What should an LMS offer?

By deciding to invest in a Learning Management System (LMS) educational institutions are expecting to see an impact on teaching and learning; they require that it generates a reasonable return for the money spent; that it is easy to use; and that it will provide data that leads to improved learning outcomes (Leaman, 2015, p. 1). Stipulations need to allocate uniform consideration to five necessary aspects: “interoperability, personalisation, analytics, collaboration and accessibility” (Straumsheim, 2015).

Often the reality of the system implemented falls short of the expectations and inherent limitations are often hidden. (Leaman, 2015, p. 2). This occurs because LMS are often set up to treat learning as a series of isolated incidents rather than a continuous process which builds on skills incrementally as the course progresses, and the nature of the learning delivery may be generic rather than personalised  (Leaman, 2015, p. 3).  Instructors may not use many functions of the system, and students do not engage as anticipated which compounds the issues as tangible learning is difficult to ascertain (Leaman, 2015, p. 4).

Viewing LMS in terms of learning enhancement needs to be undertaken with the understanding that an ecosystem of effective learning cannot be provided solely by the LMS, and educational institutions need to use such systems within their limitations (Leaman, 2015, p. 6). New iterations of LMS must focus on creating an environment where the parts fit together similarly to a child’s building blocks (Straumsheim, 2015). Whatever the components: assessment modules, or analytics, or others, support must be aimed at competency-based education (Straumsheim, 2015). If there are weaknesses, educators need to augment them by incorporating other tools and build onto what their LMS can achieve rather than replacing it with a different system (Leaman, 2015, p. 6). It is relatively common for faculty personnel to approach their LMS with caution, in a manner similar to someone involved in a “love-hate relationship” (Straumsheim, 2015).

Schools and universities should be prepared to use systems that enable users to move freely between public and private (or open and closed) spaces, and acquiring evidence of collaborations from anywhere online should be made possible (Straumsheim, 2015). New versions of LMS should be centred on the requirements and preferences of the students, whose learning they are intended to support (Straumsheim, 2015).

References

Leaman, C. (2015, August 20). What If Your Learning Management System Isn’t Enough? Retrieved from eLearning Industry: http://elearningindustry.com/learning-management-system-isnt-enough

Straumsheim, C. (2015, May 11). Brick by Brick. Retrieved from Inside Higher Ed: https://www.insidehighered.com/news/2015/05/11/educause-releases-blueprint-next-generation-learning-management-systems