2016年8月至12月之间，作为需求评估阶段的一部分学习技术环境（LTE）更新项目，教师和学生从事同行以确定每个集团的UBC学习技术环境的优先事项。使用各种方法聚集了学生和教师的反馈，包括调查，焦点小组，反馈会议，访谈和电子邮件。
Town Hall events held at UBC Vancouver and UBC Okanagan in October 2016 gave faculty and students an opportunity to engage in conversations about the LTE Renewal project’s goals and to provide feedback and pose questions to the LTE Renewal project team panel.Watch a recordingof the UBC Vancouver Town Hall.
这些活动的调查结果如下。
需求评估结果摘要
在需求评估阶段期间收集的所有数据的分析 - 包括焦点小组，反馈会议，访谈和调查显示可用性是UBC教师和学生的首要任务。教师和学生也都报告了这一点方便and可靠性是其前五个优先事项之一。
教师确定的优先事项
教师成员确定了UBC学习技术环境的最优先事项，确定了可用性，方便，等级集，协作和可靠性。
这些条款的教师定义：
定义：当有一个简单，用户友好，易于学习的界面，允许用户有效地执行所需的任务。
我们听过的是什么：
- “使用简单直观”
- "Quick and easy to update, intuitive, not complicated"
定义：When online course content (e.g., lecture notes, videos, library resources, and other instructor-directed content) can be accessed, added, and edited at any time.
我们听过的是什么：
- “简单高效的上传，存储和数字文件和资源组织（即可自定义的文件夹结构，拖放）”
- “让内容可用任何时间,任何地点;所有owing students to optimize their path through the maze of material, focusing on elements that they individually need most"
定义：Ability to monitor and share students' learning progress within the course (e.g., grades, written feedback, etc.).
我们听过的是什么：
- “学生在线进行实践测试和评估，这些测试和评估自动并立即分级（即时反馈）”
- "Flexible gradebook – be able to calculate more complex indices of performance. E.g. put together different measures, or parts of different measures into a score"
定义：能够支持和促进学生与教师之间的知识交流，以及课程外部的学生和人员之间。
我们听过的是什么：
- "Promote peer to peer knowledge exchange"
- “学生发布和分享在课堂上收集的数据（在实验时间期间）以进一步分析”
- “学生需要能够在实时编写和看到对方的写作”
定义：当系统稳定且响应时。
我们听过的是什么：
- “需要能够处理峰值负荷需求”
学生确定的优先事项
学生确定了可用性，便利性，可靠性，协作以及无缝体验，作为UBC学习技术环境的首要任务。
这些条款的学生定义：
定义：当有一个简单，用户友好，易于学习的界面，允许用户有效地执行所需的任务。
我们听过的是什么：
- “这一定很容易或容易学习和直观”
定义：可以随时访问在线课程内容（例如，讲义说明，视频，库资源和其他教练导向内容），并且有关于学生的学习过程和计划的灵活性。
我们听过的是什么：
- "Technology gives me work/life/school balance as I do not have to organize extra travel to be in a class physically and at a specific date/time. I have so much flexibility. Online learning is the reason I chose UBC."
定义：When the technology is reliable without defects or glitches so students can consistently rely on the program to do all tasks expected of them.
我们听过的是什么：
- “当我需要它时需要在那里”
定义：通过同行指导，团体活动以及一起支持答案的支持，学生将讨论和互相讨论和互相讨论和互相讨论和互相讨论的人，教师和课程外部的人员。
我们听过的是什么：
- “通过互联网与其他学生的合作与连接的机会，在我的学术界和超越它之外的教师和思想家”
定义：当有一个用于访问课程材料/等级/截止日期等的中央场所时，在多个地方不再重复信息，并且跨课程的一致性相对于设置和布局存在一致性。
我们听过的是什么：
- “全部在一个网站上而不是在多个平台上传播”
教师和学生调查
In September 2016, students and faculty from UBC Vancouver and UBC Okanagan were invited to submit their feedback via the Learning Technology Environment Renewal survey. The surveys were designed to broadly identify functional and pedagogical requirements for supporting teaching and learning at UBC and to inform the development of questions that would then be asked in faculty- and student-led feedback sessions and interviews.
The analysis of the data from these surveys indicated that UBC faculty and students agree that the use of learning technology can positively impact student learning and that learning technologies play an important role in supporting teaching and learning at UBC.
Faculty Survey Results
The faculty version of the Learning Technology Environment Renewal survey asked UBC Vancouver and UBC Okanagan faculty about their current and desired uses of technology to support teaching and learning and about aspects of the current learning technology environment that need improvement.
In total, 478 faculty members responded to the survey. Faculty members who indicated that they would like to get more involved in the LTE Renewal project and would be open to being contacted for further discussions were followed up with by faculty on the LTE Renewal project team for individual consultations.
调查的主要目标之一是确定UBC学习技术环境的教职员工的功能和教学要求。学员的学习技术的当前和所需的使用使用概述了下表。
总响应= 478
Faculty: Current and Desired Uses of Technology
本调查还询问了学院成员，了解技术支持的课堂体验。课程概述了教师响应。
教师：技术支持的课堂体验
学生调查结果
UBC students from the Okanagan and Vancouver campuses were invited to take a student-focused version of the Learning Technology Environment Renewal survey. Over 1,100 students participated, providing feedback on how they currently use technology, how technology can best support learning, and what they would like to see change for the better. Importantly, over 90% of student respondents agreed that technology could positively impact their learning.
更好地了解学生如何使用（并希望使用）技术支持他们的学习是调查的关键目标。学生的当前和期望的学习技术用途概述了下表。
Total Responses = 1159
学生：技术的当前和期望的用途
The survey also asked students about the use of technology to support their classroom and learning experiences. Students responses are outlined in the table below.
Students: Classroom and learning experiences supported by technology
