IP&T 692R: Week 2-History of the LMS
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This document provides a brief history and overview of learning management systems (LMS): - The first LMS was developed in the mid-1990s to help manage online/distance learning courses and materials. - Early LMS focused primarily on administrative functions but began integrating more tools over time, including assessments, gradebooks, and discussions. - Standards like SCORM and common cartridge helped make content more portable between LMS, but integrations remained proprietary. - A case study of Blackboard at BYU from 2008 showed heavy reliance on core LMS features but desire from faculty for more open/modular options. - The limitations of the transactional LMS model and benefits of more open, connected learning
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IP&T 692R: Week 2-History of the LMS
- 1. History of the Learning Management System IP&T 692R Fall 2013 Jon Mott Chief Learning Officer, Learning Objects Visiting Instructor, Brigham Young University
- 2. http://
- 5. 1996
- 6. 1997
- 8. cms=erp?
- 9. the cms in the broader infrastructure
- 11. a brief history
- 13. learners learners schools educational institutions. the end of learning as usual?
- 16. common cartridge
- 21. TOOL A TOOL B TOOL C TOOL XYZ EVENT NOTIFICATION LAUNCH • SESSION • RESOURCE LINK • MANAGEMENT • TOOL SETTINGS • OUTCOMES TOOL PROVIDERS TOOL CONSUMERS PROFILE WEB SERVICES TOOL PROXY RUNTIME ADMINISTRATOR USER LTI SERVICES
- 24. case study
- 25. Blackboard @ BYU • Launched CourseInfo in 1999 • 1,683 Unique Courses Fall 2008 • ≈ 5,457 Course Sections Fall 2008 • 48,878 Active Users (Provo, Hawaii & LDSBC Campuses) • 17,767 Avg Daily Unique User Logins Fall 2008 • ≈ 16 Mbps Bandwidth Usage • 2,137 GB Storage (1,369 GB Content, 768 GB Database) • 2,279,255 Completed Assessments Fall 2008 • 14,296 Avg Monthly Discussion Board Posts Fall 2008
- 28. Feature Percentage Course Materials / Documents 85.9% Gradebook 78.0% Announcements 68.9% Email 68.1% Assessments / Quizzes 30.7% Discussion Board 13.5% Other (e.g., Reserve, Dropbox) 12.2% Virtual Classroom 2.0% Lightweight Chat 0.4% Bb Feature Usage @ BYU
- 30. 50% 25% 14% 11% 25% CMS Only CMS+ Other Only None Online Technology Usage BYU Faculty Survey, April 2009 (n=254)
- 33. “Faculty use the CMS primarily as an administrative tool.” – Morgan The CMS is “fundamentally a conservative technology.” – Milligan
- 34. limits of the LMS model
- 35. “Teaching and learning are not fundamentally transactional.” - Lanny Arvan
- 36. The Web is “a world of pure connection, free of the arbitrary constraints of matter, distance and time.” David Weinberger
- 38. TIME CMS v. PLN End of the Semester LearningNetworkSize
- 39. TIME LearningNetworkSize SEMESTER 1 SEMESTER 2 SEMESTER 3 SEMESTER 4 SEMESTER 5 SEMESTER 6 CMS PLN CMS v. PLN
- 44. Data Funnels Learning Webs - Steve Wheeler
- 45. “Pointing students to data buckets and conduits we’ve already made for them won’t do.” - Gardner Campbell
- 46. The original design of the LMS was transactional and largely administrative in nature, hence the “M” in “LMS.” The function of the traditional LMS is to simplify how learning is scheduled, deployed, and tracked as a means to organize curricula and manage learning materials. - Lou Pugiese
- 47. : “School communities will need to develop strategies for building resilience into their systems and for creating lightweight, modular infrastructures.”
