Alternatives for the institutional implementation of e-learning: Lessons from 12 years of Webfuse

Alternatives for the institutional implementation of e-learning: Lessons from 12 years of Webfuse

David Joneshttp://tr.im/E9JE

Overview

http://www.flickr.com/photos/sookie/100608625/

The argument Ps

FrameworkMythic e-learning

The context

An alternative

Reflections and conclusions

http://www.flickr.com/photos/tom1231/261029677/

5 things to know about

technological change

Culture always pays a priceAlways winners and losers

Every tech. has a philosophy

It’s ecological, not additive

Media tends to become mythic

http://tr.im/E9KW

http://www.flickr.com/photos/lenore-m/2599969114/

its capacity for good or evilrests entirely on human awarenessof what it does for us and to us(Postman, 1998)

http://www.flickr.com/photos/atoach/3543601334/

When a technology becomesmythic, it is always dangerous

(Postman, 1998)

it is then accepted as it is

and is there not easily susceptible

to modification or control

because

http://www.flickr.com/photos/riverap1/3875718119/

almost every university is planning to make use of an LMS (Salmon,

2005)

the mindset in recent times has

focused on the adoption of the one-size-fits-all LMS

(Feldstein, 2006)

http://www.flickr.com/photos/purpleslog/2881603057/

Awareness raising

http://www.civil.usyd.edu.au/current/undergraduate/learning.shtml

http://flickr.com/photos/skoop/207145876/

Common sense is nothing more than a deposit of prejudices laid down by the mind before you reach eighteen.

Albert Einstein

The structure of School is so deeply rooted that one reacts to deviations from it as one would to a grammatically deviant utterance:

Both feel wrong on a level deeperthan one’s ability to formulate reasons

http://www.flickr.com/photos/mccloud/145800121/

(Papert, 1995)

There is no silver bullet

http://www.flickr.com/photos/gregoryjameswalsh/408773662/

Awareness raising


(Rittel & Webber, 1973)

http://www.flickr.com/photos/wxmom/2052715752/

Wicked problems

As you solve the problemyou learn more about it

There is no stopping rule

Solutions are neitherright nor wrong

There is no ultimate

test of a solutionYou can’t identifyall potential solns.

The problem can be described in many ways

Every one isessentiallyunique

http://www.flickr.com/photos/cleopold73/3677296594/

Overview


The argument Ps


The context

An alternative


http://www.flickr.com/photos/themadlolscientist/2543882652/

Nothing is so practical as a good theory (Lewin,

1945)

http://flickr.com/photos/dalem/296189944/

Theories are practical because they allow knowledgeto be accumulated in a systematic manner and thisaccumulated knowledge enlightens professional practice (Gregor & Jones,

2007)

Raising awareness


http://flickr.com/photos/joits/225824796/

The Ps Framework

Past experience

People

Place

Product

Process

Purpose

Pedagogy

Frameworks offer new ways of looking at phenomena and provide information on which to base sound, pragmatic decisions

(Mishra & Koehler, 2006)

PlacePedagogy

Process

PurposeProduct

PastExperience

People


The Ps Framework

(Jones, Vallack, et al, 2008)

Raising awareness


Process

Product


The Mythic Technology

PlacePedagogy

Purpose

PastExperience

People


Context

Process

Product


The alternative

Overview


The argument Ps


The context

An alternative


Process

Product



Process



Time

CostAnalysis & Design

Maintenance

Replacement

Big up front design (BUFD) (Truex, Baskerville and Klein,

1999)

http://www.flickr.com/photos/mauricedb/2706292588/

Herding cats

1. Identify the goal

http://www.flickr.com/photos/australianshepherds/3593274951/

2. Make sure we have the right herders and herding equipment

3. Get the cats to the goal (and keep them there)

http://www.flickr.com/photos/australianshepherds/3593274951/

Author Herding cats Losing weightWeick & Quinn (1999) Episodic change Continuous changeBrews & Hunt (1999) Planning school Learning schoolSeely Brown & Hagel (2005)

