A faculty guide to academic software selection

Presented at the Syllabus 2000 conference in Santa Clara, CA, on July 24, 2000
by Minna Popkin, Connecticut College

Overview

Introduction

Many faculty don't have the time or expertise to select software for use in their curriculum. Finding the right software that assists you in meeting your pedagogical goals is first and foremost. In addition, system requirements and other technical aspects of the software product limit where and how the software can be used, and the terms of the software license set further restrictions and conditions. This guide is developed to assist you, the faculty, in identifying and selecting software for use in the curriculum.

- The term 'software' is used here for a wide variety of electronic products from complex programming tools to electronically published books.

Identifying goals and needs

The selection process starts with a needs assessment that is based on the pedagogical goals and learning objectives set for the particular course. The first step is to identify what you hope to achieve with the software and how the software will assist you and your students in the teaching/learning process. Is the purpose of using the software to help students acquire or practice certain skills, does the software present or demonstrate information that is part of the content of the class, or is the software used as a tool to manipulate data to find new information? Is the software crucial for meeting the goals of the course, or is it intended to enhance other study materials?

The functions the software should perform or the information it should convey provide the initial selection criteria that steer the process of gathering information about possible software products. The educational setting in which you plan to use the software gives additional guidelines for the selection process. It also helps to have an idea on the actual tasks and activities that you wish to assign to students using the software, although you may have to alter them later if you cannot find software that works exactly as you wish. Do you plan to give assignments that require all students to use the software, or will the use of the software be optional?

Your decisions on when and how you plan to use, or have the students use, the software have implications on how many copies are needed and where they should be available to you and your students. While copy of the software on a single computer may be enough for a demonstration, multiple copies are needed for a hands-on workshop. If you plan to give after-class assignments that require the use of the software, the students will need access to the software outside of the classroom. What is doable also depends on the teaching and learning facilities available to you and your students. You may need to learn about the technology infrastructure of your campus in order to set realistic goals.

Finally, the assessment and prioritization of the needs results in selection criteria for you to use when you learn about and compare different software products. The selection will be easier when you know what is important to you.

Identifying and comparing software

The second step is to identify possible software products that would meet your needs. Some software may already be available to you on campus. Your colleagues - whether on campus or elsewhere - may know about software used in your discipline, and your professional association(s) may be able to provide a list of teaching resources in your field. Browsing discipline-specific publications can help in identifying and learning about software that might be useful for you. General computing and library magazines can also be helpful starting points in searching possibilities.

The next step is to learn about and compare the possible products to find which one(s) would best meet your needs. The manufacturer or publisher can provide a basic description of the software. Contacting them first will also give you an idea on how to buy the software and how much and what type of support is available to users of their software.

If a demonstration copy is available, trying out the software is often the best way to learn about it, but it can also be time consuming. Other users are usually willing to share their experiences with the software and give examples on how they have used it in the curriculum. Vendors may be able to give you references to their customers who can be contacted for this purpose. Now may also be a good time to find out if there is an active user group and to subscribe to their mailing list. You can always unsubscribe from it later if you decide not to buy the software.

Technical and licensing considerations

The technical and licensing aspects of the software are evaluated to determine if you can use the software in the educational setting you have in mind or, if necessary, how you should change the way you plan to use the software. These aspects have implications to what types of teaching and learning activities are possible with the software, and where, how and when the software can be used.

System requirements, networking options, and compatibility with other software as well as other technical aspects of the software must be considered in the context of the campus computing facilities. It may be useful to notice the difference between required and recommended system resources, such as the memory or the speed of CD-ROM drive. With system resource below the required level the software will not run; with system resources below the recommended level the software may run but not optimally. It is important to check if or what other software or plug-ins are needed. For example, software relying on video or audio material may require a QuickTime or RealPlayer plug-in; even the version of the plug-in may matter.

Unless you are already familiar with your campus computing facilities and the campus network, you may want to consult someone in your technical support or academic computing department. That way you may also get an idea on what type and level of support is available on your campus for the software you want to use and in general for using curricular software.

Furthermore, the license spells out the terms in which the software can be used: where and on how many computers the software can be installed and used, and for how long the right to use the software continues. Licensing may be based on the number of people using the software or on the number of computers the software is installed on. Site and volume licenses may provide a way of saving costs, although circulating or multi-user licenses can actually be more expensive than single user copies. Most software vendors offer academic or educational discounts, which can be significant; some software is even available at no cost to educational institutions. Buying jointly with your colleagues and other departments on your campus may enable you to reach cost savings. A consortium of educational institutions may be able to negotiate additional discounts or take the opportunity of even greater volume discounts.

