agile training, an innovative educational process for information technology educators (redden...

8/2/2019 Agile Training, An Innovative Educational Process for Information Technology Educators (Redden Wolcott)

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Agile Training: An Innovative Educational Process for Information

Technology Educators

RJ REDDEN

University of Nebraska at Omaha

Omaha, NE 68182, USA

and

Dr. Peter WOLCOTT

University of Nebraska at Omaha

Omaha, NE 68182, USA

ABSTRACT

Information technology (IT) plays an important role in the

growth of small businesses. Many businesses unfamiliar with

technology tools risk being left behind in the so-called digital

divide, rendering them unable to compete in today's business

environment. Efforts to train owners of microenterprises often

employ plan driven training, which emphasizes structure and

linear learning with pre-defined learning objectives. This has

been effective to a point, but it is sometimes insufficient to help

microenterprises to cross the digital divide. This study

proposes an alternative educational method, known as agile

training. Agile Training is adapted from the Agile method ofinformation systems development. Agile Training is an iterative

method, designed to produce a demonstrable set of valuable

technical skills on a short timetable. This innovative educational

method adds process and psychological factors to standard plan

driven training.

Keywords: Agile methodology, training, education,

microenterprise, digital divide

1. INTRODUCTION

Microenterprises are a significant part of the economy in the

United States. According to the Association for EnterpriseOpportunity, microenterprises are defined as businesses with

fewer than five employees [1]. These businesses constitute a

vital part of a regions economy, providing not only jobs, but

the innovation and entrepreneurial dynamic that benefit

communities as a whole [2].

Businesses unfamiliar with technology tools risk being leftbehind in the digital divide, rendering them unable to compete

in today's business environment. Discovering more efficient

processes for keeping microenterprises abreast of technology

skills and tools will help ensure that more businesses will be

able to compete in the marketplace, thus sustaining and growing

local economies.

Information technology (IT) plays a critical role in the

development of small businesses by increasing efficiencies,

providing access to new markets, and fostering the development

of new products and services. Microenterprises often face great

challenges in using IT effectively. They may suffer not only

from a lack of resources and skills, but also the awareness,knowledge, and confidence needed to adopt technology

successfully [3].

In the field of technological instruction, plan driven training has

been effective to a point, but it is sometimes insufficient to help

microenterprises to cross the digital divide [4]. In this context,

plan driven training refers to instruction in technology skills,

with little attention paid to psychological factors [3]. Traditional

education uses a plan driven approach, documented through a

course syllabus and training material prepared ahead of time.

Technical training programs that are part of microenterprise

development programs typically involve courses or workshops

with well defined, but previously determined, learningobjectives and pedagogical methods [5]. Even in more

customized technical assistance, the training process typically

begins with an interview of the subject, in which the technical

needs of the subject are taken into account. Information from

the interview is used to devise a technical instructional plan for

the subject. Each instructional session is intended to move the


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subject closer to the overall goal of the plan. This is a linear

process with prescribed goals that is difficult to adapt to

changing circumstances. While such training often produces

positive results, in other cases the impact has been negligible.

The elements that separate a high impact interaction from a low

impact interaction are not well understood; however,

psychological factors may play a role in the impact of the

interaction [6] [3].

This paper reports on research in progress to make technicaltraining and assistance more effective in an unconventional

educational setting, such as that of the microenterprises.

Through the use of agile training methods, participants will

overcome the barriers to learning that arise from gaps between

learning objectives and the prior knowledge, skills, abilities,

and perceptions [7].

2. AGILE EDUCATION

Agile education extracts principles from the agile software

development method and adapts those principles for use in

traditional classroom learning situations.

The agile development method was devised as an alternative to

heavyweight, inflexible systems development methods. The

principles underlying agile development are expressed

succinctly in the Agile Manifesto [8]. The agile method is

characterized by adaptive planning, customer collaboration and

rapid response to changes in the environment. This method has

been successful in delivering high quality software products,

particularly in chaotic environments where requirements change

often. Agile principles have also been adapted for other fields,

such as project management and education [9].

