A new generation of LMS: EduTECH Sydney 2017
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The document discusses the need for the next generation of learning management systems (LMS) to be defined by design for learning principles. It argues that current LMS are best suited for administration aspects but a next generation system would integrate well, have good interfaces for learners and staff, provide analytics and reporting, and allow easy management of courses and cohorts. It concludes that learning design should inform the functions and features of an LMS, and that how we envision the future role of such systems will define their next generation.
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A new generation of LMS: EduTECH Sydney 2017
- 1. A NEW GENERATION OF LEARNING MANAGEMENT SYSTEM Grounding and Context Features and Functions If This Then That Design for Learning Next Generation LMS Conclusion Tertiary IT Leaders Congress. EduTECH2017, Sydney, Australia. Ralph Springett, Learning Technologies, WelTec and Whitireia.
- 2. Grounding and context “The next generation of Digital Learning Environment (DLE) won’t look like anything at all. Instead it will be a series of spaces and applications.” Elizabeth Ellis, Open University. Grounding and Context Features and Functions Design for Learning Next Generation LMS Conclusion If This Then That Our inquiry: What will define the next generation of Learning Management System (LMS)? EduTECH Agenda Committee. Grounding and Context Features and Functions If This Then That Design for Learning Next Generation LMS Conclusion
- 3. Grounding and Context Features and Functions If This Then That Design for Learning Next Generation LMS Conclusion We use digital systems that support learning to satisfy the needs of those involved. Grounding and Context Features and Functions If This Then That Design for Learning Next Generation LMS Conclusion Learner needs Institution needs Industry needs Faculty needs Managing learners Assessment Learning activities Sharing Discussions Accreditation Assurance NEEDS Reporting
- 4. Grounding and Context Features and Functions If This Then That Design for Learning Next Generation LMS Conclusion A Digital Learning Environment is a subset of the digital framework. Learner needs Institution needs Industry needs Faculty needs Managing learners Assessment Learning activities Sharing Discussions Accreditation Assurance NEEDS Grounding and Context Features and Functions If This Then That Design for Learning Next Generation LMS Conclusion
- 5. Grounding and Context Features and Functions If This Then That Design for Learning Nest Generation LMS Conclusion A Learning Management System has a specific focus of satisfying the needs of the learner, the institution and the faculty. Learner needs Institution needs Industry needs Faculty needs Managing learners Assessment Sharing Discussions Accreditation Assurance NEEDS Grounding and Context Features and Functions If This Then That Design for Learning Next Generation LMS Conclusion
- 6. Features and Functions Grounding and Context Features and Functions If This Then That Design for learning Next Generation LMS Conclusion Digital systems satisfy needs. We choose digital systems based on their ability to satisfy needs. The ability to satisfy needs comes from features and functionality. Features and functionality matter! Grounding and Context Features and Functions If This Then That Design for Learning Next Generation LMS Conclusion
- 7. Grounding and Context Features and Functions If This Then That Design For Learning Next Generation LMS Conclusion So, what are the features and functionality of a LMS? Secure environment – password protected. It has structures and roles that can be manipulated and managed. It can integrate with other systems. So, what is a LMS good at? What needs will it best satisfy? Managing student groups. Providing access to privileged, static information and push communication. Providing analytics. Supporting assurance and accreditation. Providing a gateway to cost bearing third party services. Synchronising with other systems. Grounding and Context Features and Functions If This Then That Design for Learning Next Generation LMS Conclusion
- 8. Technology enabled learning and teaching takes place in the Digital Learning Environment. The DLE is co-owned by everyone involved. Grounding and Context Features and Functions If This Then That Design for learning Next Generation LMS Conclusion Grounding and Context Features and Functions If This Then That Design for Learning Next Generation LMS Conclusion
- 9. The learning Management System is focused on satisfying specific needs. It is owned by the institution. Grounding and Context Features and Functions If This Then That Design for learning Next Generation LMS Conclusion Grounding and Context Features and Functions If This Then That Design for Learning Next Generation LMS Conclusion
- 10. If This then That Grounding and Context Features and Functions If This Then That Design for Learning Next Generation LMS Conclusion By considering of the features of an LMS it is clear: • The LMS is suited to the administration and enabling aspects of learning and teaching. Grounding and Context Features and Functions If This Then That Design for Learning Next Generation LMS Conclusion ThenIf
- 11. Design for Learning Grounding and Context Information provision If This Then That Design for Learning Next Generation LMS Conclusion Design for Learning guides the development of flexible learning environments. It begins with design for learning Grounding and Context Features and Functions If This Then That Design for Learning Next Generation LMS Conclusion
- 12. Next Generation LMS Grounding and Context Information provision If This Then That Design for Learning Next Generation LMS Conclusion Learning Management System Design for Learning Digital Learning Environment• It has a role to support a digital learning environment Grounding and Context Features and Functions If This Then That Design for Learning Next Generation LMS Conclusion Our inquiry: What defines the next generation of Learning Management System (LMS)?
- 13. Next Generation LMS Grounding and Context Information provision If This Then That Design for Learning Next Generation LMS Conclusion Learning Management System Design for Learning Digital Learning Environment Grounding and Context Features and Functions If This Then That Design for Learning Next Generation LMS Conclusion Our inquiry: What defines the next generation of Learning Management System (LMS)? Features and functions • Excellent integration capability • Great learner and staff interfaces • Provision of analytics and reporting • Easy management of cohorts and staff • Easy management of course spaces • Straight-forward administration interfaces
- 14. Conclusion Grounding and Context Information provision If This Then That Design for Learning Next Generation LMS Conclusion A complete solution? • Here design for learning is integral to technological solution. An enabler of a digital learning environment? • Here the design for learning informs the technological solution. Grounding and Context Features and Functions If This Then That Design for Learning Next Generation LMS Conclusion Learning design informs the LMS functions and features.
