Contact North has just published online a series of six short papers (10-12 pages) under the title of Learning Management Systems: Disruptive Developments, Alternative Options and the Implications for Teaching and Learning. The papers are:
Module 1 - Learning Management Systems in Ontario: Who’s Using What? (also covers all Canadian post-secondary institutions)
These papers need to be read together – for instance modules 2 and 4 are separate bits of the same topic. Module 6 gives the short answers but just reading that will not provide the evidence on which the answers are based – and like all evidence, it is open to different conclusions.
How the study was done
My colleague Keith Hampson and I were responsible for developing these papers, which aim to go beyond comparing different LMSs by looking at their future, especially in the light of other developments in learning technologies, such as web 2.0 tools.
Keith did most of the original research, interviewing senior managers from the LMS companies and collecting data about the use and choice of LMSs in Canada. I focused on new technologies, and how they are being used, with examples drawn from mainly from Ontario (see Contact North’s Pockets of Innovation) but also from British Columbia.
What the results mean to me
This was an interesting experience. As with all good research, the outcome was not quite what I had anticipated (I had thought before the study that LMSs would go the way of the dinosaur) and here are my personal views on the future of learning management systems.
1. LMSs are here to stay. There are several reasons for this:
- Most instructors and students need a structure for teaching: what learning outcomes to aim for, what topics to cover and their sequence, what activities are needed for students to achieve the learning outcomes, the timing of work for students, and a place for assignments and assessment. By definition, LMSs provide such a structure (note this applies equally to classroom teaching; I see the use of some kind of digital LMS becoming standard for organizing most post-secondary teaching)
- Instructors and students need a private place to work online. This came out frequently in the interviews. Instructors wanted to be able to criticize politicians or corporations without fear of reprisal; students wanted to keep stupid comments from going public or wanted to try out ideas without having them spread all over Facebook: password protected LMSs on secure servers provide that protection.
- The choice is not either an LMS or web 2.0 tools. Web 2.0 tools can be used not only outside an LMS, but also with an LMS (through links) and can even be embedded within some LMSs. We are really talking about structure rather than tools – the tools sit within the structure. This is particularly true for the new generation of LMSs that are emerging which are in reality a flexible combination of tools.
- However, the main reason is that institutions are becoming increasingly reliant on LMSs. They are increasing looking to LMSs to integrate data from teaching with administration, to provide data on student performance, for appeals against grades, and for reporting and accountability purposes. Learning analytics (or rather data analytics) in particular will drive increasingly the dependency of administrations on LMSs. I’m not saying this is a good thing, but it’s the reality. I will be discussing in a later blog some of the downside of learning analytics, but the drive for accountability is not going to diminish, and LMSs are a valuable tool for administrators.
2. Although LMSs are valuable for providing a structure or framework for learning, the significance of web 2.0 tools such as open source content management systems (WordPress), blogs, wikis, etc., is that we should be thinking more broadly than just the LMS. Instead we should be thinking about virtual learning environments and how these can be used to increase student engagement, develop learning skills as well as manage content, and bring in the outside world into our teaching, while at the same time providing the privacy and security that most instructors and students feel is an essential condition for learning. LMS will be just one part of that equation – but they will still be an important part.
We deliberately tried not to be directive, but to provide frameworks for discussion. So enjoy reading these papers and let me know your reaction to them.
Demski, J. (2012) Rebuilding the LMS for the 21st Century Campus Technology, March 29
This excellent article asks (and answers) the question: Can the goals of 21st century learning be met by retooled legacy LMSs, or does the future belong to open learning platforms that utilize the latest technology?
Jones, D. (2012) Why learning management systems will probably go away The Weblog of (a) David Jones, April 6. A good counter-argument to my post.
For a good introduction to and comparison of LMSs, see: Chase, C. (2012) Blended Learning – Learning Management Systems, Make EdTech Happen, May 14