Center for Instructional Technology James Madison University Strategies for Transitioning to the Age...

Center for Instructional TechnologyJames Madison University

Strategies for Transitioning to the Age of Digital Media

Sarah E. Cheverton

James Madison University

June 20, 2006

Southeast Regional EDUCAUSE

Copyright Sarah E. Cheverton, 2006. This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational

purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or

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Kodak to stop making 35mm slide projectors (September 26, 2003)

Percent Digital Images 2 Years Ago2006 Survey (N=26)

25% Digital

Key Actions

KP

KP

KP

KP

KP

KP

KP

KP

KP

Collaboration

Understanding that Change is Difficult

Awareness of Players’

Concerns

Key Action Model


11 Key Actions• Build Collaborative Relationships• Share the Vision• Research and Plan• Obtain Images/Process for Prep• Use Computing Infrastructure• Provide Delivery Tools• Obtain Equipment• Recruit Expertise• Establish Policy and Procedure• Provide Training• Secure Funding


9 Key Players/Functions• Visual Resources Unit/Museum Curator• Library Administration Unit• Information Technology (IT)• Instructional Faculty• Department Administration Unit• Security Engineers• Educational Technology Unit• Technology Classroom Support• Legal Counsel

Who Handles Copyright?2006 (n=82)


Where are you in the transition process?

• Thinking about it?

• Beginning conversations?

• Beginning a pilot project?

• Fully integrating digital images?


General Education 1997Survey of Art History

(7)

(24)

Madison Digital Image DatabaseCenter for Instructional Technology$45,000 Grant


Scanning 2000 SlidesCenter for Instructional Technology

Purchased

Databases


Technology ClassroomsMedia Resources

MDID on Computer ImageInformation Technology/Lab Services


Intellectual Property IssuesLegal Counsel and Academic Deans


Lessons Learned• Learning curve for faculty and technology

developers• Instructional design increasingly collaborative

process• Communication is critical• Evaluation and assessment keeps system

relevant• Careful and efficient development of database• Collaboration with classroom technology and IT• Image quality and data integrity

Use of Digital Images2003 (n=34)

Use of Digital Images2006 (n=26)

Percent Digital Images 2 Years Ago2006 Survey (N=26)

Up to 25% Digital

Percent Digital Images Now2006 Survey (n=26)

More than 75% Digital

http://cit.jmu.edu/digitalsurvey


Survey Method

Email sent to Subscribers of MDID and VRA Listservs

Email forwarded to faculty at curator institutions

Survey data collected online from curators and faculty

Survey data sorted and analyzed

Survey forms created and published online


2003 Survey Group

• Total Survey Group = 132

• Visual Resource Professional = 98

• Curators-Instructional Faculty = 12

• Instructional Faculty = 22


2006 Survey Group

• Total Survey Group = 109

• Visual Resource Professional = 83

• Instructional Faculty = 26

Both groups similar in demographics


Five Findings

Tasks and the Person or Group Responsible 2003 (n=109)

Use of PowerPoint to Deliver Images2003 and 2006

98%

67%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2003 2006

Digital Image Sources2003 and 2006

82%

65%

55%

34%

43%

18%

89%

87%

78%

70%

65%

17%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Department

Personal

Free

Subscription

Commercial

Other

2003

2006

Use of PowerPoint2003 and 2006

98%

67%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2003 2006


Visual Resource Professionals’ Current Concerns

• Need for metadata standards (integrity)

• Copyright infringement

• Continued funding for technical support

• Faculty’s lack of acceptance

• Constant learning

• Time demand

• Will I be replaced?


Faculty Concerns• “I am far too old to keep up with the

technology.”• “If a projector bulb fails or the server is down,

that particular class session is pretty much over.”

• “I'm concerned about mastering the new technology, about obtaining enough images to teach with, about quality of reproduction.”


Change is not an event. It is a process of transitioning from the old to the new, from the familiar to the unfamiliar.

From Crisp: Managing Change at Work , Leading people through organizational transitions 2nd edition by SCOTT/JAFFE. © 1995. Reprinted with permission of Course Technology, a division of Thomson Learning: www.thomsonrights.com. Fax 800 730-2215.


People don’t resist change– they resist loss.

Scott & Jaffe, 1995


“The de-population of the slide library room concerns me. It’s nice that people are going digital, but

now they don’t gather casually in a room and have the opportunity to interact…. the way they used to.”

Key Actions

KP

KP

KP

KP

KP

KP

KP

KP

KP

Collaboration

Understanding that Change is Difficult

Awareness of Players’

Concerns

Key Action Model


Contact Information• Sarah Cheverton

Manager, Faculty [email protected]

• Christina (Tina) UpdikeVisual Resources [email protected]


Questions?


Thank you!

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