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Selection and Implementation of an Open Source Learning Management System (LMS)
The document discusses the selection and implementation of an open source learning management system (LMS) at educational institutions. It outlines key considerations for the process, including defining institutional vision and requirements, evaluating available systems, piloting options, and establishing project management structures. The summary emphasizes that selecting an LMS is a strategic decision requiring input from stakeholders and alignment with the institution's goals and priorities to guide technology in supporting the desired higher education system of the future.
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Selection and Implementation of an Open Source Learning Management System (LMS)
- 1. Selection and Implementationof an Open Source Learning Management System (LMS) Professor Mark Brown Director, National Centre for Teaching and Learning Director, Distance Education and Learning Futures Alliance eLearning Summit, Sydney Feb 2012
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- 3. Palmerston North AucklandWellington Distance International About Massey…
- 4. Selection and Implementationof an Open Source LMS
- 5. Selection and Implementationof an Open Source LMS A quick survey…
- 6. The selection ofan open source Learning Management System (LMS) is a key strategic decision about the future direction of your institution requiring vision, high level debate and political courage.
- 7. Future Maker? FutureFaker? The selection of an open source Learning Management System (LMS) is a key strategic decision about the future direction of your institution requiring vision, high level debate and political courage.
- 8. 1. The growthof open source 2. Key questions you must consider 3. The future of the LMS Selection and Implementation of an Open Source LMS Overview…
- 9. 1. The Growthof Open Source ‘ Openness’ is the new normal….
- 10. 1. The Growthof Open Source • Open access • Open educational resources • Open educational practices • Open source CONFUSION ‘ Openness’ is the new normal….
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- 12. Moodle in AustraliaTAFE SA
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- 16. Typical claims… • Easy to use • Feature rich • Customizable • Lots of additional plugins • Developed with pedagogy in mind • Has a strong user community • Fueled by proprietary backlash • It is free (well not really)
- 17. LMS VLE $4.5mfor Implementation | $800K for Upgrade Moodle 2.X
- 18. 2. Key QuestionsYou Must Consider • Before selecting… • During selection process… • When implementing…
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- 20. • Whatis the vision? • How aligned is the vision? • What outcomes are you expecting? • Who should be the business owner? • Who needs to be involved in the selection? • What principles should underpin the selection? • What approval processes do you need to follow? • What are your unique institutional requirements? • What can we learn from other institutions? Before selecting…
- 21. Hon Steve Maharey- VC “ To provide an exceptional and distinctive experience for all students by creating a rich digital learning culture.”
- 22. 1. To respondto the challenge of the so-called ‘Google Generation’ . To enhance the quality of teaching and thereby maintain Massey’s pre-eminent status as a tertiary (distance) education provider. 3. To introduce a new Massey model of teaching and learning that promotes the type of digital literacy relevant to the requirements of the knowledge society. Key Drivers…
- 23. Alignment New initiativesmust align and be consistent with the Massey University’s key policies and priorities. One-university New initiatives in elearning, flexible delivery and distance education must support and be consistent with the concept of a one-university identity. Pedagogy The selection must be driven by contemporary theory and research and related pedagogical criteria aimed at enhancing the quality of teaching and learning at Massey University. Guiding Principles:
- 24. 1. Communities ofInquiry Learning is a social experience where generative knowledge is embedded within and distributed across communities of practice. 2. Learning-centered The focus is on ‘learning’ where different learning designs can be employed to support the needs and experiences, and pre-existing knowledge of learners. 3. Interactivity Deep and durable learning occurs when there is regular and structured interactivity with content, staff and fellow students. Pedagogical Criteria:
- 25. Places Tools Learner-ContentInteraction Learner-learner Interaction Spaces Teacher-Learner Interaction Pedagogical Criteria 1. What is eLearning? Interactivity…
- 26. Because no twostudents have the same needs and no two teachers arrive at their best performance in the same way, theoretical exclusivity and didactic single-mindedness can be trusted to make even the best educational ideas fail. (Sfard, 1998, p.11)
- 27. (Brown, 2011) AcquisitionParticipation Roots Metaphors
- 28. (Brown, 2011) VirtualPhysical Roots Metaphors Acquisition Participation
- 29. Synchronous Asynchronous (Brown,2011) Acquisition Participation Roots Metaphors
- 30. Synchronous Asynchronous DiscussionFora Prof Casts Online Clinic Webinars Online Presentations Wikis ePortfolio Online Readings Video Streaming Online Chat Video Conferencing (Brown, 2011) Real-time Tests Online Learning Ecology Acquisition Participation
- 31. Learning by sharing(Connectivist) Learning by listening (Instructionist) Learning by doing (Constructivist) Learning by making (Constructionist) Affordance to swing…
- 32. Culturally Relevant SupportsTe Reo Māori and Pasifika policy initiatives. 2. Internationalization Allows for sharing of content and jointly branded skins. 3. Lifelong Learning Integrates with an ePortfolio system to support life-long learning. Institutional Requirements:
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- 34. During selection… • What systems do you evaluate? • How do you use existing evaluations? • What level of features analysis is required? • How do you manage competing perspectives ? • How do you keep everyone informed? • What type of pilot do you undertake? • Who makes the decision? • How do you calculate the total cost of ownership? • What business model do you adopt ?