The adaptation of agile principles for use in education led to the

development of the agile education method. It has been used asan alternative to traditional educational methods. Agile

education has already demonstrated success inside the

classroom, and is amenable for use in various educational

situations [10] [11]. Computer Science faculty have used the

Agile Education principles in courses about the software

development process, with noted success [12] [10]. Agile

Education principles have also been used to teach writing and

communications skills in a University setting [13].

3. AGILE TRAINING

Agile training is a pedagogical method similar to agile

education. The principles were taken from the Agile Manifestoand adapted for use outside the classroom.

Agile training addresses the shortcomings of plan driven

training. The chart below illustrates the adaptation of agile

principles for use in unconventional educational settings.

Further elaboration on the adaptation of the 12 underlying

principles of the Agile Manifesto may be found in the appendix.

Principles of the Agile

Manifesto

Principles Adapted for Use

in Unconventional

Educational Settings

Individuals and

interactions over processes

and tools

Individuals and interactions

over pre-determined methods

Working software over

comprehensive

documentation

Demonstrated learning of

useful IT skills/concepts

over tutorials

Customer collaboration

over contract negotiation

User collaboration over

student teacher relationship

Responding to change over

following a plan

Responding to user over

following a plan

4. MENTAL MODELS

Agile training addresses the process of the instructional

interaction. Particular attention is paid to the psychological

factors of training [6]. The psychological factor measured in

this paper is so-called mental models.

Peter Senge's work with the concept of mental models led to

many advances in the field of organizational theory. Mental

models are the deeply held internal images of how the world

works, images that limit us to familiar ways of thinking and

acting [14]. If a business owner has deeply ingrained beliefs

about both technology and the role the technology plays within

the business, he/she takes actions based on those beliefs. When

those beliefs are incorrect, the business owner is unlikely to

achieve the desired impact.

Making decisions based on ill-formed mental models about

technology leaves the typical small business owner mired in

inefficiency. Attempting to teach individuals with undiscovered

mental models leaves the teacher mired in inefficiency, as well.

Consequently, a tool for measuring mental models is used in

order to create a high impact interaction.

5. METHODOLOGY

Action research involves utilizing an iterative method of

planning, taking action, observing, evaluating (including self-

evaluation) and critical reflection prior to planning the next

iteration [15] [16]. Action research asks the researcher to

execute an observation, orientation, decision, and action loop

[17]. These four actions take place within each session,

changing the trajectory of the session/s when necessary. The

Action Research method is often used in both information

science research and service learning courses [3]. This method

is also similar to the agile method itself, as it is developed

through iterations, and focuses on flexibility over a fixed plan.

The setting for the application of agile training is a technical

project undertaken for and with a microenterprise by a team

a pair of individuals who may be consultants, students in a

service-learning class, etc. [4]. Each microenterprise identifies

at least one technical project that needs attention within their

organization. The team acts both as consultants (using technical

expertise to guide the project) and educators (using expertise to

teach technical skills). The duration of a project depends on a

number of factors, but each project takes on average 6-8

consulting sessions to complete. A session is a single visit to a

microenterprise, typically lasting one to two hours. Each


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session with a microenterprise is counted as an iteration of the

agile training method. Each session incorporates the cycle of

observation, orientation, decision, action, and critical reflection.

Insight gained from each session is then used in subsequent

sessions.

Prior to the initial session, an interview is conducted to

determine the mental models of the participants concerning

their attitudes/perspectives of technology. Interview questions

also determine hardware/software availability, and nature oftechnological need.

A second survey is administered to the participants to collect

additional data about participants mental models, specifically

around the four constructs of fear, frustration, confidence and

empowerment. These four constructs emerged out of multiple

years of experience with microenterprises. Statements cropped

up repeatedly, statements such as "I never get this right" or

"The system just won't let me do anything. Researchers

noticed that microenterprises with positive impact results also

tended to make positive statements (reflecting confidence and

empowerment), and vice versa with negative statements

(reflecting fear and frustration). A clear understanding ofmental models is essential for effecting change [14]. Each

microenterprise is given a rating according to measured level of

each construct.

The ratings are used as an initial guide for the investigators, in

order to assess a formal starting point for each

microenterprise. The approach for each microenterprise differs

according to the ratings. The four constructs are measured

informally within each session throughout the training period.

