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Learning Management System Evaluation Report January 19 2007 Learning Management System Steering Committee Subcommittee of the Information Technology Services ad hoc Advisory Committee Humboldt State University Mike Bradley AnalystProgrammer University Computing Services John Carter Student Computing Sciences Dennis Fitzsimons Professor Geography Jeff Graham Programmer Courseware Development Center Nancy Hurlbut LMS Steering Committee Co Chair Professor Chair Child Development David Marshall Technology Consultant Natural Resources and Sciences Michael Penney Learning Management Systems Project Manager Riley Quarles Interim Manager Instructional Media Services Cathleen Rafferty LMS Steering Committee Co Chair Professor Education Jeremy Shellhase Librarian Steve Steinberg Professor Environmental Sciences and Natural Resources Sciences Todd Stone Interim Coordinator Courseware Development Center Sharon Tuttle Chair Computing Science Joan Van Duzer Instructional Technologist College of Professional Studies Executive Summary Humboldt State University s HSU Learning Management System LMS Evaluation began in response to the CSU Chancellor s Office s LMS Summit in October 2005 where each campus was encouraged to define its current and future LMS needs The summit and the subsequent campus visits by Chancellor s Office representatives were initiated in order to guide CSU campuses through a decision making process as commercial LMS license agreements expirations became imminent To this end the HSU LMS Steering Committee was formed as a sub committee of the Ad Hoc Information Technology Services ITS Advisory Committee and is comprised of faculty representatives from each of the three Colleges and the Library Information Technology IT staff representatives from Instructional Media Services University Computing Services and College of Professional Studies and the student representative from the ITS Ad Hoc Advisory Group Additional open invitations to participate in the evaluation process were numerous At all stages the evaluation process was inclusive and transparent Rubrics and measures were developed to facilitate an impartial decision making process After a nine month formal evaluation process this committee unanimously recommends that Humboldt State University HSU adopt Moodle as the campus standard LMS and discontinue the current Blackboard LMS license when it expires onJune 30 2007 The committee further recommends that a process be immediately initiated for converting all Blackboard courses to the Moodle LMS Table of Contents Introduction p 6 The LMS Evaluation Process p 8 Conclusions p 15 Appendix A History of LMS Resource Use at HSU p 16 Appendix B Student Resolution in Support of Humboldt State University Converting Blackboard to Moodle p 17 Appendix C Definition of Terms p 2 Appendix D Other Universities LMS Evaluation Processes p 24 Appendix E Faculty Survey p 28 Appendix F Student Survey p 32 Appendix C Staff Survey p 35 Appendix H Background Information p 39 Appendix Survey Results Summary p 4 Appendix Vendors Contacted for RFI p 47 Appendix K RFI to Vendors p 49 Appendix L PassFair Rubric and Results p 37 Appendix M Vendor ScriptScenario p 40 Appendix N Best Fit Rubric p 42 Appendix 0 Committee Observations from Vendor Presentations p 43 Introduction Humboldt State University has a history of exploring and adopting appropriate technologies as they re identified by faculty and staff to enhance instruction With the increasing prominence of the Internet in everything we do the use of web based technologies to support instruction is a natural result Learning Management System LMS software has become an integral part of instruction at HSU used to support many courses at Humboldt beginning in 1997 see Appendix A LMS vendors have adopted an annual licensing model leading institutions to review licensing decisions regularly as the license term expires and another license fee comes due Humboldt State University s license with Blackboard Inc expires June 30 2007 leading to the need to carefully review needs and available software to meet those identified needs In response to the expiration of the Blackboard Basic LMS license June 30 2007 and the Chancellor s Office s encouragement of a system wide LMS evaluation process several members of the Ad Hoc ITS Advisory Committee volunteered to form a sub committee and initiate an HSU LMS evaluation process The LMS Steering Committee was formed and developed its mission statement Because H5U s current Blackboard Basic license expires on june 30 2007 this committee will identify key stakeholders in valved in the use of Learning Management Systems LMS at HSU and encourage them to participate in an evaluative process By December 3 2006 the committee will collect evaluate and disseminate data on MS in order to make an informed recommendation in regards to identifying adopting and financing the preferred MS software for use at HSU The committee will also recommend a plan for ongoing evaluation of the effectiveness of the chosen LMS direction The recommendation will be made to the ad hoc Tadvisory committee and will be shared with the President the Provost and the 70 The LMS