a few slides on common challenges faced when designing instruction for higher education. based on Power, M. (2009). A Designer,s Log. Athabasca University Press.

1. *
Enabling Faculty to Integrate Technology
into their Teaching:
A Case Study-based Workshop
Dr. Michael Power
Faculty of Education
Laval University

2. WORKSHOP PLAN
(Two 90-minute sessions)
1) Briefing: a) opening remarks on supporting faculty with technology
integration and b) presentation of the three case studies: 15-20 minutes
2) Case studies – the group divides up into two or three teams of 5-8
participants and each is assigned a specific case study: 30-40 minutes
3) Plenary - we come back into the plenary session and the reporter
summarizes the challenge the team faced and presents his/her team results
which will be followed by open discussion: 30 minutes
4) Break - 20 minutes
5) Debriefing: an open-ended discussion about IDs, support staff and faculty.
Results from interviews with seasoned senior IDs about (a) working with time
constraints, (b) understanding fears about technology and helping faculty
overcome them, and (c) developing faculty-friendly technological tools and
techniques. Also, research currently underway at Laval University and among
networked collaborators and potential research & development activities: 90
minutes.

3. Power, 2009
Athabasca
University
Press
www.ulaval.ca
16-01-07

4. WHY I WROTE THIS BOOK
I couldn’t find a book on an actual Instructional Designer
experience
That said, I did enjoy Anne-Marie Armstrong’s (2004)
www.ulaval.ca
Instructional Design in the Real World: A View from the Trenches.

5. Reflexive practitioner
•101thingsilearned.com
www.ulaval.ca
101thingsilearned.com

6. Money-back guarantee (for free upload)
www.ulaval.ca
nbgazette.com

7. A word on open access publishing
• Peter Suber.
http://www.earlham.edu/~peters/fos/overview.htm
• What is remarkable about the open access
(OA) movement is that despite having no
formal structure, no official organization,
and no appointed leader, it has (in the teeth
of opposition from incumbent publishers)
triggered a radical transformation in a
publishing system that had changed little in
350 years.
www.ulaval.ca
16-01-07
http://www.infotoday.com/it/jul11/Suber-Leader-of-a-Leaderless-Revolution.shtml

8. Things I have learned
powerlineman.com
www.ulaval.ca
16-01-07
•http://s3.amazonaws.com/hypertextopia/public/uploads/2044/PittedBrickWall_g.jpg

9. Things I have learned
companionsoftware.com

10. Things I have learned
means needs
www.ulaval.ca
funnyanimalpictures.net

11. Power, 2009
R T
E E
S A
E C
A H
R www.ulaval.ca I
C N
H G

12. Faculty always have something else they’d rather
be doing… than designing course material!
cafepress.com
shops.godaddy.com Zazzle.com
thestayspun.com
www.ulaval.ca
Zazzle.com
store.theonion.com

13. WHAT WE ARE TRYING TO ACHIEVE
Online Learning: what should be proposed to Faculty
COURSE REDESIGN
through integrating technology
airborne

14. WHAT WE ARE TRYING TO ACHIEVE
Online Learning: what should be proposed to Faculty
COURSE REDESIGN
through integrating technology
Safety margin
airborne

15. WHAT WE ARE TRYING TO ACHIEVE
Online Learning: what should be proposed to Faculty
TECHNOLOGY
LEARNING
CURVE
COURSE REDESIGN
through integrating technology
Safety margin
airborne Minor
obstacle

16. WHAT WE ARE TRYING TO ACHIEVE
Online Learning: what should be proposed to Faculty
TECHNOLOGY
LEARNING
CURVE
COURSE REDESIGN
through integrating technology
Safety margin
Minor
airborne obstacle
Off-ramp

17. WHAT FACULTY PERCEIVE
Online Learning: what is being proposed to Faculty

18. WHAT FACULTY PERCEIVE
Online Learning: what is being proposed to Faculty
COURSE REDESIGN
through integrating technology
Perceived as a major obstacle
(and not as a facilitating agent)

19. WHAT FACULTY PERCEIVE
Online Learning: what is being proposed to Faculty
COURSE REDESIGN
through integrating technology
Perceived as a major obstacle
(and not as a facilitating agent)
mobileshop.com

20. WHAT FACULTY PERCEIVE
Online Learning: what is being proposed to Faculty
If, however, they rise above it…
airborne
Major obstacle

21. WHAT FACULTY PERCEIVE
Online Learning: what is being proposed to Faculty
airborne
Clear flying
Major obstacle

22. 2 How did I
get involved
in this?
eng.1september.ru
Many faculty do not want to spend their
days (and nights) at a keyboard.

