Information Technology Plan - viu.ca · Information Technology ... Consumerization and tablets 8. Compute per square foot ... faculty, and staff to unlimited informational esourcesr

Information Technology Plan

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Vancouver Island University

Final Draft

Hay ch qa’ sii’em siye’yu mukw mustimuxw.

Vancouver Island University students, staff, faculty and administration acknowledge and thank the Snuneymuxw First Nation, Tla’amin First Nation and Cowichan Tribes for welcoming students, staff, faculty and administration to teach, learn, live and share educational experiences on the traditional territories of these nations.

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Table of Contents

Setting the Stage 4

Purpose 4

How the plan was prepared 5

IT Planning Committee 5

Integrated Planning 6

Our Vision 6

The Planning Process 6

Environmental Scan 7

Overview 7

Key IT Issues in Higher Education 8

Critical Issues and Opportunities 9

Into Action: Recommendations 12

Student Learning, Engagement and Success 13

Academic Community 14

Program Quality 15

Community Engagement 16

Institutional Effectiveness 17

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Setting the Stage

Purpose

Information Technology (IT) is transforming the process of teaching and learning and can significantly reduce barriers to education. Positioning information technology as a key component of effective teaching and learning, through innovative and timely responses to both challenges and opportunities, will play a key role in the future success of Vancouver Island University (VIU).

Information technologies are strategic tools to facilitate innovation in teaching, build engagement in learning, foster creative and collaborative support for research and distribute new knowledge and understanding.

Mirroring contemporary changes in information systems and communications technologies, and acknowledging student and faculty expectations for information systems, tools and productivity, will allow VIU to remain competitive in attracting students and faculty, and innovative in collaborating in economic, social and cultural initiatives.

This plan is therefore intended to outline a path for VIU to move into a leadership position in higher education. It introduces governance, organization, service delivery, and technical systems concepts. The preamble to the plan introduces the context and the scope of IT challenges, while the “Into Action” section presents recommendations designed to address those challenges.

The Information Technology Plan is part of VIU’s Integrated Planning Process, the goal of which is the development and maintenance of a multi-faceted and cohesive University Plan. This plan is intended to realize the purpose, values, goals and objectives identified in the VIU Vision Statement. Recommendations presented in the Information Technology Plan apply to the entire institution, wherever it delivers its services.

Like all components of the University Plan this plan should be seen as a living document, capturing a moment in time, responding to perceived issues and opportunities and subject to revision and adjustment as circumstances evolve.

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How the plan was prepared

The Information Technology Plan has been prepared with the assistance of a committee representing the VIU community between January 2010 and Fall 2011. This committee was chaired by Pat Eagar, Vice-President Administration and Finance.

The preparation of the plan involved an assessment of both internal and external information systems and technology landscapes, a review of previous planning and documentation, an assessment of existing conditions, issues and opportunities, and the preparation of working papers, draft documentation, all subject to iterative revision.

Throughout the process, significant submissions were made by members of the Information Technology Committee. As well, related information was brought forward from parallel planning processes, including the Academic Plan, the Enrolment Management Plan, and the Outreach and Community Engagement Plan.

Many people provided thoughtful comments and suggestions in on- and off- campus community consultation meetings. The Committee is grateful for the valuable input contributed throughout the process, which provided the basis for much discussion and deliberation, and helped to shape the Plan.

IT Planning Committee

Pat Eagar – Chair and Vice-President Administration and Finance

Roy Bertin – Director, Information Technology (retired)

Dave Cake – University-College Professor, Faculty of Social Sciences

Michael Carpenter – Manager, Web Services

Malcolm Dunnett – Director, Information Systems (retired)

Mark Dutchuck – Department Chair, Information Technology and Applied Systems

Ric Kelm – Executive Director, Ancillary Services and Campus Development

Liesel Knaack – Director, Innovation and Excellence in Learning @ VIU

Brent Lee – Technician, Innovation and Excellence in Learning @ VIU

Dana Mcfarland – E-Resources Librarian

Michael O’Shea – University-College Professor, Faculty of Management

John Partyka – Research Analyst, Educational Planning

Elfie Smith – Manager, Records/Registration Systems

Andrew Speed – Manager, Systems Development

Barbara Thomas – University-College Professor, Faculty of Management

Wilson Verge – Director, Information Technology (Chief Technology Officer)

Calvin Wilson – Manager, Technology Services

Andrew Brown – Planning Consultant

Jolene Edmunds – Coordinator, Integrated Planning

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Integrated Planning

Vancouver Island University (VIU) exists to serve our students and the communities that look to us for relevant, responsive and innovative educational programs and services. To this end, VIU is committed to ongoing integrated planning to ensure the decisions we make and the actions we take across the university, all stream from a central vision and collective goals. At VIU this vision and goals are embodied in our Academic Plan.

