- Mission Statement
- The LTC Team
- Quality Services
- Emerging Technology Exploration Projects
- Learning Technology Research
- Instructional Development and Support Resources
Instructional News Updates
-
Nov
23
Pre-assign breakouts in Webex Meetings!
Webex Meetings now allows meeting hosts to setup meeting breakout sessions and pre-assign ...
-
Nov
20
Learning Technology Center Support Operations
With the shift to all Alternate Course Delivery starting on November 21st, we wanted to pr...
Learning Technology Center
Comprised of an enthusiastic team of experienced staff and dedicated student assistants, the Learning Technology Center (LTC) is a support center that focuses on assisting faculty and instructional staff in using learning technologies in pedagogically effective ways that work to engage students in learning and decrease instructor workload. In addition to working with faculty to explore ways to enhance student learning experiences, the LTC collaborates with departments, colleges, and the institution on initiatives aimed at enhancing success--both for instructors and students.
Course Design
The LTC provides both one-on-one and departmental consultation to implore evidence-based best practices in online and blended course design and facilitation.
Instructional Technology
Instructional Technology Services (ITS) works with instructors to identify teaching challenges, develop solutions, support an ecosystem of learning technology tools, and evaluate effectiveness of practice.
Technology
Technology Training works to inspire faculty and staff to use the available technology and software through high quality customized training and consultation services.
Contact the LTC to schedule a consulting appointment today!
Contact Us
ltc@uww.edu
262-472-1004
Monday - Friday, 8:00 AM to 4:30 PM
Media Studio Recording scheduling form.
Please contact Canvas 24/7/365 Phone, Chat and Email Support for all Canvas questions.
Visit Us
The LTC is in McGraw Hall, Suite 120, which is located on the first (middle) floor of McGraw.