Evaluation Process On March 12 2005 HSU s Associated Students unanimously passed a resolution in support of HSU converting from the Blackboard LMS to Moodle LMS See Appendix B In October and November 2005 the CSU Chancellor s Office hosted three LMS Summits The goal was to begin system wide discussions about LMSs Blackboard WebCT Moodle etc and start working on a shared vision Approximately 100 administrators academic technologists IT professionals librarians and departmental faculty from 19 CSU campuses were in attendance In January 2006 at HSU four primary LMS issues were outlined I N 3 4 A twenty fold increase in LMS use in four years without any additional IT staff required the migration from a Basic LMS to an Enterprise LMS See definitions in Appendix C Escalating annual LMS license fees combined with a declining IT staff and budget stimulate discussion to compare the renewal of a commercial license to an open source solution The expiration date ofJune 30 2007 for our current Blackboard Basic license became a driving force in the timing of the evaluation process The rapid escalation to mission critical status without administrative recognition and mission critical planningfunding needs to be addressed by HSU administration The need for a committee structure for faculty student and staff input regarding LMS policy and future direction has become essential In order to effectively solicit input from all segments of the LMS community a memorandum was forwarded to the Deans of each College and the Library requesting they appoint one faculty member from their areas to serve on the committee This request was honored and the student representative from the ITS Ad Hoc Advisory Group also joined the committee Staff representatives from Information Technology Services and College of Professional Studies who work daily with the LMSs completed the membership of the LMS Steering Committee In addition faculty were invited to participate on the committee during a presentation at the President s Council On February 24 2006 the Learning Management Steering Committee met for the first time initiating a process for selecting a next generation LMS and established a timeline for the evaluation and recommendation Nancy Hurlbut and Cathleen Rafferty volunteered as committee Co Chairs The members immediately recognized the difficulty of the committee s mission because HSU has had two LMSs in use and when the recommendation for a single system is announced there will inevitably be a group of LMS users who will need to discontinue the use of their current system However it was the explicit responsibility of this group to perform an objective assessment of all available LMSs in an attempt to recommend the most appropriate single LMS application The committee reviewed LMS evaluation processes conducted at other universities and a series of useful evaluation documents surfaced from CSU Chico Berkeley and New Zealand After adapting these documents and others to meet HSU s needs they became the foundation upon which the HSU LMS Steering Committee established the criteria for its LMS evaluation process See Appendix D Three separate surveys were created to solicit LMS needs and preferences from faculty students and staff see Appendices E F G On March 24 2006 representatives from the CSU Chancellor s Office CO Glenda Morgan and Phil Hill visited HSU and conducted LMS focus groups with Librarians Faculty Students and Staff CO staff helped the committee with planning and organizational direction In April 2006 the committee requested and received background information from LMS support staff This information included definitions of enterprise LMS solutions statistics on LMS use in both the Blackboard and Moodle systems and an explanation of the LMS primary issues See Appendix H Background Information On April 21 2006 the committee chairs presented the proposed evaluation process to the President s Council On April 28 2006 the campus community was invited to participate in an online survey regarding the future of the LMS at HSU The data collected from these surveys will later form the first draft of the PassFail and Best Fit rubrics In May 2006 the committee released a survey of Faculty and Students regarding LMS needs preferences and opinions see Appendices E and FThe committee continued to refine the LMS selection and evaluation methods The surveys were sent to the campus via email Ninety six faculty members responded to the Faculty survey and 255 students responded to the student survey see Appendix I Injune and July 2006 the results of the surveys were reviewed and categorized in order to facilitate the development of the PassFail minimum requirements and Best Fit final selection rubrics Faculty and students were on summer break On August 28 2006 the committee reconvened and established a timeline for the completion the remaining tasks CSU Chico s LMS evaluation process was reviewed and portions of the process were used as a template for HSU s process On August 30 2006 all HSU Faculty were invited via University Announcements to attend the first meeting of the LMS Steering Committee for the fall semester On September 8 2006 the campus community was invited via University Announcements