Learning Management Systems - extracting Value from their e-Volution

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A presentation on day 2 of the "e-Evolution: Adventures in e-Research and e-Learning" forum University of Melbourne, 29-30 Sep. 2009

http://www.cshe.unimelb.edu.au/academic_dev/eseminars09.html

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Learning Management Systems - extracting Value from their e-Volution

  1. 1. Learning Management Systems - extracting Value from their e-Volution Alan Arnold Teaching & Learning Centre University of Canberra <alan.arnold@canberra.edu.au>
  2. 2. some ideas for today <ul><li>The current LMS landscape </li></ul><ul><li>Dimensions of cost, value & barriers to LMS adoption </li></ul><ul><li>How do we know if &quot;the LMS&quot; makes a difference? </li></ul><ul><li>e-Volving from LMS 1.0 to LMS n.0 </li></ul><ul><li>The need to change the conversation </li></ul>
  3. 3. hands up … <ul><li>If your day-to-day interactions are primarily with students 8 </li></ul><ul><li>If your day-to-day interactions are primarily with staff 15 </li></ul><ul><li>If your main discussions with staff are about learning & teaching 12 </li></ul><ul><li>If your main discussions with staff are about research 6 </li></ul><ul><li>If your main discussions with staff are about knowledge transfer 3 </li></ul><ul><li>If you use an LMS more than once a day 10 </li></ul><ul><li>… once a week? 10 </li></ul><ul><li>If you have/had intentions to Tweet this meeting 1 (PL) </li></ul>
  4. 4. my perspectives <ul><li>A University of Melbourne alumnus :) </li></ul><ul><li>A Scholar's perspective </li></ul><ul><li>A Division of Information perspective </li></ul><ul><li>A Division of Learning & Teaching perspective </li></ul><ul><li>disclaimers </li></ul><ul><li>NOT a Student perspective (directly anyway) Personal, not UC (or UoM or ANU) views </li></ul>Personal/Profession Institutional/Commons
  5. 5. the state of learning management in higher education systems <ul><li>The Delta Initiative consultancy group webinar in cooperation with the Cal State system on the state of the LMS. August 11, 2009 www.deltainitiative.com/picts/pdf/deltainitiativelmswebinar09-2.pdf </li></ul><ul><li>The State of the LMS: An Institutional Perspective Michael Feldstein August 26, 2009 mfeldstein.com </li></ul>
  6. 7. continual constructive tension
  7. 8. harmonizing disruptive technologies
  8. 9. what are the institutional costs? <ul><li>The central cost to implement a new LMS will probably be $30–100+ per student, depending on product, scale, hosting & support modes, your internal capacity & capability, and time to implement. </li></ul><ul><li>The central ongoing cost will probably be $30–100+ per student per year, depending on why you decided to have an LMS in the 1st place. </li></ul><ul><li>The implementation cost to Faculty will probably be 2-5+% of their time, depending on whether the LMS suits their needs. This will probably be larger than 1) but hidden. </li></ul><ul><li>The ongoing &quot;cost&quot; to Faculty should be <2% of their time, and if used effectively, might even be negative. This should be less than 2) and recognized. </li></ul><ul><li>The VALUE to the institution can be considerable, depending on why you decided to have an LMS in the 1st place. </li></ul>www. elearningguild .com
  9. 10. there are costs for NOT effectively using the lms <ul><li>The cost to Faculty for NOT effectively using the LMS could be high. </li></ul><ul><li>The cost to Students for NOT effectively using the LMS will probably be high. </li></ul><ul><li>John Fritz, UMBC &quot;How Good Students are Using Bb&quot; </li></ul><ul><ul><li>Performance Expectations for ALL UC Academic Staff 2009-2012: </li></ul></ul><ul><ul><li>Provide evidence of leadership in adoption of appropriate use of educational technologies … and several other things! </li></ul></ul>
  10. 11. there can be more than only one! <ul><li>Melbourne LMS-plus: Bb/Sakai/NEO/Lectopia + a few Moodles >>> ?? </li></ul><ul><li>ANU WebCT >>> WATTLE: Moodle + Sakai + DLD + … </li></ul><ul><li>… plus the cloud </li></ul><ul><li>Taking a minimum cost path will be tempting. Be very careful how you calculate &quot;cost&quot;. Whose costs? Remember: </li></ul><ul><li>3) The implementation cost to Faculty … </li></ul><ul><li>4) The ongoing &quot;cost&quot; to Faculty … </li></ul><ul><li>Bespoke solutions are expensive They need to have particular strategic value. </li></ul><ul><li>Think of cost as an investment to enable transformation or support other business goals. </li></ul>
  11. 12. the current Moodle v Sakai myth <ul><li>&quot;One of my biggest criticisms of Sakai in the past has been its lack of a teaching and learning focus, even though I have readily conceded that it would be my choice for a pure research and collaboration space … Sakai isn’t trying to be (for example) a java-based Moodle. Its primary focus is as a learning and collaboration space, rather than a tool designed primarily to to deliver online/blended learning courses a-la Moodle.&quot; AuSakai wrap up, September 20th, 2009 </li></ul><ul><li>www.markdrechsler.com/?p=80 </li></ul><ul><li>Moodle & Bb can also provide collaboration spaces </li></ul>
  12. 13. the academy and the cloud www. educause . edu/thetowerandthecloud meganpoore.com/2009/09/22/web-2-0-analysing-risk/
  13. 14. so, are Bb/Moodle/Sakai/NEO making a difference? <ul><li>John Campbell, Purdue & Diana Oblinger, EDUCAUSE &quot;Academic Analytics&quot; </li></ul><ul><li>Shane Dawson, University of Wollongong Erica McWilliam and Jen Pei-Ling Tan, QUT </li></ul><ul><li>&quot;Teaching smarter: How mining ICT data can inform and improve learning and teaching practice&quot; ASCILITE Melbourne 2008 </li></ul><ul><li>John Fritz, UMBC &quot;How Good Students are Using Bb&quot; www.youtube.com/watch?v=5-TwNV5n4zw </li></ul><ul><li>Improving student & staff awareness. Hey! I didn't know … </li></ul>
