chapter 9 - emerging digital resources: easy and accessible online tools

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Monograph Series • Number 21 • 2010 123

emerging Technology Trends for Training and Development

For academic advisors to grow professionally, institutions and departments need to implement learning technology that increases value, flexibility, and interactivity in training and development pro-grams. Learning technology includes a broad range of communication, information, and related technol-ogies to support learning and teaching (Association for Learning Technology, 2007). Advisor training and development programs that incorporate online resources enhance self-directed learning, provide consistent instructional methods, and include ongo-ing professional-development initiatives. Most advi-sors utilize electronic resources and job aids for their daily work, so they naturally embrace online

advisor training.In education and training, technology can be

defined as the utilization of theory, systems, pro-cesses, and tools that advance society by improving skill sets, promoting global and local connectivity, and increasing the productivity and knowledge of a society (U.S. Department of Education, 2006). With the emergence of interactive, collaborative, online tools, training coordinators can take advantage of multidimensional learning to increase job perfor-mance and satisfaction. Through the introduction of Web 2.01 interactive online tools and open source2

learning technologies,3 advisors are able to make connections that improve their work experiences. Training and development evolve to become social and connected.

Chapter 9

e M e R G I n G D I G I T a l R e s o U R C e s : e a s Y a n D a C C e s s I b l e

o n l I n e T o o l s

Laura Pasquini

Learning is a process of seeking and connecting information from different sources, which can take place in a community, network, or database (Siemens, 2009). In this article, I demonstrate how to build learning collaboration into advisor training through audio, video, web sites, learning management sys-tems, and online tools. When advisors contribute, create, and interact with training content, they gain in-depth knowledge, experience ownership in the process, think critically, and become full participants in their learning. With the increase of simple creation and editing tools, many advisors can utilize and access online technology to produce a training program that is user friendly, cost-effective, accessible, and assessable.

1 Web 2.0 (2004–present) is commonly associated with web applications that facilitate interactive information sharing, interoperability, user-centered design, and collaboration online. Examples of Web 2.0 include web-based communities, hosted services, web applications, social-networking sites, video-sharing sites, wikis, blogs, mashups, and folkson-omies (http://en.wikipedia.org/wiki/Web_2.0). “Web 2.0” was coined by Tim O’Reilly at the O’Reilly Media Web 2.0 conference in 2004: http://oreilly.com/web2/archive/what-is-web-20.html2 “Open source describes practices in production and development that promote access to the end product’s source materials—typically, their source code. Some consider open source a philosophy, others consider it a pragmatic meth-odology. Open source gained hold with the rise of . . . the Internet and the attendant need for massive retooling of the computing source code; software development is peer production by bartering and collaboration, with the. end-product (and source material) available at no cost to the public” (http://en.wikipedia.org/wiki/Open_source).3 “Learning technology (also called educational technology) is the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources” (Richey, 2008, p. 24).

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Social learning theory is based on the premise that one’s understanding of content is socially con-structed through grounded interactions, especially with others, around problems or actions. The focus is less on the material learned than on the method of learning (Brown & Adler, 2008). Because methods of practice and protocols are often passed from one advisor to another, planners should design training and development programs that reflect this learn-ing pedagogy.

benefits and Challenges to online advisor Training

Higher education institutions are attempting to keep the pace with the ever-changing academic environment to best support student success. Advi-sor training and development programs must evolve to address the needs of these educational chal-lenges. By developing a set of strategies and options involving technology, advisors can participate in a learning environment with the physical space and tools needed to achieve effective learning outcomes.Online resources have become popular due to the ease of set-up and maintenance, and elec-tronic resources still maintain online secu-rity and privacy features.

During economic downturns, aca-demic advising units seek cost-cutting strategies for training and development (Nutt, 2009). Departmental budgets are trimmed, including those for learning and development functions. At these times, many advisors find that continuing their ongoing professional development at con-ferences, seminars, and courses is difficult; therefore, administrators find online training and development opportunities appealing to the depart-mental budget. Shared, collaborative learning for departments, among advising groups, and through-out campus is a favored initiative to train new advi-sors, support continual growth to retain advising professionals, and provide professional development for faculty advisors. Training coordinators know that the success of academic advising is rooted in the quality of training and development programs. Administrators must place value on professional development and personal growth for both the advis-ing team and individual academic advisors.

