Learning Management Systems

An advantage of introducing a LMS into classroom practices is its ability to create innovative learning environments through the use of ICT. The Australian Curriculum, Assessment and Reporting Authority (ACARA) states that learning is enhanced through the use of multimodal resources, digital environments and technologies within a classroom setting. This is achieved through access to live target language environments and texts via digital media, which extends the boundaries of the classroom (ACARA). Extending the boundaries of the classroom promotes student centred learning, as they are not restricted by the texts or content delivered by the teacher. Students are able to construct their own ideas and knowledge through a variety of informative sources. Therefore, it creates critical and creative thinkers, which is an essential component of being a successful 21st century learner.

Another advantage of a LMS in the classroom is increasing the efficiency of teaching and learning programs, through the delivery of large-scale learning resources (Coates, James & Baldwin, 2005, p. 23). This enables teachers to provide a wider variety of resources, as well as setting various levels of work to suit the learning needs of all students. Ullman (2016, p. 34) mentions that LMS’s provide a learning platform where students can all start with the same material and then grow individually through a particular unit of work. This is a direct link to the DEAG “Principle 3, all learning should be student centred” as using technology within the classroom meets the challenges of establishing effective learning environments through adaptive teaching (DEAG, 2013, p27). This is supported by Wang (2010) as the use of a LMS allows teachers to integrate multimedia tools, creating engaging activities that target student interests and interaction with the content via learner-driven navigation (Lochner, Conrad & Graham, 2015, p. 65).

LMS’s are continually evolving, along with technology. This is an important aspect of teaching as there is an overarching challenge to ensure that digital technologies are used more systematically to improve the quality of education and learning outcomes for all students (DEAG, 2013, p. 23). Wang (2010) suggests that the function of LMS’s are systemic in nature and offer the necessary functionality to support and manage the online learning process (Lochner, Conrad & Graham, 2015, p. 64). This directly links to the Australian Professional Standards for Teachers, in particular Standard 2. Know the content and how to teach it and Standard 3. Plan for and implement effective teaching and learning (Australian Institute for Teaching and School Leadership [AITSL], 2017). Utilising LMS’s provides teachers with the opportunity to integrate various ICT tools to deliver content within a classroom environment. It also allows for the creation of sequential learning spaces, that are productive, engaging and continually monitored.

Reference

Australian Curriculum, Assessment and Reporting Authority [ACARA]. (n.d). General capabilities. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/languages/general-capabilities/

Australian Institute for Teaching and School Leadership [AITSL]. (2017). Australian Professional Standards for Teachers. Retrieved from https://www.aitsl.edu.au/teach/standards

Coates, H., James, R. & Baldwin, G. (2005). A Critical Examination of the Effects of Learning Management Systems on University Teaching and Learning. Tertiary Education and Management, 11, 19–36. Retrieved from  http://uait.pbworks.com/w/file/fetch/53312706/A%2520critical%2520examination%2520of%2520the%2520effects%2520of%2520learning%2520management%2520systems.pdf

Digital Education Advisory Group (DEAG). (2013). Beyond the classroom: A new digital education for young Australians in the 21st century. Retrieved from

https://docs.education.gov.au/system/files/doc/other/deag_final_report.pdf

Lochner, B., Conrad, R. M. & Graham, E. (2015). Secondary Teachers’ Concerns in Adopting Learning Management Systems: A U.S. Perspective. Tech Trends, 59(5), 62-70. Retrieved from https://link-springer-com.ezproxy.csu.edu.au/content/pdf/10.1007%2Fs11528-015-0892-4.pdf

Ullman, E. (February, 2016). A personal statement: how schools use learning management systems to create individualized learning journeys. Technology & Learning. Retrieved from http://go.galegroup.com.ezproxy.csu.edu.au/ps/i.do?&id=GALE|A444093629&v=2.1&u=csu_au&it=r&p=EAIM&sw=w&authCount=1

Wang, Q. (2010). Using online shared workspaces to support group collaborative learning. Computers and Education, 55(3), 1270-1276. doi 10.1016/j.compedu.2010.05.023

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One thought on “Learning Management Systems”

  1. Thankyou for your comprehensive assessment of LMS. I agree with your assessment and would only add that I believe that LMS have the potential to facilitate a true positive learning environment that is student led. This will require a shift in the locus of control and potentially stepping away from LMS as we know them as I think our greatest challenge as developing educators is to shift control. This challenge comes not just from our students behaviours but also from the structure in which we operate. Yet while the evidence supporting the success of LMS as anything other than a succinct organising tool is limited the evidence that student centred learning in positive learning environments improves learner outcomes is not. This is what we should focus on.

    Thanks again for your thought provoking post it was definitely food for thought.

    Like

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