Learning Management System Migration Plan: Vista > Connect
|
|
|
- Alicia Chase
- 10 years ago
- Views:
Transcription
1 Learning Management System Migration Plan: EXECUTIVE SUMMARY: Between November 2012 and June 2013, online components of LFS credit courses will be moved to the new Learning Management System (LMS), Connect. The timing and the structure of the LFS transition is designed to support teaching excellence by building in longer-than-average windows for instructor training and course development. The LFS Learning Centre has developed this migration plan with input from UBC IT and CTLT. These partners will activate the migration of course content as requested by LFS. The LFS Learning Centre continues to provide instructional support, training, and collaboration on course design. LFS will partner with CTLT to provide workshops and training sessions customized to LFS needs. Contents: EXECUTIVE SUMMARY: 1 RATIONALE 2 MIGRATION PLAN 2 Migration Timing 2 Training and Professional Development 3 Scheduled Workshops 3 Additional Resources 4 Communications and Consultation 4 LFS Teaching Community Opportunities 4 Targets, Outcomes, and Monitoring 5 Preparing your course after migration 5
2 RATIONALE The transition is UBC-wide and required to move from the obsolete Vista platform to the new Connect LMS. The new LMS was selected by the UBC Learning Technologies Advisory Committee. The UBC deadline for leaving Vista is summer 2013, with no new Vista sections being created after April LFS courses previously offered in Vista will be offered in Connect from May 2013 onward. Although some other faculties and all of UBCO moved to Connect in Fall 2012, the LFS plan allows more time for LMS stability and performance improvements to be addressed before LFS instructors and students are fully on board. The LFS plan migrates courses from Vista to Connect so that, in most cases, instructors will have two terms from the end of a Vista section to the time the course is taught in Connect. This is designed to support a smooth transition, training, and opportunities for course updates. MIGRATION PLAN Migration Timing Courses from the Summer sessions of 2012 have been sent to UBCIT for conversion. Courses ending in November 2012 will be converted to Connect in January / February The instructor will have until September 2013 to become comfortable with Connect and to make updates to the course. There are a few exceptions: courses to be taught again in the second term will remain on Vista for Term 2 and won t be converted to Connect until May All remaining Vista courses will be sent for conversion in May Here s the timing for conversion to Connect: Courses that start will be taught using available to instructors January 2013 Vista November May 2013 Connect January 2013 September 2013 Connect February 2013 January 2014 Connect June 2013 An interactive timeline describing the LFS Connect Migration process can be found here: 2
3 Training and Professional Development Training will include: scheduled workshops tutorials and instructions via online resources assisted lab sessions combining training and course updates in-person training with LFS instructional support staff. The LFS Learning Centre will collaborate with UBC IT and CTLT to make use of their existing resources and expertise, as well as continuing to provide the in-person and customized support that advances LFS teaching readiness in the online environment. Instructors will receive invitations to workshops and drop-in supervised lab sessions, held in LFS and at UBC CTLT. Any instructor needing specific help can visit the Learning Centre, arrange an office visit, or use the LFS Learning Centre instructional Support live online office. Many instructors prefer to learn a new learning management system while they accomplish work on their course, rather than expending effort on an empty practice course. The LFS plan supports the productivity of direct work on courses. Scheduled Workshops Session title Hosted by Location Facilitator(s) Dates Connect I: Introduction to Teaching Using Connect Connect II: Basics & More Hosted Lab: Designing and Refining Your Course in Connect LFS Learning Centre FNH, LFS Learning Centre FNH, LFS Learning Centre IKBLC; February, May, August, and November 2013 March, May, August, November, 2013 January 2014 ongoing 3