23. Under the gun, literally…
www.ulaval.ca
16-01-07
Last.fm

24. Case 2
Power, 2009
www.ulaval.ca

25. I need some sort of
tool with which I can
better guide SMEs
through the design
model…(40)
•gamespot.com

26. the whole course AT ONE GLANCE…
mintha.com
www.ulaval.ca
Power, 2009

27. WHAT I’VE LEARNED ABOUT RAPID ID
IF faculty involvement/engagement is iffy (i.e. they may
forego (re)designing their course),
• Gain their trust (ID is a people thing!);
• Provide SMEs with the level of support they
need/specifically request;
• Focus on trouble-shooting first (that is what is foremost on
their minds); then move on to other critical areas;
• Focus on activities. i.e. what they want their learners to
actually DO, not just hear or see.
www.ulaval.ca

28. Case 3
Power, 2009
www.ulaval.ca
16-01-07

29. •It was a matter of coming back down to Earth
•http://jkneilson.files.wordpress.com/2010/01/looking down on earth.jpg

30. Janovy (2003), Lessons from Cedar Point
• Lacking time, faculty availability, technical support, and so on, I
have been frantically searching for a solution,…(…)… I needed to
focus on design essentials, nothing more. I see that learning
activities are the key… which brings to mind what Janovy (2003)
said in Lessons from Cedar Point: “course design consists primarily
of the activities you ask your students to perform” (p. 67). That
was it. The penny had dropped.
www.ulaval.ca
Canada.com

31. Another great Individual activity called
Kiss the lobster
www.ulaval.ca
thereviewcrew.com

32. A team activity? Try bouncing balls and boas
www.ulaval.ca
examiner.com

33. …and alternate between individual activities
and team activities
dailymail.co.uk
www.ulaval.ca
news.nationalgeographic.com

34. An activities-based model
THREE kinds of activities:
individual activities,
team activities
group activities
www.ulaval.ca

35. WHAT I’VE LEARNED ABOUT ACTIVITIES
•THEY SHOULD BE ENJOYABLE;
•THEY SHOULD BE SKILLS-BASED;
•THEY SHOULD BE TIERED TO BE OPTIMAL
(INDIVIDUAL – TEAM-GROUP, each tier is the
basis for the next).
www.ulaval.ca

36. www.ulaval.ca
TIERED activities Power, 2009

37. Power, 2009
www.ulaval.ca

38. Getting off to a GREAT start…
• She viewed the design process as an additional obstacle
in her already very busy schedule. She told me she
wanted to “get it over with as quickly as possible.” (I got
an inkling of what it must feel like to be a dentist…).
www.ulaval.ca
makethelist.net

39. Finding the right balance in learner support
• … finding the right balance comes up frequently in instructional
design. On the one hand, most professors want to offer a
quality, structured course to students as well as provide them
with a high level of learner support ….
• On the other hand, they are usually overwhelmed with
research- or service-related tasks and responsibilities.
www.ulaval.ca
ouradoptionjourney-hegland.blogspot.com

40. Finding the right balance in learner support
OTHER
COMMITMENTS
Providing learner
support
www.ulaval.ca
ouradoptionjourney-hegland.blogspot.com

41. The discussion forum
…unless forums are organized according to set themes
(threads), debates can become chaotic and unbeneficial
to students.
www.ulaval.ca

42. The Discussion Forum: Organisation
Bulletin Board (Professor)
Questions-Comments (Students)
Sharing (Students) Ideas
Sharing (Students) Social
Weekly Assignments (1-15)
Week 2: Individual Assignments
Week 2: Team Assignments
Week 2: Discussion Only
www.ulaval.ca

43. WHAT I’VE LEARNED ABOUT LEARNER SUPPORT
• IT HAS TO BE DESIGNED TO BE SUSTAINABLE (TEACHERS
OR TRAINERS CAN MAINTAIN THE PRESCRIBED LEVEL);
• IT HAS TO BE A TRADE-OFF BETWEEN LEARNER
EXPECTATIONS AND TEACHER/TRAINER LIMITS
• IT HAS TO BE FLEXIBLE
AND ADAPTED TO NEEDS
(AS IN …THE SQUEAKY WHEEL
GETS THE GREASE)
www.ulaval.ca
mychinaconnection.com askville.amazon.com