Our Vision

“As a leader in providing high quality learning, Vancouver Island University supports the well being of the people of Vancouver Island and coastal British Columbia by promoting a high quality of life for their communities through commitments to student success, community engagement and associated scholarship.”

The Vision (above) presented in the Academic Plan is the foundation for all planning at VIU. The Information Technology Plan is only one important component of the Integrated Planning Process.

The Planning Process

1. Data collection and research

• Internal and external • Assessment of existing conditions that affect information technology • Review and discussion of critical issues and opportunities • Assessment of data and trends

2. Plan development

• Data assessment and analysis• Review of best practices across the higher education field• External factor assessment (SWOT)• Institutional readiness and education• Observation of current practices and management processes at VIU• Consultation – internal and external• Preparation of working papers and draft documentation (subject to ongoing

review and modification)• Exploration of management concepts applicable to information technology

and its potential impact on institutional performance• Extensive discussion and review of applicable materials from January 2010 to

December 2011 by the Information Technology Plan Committee.

3. Implementation

a. Implementation of the recommendations in this plan will occur as per the timeline set out in the ‘Into Action: Recommendations’ section of this plan.

4. Ongoing Evaluation and Assessment

a. Ongoing evaluation and assessment of the quality of information technology will rest with the Information Technology department and the centre for Innovation and Excellence in Learning @ VIU.

b. A review of information technology and the success of the implementation of this document will occur in 2016.

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Environmental Scan

Overview

Information Technology will play a critical role in the achievement of the University’s objectives by “Positioning information technology as a key component of effective teaching and learning”4.

Many aspects of society and its institutions are being transformed by information technology. The degree of transformation is huge and includes technological innovation and expanding user expectations. No longer an esoteric technical activity, IT services now encompass strategic planning, project management, business analysis, design processes, teaching and learning, and competitive innovation.

IT makes global competition a reality. IT solutions, including distance and online learning, are now expected in the higher education environment. Additionally, market niches for online education, including English as a Second Language, Access, and post-graduate programs are being created through the technologies supporting distance and online learning opportunities.

Concurrent with its ubiquitous presence and ever increasing applications, IT is faced with ever increasing financial and legislative restraints.

According to the Gartner Report (October 2011), the top ten general trends involving Information technology for 2012 are:

1. Evolution of virtualization

2. Patterns and analytics

3. Energy efficiency and monitoring

4. Context-aware applications

5. Staff retention and retraining

6. Social networks

7. Consumerization and tablets

8. Compute per square foot

9. Cloud computing

10. Infrastructure

1 VIU Academic Plan, Recommendation 15: http://www.viu.ca/integratedplanning/academic.asp

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Key IT Issues in Higher Education

The following key issues are summarized from the EDUCAUSE 2011 Current Issues Survey and the 2011 ECAR National Study of Undergraduate Students & Information Technology summarized below:

Top ten Higher Education IT issues:

According to the EDUCAUSE 2011 Current Issues Survey, the top ten IT Issues for 2011 are:

1. Funding IT2. Administrative/ERP/Information Systems3. Teaching and Learning with Technology4. Security5. Mobile Technologies6. Agility/Adaptability/Responsiveness7. Governance, Portfolio/Project Management8. Infrastructure/Cyber-infrastructure9. Disaster Recovery / Business Continuity10. Strategic Planning

Key aspects of the current student experience of IT

According to the 2011 ECAR National Study of Undergraduate Students & Information Technology, predominant patterns of usage include:

1. Students are now using laptops more than desktop computers 2. 99% of students use email, texting, and Facebook3. Students use library web sites extensively4. Students use email for communication more often than texting or Facebook5. The most commonly used software by students is word processing, spreadsheet, and presentation software6. Over 70% of students use a course management solution7. Almost 40% of students use smart phones to access services8. Open source solutions are more prevalent due to budget challenges9. 50% of students believe they know more about technology than instructors10. In doctorate level universities, instructors use more technology but their ability to use the technology is rated lower11. Collaborative solutions are extensively used in higher education12. There is greater expectation on networks for remote and wireless access13. There are expectations for extensive enhanced projection technologies in the classroom

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Critical Issues and Opportunities

Recommendations in the Into Action section must respond to the issues and opportunities outlined below. These are not prioritized, nor should they be considered comprehensive.

