What does an LMS offer? March 8, 2016Posted by ficial in brain dump, Instructional Technology, LMS.
The spectrum of LMS use can be divided into three general realms: administrative, organizational, and pedagogical. Administrative functions fulfill needs relating to the non-academic overhead of giving and receiving an education: managing course enrollments, providing communication channels, collecting assignments, scheduling, etc. Organizational functions improve the management of information and resources related to instruction: providing access to information whenever it’s needed, placing information into useful, usable groups, searching available information, handle various formats, etc. Pedagogical functions expand and refine the tools that instructors and students can use in the teaching and learning process: asynchronous discussion forums, auto-graded quizzes with immediate feedback, limited-audience authoring experiences, collaborative creation projects, etc.
In the administrative realm, an LMS integrated with other campus information systems offers a clear improvement over doing things piecemeal and by hand. This gives a better experience for students and significantly helps instructors through greater reliability (and auditability), increased consistency of experience, reduced non-academic workload, fewer distractions, some automation, and enhanced versions of traditional tools. Making use of the administrative aspects of an LMS requires little to no work or input on the part of instructors or students; an LMS provides a large net gain in the administrative realm.
In the organizational realm, an LMS allows an instructor better control over how students receive their information for the course, more flexibility in adding, removing or rearranging information, a wider array of information that be be offered, the ability to front-load information management work (allowing more efficient use of time), and preservation of the information associated with the course. For students, an LMS offers a single place where course information can be found and processed, access to that information whenever it’s needed, and the presentation / arrangement of that information that the instructor has determined is most effective. For an instructor to make use of the organizational aspects of an LMS requires him or her to find or to provide information in an electronic format and to organize and to present that information using the tools in the LMS; for instructors an LMS typically provides somewhere from a small loss to a moderate gain in the organizational realm, depending on the information being managed and the instructors comfort with the tools. For a student, taking advantage of the organizational aspects of an LMS requires little to no work or input; for students an LMS provides a large net gain in the organizational realm.
In the pedagogical realm an LMS can offer tools and techniques that would otherwise be impossible or impractical. These can be subdivided into enabling technologies (such as the ability to deliver video, electronic slideshows, etc.) which allows an instructor or student to extrapolate traditional pedagogical methods into the digital world, and alternate technologies (such as asynchronous forums, virtual environments, instant assessment, etc.) which allow exploration of new pedagogical models. Making effective use of the pedagogical aspects of an LMS requires lots of hard work on the part of both instructors and students, but teaching and learning takes a lot of hard work without an LMS as well; the net gain or loss in the pedagogical realm is highly situation-dependent, though an instructor would not invest the time in pursuing this use of an LMS in a particular situation unless he or she had a reasonable expectation of a net gain.
Specific functionality could fall into more than one realm, depending on how students and instructors apply it. While a given application could be assigned to a given realm, this realms concept might be more useful in a comparative role; e.g. posting a course reading is more pedagogical than posting a syllabus and more organizational than discussing the reading in a forum.
Due to its set of functionality in the administrative and organizational realms and to its integration with other campus infrastructure, an LMS is very useful for campus organizations and groups in addition to course-oriented academic purposes – ideally an LMS works well for organizations and groups.