Web-enhancing university coursework: an innovative professional development model to support a step-by-step approach towards web-enhancing courses and empowering instructors.

Toffler (1970) described "three waves of change moving through society from agricultural to industrial to technological, proposing that higher education has also been affected by these societal changes with the effect being most dramatic in the areas of information and technology" (Rudy, 1991, p. 50). The wave of technological change has occurred within the confines of higher education at a quick pace, with all levels of the university desiring to get online and keep up with the rest of academia. The faculty who have grasped the need to maintain their distinct status as instructional technologists and instructional designers have led the way, with course after course meeting the needs of the fast-paced World Wide Web-based (WWW or Web) environment; however, as the instructional technologists have been maintaining their status as the leaders within the world of web-basing and web-enhancing courses, a fiasco, a rumbling among university faculty, has been gathering force. The financial and pedagogical support be ing showered upon university faculty who web-base their courses is not necessarily available to the faculty who may not have the technological or instructional design background to make web-basing their courses a reality; therefore, a widening gap between the university faculty is becoming a decisive element.

* * * * * * * * * *

As such, it is time for the instructional technologists to share their vast knowledge base and skills with the rest of the academic community The lessons have been learned, and it is essential for the university community to gain from the tasks and fundamental hardships of the past lessons. Professional development opportunities to support the learning process is fundamental to the success of the university faculty's course web-enhancement efforts. The one-shot trainings of the past are not sufficient to support the new dynamics through which learning must occur; therefore, a multi-faceted professional development model must be in place to ensure the success of the university faculty efforts.

The "Haves and Have-Nots" or the "Vital Few and Trivial Many" The faculty who are perceived as web knowledgeable have received support towards web-basing their courses, while the majority of the faculty have received little or no support towards similar ends. A lack of balance between the "haves" and "have-nots" is significant within the arena of web-basing coursework. Resources focused towards the support of web-basing and web-enhancing coursework are not available to the faculty who are not as knowledgeable as some of the other faculty, within the areas of instructional design, web-based learning and technologically enhanced learning environments. Such an allocation is significant, as the time allocation to ensure the quality of the web-based course is considerable.

A reallocation of the resources or efforts towards the university faculty who have not been supported by the web-based course efforts must be addressed. Further, a review of the funding return on investments needs to be implemented to ensure the investment is appropriate and lucrative. The university faculty who are interested in enhancing their courses through web sites may have the course knowledge but may not know how or where to begin. Through the professional development opportunities that have been designed to meet the expectations of the multi-point support professional development model, the faculty needs can be met.

CHANGE AGENTS

Changing the structure of any organization can be a difficult process. The numerous issues, whether political or otherwise, may cause significant levels of resistance to the process under way. However, models towards changing the perceptions and structures within an organization are available. One such model is the Concerns-Based Adoption Model (CBAM).

Concerns-Based Adoption Model (CBAM)

The Concerns-Based Adoption Model (CBAM) is a tool for implementing significant levels of change on a person-by-person level, focusing upon the progression of the behaviors and concerns of the adopters in a progressive manner. The level of concern felt by portions of the adopter population is tracked in relation to the innovation advancement through out the organizational structure. Of interest is that: "One of the key lessons of CBAM research is that because adopter concerns evolve over time to focus on different issues, the most effective interventions will vary accordingly" (Association for Educational Communications and Technology Council on Systemic Change, 2000a, http://ide.ed.ps.edu/change/hall.htm, paragraph 2). Therefore, the maintenance of access to the adopters and the careful consideration involved towards the levels of change on a person-by-person level will ensure a consistent focus upon the different issues that may arise and, therefore, appropriate interventions will be available to ensure the successful reduction and minimalization of the person-by-person level of concern.

The Concerns-Based Adoption Model (CBAM) focuses upon the population who are experiencing the modifications associated with the change, and the levels of questions that the population will ask at certain stages throughout the CBAM process.

