Draft Needs Assessment Report

Page history last edited by PBworks 4 years, 5 months ago

Introduction
Identify and define problem
Demographics of target audience
1. Assistive Technology Priority Project members
2. T/TAC Technology Support Staff
Existing job or learning environment description
Gap Analysis
1. Computer skills analysis
Learning or performance goal
Task analysis
Recommendations
Reported team member roles and responsibilities
Appendix

Introduction

Needs Analysis conducted by the 2007-2008 T/TAC Online immersion team builds upon the team's performance analysis completed on October 8, 2007. The performance analysis examined the current state of the Training and Technical Assistance Centers (T/TACs) and the associated T/TAC Online Web site sponsored by the Virginia Department of Education. The T/TAC mission is to "to improve educational opportunities and contribute to the success of children and youth with disabilities (birth - 22 years)."

The performance analysis completed by the 2007-2008 immersion team revealed a broad variety of issues and needs with respect to the client organization. After conducting additional interviews with T/TAC staff as part of the needs analysis process, the immersion team considered expanding the scope of the needs analysis. The team discussed this option with the client but then resumed in its original direction based on clarification of the priorities and perceived long-term needs of the client.

Identify and define problem

The performance analysis recommended more extensive needs analysis in three areas in support of the T/TAC mission which are listed here in priority order:

1. Possible development of a virtual collaboration center in the staff-only section of T/TAC Online to enhance productive collaboration and communication among T/TAC staff, provide a collaborative workspace for priority project teams, support collaborative development of training materials, and enhance collaboration in other areas depending on the needs identified.

2. Creation of resources to support T/TAC staff development with respect to their ability to use newer training creation tools, such as Flash, Camtasia, Articulate, Captivate, podcasting, accessibility tools, annotated Powerpoint presentations, or others.

3. Customization of T/TAC Online content for individual users

Additional discussions with the client and key stakeholders concerning the results of the performance analysis resulted in a decision to focus on the activities and needs of the assistive technology priority project team within the regional T/TACs. The assistive technology team is the leader within the broader T/TAC organizational culture with respect to harnessing new technologies to accomplish organizational objectives more effectively and efficiently. Emphasis will be placed on the first two recommendations noted above.

The needs analysis examines the capabilities and limitations of existing and emerging technologies and tools in light of the current activities and objectives of the assistive technology priority project team. The needs analysis attempts to identify what types of functionality are most feasible and would be most useful in a virtual collaboration center and what types of resources would be most valuable in supporting the use of newer training creation tools as envisioned in recommendations 1 and 2 above.

Demographics of target audience

The Virginia Department of Education (VDOE) has issued several special education related mandates. The Training and Technical Assistance Center (T/TAC) has established priority projects in response to these mandates. Priority project teams consist of T/TAC staff members from across the state with the focus of supporting specific areas of the Virginia Special Education Improvement Plan (VDOE Training and Technical Assistance Center at George Mason University, 2006).

Assistive Technology Priority Project members

Based on additional data collection with the client and SMEs (Dr. Michael Behrmann, Dr. Marci Kinas, Dr. Shuangbao Wang, Anna Evmenova, Kristine Neuber, and Mary Wilds), the Immersion Team determined that members of the Assistive Technology (AT) Priority Project will be the target audience for a virtual collaboration center offered through T/TAC Online. Additional audience members include the T/TAC Technology Support staff who will help facilitate access to the collaborative tools offered through the virtual collaboration center, and potential audience members include public school personnel who are a part of the local school disctrict's AT team.

The AT Priority Project’s “goal is to increase access to the general education curriculum for students with disabilities through the use of assistive technology (AT). This project supports the accommodations and modifications that are necessary for students with disabilities to master curricular objectives and to participate in statewide assessments" (Helen A. Kellar Institute, 2007).

As reported by Mary Wilds, AT Priority Project members are seen as the technology opinion leaders for their fellow T/TAC staff. They are motivated to investigate new tools that will reduce the amount of travel time for face-to-face meetings, and they are enthusiastic when it comes to exploring new technologies. The Immersion team has surmised that if AT Priority Project members have a successful and satisfying experience working collaboratively in a virtual environment, then the chances of diffusion to other T/TAC priority project groups would increase.

