majority of his time working face to face with faculty in training sessions or one on one solution meetings. • Level of Expertise: Working in faculty support for 5 years. 5 years experience with current LMS but just learning the new system they are switching over to. • Goals: • Spend time with her family • Gain an elementary teaching certificate • Balance home, work and school life • Do well on school work to help her get into a teaching program • Level of Expertise: she is moderately comfortable using a computer to keep in touch with her relatives on the east coast and her son who is in the Navy, but she is wary of being able to learn in an environment where she does not see her teacher on a regular basis.

5. Jennifer M. Graduate Student Raul Lopez Under-prepared First-Year Student Jennifer is a 27 year old grad student working on her PHD (Irish studies, English department) currently doing field research in Ireland. At 17, Raul is in her first year at Big State College trying to make sense of it all. He managed to squeak through high school by being quiet, well behaved with a C average, although he knows that he really did not understand the math and science he learned, but he got lucky taking tests. His placement tests on entering BSU did not go so well, so his first semester schedule includes developmental level Algebra and Reading classes. Raul is rather adept at using his Mom’s computer for gaming and running an illicit MP3 archive. He would not likely would have even gone to college if it were not for his Aunt Theresa who offered to pay his tuition and his books if we could maintain a B average (he prefers to spend time working on his customized 1969 Mustang). Although his tuition is covered, Raul still holds a 20 hour per week part-time job at Checker Auto for his food and living expenses. He is still trying to figure out a major, but he is leaning towards forestry. Jennifer has a new laptop with capabilities beyond her technical skills. She works on the WWW and does email and word documents. She lives in a world of words. She works in a library without a fast internet connection. Other than this, she tends to work in a café, sometimes with a wireless internet connection. Beyond email, word, and WWW, Jennifer does not like to take the time to learn new features. Example, burning a CD-R or CD-RW is not something she wants to get into, even though her new computer has no familiar diskette drive for file backup and sharing. Jennifer can incorporate images in her work, but she can not manipulate them. She can only pull them into to an email or document under simple software control. Jennifer works in a world of words, but would now like to incorporate images and interactivity into a paper she has been asked to produce. • Goals: • Spend time working on his 1969 Mustang, gaming and working on his MP3 archive • Survive college • Level of Expertise: Raul is rather adept at using his Mom’s computer for gaming and running an illicit MP3 archive • Goals: • Complete her PHD • Not spend time learning new features and functionality • Level of Expertise: Beyond email, word, and WWW, Jennifer does not like to take the time to learn new features.

6. Kelly K. Assistant Professor, School of Art, Visual Communication Stephen B. Child Prodegy with short attention span Stephen is 16 years old but in his second year at Really Big Research University, where his parents are both distinguished professors in Zoology and Psychology. AGE: 34 Kelly creates course syllabi in QuarkXPress, designs and maintains simple course Web sites in DreamWeaver and instructs students in mainstream still and motion graphics creation software in Macintosh computers labs. As a freelancer, she works on brochures, Web sites, posters and postcards. She buys some art supplies and software online. Kelly has a good knowledge of using Web forms for purchasing and advanced searching online, and has created simple forms for her course Web sites. She carries out image searches on Getty stock image sites and on the University database. She uses as much supporting imagery as possible in her lectures. He has known since she was 8 that he wanted to be a paleontologist, and he already has an impressive collection of Devonian fish fossils collected from a field experience he took as a high school student exchange trip to South Africa. He is also very visually oriented and an adept sketch artist, but he really hates writing and has struggled in his composition classes. He also tends to start projects that are never finished. When he was 14 she created a virtual evolution tour on a Yahoo web site that caught the attention of some researchers in China, some of whom he remains in contact by email and instant messaging. He is not a programmer, but rather adept at using programs like PhotoShop to manipulate images and create animations. • Goals: • Level of Expertise: Very comfortable with technology, some programming experience. • Goals: • Become a paleontologist • Spend time collecting her Devonian fish fossils • Spend minimum time in writing and composition type classes • Level of Expertise: She is not a programmer, but rather adept at using programs like PhotoShop to manipulate images and create animations.