4 Additional Resources LFS Learning Centre Instructional Support Online Office: Using Blackboard Collaborate: Web Resources: Connect Instructor Resources UBC Connect Professional Development Resources: CTLT Connect Institute Demonstration / Model Connect course The LFS Learning Centre is evaluating the option to develop a simple Connect course to be provided to all instructors as a resource and example. Communications and Consultation A combination of print, electronic and in-person communications support the LFS migration to Connect. Updates will be communicated through LFS Today, , Community meeting announcements, and Learning Centre blog postings. Individual instructors will be asked to review the plan for their courses. UBC IT and CTLT will provide technical feedback and schedule windows for their services. Electronic and paper posters or flyers will be provided LFS Teaching Community Opportunities The transition to Connect presents an opportunity for collaboration within and beyond the LFS teaching community. The Learning Centre will organize sessions to facilitate capacity-building, with an emphasis on realistic, effective practices in support of pedagogical goals. Examples include designing and managing group work, effective assessments, and efficient marking. 4
5 Targets, Outcomes, and Monitoring In order to monitor the quality and effectiveness of the LFS migration to Connect, a number of measures will be used to indicate success or the need to provide additional support. Qualitative outcomes: instructor preparedness course design improvements positive teaching and learning experiences for instructors and students. The stability and usability of the Connect platform, while not within the control of the LFS Learning Centre, will be monitored. Information on alternatives and backup resources will be provided to instructors and students. Existing / available quality monitoring methods: the LFS Learning Centre s Request Ticket tracking system. in-person check-ins with instructors visual review of online courses monitoring of system stability based on UBC IT and CTLT reporting Learning Centre staff participation in technical discussions of LMS problems and solutions standard student evaluations of teaching, and electronic formative review surveys for student and instructor feedback during courses Preparing your course after migration The migration process copies Vista content and structure into Connect. In most cases, CTLT will be providing a cleanup service to correct HTML and other minor technical problems that may occur in the transition. Once you access your migrated course, please follow the checklist for migrated courses. Checklist located at: Questions? Please contact the Learning Centre for assistance. LFS Learning Centre Instructional Support mailto:<[email protected]> 5
Request for Proposal ecampus 2015-16 Technology Equipment Program
Request for Proposal ecampus 2015-16 Technology Equipment Program ecampus, Academic Technology San José State University Instructional Resource Center (IRC) 206 One Washington Square, San José, CA 95192-0026
Blackboard Pilot Report July 12, 2013
Blackboard Pilot Report July 12, 2013 Introduction DeSales will adopt Blackboard Learn 9.1 as its Learning Management System to replace ANGEL in AY 2013-14. All courses starting on or after August 19th,
Performance Management Process. Department of Human Resources Presented by: Wendy Davis
Management Process Department of Human Resources Presented by: Wendy Davis 1 Agenda Why Management? Management Cycle Roles Job Descriptions Goal Setting and Development Plan Mid Year Review Self Assessment
Roles, Responsibilities and Expectations for Developing and Teaching Online Courses in Continuing and Distance Studies
CONTINUING AND DISTANCE STUDIES FACULTY OF ARTS AND S CIENCE Roles, Responsibilities and Expectations for Developing and Teaching Online Courses in Continuing and Distance Studies www.queensu.ca/artsci_online
UCLA Undergraduate Fully Online Course Approval Policy
Introduction The use of technology for instruction has been growing and innovative uses of online interaction have become more common. UCLA undergraduate students have responded well to these new learning
PROGRAM DESIGN. Our design process, philosophy and values.
PROGRAM Our design process, philosophy and values. Program Design and Development is one of our core services in which we work with faculty to design and develop courses that are part of a new or redesigned
UNC LMS Test Environment and Procedures Last Revised 10 13 2009 1
UNC LMS Test Environment and Testing Procedures The purpose of this document is to document the current environment and recommend procedures for evaluating and testing of new tools and new versions of
WHEELOCK COLLEGE FACULTY DEVELOPMENT AND EVALUATION PROGRAM
WHEELOCK COLLEGE FACULTY DEVELOPMENT AND EVALUATION PROGRAM REVISED SPRING 2011 TABLE OF CONTENTS Development And Evaluation Process: Tenure Track Faculty... 4 Overview Of Mentoring And Evaluation Process
Library Information Literacy Instruction Service Guideline
Library Information Literacy Instruction Service Guideline Implementation Date: June 2012 Replaces: June 2010 Table of Contents Section Description Page 1.0 Goal of Information Literacy Instruction Service
DEVELOPING A DISTANCE EDUCATION CLASS TECHNOLOGY MEDIATED INSTRUCTION (http://www.ccsf.edu/services/tmi/application_develop_online.