Technologies for Teaching and Learning

Mainstream capacities and IT innovation now common in higher education, include, but are not limited to:

• Integrated web strategies and services for faculty, staff, and students • Ubiquitous mobile computing, infrastructure and services that enable increased mobile accessibility • Network and infrastructure modernization; ubiquitous wireless and wired systems • Student portals for one stop information (accessing student, finance, human resources, and payroll systems, announcements, student services, etc.)• Technology training and support (including workshops and online software training resources), learning management systems, blogs and wikis, etc. for both students and faculty • Active learning classrooms designed with increased technology infrastructure • Classroom lecture capture systems for hybrid and online learning

Network Infrastructure

An institutions network provides both a pathway to the Internet as well as its own services (VOIP, video conferencing, etc.). Network solutions (i.e. the Cloud) are not a passing trend. Although the Gartner Group predicts that, in the near future, 40% of desktop solutions will be transferred to networks, it also suggests that, during this same period, IT budget investments will see low growth.

There are significant benefits to network-centric approach:

• Enables access by students, faculty, and staff to unlimited informational resources• Reduces operating costs and infrastructure costs• Enables greening (i.e., desktop obsolescence will be less relevant)• Evergreen investing will change from the desktop to network • Device independent (e.g. MAC, IPAD, iPhone, home computer)• Support student and staff equipment ownership • Improves service through economies of scale• Sets foundation for shared services • The network is foundational

For the foreseeable future, institutions must sustain both the current model as well as transition to a network strategy. Ultimately, a move to a network-centric solution will significantly reduce maintenance, carbon emissions and investment requirements. However, some barriers to this transition include:

I. Investment in internal network infrastructures. AT VIU, the LAN infrastructure is already inadequate for present needs and below standardsII. Impediments around cross border solutions and British Columbia privacy legislationIII. Pedagogical attachment to existing desktop-centric and institutional legacy culture (e.g., Microsoft office, file storage)

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Web Services

Web services and management strategies are a critical component of an overall IT strategy. The traditional web focus was limited to the institutional community and to social media for communications. Now components of the web include portals, social media, email, streaming media, learning management systems, web conferencing, video hosting, help desk, enterprise and client services.

The web serves all clients of the institution, including both the internal campus community and the external community. Effective web management is essential for teaching, learning and research activity, as well as for the practical operation of VIU. Although institutional branding and content is typically the responsibility of marketing and communications, the governance and management of web policy and applications should generally be parallel to that of IT.

VIU IT Investment

Information Technology is a major strategic institutional investment. There appears to have been generally good fiscal and contract management by the University in relation to IT activities, however, the accepted methodology of concentrating on initial or “event” costing has led to the creation of a gap in cost attribution to IT activities.

The emphasis on initial acquisition costs has undervalued the downstream costs of maintenance and replacement. The importance of such costs becomes increasingly evident as systems expansion is fed by the geometric growth of cumulative complexity. Such complexity is not simply a function of diverse hardware and software, but more importantly of interoperability, support, and training of an increasing and fast adopting user base. The escalating range of applications and system subcomponents that are required increases the support activity exponentially. This is due to the expectations of users that require increased functionality and integration of the implemented systems, therefore, every system development must be considered in the total environment use cost and not just the acquisition or direct implementation costs.

The 2011 Educause4 survey shows IT funding levels between 4% (universities) and 6% (colleges) of institutional revenue. A recent survey of HETIBC5 revealed that IT at VIU has an operating budget of approximately 3.2% of institutional revenue, less than that of comparable institutions. Consequently, a significant IT deficiency has resulted due to accumulated deferred investment. Even if VIU matched the higher education annual investment of 4-6% of revenue, there would remain an extensive backlog of deferred investment and maintenance.