In general, early questions are more self-oriented: What is it? and How will it affect me? When these questions are resolved, questions emerge that are more task-oriented: How do I do it? How can I use these materials efficiently? How can I organize myself? and Why is it taking so much time? Finally, when self- and task concerns are largely resolved, the individual can focus on impact. Educators ask: Is this change working for students? and Is there something that will work even better? (National Academy of Sciences, 2002, http://www.ationalacademies.org/rise/backg4a.html. paragraph 1)

Therefore, as the population progresses through the change, it slowly moves from an introverted sense of discovery towards an external, environmentally objective sense of concern. As with all learning opportunities, the integration of the knowledge into a person's conceptual framework begins as a self-contained level of concern, wherein the person is wavering between successful accomplishment and confusion, and then leads towards a more extroverted vision of the concern towards concern over the impact of the environment.

An interesting element of CBAM is the three basic Stages of Concern defined as: (a) Concern for Self, (b) Concern for Task, and (c) Concern for Impact. CBAM identifies that the intervention must impact the population's conceptual framework by initially moving people from a concern for self towards a concern for the task, and then towards the more environmentally focused concern for impact (Resource International, 2002, http://members.aol.com/resourcei/cbam.html, paragraph 5).

There are seven significant stages of concern in CBAM. Each of these stages designates an expression of concern that is specifically focused upon the change process and the delineation of a person's concerns.

These stages have major implications for professional development. First, they point out the importance of attending to where people are and addressing the questions they are asking when they are asking them.... Second, this model suggests the importance of paying attention to implementation for several years, because it takes at least three years for early concerns to be resolved and later ones to emerge.... Finally, with all the demands on teachers, it is often the case that once their practice becomes routine, they never have the time and space to focus on whether and in what ways students are learning. (National Academy of Sciences, 2002, http://www.nationalacademies.org/rise/backg4a.htm, paragraph 2)

To further delineate the seven significant stages of concern in CBAM, Table 1 presents typical expressions of concern related to a change innovation.

From the lowest level of concern, being a lack of awareness about the innovation, to the inquiring concern at a personal level as change begins to become a focus of the person's environment, towards a fuller environmental concern as to how the innovation affects the learners as well as how to expand upon the change that has already occurred. Concerning the levels of use within CBAM, the typical behaviors are related to the change innovation. Table 2 is a tabular explanation of the levels of use associated with the change innovation and the corresponding behavioral indicators for each level of use.

As with the Stages of Concern, and the subsequent expressions of concern, the level of use offers subsequent behavioral indicators associated with each of the levels of use. The progression from a nonuser towards a renewal person is the integration of the change innovation into the person's conceptual framework of understanding, which then leads the person towards a level of comfort wherein an experimental model of innovation becomes an area of interest. Levels of comfort are of primary importance within CBAM, which delineates each level as a progression towards a sense of renewal and sell-control over the surrounding environment, and changes therein.

Of importance is the Illinois Staff Development Council's (2002) delineation of CBAM as tools for planning program implementation. As such, the following considerations are useful elements to address:

* Expect that people will go through all of the CBAM Stages of Concern and that it will take a while for that process to occur.

* Plan program implementation phases that address each of the Stages of Concern in order.

* Consider "What information will people need at each level?"

* Decide "Who might be the best or most credible person(s) to provide that information?"

* Predict "When is it most likely that the information will be needed?"

* Plan assessment tools to determine in-process when people are ready to move to the next level.

* Begin implementation only after you have conducted a prior needs assessment to determine at which level of concern the people currently are.

* Expect that people will be at different levels compared to each other, and that people will move from level to level at different rates and times. Plan a program that supports people where they are and allows them to move when they are ready. (Illinois Staff Development Council, 2002, http://www.isdc.org/CBAM.html, paragraph 8)

CBAM delineates a step-by-step environmental aspect towards a person-by-person progress towards lessening levels of concern within a professional development environment.

SYSTEMATIC CHANGE

Systematic change is an elemental level of concern, wherein a process is in place to ease the process and procedures related to innovations. The following are characteristics that are considered the basics of any system:

* Systems consist of interrelated components (a relationship exists between parts and the whole).

