Future of the LMS - towards a more open and personalised learning environment

Future of the LMS –towards a more open and personalisedlearning environment Stanley Frielick Director of Learning and Teaching AUT University Presented at the 2011 Tertiary ICT conference Victoria University of Wellington

http://www.ﬂickr.com/photos/22726520@N00/3970181993

UoA - NorthTec - AUT http://farm5.static.ﬂickr.com/4074/5444493797_05704fd9de_b.jpg‘LMS as marriage’ metaphorLove at ﬁrst sight / Arranged marriages -courtship - vendor ‘lock-in’ - review -divorce / exit strategy

1. Classroom management – facilitate delivery of notes or otherlearning aids for a particular lecture or paper.2. Course management – support to span multiple class sessionsacross an entire course with common goals, adding tools forevaluation, feedback and discussion3. Curriculum management – provides meta-tools (e.g., contenttagging and objectives management) to handle relationships amonga set of courses. These tools can be used to index a curriculumacross a programme or identify common attributes across courses4. Learning management – information is organised around thelearner. This facilitates self-directed learning as students can chosefrom a variety of learning opportunities, and can progress atdifferent rates over time depending on individual goals. Studentsmay have a private area within the system to assemble selectedresources (facilitating the use of an eportfolio)5. Community management – enables borders to extend beyondthe class, course, curriculum or the traditional campus learner,allowing for multiple learning contexts and organisations.

The situation at AUTEnterprise-scale Blackboard - evolution since2003 - signiﬁcant ‘vendor lock-in’Widespread adoption - threshold project2009 - every paper has default ‘shell’LMS review 2011 - literature reviewNew University strategic planLearning and Teaching planICT Strategic plan

Key points from lit reviewhttp://akoaotearoa.ac.nz/download/ng/ﬁle/group-5274/review-of-lms-literature-for-aut-lms-review-committee.pdf no longer ‘Blackboard vs Moodle’ feature shoot-out not a simple case of ‘LMS vs PLE’ Institutional drivers different at AUT Importance of pedagogical analysis and critique

one of the initial promises of LMSdevelopment was that the software would betransformative, liberating, and would allowthe learner or teacher to choose themethods and technologies that are mostappropriate in a given situation. However,“the outcomes have not quite measured upto the hype” (Wise and Quealy 2006: 899).There is increasing recognition that eventhose LMSs which claim to be are notpedagogically neutral shells for coursecontent – they inﬂuence and potentially limitpedagogy by presenting default formats toguide the creation of a course in certainways (Lane 2009).

Keep your eye on the big picture: it’s not simply a decision tochoose an LMS, but is also a choice about a strategic direction fortechnology and learningMove ahead on LMS initiatives, but be prepared for innovation andchange.Start with what you know, and build over time. Progress in stages,not in one jumpBase the LMS model on your culture to support ﬂexibility and theintegration of LMS other systemsFocus on needs and use a strategic approach to planning with LMSspeciﬁc questionsAn inclusive process is as important as the decision itself. LMS ismore than an administrative tool, and requires a different approachto decision making.Governance issues are important, as this is an academic and ITstrategic decision.

http://www.youtube.com/watch?feature=player_embedded&v=dCIP3x5mFmw

Steve Wheeler

Mark Pescehttp://blog.futurestreetconsulting.com/2010/08/05/paperworks-padworks/

iPad 2 + iOS5 + iCloud = LMS+PLE• iPad 2 as PLE - both container and producer• Static LMS giving way to dynamic and personalised learning environment• Blending of formal and informal learning spaces - physical and virtual

Implications for ‘service’?Who ‘owns’ the LMS ?Governance and decision-making modelsWhat will learning look like in 2015 ?Is the LMS in its current and emergingforms the way forward ? (PLEs, CLEs,hybrids, etc.)Strategy, planning and budgeting

Tablets / mobilityImplications for ‘service’? Wireless network (P2P, video, apps,) On-campus infrastructure (labs etc) Private clouds vs ‘iClouds’ Security - BYOD Support, training, ‘ownership’ ... Learning space design

OERs and new pedagogiesimplications for teaching? ‘lecture capture’ / ‘learning on demand’ - costs, storage, bandwidth open content freely available constructivism and student-generated content virtual and augmented realities

Future of LMS @ AUT

Future of LMS @ AUTno compelling driver for ‘divorce’

Future of LMS @ AUTno compelling driver for ‘divorce’robust and scaleable implementation on ashoestring (compared to other unis)

Future of LMS @ AUTno compelling driver for ‘divorce’robust and scaleable implementation on ashoestring (compared to other unis)increasing pressure on constrained resources

Future of LMS @ AUTno compelling driver for ‘divorce’robust and scaleable implementation on ashoestring (compared to other unis)increasing pressure on constrained resourcesno data on ‘pedagogical progression’

Future of LMS @ AUTno compelling driver for ‘divorce’robust and scaleable implementation on ashoestring (compared to other unis)increasing pressure on constrained resourcesno data on ‘pedagogical progression’ByeBye Blackboard / Toodle pip Moodle ?

Future of LMS @ AUTno compelling driver for ‘divorce’robust and scaleable implementation on ashoestring (compared to other unis)increasing pressure on constrained resourcesno data on ‘pedagogical progression’ByeBye Blackboard / Toodle pip Moodle ?what is the LMS/PLE solution for the‘changing world’ ?

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Future of the LMS - towards a more open and personalised learning environment

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Future of the LMS - towards a more open and personalised learning environment — Presentation Transcript