What’s the Difference Between a Learning Management System (LMS) and a Learning Content Management System (LCMS)?
An LMS is a online software technology application. This software is the management documentation, reporting, tracking, administration and delivering of training courses, training development, being able to continue educational interest with eLearning. An LMS provides companies and schools with a centralized organized method for being able to offer online training programs.
An LCMS offers a multi-user method in which administrator’s or professors can create, use, re-use, store, and manage learning assignments or assessments from a central object repository. AN LCMS allows companies and schools to share learning objects across the enterprise.
Digitec Interactive Knowledge Direct. (2015). “What’s the difference between a learning management system (lms) and a learning content management system (lcms)?” Digitec Interactive. Retrieved from: http://www.knowledgedirectweb.com/elearning-lms-resources/faqs-about-learning-management-systems-lmss/difference-between-learning-management-system-lms-learning-content-management-system-lcms/#
Learning Management Systems Provide the Structure for eLearning
Learning management system is also known as a training management system. Learning management systems form the infrastructure of e-Learning. They serve as a platform in which allows the tracking of students or employee’s, assessing their performance, offering content, and being able to provide administrative abilities. In this article the author gives an example of what an LMS is, and goes more into detail of how it can be used both in the workplace and for educational purposes.
Dowell, Richard. (n.d.) “Learning management systems provide the structure for elearning.” Best Managers on the net. Retrieved from: http://www.best-managers-training.com/learning-management-systems.html
Creating Effective Student Engagement in Online Courses: What do Students Find Engaging?
E-Learning is growing each year. E-Learning and the engagement of students are the two most important things. Students are able to study and learn what they choose. “Research into effective online instruction offers three conclusions: 1) online instruction can be as effective as traditional instruction; 2) to do so, online courses need cooperative/collaborative (active) learning and 3) strong instructor presence.” – (Dixson, 2010) Instructors need to be fully involved in their classes even online.
Dixson, M. D. (2010). “Creating effective student engagement in online courses: What do students find engaging?” Journal of Scholarship of Teaching and Learning, 10(2), 1-13.
Online Technologies for Engaged Learning: A Meaningful Synthesis for Educators
Teachers of all kinds are seeking ways to get students more involved and engaged with education. “Technology is at the forefront of this movement because technology, appropriately integrated with course content, furthers education by promoting a learner-centered environment through engaging activities.” – (Revere & Kovach, 2011) Without engagement and involvement there is little to no learning. The traditional way of classroom lectures and little to no engagement within the classroom is not how an online class should be constructed. “To support online teaching, many instructors use course management systems such as Blackboard, WebCT, or Moodle (The Campus Computing Project, 2008) These software platforms are great ways for instructors and schools to supply what is needed to teach an online course and to keep the students well engaged. Discussion boards, blogs and chat sessions are the main online tools that can be used to involve and engage students. Peer assessments and group tasks (group tasks only if each person is responsible for a portion that then ends up becoming part of the whole project) are also ways to get the students not only involved with the other classmates but also a way to give the experience from a different point of view.
Revere, L. & Kovach, J.V. (2011). “Online technologies for engaged learning: A meaningful synthesis for educators.” The Quarterly Review of Distance Education, 12(2), 113-124
The Campus Computing Project. (2010). The 2008 National Survey of Information Technology in US Higher Education. Retrieved from http:// www.campuscomputing.net/survey/
Student-led Facilitation Strategies in Online Discussions
Online discussions have been used both in online courses and blended courses. “From a social constructivist perspective, online discussions create opportunities for students to construct meanings together and integrate new knowledge into their prior experiences.”- (Rourke & Anderson, 2002) From discussions the students are engaged and involved with the other classmates as well as the instructor. During this time they are also learning from what opinions and different points of views of the other classmates which is called social learning. A downfall to discussions would be limited student participation, which is why courses are being constructed differently to avoid this. This article was based on research through and expirement. This expirement was done in with working in real-world situations as well as working as a team member. Each week of this course a different student has the opportunity to lead the entire course. The students overall were divided into two groups and given a different discussion board assignment, granted they were welcomed to do both discussion board assignments, but required to do the one that was assigned to them. At the beginning of the class the students were given their adgenda as well as the agenda of what an instructor is required to do: “● Assign the weekly readings. ● Work with the weekly facilitators on logistics (for example, set discussion area, make readings readily available). ● Define a deadline for end of discussion. ● Contribute to the discussion as a participant.” – Baran & Correia, 2009) This set up gives the students the opportunity and experience to see what it is like being on the other end of things, from the instructors point of view. With the study between the three different mini-sessions of student-led peer-facilitation strategies, which helped generate out of the box ideas.
Baran, E. & Correia, A. (2009). “Student-led facilitation strategies in online discussions.” Distance Education, 30(3), 339-361.
