Decomposed level 1: Difference between revisions
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|'''Initial''' | |'''Initial''' | ||
|Hardware shortage | |Hardware shortage | ||
|'''Lack of suitable devices (PC/laptop absence)''' | |'''[[Lack of suitable devices (PC/laptop absence)]]''' | ||
|Students forced to use mobile phones only; unable to run LMS, write essays, or access complex simulations | |Students forced to use mobile phones only; unable to run LMS, write essays, or access complex simulations | ||
|Device loan programs, emergency hardware grants, partnerships with local libraries for computer access | |Device loan programs, emergency hardware grants, partnerships with local libraries for computer access | ||
| Line 15: | Line 15: | ||
|'''Initial''' | |'''Initial''' | ||
|Connectivity instability | |Connectivity instability | ||
|'''Unreliable or no Internet access''' | |'''[[Unreliable or no Internet access]]''' | ||
|Frequent disconnections during live sessions; inability to download/upload materials; missed assessments | |Frequent disconnections during live sessions; inability to download/upload materials; missed assessments | ||
|Low- bandwidth mobile data packages, offline content packs (ZIP/USB), asynchronous submission windows, ISP subsidies | |Low- bandwidth mobile data packages, offline content packs (ZIP/USB), asynchronous submission windows, ISP subsidies | ||
| Line 21: | Line 21: | ||
|'''Initial''' | |'''Initial''' | ||
|Environmental constraint | |Environmental constraint | ||
|'''No quiet study space at home''' | |'''[[No quiet study space at home]]''' | ||
|High cognitive load from noise/distractions; inability to participate in oral exams or group discussions | |High cognitive load from noise/distractions; inability to participate in oral exams or group discussions | ||
|Provision of quiet study rooms on campus, noise- cancelling headphone loans, scheduled “quiet hours” in libraries | |Provision of quiet study rooms on campus, noise- cancelling headphone loans, scheduled “quiet hours” in libraries | ||
| Line 27: | Line 27: | ||
|'''Initial''' | |'''Initial''' | ||
|Socioeconomic/ability gap | |Socioeconomic/ability gap | ||
|'''Digital literacy & | |'''[[Digital literacy & accessibility gap]]''' | ||
|Students cannot navigate LMS, use collaboration tools, or access content due to disability | |Students cannot navigate LMS, use collaboration tools, or access content due to disability | ||
Lack of skills | Lack of skills | ||
| Line 34: | Line 34: | ||
|Initial | |Initial | ||
|Process immaturity | |Process immaturity | ||
|Inconsistent course delivery | |[[Inconsistent course delivery]] | ||
|Confused learners, missed objectives, reputation damage | |Confused learners, missed objectives, reputation damage | ||
|Minimum delivery standards, instructor quick- guides, peer mentoring, centralized templates | |Minimum delivery standards, instructor quick- guides, peer mentoring, centralized templates | ||
| Line 40: | Line 40: | ||
|Initial | |Initial | ||
|Assessment design weakness | |Assessment design weakness | ||
|High cheating / academic integrity Inc. | |[[High cheating / academic integrity Inc.]] | ||
|Erosion of standards, unfair grading, regulatory issues | |Erosion of standards, unfair grading, regulatory issues | ||
|Authentic assessments, randomized banks, honor pledges, remote proctoring, forensic review | |Authentic assessments, randomized banks, honor pledges, remote proctoring, forensic review | ||
| Line 46: | Line 46: | ||
|Managed | |Managed | ||
|Scheduling & workload | |Scheduling & workload | ||
|Time-management failure | |[[Time-management failure]] | ||
|Lower completion, stress, poorer outcomes | |Lower completion, stress, poorer outcomes | ||
|Pacing guides, check-ins, automated reminders, smaller milestones, study skills modules | |Pacing guides, check-ins, automated reminders, smaller milestones, study skills modules | ||
| Line 52: | Line 52: | ||
|Managed | |Managed | ||
|Tech reliability & support | |Tech reliability & support | ||
|Platform downtime & | |[[Platform downtime & poor support]] | ||
|Missed classes/assessments, frustration | |Missed classes/assessments, frustration | ||
|SLA with provider, redundant channels, extended support, status page, contingency procedures | |SLA with provider, redundant channels, extended support, status page, contingency procedures | ||
|- | |- | ||
|Managed | |Managed | ||
|Data & | |Data & privacy weak | ||
|Student data exposure | |[[Student data exposure]] | ||