The development of financial and outcome metrics for IT investments are critical to the development of a system involving best practices. The institutional framework for reviewing and consolidating services and solutions to support processes, such as the summative assessment, enrolment management, admissions and registration processes, requires continued development and monitoring by information technology staff and institutional leaders.

Significant potential economies are associated with shared services and network alternatives. In BC, shared services are currently managed primarily by government and, to lesser degree, by non-profit consortiums, which may place smaller universities like VIU at a disadvantage in terms of leverage. BCNet is another gateway into

4 EDUCAUSE® is a nonprofit association whose mission is to advance higher education by promoting the intelligent use of information technology. This association is international in scope but over 1000 U.S. and Canadian higher education institutions are active members.5 HEITBC is non-profit association for information technology and B.C. Colleges and Universities.

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networks, and into federal and provincial funding however it is tightly controlled by BC’s major research universities. This is a serious challenge for BC’s teaching universities and colleges since BCNet provides the major universities an opportunity to increasingly overwhelm the market with modern and advanced technologies.

More than ever, VIU must be well positioned to evaluate IT investments and IT investments must be strategic and financially sound to maintain competitiveness. A more structured project management approach will assist in ensuring that our activities are guided with regard to compliance to best practices. Also, the ongoing development of standard operating procedures for ITS management will benefit from such a framework. It will also assist the ITS governance committees in their approval of projects facilitating an operationalising of the controls.

Governance Model and Framework

The introduction of a functional governance structure that reflects the nature of the University culture is essential to support the ongoing management and investment decision for technology. As information technology plays such a central role in many University activities, an informed dialogue must continuously take place to ensure effective use of technology. This offers several challenges not least the desire to render the discussions comprehensible to all, which, by their nature, will become very involved and esoteric leaving the non-initiated potentially a little confused. While at the opposing end, coordination across the distinct activities of the University is essential to efficiency and congruent systems.

ITS governance is essential to ensuring systems investments and activities are coordinated across the University and consistent with the strategic and operational plans. To address these challenges it is proposed that the University form a federated governance model comprised of three steering committees: (1) Academic Systems (Learning and Research); (2) Administrative Systems and (3) Systems Integration (Computing Systems). Each of these committees will be formed around a cluster of common interest which will ensure relevance to participants and focus on the interrelatedness of information technology application.

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Final Draft

Into Action: Recommendations

The thirteen recommendations that follow are the building blocks to “position infor-mation technology as a key component of effective teaching and learning” . The Plan recommendations are grouped into the five categories previously identified in the Academic Plan as follows:

Student Learning, Engagement and Success

Academic Community

Program Quality

Community Engagement

Institutional Effectiveness

Strategic recommendations in themselves cannot effect meaningful change; implementation will depend on their effective management to achieve a shared vision. Some recommended actions listed speak to work that is already being undertaken by the University, these have been included to provide a broader sense of all of the actions necessary to support VIU.

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Student Learning, Engagement and Success

The recommendations below address the first category of recommendations in the Academic Plan. Recommendations are intended to ensure that the appropriate support and investment is provided for necessary IT interfaces between academic and student communities.

Further consultation is required to determine the relative priority, resource requirements and timeline for implementation of the recommendations in this section.

1. Develop a Set of Student Competencies

Develop a set of student technology, digital media and information literacy competencies for institution and program entry and exit, including general and specific program competencies.

Develop program and Faculty-specific accountability models to allow students to showcase and demonstrate their skills, knowledge and literacies during their studies and upon graduation through examples of learning activities, assignments, assessment and evaluation methods.

Develop a strategic resource and support plan for these student competencies.

Action: The Director of IEL Centre, with a working group of Senate, and in conjunction with recommendations 3 and 4, will complete this task by Spring 2013.

2. Enhance and Optimize the Entire Student Experience

Develop an inclusive framework and plan for reducing barriers, while enhancing and optimizing the entire student experience, from prospective students through to alumni, through the appropriate use of current and evolving technologies (considering technology integration strategies for areas such as recruitment, registration, academic advising, retention, communication, student life, classroom learning, elearning, career and job placements, to the significant role of the library and its diverse technological resources and related literacies).

Consideration will be given to (inter alia) student portals, communication tools, technology access and resources, IT support, sustainability practices, library activities and services, accessibility and universal design standards, inclusivity components, software and hardware tools and training, and web services.

