Systematic tools and solutions

SYSTEMATIC TOOLS AND SOLUTIONS FOR 21 ST CENTURY EDUCATION Choose your best Learning Management System

Jﾄ］is Jﾄ》nieks

This work is licensed under a Creative Commons Attribution 3.0 Unported License

This E-booklet was created by the Partnership for valorisation of the best e-learning practices among teachers and trainers in Europe.

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Contents 1.

Why this e-booklet? .......................................................................5

2.

The tools and solutions ..................................................................6 Technology enhanced learning (TEL) .................................................6 Computer based learning (CBL) .........................................................7 Computer based training (CBT) .........................................................9 Computer supported collaborative learning (CSCL) ..........................9 Intelligent tutoring system (ITS) ......................................................10 Learning Management Systems (LMS) ............................................11 SWOT analysis of an LMS .................................................................13 Strengths ......................................................................................13 Weaknesses .................................................................................14 Opportunities ...............................................................................14 Threats .........................................................................................15

3.

Introducing LMS in your institution .............................................16 Starting Points..................................................................................16 Capabilities of an LMS......................................................................16

4.

How to choose an LMS? ..............................................................20 Determine the learning strategy..................................................20 Document and functionality requirements ..................................20 Research LMS companies.............................................................21 Prepare the request for proposal .................................................22 Review the proposals ...................................................................22 Demand demo versions and pilot systems...................................24 Systematic Tools and Solutions |3 for 21st Century Education

Make the Selection ...................................................................... 25 5.

Implementation and Running the LMS ....................................... 26 Implementation............................................................................... 26 Running the LMS ............................................................................. 27 Involvement ................................................................................. 27 Content creation .......................................................................... 27 Feedback ..................................................................................... 28 Most common problems ............................................................. 28

6.

Final remarks ............................................................................... 29

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1. Why this e-booklet?

This e-booklet is designed to help authorities of educational and training institutions, as well as their teachers to learn about the systematic tools and solutions in contemporary education. The booklet is explanatory and it is made for those who come across elearning tools for the first time or are not familiar with the complicated process of implementation of an e-learning system.

Hence, the target audience is not e-learning industry specialists and information technology specialists. If your institution is about to introduce a new electronic tool or system for learning, then this booklet is for you.

The booklet consists of two main parts: the first part has a brief description of different e-learning tools and solutions. There are 6 main types of different solutions and each of those is briefly described providing real life examples and links with more information on the specific type of e-learning solution. The second part is focused on a learning management system. More detailed description is given about it, as well as the process of using and implementing of such a system is described.

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2. The tools and solutions To understand the general picture of 21st century education, it is very useful to point out the main features that define the new century education.

Computers in a learning process initially were used on rare occasions and only in schools that could afford one. They were big, expensive and had poor functionality. Nowadays there is a computer equipped classroom in almost every educational institution and computers are used for teaching, learning and administration. People who have personal computers can use them to study not only in school but also from home. Today a traditional essay is more likely to be submitted electronically than hand written.

But, not only computers have become more accessible, also other technologies have entered educational institutions. Be it an electronic book reader, interactive whiteboard, projector or LCD screen – technology is everywhere – starting from an electronic lecture schedule and ending with advanced fingerprint reader to recognize student identities before the test.

And that is only one side off all it, because the other one is the software industry, where thousands of programs are produced to help in the educational process. They are used starting from controlling the previously mentioned technological solutions and ending with complicated algorithms that can analyze the learning process and development of every single student. Also there are networks, and internet and online based programs, systems and many more. To make it simpler, all those solutions and tools are grouped in six main types presented further on.

Technology enhanced learning (TEL) Technology enhanced learning could be almost any learning/teaching activity supported through technology. It does not necessary mean a 6|Systematic Tools and Solutions for 21st Century Education

computer enhanced learning, though it also counts. A simple example would be interactive white boards now widely used in teaching, especially in primary and secondary schools.

In general TEL has the goal to provide socio-technical innovations for e-learning practices, regarding individuals and organizations, independent of time, place and pace that would improve learning efficiency and cost effectiveness.

