1. A NEW GENERATION OF
LEARNING MANAGEMENT
SYSTEM
Grounding
and Context
Features and
Functions
If This Then
That
Design for
Learning
Next
Generation
LMS
Conclusion
Tertiary IT Leaders Congress. EduTECH2017, Sydney, Australia.
Ralph Springett, Learning Technologies, WelTec and Whitireia.
2. Grounding and context
“The next generation of Digital Learning Environment (DLE) won’t look
like anything at all. Instead it will be a series of spaces and applications.”
Elizabeth Ellis, Open University.
Grounding
and Context
Features and
Functions
Design for
Learning
Next
Generation
LMS
Conclusion
If This Then
That
Our inquiry:
What will define the next generation of Learning Management System
(LMS)?
EduTECH Agenda Committee.
Grounding
and Context
Features and
Functions
If This Then
That
Design for
Learning
Next
Generation
LMS
Conclusion
3. Grounding
and Context
Features and
Functions
If This Then
That
Design for
Learning
Next
Generation
LMS
Conclusion
We use digital systems that support learning to satisfy the needs of
those involved.
Grounding
and Context
Features and
Functions
If This Then
That
Design for
Learning
Next
Generation
LMS
Conclusion
Learner needs
Institution needs Industry needs
Faculty needs
Managing
learners
Assessment
Learning
activities
Sharing
Discussions
Accreditation
Assurance
NEEDS
Reporting
4. Grounding
and Context
Features and
Functions
If This Then
That
Design for
Learning
Next
Generation
LMS
Conclusion
A Digital Learning Environment is a subset of the digital framework.
Learner needs
Institution needs Industry needs
Faculty needs
Managing
learners
Assessment
Learning
activities
Sharing
Discussions
Accreditation
Assurance
NEEDS
Grounding
and Context
Features and
Functions
If This Then
That
Design for
Learning
Next
Generation
LMS
Conclusion
5. Grounding
and Context
Features and
Functions
If This Then
That
Design for
Learning
Nest
Generation
LMS
Conclusion
A Learning Management System has a specific focus of satisfying the
needs of the learner, the institution and the faculty.
Learner needs
Institution needs Industry needs
Faculty needs
Managing
learners
Assessment
Sharing
Discussions
Accreditation
Assurance
NEEDS
Grounding
and Context
Features and
Functions
If This Then
That
Design for
Learning
Next
Generation
LMS
Conclusion
6. Features and Functions
Grounding
and Context
Features and
Functions
If This Then
That
Design for
learning
Next
Generation
LMS
Conclusion
Digital systems satisfy needs.
We choose digital systems based on their ability to satisfy needs.
The ability to satisfy needs comes from features and functionality.
Features and functionality matter!
Grounding
and Context
Features and
Functions
If This Then
That
Design for
Learning
Next
Generation
LMS
Conclusion
7. Grounding
and Context
Features and
Functions
If This Then
That
Design For
Learning
Next
Generation
LMS
Conclusion
So, what are the features and functionality of a LMS?
Secure environment – password protected.
It has structures and roles that can be manipulated and managed.
It can integrate with other systems.
So, what is a LMS good at? What needs will it best satisfy?
Managing student groups.
Providing access to privileged, static information and push communication.
Providing analytics.
Supporting assurance and accreditation.
Providing a gateway to cost bearing third party services.
Synchronising with other systems.
Grounding
and Context
Features and
Functions
If This Then
That
Design for
Learning
Next
Generation
LMS
Conclusion
8. Technology enabled learning and teaching takes place in the Digital
Learning Environment. The DLE is co-owned by everyone involved.
Grounding
and Context
Features and
Functions
If This Then
That
Design for
learning
Next
Generation
LMS
Conclusion
Grounding
and Context
Features and
Functions
If This Then
That
Design for
Learning
Next
Generation
LMS
Conclusion
9. The learning Management System is focused on satisfying specific needs.
It is owned by the institution.
