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Learning management systems (LMS)

Integrated course management tool for training organisations to deliver content, conduct collaborative activities and track learner progress

Samples

An e-learning implementation model

An e-learning implementation model

Source

Australian Flexible Learningh Framework
URL http://trades.flexiblelearning.net.au/Docs/REPTReportFinal14Dec06_sect4.pdf
Use An e-learning implementation model designed so that e-learning practice can be adopted by trade teachers using a variety of delivery options including the use of a learning management system (LMS).
Delivery Website, web 2.0 tools, Video/Audio and LMS
Customisation N/A – Case study
Availability  

Stonemasonry case study

An e-learning implementation model

Source

Australian Flexible Learning Framework
URL http://www.binaryblue.com.au/CaseStudies/Docs/BNCaseStudy.pdf
Use An e-learning implementation model designed so that e-learning practice can be adopted by trade teachers using a variety of delivery options including the use of a learning management system (LMS).
Delivery Website, web 2.0 tools, Video/Audio and LMS
Customisation N/A – Case study
Availability  

Basic/Advanced Training “Moodling Around: A Virtual Tour (Basic)”

A two-part presentation on Moodle

Source

Basic/Advanced Training “Moodling Around: A Virtual Tour (Basic)”
URL http://k12onlineconference.org/?p=52
Use This presentation has two parts: a screen cast that provide a virtual tour of the presenter’s Moodle site and a podcast with Brenda Cowling, an instructional technology resource teacher who has introduced Moodle in her school division. Most of the courses on this site allow guest access, so you can undertake your own exploring of Moodle.
Delivery Website, audio, slide share.
Customisation N/A - Case study to provide examples of LMS use and tools by trainers.
Availability Moodle as an open course platform is available to all providers to use as an LMS – free of charge.
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Why use learning management systems?

An LMS  is a high-level, strategic solution for planning, delivering, and managing most learning events within an organisation, and the selection and deployment of an LMS learning soulution needs to be carefully considered.
Providers in some states have access to a state sponsored and managed LMS to enable access to an online delivery system (for example Blackboard in Victoria and Tasmania, Janison in NSW).
LMS give trainers the option of a whole-of-course delivery platform:

  • different tools are integrated in a single system which offers all necessary tools to run and manage an e-learning course
  • all learning activities and materials in a course are organised and managed by and within the system
  • options are provided for discussion forums, file sharing, management of assignments, lesson plans, syllabus, chat, etc.
  • content can be shared and be reused by trainers within the provider
  • LMS provide systems for recording assessment and providing feedback to learners
  • LMS can be used to share a variety of learning objects either created by the Crown (for example, Flexible Learning Toolboxes) or commercial organisations.
  • Trainers what range of content and activities are delivered from an LMS in tandem with other blended or face to face methods

When considering the use of an LMS:

  • What learner information do you want the LMS to track?
  • Will you be able to customise it to your needs?
  • Will you easily be able to add or delete learners and courses, and use the other features of the software?
  • Does it need to connect to other information in your organisation, such as enrolment, fees and assessment records?
  • What will it cost, and how are the charges applied?
  • Should it also have a content management capability?

Features

The characteristics shared by most LMSs include:

  • Learning/teaching tools
    • online assessment and grading options
    • grade reporting tool (to allow learner to view assessment results)
    • quiz/survey tool
    • course backup, download, and upload facilities
    • learner group administration tools (for breaking up tasks into smaller groups)
    • learner access tracking (how many articles have they posted/read, which pages have they accessed/how many tasks have been submitted?)
    • tracking (showing how many learners have accessed a page, and when did)
    • web-based file management
    • course glossary building tool
  • Course announcements and calendar administration tool
  • Manage users, roles, courses, instructors, and facilities and generate reports
  • Course calendar
  • Learner messaging and notifications
  • Assessment/testing capable of handling learner pre/post assessment
  • Display scores and transcripts
  • Grading of coursework
  • Web-based or blended course delivery
  • Typical features forlLearners include:
    • self-evaluations
    • learner accounts for web publishing
    • group work areas for collaborative web publishing
    • course content annotation facility and bookmarks
    • web-based email and discussion groups
    • real-time chat rooms
    • real-time white boards
    • individual grade and progress status reports

Almost all systems now support IMS or SCORM content packaging and SCORM runtime. This ensures that content developed to these standards will be redcognised by the LMS.

There are many LMS systems but some common ones in use in Australia include:

Teaching and learning opportunities

Trainers can use an LMS to deliver an entire course or components of a course. Because of the range of tools available, trainers can assemble training deliveries that reflect their learners’ needs, distance from the provider and technological literacy.
Trainers can use an LMS to:

  • post messages and instructions that apply to all learners
  • engage learners in warm-up activities
  • create problem-based learning environments
    (debates, roleplays, problem-based activities, projects, feedback and findings on research activities etc)
  • provide course content in a variety of media – including text and multimedia.
  • provide a course “home” online while providing activities beyond the LMS for use with wikis, blogs, podcasts, social bookmarking etc.
  • supply links to external resources
  • provide opportunities for learners to present their projects or record a journal
  • archive voice tutorials conducted with learners in virtual classroom
  • obtain feedback and evaluation on the course
  • monitor and manage communication between learners.

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Integrating learning management systems

Trainers should ensure learners are clear about the purpose of the learning management system and its intended use. LMS can be used to deliver whole or part deliveries based on the mode of delivery by a trainer – fully online, blended, release, traineeship, face to face delivery. Carefully consider and plan for the level of integration of LMS activities and interactions into your existing training delivery.