A VDOE Project Coordinator and 13 T/TAC staff members from five T/TAC regions within the state of Virginia serve on the AT Priority Project team.

Name	Title	T/TAC Region
John Eisenberg	AT Priority Project Coordinator	VDOE, Special Education Instructional Services Office
Michael Behrmann	Director, Helen A. Kellar Institute for Human disAbilities	George Mason University (Region 4)
Soojin Jang	Assistive Technology Coordinator	George Mason University (Region 4)
Seunghun Ok	T/TAC Online Manager, Helen A. Kellar Institute for Human disAbilities	George Mason University (Region 4)
*Clare Talbert	T/TAC Online Coordinator, Helen A. Kellar Institute for Human disAbilities	George Mason University (Region 4)
Estella Landeros	Assistive Technology Coordinator for T/TAC	George Mason University (Region 4)
Brian Dye	Technology Coordinator	Virginia Tech (Regions 6 & 7)
Teresa Lyons	Severe Disabilities Coordinator	Virginia Tech (Regions 6 & 7)
Sharon Jones	Program Specialist - Early Childhood Populations	Virginia Commonwealth University (Regions 1 & 8)
Fran Smith	Technology Coordinator	Virginia Commonwealth University (Regions 1 & 8)
Mona Pruett	Program Specialist - Assistive Technology \| Significant Disabilities	Virginia Commonwealth University (Regions 1 & 8)
Debbie Yancey	Coordinator	James Madison University (Region 5)
Carol Wiegle	Coordinator	James Madison University (Region 5)
Mary Wilds	Statewide Coordinator for Distance Education	Old Dominion University (Regions 2 & 3)
Brenda Lucus	Assistive Technology & Instructional Specialist	Old Dominion University (Regions 2 & 3)

* Clare Talbert is not a member of the AT Priority Project, but as the T/TAC Online Coordinator, has been included in audience interviews to help the Immersion team better understand audience needs and audience interaction with T/TAC Online.

The majority of AT Priority Project members have a Masters Degree in Special Education and, in the past, worked with students with disabilities in local school systems. Most of the AT Priority Project members have worked at T/TAC for 5-7 years. In addition to the AT Priority Project, each AT member is also involved in other Priority Projects within T/TAC. For some AT Priority Project members, the majority of their work time is spent on AT Priority Project tasks (approximately 80-85%), whereas others spend approximately half of their work time focused on the AT Priority Project (approximately 45-50%). This is largely due to the differences between regional T/TAC priorities. The AT Priority Project members indicate a willingness to try new technologies and processes that will aid their collaborative work and eliminate the need to travel across the state for face-to-face meetings. Most AT Priority Project members are comfortable using technology and felt that they possess advanced skills that will help them navigate new technology tools. However, AT Priority Project members also indicated that if they encounter consistent barriers to using technology tools, they will revert to their standard forms of communication and collaboration - phone calls, email exchange, and face-to-face meetings. AT Priority Project members also expressed a desire to have easy access to online collaborative tools based on the "just two clicks" principle - that the tools should be easily acccessible from a central location that everyone in the project uses, and no more than two mouse clicks are required to access the tool. In addition, while some AT members are interested in learning new technologies that will assist with communication among mulitiple parties across the state, others questioned the need to learn new technologies when available tools that are currently used by many AT Priority Project members may offer the funcationality that will enable virtual communication and collaboration.

T/TAC Technology Support Staff

T/TAC's Technology support staff will enable the AT Priority Project members to participate in the virtual collaboration center by ensuring that technical specifications are met and processes are in place to facilitate staff participation. During the design phase, it is crucial to meet the needs of this audience to ensure that a sound technological backbone is in place to move the project forward. The following staff were interviewed during the Needs Analysis so the Immersion Team could achieve a better understanding of the intricacies involved in all of the virtual communication and collaboration tools that are either used by AT Priority Project members, or available to AT Priority Project members.

