Education for a Digital World Advice, Guidelines and Effective Practice from Around Globe, 2008a

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7 Learning Management Systems Don McIntosh 7 Trimeritus eLearning Solutions Inc. 7 With contributions from Kevin Kelly and Randy Labonte Education for a Digital World 69
7 – Learning Management Systems Learning outcomes After completing this chapter, you should be able to: • Describe the functions of learning management systems (LMS) for formal education and corporate training. • Conduct a needs analysis, select an appropriate LMS for your environment and manage the implementation and change process successfully at least 50 percent of the time. A higher success rate will depend upon the political environment and the diligence of the needs analysis and research that is done. Introduction “I truly believe that the Internet and education are the two great equalizers in life, leveling the playing field for people, companies, and countries worldwide. By providing greater access to educational opportunities through the Internet, students are able to learn more. Workers have greater access to e-learning opportunities to enhance and increase their skills. And companies and schools can decrease costs by utilizing technology for greater productivity”. – John Chambers, CEO of Cisco Systems (Chambers, 2002) WHAT ARE LEARNING MANAGEMENT SYSTEMS? Learning management systems (LMSs) are electronic platforms that can be used to launch and track e- learning courses and enhance face-to-face instruction with online components. Some also manage classroom instruction. Primarily they automate the administration of learning by facilitating and then recording learner activity. They may or may not include tools for creating and managing course content. As the systems grow, they also add new features such as e-commerce, communications tools, skills tracking, performance management and talent management. LMSs have evolved quite differently for formal education and corporate training to meet different needs. The most common systems used in education are WebCT, Blackboard (these are now effectively one) and Moodle. They often use the term course management system to describe themselves. The term course management system, however, is easily confused with content management system, so we will use the term LMS to describe the solutions for both educational and corporate environments. We will distinguish between them by discussing corporate or business LMS versus education LMS. Education LMSs are also known as virtual learning environments (VLE). This chapter will be a non-technical look at the features of these systems and the processes of selecting and implementing them. It will address the different functionalities of the systems and consider open-source systems as an option to commercial proprietary ones. It will discuss needs analysis to help you begin the process of selecting an appropriate system, and the change management process to address the implementation issues. Case studies will be provided for illustration. Open source systems will be discussed in Chapter 8, Exploring Open Source for Educators. Occasionally certain vendors and products or services are mentioned by name. These are not intended to be endorsements in any way but simply to serve as familiar examples. We do not endorse any products or services. Vendors and products that are mentioned are usually the best known or the ones with the greatest market penetration. There is no single “best” solution. The ideal solution is the one that fits your needs and environment. Learning management: the two cultures There are two main thrusts in formal learning: academic education, and corporate training (including government and the non-profit sector). In educational institutions, the learning model uses courses of fairly long duration (weeks to months) for the long-term educational benefit of the learner. In corporate training, the model is usually short courses (hours to days) for immediate updates, with specific focus on job functions and objectives. Some corporations try to emphasize the importance of their training services by calling them “universities” such as McDonald’s University and General Motors University. As part of their long-term development plans, many businesses also provide support for their employees to attend educational institutions for longer courses and degree programs. For centuries, both systems have relied upon classroom-based, instructorled facilitation in which a live teacher leads the process. Distance learning by correspondence has been with us now for many decades. When e-learning became a reality over 10 years ago (first on CD-ROM and then over the Internet), it extended the opportunities for distance learning, and new options and models became possible. The education and corporate training models have evolved separately and somewhat differently. 70 Education for a Digital World
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Education for a Digital World ADVIC
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Contents Chapter Abstracts / v Intr
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Chapter Abstracts Part 1: The Impac
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Chapter Abstracts on a revised Bloo
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Chapter Abstracts BUILDING COMMUNIT
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Chapter Abstracts ration are expand
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Introduction phasizes the building
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1 Emerging Technologies in E-learni
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1 - Emerging Technologies in E-lear
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11 Accessibility and Universal Desi
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12 Articulation and Transfer of Onl
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13 - Planning Your Online Course Le
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Part 3: Implementing Technology Edu
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15 - Understanding Copyright: Knowi
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17 E-learning Standards Randy LaBon
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20 Instructional Strategies Peter F
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21 Media Selection Peter Fenrich If
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Contributors Dr. Mohamed Ally, Prof
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Education for a Digital World Advice, Guidelines and Effective Practice from Around Globe, 2008a

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