Crafting Meaningful Reflection OLTD504:
Evidence No. 7: Non - LMS Build.
Part of our investigations into Learning Management Systems (LMS) was to utilize various applications that could work in place of a dedicated LMS. In completing the non-LMS build, I was able to survey a wide variety of applications available to teachers that could be used collectively to perform the same functionality of a dedicated LMS.
The software applications reviewed whilst completing this assignment all contributed to the creation of an integrated system that supports the administration of a course, documentation, tracking, reporting and the delivery of materials.
By undertaking this project many course outcomes were met. Most obvious would be;
It is, however, the final course outcome that I would like to use as for the focus of my reflection;
The creation of a course using a fully developed LMS such as Moodle has many advantages, most obvious would be the support afforded to the course by using one centralized management system that integrates all of the essential components. Having taught in an environment of ever decreasing budgets, I sought to develop a non-LMS with a personal focus of minimizing costs. The scale of the undertaking became apparent as I began to investigate the components that a single LMS can provide. Finding applications capable of performing the tasks required by each component of the LMS was not difficult; finding applications that met my requirements and integrated with my view of functionality that a LMS can provide proved to be more challenging.
I was pleased to be able to create a useful system capable to integrating various LMS components that collectively performed the same functionality as a dedicated LMS without incurring any cost. One realization that I made as I surveyed possible applications was that as an application’s popularity develops they often move to a user pays platform. This would require the constant evolution and replacement of applications by the course administrator. This posed to me a question of value; is our time better spend managing a LMS designed to manage a course or is it better spent utilizing a dedicated LMS, such as Moodle, so that our time as teachers is freed to manage and develop our courses? For me the answer is budget driven. Where budget is not of concern a dedicated LMS provides a more efficient and integrated system, even though this project highlights that an LMS can be substituted with other available applications.
This project not only deepened my understanding of Learning Management Systems, but also the terminology used. It highlighted to me the fact that a Learning Management Systems require the integration of many components and that effective course management can be achieved through the application of a dedicated LMS or though the creation of a bespoke non-LMS using various online applications.
When completing this project, I utilized the online unit that I developed during OLTD 503, a personal connection to previous communication concepts studied. This helped me better understand that even though communication is central to course delivery, we as teachers cannot discount that course management plays a central role in ensuring that course communication is efficient and effective. This idea works toward and supports the development of Wenger’s Communities of Practice as the collective is provided a place to work together and share ideas, experiences and learning.
This project evidences that the successful development of a non-LMS supported course is achievable and that we, as teachers, need not let budget constraints limit us in successfully delivering and managing courses. I feel that the evidence that I have presented in support of the above learning outcome strongly shows my developing understanding of course development, communications and course management.
Evidence No. 7: Non - LMS Build.
Part of our investigations into Learning Management Systems (LMS) was to utilize various applications that could work in place of a dedicated LMS. In completing the non-LMS build, I was able to survey a wide variety of applications available to teachers that could be used collectively to perform the same functionality of a dedicated LMS.
The software applications reviewed whilst completing this assignment all contributed to the creation of an integrated system that supports the administration of a course, documentation, tracking, reporting and the delivery of materials.
By undertaking this project many course outcomes were met. Most obvious would be;
- Be familiar with common terms, definitions and elements related to Learning Management Systems (LMS) and non-LMS environments.
- Demonstrate basic competency with design and implementation within a variety of LMS and non-LMS environments and tools.
- Plan learning opportunities most suitable to the strengths and challenges of a variety of LMS and non-LMS environments.
- Create assessment and evaluation methods/tools most suitable to the strengths and challenges of LMS and non-LMS environments.
It is, however, the final course outcome that I would like to use as for the focus of my reflection;
- Develop skills to optimize learning experiences through personalization based on characteristics, needs, stages of development, current personalized learning mandates, misconceptions etc.
The creation of a course using a fully developed LMS such as Moodle has many advantages, most obvious would be the support afforded to the course by using one centralized management system that integrates all of the essential components. Having taught in an environment of ever decreasing budgets, I sought to develop a non-LMS with a personal focus of minimizing costs. The scale of the undertaking became apparent as I began to investigate the components that a single LMS can provide. Finding applications capable of performing the tasks required by each component of the LMS was not difficult; finding applications that met my requirements and integrated with my view of functionality that a LMS can provide proved to be more challenging.
I was pleased to be able to create a useful system capable to integrating various LMS components that collectively performed the same functionality as a dedicated LMS without incurring any cost. One realization that I made as I surveyed possible applications was that as an application’s popularity develops they often move to a user pays platform. This would require the constant evolution and replacement of applications by the course administrator. This posed to me a question of value; is our time better spend managing a LMS designed to manage a course or is it better spent utilizing a dedicated LMS, such as Moodle, so that our time as teachers is freed to manage and develop our courses? For me the answer is budget driven. Where budget is not of concern a dedicated LMS provides a more efficient and integrated system, even though this project highlights that an LMS can be substituted with other available applications.
This project not only deepened my understanding of Learning Management Systems, but also the terminology used. It highlighted to me the fact that a Learning Management Systems require the integration of many components and that effective course management can be achieved through the application of a dedicated LMS or though the creation of a bespoke non-LMS using various online applications.
