Working as a group, we first aligned on focusing on the given scenario (YESTNet Pilot Program and Aboriginal learning) and providing as much detail and depth as possible so that creating the rubric could be very specific. We found the rubric the most effective when the criteria were very detailed and pointed. This required doing a lot of research to investigate ever dimension of the context of the scenario. The first step was to understand the dimensions of the YESNet Pilot Program as it relates to Aboriginal learning (Greenall et al. 2001). When we couldn’t find actual data, we made reasonable assumptions (i.e. the allotted budget). We then defined large sweeping categories (always relating back to the original context) like accessibility (O’Donnell 2016), readiness (Sharp et al. 2011) and cultural responsiveness (Greenall 2005). We then delved into each category. For accessibility, we evaluated items like technical access, special learner needs, and usability (Medina-Flores et al. 2015) keeping the overall cultural context in mind. For readiness and support, one point we looked at was the need for face-to-face technical support as an outcome of the cultural background (Yukon 2007). We looked at how the platform could effectively support the blended learning requirements (Rueckl 2017) all while fitting within the budget constraints and potential future deployment plans.
There really are so many different factors that impact the decision to be made on choosing an LMS. It’s important to start with the breadth of the situation before choosing the areas to evaluate. And there are so many aspects of the categories to evaluate, that priorities need to be assigned to ensure critical decisions can be made. There is clearly not one LMS that will suit every scenario but evaluation with the help of a rubric can help focus the decision.
References:
Greenall, D., and L. Stelios. (2001). Aboriginal Digital Opportunities: Addressing Aboriginal Learning Needs through the Use of Learning Technologies. The Conference Board of Canada
Greenall, D. (2005). Final report October 2005: Formative evaluation of the Sunchild, E-Learning Community. Ottawa: The Conference Board of Canada. Retrieved from https://www.sccyber.net/images/pdf/Conference_Board_of_Canada_Study_2005.pdf [accesed 20 January 2018]
Medina-Flores, R., & Morales-Gamboa, R. (2015). Usability evaluation by experts of a learning management system. IEEE Revista Iberoamericana de Tecnologias del Aprendizaje, 10(4), pp. 197-203.
O’Donnell, S., B. Beaton, R. McMahon, H. E. Hudson, D. Williams, T. Whiteduck, and First Nations Education Council. (2016). “Digital Technology Adoption in Remote and Northern Indigenous Communities in Canada.” Canadian Sociological Association 2016 Annual Conference. Calgary, AB: University of Calgary,
Rueckl, R. (2017) Don’t Ditch the Classroom: How an LMS Can Support Blended Learning. Software Advice. Retrieved from https://www.softwareadvice.com/resources/lms-blended-learning/Retrieved from https://www.softwareadvice.com/resources/lms-blended-learning/ [accessed on 20 January 2018]
Sharpe, D., D. Philpott, and M. Bourgeois. (2011). “A Pan-Canadian Survey of E-Learning for Aboriginal High School Students.” Killick Centre for E-Learning Research Report. http://citeseerx.ist.psu.edu/viewdoc/citations?doi=10.1.1.230.8146 [accessed 21 January 2018]
Yukon Education Reform Project (2007) Final Report. Department of Education, Yukon. Retrieved from http://www.education.gov.yk.ca/pdf/publications/ed_reform_report.pdf [accessed 25 January 2017]