LMSs & Learning Outcomes

I have very extensive LMS experience. I’ve used three LMSs for course design, teaching and training, I’ve evaluated over 40 LMSs for academic use and human resources, implemented two LMSs (D2L and SharePoint LMS) and administrated two LMSs (Angel and D2L).

I implemented a SharePoint LMS for Human Resources for competency based staff training and development, requests for optional training, tracking learner progress, and tracking compliance training (i.e health and safety, FIPPA). LMSs support specific learning. Authentic learning is best for training: matching the learning activity to the real world activity.

When I was the LMS admin here at UM, I created a D2L course for training D2L to staff and faculty supplemented by in lab workshops. The benefit to the learner is that they learned to use the system while using the system.

Higher Ed LMSs are best used when they are not used to replicate traditional classroom training. In my previous course, we followed a Constructivist approach and the LMS provide discussion forums for learner to teacher and learner to learner communication, and learner to learner cooperation and collaboration.

I’m going to use Revised Bloom’s Taxonomy (RBT) to identify which learning outcomes LMSs support.

Revised Bloom's Taxonomy chart

Source: https://inside.trinity.edu/collaborative/collaborative-grants/course-redesign-stipends/course-assessment-and-outcomes

Create: LMSs offer very few tools for learner created content but tools can be integrated and content can be embedded. Discussion forums can be used for learners to develop ideas, formulate and write.

Evaluate: use discussion forums to have learners argue, select, defend

Analyze: use discussion forums to have learners compare, contrast, distinguish, question

Apply: use discussion forums and white boards to have learners demonstrate, illustrate, interpret

Understand: use discussion forums and white boards to pose questions to prompt learner response to have them compare, explain, summarize

Remember: formative and summative assessment using quiz tool to enforce recall


About jhounslow

Soccer enthusiast, cyclist, web developer, e-learning professional, educator, husband to a graduate student, and father of four daughters.
This entry was posted in edtech, Learning Outcomes, LMS, Revised Bloom's Taxonomy (RBT) and tagged . Bookmark the permalink.

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