Scalable Faculty Development to Support Successful Transition of Institutional Learning Management System

Concurrent Session 1

Session Materials

Brief Abstract

Learn about a 3-week transition academy with partnerships model that has been shown to successfully equip faculty to transition to a new LMS as well as highlight quality course design standards and development best practices. See samples and ideas shared that you can implement immediately at your institution! 

Presenters

Lead Presenter: Jason Rhode, Northern Illinois University

Jason Rhode, Ph.D. is Associate Vice Provost for Teaching, Learning, and Digital Education at Northern Illinois University (NIU). In his role he serves as chief online learning officer, oversees NIU's Center for Innovative Teaching and Learning, oversees university-wide accreditation, and provides strategic leadership for the design and delivery of high quality digital learning.

Co-presenter: Jason Underwood, Northern Illinois University Faculty Development and Instructional Design Center

Jason Underwood is the Director of Instructional Design and Design for Northern Illinois University. Jason provides leadership on instructional design and development activities for faculty, instructors, teaching staff, and teaching assistants, overseeing all aspects of instructional design and development initiatives for Faculty Development and Instructional Design Center including supervising and evaluating all classification of staff dedicated to online course design and development, providing expertise on current and emerging practices in online learning and instructional design, and overseeing online course design and development. Jason has been teaching face to face and online courses in Instructional Technology, Instructional Design, Research, and Evaluation for more than 15 years.

Co-presenter: Megan Holt, Northern Illinois University

Megan offers programs and consultations to faculty, teaching staff and teaching assistants on effective online teaching and learning, integration of digital learning tools and techniques, and application of quality standards. She assists in planning, coordination, and implementation of online teaching professional development activities and large-scale digital course materials accessibility programs and initiatives. Megan is also enrolled in NIU's Instructional Technology PhD program.

Additional Authors

Stephanie Richter, Northern Illinois University

Stephanie Richter is the Director of Faculty Development and Instructional Support for the Faculty Development and Instructional Design Center at Northern Illinois University in DeKalb, Illinois. She consults with and provides professional development for faculty on integrating technology into teaching and supports the online teaching and learning initiatives at NIU. She holds a Master of Science in Education in Instructional Technology and a Bachelor of Science in Mathematics Education, and is currently pursuing a doctorate in Instructional Technology at Northern Illinois University. Research interests include online learning, online course design, social media and networking, faculty development, and faculty use of learning management systems.

Tracy Miller, Northern Illinois University

Tracy Miller is the Assistant Director of the Faculty Development and Instructional Design Center at Northern Illinois University. At NIU she is responsible for operations, quality assurance, and compliance process and reporting for the center.

Extended Abstract

Supporting faculty in their teaching with the institutional learning management system (LMS) is essential for any quality online program. As institutions periodically review their technology systems, a transition to a new LMS may be needed, at which time broader considerations for supporting faculty through a transition phase may be required. Specifically in the instance where an institution has had the same LMS previously for many years, a transition to a new LMS platform may be particularly challenging.  

After completing a comprehensive learning management system (LMS) review in summer 2021, this large public research institution chose to remain with its current LMS but to proceed in upgrading to the latest experience, a radically different user experience for faculty from the legacy experience that many of the faculty at the institution have taught with for many years. The institution’s teaching and learning center, after having gathered input from institutional leadership as well as faculty advisory and governance groups, collaborated with the division of IT to develop a coordinated plan for transitioning to the new user experience of the LMS.  

Transition Academy 

The core element of this plan was a transition academy for faculty consisting of four components: 

  • Three-week online course on how to use the LMS and best practices for creating an intuitive and user-friendly experience for students 
  • Ongoing consultation with a dedicated "LMS Ambassador"; either a member of the teaching and learning center or a faculty member with experience designing and teaching courses in the new LMS.
  • Commitment to teach using the new LMS in the next semester
  • Membership in the ongoing Teaching with LMS Community at the institution (via Microsoft Teams) 

Faculty who complete the online course, commit to teaching the next semester in the new LMS experience, and make significant progress in developing their course in the new user experience will receive a stipend. 

LMS Faculty Ambassadors

Faculty who are experienced with teaching in the new LMS experience were invited to become an LMS Ambassador, which consists of the following: 

  • Attend an Ambassador kickoff session (virtual, recorded) 
  • Participate in the three-week online course as a mentor 
  • Serve as a partner to 1-2 faculty members through a few in-person or virtual meetings (at the discretion of the Ambassador and your partner) and email exchanges 
  • Record a 3-5 minute course tour video to share they have taught with the new LMS experience 
  • Membership in the ongoing Teaching with LMS Community (via Microsoft Teams) 

Faculty who serve as an LMS Ambassador can expect to spend 2-3 hours a week as a partner during the 3-weeks of the Academy.  

During this session, learn about this 3-week transition academy with partnerships model that has been shown to successfully equip faculty to transition to a new LMS as well as highlight quality course design standards and development best practices. See samples and ideas shared that you can implement immediately at your institution! We plan on a series of quick audience contribution activities during this session to share experience with an LMS transition, including: 

  • What LMS they use and may/will/have transition(ed) from 
  • Pearls of wisdom or things they wish they would have known 
  • Effective practices in transition and what was impactful 
  • Whether and how incentives impacted adoption/transition