|Legal/regulatory fines, trust loss | |Legal/regulatory fines, trust loss | ||
|Privacy settings enforcement, staff training, data minimization, backups, encrypted storage | |Privacy settings enforcement, staff training, data minimization, backups, encrypted storage | ||
| Line 64: | Line 64: | ||
|Defined | |Defined | ||
|Pedagogy gap | |Pedagogy gap | ||
|Poor instructional design (online) | |[[Poor instructional design (online)]] | ||
|Low engagement, passive learning, poor transfer | |Low engagement, passive learning, poor transfer | ||
|ID review mandatory, online pedagogy training, standardized outcomes mapped to activities, peer review | |ID review mandatory, online pedagogy training, standardized outcomes mapped to activities, peer review | ||
| Line 70: | Line 70: | ||
|Defined | |Defined | ||
|Social/engagement factors | |Social/engagement factors | ||
|Student isolation & | |[[Student isolation & weak soft skills]] | ||
|Lower participation, mental health issues, weaker collaboration | |Lower participation, mental health issues, weaker collaboration | ||
|Synchronous group tasks, virtual community spaces, peer mentoring, wellbeing resources | |Synchronous group tasks, virtual community spaces, peer mentoring, wellbeing resources | ||
| Line 76: | Line 76: | ||
|Defined | |Defined | ||
|Accessibility oversight | |Accessibility oversight | ||
|Non-compliance with accessibility | |[[Non-compliance with accessibility]] | ||
|Exclusion of learners with disabilities, legal risk | |Exclusion of learners with disabilities, legal risk | ||
|Accessibility checklist in sign-off, captioning, screen-reader testing, remediation plan | |Accessibility checklist in sign-off, captioning, screen-reader testing, remediation plan | ||
| Line 82: | Line 82: | ||
|Quantitatively Managed | |Quantitatively Managed | ||
|Analytics blind spots | |Analytics blind spots | ||
|Incomplete/misinterpreted analytics | |[[Incomplete/misinterpreted analytics]] | ||
|Wrong interventions, wasted resources | |Wrong interventions, wasted resources | ||
|Consistent metrics (engagement, timeliness), instructor dashboards, model validation, data governance | |Consistent metrics (engagement, timeliness), instructor dashboards, model validation, data governance | ||
| Line 88: | Line 88: | ||
|Quantitatively Managed | |Quantitatively Managed | ||
|Quality variability | |Quality variability | ||
|Inconsistent outcomes across sections | |[[Inconsistent outcomes across sections]] | ||
|Accreditation risk, student dissatisfaction | |Accreditation risk, student dissatisfaction | ||
|Statistical monitoring, standard rubrics, targeted faculty coaching | |Statistical monitoring, standard rubrics, targeted faculty coaching | ||
| Line 94: | Line 94: | ||
|Quantitatively Managed | |Quantitatively Managed | ||
|Security threats | |Security threats | ||
|Cyberattacks (phishing, account takeover) | |[[Cyberattacks (phishing, account takeover)]] | ||
|Service disruption, data breach, exam compromise | |Service disruption, data breach, exam compromise | ||
|MFA, phishing training, incident response playbooks, pen-testing, patch cadence | |MFA, phishing training, incident response playbooks, pen-testing, patch cadence | ||
| Line 100: | Line 100: | ||
|Optimizing | |Optimizing | ||
|Innovation risk | |Innovation risk | ||
|Poorly tested new tools (AI, XR) | |[[Poorly tested new tools (AI, XR)]] | ||
|Wasted investment, learner confusion, bias issues | |Wasted investment, learner confusion, bias issues | ||
|Pilot programs, ethical review, phased rollouts with metrics, vendor due diligence | |Pilot programs, ethical review, phased rollouts with metrics, vendor due diligence | ||
| Line 106: | Line 106: | ||
|Optimizing | |Optimizing | ||
|Change fatigue | |Change fatigue | ||
|Overload from continuous updates | |[[Overload from continuous updates]] | ||
|Reduced adoption, staff burnout | |Reduced adoption, staff burnout | ||
|Stakeholder co-design, prioritized roadmap, communication calendar, change impact assessments | |Stakeholder co-design, prioritized roadmap, communication calendar, change impact assessments | ||
| Line 112: | Line 112: | ||
|Optimizing | |Optimizing | ||
|Long-term wellbeing | |Long-term wellbeing | ||
|Chronic screen-time & | |[[Chronic screen-time & mental decline]] | ||
|Reduced retention, health complaints, poorer learning | |Reduced retention, health complaints, poorer learning | ||
|Blended modality targets, enforced breaks, wellbeing curriculum, survey monitoring and support referrals | |Blended modality targets, enforced breaks, wellbeing curriculum, survey monitoring and support referrals | ||