to attend the upcoming focus groups On September 13 2006 two focus groups met to discuss the draft PassFail Rubric The LMS Teaching and Learning Focus Group discussed the pedagogical needs and the Administrative Focus Group discussed the administrative components Each group was asked Does this draft rubric identify all the critical items necessary for the PassFail decision Suggestions were made by the participants and the rubrics were modified to include the comments The committee also asked HSU s Chief Information Officer CIO to identify the annual budget for LMS licensing The CIO responded that aside from maintaining the current Blackboard Basic license 15000 annually there were no additional funds available In order to be generously inclusive in the consideration of available LMSs the committee members established a maximum of 30000 annually for license fees for the LMS pass fail criteria doubling the current budget for LMS On October 4 2006 36 LMS vendorsproducts from the Edutools list httpwwwedutoolsorgitemistjsppj8 see AppendixJ were contacted by email and invited to submit answers to the PassFail question set See Appendix K for RFI to Vendors After careful review over the next couple of weeks three open source products advanced to the next step of the process and were invited to answer our set of best fit questions Bodington Sakai and Moodle Out of the seven commercial vendors that responded to our RFI only Angel Learning met the budget consideration Thirty three products did not pass the first stage because they did not meet one or more of the minimum requirements for an LMS at HSU as defined by the passfail rubric which was based upon the faculty student and staff survey For example because the Blackboard Academic Suite failed the requirement for context sensitive help clustered server support and with the Blackboard Enterprise licensing fees 85000 100000 annually and associated hardware upgrade requirements 15000 25000 totaling well over 100000 it was not considered a viable option The committee recognizes the concerns of HSU faculty and students who are currently using Blackboard Basic Edition and expressed a desire to continue to do so However while our current version of Blackboard Basic meets the fiscal requirement it fails many of the other minimum requirements A list of the products that were evaluated and the results of the evaluations are included in Appendix L On October 13 2006 our deadline was extended one week and reminders were sent to several vendorsproduct representatives to allow them additional time to reply to the request for information On November 13 15 16 2006 representatives from the three products Bodington Sakai and Moodle demonstrated the products to the committee via web conferencing All presenters were asked to follow a vendor demonstration scenario Appendix M based on the Best Fit Rubric Appendix N created by the committee to highlight key features After reviewing the notes from the Best Fit product demonstrations it was clear that one only product Moodle actually passed the PassFail evaluation therefore there was no need to complete the Best Fit evaluation It was thought that the Sakai and Bodington products offered automatic virus detection within their systems However during the demonstrations it was clear that they did not Additionally they did not meet other passfail requirements Sakai was lacking or had intermittent context sensitive help lacked course level backup and had accessibility issues Bodington also lacked course level backup On November 27 2006 after discussing comments from the LMS committee members see Appendix 0 Committee Observations of Vendor Presentations the committee members voted unanimously that of the three vendor demonstrations the Moodle LMS was the product that would most effectively meet HSU s LMS needs and that the Moodle LMS should become HSU s solitary LMS As our institution moves beyond its current fiscal crisis into a more stable economic environment LMS users may request that a new committee be formed to reevaluate the campus s LMS need and determine at that time if a different LMS would better fit the needs of HSU Conclusions The LMS Steering Committee made a concerted effort to ensure that all interested stakeholders using Humboldt State University s LMSs had the opportunity to be involved in the evaluation process Similarly the committee went to great lengths to ensure the rigor of the evaluation rubrics developed and that they represented the needs of the wide spectrum of LMS user and support groups The committee was diligent in regularly documenting and reporting via the web every aspect of the LMS evaluation process In conclusion this committee unanimously recommends that Humboldt State University adopt Moodle as the campus standard LMS and discontinue the current Blackboard LMS license when it expires on June 30 2007 The committee further recommends that a process be immediately initiated for converting all Blackboard courses to the Moodle LMS 16 Appendix A History of LMS Resource Use at Humboldt State University 1997 1999 ExamMaker Online Quizzes 9 courses 1999 2001 WebCT Quizzes Gradebook discussion forums 18 courses 2002 present Blackboard better usability l83courses