Push system Pull systems

Hutchins (1991) Supervisor reflection and intervention

Local adjustment

Truex et al (2000) Traditional design Emergent designMarch (1991) Exploitation ExplorationBoehm & Turner (2003)

Plan-driven Agile

Mintzberg (1989) Deliberate strategy Emergent StrategyKurtz & Snowden (2007)

Idealistic Naturalistic

Alternatives

Limitations

http://www.flickr.com/photos/mwichary/2188958154/

1. System behaviour is relatively stable and predictable

2. Designer is able to manipulate system behaviour

3. Designer able to accurately determine

goals or criteria for success

(Introna, 1996)

Product



LMS is academic equivalent to ERP

http://flickr.com/photos/remedix/260741805/

(Morgan, 2003)

Will impose its own logic on a

company’s strategy, structureand culture…push towards..generic structures(Davenport,

1998)

Reflects a …. move to standardisation

Best practice..implement vanilla(Robey, Ross et al, 2002; Pozzebon, Titah et al, 2006; Wagner, Scott et al,

2006)

InternalDevelopment

SoftwareContracting

PackageAcquisition

Identifying efficient procurement strategies(Saarinen & Vepsalainen,

1994)

http://www.flickr.com/photos/yourdon/3030229649/


InternalDevelopment

SoftwareContracting

PackageAcquisition

HighCost

HighRisk

Type of Information System

Speculative Standard Routine

(Saarinen & Vepsalainen, 1994)

Type of Developer

Innovator

Analyst

Implementor



SpeculativeInvestment

StandardApplication

RoutineSystem

HighCost

HighRisk

Uncertainty of requirements

Risky/Complex

Certain/Simple

Specificity of DesignSpecific/Contingent Common

http://www.flickr.com/photos/tom1231/275402356/

Overview


The argument Ps


The context

An alternative


PlacePedagogy

Purpose

PastExperience

People


Context

Limitations






(Introna, 1996)



SpeculativeInvestment

StandardApplication

RoutineSystem

HighCost

HighRisk

Uncertainty of requirements

Risky/Complex

Certain/Simple

Specificity of DesignSpecific/Contingent Common

LMSProduct

E-learningContext

PastExperience


Context

Quality and Quantity e-learning

Fairly unsophisticated

use of the tools

Formal use of technology…bestdescribed as sporadic, unevenand often low-level (Selwyn,

2007)

Substitutes for existingmedia and retainsexisting pedagogy(Salmon,

2005)

(Benson and Palaskas, 2006)

http://www.flickr.com/photos/dok1/3921218578/


TransmittingContent

CreatingClass

Interactions

ComputerBased

Instruction

Move to features in unexplored categories, until each category is considered for different learning needs

Level 1: Most used Level 2: Moderately used Level 3: Rarely used

• Content/files• Announcements• Gradebook

More than 50% of courses More than 20% of courses (much) less than 20% of courses

EvaluatingStudents• Quizzes• Drop box

Evaluatingcourse and instructors

• Surveys• Chat• Discussion forum• Email

• Some quizzes• Adaptive release

(Malikowski, 2007)

Technology-mediated learning

http://www.flickr.com/photos/extraketchup/459020985/

Audio-visual instruction

Teaching machines

(Pressy, 1926)

(Skinner, 1958)

CBL/CML

CMC

Multimedia Lone-

rangerCottage industry

Industrial Post-

industrial

Technology-mediated learning



Teaching machines

(Pressy, 1926)

(Skinner, 1956)

CBL/CML

CMC

Multimedia Lone-


Industrial Post-

industrial

Technology spark



Teaching machines

Motion pictures

Radio

(Pressy, 1926)

(Skinner, 1956)

CBL/CML

CMC

Multimedia Lone-


Industrial Post-

industrial

Stereo-graphs, photos, motionpictures, radio, television

Technology spark



Teaching machines

Motion pictures

Radio

(Pressy, 1926)

