Weatherhead School of Management
http://weatherhead.cwru.edu/

Adapted from “Next Steps Toward Implementing Distance Education at WSOM,” a portion of the report Distance Learning and the Use of Learning Technologies at WSOM, by Jane Alexander, consultant to the Weatherhead School, June 1997.

Framework: Using Learning Technologies to Enhance Education

Following discussions with the author in March 1997 about alternate modes of delivery and electronic techniques to enhance learning, Dr. Richard Boyatzis created a memo, “Electronic Techniques to Enhance Learning,” that constructed a framework for implementing learning technologies at WSOM. This framework, divided into four steps, builds on various existing projects and current discussions regarding the use of information technology at WSOM and recommends how WSOM should proceed in bringing distance education to the School:

• Stage I: Facilitate the exchange of ideas through E-mail, chat rooms and bulletin boards.
• Stage II: Make learning more effective and maximize the efficient use of classrooms by moving some case analyses into individual and group electronic interactions through the use of groupware, Web sites and CD-ROM programs.
• Stage III: Eliminate the physical distance of the exchange of ideas via video face-to-face interactions using two-way interactive video.
• Stage IV: Allow learning to occur anywhere at any time; allow interaction through the use of all of the tools mentioned above plus add video streaming and desktop videoconferencing.

Implementation of Internet Service Provider

Steps will be taken to meet the goal of selecting a provider and initiating a pilot during the fall 1997 semester with select groups of faculty, staff and students from the EMBA and/or the part-time evening program.

Timeline (series of actions, running from June through August 1997, ranging from identifying a pool of ISP finalists to completing a contract and documentation and launching a pilot initiative).

Typical Set-up Scenario:

• ISP provides software (diskette or CD-ROM), generally including only the access software and perhaps a Web browser. WSOM will need to provide any necessary software not provided by the ISP.
• Users receive software; either self-install or call customer service for assistance. In either case, communications software is relatively straightforward. Computers usually have configured communication ports and/or modems installed. External modems are generally not a problem.
• User clicks on ISP dialer icon, minimizes dialer, clicks on browser (assume Netscape). The browser is set to point to WSOM's home page.
• WSOM's home page will be divided into four sections: “Academics,” “Programs,” “Services,” and “Current Students.” The first three sections will be publicly accessible, while the fourth, “Current Students,” will require a login ID and password. If the user clicks on “Current Students,” the user is logging into the WSOM NT Exchange server.
• For users to have valid WSOM login IDs, they must first have established CWRUnet accounts. When initially creating WSOM accounts, users will enter their CWRUnet Ids, which will become their WSOM IDs as well. Users will have one login ID and one password for their accounts.
• Users' CWRUnet “pop” mail will be forwarded to their “in-boxes” on the Exchange server.
• WSOM students will need instructions on how to configure network application software (Web browsers, mail clients, etc.) to connect to the services at WSOM.
• “Virtual Classroom” in the Exchange server will be the area where specific course materials, chat rooms, newsgroups, and E-mail lists will be established as public folders (although access will be limited based on current class rosters).
• Users entering through ISPs will do so exactly as on-campus users except that they must use a SLIP or PPP utility on their personal computers to dial into the ISPs. Their ISP account IDs and associated passwords will be different from their passwords for CWRUnet and WSOM.

Macintosh users will connect to Exchange E-mail and public folders through a system that is still being researched.

Timeline for Implementation of Groupware (MS Exchange)

The document presents a recommended schedule of activities to take place in June and July, 1997, to base new and existing WSOM content on a new (NT) server accessible through the Internet.

Creating a “Testbed” for WSOM Faculty

Dr. Youngjin Yoo joined the WSOM faculty at the beginning of the fall 1997 semester. He has studied technology-facilitated learning during the past three years as part of his doctoral research program. The Weatherhead School proposes to use his experience and his new assignment here as a learning experience for other faculty.

Based on Dr. Yoo's experience, WSOM has identified two formats that will be used in this learning experiment:

• Same time, different place. In this situation, Dr. Yoo had two electronic classrooms - one at the University of Maryland, his home institution, and the other at the University of Arizona — connected via a video, audio, and data link. The arrangement differed slightly from traditional distance learning in that there were instructors at both local sites, interacting with their own students, in addition to the interaction between the two sites. Occasionally they brought in guest speakers from third sites via compressed videoconferencing and a data link. They used PictureTel for the videoconferencing (which will be used at WSOM), and developed programmed to facilitate discussion among students and instructors.
• Different time, different place. In this mode, student teams from multiple sites used various communication technologies such as desktop videoconferencing, Lotus Notes, and listservs.

Timeline and Recommendations. Dr. Yoo's experience in distance learning could be valuable in moving WSOM forward. The document identifies hardware and software, as well as other support functions, that are needed to establish this learning experiment for the fall 1997 and spring 1998 semesters.

International Management Center (IMC) in Budapest, Hungary

A sizable market opportunity exists for WSOM in offering executive educational programs internationally via distance education. IMC provides a platform for immediate entry: WSOM's executive programs could use distance education techniques to transmit the same high-quality, interactive executive MBA, business training, and management development programs offered on campus to audiences located in Hungary. Videoconferencing technology offers the capability to bring executives located in Hungary into a “virtual classroom” to enrich the learning experience for all involved.

Benefits of Delivering Executive Education via Videoconferencing

• Real-time interaction for on-campus students with peers from widely varying professional contexts.
• Access from remote locations for all students.
• Reduced travel costs.
• Enhanced faculty productivity resulting from reduced time away from WSOM.
• Opportunity to develop a truly global classroom.
• Opportunity for students to learn a business communication tool for intracompany, customer, and supplier communications.

Equipment Needed

• PictureTel codec unit.
• Video-tracking camera.
• Classroom microphones.
• Document camera.
• PC networked for Internet and WWW access.
• Videotape and audio link back-up.

Using Central European University

Classrooms equipped with technology for distance learning must serve the faculty well while remaining affordable. The technology design should focus on self-service operation to reduce costs for continuing staff support. Other elements to be considered include lighting, room layout, seating, eye-level controls, acoustics, conduit, windows and coverings. [The document suggests using distance learning equipment and classrooms at Central European University in Budapest if it is appropriate.]

Restructuring WSOM's Computer Support Group into an Information Technology Group

Current and emerging distance education technologies are opening new opportunities. Learning is becoming a student-driven activity: to the extent that it involves electronic resources, it can take place at any time and any place that electronic access is available. Other leading business schools are already using these technologies to reach part-time students and executive students, to share classes with remote institutions, to team-teach, etc.

To be proficient in the use of information technology, WSOM students and faculty need the following resources:

• Robust, reliable network.
• Standard desktop environment.
• Full integration of academic and administrative computing.
• Single e-mail system.
• Unified approach to user names and password authentication.
• Web-based, streamed digital video.

The WSOM technical strategy will develop from the School's overall strategy. To do so, the School's Computer Support Group will need to be restructured into an Information Technology Group. There are several key issues affecting WSOM that are woven together by an IT approach:

• Research computing.
• Instructional computing.
• Student access to computing.
• Library and general access.
• Administrative computing.
• Network and desktop issues.
• Distance education.

Conclusion

While there are some straightforward solutions that will improve distance education at WSOM for the near future, implementing a comprehensive, high-quality distance education program will require thorough research and planning. Although the rapid development of technology has opened the door to new means of delivering education, technology alone does not make distance education effective. Bringing education to students over a distance — without loss of quality - is not simple.... A complete strategic plan needs to be developed to address all the areas listed in this document before a recognized distance education program at WSOM can proceed.

Scenarios
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