The document discusses an organization's journey to implement an e-learning management system (eLMS) to improve student learning outcomes. It began with a Google Drive document repository that was populated with course files over three semesters. It also provided Blackboard course shells. A decision point was reached where a more scalable, cost-effective solution was needed. A collaborative process to define needs and strategic goals for a phase two eLMS was outlined. The goal was to select a system that measures student performance and enables proactive faculty intervention.
In deze roadmap kunt u de recente updates (maart 2013) van het itslearning leerplatform zien en kunt u lezen op welke onderdelen het ontwikkelteam van itslearning global zich de komende tijd gaat richten.
Klik op 'Follow' om een bericht te ontvangen als er nieuwe presentaties van itslearning Nederland beschikbaar zijn.
This presentation was developed by the California Technology Assistance Project Program Management Committee, under the direction of the Online Learning Collaborative Subcommittee of the California County Superintendents Educational Service Agency.
This workshop is designed for schools and districts that are making decisions about the types of content to purchase for online courses, and evaluating content providers for best fit. This outline provides the training agenda, with notes about time and process. This workshop is designed for 3 hours, but could be adjusted to be shorter or longer based on district needs.
Looking Forward: OU and the LMS Open (update)Mark Morvant
These are the slides for the online Town Hall for the University of Oklahoma community to discuss the recommendation of the Provost Advisory Committee for Learning Technologies concerning the future of the Learning Management System at OU.
In deze roadmap kunt u de recente updates (oktober 2012) van het itslearning leerplatform zien en kunt u lezen op welke onderdelen het ontwikkelteam van itslearning global zich de komende tijd gaat richten.
In deze roadmap kunt u de recente updates (maart 2013) van het itslearning leerplatform zien en kunt u lezen op welke onderdelen het ontwikkelteam van itslearning global zich de komende tijd gaat richten.
Klik op 'Follow' om een bericht te ontvangen als er nieuwe presentaties van itslearning Nederland beschikbaar zijn.
This presentation was developed by the California Technology Assistance Project Program Management Committee, under the direction of the Online Learning Collaborative Subcommittee of the California County Superintendents Educational Service Agency.
This workshop is designed for schools and districts that are making decisions about the types of content to purchase for online courses, and evaluating content providers for best fit. This outline provides the training agenda, with notes about time and process. This workshop is designed for 3 hours, but could be adjusted to be shorter or longer based on district needs.
Looking Forward: OU and the LMS Open (update)Mark Morvant
These are the slides for the online Town Hall for the University of Oklahoma community to discuss the recommendation of the Provost Advisory Committee for Learning Technologies concerning the future of the Learning Management System at OU.
In deze roadmap kunt u de recente updates (oktober 2012) van het itslearning leerplatform zien en kunt u lezen op welke onderdelen het ontwikkelteam van itslearning global zich de komende tijd gaat richten.
Doctoral Defense for dissertation "An Expeditionary Learning Approach to Effective Curriculum Mapping; Formalizing the process by Exploring a User-Centered Framework".
BUILD July 2015 Conference Presentation - Shortened Versionladygator2
This is the slideshow used at the BUILD 2015 presentation. It is the shortened version to fit the time slot for the conference. The detailed presentation is also available on slideshare.net.
Blackboard Collaborate: Strategies and considerations for institutional adoptionJason Rhode
In this session at BbWorld16, we will share NIU’s recent Blackboard Collaborate roll-out strategy, practices, and lessons learned. Learn how NIU’s carefully planned adoption approach has been helping to make anytime synchronous collaboration simpler, more reliable, and more enjoyable. Bring your own questions and experiences and join in the discussion!
