Amy Cheatle
ABSTRACT
Instructional Designers who occupy a centralized position within the university structure face unique challenges when collaborating across discipline-specific communities of practice. In addition to wide diversity in subject matter-specific technological needs, different departments carry their own cultural values surrounding technology-enhanced instruction, as well as unique histories of successes and failures with technological systems used to support teaching and learning. In addition, schools and colleges within the same university, when decentralized, present challenges to interdisciplinary collaborations and communications across departments. Among teams of Instructional Designers specifically, the shifting nature of focus, working groups, vendors, versions, and interfaces, as well as changes in University leadership can compound issues of planning, organizing, implementing, and tracking technological work with faculty and departments longitudinally.
This paper offers a case study of the adoption and use of a cloud-based software tool used in pursuit of greater cohesiveness, support, collaboration, and partnering across a large campus infrastructure. It draws on organizational literature focusing on collaborative software in the workplace, as well as industry accepted best practices in customer relationship management.
- Garcia, Daniel D., and Luke Segars. "Technology That Educators of Computing Hail (TECH): Come, Share Your Favorites! (Abstract Only)." In Proceedings of the 43rd ACM Technical Symposium on Computer Science Education, 682--682. SIGCSE '12. New York, NY, USA: ACM, 2012. doi:10.1145/2157136.2157438. Google Scholar
Digital Library
- Payne, Adrian, and Pennie Frow. "A Strategic Framework for Customer Relationship Management." Journal of Marketing 69, no. 4 (2005): 167--76.Google ScholarCross Ref
- Zinkhan, George M. "Relationship Marketing: Theory and Implementation." Journal of Market - Focused Management 5, no. 2 (June 2002): 83--89.Google ScholarCross Ref
Index Terms
- Longitudinal Relationship Management for Instructional Technologists
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