Selection

Finally, the selection from among the software products identified as possible choices is made based on the prioritized needs and goals, as well as on all the information gathered about the software, within the framework of the campus technology infrastructure. Compromises may have to be made if the software of your choice does not function sufficiently in the educational setting of your choice. For example, if the software is only available for Macintosh but most students use PCs, you have to either choose another software product or find Macintosh computers for students to use (or plea the software maker to create a Windows version). Or, if the otherwise best software choice cannot run well on your campus network and you couldn't rely on students having access to the software after class hours, you may have to change the assignment or choose another product.

Supporting information

Technical considerations

Campus facilities and technology infrastructure
•  Are there teaching spaces with computers on your campus?
•  How many students do the rooms accommodate?
•  Do students have their own computers?
•  What other computers are available to students?
•  When do students have access to computers?
•  Is there a security system that restricts saving files on public computers?
•  Do students use Windows or Macintosh computers or both?
•  Are all the computers fairly new?
•  Can new software be installed on a network server?
•  Can students access software on the network server from their dorm rooms?
•  What is the software policy on campus?
•  Is there campus-wide funding for software?
•  Where can new software be installed? Who installs it and when?
•  Is there user support for curricular software?

Technical aspects of the software
•  What operating system does the software run on: Windows / Macintosh / any particular version of them?
•  Are the Windows and Macintosh versions identical or equivalent?
•  Can the software run from a network server?
•  What network speed does it require?
•  Can the software be "keyed" for licensing monitoring purposes?
•  Does the user have control over where to save, copy and print information?
•  How much memory, hard disk space, and other system resources are required and recommended?
•  Can you choose between running the software from the disk and installing it on your hard drive?
•  Is other software required or recommended to run with this one? If so, what version?
•  Is this software compatible with other software on the system?
•  Is the software compatible with the network and security setup on your campus?
•  Are there requirements for the monitor, such as size, resolution, number of colors?
•  Does the software require other peripherals, such as a printer?

Functions and usability considerations

Functions or content
•  What does the software do?
•  How does it do it?
•  Are the functions or the content relevant to the goals of your course?
•  Are they presented clearly and logically?
•  Who is the software designed and intended for?
•  Is the software at an appropriate skill and knowledge level for your students?

Usability
•  Is the software easy to use?
•  How quickly and easily can one learn how to use the software?
•  Are the different media used in a relevant way?
•  Can you navigate, search and find information easily?
•  Does the software give feedback to the user?
•  Is the interface clear and appealing?

General information
•  What is the exact name of the software?
•  What is the latest version or edition of the software?
•  Who or what company makes the software?
•  Who sells it?
•  What can they tell you about the software?

Software descriptions and reviews

Here is a selection of higher education, discipline-specific, and general software review sources, some in print, some on the Internet.

Higher education

Syllabus: New Directions in Education Technology
•  Buyer's Guide includes brief reviews of discipline-specific and general academic software.
•  SyllabusWeb at www.syllabus.com includes archives of previously published reviews.

The Chronicle of Higher Education
•  Past issues, archived on the Chronicle's web site, include reviews of academic software.
chronicle.com

CHOICE: Current Reviews for Academic Libraries
•  Published by the Association of College and Research Libraries, a division of the American Library Association
•  Reviews significant current books and electronic media of interest to those in higher education
www.ala.org/acrl/choice

T.H.E. Journal: Technology Horizons in Education
•  Reviews of educational software for all levels
www.thejournal.com

Discipline-specific

CTI (Computers in Teaching Initiative)
•  A network of discipline-specific support centers, each hosted by a relevant university department within the UK
•  Listing of all the discipline specific centers: www.cti.ac.uk/centres
•  Each center publishes software descriptions and reviews in one discipline or academic field

The WWW Virtual Library
•  An expert-run catalog of sections of the web
www.vlib.org

National Biotechnology Information Facility
•  Links to biotechnology-related non-commercial software available via the Internet
www.nbif.org

IALL Foreign Language Software Database
•  Foreign language software database, designed by the International Association for Learning Laboratories (IALL)
•  Includes names, descriptions and reviews of software for foreign language learning
dante.dartmouth.edu/fldb

BioMedNet
•  An evaluated and annotated database of Internet resources for biological and medical researchers. Reader comments, ratings and suggestions.
www.bmn.com

PsychCrawler
•  Product of the American Psychological Association created to provide quick access to quality content in the field of psychology.
www.psychcrawler.com

Anthropology Resources on the Internet
•  List of Internet resources which are directly and primarily of anthropological relevance, including software
home.worldnet.fr/~clist/Anthro

General

Library Journal
•  Reviews of different software and CD-ROMs in all fields
www.libraryjournal.com

Review Booth
•  Catalogs software reviews published at other web sites
www.reviewbooth.com

ZDNET Software Library
•  Software reviews, includes some educational software
www.zdnet.com/products/softwareuser

Deja.com
•  Consumer-generated product ratings and reviews, professional reviews, and product comparison tools
www.deja.com

Licensing and pricing terminology

How many users

Single user license: One
•  One individual copy of software

Multiple user license: Two or more
•  A specific number of copies of the software. The more copies, usually the lower the price.