Grounding
and Context
Features and
Functions
If This Then
That
Design for
learning
Next
Generation
LMS
Conclusion
Grounding
and Context
Features and
Functions
If This Then
That
Design for
Learning
Next
Generation
LMS
Conclusion
10. If This then That
Grounding
and Context
Features and
Functions
If This Then
That
Design for
Learning
Next
Generation
LMS
Conclusion
By considering of the features of an LMS it is clear:
• The LMS is suited to the administration and enabling aspects of
learning and teaching.
Grounding
and Context
Features and
Functions
If This Then
That
Design for
Learning
Next
Generation
LMS
Conclusion
ThenIf
11. Design for Learning
Grounding
and Context
Information
provision
If This Then
That
Design for
Learning
Next
Generation
LMS
Conclusion
Design for Learning guides the development of flexible learning
environments.
It begins with design for learning
Grounding
and Context
Features and
Functions
If This Then
That
Design for
Learning
Next
Generation
LMS
Conclusion
12. Next Generation LMS
Grounding
and Context
Information
provision
If This Then
That
Design for
Learning
Next
Generation
LMS
Conclusion
Learning
Management
System
Design for
Learning
Digital Learning
Environment• It has a role to support a digital
learning environment
Grounding
and Context
Features and
Functions
If This Then
That
Design for
Learning
Next
Generation
LMS
Conclusion
Our inquiry:
What defines the next generation of
Learning Management System (LMS)?
13. Next Generation LMS
Grounding
and Context
Information
provision
If This Then
That
Design for
Learning
Next
Generation
LMS
Conclusion
Learning
Management
System
Design for
Learning
Digital Learning
Environment
Grounding
and Context
Features and
Functions
If This Then
That
Design for
Learning
Next
Generation
LMS
Conclusion
Our inquiry:
What defines the next generation of
Learning Management System (LMS)?
Features and functions
• Excellent integration capability
• Great learner and staff interfaces
• Provision of analytics and reporting
• Easy management of cohorts and staff
• Easy management of course spaces
• Straight-forward administration interfaces
14. Conclusion
Grounding
and Context
Information
provision
If This Then
That
Design for
Learning
Next
Generation
LMS
Conclusion
A complete solution?
• Here design for learning is integral to technological solution.
An enabler of a digital learning environment?
• Here the design for learning informs the technological solution.
Grounding
and Context
Features and
Functions
If This Then
That
Design for
Learning
Next
Generation
LMS
Conclusion
Learning design informs the LMS functions and features.
15. Conclusion
Grounding
and Context
Information
provision
If This Then
That
Design for
Learning
Next
Generation
LMS
Conclusion
Grounding
and Context
Features and
Functions
If This Then
That
Design for
Learning
Next
Generation
LMS
Conclusion
So what defines a next generation LMS?
We do!
16. Grounding
and Context
Information
provision
If This Then
That
Supporting
learning
Next
Generation
LMS
Conclusion
https://www.jisc.ac.uk/blog/creating-learning-experiences-and-spaces-for-future-students-25-
apr-2017
https://techcrunch.com/2016/09/02/the-lms-market-glacier-is-melting/
http://dldsc.team/2016/11/15/designing-a-next-generation-digital-learning-environment-for-
higher-education/
https://en.wikipedia.org/wiki/Universal_Design_for_Learning
http://inclusive.tki.org.nz/guides/universal-design-for-learning/
http://www.hepi.ac.uk/wp-content/uploads/2017/02/Hepi_Rebooting-learning-for-the-digital-
age-Report-93-20_01_17Web.pdf
References
Grounding
and Context
Features and
Functions
If This Then
That
Design for
Learning
Next
Generation
LMS
Conclusion
Editor's Notes
When asked what a future digital learning environment would look like Elizabeth Ellis, product development manager in learning innovation for learning and teaching solutions at Open University replied “The next generation of digital learning environment (DLEs) won’t look like anything at all. Instead it will be a series of spaces and applications.
Ask – who agrees with this statement. Who has a problem with it?
This is not exactly new thinking, and Elizabeth is not alone in making statements like this.
Let’s use this as a starting point for our inquiry into ‘next generation’ learning management systems. The topic “next generation of LMS’ was suggested by the conference organisers. My interpretation of their inquiry is “ what will define the next generation of LMS. (Lets ignore the ‘next generation’ idea and just accept that change is continual.)