* Systems are arranged in a hierarchy (subsystems and suprasystems).

* Synergies among system components create a whole that is more than the sum of its parts.

* System boundaries are artificial: systems are components of another larger system. Systems can be open (influenced by their environment) or closed (not influenced by their environment).

* Systems have inputs, processes, outputs, and feedback loops.

* The process of homeostasis acts to bring a system back to equilibrium when it is disturbed by external forces.

* Unless energy is continually focused on this activity, the process of entropy causes energy within a system to dissipate and become random. (Association for Educational Communications and Technology Council on Systemic Change, 2000d, http://ide.ed.psu.edu/change/systems-characteristics-3.htm, paragraph 3)

For the purposes stated herein, a focused level of interrelated components, hierarchies, and boundaries are designated to focus the energy upon the change innovation at hand. The CBAM model aids the systematic change process, due to the focus upon stages of concern and levels of use for each of the persons involved in the change innovation, which in turn ensures the systematic change under way, and a level of entropy does not develop.

The systems theory underpinning systematic change consists of four key components, or characteristics, associated with the theoretical model. As such, each attribute must cooperate to sustain the system. The following is a simplistic explanation of the systems theory's four components:

Four key characteristics interact to maintain a system. First, all systems are goal oriented: they have a specific function. Second, systems have inputs from their environment on which they act. Next, systems have outputs: products that they send out to their environment. Lastly, systems obtain feedback from the environment that offers information about their outputs. (Association for Educational Communications and Technology Council on Systemic Change, 2000b, http://ide.ed.psu.edu/change/systems-overview.htm, paragraph 2)

Each of the noted key components associated with systems interact to ensure that each area of the systematic change runs smoothly, with all pertinent information being made available to all levels of the decision-making body. In this way, feedback from each level within the systematic change environment is ensured an equal voice.

Systematic Change Within an Academic Institution

Academic institutions are traditionally arenas wherein committees of experts from the world of administration and academics quickly decide change. The process of restructuring the environment through systematic change is a luxury that offers significant gains to the environment, as well as the inclusion of CBAM within the systematic change process offers the opportunity to include the university faculty and administration in the process from the consideration of stages of concern and levels of use. After all, the focus of any systematic change within an academic institution should be focused upon the environmental concerns.

Traditional school reform leaves the basic educational system intact, while fixing up or adding on discrete parts. Often, such reform fails to consider how these parts interrelate to form the complete system in which they are intended to function. This frequently leads to superficial and short-lived change, as feedback loops -- triggered by introduction of a change not clearly compatible with the rest of the system -- reject it like a transplant patient rejects an incompatible organ. (Association for Educational Communications and Technology Council on Systemic Change, 2000c, http://ide.ed.psu.edu/change/systemic-change-how.htm, paragraphs 2)

Such is the shelf life of many reforms; however, a systematic change offers everyone involved in the environment the opportunity to become aware of the systematic process and the inclusion of every "voice" of concern and adulation along the way. Further, unlike the traditional school reform process that may neglect "the political reality that those who control the existing system have a personal stake in the status quo" (Association for Educational Communications and Technology Council on Systemic Change, 2000c, http://ide.ed.psu.edu/change/systemic-change-how.htm, paragraphs 3), systematic changes include opportunities at every conceivable step of the process towards the inclusion of available input from the environment.

PROFESSIONAL DEVELOPMENT MODELS

From Wittgenstein's criss-cross metaphor (Wittgenstein, 1953) to Vygotsky's cognitive development through social interaction and the "zone of proximal development" (Vygotsky, 1962; Vygotsky, 1978) to Jonassen's emphatic charge that, "Education has always assumed that knowledge can be transferred and that we can carefully control the process through education. That is a grand illusion" (Jonassen, 2001, http://www.elearningpost.com/elthemes/jonassen.asp, paragraph 2), the learning process has never been a simplistic process. The cognitive dissonance associated with learning and learning environments offers a wide range of learning opportunities and associations for today's professional development opportunities.