- 15. Conclusion Grounding and Context Information provision If This Then That Design for Learning Next Generation LMS Conclusion Grounding and Context Features and Functions If This Then That Design for Learning Next Generation LMS Conclusion So what defines a next generation LMS? We do!
- 16. Grounding and Context Information provision If This Then That Supporting learning Next Generation LMS Conclusion https://www.jisc.ac.uk/blog/creating-learning-experiences-and-spaces-for-future-students-25- apr-2017 https://techcrunch.com/2016/09/02/the-lms-market-glacier-is-melting/ http://dldsc.team/2016/11/15/designing-a-next-generation-digital-learning-environment-for- higher-education/ https://en.wikipedia.org/wiki/Universal_Design_for_Learning http://inclusive.tki.org.nz/guides/universal-design-for-learning/ http://www.hepi.ac.uk/wp-content/uploads/2017/02/Hepi_Rebooting-learning-for-the-digital- age-Report-93-20_01_17Web.pdf References Grounding and Context Features and Functions If This Then That Design for Learning Next Generation LMS Conclusion
Editor's Notes
- When asked what a future digital learning environment would look like Elizabeth Ellis, product development manager in learning innovation for learning and teaching solutions at Open University replied “The next generation of digital learning environment (DLEs) won’t look like anything at all. Instead it will be a series of spaces and applications. Ask – who agrees with this statement. Who has a problem with it? This is not exactly new thinking, and Elizabeth is not alone in making statements like this. Let’s use this as a starting point for our inquiry into ‘next generation’ learning management systems. The topic “next generation of LMS’ was suggested by the conference organisers. My interpretation of their inquiry is “ what will define the next generation of LMS. (Lets ignore the ‘next generation’ idea and just accept that change is continual.)
- Needs like sharing information, assessment, having discussions, managing class groups, assessment, learning activities, providing assurance and maintaining accreditation. Some of those needs can be tangential to learning. Some will be shared between groups – but they are all important as part of the digital framework used for education delivery.
- A digital learning environment is a subset of the digital learning framework. It has a focus on the learning and teaching needs of each group and is often co-created by all of the participants. Areas that are not included (but are part of the DL Framework) include: policy settings, reporting for funding purposes, staff training… But our inquiry is about what defines a new gen LMS.
- The Learning Management System is an area that has a specific focus of satisfying specific needs of the learner, the institution and of faculty. It is important to note that the role of the LMS may vary. Some LMSs may include industry needs (in NZ Industry Training Organisations may provide workplace assessors with access to the LMS). Also – needs differ. Understanding what shapes stakeholder needs will help us understand what is shaping the next gen LMS
- Clients are usually sold a product based on the needs of the client. The needs are satisfied by the features and functionality. Dropbox features include easy integration and sharing, satisfying needs relating to working remotely on differing systems. Facebook features include a visual timeline with integrated communication tools, satisfying engagement needs. Features and functionality matter!
- When discussing features we accept that LMSs can display on all platforms (inc. Mobile) This is not what can it do. This is what is it good at. It is interesting to note that while these activities support learning and teaching the list does not contain learning and teaching. Learning and teaching takes place in the DLE.
- The LMS is more focused on satisfying specific needs.
- The LMS is more focused on satisfying specific needs.
- If we agree that the next generation of Digital Learning Environments will be a series of spaces and applications co-created by its users (slide one). Then we can conclude that administrating and enabling this series of spaces and applications will be an important aspect of learning and teaching. After consideration of the functions the features of an LMS it is clear that the LMS is suited to the administration and enabling aspects of learning and teaching. Yes, a LMS can provide the functionality needed for learning and teaching. But, when you move, for example a discussion, into a login environment controlled by the institution you are effectively changing the learning design that underpins the learning and teaching practice. If we accept that 21 century learning and teaching practice is trending towards flexible design for learning. Then we can conclude that a LMS will be restrictive to flexible design for learning due to its necessary institutional ownership and login environment. After consideration of the functions the features of an LMS it is clear that the LMS is not a complete digital learning environment
- Learning design includes the role you invite students to fulfil. If you want to deliver, inform, and educate from a position of authority then a LMS might do the trick. And there are circumstances where this is the most effective design. But if your learning design principles include developing self directed learning habits, or 21 century skills, such as decision-making and working collaboratively in groups, you will need to expand your digital learning environment beyond an institution-owned login space. Your design for learning will inform the functionality needed from your Digital Learning Environment. It follows that your design for learning will inform the functionality needed from your Learning Management System Design for learning, informs functionality, informs decision, informs use.
- In the foreseeable future some Learning Management Systems will profess to have a complete solution. Some institutions will accept this and learning and teaching practice will reflect this. Here design for learning follows the technological solution. However, if learning design trends continue towards flexible co-created digital learning environments some institutions will conclude that the LMS is just one component of a digital learning environment. These institutions may employ a LMS to do what it does best. Things like managing people and courses, supporting accreditation and assurance, facilitating integrations and access, and providing essential information. Here the solution is bespoke, informed by design for learning and potentially more complex. Both solutions have a place in our learning and teaching global ecosystem.
- In the foreseeable future some Learning Management Systems will profess to have a complete solution. Some institutions will accept this and learning and teaching practice will reflect this. Here design for learning follows the technological solution. However, if learning design trends continue towards flexible co-created digital learning environments some institutions will conclude that the LMS is just one component of a digital learning environment. These institutions may employ a LMS to do what it does best. Things like managing people and courses, supporting accreditation and assurance, facilitating integrations and access, and providing essential information. Here the solution is bespoke, informed by design for learning and potentially more complex. Both solutions have a place in our learning and teaching global ecosystem.