A migration from a conventional 4072013

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  • 7 categories were developed in 2011 and then adjusted for this purpose
  • A migration from a conventional 4072013

    1. 1. A MIGRATION FROM A CONVENTIONAL LMS TO A CLOUD-BASED LEARNING PLATFORM EMA KUŠEN DEPARTMENT OF INFORMATICS, UNIVERSITY OF RIJEKA, CROATIA
    2. 2. A PRESENTATION OUTLINE 1. Overview of the new technologies for teaching/learning 2. A migration to a cloud-based learning system 3. Students’ attitudes and experience Kušen, A migration from a conventional LMS to a cloud-based learning platform, PSST 2013
    3. 3. DEVELOPMENT OF TECHNOLOGY  PLE & Web 2.0 tools  Mobile learning  Cloud computing Kušen, A migration from a conventional LMS to a cloud-based learning platform, PSST 2013
    4. 4. DEVELOPMENT OF TECHNOLOGY Kušen, A migration from a conventional LMS to a cloud-based learning platform, PSST 2013 • rapid development of technology in many sectors
    5. 5. Kušen, A migration from a conventional LMS to a cloud-based learning platform, PSST 2013 DEVELOPMENT OF TECHNOLOGY IN EDUCATION • traditional e-learning -> LMS • content-centric • unadaptable to specific user’s needs • need for a new approach to using technologies for learning Web 2.0 Mobile learning Cloud computing
    6. 6. PLE & WEB 2.0 TOOLS • PLE – a Personal Learning Environment • A system that helps learners take control of and manage their own learning • Supports learners: • set their own learning goals • manage their learning • communicate with others Kušen, A migration from a conventional LMS to a cloud-based learning platform, PSST 2013
    7. 7. Kušen, A migration from a conventional LMS to a cloud-based learning platform, PSST 2013 photo by Bernard and Myrtha Garon
    8. 8. MOBILE LEARNING • mobile devices • Apps -> daily life • use in education • low cost/free alternatives to commercial software Kušen, A migration from a conventional LMS to a cloud-based learning platform, PSST 2013
    9. 9. CLOUD COMPUTING “computation paradigm in which the resources of an IT system are offered as services in a flexible way over the Internet” (Fernandez et. al, 2012) • “pay-as-you-go” model • from a low financial situation to enough computing power for researching SaaS PaaS IaaS  infrastructure as a service servers, storage, operating systems and virtualization of hardware resources offered through the Internet  platform as a service  software as a service education software and consumer software Kušen, A migration from a conventional LMS to a cloud-based learning platform, PSST 2013
    10. 10. CLOUD COMPUTING • cloud-based system should support: • different teaching methods • different learning styles • various kinds of content presentation (video, graphics, and animations) • different types of educational activities (textual assignments, multimedia quizzes, reading course materials, etc.) • interactivity • avoidance of distractions that interrupt the learning stream Kušen, A migration from a conventional LMS to a cloud-based learning platform, PSST 2013
    11. 11. MUDRI • Administration? • Threat of a server crash? • Inclusion of Web 2.0 tools? Kušen, A migration from a conventional LMS to a cloud-based learning platform, PSST 2013
    12. 12. From Moodle to Instructure Canvas Kušen, A migration from a conventional LMS to a cloud-based learning platform, PSST 2013 A MIGRATION TO A CLOUD-BASED LEARNING SYSTEM
    13. 13. INSTRUCTURE CANVAS • Operations Research • target group: students of the 1st year of graduate studies of Informatics, experienced in a blended-learning model Kušen, A migration from a conventional LMS to a cloud-based learning platform, PSST 2013
    14. 14. THE MIGRATION PROCESS Criterion- based selection process Course import and adjustment Student registration Course progress Course evaluation Kušen, A migration from a conventional LMS to a cloud-based learning platform, PSST 2013
    15. 15. THE MIGRATION PROCESS PHASE 1: A CRITERION-BASED SELECTION PROCESS CATEGORIES SATISFACTION OF CRITERIA High level of importance supports designed learning activities supports the following roles – professor, TA and student organization of course topics into blocks a quiz with various question types which is password restricted math equations and formulas hand in a homework assignment, restrict the upload after the deadline clear and easy to use gradebook cost free online help a teacher can embed additional tools into the course + + + + + + + + + + Medium level of importance import a zipped course from MudRi + Low level of importance in the native language local support adjustment to students with special needs - - - • 7 categories of criteria for evaluation of LMSs  system requirements and tools,  flexibility, interoperability and support,  administrative settings and technical characteristics,  integration of Web 2.0 tools,  tools for content distribution,  tools for communication. Kušen, A migration from a conventional LMS to a cloud-based learning platform, PSST 2013
