This document discusses integrating Open Educational Resources (OER) within learning management systems (LMS). It explores using the IMS Basic LTI standard to bring OER into the LMS in a way that is convenient for students and instructors. Challenges discussed include technical issues, user experience complexity, and data/privacy concerns. The document advocates for improved user experience, learning analytics, and an "OER app store" approach to make OER easier to find, use, and evaluate within the familiar environment of the LMS.
Open Education 2011: Openness and Learning AnalyticsJohn Rinderle
1) The document discusses using learning analytics to improve open educational resources (OER) by creating feedback loops between data collection, analysis, and continuous improvement of OER.
2) It proposes developing common data standards, analytics-enabled OER, and shared analytics platforms to better measure the effectiveness and impact of OER.
3) The goal is to turn teaching into a community-based research activity where OER are continuously evaluated and improved based on data and evidence of student learning outcomes.
Integrating user experience and instructional designBill Jerome
The document discusses integrating user experience (UX) and instructional design in open education. It provides an overview of the Open Learning Initiative (OLI) process, including collecting student interaction data to improve courses. UX incorporates usability testing into design, development and evaluation. Motivations for UX in course design include making learning tasks less taxing. The document describes bringing UX into OLI's course development process through user studies and ongoing evaluation. It provides an example of improving a crossword puzzle activity and discusses broader UX considerations like accessibility, authoring tools, and refining the integrated process.
Introducing User Experience Design to MIT StudentsTania Schlatter
This document provides guidance on defining the user experience for a website or application. It discusses conducting a discovery process to understand goals, audiences, and necessary functionality. User research methods are described like surveys, interviews, card sorting, and usability testing to understand user needs and perceptions. The document also covers developing information architecture, visual design, scenarios, and prototypes informed by research findings. The overall message is that understanding the user perspective through research should drive design and development decisions.
Learning Management Systems - Online EducationBrian Pichman
This document discusses learning management systems (LMS) and how they can be used for online education and employee training. It begins by explaining that LMS tools are used by schools and companies to track student/employee progress and ensure skills and processes are up to date. The rest of the document outlines key aspects of setting up and implementing an LMS, including: components like content hosting, reporting, and communication tools; use cases like onboarding, training, and knowledge retention; and options for hosted or open-source systems. It emphasizes using data from LMS to identify training needs and high/low performers, and provides examples of how libraries can implement LMS for staff and patron training.
This is a presentation given by Peter Shea from the "What You Should Know About Learning Analytics" NERCOMP workshop on Friday, January 22nd in Southbridge, MA.
Technology is constantly evolving and changing the ways we live, work, and learn. The ways we approach learning are very different than they were even a decade ago.
A forecast for the future of learning includes microlearning and learner-created learning paths.
Open Education 2011: Openness and Learning AnalyticsJohn Rinderle
1) The document discusses using learning analytics to improve open educational resources (OER) by creating feedback loops between data collection, analysis, and continuous improvement of OER.
2) It proposes developing common data standards, analytics-enabled OER, and shared analytics platforms to better measure the effectiveness and impact of OER.
3) The goal is to turn teaching into a community-based research activity where OER are continuously evaluated and improved based on data and evidence of student learning outcomes.
Integrating user experience and instructional designBill Jerome
The document discusses integrating user experience (UX) and instructional design in open education. It provides an overview of the Open Learning Initiative (OLI) process, including collecting student interaction data to improve courses. UX incorporates usability testing into design, development and evaluation. Motivations for UX in course design include making learning tasks less taxing. The document describes bringing UX into OLI's course development process through user studies and ongoing evaluation. It provides an example of improving a crossword puzzle activity and discusses broader UX considerations like accessibility, authoring tools, and refining the integrated process.
Introducing User Experience Design to MIT StudentsTania Schlatter
This document provides guidance on defining the user experience for a website or application. It discusses conducting a discovery process to understand goals, audiences, and necessary functionality. User research methods are described like surveys, interviews, card sorting, and usability testing to understand user needs and perceptions. The document also covers developing information architecture, visual design, scenarios, and prototypes informed by research findings. The overall message is that understanding the user perspective through research should drive design and development decisions.
Learning Management Systems - Online EducationBrian Pichman
This document discusses learning management systems (LMS) and how they can be used for online education and employee training. It begins by explaining that LMS tools are used by schools and companies to track student/employee progress and ensure skills and processes are up to date. The rest of the document outlines key aspects of setting up and implementing an LMS, including: components like content hosting, reporting, and communication tools; use cases like onboarding, training, and knowledge retention; and options for hosted or open-source systems. It emphasizes using data from LMS to identify training needs and high/low performers, and provides examples of how libraries can implement LMS for staff and patron training.
This is a presentation given by Peter Shea from the "What You Should Know About Learning Analytics" NERCOMP workshop on Friday, January 22nd in Southbridge, MA.
Technology is constantly evolving and changing the ways we live, work, and learn. The ways we approach learning are very different than they were even a decade ago.
A forecast for the future of learning includes microlearning and learner-created learning paths.
