Eighty-nine percent of BA students reported LMS use for "most" or "all" courses.

They constitute a digital learning architecture encompassing a confederation of learning applications, tools, and resources woven together by means of open standards that can be harnessed by higher education institutions for their own digital learning environment needs.8 NGDLEs include personalization; interoperability; collaboration; accessibility and universal design; and analytics, advising, and learning assessment. NGDLEs may or may not include an LMS as a component, and the LMS may be used solely as a supplement to these open-standard digital applications, tools, and resources

So students who prefer face-to-face (based on past experiences) may still find functional aspects of the LMS useful and important to their courses, and they may not identify some of the LMS's limitations in a primarily face-to-face learning environment. Even face-to-face courses still rely on the LMS for distributing resources or as a means for communication, and students may be quite satisfied with the conveniences offered by the LMS in a face-to-face course. For example, in 2017 a majority of students reported higher satisfaction levels with functional aspects of the LMS—such as submitting assignments, accessing course content, or checking on their progress—than with the tasks that require more engagement, such as discussion boards.

Sixty-nine percent of students who reported being satisfied or very satisfied with their institution's LMS also said they prefer completely or mostly face-to-face classes. This may reflect a desire for using the operational features of the LMS, along with a desire for in-class time with instructors, which students told us they wanted in their 2017 open-ended responses.

BA private students reported the highest use of the LMS across all institutions,

Three-quarters of all students reported being either satisfied or very satisfied with their institution's LMS, and more than three-quarters of students said their LMS was used for most or all of their courses (see figure 4).

the LMS is similar to basic utilities on higher education campuses, such as plumbing or electricity—functional, ubiquitous, with high levels of use and satisfaction for its most basic operations.

You may be thinking that these suggestions seem like they are geared toward online or blended learning, but they are not (although it’s true that the strategies can cross modalities). Students are used to having access to information 24/7 and the lines between online, blended, and in-person learning are blurring a bit. Although you might not be delivering instruction online, students like to have online access to their course materials, assignments, grades, etc.

Offer peer review opportunities where faculty can share LMS courses with colleagues and receive valuable feedback.

Sample course: Provide access to a sample course that faculty can review and adapt to their needs.

Clarity is key: Provide crystal-clear instructions for assignments and grading criteria. Avoid confusing instructions. For example, students expressed frustration with assignment details being posted in the LMS but professors requesting submissions via email. Stay in the loop: Communicate with students by offering due dates, announcements, and calendar reminders. Timely and clear feedback on grades on the LMS empower students to track their progress effectively.

Colleges and universitiesCONTACT Quincy Conley quincyconley@gmail.com Organizational Performance & Workplace Learning, College of Engineering, Boise State University, 1910University Dr., Mail Stop: 2070, Boise, ID 85725, USA.Color versions of one or more of the figures in the article can be found online at www.tandfonline.com/hihc.INTERNATIONAL JOURNAL OF HUMAN–COMPUTER INTERACTIONhttps://doi.org/10.1080/10447318.2019.1644841© 2019 Taylor & Francis Group, LLC have predominantly implemented LMSs for delivery ofinstruction in their classes, whether the courses are face-to-face, at a distance or a combination of the two approaches.

A major implication of the lack of effective training is thatstudents are often left to struggle through disjointed, flawedlearning experiences while using LMSs during a class.

widely established in the literature that almost all highereducation institutions across the globe have moved to usinga Learning Management System (LMS) for facilitating courses

avoid creating systemic inequalities that affect individual students’ experiences.

A auto-avaliação, então, está a serviço da auto-reflexão e também a serviço da regulação da aprendizagem do aluno.

Not everything needs to be online

Higher education leaders and decision makers use the annual Issues, Technologies, and Trends resources—the Top IT Issues, Trend Watch report, and the Horizon Reports—to know what's important and where to focus in their IT planning and management activities. When viewed together these resources provide more complete and nuanced guidance on institutional IT priorities. EDUCAUSE Horizon Report is a registered trademark of EDUCAUSE.

. While LMS vendors seek to create an environment that provides an all-encompassing PLE, the fact that they are closed networks and that they are platforms built to meet the needs of entire institutions means that they usually are not personalised enough to meet the needs of a connected learner, who is (most often) already used to the flexibility and ownership web 2.0 tools provide.

then

Google Classroom is Google Apps version of a learning management system (LMS).  An LMS can often be daunting, or a foreign language, to teachers.  Many do not have the time to develop their own website, but are interested in working digitally in

Moodle has over 50% of market share in Europe, Latin America, and Oceania.[48]

Course Management Systems (CMS)

Meanwhile some institutions in the USA have created various open source products which are providing an alternative to commercial vendors.

