Week 3 comments for John Harvey's blog

"Because LMSs and LCMSs are so complex, they need a wide variety of tools for their creation. One of these learning systems is one of the only places on the web where one would find an IT person, a graphic designer, a curriculum writer, a flash animator, an online filmmaker, and a host of other people all collaborating on one project. Thusly, many tools are needed, not only to create the media assets of the system, but also to write the web code and the course text and content. I have come to realize that the project manager for any LMS does not have a very easy job, and is required to either have OCD, or be the most organized person on the face of the earth."

John, I agree that an incredible number of people may be required to create sophisticated LMS and LCMS systems. Additionally, these programs are developed to meet a wide range of criteria for their clients. It is easy to understand the seemingly high price tag attached to these products. For this reason, many administrators, especially of small, financially strapped schools, are tempted to go with the least expensive bare-bones solution. I have also experienced an administrator who bought the "5 star package" but refused to pay for the training. Later, he complained that the money on the system was wasted, since we weren't using even half of the features. I don't really know if the unused aspects of the program were a good fit for our school, or if we would have been better served by a less expensive product, but I do believe that when changing to a new management system, training is essential for optimum results.

Week 3 comments for Dana Kohls

"Cloud computing allows for easier access and availability of web services and applications. One example is a school district's use of Google apps as a source of communication, collaboration and creation of content, as well as delivery. It is an inexpensive alternative to traditional platforms and software."


You specifically mention Google apps in your blog this week. You are entirely correct. This is an example of a wonderful tool for creating content. It is available to all schools, has the ability to limit visibility to your select group, and does not add to the already strapped budget of the educational institution. These were all factors in my decision to train our staff in the use of Google apps as a collaborative tool.

Week 3 Readings: Choosing an LMS/LCMS

In reading and researching LMS selection tips, the simplest and most obvious tip is sometimes overlooked. Of course, everyone researching a new LMS or LCMS will check to make sure that it is compatible with existing software. Having worked with vendors who claim their products are compatible, I have learned that the word "compatible" can be misleading. When two vendors are creating products, the emphasis is on the functionality of their own proprietary software. When the need arises for this product to work in conjunction with another product from a third party vendor, an uneasy alliance can ensue. While both companies try to maintain a working partnership, each is primarily concerned with the development of their own product. For example, it your student database or information system (SYS) is from Vendor A, and your Content is managed and deployed on software from Vendor B, the client must have assurance that upgrades and enhancements from Vendor B can be read and assimilated by the software provided by Vendor A. Sometimes a patch is required for the new upgrade to be compatible with the second software package. This is not always immediately forthcoming. For this reason, part of the process of selection should be determining the level of collaboration between your existing LMS and any proposed additional CMS or LCMS. It may actually be more cost effective in the long run to completely abandon existing systems in favor of one that handles all aspects of the clients needs. Many times, however, this is impossible.

Another area of concern is that of technical support. This is especially crucial when multiple platforms are involved. Man hours and resources are both finite in the education and corporate worlds. Determining the appropriate technical support liaison is critical for the success of the LMS/LCMS launch.

A third area of concern is future growth and development. While it is one thing to pick a system or combination of systems that meet today's needs, how will the panel determine the probable needs of the organization in 2 years, 5 years, or 10 years. Admittedly, this is the most difficult area for search committees to agree upon. Not only is it necessary for the committee to project the future needs of their organization, they must also project the potential technological developments of the prospective vendors.

The final, and possibly most difficult hurdle in the quest for the "perfect" LMS/LCMS system is that frequently the ultimate decision rests with people who neither use, nor understand the technologies being considered. The current financial climate has many administrators and trustees searching for the least costly solution, rather than determining the most cost effective solution for the long term. For this reason, extensive documentation of current needs, projected needs, system compatibility, and technical support must be provided.

While the primary emphasis of the articles used to draw these conclusions comes from the area of elearning, the same techniques should apply for traditional schools in selecting supporting technology for student information systems and course management systems.

