The document discusses the limitations of traditional Learning Management Systems (LMS), suggesting they should be rebranded as Teaching Management Systems, and emphasizes the need for tools that support true learning management. It outlines the features of effective LMS, which include course management, teaching materials, assessment quizzes, communication tools, and student tracking functionalities. The author advocates for the incorporation of features that foster expert learning and self-directed learning, enabling students to become intrinsic, autonomous learners.

1. WHERE’S THE
“LEARNING
MANAGEMENT” IN AN
LMS?
Esther Tiessen
Kwantlen
Polytechnic

2. Where’s the “Learning
Management” in an LMS?
 Why I think Learning Management Systems
should be called Teaching Management
Systems
 So what?
 Why I think we need Learning Management
Systems, not just Teaching Management Systems
 What do you think a Learning Management
System should look like and do?
 (this is the interactive part)
 What do we do now?

3. Teaching Management Systems
 What LMS features support learning and the
management of learning?

4. Typical Features of LMS (ala
Wikipedia)
 Course Management, e.g. lists of courses, registration, credit
information and syllabus, pre-requisites
 Teaching Materials, i.e. courseware
 Self-assessment quizzes
 Lessons tools: Authoring for contents (structured XML or HTML)
and quizzing/testing (e.g. Java Script generators) or alternatively
ability to import standard IMS or SCORM packages developed with
an external tool (e.g. Dreamweaver).
 Asynchronous Communication: email, forums
 Synchronous Communication: chat, whiteboard, teleconferencing,
 Student tools: Home page, self tests, bookmarks, progress tracking,
....
 Student Management Tools: progress tracking, on-line grading
(assessment), ....
 Learner feedback: course evaluation surveys, test evaluation
surveys etc.

5. Typical Features of LMS (ala
Wikipedia)
 Course Management, e.g. lists of courses, registration, credit
information and syllabus, pre-requisites
 Teaching Materials, i.e. courseware
 Self-assessment quizzes
 Lessons tools: Authoring for contents (structured XML or HTML)
and quizzing/testing (e.g. Java Script generators) or alternatively
ability to import standard IMS or SCORM packages developed with
an external tool (e.g. Dreamweaver).
 Asynchronous Communication: email, forums
 Synchronous Communication: chat, whiteboard, teleconferencing,
 Student tools: Home page, self tests, bookmarks, progress tracking,
....
 Student Management Tools: progress tracking, on-line grading
(assessment), ....
 Learner feedback: course evaluation surveys, test evaluation
surveys etc.

6. 99 LMS Features To Compare
LMS
(ala elearningindustry.com)
Administration Administrative Reporting Assessment Tools Built in Authentication & Security
Authoring - Courses Authoring - 3D Simulation Authoring - Gamification Authoring - mLearning
Authoring - PowerPoint
Conversion
Authoring - Serious Game Authoring - Storyboarding Blended/Hybrid Learning
Career Tracking Certification Management Certification Tracking Classroom Management
Collaboration Management Competency Management Compliance - 3rd Party
Authoring Tools
Compliance - 3rd Party
Teleconferencing Tools
Compliance - Tin Can API Compliance - AICC Compliance Management Compliance - SCORM
Conferencing Content Library Content Management Course Catalog
Course Interactivity Coursework Grading Custom Learning Vocabulary Custom User Interface
Customizable Branding Customizable Fields Customizable Functionality Customizable Reporting
Data Import/Export Data Management Development Tracking Document Management
eCommerce eLearning Management Event Management Exam Engine
Goal Setting / Tracking Individual Development Plans Installation (Hosted, Local,
Saas, Cloud)
Instructor Led Classes
Instructor Scheduling Job Hierarchies LCMS Legacy System Integration

7. 99 LMS Features To Compare
LMS(cont’d)
(ala elearningindustry.com)
Licensing (Free, Trial, Open
Source, Paid)
Live Video Presentations Locations Served Maintance (Backups, etc)
Mobile Access Multi-Currency Multi-Language Multi-Lingual Courseware
Multi-Lingual User Interface Multi-Organization Structures Multimedia Environment Multiple Delivery Formats
Notifications - Email Notifications - SMS Offline Learning Online Learning
Performance Assessment Perpetual License Platform Podcast Management
Registrar Enrollment Registration Management Reporting Resource Management
Self-Enrollment Self-Paced Self-Registration Single Sign On
Skills Assessment Skills Tracking Social Learning Software Development Kit
Student Management Student Portal Student Self Service Student Tracking
Survey Management Term License Test Building Test Scoring
Testing Training Metrics Training Tracks User Access Controls
Users Size Served Virtual Classes Waiting Listing