Wittgenstein's criss-cross metaphor (Wittgenstein, 1953) as an approach to learning and instruction emphasizes the social under-pinnings associated with learning environments towards understanding and higher order thinking skills. Further, the criss-cross metaphor is emphasized through the hypertext capabilities of the Web. Further, Wittgenstein (1922) delineated the perception that the learner visualizes an understanding of the knowledge being learned, which then fits into the conceptual framework of understanding that is constantly being created and redefined. This visualization develops a mental model of reality through which the learner views the world. As such, the instructor or facilitator must constantly check and recheck through questioning strategies to define and refine the learner's understanding of the information. This constant framework building encourages appropriate visualized models of reality.

Vygotsky emphasized that inclusive cognitive development requires the supplemental opportunity towards social interaction (Vygotsky, 1962; Vygotsky, 1978) to ensure the full understanding and cognitive fulfillment of a learning process. A second element of Vygotsky is the presentation of the zone of proximal development to the pedagogical and androgogical nature of the learning process.

A second aspect of Vygotsky's theory is the idea that the potential for cognitive development is limited to a certain time span which he calls the "zone of proximal development" (ZPD). Furthermore, full development during the ZPD depends upon full social interaction. The range of skill that can be developed with adult guidance or peer collaboration exceeds what can be attained alone. (http://tip.psychology.org/vygotsky.html, paragraph 2)

Such social interaction offers the opportunity to enhance and further delineate the conceptual framework of understanding that is of utmost importance to the learning process. As such, Jones and Woodcock (1984) offered androgogical elements that are important when delineating adult learning principles:

1. The adult is a partner with the instructor in the learning process.

2. Adults are capable of taking responsibility for their own learning.

3. Adult learners gain through two-way communications.

4. Adults learn through reflection on their and others' experience.

5. Adults learn what they perceive to be useful in their life situations.

6. Adults attention spans are a function of their interest in the experience.

7. Adults are most receptive to instruction that is clearly related to problems they face daily.

8. Adults learn best when they are treated with respect.

9. Adults do not typically see themselves as learners.

10. Adults learn better in a climate that is informal and personal.

11. Adult learners apply learning's that they have been influential in planning.

12. Adults learn when they feel supported in experimenting with new ideas and skills.

13. Adults are likely to have somewhat fixed points of view that make them closed to new ways of thinking and behaving.

14. Adults learn to react to the differential status of members of the group.

15. Adults are internally motivated to develop increased effectiveness.

16. Adults filter their learning through their value system.

The androgogical nature of the professional development opportunity emphasizes the adult act as a partner throughout the learning process, wherein the instructor acts more as a facilitator or a guide than as a dominant instructional subject matter expert. The elements presented by Jones and Woodcock (1984) suggest imperative information that must be integrated into each professional development opportunity to ensure the success, focus, and comfort level of the learning environment.

MULTI-POINT SUPPORT PROFESSIONAL DEVELOPMENT MODEL

Professional development opportunities are available at an institution of higher learning, but the significant difference is the model that each opportunity follows. Although numerous models are available for review, the one-shot training session is the traditional format, instead of a supportive multi-point professional development model that continues to support the learner long after the learner walks out of the training session. The one-shot training session emulates a short training event, wherein learners enter a designated area, may have one or two objectives listed for the session, sometimes handouts are available to the learner, an exciting event is when a graphic presentation is running behind the instructor, the learners listen to the instructor and may have opportunities for interactive activities, and then leave the designated area after a short period of time with no assurance of further support or follow-up opportunities. Such is the one-shot training session.

Yet instead of a one-shot professional development opportunity, a multi-point support professional development opportunity is a more appropriate environment for learners. Numerous opportunities are available to the learner to meet the learner's level of expertise as well as comfort level. Each opportunity is focused upon meeting the objectives of the session as well as the learner's stage of concern and level of use (as designated in CBAM). A simplistic graphic delineating the multi-point support professional development model is presented in Figure 1.