(Skinner, 1956)

CBL/CML

CMC

Multimedia Lone-


Industrial Post-

industrial


Industrial revolution,mechanical machines

Technology spark



Teaching machines

Motion pictures

Radio

(Pressy, 1926)

(Skinner, 1956)

CBL/CML

CMC

Multimedia Lone-


Industrial Post-

industrial



Computers

Technology spark



Teaching machines

Motion pictures

Radio

(Pressy, 1926)

(Skinner, 1956)

CBL/CML

CMC

Multimedia Lone-


Industrial Post-

industrial



Computers Network

s

Technology spark



Teaching machines

Motion pictures

Radio

(Pressy, 1926)

(Skinner, 1956)

CBL/CML

CMC

Multimedia Lone-


Industrial Post-

industrial



Computers Network

sPersonal computers

Technology spark



Teaching machines

Motion pictures

Radio

(Pressy, 1926)

(Skinner, 1956)

CBL/CML

CMC

Multimedia Lone-


Industrial Post-

industrial



Computers Network

sPersonal computers

Multimedia personal

computers

Technology spark



Teaching machines

Motion pictures

Radio

(Pressy, 1926)

(Skinner, 1956)

CBL/CML

CMC

Multimedia Lone-


Industrial Post-

industrial



Computers Network

sPersonal computers

Multimedia personal

computers

Internet

Technology spark



Teaching machines

Motion pictures

Radio

(Pressy, 1926)

(Skinner, 1956)

CBL/CML

CMC

Multimedia Lone-


Industrial Post-

industrial



Computers Network

sPersonal computers

Multimedia personal

computers

Internet

WWW

Technology spark



Teaching machines

Motion pictures

Radio

(Pressy, 1926)

(Skinner, 1956)

CBL/CML

CMC

Multimedia Lone-


Industrial Post-

industrial



Computers Network

sPersonal computers

Multimedia personal

computers

Internet

WWW

ERPs

Technology spark



Teaching machines

Motion pictures

Radio

(Pressy, 1926)

(Skinner, 1956)

CBL/CML

CMC

Multimedia Lone-


Industrial Post-

industrial



Computers Network

sPersonal computers

Multimedia personal

computers

Internet

WWW

ERPs Web

2.0

Limitations






(Introna, 1996) ?

Fad cycle

http://www.flickr.com/photos/moriza/308483890/

1. Technological spark

2. Growing revolution

3. Minimial impact

4. Resolution of

dissonance

Place


Context

http://www.flickr.com/photos/joshua/1154118/

Institutions that cannot continually change to keep up with the needs of the transforming

economy will become irrelevant (Klor de Alva, 2000)

The trend toward augmenting instruction with technology

creates opportunities and substantial challenges for those who must respond to increasingly diverse and fluid instructional environments

(Agee, Yang et al, 2009)

Limitations






(Introna, 1996) ??

Assumption of Newtonian physics

Order

http://www.flickr.com/photos/r-z/1573332373/

Dominant ideology in organizationsand management science(Snowden,

2005)

the great narrative of science shares with the great religious narratives the idea that there is order to the universe

(Postman, 1995)

- Cause and effect are only coherent in retrospect and do not repeat- Pattern management- Perspective filters- Complex adaptive systems- Probe-Sense-Respond

• Cause and effect separated over time and space

• Analytical/Reductionist• Scenarios planning• Systems thinking• Sense-Analyse-Respond

• Cause and effect relationships repeatable, perceivable and predictable

• Legitimate best practice• Standard operating procedures• Process reengineering• Sense-Categorise-Respond

- No cause and effect relationships perceivable- Stability-focused intervention- Enactment tools- Crisis management- Act-Sense-Respond

Cynefin Framework (Snowden and Boone,

2007)System and agents co-evolve

System constrains agents

No constraints

http://www.flickr.com/photos/nov03/3663469686/

Complex

Chaos

Known

Knowable

Limitations






(Introna, 1996) ??