  14. 15. the LMS is an important ingredient in the blend <ul><li>A systematic search of the research literature from 1996-2008 analysed more than 1000 empirical studies of online learning find those that (a) contrasted an online to a face-to-face condition, (b) measured student learning outcomes, (c) used a rigorous research design, and (d) provided adequate information to calculate an effect size. Key findings: </li></ul><ul><ul><li>Students who took all or part of their class online performed better, on average, than those taking the same course through traditional face-to-face instruction. Mean effect size of +0.24 statistically significant at the p < .01 level </li></ul></ul><ul><ul><li>Instruction combining online and face-to-face elements had a larger advantage relative to purely face-to-face instruction than did purely online instruction. Mean effect size +0.35, statistically significant at the p < .001 level </li></ul></ul><ul><ul><li>Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies (2009). http://www.ed.gov/about/offices/list/opepd/ppss/reports.html#edtech </li></ul></ul><ul><li>Blended learning &quot;A strategic and considered approach to teaching and learning that effectively integrates different models of teaching and styles of learning whereby both face-to-face and online learning are each made better by the presence of the other &quot; UC Online & Blended Learning Review (2009) </li></ul>
  15. 16. extracting value from lms 1.0 has taken some time <ul><li>After a decade of WebCT we still have a long tail </li></ul>One activity action per user, per day The Challenge Aim to raise the median APU by 50% in 2010?
  16. 17. extracting value from lms 2.0+ will be easier &quot;<my students> just loved Moodle …&quot; Law &quot;I think Moodle is a wonderful teaching tool&quot; Student Support &quot;In view of the resounding successes we have had with our newly Moodled classes …&quot; English Language Institute &quot;One more thing...I especially love the countdown feature for when assignments are due. For a busy mum with two kids and a part time job it's really helpful I can tell you.&quot; Nursing
  17. 18. but not without its challenges! Welcome to Wattle! [email_address]
  18. 19. what's on the horizon? <ul><li>2009 Horizon Report: Australia-New Zealand Edition horizon.nmc.org/australia/ </li></ul><ul><li>Critical Challenges </li></ul><ul><ul><li>Practices for evaluating student work will evolve in response to the changing nature of learning and student preferences for receiving feedback. </li></ul></ul><ul><ul><li>Ageing learning environments do not easily allow for embracing the use of information and communication technologies (ICTs), or enable the sorts of learning support systems being promoted by modern theorists. </li></ul></ul><ul><ul><li>There is a growing need for formal instruction in key new skills, including information literacy, visual literacy, and technological literacy. </li></ul></ul><ul><ul><li>There is a growing recognition that new technologies must be adopted and used as an everyday part of classroom activities, but effecting this change is difficult. </li></ul></ul>
  19. 20. minds on fire: open education, the long tail, and learning 2.0 <ul><li>John Seely Brown & Richard P. Adler </li></ul><ul><ul><li>open participatory learning ecosystems </li></ul></ul><ul><ul><li>active, passion-based learning </li></ul></ul><ul><ul><li>EDUCAUSE Review 43(1) Jan/Feb 2008 </li></ul></ul>wordle .net
  20. 21. social media isn't a fad it's a fundamental shift in the way we communicate <ul><li>www.youtube.com/watch?v=fVXKI506w-E </li></ul>
  21. 22. the lms as a transformation agent? <ul><li>Open-ness 2.0? </li></ul>
  22. 23. btw, why are we still having separate e-Learning and e-Research conversations? <ul><li>Let's talk more about [scholarly cyberinfrastructure] to help our students engage with &quot; the pleasure of the rigour of the work &quot; (McWilliam) </li></ul><ul><ul><li>US National Science Foundation Office of Cyberinfrastructure , American Council of Learned Societies Our Cultural Commonwealth </li></ul></ul><ul><ul><li>National Collaborative Research Infrastructure Strategy (NCRIS) Platforms for Collaboration - ARCS, ANDS, AREN … etc </li></ul></ul><ul><ul><li>These don't seem to have much influenced teaching practice yet. </li></ul></ul><ul><ul><li>In the meantime … </li></ul></ul><ul><ul><li>re-use & re-purpose - don't re-invent the wheel. </li></ul></ul><ul><ul><li>use existing tools in smarter ways. &quot;Inspiration can happen at any time. Capture it!&quot; (Echo360). EVO?? </li></ul></ul><ul><ul><li>still keep an eye on the e-framework www.e-framework.org - very similar to early Sakai framework before it was sidetracked by &quot;LMS&quot; </li></ul></ul><ul><ul><li>build & use smarter glue to stick services together eg LMS plus Microsoft Live@edu, Google Apps, resource discovery + collaborative &quot;reading list&quot; creation tools, (Zotero?), digitize more of our cultural heritage, visualizations, mine the web of data … </li></ul></ul>
  23. 24. but don't forget the challenges at the coalface!
  24. 25. <ul><li>Thank you </li></ul><ul><li>And continue to DreamLarge! </li></ul>
  25. 26. Learning Management Systems - extracting Value from their e-Volution Alan Arnold Teaching & Learning Centre University of Canberra <alan.arnold@canberra.edu.au>

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