Selection and Implementation of an Open Source Learning Management System (LMS) Professor Mark Brown Director, National Ce...
Why me?
Palmerston North <ul><ul><li>Auckland </li></ul></ul><ul><ul><li>Wellington </li></ul></ul>Distance  International About M...
Selection and Implementation of an Open Source LMS
Selection and Implementation of an Open Source LMS A quick survey…
The selection of an open source Learning Management System (LMS) is a key  strategic decision  about the  future direction...
Future Maker? Future Faker? The selection of an open source Learning Management System (LMS) is a key  strategic decision ...
1. The growth of open source 2. Key questions you must consider 3. The future of the LMS Selection and Implementation of a...
1. The Growth of Open Source ‘ Openness’ is the new normal….
1. The Growth of Open Source •  Open access •  Open educational resources •  Open educational practices •  Open source CON...
 
Moodle in Australia TAFE SA
 
 
 
Typical claims… •  Easy to use •  Feature rich •  Customizable •  Lots of additional plugins •  Developed with pedagogy in...
LMS VLE $4.5m for Implementation  |  $800K for Upgrade Moodle 2.X
2. Key Questions You Must Consider •  Before selecting… •  During selection process… •  When implementing…
Before selecting…
•  What is the vision? •  How aligned is the vision? •  What outcomes are you expecting? •  Who should be the business own...
Hon Steve Maharey - VC “ To provide an  exceptional   and  distinctive  experience for all students by creating a rich  di...
<ul><ul><ul><li>1. To respond to the challenge of the so-called  ‘Google Generation’ . </li></ul></ul></ul><ul><ul><ul><li...
<ul><ul><ul><ul><li>Alignment </li></ul></ul></ul></ul><ul><ul><ul><ul><li>New initiatives must  align  and be consistent ...
<ul><li>1. Communities of Inquiry </li></ul><ul><li>Learning is a social experience where generative knowledge is embedded...
Places Tools Learner-Content Interaction Learner-learner Interaction Spaces Teacher-Learner Interaction Pedagogical Criter...
Because no two students have the same needs and no two teachers arrive at their best performance in the same way,  theoret...
(Brown, 2011) Acquisition Participation Roots Metaphors
(Brown, 2011) Virtual Physical Roots Metaphors Acquisition Participation
Synchronous Asynchronous (Brown, 2011) Acquisition Participation Roots Metaphors
Synchronous Asynchronous Discussion Fora Prof Casts Online Clinic Webinars Online Presentations Wikis ePortfolio Online Re...
Learning by sharing (Connectivist) Learning by listening (Instructionist) Learning by doing (Constructivist) Learning by m...
<ul><ul><ul><li>Culturally Relevant </li></ul></ul></ul><ul><ul><ul><li>Supports Te Reo Māori and Pasifika policy initiati...
During selection…
During selection… •  What systems do you evaluate? •  How do you use existing evaluations? •  What level of features analy...
Business models…
http://www.movetomoodle.com.au/
Brown, M., Paewai, S., & Suddaby, G. (2010). The VLE as a Trojan Mouse: Policy, politics and pragmatism.  Electronic Journ...
When implementing…
When implementing… •  What brand? •  What timeframe? •  What methodology? •  What management structure? •  What tools and ...
Quality Assurance or  Quality Enhancement?
Peer Assistance and Review of Teaching Teaching Evaluation Data Course Planning  & Development Tool Guidelines for  Effect...
http://peerreview.massey.ac.nz
3. The Future of the LMS Adopting a long-term view… •  Is the LMS  dead?
3. The Future of the LMS Adopting a long-term view… •  Is the LMS  dead? •  Do we need to start talking about the learning...
•  Is the LMS  dead? •  Do we need to start talking about the learning  platform  of the future? •  What type of future hi...
Final Thoughts
“ We shape our dwellings and afterwards our dwellings  shape us ”
A  conclusion  is the place where you got  tired  of  thinking
•  Learning for the future •  Teachers as future makers •  Leading in a climate of change What happened in the past is no ...
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Selection and Implementation of an Open Source Learning Management System (LMS)

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A presentation given at the eLearning Summit, Sydney, Feb 2012.

