Course Management Systems for Learning

Author(s):  
Barbara Ross

Author Barbara Ross, co-founder and Chief Operating Office of WebCT, Inc., posits that in the future the “course” will become a decreasingly important construct in the “course management system.” Building on a personal reflection on teaching and learning in higher education, she predicts an evolving focus on effective pedagogy will drive academic enterprise systems to support learning outcomes and assessment, a proliferation of digital learning objects, commercial and open source tool integration and an increasing focus on the student. In conclusion, she reminds skeptics of the changes in the last five years and looks forward to a bright, dynamic future.

2020 ◽  
Vol 12 (1) ◽  
pp. 41-49
Author(s):  
Lina Ahlgren ◽  
Britt-Marie Holm ◽  
Anja Hoppe ◽  
Åsa Forsberg ◽  
Annika Nilsson ◽  
...  

The importance of networking is often emphasized in higher education teaching and learning. In this article we discuss significant networks and their impact on pedagogical development. We also share our experience of working in different kinds of networks. We focus on a Nordic project with the aim to develop digital learning objects in co-creation between librarians, students and teachers.


Author(s):  
David Mills

Course management systems will unquestionably become one of the most critical enterprise systems in higher education. This is because these systems are more closely aligned with the core mission of teaching and learning than any others. Although these systems have already undergone extraordinary transformation in just a few short years, we are at only the very beginning of the evolutionary process. It is critical that CMS vendors look to the students, educators, and administrators that interact with these systems to identify what new tools and features they need. Consequently, the next stage of innovation in course management systems should therefore focus more on features specifically related to promoting better and more efficient processes for teaching and learning online. More flexible administration options should make these systems easier to maintain. Emerging standards will continue to simplify communications and data exchange with other systems. Finally, the infusion of sound principles of instructional design and learning theory into the tools themselves promises to transform today’s course management systems into tomorrow’s expert systems for teaching and learning.


Author(s):  
Marwin Britto

In recent years, institutions of higher education have been migrating to the Web for instruction in record numbers. While Web-based course management systems (CMS) offer many exciting possibilities for instructors and students, their efficacy in terms of teaching and learning has not been thoroughly evaluated. This chapter explores the inherent capabilities and limitations of five models of conceptual frameworks for the design of CMS. The chapter concludes with a discussion of CMS evaluation instruments, advice for instructors transitioning to CMS, and a call for more research in this growing area.


2022 ◽  
pp. 194-228

In the open-shared teaching and learning space, the complexity of the shared learning contents vary. These range from stand-alone items and digital learning objects to full learning sequences and sets of resources. One humble object is the animated GIF, lightweight motion images used in graphical user interfaces (GUIs), expressive memes and commentary, emoticons, and other applications. Animated GIFs are fairly easy to create; they may be integrated into learning documents (handouts, slideshows, articles) and other objects, and it plays offline (and without the need for any downloadable player). This work involves an analysis of some available animated GIFs for education in social imagery collections. Based on findings, this work explores the viability of animated GIFs for various open-shared learning applications globally and some potential strategies and tactics, given real-world limits.


2019 ◽  
Vol 6 (2) ◽  
pp. 19-30
Author(s):  
Carmen C. Ortega Hernández ◽  
Laura de J. Velasco Estrada ◽  
Aarón F. Lugo López ◽  
Christian M. Castillo Estrada

Los Organismos de Acreditación de programas académicos reconocidos por el Consejo para la Acreditación de laEducación Superior y avalados por la Secretaria en Educación Pública, incluyen en su marco de referencia la evaluación de los Servicios de Apoyo para el Aprendizaje (SAPA). Sin embargo, el grado de aplicación difiere según la especialidad del programa educativo; por ejemplo, los especializados en el área de informática y computación que son acreditados por CONAIC se enfrentan a indicadores más exhaustivos que además de medir los mecanismos e instrumentos de control y administración de servicios múltiples, se enfocan en la calidad de las herramientas que dan soporte a la educación semipresencial o virtual, por medio del uso y manejo de plataformas educativas en línea y objetos de aprendizaje digitales contextualizados con una metodología de trabajo que da seguimiento a las actividades, recursos y actores involucrados en el proceso de enseñanza y aprendizaje. The Accreditation Bodies of academic programs recognized by the Council for the Accreditation of Higher Education and endorsed by the Secretary of Public Education, include in their frame of reference the evaluation of Support Services for Learning (SAPA). However, the degree of application differs according to the specialty of the educational program; For example, those specialized in the area of computer science and computing that are accredited by CONAIC face more exhaustive indicators that, in addition to measuring the mechanisms and instruments of control and administration of multiple services, focus on the quality of the tools that support to blended or virtual education, through the use and management of online educational platforms and digital learning objects contextualized with a work methodology that tracks the activities, resources and actors involved in the teaching and learning process.  


