Analysing Online Teaching and Learning Systems Using MEAD

Interdisciplinary Jurnal f E-Learning and Learning Objects Vlume 4, 2008 Frmerly the Interdisciplinary Jurnal f Knwledge and Learning Objects Analysing Online Teaching and Learning Systems Using MEAD Shna Leitch and Matthew J. Warren Schl f Infrmatin Systems, Faculty f Business and Law, Deakin University, Burwd, Victria, Australia shna@deakin.edu.au; matthew.warren@deakin.edu.au Abstract The review f literature pertaining t systems analysis and design and the design f systems fr nline teaching and learning has identified sme gaps and has shwn the need fr a mre specialised and specific methd fr the design f such systems. This paper presents research that was cnducted t cllect infrmatin t assist in the filling f the gaps f the systems analysis and design knwledge within Australia and als presents a methd fr the develpment f nline teaching and learning systems. Currently design is dne in an ad-hc fashin with little frmal input frm the student users; this research aims t rectify this. The paper puts frwards an educatinal design apprach based upn Sft Systems Methdlgy (SSM). The utcme f the research is a practical methd the Methd fr Educatinal Analysis and Design (MEAD). Keywrds: Sft Systems Methdlgy (SSM), Methd fr Educatinal Analysis and Design (MEAD), Online learning. Intrductin The nline learning phenmenn has becme mre widespread in recent years with many learning institutins adapting ways f incrprating mdern technlgy int learning skills and bjectives t facilitate students learning. Online Learning is becming an ever-increasing way f facilitating educatin t students wh are unable t attend a traditinal n-campus university as well as supprting n-campus teaching. The mst cmmn systems used by educatinal establishments are asynchrnus learning systems (nline learning systems) (Lewis, Snw, Farris, & Levin, 1999). Online learning des nt just dente hw learning is cnducted but is an educatinal philsphy fr designing interactive, respnsive and valid infrmatin and learning pprtunities t be delivered t learners at a time, place and in apprpriate frms cnvenient t the learners (Bettcher, 2004) r, even mre simplistically put, learning cnducted using the web and a persnal cmputer (Petrva, 2004). Material published as part f this publicatin, either n-line r in print, is cpyrighted by the Infrming Science Institute. Permissin t make digital r paper cpy f part r all f these wrks fr persnal r classrm use is granted withut fee prvided that the cpies are nt made r distributed fr prfit r cmmercial advantage AND that cpies 1) bear this ntice in full and 2) give the full citatin n the first page. It is permissible t abstract these wrks s lng as credit is given. T cpy in all ther cases r t republish r t pst n a server r t redistribute t lists requires specific permissin and payment f a fee. Cntact Publisher@InfrmingScience.rg t request redistributin permissin. Clark (1991) suggested that teaching and studying at a distance can be as effective as traditinal instructin prvided: (a) the methds and technlgies used are apprpriate t the instructinal tasks, (b) there is student-t-student interactin, and (c) there is timely teachert-student feedback. Editr: Rwan Wagner

Analysing Online Teaching and Learning Systems Using MEAD After a review f relevant educatinal literature it was fund that there is n ne specific methd fr the analysis f nline teaching and learning systems. Als ften the strategies presented are nt student driven, hence the requirement f an alternate student fcused methd. Backgrund t SSM SSM (Sft Systems Methdlgy) is a methd that has been used by many and applied in different aspects f business and beynd (Checkland, 1981, 1988, 2000). It is ften nt referred t as a methdlgy but a prblem slving tl, which makes it suitable fr a variety f situatins. Checkland's SSM fcuses n rganisatinal prblems by cnsidering the rganisatin as a whle, nt just lking at ne particular prblem and nt attempting t make an early decisin n a slutin t a prblem (Checkland, 1998; Checkland & Schles, 2000). SSM wrks thrugh a number f stages that are illustrated in Figure 1. There are a ttal f seven stages in the standard SSM methdlgy. Figure 1: Stages f Sft Systems Methdlgy (frm the riginal figure created by Checkland, 1981) Gencglu, Altmann, Smith, & Mackay (2002) applied SSM t the study f supply chain management (SCM) n the premise that SCM is affected by cultural, plitical, and scial issues and that SSM wuld be an effective tl t deal with these sft prblems. The research centred n wrkshps where the participants in the SCM made use f the techniques f SSM (rich pictures, cnceptual mdels, etc). It was cncluded that the use f SSM gave the participants a greater understanding f the prblem situatin, and they culd identify issues and cnflicts mre effectively. This research highlights the effectiveness f SSM t be used in many situatins and be useful in situatins withut easy slutins. 260

