1. Lone Star Community College Faculty Front End Analysis Lone Star Community College Design Team Carol Hasegawa John Paulin Penelope Pereboom November 27, 2007

2. LEGEND Lines of Communication Suprasystem System Subsystem Lone Star Community College Instructional Resource and Technology Department LSCC Faculty

3. Subsystem LSCC Faculty Communication Legend Uni-directional Bidirectional Lesser degree Greater degree Time management Instructor professional development Student abilities Course load Personal life Standards Mentors, peer influence Personal resources Classroom environment

4. System Instructional Resources & Technology Department Communication Legend Uni-directional Bidirectional Lesser degree Greater degree Time constraints LSCC Administration & Departments IRT Dept workload Competing priorities Professional development Teacher demands Budget Personnel Facilities, infrastructure Resources & equipment Emerging technology

5. Potential Students University Community Students Suprasystem Lone Star Community College Communication Legend Uni-directional Bidirectional Lesser degree Greater degree Federal Media Economy State Reputation & Competition Accreditation

6. Administrative Assistants Certain Change Leaders Dean, Math & Science Dean, Social & Behavioral Science Certain Gatekeepers & Faculty Branch Dept Heads IRT Dept Executive Vice President Director, Budget & Finance Director, IRT Dept Select Faculty

7.  Obtain agreement  Convince others of change value  Establish support structure  Allocate resources Installation

8.  Schedule progress meetings  Compensate members  Review action plan annually  Maintain open dialog  Document lessons learned Long Term Maintenance

9. Data Gathering

10. Discrepancy Chart OutputsInputsOutcomesProcessesProducts IRT dept provides course development support Course development process is not collaborative Lack of focus on the needs of potential students Turned away 20% of students due to lack of courses Community has limited access to courses Teachers use course development support from IRT dept Course development is a collaborative process Meeting the changing needs of the digitally native students No students turned away due to lack of courses Increased availability of courses to meet community needs What Should Be What Is

11. Needs Analysis Performance Analysis Constraints & Resources Learner Characteristics

12. The Gap Where we are now Where we need to be  Complex course development process  Minimal collaboration  Underutilized IRT resources  Lack of consideration for potential and current student needs  Limited availability of courses Needs Statement

13.  Continued support from IRT dept  Expand the campus facilities, staff, and course offerings  Review and revise policies and procedures  Spread IRT resources throughout the campus Possible Solutions

14.  Continued support from IRT dept  Expand the campus facilities, staff, and course offerings  Review and revise policies and procedures  Spread IRT resources throughout the campus Possible Solutions

15. Recommended Solution PHASE ONE Review and revise policies and procedures PHASE TWO Spread IRT resources throughout the campus

16.  Collaborative tools essential to process  Various perspectives are beneficial  Group work, while challenging, is also rewarding  The value of a thorough front end analysis Team Insights: What We Learned

17.  Not fully understanding the scope of the project  Anxiety over end product  Persevered by seeking guidance  Overcame anxiety by working together Team Insights: What Went Wrong and Right

18.  Set and adhere to group deadlines  Use Google Docs instead of email  More face to face group meetings  Move on Team Insights: What Would You Do Different

19.  Establish the right team size  Consult with more subject matter experts  Allocate appropriate resources Team Insights: A Real Project

20. Lone Star Community College Front End Analysis Instructional Design Team Carol Hasegawa John Paulin Penelope Pereboom Under the direction of Professor Catherine Fulford and Chris Stark In fulfillment of ETEC 600 Theory & Practice in Educational Technology course requirements University of Hawaii at Manoa Fall, 2007 References Gagne, R., Wager, W., Golas, K. & Keller, J. (2005). Principles of Instructional Design. Fort Worth: Harcourt, Brace, Jovanovich. (Latest edition.) Gentry, Castelle G. (1994). Instructional Development. International Thompson (Latest edition.)