Scenarios

The book contains a number of scenarios, but deliberately does not recommend a ‘best solution’ for each. They are meant to be illustrative of issues raised throughout the book.

However, we provide an opportunity here to discuss these scenarios in more detail. The authors will give their own views and suggestions to these scenarios as well on this site. Just click on the scenario title if you wish to comment on that scenario.

Scenario 1: Meet Samantha, a 21st Century student (Chapter 1)

A portrait of a student today, balancing family, work and study. In the book, we say: ‘With new course designs and the proper use of technology, we could do much better for students like Samantha.’

Scenario 2: Meet Danny, a NetGener (Chapter 2)

Chapter 2 begins with a profile of a Net Generation student. Is this a stereotype, and is it useful to think of students in these terms? If so, what are the implications for teaching and learning in higher education?

Tracking strategies for technology integration (Chapter 3)

Chapter 3 explains how information about the ways in which technology is currently managed was collected, including criteria for assessing the extent of technology integration. How well do these case studies reflect your experience of technology management? Is your institution different? How typical do you think these institutions are with respect to technology management?

On pp. 71-74, we set out nine criteria to measure how well the institutions had integrated technology within their institutions. Did we have the right criteria? If you are from one of the institutions, does this reflect the way you see technology integration? If not, why not?

Scenario 3: Redesigning first and second year undergraduate programs (Chapter 4)

Chapter 4 discusses the challenge being faced at a large research university with its very large first and second year lecture classes. How could technology help improve the quality of teaching and learning for these students?

Scenario 4: Renewing a license for a learning management system (Chapter 5)

At the start of Chapter 5, the VP Academic is meeting with the VP Administration to determine whether or not to renew the license for the university’s learning management system, and how the extra cost should be handled. We suggest that this could have been handled differently and better.

Scenario 5: Using lecture capture for distance education (Chapter 6)

The VP Education in this small college has a major quality assurance problem on his hands. What could the college have done to avoid the problem in the first place? What advice would you give to George about how to deal with the problem as it now exists in the college?

Scenario 6: Developing a business plan for an online program (Chapter 7)

We argue that few institutions know the real costs of online or even blended learning. Dr. Sandhu’s institution used some creative methods to identify the costs and pay for an online master’s program. Could this work in your institution? What other methods could be used to track and pay for the costs of learning technology?

Scenario 7: Maria Angelina Negreira, Waste Water Manager, Spain (Chapter 9)

In this scenario, we have provided a ‘vision’ for how learning could be taking place through the use of technology in the future. Is this a good vision? Could you suggest a better one? What would your university or college have to do to put in place such a vision for the future?

Build your own scenario

We invite you to offer real or imaginary scenarios from your own experience of managing technology, with an opportunity for the authors and readers to respond to your creation.

Questions

How well do these case studies reflect your experience of technology management?

Is your institution different?

How typical do you think these institutions are with respect to technology management?

Please use the comment box below for your responses.

One Response to Scenarios

  1. Pingback: #Change11: Welcome to week 5: Managing Technology to Transform Teaching

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