Thinking it through: Choosing the right Blackboard tool for the job | Neville...Blackboard APAC
Blackboard Learn has many tools. How do you help academics to make the right choices? How do you validate that the choice you've made will be fit for purpose? In this session, we will be exploring a framework for tool choice for assessment across quizzes, assignments, journals, blogs and discussion boards in whole-class, group or individual contexts. We will also share best practices in the preparation and use of these tools.
Making Adoption Eesy | Tammy Robinson (University of Newcastle) & Mieke Post ...Blackboard APAC
With the increase in blended and online course delivery there are ongoing challenges for supporting staff and students in the use of teaching technologies. This presentation will look at the University of Newcastle's implementation of a third-party building block for Blackboard which provides access to: data to measure tool adoption; tools to promote technologies within Blackboard courses; and support tools designed to improve end-user experiences. 'Eesysoft' provides simple, just-in-time reporting tools that are being used by Instructional Designers to develop targeted workshops and consultations for academic staff within Schools and Faculties where it has been identified that adoption could be improved. When new technologies are introduced, Eesysoft's communication tools are being used to promote features from within the online course environment. Staff and students now have access to resources that are specific to the location within the Blackboard course that they are accessing. It is hoped that Eesysoft will provide the necessary tools and data to influence change in the way academic staff adopt Blackboard tools for blended and online courses.
Creating & Sustaining Groups in BlackboardJason Rhode
The two major complaints we hear from students about group projects are (1) the problems of getting members together for meetings and (2) the inequity of effort among group members. Virtual groups, easily established using Blackboard, can address both of these legitimate concerns. Additionally, online groups can enrich class discussion and provide a virtual environment for sharing documents. This on-line workshop will walk participants through the process of setting up Blackboard groups and will discuss some of the principles that make group projects successful. Session archived at http://www.niu.edu/facdev/programs/archives.shtml
This presentation's purpose is to get you acquainted with the concept of YouTestMe Starter - new software mainly oriented towards various testing purposes. Feel free to check out our other products - www.youtestme.com. Contact us at info@youtestme.com for more information.
This document summarizes Goshen College's evaluation and decision process to switch from Blackboard to Moodle as its learning management system (LMS). It discusses Goshen College's needs, constraints, and drivers. It describes testing Moodle with faculty and students over multiple semesters. Faculty and students generally preferred Moodle and supported the switch. The college ended its Blackboard contract in 2008 and implemented Moodle campus-wide. The document discusses implementation, costs, hosting options, and the pros and cons of Moodle.
Mozilla Open Badges and Mozilla Backpack - Nine Lanterns
If you're looking to learn more about Mozilla Open Badges and Mozilla Backpack, this webinar is for you.
Listen to the webinar, presented by James Ballard here: https://attendee.gotowebinar.com/recording/3704162675089271041
The document discusses how a learning content management system (LCMS) can enable single sourcing of content to provide flexibility. It describes how single sourcing allows content to be stored without presentation details so it can be delivered through multiple technologies and to multiple audiences. It then provides an example of how a company called OutStart implemented a single sourcing strategy across their various learning products and deliverables like documentation, online help, and instructor-led training.
This document profiles Andy Petroski, the Director of Learning Technologies and Assistant Professor of Learning Technologies at Harrisburg University of Science & Technology. It provides his contact information and lists his areas of focus as online and blended learning goals, opportunities, strategies, technologies, examples, challenges, and facilitation. The document then provides examples of blended learning implementations at Comcast and discusses associated blended learning modes, mediums, identification, technologies, and challenges.
The main goal of YouTestMe Classroom 2020 is to catch the wave of modernizing the process of knowledge assessment and learning by allowing the users to focus on important things and automating the tedious processes. Remember your days at school? Acquiring real, practical knowledge has never been an easy process. We aspire to provide the users a simple way to learn more comfortably and motivate them to use their mindsets as often as possible.
Imagine the system where teachers will have immediate feedback about their lectures, where all students are equally engaged in the learning process, where school officials will have a consolidated view of the education process and progress, where parents will not ask their kids "What did you learn in school today?" because they will already know it.
However, Classroom 2020 does not focus solely on schools and universities. Since it is highly customizable, it can be tailored to suit the needs of different profiles and institutions. Every business and institution that needs training and evaluation can find this software useful in those areas, because its elements are made to suit all types of data.
Classroom 2020 is software used in the learning process to practice lectured subjects through customized tasks and projects, uniquely designed for each individual. While the participants are interacting with the system, a wealth of information is collected and then turned into information (reports, graphs and charts) that can be used to quickly adjust the process of adopting knowledge. Each student is different and the system aspires to adapt to them. This is performed by archiving various scores and statistics, and the system consequently “learns” and tailors follow-up subjects and tests according to their capabilities. On examination, these reports can provide invaluable data to teachers, school officials and the government, so adjusting the knowledge assessment program according to the previous is what should be the key point in improving the entire process. The Classroom 2020 software makes this cycle as fast and efficient as possible.