DEVELOPING A DISTANCE EDUCATION CLASS TECHNOLOGY MEDIATED INSTRUCTION (http://www.ccsf.edu/services/tmi/application_develop_online.pdf) This packet contains the following information: 1. Priorities Used
Engineering Technology Department Bylaws 2011
Engineering Technology Department Bylaws 2011 ARTICLE l. DEPARTMENTAL MEMBERSHIP 1.1 Membership in the Engineering Technology Department consists of all persons holding academic rank in the department.
HISTORICALLY BLACK COLLEGES AND UNIVERSITIES (HBCU) MASTER S DEGREE STEM PROGRAM. Proposal 2014-2015. (P382G090012-14 Year 6 of 2009-2015 Grant Cycle)
HISTORICALLY BLACK COLLEGES AND UNIVERSITIES (HBCU) MASTER S DEGREE STEM PROGRAM Proposal - (P382G090012-14 Year 6 of 2009- Grant Cycle) NARRATIVE: The HBCU Master s degree program will strengthen and
T r i t o n C o l l e g e Assessment Planning and Reporting Tool ACADEMIC PROGRAMS
Assessment Plan # 1 Academic Year: 2012-2013 Completion Status: Completed / updated on: Ensure accurate curriculum for Emergency Program Curriculum of EMP 121 and 1. Course objectives, class time, description
Ivy Tech Community College of Indiana
Ivy Tech Community College of Indiana POLICY TITLE Faculty Considerations for Distance Education and Use of Blackboard POLICY NUMBER ASOM 7.5 (formerly APPM 5.1 & 5.2) PRIMARY RESPONSIBILITY Ivy Tech Online
CONTINUING EDUCATION APPROVAL PROGRAM GUIDELINES
NATIONAL ASSOCIATION OF SOCIAL WORKERS CONTINUING EDUCATION APPROVAL PROGRAM GUIDELINES 2011 National Association of Social Workers. All Rights Reserved. 750 First Street, NE, Suite 700 Washington, DC
Hybrid Courses: Obstacles and Solutions for Faculty and Students. Robert Kaleta Director, Learning Technology Center University of Wisconsin-Milwaukee
For more resources click here -> Hybrid Courses: Obstacles and Solutions for Faculty and Students Robert Kaleta Director, Learning Technology Center Carla Garnham Instructional Innovator, Learning Technology
INSTRUCTIONAL DESIGN
INSTRUCTIONAL DESIGN 1 EPSE 401, SECTION 951 (3 CREDITS) July 6 July 24, 2015 Monday to Friday 8:00-10:20am Scarfe Rm 210 Instructor: Erin McGinley, M.Ed Office Hours: By appointment. e-mail: [email protected]
Blackboard to Canvas Migration Project Status. Helen Chu, Director, Academic Technology. 6/5/15 University of Oregon
Blackboard to Canvas Migration Project Status Helen Chu, Director, Academic Technology 6/5/15 University of Oregon Blackboard to Canvas Migration Project Status June 5, 2015 Table of Contents Executive
MEDICAL CENTER LIBRARIES & TECHNOLOGIES (MCL&T) Division: Health Sciences (90) Department: Edward G. Miner Library (0050)
POSITION DESCRIPTION (MCL&T) Division: Health Sciences (90) Department: Edward G. Miner Library (0050) INCUMBENT S NAME: [position is vacant] DATE: June 30, 2015 FUNCTIONAL TITLE: Instructional Design
PRODUCTION STAGE PRE-LAUNCH STAGE LAUNCH STAGE. knowledge or content. skills. advises on pegagogy and course design to.
PROPOSAL STAGE PRODUCTION STAGE PRE-LAUNCH STAGE LAUNCH STAGE PROPOSED ON-LINE COURSE DESIGN PROCESS FOR NIAGARA COLLEGE conversion of a fully on-line course is proposed creation of a new fully on-line
Blackboard File & Content Management
Blackboard File & Content Management Welcome to Tarleton State University's Blackboard 8! Blackboard is the online Learning Management System (LMS) of Tarleton State University. Blackboard enables the
Support and Process for Developing Online and Blended Courses
CONTINUING AND DISTANCE STUDIES FACULTY OF ARTS AND SCIENCE www.queensu.ca/artsci_online Support and Process for Developing Online and Blended Courses A. Introduction to Continuing and Distance Studies......