up to 550 in 2005 2003 present Moodle Enterprise feature set configurable 323 courses Appendix B Student Resolution in Support of Humboldt State University Converting Blackboard to Moodle http wwwhumboldteduhsuasresolutionsRESOLUTON20UP PORT20MOODLEhtm RESOLUTION IN SUPPORT OF HUMBOLDT STATE UNIVERSITY CONVERTING BLACKBOARD THE CURRENT ONLINE LEARNING MANAGEMENT SYSTEM LMS TO MOODLE Adopted March 21 2005 Whereas Online teaching and learning tools are essential in higher education and Whereas In the recently adopted Strategic Plan HSU claims to be committed to developing and supporting information technology to enhance effective teaching and learning environments that promote academic excellence and Whereas The HSU 2004 Master Plan proposed an enrollment ceiling of 12000 full time equivalent students and must plan to accommodate future students and Whereas Blackboard Basic the current Learning Management Software is licensed to Humboldt State University for approximately 8600 annually and Whereas Blackboard Basic is licensed to educational institutions with less than 7000 Students while Blackboard Enterprise is licensed to educational institutions with more than 7000 students and Whereas A Blackboard Enterprise license would entail one time costs of about 150000 and on going costs of about 60000 annually and Whereas CSU spends over 1 million each year just on Blackboard licenses and Whereas CSU students are encountering a time when the CSU budget is being reduced and fees for students are rising and Whereas Moodle is a free open source Learning Management System software supported by programmers world wide and Whereas Moodle is able to customize its system to meet HSU s specific needs in order to better serve HSU students and courses currently on Blackboard can be converted to Moodle and Whereas In a comparison analysis of Moodle and Blackboard by Dr Kathy D Munoz Professor and Joan Van Duzer Instructional Technologist in Spring 2005 357 of the HSU students preferred Moodle over the 214 who preferred Blackboard while 429 had no preference therefore be it Resolved that the Associated Students of Humboldt State University encourage faculty to convert the Blackboard Online Learning Management System to Moodle in their courses and be it further Resolved that the Associated Students call upon the HSU administration to assume a leadership role in the CSU system by allocating required resources to implement this conversion and to take the necessary measures to terminate the contract with Blackboard and be it further Resolved that the Associated Students of HSU encourage the California State Student Association CSSA and the California Faculty Association CFA to promote the use of Moodle throughout the CSU system and to eventually stop payment of licensing fees and be it further Resolved That copies of this resolution be sent but not limited to HSU President Rollin Richmond Provost Richard Vrem Vice President of Administrative 20 Services Carl Coffey Deans of the Colleges Graduate Studies and Library the HSU Academic Senate University Budget Committee the California State Student Association the California Faculty Association Chancellor Charles Reed the CSU Board of Trustees Dr Kathy D Munoz Joan Van Duzer Bill Cannon The Lumberjack newspaper and members of the local media Authored by Michelle Woo Representative Arts Humanities amp Social Sciences Kyle Zeck Legislative Vice President Samantha Williams Gray President 21 Appendix C Definition of Terms LMS A Learning Management System or LMS is a software package that enables the management and delivery of learning content and resources to students Most LMSs are web based to facilitate quotanytime anywherequot access to learning content and administration Blackboard Basic LMS Manual enrollment primitive statistics not compliant with CSU security standards license restricts modifications system vulnerability due to untimely security patches Blackboard Enterprise LMS Automatic enrollment advanced statistics compliant with CSU security standards feature modifications by HSU staff integrated with Student services enrollment meets HSU data center standards passwords Commercial license Continually increasing license fees lock in proprietary format for all HSU course material requires dedicated server vulnerability due to slow reaction to Microsoft OS updates new features initially only available to enterprise level 100000 less than satisfactory support Open Source there are 10 main points that encompass OSS 0 Free Redistribution Parties are allowed to freely redistribute sell or give away the application without royalty 0 Source Code The program must include source code and where not included should be readily available preferably over the internet at no charge or for a moderate cost of reproduction fee The source code should be the preferred method of developer program modification 22 Derived works Derived works and modifications must be allowed and releasable under the same terms Integrity of Author39s Source code the application may restrict the release of source code in modified form only if the license allows for distribution with quotpatch filesquot that modify the program at build time No discrimination against groups