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首页> 外文会议>International Technology, Education and Development Conference >(67)TRANSITION TO A NEW CLOUD-BASED LEARNING MANAGEMENT SYSTEM: LESSONS LEARNED REGARDING FACULTY TRAINING AND SUPPORT IN THE FACULTY OF HEALTH SCIENCES AT THE UNIVERSITY OF ONTARIO INSTITUTE OF TECHNOLOGY
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(67)TRANSITION TO A NEW CLOUD-BASED LEARNING MANAGEMENT SYSTEM: LESSONS LEARNED REGARDING FACULTY TRAINING AND SUPPORT IN THE FACULTY OF HEALTH SCIENCES AT THE UNIVERSITY OF ONTARIO INSTITUTE OF TECHNOLOGY

机译：（67）转型到新的基于云的学习管理系统：关于安大略省大学理工学院健康科学教师的教师培训和支持的经验教训

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Learning Management Systems [LMS] have become a ubiquitous feature of the teaching and learningenvironment at most Canadian universities. LMS systems often introduced in the late 1990's as aancillary tools for instruction have become an essential resource for communication between andamong faculty and students;;hosting and sharing learning materials;;creating opportunities fordiscussion while also enabling new forms of assessment within face-to-face, hybrid and onlinelearning environments.Over the past 20 years the development of LMS products have followed two patterns: periodicupgrades involving technical patches or annual feature upgrades to learning systems;;moresubstantial upgrades resulting in upgrades involving interface design, the addition of new tool sets,and expanded system integration with student information systems. In the latter scenario, theupgrades are more like adopting new products or services rather then annual upgrades. In 2011,Blackboard announced it would cease support for WebCT CE after 2012. This announcement requiredinstitutions including the University of Ontario Institute of Technology to plan the transition fromWebCT/Blackboard CE to Blackboard Learn 9.1.Successful transition or adoptions of new learning management systems are based upon integratedstrategies involving information technology services (ITS) and leadership from academic teaching andlearning support services on campuses. Technical planning often is situated within (ITS) while facultyand student training and user support is the responsibility of teaching support centers on campuses.Successful transitions to new LMS's involve an integrated approach to campus-wide change.
机译：学习管理系统[LMS]已成为大多数加拿大大学教学和学习的无处不在的特征。 LMS系统经常在1990年代后期推出，因为教师的Ancillary工具已成为Andamong教师和学生之间的沟通的重要资源;托管和共享学习材料;创造机会务必，同时在面对面中实现新形式的评估。 ，混合和onlinearnearning环境。过去20年来，LMS产品的发展遵循了两种模式：涉及技术补丁或年度特征升级到学习系统的周期性升级;悬挂升级导致涉及界面设计的升级，添加新工具集，与学生信息系统的扩展系统集成。在后一种情况下，SPORADES更像采用新产品或服务，而不是年度升级。 2011年，黑板宣布它将在2012年之后停止支持WebCT CE。本公告在内的Requirationstiture，包括安大略大学技术研究所，规划从WebCT / Blackboard CE到黑板的过渡到Blackboard 9.1.Celcessful转型或采用新的学习管理系统是基于的涉及信息技术服务（ITS）和来自学术教学的领导力的纳入案例以及校园内的支持服务。技术规划往往位于（其）内（其），而教师学生培训和用户支持是校园支持中心的责任。对新LMS的综合转型涉及校园范围的综合方法。

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