Learning Management Systems (LMS)

Personal Experience
At CQUniversity for the past three years I have been accustomed to using and interracting with our Blackboard site which is an example of a LMS. Our Blackboard site provides weekly information, lectures, manages our assessment requirements, details our weekly readings, allows for communication forums and is a fantastic opportunity for collaborative learning.

With this great experience in mind I am keen to use this form of technology within my classroom. Using a Learning Management System in the Classroom does not limit students to using the site alone at home; they can use it in a computer equipped classroom by a group of students and teachers.

How can this work in the classroom.
The teacher is able to give some lessons via the LMS that they may have not have been able to cover in class and students who were away can easily catch up on what they may have missed. At any time thge teacher can guide the direction of group converstaions by posting questions to the topic for students to respond to. Students are able to follow the teachers instructions and add their notes and later return to see if other students have added to their opinion.

Learning Theories
This form of discussion through collaborative learning succinctly alligns with the learning theory of connectivism. Connectivism is driven by the understanding that decisions are based on rapidly altering foundations. New information is continually being acquired. The ability to draw distinctions between important and unimportant information is vital. The ability to recognize when new information alters the landscape based on decisions made yesterday is also critical. (Siemens, 2004)

Principles of connectivism:

• Learning and knowledge rests in diversity of opinions.
• Learning is a process of connecting specialized nodes or information sources.
• Learning may reside in non-human appliances.
• Capacity to know more is more critical than what is currently known
• Nurturing and maintaining connections is needed to facilitate continual learning.
• Ability to see connections between fields, ideas, and concepts is a core skill.
• Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.
• Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision. (Siemens, 2004)

References

Siemens, G, 2002, Connectivism, A learning theory for the digital age: Retrieved 18th August, 2009, from: http://www.elearnspace.org/Articles/connectivism.htm

Provide content and activities via the LMS
Give students access in the classroom
Use the LMS assignment facility to see who has not finished exercises
Use the LMS for assessment
Does it work?
Used for two short intensive courses for public servants
To be used for courses in 2008/2009
Issues
Requires well designed, computer equipped classrooms
Requires good LMS (Moodle used)
Assumes computer skills for students and teachers
Will drive a demand for remote e-learning