Name	Title	Responsibilities for T/TAC
Dr. Shuangbao Wang	Assistant Professor, Research Faculty, Helen A. Kellar Institute for Human disAbilities	Responsible for implementing changes to T/TAC Online programming and information architecture.
Seunghun Ok	T/TAC Online Manager, Helen A. Kellar Institute for Human disAbilities	Manages T/TAC Online for all T/TAC regions
Casey Cambell	Video Conferencing Network Operator, Video Conferencing Office, Department of Information Technology, George Mason University	Oversees video and web conferencing for George Mason University classes and special projects such as T/TAC in Region 4
Daniel Gieckel	Video Conferencing Technician, Video Conferencing Office, Department of Information Technology, George Mason University	Coordinates video and web conferencing for George Mason Unversity classes and special projects such as T/TAC in Region 4

The T/TAC Technology Support staff provided information on end user support, the capabilites of T/TAC online and the complexities and capabilities of present video and web conferencing tools available to T/TAC staff. It is important to note, however, that while some T/TAC regions have dedicated staff support to ensure that their technology needs are met, other AT Priority Project members must serve as their own technology support.

Resources:

Helen A. Kellar Institute, Virginia Department of Education’s Training and Technical Assistance Center: Region 4 at George Mason University. Assistive Technology. (2007) Retrieved October 19, 2007, from http://ttac.gmu.edu/regional-activities/assistive-technology/

VDOE Training and Technical Assistance Center at George Mason University. Priority Projects: An Update. 2006. George Mason University.

http://www.pen.k12.va.us/VDOE/sped/ttacprojectslist.pdf

http://kihd.gmu.edu/people/

http://www.ttac.vt.edu/staff.html

http://www.vcu.edu/ttac/about_us/faculty_staff/

http://ttac.cisat.jmu.edu/staff/index.html

http://www.ttac.odu.edu/DefaultStaff.html

Existing job or learning environment description

The 14 geographically-dispersed members of the AT Priority Project team are all T/TAC professionals. Their typical daily schedule may include meeting with school teams to provide training or support on a variety of subjects relating to children with disabilities. It may also include meeting or collaborating with other T/TAC professionals in their own location or across the state for other Priority Projects that they are serve on. Collaboration may be accomplished face to face, via email, via the phone, or any combination of the three previously mentioned methods. Their day may also include meeting or collaborating with the AT Priority Project team members or sub-committee members to accomplish the tasks of the AT Priority Project team. Again, Collaboration may be accomplished face to face, via email, via the phone, or any combination of the three previously mentioned methods.

When T/TAC professionals meet face to face, it requires some members to drive a number of hours, even staying overnight, to meet--taking more time from their already hectic schedule. Collaborating via email does not allow for synchronous collaboration. Having the ability to collaborate virtually would save T/TAC members time and more easily allow for synchronous collaboration.

Description of AT PP, job descriptions of staff members

http://ttac.gmu.edu/regional-activities/assistive-technology/

Kim A.

Gap Analysis

Based on information from the Performance Analysis and subsequent conversations with Mary Wildes and Michael Berhmann, we would investigate what our audience knows with regard to the tools that we intend to make available in this Virtual Collaborative environment. This process is also called the Learner Analysis. A greater part of this Learner Analysis would be based on the technology levels of the audience and subsequently help provide a basis for training that may be needed to fill in whatever gaps that may exist.

The information for this section is based on these three catagories:

Availability of the tools: Gathering information from our audience as to which of these tools they have used before, which ones they are currently using and what level of experience they have with each of the tools.

Capabilities: Already, the team is in the process of exploring the capabilities of some of the tools like Adobe Connect, wikis and Polycom. This participatory method of data collection serves as a compliment for the information we may gather from our audience and vice versa. By getting involved with using the tools, we would be able to provide a more accurate and detailed analysis of exactly what each tool can do. Identifying which tool is strictly audio, those that have video capabilities and how easy it is for users etc.

