ETUG Spring Workshop 2014 - Where’s the “Learning Management” in an LMS
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ETUG Spring Workshop 2014 - Where’s the “Learning Management” in an LMS

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By: Esther Tiessen, KPU ...

By: Esther Tiessen, KPU

Online course delivery systems such as Moodle, often referred to as “Learning Management Systems,” have been available now for about 20 years. These technologies facilitate students’ progression through a course and their participation in a variety of learning activities such as accessing content, participating in discussions, submitting assignments, and constructing representations of their learning. While presumably students are learning by participating and completing these learning activities, within these systems, there is a woeful lack of tools for “managing” that learning. For example, there are no tools for students to manage their learning goals: i.e., to construct learning goals, check how their learning goals align with the course learning outcomes, use the course learning resources and activities to intentionally work on achieving their learning goals, or to monitor their progression in achieving their learning goals. While the last 20 years have seen progress in system integration tools for system administrators and course management tools for instructors, there have been few advances, if any, in tools and features that would help students to manage their learning. In this thinking session, I will invite participants to brainstorm designs for “learning management” tools for inclusion in LMS’s that would help students to both learn more effectively and to become expert learners.

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ETUG Spring Workshop 2014 - Where’s the “Learning Management” in an LMS ETUG Spring Workshop 2014 - Where’s the “Learning Management” in an LMS Presentation Transcript