|} | |} | ||
<big>[[Risk Model|Back to Risk Model]]</big> | <big>[[Risk Model|Back to Risk Model]]</big> | ||
Revision as of 10:07, 24 August 2026
| CMM Segment (Line Title) |
Risk Source | Risk Name (Decomposed) |
Impact | Typical Responses |
|---|---|---|---|---|
| Initial | Hardware shortage | Lack of suitable devices (PC/laptop absence) | Students forced to use mobile phones only; unable to run LMS, write essays, or access complex simulations | Device loan programs, emergency hardware grants, partnerships with local libraries for computer access |
| Initial | Connectivity instability | Unreliable or no Internet access | Frequent disconnections during live sessions; inability to download/upload materials; missed assessments | Low- bandwidth mobile data packages, offline content packs (ZIP/USB), asynchronous submission windows, ISP subsidies |
| Initial | Environmental constraint | No quiet study space at home | High cognitive load from noise/distractions; inability to participate in oral exams or group discussions | Provision of quiet study rooms on campus, noise- cancelling headphone loans, scheduled “quiet hours” in libraries |
| Initial | Socioeconomic/ability gap | Digital literacy & accessibility gap | Students cannot navigate LMS, use collaboration tools, or access content due to disability
Lack of skills |
Mandatory onboarding tutorials, simplified UI modes, screen-reader testing, peer tech-support mentors |
| Initial | Process immaturity | Inconsistent course delivery | Confused learners, missed objectives, reputation damage | Minimum delivery standards, instructor quick- guides, peer mentoring, centralized templates |
| Initial | Assessment design weakness | High cheating / academic integrity Inc. | Erosion of standards, unfair grading, regulatory issues | Authentic assessments, randomized banks, honor pledges, remote proctoring, forensic review |
| Managed | Scheduling & workload | Time-management failure | Lower completion, stress, poorer outcomes | Pacing guides, check-ins, automated reminders, smaller milestones, study skills modules |
| Managed | Tech reliability & support | Platform downtime & poor support | Missed classes/assessments, frustration | SLA with provider, redundant channels, extended support, status page, contingency procedures |
| Managed | Data & privacy weak | Student data exposure | Legal/regulatory fines, trust loss | Privacy settings enforcement, staff training, data minimization, backups, encrypted storage |
| Defined | Pedagogy gap | Poor instructional design (online) | Low engagement, passive learning, poor transfer | ID review mandatory, online pedagogy training, standardized outcomes mapped to activities, peer review |
| Defined | Social/engagement factors | Student isolation & weak soft skills | Lower participation, mental health issues, weaker collaboration | Synchronous group tasks, virtual community spaces, peer mentoring, wellbeing resources |
| Defined | Accessibility oversight | Non-compliance with accessibility | Exclusion of learners with disabilities, legal risk | Accessibility checklist in sign-off, captioning, screen-reader testing, remediation plan |
| Quantitatively Managed | Analytics blind spots | Incomplete/misinterpreted analytics | Wrong interventions, wasted resources | Consistent metrics (engagement, timeliness), instructor dashboards, model validation, data governance |
| Quantitatively Managed | Quality variability | Inconsistent outcomes across sections | Accreditation risk, student dissatisfaction | Statistical monitoring, standard rubrics, targeted faculty coaching |
| Quantitatively Managed | Security threats | Cyberattacks (phishing, account takeover) | Service disruption, data breach, exam compromise | MFA, phishing training, incident response playbooks, pen-testing, patch cadence |
| Optimizing | Innovation risk | Poorly tested new tools (AI, XR) | Wasted investment, learner confusion, bias issues | Pilot programs, ethical review, phased rollouts with metrics, vendor due diligence |
| Optimizing | Change fatigue | Overload from continuous updates | Reduced adoption, staff burnout | Stakeholder co-design, prioritized roadmap, communication calendar, change impact assessments |
| Optimizing | Long-term wellbeing | Chronic screen-time & mental decline | Reduced retention, health complaints, poorer learning | Blended modality targets, enforced breaks, wellbeing curriculum, survey monitoring and support referrals |