or persons the license may not discriminate against any person or groups of persons No discrimination against fields of endeavor The license must not restrict anyone from making use of the program in a specific field of endeavor Distribution of license The rights attached to the program must apply to all to whom the program is redistributed without the need for execution of an additional license by those parties License must not be specific to a product The rights attached to the program must not depend on the program39s being part of a particular software distribution If the program is extracted from that distribution and used or distributed within the terms of the program39s license all parties to whom the program is redistributed should have the same rights as those that are granted in conjunction with the original software distribution License must not restrict other software The license must not place restrictions on other software that is distributed along with the licensed software For example the license must not insist that all other programs distributed on the same medium must be open source software License must be technology neutral No provision of the license may be predicated on any individual technology or style of interface Mission Critical Any service that if disrupted would bring instruction to a halt such as telephones campus network electricity Banner LMS 135000 page viewsday 23 24 Appendix D Other Universities LMS Evaluation Processes CSU Chico Chico LMS ll Strategic Review PassFail Rubric Solutions that Pass Move to Next Phase Vendor 1 Vendor 2 Vendor 3 UserLevel Requirements Accessibility 508 Compliant Availability 999 Ease of Use better than current LMS FeaturesTools meetexceed current set Courselevel assessment tools available Platform browsers plugins support includes Mac PC Supportability Requirements Chico Data Center technology standards compatible Demonstrated experience migrating courses from WebCT Disaster Recovery to timepoint of failure Multiyear track record with comparable universities Open standards support extensibility PowerLinks Building Blocks PeopleSoft integration available and in use System Reliability data integrity RDBMS Vendor Technical Support available same day response Status P for Pass F for Fail Chico LMS ll Strategic Review Best Fit Rubric LMS ll Strategic Review Best Fit Rubric 25 export and 26 and support for quotTrain the trainerquot Ease of new training browsers plu 9 failure single a 9 rus support for 27 Number of employees Financial Spent on Research Annual Major Releases Technical Support one available References Proactive security Deliver working product support for Research collaboration 28 Appendix E Faculty Survey HSU39s Learning Management System LMS is changing We want your input What should HSU39s Learning Management System be Change to the current LMS is inevitable HSU has outgrown the current Blackboard system and must move towards a system that continues to provide the educational opportunities that our students deserve We are in the process of deciding which LMS HSU should adopt Your experience and input into this decision is highly valued during this evaluation and recommendation process and we hope you will help us by participating in this survey This survey has been sent to you by the HSU LMS Steering Committee The committee s mission can be found at httplearnhumboldtedujoinlms Thank You Nancy Hurlbut and Cathleen Rafferty Co Chairs LMS Steering Committee I For how many years have you used a learning management system such as Moodle Blackboard eCollege or WebC39l39 o l have not used a LMS 0 Less than 1 year 0 1 3 years 0 More than 3 years 2 On a 1 5 scale please rate how important the following Instructional features of our next LMS would be to you i not 29 important at all 3 2 neutral 5 very important I can 0 Create an instructor39s test bank Share test questions among my courses Add randomized questions from my test bank to my online tests Share test questions with other faculty in my department Have students to peer review group work Use the LMS for community groups with off campus membership Have online discussions Use LMS for synchronous audio andor video meetings Create fully online courses Create a blog Create wikis in my courses Create glossaries in my courses Provide a journal activity Create an instructor39s test bank Share test questions among my courses Add randomized questions from my test bank to my online tests Share test questions with other faculty in my department Have students to peer review group work Use the LMS for community groups with off campus membership Have online discussions Use LMS for synchronous audio andor video meetings Create fully online courses On a 1 5 scale please rate how important the following Student features of our next LMS would be to you i not important at U39l 30 all 3 2 neutral 5 very important I want the following features for my students 0 Share files with each other 0 Open discussion forums for my students to use 0 Student created and lead discussions 0 Their own blog 0 An e Portfolio for each student 0 Portable e Portfolio o Other On a 1 5 scale please rate how important the following Administrative features of our next LMS would