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Changing Preferences and Dashboard Options in FootPrints

Springboard: Support Desk Internal Training
Holly Mothes
The University of Akron

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Description of the Project

The plan for this project was to give the Support Desk technicians access to a training site that
would provide ongoing access to the materials that are used to support the campus community. The
Support Desk training needed to be flexible and have access 24 x 7 so using Springboard was ideal.
Access could be limited to just the Support Desk personnel, and would also give management an idea
where additional training or guidance might be needed. Using Springboard could incorporate training
that had been developed by the IT Training Service group also just by providing links in the various
The project is designed to be used as an independent study, but has interaction built in through
the use of discussion boards. Senior techs will be assigned to monitor the discussion boards as part of
their growing responsibilities. Management of the Support Center will also monitor the course
providing feedback as necessary. Access to the training will remain open to all technicians, as they will
be able to use it as a reference for items that are rarely asked about, but are still used on campus.
The main focus of this project was not the creation or re-creation of the entire training site, but
to focus on just one module and one aspect of that module, Tools, more specifically, changing the
dashboard and display preferences in the tool, FootPrints. The technicians need to know how to create
various dashboards in the issue tracking software that we use while helping our students, staff and
faculty. Again, this portion of training is a subset of a larger training package.

TPACKs Impact
TPACK, Technological-Pedagogical-Content knowledge, provided the framework that was
used to re-create the Support Desk training site (Colbert, J., Boyd, K., Clark, K., Guan, S., Harris, J.,
Kelly, M., et al. (Eds.), 2008). Selecting the Technology for the training was the application that most
all of the university constituency is familiar with, Springboard. While this was chosen years ago it was
a great choice to house this training for several reasons. As technician progress through their

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employment with the Support Center they can be added to the different roles in the training site. The
application was not the only technology used in this project. The training station at the Support Center
which consists of a high end computer, dual monitors and a work space that includes a phone which is
attached to the ACD (Automated Call Distribution) system. Using Google, the Support Wiki as well as
telephony is all part of this job and each aspect is highlighted in this training site. This station gives the
student real world access to the tools of the trade. It is truly amazing to watch the students use the
technology just as if it were a piece of paper and a pen.
The Pedagogy used modeling and scaffolding in the lesson materials (Colbert ,J., Boyd, K.,
Clark, K., Guan, S., Harris, J., Kelly, M., et al. (Eds.). ,2008) . The students will use the individual
processes such as recognizing, recalling, analyzing, reflecting, applying, creating, and understanding to
complete the training. Using the tools as they review the material will allow them to internalize the
processes to achieve mastery of the tasks. The application of the terms as well as the operation of the
phone and computer will help them develop the cognitive processes that will allow them to apply this
knowledge to new processes integrating prior knowledge with new knowledge. For this project the
material covers creating a dashboard view in FootPrints as well as changing the display preferences for
the individual user, in the issue tracking software. The online learning environment will be Springboard
more specifically the Support Center's training workspace within Springboard.
The Content for this project was limited to the Module 1 >Tools > FootPrints. The training
content will provide opportunity for the technician to work with FootPrints and perform the operations
necessary to create the dashboard view(s) and change the display preferences. All training materials
will be housed in Springboard in the Support Desk training instance including the how to videos and
screenshots of the application with overlays of text bubbles to enhance and direct the students attention
to a particular item of interest.
Using the TPACK framework the Support Desks internal training site was given a much needed
face lift. Applying the additional components of learning objectives, rubrics, and some additional

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assessments as well as some cosmetic features the site looks more appealing.

Design and Development

Using the existing training site in Springboard for the Support Desk, I review the materials and
the existing quizzes. Much of the information was out of date. Some areas such as the Account
Management and the Tools section did not exist. Starting with questions that should be addressed and
the information that needed to be conveyed to the students the lesson plans began to unfold. Learning
objectives for the students were developed and the content then added to support those objectives. The
information for the tools section, Footprints, preference changes and dashboard manipulation was
organized in a step by step process. The addition of a video of that process was better than the text
version so the text version was replaced. The student will be logged into the FootPrints application and
follow the instruction process as they view the lesson.
Learning objections made it easy to organize the assessment. The assessment began with the
student taking a screenshot of their display of the main page in FootPrints, then an after the changes
screenshot. Both were to be uploaded to the dropbox for verification that the student was able to
complete the tasks. A discussion area was added so that the student could expand their knowledge by
suggesting other changes to the display view that could provide more information to the tech when they
are assisting users. After mastering the process for the first view, technicians will be asked to repeat the
process with different criteria. Each technician will be asked to create two additional dashboard views
from the list of available in the selection criteria of the application.
After the initial successful completion of the activity, and submission of the view by the
technician, they will be able to apply this process to create additional dashboard views and main page
displays. Creating the succeeding dashboard views will enable the technician to:

to track all open/active ticket that they have submitted.

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to apply this new knowledge to create other dashboard views that will enable
the technician to view tickets in other status attributes such as closed, missing, waiting
pickup and so on.

to apply this new knowledge to create other dashboard views that will enable them to
create a view that lists users ticket history.

to apply this new knowledge to create other dashboard views that will enable them to
create a view that lists an items ticket history.

As the new technicians respond to the discussion topic, the plan is to have the senior technicians
review and respond to the discussion topics. This will help the newer technician by having suggestions
from the more experienced techs on what works and what does not work. This will also help to build
team dynamics, passing on valuable knowledge outside of the virtual classroom setting.
Use of the Project
The training will be required of all new incoming technicians. The existing technician will
monitor the discussion board so that they can interact with the new technicians in this OLE. As new
materials are added the existing technicians will be required to perform the additional training. New
technology seems to be added every month or so. There are different departments within Information
Technology that could benefit from some of the training and it will be offered to those groups also.
Final Observations
The overall goal for this OLE is to provide a flexible learning environment for the instructor as
well as for the student. The material will be easy to handle, and assessment easy to review. The
technician will be able to review the instruction for future use and will not have time constraints as to
when the training can occur. Using the TPACK framework the OLE took on new form, looking forward
it will be easy to add many more enhancements to every module in the OLE.

OLE Descriptive Paper

Colbert, J., Boyd, K., Clark, K., Guan, S., Harris, J., Kelly, M., et al. (Eds.). (2008). Handbook of
Technological Pedagogical Content Knowledge (TPCK) for Educators. New York: Routledge.
ISBN: 0-8058-6356-7