Skeletal Framework for Using LTAs
[and for an LTA Initiative]

For an expanded version of this framework, see below.

(1) Foundation: How to identify and describe the elements of your institution's “foundation” for LTAs (Technology Infrastructure & Information Literacy).

(2) Individual LTAs: How to identify and describe a Low Threshold Application/Activity.

(3) Sharing LTA Collections: How to identify and collect "local" LTAs for sharing them with others – both within and beyond campus.

(4) Sources of LTAs: How to identify and use good sources of LTAs beyond your campus.

(5) Professional Development: How to use LTAs in professional development.

(6) Variety of Needs: How to use LTAs to meet different needs of individuals at different institutions.

For more info about LTAs, see:

http://www.tltgroup.org/LTAs/Overview.htm

(1) How to identify and describe the elements of your institution's “foundation” for selecting, using, adapting, or developing Low Threshold Applications and Activities. This foundation includes:

a. Technology Infrastructure

People as well as hardware, facilities, other information resources. What technology tools and applications are (almost) ubiquitously accessible within your institution?

b. Information Literacy

Goals, resources and programs for enabling students, faculty, and staff to master appropriate skills and knowledge. What are the current skill and comfort levels of most faculty, students and staff at your institution with respect to commonly available technology applications likely to be useful for academic purposes?

(2) How to identify and describe a Low Threshold Application/Activity.

Characteristics and examples. What should the essential elements be and how should they be formatted for easy use by others, especially via the Web?

(3) How to identify and collect "local" LTAs in a way that enables sharing them with others – both within and beyond your campus. What sizes and kinds of collections are most useful? For whom? Under what circumstances? How can individual LTAs and collections be shared effectively?

(4) How to identify and use good sources of LTAs beyond your campus.

How can librarians help? What’s the role of your local librarian(s) in professional development? What are the widely recognized and valued Web-based collections of related resources? Which vendors offer LTAs or related resources? How can we participate in “open source” style efforts to share LTAs and related resources?

(5) How to use LTAs in professional development.

How can faculty development and other academic support professionals, and faculty leaders use LTA collections to help faculty improve teaching and learning with technology? How can an institution use LTAs to help the majority of faculty AS WELL AS supporting the more innovative and risky efforts of those who like to pioneer educational uses of technology? Should most LTA professional development programs begin with LTA “timesavers” – those that actually save time for the users without sacrificing quality?

(6) How to use LTAs to meet different needs of individuals at different institutions.

How can one determine which LTAs will be especially appropriate and helpful for which faculty members? How can one develop a few small collections of LTAs that could meet the current needs of most of the faculty at one institution? What happens as these needs change?

NOTES: In preparing for and running the first LTA workshop last week, Trish Harris of SCT/Oakland Comm. College and Frank Parker of Johnson C. Smith U. suggested most of the points listed above.