At each of the levels of opportunity, from the basic workshop to the novice workshop and advanced workshop, or the more informal one-on-one meetings that offer face-to-face support, or the troubleshooting training and support opportunities, the online support is made available to all learners. The online support includes online tutorials and handouts designated for each of the group professional development environments of the basic workshop, novice workshop, and advanced workshop, to ensure that all learners have the opportunity to review and locate the materials reviewed during the designated professional opportunity. Further, subject matter experts (SMEs) are available to support the learner's activities and to offer assistance when necessary. Also, interactive activities, such as discussion lists, are available for all learners and online support users to introduce a feeling of the interconnected nature of learning and growth in understanding. Socialization enhances the conceptual framework of understandi ng for learners as discussed in Vygotsky's social interaction and Wittgenstein's criss-cross metaphor that is simulated through the hypertext nature of the online support.

Explanation of Model Components

Each component of the Multi-Point Support Professional Development Model offers opportunities for understanding and conceptual advancement at the learner's most comfortable rate of knowledge acquisition. Furthermore, at each opportunity for professional development, there are always numerous support systems available within an online environment. Multiple support modes are available to the learner, dependent upon the comfort level and learning environment in which the learner finds levels of consolation, reassurance, encouragement, and assistance. Therefore, the classroom learning environment is not the only environment through which the learner can obtain support; multiple points of connection and support are available for each professional development opportunity

Basic workshop

The basic workshop professional development opportunity is a large-group model through which objectives are focused upon the learner's desire to obtain further insight and knowledge into the topic under discussion. The topic may be either theoretical, philosophical, or hands-on in nature, which would in turn designate the allocation of learning environments to either a hands-on technology environment or a group-oriented learning environment model.

The focus of the workshop is not only towards addressing and meeting the objectives, but also towards offering the learner a product by the end of the session. The learner must have a product, no matter how small, before walking away from the session. As well, a plan of action should be delineated for the learner, so that the session will not end after an allocated amount of time has elapsed; the learner should leave the session with a plan of action to implement the session's activities over the next two-week period. If the session is hands-on, such as learning software skills, then the learner should leave the session with a trial copy of the software in hand or an Internet address to download a trial version of the software. One opportunity to work within a software environment is not enough time to become comfortable and retain knowledge dispersed within a session, so the learner should have multiple opportunities to work with the software package to maintain and further skills development. Finally, the s ession should have assessment opportunities throughout; this may take the form of small group discussions, game playing for knowledge acquisition and levels of understanding, instructor review and questioning strategies, question-answer sessions, or formal evaluations of the instructor and the learning environment. This is the basic workshop, where learners have the opportunity to review an introductory session leading to the theoretical or hands-on subject matter designated.

Novice Workshop

The novice workshop is for the learners who did not feel that they obtained the full amount of information from the basic workshop, or who desire to work through the session one more time. The novice workshop is a smaller-group session of the basic workshop, to allow for more one-on-one time with each learner and ensure a slower pace for the session. This session is meant to offer follow-through for the learners who show a desire to learn the subject matter, but who may desire further assistance and are more comfortable in a group setting of their peers. The same materials are covered as in the basic workshop, but perhaps further explanation and discussion is offered to support the learner's needs.

Advanced Workshop

The advanced workshop is for the learners who felt that they grasped the basic workshop information and are ready for further instruction and advancement concerning the session subject matter. This is also a smaller-group session, to allow for more in-depth discussion and to delve deeper into the theoretical, philosophical, or hands-on information that requires more procedural support. This session is meant to offer follow-through for the learners who show a desire to expand their knowledge base of the subject matter and who have grasped the information delineated in the Basic Workshop.