- 48. Love / Hate Users Who Love Their CMS Users Who Hate Their CMS Users Who Want to Switch
- 49. plns
- 50. the new landscape University Support Services Bookstore IT Infrastructure Libraries Academic Departments Faculty Students
- 51. University Support Services Bookstore Libraries IT Infrastructure Academic Departments Faculty Students Web 2.0 Apps Social Networks Open Content Mass Collaboration etc. the new landscape
- 52. University Portal CONTENT Gradebook Assessment Web PagesWeb PagesWeb PagesWeb Pages Portfolios NEW TOOLS the vle of the future
- 58. “and” models
- 59. private secure reliability integrated teachers efficiency structured OR public OR open OR flexibility OR modular OR learners OR creativity OR authentic
- 61. olns
- 63. THE CLOUD STUDENT CONTEN T UNIVERSITY NETWORK An Open (Institutional) Learning Network OPEN CONTENT SIS SECURE ONLINE ASSESSMENT GRADE BOOK LEARNING OUTCOMES WIKI PORTAL UI STUDENT LEARNING EPORTFOLIO PERSONAL PUBLISHING SPACE SOCIAL NETWORKING APPS COLLABORATIO N TOOLS UNIVERSITY CONTEN T
- 64. Blackboard is trying to keep up. Michael L. Chasen, the company's chief executive, has told The Chronicle that the latest version of the software integrates some Web 2.0 tools and still offers plenty of features that blogging packages can't match, like online gradebooks.
- 65. moocs (& oocs) = the new lms?
Editor's Notes
- The “Course Management System” – Roots in late 90s. Blackboard’s original name “Course Info” is a good indication of what these tools were originally intended to do.
- Hypertext Transfer ProtocolURIs, URLs, the WebXml + Web Services
- The Course Management System is not the academic ERP / PeopleSoft.
- The Course Management System is not the academic ERP / PeopleSoft.
- The Course Management System is not the academic ERP / PeopleSoft.
- http://cluetrain.com
- SCORM diagram on left: (cc) Michael Richards, “SCORM 1.2 & 2004 Visual Guide to Runtime Environment Data Model”See also: http://en.wikipedia.org/wiki/Scorm
- http://www.imsglobal.org/cc
- SOURCE: Dr. Chuck’s slideshttp://www.imsglobal.org/developers/LTI/test/v1p1/docs/LTI_Overview_1_1.pdf
- Image Sources:http://www.dr-chuck.com/sakai-bookhttp://blogs.it.ox.ac.uk/adamweblearn/2013/04/linking-to-external-tools-from-a-vlelms-ims-lti-oauth-or-webauth-or-any-other-web-based-single-sign-on
- http://www.imsglobal.org/toolsinteroperability2.cfmLMS (or Portal!) launches external tool, securely passing userid, course info, role infoHTTP POST via browser (with security) manages data flow
- The Course Management System is not the academic ERP / PeopleSoft.
- The Course Management System is not the academic ERP / PeopleSoft.
- How is Blackboard actually used?
- Vertically integrated technology stack with uneven integration with other tools in the learning ecosystem.
- 75% of faculty members us a CMS at BYU. 50% use a CMS as their only online teaching & learning technology25% use the CMS plus other online tools.25% don’t use a CMS14% have a course blog, wiki, or custom website11% use no online technology
- The Course Management System is not the academic ERP / PeopleSoft.
- University of Wisconsin System faculty members. In that study, Morgan found that "faculty use the CMS primarily as an administrative tool to facilitate quiz administration and other classroom tasks rather than as a tool anchored in pedagogy or cognitive science models” (2003, 11). As Milligan observes, the CMS is "fundamentally a conservative technology ... [for] managing groups, providing tools, and delivering content" (2006, 1)Evidence of the pervasiveness of such CMS usage tendencies can be found in a recent usage study of the Sakai at the University of North Carolina. Faculty survey data indicates that the top three uses of Sakai in the category "Improving Teaching and Learning" were "Accessing materials any time," "Saving me time," and "Managing my course activities" (UNC 2009, 15).Milligan, C. (2006). The Road to the Personal Learning Environment? CETIS. Retrieved from http://zope.cetis.ac.uk/members/ple/resources/colinmilligan.pdf.Morgan, G. (2003). Faculty Use of Course Management Systems. ECAR. Retrieved from http://net.educause.edu/ir/library/pdf/ers0302/rs/ers0302w.pdf. University of North Carolina. (2009). Sakai Pilot Evaluation Final Report. October 15, 2009. Retrieved from http://www.unc.edu/sakaipilot/evaluation/FinalRept-Oct15-09-sm.pdf.