Leitch & Warren SSM was used by Patel (1995) t analyse the teaching and learning prcess in a higher educatin institutin. The standard stages f SSM were fllwed and the area f cncern was wide ranging. The results prduced fifteen recmmendatins, sme f which were previusly unrecgnised by the lecturers. Develpment f MEAD It was decided t use SSM as a basis fr the methd fr the analysis and design f nline teaching and learning systems fr a number f reasns: SSM is a well knwn, internatinally used methdlgy and has been used in a variety f settings since its develpment in the early 1980s; SSM allws fr flexibility in its applicatin t suit the discipline and area under investigatin; SSM encurages wnership f the prblem situatin by invlving stakehlders in the prcess; The rganisatinal aspects f the situatin can be addressed. This may be especially imprtant in regards t nline teaching and learning systems, as it is nt an islated system, but gverned by plicies, prcedures and structure f its envirnment; The use f rich pictures will be a cmmunicatin tl with students and will present the issues in a nn-threatening and easy understandable fashin. They will als aid in the participatin aspect f the methd. The user participatin aspect f SSM was ne f the mst imprtant features when deciding t use SSM as the basis f the methd. It allws the inclusin f the different perceptins and pinins f stakehlders within the prblem situatin. As this methd is a student driven apprach it is the pinins and values f that grup that will frmulate the analysis and design, nt the perceptin f the designers r teaching staff. Initially a cnceptual mdel was created identifying frm the literature the mst imprtant features that shuld be included in the methd. These were separated int three main categries: Cncept and Cntent The theries and methds t be used t undertake the analysis and design; Participatin The different types and level f participatin that will take place; Develpment and Structure Hw the cntent and participatin will be included in the develpment prcess. These features were then incrprated int the framewrk f SSM t prduce a new methd MEAD. MEAD cnsists f seven stages as shwn in Figure 2. As well as the seven main stages f this methd there is participatin that takes place at numerus stages f the methd. Stage Tw: In stage tw a participant survey and fcus grup sessin are bth used. The survey prvides the initial data fr stage tw and the fcus grup sessin prvides validatin f SSM cnceptual, real wrld mdels and updating. Stage Five: In stage five the real wrld mdels that are develped are discussed (a walkthrugh scenari) with an nline designer expert t assess their validity. Stage Seven: The cmpleted design and implemented changes are presented t a fcus grup f nline teaching and learning system users fr their assessment and cmments. 261