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- 37. Brown, M., Paewai,S., & Suddaby, G. (2010). The VLE as a Trojan Mouse: Policy, politics and pragmatism. Electronic Journal of e-Learning, 8 (2), 63-72. Weller, M. (2007). Virtual Learning Environments: Using, Choosing and Developing your VLE. Oxford, UK: Routledge. Useful reading…
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- 39. When implementing… • What brand? • What timeframe? • What methodology? • What management structure? • What tools and customizations ? • How do you engage the academic heartland? • What level of disruption do you wish to promote? • How will you support your staff and students? • How will you address the problem of quality?
- 40. Quality Assurance or Quality Enhancement?
- 41. Peer Assistance andReview of Teaching Teaching Evaluation Data Course Planning & Development Tool Guidelines for Effective Practice Accessibility Guidelines Course Self-review Checklist Student Workload Calculator Design for Learning Resources for Learning Facilitating Learning Assessment for Learning Evaluating Teaching Professional Leadership Quality Enhancement Framework…
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- 43. 3. The Futureof the LMS Adopting a long-term view… • Is the LMS dead?
- 44. 3. The Futureof the LMS Adopting a long-term view… • Is the LMS dead? • Do we need to start talking about the learning platform of the future?
- 45. • Isthe LMS dead? • Do we need to start talking about the learning platform of the future? • What type of future higher education system do we want technology to serve? 3. The Future of the LMS Adopting a long-term view…
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- 47. “ We shapeour dwellings and afterwards our dwellings shape us ”
- 48. A conclusion is the place where you got tired of thinking
- 49. • Learningfor the future • Teachers as future makers • Leading in a climate of change What happened in the past is no longer a reliable guide to the future
Editor's Notes
- #3 Pack and post model
- #5 Annual Plan Goal 50% reduction
- #6 Annual Plan Goal 50% reduction
- #9 Annual Plan Goal 50% reduction
- #10 Annual Plan Goal 50% reduction
- #11 Annual Plan Goal 50% reduction
- #18 The new New Zealand is digitally connected.
- #19 Annual Plan Goal 50% reduction
- #20 Annual Plan Goal 50% reduction
- #21 Annual Plan Goal 50% reduction
- #22 The new New Zealand is ambitious, confident and full of the digital creativity that brought Lord of the Rings to the world. We have something unique to offer the world. . And we are doing just that.
- #23 3. To enhance Massey University’s brand and reputation by offering quality programmes that prepare life-long learners with competencies and digital literacy relevant to the knowledge society. We have a responsibility to prepare graduates capable of shaping the 21st century in uncertain times.
- #34 Annual Plan Goal 50% reduction
- #35 Annual Plan Goal 50% reduction
- #37 Bek
- #39 Annual Plan Goal 50% reduction
- #40 Annual Plan Goal 50% reduction
- #47 Annual Plan Goal 50% reduction
- #50 Annual Plan Goal 50% reduction