Technology company SMART introduced their first interactive white board already in 1991 and up till now have supplied more than 1.8 million boards. They are one of the biggest educational technology providers in the over 1 billion EUR big global market. 1 http://www.smarttech.com/gb

Computer based learning (CBL) Computer based learning is a term describing a learning environment where the main tool for studies is a computer. This can either be attributed to simple usage of a computer for learning (i.e. doing homework or research paper) or it could refer to a controlled and structured learning, like in a classroom or auditorium.

The first appearances of computer as a tool in a learning process were in sophisticated science classes already half a century ago, where masters and doctoral students were shown how to use computers for complicated analysis and calculations. As the software and computers developed, simpler solutions appeared that were used to teach/learn mathematics, physics and languages. Nowadays computers are very widely used in the learning process, however not only specialized classroom software is used, more complicated solutions, like 1

The links provided in this booklet are not to be considered as advertising of the specific tool or system. The links are provided so that the reader would have a chance to find out more about the topic and they are purely the subjective choices of the author.

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intelligent tutoring systems and learning management systems are employed (that will be described later).

Computer based learning is self-paced learning activities accessible via a computer or even on a handheld device. In computer based learning typically the content is presented in a linear fashion, much like reading an online book or manual. Testing the learners in a CBL usually comes in the form of multiple choice questions, however other assessments can also be easily used. The immediate feedback is one of the describing features of this kind of learning.

CBL provide stimulus beyond traditional learning methodology from textbook or classroom based instruction. Instead of limiting students to attending courses or reading printed articles, students are able to acquire knowledge and skills through methods that are much more conducive to individual learning preferences. For example, offering visual learning benefits through animation or video, not typically offered by any other means.

CBL can be a good alternative to printed learning materials since rich media, including videos or web based content, can easily be embedded to enhance the learning. Another advantage to computer based learning is that it can be easily distributed to a wide audience at a relatively low cost once the initial development is completed.

The history of computer based learning goes back to 1940s, however more contemporary solutions are provided by very many companies.

For example “Sanako� company developed fully functional graphic user interface supported software for teaching languages already in 1991. For more information and demo versions of the latest software, see here: http://www.sanako.com/

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Computer based training (CBT) If computer based learning could mostly be associated with schools and universities, then the term, computer based training, is mostly used in corporate and public sector, and other institutions where intensive and concentrated training is essential for their operations (i.e. training the new employees in a manufacturing company on how to use equipment). Fundamentally these two computer based solutions are very similar, but still many e-learning solutions providers differentiate them. Common difference between the two is the fact that corporate clients would receive customized solutions, while schools would use more standardized learning solutions developed for specific subject.

Computer supported collaborative learning (CSCL) Computer-supported collaborative learning is very promising tool for improving teaching and learning with the help of modern information and communication technology. CSCL is also often called e-learning 2.0, because it can be distinguished from traditional e-learning with the direct transfer of knowledge or e-learning 1.0. What is the main difference between the 1.0 and 2.0? In CSCL or the e-learning 2.0 the teacher is no longer the main distributor of knowledge and information. In CSCL students themselves become the distributors by sharing and discussing the information. Much of the learning value comes exactly from the discussions thus increasing the overall value of any previously produced learning material.

The concept of collaborative or group learning where students are encouraged or required to work together on learning tasks, has existed for a long time, however CSCL is the tool that brings this concept in electronic learning. An electronic forum on a random topic Systematic Tools and Solutions |9 for 21st Century Education

should not be considered a fully functional CSCL environment, but properly administrated virtual discussion place either online or on the local network can be one. The definitive characteristics of CSCL are organized supervision of the discussions and information sharing, productive involvement techniques and non-hierarchic environment for the involved.

For example, a system in its essence meant for collaboration, is provided by company Atlantic Link. The system is called Content Point and provides a platform which is meant for collaborative e-learning development. See more here: http://www.atlantic-link.co.uk

Intelligent tutoring system (ITS) An intelligent tutoring system is a computer system that provides direct customized instruction or feedback to students, i.e. without the intervention of human beings. The communication between the system and the learner can happen either on real time basis whilst performing a task or after the learning session. This way ITS implements the theory of learning by doing.

