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Learning Content Management at Seneca College
Spread throughout the greater Toronto area, Seneca College (http://www.senecac.on.ca/)
has five major campuses and several smaller ones. With a combined student body
that now exceeds 90,000, Seneca has been in a long-term growth mode in the use
of technology to support teaching and learning. As their eEducation infrastructure
has expanded, Seneca encountered two major challenges related to effective management
of learning content and course materials.
The first challenge involved managing the update and distribution of content
and course materials used in Seneca courses. Typical of other large institutions,
Seneca offers numerous introductory level courses with multiple sections every
semester. If each instructor independently manages course content, when the
inevitable mid-semester content change is required, updating the course materials
across multiple sections becomes time consuming and a process fraught with error.
A centralized management and version control of the common course materials
is required to increase the efficiency of such a complex system.
The other challenge involved creating appropriate mechanisms for users on campus,
particularly faculty, to share content with each other. Providing department-specific
repositories so members of a department can make materials accessible to their
colleagues is one goal, but sharing at the departmental level is just a first
step for Seneca. In fact, the campuses see department-level sharing as part
of a more sophisticated, long term plan for leveraging re-usable learning objects
(RLOs) in a system-wide content repository.
Seneca had experimented with different approaches to this for some time. Their
Centre for New Technologies in Teaching and Learning created an application
called SLOPE (Shared Learning Object Portal Environment), a prototype repository
that allowed faculty to submit and re-use digital learning materials. The experience
with SLOPE helped Seneca identify hurdles related to effectively rolling out
a learning object repository. They concluded that faculty are more likely to
use a learning object repository that is easy to use and access. The campus
came to believe a successful content repository has to be implemented within
an application environment the faculty already knows, such as their course management
system.
To address learning content management needs Seneca chose
the Blackboard Content System to complement their Blackboard
Learning System and Blackboard Portal System. “With the Blackboard
Content System,” says Joanna Hunt, Seneca’s Application Systems
Administrator responsible for Blackboard, “it became so much
easier. Now we post a document or learning object once and
all course sections simply link to it.” For example, when
a syllabus has to change mid-semester, that change is made
in just one document, not 15 or 20 times, once for each section.
Being able to store course materials in a single location
also makes better use of digital storage space.
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