This document discusses creating a digital learning space beyond a learning management system (LMS) for online courses. It outlines that going beyond the LMS is important to provide more flexible design, open collaboration, and connection to personal learning environments. The document provides examples of tools that can be used to create an external teaching environment, such as blogs, Google Sites, and ePortfolios. It also presents models that show how an external teaching environment complements the LMS and allows for a more open learning space.

1. Beyond the LMS: Creating a
Digital Learning Space for
your Course
Kevin Forgard
Instructional Designer
Bristol Community College
Presentation information is
available at:
http://goo.gl/2j47ij

2. Session Objectives
• Understand why going beyond the LMS is
important
• Learn about some of the tools faculty can
use to create a digital course space
outside a traditional LMS
• Begin to conceptualize online tools as an
viable external learning environment

3. Expect session to be highly
interactive
Warning!

5. Next…a quiz

6. Vocabulary Lesson
LMS

7. Vocabulary Lesson
CMS

8. Vocabulary Lesson
AMS

9. Vocabulary Lesson
Flipped
Classroom

10. Vocabulary Lesson
Learning
Object

11. Vocabulary Lesson
Cloud
Computin
g

12. Vocabulary Lesson
Aggregato
r

13. Vocabulary Lesson
Tag

14. Vocabulary Lesson
Embed

15. Vocabulary Lesson
Sync

16. Vocabulary Lesson
PLE

17. Where does this all lead?
From Personal Learning Environment
(PLE)
TO
Personal teaching environment (PTE)
OR
External teaching environment
(ETE)
http://set2013.wikispaces.com/home

18. Before beating up the LMS
How does an LMS serve
us?

19. Convenient student management system
Grades, attendance, assessments, analytics
Course organization (online, hybrid,
eLearning)
Built-in tools: discussion forum, quizzes, blogs, games,
etc.
User authentication
How does an LMS
serve us?

20. Working in an LMS
How does the LMS challenge your
teaching and learning activities?

23. What technologies are you
using in your courses?

24. How well do they work with
your institution’s LMS?

25. https://www.facebook.com/groups/IDDE.SU/

26. Building a model
LMS
• Student grades
• Authenticated login
• Closed system
• Supported by eLearning
team
• FERPA compliant
• Re-useable design (LOR)
Non-LMS
• Open (can be controlled)
• Flexible design
• Cloud-based
• Cross-collaborative

27. LMS
Student
PLE
Course
ETE
Authenticated Users Only
Any outside visitors
(settings based on system)
Employers
Family
Classmates
Similar learners
Colleagues
Future and past students
Other interested learners
and educators
Building a model

28. What is the course’s
objective in using an ETE?
Communication – announcement, chat, information aggregation
Content presentation – videos, articles, presentations
Collaboration – student comments and participation activities
Compilation – links to PLE and other student digital work

29. Example Technologies
• Edublogs – http://edublogs.org/
• Google Sites – www.google.sites.com
• Twitter – www.twitter.com
• Facebook/Google+ - Create groups private
of publis
• Diigo – www.diigo.com
• Wikispaces – www.wikispaces.com
• ePortfolio – various management systems

30. Examples
https://sites.google.com/site/acc150bcc/home - Accounting Course
https://professoryokel101.wikispaces.com/Assignments - Writing Course
Chris Yokel – Instructor of English
https://bcc.digication.com/deaf_studies_sample_capstone_portfolio/Welco
me/published - ASL Capstone Course using ePortfolio
Sandy Lygren – Deaf Studies Program Director
http://writingaboutplace.edublogs.org/ - Blog as a course space for a
writing course
https://sites.google.com/site/bcctemplates/flipping-the-blend - a
professional development course space

31. http://www.visionsofstudents.org/

32. Thanks for attending my session!
Kevin Forgard | Instructional Designer
Bristol Community College (BCC)
kevin.forgard@bristolcc.edu
@kforgard
www.linkedin.com/in/kevinforgard/