8. EDUTOOLS LMS Features and
Criteria
(www.edutools.org)
 Productivity Tools
 Administration Tools
 Course Delivery Tools
 Student Involvement Tools
 Content Development Tools
 Communication Tools
 Hardware/Software
 Company Details/Licensing
Bookmarks
Calendar/Progress Review
Searching Within Course
Work Offline/Synchronize
Orientation/Help
Group Work
Community
Networking
Student Portfolios
Discussion Forum
Discussion
Management
File Exchange
Internal Email
Online Journal/Notes
Real-time Chat
Whiteboard

9. Teaching Management Systems
Administrative:
 course management tools
Instructional:
 authoring tools
 assessment tools
 student management tools
Learning support:
 navigational tools
 communication tools
 progress tracking

10. What are the features?
Administrative:
 course management tools
Instructional:
 authoring tools
 assessment tools
 student management tools
Learning support:
 navigational tools
 communication tools
 progress tracking
Do these support
expert learning and/or
learning management?

11. So what?
 Why I think we need Learning Management
Systems, not just Teaching Management
Systems…

12. So what?
 Why I think we need Learning Management
Systems, not just Teaching Management
Systems…
…because I want my students to have
adequate tools to be expert learners

13. I Want My Students to be Expert
Learners who…

14. I Want My Students to be Expert
Learners who…
 are intrinsically motivated and set and pursue
their own personal learning goals

15. I Want My Students to be Expert
Learners who…
 are intrinsically motivated and set and pursue
their own personal learning goals
 are able to construct knowledge and build their
own understanding through effective use of
learning resources and activities

16. I Want My Students to be Expert
Learners who…
 are intrinsically motivated and set and pursue
their own personal learning goals
 are able to construct knowledge and build their
own understanding through effective use of
learning resources and activities
 monitor and manage their knowledge
construction and achievement of learning
goals

17. I Want My Students to be Expert
Learners who…
 are intrinsically motivated and set and pursue
their own personal learning goals
 are able to construct knowledge and build their
own understanding through effective use of
learning resources and activities
 monitor and manage their knowledge
construction and achievement of learning
goals
 manage their time effectively

18. I Want My Students to be Expert
Learners who…
 are intrinsically motivated and set and pursue
their own personal learning goals
 are able to construct knowledge and build their
own understanding through effective use of
learning resources and activities
 monitor and manage their knowledge
construction and achievement of learning
goals
 manage their time effectively
 apply metacognitive skills to reflect on their
learning and learning skills

19. I Want My Students to be Expert
Learners who…
 are intrinsically motivated and set and pursue
their own personal learning goals
 are able to construct knowledge and build their
own understanding through effective use of
learning resources and activities
 monitor and manage their knowledge
construction and achievement of learning
goals
 manage their time effectively
 apply metacognitive skills to reflect on their
learning and learning skills
I want LMS to have tools
for…

20. I Want My Students to be Expert
Learners who…
 are intrinsically motivated and set and pursue
their own personal learning goals
 are able to construct knowledge and build their
own understanding through effective use of
learning resources and activities
 monitor and manage their knowledge
construction and achievement of learning
goals
 manage their time effectively
 apply metacognitive skills to reflect on their
learning and learning skills
goal management
I want LMS to have tools
for…

21. I Want My Students to be Expert
Learners who…
 are intrinsically motivated and set and pursue
their own personal learning goals
 are able to construct knowledge and build their
own understanding through effective use of
learning resources and activities
 monitor and manage their knowledge
construction and achievement of learning
goals
 manage their time effectively
 apply metacognitive skills to reflect on their
learning and learning skills
knowledge
management
goal management
I want LMS to have tools
for…

22. I Want My Students to be Expert
Learners who…
 are intrinsically motivated and set and pursue
their own personal learning goals
 are able to construct knowledge and build their
own understanding through effective use of
learning resources and activities
 monitor and manage their knowledge
construction and achievement of learning
goals
 manage their time effectively
 apply metacognitive skills to reflect on their
learning and learning skills
knowledge
management
learning
management
goal management
I want LMS to have tools
for…

23. I Want My Students to be Expert
Learners who…
 are intrinsically motivated and set and pursue
their own personal learning goals
 are able to construct knowledge and build their
own understanding through effective use of
learning resources and activities
 monitor and manage their knowledge
construction and achievement of learning
goals
 manage their time effectively
 apply metacognitive skills to reflect on their
learning and learning skills
knowledge
management
learning
management
time management
goal management
I want LMS to have tools
for…

24. I Want My Students to be Expert
Learners who…
 are intrinsically motivated and set and pursue
their own personal learning goals
 are able to construct knowledge and build their
own understanding through effective use of
learning resources and activities
 monitor and manage their knowledge
construction and achievement of learning
goals
 manage their time effectively
 apply metacognitive skills to reflect on their
learning and learning skills
knowledge
management
learning
management
executive control
(metacognition)
time management
goal management
I want LMS to have tools
for…

