The View From Here - Our Professional Development Plan to Support a Vista Migration Emily Renoe, Joe Zerdin, Kele Fleming University of British Columbia July 10th 2007

2 Introductions Emily Renoe Joe Zerdin Kele Fleming

3 Agenda Brief background The View from UBC Shifting to Vista Professional Development Plan Questions

The View From UBC

5 UBC Context About UBC –Research Intensive –43,579 students (Vancouver) –4,132 students (Okanagan) –~ 4500 faculty –~ 8100 staff Governance: –Decentralized administration of IT and LT/ET –Office of Learning Technology works across the Vancouver campus Photo from Annual Report

6 Culture: Quite Decentralized UBC IT & LT Organizations Major systems in each portfolio Student Systems Classroom Services

7 Learning & Teaching needs drive technology use: choose tool(s) to complement/satisfy instructional goals No one technology is perfect UBC environment is diverse, with both local and central provisioning of resources Strong value in community Partnerships are required to achieve stability and agility High Level Values

8 Widely Available & Emerging Technologies CMS (“WebCT”) & Affiliated Technologies Reusable Content/Media Social Software (Weblogs, Wikis, RSS) Web-based Teaching Evaluations Clickers (Student Response Systems) Turnitin Integrated Lab Network 3-D Immersive Environments Podcasting e-Portfolios Videoconferencing & Remote Collaboration Photo credit: Ted Dodds, UBC

9 Assessment Communication Class Management Content Teaching Puzzle

10 Assessment Communication Class Management Content Teaching Puzzle Reflection Community Building Collaboration Group Projects Team Building Career Planning

11 Assessment Communication Class Management Content Teaching Puzzle Reflection Community Building Collaboration Team Building Group Projects Career Planning Wiki Vista CE E-portfolio Blog

12 How We’ve Used WebCT Administrative tasks (e.g., distribute grades) Assessment & Evaluation (quizzing, assignments, self assessments) Content Management & Delivery (store digital content, present in a variety of ways, selectively provide content to groups, etc.) Communication and Collaboration (conduct discussions [public and private], chats, group management) Buchanan Building, ca. 1960, UBC UBC Photo Archives

13 Some Statistics Active WebCT courses  approx 2800 over 1 year period Maximum concurrent WebCT users  1100 (Oct 2006) Total number of ‘seats’  33,000+ users Active Vista courses  62 (23 in Jan ‘07, 39 in May- July ‘07) Upcoming Vista migrations  300 courses (Sept ‘07)

14 Some Challenges People Large numbers of faculty & staff to train Large number of students to support Maintain same level of support or MORE! Technology Current aging WebCT CE4 system cannot support continued growth See presentation from UBC’s IT 3:30 today (309)

Shifting to Vista

16 Why Move to Vista? Vista provides more flexible tools & increased functionality Vista provides a robust system that is scalable & reliable Increase in use of online learning at UBC Continuity & brand

17 Some features we like… Student-generated content Calendar, myVista View Learning Modules vs Content Modules –Integrated tools –→ Key benefit: reduce confusion –Selective release granularity Discussion upgrades –Peer review –Graded vs. Non graded –Grading forms –3 types of discussions Assignments –Attach grading form –Ease of changing dates year to year (term rollover) Quizzes = Assessments –New question types –Grading! (grade by question) –Self Test and Quiz questions exist as one database –Grade anonymously Deeper tracking capabilities Group Manager

18 Summer 2006 Planning and preparation for WebCT Vista Fall 2006 Vista Installed at UBC Winter 2007 Jan 07 - UBC runs first group of January Early Adopters - 23 courses are migrated Spring 2007 May 07 - Next wave of approx 30 courses are migrated to Vista Summer 2007 Fall 2007  Proceed with migrating next round of courses for Sep 07; Vista training continues Deploy up to 300 courses to Vista Vista Implementation Timeline

19 Questions to consider How do we communicate benefits to instructors? How do we set & manage expectations: –Faculty & Students –Internal employees –Our bosses (and our boss’s boss….) What are the most effective approaches/frameworks we can use?

Professional Development Plan

21 Training & Support Model Distributed support –central IT & faculty ISS –Local support in units (training & office hours) –Central resources & materials available to local training & ongoing support Community Training programs –For Instructors Faculty-based Campus-wide –For staff

22 Training Programs Training e-Learning Institute –3 times per year –Bi-weekly sessions Bi-weekly online sessions Course Demos Open Labs Weekly in-person drop-ins Weekly online drop-ins (via Live Classroom)

23 Community Strong value in community Communities of Practice –CART –e-Learning Institute trainers –TAG’s Communities of Practice –Passport of Participation Program –Listservs Faculty mentors Peers & tutors

24 Selected Resources Resource development –Web e-Learning website Vista Project website FAQs Orientation sites Instructional Support Unit sites –CIS ( ) –LFS ( )

25 Selected Resources Resource development –Print Purchased BB training materials Home-grown training manuals Tip sheets Quick guides

26 Contacts Emily Renoe - Kele Fleming - Joe Zerdin -

Questions?