Graduate Teaching and Learning Program Overview
Graduate Teaching and Learning Program Overview Welcome to the Graduate Teaching and Learning (GTL) program, an initiative of the Faculty of Graduate Studies and Research (FGSR) and participating departments
Table of Contents. Executive Summary...1. Complete List of Project Activities...5. Results and Evaluation...7. Proposed Recommendations...
Table of Contents Executive Summary...1 Project Overview/Introduction Including Objectives...3 Complete List of Project Activities...5 Results and Evaluation...7 Proposed Recommendations...9 Appendix:
TerreWeb Film Workshop Feedback Report
TerreWeb Film Workshop Feedback Report September 14-16, 2012 Contents Original Mix Proposal... 1 Mix Description... 2 Date... 2 Description... 2 Link to Videos... 3 Post-Workshop Publicity... 4 Mix Feedback:
DHS Policy & Procedure for Promotion of Clinical Faculty
DHS Policy & Procedure for I. Introduction A. These standards and evaluation criteria are used to operationally define the qualifications expected for appointment or promotion of clinical faculty in the
The University of Western Ontario Arthur Labatt Family School of Nursing. MScN Thesis Guidelines
The University of Western Ontario Arthur Labatt Family School of Nursing MScN Thesis Guidelines Completion of a master s thesis is a required milestone in the MScN program. By participating in the generation
Subject Experience Survey Instrument Questions
Quality of Teaching and Learning - Subject Review Procedure SCHEDULE A Subject Experience Survey (SES) SCHEDULE Subject Experience Survey Instrument Questions The SES is structured so as to have a group
SUNY Learning Network Service Level Agreement Blackboard Learn Application and Hosting Services
SUNY Learning Network Service Level Agreement Blackboard Learn Application and Hosting Services Scope The SUNY Learning Network (SLN) offers SUNY campuses a managed hosting environment for the Blackboard
Graduate Student Handbook
Graduate Student Handbook Department of Exercise Science and Health Promotion Boca Campus Revised May 17, 2014 INDEX 1. Flow chart of Student actions... 3 2. Departmental Policies... 4 3. Selecting a study
Nursing Informatics Integration in a 4 year BSN Program. June Kaminski, RN MSN PhD St CNIA President-Elect [email protected]
Nursing Informatics Integration in a 4 year BSN Program June Kaminski, RN MSN PhD St CNIA President-Elect [email protected] Rationale Curriculum supported Nursing Informatics as a central thread Stressed
Dr. Jennifer Lerner, Northern Virginia Community College Lametha Northern, Delaware County Community College Jennifer Koster, Piedmont Virginia
Dr. Jennifer Lerner, Northern Virginia Community College Lametha Northern, Delaware County Community College Jennifer Koster, Piedmont Virginia Community College Smarthinking at NOVA s Extended Learning
21 ST CENTURY LEARNING SOLUTIONS
21 ST CENTURY LEARNING SOLUTIONS MEDIA DEVELOPMENT CAPABILITIES BROCHURE 21 ST CENTURY LEARNING SOLUTIONS, INC. media team profile At 21st Century Learning Solutions (21CLS), our media team creates cutting
SVCC Exemplary Online Course Checklist
SVCC Exemplary Online Course Checklist Purpose of the SVCC Exemplary Course Checklist The SVCC Exemplary Course Checklist has been created to: guide faculty as they prepare a course for online instruction
Moodlerooms Features & Services
Moodlerooms Features & Services WHAT IS MOODLEROOMS Moodlerooms features and services, are here to work with you and for you. We have it all. From hosting, implementation, support, training, course conversion,
INFORMATION FOR GRADUATE STUDENTS IN BIOCHEMISTRY. Department of Chemistry and Biochemistry Utah State University, Logan, Utah
Biochemistry Graduate Program Approved July 2014 INFORMATION FOR GRADUATE STUDENTS IN BIOCHEMISTRY Department of Chemistry and Biochemistry Utah State University, Logan, Utah The Department of Chemistry
Joint Master in Information Security and Data Management (ISDM)
PROJECT CONCEPT PAPER Joint Master in Information Security and Data Management (ISDM) First draft: Dr. Derar Eleyan, Palestine Technical University-Palestine. Key Action 2: Capacity Building in the Field
Theory and Practice of Professional Communication Degree Requirements
Curriculum Overview Theory and Practice of Professional Communication Degree Requirements Students in the TPPC program must complete a minimum of 60 approved semester credits beyond their master s degree.