Needs AssessmentWith regard to technological resources for advi-

sor training, some argue against the migration or addition of digital development. Before implement-

ing online tools for training, assessment and research must be conducted. Training coordinators, whether administrators, faculty members, or departmental advisors, should determine the purpose and objec-tives for any advisor-training program. A complete needs assessment will determine training gaps and identify areas where online tools may be most use-ful. Online advisor training and development should complement, not hinder, the current training model for advisors at the institution.

Using Interactive Web ToolsThe regulation of Web 2.0 resources for learning

also creates concern. As many users have access to these online multimedia tools, personnel are not always able to police for the copyright, libel, and pri-vacy legislation to which educational organizations must comply (Richardson, 2006). When developing

learning objectives and considering poten-tial delivery platforms, they must consider the legal issues associated with student information. When training materials need to be secure, training coordinators might consider using access-limited platforms, such as Blackboard, that require the user to log in with a password. Security guide-lines should address regulations on posted content and responsible web use. Online community resources should be viewed through a critical lens. During the needs assessment and planning process inclusion of various team members, such as admin-istrators, advising staff, and information technology (IT) personnel, may prove help-ful. Campus IT professionals can assist training coordinators to best identify use-

ful online resources, clarify institutional computing policies, and assist with general web support during development.

Most advisors have access to some technology resources. Although they may have varied experi-ences with digital literacy and online proficiency, many adapt to online training if the learning objec-tives are clear. Trainers can share slides or screen-cast a conference presentation, or they may provide a demonstration on sharing content, knowledge, and ideas online (Guertin, 2008). Screencasts are useful tools to demonstrate a computer task on a desktop or demonstrate the steps for an online system.

Using technology for the sake of employing new tools should not be purpose of a development activ-ity, nor should it be a deterrent for learning. Many faculty members and professional staff are willing to engage in online learning if it is suitable for the

Online advisor training

development should

complement, not hinder, the current

training model for advisors

at the institution.

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expressed advisor-learning outcomes.Online training components often result in more

accessible training opportunities and the ability to archive materials. Participants may find that an online training platform provides multiple ways to connect with the material and results in a deeper understanding of the material. Whether an advisor is retrieving information from an online manual or hearing an audio podcast for a staff tutorial, training programs can be user-friendly for a variety of learn-ing styles. Online training sessions allow advisors to review materials at their leisure and thus further support their regular advising practice.

online Training assessment and PlanningMany online tools and resources support aca-

demic advisor training; however, the assessment and planning processes are critical parts of tech-nology implementation. Coordinators must review the training curriculum to ensure that it aligns with the mission of advising and meets departmental needs and train-ing goals (Brandon, 2006). The training coordinator or group responsible for advi-sor training and development should con-duct an online training-needs assessment using the procedures outlined in Chapter 2. The group planning for online delivery of training and development materials should be comprised of the training coordinator, advisors, faculty and IT staff members, and administrators who will contribute to the development of the program. When review-ing the results of the needs assessment, planners should determine the training top-ics that lend themselves to online delivery and identify those best delivered in tradi-tional venues. They also need to consider the technol-ogy skills level of the intended audience as well as the types of online tools available and most suitable for the desired training curriculum. The online training needs assessment (Table 9.1) provides step-by-step review questions that training coordinators should answer before initiating an online model for advising training and development.

During the review and planning process, as outlined in Table 9.1, training coordinators should identify the content most suitable for the program to determine the best delivery method for training and development. The content of the training and devel-opment program must be accessible and meaningful for the advising group. The initiation and creation of the first online advisor-training program will be easier and more effective if the questions in Table

9.1 are answered during the planning and develop-ment phase.

online Resources for advisor Training and Development

Online education and training often are favored by training coordinators because advisors can access the training any time, anywhere. Online resources are accessible and inexpensive on a per participant basis. Many academic advisors are utilizing online resources and investing in online communities such as NACADA electronic mailing lists, advis-ing blogs, and Facebook groups. These venues can help advisors adapt to the delivery of local training and development materials via online technologies. Table 9.2 lists a few resources that advisors utilize to collaborate with peers, share ideas, and connect

in the advising profession. Many of these sites may be used to deliver local training and development.