During the course of each session with a microenterprise,

special attention is paid to the statements and body language of

the participants, in order to note changes in perceptions of

technology. Any general shift toward either positive or negativeconstructs is recorded. Training for each session alters

according to the perceived levels of positive and negative

constructs. For example, if the participant is making frustration

based statements, the instruction pauses while the team attempts

to determine the reason behind the statements. If the reason

cannot be determined within the session, the team resumes the

session and determines post session if/how the course of the

project should change.

The first session is a planning session between the team and the

participants. Given the overview of the technical situation, the

team and participants identify and prioritize user stories that are

collated into technical projects which can be done withintime/availability constraints. This project is agreed upon by

everyone, and broken into smaller project goals/technical

lessons that are accomplished within each session.

This approach mirrors the agile development method, which

collects user stories and prioritizes them in order of project

importance. It also brings to the table everyone who is

concerned with the project (stakeholders). The method of

breaking large technical projects into smaller, more manageable

pieces serves as a bit of instruction in itself for the

microenterprise owners. In the future, they will be more

empowered if this skill is something that they can repeat for

themselves.

The remaining sessions focus on the smaller project

goals/technical lessons that were previously agreed upon.

Before each session, the team decides on specific technical

lessons for the session. As the session proceeds, the team

members use interactive methods to teach each lesson. The

participants work hands-on with the hardware/software

whenever possible.

Impact measurement takes place during each session. Near the

end of each session, the team determines if a skill has been

successfully taught by asking the microenterprise owner to

teach them the skill as if they were a new employee. As an

alternative, the participant will be given the opportunity to

perform the evaluation at the beginning of the next session,

rather than immediately, if that makes the participant more

comfortable. This evaluation accomplishes several goals. It

causes the microenterprise owner to assimilate the new

information before the session breaks. In having the participant

to try to explain the new information to another person, the

approach identifies holes in the participant's learning. Theseskills/tools/techniques are measured on a pass/try again basis.

At the beginning of the next session, the participant is offered a

second chance at the skills that were not passed.

After each session has ended, the team meets at a separate

location to evaluate the impact of the session. A list of technical

lessons learned is recorded. In addition, critical reflection takes

place. Critical reflection consists of the team members

discussing the session, particularly where the participants

reactions seemed out of the ordinary. The participants

responses to the session are noted, and further alterations to the

trajectory of the project are proposed if needed. Patterns that

produce positive mental models in the participants aredetermined and encouraged. Patterns that produce negative

mental models are also discovered and minimized. A plan is

outlined for the next session. The effect of the session is

determined by shifts in mental models on the part of the

participants. These are determined both directly and indirectly,

using participant behavior as the principal measure. The effect

of the session is also measured by skills demonstrably learned

on the part of the participants.

The final session takes the same format, except the team does

not teach the participant new skills. Rather, they review the

process for breaking large projects into smaller ones, and unveil

the result of the project/s. There is also some skill review as aspot check.

Defining an effective method requires the measurement of

impact. This paper describes impact in terms of first order

effects, both in number/quality of skills learned, and shifts in

the mental models of participants.

First order effects are defined as effects on the individual. When

an interaction is complete, how many new skills has the

participant learned? What can s/he do with technology that they

could not do before? Has the participant gained any new tools,

software or otherwise? What is the level of mastery that the


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participant has been able to attain with the new tool? Was the

participant able to learn any new techniques during the process

of the interaction? Have these techniques influenced the

participants daily work? Finally, has the participant learned

new options for making progress with problems which had

previously seemed insurmountable? Are there any new

alternatives/workarounds available?

First order effects will be measured in terms of the

psychological factors/mental models under examination. Hasthe individuals attitude toward technology changed? Has the

individuals attitude toward themselves using technology

changed? How have their statements about technology changed

during the project? Overall, how has their body language

changed?

Plan driven training focuses on the teaching and retention of

skills. In agile training, skill instruction, process, and

psychological factors play equally important roles. Adjustment

of the teaching process will enable the participant to retain more

information. Affecting psychological factors toward more

positive mental models will enable the participant to continue to

make progress on technical skills in the future.

6. AGILE TRAINING IN PRACTICE

The following is an illustration of the Agile Training process.