25. I Want LMS to have tools for…
 goal management
 knowledge management
 learning management
 time management
 executive control (metacognition)

26. I Want LMS to have tools for…
 goal management
 knowledge management
 learning management
 time management
 executive control (metacognition)
expert
learners
Student
LMS
Expert
Learning

27. Blast from the Past
 what can students
achieve with the
technology that they
couldn’t achieve
otherwise?
 what new cognitive
skills do students
develop as a result
of using the
technology?
Effects With
Technology…
Effects Of
Technology…
Salomon, G. (1990). Cognitive effects with and of computer technology.
Communication Research. 17(1), 26-44

28. Blast from the Past
 what can students
achieve with the
technology that they
couldn’t achieve
otherwise?
 what new cognitive
skills do students
develop as a result
of using the
technology?
Effects With
Technology…
Effects Of
Technology…
cognitive
residue
Salomon, G. (1990). Cognitive effects with and of computer technology.
Communication Research. 17(1), 26-44

29. Salomon, G. (1990). Cognitive effects with and of computer technology.
Communication Research. 17(1), 26-44
Blast from the Past
 what can students
achieve with the
technology that they
couldn’t achieve
otherwise?
 what new cognitive
skills do students
develop as a result
of using the
technology?
Effects With
Technology…
Effects Of
Technology…
cognitive
residue
What
cognitive
residue are
students
getting from
our current

30. Potential Effects With/Of LMS
 what can students
achieve with the
LMS that they
couldn’t achieve
otherwise?
 what new cognitive
skills do students
develop as a result
of using the LMS?
Effects With
Technology…
Effects Of
Technology…

31. Potential Effects With/Of LMS
 what can students
achieve with the
LMS that they
couldn’t achieve
otherwise?
 what new cognitive
skills do students
develop as a result
of using the LMS?
Effects With
Technology…
Effects Of
Technology…
Student
LMS
Expert
Learning

32. Potential Effects With/Of LMS
 what can students
achieve with the
LMS that they
couldn’t achieve
otherwise?
 what new cognitive
skills do students
develop as a result
of using the LMS?
Effects With
Technology…
Effects Of
Technology…
Student
LMS
Expert
Learning
Student
LMS
Expert
Learning

33. Potential Effects With/Of LMS
 what can students
achieve with the
LMS that they
couldn’t achieve
otherwise?
 what new cognitive
skills do students
develop as a result
of using the LMS?
Effects With
Technology…
Effects Of
Technology…
Student
LMS
Expert
Learning
Student
Expert
Learning

34. Self-Directed Learning
“the devolution by
educators, and
acceptance by
learners, of
responsibility for
valued instructional
functions within
recognizable
teaching/learning
situations”
“Learning projects that
people undertake on
their own initiative,
without any formal
instructional structures
or support”
Learner-control Autodidaxy
Candy, P. C. (1991). Self-direction for lifelong learning: A comprehensive guide to
theory and practice. San Francisco: Jossey-Bass.

35. Self-Directed Learning
“the devolution by
educators, and
acceptance by
learners, of
responsibility for
valued instructional
functions within
recognizable
teaching/learning
situations”
“Learning projects that
people undertake on
their own initiative,
without any formal
instructional structures
or support”
Learner-control Autodidaxy
Candy, P. C. (1991). Self-direction for lifelong learning: A comprehensive guide to
theory and practice. San Francisco: Jossey-Bass.

36. Self-Directed Learning
“the devolution by
educators, and
acceptance by
learners, of
responsibility for
valued instructional
functions within
recognizable
teaching/learning
situations”
“Learning projects that
people undertake on
their own initiative,
without any formal
instructional structures
or support”
Learner-control Autodidaxy
Can we use LMS to prepare
students to become life-long
learners?

37. Self-Directed Learning
“the devolution by
educators, and
acceptance by
learners, of
responsibility for
valued instructional
functions within
recognizable
teaching/learning
situations”
“Learning projects that
people undertake on
their own initiative,
without any formal
instructional structures
or support”
Learner-control Autodidaxy
effects with technology in my
courses

38. Self-Directed Learning
“the devolution by
educators, and
acceptance by
learners, of
responsibility for
valued instructional
functions within
recognizable
teaching/learning
situations”
“Learning projects that
people undertake on
their own initiative,
without any formal
instructional structures
or support”
Learner-control Autodidaxy
effects with technology in my
courses
effects of technology for life-long
learning in knowledge society

39. What do you think a LMS should
look like and do?

40. What do you think a LMS should
look like and do?
What learning management tools and/or
featueres would you like to see in LMS’s?
 tool/feature
 functionality of tool/feature
 effects with the tool/feature
 effects of the tool/feature
 customizability for instructor

41. What do we do now?
 How do we get vendors to incorporate these
tools and/or features?

42. esther.tiessen@kpu.ca
Thank-you