1. Adding educational software and local network benefits to the education plan of a small elementary school:

Need: A small elementary school has just purchased 25 PCs for a new computer lab.  A planning committee is organized to determine how best to integrate the new computers into the school’s education plan.

Solution: After meeting with the planning committee to understand their needs, we determine that the school wishes to use the computers primarily for students to play games that teach typing, math, and other basic skills.  The school would also like teachers to be connected to a basic network, to be able to receive announcements and exchange important information about students.

First, we help set up and configure 22 PCs in a computer lab and 3 in a teachers’ lounge.  We also set up a local network for the school, enabling students and teachers to have internet access, and design a school website.  We work with the committee to determine which educational software is best for their needs, and set up and configure all the PCs in the computer lab with the new software.  We also restrict internet access in the computer lab to student-appropriate content only.  The PCs in the teacher’s lounge are connected directly to the administrative computers via the new local network; so that school administrators can publish announcements for teachers on an online bulletin board on the school website (the “teacher” section of the website is password-protected).  Finally, we also set up a message board for teachers who may need help with specific students or curriculum, to create a dialogue of information exchange.

2. Implementing an online testing system for a large high school:

Need: A large high school wishes to add electronic testing and evaluation to their education plan.  The school’s technical resource is too busy to implement such a system, but the school is counting on having the system in place the following semester.

Solution: We meet with the school’s technical person to determine the capabilities of the school’s existing computer labs and network.  We help set up a testing server, a computer which will be the hub for handling test evaluation and for storing test results.  Working closely with several teachers, we begin by moving major tests in each of the 5 subjects for which electronic testing is most urgent (Geometry, Pre-Calculus, Chemistry, Physics, and Early American History) to an online format.  All the data for the tests is stored on the testing server, which acts as a web server accessible only from the school’s existing local network.  As part of the process, we also advise teachers on how best to take advantage of the electronic format when designing online tests, including tracking first and second answers, success with varying question difficulty and other second-tier evaluation techniques not usually possible with written tests.

When tests in the 5 subjects are running smoothly and the system is fully password-protected (allowing students to see only their own test[s], teachers to see results only for their own students, etc.), we enable connectivity from the school’s computer labs to the testing system.  We run a training program for teachers to learn how to use the system for evaluation and achievement metrics, and a simple training program for students to teach them how to log on and take tests using the system.  We also meet extensively with the school’s technical resource, ensure that she is comfortable supporting teachers and students in their use of the system.  Finally, we contract to move 5 more major subjects to an online testing format for the next semester.

3. Implementing distance learning in corporate training programs:

Need: A company with a dozen offices across the country and extensive software training programs for its employees wishes to move to a distance learning format, to cut down on travel expenses for employees who require the training.  The company expects to offer its courses primarily through scheduled, videoconference class sessions.

Solution:  After going through source materials for the company’s training courses, we determine that many of the company’s materials are already in a format compatible with distance learning.  Course texts are in electronic format, and step-by-step software training exercises and built-in help functionality are also part of existing course materials on CD-ROM.  Instead of immediately setting up expensive videoconferencing technology, we recommend to the company that the distance learning be structured by distributing existing course materials to employees and having them work on their own time, with deadlines for particular exercises, quizzes, and exams.  Employees will be able to contact trainers via e-mail and phone at any time during the day with questions or problems.  As supplements to this implementation, we set up a chat room online for employees enrolled in courses to ask each other questions and collaborate, convert existing quiz and test materials to an online format, set up a quiz and test schedule that works with trainers’ schedules, and set up a database to handle electronic test submission and grading.  We also program simulations for certain class concepts to imitate live classroom whiteboard demonstrations.

The company determines that for two of its courses, videoconferencing will be necessary.  We discover that the employees who will enroll in these courses will be in just three different offices; however, so significant savings are still achieved after we install the videoconferencing software.