When completing this project, I utilized the online unit that I developed during OLTD 503, a personal connection to previous communication concepts studied. This helped me better understand that even though communication is central to course delivery, we as teachers cannot discount that course management plays a central role in ensuring that course communication is efficient and effective. This idea works toward and supports the development of Wenger’s Communities of Practice as the collective is provided a place to work together and share ideas, experiences and learning.
This project evidences that the successful development of a non-LMS supported course is achievable and that we, as teachers, need not let budget constraints limit us in successfully delivering and managing courses. I feel that the evidence that I have presented in support of the above learning outcome strongly shows my developing understanding of course development, communications and course management.
Please find below my Non-LMS build.
oltd_504_non-lms_build_(1).pdf | |
File Size: | 246 kb |
File Type: |
Evidence No. 8: LMS Jigsaw Presentation
The creation of a unit using an existing Learning Management Systems (LMS) enabled me to deepen my understating of the integrated components that work cohesively together to support the management of a course. The LMS that I was assigned was Moodle. Moodle provides a full suite of integrated management tools. The evidence presented shows my developing understating of management tools, but rather than presenting my entire Moodle unit, I feel that my LMS jigsaw presentation highlights my learning as part of a community.
By undertaking this project many course outcomes were met, the most obvious being;
It is, however, the second course outcome that I would like to use as for the focus of my reflection.
The completion of my presentation ‘How To Build A Survey Using Moodle’ highlights my developing familiarity of terminology, definitions and elements of Learning Management Systems (LMS), whilst demonstrating my basic competency regarding design and implantation within a variety of LMS and non-LMS tools.
The evidence that I am sharing is a screencast of how to create a survey using Moodle. Not only did this project help me learn the functionality of the Moodle LMS but it also allowed me to become an expert in survey creation within Moodle. This screencast was posted on our Moodle teams Google + Community, a place where I could field any questions relating to the survey module in Moodle.
This relatively small project had a steep learning curve and promoted my understanding of how essential components integrate to create a LMS. The project itself was a stepping stone in my knowledge that allowed me to successfully develop a unit using Moodle. In addition, this project introduced me to a new application, screencast-o-matic, a tool that could easily be utilized in material delivery in an online environment.
Interestingly, this project again highlighted the need for effective online communication.
At the core of the evidence provided is my use of current LMS technology to provide a communication tool that provides dialogue between teacher and students regarding course provision and expectations. This feedback, provided by a survey, supports course development whilst allowing Student to Teacher communication to take place. This in turn reduces the transactional distance as discussed by Moore.
For me, however, this evidence extends past simply investigating a tool to support communication, but also acted as my first foray into the integrated components that a LMS provides. In addition, it provided me with the opportunity to use a new application to create a screencast to share with other students. Also, posting of the screencast on a shared Google+ Community provided me the opportunity to become the resident expert and thereby provide help and support to those completing the course’s LMS build project using Moodle.
The creation of a unit using an existing Learning Management Systems (LMS) enabled me to deepen my understating of the integrated components that work cohesively together to support the management of a course. The LMS that I was assigned was Moodle. Moodle provides a full suite of integrated management tools. The evidence presented shows my developing understating of management tools, but rather than presenting my entire Moodle unit, I feel that my LMS jigsaw presentation highlights my learning as part of a community.
By undertaking this project many course outcomes were met, the most obvious being;
- Be familiar with common terms, definitions and elements related to Learning Management Systems (LMS) and non-LMS environments.
- Demonstrate basic competency with design and implementation within a variety of LMS and non-LMS environments and tools.
- Create assessment and evaluation methods/tools most suitable to the strengths and challenges of LMS and non-LMS environments.
It is, however, the second course outcome that I would like to use as for the focus of my reflection.
The completion of my presentation ‘How To Build A Survey Using Moodle’ highlights my developing familiarity of terminology, definitions and elements of Learning Management Systems (LMS), whilst demonstrating my basic competency regarding design and implantation within a variety of LMS and non-LMS tools.
The evidence that I am sharing is a screencast of how to create a survey using Moodle. Not only did this project help me learn the functionality of the Moodle LMS but it also allowed me to become an expert in survey creation within Moodle. This screencast was posted on our Moodle teams Google + Community, a place where I could field any questions relating to the survey module in Moodle.
This relatively small project had a steep learning curve and promoted my understanding of how essential components integrate to create a LMS. The project itself was a stepping stone in my knowledge that allowed me to successfully develop a unit using Moodle. In addition, this project introduced me to a new application, screencast-o-matic, a tool that could easily be utilized in material delivery in an online environment.
Interestingly, this project again highlighted the need for effective online communication.
At the core of the evidence provided is my use of current LMS technology to provide a communication tool that provides dialogue between teacher and students regarding course provision and expectations. This feedback, provided by a survey, supports course development whilst allowing Student to Teacher communication to take place. This in turn reduces the transactional distance as discussed by Moore.
For me, however, this evidence extends past simply investigating a tool to support communication, but also acted as my first foray into the integrated components that a LMS provides. In addition, it provided me with the opportunity to use a new application to create a screencast to share with other students. Also, posting of the screencast on a shared Google+ Community provided me the opportunity to become the resident expert and thereby provide help and support to those completing the course’s LMS build project using Moodle.