Action Item 7.01
The University must provide a single course management system that responds to the changing needs of the University.
While providing a plethora of options in the area of course (or learning) management systems might seem reasonable in light of IT abundance, too much variety forces an undue hardship on our student populations to essentially learn multiple systems. A variety may allow faculty greater choice and flexibility, the presence of more than a single system imposes an undue complication and hardship upon LSU’s students. Hence a single CMS environment that takes advantage of a multitude of tools within a strategic platform suite should be established. Concerning the existing systems, neither Blackboard nor Semester Book has proven satisfactory; Blackboard has also featured a steadily increasing licensing and support cost which is at odds with the rest of the IT paradigm of steadily increasing value for decreasing costs. A vended solution also constrains the flexibility and valuable customizations that many faculty and students would like to see. However, a wholly self-developed solution – such as Semester Book – requires a great deal of resource to maintain over time, in an environment where development resources are scarce. ITS should be charged to coordinate a broad evaluation of possible solutions, including vended and open source options, and work with the key user communities (faculty and students), to select a platform that will seamlessly integrate into LSU’s systems and meet the largest majority of user demands, and be supportable. A task force composed of faculty, students, graduate assistants (who perform a great many teaching tasks on campus), and academic leaders should be commissioned as a first step, and should seek a solution that could be implemented by Fall 2007.
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Action Item 7.02
A discipline-specific laptop program should be mandated for students. To support this, ITS should provide recommendations for configurations and arrange special vendor deals for students, and communicate these programs in the most effective manner.
While nearly all of the students entering LSU possess either a desktop or laptop personal computer, there continues to be concerns regarding the digital divide and inequities that may, in part, be resolved if laptop monies could be included in financial aid allocations. The cost of a computer may be included in the official cost of an LSU education if specifically required. Certain disciplines already require the use of laptops. The creation of an institution-wide laptop program would facilitate optimal pricing for students and ensure cross-discipline compatibilities. Initial investments in college personal computers would no longer be guessing games and the student will be assured of a laptop that meets the demands of his or her education.
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Action Item 7.03
Online tools to support the advising and timely progress of students through their academic programs must be in place and easy to use.
The University has set a sizable increase in graduation rates as a key objective. An easy to understand application that would demonstrate what available courses fit an individual’s program and how a degree is progressing would enable efficient course selection. One of the critical factors hindering student matriculation is the enrollment in courses that do not count towards the stated degree program. Individuals find the current degree audits difficult to navigate, and find it challenging to search for available classes that are appropriate for their degree programs.
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Action Item 7.04
Policies should be developed so that instructors may discourage inappropriate use of wireless and other information technologies within the classroom.
While technology can enhance student learning, it can also provide distractions that negatively impact the classroom experience. One might feel that technology itself should be required to present a solution, but current and foreseeable technologies in wireless communication do not offer a workable solution to this problem. Thus, faculty themselves will should develop classroom policies that mitigate technology-enabled distractions like watching videos on laptops during a lecture or playing games. Students should remain able to use technology, as appropriate, to gain clarity or research class content in more depth.
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Action Item 7.05
The creation and dissemination of electronic texts for classes should be facilitated
The rising cost of textbooks and the increasing use of electronic devices provide opportunities for electronic textbook adoption. Many publishers already have texts available in electronic formats, and an electronic text makes the book readily available without having to carry it around. Additionally, faculty would be able to incorporate downloadable readings into their course management system.
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Action Item 7.06
Computer-based testing should be user-friendly and developed in such a way that the student’s comprehension of material, not his or her technical capabilities, is assessed.
As computer-based testing increases in popularity, there are concerns regarding the construction of electronic tests and the potential impact on students. Standards and best practices in exam development should be in place, and easily employed by teaching faculty. The Center for Assessment and Evaluation has resources available that should be accessible and marketed to LSU faculty. The Centers for Excellence in Learning and Teaching (CELT) should offer workshops and training for faculty in this area. LSU wants to matriculate and retain students as well as properly assess their learning. Ensuring that students are not unfairly hampered by the technology used for assessment is a key factor in student success.
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Action Item 7.07
A standard level of support services should be developed to help engage faculty in their efforts to incorporate information technology into their teaching. Beyond the technology itself, dedicated resources are needed to foster an institutional climate of instructional innovation and teaching excellence. The role of the Center for Faculty Development (CFD) within the Centers for Excellence in Learning and Teaching should therefore be focused and enhanced.
This includes help in finding existing courseware, and help in using WWW, Web tools, and other routine instructional tools. This help should be available in a variety of formats, including online help, a teaching & learning knowledge base (as part of an overall online support environment), short courses, an specifically on-site, in-office, or centralized facility (such as an Information Commons location) direct consultation services. ITS and the CFD should more tightly integrate into a holistic service point for faculty seeking support in incorporating technology into their teaching.
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