The most significant vendors by volume and size are WebCT (www.webct.com) and Blackboard (http://www.blackboard.com). There are many other vendors in this market place such as desire2learn (http://www.desire2learn.com/), a system in use at the University of Wisconsin at Madison.

The following table reflects a summary of the previous research we have conducted in which we generated a conceptual framework of major features in order to evaluate and compare the major K-12 LMSs (Watson, Lee, & Reigeluth, 2007).

LMSs are more typically utilized in corporate settings with many available systems on the market, including NetDimensions EKP, Saba and SumTotal Systems (Carliner, 2005), as well as Lotus, Oracle iLearning and Cornerstone OnDemand, among others (Learning Circuits, 2005). A 2006 survey highlights the features most common-ly found in the corporate LMSs currently being utilized (2006 Survey of Learning Management Systems, 2006).

While LMSs can currently perform some of these functions, limitations exist which are hindering the full realization of LMSs’ potential

In an Information Age model of education, an LMS will assess learners’ current knowledge and skill level, work with teachers and learners to identify appropriate learning goals, identify and sequence instruction appropriate for the individual learner, assess learner performance products, store evidence of attainments, sup-port collaboration and generate reports to pro-vide information to maximize the effectiveness of the entire learning organization.

Or as Connolly (2001) puts it, “LMS provides the rules and the LCMS provides the content” (p. 58).

A CMS “provides an instructor with a set of tools and a framework that allows the relatively easy creation of online course content and the subsequent teaching and management of that course including various interactions with students taking the course” (EDUCAUSE Evolving Technologies Committee, 2003, p. 1). Examples of a CMS include Blackboard, Angel, Sakai, Oncourse and Moogle. However, Blackboard is a good example of the confusion that exists regarding these terms as it is commonly referred to in the literature as an LMS.

The American Society for Training & Development (Learning Circuits, 2005), recommendsthese following functional requirements for a corporate LMS:

Lessons are provided based on the individual student’s learning progress.

Bailey, G. D. (1993). Wanted: A road map for understanding Integrated Learning Systems. In G. D. Bailey (Ed.), Computer-based Integrated Learning Systems (pp. 3-9). Englewood Cliffs, NJ: Educational Technology Publications.

n LMS is the infrastructure that delivers and manages in-structional content, identifies and assesses in-dividual and organizational learning or training goals, tracks the progress towards meeting those goals, and collects and presents data for super-vising the learning process of an organization as a whole (Szabo & Flesher, 2002). An LMS deliv-ers content but also handles course registration and administration, skills gap analysis, tracking and reporting (Gilhooly, 2001).

The term ILS was coined by Jostens Learn-ing, and LMS was originally used to describe the management system component of the PLATO K-12 learning system, content-free and separate from the courseware (R. Foshay, personal com-munication, October 24, 2006).

LMS has its history in another term, integrated learning system (ILS) which offers functionality beyond instructional content such as management and tracking, personalized instruction and integration across the system (Bailey, 1993; Becker, 1993; Brush, Armstrong, Barbrow, & Ulintz, 1999; Szabo & Flesher, 2002).

The creator of a Hypothesis group

Getting Started

Section 1.5 Online Learner Characteristics, Technology and Skill Requirements

Tech Literacy Resources

New technologies make it possible for students to tailor their course schedules, online classes, and brick-and- mortar learning venues to attain targeted degrees.

None of that is possible with free but traditionally copyrighted content.

STEM disciplines

At the individual level, this principle supports reflection on and reuse of one’s earlier ideas. At the group level, thisprinciple facilitates collaborative discourse by enabling learners to incorporate peers’ ideas to solve new problems

spatiotemporally distributed on the web.

LTI Grading Caveats and Best Practices

(optional) Using the LTI Outcomes service, the tool can also return a piece of plain text, a basic URL, or even an LTI Launch URL. This will be attached to a student submission object in Canvas, and it’ll be visible on the student submission page and in Speedgrader

The Wired Classroom: Leveraging Technology to Engage Adult Learners

Using the Hypothesis LMS App with Assignments in Canvas

Select Supports deep linking to allow instructors and course builders to launch the LTI tool and add content from the tool provider, rather than adding content through the Blackboard Learn interface. If the tool provider is configured so that the instructor can select multiple pieces of content in a single import, this tool can save time and simplify the workflow.

Non-student tools are available for instructors and course builders. These tools appear in the Course Management section of an Original course and in the Books & Tools menu of an Ultra course.