Resources:

How to choose a learning management system. Retrieved August 20, 2010 from: http://wwwtrainingforce.com/content/choosing_a_lms.aspx

10 Things to Consider Before Choosing an LMS. Retrieved August 20, 2010 from:
http://www.mozealous.com/11-things-to-consider-before-choosing-an-lms/

LMO Week 2 Comments on Scott's blog

Scott's blog:

LMO Week 2 Blog


I own lots of filing cabinets. I'm not kidding. Seriously. Lots.

Why pray-tell would someone like me need such a bevy of storage capacity? Within these imposing black obelisks lies the readings, transparencies, news articles, and other educational materials I've collected throughout my past decade in the classroom.

Scott,

I, too, have an inordinate number of filing cabinets. Somehow, regardless of the number of files I have saved in various electronic media, I continue to save print versions of interesting articles and lesson ideas.

I believe the development of LCMS's are still in their infancy. They are still somewhere between the corporate model and the educational setting. To reach their most effective and usable form for educators, the LMS portion needs to be expanded to cover all the areas of the typical school SIS (student information system). The authoring components and the use of RLO's are an extremely important for the future development of these systems. The next step should be the development of RLO's that are not tied to a particular developer or software package. The possibility of a networked repository for SCORM compliant RLO's would break the field wide open for educators to take course authoring to the next level.

Week 2 Comments on John Harvey's blogpost

Reusable Learning Objects (RLOs) are an incredibly important piece to the development of any LCMS. The Advanced Distributed Learning (ADL) Initiative was established by the United States Department of Defense “to standardize and modernize training and education management and delivery.” (“ADL”, 2010) Essentially, to make RLOs available, standard, to organizations as they developed their LMSs.

John,

I am so glad you have broken the information in this article down in such an articulate fashion. I've read through the material twice now. The first time, my head was spinning. The second time I read it after reading your post and found it made much more sense.

LMO Week 2 Reading: Course Management Systems for Learning

Continuing through the "Alphabet Soup" of acronyms in educational technology, LCMS refers to Learner Content Management System. These systems have expanded the parameters of learning technology by coupling a Learner Management System with a Course Management System. Although the terminology often refers to "content," that is only one aspect of a course that can be integrated into the technology.

In an excellent blog enumerating the many different interpretations of the acronyms, LMS, CMS and LCMS, Don McIntosh discusses the differences between corporate LMS's and those in the educational field. In the corporate sector, the tendency is for an LCMS to be used for tracking an individual learner and specific content. There is rarely an available instructor. The individual learner is basically "check boxing" the content accessed from the elearning site. Within the education field, "content" is frequently replaced by "course." In this model, the educational institution generally already has the basic LMS in place through existing systems. Students have already been registered, and the capabilities exist to monitor their progress. In the education sector, authoring tools from LCMS's are used to build a full educational experience to include content, email, discussions, wikis, blogs, and educational media. An LCMS can be applied, not only to elearning, but also to more traditional face-to-face classes to enhance the learning experience.

On their site, simplydigi.com advertises their LMS/LCMS as a system that publishes online courses in an easy to access online catalog for learners to complete at their own pace. The LMS tracks teach student's accomplishments through the courses offered. In reviewing the features of this system, the emphasis is on the course catalog, and learner tracking. While SCORM compliant, and customizable, little information is given to the authoring tools available to create and deploy course content.



Resources:

McIntosh, D. (2007). eLearning & learning management. Retrieved August 12, 2010 from http://elearningandlearningmanagement.blogspot.com/207/02/lsm-vs-lcms.html

Week 2 Udutu Setup

1. Jones, Sharon

2. Accessing and using Edline/GradeQuick
An online class for new teachers to learn to use and customize our online communication and grading platform.

3. The lesson will be deployed from my school's server during the September faculty meeting.

4. EMDT LMO Month 10. To be deployed by Sept 21, 2010 to the teachers in my school. The lesson will ultimately be housed on the school server.

5. I intend to use the Best Practices Scenario template with Basic and Assessment slides.