Design steps

  • Enrol in a professional development program where you experience the delivery of training from an LMS as a learner yourself.
  • Prepare a course plan that links activities in line with the mode of delivery for each component – i.e. map which activities will learners be undertaking face to face, through the LMS, on the job
  • Start off simply using only a few tools and consider using the LMS initially for a component of your training delivery rather than the whole lot.
  • Provide links to course content or collaborative activities completed by previous learners that have been undertaken using social networking tools such as blogs, wikis, social bookmarking, podcasts etc.
  • Select some communicative activities that would enhance the online learning experience for your learners. For example:
  • Set up discussion forums to enable learners to connect with each other.
  • Establish links to tools that enable learners to contact their trainer through email, VoIP, phone etc.
  • Plan how you will develop and distribute course content
  • Create your own content using the simple html tools
  • Make available Toolbox or other Learning Objects
  • Send out instructions on how to use the learning management system and provide orientation activities that engage the learner with the tools you will use throughout the course.
  • Brief your learners on how the learning management system will operate in a face-to-face session or through the use of a virtual classroom session.
  • Describe any collaborative activities and how learners will use group tools to complete group activities assessments
  • Consider using external tools to enable guest speakers and workplace mentors to participate (virtual classrooms, blog with feedback tool, training group collaborative wiki etc)
  • Be prepared to manage the experience proactively.
  • Prepare your activities and resources in advance.
  • Evaluate these deliveries through regular surveys and small group conversations with your learners.
  • Refine your approach to providing learning activities as you build new skills in managing learners online.

Assessment

The range of tools available in an LMS lends itself to holistic assessment that examines the level of integration of interdisciplinary knowledge, skills and behaviors. Various assessment tasks can be used such as:

  • Reflective journal
  • Research
  • Work-based project report
  • Engagment with case studies and scenarios
  • Collaboration
  • Self and peer assessment
  • Presentations/demonstrations of problem solving process and the solution
  • Role play
  • Presentation of videotape or multimedia website (i.e. podcast, video sharing etc).

Generic skills

Communicating with learners in online learning spaces has the potential to develop many of the generic skills. Skillful trainer mediation will encourage learners to use effective communication strategies, problem solving and to work collaboratively with others.

Technical notes

Often the use of learning management systems will require the end user to have plug-ins (Flash, Shockwave, audio and video players, Java) installed on their computers. Increasingly these plug-ins are standard on computer systems but you need to make sure that your learners can download any software that is required to make the content contained within the learning management system work properly. Test on a variety of computers and provide handouts and phone support to learners who have difficulties.

Skills

This includes understanding how an LMS can be an integral part of the learning and teaching experience, and developing skills in using appropriate development tools to create meaningful online content. Consider finding a mentor in your provider (or beyond) to shadow your skill development and to provide feedback and suggestions on enhancing your learning environment.

Using an LMS in a learning delivery is a high-level skill involving software understanding, course and instructional design and an ability to use virtual communication and conferencing tools and techniques with learners.

Using an LMS will involve a steep learning curve for learners so be selective in choosing the tools you will use with your learners to reflect their abilities. Design activities that provide for a gentle introduction to the tools at the beginning of the course so learners are comfortable with the environment before moving onto course content and other interactions.
Communication skills
Lynn Huguenin is Victorian based trainer with experience in using an LMS and virtual classrooms with a variety of learners. Lyn’s tips for ensuring the success of an online course include:

  • Make use of virtual classroom conferences to encourage learners to connect with each other and to clarify learners’ engagement with course content.
  • Provide regular, individual feedback on performance in learning activities and assessment tasks.
  • Make use of set timelines for assessment tasks. This also helps to keep learners on track and prompts the idea of a group being connected by activities and not individuals studying in isolation.
  • To keep learners on track, email or telephone participants who fall behind in their assessment tasks.
  • Promote the idea of a supportive online community by having regular and consistent online communication with learner.
  • It would also help to have a basic understanding of how to create html documents as well as an understanding of creating online content (basic instructional design).

Don’t try to learn everything at once. Trainers can achieve good results with LMS with basic skills. Start off simply using only a few tools and only use the LMS initially for a component of your training delivery rather than the whole lot. Evaluate these deliveries and refine your approach as you build new skills.

Course content development

Here are some suggested skills to acquire to develop content development skills that meet your time and learning delivery intentions:

  • Getting started
    Locate learning materials that are already available on the internet and make them available from within the LMS (for example Toolbox materials). Learners’ access to this material can still be tracked through the LMS tracking mechanisms. Trainers should know how to create some basic tools in the LMS (creating links, adding a discussion, adding a text or webpage, uploading files), use search engines, download web pages, understand and use file formats (such as excel, pdf, word, etc) and software. While some understanding of how to create an html document is useful these can be created simply from within most LMS through the use of webpage editing tools.
  • Intermediate level
    Trainers are using webpage create tools (for example Dreamweaver) to create basic content and simple exercises as well as editing toolbox or other learning object course content to apply to their delivery context.  Trainers should know how to use a web authoring tool, have an understanding of creating online content including Learning Object structure (basic instructional design), the ability to create exercises from selected content, using a word processor, copy and paste text, save files.
  • Advanced level
    Trainers are creating advanced content and exercises using specialised authoring software (for example Dreamweaver, Director and Flash. Skills required at this level include identifying the needs of the learner, some programming and design skills.)

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See also

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From the Framework

More resources from the Australian Flexible Learning Framework

Tools and resources

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Last modified: 15/9/08