44. WHAT I’VE LEARNED ABOUT LEARNER SUPPORT
• IT HAS TO BE DESIGNED TO BE SUSTAINABLE (TEACHERS
OR TRAINERS CAN MAINTAIN THE PRESCRIBED LEVEL);
• IT HAS TO BE A TRADE-OFF BETWEEN LEARNER
EXPECTATIONS AND TEACHER/TRAINER LIMITS
• IT HAS TO BE FLEXIBLE
AND ADAPTED TO NEEDS
(AS IN …THE SQUEAKY WHEEL
GETS THE GREASE)
www.ulaval.ca
mychinaconnection.com askville.amazon.com

45. Power, 2009
www.ulaval.ca

46. Getting from A to B
www.ulaval.ca
theadrenalines.com

47. Breaking the mould
www.ulaval.ca
greenmanpress.com

48. The mould
•A typical course syllabus
Title, description,
Contact information x
Course information (content)
x
x
Course objectives
x
Course calendar & assignments
Bibliography
www.ulaval.ca
Sections generally unlinked

49. www.ulaval.ca

50. WHAT WE LEARNED FROM THIS CASE
• The results of this (the HCS) started to show during in-class
discussions and debates. The discussions were more enriching as
we would relate ideas to the texts and go into them a lot deeper.
...(…)
• The HCS made it (my course) so much more systematic.”
www.ulaval.ca

51. Power, 2009
www.ulaval.ca

52. Although he was an experienced professor (…), he had
never developed a course in conjunction with an ID...
fotolia.com
From the very beginning …, the professor expressed
misgivings and was decidedly cautious …

53. WE ARGUED A LOT… ABOUT WHAT COMES FIRST
Design necessarily precedes production, does it not? The
architect must first do his work before the construction
foreman comes on the scene.
Architect Foreman
www.ulaval.ca
inetgiant.in life.com inetgiant.in
army.forces.gc.ca

54. WE ARGUED A LOT… ABOUT WHAT COMES FIRST
Strategy necessarily precedes tactics, does it not? The general
must first do his work before the commanding officier comes
on the scene.
Architect
Strategist Foreman
Tactician
www.ulaval.ca
inetgiant.in life.com inetgiant.in
army.forces.gc.ca

55. About positioning a course
earthobserver.org

56. About positioning a course
…the actual position of individual courses tends to shift around. I think
of the analysis phase in the design process as I do the functioning of a
GPS: it is used to determine a course's objective position and relative
position within a given program at a given time.

57. About the university teaching tradition…
“…the withering interrogation followed by the exaltation
of getting it right or the shame of publicly going down in
flames, only to arise again from one’s own ashes during
the next class”.
www.ulaval.ca
iStockphoto.com

58. About where the black holes are
•In my experience, every course has “black holes”.
…these are areas which generally do not receive
the attention they deserve. Students stumble and
fall,… few didactic resources... I consider these
areas a top priority…

59. About where the black holes are
•In my experience, every course has “black holes”.
…these are areas which generally do not receive
the attention they deserve. Students stumble and
fall,… few didactic resources... I consider these
areas a top priority…
•indiareport.com

60. About where the black holes are
•In my experience, every course has “black holes”.
…these are areas which generally do not receive
the attention they deserve. Students stumble and
fall,… few didactic resources... I consider these
areas a top priority…here
•indiareport.com

61. WHAT WE LEARNED about knowledge acquisition
• Socio-constructivists claim that knowledge acquisition
must go through the crucial stage of negotiated meaning.
Knowledge does not exist in and by itself, but only the
mental representation that one makes of it.
I just want it so
he can’t have it.
I just want it.
www.ulaval.ca
wisestartupblog.com

62. WHAT WE LEARNED about course delivery
• From the dawn of time, teaching/training has mainly
been an oral tradition;
• People learn from people, not machines (Finkelstein,
2005);
• Academics are more likely to adapt technology that
enhances what they are ALREADY DOING (Jaffee, 1998);
• Course delivery that aligns structure and dialogue (Moore,
2003), cogent presentation and spontaneity will dominate.
www.ulaval.ca

63. From the dawn of time, teaching/training has
mainly been an oral tradition
I actually am
a good listener.
www.ulaval.ca
montrealradioguy.wordpress.com

64. Power, 2009
www.ulaval.ca

65. Working in teams
…all of his exercises up until now were destined for
individual students, … he had never thought of having
them work in teams. I told him about the socio-
constructivist approach in education, about the
importance of working in teams, and he agreed to think
about whether he might be able to develop some team
assignments.
www.ulaval.ca

66. •profy.com
•According to Lee and Allen (2001), working in pairs is very
effective in improving the quality of student learning… even more
effective than working in teams.

