A learning management system ( LMS ) is a software application for administration, documentation, tracking, reporting and delivery of educational programs or training programs. The learning management system is a concept that comes directly from e-Learning, although there are other tools, informatics or not that have encouraged distance learning Distance Learning Learning Environment Environments. The first introduction of the LMS was in the late 1990s.
The learning management system helps instructors deliver materials to students, administers tests and other tasks, tracks student progress, and manages records. LMS focuses on the delivery of online learning but supports multiple uses, acting as a platform for full online courses, as well as some hybrid forms, such as integrated learning and reverse classroom. LMS can be equipped with other learning technologies such as a training management system to manage instructor led training or Learning Record Store to store and track learning data.
Video Learning management system
Characteristics
Destination
LMS provides and manages learning content, and usually handles student enrollment, online course administration, and tracking, and student work assessment. Some LMS help identify progress toward learning or training goals. Most web-based LMS, to facilitate access. LMS is often used by regulated industries (eg financial services and biofarma) for compliance training. Some LMS providers include "performance management systems", which include employee appraisals, competency management, skills gap analysis, succession planning, and multi-rater assessment (ie, 360-degree reviews). Some systems support competency-based learning.
While there are various terms for digital aids or educational platforms, such as "course management systems", "virtual or managed learning platforms or systems," or "computer-based learning environments," the term "learning management system" has become a term in everywhere for products that help manage or provide part or all of the courses.
History
There are several historical phases of distance education that precede the LMS:
A. Teaching Correspondence
The first known document on correspondence teaching dates from 1723, through an advertisement at Boston Gazzete from Caleb Phillips, professor of shorthand, who offers teaching materials and tutorials. The first testimony of an organized bi-directional correspondence course came from England, in 1840, when Isaac Pitman started a short course, where he sent a passage to the students and this sent him back in full transcription. The success of the course resulted in the foundation of the phonographic correspondence community in 1843. A pioneering milestone in the language teaching of distance was begun in 1856 by Charles Toussaint and Gustav Langenscheidt, who started Europe's first distance-learning institution. This is the first known example of using materials for independent language learning. The correspondence agencies in the United States and throughout Europe were encouraged and nurtured by developments in 1680 from the penny postal service, which allowed mail and package deliveries for one cent.
B. Multimedia teaching: The emergence and development of distance learning ideas
The concept of eLearning began to develop in the early 20th century, marked by the emergence of audio-video communication systems used for distance teaching. In 1909, E.M. Forster publishes his story 'The Machine Stops' and explains the benefits of using audio communications to deliver lectures to a long-distance audience.
Here the term "multimedia" refers to the use of multiple means (media) to reach students and provide instruction. The printed material is united by an audiotape, videotape, radio and TV, broadcast, telephone, etc. The earliest network learning system was the Plato Learning Management system (PLM) developed in 1970 by Control Data Corporation. In 1920, Sidney L. Pressey developed the first teaching machine that offered several types of practical exercises and question formats. Nine years later, Professor M.E. Zerte from the University of Alberta turns this machine into a troubled cylinder that can compare various problems and solutions.
C. Teaching telematics
In the 1980s modern telecommunications began to be used in education, with more computers present in the day-to-day use of higher education institutions. Computer aided teaching aims to integrate technical and educational tools and instruments for student learning. This trend then turned to video communication, as a result Houston University decided to hold broadcast classes to its students for about 13-15 hours a week. The classes took place in 1953, while in 1956, Robin McKinnon Wood and Gordon Pask released the first adaptive teaching system for the SAKI corporate environment. The idea of ​​automating teaching operations also inspires University of Illinois experts to develop their Program Logic for Automated Teaching (PLATO) which allows users to exchange content regardless of their location. In the period between 1970 and 1980, places of education quickly considered the idea of ​​a computerized course, including the Western Institute of Behavioral Science of California which introduced the first accredited online-teaching degree.