Micro Instructional Design for Problem-Based and Game-Based LearningAndy Petroski
The slides are from a webinar that I facilitated on March 30, 2015. The webinar recording can be viewed at http://www.training-pros.com/newsroom/trainingpros-webinars
Micro ID for Problem-Based and Game-Based Learning
Instructional design is both a process (macro) and a strategy (micro). Micro instructional design models should provide a formula for designing user experience, engagement and interaction that supports learning. Join this online session to explore David Merrill’s Pebble in the Pond (PiP) instructional design model for problem-based learning and consider how it can also be applied to game-based learning design.
Wow! That’s a great use of Blackboard Collaborate | Mark Bailye & Foong Yee L...Blackboard APAC
It is evident that Blackboard Collaborate is being used creatively and effectively in many institutions where it is having a positive impact on the learning and teaching experience. This session provides an opportunity for Blackboard Collaborate users to showcase how they have used it to make a difference
Implementing an Online Learning InitiativeAndy Petroski
This is from a session at the e-Learning Revolution Conference at IU 13 on 6/24/15.
School districts creating their own online learning courses, with existing faculty and resources, often stumble with initial efforts as they try to apply existing models to a new learning environment. Join this session to explore strategies, tools, and processes that can support the transition to online learning and see
demonstrations of working models.
This document provides an A-Z overview of key concepts for e-learning. It discusses topics such as adult learning principles, blended learning, curriculum design, course engagement, formative and summative assessments, authoring tools, mobile learning, and considerations for different generations of learners. The overall document aims to outline best practices and important elements for effective e-learning development and implementation.
Moodlerooms Enterprise Upgrade Process | Shirley Li (Macquarie University) & ...Blackboard APAC
Macquarie University has recently upgraded their Moodle to Version 3.1 in collaboration with Blackboard. In this presentation Macquarie University's Project Manager, Shirley Li will discuss the implementation of the upgrade and cover some of the lessons they learnt over the 9-month project.
Lynley Clark - Project Manager from Blackboard will discuss the processes taken from a project management point of view. We will also introduce a new Project Management platform called Teamwork that will be a shared collaborative space that will be used in all future upgrade projects to with Blackboard.
Blackboard Next Generation Upgrade and Support PlanJason Rhode
presentation for Northern Illinois University Council of Deans on 11/10/2010 highlighting NIU's plans to upgrade from Blackboard 8.0 to 9.1 and support faculty during the upgrade process
Online Tests: Filling in the Gaps | Mary-Ann Shuker & Dr Suzzanne Owen - Grif...Blackboard APAC
Blackboard online tests are powerful, with multiple settings and multiple question types. So often test are created with only two question types - multiple choice and short answer - with the majority testing recall only. Academics are often confused or simply unaware of all the settings and steps in administering tests. We present a tool developed to: engage academics with the full range of automatically marking question types; explain how to create higher order thinking questions; and expose them to the full workflow of online test capabilities. This tool can be used in a class or as self-directed learning. Finally we share statistics and feedback on its success and a tricky method for enticing busy academics to fully engage in a class for two hours.
Presentation exploring the relationship between policy and practice in the development of e-assessment in higher education and the importance of establishing a policy framework - developed in collaboration with all key stakeholders - to support wider uptake among academic staff.
An instructional design model provides a framework for developing instructional material. The two most commonly used models are ADDIE and SAM. ADDIE includes analysis, design, development, implementation, and evaluation phases. It was originally used by the US Army. SAM includes preparation, iterative design, and iterative development phases. It emphasizes collaborating with clients on small, manageable steps and iterations. Both models aim to structure the design process, ensure training objectives are met, and allow revisions based on feedback.
The document discusses blended learning, which combines different modes of delivery, teaching models, and learning styles in an interactive environment. It notes blended learning works best according to early adopters. Blended learning offers advantages like active learning, opportunities for together and apart learning, and enhanced individualization. It is a natural choice for training companies and emerging in higher education. Advances in technology will impact blended learning through augmented reality, social, virtual worlds, mobile and telepresence. Blended learning has transformed learning delivery and brought institutional transformation.
Brightspace tools to positively impact student engagementD2L Barry
Brightspace tools to positively impact student engagement. Presentation at the Brightspace London Connection, May 18. 2017, by Phill Hall of D2L. Canada House in Trafalgar Square.
Reduce the Cost of Online Learning & Training with Moodle LMSLambda Solutions
Whether you’re delivering online learning at a private school, a university, a healthcare institution, or a small business, you’ll want a flexible eLearning solution that has the flexibility (and scalability) to meets your business needs, and cuts unnecessary costs. In addition to being the world’s leading open source platform, with over 1 million registered users worldwide, Moodle offers a solution that fits your budget. This presentation will identify the features and functions of Moodle LMS that will help you save money, and even make money!
Attend the live webinar to learn:
- Common pains and needs of the LMS market, when it comes to costs and investments
- The features and functions of Moodle that will alleviate these pains, by reducing the cost of your LMS ownership
- The cost-benefits associated with the Open Source platform of Moodle
- The business problems you’ll be able to solve with these identified features
- Tips for avoiding other unnecessary costs.