Current examples of online advisor Training

Institutions and academic advising units value the use of collaborative, online tools for advisor training. The Hutchinson Community College (HCC) online training program (see pp. __) utilizes a password-protected online format to deliver four training and development modules. These units help advisors learn more about HCC students, institutional policies, and pro-cedures as well as provide instruction in conceptual and relational issues that will help participants become more effective advisors.

The University of Iowa Academic Advising Center introduced an interactive training manual Wiki (see pp. __) using university-owned software, Confluence (Atlassian, 2010). This staff-development initiative includes participation of shared knowledge and contributions across the department and advising staff. Many sections of the Wiki were designed to be interactive and engag-ing, yet they allow for regular updates and additions that meet the needs of the advising staff. Inside this staff training manual, one finds standard text docu-ments as well as web links, pictures, videos, slides, and other multimedia content.

The College of Behavioral and Social Sciences Advising Center at the University of Maryland–Col-lege Park implemented an online advisor-training program through its learning management system (LMS) Blackboard. This internal-portal system

Many online tools and resources support

academic advisor

training; however, the assessment

and planning processes are critical parts of technology implementa-

tion.

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houses an online training manual, learning modules, and information for multiple advisors to access. As training needs change and grow, various online tools are available to enhance development and engage academic advisors. A similar system is described in the Fox Valley Technical College Exemplary Prac-

tice (pp. __) and exists at Temple University. At Temple, academic advisors complete a variety of Blackboard modules designed to update and test advisor knowledge on a variety of informational issues from student characteristics to academic major requirements. For more information about

Table 9.1. Online training needs assessmentstep one: Determine Training Goals

• What are the training and development needs of the advising unit or campus advising system?• What are the long-term training and development goals for the advising program? What are the

learning objectives for the development program?• Are there gaps and needs in the current training model?• Can these gaps and needs be addressed with online learning initiatives?

step Two: Determining Resources• Who should be a member of the training design team? (Advisors? Administrators? IT staff?

Department Chairs? Others?)• What are the available resources to support training and development needs?• How will online resources be researched? Who will experiment with these resources?• How will the most appropriate training and development tools be determined?• How will research be documented and shared for training development?

step Three: Create and edit• What roles will be assigned to the design team?• What are the implementation steps for the project?• What is the time line for the project?• Who must be involved in the development of the training?• Who will provide technical support?• What are the desired learning outcomes?• When and how will feedback be provided from the advising group?• What rules should be established for creative development?

step four: Pilot the Program• Who will be the sample advisor-training group?• What will be the format for the feedback?• Will feedback include an online survey? Focus groups?

step five: Review and evaluation• What worked with the training program?• What needs to be changed?• Will the content of this training program meet advisors’ needs?• Will the delivery format meet advisors’ needs?• Can any technical glitches be improved?• What is required to maintain the program?• What is required to update the program?

step six: Updates and Development• What are the ongoing needs for training?• Who will support training-development initiatives?• How will assessment continue?• How will the effectiveness of the program be evaluated?• Who will be on the technical support team?• Who will determine the content of the training and development program?

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the Temple program contact Susan McCaffrey at [email protected].

Moving beyond CampusesMany advisors utilize online communities and

electronic resources to enhance their work. Advances in social media and the distribution of online net-works have helped the advising profession thrive and capitalize on available tools for training and development. Over the last few years, advising net-works have moved beyond e-mail contact and grown into accessible online connections. More academic advisors recognize the benefits of social media (e.g., Web 2.0) and online technology for advising prac-

tice and have connected to various online networks, listed in Table 9.2, to share ideas with peers at other institutions, collaborate on projects, and support their professional growth.