What’s holding you back from growing your online presence? Based on research with hundreds of your peer institutions, this session will explore how the use of collaboration tools, mobility, and more will be changed by shifts in student demands and the fight to attract and retain students. During this session at BbWorld14 on July 16, 2014 led by a panel of academic technologists, learn how leading schools are thinking about online learning in the future and what you should be thinking about as part of your long term strategy. (This is based on a webinar held in April of 2014 that was very popular, archive available at http://www.jasonrhode.com/trends-in-online-learning-april-2014)
Designing Exemplary Online Courses in BlackboardJason Rhode
During this presentation by Jason Rhode at the 12th annual SLATE Conference on 10/23/14, we explored suggested best practices included in the Blackboard Exemplary Course Program Rubric for designing engaging online courses. Jason shared practical tips from his experience building a course in Blackboard that meets the established ECP quality benchmarks. We also covered the steps and associated deadlines for faculty interested in submitting their course for consideration as a Blackboard Exemplary Course. This session was geared toward an audience already familiar with the basic online teaching tools available in Blackboard Learn. While the examples shared were specifically of courses in Blackboard, the principles can be applied to developing quality online courses in any learning management system. Links to resources shared are available at http://www.jasonrhode.com/exemplarycourse
TLC2016 - Gearing up academic support and training to power along an automate...BlackboardEMEA
Presenter: Alicia McConnell
Organisation: University of Anglia
Description: Since September 2015 UEA auto-journeyed 3,500 summative student grades from Blackboard to SITS. Grades in Blackboard were generated through use of the assignment and journal tool and from manual submissions, video submissions, group submissions and late submissions. We have included as many exceptions we can think of (extensions, delegated marking, team marking) and used the widest possible range of feedback tools. Preliminary results suggest the students have enjoyed having their summative assessment contextualised with their learning materials instead of separately on SITS / eVision as before. Markers and moderators too seem pleased with the feedback tools available to them and the flexibility the grade centre offers them.
View the presentation by Heidi Hayes Jacobs from a webinar held on October 25, 2012.
Heidi discussed curriculum mapping and using the Common Core State Standards in the classroom.
View the recording of this webinar here: http://www.schoolimprovement.com/resources/webinars/an-introduction-to-mapping-to-the-core/
Making the Most of New Course Delivery Methods (2011)Scott Dinho
Presentation made at USDLA conference in 2011. It presented a framework in which to analyze the course delivery methods used at a school and determine which is the best to meet the needs of any program.
Flipping Not Flopping: Infusing Active Learning in Online and Blended CoursesJason Rhode
In this keynote session by Jason Rhode at the St. Mary's University of Minnesota Fall Faculty Conference on 9/19/14, we considered how the flipped delivery model aligns to online and blended course designs. Jason Rhode shared tips and best practices for designing engaging and interactive online and blended courses that incorporate a flipped methodology. Additionally, we explored practical steps for embracing e-communications in developing a virtual learning community that facilitates active learning. More info about the session and links to provided resources are available at http://jasonrhode.com/smumn14
Overview of DL-The Phasing in of K-12 DL Programs & the Needs Assessmentpeghissima
This is a two part PPT. The first part covers phases of Implementation of online learning programs and the second one looks at district needs assessment for planning, implementing and managing an online learning program for K-12. This is part of a poster session at CUE 2011.
Doctoral Defense for dissertation "An Expeditionary Learning Approach to Effective Curriculum Mapping; Formalizing the process by Exploring a User-Centered Framework".
BUILD July 2015 Conference Presentation - Shortened Versionladygator2
This is the slideshow used at the BUILD 2015 presentation. It is the shortened version to fit the time slot for the conference. The detailed presentation is also available on slideshare.net.
Blackboard Collaborate: Strategies and considerations for institutional adoptionJason Rhode
In this session at BbWorld16, we will share NIU’s recent Blackboard Collaborate roll-out strategy, practices, and lessons learned. Learn how NIU’s carefully planned adoption approach has been helping to make anytime synchronous collaboration simpler, more reliable, and more enjoyable. Bring your own questions and experiences and join in the discussion!