Concurrent user license: Specific number at one time
•  The software can be installed on more computers than there are copies of the software
•  No more than the specified number of copies of the software can be running at any one time.
•  Requires a license usage monitoring system

Unlimited site license: Anyone on campus
•  An unlimited number of copies within one site, usually one physical campus
•  A lab pack is an example of an unlimited site license: the software is installed in one lab.

Where is software installed and used

Stand-alone license: One identifiable computer
•  The software is installed and will be run on an individual computer, regardless of how many people use it.

Individual user license: One person's computer(s)
•  The software is used by one person who may be allowed to install the software on both office and home computer.

Multiple user license: Specific number of identifiable computers
•  The software is installed on as many individual computers as many copies are bought.

Network license: Network server
•  The software is installed on a network server and used on individual computers that are connected to the same local network.

Concurrent user license: Local network server with license monitoring software
•  The software is installed on a network server from which a slightly modified copy is installed on individual computers.
•  The software runs locally on individual computers. These must be connected to the local network server.
•  This option requires separate license monitoring software to be running on the local network server.

Circulating license: Runs from the disk
•  The software can circulate from the library collection or other loan system.
•  This license option may be available if the software requires the original CD-ROM to be in the drive to run.

For how long is the license valid

Permanent or perpetual license: Indefinitely
•  The license never expires.

Annual license: One year at a time
•  The license expires annually and must be renewed to continue using the software. Sometimes a new password may be required for the software to continue running after the expiration date.

What is included with the payment

License
•  The license gives you the right to install and use the software within the terms spelled out in the license.

Program
•  This is the actual software that you use. It may be mailed to you on a disk, e-mailed to you, or downloadable via the Web.

Documentation
•  A printed manual or user's guide may be included.
•  An electronic manual may be included within the software.
•  Additional documentation and tutorials may be available via the Web.

Updates / upgrades
•  Updates are usually minor improvements or fixes of known problems in the software. These may be free for all registered users
•  Upgrades are usually major improvements to the software or completely new editions or versions of it. These are rarely free, but registered users may be entitled to discounted upgrade pricing.

Technical support
•  The publisher, manufacturer and/or vendor may provide some free technical support.
•  Additional support services may be available for a fee.

Academic software selection check list

Identify your needs and specify your goals:
What are the learning objectives for the course?
What are the goals for the software to support?
What functions or content do you need the software to provide?

Determine where and how you plan to use the software:
Will you give a demonstration in front of a class?
Will the students work with the software hands-on during class time?
Will the students use the software individually, in pairs, in groups?
Will you give an after-class assignment that requires the use of the software?

Prioritize your needs:
Are there specific functions that the software should provide?
Do you need to provide each student a copy of the software to use during class time?
Do you have price limits you should not exceed?
Is it important that the software is easy to use, so students will not spend much time learning the software itself?

Consider the campus facilities and technology infrastructure:
Where can students use computers on campus?
Where can you demonstrate software to students?
What assistance is there in installing new software?
What assistance is there in learning how to use new software?

Find out what is already available to you:
In your department?
In the computer labs and electronic classrooms on your campus?
On your campus network?
In the library collection?
In the media center?
In the language lab?

Find out about new software:
Consult colleagues in your department and elsewhere
Browse journals, magazines and other publications in your discipline
Visit your professional association's web site, and look for a section on teaching resources
Read computer and library publications
Browse software databanks on the Internet

Collect the facts before you buy new software:
What does the software do, and how does it do it?
What are the system requirements?
Are there other technical considerations?
What documentation comes with the software?
What technical support is available from vendor/manufacturer?
What assistance is available on campus?
What does the software cost?

Get more information:
Get a demonstration copy if one is available
Ask other users about their experiences
Join a user group or mailing list
Read reviews about the software

Ask the software vendor about these discounts or licenses:
Academic or educational discounts
Volume discounts for multiple copies
Library discounts
Network or site licenses
Consortial licenses or discounts
Annual licenses (with or without maintenance agreement)

Make the selection based on:
Your goals and prioritized needs
The features of the software
The campus computing facilities
_____________________________

Register the software to receive these benefits if available:
•  Free updates, fixes and patches to the software
•  Discounted pricing on future upgrades
•  Technical support
•  Information on new releases and other software

Minna Popkin works as an academic software evaluator based at Connecticut College in New London, CT. Her three-year position, funded through a grant, serves 13 small private four-year liberal arts colleges in New England, assisting faculty and information services staff in identifying and selecting software for teaching and research.