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Posts Tagged ‘lms

 
I would rather use any platform other than an institutional LMS. Over the years, I have reflected on why. Most recently I mentioned a paradigm shift in edtech.

But here are some simple and pragmatic reasons why I prefer to operate outside an LMS.

Reliability: Platforms likes Google Sites have near-perfect uptime. It would take a catastrophic failure for them to be unavailable over a long stretch of time. They operate over redundant servers so that the end user does not ever see “scheduled maintenance” notices.

Transferability: It is a chore to export courses from one semester to another. Even as LMS providers make this process easier, the fact remains that course resources are not available indefinitely and importing them to a new section can result in accidents. This happens most often when an LMS “upgrades”.

Indefinite access: Nothing lasts forever, but open platforms that stand the test of time have it in their interest to keep users and customers. I have resources from over a decade ago that are still online and occasionally still referred to. How do I know? I get email notifications when this happens.

Mobile responsiveness: Most LMS providers are not mobile responsive. Instead they create feature poor apps for things like notifications, announcements, polling, and attendance-taking. But when I create a course site in Google Sites, content is automatically adjusted for smaller mobile devices.

Flexibility: I can use and embed just about any other edtech tool in an open platform. I do not have to rely on LMS API or be be held back by backward IT policy. The edtech world changes quickly and features come and go, but this also means I learn to be flexible instead of simply relying on LMS inertia or repetitive practice semester over semester.

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Let’s not kid ourselves — learning management systems (LMS) are not designed for student-centred learning.

This is how LMS are typically procured by educational institutions: Administrative and IT staff first attend technology roadshows or the vendor area of conferences. Then the LMS vendors court these staff over meetings at their respective offices.

Rarely, if ever, are academic staff or students involved in such meetings and decision-making. The implementations are thus administratively and delivery oriented.

Optimistically, the LMS set ups are often designed with distant memories of what classes look like. Realistically, they are driven by efficiency instead of effectiveness. Checking all the boxes during an audit matters more than if learning happens or if it matters.

How might the L and LMS be minimally reinstated given these practical realities?

Consider two different institutes of higher education (IHL), A and B.

Both rely on an LMS to host courses for undergraduate and graduate courses. Both have policy that instructors use the LMS as the primary (or only) platform.

IHL A has 240 students taking a course. All students need to access shared resources from a “mother ship” course in the LMS. Each student is also assigned to a “baby ship” along with 19 other students within the same LMS. This results in 12 baby ships and one mother ship.

The reason for the mother ship is administrative efficiency. It is easier to populate and update one course than to do this 20 times. But a result of this design is that every student sees TWO listings for each course — one mother ship, one baby ship — when they log in to the LMS. Since they take several courses, their course listings get unnecessarily long and potentially confusing.

IHL B also has 240 students taking a course. Like IHL A, all students need shared resources but separate class spaces. However, students from IHL B see only ONE course listing for each course. This is because the class spaces are created within the main umbrella course.

LMS designs.

Rising above, IHL A’s design is like parallel train tracks that run close to one another, but never overlap. IHL B’s design is like an umbrella with spokes. IHL B’s design of courses in LMS is better because students see only one course (the umbrella) while still being able to access their own class space (spokes).

IHL B’s design is also better because it sees how students might be confused with two listings per course. When there is more than one listing, errors like where to submit assignments or hold discussions happen.

IHL A has a less student-centric view of learners and learning. It is driven by a sense of everything-in-place without considering the learner experience. Its IT group might also not know how to create “umbrellas” or be held hostage by the LMS provider because such a feature invokes a subscription cost.

The change in design is matter of financial priorities, empathy for students, and learning about better alternatives. As challenging as this might be, it is no match for the next issue.

Like most IHLS, both A and B remove access to courses from learners after a semester or two. This is the traditional walled garden mindset: Students need credentials to access the courses and their access is limited. Both seem reasonable until you decide to be more learner-centred.

Students do not always learn on a university’s schedule. The need or context for learning might not be real. Just because a course is ready does not mean that the learner is.

More importantly, progressive IHLs wishing to stay relevant will jump on the “lifelong learning” bandwagon. While one approach is to keep offering new courses, this is not possible or sustainable over the long term. Courses take a long time to create and much effort to facilitate and maintain. Access to existing courses is key to promoting lifelong and lifewide learning.

My suggestion to provide indefinite access to courses will fall on deaf ears because of an assortment of reasons, storage constraints being one. This is where IHLs need to learn from YouTube and Amazon. From YouTube they might learn how to leverage on user-generated content and open hosting; from YouTube and Amazon they might learn how algorithms suggest content.

