Karen Daly
Student number: 11437366
ITC540, assignment 1, task 1b
SWOT Analysis
Organisation: Charles Sturt University (CSU)
Date: 22/03/2014
Description of current/new ICT service:
The CSU Interact online learning environment (Interact) is an application which
integrates the administration, delivery and collaboration systems for teaching and
learning in a single virtual space. Based upon the Sakai open-source learning management
system (LMS), it is utilised for teaching, research and professional development. It is the
principal means by which distance education students interact with academics, other
students and the university.
STRENGTHS
1. Single point of access to all the
WEAKNESSES
1. Due to the use of an open-source
university’s systems and services
LMS, there is no support service
streamlines the work processes of
and the university must host and
staff and students and eliminates
manage the service itself. IT staff
information silos (CSU, 2014d).
who have to maintain the rest of
Resources and facilities are cross-
the university’s IT infrastructure
linked (CSU, 2014g).
are diverted to deal with bugs such
2. Remote access (anywhere in the
as inconsistencies in the way the
world and at any time) broadens
platform is handled by different
the reach of the university for
browsers (CSU, 2014d; 2014f).
students and research
2. It is time consuming for teachers to
collaborators. Students are able to
monitor online forums and provide
adapt their study to their lifestyle
feedback. Without sufficient
and individual circumstances.
management and supervision, some
3. Use of open-source Sakai LMS
students are unable to cope with
reduces cost and diffuses the
the level of self-direction and self-
expense of support and
motivation required.
development across all
organisations using the software.
3. Varying levels of comfort with IT
and online applications among
Karen Daly
Student number: 11437366
ITC540, assignment 1, task 1b
Other universities and
teaching staff. Further, teachers
organisations share their training
might not be aware of web
materials and innovations
accessibility issues in their design of
(Wheeler, 2008). IT staff have
activities and content. Open-source
access to the code and can
vendor does not provide training.
customise it readily in response to
4. There is a tendency for LMSs to
changing circumstances (CSU,
drive teaching styles, impeding
2014d; Advanced Distributed
innovation (Mahoney and
Learning (ADL) Co-Laboratories,
Cameron, 2008).
2013).
4. Content can be readily repurposed
5. The Sakai software has not been
significantly updated for a number
and shared: a research project can
of years. Its conformity to
become the focus of a teaching
accessibility standards is inferior to
activity and course materials or
rival products and it has limited
templates can be reused, reducing
interoperability with the outside
the need for duplicate work
tools and platforms teachers and
(Mahoney and Cameron, 2008).
students are increasingly using.
Staff or groups with similar
There are no plans to update the
interests are able to search for and
software to allow for a mobile
find each other and each other’s
interface or app (Academic
work (CSU, 2014g).
Technology Services, 2013).
5. LMSs reduce the costs of
redundant training, operational
errors and downtime through the
automation and centralisation of
functions (Advanced Distributed
Learning (ADL) Co-Laboratories,
2013).
OPPORTUNITIES
1. Increasing diversity of students and
increasing numbers of students
THREATS
1. A lack of competition among
proprietary LMS companies has led
Karen Daly
Student number: 11437366
ITC540, assignment 1, task 1b
studying by distance or while
to some expensive, inflexible,
working create a demand for
unstable and clumsy products
flexible study arrangements.
(Mahoney and Cameron, 2008).
Growing market for offering
Blackboard has been acquiring
distance learning to overseas
several companies which have
students.
developed commonly used open-
2. Booming ownership of mobile
source LMSs and/or their
devices such as tablets and smart
personnel, contributing to the
phones among staff and students,
narrowing of choice (Young, 2012).
their willingness (and even
2. Universities and other
preference) to complete work on
organisations have been moving
these devices.
away from the Sakai LMS,
3. Growing numbers of Australians
shrinking its community and the
have access to broadband internet
support and innovation associated
in their homes.
with it (Academic Support Services,
4. The rollout of the National
2013).
Broadband Network brings high-
3. Other universities are entering the
speed broadband to more homes
distance and online education
and regions throughout Australia.
market, competing with CSU in the
subjects and fields where CSU has
built up a reputation for teaching in
this mode.
Summary and Recommendations:
CSU is well-known as a leading provider of distance education and flexible learning,
however the analysis has revealed a number of significant threats and weaknesses within
the current system which will need to be addressed if the university is to retain and,
indeed, strengthen its position within the sector. The remote access facility and the
creation of a more streamlined experience through a single entry point put the university
in a strong position within the expanding online education market, but accessibility,
interoperability and support services will need to be improved if the university is to
remain competitive. As broadband becomes more common in homes and schools
through the NBN and market forces, an even more tech-savvy student population will
Karen Daly
Student number: 11437366
ITC540, assignment 1, task 1b
emerge (including undergraduates who have been exposed to online forms of learning in
their secondary education). These students will come with established preferences for
certain applications and activities in their online learning, including multimedia and
applications outside the confines of the CSU LMS. There will also be more demand for a
mobile version of the system as students and staff become increasingly comfortable
working from devices such as tablets and smart phones.