7. Amanda P. Associate Professor of Humanities Gayle S. Assistant Professor, School of Art, Fiber Amanda is an Associate Professor of humanities teaching in a comprehensive Honors Program at a large university specializing in classical philosophy and literature. AGE: 55 Gayle uses the computer for communication and writing. She utilizes basic Eudora E-mail and struggles with “attachments” that never open, browses the Web searching for grants and other funding opportunities, utilizes assistive technology devices for viewing pages whenever possible. (Her vision is at about 30% of “normal.”) She composes documents in Microsoft Word, such as syllabi and grants. Gayle has never had a Web page made for a class, although she has heard she should have an “e-portfolio.” Amanda travels and has photographed archaeological sites. She currently uses slides to illustrate her lectures. Some of the images are her own, and she collects others from the small slide collection in the Humanities Department Office. She travels across campus to the larger Art department collection for additional slides. She often uses two projectors to show images side by side and compare them. She uses word processing applications and accesses the Internet, but seems to experience technical difficulties of various sorts. She is interested in using digital imagery in his lectures, and although she is willing to attend workshops from time to time, she is concerned about the time involved in getting up to speed on using more complex forms of digital imagery because she knows that she must devote a great deal of energy to researching the articles she must publish so that she can get promoted. • Goals: • Level of Expertise: • Goals: • Easily show her images in comparison view • Reduce the amount of technical difficulty she has • Get promoted • Get published • Level of Expertise: She is not a programmer, but rather adept at using programs like PhotoShop to manipulate images and create animations.

8. Kris F. Marketing Professor – Early Adopter Chris is a professor of Marketing and an early adopter of technology. She has taught for seven years and is up for tenure at the end of the year. She is always looking for better ways to teach and often uses her weekends to go online to see what new learning objects are available. She often uses MERLOT as a resource. She wants to pull together a strong syllabus this year, using a variety of media, and really wants to author her own presentation available online for others to use. (Giving back to MERLOT.) • Goals: • Stay abreast of new technologies in teaching and learning • Give back to MERLOT • Continue to improve in his teaching and learning • Level of Expertise:

9. Shayla W. Chemistry Professor Richard D. English Professor Shayla is a Chemistry professor at Oceanview University. Shayla teaches courses mainly for undergraduates. She has a lab that contains six graduate students working on various projects related to Shayla’s own research. Shayla keeps a laptop at home and uses her university provided machine in her office. Shayla generally uses her computers for communication with her undergraduate students via email, chemistry-specific data analysis tools for her experiments, and Microsoft Word for generating grants, reports, and recommendations. Shayla is faced with the challenge of teaching large lecture hall classes for undergraduates and is always looking for ways to motivate and entice students to prepare for the course, collaborate with their peers, and participate in the class. Richard is an English professor at Oceanview University. Richard’s curricular focus is on 18th and 19th century British Fiction and teaches courses for undergraduate and graduate students. Richard does not have a computer aside from the one provided by the university. Richard holds regular biweekly office hours for students and is open to taking appointments outside of office hours. He can be reached through the department assistant, notes in his mailbox, or phone. Richard is in his late fifties/early sixties and has never used computers for his work at the university. He does not believe his subject matter requires the use of technology, as he has been able to work in this area for his entire career without it. He has thus far successfully avoided using his computer. • Goals: • Motivate and entice students to prepare for the course, collaborate with their peers, and participate in the class • Overcome the challenges of teaching in large lecture classes • Stay in close communication with her students working with her on research • Spend the majority of her time working on her research • Level of Expertise: • Goals: • Spend as little time as possible on the computer • Reach his students – no mater how much time outside of class it takes • Level of Expertise: He has thus far successfully avoided using his computer.