Tips for Selecting the Right Learning Management SystemLambda Solutions
This document discusses tips for selecting the right learning management system (LMS). It outlines the key benefits of an LMS, including automating management, centralized training, blended learning, assigning training to groups, assessing learning, and improving compliance tracking and reporting. The document also discusses important business considerations like cost, time, human resources, and requirements. Additionally, it covers the different LMS options of proprietary vs. open source systems and key features to look for in a modern LMS like integration and reporting/analytics.
Thinking it through: Choosing the right Blackboard tool for the job | Neville...Blackboard APAC
Blackboard Learn has many tools. How do you help academics to make the right choices? How do you validate that the choice you've made will be fit for purpose? In this session, we will be exploring a framework for tool choice for assessment across quizzes, assignments, journals, blogs and discussion boards in whole-class, group or individual contexts. We will also share best practices in the preparation and use of these tools.
Making Adoption Eesy | Tammy Robinson (University of Newcastle) & Mieke Post ...Blackboard APAC
With the increase in blended and online course delivery there are ongoing challenges for supporting staff and students in the use of teaching technologies. This presentation will look at the University of Newcastle's implementation of a third-party building block for Blackboard which provides access to: data to measure tool adoption; tools to promote technologies within Blackboard courses; and support tools designed to improve end-user experiences. 'Eesysoft' provides simple, just-in-time reporting tools that are being used by Instructional Designers to develop targeted workshops and consultations for academic staff within Schools and Faculties where it has been identified that adoption could be improved. When new technologies are introduced, Eesysoft's communication tools are being used to promote features from within the online course environment. Staff and students now have access to resources that are specific to the location within the Blackboard course that they are accessing. It is hoped that Eesysoft will provide the necessary tools and data to influence change in the way academic staff adopt Blackboard tools for blended and online courses.
Creating & Sustaining Groups in BlackboardJason Rhode
The two major complaints we hear from students about group projects are (1) the problems of getting members together for meetings and (2) the inequity of effort among group members. Virtual groups, easily established using Blackboard, can address both of these legitimate concerns. Additionally, online groups can enrich class discussion and provide a virtual environment for sharing documents. This on-line workshop will walk participants through the process of setting up Blackboard groups and will discuss some of the principles that make group projects successful. Session archived at http://www.niu.edu/facdev/programs/archives.shtml
This presentation's purpose is to get you acquainted with the concept of YouTestMe Starter - new software mainly oriented towards various testing purposes. Feel free to check out our other products - www.youtestme.com. Contact us at info@youtestme.com for more information.
This document summarizes Goshen College's evaluation and decision process to switch from Blackboard to Moodle as its learning management system (LMS). It discusses Goshen College's needs, constraints, and drivers. It describes testing Moodle with faculty and students over multiple semesters. Faculty and students generally preferred Moodle and supported the switch. The college ended its Blackboard contract in 2008 and implemented Moodle campus-wide. The document discusses implementation, costs, hosting options, and the pros and cons of Moodle.
Mozilla Open Badges and Mozilla Backpack - Nine Lanterns
If you're looking to learn more about Mozilla Open Badges and Mozilla Backpack, this webinar is for you.
Listen to the webinar, presented by James Ballard here: https://attendee.gotowebinar.com/recording/3704162675089271041
The document discusses how a learning content management system (LCMS) can enable single sourcing of content to provide flexibility. It describes how single sourcing allows content to be stored without presentation details so it can be delivered through multiple technologies and to multiple audiences. It then provides an example of how a company called OutStart implemented a single sourcing strategy across their various learning products and deliverables like documentation, online help, and instructor-led training.
This document profiles Andy Petroski, the Director of Learning Technologies and Assistant Professor of Learning Technologies at Harrisburg University of Science & Technology. It provides his contact information and lists his areas of focus as online and blended learning goals, opportunities, strategies, technologies, examples, challenges, and facilitation. The document then provides examples of blended learning implementations at Comcast and discusses associated blended learning modes, mediums, identification, technologies, and challenges.
The main goal of YouTestMe Classroom 2020 is to catch the wave of modernizing the process of knowledge assessment and learning by allowing the users to focus on important things and automating the tedious processes. Remember your days at school? Acquiring real, practical knowledge has never been an easy process. We aspire to provide the users a simple way to learn more comfortably and motivate them to use their mindsets as often as possible.
Imagine the system where teachers will have immediate feedback about their lectures, where all students are equally engaged in the learning process, where school officials will have a consolidated view of the education process and progress, where parents will not ask their kids "What did you learn in school today?" because they will already know it.
However, Classroom 2020 does not focus solely on schools and universities. Since it is highly customizable, it can be tailored to suit the needs of different profiles and institutions. Every business and institution that needs training and evaluation can find this software useful in those areas, because its elements are made to suit all types of data.
Classroom 2020 is software used in the learning process to practice lectured subjects through customized tasks and projects, uniquely designed for each individual. While the participants are interacting with the system, a wealth of information is collected and then turned into information (reports, graphs and charts) that can be used to quickly adjust the process of adopting knowledge. Each student is different and the system aspires to adapt to them. This is performed by archiving various scores and statistics, and the system consequently “learns” and tailors follow-up subjects and tests according to their capabilities. On examination, these reports can provide invaluable data to teachers, school officials and the government, so adjusting the knowledge assessment program according to the previous is what should be the key point in improving the entire process. The Classroom 2020 software makes this cycle as fast and efficient as possible.
