1.   As we move from the “teacher-centric” to the learner- centric” educational experience we must facilitate and encourage the use of educational technologies in such a way that the learner is in control of his or her environment.   In osteopathic medical schools, the curriculum is designed to give students a maximum amount of exposure to a variety of learning experiences and medical experts.   In this fast-paced environment, the delivery of accurate class and exam schedules, lecture notes, last minute handouts, and study tools for the busy medical student is nearly impossible.   A continuous list of changes streams almost daily from faculty and administrators.   UMDNJ-SOM enlists the participation of a large pool of guest lecturers who are experts in their respective fields.   Courses in the first and second year curriculum may engage upwards of ten faculty and guest faculty participants per course.   The logistics of getting and keeping all course materials up-to-date can be daunting.   Last minute changes to lectures are commonplace.   Student classes in the past employed scribes to record faculty lectures. The paper copies of the scribed lectures were distributed to the class one to two days after scribing.   Timely delivery and accuracy of course materials was a never-ending challenge. Problem Special Thanks to the Classes of 2008, 2009, and 2010 Forum Designers Schedules External Links Learner-Centric Student Forums in WebCT For 1 st and 2 nd Year Students D Dobie, MS, A. Jones, OMSIII, T. Lin, OMS-III, R. Robledo, OMS-II, D. Yarabothu, OMS-III, S Caldwell, MS School of Osteopathic Medicine, Academic Instructional Design, University of Medicine and Dentistry of New Jersey  In 2006, the school provided the classes of 2008 and 2009 with their own WebCT forums.  Each class nominated one or two students to become the WebCT designer(s) for these forums.  The Instructional Design group offered students training in WebCT designer tools, audio recording of lectures, file uploading and linking to external sources, and provided guidance as needed or requested by students.  After the initial training was completed, the WebCT forums were run entirely by the students.  This seemingly small step has resulted in students taking control of their learning at UMDNJ-SOM.  Schedule changes are communicated immediately to the entire class.  Audio recordings of the lectures are placed in the forum within minutes of the lecture completion rather than the one to two days that scribes used to take.  Last minute lecture changes are posted into the forums instantaneously.  Study sheets can be accessed from anywhere, at anytime.  These password protected forums resolve many faculty security concerns over copyright issues as class materials are removed at the end of each academic year and the forums begin building anew the next year.  WebCT has eliminated the extra work of building and maintaining an external website for housing course resources.  Students look to the WebCT forums first thing in the morning and last thing at night for lectures, study materials, and timely changes.  These forums aid the students who keep them running and truly embody the “learner-centric” movement. Resolution Course Materials Study Materials  Increased flexibility regarding a discussion tool where students can post questions and answers.  Continue to educate faculty in the latest compression tools and optimization of files for uploading.  Encourage faculty to engage in online teaching.  Continue to develop timely WebCT tutorial presentations and training for students and faculty ensuring up-to-date knowledge of all WebCT capabilities.  Allow for the creation of student-run surveys. Future Thoughts