Needs like sharing information, assessment, having discussions, managing class groups, assessment, learning activities, providing assurance and maintaining accreditation.
Some of those needs can be tangential to learning. Some will be shared between groups – but they are all important as part of the digital framework used for education delivery.
A digital learning environment is a subset of the digital learning framework. It has a focus on the learning and teaching needs of each group and is often co-created by all of the participants.
Areas that are not included (but are part of the DL Framework) include: policy settings, reporting for funding purposes, staff training…
But our inquiry is about what defines a new gen LMS.
The Learning Management System is an area that has a specific focus of satisfying specific needs of the learner, the institution and of faculty.
It is important to note that the role of the LMS may vary. Some LMSs may include industry needs (in NZ Industry Training Organisations may provide workplace assessors with access to the LMS).
Also – needs differ. Understanding what shapes stakeholder needs will help us understand what is shaping the next gen LMS
Clients are usually sold a product based on the needs of the client. The needs are satisfied by the features and functionality. Dropbox features include easy integration and sharing, satisfying needs relating to working remotely on differing systems. Facebook features include a visual timeline with integrated communication tools, satisfying engagement needs.
Features and functionality matter!
When discussing features we accept that LMSs can display on all platforms (inc. Mobile)
This is not what can it do. This is what is it good at.
It is interesting to note that while these activities support learning and teaching the list does not contain learning and teaching. Learning and teaching takes place in the DLE.
The LMS is more focused on satisfying specific needs.
The LMS is more focused on satisfying specific needs.
If we agree that the next generation of Digital Learning Environments will be a series of spaces and applications co-created by its users (slide one).
Then we can conclude that administrating and enabling this series of spaces and applications will be an important aspect of learning and teaching.
After consideration of the functions the features of an LMS it is clear that the LMS is suited to the administration and enabling aspects of learning and teaching.
Yes, a LMS can provide the functionality needed for learning and teaching.
But, when you move, for example a discussion, into a login environment controlled by the institution you are effectively changing the learning design that underpins the learning and teaching practice.
If we accept that 21 century learning and teaching practice is trending towards flexible design for learning.
Then we can conclude that a LMS will be restrictive to flexible design for learning due to its necessary institutional ownership and login environment.
After consideration of the functions the features of an LMS it is clear that the LMS is not a complete digital learning environment
Learning design includes the role you invite students to fulfil. If you want to deliver, inform, and educate from a position of authority then a LMS might do the trick. And there are circumstances where this is the most effective design.
But if your learning design principles include developing self directed learning habits, or 21 century skills, such as decision-making and working collaboratively in groups, you will need to expand your digital learning environment beyond an institution-owned login space.
Your design for learning will inform the functionality needed from your Digital Learning Environment.
It follows that your design for learning will inform the functionality needed from your Learning Management System
Design for learning, informs functionality, informs decision, informs use.
In the foreseeable future some Learning Management Systems will profess to have a complete solution.
Some institutions will accept this and learning and teaching practice will reflect this. Here design for learning follows the technological solution.
However, if learning design trends continue towards flexible co-created digital learning environments some institutions will conclude that the LMS is just one component of a digital learning environment.
These institutions may employ a LMS to do what it does best. Things like managing people and courses, supporting accreditation and assurance, facilitating integrations and access, and providing essential information. Here the solution is bespoke, informed by design for learning and potentially more complex.
Both solutions have a place in our learning and teaching global ecosystem.
In the foreseeable future some Learning Management Systems will profess to have a complete solution.
Some institutions will accept this and learning and teaching practice will reflect this. Here design for learning follows the technological solution.
However, if learning design trends continue towards flexible co-created digital learning environments some institutions will conclude that the LMS is just one component of a digital learning environment.
These institutions may employ a LMS to do what it does best. Things like managing people and courses, supporting accreditation and assurance, facilitating integrations and access, and providing essential information. Here the solution is bespoke, informed by design for learning and potentially more complex.
Both solutions have a place in our learning and teaching global ecosystem.