Hello, Brightspace Community! I am working with the LMS Project to deploy Brightspace as an LMS...
Hello, Brightspace Community!
I am working with the LMS Project to deploy Brightspace as an LMS product from a previous LMS tool. We are a campus of onsite and remote faculty and students where we have 8,000 faculty and 90,000 students. We currently run a 24/7/365 contact center for our help desk which has a combined 40 agents spread throughout those hours.
As we begin to staff up support overall (not just in the help desk) but in our instructional design, faculty support and help desk areas, we are wondering how other institutions have gone about this staffing.
Were increases warranted at your institutions? In which areas?
What information or model did you use to justify those increases?
Did you find the increases to be necessary (were they in fact used)?
We are looking at an additional 25% volume of workload. Does that sound right/wrong?
Did you happen to notice if the increased volume (if any) was only temporary during the transition or was this a long term uplift in volume?
Finally, as an institution we have never supported Mobile. What is the experience from a volume standpoint that we might expect in this area?
I am grateful for any and all responses.
Sincerely,
Brad (Can't wait for Brightspace) Hachez
التعليقات
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We moved from WebCT to D2L when Blackboard bought WebCT to over 8 years ago.
But moving from WebCT actually made our call volume decrease rather than increase. D2L is a much easier system to use and is more user-friendly.
Most of your calls are going to be focused around how to I do this. Since the ways it was done in the old system isn't how it is done now in the new system.
I create hundreds of training videos to show users how to do things and navigate the system. you are more than welcome to use my videos.
Faculty/Instructor Demos:
Student/Learner Demos:
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We stayed at the same staff and same hours. We did a lot of instructor training sessions and built our own D2L Training Course. Which is broken up into 3 parts that breaks down all of the main D2L tools. We require all on ground class instructors to take part 1 and all hybrid/online instructors to take parts 1 and 2. Then part 3 has the tools that aren't heavily used by everyone. Normally only the online classes use them. But then we do have some really strong on ground classes that use all of the tools and take all 3 parts.
I have attached the training course and a course export that you can import into your environment and play around with. Some part of it might be broken since parts of the course live in the Shared Files area of our LMS and not in the actual course itself (like the Daylight course templates for the html pages).
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We made the same move as Jonathan, and had a similar strategy. The quarter before we switched all the courses over, we had a lot of on-ground, hands-on migration training for instructors in computer labs. We added one person to staff to support this effort plus some course re-design work, and also trained several instructors and librarians to support the on-ground workshops with us. In the long run, I think we have more instructors accomplishing more, in more courses, since we moved to D2L. Increased staff levels from the migration effort now support more students and instructors, I do not think our call volume has increased after the blip at the start, when we got, but where is Blackboard? a lot.