Figure 2: Stages f the MEAD Methd

Leitch & Warren The Stages and Implementatin f MEAD The methd was implemented in Deakin University, a tertiary institutin lcated in Victria, Australia. Deakin University is ne f Australia s largest universities (Deakin University, 2007), with five campuses lcated in Melburne, Geelng, and Warrnambl. It was established in 1974 with ne campus lcated in Geelng. Deakin University was ne f the first Australian universities t intrduce ff-campus learning, first thrugh traditinal paper methds and then thrugh Internet technlgies. Since 2004, all new undergraduate students have been required t undertake at least ne whlly nline unit as a part f their degree (Deakin University, 2007), and mst units have an nline teaching and learning presence. Deakin University currently uses sftware called Deakin Studies Online (DSO) a part f the WebCT brand f sftware. This sftware is used in almst every unit at Deakin University with a required amunt f infrmatin (unit guide) t be prvided t students (Faculty f Business and Law, 2007a, 2007b) hwever mst units have a much wider DSO presence, supplying varius learning materials, lectures, tutrials, discussins etc. The applicatin invlved participatin frm an nline teaching and learning expert as well as users f nline teaching and learning systems (in the frm f a survey and tw fcus grup sessins). The fllwing describes the implementatin f the stages. Stage 1 - Recgnise Pssible Online Learning Issues and Stage 2 - Analyse Current Online Learning Issues Stage 1 requires the recgnitin that there is an issue with the current nline teaching and learning system and, therefre, sme actin is required t imprve the situatin. Usually there is at least ne persn that recgnises the pssible prblem situatin and takes actin t imprve it. In the case f the nline teaching and learning system, this is likely t be an academic staff member wh has been infrmed by students as t prblems r limitatins f the current system, r has nted thrugh their wn teaching prblems with the current system in terms f its design r lack f cntent and functinality. In this case f this practical applicatin, infrmal student cmments and the staff member s awareness f issues and limitatins were the initiatin fr an investigatin int the situatin. The wrk cmpleted in stage 1 f the methd was a cmbined effrt guided by the designer with a large amunt f input and cnsensus by the fcus grup participants. Stage 2 fcuses upn analysing the current nline learning issues; this stage has a key fcus f data elicitatin. Data was cllected thrugh a survey, gauging students pinins and attitudes t numerus areas f teaching and learning nline at Deakin University. The respnses were cllated and used t frm a cnsensus pinin as t their attitudes twards these elements. These pinins were then used t create the initial rich picture and prblem themes. The stage als invlved the use f a fcus grup. The first fcus grup was cnducted with a grup f students frm Deakin University, Australia, wh indicated in the returned questinnaire that they were willing t be interviewed. Frm this list a sample f students were selected. The first was a grup discussin f students attitudes, experiences, and pinins f Online Teaching and Learning systems (specifically DSO). Discussin n the psitive and negative aspects f nline learning systems layut, cntent, and design tk place. The final majr part f the fcus grup sessin invlved the presentatin f a Rich Picture (Checkland, 1998) and the assciated Prblem themes and were ffered up fr discussin. Stu- 263

Analysing Online Teaching and Learning Systems Using MEAD dents were asked t cmment n each theme and identify any ther prblems that had nt been identified. The utcme f the first fcus grup sessin was t be able t validate and update the rich picture and prblem themes that were develped frm the survey respnses. Stage 3 - Rt Definitins f Relevant Online Learning Systems and Stage 4 - Mdel Ideal Online Learning Situatin These utcmes allwed the researchers t prceed t stage 3 f the methd and frmulate the rt definitins frmulated frm the earlier stages. Stage 4 fcuses upn encapsulating the fluid infrmatin int a cnceptual mdel that reflects the ideal nline teaching and learning situatin. Stage 5 - Cmparisn f Ideal Learning Situatin with Current Situatin When reaching stage 5 f the methd (cmparing the ideal situatin with the current situatin) an e-learning expert frm Deakin University was apprached and an interview was cnducted, during which the researchers mdels were discussed and feedback was given by the expert. This feedback was then included in the mdels befre the cmparisn was cnducted. Stage 6 - Identify Feasible and Desirable Changes t the Online Learning System Frm the research that has been cnducted in the applicatin f this methd (frm fcus grup sessins, questinnaire feedback, and analysis using the methd) there are a number f changes t nline teaching and learning system at Deakin University that have been discussed and prpsed by the researcher, the participants, and the e-learning expert. These include: Implement a scial netwrking and interactin aspect t nline teaching and learning; Prvide mre useful infrmatin resurces; Prvide varied resurces fr students that include bth audi, visual, and interactive mediums; Larger Internet dwnlad limit fr student t access materials suggested by staff n DSO fr students t access; Whlly nline units t be remved frm the curriculum and nline teaching and learning t be used as a supplemental resurce t traditinal face-t-face teaching; Online questins psed by students t be replied t by a staff member within twenty-fur hurs; Lecture theatres t be fitted with adequate pwer utlets fr students t be able t use laptps t take ntes during classes (utside the realm f nline teaching and learning system design); Users (students) f nline teaching and learning systems shuld have input int the design f said system; Within this stage anther area t be assessed was the limitatins f Technlgy invlved. The limitatins f the nline teaching and learning sftware (DSO) used by Deakin University had t be addressed. WebCT the develpment cmpany that prduced DSO prvides a generic standardised package, which is then adapted fr use at individual institutins. Even with Deakin Univer- 264

