New Designs for Learning Management Systems

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New Designs for Learning Management Systems

• EDUCAUSE 2006 SW Regional Conference, Austin,
  Texas

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Elliott Masie reports concerns with CMS

• Compliance Pressure - Use of the LMS as a core
  Compliance Management Tool.
• Retention of Talent Pressure - Requests to have
  the LMS as an "engine that drives increased
  retention of talent.
• Meaningful Metrics Pressure - Need for greater
  linkage with business metrics to yield measures
  of the impact of learning on performance rather
  than consumption.
• Informal Content Pressure - As more content is
  shifting to informal formats, the LMS needs to be
  re-tuned to authentically deal with a wider
  continuum of knowledge models.
• Governance Pressure - Registered participants are
  reporting significant changes in LMS and LCMS
  governance and decision models.

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What we have now
Administrative tools Authentication Course
authorization Hosted services Registration
integration
Productivity tools Bookmarks Calendar Progress
review Orientation/help Searching w/in
course Work offline
Course delivery tools Automated teaching and
scoring Course management Instructor
helpdesk Online grading Student tracking
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Student involvement tools Groupwork Self-assessmen
t Student community building Student portfolios
Curriculum design tools Standards compliance
Accessibility compliance Content
sharing/reuse Course templates Curriculum
management Customized look and feel Instructional
design tools
Communication toolsDiscussionFile
exchangeEmailOnline journal/notesChatVideoWhi
teboard
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Knowledge and Learning Management Systems
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Emerging functionalities

• Access controls authentication and authorization
  functionality that determines how participants
  get into systems and what they are allowed to do
  once they are in.
• Pervasive assessment functions should measure or
  document student learning and the effectiveness
  of learning materials to support student
  learning.
• Cognitive and organizational tools support
  cognitive processes, reduce cognitive load of the
  learner, extend the cognitive capabilities of the
  learner or allow the learner to test ideas within
  problem solving contexts, and provide support for
  organizing ones work.
• Collaboration/communication tools that support
  peer interaction, either in discussion or group
  work, including project/team management
  functionality.
• User Interface and Navigation design and
  ease-of-use functionality of screens, particular
  to each type of user also relieves cognitive load
  and systems that allow customization can improve
  quality of interaction as well as efficiency for
  the user.
• Content Creation and Delivery facilitates and
  supports the sharing of resources and other
  content, generated and/or provided by faculty AND
  students.
• Instructional/Learning Design incorporates
  pedagogy, andragogy, and learner needs and
  preferences in course design and guide the
  instructional designer and faculty member to
  offer appropriate content for both the content
  and the learner.

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Discussion

• enterprise-level management,
• functional capabilities,
• user control,
• intelligent supports for learners and
  instructors,
• issues of integration and interoperability

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(No Transcript)
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Resources

• Beyond accidental pedagogy Next generation
  course management systems
• Content Wire
• CMSWire
• CMS Watch
• Edutools
• Learning Activity Management System (LAMS)
• OCLC Online Computer Library Center
• Wikipedias Virtual Learning Environment

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References

• Britain, S. (1999). A framework for pedagogical
  evaluation of virtual learning environments. JISC
  technology Applications Programme. Available at
  http//www.leeds.ac.uk/educol/documents/00001237.h
  tm
• Carmean, C., Haefner, J. (2002). Mind over
  matter. EDUCAUSE Review, November/December.
  Available at http//www.educause.edu/ir/library/pd
  f/erm0261.pdf
• Coatta, T. (2002). Silicon Chalk and pervasive
  learning Using technology to support learning in
  many contexts. http// www.silicon-chalk.com/resou
  rces.htm
• Darwin Executive Guides. (n.d.). Content
  Management. http//guide.darwinmag.com/technology/
  web/content/
• Hanson, P., Robson, R. (2004). Evaluation
  course management technology A pilot case study.
  ECAR Research Report. Available at
  http//www.educause.edu/LibraryDetailPage/666?IDE
  RB0424
• Hanson, P., Robson, R. (2003). An evaluation
  framework for course management technology. ECAR
  Research Report. Available at http//
  www.educause.edu/ir/library/pdf/ERB0314.pdf
• Kvavik, R. B., Caruso, J. B., Morgan, G.
  (2004). Students and information Technology
  Convenience, connection, and control. ECAR
  Research Report. http//www.educause.edu/LibraryDe
  tailPage/666?IDERS0405
• Morgan, G. (2003). Faculty use of course
  management systems. Available at
  http//www.educause.edu/ir/library/
  pdf/ecar_so/ers/ers0302/ekf0302.pdf
• Pittinsky, M. (2004). The networked learning
  environment Stepping beyond courses to a more
  expansive online learning experience. Blackboard.
  Available at http//www.blackboard.com/docs/AS/Bb_
  Whitepaper_NLE.pdf