2. ABOUT CUYAHOGA COMMUNITY COLLEGE
• Largest community college in Ohio
• 52,000 students annually
• 4 campuses, 1 university center, multiple satellite
sites
• Large online presence, 30% of FTE comes from
online and blended/hybrid courses
3. INTERCONNECTED ED TECH NEEDS
• LMS
• Outcomes assessment
• ePortfolios
• Alternative transcripts
• Alternative credentials
• Digital badges
• Open Educational Resources
(OER)
• Competency-based education
• Provider partnerships
• Social learning
• Integration
• Legacy system transitions
• Soft skills
4. POLL QUESTION
• What primary needs do you feel are not being met by your
current LMS and other integrated edtech systems? (Pick your
top 2.)
• a) Mobile delivery
• b) Video streaming
• c) Social learning tools
• d) Modularization, digital badging, microcredentials
• e) ePortfolios
• f) Modern user interface and/or functionality
5. CONSIDERATIONS
• Large-scale project in strong shared governance structure
• College had Blackboard for 18 years
• Different cultures at each of the 4 campuses
• Many constituent groups; many different perspectives
• Lots of change going on simultaneously
• Online & educational technology structures & processes are
“old school”
6. LMS OVERVIEW VIDEO
• Explains justification for the
LMS Review
• Was distributed via Adobe
Presenter
• Same information was posted
on blog, distributed via email,
printed posters and flyers, and
presented at College-wide
events & faculty senate
meetings
7. COMMITMENT TO
TRANSPARENCY
• All information posted
online
• Demos from vendors
• Blog has 733 followers
(mostly faculty, some
students)
8. COMMITMENT TO
TRANSPARENCY
• Meeting agendas and notes
• Attendance records for all
Taskforce members
• Results from college-wide
surveys
• Presentations conducted in
Taskforce workshops and
sessions
9. THE TASKFORCE
• Short-term group
• 10 full-time faculty (all campuses); 1 adjunct; several staff were
also adjunct instructors
• Staff and administration from eLearning and Innovation, IT,
procurement, legal, accessibility services, Centers for Learning
Excellence, student affairs, students
• Formalized the expectations for what Taskforce membership
entailed
14. POLL QUESTION
What primary methods do you use to communicate within your
college? (Pick top 2.)
A. Email
B. Portal and/or Intranet
C. Newsletters (physical or virtual)
D.Paper (flyers, posters, etc.)
E. Video updates
F. Faculty meetings and/or presentations
15. COMMUNICATION
• Faculty Communication Work
Group led faculty outreach
• Multiple means of outreach:
video, posters, flyers, emails,
online newsletters, postings
in portal
16. COMMUNICATION
We kept track of all
communications on a “Traffic
Report”
Over 75 communications went
out over the length of the
Taskforce involvement
17. SURVEYS, FOCUS GROUPS & INTERVIEWS OH
MY!
GETTING FEEDBACK IS JUST LIKE VOTING: DO IT EARLY AND OFTEN
18. SURVEYS & FOCUS GROUPS
• College-wide
• Separate surveys for faculty, staff and administration, and
students
• Focus groups for each of those populations at each of the
campuses
• Interviews with key stakeholders
21. TOOLS USED IN THE DECISION MAKING
PROCESS
1. Needs Analysis
2. Rubric
3. Scorecard
4. Consensus Tool
22. POLL QUESTION
What tools do you use when making committee or Taskforce
decisions? (Pick top 2.)
A. None – general discussion
B. Formal voting
C. Codified analysis tool (i.e. rubrics, surveys, etc.)
D.Consensus tool
E. Other specific internal process
23. RUBRIC
One tool in the process:
Assessments
Assignments
Assignment Submission
Calendar Integration
Communication, Collaboration
Content
Gradebook
Social Tools
General User
Site Maintenance
Network
Support, Training
25. CONSENSUS
Codified way of making a
decision
Clarified what decision was being
made
Enabled individuals to clarify what
their stance was on it
Provided opportunity for rich
discussion
Used in 3 places:
Who to send the RFP to (decision
changed)
Downselect (from 5-3)
Final decision
27. SPRINTS
• Short-term 2 week assignments
• Intense work over a short period of time
• Work Group leads determined what needed to be
done, assigned tasks
• Report outs every 2 weeks
• Adjusted as we went
28. DIGITAL BADGES
& RECOGNITION
• At biweekly meetings, digital
badges were rewarded based on
recommendations from Work
Group Leads
• Physical certificates with the
badges were also awarded
29. PUTTING A BOW ON IT
HIGHLIGHTING THE WORK OF THE TASKFORCE
Session Description: Working effectively on a change initiative in a strong shared governance environment requires successful collaboration with faculty leaders. This presentation will focus on the process of an LMS Review that was conducted at Cuyahoga Community College, with a College-wide Taskforce of full-time and adjunct faculty, administrative leadership and representatives from all stakeholder groups. The project management style of distributed ownership and short-term sprints led to genuine buy-in from all parties, with a successful conclusion. The LMS Review was purposefully transparent, with all components posted publicly on a blog including meeting minutes, needs analysis, evaluation of systems, and the internal education process for the group regarding LMS trends. The project incorporated educational opportunities and incentives internally, with the use of digital badging and recognition of exemplary work throughout the process.
Many different needs within the college
Wanted to avoid duplications of systems if possible
Wanted to think ahead for “room to grow,” even within the confines of an LMS Review
Reflecting on this change process, there were some major elements to it, what we’ll be discussing today
Context – providing overview
Commitment to transparency
The Taskforce – who was involved, what the expectations were
Timelines – and flexibility of timelines
Communication streams
Opportunities for input
Tools
Taskforce Operations – how we ran the project with Sprints, digital badges, etc.
“Put a Bow On It” – pomp and circumstance – ending the project
Lingering concerns
In terms of “getting the word out”
Feedback form was there throughout
Most faculty did not use it (40)
It was available for input and it was another avenue where faculty and staff could participate