My estimate for Lenora would be no, she should not use a website. However, this is solely based on a few assumptions. The case study says nothing about the interactivity of the pro-d environment that Lenora wants to create. So I question as to why she would need to create a website when she can just provide the appropriate materials for the development session as static documents (i.e. PDFs, Word documents, etc)? Having static documents also allows her to cut down on the network bandwidth issue that she has. Although, to be fair, yes, she does technically need some sort of site to host the documents. So for dissemination purposes of whatever content she ends up creating (documents, video, online discussions, blog, website, etc) if she wants people to be able to access this information, she will need a place to store it on the Internet.
My rationale for this response is mostly due to the writings of Tony Bates’ Teaching in a Digital Age, Chapter 8 (2014). His SECTIONS model makes you look at the availability and affordances of various aspects of utilizing technology for instructional purposes. Here is my line of thinking then… if Lenora has no web design experience, very limited bandwidth availability, and no need for user interactivity, she really should go for the easiest possible model of relaying information. That comes down to a document, perhaps even a presentation.
Now, if she does want to build out a community of people focused around this development issue, then yes, she must have a website. In fact there are some very easy ways to make that happen based on her schedule, location, and skill level. For instance, Google Sites is a quick and easy way to create a fully functional website. Using Google Gears also allows Lenora to work in offline mode so that she is able to create the content she needs while at home. Once she goes to work, she can simply sync the changes necessary. So really, it isn`t as big of an issue as the case study makes it out to be. I think it comes down to knowledge about certain toolsets. Google Apps is one as I`m sure there are many others that could fulfill her requirements as well.
Bates, J. (2014). Teaching in digital age, Chapter 8. Retrieved from http://opentextbc.ca/teachinginadigitalage/
Hi Patrick,
Your point about how Lenora would envision the pro-d occurring is important. Someone recently told me (I don’t know where this comes from) that “format follows function”. In the case of this example, how Lenora envisions the pro-d to occur would inform her approach (i.e. an information sharing site or an interactive site).
Thanks,
Jo
Hi Patrick,
I wasn’t aware that Google Sites had an offline mode; thanks for sharing that information. Like Jo, I like your point about envisioning how she wants the pro-d to work before delving into creating something that may not fit her needs.
From personal experience, my professional development days are usually preceded by a flurry of emailed documents to read in anticipation of the pro-d team’s arrival, and, unfortunately, they never seem to get read. Do you think it is sufficient to upload documents without any type of interaction tool or an incentive to read and respond to the information? Just a thought.
–Meghan
Meghan,
Thanks for the reply.
Sufficient? No, probably not. I guess that same question could be asked of any teacher. Although I’m sure plenty still probably upload documents for students to read. I guess it maybe depends on the subject matter. In Lenora’s case, I could see her online pro-d being analogous to two different styles: 1) A seminar style workshop or 2) A book. My opinion is that each has their strengths and weaknesses as a knowledge delivery medium.