The document summarizes the process undertaken by Purchase College to migrate from their existing learning management system, Blackboard, to Moodle. It describes how a faculty task force evaluated options, conducted faculty and student surveys, and piloted Moodle courses. It also outlines the multi-year transition plan, including establishing a Moodle production system, providing training workshops, and assisting faculty with course migration. Key drivers for the decision to adopt Moodle included its focus on teaching and learning, robust activity tools, and lower costs compared to commercial alternatives.

1. Migrating to Moodle: Faculty, Student and Technology Perspectives Keith Landa Purchase College SUNY http://www.slideshare.net/keith.landa What? Why? How?

2. Learning management system (LMS) Virtual learning environment (VLE) Open source - Created by ed, for ed Moodle community - http:// moodle.org Pedagogical origins - Focus on student learning - Emphasis on activities and student engagement International

7. LMS review @ Purchase (idealized) Fall 2008 : establish faculty task force; faculty survey of desired features; selection criteria (teaching/learning tools, tech support, cost); sandbox for each alternative LMS; compare representative demo courses; recommendation to faculty Spring 2009 : establish production system; communications plan; pedagogy/training workshops; JIT tutorials; course conversion assistance Context : faculty dissatisfaction with Blackboard; superficial use of LMS; escalating costs Summer 2009 : course conversion and course prep Fall 2009 : migration to new LMS complete

8. LMS review @ Purchase (realized) Fall 2008 : faculty task force established (yes); faculty survey (yes); selection criteria (ambivalence among task force); no formal recommendation to faculty by end of semester Spring 2009 : production system established; pilot Moodle courses (~20); student survey (key driver); ongoing communication; development of general sense among faculty that ‘we’re going with Moodle’…. Context : faculty dissatisfaction with Blackboard; superficial use of LMS; escalating costs Summer 2009 : summer faculty workshop series (new); course conversion and course prep; consolidation of electronic reserves into Moodle courses Fall 2009/Spring 2010 : transition year; one more year of Blackboard; faculty encouraged/assisted to move courses to Moodle; ongoing Moodle workshops; termination of Blackboard at end of year

10. Faculty qualitative responses Blackboard likes : announcements; document storage/delivery; not having to photocopy materials; easy to navigate / simple interface; available to students anywhere; discussion forums; gradebook; “nothing to like about it” Blackboard dislikes : too static; clunky interface; too many clicks to do anything; enrolling students; entering grades; difficult to format and add forum posts; can’t upload multiple documents; cumbersome assignments and quizzes; doesn’t handle media files well; no blogs & wikis Blackboard wishes : reuse courses easily; blogs & wikis; TurnItIn; more user-friendly discussion forums; merge Blackboard and ERes; better quiz functionality; more integrated listserv, Blackboard, ERes functions; interface with ArtSTOR and EmbARK

11. Faculty Blackboard uses

13. LMS review @ Purchase (realized) Fall 2008 : faculty task force established (yes); faculty survey (yes); selection criteria (ambivalence among task force); no formal recommendation to faculty by end of semester Spring 2009 : production system established; pilot Moodle courses (~20); student survey (key driver); ongoing communication; development of general sense among faculty that ‘we’re going with Moodle’…. Context : faculty dissatisfaction with Blackboard; superficial use of LMS; escalating costs Summer 2009 : summer faculty workshop series (new); course conversion and course prep; consolidation of electronic reserves into Moodle courses Fall 2009/Spring 2010 : transition year; one more year of Blackboard; faculty encouraged/assisted to move courses to Moodle; ongoing Moodle workshops; termination of Blackboard at end of year

16. n=94 n=93

17. n=75 n=78

18. n=91 n=91

19. n=87 n=86

20. n=79 n=76

21. Student comments http://www.wordle.net

22. n=95

23. LMS review @ Purchase (realized) Fall 2008 : faculty task force established (yes); faculty survey (yes); selection criteria (ambivalence among task force); no formal recommendation to faculty by end of semester Spring 2009 : production system established; pilot Moodle courses (~20) ; student survey (key driver); ongoing communication; development of general sense among faculty that ‘we’re going with Moodle’…. Context : faculty dissatisfaction with Blackboard; superficial use of LMS; escalating costs Summer 2009 : summer faculty workshop series (new); course conversion and course prep; consolidation of electronic reserves into Moodle courses Fall 2009/Spring 2010 : transition year; one more year of Blackboard; faculty encouraged/assisted to move courses to Moodle; ongoing Moodle workshops; termination of Blackboard at end of year

24. Why Moodle @ Purchase? Focus on teaching & learning - Robust set of activities & resources - Add-on modules from the community - Moodle development pathway Costs - No licensing costs - Similar support costs Risk management - Risks of open source - Commercial products have different risks Integration - Other systems - Web 2.0 world Flexible open architecture

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