The current key objectives of the Enterprise Architecture and Liaison unit are to
integrate the many fragmented processes and systems (both manual and automated)
across the university and to ensure that the integrated systems built are sustainable and
scalable (CSU, 2014a). It has been determined that these goals can best be met by buying
rather than building systems, by choosing systems that comply with local and industry
standards and by ensuring that the diversification of technologies is within sustainable
limits (CSU, 2014a). Although the choice of an open-source LMS has produced cost
savings and the initial implementation of the LMS has resolved some of the issues
around fragmented systems and information silos, the infrequency of Sakai’s updates and
its dwindling user community make it an unsustainable choice.
Adopting an alternate, proprietary LMS vendor will secure the system’s ongoing
functionality and scalability and reduce the pressure placed on staff by the lack of
training and support services and the need to host and manage the system internally.
Proprietary LMSs offer far higher levels of support, security, functionality, investment in
innovation and usability testing and customisation options, along with the lower
technical requirements for staff and the option of having the vendor manage and host
the platform (Pankaja and Mukund, 2013). The rest of this report outlines the plan for
investigating, choosing, adopting and implementing a new LMS.
Short Term (Now)
A working group will be formed to investigate the possibility of switching to another
LMS, considering both open-source and proprietary options. By surveying staff and
students about their needs and referring to the university’s business plan, the group will
compile a list of the priority features for the LMS and will evaluate prospective software
against this list of features. A study will also be conducted of the use of open-source and
proprietary LMSs among competitors.
Karen Daly
Student number: 11437366
ITC540, assignment 1, task 1b
Mid Term (next 12 months)
Within twelve months, the working group will invite representatives of the vendors who
are deemed to meet the university’s criteria to present their products to the working
group and will request formal tenders from these vendors. In the negotiating phase, the
extent of CSU’s online and distance programs can be leveraged to secure a more
advantageous pricing and service arrangement, given that commercial vendors frequently
charge by number of users and generally compete on the quality of their service (Pankaja
and Mukund, 2013).
Long Term (next 3 to 5 years)
Over the next three to five years, there will be a phased introduction of the chosen LMS
and a detailed change management program overseen by a project steering group with
dedicated teams guiding the transition and piloting of the new system in each division of
the university. Communication channels with all parts of the university will be kept open,
with frequent updates on the progress of the project available to staff and students. The
action plan will be subject to continuous review brought about by ongoing consultation
with student and staff and the changes in educational, research and institutional needs
identified by this consultation (CSU, 2014e).
References
Academic Technology Services. (2013). The LMS transition initiative. Retrieved from UC Davis
website: http://wheel.ucdavis.edu/lms/
Advanced Distributed Learning (ADL) Co-Laboratories. (2013). Choosing a learning
management system. http://www.adlnet.gov/wpcontent/uploads/2013/05/Choosing_an_LMS.pdf
Charles Sturt University. (2010). Online learning environment plan.
http://www.csu.edu.au/division/landt/interact/documents/OnlineLearningEnvironmentPlan.d
oc
Karen Daly
Student number: 11437366
ITC540, assignment 1, task 1b
Charles Sturt University. (2014a). Enterprise Architecture and Liaison. From
http://www.csu.edu.au/division/dit/eal/index.htm
Charles Sturt University. (2014b). Division of Information Technology. From
http://www.csu.edu.au/division/dit/services/
Charles Sturt University. (2014c). Interact online learning environment.
Charles Sturt University. (2014d). Interact website.
Charles Sturt University. (2014e). Interact 2.
http://www.csu.edu.au/division/landt/resources/interact
Charles Sturt University. (2014f). Online learning at CSU.
Charles Sturt University. (2014g). The online scholarly environment.
http://www.csu.edu.au/division/landt/interact/documents/Online%20Scholarly%20Environm
entILSCOSC.doc
Pankaja, N., & Mukund, R. P. K. (2013). Proprietary software versus Open Source Software for
Education. American Journal of Engineering Research, 2(7), 124-130.
Sakai Project. (2014). Sakai website. From https://sakaiproject.org/
Team FME. (2013). SWOT analysis: Strategy skills. http://www.free-managementebooks.com/dldebk-pdf/fme-swot-analysis.pdf
Wheeler, B. C. (2011). Sakai: A case study in sustainability. Osswatch. http://osswatch.ac.uk/resources/cs-sakai
Young, J. (2012). Blackboard buys 2 leading supporters of open-source competitor Moodle. The
Chronicle of Higher Education. http://chronicle.com/blogs/wiredcampus/blackboard-buys-2leading-supporters-of-open-source-competitor-moodle/35837