??

People


Context

http://www.flickr.com/photos/nicmcphee/345850764/

http://en.wikipedia.org/wiki/File:Technology-Adoption-Lifecycle.png

(Moore, 2002)



Barriers to bridging the chasm

(Geoghegan, 1994)

1. Ignorance of the gap

Homogeneity

arguments

Incentives

modes of support




(Geoghegan, 1994)

1. Ignorance of the gap2. The technologists allianceEarly

adoptersIT Staff

Vendors

Homogeneity

arguments

Incentives

modes of support




(Geoghegan, 1994)


adoptersIT Staff

Vendors

3. Alienation of the mainstream

Homogeneity

arguments

Incentives

modes of support




(Geoghegan, 1994)


adoptersIT Staff

Vendors


Homogeneity

arguments

Incentives

modes of support

Early adopters Early majorityLike radical change Like gradual changeVisionary PragmaticProject oriented Process orientedRisk takers Risk averseWilling to experiment Need proven usesSelf sufficient Need supportRelate horizontally(interdisciplinary)

Relate vertically (within discipline)




(Geoghegan, 1994)


adoptersIT Staff

Vendors


4. Lack of a compelling reason to adopt

An application…that offers value substantiallyin excess of the costs of adoption

Homogeneity

arguments

Incentives

modes of support

http://www.flickr.com/photos/sylvar/1138341328/

More time teaching is a

negative influence on academic pay

The trend is worsening most rapidlyin institutions whose central missionfocuses on teaching and learning

(Fairweather, 2005)

(Katz, 2003)

experience a loss of functionality and a degradation of performance as employees grapple to come to terms with the new technologies and processes that these systems force

http://www.flickr.com/photos/knezovjb/2822498715/

http://www.flickr.com/photos/kennymiller/796971032/

Limitations






(Introna, 1996) ??

???

People aren’t rational

Bounded rationality (Simon,

1991)Reliance on intuition, instinctsand simply heuristics(Jamieson & Hyland,

2006)Systematic biases influence judgment (Tversky and Kahneman,

1974

37 cognitive biases (Arnott,

2006)

Inherent limits in organisational

substantive rationality(Cecez-Kecmanovic, et al, 2002)

Innovation and change

within universitiescan never be mere rational processes(Jones and O’Shea,

2004)http://www.flickr.com/photos/joelogon/3132985694/

Limitations






(Introna, 1996) ??

???

?

Pedagogyhttp://flickr.com/photos/joits/

225824796/

Context

Research into how people learnonline is in its infancy

(Herrington et al, 2005)

Application of webto teaching andlearning is stillevolving(Bates,

2004)

Limitations






(Introna, 1996) ??

???

??

http://www.tpack.org/

there is no single technological

solution that applies for every teacher, every course, or every view of teaching

Productive technology integration in teaching needs to consider all three issues not in isolation,

but rather within the complex relationships in thesystem defined by the three key elements

(Mischra & Koehler, 2006)

Limitations






(Introna, 1996) ??

???

??

?

http://www.gse.harvard.edu/~dedech/

Limitations






(Introna, 1996) ??

???

??

?

???

Purpose


Context

Purpose of universities

http://www.flickr.com/photos/kylemackenzie/3576131493/

Immaculate

(Martin and Etzkowitz, 2000) Utilitaria

n

Education either functions as

an instrument which isused to facilitate the integration of generations

into the logic of the present system and bring about conformity

becomes the ‘practice of freedom’, the means by which men and women

deal critically with reality and discover how to participate in the transformation of their world.

(Shaul, 1972)

Drivers for e-learning

http://www.flickr.com/photos/kylemackenzie/3576131493/

Efficiency

Enriched student learningNew student expectations

Competitive pressure

Responding to massification

Control

(Coates et al, 2005)

Limitations






(Introna, 1996) ??

