TO: Jason Decision-Maker, VP Academic & Student Development
FROM: Rebecca Jacobson, Educational Technology Specialist
DATE: June 13, 2010
SUBJECT: Learning Management System (LMS) for Selkirk College
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I propose we adopt Moodle as our institution’s Learning Management System (LMS).
WHY MOODLE?
Using Moodle in online courses will allow students to participate in both synchronous and asynchronous discussions, work together in groups, submit their homework, access the instructor’s notes, communicate with the instructor and their classmates via internal mail and much more.
In addition, Moodle can be used as a supplement to courses offered face-to-face; a course with a Moodle site can be accessed from anywhere there is an internet connection. Face-to-face instructors can make simple use of this LMS to post homework, class notes and links to resources, or they can add discussion forums to supplement in-class work/discussions, offer students a discussion space to work together, have assignments submitted and returned, keep track of grades and so on.
More adventurous instructors can use Moodle to actually replace some of their face-to-face time with students with online time (mixed mode). These students will engage, I expect, more fully with their instructors; indeed, it has been argued that this mode of delivery frees the instructor up for more one-on-one contact with students and more contact with the class in terms of discussions and projects (Albon et. al., 2000).
Finally, Moodle is needed for internal communication; each of the many committees, groups and departments working within the college could have a Moodle site to post agendas, minutes, relevant documents and resources/links. In addition, discussions and votes can take place in Moodle thereby reducing the number of actual meetings that take place.
METHOD OF EVALUATION
Using an LMS evaluation rubric specifically designed to address our needs, I evaluated three different LMS’s: WebCT/Vista, Desire2Learn and Moodle. I found that these systems are comparable and all would offer the tools we need; however, because Moodle is open source it is the best choice in terms of our current budgetary restraints. It’s important to note that we are not sacrificing quality by choosing an open source system: Moodle met all of the criteria included in the rubric and the tools were easy to learn. I tested many of the functions and found that I could employ them with a minimum amount of time and effort. Some of the features I tested include:
- create resource pages
- link to outside websites
- create discussion forums
- create groups
- set up a grade book
- create a quiz.
RESOURCES NEEDED FOR LAUNCH
While we could pay for a service to host Moodle for us, our IT staff could easily set it up on our server free of charge (Perkins & Pfaffman, 2006); this would serve to ensure we have sufficient disk space, faster service than a remote internet-based server, a single entry port for users across the campus, and the ability to store and reuse our content(Panettieri, 2007).
While Moodle is relatively easy to use, we would need to hire an individual well versed in Moodle to offer learning seminars for staff and faculty and to offer ongoing support and advice on course development and design.
References
Albon, S., Bates, T., Dodds, T., Goldberg, M., Guppy, N., Kazami, E., Pichora-Fuller, K., Poole, G., Teasdale, J., Whitehead, M. (2000). The academic committee for the creative use of learning technologies: Discussion paper. The creative use of learning technologies. Retrieved from https://www.vista.ubc.ca/webct/urw/lc5116011.tp0/cobaltMainFrame.dowebct
Bates, A. W. & Pool, G. (2003). A framework for selecting and using technology. In Effective teaching with technology in higher education: Foundations for success (pp. 75-108). San Francisco, CA: Jossey-Bass. 4.
Chickering, A. W. & Ehrmann, S. C. (1996). Implementing the seven principles: Technology as Lever. Retrieved from http://www.aahea.org/bulletins/articles/sevenprinciples.htm
Kelly, Oriel. (2007). Moving to blended delivery in a polytechnic: Shifting the mindset of faculty and institutions. In Mark Bullen & Diane P. Janes (Eds.), Making the transition to e-learning: Strategies and issues. (pp. 33-46). Hershey, PA: Information Science Publishing.
National Educational Technology Standards for Teachers 2008. Retrieved from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_for_Teachers_2008.htm
Panettieri, J. C. (2007). Addition by subtraction. Retrieved from University Business: Solutions for Higher Education Management website: http://www.universitybusiness.com/viewarticle.aspx?articleid=845&p=3#0
Perkins, M. & Pfaffman, J. (2006). Using a course management system to improve classroom communication. Science Teacher, 73: 7, 33-37.