Micro Instructional Design for Problem-Based and Game-Based LearningAndy Petroski
The slides are from a webinar that I facilitated on March 30, 2015. The webinar recording can be viewed at http://www.training-pros.com/newsroom/trainingpros-webinars
Micro ID for Problem-Based and Game-Based Learning
Instructional design is both a process (macro) and a strategy (micro). Micro instructional design models should provide a formula for designing user experience, engagement and interaction that supports learning. Join this online session to explore David Merrill’s Pebble in the Pond (PiP) instructional design model for problem-based learning and consider how it can also be applied to game-based learning design.
Wow! That’s a great use of Blackboard Collaborate | Mark Bailye & Foong Yee L...Blackboard APAC
It is evident that Blackboard Collaborate is being used creatively and effectively in many institutions where it is having a positive impact on the learning and teaching experience. This session provides an opportunity for Blackboard Collaborate users to showcase how they have used it to make a difference
Implementing an Online Learning InitiativeAndy Petroski
This is from a session at the e-Learning Revolution Conference at IU 13 on 6/24/15.
School districts creating their own online learning courses, with existing faculty and resources, often stumble with initial efforts as they try to apply existing models to a new learning environment. Join this session to explore strategies, tools, and processes that can support the transition to online learning and see
demonstrations of working models.
This document provides an A-Z overview of key concepts for e-learning. It discusses topics such as adult learning principles, blended learning, curriculum design, course engagement, formative and summative assessments, authoring tools, mobile learning, and considerations for different generations of learners. The overall document aims to outline best practices and important elements for effective e-learning development and implementation.
Moodlerooms Enterprise Upgrade Process | Shirley Li (Macquarie University) & ...Blackboard APAC
Macquarie University has recently upgraded their Moodle to Version 3.1 in collaboration with Blackboard. In this presentation Macquarie University's Project Manager, Shirley Li will discuss the implementation of the upgrade and cover some of the lessons they learnt over the 9-month project.
Lynley Clark - Project Manager from Blackboard will discuss the processes taken from a project management point of view. We will also introduce a new Project Management platform called Teamwork that will be a shared collaborative space that will be used in all future upgrade projects to with Blackboard.
Blackboard Next Generation Upgrade and Support PlanJason Rhode
presentation for Northern Illinois University Council of Deans on 11/10/2010 highlighting NIU's plans to upgrade from Blackboard 8.0 to 9.1 and support faculty during the upgrade process
Online Tests: Filling in the Gaps | Mary-Ann Shuker & Dr Suzzanne Owen - Grif...Blackboard APAC
Blackboard online tests are powerful, with multiple settings and multiple question types. So often test are created with only two question types - multiple choice and short answer - with the majority testing recall only. Academics are often confused or simply unaware of all the settings and steps in administering tests. We present a tool developed to: engage academics with the full range of automatically marking question types; explain how to create higher order thinking questions; and expose them to the full workflow of online test capabilities. This tool can be used in a class or as self-directed learning. Finally we share statistics and feedback on its success and a tricky method for enticing busy academics to fully engage in a class for two hours.
Presentation exploring the relationship between policy and practice in the development of e-assessment in higher education and the importance of establishing a policy framework - developed in collaboration with all key stakeholders - to support wider uptake among academic staff.
An instructional design model provides a framework for developing instructional material. The two most commonly used models are ADDIE and SAM. ADDIE includes analysis, design, development, implementation, and evaluation phases. It was originally used by the US Army. SAM includes preparation, iterative design, and iterative development phases. It emphasizes collaborating with clients on small, manageable steps and iterations. Both models aim to structure the design process, ensure training objectives are met, and allow revisions based on feedback.
The document discusses blended learning, which combines different modes of delivery, teaching models, and learning styles in an interactive environment. It notes blended learning works best according to early adopters. Blended learning offers advantages like active learning, opportunities for together and apart learning, and enhanced individualization. It is a natural choice for training companies and emerging in higher education. Advances in technology will impact blended learning through augmented reality, social, virtual worlds, mobile and telepresence. Blended learning has transformed learning delivery and brought institutional transformation.
Brightspace tools to positively impact student engagementD2L Barry
Brightspace tools to positively impact student engagement. Presentation at the Brightspace London Connection, May 18. 2017, by Phill Hall of D2L. Canada House in Trafalgar Square.
Reduce the Cost of Online Learning & Training with Moodle LMSLambda Solutions
Whether you’re delivering online learning at a private school, a university, a healthcare institution, or a small business, you’ll want a flexible eLearning solution that has the flexibility (and scalability) to meets your business needs, and cuts unnecessary costs. In addition to being the world’s leading open source platform, with over 1 million registered users worldwide, Moodle offers a solution that fits your budget. This presentation will identify the features and functions of Moodle LMS that will help you save money, and even make money!