An ITS may employ a range of different technologies, however, usually such systems are based on software solutions which with the help of advanced algorithms, analyze the input of a learner. More narrowly conceived of as artificial intelligence systems; more specifically as systems made to simulate aspects of a human tutor.

One of the most discussed projects is Cognitive Tutor Authoring Tools that provides free software for researchers, online course developers, teachers, and students. The CTAT is a base for future intelligent tutoring systems. To read more, see here: http://ctat.pact.cs.cmu.edu/

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Learning Management Systems (LMS) A learning management system is an advanced tool for doing elearning for both students and teachers and also administration. It is usually online based. A learning management system usually has almost all the capabilities that the previously discussed systems/tools/solutions do. A good LMS2 has to be able to:      

centralize and automate administration; use self-service and self-guided services; assemble and deliver learning content rapidly; consolidate training initiatives on one (web-based) platform; support portability and standards; personalize content and enable knowledge reuse.

So in general LMS can be a single computer based administrative system or an inter-institutional all-purpose system as long as it has the capabilities mentioned above.

Sometimes separated from the LMS is learning content management system. An LCMS is a specialized learning management system that has more sophisticated content management but often lack some features that an LMS has.

To sum up, LMS is the most advanced tool of 21st century education providing wide range of tools and solutions for improving the learning process in any institution. If we look at the traditional education, it is vertically managed and structured – the administration is responsible for the teachers and the organization of the learning process, teachers are the ones who provide the learning content and convey the knowledge and at the very bottom of the structure are the students who interact with the teachers (see Figure 1 below).

2

According to Ellis, R. K. (2009). Field guide to learning management systems.

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Administration and Management

Teachers

Students/ Learners Figure 1, source: made by author

LMS brings new perspective to the learning process as whole. Instead of having the vertical communication structure, LMS encourages a three way interaction (see Figure 2 below). With the help of LMS students can easily communicate with the administration, for example to help improving the quality of courses or to get a quick grade transcript. One could say that interaction is the main tool of the LMS, hence the tool of 21st century education.

Administration and Management

Teachers

Students/ Learners

Figure 2, source: made by author

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SWOT analysis of an LMS This section provides a detailed SWOT (strengths, weaknesses, opportunities, threats) analysis of learning management systems. No system in particular is taken as a benchmark, but the analysis is based on general understanding of a learning management system compared to other types of systems/tools.

Strengths  Improved performance: A 12-year meta-analysis of research by the U.S. Department of Education found that higher education students in online learning generally performed better than those in face-to-face courses.3  Increased access: Instructors of the highest caliber can share their knowledge across borders, allowing students to attend courses across physical, political, and economic boundaries. Recognized experts have the opportunity of making information available internationally, to anyone interested at minimum costs.  More creative learning supplemented with various aids like video, audio, game, test etc.  Convenience and flexibility to learners in many contexts: elearning sessions are available 24h a day 7 days a week. Learners are not bound to a specific day/time to physically attend classes.  The students can study at their own pace. They can pause learning sessions at their convenience. Students can begin their courses while at university and finish those later at an alternate internet equipped location.  Often is provided at lower cost than traditional class based teaching.

3

Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in online learning: a meta-analysis and review of online learning studies. Centre for Technology in Learning.

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 New level of students’ involvement – constant exchange of information and content between students and teacher. Faster and easier feedback of the learning process available.  Skill Development: To develop the skills and competencies needed in the 21st century, in particular to ensure that learners have the digital literacy skills required in their discipline, profession or career.

Weaknesses  The virtual learning environment is something most learners still have to get used to. Computer literacy and lack of essential internet usage skills is another problem.  The lack of the actual and present teacher/trainer figure can be unacceptable for some.  E-learning solutions can be expensive to implement and maintain, hence not an option for many educational institutions.  The learners might not have a computer access outside the educational institution, hence making them to be present anyhow.