Use of Virtual Collaborative Environment: Find out the views of our audience with regards to the intended design plan. What difficulties that they foresee and what they would like to have training for. What resources they would like to have available to them and how they would like these resources to be presented so that it has the least complications.

The text in red will cover items 1 and 2 in this section: Tools functionality table with front-end/back-end delineated - Afua and Matthew

Each tool listed and three bullets identifing:

How T/TAC currently uses the tool
What functions are available with this tool that AT PP members would like to see
Any issues that may be a problem for implementing tool with AT PP members

Tandberg 770, 990 (Videoconferencing cameras)

T/TAC currently uses the tool to enable occasional videoconference meetings. This videoconferencing equipment is for small to medium conference rooms. It allows viewing presentations on a computer screen and viewing and listening to a human presenter at the same time with DuoVideo and H.239 Dual Stream. The 990 has a built in bridge capability and can join up to 4 endpoints in a videoconference.
Videoconferences have the potential to replace some face-to-face meetings which entail driving great distances to get to meeting locations. Videoconferencing has the potential to enable collaborative work efforts across geographic distances.
Videoconferencing technologies are complex, and some back end technical support is always required. Technical support for troubleshooting when glitches occur may not be immediately available in some locations at the moment of need. Current videoconferencing technologies do not enable the same ease of communication that is present in face to face meetings. Not all staff members are comfortable participating in videoconferences. Not all staff know how to make use of the videoconferening technologies that they currently have available to them.

Codian MCU (Multipoint Conferencing Unit)

T/TAC currently uses the tool to enable occasional videoconference meetings that join multiple endpoints across T/TAC geographic regions. The MCU is a bridge.
Videoconferences have the potential to replace some face-to-face meetings which entail driving great distances to get to meeting locations. Videoconferencing has the potential to enable collaborative work efforts across geographic distances. The Codian MCU supports up to 20 videoconferencing endpoints.
Videoconferencing technologies are complex, and some back end technical support is always required. Technical support for troubleshooting when glitches occur may not be immediately available in some locations at the moment of need. Current videoconferencing technologies--especially in regard to videoconferencing to multiple endpoints--do not enable the same ease of communication that is present in face to face meetings. Not all staff members are comfortable participating in videoconferences. Not all staff know how to make use of the videoconferening technologies that they currently have available to them.

Cisco MCU

T/TAC no longer uses this tool.
Its uses are similar to those of the Codian MCU (bridge for multiple video conferencing endpoints)

Movi Server

T/TAC recently acquired this hardware. It should enable staff on remote personal computers equipped with a microphone and web cam to join in to a videoconference without installing special hardware or software at their location. It should support 15 pc-based videoconferencing endpoints.
Members of the Assistive Technology priority project team who work from home might find this especially helpful. It would allow staff who do not currently have easy access to videoconferencing sites to benefit from this mode of interaction without having to travel to a distant site.
Video conferencing via personal computer from a home office depends on the reliably fast upload speed of the Internet connection. Bandwidth is a potentially constraining factor.

IP VCR

T/TAC recently acquired this hardware.
IP VCR (Video Conferencing Recorder) is used in conjunction with videoconferencing systems to record conferences, point to point calls, and presentations. These recordings can be archived and played back later. The archival recordings could be appropriate in some cases for reuse as training content. IP VCR can stream live or recorded content to a Web interface--which can be viewed using QuickTime, RealPlayer or Windows Media Player--or to a H.323 video endpoint.
A means for scheduling recordings must be put in place, and the use of videoconferencing by T/TAC would have to increase, and the contexts in which it is used would have to enable the reuse of recorded content for training purposes.

Torrent

T/TAC no longer uses this tool.
Its uses are similar to those of the new IP VCR (recording and streaming of video conferencing content)

Tandberg Management Suite (TMS)

T/TAC does not use this tool. GMU uses it. T/TAC could buy additional licenses to enable use.
TMS is a software platform for managing visual communication technologies. It supports scheduling of video conferencing and management of on-site and remote video systems. It manages videoconferencing endpoints, multipoint conferencing units (MCUs), and gatekeepers. TMS has a Web based interface.
Challenges to use include the cost of purchasing additional licenses and reliance on expert technical support staff to use this tool on the back end.

