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Pulling Off the Band-Aid Quickly
Thomas Cavanagh, Ph.D.
Associate Vice President, Distributed Learning
University of Central Florida
An LMS Transition Case Study
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PROVIDE A PROVEN METHOD FOR LMS
EVALUATION AND TESTING
Will offer a process template that has worked
elsewhere.
Will not recommend any single LMS or hosting
approach.
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How soon are you consideringan LMS search?
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• All LMS decisions should
be driven by teachingand learning
• Least expensive may not
equal “best”
#1 RULE FOR LMS SELECTION
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• Consider the next five years of
institutional need and growth
• Not just choosing for today’s students, butthe needs of tomorrow’s students
KEEP THIS IN MIND
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• Included features… – Teaching & Learning
– Social media
– Collaboration (live
conferencing) – E-Portfolios
– Analytics
– Rubrics
–Mobile
– Multi-institution support
– Priority of each
COMPARE APPLES TO APPLES
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• Key part of evaluating options
• Invite campus community, especially
faculty
• Transparency is vital
• Ample opportunity for questions
PRODUCT DEMONSTRATIONS
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• Less company boilerplate, more product
demonstration
• Show key T&L features (gradebook,assignments, discussions, etc.)
• Include showcase features (e.g., social
media, analytics, portfolio)
• Video record for those unable to attend
PRODUCT DEMONSTRATIONS
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PROVIDE
Website
•
Why• How
• When
• Demo Archives
• Transition Info
• System
Comparisons
• Training
Feedback
•
Faculty• Students
• Staff (HR, Finance)
• Paper
• Online Forms
• Focus Groups
RECEIVE
PROVIDE AND RECEIVE INFORMATION
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• Pilot all finalists
– Some free, some not
• Use real classes
– Real faculty, real students
PILOT TEST ALL SYSTEMS
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• Teaching and learning usability
• Integration with SIS /
Authentication
•
Admin tools testing – Granularity
• 3rd party tools
• Integrations (e.g., lecture
capture, Turnitin, Respondus)
• Publisher content, e-packs /
cartridges
• Special cases (e.g., large classes)
PILOT TEST ALL SYSTEMS
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• Real classes will expose both good
and bad
• You won’t be able to testeverything
• You won’t be able to satisfy
everyone
PILOT TEST ALL SYSTEMS
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• AFB Certified?
• Screen readers
• Ability to
moderate tests
• Review but verify
• Real users
• Is accessibility
part of company
ethos?
TEST ACCESSIBILITY
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• Policies & procedures
• Staffing plan
• Employee background checks
• Disaster recovery & businesscontinuity
• Physical & information security
EVALUATE SECURITY
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• Accounts management & access
control
• Patch management
• Network infrastructure• Remote access and VPN
• Firewall
• Malware controls
EVALUATE SECURITY
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CONSIDER SETTING UP “TIGER” TEAMS
“A tiger team is a group of experts
assigned to investigate and/or solve
technical or systemic problems.”
–
Wikipedia
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“TIGER” TEAMS
• One team for each system
– Faculty
– Instructional Design
– LMS Admins
– Integration Developers
– Programmers
– Technical Support (Faculty &
Student)
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Associate VP
MigrationProgram Mgr
System 1Tiger Team
System 2Tiger Team
System 3Tiger Team
ID Lead
Faculty
LMS AdminIntegrations
Programmers
Support
ID Lead
Faculty
LMS AdminIntegrations
Programmers
Support
ID Lead
Faculty
LMS AdminIntegrations
Programmers
Support
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BE HONEST WITH FACULTY
• Solicit volunteers for testing
• Only one system will be selected—
it might not be the one you test
• There will be challenges(technical, lack of system
knowledge) and risk of low evals:
if tenure track
• Need adventurous spirit and
willingness to be flexible
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WEEKLY MEETINGS
• Technical team
– Support issues
– Communication issues
• Extended Teams
– IT
– Faculty Center
• Each Tiger Team
– Best practices
– Features and usage
– “Therapy” sessions
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REQUIREMENTS CHECKLISTS & QUESTIONNAIRES
• Features
• Priority (1, 2, 3)
• Vendor comments
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• Posting Documents, Powerpoints, and PDFs: 90.3%
• Posting Course Announcements: 84.7% • Posting and Calculating Grades: 77.8 %
• Emailing Students and Colleagues: 76.4%
• Sharing links to outside websites: 59.7%
• Online Discussion Board: 50%
• Delivering Online Exams, Quizzes, and Surveys: 40.3%
• The “Assignment” tool: 38.9%
• Groups (group collaboration spaces): 27.8%
• Web 2.0 Tools: 25%
•
Calendar: 20.8% • Delivering SECURE online exams: 13.9%
• Chat: 12.5%
• Creating TurnItIn Assignments: 11.1%
• Virtual Classroom 1.4%
TED CURRAN SURVEY (SAMUEL MERRITT UNIV.)
