Learning Management System on D'Arcy Norman, PhD

On Responses to Instructure's Value

dnorman@me.com (D'Arcy Norman) — Sat, 07 Dec 2019 11:50:14 -0700

Instructure, the company that makes/hosts the Canvas LMS, recently announced an intent to sell to a private equity firm for about $2B. That’s a lot of money.

I don’t care about the business of edtech. I don’t care if a company buys another company, or what their reasons are. I care about how technologies are used to improve the learning experience for students. The business of edtech is a means to that end. But…

Klobas & McGill (2010). The role of involvement in learning management system success

dnorman@me.com (D'Arcy Norman) — Fri, 01 Jul 2016 03:00:21 +0000

Klobas, J. E., & McGill, T. J. (2010). The role of involvement in learning management system success. Journal of Computing in Higher Education, 22(2), 114–134. http://doi.org/10.1007/s12528-010-9032-5

Notes:

p.129: Student involvement has a significant effect on students’ perceptions of the benefits of LMS use. The more involved a student is with the LMS site for a course, the stronger the benefits they report obtaining from use — Highlighted Jan 30, 2016

p.129: On the other hand, student involvement has no effect on LMS use — Highlighted Jan 30, 2016

McLoughlin & Lee (2007). Social software and participatory learning: Pedagogical choices with technology affordances in the Web 2.0 era

dnorman@me.com (D'Arcy Norman) — Fri, 19 Mar 2010 04:16:05 +0000

McLoughlin, C. & Lee, M. (2007). Social software and participatory learning: Pedagogical choices with technology affordances in the Web 2.0 era. ICT: Providing choices for learners and learning. Proceedings ascilite Singapore 2007

Somewhat breathless about the Web 2.0 hype.

Social software tools such as blogs, wikis, social networking sites, media sharing applications and social bookmarking utilities are also pedagogical tools that stem from their affordances of sharing, communication and information discovery.

Dutton et al. (2004). The Social Shaping of a Virtual Learning Environment: The Case of a University-wide Course Management System

dnorman@me.com (D'Arcy Norman) — Thu, 18 Mar 2010 21:15:14 +0000

Dutton, W.H., Cheong, P.H., & Park, N. (2004). The Social Shaping of a Virtual Learning Environment: The Case of a University-wide Course Management System. Electronic Journal of e-learning. vol. 2 (2) pp. 69-80

A characteristic of higher education culture throughout the world is that instructors generally teach the way they were taught: using a traditional one-many teaching paradigm based on class lectures and discussion. With notable exceptions, such as the one on one tutorial approach, this paradigm is entrenched in most university cultures, which generally tie teaching rewards to the quality of lectures and discussion. These paradigms are key influences shaping outcomes from the introduction of a VLE and other ICTs within institutions of higher education.

Dalsgaard (2006). Social software: E-learning beyond learning management systems

dnorman@me.com (D'Arcy Norman) — Thu, 18 Mar 2010 03:15:11 +0000

Dalsgaard. C. (2006). Social software: E-learning beyond learning management systems. European Journal of Open, Distance, and E-Learning.

Abstract:

The article argues that it is necessary to move e-learning beyond learning management systems and engage students in an active use of the web as a resource for their self- governed, problem-based and collaborative activities. The purpose of the article is to discuss the potential of social software to move e-learning beyond learning management systems. An approach to use of social software in support of a social constructivist approach to e-learning is presented, and it is argued that learning management systems do not support a social constructivist approach which emphasizes self-governed learning activities of students. The article suggests a limitation of the use of learning management systems to cover only administrative issues. Further, it is argued that students’ self- governed learning processes are supported by providing students with personal tools and engaging them in different kinds of social networks.