- The Course Management System is not the academic ERP / PeopleSoft.
- LannyArvan: “Teaching an learning are not fundamentally transactional.”http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/DisIntegratingtheLMS/174588
- The Web is “a world of pure connection, free of the arbitrary constraints of matter, distance and time.”- Small Pieces Loosely Joined by David WeinbergerImage Source: http://www.flickr.com/photos/ialla/4042996779/sizes/l
- Gilmor: “The Former Audience” -- Students no longer passive consumers.IMAGE: Obama in Germany http://www.flickr.com/photos/barackobamadotcom/2699346313/sizes/o
- This is Facebook
- This is Facebook every 14 weeks if it was managed like an LMS.
- The CMS is like a moated castle … IMAGE: “Japan: Osaka-jo outer moat, 1” http://www.flickr.com/photos/53537358@N00/3005861124
- … or a walled garden.IMAGE: “The Secret Gardens at Tregwainton” http://www.flickr.com/photos/zawtowers/3758680364
- Steve Wheeler: We need to create learning webs, not pour content through funnels into students heads.http://steve-wheeler.blogspot.com/2009/10/its-personal-learning-spaces-learning.html
- Gardner Campbell: “Pointing students to data buckets and conduits we’ve already made for them won’t do.”http://www.educause.edu/EDUCAUSE+Review/EDUCAUSEReviewMagazineVolume44/APersonalCyberinfrastructure/178431
- Platforms for Resilience: “School communities will need to develop strategies for building resilience into their systems and for creating lightweight, modular infrastructures.”KnowledgeWorks Foundation, “2020 Forecast: Creating the Future for Learning” http://www.futureofed.org/driver/platforms-for-resilience.aspxImage Source: “Bracken Growing Through” http://www.flickr.com/photos/spursfan_ace/569104124/sizes/l/
- Inspired by http://graphjam.com (via Dr. Chuck)
- Martin Weller – PLE http://nogoodreason.typepad.co.uk/.shared/image.html?/photos/uncategorized/2007/12/06/pwe_3.jpg
- Scott Leslie – PLE http://edtechpost.wikispaces.com/file/view/swl_ple2.gif
- PLNs connect people in new, dynamic ways that were previously impossible.IMAGE: OpenEd Twitter Conversation – Courtesy Tony Bates http://www.tonybates.ca
- PLNs connect people in new, dynamic ways that were previously impossible.IMAGE: OpenEd Twitter Conversation – Courtesy Tony Bates http://www.tonybates.ca
- See Brown, J. S., and Adler, R. (2009). “Minds on Fire: Open Education, the Long Tail, and Learning 2.0.” Educause Review, January/February (16-32).
- The tyranny of “or”False dichotomy between the institutional network and the PLN.
- Is there a middle ground???IMAGES: Michael Chasen en Matthew Pittinskyhttp://www.flickr.com/photos/pklaassen/68271156 (left); Edupunk2 http://www.flickr.com/photos/bionicteaching/2533948716 (right)
- Mott, J. and Wiley, D. (2009). “Open for Learning: The CMS and the Open Learning Network,” in education, 15:2.
- Agilix, Moodle, etc.OpenFlexibleScalableLearning-Centered Tools
- We need a secure tool for communicating with students about their work—a FERPA compliant “gradebook”http://chronicle.com/article/Blogs-Instead-of-Blackboard/44412/
- “We don’t just think outside the box … We transform the box into a robot and then think outside the robot.”Image Source: http://gregd.com & Dr. Chuck’s presentation: http://www-personal.umich.edu/~csev/talks/2009/2009-11-10-pearson.pdf