Author(s):  
Anastasia A. Druzhinina

We substantiate the relevance of the use of pedagogical design at different levels of education, including preschool, general, and higher education. It is noted that in order to ensure the development of future bachelors’ ability to organize the artistic and aesthetic development of pre-school children, taking into account the principles of pedagogical design, it is necessary to design and implement an educational discipline for bachelors of pedagogical education, the profile “Pre-school Education” – “Method of Artistic and Aesthetic Development of a Preschooler”. For this purpose, modern interpretations of the term “pedagogical design” are analyzed, and the stages of the ADDIE method of pedagogical design are studied. Pedagogical design is defined as the colla-borative process of developing a course using specific learning goals and pedagogical theories to define learning strategies, activities, and assessments to achieve the desired educational outcomes. It is revealed that pedagogical design uses design principles to promote student engagement and includes the development of structures, digital learning objects, and multimedia resources to im-prove the quality of teaching and learning. We disclose the conceptual and analytical stage of the pedagogical design of the course “Methods of Artistic and Aesthetic Development of a Preschoo-ler” taking into account Bloom’s taxonomy and knowledge types by L.W. Anderson and D.R. Krathwohl. The results of the survey of students are presented. It is noted that the use of pe-dagogical design is a promising direction that allows building mixed learning. It is established that the effective format of interaction between the teacher and the student in the framework of mixed learning will be Face-to-face driver, when the teacher gives the main volume of the educational plan in person and uses online training as an auxiliary.


Author(s):  
Marcelo Francisco de Araújo ◽  
Rodolfo Barroso ◽  
Anderson Teixeira Rolim ◽  
Celso Leopoldo Pagnan

Tradicionalmente centrados na fgura do professor, os contextos de ensino e de aprendizagem também são afetados, signifcativamente, pela introdução das TDIC no cotidiano. É nesse cenário que se destacam os Objetos Digitais de Aprendizagem. Na caracterização específca dos ODA, os metadados exercem função primordial. É a partir dessas instâncias, em que se organizam os sistemas digitais de busca e armazenamento de arquivos, que os ODA se diferenciam de outros objetos digitais disponíveis on-line. O presente trabalho verifca a caracterização dos metadados em dois objetos digitais de aprendizagem disponíveis no Banco Internacional de Objetos Educacionais, observando sua confguração, segundo dois diferentes padrões: IEEE-LOM e Dublin Core. Conclui-se apontando que a organização do Banco Internacional de Objetos Educacionais aponta para a valorização da interoperabilidade em sistemas de armazenamento e distribuição de conteúdo digital. A adoção do padrão Dublin Core tem vantagens signifcativas no que tange a interoperação de objetos digitais, facilitado pelo esquema básico com quinze elementos capazes de serem traduzidos para outros padrões.Palavras-chave: Ensino. Objetos Digitais de Aprendizagem. Metadados. Literatura.AbstractTraditionally centered on the teacher’s fgure, the contexts of teaching and learning are also signifcantly affected by the ICT introduction in everyday life. It is in this scenario that the Digital Learning Objects stand out. In the specifc ODS characterization, the metadata exert a primordial function. It is from these instances, in which the digital systems of search and storage of fles are organized, that the ODA differentiate themselves from other digital objects available online. The present work verifes the metadata characterization in two digital learning objects available in the International Bank of Educational Objects, observing its confguration according to two different standards: IEEE-LOM and Dublin Core. It concludes by pointing out that the organization of the International Bank of Educational Objects points to the valorization of interoperability in digital content storage and distribution systems. The adoption of the Dublin Core standard has signifcant advantages in terms of the digital objects interoperation, facilitated by the basic scheme with ffteen elements capable of being translated to other standards.Keywords: Teaching. Digital Learning Objects. Metadata. Literature.