Leitch & Warren sity, different templates and styles are used within different Faculties. Sme f the limitatins faced when develping the DSO example site included: Limited selectin f integrated cmmunicatin tls N standard methd fr scial interactin Database style f DSO (wuld be difficult t alter) Overall style f DSO site These limitatins alng with the scpe f this study and changes that wuld need t be implemented at a University level meant that a number f the desirable changes were nt feasible. The fllwing sectin utlines thse changes which are cnsidered feasible. Frm the desirable changes and applying the limitatins explained, the feasible changes were identified. They are: Implement a scial netwrking and interactin aspect t nline teaching and learning; Prvide mre useful infrmatin resurces; Prvide varied resurces fr students that include bth audi, visual, and interactive mediums; These changes were used as the basis fr the creatin f example DSO site t be presented t and validated by the secnd fcus grup participants. Stage 7 - Create and Implement a Plan fr Changes t Online Teaching System The feasible changes that were identified thrugh the SSM analysis were then applied t the specific nline teaching and learning system that is used at Deakin University. Alng with these feasible changes the specific pinins f the fcus grup participants (and the survey participants) were als applied t the design and the cntent inclusins. A secnd fcus grup sessin was cnducted; the participants were presented with the example nline teaching and learning system that was prduced frm the feasible and desirable changes that were identified in stage six f the methd. This part was presented in the style f a walkthrugh, shwing the participants the different elements and features that had been included. This included cntent ideas as well as sme different layuts. A detailed discussin regarding the changes that had been made was undertaken. The results f fcus grup tw and the walkthrugh f the example DSO site were very psitive. Students reacted well t the change in design and layut and were particularly enthusiastic abut the changes in cntent, especially the use f new sftware (interactive revisin) and the unique and varied infrmatin that was supplied t them. Cnclusin The research has prvided a new practical methd called MEAD develped fr the develpment f n-line teaching and learning systems based upn user (students) participatinal apprach. The MEAD methd has adapted the traditinal SSM methdlgy t be mre applicable within the area f nline teaching and learning system design. This adaptatin included adding participatin in the frm f a survey, fcus grups, and a walkthrugh with an nline teaching and learning expert t create a new methd. It cntains a high level f user participatin in numerus stages f the methd allwing nline teaching and learning systems t be respnsive t the student users. MEAD has filled a gap in the 265