What’s holding you back from growing your online presence? Based on research with hundreds of your peer institutions, this session will explore how the use of collaboration tools, mobility, and more will be changed by shifts in student demands and the fight to attract and retain students. During this session at BbWorld14 on July 16, 2014 led by a panel of academic technologists, learn how leading schools are thinking about online learning in the future and what you should be thinking about as part of your long term strategy. (This is based on a webinar held in April of 2014 that was very popular, archive available at http://www.jasonrhode.com/trends-in-online-learning-april-2014)
Designing Exemplary Online Courses in BlackboardJason Rhode
During this presentation by Jason Rhode at the 12th annual SLATE Conference on 10/23/14, we explored suggested best practices included in the Blackboard Exemplary Course Program Rubric for designing engaging online courses. Jason shared practical tips from his experience building a course in Blackboard that meets the established ECP quality benchmarks. We also covered the steps and associated deadlines for faculty interested in submitting their course for consideration as a Blackboard Exemplary Course. This session was geared toward an audience already familiar with the basic online teaching tools available in Blackboard Learn. While the examples shared were specifically of courses in Blackboard, the principles can be applied to developing quality online courses in any learning management system. Links to resources shared are available at http://www.jasonrhode.com/exemplarycourse
TLC2016 - Gearing up academic support and training to power along an automate...BlackboardEMEA
Presenter: Alicia McConnell
Organisation: University of Anglia
Description: Since September 2015 UEA auto-journeyed 3,500 summative student grades from Blackboard to SITS. Grades in Blackboard were generated through use of the assignment and journal tool and from manual submissions, video submissions, group submissions and late submissions. We have included as many exceptions we can think of (extensions, delegated marking, team marking) and used the widest possible range of feedback tools. Preliminary results suggest the students have enjoyed having their summative assessment contextualised with their learning materials instead of separately on SITS / eVision as before. Markers and moderators too seem pleased with the feedback tools available to them and the flexibility the grade centre offers them.
View the presentation by Heidi Hayes Jacobs from a webinar held on October 25, 2012.
Heidi discussed curriculum mapping and using the Common Core State Standards in the classroom.
View the recording of this webinar here: http://www.schoolimprovement.com/resources/webinars/an-introduction-to-mapping-to-the-core/
Making the Most of New Course Delivery Methods (2011)Scott Dinho
Presentation made at USDLA conference in 2011. It presented a framework in which to analyze the course delivery methods used at a school and determine which is the best to meet the needs of any program.
Flipping Not Flopping: Infusing Active Learning in Online and Blended CoursesJason Rhode
In this keynote session by Jason Rhode at the St. Mary's University of Minnesota Fall Faculty Conference on 9/19/14, we considered how the flipped delivery model aligns to online and blended course designs. Jason Rhode shared tips and best practices for designing engaging and interactive online and blended courses that incorporate a flipped methodology. Additionally, we explored practical steps for embracing e-communications in developing a virtual learning community that facilitates active learning. More info about the session and links to provided resources are available at http://jasonrhode.com/smumn14
Overview of DL-The Phasing in of K-12 DL Programs & the Needs Assessmentpeghissima
This is a two part PPT. The first part covers phases of Implementation of online learning programs and the second one looks at district needs assessment for planning, implementing and managing an online learning program for K-12. This is part of a poster session at CUE 2011.
Applying NEASC Best Practices to Ensure the Quality of Online Programsmarando
Brandeis University’s Division of Graduate Professional Studies offers entire graduate certificate and degree programs via distance learning. This presentation illustrates how the Division recently applied NEASC Best Practices for Electronically Offered Degree and Certificate Programs to self-assess and assure the quality of its online programs, resulting in a successful re-accreditation.
These slides are part of the BbWorld17 Blackboard Learn Roadmap presentation given by Jim Chalex, VP for Product Management, Blackboard. These slides were compiled by Rodney B. Murray, PhD, with permission from Blackboard Inc.
Implementing an Online Learning InitiativeAndy Petroski
This is from a session at the e-Learning Revolution Conference at IU 13 on 6/24/15.
School districts creating their own online learning courses, with existing faculty and resources, often stumble with initial efforts as they try to apply existing models to a new learning environment. Join this session to explore strategies, tools, and processes that can support the transition to online learning and see
demonstrations of working models.
Blackboard Federal Learning Solutions, best practices, Federal Strategies Workshop, 04/10/13
Jennifer Roth
Sr. Regional Sales Executive
Blackboard Professional Education
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2. What is an eLMS?