67. In-class
Focus on
Team
Discussion of
work
weekly team
activities
Power, 2009
www.ulaval.ca

68. What WE learned: learning by teaching
…in the better teams, the work was undoubtedly done
together and the stronger members learned the most
because they had to explain the subject to the others.
Everyone knows
something.
Get everyone involved.
www.ulaval.ca

69. Power, 2009
www.ulaval.ca

70. Design & Intellectual property: open OR shut case?
Some faculty members maintain that what they write belongs
entirely to them…
Others concede that their university may own a right to part of
it ...
Still others… contend that university professors are paid to
produce knowledge and that they receive all the support they
require from their institutions to write and produce texts and
thus disseminate their knowledge. Asking for further payment
could denote a lack of professional ethics.
www.ulaval.ca

71. Intellectual property: …MINE!
www.ulaval.ca
From Fnding Nemo reformationreport.com

72. NEW TOOLS FOR NEGOTIATION OF MEANING
I presented the synchronous virtual classroom to him...
I insisted on the fact that this environment would allow him to
continue implementing his own pedagogy, thanks to the
two-way communication software. (…) I emphasized that
this software, besides enabling two-way audio
communication, split-screen viewing, Web safari,
application-sharing, etc. was really not a lecture platform,
but rather one for fostering problem-solving through
dialogue.
www.ulaval.ca

73. The VIRTUAL classroom
Augmented webinar
Quebec Lima
New York
Bermuda Toronto
even Montreal
Cape
Breton Boston

74. The VIRTUAL classroom
Augmented webinar
Quebec Lima
•…during the weekly online, real-time plenary sessions,
New York
your students have their say. You get a chance to listen
to them report on what they have learned that week…
(…). The synchronous platform gives them an
Bermuda Toronto
opportunity to talk to you about what they have seen
and understood. It is best implemented as a feedback
tool.
even Montreal
Cape
Breton Boston

75. What WE learned
• What I liked best was the instructional method, the way
of representing the subject matter and the data, and the
way of simplifying it... Incidentally, I used the method in
my other courses. It is really interesting and useful. The
results I’m getting are better. … the courses I’ve designed
with you are much better built and much more planned
out intellectually.
www.ulaval.ca

76. Power, 2009
www.ulaval.ca

77. design is one part science,
campusaccess.com
The art of details! www.ulaval.ca

78. design is one part science, one part art
lace.lacefairy.com
campusaccess.com
The art of details! www.ulaval.ca

79. What we learned
“I found it very enjoyable, not only the design, but the
entire process which allowed me to reflect on my course.
I found the process long, but it helped me in organizing
my course differently. I was constantly reflecting on why I
do this and why I do that. We sometimes take things for
granted. After a while, we even stop asking ourselves
questions anymore”.
www.ulaval.ca

80. What we learned
“Previously, in class, I would spontaneously raise
questions. I had never written these questions down.
With this approach, my students have to prepare
themselves in advance. … But old habits are hard to
break and I find time is being wasted since students only
prepare themselves to take notes, rather than prepare
themselves to discuss the material.”
www.ulaval.ca

81. Power, 2009
www.ulaval.ca

82. www.ulaval.ca
thetrapofsolidgold.blogspot.com

83. www.ulaval.ca
thetrapofsolidgold.blogspot.com comicsmakenosense.blogspot.com

84. There was trouble brewing…
Instructional design seems to disrupt a lot of their
(professors) thinking about teaching because the
process generates a lot of questions and creates
uncertainty in areas where certitude once reigned
supreme.
•http://www.stormeffects.com/images/70503%20ElsmereWmillMamma.jpg

85. Integrating technology
Generally unfamiliar with computers, even less so with
software, she was not aware of any software that would
apply to her course. So we did an online search, … In no time
at all, we found inexpensive software (…) that would enable
students to practice certain skills as often as they liked.
Then she was afraid she’d lose her job…
but more on this tomorrow!
www.ulaval.ca