Although advanced technology is not necessary for most online courses, students might not be able to afford it.  The unreliability of technology. Both the system server and the computer that allows the access to the system can break down.

The internet connection might not work properly, or in some places might not even be available.

Opportunities  The focus is on the student. Traditional learning implied students concentrating on one teacher, however e-learning solutions allow to turn the focus on individual students. Student is in the center of the learning cycle interacting with other students, teachers, experts and having access to all the content at the same time.  Encountering experiences that could not be gained in a classroom based learning (i.e. encouragement of shy students to ask 14 | S y s t e m a t i c T o o l s a n d S o l u t i o n s for 21st Century Education

questions and debate). These systems provide a degree of anonymity that many students will accept with liking.  Interaction in virtual learning environments can open possibilities to meet people from all around the world.

Threats  The integrity of both, the students and the teachers on a possible decline. (Traditional teacher authorities of position and competence not existent).  Undeveloped logical face to face reasoning capability of students, as there is less or no real life interaction between students and teachers.  Poorly implemented LMS can be inefficient causing a decrease in educational quality.

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3. Introducing LMS in your institution Starting Points An institution that considers introducing a learning management system for its educational processes has three step procedure to go through with:   

Choosing an LMS Implementing the chosen LMS Running and maintaining the LMS

While those might seem obvious steps to take, each of them require additional attention and might include some not that obvious considerations. The steps will be discussed in detail in the next chapters. Before that, however, a deeper insight in the capabilities of an LMS will be provided. This is to provide some benchmark for evaluating and comparing different systems and to think over what your institution might need especially.

Capabilities of an LMS To provide a more detailed insight in an LMS, each of the capabilities will be looked at closer. Because the systems are often individualized it is hard to compare solutions of different suppliers, therefore only the most common features are described here. Nevertheless keep in mind that not all LMSs have the mentioned capabilities and not all the capabilities are mentioned, meaning that the limit of what an LMS can do lays in hands of the suppliers’ software programming skills and vision of functional learning management system.

Integration with existing administrational system. Most of the institutions that want to start using LMS or that want to change to different LMS already have management and back-office systems.

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consider is the ability to integrate it with the current administrational system.

Administration tools. The LMS should enable administrators to manage user registrations and profiles, define roles, set curricula, chart certification paths, assign tutors, author courses and manage content. Administrators have to have complete access to the training database, enabling them to create standard and customized reports on individual and group performances. Most of the LMSs are able to build schedules for learners, instructors, and classrooms. One should be able to manage all these features using automated, user-friendly interfaces. In addition, some systems can be able to identify learners who need a particular course and tell them when it’s available and how it’s available (classroom, online, CD). Once learners complete a course, the LMS can administer tests based on proficiency requirements, report test results, and recommend next courses.

Content access. Although most common content access type is accessing online content using a web-browser, there can also be other content access mediums (e.g., classroom, CD, online, etc.). Methods in which the content is delivered (e.g., instructor-led, self-paced, blended), languages in which the content is delivered and to whom the content is being delivered can differ from one system to other. Be wise when evaluating if you need to be able to forward content on physical or off-line means, because that can change the content building from the very begging.

Content development. Content development encompasses authoring, maintaining, and storing the learning content. This is where the issues of authoring-tool compatibility, version control, and re-usable learning objects are considered.

Adherence to standards. An LMS should attempt to support standards, for example SCORM and AICC. Support for standards S y s t e m a t i c T o o l s a n d S o l u t i o n s | 17 for 21st Century Education

means that the LMS can import and manage content and courseware that complies with standards regardless of the authoring system that produced it. Unless the supplier certifies that the content will work on your LMS, plan on additional expenses, especially if you do not plan to use the current LMS forever. Many suppliers use lock in strategies that allow you to use the developed content only on their own systems.

Grades management. Knowledge assessment revolves around learners assessing their competency gaps. Knowledge assessments can be culled from multiple sources, including peer reviews and 360 feedback tools. Course managers must be able to determine whether results are weighted, averaged, or compared to determine a skill gap.