Attend the live webinar to learn:
- Common pains and needs of the LMS market, when it comes to costs and investments
- The features and functions of Moodle that will alleviate these pains, by reducing the cost of your LMS ownership
- The cost-benefits associated with the Open Source platform of Moodle
- The business problems you’ll be able to solve with these identified features
- Tips for avoiding other unnecessary costs.
Tips for Selecting the Right Learning Management SystemLambda Solutions
This document discusses tips for selecting the right learning management system (LMS). It outlines the key benefits of an LMS, including automating management, centralized training, blended learning, assigning training to groups, assessing learning, and improving compliance tracking and reporting. The document also discusses important business considerations like cost, time, human resources, and requirements. Additionally, it covers the different LMS options of proprietary vs. open source systems and key features to look for in a modern LMS like integration and reporting/analytics.
This document summarizes a meeting of the 3rd Working Group on MOOCs at Work. The agenda included updates on the MOOCs at Work ecosystem and initiatives, presentations on evaluation frameworks for MOOCs and learner experiences with MOOCs, and a discussion on designing MOOCs. The working group's objectives were to explore MOOCs as a potential mainstream employee learning option and evaluate their suitability and how workplace learners might use them. Presenters discussed different ways MOOCs could be incorporated into learning strategies and evaluated.
When you purchase a cloud-based learning management system (LMS), where is your money going? How does the value compare to that of ‘closed’, proprietary systems – subscription fees, hosting, set-up and configuration … the costs vary, and it can be hard to compare.
In this presentation, we unpack this seemingly sensitive topic, and try to lay the facts open for all to see. With 15 years of experience implementing LMS solutions – much of it in the open source world, including Moodle and Totara LMS – we know all the behind-the-scenes factors that keep your LMS running seamlessly, meeting your e-learning requirements, and ultimately require investment of one kind or another.
From set-up to data migration to training, join us and discover where exactly your money is going when you purchase an LMS.
Choosing the best LMS is less like going shopping and more like events planning and management. There is no LMS shop that you can browse, and nor is there a one-size-fits-all solution.
5R Open Course Design Framework, Fall 2015 versionDavid Wiley
A drastically simplified course design framework for use with faculty as they transition from using commercial textbooks in their courses to using open educational resources (OER).
Leveraging Your LMS to Meet Organizational GoalsLambda Solutions
Learning management systems (LMS) help users and learners accelerate learning performance, but you may not be aware of the LMS features that can also serve your entire organization, and accelerate corporate performance. The key is knowing which features in your LMS align with corporate processes, and how to leverage them. Join this live webinar to learn how a modern LMS can increase user performance, improve learning programs, measure the impact of learning and training, and generate more efficiencies and income for your business.
Watch the presentation to learn about the LMS features you can use to help you reach your goals, including:
- LMS Reporting & Analytics
- Configurable, Branded Theme
- Course Shopping Cart & Checkout
- Digital Media Library
Have you been tasked to write a LMS RFP for your organization? Are you also looking specifically at Moodle or Totara for your LMS of choice? Creating an LMS RFP can be a time-consuming task, especially when you don’t have a template to work from. Join James Nicolson, LMS Solutions Engineer, for a live webinar that will cover the need-to-know tips for writing an LMS RFP specifically for Moodle.
You will learn about:
- Specific technical details so that your Moodle/Totara deployment meets your project requirements
- Compatibility and standard requirements for the most popular Moodle plugins
- Hosting requirements for a secure cloud hosting environment
- Frequently asked questions from leading companies who have deployed Moodle LMS
- Implementation tips from leading organizations including: YMCA, Kodak Alaris & Rutgers University
Top 5 LMS Myths Debunked by Adobe Captivate PrimeAllen Partridge
Dr. Allen Partridge, Senior Adobe Evangelist, addresses the most common myths of purchasing a LMS, both for the learner and the buyer, using Adobe Captivate Prime LMS. You will learn how to maximize the impact of your learning, by aligning to the goals of your organization, and henceforth foster in a learning culture. With Adobe Captivate Prime, you will discover a learning content management system that is easy to set up and work with and promises to maximize the ROI for you and your learners.
This document introduces an online learning module about learning management systems (LMS) and Schoology LMS specifically. It discusses key terms related to online learning and the benefits of using an LMS like Schoology over other technologies. Some of the main benefits highlighted include integrated tools for communication, shared lessons, classroom management, assessments, and multimedia resources. The module contains activities for students to complete, including watching a video, participating in a discussion forum, and completing a puzzle to learn new terms.
This document provides an overview of blended learning systems and how they fit within a training LMS ecosystem. It discusses the benefits of blended learning and effective utilization. It also outlines Hurix Systems' experience developing eLearning courses, simulations, virtual labs, and other digital educational content. Hurix provides LMS solutions, customizations, implementation, and quality assurance testing services. An LMS ecosystem can integrate various departments and provide seamless learning opportunities to reduce costs. Learning management systems have become integral parts of organizations to deploy targeted training across locations.