    16. 16. THE MIGRATION PROCESS PHASE 1: CRITERION-BASED SELECTION PROCESS • standard LMS features • mobile apps, adaptable for accessing from mobile devices with minimal hardware requirements • possibility to include external tools and widgets -> PLE • the tools needed for the course were either embedded or linked to the learning platform -> students could learn and solve tasks anywhere, provided that the Internet connection was available. Kušen, A migration from a conventional LMS to a cloud-based learning platform, PSST 2013
    17. 17. THE MIGRATION PROCESS PHASE 2: COURSE IMPORT AND ADJUSTMENT • the zipped file of the course was successfully imported from MudRi PHASE 3: STUDENT REGISTRATION • a list of the email addresses of all students enrolled in the course • deadline: seven days to complete the registration process • email remainder Kušen, A migration from a conventional LMS to a cloud-based learning platform, PSST 2013
    18. 18. Kušen, A migration from a conventional LMS to a cloud-based learning platform, PSST 2013 PHASE 4: COURSE PROGRESS although the course was held traditionally in the classroom, students accessed the system often
    19. 19. MOBILITY Kušen, A migration from a conventional LMS to a cloud-based learning platform, PSST 2013
    20. 20. PERSONALIZATION • Cloud-based applications Kušen, A migration from a conventional LMS to a cloud-based learning platform, PSST 2013
    21. 21. PERSONALIZATION Kušen, A migration from a conventional LMS to a cloud-based learning platform, PSST 2013
    22. 22. SURVEY RESULTS Students’ attitudes towards the cloud-based system Kušen, A migration from a conventional LMS to a cloud-based learning platform, PSST 2013
    23. 23. SURVEY RESULTS WHICH MOBILE DEVICE DO YOU OWN? 0% 20% 40% 60% 80% Kušen, A migration from a conventional LMS to a cloud-based learning platform, PSST 2013 • 100% familiar with the cloud computing technology …but… • when asked if they use cloud services in their daily life, 10% was not sure FAMILIARITY WITH CLOUD SERVICES
    24. 24. SURVEY RESULTS Kušen, A migration from a conventional LMS to a cloud-based learning platform, PSST 2013 DEVICES USED TO ACCESS INSTRUCTURE CANVAS 7% 26% 67% Tablet Mobile phone/Smartphone PC/laptop
    25. 25. SURVEY RESULTS MOBILITY QUESTIONS 0% 20% 40% 60% It is important to access an LMS with a mobile device It is important to have a system for learning which is adapted for mobile devices I am satisfied with the look of the interface of the system on a mobile device screen I do not agree I mostly do not agree I do not agree nor disagree I mostly agree I completely agree Kušen, A migration from a conventional LMS to a cloud-based learning platform, PSST 2013
    26. 26. SURVEY RESULTS SECURITY 0% 20% 40% 60% 80% I consider MudRi safe and reliable I consider Instructure Canvas safe and reliable An unauthorized access to my data in cloud worries me The fact that I access a cloud-based system worries me I do not agree I mostly do not agree I do not agree not disagree I mostly agree I completely agree Kušen, A migration from a conventional LMS to a cloud-based learning platform, PSST 2013
    27. 27. SURVEY RESULTS PERSONALIZATION 0% 10% 20% 30% 40% 50% 60% It is important not to be obliged to install software locally on my device System Canvas is more adjusted to my needs than MudRi In comparison with MudRi, Instructure Canvas provides more tools that I need for the course I do not agree I mostly do not agree I do not agree nor disagree I mostly agree I completely agree Kušen, A migration from a conventional LMS to a cloud-based learning platform, PSST 2013
    28. 28. CONCLUSION • more awareness about cloud technologies should be encouraged among the students • 83% completely or mostly satisfied with learning in the system Instructure Canvas Kušen, A migration from a conventional LMS to a cloud-based learning platform, PSST 2013 SaaS Web 2.0 personal
    29. 29. Kušen, A migration from a conventional LMS to a cloud-based learning platform, PSST 2013 Photo by Anne Davids
    30. 30. Ema Kušen Department of Informatics University of Rijeka ekusen2@inf.uniri.hr Kušen, A migration from a conventional LMS to a cloud-based learning platform, PSST 2013

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