Analysing Online Teaching and Learning Systems Using MEAD knwledge in the area f develpment methds fr the analysis and design f nline teaching and learning systems by prducing a frmal methd that is student-user fcused. This nline teaching and learning methd has been develped as an alternate way f develping nline learning systems. The apprach allws fr high levels f user invlvement at specific stages f the methd. This is t endeavur t imprve the planning and analysis f nline learning systems and try t achieve a system that wrks fr the user. The applicatin f this methd tk place in a tertiary institutin (Deakin University) in Australia and the participants were all current students at this university. The utcme f the applicatin f this methd has been (in the participants pinin) a mre user friendly, acceptable frmat fr nline teaching with an imprved cntent and mre interesting thrugh the use f different mediums. Future research culd be fcused upn implementing the MEAD methd in a number f different cuntries t determine cultural differences. References Bettcher, J. (2004). Definitins and mdels. University Cmputing and Cmmunicatin Services: Sacrament. Retrieved 23/4/2007 frm http://www.csus.edu/uccs/training/nline/verview/define.htm. Checkland, P. (1981). Systems thinking, systems practice. Chichester: Wiley. Checkland, P. (1988). Sft systems methdlgy: An verview. Jurnal f Applied Systems Analysis, 15, 27-30. University f Lancaster, Department f Systems. Checkland, P. (1998). Sft systems methdlgy in actin. Wiley, ISBN 0471986054. Checkland, P. (2000). Sft systems methdlgy: A thirty year retrspective. Systems Research and Behaviral Science, 17(S1), S11-S58. Checkland, P., & Schles, J. (2000). Sft systems methdlgy in actin. Chichester: Jhn Wiley and Sns. Clark, R. E. (1991). Recnsidering research n learning frm media. Review f Educatinal Research, 53, 445-459. Deakin University. (2007). Abut Deakin. Retrieved 1/5/2007 frm http://www.deakin.edu.au/abut/histry.php Faculty f Business and Law (Deakin University). (2007a). Faculty f Business and Law staff manual (Deakin University). Retrieved 4/4/08 frm http://www.deakin.edu.au/buslaw/staff-nly/index.php Faculty f Business and Law (Deakin University). (2007b). Onlineness checklist. Retrieved 1/3/08 frm http://www.deakin.edu.au/buslaw/staff-nly/teach-learn/dcs/nlineness-checklist.dc Gencglu, G., Altmann, G., Smith, R., & Mackay, D. (2002). Using sft systems methdlgy t address supply chain management prblems. Australian Jurnal f Infrmatin Systems, 9(2), 49-56. Lewis, L., Snw, K., Farris, E., & Levin, D., (1999). Distance educatin as pst secndary educatin institutins, 1997-98. Natinal Center Fr Educatin Statistics 2000-013. Retreived 1/11/07 frm http://ship.nime.ac.jp/~saga/prject/usdised.pdf Patel, N. V. (1995). Applicatin f sft systems methdlgy t the real wrld prcess f teaching and learning. Internatinal Jurnal f Educatinal Management, 9(1), 13-23. Petrva, K. (2004). Mbile learning usage using SMS: A mbile business applicatin. Prceedings f the 17th Natinal Advisry Cmmittee n Cmputing Qualificatins, NACCQ 2004. Retrieved 4/2/2007 frm http://www.naccq.c.nz/cnference05/prceedings_04/petrva_mlearn.pdf 266

Leitch & Warren Bigraphies Shna Leitch is a Lecturer in the Schl f Infrmatin Systems, Deakin University. Shna is riginally frm Sctland, emigrating t Australia in 1998. She btained her BSc (Hns) in 1997 frm the University f Plymuth in Psychlgy/Cmputing. Her main teaching and research fcus is the area f Systems Analysis and Design. She has taught varius units n this subject. She is als recently submitted a PhD entitled "A Systems Analysis and Design Strategy fr Online Teaching and Learning Systems". Shna has als cmpleted a Grad Cert f Higher Educatin. She has published ver 25 papers, in bks, jurnals and cnferences, in the areas f systems analysis, nline teaching and infrmatin security. Prf. Matthew Warren is the Head f Schl and a Prfessr in the Schl f Infrmatin System, Deakin University, Australia. He has a PhD in Infrmatin Security Management frm Plymuth University, UK. Prfessr Warren has received ver three millin dllars f research funding awards frm natinal/internatinal funding bdies. Prfessr Warren has gained internatinal recgnitin fr his schlarly wrk in the areas f Infrmatin Security, Risk Analysis, ebusiness, Infrmatin Warfare, Online Teaching and Learning Systems and Critical Infrastructure Prtectin. Prfessr Warren is the frmer Chair f IFIP TC 11 Wrking Grup 11.1 - Security Management and a frmer Directr f the Australian Institute f Cmputer Ethics. Prfessr Warren has taught within Australia, Finland, Hng Kng and the UK. 267