Action: The Director of IEL Centre and the Chief Technology Officer will work with appropriate stakeholder groups and students to complete this task by Summer 2014.

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Academic Community

The recommendations outlined below are intended to support the character, achievements and strengths of our various teaching communities, affirm the principles underlying the academic community, and ensure that appropriate services are provided to support academic activities and academic and student community interfaces.

3. Develop a Set of Faculty Competencies

Develop a set of faculty technology, digital media and information literacy competencies appropriate to both specific and general program areas.

Develop accountability models to allow faculty to showcase and demonstrate their skills, knowledge, and literacies.

Develop a strategic resource and support plan for these faculty competencies.

Action: The Director of IEL Centre and representation from Human Resources, with a working group of Senate, and in conjunction with recommendations 1 and 4, will complete this task by Spring 2013.

4. Develop a Set of Employee Competencies

Develop a set of employee technology, digital media and information literacy competencies appropriate to both specific and general program areas.

Develop accountability models to allow employees to showcase and demonstrate their skills, knowledge, and literacies.

Develop a strategic resource and support plan for these administrative competencies.

Action: The Executive Director, Human Resources and the Director of IEL Centre, with an appropriate stakeholder group, and in conjunction with Action Items 1 and 3, will complete this task by Spring 2013.

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Program Quality

Recommendations outlined below are intended to define the role of IT involvement in terms of leveraging the facilitation and enhancement of teaching and learning environments. .

5. Redefine the Learning Environment

Create an inventory of all current learning spaces, including both physical and digital spaces, in relation to teaching and learning.

Develop a set of standards of best practices for physical, digital and flexible learner-centered classrooms and learning spaces (e.g., library, learning commons, quiet study spaces, academic support centres, group meeting spaces, elearning environments, video, audio and web conferencing connected classes, small tutorial, demonstration rooms, multi-presentation classes etc.) of today and of the future.

Create a maintenance and upgrading plan, including resources, that allows for the physical, digital and flexible learner-centered spaces to be maintained at a consistent level for optimal learning, meeting needs of programs, students and faculty and ensures we have healthy, safe, viable and sustainably-sound learning spaces.

Action: The Director of IEL Centre and the Chief Technology Officer will work with appropriate stakeholder groups and students to complete this task by Summer 2014.

6. Implement Integration Models and Strategies for Effective Technology Use in Teaching and Learning

Develop, educate and implement integration models and strategies for enabling employees and students in effectively demonstrating technology, digital media and information literacy competencies using appropriate current and evolving technologies, tools and resources.

Provide subject-specific examples from evidence-based research and best pedagogical practices of technology-enhanced curricula, including suitable teaching and learning strategies, elearning models and subject-specific tools and resources.

Design integration models and strategies with a variety of support frameworks and resources to allow faculty and administration to foster their professional development experiences.

Action: The Director of IEL Centre will work with a working group of Senate to complete this task by Summer 2014.

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Community engagement

Recommendations outlined below are intended to optimize the effectiveness of VIU communications, activities and synergistic relationships with prospective faculty, students, regional, national and international education partners and supporters in regional communities. A general goal should be to develop a cohesive strategy that incorporates consideration of the following elements:

7. Develop VIU Web Plan

Develop a comprehensive web services plan that takes into account all administrative and academic needs.

Action: The Director of IEL Centre and the Chief Technology Officer will work with appropriate stakeholder groups and students to complete a Web Services Plan by Summer 2014.

8. Build Regional Connectivity Structure

Create an inventory of digital connections and spaces, both digital and physical, supporting relationships with regional communities and educational partners, as defined in the Regional Strategy Action Plan.

Collaborate with IT leaders within regional communities and educational partners, develop standards for the connections and spaces and practices for maintaining them.

Develop a set of best practice-based standards for connections to and information technology services and infrastructure within all VIU sites and campuses.

Create a maintenance and upgrading plan, as an integral component of the Technology Master and Continuity Plan, which ensures that physical and digital spaces are maintained at a consistent level throughout the region.

Action: The Chief Technology Officer and Director of IEL Centre will work with appropriate stakeholder groups and students to complete this task by Summer 2014.

9. Support Technology in Aboriginal Communities

Work with aboriginal communities through the use of technology.