???

??

?

???

?

?

Overview


The argument Ps


The context

An alternative


Process

Product


The alternative

Web

http://www.flickr.com/photos/tonythemisfit/2718279207/

CQUniversity

1997-2010

2900+ Course sites

47000+ students

2500+ staff

90+% staff adoption

Process

Product


The alternative

Principles

Practice

Product


The alternative

Principles

Practice

Best of breed

http://www.flickr.com/photos/lyon_photography/3886352249/

Adoption of different packages from different vendors or sources


Skeleton + data = course site


Different skeletons, different structure, different look


Each page can be edited


PageType

Content

Edit


Content

PageType

Style OtherServices


Other services

External

Internal

Discussion forumsChat rooms

Student records systemOnline assignment submission

Social media

Timetable system

750+ classes

Web apps

…..

…..


Best of breed Integrated systemOrganisation requirements and accommodations determine functionality

The vendor of the ERP system determines functionality

(Light, Holland and Wills, 2001)


PortalWeb Interface

Ancillary servicese.g. virtual union

& library

LMS(Blackboard)

LMS(Webfuse)

Simulations &other teaching environments

Shared education services

University wide services

Digital repositories

Communication networks &distribution infrastructure

Monitoring performance & usage

Assessment

Student profile& history

Calendar Timetable

Class & CourseManagement

Content management

Assignment tracking Plagiarism detection

Security authorisations

Single sign-on Library management Digital rights management

Student administration axapta Course administration

Student profiles

Student Database Learning content database

Staff database Finance database Course profiles

Library catalogueDigital library &eReserve


PortalWeb Interface

Ancillary servicese.g. virtual union

& library

LMS(Blackboard)

LMS(Webfuse)

Simulations &other teaching environments

Shared education services

University wide services

Digital repositories

Monitoring performance & usage

Assessment

Student profile& history

Calendar Timetable

Class & CourseManagement

Content management

Assignment tracking Plagiarism detection

Security authorisations

Single sign-on Library management Digital rights management

Student administration axapta Course administration

Student profiles

Student Database Learning content database

Staff database Finance database Course profiles

Library catalogueDigital library &eReserve

Review of grade Gradebook Plagiarism Tracking System

ESOS compliance

Faculty websites


Best of breed Integrated systemA context sympathetic approach to BPR is taken

A clean slate approach to BPR is taken



Best of breed Integrated systemGood flexibility in process re-design due to a variety in component availability

Limited flexibility in process re-design, as only one business process map is available as a starting point



we should change people's behaviour because information technology systems

are difficult to change..(Sturgess and Nouwens, 2004)

most commercial systems require the institution to modify its existing practices to accommodate the system

(Dodds, 2007)


Some folk unhappy with mailing listsSome happy

Both/and NOT either/or


Staff choose which one they use


Best of breed Integrated systemReliance on numerous vendors distributes risk as provision is made to accommodate change

Reliance on one vendor may increase risk


http://www.flickr.com/photos/mckaysavage/3059483658/

What’s the biggest discussion forum market?

A) BlackboardB) Moodle

C) SakaiD) Web/open source


27 March, 2009


Discussion forum # Google HitsOpen source 107,000,000Moodle 953,000Blackboard 475,000Sakai 160,000

30 October 2009


Best of breed Integrated systemDetrimental impact of IT on competitiveness can be dealt with, as individualism is possible through the use of unique combinations of packages and custom components

Single vendor approaches are common and result in common business process maps throughout industries. Distinctive capabilities may be impacted on



Web 2.0 course site http://webfuse.cqu.edu.au/Courses/

EDED11448/


Wordpress blog

Wetpaint wiki

http://redbubble.com.au

http://del.icio.us

http://del.icio.us +http://feedburner.com


Best of breed Integrated systemThe need for flexibility and competitiveness is acknowledged at the beginning of the implementation. Best in class applications aim to ensure quality

