4 minute read
Learning Management Systems: The power
The power and potential of Learning Management Systems
A Learning Management System (LMS) is a powerful tool that has the potential to transform and enhance both teaching and learning in the classroom. Yet for some teachers, especially those lacking experience or confidence in the use of modern technology, this potential may not be fully realised; indeed, they may be bewildered by the very concept of what an LMS actually is.
In essence, an LMS is a computer software product designed to organise and deliver online learning in schools. For example, an LMS can help the classroom teacher deliver material to students, administer tests and assignments, track student progress, and manage recordkeeping; at the whole-school level, the LMS can handle tasks such as student registration, course administration and school-wide record-keeping.
For schools or teachers wishing to make full use of the potential of LMSs, profession opinion on what options will best fulfil teachers’, administrators’ and students’ needs is vital.
Industry perspectives
Here, industry expert Alex MacCredie of iQualify for Schools offers his advice.
Learning Management Systems on their own do not empower learning. Learning and achievement are empowered by teacher knowledge of how to apply these tools to their classroom situation.
A teacher who is using an LMS well will find they can capture a greater variety of learning behaviours beyond pen and paper; students can record video or audio, take photos as well as write. Teachers can then store and organise this evidence of learning in an efficient manner, making it easier to decide what to teach and be more effective. Social channels allow the teacher to communicate with students on individual pathways, linking up ideas and posing questions to challenge students to get more depth to their learning.
This makes a richer personalised learning experience for the student.
Alex MacCredie, iQualify
A good quality LMS will also provide teachers with a view of each student’s learning progress. Learning behaviours – such as content completed, questions asked on social channels, and so on – can be tracked, so teachers can make more accurate professional judgements about the performance of their students. Learning can then be personalised, allowing the teacher to focus on learning conferences with groups or individuals.
However, there are three challenges to this.
Firstly, all LMSs require content. Unless content is provided (and some platforms do so), the teacher will need to spend significant time finding content and then adapting it for their curriculum, in addition to designing learning activities and assessment. This is not a quick or simple job, and the time pressures on teachers mean that often the result is not ideal or poorly designed – indeed, many teachers are scared away by an unsatisfactory result. This is why many overseas-designed generic LMS platforms have failed to get the grip on the profession that would be expected given their useful features. Education design is a job in itself.
Secondly, the school’s/students’/ community’s IT infrastructure and devices need to up to the task. This not only includes the school’s internet speeds and connections but also the students’ devices as well. The ideal situation is for every student to have their own device, with the school providing a wireless infrastructure capable of handling the increased traff ic across the school. For this reason, IT budgets need to sensibly managed and resourced.
Finally, these programmes don’t implement themselves: teachers will need to change how they think about planning and teaching to achieve the potential of the programme. Some quick tips for any teacher to remember include:
• be in the course with the students – be visible, post announcements and videos, show you value the system so they will do the same
• use the social channels to promote discussion and drive up students’ cognitive levels
• respond to each student quickly when it is their first post – this will encourage them to use the discussion channels more often • refer to other students to get inclusion of those students who might be shy about using the system
• decide how you want students to respond: by email, or by downloading a .doc or an image?
• choose an activity as a mustdo to give feedback on
Any teacher who embraces an LMS and looks into the possibilities it can create in their classroom will find they get the most out it. It is a tool to empower teaching and learning, and enable the teacher to better manage their workload and be more eff ective; it gives teachers better insights into the learning and allows them to be more specific in their teaching.
By Patrick Whittle
New Zealand New Zealand NCEA content
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