UMass Lowell serves nearly 17,000 students through its undergraduate, graduate and continuing education programs and is a part of the prestigious University of Massachusetts system. With rapidly changing and expanding technology tools and resources, the university was posed with new training challenges for staff and faculty.
Learn how a comprehensive online resource for technology-focused learning and professional development is now available 24/7 to the whole University of Massachusetts Lowell community, and has helped meet their training needs.
Online learning is a given in today’s higher education institutions, but how do colleges integrate a wide variety of valuable tools to streamline access and create flexible learning opportunities for students and faculty alike?
Find out how Polk State College, a multi-campus institution serving over 20,000 students, overcame this challenge with two of their key online solutions: Desire2Learn™ and Atomic Learning.
Shenandoah University serves more than 4,000 students from its campus in Winchester, Virginia. As part of the university's new integrated mobile learning program (iMLearning), each new student is issued an Apple® MacBook® Pro and their choice of an iPad® or iPad Mini®.
Providing students with this technology has its challenges as well. Shenandoah used to create all of their technology training videos in-house, but found it hard to keep up with demand. The help desk was also getting flooded with the same questions from both students and staff. After looking at several options, the university felt that Atomic Learning® offered the best solution.
For the past century, the typical classroom learning experience for college students has remained the same. The faculty member lectures, while the students listen and take notes. But more and more instructors are finding that flipping the classroom can add a new dynamic to the class as well as increase its impact.
By using the flipped classroom method, college educators have found “the very technology that is causing widespread student distraction during class in the first place can be put to use in asking students to view a video of a lecture before class.”
In preparation to upgrade their LMS software, the Virginia Commonwealth University Technology Services team reviewed the usage of campus training tutorials and realized a need for an additional online training solution to help transition the campus of over 16,000 faculty and staff and 33,000 students from Blackboard 9 to Blackboard 9.1.
“By implementing Atomic Learning as a help desk supplement, you ease the workload for current IT staff–allowing them to focus on larger initiatives,” Colleen Bishop, VCU’s Director of Learning Systems said, “The educational use of technology is the focus of all of Atomic Learning’s training.”
How do two trainers provide technical training for 3,000 faculty and staff, in addition to 7,600 students for whom there has never been formal training?
In 2009 this was the situation that the Division of Information Technology at Creighton University found itself in. Meanwhile, another challenge was emerging. The number of Macs and Mac users on campus was growing.
Not to be forgotten were the 7,600 students at the undergraduate and professional levels both on campus and online. An easy training solution had never been in the realm of possibility.
Learn how Creighton University found a training solution to meet their needs.
Smaller colleges often struggle with high training burdens because they have fewer staff to host training sessions and field the vast amount of questions they receive throughout the year.
Paul Smith College’s vision of utilizing Atomic Learning as a solution to the college’s training challenges was faced with a major obstacle--funding. Registrars’ Offices often don’t have huge budgets and, as a result, don’t think they can make substantial purchases.
However, the Paul Smith College Registrar found a way by collaborating with other departments to pull together funding to purchase the solution.
Learn how this college budgeted to provide campuswide training.
Philadelphia University serves more than 450 faculty and staff members, and 3,500 full- and part-time students, including adult learners and international students, through face-to-face and online courses. To meet the needs of this growing institution, the university’s Technology Help Desk must offer a wide range of services on a tight budget, with a small staff of one manager, one analyst, and 16 part-time student workers.
Challenged to meet the support training needs of campus faculty, staff and students, Philadelphia University searched and implemented a solution to simplify training resources.
The University of South Florida realized they a great support system in place on campus, but lacked the support services available in the virtual environment to meet the support needs for students taking courses online.
By expanding their student resource system to include Atomic Learning’s online software training resources, USF has made available a suite of learning services that dramatically improve academic and technology training support.
Gonzaga University serves more than 7,700 students from its campus in Spokane, Washington. With each new semester, the school incorporates additional technology to help engage students in their courses and ease the administrative burden on faculty and staff.
Many of the new technologies have been customized to fit the unique needs of the university. But as each technology is customized, the challenge becomes how to accurately train staff, faculty and students on its use.