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Track 3
Setting a Next-Generation CMS Strategy
Robert F. Pack, University of PittsburghWilliam K. Jackson, University of GeorgiaTom Laughner, University of Notre Dame
Tom Head, Virginia TechKathleen Thomas, University of North Carolina
Bradley C. Wheeler, Indiana University
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A collaborative of nine universities with common interests and challenges in the area
of teaching and learning with technology
● Indiana University ● University of Delaware ● University of Florida ● University of Georgia
● University of North Carolina ● University of Notre Dame
● University of Pittsburgh ● Virginia Tech ● Wake Forest University
www.learningtechnologyconsortium.org
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CMS Adoption
University of Pittsburgh, AY 1998University of North Carolina, AY 1999Virginia Tech, AY 2000
University of Georgia, AY 1998University of Notre Dame, AY 1997
Indiana University, AY 1998
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Current EnvironmentStudents Faculty
University of Pittsburgh 67% 41%
University of Georgia 90% 60%
University of Notre Dame 95% 25%
Virginia Tech 95% 85%
University of North Carolina 84% 56%
Indiana University 79% 72%
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Blackboard at PittFall Term Sections Using BlackboardOver 3,200 unique
courses have been developed in Blackboard67% of Pitt’s 33,804 students are using Blackboard this fall Blackboard adoption has grown an average of 40% annually from 2000 through 2003
21
351
642745
1003
1394
0200400600800
1000120014001600
1998 1999 2000 2001 2002 2003
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Training and SupportFaculty Trained in BlackboardTraining Options
Summer Institute (4 days)Novice (12 hours; extensive hands-on)Standard (8 hours; some hands-on)Expert (1-2 hours; no hands-on)On-line (1-hour intro; self-instructional)
Over 1,800 Pitt faculty have taken core Blackboard training (required)
24
325404
244
330
492
0
100
200
300
400
500
600
1998 1999 2000 2001 2002 2003
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AgendaThe Issues:
Goals and Objectives - University of GeorgiaCMS Selection - University of Notre DameCost Analysis - Virginia TechVendor Issues - University of North CarolinaOpen Source Option - Indiana University
Summary: Where Do We Go From Here?
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CMS Goals and Objectives
William K. Jackson
University of Georgia
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WebCT at Georgia
Early adopter of WebCT (AY 1998)33,000 students (90%) using WebCTCurrent level of CMS use: 3,800 course sections and more than 1,200 instructors (60%)Nature of faculty support: centralized for supplemental use, decentralized for support of distance education
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In the Beginning
Our goals were modest
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In the Beginning
We wanted to provide an alternative to the plethora of instructional Web sites being developed by individuals.
We wanted to create a common interface for students as they moved across courses.
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In the Beginning
We wanted to simplify support requirements for web-enhanced courses.
We wanted to provide a platform for web-based distance education.
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In the Beginning
And,
We wanted to accomplish these goals at a price we could afford.
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Now That We Have “Succeeded”
We must provide CMS reliability & support equal to that of other basic services.
We must provide a CMS that incorporates rich media, multiple learning objects, digital library resources, and a variety of student transactions.
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Now That We Have “Succeeded”
We must provide a CMS that supports new options for anytime/anywhere access including tablet PC’s, PDA’s, and web-enabled cell phones.
We must provide a CMS that supports branding and other program-specific requirements.
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Now That We Have “Succeeded”
We must accomplish this at a cost we can afford!!
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CMS Selection Process
Tom Laughner
University of Notre Dame
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Background
WebCT introduced in 199725% of faculty and 95% of studentsVista announcement in 2003
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Fundamental Questions
Should Notre Dame have a course management system?What is the best course management system for Notre Dame?Should the course management system be hosted on or off campus?
