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2011, Education for a Digital World 2.0: Innovations in Education
Education for a Digital World 2.0: Innovations in Education
Stakeholder issues for adopting a learning management system2011 •
For many higher education institutions and even some for-profit organizations, Learning Management Systems have become mission critical, enterprise-level applications. As a result each organization must make decisions about which Learning Management System (LMS) will best meet its needs, whether it already has one or not. A wide range of stakeholders should participate in this decision-making process in situations where broad consensus is required, including LMS users, support staff and trainers, disability resource center staff, technology infrastructure staff, policy makers, and administrators. A campus can use a comprehensive set of questions to help facilitate discussions. These questions force the campus to view the decision-making process in a comprehensive fashion through three lenses, or perspectives—teaching and learning, technology management, and organizational administration. This chapter describes how San Francisco State University addressed these stakeholder perspectives between 2004 and 2007, when it conducted a comprehensive investigation regarding its LMS. The three lenses provided different viewpoints about a wide range of issues, ranging from accessibility for people with disabilities to scalability for 35,000 campus users. The chapter also includes relevant information and lessons learned since Fall 2007, when Moodle became SF State’s exclusive LMS.
Beginning in early 2007, SUNY implemented a large scale adoption of the ANGEL Learning Management System (LMS). In 2009, the greater educational community was informed that Blackboard (Bb) had acquired ANGEL Learning, Inc. Blackboard has since announced that support for the ANGEL product line will continue through 2014. In early 2010, the SUNY Learning Network (SLN) asked the Directors of Online and Distance Learning Environments (DOODLE) to undertake a Learning Management System evaluation to address the concerns of the SUNY community regarding the future directions of SUNY supported learning management systems as the current State University of New York ANGEL contract will end in December 2011. The following report discusses the selection methodology for the systems reviewed. Analysis of the unique characteristics of the four systems evaluated follows in this report. This report summarizes the project’s overall impressions of the systems under review, and provides guidance as to which systems DOODLE believes should be supported by SUNY System Administration (via SLN, ITEC and SICAS) going forward.
This is the Strategic Plan that we have recently developed for our campus. The following is the Executive Summary: It is the purpose of this document to detail a 3-year strategic plan for technology-enhanced teaching and learning (TETL) at the College of Saint Mary (CSM) in line with its’ stated Mission. In particularly, this plan will detail the relevant contextual analyses, theories, objectives, proposed activities, assessments, and instructional design methods related to faculty development. A timeline for the coming three years will also be presented. Given the growing presence of online and hybrid courses as well as the forthcoming online programs, this strategic plan will have a specific emphasis on supporting CSM instructors in technology-enhanced teaching and learning. In addition, and as they relate to the objectives stated herein, student modules will also be suggested. As a result of the tasks that need to be completed in support of this plan, it is recommended that a full-time Instructional Systems Administrator (ISA) be hired. It is also recommended that one work study position be allotted and funds for professional development be allocated. Overall, the goal is to improve the quality of technology-enhanced teaching and learning on our campus.
ctools.umich.edu
Downloading the Current State of Podcasting on Campus: What Are the Implications for Teaching and Learning?Methodological approaches and efforts towards attainment of excellence in higher education, as the most powerful instrument for social and economic advancement, are undergoing major changes technologically and otherwise. For the university to play a leading role in the ever-changing world of globalization, internationalization, and digitalization; the university curriculum must necessarily be adapted to suit the Revolutionary Information Age that we live in. Learning Management Systems (LMSs) are used all over Higher Education Institutions (HEI) in Europe, North America, South America, Asia, Oceania, and most countries in Africa for the purpose. The need to acquire, know, understand, and actually use LMS in the Third World countries as in the Developed World has arisen and is rapidly increasing aggressively in today's ever-changing globalized digital knowledge economy. Unfortunately however, LMS is not yet in use in any of the universities in Nigeria as a function of lack of information about how LMSs are being used, where and how to acquire LMSs, and which LMSs are the most adopted elsewhere in the world. This research aimed at, and provided the requisite information for universities to easily acquire, develop and use LMSs for effective delivery of higher education to meet the internationalization and globalization needs of the Revolutionary Information Age.
Many Universities recognize the necessity of using Learning Management Systems (LMSs) to increase learners' motivation, encourage interaction, provide feedback and provide support during the learning process. There are many proprietary and open source LMSs that can be found as alternative products. With the ever-growing number of LMSs, the task of developing and evaluating LMS becomes even more important. This paper discusses the factors that affect the use of LMS, the developing issues that have an impact on LMS and the evaluation processes that should be taken to select the suitable LMS. Also, it presents challenges that face LMS success, efficiency, assessment, evaluation, selection and usability. Last it shows the current trends to answer a question of how the LMS of the future will look like.
The adoption of blended learning to widen access, reduce cost, and improve the quality of education is becoming prevalent in higher education in sub-Saharan Africa and Tanzania in particular. University of Dar es Salaam and the Open University of Tanzania offer various blended learning courses using Moodle system via regional centres scattered across the country. Despite the success of these courses, instructors' support has been unsatisfactory and habitually ignored regardless of the fact that institutions have established IT Units to provide such services. This study investigated the effectiveness of instructors' support services as a major success factor to the delivery of blended courses using mixed method design using questionnaire and semi-structured interviews from 65 instructors teaching blended learning courses at the University of Dar es Salaam and the Open University of Tanzania. The study revealed that lack of both technical and pedagogical support has been critical factors inhibiting instructors from facilitating blended courses effectively via the LMS. The findings from this study have a number of important lessons and implications for similar institutions running blended learning or wishing to implement blended learning specifically in sub-Saharan Africa.
2008 •
Abstract Over the past decade, Web-based learning management systems, such as Blackboard and WebCT, have been gradually integrated into college education. The strategic use and effectiveness of such systems have been investigated to a large extent. What is less covered is what students really think about such learning management systems. Understanding students' evaluations can shed light on the development, selection, training, maintenance, use, and investment on such systems.
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