Developing a Homegrown Course Management System - Community/course, Action/interaction Management System (CAMS)

2011 ◽  
pp. 278-292
Author(s):  
Brian G. Mackie ◽  
Norbert L. Ziemer ◽  
Nancy L. Russo ◽  
Wayne E. Mackie
Keyword(s):  
Management System ◽  
Development Process ◽  
Course Management System ◽  
Course Management ◽  
Interaction Management

This case study describes the development of a course management system. The system was named Community/course Action/interaction Management System (CAMS) to reflect the goal of using it to create a sense of collaboration and community. The iterative, participative development process and the evolution of the system are described in detail.

Developing a Homegrown Course Management System

2006 ◽  
pp. 154-170
Author(s):  
Brian G. Mackie ◽  
Norbert L. Ziemer ◽  
Nancy L. Russo ◽  
Wayne E. Mackie
Keyword(s):  
Management System ◽  
Development Process ◽  
Critical Issue ◽  
Course Management Systems ◽  
Course Management ◽  
Student Centered ◽  
Working Together ◽  
Process Perspective ◽  
One Year ◽  
Interaction Management

This case describes the development of a unique, student-centered, online course management systems (OCMS). The system grew from a fairly straightforward grade reporting system into a full-blown collaborative system within a short — in traditional information systems development terms — timeframe of approximately one year. The Community/course Action/interaction Management System, known as CAMS©, was developed iteratively with specifications derived from faculty and students working together to address the limitations of existing OCMS and to identify new functions and features that would contribute to the value of the educational experience. To address the most critical issue identified — limited interactive functionality — the participant became the focus of the development process. This case describes the evolution of CAMS© from both a product and a process perspective. Changes made to the system and the factors motivating the changes are discussed, as are challenges faced before, during, and after the development process.

A Mobile Course Management System: Case Study

2012 ◽  
pp. 377-385
Author(s):  
Yasemin Koc ◽  
Onur Cikrikcili ◽  
Ahmet Yucel ◽  
Hong-In Cheng ◽  
Y. Batu Salman
Keyword(s):  
Management System ◽  
Course Management System ◽  
Course Management

Technology Integration in the Home?

2012 ◽  
pp. 55-57
Author(s):  
Amanda Gordon
Keyword(s):  
Technology Integration ◽  
Management System ◽  
Course Management System ◽  
Course Management ◽  
Web Based ◽  
Computer Lab

If homework assignments that require the use of a computer are given to students, should they be penalized for what their family cannot afford? In this case study, Mrs. Lincoln, who developed her course using a web-based course management system named Moodle, spent time working on her Moodle pages and posting assignments. She then explained to students how the site worked. She also spent a week in the computer lab training her students to become proficient using the Moodle application. After a couple of weeks, Mrs. Lincoln noticed that a quarter of her students were not completing their Moodle based assignments.

Critical Thinking in a Collaborative Online PBL Tutorial

2009 ◽  
Vol 41 (2) ◽  
pp. 155-170 ◽  
Author(s):  
Robyn Schell ◽  
David Kaufman
Keyword(s):  
Medical Education ◽  
Critical Thinking ◽  
Management System ◽  
Problem Based Learning ◽  
Course Management System ◽  
The Internet ◽  
Course Management ◽  
Collaborative Problem ◽  
The Web

The web has the potential to offer an environment that can support standardized medical education to students dispersed in time or place and, in the process, respond to reduced availability of patients for practice. This exploratory article describes how we evaluated critical thinking in an online collaborative Problem-based Learning (PBL) tutorial built on a platform integrating a well-known course management system and a voice-over the Internet communications tool. We discuss the process and results of evaluating the tutorials by adapting and applying an earlier framework used to measure the level of critical thinking taking place in collaborative online PBL tutorials. Our results indicate that this framework could be used as a method to compare levels of critical thinking between tutorial groups as well as tutorial variables such as case study formats and the types of technology used to support the sessions.

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