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Philosophy
Must be faculty driven processStudent involvementBudget, infrastructure, technical specifications
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ConsiderationsFaculty requirementsStudent inputEase of use and intuitivenessConversionTechnical Integration/standardsVendor viabilitySupportTraining
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Products
AngelBlackboard 6.0eCollegeWebCT Campus Edition 4.0WebCT Vista
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Phases
1. Information gathering2. Product demos3. Faculty hands-on evaluations4. Student hands-on evaluations5. Projects and Planning6. RFP
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Outreach
Web site – http://oit.nd.edu/cmsArticle in student paperElectronic mail to all faculty (very limited) and current CMS users (more frequent)
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Cost Analysis
Tom Head
Virginia Tech
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Blackboard at Virginia Tech
Fall Semester 2003 Usage
1,590 courses1,150 faculty (85%)25,215 students (95%)
392
930
1454
2177
0
500
1000
1500
2000
2500
2000 2001 2002 2003
Blackboard Sections by Academic Year
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Course Management System Costs
Purchase/Maintenance Cost of CMS(i.e., cost of acquiring/supporting Bb or WebCT)Direct Support and Infrastructure Costs (e.g., cost of servers, support staff)
Long Term Costs to Create and Maintain Instructional Content(faculty time)
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CMS Costs
Personnel (Help Desk/Technical)License FeesEquipment AmortizationNetwork Connectivity, Space & Overhead
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CMS Costs
License20%
Hardware20%
Miscellaneous 10%
Personnel50%
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CMS Cost Per StudentCosts Per Student Decrease with
Increasing Enrollment C
ost
Per
Stu
den
t
Increasing Enrollment
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CMS Faculty Costs
Faculty TrainingCourse development by facultyTraining and development costs must be balanced by increased productivity a CMS provides for faculty
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Vendor Issues
Kathleen Thomas
University of North Carolina at Chapel Hill
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Blackboard at UNC
1,575 Course Sections1,690 Faculty (56%)21,951 Students (84%)
24
369
650
1050
1500
0200400600800
1000120014001600
1999 2000 2001 2002 2003
Fall Term Sections Using Blackboard
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Growing Pains
Expanding client baseExpectation that the systems perform many functions
Difficult for vendor to stress test entire systemClients seem to be the testers
Testing, tracking down, and describing problems to the vendorFind work-arounds for problems
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Vendor Support
Perception that vendors are less responsiveWe encourage faculty to send comments directly to BlackboardVendor may want access to production systems and data
Has a direct bearing on support
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Healthy Relationship
Must be willing to commit resources to the relationship with the vendor
Should not be the front line support personMust follow up often
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Trapped?
Despite emerging standards/initiatives, systems aren’t compatible
Courses aren’t portableNeed to work with instructors to develop strategies for increased portability
If unhappy with current CMS, how is change managed?
-Parallel systems?-How long are courses stored in ‘old’ system?
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Next-Generation CMS:The Open Source Option
Bradley C. Wheeler
Indiana University
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Oncourse at Indiana
6%10%
20%
26%
32%
0%
5%
10%
15%
20%
25%
30%
35%
1999 2000 2001 2002 2003
Fall Term Sections using Oncourse7,332 Course
Sections (32%)5,352 Faculty (72%)76,069 Students (79%)
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Indiana University
Positive experiences with home-grown system - Oncourse100,000+ students provide economies of scale – strong adoption and integrationWant to maintain control of our destiny –“software code mobility” is the key economic bet
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CMS Becomes Unbundled Collection of Portal ServicesLibrary Registrar CMS UITS
onestart.iu.edu
PortalAuthenticationPersonalization
WorkflowDelegation
Services:
Data:
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Open Source CMS Choice
Architecture uses OKI’s services, J2EEBegan as a MOU w/ U. MichiganCurrently, In development with Michigan and Stanford on OKI-based quizzing tool – www.navigoproject.orgePortfolio 2.0 beginning now with OSPIFull CMS build out with partner schools during 2004Fully available as open source 2004-05
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AgendaThe Issues:
Goals and Objectives - University of GeorgiaCMS Selection - University of Notre DameCost Analysis - Virginia TechVendor Issues - University of North CarolinaOpen Source Option - Indiana University
Summary: Where Do We Go From Here?
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What Have We Learned?
Course Management Systems are becoming a ubiquitous tool in Higher EdFaculty Adoption Rates Continue to Increase at Accelerating PaceStudent Expectations Grow ExponentiallyCMS’s are NOT Interoperable
Standards efforts like IMS notwithstandingThe Initial Purchase Price is Just the “Tip of the Tip” of the Iceberg
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Considerations
Why did we implement CMS’s? Have we done adequate assessments?
Do CMS’s offer sufficient flexibility?Or, do they constrain originality?
How important is a consistent user interface?
Or, will students adapt to multiple CMS’s? Can costs be reduced or at least level off?
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Considerations
Are CMS’s a fundamental instructional format or just another tool? Have CMS’s fundamentally changed the role of the faculty member?Have CMS’s fundamentally changed our courses?Is there any real evaluation of the impact of CMS’s on teaching and learning?
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In Conclusion, We Must ...
... clearly define the role and purpose of a CMS at the institutional level.... define goals and measurements to determine success.... anticipate the true costs of alternative approaches to training and support.... create a strategy for the evolution of the instructional environment.
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Robert F. PackPittsburgh
Tom HeadVirginia Tech
Kathleen ThomasNorth Carolina
Tom LaughnerNotre Dame
Brad WheelerIndiana
William K. JacksonGeorgia