D. Teaching through the internet: The emergence of the first LMS system
The history of computer application for education is filled with extensive descriptive terms such as computer-directed instruction (CMI), and integrated learning system (ILS), computer-based instruction (CBI), computer assistance instruction (CAI), and computer-assisted learning (CAL). These terms describe a program of exercises and exercises, more sophisticated tutorials, and more individualized instruction, respectively. This term is currently used to describe a number of different educational computer applications. FirstClass by SoftArc, used by the British Open University in the 1990s and 2000s to deliver online learning across Europe, was one of the earliest Internet-based LMs.
The first full-featured learning management system (LMS) is called EKKO , developed and released by the NKI Norwegian Distance Education Network in 1991. Three years later, the NB New Brunswick Learning Network presented a similar system designed for DOS-teaching based, and exclusively devoted to business students.
In 2000, the University of Zurich revolutionized the concept of digital learning by introducing the first open-source LMS called OLAT. A year later, the LMS development industry welcomed Microsoft and its first SCORM certified learning suite, SharePoint.
Maps Learning management system
Technical aspects
Most web-based LMS. There are various integration strategies for embedding content into the LMS, including AICC, SCORM (Objectable Content Object Reference Model) and LTI (Learning Tools Interoperability). LMS was originally designed to be hosted locally on-site, where organizations purchased licenses to software versions, and installed them on their own servers and networks. Many LMS are also offered as SaaS (software as a service), with hosting provided by the vendor.
Through LMS, teachers can create and integrate subject matter, articulate learning objectives, align content and assessments, track learning progress, and create tailored tests for students. LMS allows communication of learning objectives, and organizes learning schedules. Leverage LMS is that it provides content and learning tools directly to learners, and can also reach out to marginalized groups through special arrangements. Such systems have built up customizable features including assessment and tracking. Thus, learners can see in real time the progress and their instructors can monitor and communicate the effectiveness of learning. Such systems have built up customizable features including assessment and tracking. Thus, learners can see in real time the progress and their instructors can monitor and communicate the effectiveness of learning. One of the most important features of LMS is trying to create streamlined communication between learners and instructors. Such systems, in addition to facilitating online learning, tracking learning progress, providing digital learning tools, managing communications, and possibly selling content, can be used to provide different communication features.
Features
Managing courses, users, roles, instructors
LMS can be used to create professional structured course content. Teachers can add text, images, tables, links and text formatting, interactive testing, slideshows etc. In addition, teachers can offer opportunities from different levels of users, such as teachers, students, visitors, and editors (hierarchies). It helps to control which content the student can access, track the progress of learning and engage students with contact tools. Teachers can manage, student interfaces, courses and modules, self-enrollment, user reporting, and import students into their online classes.
Online rating and track student attendance
LMS can enable teachers to create special tests for students, accessible, and submit online. The platform allows different types of questions like, single/multi-line answers, multiple choice answers, drag-and-drop commands, essays, right or wrong/yes or no, gap contents, deal scale, offline tasks. Through the Attendance Manager, teachers see attendance and record whether every student attends, arrives late, or skips classes and events.
User feedback
Student feedback exchange with both teachers and their colleagues is possible through LMS. Teachers can create discussion groups to enable student feedback and improve interaction in the course. Student feedback is an instrument that helps teachers to improve their work, identify what should be added or removed from their program, where students feel more comfortable, what makes them more included.
Learning management industry
In the US higher education market in autumn 2016, the top three LMS based on the number of installations are Blackboard (33%), Moodle (19%), and Canvas (17%). The same three systems lead in terms of the number of students enrolled, but in different order: Blackboard (45%), Canvas (24%), Moodle (17%).
In the corporate market in 2015, the six largest LMS providers account for about 50% of the market, with SuccessFactors Learning, Saba Software, Voniz Inc and SumTotal Systems being the four largest providers. Vendors that focus on medium-sized companies (200 employees) include Absorb Software, Lithos, Halogen Software, LatitudeLearning, ADP, Docebo, and Workday. Other services related to LMS come from standard test preparation vendors, where companies like Princeton Review or BenchPrep offer online test preparation courses.
