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This involved collaboration between academics, administrative staff and information services (IS) to determine all the requirements of the system, ranging from “must have” to “should have” to “could have”. We also wanted to provide better quality feedback to students following formative and summative exams.
When learning designers, faculty, and staff focus on the adult place-bound student, they don’t have to compromise for the faculty, learning designer, or staff working on the community college commuter program, the residential program, or the like.
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