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Virtuaalsed õpikeskkonnad ja õpihaldussüsteemid
IFI7208.DT Õpikeskkonnad ja -võrgustikud
Virtuaalse õpikeskkonna vahendid
• Õpihaldussüsteem (learning management system, LMS; virtual learning environment, VLE; course management system, CMS)
• Õppeinfosüsteem (study information system, SIS)
• Õpiobjektide repositoorium (learning object repository, LOR)
• Õpiobjektide autorvahendid
• Testimiskeskkonnad
• e-Portfoolio
• …
Õpihaldussüsteemi põhifunktsionaalsused
• Kursuste haldus
• Õppijate haldus
• Ajakava
• Õppematerjalid
• Ülesanded
• Suhtlusvahendid
• Hinded
Õpihaldussüsteemide areng
(Hill, 2016)
Õpihaldussüsteemid ja õpikeskkonnad Eestis
• Eestis arendatud keskkonnad: VIKO, IVA, Edutizer, Krihvel, LePress, EduFeedr, Dippler, eDidaktikum, Tera
• Eestis kasutusel olnud välismaised keskkonnad: WebCT, Moodle, Ilias, LearnLoop
Õpikeskkondade arendus TLÜ’s
2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013
LMS's and lightweight
VLE's
Experiments with weblogs
Digital learning
ecosystems
LePress
Krihvel
Stuudium (Tera)
Õpiveeb
Moodle
Ilias
Edutizer
eDidaktikum
Eliademy
Schoology
Edmodo
Haiku Learning
Lugemismaterjalid
28 TechTrends • March/April 2007 Volume 51, Number 2
The application of computers to education has a history dating back to the 1950s, well before the pervasive spread of personal computers (Reiser, 1987). With a mature history and varying approaches to utilizing computers for education, a veritable alphabet
soup of terms and acronyms related to computers in education have found their way into the literature, most of them non-standardized. Learning Management System (LMS) is one approach to the application of computers to education which holds great potential and important concepts yet is often misunderstood and the term misused. This article will clarify the use of the term LMS by presenting a history and definition of LMS, differentiating
it from similar terms with which it is often confused, and discussing the role it can play in education. It will then describe current application and available features of LMSs, and conclude by identifying trends and recommending future research.
History and definition of LMS: What are LMSs?
The history of the application of computers to education is filled with generic terms such as computer-based instruction (CBI), computer-assisted instruction (CAI), and computer-assisted learning (CAL), generally describing drill-and-practice programs, more sophisticated tutorials and more individualized instruction,
respectively (Parr & Fung, 2001). LMS has its history in another term, integrated learning system (ILS) which offers functionality beyond instructional content such as management and tracking, personalized instruction and integration across the system (Bailey, 1993; Becker, 1993; Brush, Armstrong, Barbrow, & Ulintz, 1999; Szabo & Flesher, 2002).
The term ILS was coined by Jostens Learn-ing, and LMS was originally used to describe the management system component of the PLATO K-12 learning system, content-free and separate from the courseware (R. Foshay, personal com-munication, October 24, 2006). The term LMS is currently used to describe a number of differ-ent educational computer applications, and we would argue that it is often used incorrectly. Lat-er sections of this article will differentiate LMS from other terms with which it is often confused, but prior to describing what LMS is not; we will focus on describing what an LMS is.
The key to understanding the difference between LMS and other computer education terms is to understand the systemic nature of LMS. LMS is the framework that handles all aspects of the learning process. An LMS is the infrastructure that delivers and manages in-structional content, identifies and assesses in-dividual and organizational learning or training goals, tracks the progress towards meeting those goals, and collects and presents data for super-vising the learning process of an organization as a whole (Szabo & Flesher, 2002). An LMS deliv-ers content but also handles course registration and administration, skills gap analysis, tracking and reporting (Gilhooly, 2001).
Bailey (1993) presents the following general characteristics of an LMS in education:
An Argument for Clarity:
What are Learning Management Systems, What are They Not, and What Should They Become?By William R. Watson and Sunnie Lee Watson
“A veritablealphabet soup
of terms andacronyms related
to computershave found
their way intothe literature.”
Watson, W. R., & Watson, S. L. (2007). An Argument for Clarity: What are Learning Management Systems, What are They Not, and What Should They Become? TechTrends, 51(2), 28–34. http://doi.org/10.1007/s11528-007-0023-y
HAMISH COATES, RICHARD JAMES AND GABRIELLE BALDWIN
A CRITICAL EXAMINATION OF THE EFFECTS OFLEARNING MANAGEMENT SYSTEMS ON UNIVERSITY
TEACHING AND LEARNING
ABSTRACT. The rapid uptake of campus-wide Learning Management Systems(LMS) is changing the character of the on-campus learning experience. The trendtowards LMS as an adjunct to traditional learning modes has been the subject oflittle research beyond technical analyses of alternative software systems. Drawing onAustralian experience, this paper presents a broad, critical examination of thepotential impact of these online systems on teaching and learning in universities. Itdiscusses in particular the possible effects of LMS on teaching practices, on studentengagement, on the nature of academic work and on the control over academicknowledge.
INTRODUCTION
There is a significant change taking place in higher education that hasreceived surprisingly little analysis. In the last few years, integratedcomputer systems known as Learning Management Systems (LMS)have rapidly emerged and are having, and will increasingly have,profound effects on university teaching and learning. LMS areenterprise-wide and internet-based systems, such as WebCT andBlackboard, that integrate a wide range of pedagogical and courseadministration tools. These systems have the capacity to create virtuallearning environments for campus-based students, and are even beingused to develop fully online virtual universities. They are becomingubiquitous at universities around the world, adding a virtual dimen-sion to even the most traditional campus-based institutions.
Unlike other financial or human resources management systemsrecently introduced into universities, online LMS have the potentialto affect the core business of teaching and learning in unanticipatedways. Despite this, research into the ramifications of LMS, in par-ticular the pedagogical issues, is still in its infancy. In spite of wide-spread levels of adoption, and although the systems are essentiallydevices for teaching, attention has been most often focussed on their
Tertiary Education and Management 11: 19–36, 2005.! 2005 Springer
Coates, H., James, R., & Baldwin, G. (2005). A Critical Examination Of The Effects Of Learning Management Systems On University Teaching And Learning. Tertiary Education and Management, 11(1), 19–36. http://doi.org/10.1007/s11233-004-3567-9
Siemens, G. (2004, 22. november). Learning Management Systems: The wrong place to start learning [ajaveebipostitus]. Loetud aadressil http://www.elearnspace.org/Articles/lms.htm
http://www.tlulib.ee/index.php/et/inforessursid/e-andmebaasid
Ülesanne
Ülesanne
• Katsetada ühte järgmistest õpikeskkondadest: Moodle, Eliademy, Schoology, Edmodo, Haiku Learning, Õpiveeb, …
• Lugeda üks soovitatud artiklitest
• Kirjutada õpikeskkonna katsetamise ja artiklist loetu põhjal blogipostitus
Viited
• Hill, P. (2016). State of Higher Ed LMS Market for US and Canada: Spring 2016 Edition. http://mfeldstein.com/state-higher-ed-lms-market-spring-2016/
See materjal on avaldatud Creative Commons Autorile viitamine–Jagamine samadel tingimustel 3.0 Eesti litsentsi alusel. Litsentsi terviktekstiga tutvumiseks külastage aadressi http://creativecommons.org/licenses/by-sa/3.0/ee/
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