Flexibility and competitiveness may be constrained due to the absence or tardiness of upgrades and the quality of these when they arrive



45 groups

6 discussion forums per group270 forums


Best of breed Integrated systemIntegration of applications is time consuming and needs to be managed when changes are made to components

Integration of applications is pre-coded into the system and is maintained via upgrades



Best of breed Integrated systemThe IT department may require multiple skills sets due to the presence of applications, and possibly platforms, from different sources

A single skills set is required by the IT department as applications and platforms are common



Best of breed Integrated systemThe IT department may require multiple skills sets due to the presence of applications, and possibly platforms, from different sources

A single skills set is required by the IT department as applications and platforms are common


Perl MySQ

L

Apache

People

http://www.flickr.com/photos/sreejithk2000/2385193167/

Learning and teaching

http://www.flickr.com/photos/wwworks/2970929574/

Not a technology problem

Process


The alternative

Practice

Principles




Local adjustment


Plan-driven Agile



Alternatives




Local adjustment


Plan-driven Agile



Attribute Teleological AteleologicalUltimate purpose Goal/purpose HarmonyIntermediate goals Efficiency HomeostasisDesign focus Results Means/processDesigners Explicit designer ParticipantScope Part WholeProcess Problem solving Local adaptationProblems Complexity, conflict TimeManagement Centralised DecentralisedControl Master plan Rules/regulators

http://www.flickr.com/photos/spursfan_ace/2328879637/

(Introna, 1996)

(Jones, Danaher et al, 2005; Jones & Muldoon, 2007)


Attribute Teleological AteleologicalUltimate purpose Goal/purpose Harmony

Design focus Results Means/process

Intermediate goals Efficiency Homeostasis

Time

CostAnalysis & Design

Maintenance

Replacement

Big up front design (BUFD) (Truex, Baskerville and Klein,

1999)


(Katz, 2003)

experience a loss of functionality and a degradation of performance as employees grapple to come to terms with the new technologies and processes that these systems force

Time

Cost



Both/and NOT either/or

Mailing lists

Discussion forums


Staff choose which one they use


Attribute Teleological AteleologicalDesigners Explicit designer Participants

http://www.flickr.com/photos/wetsun/53648963/

Academics

Helpdesk

ManagerHelpdesk

ManagerDevelopers

HoS

Dean

Committee IT

Director

Developers

http://www.flickr.com/photos/wetsun/53648963/

Academics

Developers

Helpdesk

ManagerHelpdesk

ManagerDevelopers

HoS

Dean

Committee IT

Director

Business Analyst

http://www.flickr.com/photos/bribri/126039806/

Developers

“Helpdesk”

Committee

Academics

http://www.flickr.com/photos/ktylerconk/3045268759/

A university is defined by thequality of its academic conversations,not by the technologies that service them. (Laurillard,

2002)

http://www.flickr.com/photos/tea610/3995308486/

PEBKAC

C1234567xQ12345678S0123456


Attribute Teleological AteleologicalControl Master plan Regulators/Rules

it is not the provision of features buttheir uptake and use that really determines their educational value.(Coates,

2005)

http://www.flickr.com/photos/http2007/2788610963/

1. What the teacher

is.2. What management

does.

3. What the teacher does.

3 levels of improving L&T

http://www.flickr.com/photos/airosan/2318527358/

Rate ofAdoption

CommsChannels

SocialSystem

PerceivedAttributes

InnovationDecision

Change agent effort

(Jones, Jamieson & Clark, 2003)

If we want to create passionate users,

we have to help them get better.