In our 15 years of experience in the LMS market, we have found that many underestimate the time and resources required to successfully deploy an LMS. Watch this webinar, to discover some tips and tricks for ensuring you successfully launch your LMS, and maximize user adoption.
Watch this webinar to learn about:
The top 7 hidden costs of deploying an LMS
Important questions to consider when organizing deployment activities
Workarounds to ensure hidden LMS costs are avoided
Action to take for maximized user adoption
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Similar to Open Education 2011: A case study in OER within the LMS (20)
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Open Education 2011: A case study in OER within the LMS
1. Open Education 2011:
A case study in OER within the LMS
John Rinderle @JohnRinderle
Bill Jerome
2. OER within the LMS
Why the LMS?
Interoperability standards
Our approach and findings
Looking forward
Opportunities and challenges
Discussion
3. Open Learning Initiative
Produce courses and course materials which enact
instruction and support instructors
Provide open access to these courses and materials
Develop communities of use, research and development
that enable evaluation and continuous improvement
4. Why the LMS?
Convenient for students and instructors
Single sign on
Single entry point
Mix and match
Coherent navigation
Roster management
Unified gradebook
Learning analytics
Frequently requested by students and instructors
5. Why the LMS?
Increasing access is part of our core mission
Easier to find
Metadata and search
Easier to consume
Learning management systems
To extend the reach of OER, we must bring it to where it is
needed, where it is convenient to use
6. Standards?
Not building blocks, modules, and plugins?
Too many platforms to target otherwise
Moodle, Sakai, Blackboard, Desire2Learn, Canvas, …
Changing technology, changing standards
Are they “standards” in name only?
We should not be surprised when standards work!
Confidence in mature, proven technologies
7. Which standard to choose?
OLI courses provide
User profiles
Persistent state
Multiple assignments
Scores
Student work products
Learning Dashboard
More than a simple content package!
8. IMS Learning Tools
Interoperability
Basic LTI
Tool consumer, tool provider
Trust relationship with the LMS
Fields to identify user, course, etc.
Simple, but powerful
Full LTI
Grade exchange
Multiple tool endpoints
Much more complex
9. Basic LTI
Available for most LMS systems
Easy to develop tools
Simple web request
Easy to consume tools
No programming required
Pathway to more advanced features
Extensible
Low-cost implementation
15. Challenges: Technology
Some LMS products require an extension
Requires institutional level support
We want individual instructors to be able to adopt
Some implementations are buggy
e.g. Internet Explorer on Moodle
We wrote patch for basiclti4moodle
Basic LTI has few required fields
Required, recommended, option fields
Different products supply different data
16. Challenges: Process/Policy
Security and privacy concerns
e.g. data ownership questions, security audits
Audit / control which tools instructors are using
Helping instructors get support from their institution
17. User Experience
• Why is good user experience critical to adoption?
18. User Experience
• Why is good user experience critical to adoption?
• Using complex systems is easy for some, but
much harder than one may expect for average
users, instructors and students alike
19. User Experience
• Why is good user experience critical to adoption?
• Using complex systems is easy for some, but
much harder than one may expect for average
users, instructors and students alike
• Instructors may not adopt a technology if it gives
the appearance of complicating their lives
• Setup
• Workflow
20. User Experience
• Why is good user experience critical to adoption?
• Students who struggle with interfaces experience
negative affect and their meta cognitive resources
are not spent where we’d like for learning
21. Challenges: User Experience
• Roster Management
• No record until first student access from their LMS
• Students never dropped from roster
• Teaching assistants often unsupported
22. Challenges: User Experience
• Gradebook / Learning Dashboard Tools
• Grade exchange is very limited
• Aiding instructors and students in locating no
longer centralized scores
• Access to reporting tools richer than grades
23. Challenges: User Experience
• Login
• Removed the link as it does not fully reflect user
expectation
• This proved unpopular
24. Challenges: User Experience
• Bookmarking
• Leads to unauthenticated visits that require
redirects to LMS
• Basic LTI does not support the direct back
25. Challenges: User Experience
• Desktop Support
• Who do user questions gets routed to?
• OLI questions need to reach OLI help desk
• LMS questions need to reach LMS help desk
27. Challenges: User Experience
• Where do users have accounts: OLI or LMS
• Carnegie Mellon solution: both
• Existing users solution: both
• All others: LMS-only
28. Challenges: User Experience
• Where do users have accounts: OLI or LMS
• Carnegie Mellon solution: both
• Existing users solution: both
• All others: LMS-only
• Unless you’re not using an LMS at all, then OLI only
29. Challenges: User Experience
• Where do users have accounts: OLI or LMS
• Carnegie Mellon solution: both
• Existing users solution: both
• All others: LMS-only
• Unless you’re not using an LMS at all, then OLI only
• Did you just now learn you could use your LMS but
already setup your course? We can merge your
accounts for you.
30. Challenges: User Experience
• Where do users have accounts: OLI or LMS
• Carnegie Mellon solution: both
• Existing users solution: both
• All others: LMS-only
• Unless you’re not using an LMS at all, then OLI only
• Did you just now learn you could use your LMS but
already setup your course? We can merge your
accounts for you.