As previously mentioned, research on Agile Training is

currently underway at the University of Nebraska at Omaha. A

number of sessions have been conducted. These sessions are the

basis for this illustration.

The owner of a gym (participant) requested assistance with a

marketing campaign. The team decided to introduce the

participant to two software programs, Prezi and YouTube. Both

programs were entirely new to the participant. These programswere chosen for their centrality to his new marketing campaign.

The skills and concepts for these new programs were taught to

him within three working sessions. The first session provided

an introduction to basic tasks in YouTube and Prezi. The

second session delved into more advanced skills of both

programs. Between sessions, the participant was asked to use

the skills to prepare a video and a presentation. During the third

session, the participant and the team reviewed both presentation

and video. At the end of each session, the participant was asked

to role play by teaching the skills back to the team members.

The participant scored highly on the confidence and

empowerment constructs in the mental model survey. Thesequalities were observed by the team throughout all three

sessions. For example, the participant asked many questions

about video streaming, developed new ideas for using video in

his business, and expressed that he did not feel as inept with

technology as he had before. The participant exhibited no

hesitation in demonstrating knowledge of all of the skills and

concepts involved in the session. These observations of the

participants mental model confirmed the path taken during the

sessions. Had the participant experienced more fear or

frustration, the team would have needed to revise the training

strategy.

At times, the progression of a session changed based on the

interests of the participant. In one case, as a result of the

participants interest in producing comedic videos for his

YouTube channel, the next appointment agenda was changed to

include a review of a YouTube software product called

Xtranormal. This product takes text and transforms it into a

fully animated cartoon.

One indicator of the success of the sessions is what the

participant does with the skills after the training session hasfinished. On his own one evening, this participant wished to

embed a video into a presentation. The video was on his hard

drive, but Prezi would not allow him to embed the video

directly into the presentation. He noticed that YouTube videos

could be inserted into presentations. He uploaded the

presentation to YouTube and added text, overlays and

transitions. Then he made the video public and embedded it into

his presentation. He also set the video to be the featured video,

ready to play automatically upon visitor arrival to his channel.

The notable item about the participants experience is that he

had no knowledge of either YouTube or Prezi before his

sessions began. Not only did he learn the skills required to workwith both programs, he demonstrated the ability to find

workarounds in order to overcome obstacles. The entire video

embedding experience occurred outside of a regular session,

with no assistance.

7. CONCLUSION

Technological tools are essential for success in todays business

environment. Plan driven training has been moderately

successful, yet it yields variable results. Methods must be

devised to make technological training more effective in

unconventional educational environments, such as the

microenterprise. The Informing Science Framework suggeststhat [i]deally, the knowledge skills, and abilities that are being

learned must be packaged, sequenced, and delivered in response

to each learners unique needs [6]. The agile training method

seeks to provide such learning through techniques that

emphasize highly dynamic and flexible interactions between

trainers and microenterprise participant; frequent iterations

involving planning, instruction, practice, evaluation, and critical

reflection; and close attention to mental models.

The approach described above is currently being employed in a

study involving twenty microenterprises in the Nebraska/Iowa

region.


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Appendix

I. 12 Underlying Manifesto principles.

Agile Manifesto

Principles

Agile Training Principles

Customer satisfaction by

rapid delivery of useful

software

User empowerment by rapid

learning of useful IT skills/concepts

Welcome changing

requirements, even late in

development

Welcome changing learning scope,

anytime in development

Working software is

delivered frequently

(weeks rather than

months)

Useful IT skills/concepts are learned

frequently (weeks rather than

months)

Working software is the

principal measure of

progress

Demonstrable IT skills/concepts are

the principle measure of progress

Sustainable development,able to maintain a constant

pace

Sustainable learning, able tomaintain a constant pace

Close, daily co-operation

between business people

and developers

Close cooperation between user and

teacher

Face-to-face conversation

is the best form of

communication (co-

location)

No Change

Projects are built around

motivated individuals,

who should be trusted

No Change

Continuous attention totechnical excellence and

good design

Continuous attention to the learningenvironment

Simplicity No Change

Self-organizing teams No Change

Regular adaptation to

changing circumstances

No Change


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