NACADA, The Global Community for Academic Advising, recognizes the need to educate advisors on ways to effectively implement technology into their practice. The NACADA Technology in Advis-ing Commission continues to thrive and support new initiatives to address the advising needs within the profession. During the 2009 NACADA Winter Institute, the first hands-on, interactive NACADA Technology Seminar (Pasquini, Steele, Stoller, & Thurmond, 2009) introduced participants to a con-

Table 9.2. Online resources for advisor training and developmentType of service ResourcesThe Personal Web

• Blogs4

• Microblogs5

• Photo sharing6

• Video• Social bookmarks7

• RSS feeds8

Blogger: http://www.blogger.comWordpress: http://wordpress.comTypepad: www.typepad.com/Twitter: http://twitter.com/Flickr: http://www.flickr.comYouTube: www.youtube.comVimeo: vimeo.comDelicious: http://delicious.comDiigo: www.diigo.comRSS: www.whatisrss.com

4 “Blogs: “a contraction of the term web log; [it] is a type of website, usually maintained by an individual [who posts] regular entries of commentary, descriptions of events, or other material such as graphics or video. Entries are com-monly displayed in reverse-chronological order . . . . Many blogs provide commentary or news on a particular subject; others function as more personal online diaries. A typical blog combines text, images, and links to other blogs, web pages, and other media related to its topic. The ability of readers to leave comments in an interactive format is an important part of many blogs.” (http://en.wikipedia.org/wiki/Blog)5 Microblogging is a form of multimedia blogging that allows users to send brief text updates or micromedia such as photos or audio clips and publish them, either to be viewed by anyone or by a restricted group that can be chosen by the user. These messages can be submitted by a variety of means, including text messaging, instant messaging, E-mail, digital audio, or the web. The content is typically smaller in actual size and aggregate file size than in blogs. (http://en.wikipedia.org/wiki/Microblogging)6 “Photo sharing is the publishing or transfer of a user’s digital photos online, thus enabling the user to share them with others (whether publicly or privately). This function is provided through both websites and applications that facilitate the upload and display of images. The term can also be loosely applied to the use of online photo galleries” that are set up and managed by individual users . . . “most photo sharing sites provide multiple views (such as thumb-nails and slideshows), the ability to classify photos into albums as well as add annotations (such as captions or tags)” and comments . . . generally using peer-to-peer networking. (http://en.wikipedia.org/wiki/Photo_sharing)7 Social bookmarks [offer] “a method to share, organize, search, and manage bookmarks of web resources. Unlike file sharing, the resources themselves aren’t shared, merely bookmarks that reference them. Descriptions may be added to these bookmarks in the form of metadata, so that other users may understand the content of the resource without first needing to download it for themselves. Such descriptions may be free text comments, votes in favor of or against its quality, or tags that collectively or collaboratively . . . also called social tagging” (http://en.wikipedia.org/wiki/Social_bookmarking)8 “RSS feed (rich site summary) is a format for delivering regularly changing web content. Many news-related sites, weblogs and other online publishers syndicate their content as an RSS Feed to whoever wants it. [It allows subscrib-ers] to easily stay informed by retrieving the latest content from the sites” in which they are interested. RSS feeds can save time since each site need not be visited individually. Subscribers ensure their privacy, as they do not need to join each site’s e-mail newsletter to get the information they want. (www.whatisrss.com)

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9 Slidecast is a new multimedia format for viewing slide decks synchronized with an audio file. It is for conference talks, musical slideshows, audio picture books or whatever else you can imagine (www.slideshare.net/faqs/slidecast) and is an audio podcast combined with a slideshow or diaporama presentation. “It is similar to a video podcast in that it combines dynamically-generated imagery with audio synchronization, but it is different in that it uses presentation software, such as PowerPoint, to create the imagery and the sequence of display separately from the time of the audio podcast’s original recording. Slidecasting may be useful for the display of relevant photographs or text, and are an alternative to camera video recordings.” (http://en.wikipedia.org/wiki/Slidecasting)10 “Screencast is a digital recording of computer screen output, also known as a video screen capture, often contain-ing audio narration. . . . Just as a screenshot is a picture of a user’s screen, a screencast is essentially a movie of the changes over time that a user sees on [the] monitor.” (http://en.wikipedia.org/wiki/Screencast)11 “A Wiki is a website that allows the easy creation and editing of any number of interlinked web pages via a web browser using a simplified markup language. Wikis are typically powered by wiki software and are often used to cre-ate collaborative wiki websites, to power community websites, for personal note taking, in corporate intranets, and in knowledge management systems.” (http://en.wikipedia.org/wiki/Wiki)