The first step is to determine why you are putting on the event. Some questions that may help you clarify what you are doing and why include:
So, you re going to plan a big event, but you don t know where to start. Don t panic. This information is designed to help you through this process and smooth out the rough spots of planning and preparing
MADELEINE (LYNN) FOORD, PH.D., M.ED., PT 617-643-0875 * [email protected]
Enthusiastic educational professional with proven track record in faculty development, adult and student learning, program development and leadership, integration of learning technologies, and assessment.
Pierce College Program Review
Pierce College Program Review Department or Discipline: COUNSELING Date submitted: OCTOBER 29, 2009 Contact person: RUDY DOMPE Pierce College Program Review is intended to be a reflective process that
MEPI Connect An Open Source Graduate Tracking Software System: Resource Requirements to Customize and Implement the System
MEPI Connect An Open Source Graduate Tracking Software System: Resource Requirements to Customize and Implement the System Version 1.0: January 2015 Michael Drane, Rebecca Bailey, and Rachel Deussom, IntraHealth
Betzi L. Bateman. [email protected] www.betzibateman.com. Education
Betzi L. Bateman [email protected] www.betzibateman.com Education Kent State University, Kent, OH Ph.D. candidacy reached January 2010 (did not complete dissertation or Ph.D.) Major: Educational
8.38.1.2.4 Online Program. An academic program that contains only online courses.
8.38 ONLINE COURSE POLICIES [Administrative Updates 9/9/14] 8.38.1 Institutional Context 8.38.1.1 Introduction. Online courses and programming involving significant online delivery can be educationally
Converting a Face-to-Face Course to a Hybrid Course
Converting a Face-to-Face Course to a Hybrid Course A research paper by Stephanie Delaney For College Teaching EDAD 966 Introduction Hybrid courses blend the best of face-to-face classes with online learning.
FACULTY READINESS PROCESS FOR HYBRID COURSE DELIVERY CURRY COLLEGE
FACULTY READINESS PROCESS FOR HYBRID COURSE DELIVERY CURRY COLLEGE Introduction Through its Strategic Plan, Curry College has committed to developing and delivering academic programs in using a hybrid
Table of Contents TCC Online Learning Department - Guidelines for Online Courses... 3
Tulsa Community College Online Learning Department - Guidelines for Online Courses Table of Contents TCC Online Learning Department - Guidelines for Online Courses... 3 Purpose Statement... 3 Online Learning
Texas Wesleyan University Policy Title: Distance Education Policy
Texas Wesleyan University Policy Title: Distance Education Policy Policy Statement Texas Wesleyan University recognizes the goal of distance education is to increase accessibility to learning by providing
Chapter 2. Developing a Marketing and Promotion Plan
Chapter 2 Developing a Marketing and Promotion Plan 11 2. DEVELOPING A MARKETING AND PROMOTION PLAN In This Section This section covers how to lay the groundwork for implementing your approach to marketing
Graduate Program Policies and Procedures
The University of British Columbia Department of Physics & Astronomy Graduate Program Policies and Procedures May 2007 Table of Contents 1 Introduction 4 2 Programs 4 3 Admissions 4 3.1 Eligibility 4 3.2
2015-16 and 2016-17 College Planning Priorities Detailed Description of Challenges and Initiatives. I. Accreditation
2015-16 and 2016-17 College Planning Priorities Detailed Description of Challenges and Initiatives I. Accreditation Establish regular and ongoing processes to implement best practices to meet ACCJC standards.
