Mid-South Instructional Technology
Conference 1999
Proposal #64

Title: Lessons Well Learned: The Experience of Using a Project Team for Instructional Technology Development

Names: Stephen P. Hundley, Patrick Baxter, Marla Francisco, and Adam Siurek

Type of Session: Panel Discussion

Preferred Track: Track 4: Best Practices

Abstract: This session describes the experience of a project team comprised of a faculty member, a digital media manager, a multimedia architect, and a graphic designer from the Purdue School of Engineering and Technology at IUPUI, who developed a web-interactive CD-ROM for use in an undergraduate class. Each team member will recount their roles, resources, responsibilities, relationships, and requirements necessary in making this project a success. Faculty will have a greater understanding of the complexities involved in utilizing instructional technology; multimedia specialists/managers will have a greater understanding of the design considerations and end-user requirements; and administrators will have a greater understanding of the resources necessary for efficient and effective instructional technology development.

Description: Taking advantage of an internal grant opportunity made available by the Office of Faculty Development, a faculty member in the Purdue School of Engineering and Technology at IUPUI sought to develop a web-interactive CD-ROM for use in undergraduate Labor Relations classes. Having limited knowledge of instructional technology development, the faculty member enlisted the help of others within the School to guide in the development and deployment of this web-interactive CD-ROM. The result was the formation of a project team comprised of a faculty member, a digital media manager, a multimedia architect, and a graphic designer.

Instructional technology development rarely occurs in a vacuum. Rather, faculty who are interested in infusing technology into their courses must interact with individuals from across their campus in order to realize their vision. In working on a project team, all members have unique roles, resources, responsibilities, relationships, and requirements and an understanding of each of these is necessary in order for the instructional technology project to be met with success.

Team Member Roles, Resources, Relationships, Responsibilities, and Requirements

Faculty Member
Roles	Subject-matter expert Provider of content and objectives for the learner Champion of technology integration into the classroom Learner who is interested in acquiring increased proficiency in technology-related instructional practices and skills
Resources	Knowledge of subject and content Knowledge of past instructional experiences with learners Ability to organize content into logical sequences
Relationships	Communicates and brainstorms with multimedia architect to discuss layout, functionality, and end-project utilization Communicates brainstorms with graphic artist on how the product will be developed visually Communicates and coordinates with digital media manager on the timeline for project development, completion, deployment, evaluation, and modifications
Responsibilities	Informing project team of the instructional objectives of the project Providing content and other information in accordance with the established timeline Serving as an advocate for the learner throughout the process
Requirements	Education on instructional technology development processes Explicit instructions from other team members on their needs related to content and presentation of the subject matter Communication from all team members throughout the project, to identify problems, brainstorm possibilities, and ensure objectives are maintained

Digital Media Manager
Roles	Lead information designer for the project Intermediary and liaison between faculty member, multimedia architect, and graphic designer Quality assurance monitor
Resources	Knowledge of hybrid site design and other instructional technology techniques Knowledge of information delivery via technological platforms Knowledge of needs and expectations of faculty, multimedia architects, and graphic designers
Relationships	Provide mentoring opportunities for student technology assistants Serve as consultant with faculty to define objectives, outline expectations, and evaluate/modify end product Direct the production efforts of the multimedia architect and graphic designer
Responsibilities	Develop overall project objectives, timetables, and quality control measures Ensure each team member is contributing their efforts, as outlined and defined, to the project Translate needs of project to technical support personnel Translate needs of project to graphic artist
Requirements	Open line of communication between all team members Cooperation among team members to ensure that project deadlines are met Buy-in, feedback, and acceptance of ideas from multiple perspectives

Multimedia Architect
Roles	Research project - background, users, content, media requirements, equipment, graphics, etc. Develop architecture to support project objectives Scheduler of outside resources (i.e. labs, outside consultants)
Resources	Background in multimedia development, software, and end-user analysis Creativity in structuring the content and format for ease of accessibility Content organization and presentation skills
Relationships	Work with faculty to translate ideas into solutions which are able to be practically implemented, given technological and other constraints Work with digital media manager for approval of ideas, scheduling, and quality Work with graphic designer to merge content, process, and visuals into a coherent end product
Responsibilities	Know the user and design accordingly Know which media is best suited for delivery of each type of content Keep design simple, yet informative for a variety of end-user levels of expertise and comfort-level with technology
Requirements	Communication with other team members, especially at key points during the development phase Input of content and other information in accordance with the prescribed timeline and available resources Regular feedback from other team members on project objectives/components

Graphic Designer
Roles	To create a visual experience for the end-user Ability to take an idea from a faculty member, and to make it appear as envisioned To be the creative thinker and help develop a theme that for the entire project
Resources	Knowledge of end-user expectations, requirements, and utilization Ability to create a design that is trendy and effective, abstract yet conservative Ability to design something that will be visually-pleasing for a long period of time
Relationships	Interface between designer and programmer is crucial, as many aspects of the project from both perspectives are interrelated Interaction with all team members in accordance with the prescribed timeline
Responsibilities	Developing a design that is at once attention-grabbing, yet pleasing to the eyes for periods of long viewing Creating a design that is feasible for programming
Requirements	Realistic expectations from other team members Communication and dialogue about design considerations

Implications for Faculty, Multimedia Specialists/Managers, and Administrators

As more institutions integrate instructional technology into the teaching-learning process, at both the course- and program-levels, the need for project teams to work in tandem to accomplish educational objectives will continue to increase. This session seeks to offer suggestions on how to create an environment in which instructional technology is championed, supported, and maintained on an ongoing basis, with attention given to the unique implications for faculty, multimedia specialists/managers, and administrators

Length: One hour is requested for this panel discussion.

Audience: This panel discussion should be of general interest to the audience, with special attention geared toward faculty, multimedia managers, and administrators.

Audience Level: This panel discussion is applicable to all levels, from novices to experts.

On-site Equipment Requirements: This panel discussion will require Internet connectivity and a LCD projection unit/screen.

Contact Information:
Stephen P. Hundley
Assistant Professor, Organizational Leadership and Supervision
Purdue School of Engineering and Technology
Indiana University-Purdue University Indianapolis
799 W. Michigan Street, ET 309
Indianapolis, IN 46202-5160
317.274.2876 (voice)
317.278.3669 (fax)
hundley@engr.iupui.edu (e-mail)

Patrick Baxter
Digital Media Manager
Purdue School of Engineering and Technology
Indiana University-Purdue University Indianapolis
799 W. Michigan Street, ET 148
Indianapolis, IN 46202-5160
317.274.8385 (voice)
317.274.8470 (fax)
baxter@engr.iupui.edu (e-mail)

Marla Francisco
Multimedia Architect
Purdue School of Engineering and Technology
Indiana University-Purdue University Indianapolis
799 W. Michigan Street, ET 141
Indianapolis, IN 46202-5160
317.278.3300 (voice)
317.274.8470 (fax)
marla@engr.iupui.edu (e-mail)

Adam Siurek
Graphic Designer
Purdue School of Engineering and Technology
Indiana University-Purdue University Indianapolis
799 W. Michigan Street, ET 145
Indianapolis, IN 46202-5160
317.274.2938 (voice)
317.274.8470 (fax)
adam@engr.iupui.edu (e-mail)

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