  • WHERE’S THE “LEARNING MANAGEMENT” IN AN LMS? Esther Tiessen Kwantlen Polytechnic
  • Where’s the “Learning Management” in an LMS?  Why I think Learning Management Systems should be called Teaching Management Systems  So what?  Why I think we need Learning Management Systems, not just Teaching Management Systems  What do you think a Learning Management System should look like and do?  (this is the interactive part)  What do we do now?
  • Teaching Management Systems  What LMS features support learning and the management of learning?
  • Typical Features of LMS (ala Wikipedia)  Course Management, e.g. lists of courses, registration, credit information and syllabus, pre-requisites  Teaching Materials, i.e. courseware  Self-assessment quizzes  Lessons tools: Authoring for contents (structured XML or HTML) and quizzing/testing (e.g. Java Script generators) or alternatively ability to import standard IMS or SCORM packages developed with an external tool (e.g. Dreamweaver).  Asynchronous Communication: email, forums  Synchronous Communication: chat, whiteboard, teleconferencing,  Student tools: Home page, self tests, bookmarks, progress tracking, ....  Student Management Tools: progress tracking, on-line grading (assessment), ....  Learner feedback: course evaluation surveys, test evaluation surveys etc.
  • Typical Features of LMS (ala Wikipedia)  Course Management, e.g. lists of courses, registration, credit information and syllabus, pre-requisites  Teaching Materials, i.e. courseware  Self-assessment quizzes  Lessons tools: Authoring for contents (structured XML or HTML) and quizzing/testing (e.g. Java Script generators) or alternatively ability to import standard IMS or SCORM packages developed with an external tool (e.g. Dreamweaver).  Asynchronous Communication: email, forums  Synchronous Communication: chat, whiteboard, teleconferencing,  Student tools: Home page, self tests, bookmarks, progress tracking, ....  Student Management Tools: progress tracking, on-line grading (assessment), ....  Learner feedback: course evaluation surveys, test evaluation surveys etc.
  • 99 LMS Features To Compare LMS (ala elearningindustry.com) Administration Administrative Reporting Assessment Tools Built in Authentication & Security Authoring - Courses Authoring - 3D Simulation Authoring - Gamification Authoring - mLearning Authoring - PowerPoint Conversion Authoring - Serious Game Authoring - Storyboarding Blended/Hybrid Learning Career Tracking Certification Management Certification Tracking Classroom Management Collaboration Management Competency Management Compliance - 3rd Party Authoring Tools Compliance - 3rd Party Teleconferencing Tools Compliance - Tin Can API Compliance - AICC Compliance Management Compliance - SCORM Conferencing Content Library Content Management Course Catalog Course Interactivity Coursework Grading Custom Learning Vocabulary Custom User Interface Customizable Branding Customizable Fields Customizable Functionality Customizable Reporting Data Import/Export Data Management Development Tracking Document Management eCommerce eLearning Management Event Management Exam Engine Goal Setting / Tracking Individual Development Plans Installation (Hosted, Local, Saas, Cloud) Instructor Led Classes Instructor Scheduling Job Hierarchies LCMS Legacy System Integration
  • 99 LMS Features To Compare LMS(cont’d) (ala elearningindustry.com) Licensing (Free, Trial, Open Source, Paid) Live Video Presentations Locations Served Maintance (Backups, etc) Mobile Access Multi-Currency Multi-Language Multi-Lingual Courseware Multi-Lingual User Interface Multi-Organization Structures Multimedia Environment Multiple Delivery Formats Notifications - Email Notifications - SMS Offline Learning Online Learning Performance Assessment Perpetual License Platform Podcast Management Registrar Enrollment Registration Management Reporting Resource Management Self-Enrollment Self-Paced Self-Registration Single Sign On Skills Assessment Skills Tracking Social Learning Software Development Kit Student Management Student Portal Student Self Service Student Tracking Survey Management Term License Test Building Test Scoring Testing Training Metrics Training Tracks User Access Controls Users Size Served Virtual Classes Waiting Listing
  • EDUTOOLS LMS Features and Criteria (www.edutools.org)  Productivity Tools  Administration Tools  Course Delivery Tools  Student Involvement Tools  Content Development Tools  Communication Tools  Hardware/Software  Company Details/Licensing Bookmarks Calendar/Progress Review Searching Within Course Work Offline/Synchronize Orientation/Help Group Work Community Networking Student Portfolios Discussion Forum Discussion Management File Exchange Internal Email Online Journal/Notes Real-time Chat Whiteboard
  • Teaching Management Systems Administrative:  course management tools Instructional:  authoring tools  assessment tools  student management tools Learning support:  navigational tools  communication tools  progress tracking
  • What are the features? Administrative:  course management tools Instructional:  authoring tools  assessment tools  student management tools Learning support:  navigational tools  communication tools  progress tracking Do these support expert learning and/or learning management?
  • So what?  Why I think we need Learning Management Systems, not just Teaching Management Systems…
  • So what?  Why I think we need Learning Management Systems, not just Teaching Management Systems… …because I want my students to have adequate tools to be expert learners
  • I Want My Students to be Expert Learners who…
  • I Want My Students to be Expert Learners who…  are intrinsically motivated and set and pursue their own personal learning goals
  • I Want My Students to be Expert Learners who…  are intrinsically motivated and set and pursue their own personal learning goals  are able to construct knowledge and build their own understanding through effective use of learning resources and activities
  • I Want My Students to be Expert Learners who…  are intrinsically motivated and set and pursue their own personal learning goals  are able to construct knowledge and build their own understanding through effective use of learning resources and activities  monitor and manage their knowledge construction and achievement of learning goals
  • I Want My Students to be Expert Learners who…  are intrinsically motivated and set and pursue their own personal learning goals  are able to construct knowledge and build their own understanding through effective use of learning resources and activities  monitor and manage their knowledge construction and achievement of learning goals  manage their time effectively
  • I Want My Students to be Expert Learners who…  are intrinsically motivated and set and pursue their own personal learning goals  are able to construct knowledge and build their own understanding through effective use of learning resources and activities  monitor and manage their knowledge construction and achievement of learning goals  manage their time effectively  apply metacognitive skills to reflect on their learning and learning skills
  • I Want My Students to be Expert Learners who…  are intrinsically motivated and set and pursue their own personal learning goals  are able to construct knowledge and build their own understanding through effective use of learning resources and activities  monitor and manage their knowledge construction and achievement of learning goals  manage their time effectively  apply metacognitive skills to reflect on their learning and learning skills I want LMS to have tools for…