• According to the American Society for Training and Development
(ASTD), “A Learning Management System (LMS) is a software
application for the administration, documentation, tracking,
reporting and delivery of e-learning education courses or training
programs.”[1]
• Colleges and universities use LMSs to deliver online courses and
augment on-campus courses
• A digital storage of course files is the minimum to qualify as a
learning management system
3. Our LMS Journey
Objective – Improve
student learning
outcomes
Implemented document
repository in Google
drive to align with CAA
Populated repository
with content over three
semesters
CAA Accreditation
Requirements –
document continuous
improvement in student
learning outcomes
Provided hosted
Blackboard course shells
for online and face to
face courses
Maintain continuous
cycle of improvement
Created Templates for
Course Syllabi
Decision Point – Going
forward need a scalable,
familiar and predictable,
cost effective solution
Deployed Google Apps
for Education
4. Our LMS Journey
Objective – Improve
student learning
outcomes
Implemented document
repository in Google
drive to align with CAA
Populated repository
with content over three
semesters
CAA Accreditation
Requirements –
document continuous
improvement in student
learning outcomes
Provided hosted
Blackboard course shells
for online and face to
face courses
Maintain continuous
cycle of improvement
Created Templates for
Course Syllabi
Decision Point – Going
forward need a scalable,
familiar and predictable,
cost effective solution
Deployed Google Apps
for Education
6. Our LMS Journey
Objective – Improve
student learning
outcomes
Implemented document
repository in Google
drive to align with CAA
Populated repository
with content over three
semesters
CAA Accreditation
Requirements –
document continuous
improvement in student
learning outcomes
Provided hosted
Blackboard course shells
for online and face to
face courses
Maintain continuous
cycle of improvement
Created Templates for
Course Syllabi
Decision Point – Going
forward need a scalable,
familiar and predictable,
cost effective solution
Deployed Google Apps
for Education
7. Deployed Google Apps
for Education
To Enable Collaboration
Converting MS Word Docs to Google Format
10. Our LMS Journey
Objective – Improve
student learning
outcomes
Implemented document
repository in Google
drive to align with CAA
Populated repository
with content over three
semesters
CAA Accreditation
Requirements –
document continuous
improvement in student
learning outcomes
Provided hosted
Blackboard course shells
for online and face to
face courses
Maintain continuous
cycle of improvement
Created Templates for
Course Syllabi
Decision Point – Going
forward need a
scalable, familiar and
predictable, cost
effective solution
Deployed Google Apps
for Education
14. Our LMS Journey
Objective – Improve
student learning
outcomes
Implemented document
repository in Google
drive to align with CAA
Populated repository
with content over three
semesters
CAA Accreditation
Requirements –
document continuous
improvement in student
learning outcomes
Provided hosted
Blackboard course shells
for online and face to
face courses
Maintain continuous
cycle of improvement
Created Templates for
Course Syllabi
Decision Point – Going
forward need a scalable,
familiar and predictable,
cost effective solution
Deployed Google Apps
for Education
15. Provided hosted
Blackboard course shells
for online and face to
face courses
Creating and Sharing Syllabi
PDF Syllabus Shared on Blackboard with Students
using Google Drive as main repository
Course Syllabus Created as Google Doc From Template by Instructor
Course Outline Template Created by Curriculum Coordinator
16. Our LMS Journey
Objective – Improve
student learning
outcomes
Implemented document
repository in Google
drive to align with CAA
Populated repository
with content over three
semesters
CAA Accreditation
Requirements –
document continuous
improvement in student
learning outcomes
Provided hosted
Blackboard course shells
for online and face to
face courses
Maintain continuous
cycle of improvement
Created Templates for
Course Syllabi
Decision Point – Going
forward need a scalable,
familiar and predictable,
cost effective solution
Deployed Google Apps
for Education
20. Our LMS Journey
Objective – Improve
student learning
outcomes
Implemented document
repository in Google
drive to align with CAA
Populated repository
with content over three
semesters
CAA Accreditation
Requirements –
document continuous
improvement in student
learning outcomes
Provided hosted
Blackboard course shells
for online and face to
face courses
Maintain continuous
cycle of improvement
Created Templates for
Course Syllabi
Decision Point – Going
forward need a scalable,
familiar and predictable,
cost effective solution
Deployed Google Apps
for Education
23. Our LMS Journey
Objective – Improve
student learning
outcomes
Implemented document
repository in Google
drive to align with CAA
Populated repository
with content over three
semesters
CAA Accreditation
Requirements –
