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The two reports of interest are: The 2011-12 Inside Higher Ed Survey of College and University Chief Academic Officers http://www.insidehighered.com/download?file=finalCAOsurveyreport.pdf Presidential Perspectives, the 2011 Inside Higher Ed Survey of College and University Presidents http://www.insidehighered.com/sites/default/archive/storage/files/SurveyBooklet.pdf

The CAO survey had 1081 participants, while the survey of Presidents had 956 participants.  There is no information that can confirm that both the CAO and President from the same institution were in the majority for the respondents. So, the respondents for each report could be from different institutions.

nly one category — library resources and services — did a majority of all presidents (and a bare majority at that: 51 percent) rate the technology investment as “’very effective.’”  You can read the entire article here:  http://www.insidehighered.com/news/survey/president2011

digital literacy - which she defines as "those capabilities that equip an individual for living, learning and working in a digital society"

While it was still around, Becta defined digital literacy as  “…the skills, knowledge and understanding learners need to participate fully and safely in our increasingly digital world. 

For me, the main characteristics of the many of the available definitions of digital literacy are that: it supports and helps develop traditional literacies – it isn’t about the use of technology for it’s own sake or ICT as an isolated practice it's a life long practice – developing and continuing to maintain skills in the context of continual development of technologies and practices it's about skills and competencies, and critical reflection on how these skills and competencies are applied it's about social engagement – collaboration, communication, and creation within social contexts

According to Babson Survey Research Group, 65 percent of all reporting higher education institutions said that online learning was a critical part of their long-term strategy, and over 6.1 million students took at least one online course during the fall 2010 term—an increase of 560,000 students over the previous year.

A post-LMS world does not suggest that the LMS is obsolete but, rather, that the practice of evaluating learning outcomes through a traditional LMS as the sole means for knowledge acquisition is obsolete. The original design of the LMS was transactional and largely administrative in nature, hence the “M” in “LMS.” The function of the traditional LMS is to simplify how learning is scheduled, deployed, and tracked as a means to organize curricula and manage learning materials.

LMS 3.0 design focuses on four essential applications: learning grids; e-learning intelligence; content clouds; and open architecture.