Action: Hwulmuxw Mustimuxw Siiem with the support of Director of IEL Centre and the Chief Technology Officer should identify priorities and opportunities by Summer 2014.

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Institutional effectiveness

Recommendations outlined below are intended to provide improved institutional effectiveness and IT service delivery, transparent and accountable policies, procedures, planning, administration and governance.

10. Develop a federated governance structure which reflects the University culture and ensures integration

• Form committees around constituencies. Each constituency is formed around a cluster of common interests, to ensure issues under discussion are relevant.

• Integrate constituency committees through the formation of a Systems Integration Committee.

Establish IT governance processes which will support technology design and selection, systems management and administration, technology acquisition, the formulation and review of IT policies and standards, and system and technology planning for students, faculty, and staff.

10.1 Academic Systems Constituency

Inventory Academic systems, identify primary system owners and establish an Academic Systems committee, a constituency formed around teaching, learning and research.

Develop terms of reference for an Academic Systems Committee encompassing IT governance responsibilities to ensure Academic Systems are coordinated, cohesive and supportive of VIU objectives.

Identify Academic System representation on Systems Integration Committee.

The Director of IEL Centre with the Chief Technology Officer will work with a working group of Senate to establish this committee by Spring 2013

Action: The Director of IEL Centre with the Chief Technology Officer will work with a working group of Senate to establish this committee by Spring 2013.

10.2 Administrative Systems Constituency

Inventory administrative systems, identify primary system owners and establish an Administrative Systems committee, a constituency formed around administrative systems.

Develop terms of reference for an Administrative Systems Committee, encompassing IT governance responsibilities to ensure administrative IT activities are coordinated, coherent and supportive of VIU objectives.

Action: The Chief Technology Officer with the Director of IEL Centre will work with key system owners and appropriate stakeholder groups to establish this committee by Spring 2013.

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10.3 Systems Integration Commitee Overall IT Governance Integration

Develop terms of reference for a Systems Integration Committee including membership from constituency committees and other stakeholders.

Develop terms of reference for the Systems Integration Committee encompassing IT governance responsibility to ensure integration and coordination from a holistic perspective.

Action: The Chief Technology Officer with the Director of IEL Centre, using input and representation from the Academic Systems, Administrative Systems and Systems Integrated committees above, will complete this task by Fall 2013.

11. Implement IT Project Management

Develop and implement policies, protocols and process to support IT Project Management.

Action: The Chief Technology Officer will work with appropriate stakeholder group to complete by Summer 2013.

12. Develop Technology Policies, Procedures and Processes

Develop and update standards, protocols, policies, procedures and processes for the role technology will play at VIU in all areas of the institution.

For example, use of “cloud” computing and social media in class learning, privacy protection of student information, flexible learning experiences, learning management systems and integrated products, elearning directions and models, educational technologies, infrastructure development and upgrading, email, encryption and storage of personal data, cross-institutional communications and collaborations, regional campus support and involvement, refresh cycles, mobile computing initiatives, off-site access, sustainable practices, student services, copyrighted materials, acceptable use, accessibility and barrier-free learning, research, purchasing and acquisition processes, support commitments etc.

Action: Once formed, the IT governance committees defined under Institutional Effectiveness, the Director of IEL Centre and the Chief Technology Officer will develop appropriate and timely technology-related policies, procedures and processes for governing how technology is used, accessed and supported at VIU by Fall 2013.

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13. Develop a Technology Master and Continuity Plan

Complete a phased, short, medium and long range Master Plan for technology, including wired and wireless infrastructures, communications equipment components, data capacity, security features, operating strategies, etc. This plan must parallel campus physical plans, and include:

• Identification of operating standards for network technology and infrastructure;

• Assessments of systems and conditions;

• Establishment of a clear plan for the phasing out of (old) technology and the phasing in of (new technology);

• A stable reliable network configuration that conforms to industry best practices;

• Compliance with industry standards in appropriate areas; and

• Identification of system disaster and continuity plans.

• Identification of system disaster and continuity plans

Develop a Systems Contingency Plan. This plan is a disaster recovery plan related to systems.

Action: The Chief Technology Officer, working with the governance committees defined, will complete this task by Spring 2015.

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Information Technology Plan - viu.ca · Information Technology ... Consumerization and tablets 8. Compute per square foot ... faculty, and staff to unlimited informational esourcesr