Assignment 3: Top Four Considerations in LMS Content Design In Partial Fulfillment of EDID6510 – Learning and Knowledge Management Systems
by Jabel Erica O. Bercasio
MsC-Instructional Design and Technology University of the West Indies, Open Campus
Due Date: July 20th 2018 Instructor: Dr. Laura Gray
Abstract: This paper will tackle the top four considerations to make when designing LMS content: universal design and methods, copyright issues, accessibility, and formatting. They are not the only ones that one should consider. However, they are the features that will best ensure that e-learning is delivered as it should, with the intent of providing user-friendly, accessible, and effective instruction. The factors discussed in this paper are the ones that most contribute to the successful implementation of an e-learning course. Universal design and accessibility will both ensure that not only one type of student will thrive in the particular learning environment. The diversity of the students will be advantageous not only to the institution’s profitability but also to its image, as a university that offers the most venues and the most diverse means of teaching, whether it be as simple as choosing to be auditory, visual, or both or as more complicated as providing extra support to students that may struggle to gain physical access. Formatting may support the accessibility. However, copyrights must also not be forgotten. LMS cannot provide purely original content. It should, however, cite/reference the sources as an ultimate display of honesty. Top Four Considerations When Designing LMS Content In Learning Management Systems (LMS), the content is what makes the whole system “instructional” in the first place. It is the meat or the knowledge that students are seeking. Without content, the LMS is just an empty shell that provides a means for various students to communicate with each other and with their facilitators. What are they going to learn then? Content, however, cannot just contain random words, phrases, and pictures that are sewn together just because they belong to sentences. It cannot just be text coming from a book at hand. It should, instead, be given ample consideration, especially with the following in mind: One: Universal Design and Methods Online teaching is at its basics, still teaching. This time, however, the students do not have a teacher that they can ask every little minute for guidance. Instead, much of the learning is independent, and a facilitator will just monitor each student’s progress. Therefore, there is an added element of difficulty. Just how effectively are the subject matter experts (SMEs) and course coordinators/facilitators reaching their target audience? “Universal Design for Learning (UDL) recognizes that individual learning patterns differ and that learning systems should accommodate variability among learners from the outset. (EDUCAUSE, 2015)” This way, different types of learners will be reached by one LMS. "As online learning matures, it is important for both theorists and practitioners to understand how to apply new and emerging educational practices and technologies that foster a sense of community and optimize the online learning environment. (Synder, 2009)” The main benefit offered by e-learning should not just be the use of technology but the effective use of new technology and practice to make the most of the new setup. It cannot just be a set of documents that can be shared online as handouts. It should also be about making the students proactive, able to build more learning from what they are getting. The application of their knowledge should be clear, through projects that enable them to apply the practical and not just the theories. This will be explored further in the assessments section below. The e-learning setup, as said earlier, stretches the possibilities for the instructional designer. “Websites can provide a wealth of text materials in an authentic, contextualized format. (Vai & Sosulski, 2016)” A website can easily house many different ways of teaching, to accommodate those that are auditory and visual learners. “The instructional-design methods are variables in the learning environment that can be manipulated to change or influence behavior” (Reigeluth & Carr-Chellman, 2010). Therefore, using variable methods should not be a strategy that must be ignored, considering the varying learning preferences of students, as well as the need to keep the students’ attention when they are mostly working on their own. Fair Assessments A student should be assessed after an important module. For one, this will make the student value the topic more, thus studying it better. Moreover, it will check if learning happened. Here are some types of assessment that may be incorporated into an LMS. Different Types of Assessment:
Class Participation Assignment
Exams and Tests
Format: software used, specs
Links: cross-referencing, available further research
Portability: can it be used/viewed on portable devices
Assistive technologies: promotes the easy usage of the system by the disabled
Accessibility ensures that the online learner will be able to absorb, respond to, and be assessed based on the provided knowledge. It should not matter if the learner has problems with reading, hearing, moving, or something else. Formatting of Material
References Altbach, P. G. (2015). Higher Education and the WTO: Globalization Run Amok. International Higher Education, 2-4. Bergmann, J., & Sams, A. (2013). "Flip Your Students' Learning". Teachnology-Rich Learning, 16-20. DiRamio, D., & Kops, G. (2004). Distance Education and Digital Intellectual Property Issues. Retrieved July 19, 2018, from Learn Tech Lib: https://www.learntechlib.org/p/104439/ EDUCAUSE. (2015). 7 Things You Should Know About Universal Design for Learning. Retrieved from Educause: https://library.educause.edu/~/media/files/library/2015/4/eli7119-pdf.pdf Kennedy, E., Neumann, T., Rowett, S., & Strawbridge, F. (2017). Digital education and the Connected Curriculum: Towards a Connected Learning Environment. In B. Carnell, & D. Fung, Developing the Higher Education Curriculum (pp. 188-202). UCL Press. Reigeluth, C. M., & Carr-Chellman, A. A. (2010). Instructional Design Theories and Models Volume III. Abingdon: Routledge. Rice IV, W. H. (2007). Moodle Teaching Techniques: Creative Ways to Use Moodle for Constructing Online Learning Solutions. Birmingham: Packt Publishing. Synder, M. M. (2009). Instructional-Design Theory to Guide the Creation of Online Learning Communities for Adults. TechTrends, January. Vai, M., & Sosulski, K. (2016). Essentials of Online Course Design: A Standard-Based Guide, Second Edition. New York: Routledge.
With reference to Module Three, Four and wider reading, critically discuss four of the key considerations for designing content within a LMS. Please produce an artifact (an example) for each of your key consideration, place these examples within the appendix at the end of your assignment and upload to your course space. You should not exceed 2500 words for your written response.