A longer-term goal, more in line with the vision of the NGDLE, is to develop a learning experience for students that seamlessly crosses platforms. A student might start by watching lectures on YouTube, then head to a web-based tool for creating a concept map before wrapping up with a shared WordPress site -- all within the confines of one platform.

Learning-Management-Systeme

once students have set up their individual accounts

An Adult Learner Reflects on Technology in Higher Education

We, the Architects. I've made this point elsewhere, but what is both exciting and daunting is that the shift to a component-based approach provides an unprecedented opportunity to shape, rethink, plan, and design our digital learning environments.7 An architect is a proactive agent who looks to plan structures and environments to accommodate future usage. By taking the component approach, we can all adopt an architect's perspective and work to design the learning environments we want and need.

Lastly, professors need to fight for a post-LMS world that allows all faculty to make a living wage. I can’t help but suspect that at least some of the administrative fondness for learning management systems stems from a desire to systematize teaching and deskill professors as part of that process. When everything about teaching online is systematized and deskilled, it becomes easier to train anyone, anywhere to teach our courses.

We still see a two-horse race for new implementations (LMS product switches) in higher education, largely shared between Canvas and D2L, but the second horse that is looking better than it used to still needs to make further adjustments and run faster.

So one very rough estimate is that academic LMS market is worth approximately $2 billion per year.

as anecdotally there is not a big emphasis on LMS usage outside North American and Northern Europe.

So a better question is what is the size of the global academic LMS markets, combining K-12 and postsecondary?

Part of this change according to D2L exec interviews was that in the past it was easier to talk to CIOs, but now they are learning how to talk to faculty and end users.

Moodle and Sakai both lost market share of just under 1%, not enough to show up in the rounded numbers in the table but enough to show up in our underlying data.

The difference in Moodle's market share by institutions at 25% and by enrollments at 12% really shows how concentrated their usage is for smaller schools.

the market continues to be a two-horse race recently with Canvas by Instructure and Brightspace by D2L as the only two solutions with material gains in market share.

While each tool has differing ways in which it can be used in the classroom and with various Learning Management Systems (LMSs),

What has changed, what remains the same, and what general patterns can be discerned from the past twenty years in the fast-changing field of edtech?

Here Are The Must-Have LMS Features To Look For

The IT and the T&L visions are thus fairly congruent: integrating disparate applications so that they offer our communities a consolidated environment and more customizable functionality. These are invigorating and also daunting challenges.

I have been arguing for some time that Caliper should be used as a data interoperability exchange standard between apps that operates through the LTI window

LTI Advantage can also enable the tool provider to give the LMS links that support single sign-on to specific places within the tool,

your student roster in Perusall will automatically populate as students each launch into Perusall from the LMS for the first time.

create Perusall courses through the LMS

without having to log into Perusall separately

If they log in to Perusall directly (i.e., at perusall.com), then they will be seen as a second user.)

learning pioneers would be able to experiment and innovate by hooking apps and other functions onto the LMS.

(a) learning management systems (LMS) or massively open online courses (MOOCs) that primarily organize, coordinate, and deliver resources (e.g., syllabi, video clips, quizzes);

threading structure of discussion forums leads to branching and increasingly fragmented conversations, with repetition and duplication appearing in different threads

self-organization of discourse participants around ideas

Our vision around the phrase reclaim is at least in part inspired by the documented work that Boone Gorges and D'Arcy Norman have been doing to take back their online presence from third-party services since 2011. While their approach is far more drastic than what we are advocating, Project Reclaim represents an ethos that is diametrically opposed to the innovation outsourcing that is prevalent in higher education IT shops at the moment.

more than just a student's schoolwork; they should also include personal photos, videos, transcripts, X-rays, dental records, police records, and a million other digital life-bits.

In the accompanying article "Innovation Reclaimed," we share some projects that are working toward the vision of educational institutions reclaiming innovative learning on the web.

Do everything possible to minimize reliance on an enterprise LMS. Explore ways to support activity and content development in environments that foster collaboration and also interoperability with a wide range of tools. Before directing activity to a complex, locked-down system, ask: "Do we really need to do it this way? Is there a simpler, cheaper, open alternative that will do the job?"

an environment unlike anything they will encounter outside of school

support alternative systems, such as blogs and wikis

equip them with practical web skills

Courses are severely limited in the ability to access other courses even within the institution (so much for "connecting silos"), and when courses end, students are typically cast out, unable to refer to past activity in their ongoing studies or in their lives (so much for "promoting lifelong learning").

mandate the use of "learning management systems."