86. Conclusion
www.ulaval.ca
16-01-07

87. Questions
Commentary
Critique
•& other forms of abuse
Then, let’s workshop!

88. Interviews with
Senior IDs
www.ulaval.ca
16-01-07

89. Interview with Claude Potvin,
senior ID-TLC, Université Laval
Dr. Michael Power
Enabling and Associate Professor
empowering faculty in Department of Studies
the use and integration on Teaching & Learning
of technology in Laval University
Quebec City , CANADA
teaching

90. A few questions…
• Here are three issues our Teaching and Learning
Center staff are dealing with (nothing really
original but I'd like your take on them)...
1. Managing faculty (professors) time constraints
2. Overcoming their fear of technology
3. Making sure the tools developed (by University
Teaching & Learning Center staff) respond to
faculty needs - or- how to get faculty to use the
tools we have.
www.ulaval.ca 90

91. First question
• 1. Managing faculty (professors) time
constraints?
These questions could be answered differently,
depending on the context in which they are asked.
So CONTEXT is everything and my answers should
be understood within the context in which I am
working (major university, centralized support
team, senior ID, …)
www.ulaval.ca 91

92. First question
1. Managing faculty (professors) time constraints?
The role of the ID first has to be understood, by all.
In some cases, SMEs are suspicious, on the defensive.
The importance of the first meeting: harmonizing
our views. Creating synergy from the get-go.
Time contraints, something we all have to live with,
for instance in Med School and Dentistry.
So we have to simplify the design steps, although
there are limits that have to be respected if we want
the project to succeed. Thus a basic commitment has
to be respected. You have to be realistic though about
www.ulaval.ca 92
what your faculty is capable of producing.

93. First question
1. Managing faculty (professors) time constraints?
You have to use a very simple plan, a straight-
forward approach to course design. Clear-cut steps,
and lots of examples from their peers (greater
credibility when it comes from a peer!)
Focus on redesign. In most cases, you simply don’t
have time to start from scratch; maybe use LOs,
maybe re-use existing materials, like PPTs, course
notes. Reformate, harmonize, improve.
www.ulaval.ca 93

94. First question
1. Managing faculty (professors) time constraints?
Anecdote: a huge history project… everything was
gong well, huge material build-up but it all fell apart
when the team were unable to get access to
copyright-protected IP.
Use Rapid Design shortcuts, perhaps a virtual
classroom recording software for instantaneous, on-
the-fly podcasts
Think Blended learning-based activities, rather than
aiming at developing high-quality, stand-alone
asynchronously-delivered materials. www.ulaval.ca 94

95. 2. Overcoming their fear of
technology
Is it fear or prejudice? Just a lack of knowledge?
Integrating technology is often a ‘hard sell’…the
learning curve is often feared. Unless we can convince
the SME that it will save him/her time and make his
/her workload lighter, we cannot succeed.
Peer-support, faculty-to-faculty exchanges are
important because they are credible. Examples of
successful technological integration carried out by
peers is usually a winning strategy.
Build up a showcase of technological integration.
Find opportunities to demonstrate the usefulness of
www.ulaval.ca 95
technologies

96. 2. Overcoming their fear of
technology
Fear is often expressed otherwise; SMEs rarely admit
to fear… it manifests itself in this way “I need to see
my students, I want them there in front of me”…so on.
Also, “I don’t trust technology…”, it never works the
way I want it to work. Been there, done that, got the
T-shirt.
Some are afraid of looking foolish in front of their
techno-wizard students. Feeling
Other Faculty fear criticism or reprisals from their
colleagues. (i.e. what they are doing becomes the new
standard for all faculty, expected by students; thereby
96
adding to their already considerable workload).
www.ulaval.ca

97. 2. Overcoming their fear of
technology
Some Faculty don’t want to invest much time in
integrating technology because they figure that, at the
rate technologies change, they’ll have to turn around
and redo their learning materials all over again.
Then , some Faculty will never integrate
technology, no interest, no perceived need;
one way to help them along is to demonstrate the
usefulness of technology in their research, which is
usually their main priority.
www.ulaval.ca 97

98. Third question
• 3. Making sure the tools developed (by
University Teaching & Learning Center staff)
respond to faculty needs - or- how to get
faculty to use the tools we have?
We have to be careful about “faculty-friendly
technologies, software and tools”. Some are so
friendly, you can’t do anything with them!
Take for instance concept-mapping. Very useful in
may fields but there is a learning curve involved.
So we mustn’t give faculty the idea that everything98
www.ulaval.ca
will be easy, can be done overnight and will not
require any of the time!