Rourke, L., & Anderson, T. (2002). Using peer teams to lead online discussions. Journal of Interactive Media in Education, 1(1), 1–21.
Learning and eLearning: Critical Reflections on Education, Technologies and Public Communication.
In this article the students actueach group member shaped the envisaged community to their current concernsally gathered online in groups to outline a model for an online learning environment. “each group member shaped the envisaged community to their current concerns.” -(WMPU, 2015) With everyone coming from different eras and areas of life itself they all bring a different point of view to the table when it comes to assignments and projects. This article the project was to set up wiki-tools. Sometimes discussion board comments were made randomly, and in some cases they would actually set real-time online conferencing with the group to keep each other up-to-date on their portion of the project. Busy conflicting schedules can play a toll on how often and when the real-time conferencing was scheduled. These are only some of the difficulties that come to concern when working together for an online class on a project.
WPMU. (2015). “Learning and elearning: Critical reflections on education, technologies and public communication.” Learning and eLearning: EDUBlogs. Retrieved from: http://pennyjw.edublogs.org/reflection/
Breaking the Ice: Supporting Collaboration and the Development of Community Online.
Icebreakers should be fun activities that help classmates introduce themselves to each other. In the present there are so many more people that prefer to do more things online, especially online education. The online environment gives the flexibility of being able to do anything anywhere. Technology has not brought about transformation, but has given the opportunity with the support of many other things to give this opportunity. Online learning is very different from face-to-face, over the years administrator’s and instructors have learned that lectures in the online learning environment is not as successful as the engagement of students every week with activities and assignments.
Dixon, J.S. (2006). “Breaking the ice: Supporting collaboration and the development of community online.” Canadian Journal of Learning and Technology, 32(2).
The ASSURE model is an instructional systems design process that is edited specifically to be used by teachers/instructors actually in a face-to-face classroom.
A — Analyze learners
S — State standards & objectives
S — Select strategies, technology, media & materials
U — Utilize technology, media & materials
R — Require learner participation
E — Evaluate & revise
To analyze a learner or student effectively you should find out what they know about a subject prior to the course so that you can see where they stand with their knowledge of that subject after the course. Next is where both the instructor and the student understand where they will go with their studies and what will be expected. This is best described in the syllabus or in each week objectives, or in some cases both. It’s not about the technology and the media but is about the learner or student but the decisions the developer or designer makes that enables positive and successful learning.
Culatta, Richard. (2013). “Assure” Instructional Design. Retrieved from: http://www.instructionaldesign.org/models/assure.html
Developing and Sustaining Online and Distance Education in Health and Kinesiology
“ The process involved identifying an instructor of record, forming a course content and development team, developing a course outline, identifying instructors to teach lectures and develop instructional content, filming lectures, and editing and producing course lectures and content into instructional media for online delivery. Faculty were paid to serve as content experts, present lectures, develop online materials, or participate in course review and updates.”- (Keiper & Kreider, 2014) Master’s or Doctorial students are the ones that are given the opportunity to lead the instruction for some courses, which also gives them experience. This also reduces the teaching load for the faculty. The Kinesiology department generates over two million dollars each year just in student fees from online and distance education programs that in turn serve to fund the team for this department. In 2011 the department was using two different kinds of LMS, which were eLearning Vista and Moodle.
Keiper, Paul; Kreider, Richard B., Kinesiology “Developing and sustaining online and distance education in health and kinesiology.” Kinesiology Review. Review 2014, Vol. 3 Issue 4, p217
Creating Quality Online Course Design Through a Peer-Reviewed Assessment
“Incorporating quality course design principles into course delivery would appear to be beneﬁcial to both the student and the instructor; however, only time and sufﬁcient collected data will tell if, in fact, QA contributes to increased student learning as suggested by others.” This article describes how this University uses a specific program that was designed to get more students more involved with the actual designing and creating of the modules. This idea gives the students the opportunity to gain experience, while also giving the University the chance to save a little money.
Gibson & Dunning. (N.D.) “Creating quality online course design through a peer-reviewed assessment.”, Journal of Public Affairs Education: Troy University. JPAE 18(1), 209–228
Development, Implementation, and Evaluation of a Grading Rubric for Online Discussions
Rubrics are online grading scales. The benefits of a rubric is so that the student would be able to pinpoint where they may need to improve their work areas and what. This also reduces less questions to the instructor. For online discussion board assignments this is the key that lets the students know exactly what is expected of them. The only way they would need to ask anykind of questions is if there is technical difficulties or some confusion as to what is expected. “The authors believe this rubric, which has undergone several iterations, makes a valuable contribution to the field of online learning and teaching.”- (Sloan & Linardopoulos, 2011)
Sloan, A.M., & Linardopoulos. (2011). “Development, implementation and evaluation of a grading rubric for online discussions.” Journal of Online Teaching and Learning, 7(4).