ASSIGNMENT #2 – LMS PROPOSAL
BUSINESS:
The BC Safety Authority (BCSA), Education & Outreach Department
BCSA MANDATE:
The safe installation and use of technical equipment, issuing permits and licenses, providing safety education, and conduct onsite inspections in higher-risk industries.
PROJECT PROPOSED:
The development of an interactive ‘Moodle’ Learning Management System server.
PURPOSE:
To create an interactive learning and communication resource for the Safety Officer Team (approximately 100 members), who are lacking facilitation training and access to professional presentation resources. Because of this gap in support, Safety Officers are currently delivering substandard presentations to stakeholder groups and are negatively affecting the BCSA brand.
OBJECTIVES:
- Safety Officers consistently deliver presentations that are more effective to stakeholder groups.
- Safety Officers are able to work collaboratively with one another on their education initiatives.
- The Education Department are able to support Safety Officers in the development of their presentation resources.
BUDGET
| EXPENSE | COST |
| Moodle Learning Management System (LMS) | $0 |
| IT Support | $0 |
| Coordination (20% of my time/salary) | $13,000 |
| Travel (~ 5 trips annually for direct support to regions across BC) | $5000 |
| TOTAL ANNUAL COST | $18,000 |
WHY MOODLE?
- It is provided freely as Open Source software.
- It is possible to host our own or have another company host a site for us.
- It provides a centralized learning site where learners and instructors can:
- Chat live
- Create discussion threads
- Create wiki pages
- Access lessons, quizzes to support learning
- House resources such as handouts and Power Point presentations
- Link to a file or website
One of the most benefits of using Moodle is the ability for learners to access the learning system when it works for them. It is often explained in adult learning theory that adults prefer to have a sense of control over their learning and “…consequently, many adult learner programs offer a more flexible approach…” (Kasworm & Marienau, 2003), and therefore this approach might have broader appeal rather than the more restrictive nature of in-person training sessions.
Chickering and Gamson also point out in their article “Implementing the Seven Principles: Technology as a Lever” that excellent higher education practices include a) encouraging contact between instructor and student b) developing reciprocity and cooperation amongst students and this learning system does exactly that (1996). By using this system, students will not only be able to collaborate with the education department but also their fellow Safety Officers through both synchronous and asynchronous channels.
Furthermore, in order to compare Moodle to more similar Learning Management Systems such as WebCT/Vista, I developed a rubric based on the “SECTION” model proposed by Bates and Poole (2003).
In using this rubric, the top score being 21, the following scores were calculated:
Moodle: 20/21
WebCT/Vista: 13/21
* Key issue for WebCT/VISTA = cost
There is no denying that the cost for WebCT/Vista is substantial. Even a 2004 study reported that costs to put the system in place at New Mexico State University would reach an estimated $602,400 for the first year (Morningstar, Shubert & Thibeault). Due to the relatively smaller learner group being represented at BCSA (~100), the cost for the WebCT/Vista system out weighs other learner benefits such as a more appealing interface and access to whiteboard technology.
| Not Adequate [1 point] | Adequate [2 points] | Highly Suitable [3 points] | |
| Ease of Use and Reliability | The LMS is not easy to use or reliable. | The LMS has issues with either ease of use or reliability. | The LMS is easy to use and reliable with accessible technical support. |
| Costs | There is a cost to use the LMS and it is outside the limits of the BCSA’s fiscal budget. | There is a cost to use the LMS but it is within the BCSA’s fiscal budget. | There is no/minimal cost associated with the use of the LMS. |
| Teaching and Learning | The time required to develop and deliver course materials for this LMS is outside the limits of the Education Department’s budget. | The time required to develop and course materials to use in this LMS is costly, but within the limits of the Education Department’s budget. | The time required to develop and deliver course materials to use in this LMS is not very costly, and is well within the limits of the Education Department’s budget. |
| The maintenance of the LMS requires the hiring of additional staff outside of department budget. | The maintenance of the LMS requires hiring more staff or paying current staff for extra time, but it falls within the department budget. | The maintenance of the LMS can easily be done by current staff, within their current paid working hours. | |
| Updating/changing learning materials for this LMS is difficult and requires technical support not available at BCSA or online. | Updating/changing learning materials for this LMS requires specialized support which is available at BCSA or online. | The LMS allows learning materials to be easily updated/changed by staff of the Education Department. | |
| Interactivity | The LMS does not allow SOs to interact with the one another or Education Department staff. | The LMS allows SOs to interact with one another and Education Department staff using asynchronous communication. | The LMS allows interaction through asynchronous and synchronous communication functions. |
| Organizational Issues | BCSA does not support the use of this LMS. | BCSA supports the use of this LMS. | BCSA provides timely support for this LMS, as well as additional training and development opportunities. |
| Total /21 | |||
REFERENCES:
Bates, A.W. & Poole, G. (2003). Chapter 4: a Framework for Selecting and Using Technology. In Effective Teaching with Technology in Higher Education: Foundations for Success. (pp. 77-105). San Francisco: Jossey Bass Publishers.
Chickering, A.W. and Ehrmann, S.C. (1996). “Implementing the Seven Principles: Technology as Lever,” American Association for Higher Education Bulletin, 49(2), p. 3-6.
Kasworm, C. E., & Marienau, K. A. (1997). Principles for Assessment of Adult Learning. [Editorial]. New Directions for Adult and Continuing Education, 97, 5-16.
Mornigstar, B., Shubert, J., & Thibeault, K. (2004). WebCT: a major shift of emphasis. [Editorial]. The International Review of Research in Open and Distance Learning, 5, 1-7.