institutional demands for enterprise services such as e-mail, student information systems, and the branded website become mission-critical

Five Arguments against the Learning Management System

“I want somebody to fight!” Crouch said. “These things are not cheap -- 300 grand or something like that? ... I want people to want it! When you’re trying to buy something, you want them to work at it! [Instructure] just didn’t.”

two quarters of pilot courses on Instructure’s Canvas platform

To the surprise of those behind the initiative, about two-thirds of faculty members said they were satisfied with the Blackboard system, deployed on campus in 1999.

the terrible, horrible, no-good university administrators are trying to build a panopticon in which they can oppress the faculty

If you recall your LMS patent infringement history, then you'll remember that roles and permissions were exactly the thing that Blackboard sued D2L over.

(At the time, Stephen Downes mocked me for thinking that this was an important aspect of LMS design to consider.)

Do you know what the feature set was that had faculty from Albany to Anaheim falling to their knees, tears of joy streaming down their faces, and proclaiming with cracking, emotion-laden voices, "Finally, an LMS company that understands me!"?

Why, they would build an LMS. They did build an LMS. Blackboard started as a system designed by a professor and a TA at Cornell University. Desire2Learn (a.k.a. Brightspace) was designed by a student at the University of Waterloo. Moodle was the project of a graduate student at Curtin University in Australia. Sakai was built by a consortium of universities. WebCT was started at the University of British Columbia. ANGEL at Indiana University.

Let's imagine a world in which universities, not vendors, designed and built our online learning environments.

In an ideal world, every class would have its own unique mix of these capabilities based on what's appropriate for the students, teacher, and subject.

the backbone of for a distributed network of personal learning environments

the tools shouldn’t dictate the choice

DW: How does H5P allow users to create rich content in content management systems?

Currently, Canvas and Sakai are the only LMSs reviewed which has somesupport for xAPI (emphasis on some). Blackboard, D2L, Sakai and Canvas all have support for IMS Caliper, a more edu specific format.

ecosystem mindset to delivering course experiences

An institution has implemented a learning management system (LMS). The LMS contains a learning object repository (LOR) that in some aspects is populated by all users across the world  who use the same LMS.  Each user is able to align his/her learning objects to the academic standards appropriate to that jurisdiction. Using CASE 1.0, the LMS is able to present the same learning objects to users in other jurisdictions while displaying the academic standards alignment for the other jurisdictions (associations).

OLI courses provide an entire experience based on our unique development process.

Learning Management,

Enhanced learning experience Graduate students now receive upgraded iPads, and all students access course materials with Canvas, a new learning management software. The School of Aeronautics is now the College of Aeronautics; and the College of Business and Management is hosting a business symposium Nov. 15.

This site is run by Instructure.

Feldstein's Law: Any educational app that is actively developed for long enough and has a large enough user base will become indistinguishable from a badly designed LMS.

Download Dr. Brad Wheeler leads university-wide IT services for IU's eight campuses. He has co-founded and led many multi-institutional collaborations with his current work focused on the Unizin Consortium, Kuali, and IU’s mass Media Digitization and Preservation Initiative.

Moodle Pty—more widely known within the Moodle community as Moodle HQ—does most of the development of the core Moodle code and maintains tight control over which code submitted by third parties gets accepted into the code base

Information from this will be used to develop learning analytics software features, which will have these functions: Description of learning engagement and progress, Diagnosis of learning engagement and progress, Prediction of learning progress, and Prescription (recommendations) for improvement of learning progress.

Better yet, tangerines and oranges.

full Caliper Analytics compliance

we need to look beyond the LMS, that place that so many love to hate

Add xAPI -> https://h5p.org/documentation/x-api Tiki should become a Learning Record Store or a FLOSS solution picked for WikiSuite.

Moodle is a modular authoring tool for courses but at this time does not create SCORM packages.

It’s precisely to meet these demands that Cegid recently launched a Learning Management System (LMS) specifically dedicated to Healthcare, a sector that is converting more and more to cloud-based systems.

A commercial/proprietary vendor borrows funding, setting that borrowed funding against potential future revenue; an open-source community pools present capacity to create a sustainable future.

the fact that open-source software is the best guarantor of open standards

Conway's Law

The problem with this variant is that the tendency to aggregate functionality will at some point drive the Pike to eat an LTI-enabled Minnow

Pike and Minnows

Socio-economic factors are therefore potentially of particular significance to the NGDLE conversation, but are all too often not adequately represented or are reduced to a simplistic (and unsustainable, unless an infinitely expandable market is assumed) model of counting new LMS adoptions.

Analysis of LMS Categories of Function