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  • Selection and Implementation of an Open Source Learning Management System (LMS)

    1. 1. Selection and Implementation of an Open Source Learning Management System (LMS) Professor Mark Brown Director, National Centre for Teaching and Learning Director, Distance Education and Learning Futures Alliance eLearning Summit, Sydney Feb 2012
    2. 2. Why me?
    3. 3. Palmerston North <ul><ul><li>Auckland </li></ul></ul><ul><ul><li>Wellington </li></ul></ul>Distance International About Massey…
    4. 4. Selection and Implementation of an Open Source LMS
    5. 5. Selection and Implementation of an Open Source LMS A quick survey…
    6. 6. The selection of an open source Learning Management System (LMS) is a key strategic decision about the future direction of your institution requiring vision, high level debate and political courage.
    7. 7. Future Maker? Future Faker? The selection of an open source Learning Management System (LMS) is a key strategic decision about the future direction of your institution requiring vision, high level debate and political courage.
    8. 8. 1. The growth of open source 2. Key questions you must consider 3. The future of the LMS Selection and Implementation of an Open Source LMS Overview…
    9. 9. 1. The Growth of Open Source ‘ Openness’ is the new normal….
    10. 10. 1. The Growth of Open Source • Open access • Open educational resources • Open educational practices • Open source CONFUSION ‘ Openness’ is the new normal….
    11. 12. Moodle in Australia TAFE SA
    12. 16. Typical claims… • Easy to use • Feature rich • Customizable • Lots of additional plugins • Developed with pedagogy in mind • Has a strong user community • Fueled by proprietary backlash • It is free (well not really)
    13. 17. LMS VLE $4.5m for Implementation | $800K for Upgrade Moodle 2.X
    14. 18. 2. Key Questions You Must Consider • Before selecting… • During selection process… • When implementing…
    15. 19. Before selecting…
    16. 20. • What is the vision? • How aligned is the vision? • What outcomes are you expecting? • Who should be the business owner? • Who needs to be involved in the selection? • What principles should underpin the selection? • What approval processes do you need to follow? • What are your unique institutional requirements? • What can we learn from other institutions? Before selecting…
    17. 21. Hon Steve Maharey - VC “ To provide an exceptional and distinctive experience for all students by creating a rich digital learning culture.”
    18. 22. <ul><ul><ul><li>1. To respond to the challenge of the so-called ‘Google Generation’ . </li></ul></ul></ul><ul><ul><ul><li>To enhance the quality of teaching and thereby maintain Massey’s pre-eminent status as a tertiary (distance) education provider. </li></ul></ul></ul><ul><ul><ul><li>3. To introduce a new Massey model of teaching and learning that promotes the type of digital literacy relevant to the requirements of the knowledge society. </li></ul></ul></ul>Key Drivers…
    19. 23. <ul><ul><ul><ul><li>Alignment </li></ul></ul></ul></ul><ul><ul><ul><ul><li>New initiatives must align and be consistent with the Massey University’s key policies and priorities. </li></ul></ul></ul></ul><ul><ul><ul><ul><li>One-university </li></ul></ul></ul></ul><ul><ul><ul><ul><li>New initiatives in elearning, flexible delivery and distance education must support and be consistent with the concept of a one-university identity. </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Pedagogy </li></ul></ul></ul></ul><ul><ul><ul><ul><li>The selection must be driven by contemporary theory and research and related pedagogical criteria aimed at enhancing the quality of teaching and learning at Massey University. </li></ul></ul></ul></ul>Guiding Principles:
    20. 24. <ul><li>1. Communities of Inquiry </li></ul><ul><li>Learning is a social experience where generative knowledge is embedded within and distributed across communities of practice. </li></ul><ul><li>2. Learning-centered </li></ul><ul><li>The focus is on ‘learning’ where different learning designs can be employed to support the needs and experiences, and pre-existing knowledge of learners. </li></ul><ul><li>3. Interactivity </li></ul><ul><li>Deep and durable learning occurs when there is regular and structured interactivity with content, staff and fellow students. </li></ul>Pedagogical Criteria:
    21. 25. Places Tools Learner-Content Interaction Learner-learner Interaction Spaces Teacher-Learner Interaction Pedagogical Criteria 1. What is eLearning? Interactivity…
    22. 26. Because no two students have the same needs and no two teachers arrive at their best performance in the same way, theoretical exclusivity and didactic single-mindedness can be trusted to make even the best educational ideas fail. (Sfard, 1998, p.11)
    23. 27. (Brown, 2011) Acquisition Participation Roots Metaphors
    24. 28. (Brown, 2011) Virtual Physical Roots Metaphors Acquisition Participation
    25. 29. Synchronous Asynchronous (Brown, 2011) Acquisition Participation Roots Metaphors
    26. 30. Synchronous Asynchronous Discussion Fora Prof Casts Online Clinic Webinars Online Presentations Wikis ePortfolio Online Readings Video Streaming Online Chat Video Conferencing (Brown, 2011) Real-time Tests Online Learning Ecology Acquisition Participation
    27. 31. Learning by sharing (Connectivist) Learning by listening (Instructionist) Learning by doing (Constructivist) Learning by making (Constructionist) Affordance to swing…
    28. 32. <ul><ul><ul><li>Culturally Relevant </li></ul></ul></ul><ul><ul><ul><li>Supports Te Reo Māori and Pasifika policy initiatives. </li></ul></ul></ul><ul><ul><ul><li>2. Internationalization </li></ul></ul></ul><ul><ul><ul><li>Allows for sharing of content and jointly branded skins. </li></ul></ul></ul><ul><ul><ul><li>3. Lifelong Learning </li></ul></ul></ul><ul><ul><ul><li>Integrates with an ePortfolio system to support life-long learning. </li></ul></ul></ul>Institutional Requirements:
    29. 33. During selection…
    30. 34. During selection… • What systems do you evaluate? • How do you use existing evaluations? • What level of features analysis is required? • How do you manage competing perspectives ? • How do you keep everyone informed? • What type of pilot do you undertake? • Who makes the decision? • How do you calculate the total cost of ownership? • What business model do you adopt ?
    31. 35. Business models…
    32. 36. http://www.movetomoodle.com.au/
    33. 37. Brown, M., Paewai, S., & Suddaby, G. (2010). The VLE as a Trojan Mouse: Policy, politics and pragmatism. Electronic Journal of e-Learning, 8 (2), 63-72. Weller, M. (2007). Virtual Learning Environments: Using, Choosing and Developing your VLE. Oxford, UK: Routledge. Useful reading…
    34. 38. When implementing…
    35. 39. When implementing… • What brand? • What timeframe? • What methodology? • What management structure? • What tools and customizations ? • How do you engage the academic heartland? • What level of disruption do you wish to promote? • How will you support your staff and students? • How will you address the problem of quality?
    36. 40. Quality Assurance or Quality Enhancement?
    37. 41. Peer Assistance and Review of Teaching Teaching Evaluation Data Course Planning & Development Tool Guidelines for Effective Practice Accessibility Guidelines Course Self-review Checklist Student Workload Calculator Design for Learning Resources for Learning Facilitating Learning Assessment for Learning Evaluating Teaching Professional Leadership Quality Enhancement Framework…
    38. 42. http://peerreview.massey.ac.nz
    39. 43. 3. The Future of the LMS Adopting a long-term view… • Is the LMS dead?
    40. 44. 3. The Future of the LMS Adopting a long-term view… • Is the LMS dead? • Do we need to start talking about the learning platform of the future?
    41. 45. • Is the LMS dead? • Do we need to start talking about the learning platform of the future? • What type of future higher education system do we want technology to serve? 3. The Future of the LMS Adopting a long-term view…
    42. 46. Final Thoughts
    43. 47. “ We shape our dwellings and afterwards our dwellings shape us ”
    44. 48. A conclusion is the place where you got tired of thinking
    45. 49. • Learning for the future • Teachers as future makers • Leading in a climate of change What happened in the past is no longer a reliable guide to the future

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