Polycom Voice

T/TAC is not known to use this type of device currently. It is a sophisticated microphone/speaker for use with the standard telephone system.
It can facilitate one-to-many or many-to-many voice communication via telephone.

POTS (Plain Old Telephone System)

Used extensively for synchronous voice communication, including conference calling involving more than two parties.
Provides quick, easy voice communication.

Electronic mail

T/TAC uses email extensively for asyncronous textual communication and for file sharing via email attachments. Most email attachments exchanged are word processing documents.
Enables easy asynchronous textual communication. Enables easy exchange of word processing documents for collaborative document composition and revision.
Use of email for document sharing and collaborative revision poses a challenge for keeping track of the most current version of a document.

Adobe® Flash® CS3 Professional

T/TAC does not currently use Adobe Flash.
Flash provides an advanced authoring environment for creating interactive content (including instructional media) for the Web as well as mobile platforms. Flash supports animation of visual elements and integration of audio and video recordings. It could be a powerful tool for developing more engaging multimedia Webshops for T/TAC Online. This could support the transition from providing face-to-face training to providing brief training modules for asychronous delivery online.
Challenges in the adoption and use of Flash as a training development tool include a very steep learning curve and addressing concerns with the accessibility of Flash content to persons with disabilities. Flash is a sophisticated development tool with a complex user interface that is not easy to learn. Harnessing the full power of Flash in developing interactive media includes knowledge of how to program Flash applications using ActionScript, which (like JavaScript) is an ECMAscript derivative. Flash does provide some scripting support for nonprogrammers. The newest versions of Flash and the Flash Player (which is necessary for running Flash content) have made great strides toward making it possible to develop Flash content that is accessible to persons with disabilities, but accessibility issues must be given careful consideration during design and development of Flash content.

Adobe Connect (AC)

TTAC currently uses Adobe Connect for teachers to be able to share information/content during their training sessions. This is because they have not had the time to learn the entire features. The only thing among the functions that the teachers use is the document sharing capabilities, and the ability to share desktops.
The ATPP would like to enjoy the capabilities of AC in:
1. Sharing documents synchronously.
2. Collaborate on a document at the same time.
3. Be able to hold meetings virtually and avoid traveling long distances for Face to Face meetings.
4. Enjoying the use of new technologies that support audio and video.
5. A means to archive all the virtual meetings.
6. Confidentiality of meetings and contents is very important.
The problem that the AT PP might have is with the audio which is not so good based on a variety of factors.
1. A combination of the audio and document sharing would be ideal, but problems of audio might be frustrating for the AT PP.
2. The disabled would have a problem trying to even read the lips of speakers if the video is being used due to the poor size and quality.
3. The fact that they are always learning how to use new tools hence, need for training on the usage of Adobe Connect as a means to share and collaborate on documents.

Blackboard

TTAC currently uses blackboard for file sharing, message boards, and sending email to the members.
The ATPP would like to use it because it:

Want the ability to collaborate while protecting privacy because it can be set up so that only people with permission can access it.
Members can be able to collaborate or post discussions (asynchronous communication).
Easy to use and learn

The problems that they for see are:
1. The fact that Blackboard involves too many steps and the ATPP would not find that comfortable.
2. They also foresee it as moving outside TTAC online and would be another place to go to if not incorporated into TTAC online.

Podcasts

Being used only in Virginia Tech region of TTAC
1. Subscribes to the ATPP members’ need to use newly emerging technologies since Podcasting is fairly new.

2. The fact that it employs the use of both audio and video attracts the ATPP members.

3. Storage and archiving for easier reference.

Blogs

Not being used currently by TTAC
1. Provide a means of collaborating and communicating asynchronously

2. Saves postings in a chronological way, thus supporting the ATPP members’ need for archiving their thoughts and discussions.