be to you i not important at all 3 2 neutral 5 very important I want the following capabilities 0 There is always a support person to contact 0 Works when I need it 0 Student data grades journals etc is secure 0 I can easily link to Library Resources 0 The LMS uses the same password as other systems o It won39t slow down when many people are using it o It can provide secure online testing o It is accessible for disabled students 0 Easy to move my current course material to the new system 0 Supports free knowledge exchangeopen standard Which learning management systems have you used please check all that apply 0 Moodle o Blackboard o WebCT o eCollege o Desire2Learn 31 0 Angel 0 Other 6 I use an LMS to please check all that apply 0 Support face to face courses hybrid courses 0 Provide fully online courses 0 Build non course related community sites 0 Other 1 If you have used Blackboard please list what you see as its strengths and weaknesses 00 If you have used Moodle please list your what you see as its strengths and weaknesses O If you have used a tool other than Blackboard or Moodle for web based courses or in support of face to face courses please list the tool and what you see as its strengths and weaknesses 10 Other things you would like us to know 32 Appendix F Student Survey HSU39s Learning Management System LMS is changing We want your input Change to the current LMS is inevitable HSU has outgrown the current Blackboard system and must move towards a system that continues to provide the educational opportunities that our students deserve We are in the process of deciding which LMS HSU should adopt Your experience and input into this decision is highly valued during this evaluation and recommendation process and we hope you will help us by participating in this survey This survey has been sent to you by the HSU LMS Steering Committee The committee s mission can be found at httpearnhumboldtedujoinlms Thank You Nancy Hurlbut and Cathleen Rafferty Co Chairs LMS Steering Committee 1 l have used an LMS such as Blackboard or Moodle for o l have not used a LMS o 1 2 years 0 3 4 years 0 5 6 years 0 7 years N On a 1 5 scale please rate how important the following Administrative features of our next LMS would be to you i not very important 5 very important 0 Works when I need it to 0 There is always a support person for me to contact 0 My data grades journals etc is secure W A 33 I can get to Library Resources from it only need to remember one password for all the HSU systems Won39t bog down when many people are using it It works for disabled students It saves paper by providing a place for my instructors to put handouts online It lets me check my grades Provides me with photos of other students in the course Provides me with an online space to store my files Other write in Please rate on a 1 5 scale how important to you would the following Instructional features of our next LMS be i not very important 5 very important It makes it hard for other students to cheat on tests It provides a place for my clubs and community groups Enables my instructors to provide asynchronous discussions about course materials It supports synchronous audio andor video meetings Enables my instructors to create fully online courses Provides me with my own blog It lets my instructors use video and audio files in courses It gives me a page that I can edit and add files to Please rate on a 1 5 scale how important to you would the following Student features of our next LMS be It makes it easy to share files among a group It provides an open discussion space for each of my courses It provides for student createdled communities It lets my instructors use Blogs It lets my instructors use wikis l 00 O 34 o It provides me with an e Portfolios o It provides tools for peer review of group projects 0 Other Which learning management systems have you used please check all that apply 0 Moodle o Blackboard o WebCT o eCollege o Other Do you use an LMS please check all that apply o In your face to face courses hybrid o In your fully online courses o In your non course related communities 0 Other If you have used Blackboard please list what you see as its strengths and weaknesses If you have used Moodle please list your what you see as its strengths and weaknesses If you have used a tool other than Blackboard or Moodle for web based courses or in support of face to face courses please list the tool and what you see as its strengths and weaknesses 35 Appendix G Staff Survey What should HSU39s Learning Management System be HSU39s Learning Management System LMS is changing We want your input Change to the current LMS is inevitable HSU has outgrown the current Blackboard system and must move towards a system that continues to provide the educational opportunities that our students deserve We are in the process of deciding which LMS HSU should adopt Your input into this decision is highly valued and we hope you will help us by participating in this survey This survey has been sent to you by the HSU LMS Steering Committee The committee s mission can be found at httpIearnhumboldtedu39oinms Learning management systems are expanding beyond their original roles as course management systems to provide features