One-on-One Meetings/Face-to-Face Support

The one-on-one meetings or face-to-face support is for the learners who have attended the basic workshop, the novice workshop or the advanced workshop and may be uncomfortable or unable to grasp the concepts offered in the sessions. During this level of the multi-point support professional development model, the session facilitators meet with the learner at a designated location to work one-on-one with the learner in a nonthreatening atmosphere and comfortable surroundings. This is to lessen the learner's feelings of concern related to integrating the knowledge into their conceptual framework of understanding, as well as to enhance the learner's feelings of accomplishment. The facilitator will not complete the session with the learner until at least one objective is accomplished, as designated by the learner. Also, a communication from facilitator to learner will follow each one-on-one meeting or face-to-face support session that will offer at least two positive, supportive comments on the learner's progressi on and understanding of the subject matter.

Troubleshooting Training and Support

The troubleshooting training and support session is for learners who may not be technologically proficient and require further assistance to become comfortable working within a new technological realm. This could consist of anything from learning how to hook up a digital camera to a computer to installing university-approved software. During this level of support, the session facilitators meet with the learner at a designated location to work one-on-one with the learner in a nonthreatening atmosphere and comfortable surroundings. As with the one-on-one meetings and face-to-face support, the focus is to lessen the learner's feelings of concern related to integrating the knowledge into their conceptual framework of understanding, as well as to enhance the learner's feelings of accomplishment. The facilitator will not complete the session with the learner until the troubleshooting is accomplished to the learner's satisfaction and the learner understands exactly how to emulate the troubleshooting skills for themselves. Further, a communication from the facilitator to the learner will follow each troubleshooting training and support session, ensuring that the hardware or software are still working to the learner's satisfaction and no further assistance is required.

Online Support

The online support consists of a triad of supporting materials for the learner. The online tutorials offer the same information that was made available during the basic workshop, novice workshop and advanced workshop sessions with handouts and any other pertinent materials made available in the online tutorial sessions. Further information pertaining to webbased, step-by-step training information will also be delineated. Subject matter experts (SMEs) will have their contact information available for the learners so that questions or concerns will be swiftly addressed. Electronic communications will be designated for each SME. Interactive discussion lists are also a useful asynchronous element to enhance the feeling of community and connectedness for the learner. A positive element of the discussion lists is the ability to maintain prior questions and communications for future reference and review by learners.

SUBJECT MATTER FOR PROFESSIONAL DEVELOPMENT OPPORTUNITIES

Professional development opportunities consist of a multitude of topics. However, web-enhancing university coursework encompasses numerous issues concerning theoretical, philosophical, and technological topics. At the theoretical level, such simplistic elements as instructional design, scope and sequence, developing appropriate learning objectives, and modes of assessment are appropriate subjects. The appropriate and successful integration of course web sites into the traditional course structure is also an element of constant discussion to ensure the success of the web-enhanced university coursework venture. At the philosophical level, discussions surrounding philosophical instructional belief systems, conceptual frameworks of learner understanding, and other imperative topics for discussion must be addressed. For the hands-on sessions, the nature of "what you see is what you get" (WYSIWYG) web site design and development, graphic manipulation software environments, interactive multimedia integration, video, audio, and file transfer protocol (FTP) are all elements that must be addressed to ensure the success of web-enhanced university coursework.

DISCUSSION/CONCLUSION

The multi-point support professional development model ensures the continual support of the university faculty throughout the learning process and beyond, as well as quality assurance pertaining to web-enhancing university coursework. The "haves" and "have-nots" is no longer an appropriate formula to follow; the dispersal of knowledge related to web-basing and webenhancing coursework must be made available to all segments within the academic arena. Only through the sharing of knowledge, expertise, and "lessons learned" will superior coursework be made available to learners at all levels within the academic environment. A model that addresses the importance of a multiple opportunity professional development system is not only appropriate, but also necessary towards enhancing the further understanding of academics associated with introducing technology into coursework. Distributing knowledge and constructive information, directly addresses the need to empower faculty. Technological literacy will only enhance th e learning environment while appropriate, supportive, and successful professional development opportunities offer the ability to "level the playing field" and further enhance already-superior instructional opportunities within the academic arena. The implementation of the multi-point support professional development model is the first step towards web-enhancing courses and empowering instructors who were previously overlooked as the lesser of the "trivial many" who were overshadowed by the "vital few."

