The Final Report:

2. The Final Report: • delivered to AITAC, CITSC, and SMT (on Jan. 21) • SMT accepted all recommendations, however… • “It is the recommendation of the L.M.S. Review Working Group that the Recommended Product be the primary system at the College. “

3. The Final Report: • delivered to AITAC, CITSC, and SMT (on Jan. 21) • SMT accepted all recommendations, however… • “It is the recommendation of the L.M.S. Review Working Group that the Recommended Product be the primary system at the College. “ sole

4. Contract Negotiations: • Contract negotiation team struck in early February • Team met several times, twice with the vendor, to craft a Mohawk-specific agreement • Based on the vendor’s Master Agreement • Negotiations were smooth, respectful, with few if any sticking points • The vendor used legal counsel throughout

5. Where’s the Contract? • The negotiation team and the vendor developed what appeared to be a mutually satisfactory contract • College lawyers reviewed the document • Subsequent versions were vetted • A College-wide communiqué was sent out • We’re done. It’s Desire2Learn.

6. The Mohawk Contract: • includes several price reductions for the College • includes provision for : • full number of licenses • full licensing for the L.O.R. • partial licensing for e-Portfolios • includes the vendor’s hosting service (learning environment and testing environment)

7. The First Look: • Connections ’09 May 6 – 7 • “A First Look @ Mohawk’s New L.M.S.”60 minute presentation and demonstration • “D2L: a Q & A Session for Faculty”60 minute discussion and demonstrations

8. What’s Next?

10. “With eLearning we’re not just introducing new technology for learning – we are introducing a new way to think about learning.” Rosenberg (2001)

11. e-Learning: • The use of information and communications technology in teaching and learning. • It includes Learning Management Systems, electronic presentations, interactive games, on-line simulations, quizzes, discussions and other learning activities which are accessed through computers and wireless devices.

12. Why are we here? LMS Review Mohawk College Strategic Plan 2008-2009 e-Learning Strategy Operational Plans Program Review and New Program Development Processes 5 Year Strategic Enrolment Plan (2008 – 2013)

13. An e-Learning Vision for Mohawk • students and learning are at the heart of all we do • courses are strategically designed to include a significant integrated online component • students attend face-to-face classes when this is essential for learning • course delivery is designed to provide greater flexibility in learning and supports students to become life-long learners • standardization and consolidation of online platforms

14. Our students expect: • to communicate with us electronically and to accesscontent on-line • to be provided with good tools • their courses to have and use quality on-line learning spaces • faculty to have proficiency with the tools they use • rewarding e-Learning experiences ...as informed by e-Learning Services surveys

15. Session Goals: • Facilitate discussions across the college with the intention of clearly defining a vision and direction for e-Learning • Work to ensure the academic transition to a new LMS occurs within a quality framework

16. Web-facilitated Some course content is available online although courses are fundamentally face-to-face delivery. Delivery Modes: Web-enhanced The web is used to deliver substantial course materials and activities with no reduction in f2f time. Blended The web is used to deliver substantial course materials accompanied by a strategic reduction in face-to-face contact. Online and f2f learning spaces are thoughtfully integrated maximizing the unique characteristics of each in order to enhance the quality of the learning experience. DistanceThe course is heavily resourced and includes the advanced use of an LMS and other technologies with no requirement for f2f contact.

17. Blended: • combines the best of f2f with the best of online learning • is a strategic reduction in f2f time • only brings students to a f2f class whenthe curriculum demands • makes best use of f2f and online time • active learning activities occur online and f2f • results in greater student success • demands the development of online content and activities which follow principles of instructional design • may demand a rethinking of the role of the teacher and learner • offers choice and opportunity for learners to assume responsibility for their learning • Blended: • is not 'distance education' • should not result in a reduction in teaching time • should not result in a reduction of the SWF • does not mean that the teacher is available 24/7

18. Standardization & e-Learning Policy will allow us to: • better share content and learning activities through the use of the L.O.R. and other tools • develop and deliver individualized lesson plans • develop common methods to engage in online group and collaborative work • develop and deliver improved learning experiences for our blended and D.E. courses • generate meaningful reports and statistics on learning activities and user engagement • backup, copy, reuse, repurpose, and continue to upgrade online course spaces • better communicate: email, surveys, chats, whiteboards, announcements all within the learning context • develop graphically-branded templates to help ensure some consistency of interface and content/activity placement • support entry-level user needs through the use of simplified templates • deliver e-Learning experiences to PDAs and smart phones • offer ePortfolio development and hosting functions to all users …and will bring other benefits…

19. e-Learning is not about technology, but is a new way to think about teaching & learning The application of instructional design is fundamental to quality learning spaces Blended learning provides benefits that can’t be achieved with just f-2-f or online Principles that Guide Our e-Learning Planning Learning spaces must engage learners with the content, the educator and with each other e-Learning improves, not replicates, the face-to-face experience Learning opportunities must not be bound by limitations of time and space

20. Assumptions: Year 1 All post-secondary courses will be web-facilitated and meet minimum usage standards and quality frameworks for web-facilitated learning. Year 3 All post-secondary courses will be web-enhanced and meet minimum usage standards and quality frameworks for web-enhanced learning. Year 5Every program will be available through blended learning.

21. collaboration with Schools and Programs on their integration of learning technologies into the learning experience • instructional design • education and training • multimedia development and distribution • project support to innovation in educational technology • development of quality online learning spaces • learning systems management- web/media servers, LMSs, blogs, wikis, etc.

22. Next Steps: • LMS Academic Transition Plan: approval in principle at APPT • e-Learning Strategy/Policy: dialogue, focus groups • Schools to identify e-Learning Faculty Leads • Draft Support Agreements • Projects and Cohorts

23. The e-Learning Course Survey:

24. Questions for Faculty and ADs: • What is the current e-Learning activity level in your school? • What are your plans and projects? • How can e-Learning Services support you? • What are your training and education needs? • Who will be your Program/School e-Learning “Faculty Lead”? • New LMS- what are your timelines and needs for transitioning? • Quality issues - suggestions? • How can we continue this dialogue?