The perspective for the discussion in this paper is that for effective use of Internet services in teaching and learning we must provide a balanced share of institutional resources for each of two main areas, curriculum development and infrastructure services. There is the risk of a "support crisis" as we attempt to ensure that students and teaching staff are not distracted and hampered by problems in "how to make the technology work". This paper discusses two of Murdoch University's current main issues in implementing infrastructure services, help desk and server environment tools. It proposes a new organisation of help desk services centred upon the Library, integrating with access services and user training, and linking to other kinds of services in learning skills and information retrieval skills. Consideration of the potential introduction of server environment software for web based teaching suggests that in our context the outcome will be a diversity of environments, some in house, some proprietary.
However, using Internet services effectively for teaching and learning demands a substantial investment in curriculum development and infrastructure services . The perspective for the discussion in this paper is that this investment must provide a balanced share of institutional resources for each of these two main areas of virtual campus operations. Otherwise, there is the risk of a "support crisis" (AVCC, 1996):
179. Teaching staff need support services such as media specialists, instructional systems developers, computing consultants and equipment technicians to assist them in gaining access to and effectively using IT. A phenomenon confronting many universities, however, is an insatiable demand for information technology services which appears to be growing day by day. It includes demands for more dial-in lines, the exponential increase in use of the Internet and the World Wide Web and requests for more and more central and departmental support for desktop computers.In developing Murdoch Online , Murdoch University's central service for Internet based teaching and learning, we have to cope with the "support crisis". Teaching and learning in an online unit cannot be conducted successfully if the unit coordinator, tutors and students are distracted and hampered by problems in "how to make the technology work". We need strategies to minimise the risk of this kind of outcome:
180. The result is that many universities report that there is a "siege" environment in their IT support organisations; in that enormous pressures are being generated on the support staff involved on the one hand and that there is a lack of understanding by end users of the complexities involved in their simple request "to fix it" on the other. Many universities report an "IT support crisis"... (AVCC, 1996).
...The faculty based support staff therefore bore the brunt of the load of helping the pilot-group students to solve their technical problems, although their role was meant to be primarily one of educational support and facilitation of group-based learning experiences. (Briggs and Thompson, 1997).
However, infrastructure services are defined also by customary practice, by the organisational location of facilities, skills and knowledge, and by the perceptions of individual staff. At Murdoch, and no doubt also at many other universities, it has been customary to expect the computer people "to fix it", for any kind of "computer problem", regardless of the real origin or nature of the problem. It is also customary for students to seek "computing help" from any helpful source, disregarding the University's formal structuring of support services. Facilities, and skills and knowledge for computer support are also located in teaching Divisions and Schools, most notably in the cases of Programmes with specific needs or well developed forward planning for accessing and supporting the new technologies, for example Computer Science, Engineering, Mathematics, Business, Law, Journalism, Veterinary Science and others. Much of the central support previously provided by Information Technology Services (former name Computing and Network Services) has been devolved to IT Liaison Officers located in and paid for by Divisions and Schools. Academic administration, concerned with enrolments, tutorial group allocation, assignment submission and similar class administration details, is also devolved in part to teaching Divisions and Schools. Individual academic staff have widely varying expectations about the nature and extent of the support services they may draw upon, and the extent to which they as individuals are to be providers of support services.
Thus the definition of infrastructure services according to "who provides" is not a clear specification. There is the risk of an unusual kind of "demarcation dispute", in which it is the loser who gets the work, not the winner.
This paper uses the following main topics and purposes for infrastructure services. The selection reflect a desire to integrate as seamlessly as possible with existing teaching, learning and administration processes in a dual mode (on campus and off campus or external enrolments) university:
The issue of the help desk and user support in general for students is current because we encounter the circumstance, "enormous pressures are being generated on the support staff" (AVCC, 1996). The issue of server environment tools is current because we face demands for rapid evaluation and possible implementation of one or more of LearningSpace, WebCT, TopClass or similar proprietary tools for conducting web based course preparation and delivery activities .
Some potential issues in the areas of "Student support and unit delivery services" and "Curriculum development and delivery support." are not open for significant further change because previous decisions at University level have already set a pathway. In common with many other institutions, we have downsized central support services from non-teaching cost centres and devolved functions and resources to teaching Divisions and Schools. There is a University commitment to flexible delivery principles , but the option to build a substantial production and delivery service, as was characteristic for distance education units in earlier times, is closed. "Infrastructure services" have to proceed mainly via the more economical pathways of student user training, documentation and staff development, which enable as much as possible the goals that teachers and learners will do their own production work, solve their own problems, and so on, without calling upon others.
With respect to administrative procedures, in the context for Murdoch Online major developments are dependent upon the University's commissioning of a new student records system for the 1999 academic year . For this reason the initial procedures for enrolling are based upon and closely related to existing, traditional procedures. However, within the current constraints there is scope to enable online use of at least one significant procedure in Student Administration, the change of enrolment form (known as the "green form", it includes address change). Also, we are trialing procedures for online submission of assignments, which is classified here as "administrative" although much of the work involved in this service falls upon other categories of infrastructure.
Technology should not be bolted onto existing institutions; they need to re-structure their organisation in order to exploit new technologies in a cost-effective manner (Bates, 1997).The particular issue considered here from among the many embraced by the topic of "help desk" is organisational options. Who is to provide help desk services for student users? The task of minimising the impact of the "IT support crisis" (AVCC, 1996) is shaped by a number of context factors , including at least these principal factors:
...the most powerful argument starts with the client. In many institutions the separation of information technology, library and other academic support services is clearly dysfunctional. (Byrne, 1997).
What was combined in the new desk operation were front desk public reference, reception and student computing service points. Why did we choose to do this? There were a number of objectives that influenced our decision and all of them focused in some way on our interpretation of our mission as delivering client-centred information services. (Grgic, 1997).
The main potential significance is that software structured creation of a more familiar "environment" may ease staff and student transitions into the new medium of online units. Also, server environments such as LearnLinc, LearningSpace, ToolBook II, TopClass, Virtual-U, Web Course In A Box, WebCT and others  may offer workload relief for staff providing infrastructure services for course development and delivery. The providers extol the attractive benefits of their solutions:
"....is the only online learning solution on the market today that provides desktop video conferencing synchronized web browsing, true application sharing, scaleable class size, enhanced multimedia authoring tools, and multimedia resource management tools across local and wide area networks." However, equivalent server environments may be constructed from public domain modules and "in house" work, for example ClassNet at Iowa State University, Webclass at Central Queensland University and others . In our context, as in many others, the ultimate outcome will be a diversity of environments, some "in house", some proprietary. The main factors leading towards diversity include:
"... a server based software system that enables customized design, delivery, and enhancement of education and training courses delivered over the World Wide Web (WWW). The technology is ideal for post-secondary institutions, K-12 schools, and businesses/corporations which are in need of a flexible, user-friendly, and integrated framework for delivering online learning." 
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