audio & Video Content• Slidecast9

• Screencast10

• Screen grab• Streaming live content• Video and Audio Chat

SlideShare: www.slideshare.netJing: www.jingproject.comSnagIt: www.techsmith.com/screen-capture.aspUStream: www.ustream.tvElluminate: www.elluminate.com/Skype: www.skype.comGoogle Talk: www.google.com/talk/Meebo: www.meebo.com/

learning & Collaborative Web• Purchased and licensed

learning management system (LMS)

• Open source learning management system

• Wiki11

Blackboard: www.blackboard.comMoodle: http://moodle.com/Google Docs: docs.google.comGoogle Apps: www.google.com/apps/Zoho: www.zoho.comPbWorks http://pbworks.comWetpaint: www.wetpaint.comWikispaces: www.wikispaces.com

naCaDa online• Conference presentations• Social networks and groups• Blogs and microblogs• Seminars and workshops• Webinar series

NACADA Webinar Series: http://nacada.ksu.edu/Webinars/events.htm

NACADA Technology Seminar: http://nacadatech.netNACADA group on LinkedIn: www.linkedin.com/groups?gid=73549)NACADA Facebook Page: www.facebook.com/NACADA?ref=tsNACADA Twitter: http://twitter.com/nacadaNACADA First Generation Interest Group Wiki:

http://nacadafirstgen.wetpaint.comNACADA Region 8 Blog: http://nacada8.wordpress.comNACADA Webinar Series:

http://nacada.ksu.edu/Webinars/events.htmUStream of Region 3 Conference 2009:

www.ustream.tv/channel/Region-3-2009-Channel-2Note. For further explanations about the online resources, visit the Common Craft (2010) to view the In

Plain English videos on technology.

Table 9.2. Online resources for advisor training and development (continued)Type of service Resources

versation about technology in advising. To share expertise and resources across the globe, NACADA continues to support online webinars (National Aca-demic Advising Association, 2010) on topics rang-ing from student persistence to working with vari-

ous student populations. Other examples of online NACADA development and training initiatives can be found on commission group Wikis, regional blogs, slide sharing web sites, and daily on the NACADA Twitter stream (examples listed in Table 9.2).

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ConclusionA renewed emphasis on collaborative learning

in the higher education community has coincided with the explosion of interactive online platforms. Learning for both student and advisor has become more transparent and global. The further develop-ment of social networking and collaborative tools that facilitate learning opportunities noted by the 2008 Horizon Report (The New Media Consortium and the EDUCAUSE Learning Initiative, 2008) challenges training coordinators to develop more effective ways to measure training development progress. The growing use of social media and online tools, combined with collective intelligence and mass involvement, is gradually but deeply changing the practice of learning (The New Media Consortium and the EDUCAUSE Learning Initiative, 2008). Electronic technologies are effective tools in the pedagogy of training and development that includes increased participation, self-paced learning, and continual assessment and feedback.

The interactive platforms introduced in the Web 2.0 movement have helped change the expectations for finding and learning information in a rapidly transitional world. When advisors contribute to their training and development, they gain in-depth knowledge, experience ownership in the process, think critically, and become full participants in their professional development. Whether the vehicle is an electronic training manual, shared online files, or digital tutorial videos, advisor training and devel-opment must become sustainable and fluid for all advisors. Whether trainers create audio slidecast presentations or digital tours of an advisor Wiki, 21st century advisor training and development must include the utilization of online resources. These tools have an important place in meeting the learn-ing objectives established in advisor training cur-ricula. As they are exposed to interactive tools and experiential online training activities, more advisors will demonstrate effective content knowledge and contextualize the advising experience.

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