document continuous
improvement in student
learning outcomes
Provided hosted
Blackboard course shells
for online and face to
face courses
Maintain continuous
cycle of improvement
Created Templates for
Course Syllabi
Decision Point – Going
forward need a
scalable, familiar and
predictable, cost
effective solution
Deployed Google Apps
for Education
26. Our LMS Journey
Objective – Improve
student learning
outcomes
Implemented document
repository in Google
drive to align with CAA
Populated repository
with content over three
semesters
CAA Accreditation
Requirements –
document continuous
improvement in student
learning outcomes
Provided hosted
Blackboard course shells
for online and face to
face courses
Maintain continuous
cycle of improvement
Created Templates for
Course Syllabi
Decision Point – Going
forward need a
scalable, familiar and
predictable, cost
effective solution
Deployed Google Apps
for Education
27. Decision Point – Going
forward need a scalable,
familiar and predictable,
cost effective solution
Phase II eLMS
Collaborate to Define Needs
Defining Phase II eLMS
• Its more than just a course files repository
• It should measure student performance and enable
proactive intervention by faculty to assist at risk
students and do so in a timely manner
Phase II eLMS Options
• Do Nothing
• Extend Existing Installation
• Buy/Build New Solution
28. Decision Point – Define
Steps in Improving Education
Outcome with an eLMS
29. Decision Point – Define
Strategic Goals and a Core Team
Executives
Provide
Strategic
Goals
Executives
Others
Consultants
CORE TEAM
I.T.
Faculty
Operations
Students
Procurement
Core Team
Gathers and
Evaluates
Tactical
Requirements
30. Decision Point – Define
Document Strategies and Distinct Drivers
Each Strategy becomes a Section
Use Core Team to create drivers for each section
Estimate the Cost/Effort/Reward for each driver
31. Decision Point – Define
Collaboration and
Agreement
Executives
Others
Consultants
CORE TEAM
I.T.
Faculty
Operations
Students
Procurement
33. Summary
eLMS is the most used system in our campus
ecology – it touches almost everyone
Evaluation and selection must be
collaborative
Future proof your selection
MOOCS, Videos, Distance Learning and
other policies must be considered
Editor's Notes
Thank you for the kind introduction. As you just heard, I’m Dr. Michael Dobe and I’ve been asked to speak with you today about e- Learning Management Systems. I thought the most useful way to approach this was to share some of our eLMS journey with you from the experience of International Horizons College. We’re a new College in Dubai offering a two year liberal arts degree (known as an associates degree) and supporting our students with their transfer to top schools in the United States for bachelor’s degree completion. This is what’s known as a 2+2 program in the United States. I could take up the whole half hour talking about the college, how great our students, faculty and staff are, but you came to learn about LMSes and not to get a marketing pitch for our College! I’d be glad to give any of you a tour of the College. In addition to our great people we have some pretty amazing facilities as well and it’s worth a trip to Business Bay to see us. The most important thing you need to know about the College for the purpose of this short talk is that we’re accredited by the CAA to deliver our program here in Dubai and the accreditation process is at the heart of everything we do at the College. BTW, You have a copy of these slides in your handout. Hopefully the animations and embedded videos in the PowerPoint will work for us this morning. I’ve made a copy of this presentation available on SlideShare.net if you wish to get a digital copy. My ID is mdobe. I believe the CAA will also make a digital copy available on their site as well.
It’s always useful to start with a definition of terms. Here’s the definition you’re referred to when you consult Wikipedia. Wikipedia refers you to the American Society for Training and Development. I think their definition is a good one, but I would modify it slightly to stipulate that the LMS can be profitably used to support administration, documentation, tracking and reporting in face-to-face courses and blended delivery models as well as purely online courses. Our starting point with the LMS journey began in 2011 with our first meetings with the CAA. The bottom line for us as a start-up college was that we needed a way to store course files for every course and we wanted that to be in a digital repository.
We need to be explicit about why we’d undertake a journey like this. Our objective in learning management is improving student learning outcomes.
The objective of the standards is that higher ed institutions in the UAE, as elsewhere, demonstrate that they have a continuous improvement process in place for documenting and ultimately improving student learning outcomes.
But where to store these documents? For easy reference and to allow us to share these documents, we deployed Google Apps for Education at the College.