[FIGURE 1 OMITTED]

Table 1

Explanation of levels of use and behavioral indicators for each level

Stage of Concern  Expression of Concern

6. Refocusing     I have some ideas about something
                   that would work even better.

5. Collaboration  How can I relate what I am doing to
                   what others are doing?

4. Consequence    How is my use affecting learners?
                   How can I refine it to have more
                   impact?

3. Management     I seem to be spending all my time
                   getting materials ready.

2. Personal       How will using it affect me?

1. Informational  I would like to know more about it.

0. Awareness      I am not concerned about it.

(National Academy of Sciences, 2002,
http://www.nationalacademies.org/rise/backg4a.htm, paragraph 5)

Table 2

Seven significant stages of concern in CBAM

Levels of Use   Behavioral Indicators of Level

6. Renewal      The user is seeking more effective
                 alternatives to the established
                 use of the innovation.

5. Integration  The user is making deliberate
                 efforts to coordinate with others
                 in using the innovation.

4b. Refinement  The user is making changes to
                 increase outcomes.

4a. Routine     The user is making few or no
                 changes and has an established
                 pattern of use.

3. Mechanical   The user is making changes to
                 better organize use of the
                 innovation.

2. Preparation  The user has definite plans to
                 begin using the innovation.

1. Orientation  The user is taking the initiative
                 to learn more about the
                 innovation.

0. Non-Use      The user has no interest, is taking
                 no action.

(National Academy of Sciences, 2002
http://www.nationalacademies.org/rise/backg4a.htm, paragraph 5)

REFERENCES

Association for Educational Communications and Technology Council on Systemic Change (2000a). What types of concerns must people resolve as they experience change? [Online]. Available: http://ide.ed.psu.edu/change/hall.htm

Association for Educational Communications and Technology Council on Systemic Change (2000b). Systems theory in brief. [Online]. Available: http://ide.ed.psu.edu/change/systems-overview.htm

Association for Educational Communications and Technology Council on Systemic Change (2000c). How do you transform education through systemic change? [Online]. Available: http://ide.ed.psu.edu/change/systemic-change-how.htm

Association for Educational Communications and Technology Council on Systemic Change (2000d). Enough change -- Now give me the systemic summary! [Online]. Available: http://ide.ed.psu.edu/change/systems-characteristics-3.htm

Illinois Staff Development Council (2002). The "Stages of Concern" from the concerns-based adoption model (CBAM). [Online]. Available: http://www.isdc.org/CBAM.html

Jonassen, D. (2001). Exclusive interview with Professor David Jonassen: As the hype around e-learning continues, we get down to basics with Professor David Jonassen. [Online]. Available: http://www.elearningpost.com/elthemes/jonassen.asp

Jones, J.E., & Woodcock, M. (1984) A manual of management development. Aldershot, Hampshire, England: Gower Publishing, Ltd.

National Academy of Sciences (2002). The concerns-based adoption model (CBAM): A model for change in individuals. [Online]. Available: http://www.nationalacademies.org/rise/backg4a.htm

Resource International (2002). The concerns based adoption model. [Online]. Available: http://members.aol.com/resourcei/cbam.html

Rudy, J.A. (1991). The best of CAUSE/EFFECT: 1978-1991 (Report No. HE 025 423). Boulder, CO: CAUSE. (ERIC Document Reproduction Service No. ED 344 516).

Toffler, A. (1970). Future shock New York: Bantam.

Vygotsky, L.S. (1962). Thought and language. Cambridge, MA: MIT Press.

Vygotsky, L.S. (1978). Mind in society. Cambridge, MA: Harvard University Press.

Wittgenstein, L. (1922). Tractatus logico-philosophicus. London: Routledge.

Wittgenstein, L. (1953). Philosophical investigations. New York: Macmillan.

CAROLINE CRAWFORD UNIV. OF HOUSTON-CLEAR LAKE, USA E-MAIL: [e-mail]