that increasingly are being used by staff at HSU and the CSU for a number of purposes such as to conduct surveys distribute departmental information discuss and manage new projects manage student employees etc For this reason as we move towards our next generation LMS we would like to survey staff on how they presently use an LMS or how they might make use of the features of an enterprise level LMS Thank You Nancy Hurlbut and Cathleen Rafferty Co Chairs LMS Steering Committee 1 For how many years have you used a learning management system such as Moodle Blackboard eCollege or WebC39l39 2 My primary work area is 36 0 IT Administrative services Department Coordinator Physical plant Other On a 1 5 scale please rate how important the following features of our next LMS would be to you i not important at all 3 2 neutral 5 very important If one of the below statements in this question does not apply to your use of an LMS please leave that statement blank and move to the next statement With an LMS I can 0 Provide documents to staff in my department 0 Provide documents to staff in other departments 0 Provide departmental information to students 0 Communicate with majors 0 Post office schedules andor staff schedules 0 Schedule events 0 Discuss departmental or campus wide projects 0 Provide information about departmental initiatives 0 Provide information about committees 0 Schedule student work projects 0 Track hours on student work projects 0 Use the LMS for community groups with off campus membership 0 Manage projects 0 Conduct surveys 0 Conduct web based audio andor video meetings 0 Create a personal blog 0 Create a department or staff group blog 0 Create wikis for department related information o Create glossaries of department specific information 37 Navigate easily Create online searchable databases Other 4 On a 1 5 scale please rate how important the following Administrative features of our next LMS would be to you i not important at all 3 2 neutral 5 very important If one of the below statements in this question does not apply to your use of an LMS please leave that statement blank and move to the next Statement I want the following capabilities in an LMS There is always a support person to contact Works when I need it The LMS uses the same password as other systems It won39t slow down when many people are using it It is accessible for disabled users Supports free knowledge exchangeopen standards Integratable with CMS Peoplesoft Integratable with Content Management Systems Post photos Post contact information The LMS can be customized to follow HSU39s web site design standards Other 5 Which learning management systems have you used please check all that apply Moodle Blackboard WebCT eCollege 38 o Desire2Learn 0 Angel 0 l have not used an LMS o Other 6 If you have used Blackboard please list what you see as its strengths and weaknesses 7 If you have used Moodle please list your what you see as its strengths and weaknesses 8 If you have used a an online tool other than Blackboard or Moodle please list the tool and what you see as its strengths and weaknesses 9 What kinds of LMS related questions do students and faculty ask you 10 Other things you would like us to know 39 Appendix H Background Information Blackboard to Moodle Course Conversion By encouraging Faculty and Students to use the Moodle LMS the Courseware Development Center staff members have the ability to automate many of the required administrative services thereby allowing more time to work with instructors individually For this reason we encourage you to establish a Moodle LMS account Moodle user accounts and course shells are automatically created each semester for all HSU instructors Blackboard Takeover of WebCT In the spring of 2006 Blackboard acquired WebCT its only significant commercial competitor in the CSU LMS market While Blackboard s announcement promised continued development and support of both systems until they could be effectively merged into one many campuses openly expressed concerns at the CSU LMS Summits about losing our bargaining position during the upcoming licensing agreements under negotiation between Blackboard and the CSU Moodle Growing The Moodle development project which was created originally as a contingency plan to provide a viable backup for Blackboard in case the Basic license was discontinued has blossomed into a teaching and learning support tool having a noticeable positive impact on teaching and learning at HSU We now have 323 courses offered in Moodle and 183 offered in Blackboard Many HSU instructors have 40 chosen to work with Moodle in order to utilize one or more of the unique LMS components Moodle Consortium One of the key assets of our HSU Moodle model is that it could easily be expanded to other CSU campuses With a centralized leadership role facilitated by a formal consortium decentralized development of Moodle at individual campuses could eliminate the need for commercial LMS contracts altogether Moodle is a license free LMS so the new features developed within Moodle at one CSU campus can be used by faculty at all CSU campuses without incurring licensing costs or restrictive licensing agreements
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