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Sunday, April 18, 2004
A Planning and Assessment Model for Developing Effective CMS Support - Douglas F. Johnson, Online Journal of Distance Learning Administration
At the University of Florida, in Spring 2003, more than 32,000 individuals enrolled in courses using the centrally-supported Course Management System (CMS). Because less than 1 full time equivalent (FTE) was allocated to support the CMS, this created problems for both users and support providers. In the face of rapid growth, support resources for the CMS had not kept pace, remaining constant over the preceding five years. UF administration is now addressing that problem, and CMS support is undergoing reorganization and expansion. The critical task at this point is to ensure that UF develops a CMS support program that can effectively allocate responsibilities across tasks and hire staff who will bring to UF the knowledge and skills necessary to complement and extend existing resources. The model presented here was developed to help assess current support needs and staff, allocate support responsibilities, identify and hire for needed skills and abilities, facilitate planning, and align CMS support with institutional priorities. Most institutions of higher education face an identical task. Furthermore, the general principles established in this model are applicable to other support areas, not simply to course management system support.
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