• …unless you have students already registered
through OLI which might confuse them.
31. Challenges: User Experience
• Where do users have accounts: OLI or LMS
• Carnegie Mellon solution: both
• Existing users solution: both
• All others: LMS-only
• Unless you’re not using an LMS at all, then OLI only
• Did you just now learn you could use your LMS but
already setup your course? We can merge your
accounts for you.
• …unless you have students already registered
through OLI which might confuse them.
Not easy to communicate to novice users
32. Challenges: User Experience
Configuring / enabling tools in LMS is complex
Above and beyond what an instructor should have to do
Figuring out if a system is compatible is complex
Which vendor, product, version are you using?
Are the appropriate extensions installed and enabled?
We built a test and configure your LMS page
33.
34. What’s next for OLI?
Configurable Entry Points
Instructors customize LMS links to OLI
Full LTI
Report outcomes to LMS gradebook
Tool Consumer
Enable Basic LTI tools within OLI courses?
38. Learning Analytics
How do we get there?
Standards for data
Data exchange API
Platforms and tools
Policy for data exchange
LMS interoperability and learning analytics should
be automatic, not an afterthought.
40. OER App Store
Find OER from within the LMS
One click access to add to course
A basis for choice
Evaluation, context of use information
Built in communities
41. Why hasn’t this happened
[sooner]?
Publishers are now preparing offerings
– Pearson OpenClass
– Commercial and open content
42. Why hasn’t this happened
[sooner]?
Technology?
Standards?
Institutional Policy?
Licensing?
Data Ownership?
43. Why hasn’t this happened?
We need platforms which makes it easy to create,
share, find, use and evaluate OER
The user focus needs to be on the educators and
learners consuming OER
44. Discussion
How does OER make greater inroads to the LMS?
Do you agree with the app store approach?
What should an OER app store offer?
Does the app model extends or replace the content
package?
Open and “closed”, free and commercial, side by side?
Next steps to make this happen?
46. User Experience
• ISO definition : a person's perceptions and responses
that result from the use or anticipated use of a
product, system or service.
• Source: http://en.wikipedia.org/wiki/User_experience#Definitions
47. User Experience
• ISO definition : a person's perceptions and responses
that result from the use or anticipated use of a
product, system or service.
• Source: http://en.wikipedia.org/wiki/User_experience#Definitions
• We incorporate usability study into the design,
development, and evaluation of user experience
One URL to rememberSign in with your university credentialsAdd your own assignmentsWhy duplicate/recreate these features in every new OER environment?
Metadata: LRMI, Dublin Core, LOM, …Increasing access is part of our core mission. Bringing OLI to the LMS lowers another barrier to adoption: ease of use, in a familiar context.Whatever your feelings about LMS systems, the LMS is the familiar information hub of a course.A key factor in OER uptake is the ability of resources to be easily accessed, combined with other course materials, and presented in an appropriate context for learning. For many instructors, the learning management system (LMS) is the information hub of their course. To extend the reach of OER we feel it is critical for resources to be made easily accessible from within the LMS. This need is greater than providing a simple link. From the LMS, OERs should be discoverable to students and instructors who want to use them, support a single sign on interface, provide coherent navigation between LMS and OER, and seamlessly exchange key data (e.g. roster, grades, learning analytics).
Standards can now accommodate applications (tools), not just simple content packages.Differences in how vendors have implemented standards in the past.
OER is becoming increasingly sophisticated.
Basic LTI: REST based, OAuth authentication, simple browser form POST
Click 1: LMS navigation, Click 2: research consent formFall 2011: pilot (60 instructors, 1500 students)Spring 2012: general availability
Did it work as expected?Standards designed as a technology, not to serve end user needs.Current standards lean towards content publishers and institutional needs, instead of instructors and learners who consume content.
OER is no longer under the security radar (which, in a way, is good). Even though no new information is changing hands as compared to when OLI is used outside the LMS, institutions are more concerned about information security where systems connect. An advantage of Basic LTI is that there is no direct communication between the LMS and tool (e.g. OLI). The information comes from the LMS, but is exchanged through the user’s web browser. Privacy settings allow institutions to control what data is exchanged.
There is UX work to do for entry points. Multiple links could be confusing.Allow instructors to choose the assignments for which we send scores back to the LMS.
The most powerful feature of technology based instruction is the ability to embed assessment in each learning activity and use the resulting data to drive powerful feedback loops to the learner, the instructor, the course development team, and learningscience.
While today’s standards allow learning environment to report simple score outcomes to the LMS, the more robust measures of learning required to drive learning analytics remain locked up in individual tools. The result is that it is difficult to mix resources and achieve a unified view of how learning is progressing and the overall effectiveness of the learning design. We feel this is a missed opportunity. The next generation of standards and LMS systems will need to simplify the discovery and adoption of OER and facilitate finer grained data exchange.
Ease of Development:LMS interoperability and learning analytics should be automatic
LMS systems and OER need a renewed focus on user experience. Acknowledge the work of OLI, Sakai, and others.