1. Not familiar with blogs and might entail a lot of training.

2. Concerned about the level of privacy that blogs may have.

Wikis

Not being used currently by TTAC
1. A means of communicating and collaborating asynchronously without having to travel to meet face to face

2. Capable of sharing documents asynchronously

Since it is a new technology, might require some form of training or job aids.

This section of the needs Analysis would focus mainly on 3 areas:

The Assistive Technology (AT) Priority Project group tries to limit their face-to-face meetings to a few times a year because several group members have to drive quite a distance, even staying over night, in order to attend. They have tried to meet virtually using Polycom video. While they liked the convenience, it did not work well for every group member and many of the members do not have tech support at their location to be able trouble shoot problems. Also, the Polycom video did not allow the team to share or collaborate on documents during the virtual meeting.

The AT Priority Project subcommittee members have the need to collaborate on documents and training they are creating. The document exchange currently is done asynchronously through email or through fax when the file size is too large for email.

As a group and as subcommittee members, the AT Priority Project team indicated that they would welcome the ability to meet virtually through webcams at their individual desks and through some sort of synchronous collaboration tool such as Adobe Connect. To do this would require the purchase of webcams for each AT Priority Project team member’s computer and the availability of Adobe Connect through the virtual collaboration center.

Review notes from SME meetings and report on views of audience members related to the VCC- Kim A. and Rahel

Computer skills analysis

Interviews with members of the Assistive Technology priority project team revealed that these staff have basic computer skills. For example, they all use email, browse the Web, and use word processing software. They typically have advanced knowledge of assistive software tools relating to accessibility. Many individuals on the AT team have more advanced skills and experience in particular areas, such as blogs, learning management systems (such as Blackboard), and podcasting. Although they are fairly savvy computer users, they have not necessarily received extensive formal technical training. They are very aware of the potential for new technologies to make their jobs easier, and they are receptive to learning about and trying out new tools.

Learning or performance goal

To review when we write recommendations

The performance goal is to make the T/TAC Online virtual collaboration center as seamless as possible allowing the AT Priority Project team to effectively communicate and collaborate with as few mouse clicks as possible.

From a computer in their office or home, they will access the internet and then log into the T/TAC Online website. From there, they will go to the virtual collaboration center at T/TAC Online where they can set up a meeting as a facilitator or participate in a meeting that has already been established. They will need additional equipment to be plugged into their computer to participate fully in the meeting. This equipment may be a headphone with attached microphone and/or a webcam.

They can go to the collaboration lab of the virtual collaboration center to collaborate in a variety of ways depending on the format of the desired deliverable. The software tools that they may need on their computer to participate in the collaboration lab have yet to be determined.

The AT Priority Project team will have the need to learn the purpose of each the tools available through the virtural collaboration center and how to use the tools. The format and place where the description of the tools will be has yet to be determined. Most likely, however, it will be a series of job aids that can be accessed through the virtual collaboration center.

A high-level vision of the intended T/TAC Online virtual collaboration center is thought to look as depicted in the graphic that can be found at

picture.pdf

Resources:

Meeting with Michael Behrmann on October 16, 2007

Meeting with Mary Wilds on October 17, 2007

Potentially, the performance goal of the AT PP is to effectively communicate and collaborate using the T/TAC Online virtual collaboration center (insert Matthew's awesome graphic here) Additional sentence needed here.

Kim A.

Task analysis

To review when we draft recommendations or whenever we get clarification from Brenda

Based on the priorities and recommendations of the performance analysis, the iTeam identified the target audience, current practices/trends and, knowledge/training gaps to determine skills needed to accomplish the desired outcome.

The iTeam will be investigating available tools such as Flash, Camtasia, Articulate, Capitavate, Podcast, Adobe Connect and Movi server to understand the functionalities and limitation of the software. In addition, we will be looking at different ways of seamlessly integrating the tools to the current T/TAC online website.

Rahel

Recommendations

Training in the form of job aids would need to be made available for each member to know how to set up and troubleshoot the webcams and the Adobe Connect. To ensure success, a system should be established so that T/TAC staff using these technologies can get immediate support, perhaps in the form of a help desk, if they run into an unforeseen technology glitch.