Nobody’s passionate about things they suck at.

http://www.flickr.com/photos/pressthebuttononthetop/277470840/

http://www.youtube.com/watch?v=Str2K98JnMc

Kathy Sierra

http://www.youtube.com/watch?v=2lXh2n0aPyw

http://www.thefuntheory.com

Overview


The argument Ps


The context

An alternative


http://www.flickr.com/photos/14696088@N04/1606128341/

47000+ students

Differentiation

Dead next year

2500+ staff

..the precedent of other IT systems…suggests that it would be extremelyuser friendly for people with very limited competence/confidence

The key to easy use of OASIS isthat it is not a off the shelf productthat is soooo generic that it has lostits way as a course delivery tool


TransmittingContent

CreatingClass

Interactions

ComputerBased

Instruction

Move to features in unexplored categories, until each category is considered for different learning needs

Level 1: Most used Level 2: Moderately used Level 3: Rarely used

• Content/files• Announcements• Gradebook

More than 50% of courses More than 20% of courses (much) less than 20% of courses

EvaluatingStudents• Quizzes• Drop box

Evaluatingcourse and instructors

• Surveys• Chat• Discussion forum• Email

• Some quizzes• Adaptive release

(Malikowski, et al, 2007)


2005 2006 2007 2008 2009 (T1)0

10

20

30

40

50

60

70

80

90

100

Transmit content


2005 2006 2007 2008 2009 (T1)0

10

20

30

40

50

60

70

80

90

100

Class interactions


2005 2006 2007 2008 2009 (T1)0

10

20

30

40

50

60

70

80

90

100

Evaluating Students


2005 2006 2007 2008 2009 (T1)0

10

20

30

40

50

60

70

80

90

100

Evaluating course

http://indicatorsproject.wordpress.com

Enabling comparisons of LMS usageacross institutions, platforms and time

(Beer, Jones & Clark, 2009)

(Rittel & Webber, 1973)

http://www.flickr.com/photos/wxmom/2052715752/

Wicked problems

As you solve the problemyou learn more about it

There is no stopping rule

Solutions are neitherright nor wrong

There is no ultimate

test of a solutionYou can’t identifyall potential solns.

The problem can be described in many ways

Every one isessentiallyunique

PlacePedagogy

Process

PurposeProduct

PastExperience

People


The Ps Framework

http://www.flickr.com/photos/cleopold73/3677296594/

http://www.flickr.com/photos/joeshlabotnik/483769089/

There is nothing so useless as doing efficiently that which

should not be done at all.Peter Drucker

http://www.flickr.com/photos/eleaf/2536358399/

http://tr.im/E9JE

Agee, A., C. Yang, et al. (2009). "Top-Ten IT Issues, 2009." EDUCAUSE Review 44(4): 44-59.

Arnott, D. (2006). "Cognitive biases and decision support systems development: a design science approach." Information Systems Journal 16: 55-78.

Bates, T. (2004). The promise and myths of e-learning in post-secondary education. The Network Society: A Cross-cultural Perspective. M. Castells. Cheltenham, UK, Edward Elgar: 271-292.

Beer, C., D. Jones, et al. (2009). The indicators project identifying effective learning, adoption, activity, grades and external factors. ASCILITE'2009. Auckland, NZ.

Benson, R. and T. Palaskas (2006). "Introducing a new learning management system: An institutional case study." Australasian Journal of Educational Technology 22(4): 548-567.

Boehm, B. and R. Turner (2003). "Using risk to balance agile and plan-driven methods." Computer 36(6): 57-66.

Brews, P. and M. Hunt (1999). "Learning to plan and planning to learn: Resolving the planning school/learning school debate." Strategic Management 20(10): 889-913.

Cecez-Kecmanovic, D., M. Janson, et al. (2002). "The rationality framework for a critical study of information systems." Journal of Information Technology 17: 215-227.

Coates, H., R. James, et al. (2005). "A Critical Examination of the Effects of Learning Management Systems on University Teaching and Learning." Tertiary Education and Management 11(1): 19-36.

Davenport, T. (1998). "Putting the Enterprise into the Enterprise System." Harvard Business Review 76(4): 121-131.

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Alternatives for the institutional implementation of e-learning: Lessons from 12 years of Webfuse

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