In 2017, MarketResearch released the report, "Trends, Applications, Analysis, Growth, and Marketing Forecasts Global Learning, 2017 and 20-20," which identifies "key players" in the global learning management market, including Blackboard Inc., Cornerstone OnDemand, D2L Corporation, IBM, McGraw-Hill Education, Netdimensions Ltd., Pearson plc, SABA Software, Inc., SAP SE, and Xerox. The following year, Research and Markets released the "Learning Management System (LMS) Market to 2025 Global Analysis and Forecasts" reporting major companies in the industry to Cornerstone OnDemand, DoceboLMS, IBM, Netdimensions Ltd., SAP SE, Blackboard Inc. , SABA Software, Inc., McGraw-Hill Education, Pearson plc, and D2L Corporation.
Many LMSs users use the authoring tool to create content, which is then hosted on LMS. In many cases the LMS includes primitive authoring tools for basic content manipulation. There are several standards for creating and integrating complex content into LMS, including AICC, SCORM, xAPI, and Learning Tools Interoperability.
Evaluation of LMSs is a complex task and significant research supports various forms of evaluation, including repetitive processes in which experience and student approaches to learning are evaluated.
Advantages and disadvantages
Benefits
There are six major advantages of LMS: interoperability, accessibility, reusability, endurance, maintainability and adaptability, which in itself is an LMS concept.
Some other advantages include:
- LMS supports content in multiple formats, text, video, audio, etc.
- You can access the material anytime, from anywhere, teachers can modify the content, and students can view the update material
- Student evaluation is easier and offers a fair evaluation, based on student attendance and online quiz
- Students and teachers can reuse the material whenever they need
Losses
Although there are many advantages of LMS, the authors have identified several disadvantages using this system.
- Implementing an LMS requires a well-built technological infrastructure. Teachers should be willing to adapt their curriculum from face-to-face lectures online
- Sometimes schools do not have the appropriate infrastructure to develop LMS, so it may be difficult for them to operate in this environment and adopt their curriculum
- Recent studies show that online teaching leads to an increase in teacher workload
See also
- The authoring system
- Competency management system
- Competency-based management
- Creation of digital content
- Educational technology (e-learning)
- Smart guidance system
- LAMS - Learning Activity Management System
- Learning object
- Learning Record Store (LRS)
- List of learning management systems
- Student information system
- Virtual learning environment
References
Bibliography
- Levensaler, Leighann; Laurano, Madeline (2009), Talent Management System 2010 , Sneeze & amp; Associate
More information
- Connolly, P. J. (2001). Standards for success. InfoWorld, 23 (42), 57-58. EDUCAUSE Evolving Technologies Committee (2003). Course Management System (CMS). Retrieved 25 April 2005, from http://www.educause.edu/ir/library/pdf/DEC0302.pdf
- Field guide to learn about management systems. (2005). Retrieved 12 November 2006, from http://www.learningcircuits.org/NR/rdonlyres/BFEC9F41-66C2-42EFBE9D-E4FA0D3CE1CE/7304/LMS_fieldguide1.pdf
- Gibbons, A. S., Nelson, J. M., & amp; Richards, R. (2002). The nature and origin of the instructional object. In D. A. Wiley (Ed.), The use of learning object learning: Online version. Retrieved on April 5, 2005, from http://reusability.org/read/chapters/gibbons.doc
- Gilhooly, K. (2001). Make e-learning effective. Computerworld, 35 (29), 52-53.
- Carolin, L. (2010). Reasons For Using E-Learning at Companies, from https://www.ipixtechnologies.com/6-reasons-for using-e-learning-in-corporate-training.html
- Hodgins, H. W. (2002). The future of learning objects. In D. A. Wiley (Ed.), The use of learning object learning: Online version. Retrieved 13 March 2005, from http://reusability.org/read/chapters/hodgins.doc
- Introduction: why we need AMG, first version, and redesign. (2006). Retrieved 20 November 2006, from http://ariadne.cs.kuleuven.be/amg/Intro.jsp
- Wiley, D. (2002). Linking learning objects with instructional design theory: Definition, metaphor, and taxonomy. In D. A. Wiley (Ed.), The use of learning object learning: Online version. Retrieved 13 March 2005, from http://reusability.org/read/chapters/wiley.doc
Source of the article : Wikipedia
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