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This parody Twitter account on what an “ass dean” might say to higher education faculty declared:

The 20+ direct replies so far by educators say otherwise. These educators count themselves in the minority. The majority know no better, fear the unknown or authority, or are resigned to being compliant.

I recall saying the opposite when I was in a similar administrative position in a university. My department tracked LMS usage and it dropped drastically in favour of alternative platforms and tools.

My rationale was simple: Do what is best for our learners, not what is good for blind policy and indiscriminate pockets.

We are not beholden to vendors. We do not serve them; they serve us. We pay a lot of money for their services and if they do not enable the type of experiences our learners need, we need to send vendors a clear message.

Sometimes it is not the fault of vendors. They provide the tools to institutions of higher learning, but administrators pass policies and managers implement them in confusing or convoluted ways.

Faculty feel like they are jumping through hoops and taking winding paths with LMS implementation. If they see how other platforms or tools work better, and if they listen to their learners, they might also respond to the tweet: Yes, we can!

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Sometimes I need to remind myself why I choose not to rely on institutional LMS.

I might use the scheduled announcements and assessment submission, but I would rather site everything else outside of it.

Why? The reasons vary from course to course and institution to institution. But here are the two reasons that apply to most contexts.

LMS are designed to be closed. My learners do not have indefinite access to the resources I might put in an LMS. I have resourced house elsewhere that are a decade old and still used by former students. If an institution claims to support lifelong learning, it must go beyond LMS policy.

Institutions claim copyright to material submitted to an LMS. I rely on open or CC-licensed resources but cannot share them in a course housed in an LMS because they already have predefined usage rights. These rights are open and not owned by the institute or the LMS.
 

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It is not often that I have ponder whether or not to use an organisation’s learning management system (LMS).

Whether or not the organisation “requires” it or “advises” its use, I normally do not. I reflected a while ago that LMS past and present are rarely ever about learning, management, or systems.

If I do use an LMS, it is for the parts I cannot avoid or the tools that make sense, e.g., a time-released quiz that is built on a question bank in the LMS or an assignment submission system that helps users avoid plagiarism.

But LMS, no matter how they might have progressed over the last decade, are still about what a vendor offers and what an organisation’s administrative arm want. In that order.

Pedagogy and meeting the needs of learning and learners are distant motives. Any critical user should see that. How, for example?

Course content and listings expire after a semester or so. LMS operate like broadcast TV of old — watch the programmes when they are aired over a season. They are not like streaming services (free or for a fee) that are on-demand.

Activities that are intertwined (like projects) are siloed into sections like announcements, instructions, resources, submission systems, etc. They are arranged like textbook chapters or an accountant’s spreadsheet instead of a pedagogical scaffold that accounts for learning design.
 

 
So my original question — to LMS or not to LMS — is a false dichotomy. It is not one or the other, but both. I rely on the bare minimum of LMS that makes sense, and depend largely on free and open tools and platforms for the rest. I am not here in service of vendors; I am here to facilitate learning whether is happens now or later.

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I am disappointed that I have not received replies to my tweets to administrators of a university’s learning management system (LMS).

The system went down unexpectedly last Tuesday afternoon and then again on Wednesday. The second outage was much longer. I still could not access the LMS shortly after midnight (Thursday).

An LMS should be a core and always-on service if a university is to consider itself world-class and first-class. After all, it is a repository of information, and in the course I facilitate, for assignment submission and feedback.

The outage meant that students could have missed submission deadlines. Facilitators like me had to compress the assignment-related tasks: Reading, providing feedback, grading, re-processing, etc. We had less time to do the same amount of work. This elevated stress for all of us.

I question the wisdom of providing social media channels (Twitter and Facebook) if they are not manned and therefore do not respond.

It was about a year ago that I used to get prompt responses from LMS support via Twitter. That continuity has not been sustained and I suspect that loss of positions and/or changes in leadership are to blame.

To be fair, other more open platforms also go dark or are subject to periods of maintenance. However, these platforms are subject to larger use and the downtime is minimised by relatively quick backend responses.

Take my use of Padlet, for example. It was down for maintenance about two hours before a morning class. I was ready for a contingency, but when I tested it again right before class it was back up.

Platform reliability creates trust. LMS downtime and a lack of communication breaks that trust and broods aversion. If I have to outsource some of the trust I build with learners to some other party, I will continue keeping resources platforms other than LMS.

 
A rose is rose is a rose. It is what it is.

Likewise an LMS is an LMS is an LMS. It is where progressive pedagogy goes to die and it does not smell as nice.

You can rename an LMS all you want, it will still suffer from the same problems (e.g., insidious pedagogies) and inadequacies (limited access).

I can rename a part of my body to Waste Aperture and Release Point (WARP) to anoint it with a fancy name or give the impression that it is futuristic. But it is still the terminal end of my alimentary canal.

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