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LMO wk3 Learning Management Systems and Organization

Gilbert and Gale's (2005) learning transaction model is a reduction of the basic interactions between learner and teacher that is posed in Laurillard's Conversational Framework into a something more useable for the e-learning environment. This new model suggests that each conversation that is guided by a shared learning goal and contains five conversational  states: Teacher tells, Teacher shows, Teacher Asks, Student Responds, Teacher Feeds back. This model represents both the Lecture state of direct learning (Teacher tells) and the Lab situation (All 5). They suggest that this model will help designers and developers of e-learning products.

Multiple instances of this 'atom' of learning transaction Gilbert and Gale is are structured into groups of conversations which try to achieve a teaching purpose.  A 'unit' is comprised of a group of purposes. A Course is comprised of units. A Program consists of courses.  These are managed in an LMO that provides for learner enrollment, progress tracking, and assessment.  They encourage the full five conversational tools in as many transactions as possible in order to create a learning experience instead of a direct teaching experience. 

Actually deciding on the acquisition of a learning management system first requires a study to determine what is needed to achieve the training goals (Lester, 2005). Then, the concern needs to place a RFP request for proposal statement to the e-learning companies. There are many steps to this process to ensure that clear deadlines are posted regarding every step of the bidding process. The eLearning Guild (2006) suggests vigilance to uncover untenable promises to meet requirements by requiring the vendors to actually demonstrate their systems. Once the bids are made, assessments as to features, usability, price, fit, support and tone of relationship are all taken into account.

New advances in technology continue to change the e-Learning world. Personal Learning Environments and Social Networks have created low cost alternatives that, though not comparable to the features of a real learning system, are providing new  and advantageous possibilities in interaction and communication. These, and other Web 2.0 tools are also reshaping our expectations of how we use the net, therefore, they change our expectations of what a learning system should offer.

 

The eLearning Guild (2006) "382 Tips on the selection of an LMS or LCMS". Retrieved from http://www.elearningguild.com/showfile.cfm?id=2096

 

Lester G., Yee-Wai S., Chu W., "Modelling the Learning Transaction," icalt, pp.615-616, Fifth IEEE International Conference on Advanced Learning Technologies (ICALT'05), 2005.

 

Kapp, K. (2005) LMS Selection Templates. Retrieved from http://www.karlkapp.com/materials/LMS Selection Templates.pdf

Posted on Thursday, June 17, 2010


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Comments

Acquiring a LMS system through a RFP takes a lot of input from the top of the organization, who has the money, to the bottom of the organization, who would be the user.

Posted by Patricia Yawn on Sunday, June 20, 2010

This was very well done. I find it really fascinating to take all the things that are needed to put together an eLearning situation for students. It is good to know that it is NOT enough to just put something on line and expect students to just regurgitate what they just read or heard.
Learning requires the student to give feedback and understand what they have read, seen, heard, written about. It is not enough to just say 'I get it".
When I began this masters course, I really didn't know what to expect. When I learned I would be interacting with strangers, I wasn't happy about that, as I couldn't imagine becoming acquaintances, much less friends, with people who are online with me.
When we were required to read and write about each others words, I thought, "I don't know that person, how can I write about what they wrote?" Of course, it is because I had not done any studying on how to put together on OnlIne course!
Now, I feel very close to some of my classmates. Others have just joined our class and I need to get to know them. One thing that I have done is read their work.
When I first began the class, I planned to take a LOA for the summer to do my summer mission trip, taking teens to another continent to do a building project that is needed. Although I totally miss being there RIGHT NOW, I made the decision to put it off another year, as I developed a relationship with my class and don't want to leave this group and graduate later.
The way this was put together, designed to not only make us learn, but to make us work together, has been wonderful. The only class I haven't appreciated working together was when we graded each other.
I missed part of a group meeting, due to a prior commitment, and was not shared the info of the meeting which was pretty important. In losing that info, I was not a good classmate as I didn't know the expectations. It was a bad time, in my opinion as I couldn't do my part of the project as well as I should since I was guessing at the areas not addressed to me after I left the meeting.
So, an online course is only as good as it is set up to be. While the info in that class, by the professor was great and I learned alot, I was not happy with all that happened with missing part of that meeting.
It is the only part of online learning that I have been associated with.

Posted by Karen Smith on Sunday, June 20, 2010


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