99. Third question
• 3. Making sure the tools developed (by
University Teaching & Learning Center staff)
respond to faculty needs - or- how to get
faculty to use the tools we have?
Continually link the learning objective to the
choice of technology. All use of technology has
to be objectives-driven. Not the other way around.
Some IDs are more technology-skilled than skilled
in pedagogy and we also have the reverse. We
need IDs who master both fields.
www.ulaval.ca 99

100. Third question
• 3. Making sure the tools developed (by
University Teaching & Learning Center staff)
respond to faculty needs - or- how to get
faculty to use the tools we have?
Getting back to the original question… what are we
trying to achieve? Do we develop a tool and then
say “I wonder what can we do with this?” Is it a
means looking for an end? Is that what we want?
Focus on needs and on results achieved through
various case studies (which means we have to
document our work…) www.ulaval.ca 100

101. Interview with Michel-Frédérick
Gagnon, Faculty of Social Sciences,
Université Laval
Dr. Michael Power
Enabling and Associate Professor
empowering faculty in Department of Studies
the use and integration on Teaching & Learning
of technology in Laval University
Quebec City , CANADA
teaching

102. 1st question Managing faculty
(professors) time constraints?
A. Support your faculty members
B. Put together a ‘lean design & development
team’ including a dedicated graduate student.
He or she will be the go-between the Fac
member and the Team.
C. The choice of the right grad student is
crucial, making all the diff between success and
failure.
D. The ID is the driving force behind the 102
project, he or she has to propulse it forward,
step-by-systematic-step.
www.ulaval.ca

103. 1. Managing faculty (professors)
time constraints?
E. Insure that your SME is under as little
pressure as possible, use the grad student to
the maximum to produce materials, which are
then revised by SME.
F. Make sure the roles are clear: the ID is there
to assist, to counsel (FR: Conseiller pédagogique)
The SME makes the calls on content. The
intersection between them is PEDAGOGY. That is
where the ID and SME have to ‘connect’.
ID 103
Technology pedagogy Content
expertise expertise
www.ulaval.ca
SME

104. 1. Managing faculty (professors)
time constraints?
G. Importance of setting clear and realistic
deadlines.
H. Development of learning activities, ‘not too
time-consoming…’ a bit of a time-pit…
Try this strategy: first produce and then perfect…
I. Getting back to the role of the ID: s/he keeps
the train on the tracks so to speak; needs great
project management skills; keep close contact
with the grad student; provide technological
solutions developed by the team as the project 104
advances but technological solutions that are
firmly based on pedagogical considerations.
www.ulaval.ca

105. 2. Overcoming their fear of
technology?
A. Starting out with the right attitude is crucial.
If this is your SME’s first experience co-
designing a course or working with an
educational technology team, s/he will feel
vulnerable, even unprofessional, outside
his/her comfort zone. So work hard to
establish a bond of trust. A no-threat, no-
judgement ethos. Confidence must reign.
B. The ID has to focus on pedagogy and on
pedagogical considerations. THAT is what links
the SME and the ID. Technology is then
added gradually, heuristically, naturally,
as a facilitating agent. Like stealth
www.ulaval.ca 105
technology…

106. 3. Making sure the tools developed
(by University Teaching & Learning
Center staff) respond to faculty
needs - or- how to get faculty to use
the tools we have?
Is this the right question to be asking, the most
probing? Should we not be asking
Should we not be asking, are the tools we’ve
developed actually responding to real and
important faculty needs? Yes or no or to what
degree?
www.ulaval.ca 106

107. 3. Making sure the tools developed (by
University Teaching & Learning Center staff)
respond to faculty needs - or- how to get faculty
to use the tools we have?
Taking baby steps… no magic formula. First walk,
then run.
And run with champions; build up success
stories. Champions are not necessarily early
adopters (they often just do their own thing).
Go with the eager, the bold, the confident and
the hungry!
Make sure you can provide them with the level
of support they need.
PATIENCE, PATIENCE AND SOMEwww.ulaval.ca
MORE 107
PATIENCE. Build on small successes.
end