Assessment capabilities. It's a good idea to have an assessment feature that enables authoring within the product and includes assessments as part of each course. Evaluation, testing, and assessment engines help developers build a program that becomes more valuable over time. With the features of intelligent tutoring, it is possible to achieve fully automatic feedback and teaching guide system that works with students all along their learning process.

These capabilities can be especially beneficial for large course with big number of enrolled students, as they help the course directors to manage and plan the workload and testing procedures.

Configurability. If an institution needs to completely reengineer its internal processes to install an LMS or employ expensive programming resources to make changes to the LMS, then it’s probably not a good fit. Also, it's helpful if IT and designers can access the LMS behind the scenes; they need to set processes and standards based on institutions policy. To make some systems IT and userfriendly, some LMS providers have user groups or customer advisory councils that provide insight into installing or upgrading systems.

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Security. Security is a priority in any data system containing student information and proprietary content. Security measures typically include passwords and encryption. Many systems can have restrictions for access, for example allowing the students to use the system only while on the campus. Overall, the security issue is becoming more and more important and never should be set aside or to be dealt with later.

Search. As institutions increase their use of online training and other online repositories of knowledge, it becomes harder for users to find the formal and informal learning opportunities that they need – users cannot browse through large catalogues of content effectively. The solution is a powerful search capability that is built into the LMS. It means that the LMS has to produce metadata (i.e. index the contents and allow for taging). Very popular search functions are suggestion boxes, tag clouds and search filters.

Advanced features to consider As the LMS market has matured, LMS providers have added many advanced features to their systems. In this section, we will discuss the value and nature of these features, and how you can decide whether or not to use them in your selection process.

Integrated Performance and Talent Management. In 2006, most LMS providers jumped into the market for performance and talent management applications. The basic premise behind these new features is that for internal training, most learning and development programs should be integrated into a student’s study plan.

Web conferencing, virtual classrooms and telepresence. Web conferencing and virtual classroom tools are widely used by educational institutions, and integration with such tools is a very important factor for LMS buyers.

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4. How to choose an LMS? This chapter gives a basic framework on how to approach the choice of the most appropriate LMS4. The framework does not necessarily work for every situation and is meant to facilitate the evaluation process.

Determine the learning strategy The strategy determination is not a trivial task. If the institution does not have one, is should be defined taking into account that it can turn out to be a whole separate project to work on. Hence time and resource allocations should be carefully chosen.

Strategy has to consider target audience and their learning preferences, their locations and available resources. Notion should be made of what changes in those parameters the introduction of an LMS would make.

It is essential to understand if the needed LMS will have the capacity to accommodate all of your learners and to what extent they will be taught and guided using the LMS. The learning strategy would also allow determining the features the institution needs the LMS to have and most importantly how much an introduction of such system would change the strategy, if at all.

Document and functionality requirements Institution should ensure that the learning management system is capable to promote the fulfillment of the learning strategy. It has to satisfy the functional requirements and the requirements for electronic documents and reporting practices within the institution.

4

The framework is adapted from CLO magazine

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The LMS should match the requirements of the institution not the way around.

Requirements should be prioritized (high/low priorities) before looking at the provided range of different learning management systems. That is because when in process of choosing you already have to know what is that you are looking for. This easy step helps a lot and saves valuable time and resources.

In case when document requirements are very important factor, it is possible to contact the vendors and ask for content samples and integration tables.

Research LMS companies Research the application software providers – look at their home pages, read recommendations and try to find out how many systems they have already installed/sold up to date. Compare the systems, using the highest priority requirements first. It is best to choose the one supplier company that is ready to adjust its system to the requirements of the institution and is open to adapt/configure the system to meet lower priority requirements too.

