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Virtuaalsed õpikeskkonnad ja õpihaldussüsteemid


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Loenguslaidid Tallinna Ülikooli haridustehnoloogia magistriõppe kursusel IFI7208.DT Õpikeskkonnad ja -võrgustikud, 21. oktoober 2018.

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Virtuaalsed õpikeskkonnad ja õpihaldussüsteemid

  1. 1. Virtuaalsed õpikeskkonnad ja õpihaldussüsteemid IFI7208.DT Õpikeskkonnad ja -võrgustikud
  2. 2. Virtuaalse õpikeskkonna vahendid • Õpihaldussüsteem (learning management system, LMS; virtual learning environment, VLE; course management system, CMS) • Õppeinfosüsteem (study information system, SIS) • Õpiobjektide repositoorium (learning object repository, LOR) • Õpiobjektide autorvahendid • Testimiskeskkonnad • e-Portfoolio • …
  3. 3. Õpihaldussüsteemi põhifunktsionaalsused • Kursuste haldus • Õppijate haldus • Ajakava • Õppematerjalid • Ülesanded • Suhtlusvahendid • Hinded
  4. 4. Õpihaldussüsteemide areng
  5. 5. (Hill, 2017)
  6. 6. Õpihaldussüsteemid ja õpikeskkonnad Eestis • Eestis arendatud keskkonnad: VIKO, IVA, Edutizer, Krihvel, LePress, EduFeedr, Dippler, eDidaktikum, Tera, Õpiveeb • Eestis kasutusel olnud välismaised keskkonnad: WebCT, Moodle, Ilias, LearnLoop
  7. 7. Stuudium
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  9. 9. eKool
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  11. 11. Õpiveeb
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  14. 14. Moodle
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  17. 17. Ilias
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  20. 20. Edutizer
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  23. 23. eDidaktikum
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  26. 26. Eliademy
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  28. 28. Schoology
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  33. 33. Edmodo
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  36. 36. Google Classroom
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  39. 39. Canvas
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  44. 44.   Canvas Account Comparisons Canvas offers a wide range of features depending on your educational needs. To introduce Canvas as a  learning platform, Canvas offers a Free-for-Teacher account that is always free. To sign up, visit​.     Free-for-Teacher accounts do not contain all options available to paid Canvas environments. The following  table shows feature availability in Free-for-Teacher accounts. For more information about a Canvas feature,  please visit the Canvas Guides (    Feature  Paid Canvas  Free for Teacher  Course-level Features (Announcements, Assignments,  Discussions, Grades, People, Pages, Files, Syllabus,  Outcomes, Quizzes, Modules, Conferences,  Collaborations, Course Settings)      Account and Sub-account Management      Account and Sub-account Branding (Theme Editor)      Custom User Permissions      Terms Management      Third-party/SSO Authentication  Custom authentication  with any available  authentication provider  Canvas authentication,  Facebook, GitHub,  Google, LinkedIn,  Microsoft, Twitter  Admin Tools, Data, and Reports      Student Information System (SIS) Imports      Canvas-Enabled External Tools (LTIs)  Chat, Quizzes.Next  Quizzes tool, Roll Call  Attendance, SCORM  (Assignments)  Chat (​contact Support   to enable​),   Roll Call Attendance  File Storage  500 MB/course  50 MB user/group*  250 MB/course  50 MB user/group*  Third-Party External Apps Management (LTIs)  Account/course level  Course level  Multiple Grading Periods      Calendar Scheduler      Canvas Customer Support/Admin Ticketing System      User Roles  Student, Teacher, TA,  Designer, Observer +  Custom Roles  Student, Teacher, TA,  Designer, Observer    Canvas Commons Resources        © Canvas 2018 | | updated 2018-10-06   
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  46. 46. Lugemismaterjalid
  47. 47. 28 TechTrends • March/April 2007 Volume 51, Number 2 The application of computers to education has a history dating back to the 1950s, well before the pervasive spread of personal computers (Reiser, 1987). With a mature history and varying approaches to utilizing computers for education, a veritable alphabet soup of terms and acronyms related to computers in education have found their way into the literature, most of them non-standardized. Learning Management System (LMS) is one approach to the application of computers to education which holds great potential and important concepts yet is often misunderstood and the term misused. This article will clarify the use of the term LMS by presenting a history and definitionofLMS,differentiating it from similar terms with which it is often confused, and discussing the role it can play in education. It will then describe current application and available features of LMSs, and conclude by identifying trends and recommending future research. History and definition of LMS: What are LMSs? The history of the application of computers to education is filled with generic terms such as computer-based instruction (CBI), computer- assisted instruction (CAI), and computer- assisted learning (CAL), generally describing drill-and-practiceprograms,moresophisticated tutorials and more individualized instruction, respectively (Parr & Fung, 2001). LMS has its history in another term, integrated learning system (ILS) which offers functionality beyond instructional content such as management and tracking, personalized instruction and integration across the system (Bailey, 1993; Becker, 1993; Brush, Armstrong, Barbrow, & Ulintz, 1999; Szabo & Flesher, 2002). The term ILS was coined by Jostens Learn- ing, and LMS was originally used to describe the management system component of the PLATO K-12 learning system, content-free and separate from the courseware (R. Foshay, personal com- munication, October 24, 2006). The term LMS is currently used to describe a number of differ- ent educational computer applications, and we would argue that it is often used incorrectly. Lat- er sections of this article will differentiate LMS from other terms with which it is often confused, but prior to describing what LMS is not; we will focus on describing what an LMS is. The key to understanding the difference between LMS and other computer education terms is to understand the systemic nature of LMS. LMS is the framework that handles all aspects of the learning process. An LMS is the infrastructure that delivers and manages in- structional content, identifies and assesses in- dividual and organizational learning or training goals, tracks the progress towards meeting those goals, and collects and presents data for super- vising the learning process of an organization as a whole (Szabo & Flesher, 2002). An LMS deliv- ers content but also handles course registration and administration, skills gap analysis, tracking and reporting (Gilhooly, 2001). Bailey (1993) presents the following general characteristics of an LMS in education: An Argument for Clarity: What are Learning Management Systems, What are They Not, and What Should They Become? By William R. Watson and Sunnie Lee Watson “A veritable alphabet soup of terms and acronyms related to computers have found their way into the literature.” Watson, W. R., & Watson, S. L. (2007). An Argument for Clarity: What are Learning Management Systems, What are They Not, and What Should They Become? TechTrends, 51(2), 28–34. s11528-007-0023-y
  48. 48. HAMISH COATES, RICHARD JAMES AND GABRIELLE BALDWIN A CRITICAL EXAMINATION OF THE EFFECTS OF LEARNING MANAGEMENT SYSTEMS ON UNIVERSITY TEACHING AND LEARNING ABSTRACT. The rapid uptake of campus-wide Learning Management Systems (LMS) is changing the character of the on-campus learning experience. The trend towards LMS as an adjunct to traditional learning modes has been the subject of little research beyond technical analyses of alternative software systems. Drawing on Australian experience, this paper presents a broad, critical examination of the potential impact of these online systems on teaching and learning in universities. It discusses in particular the possible effects of LMS on teaching practices, on student engagement, on the nature of academic work and on the control over academic knowledge. INTRODUCTION There is a significant change taking place in higher education that has received surprisingly little analysis. In the last few years, integrated computer systems known as Learning Management Systems (LMS) have rapidly emerged and are having, and will increasingly have, profound effects on university teaching and learning. LMS are enterprise-wide and internet-based systems, such as WebCT and Blackboard, that integrate a wide range of pedagogical and course administration tools. These systems have the capacity to create virtual learning environments for campus-based students, and are even being used to develop fully online virtual universities. They are becoming ubiquitous at universities around the world, adding a virtual dimen- sion to even the most traditional campus-based institutions. Unlike other financial or human resources management systems recently introduced into universities, online LMS have the potential to affect the core business of teaching and learning in unanticipated ways. Despite this, research into the ramifications of LMS, in par- ticular the pedagogical issues, is still in its infancy. In spite of wide- spread levels of adoption, and although the systems are essentially devices for teaching, attention has been most often focussed on their Tertiary Education and Management 11: 19–36, 2005. Ó 2005 Springer Coates, H., James, R., & Baldwin, G. (2005). A Critical Examination Of The Effects Of Learning Management Systems On University Teaching And Learning. Tertiary Education and Management, 11(1), 19–36. s11233-004-3567-9
  49. 49. Siemens, G. (2004, 22. november). Learning Management Systems: The wrong place to start learning [ajaveebipostitus]. Loetud aadressil http://
  50. 50. Viited • Hill, P. (2017). State of Higher Ed LMS Market for US and Canada: Fall 2017 Edition. edition/
  51. 51. See materjal on avaldatud Creative Commons Autorile viitamine–Jagamine samadel tingimustel 3.0 Eesti litsentsi alusel. Litsentsi terviktekstiga tutvumiseks külastage aadressi Hans Põldoja IFI7208.DT Õpikeskkonnad ja -võrgustikud Digitehnoloogiate instituut Tallinna Ülikool