  • I Want My Students to be Expert Learners who…  are intrinsically motivated and set and pursue their own personal learning goals  are able to construct knowledge and build their own understanding through effective use of learning resources and activities  monitor and manage their knowledge construction and achievement of learning goals  manage their time effectively  apply metacognitive skills to reflect on their learning and learning skills goal management I want LMS to have tools for…
  • I Want My Students to be Expert Learners who…  are intrinsically motivated and set and pursue their own personal learning goals  are able to construct knowledge and build their own understanding through effective use of learning resources and activities  monitor and manage their knowledge construction and achievement of learning goals  manage their time effectively  apply metacognitive skills to reflect on their learning and learning skills knowledge management goal management I want LMS to have tools for…
  • I Want My Students to be Expert Learners who…  are intrinsically motivated and set and pursue their own personal learning goals  are able to construct knowledge and build their own understanding through effective use of learning resources and activities  monitor and manage their knowledge construction and achievement of learning goals  manage their time effectively  apply metacognitive skills to reflect on their learning and learning skills knowledge management learning management goal management I want LMS to have tools for…
  • I Want My Students to be Expert Learners who…  are intrinsically motivated and set and pursue their own personal learning goals  are able to construct knowledge and build their own understanding through effective use of learning resources and activities  monitor and manage their knowledge construction and achievement of learning goals  manage their time effectively  apply metacognitive skills to reflect on their learning and learning skills knowledge management learning management time management goal management I want LMS to have tools for…
  • I Want My Students to be Expert Learners who…  are intrinsically motivated and set and pursue their own personal learning goals  are able to construct knowledge and build their own understanding through effective use of learning resources and activities  monitor and manage their knowledge construction and achievement of learning goals  manage their time effectively  apply metacognitive skills to reflect on their learning and learning skills knowledge management learning management executive control (metacognition) time management goal management I want LMS to have tools for…
  • I Want LMS to have tools for…  goal management  knowledge management  learning management  time management  executive control (metacognition)
  • I Want LMS to have tools for…  goal management  knowledge management  learning management  time management  executive control (metacognition) expert learners Student LMS Expert Learning
  • Blast from the Past  what can students achieve with the technology that they couldn’t achieve otherwise?  what new cognitive skills do students develop as a result of using the technology? Effects With Technology… Effects Of Technology… Salomon, G. (1990). Cognitive effects with and of computer technology. Communication Research. 17(1), 26-44
  • Blast from the Past  what can students achieve with the technology that they couldn’t achieve otherwise?  what new cognitive skills do students develop as a result of using the technology? Effects With Technology… Effects Of Technology… cognitive residue Salomon, G. (1990). Cognitive effects with and of computer technology. Communication Research. 17(1), 26-44
  • Salomon, G. (1990). Cognitive effects with and of computer technology. Communication Research. 17(1), 26-44 Blast from the Past  what can students achieve with the technology that they couldn’t achieve otherwise?  what new cognitive skills do students develop as a result of using the technology? Effects With Technology… Effects Of Technology… cognitive residue What cognitive residue are students getting from our current
  • Potential Effects With/Of LMS  what can students achieve with the LMS that they couldn’t achieve otherwise?  what new cognitive skills do students develop as a result of using the LMS? Effects With Technology… Effects Of Technology…
  • Potential Effects With/Of LMS  what can students achieve with the LMS that they couldn’t achieve otherwise?  what new cognitive skills do students develop as a result of using the LMS? Effects With Technology… Effects Of Technology… Student LMS Expert Learning
  • Potential Effects With/Of LMS  what can students achieve with the LMS that they couldn’t achieve otherwise?  what new cognitive skills do students develop as a result of using the LMS? Effects With Technology… Effects Of Technology… Student LMS Expert Learning Student LMS Expert Learning
  • Potential Effects With/Of LMS  what can students achieve with the LMS that they couldn’t achieve otherwise?  what new cognitive skills do students develop as a result of using the LMS? Effects With Technology… Effects Of Technology… Student LMS Expert Learning Student Expert Learning
  • Self-Directed Learning “the devolution by educators, and acceptance by learners, of responsibility for valued instructional functions within recognizable teaching/learning situations” “Learning projects that people undertake on their own initiative, without any formal instructional structures or support” Learner-control Autodidaxy Candy, P. C. (1991). Self-direction for lifelong learning: A comprehensive guide to theory and practice. San Francisco: Jossey-Bass.
  • Self-Directed Learning “the devolution by educators, and acceptance by learners, of responsibility for valued instructional functions within recognizable teaching/learning situations” “Learning projects that people undertake on their own initiative, without any formal instructional structures or support” Learner-control Autodidaxy Candy, P. C. (1991). Self-direction for lifelong learning: A comprehensive guide to theory and practice. San Francisco: Jossey-Bass.
  • Self-Directed Learning “the devolution by educators, and acceptance by learners, of responsibility for valued instructional functions within recognizable teaching/learning situations” “Learning projects that people undertake on their own initiative, without any formal instructional structures or support” Learner-control Autodidaxy Can we use LMS to prepare students to become life-long learners?
  • Self-Directed Learning “the devolution by educators, and acceptance by learners, of responsibility for valued instructional functions within recognizable teaching/learning situations” “Learning projects that people undertake on their own initiative, without any formal instructional structures or support” Learner-control Autodidaxy effects with technology in my courses
  • Self-Directed Learning “the devolution by educators, and acceptance by learners, of responsibility for valued instructional functions within recognizable teaching/learning situations” “Learning projects that people undertake on their own initiative, without any formal instructional structures or support” Learner-control Autodidaxy effects with technology in my courses effects of technology for life-long learning in knowledge society
  • What do you think a LMS should look like and do?
  • What do you think a LMS should look like and do? What learning management tools and/or featueres would you like to see in LMS’s?  tool/feature  functionality of tool/feature  effects with the tool/feature  effects of the tool/feature  customizability for instructor
  • What do we do now?  How do we get vendors to incorporate these tools and/or features?
  • esther.tiessen@kpu.ca Thank-you