18 Instructional Tasks for Which Instructors Might use an LMS Tool
Schoonenboom published a list of tasks for which instructors might use a Learning Management System (LMS) (Schoonenboom, 2014, p. 248). This will provide that starting point for a case study on the use of the SIMON LMS tool http://www.simonschools.net/about-simon.html in one school in regional Victoria.
- Meeting – defined as a session run through video conferencing software which may be part of the same proprietary suite or through a different medium e.g. Skype for Business or Adobe Connect (such as our Colloquiums.
- Guest speaker – see above.
- Probing – using a digital tool such as TodaysMeet or SMS-poll or Poll Everywhere
- Student questions
- Office – fixed “open” hours for chat or discussion through mechanisms such as Skype
- Reference lists, or reading lists or information sources
- Self-testing using assessment software
- Exam – administer testing through digital software either in a controlled lab space or classroom or online
- Instructor feedback – e.g. through comments and or reporting
- Portfolio – examine and comment on students acquired learning through their presentation of evidence in a digital portfolio system or tool e.g. through SharePoint or Class OneNote
- Student discussion – e.g. discussion forum
- Collaborative writing – e.g. through Class OneNote, wiki, blog, Google Docs
- Peer feedback – e.g. through Turnitin
- Blog – e.g. Blogger, WordPress
- PowerPoint – or other means of producing teacher based material e.g. Teacher notebook with Class OneNote
- YouTube – link to videos on YouTube that might support in class learning programs
- Web Lecture – record lessons and make available online (using Office Mix record audio to go with slide presentation)
- Instruction – as above or other digital artefacts created specifically for the subject by the teacher
In constructing a survey, it will be important to raise potential uses as well and investigate uses that are more obvious. There is a pressing need to elicit responses which will evaluate usefulness, ease of use and the LMS intention underpinning pedagogical development and methodology (Schoonenboom, 2014, p. 249)
Schoonenboom, J. (2014). Using an adapted, task-level technology acceptance model to explain why instructors in higher education intend to use some learning management system tools more than others. Computers & Education, pp. 247 – 256.