10.28945/4190 ◽  
2019 ◽  
Vol 18 ◽  
pp. 001-028 ◽  
Author(s):  
Claire McGuinness ◽  
Crystal Fulton

Aim/Purpose: This paper reports on a case study project which had three goals; to develop a suite of original interactive digital skills e-tutorials to be embedded in undergraduate and postgraduate courses; to evaluate the students’ experience and engagement with the e-tutorials over one semester; and to explore their general attitudes towards online and blended learning. Background: Online and blended learning modes continue to grow in popularity in higher education, with the aim of streamlining and enhancing student learning, supporting collaboration and creativity, and equipping students with the skills they will require to work and live in an increasingly digitized world. This practice-based case study highlights factors which positively and negatively affect user engagement with digital learning objects and explores students’ perceptions of the role of online learning within their academic programs. Methodology: A suite of nine interactive e-tutorials, addressing essential digital literacy skills for university students, was developed through instructor and student peer collaboration using Articulate software, informed by best practice. The e-tutorials were embedded in the institutional Learning Management System for three undergraduate and postgraduate courses, in which digital literacy formed the core learning content, to complement classroom-based learning. Students in these courses were surveyed via SurveyMonkey about their specific experience of using the e-tutorials, as well as their general perceptions of digital literacy and online learning. Eighty-six students in total completed the questionnaire, which consisted of twenty-three closed- and open-ended questions. Contribution: Through highlighting both the positive and the challenging aspects of the students’ reported experience of online learning, this case study contributes useful insights to the body of literature on user engagement with digital learning objects in higher education, as well as students’ perceptions and experience of blended learning. Findings: The e-tutorials were perceived as valuable in reinforcing classroom learning, allowing respondents to revise concepts and materials covered in face-to-face classes, at their own pace and in their own time. Survey responses showed that the accessibility, ease-of-use, design and duration of the e-tutorials were deemed effective in terms of user engagement; however, several technological challenges were identified, such as browser incompatibility, uneven sound quality and general Internet connection issues, which disrupted their learning. Overall, students expressed enjoyment of the learning facilitated by the e-tutorials; however, rather than favoring online learning alone, they expressed a preference for a blended learning environment, with a combination of complementary learning approaches; survey respondents did not generally wish to forego face-to-face classes entirely. Recommendations for Practitioners: Instructors should seek to strategically embed interactive digital learning objects in their courses at defined points of need in a logical structure, e.g., to reinforce classroom-based learning, or to support specific skill development. Potential disruption to learning should be minimized by following best practice guidelines to ensure ease of access, a seamless user experience, and timely feedback, as well as providing adequate support for rapid resolution of technical glitches. Recommendation for Researchers: E-tutorials offer a useful means of exploring ways in which students acquire learning in the digital environment. A wider, collaborative exploration is needed to provide comparative studies which move beyond case studies. Impact on Society: Online learning mechanisms, such as e-tutorials, offer students different means of acquiring essential literacy skills and different ways to interact with content. E-tutorials constitute reusable learning objects, which can be accessed as just-in-time delivery modes, when students perceive they need to review particular skills or reinforce learning material. Future Research: This research is now expanding into different types of reusable learning objects. E-tutorials may be developed in multiple ways, and comparative research around e-tutorial models will deepen our understanding of how students interact with content in formal learning contexts. As the digital educational landscape continues to expand alongside traditional face-to-face and analogue learning modes, a key research focus will be student and instructor perceptions and experience of blended learning in different contexts.


A general observation is that 20% of reusable learning objects (RLOs) are adopted at least for a time, but a majority of LOs are created (probably for local purposes), placed online, and not used at all by others. This work explores how digital learning objects (DLOs) may be coded for desirable features for local adoption and usage. This then explores how DLOs are actually designed with varying weights applied to the desirable DLO features of users. Finally, there is a gaps analysis between what inheritors of DLOs are looking for and what design and development teams and instructional designers actually create. If digital learning objects are to be more widely shared, having instructional designers and developers close the gap in LO work may be an important step. A main challenge involves a fundamental imbalance in incentives in the LO economy as currently practiced.


Author(s):  
Emma O Brien

The educational system is undergoing radical pressure to change. The increased need for individuals to learn and adapt has resulted in a huge demand for higher education. However, higher educational institutes are failing to keep pace with learner and societal needs. Firstly, the skills profile required for individuals to succeed is changing; there is a change in emphasis from discipline-specific to transversal skills due to the dynamic labor market. Secondly, the learner profile has changed with individuals from diverse backgrounds, cultures, abilities, and contexts, and catering for such a diverse range of students is challenging. Technology is a key enabler in providing HEIs with the means to address such issues. This chapter explores a conceptual model which integrates pedagogical approaches such as multiple intelligence theory, learning styles, competency-based education with digital technologies to offer a solution to some of the concerns facing higher education in the 21st century.


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