A good first step is to approach research companies and their online resources. There are various annual reports provided on the LMS industry and the LMS suppliers. Comparisons and reviews are available that allow you find the best alternative. Many research companies provide their reports and comparison databases for a decent charge, however there are also plenty of free ones. Have a look at few of such resources here: 



An independent blog on e-learning that has listed top products of the year and also provides LMS vendor comparison template: http://elearninfo247.com LMS focused research firms: S y s t e m a t i c T o o l s a n d S o l u t i o n s | 21 for 21st Century Education



o http://www.bersin.com/ o http://www.brandon-hall.com/ LMS/LCMS comparison matrixes: o LMS Options and Comparisons o http://www.cmsmatrix.org/matrix/cms-matrix

Prepare the request for proposal Prepare the request basing it on the requirements and do that in great detail. Be specific with questions and make it clear that each requirement is responded to. Give several scenarios of specific situations that the LMS will need to accommodate. The answers will help to evaluate the flexibility and adjustability of the LMS. Ask the vendor to provide a project plan on how it is planning to go through with the implementation. A timeline, working capital (employees, resources) needed, cost structure, technological support needed – all those things have to be indicated in the proposal. Setting a deadline will allow to ensure that you can timely proceed with evaluations and will give you an impression of the system provider as a project partner.

Review the proposals For reviewing the proposals, a team should be made that consists of persons that will be involved with the potential LMS. It is very important that people are in the review team that will be:      

moderating and administrating the system working on the budget for the purchase of the LMS dealing with content management maintaining the system (IT) using the system for teaching (teachers/trainers) using the system for learning (students/trainees)

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Institution should devote sufficient time to review proposals, again taking into account the requirements and the quality of proposals.

You are looking for a proposal that has all the questions answered and that offers a sustainable project for the institution. Have all stake holders express their valuation of the proposals and hear their questions.

Consider the costs and pricing models When you look for an LMS, you will find that there are a number of pricing models and options. Ultimately, it comes down to whether you want the LMS hosted or installed.  



Direct purchase model. The software is purchased, installed, and managed in-house.

Third-party maintenance model. The institution buys the software and installs it on its own data platform, but the maintenance and upgrades are managed by the LMS vendor or another third party.

Software as a Service (SaaS) model. The institution buys the software, but it is housed and managed remotely by a third party and administrators, content builders, instructors, and learners access the system over the Internet.

At first glance, your decision to go with one pricing model over the other may seem obvious. However, when you study the options closely, your choice becomes more complicated. The software license is only a portion of the investment. All LMSs will require additional consulting, technical configuration, and administrator training.

Free license LMSs are not necessarily the best choice either. Even if the vendor provides the system for free, there might be problems with adherence to standards and issues with poor functionality. That all comes down to programming those features additionally, what being done either in-house or on outsourcing basis, requires a lot of S y s t e m a t i c T o o l s a n d S o l u t i o n s | 23 for 21st Century Education

financial resources. Eventually the institution can face even bigger costs than in case when buying the system at a premium.

Here are questions that will help you choose the best pricing model for your needs.      

How the adjustment procedures will be priced?

How much technical and IT support does the implementation process require? Can the support be sustained in-house?

Does pricing address consulting fees, training fees, and annual maintenance costs?

Do you have special security requirements?

Are future upgrades and system components included in the initial contract?

What are the estimated costs of changing the LMS later on? (content integration, lock-in by a specific vendor, license terms and conditions, technological resources required)

A small sample of the potential LMS suppliers should be the result of this step.

Demand demo versions and pilot systems Before agreeing on a purchase, demand a demo version or a pilot version that could be launched for testing purposes. Test it for few weeks (months) involving review team and additional people representing every party that will be using the system after implementation.

Involve the LMS supplier as much as possible to find out about their customer service and flexibility in addressing problems. Question every part of the system and try to explore the functionality to its fullest.

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Make the Selection Taking into account the review team’s opinion, the financial capabilities and the trial period experience, choose the product most suitable for the institution.

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5. Implementation and Running the LMS The whole process of introduction of learning management system in the institution should be viewed as a sort of reorganization rather than just a purchase of a tool. The employees of the institution will have additional tasks to do every day, there even might be new positions opening because of the new LMS. Expenses related to maintenance and up-keeping of the system will appear and training and tutoring will be needed for all (students, teachers and administration). The process of introducing the LMS only starts with choosing a vendor; the biggest part of the process lays in the stages of implementation and running of the system.