http://www.tedcurran.net/2011/02/lms-evaluation-which-tools-do-faculty-use/
Current
LMSUsage
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University of Toronto
http://testsoft.ati.utoronto.ca/wordpress/avi/files/20
13/03/LMSEvalChecklist.pdf
University of Central Florida
http://teach.ucf.edu/resources/webcourses-
migration/lms-evaluation-checklist/
Broward Collegehttp://florida.theorangegrove.org/og/items/15c2f0cb-
6e11-26a7-bc7b-79befba85922/1/
EVALUATION CHECKLISTS
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REQUIREMENTS CHECKLISTS & QUESTIONNAIRES
• Useful comparisons
• However, should be considered as
only preliminary (manyaffirmative responses)
• Not much differentiation
• Pilots are much more useful
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COMMUNICATION, COMMUNICATION, COMMUNICATION
• Impossible to over communicate
with campus community—
especially faculty
• Multiple channels
– Workshops, email, website,
meetings, etc.
• Emails often don’t get read
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FACULTY INPUT VS. FACULTY DECISION
• Most important criterion
• Solicit input from all faculty
• Not a vote
• IT can override faculty preference
based on technical issue – SIS integration
– Security
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• Prix Fixe (all inclusive)
• A la carte (menu of choices)
PRICING MODELS
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• A la carte options
– Core platform
– Analytics
– E-portfolio – Mobile
– Conferencing
– Notifications
• All in one package
PRICING OPTIONS
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• Consider future institutional needs
• With a la carte options, be sure you are
comparing apples to apples• Support
• Training resources
• Term
•
Maintenance• Escalation
• Value over price
PRICING OPTIONS
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• RFP vs. Sole Source
– Depends upon your
regulations and policies
(public vs. private)
• Consortium / System pricing
– Statewide
–
Internet 2 Net+
CONTRACT OPTIONS
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• Price important but must be in
context.
•
What will tomorrow’s studentsneed?
• Price must be weighed against
features and services received.
• Lowest total cost may not
represent the best value.
VALUE IS MORE IMPORTANT THAN PRICE
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If your institution is small or
has limited resources for
evaluation and implementation
planning, there are consulting
groups who can assist.
CONSULTANT ASSISTANCE
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• Provider materials
• Provider sessions (live and online)
• Online materials from other institutions
• Live workshops• Open labs
• Recorded sessions
• Documentation
• Videos• Small, granular tutorials for discrete
actions
TRAINING
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• “Soft Launch” as prep for wider
institutional use
INITIAL DEPLOYMENT
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• “Soft Launch” as prep for wider
institutional use
• Advantages/Disadvantages to slow
vs. quick timeline
INITIAL DEPLOYMENT
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• “Soft Launch” as prep for wider
institutional use
• Advantages/Disadvantages to slow
vs. quick timeline• More time for training/prep vs. rip
the Band-Aid off quickly
INITIAL DEPLOYMENT
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• “Soft Launch” as prep for wider
institutional use
• Advantages/Disadvantages to slow
vs. quick timeline• More time for training/prep vs. rip
the Band-Aid off quickly
• Admins and tech staff should
eliminate as much faculty work
migrating as possible
INITIAL DEPLOYMENT
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• Faculty roundtables / conference
• More faculty-driven than staff-
driven
• Focus on peer sharing
POST IMPLEMENTATION TIPS & TRICKS
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Write this down…
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Write this down…
You will never satisfyeveryone.
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• Consider future institutional needs andpriorities
• If possible, evaluate total value over price
• Review documentation but test everything• Involve faculty at all stages
• Communicate, communicate, communicate
• Accept that you can’t please everyone
KEY LESSONS
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Pulling Off the Band-Aid Quickly
An LMS Transition Case Study