Introduction

If practitioners and educational institutions are to move into the digital age and commence the process of integrating ICT into general classroom practice they will require the development of a range of new skills. One of these skills is the understanding of how to incorporate new learning technologies (NLTs) into their curriculum (this was discussed in a previous article titled ‘Incorporating New Learning Technologies into Curriculum Design’). Other, but no less important skills required are those associated with information management. The challenge for practitioners is to manage the multitude of physical, digital and online resources that are needed to deliver meaningful learning experiences in a way that makes them accessible to students 'anywhere, anytime’.

Learning Management Systems (LMS), in various guises, hold the key in making it possible for practitioners to manage these resources. To take advantage of what LMSs have to offer, practitioners will need to understand the basics of how they work and what is required to make their curriculum available online. This article will provide an insight on how this may occur.

Learning Management Systems (LMS)

First of all what is a LMS? Very simply put it is a software application or Web-based technology that supports the management of learning. Typically, a LMS provides practitioners with a way to upload, create and deliver content, monitor student participation, and assess student performance.

The Advanced Distance Learning group, sponsored by the United States Department of Defence, has created a set of specifications called Shareable Content Object Reference Model (SCORM) to encourage the standardisation of learning management systems. For further information regarding standards and guidelines also refer to:

• The Learning Technology Standards Committee of the IEEE (Institute of Electrical and Electronic Engineers – www.ieee.org).
  
• The AICC (Aviation Industry CBT Committee -  www.aicc.org).

Student and course information are two standard features that any LMS will provide. Typical examples of learning/teaching tools found within most LMS are:

• Online assessment and grading options
  
• Grade reporting tool (i.e. to allow students to view grades)
  
• Quiz/Survey development tool
  
• Course backup, download, & upload facilities
  
• Student account administration tools
  
• Student group administration tools
  
• Student access tracking (i.e. how many articles have they posted/read, which pages have they accessed?)
  
• Tracking (i.e. how many students have accessed a page, when did each student access the page?)
  
• Web-based file management
  
• Page counters
  
• Course glossary building tool
  
• Course indexing system
  
• Course announcements and calendar administration tool

Typical features for students include:

• Self-evaluations
  
• Student accounts for web publishing
  
• Group work areas for collaborative web publishing
  
• Course content annotation facility and bookmarks
  
• Web-based email and discussion groups
  
• Real-time chat rooms
  
• Real-time white boards
  
• Individual grade and progress status reports

LMSs also have the capacity to provide support for distance learning. It is generally recognised that courses can often start anytime and study habits can vary from student to student, depending on their available time, commitment, etc. A LMS can simply provide a distribution mechanism for the course material and provide online access to tutor help when and if required.

If a practitioner has never used a LMS it can seem quite an intimidating task coming to grips with using the system for both teaching and learning. If this is the case most LMS software manufacturers have tutorials to assist in this area. WebCT for instance has an extensive amount of information and tutorials on how to use their system from both a practitioner and student’s point of view. Before investigating the issues of creating content or uploading existing content it is highly recommended that practitioners undertake at least one of the many available tutorials. Please refer to the resources section for links to this type of information.

Figure 1 above, illustrates the primary components of a LMS, the WebCT Learning Management System is used here as an example.

LMS and curriculum content

The development of learning material for delivery via LMS isn’t as overwhelming as it may sound, however a familiarity of Instruction Design principles (please refer to next article titled ‘Instructional Design for Online Learning: a Teacher’s Perspective) and skills in using authoring tools such as Macromedia Dreamweaver MX is highly recommended if a practitioner is to create a meaningful learning experience for their students. Tools such as Dreamweaver MX allow for the creation of not only html-based content but also online assessments using free extensions such as CourseBuilder (refer previous article titled ‘Using Macromedia CourseBuilder to Create Interactions’).

For practitioners using the WebCT LMS platform Dreamweaver MX also has a free extension called Course Generator for WebCT. This is an excellent time saving tool, which allows the content to be created in Dreamweaver MX and automatically included in the Content Module of the course, without the need of the WebCT File Manager. Course Generator can also be configured to include other course tools such as Whiteboard, Mail, Chat, Discussion, Assignments, Calendar, Glossary, and Syllabus. Please refer to the resource section for a link to more information regarding this extension.

In developing course material for online delivery, three developmental levels are suggested at which a practitioner might create content for a LMS.

1. Beginner level – A practitioner might simply locate required learning materials that are already available on the Internet and make them available from within the LMS. Student access to this material can still be tracked through the LMS tracking mechanisms. Skills required by the practitioner for this option is a basic understanding of how to use a LMS such as WebCT, the ability to surf the Internet, use search engines, ability to download web pages, file formats (such as pdf) and software. A basic understanding of how to create a html document is also required.
   
2. Intermediate level – At this level a practitioner would be using tools such as Dreamweaver MX to create basic content and simple exercises. Skills required by the practitioner at this level include the ability to use a web authoring tool, an understanding of creating online content (basic instructional design), the ability to create exercises from selected content, using a word processor, copy and paste text, save files.
   
3. Advanced level – This level of expertise would involve the practitioner in the creation of advanced content and exercises using specialised authoring software like Macromedia Flash MX, Director and Authorware. Skills required at this level include identifying the needs of the learner, advanced programming and design skills.

Conclusion

Whether practitioners are investigating the issues involved in the full-scale delivery of online learning programs or simply want to ‘dabble’ in online activities for a traditional class, they will need to develop a range of new skills appropriate for the level of delivery. This includes understanding how LMSs can be an integral part of the learning and teaching experience, and developing skills in using appropriate development tools to create meaningful online content.

Resources

CourseBuilder information:
http://www.macromedia.com/resources/elearning/extensions/dw_ud/coursebuilder/

Course Generator for WebCT
http://www.statusquo.cl/mm/coursegen.shtml

Information regarding WebCT:
http://www.webct.com/

Information regarding Blackboard:
http://company.blackboard.net/

Information regarding IBM - Learning Space
http://www.lotus.com/products/learnspace.nsf/wdocs/homepage

Information regarding WBT Systems - Top Class
http://www.wbtsystems.com/products