Replacing Locally Hosted LMS with Cloud- based SaaS Solution: An Institutional Study
Replacing Locally Hosted LMS with Cloud- based SaaS Solution: An Institutional Study Crusher Wong, City University of Hong Kong Background Suppor&ng WebCT from 1998 Adop&on of Blackboard in Faculty of
South Georgia State College Distance Learning Policy
South Georgia State College Distance Learning Policy Mission The South Georgia College Mission remains that of a commitment to excellence in education to promote critical thinking and higher levels of
UC MEXUS CONACYT Postdoctoral Research Fellowships for Mexican Ph.D.s at University of California Campuses and for UC Ph.D.s at Mexican Institutions
UC MEXUS CONACYT Postdoctoral Research Fellowships for Mexican Ph.D.s at University of California Campuses and for UC Ph.D.s at Mexican Institutions 2015-2016 Deadline for Receipt of Proposals: March 2,
Annual Activity Report
Annual Activity Report Instructions: This report should address only activities that occur in the academic year for which the report is prepared, with the exception of your curriculum vita. Your Annual
Program Personnel Standards Approval Form. Disciplrne: Nursing. ','J1* )lplll. RTP Committeehair Date i
Program Personnel Standards Approval Form Disciplrne: Nursing ','J1* )lplll RTP Committeehair Date i Introduction Relationship of Discipline Standards to CSU Channel Islands Program Standards To understand
Graduate Program Policies and Procedures
The University of British Columbia Department of Physics & Astronomy Graduate Program Policies and Procedures Sept 2011 Table of Contents 1. Introduction!... 4 2. Programs!... 4 3. Admissions!... 4 3.1.
Northeastern State University Online Educator Certificate
Northeastern State University Online Educator Certificate Purpose Beginning in October 1999, the Northeastern State University Distance Learning Advisory Committee (now the Center for Teaching and Learning
Teaching large lecture classes online: Reflections on engaging 200 students on Blackboard and Facebook
Teaching large lecture classes online: Reflections on engaging 200 students on Blackboard and Facebook By Marcus Messner, Ph.D. Assistant Professor, VCU School of Mass Communications VCU Online Learning
Online Teaching and Learning
Teaching online requires faculty members to shift their roles from instructor to facilitator or coach. Content shifts to customized materials and learning includes many active components. Simonson, Smaldino,
Developing Research & Communication Skills
Developing Research & Communication Skills Guidelines for Information Literacy in the Curriculum Executive Summary This handbook provides colleges and universities with suggestions for how they might develop
DEANSHIP OF ACADEMIC DEVELOPMENT e-learning Center GUIDELINES FOR
DEANSHIP OF ACADEMIC DEVELOPMENT e-learning Center GUIDELINES FOR REVISED: MAY 2011 TABLE OF CONTENTS Page 1. INTRODUCTION 01 1.1 Overview 01 1.2 Definition of Online Courses 01 2. APPLYING FOR THE GRANT
Assessment Findings and Curricular Improvements Department of Psychology Undergraduate Program. Assessment Measures
Assessment Findings and Curricular Improvements Department of Psychology Undergraduate Program Assessment Measures The Department of Psychology uses the following measures to assess departmental learning
Academic/Instructional Methodologies and Delivery Systems. Classroom Instruction
Academic/Instructional Methodologies and Delivery Systems ITT Technical Institutes are institutes of higher learning that are committed to offering quality undergraduate and continuing education locally,
Department of Design: Master Assessment Plan (Revised May 2013) Department: Design. Assessment Coordinator: Dr. Elsi Vassdal Ellis
Department of Design: Master Assessment Plan (Revised May 2013) Department: Design Assessment Coordinator: Dr. Elsi Vassdal Ellis Departmental Mission: In support of the mission of Western Washington University
Assessment Plan PhD in English & Comparative Literature, University of Cincinnati
Assessment Plan PhD in English & Comparative Literature, University of Cincinnati March 2015 Program Overview: Graduate studies in English at the University of Cincinnati began in 1906, and by 1913, the
Computer Programming Richard Hoagland, Rand Riness 2009-11 Assessment Report. Criteria
Outcome 1: Student learning Students will demonstrate comprehensive skills in planning, creating, and debugging programs CIS 242 (): not taught over this period CIS 266 (over both years): B CIS 284 (Winter
AUGUST 2015. Register for our workshops on Academica. Workshops. Consultation Services. otl.wayne.edu
AUGUST Workshops Introduction to Blackboard Would you like to make the most of your Blackboard site? This workshop focuses on the design, development, and organization of hybrid, traditional, and online
Action Project 11. Project Detail
Action Project 11 Title: "Ready, Set, College!" - GED Transition Program Version: 1 Institution: Blackhawk Technical College Status: Active Submitted: 2014-08-06 Category: 2 - Meeting Student and Other