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Kusen ema a migration from a conventional lms
 

Kusen ema a migration from a conventional lms

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Kusen ema a migration from a conventional lms Kusen ema a migration from a conventional lms Presentation Transcript

  • A MIGRATION FROM A CONVENTIONAL LMS TO A CLOUD-BASED LEARNING PLATFORM EMA KUŠEN DEPARTMENT OF INFORMATICS, UNIVERSITY OF RIJEKA, CROATIA
  • 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
  • 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
  • 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 • How to use new technologies for learning?
  • Kušen, A migration from a conventional LMS to a cloud-based learning platform, PSST 2013 photo by Bernard and Myrtha Garon
  • Kušen, A migration from a conventional LMS to a cloud-based learning platform, PSST 2013 Cloud computing? Image by BlueHouseBurning store and access items
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • THE MIGRATION PROCESS PHASE 1: CRITERION-BASED SELECTION PROCESS • standard LMS features • mobile apps, adaptable for accessing from mobile devices with minimal hardware requirements • external tools and widgets embedded or linked -> PLE Kušen, A migration from a conventional LMS to a cloud-based learning platform, PSST 2013
  • MOBILITY Kušen, A migration from a conventional LMS to a cloud-based learning platform, PSST 2013
  • PERSONALIZATION • Cloud-based applications • https://canvas.instructure.com/login Kušen, A migration from a conventional LMS to a cloud-based learning platform, PSST 2013
  • LET’S ADD SOME INTERACTIVITY • psstcanvas1@gmail.com • psst123! • psstcanvas2@gmail.com • psst123? • psstcanvas3@gmail.com • psst123) • psstcanvas4@gmail.com • psst123/ • psstcanvas5@gmail.com • psst123% • psstcanvas6@gmail.com • psst123$ Kušen, A migration from a conventional LMS to a cloud-based learning platform, PSST 2013
  • 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
  • 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
  • PHASE 5: SURVEY RESULTS Kušen, A migration from a conventional LMS to a cloud-based learning platform, PSST 2013 DEVICES USED TO ACCESS INSTRUCTURE CANVAS FAMILIARITY WITH CLOUD SERVICES • 100% familiar with the cloud computing technology …but… • when asked if they use cloud services in their daily life, 10% was not sure 7% 26% 67% Tablet Mobile phone/Smart phone PC/laptop
  • 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
  • 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
  • Kušen, A migration from a conventional LMS to a cloud-based learning platform, PSST 2013 Photo by Anne Davids
  • 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