Implementation Clearly the whole process of setting up the LMS to work at its best is dependent of the project management skills of the institution. Firstly, to make the process more efficient, the review team that worked on the choice of the system should be present and participating in the process of implementation. Even though most of the additional functional needs and problems should have been realized during the test period of the system, there would usually be several appearing also during the implementation process. Keeping the review team around always helps to have different views on the issues and problems, that way maximizing the utility of the LMS. From the administrational side, there will be the additional tasks to deal with hence bigger work load that often can result in opening of new positions within the administrational unit. Also if the amount of content is big and needs constant updating a necessity for a position might appear for a content administrator/developper.

It is important that the training process of teachers and students on how to use the system starts already at the implementation phase.

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Collecting feedback from the training sessions can help to improve and enhance the LMS even before it is launched for everyday use.

What is more, to successfully launch the system, the learning content already has to be accessible from the first days of launching.

Independent of the amount of learning content, there either will be a process of content integration in the system or content creation for the system. Both of those processes are time and human resources consuming, hence the earlier the start of content adjustment / creation, the sooner the system will be fully functional.

Running the LMS After the launch of the system the implementation process does not necessarily end. There would be many things to change and adjust, but still the maintenance and running of the LMS asks for additional inputs.

Involvement A considerable attention should be paid towards the full involvement of both the teachers and the students from the very beginning. There should be workshops that help the teachers to understand how to use the LMS at its full capacity. From the other side, effort should be devoted to involve students, especially in courses where the LMS will not be used as the main tool of knowledge transfer.

Content creation The same workshops mentioned before, could explain teachers how to create LMS friendly content that is in line with the learning strategy. Teachers should realize the capabilities of the system, so that they can create and provide diversified content that would employ the different capabilities of the system.

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Feedback Occasional feedback sessions, especially in the early stages of the LMS usage, should be held. Involving the teachers, students and administration these sessions could help to keep the system up to date with the needs of all parties. It is an easy way to improve the systems utility, and even functionality if the need arises.

Most common problems The most common problems appear in line with the two beforehand mentioned issues. The problem number one with LMS usage is the involvement of teachers and students. It is often hard to get the teachers use the system (afraid of using, not aware of the benefits / disbeliefs of effectiveness) and the same problem applies to students/learners (computer literacy, new environment etc.). The common problem number two is the content; it has to be up to date, contemporary and easily usable. In situations when it is not the case, it can lead to even bigger problems with the involvement, hence creating a vicious cycle.

28 | S y s t e m a t i c T o o l s a n d S o l u t i o n s for 21st Century Education

6. Final remarks The 21st century education is already imaginable without the technologies. The new technologies bring new approaches that bring new perspectives into education and the range of the tools and solutions applied in education is expanding rapidly. The global market for learning management systems is estimated at around 850 million Euros for the year 2011 (with 10% increase compared to 2010)5. That of course means new entrants in the market, new solutions and tools and ultimately much wider range of learning management systems to choose from. That of course will make the choice even harder. Good luck with finding the right LMS for you!

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The Bersin & Associates, 2010

S y s t e m a t i c T o o l s a n d S o l u t i o n s | 29 for 21st Century Education

Wyşsza Szkoła Biznesu - National Louis University has been well known among the best Polish universities for years. Practical approach to education combined with a solid educational backround and modern technological facilities makes WSB-NLU one of the pioneers in many fields of science and business. WSB-NLU - a place for people with passion.

Vilnius Business College is a non-profit private training organization providing higher education as well as formal and informal education in the fields of business administration, finances, languages and ICT. The Belgian Network for Open and Digital Learning is a non-profit making organization. It aims at establishing cooperation between statutory organizations and private companies with a view to a growing implementation of elearning in training programmes for employees in Belgium.

Stockholm School of Economics in Riga (SSE Riga) is one of the leading business schools in Baltic countries, which offers quality education in economics and business administration. SSE Riga has been involved in a number of research projects related to business development in Baltic Rim. RayCom BV in Utrecht, The Netherlands is a software development company that specializes in web-based solutions for knowledge development, knowledge exchange and business.