The Accreditation Submission Docs (June 2012) Available on Google Drive at IHC as you see from this screenshot. We can control who has access to these documents as well as who has the ability to update or modify any of their contents.https://drive.google.com/a/ihc-dubai.com/folderview?id=0B6TBsBQObEc9X3NNbVcyMWFLU28&usp=sharing
Now that we had a system in place for digitizing, creating, sharing and collaborating, we approached the process for creating and maintaining course syllabi.
As our California partner school has made Blackboard available to us, we created course shells for all sections, whether this was in the 20% of classes students take online from the partner school or in the face-to-face classes we teach here on site in Business Bay in Dubai.
But most importantly, we keep all of the syllabi and other course files on Google Drive.
Here’s a screenshot of the Template for Comprehensive Instructor Review:https://docs.google.com/a/ihc-dubai.com/document/d/1gJg_NZxzTYTCxvwVw5QpuFCLsNuHsYwZs1-iXPSthms/edit
We’ve now populated the archive with materials for all the sections taught in the first two semesters that the College has been teaching students, and we’re assembling the documents as we go for the third semester, which is the current fall 2013 semester.
Here’s a snapshot of what that looks like. Pretty simple, but very effective. https://drive.google.com/a/ihc-dubai.com/folderview?id=0B7n4jkSfyM4dODNUcUFOamE1UVU&usp=sharing
It allows us to document our cycle of continuous improvement in student learning outcomes.
We’ve used this system to Localized Course Outlines in Google Drive:https://docs.google.com/a/ihc-dubai.com/file/d/0B7n4jkSfyM4dVHkyMGs3Z0F6NVk/edit?usp=sharing
So far, so good. But now that we’ve been operating for a year we are facing a decision point.
What we are lacking is not a course files repository. We have that. And it works very well. We’re not lacking a collaboration platform, since we also have that and are using it every day. What is missing is an automated system that will allow us to track student performance and intervene proactively in time to affect student learning outcomes. To achieve that objective, we have several options. Keep in mind that few institutions have actually achieved this. Many have spent lots of money building a course file repository with custom software or paying a lot of money for a commercial LMS, money we spent instead on things like MacBooks and student scholarships.
But what are the metrics that we should be tracking? What are the decision points where faculty need to intervene? And how do they intervene?Time to stop as administrators and listen to faculty. Time to build a team and assess the needs to get buy in before spending money.A Gallop study estimates that more than 300 Billion USD is lost due to disengaged employees. TALK ABOUT HOW IMPORTANT IT IS TO GET BUYIN LISTEN AND MAKE SURE PEOPLE ARE ACCOUNTABLE TO THE RESULTS.
JOKE: Progress: the continuing effort to make things to be as good as they used to be.One of the challenges in ESTABLISING ANY ENTERPRISE PACKAGE IS ………….is the fragmentation of materials, resources, tools, etc. around the topic. LMS PACKAGES MANDATE THE CONVERGENCE OF A large number of technical AREAS and functional KNOWLEDGE EXPERTS. One of the most difficult aspects is synthesizing them into meaningful activities, AND MAINTAINING MOMENTUM WHILE COORDINATING THE EFFORTS TO A TIMELINE ----- its not a core competency that most colleges have.
JOKE: Progress: the continuing effort to make things to be as good as they used to be.One of the challenges in ESTABLISING ANY ENTERPRISE PACKAGE IS ………….is the fragmentation of materials, resources, tools, etc. around the topic. ERP PACKAGES MANDATE THE CONVERGENCE OF A large number of technical AREAS and functional KNOWLEDGE EXPERTS. One of the most difficult aspects is synthesizing them into meaningful activities, AND MAINTAINING MOMENTUM WHILE COORDINATING THE EFFORTS TO A TIMELINE ----- its not a core competency that most companies have.
This chart is useful in showing difference of opinion as well as averages. Take the time to go back on these items and clarify with the evaluation team why the difference of opinion.Of course the conversation would need to occur across each of the items presented for the departments consideration.
We finally reach the graphical conclusion of our departmental surveys. We have here an enhanced chart that focuses on the Cost Effective Section, the other items are in the smaller charts and can be brought to the foreground. What can we learn from this chart? At this point the Core Team should be ready to aid on the construction of a highly meaningful RFP. The next step would be to vet the above with Leadership and then move into creation of a document that shows the convergence and validation of the needs and requirements.