LMS Proposal
To align with our district and school’s AISI (Alberta Initiative for School Improvement) vision for the next 3 years, I am writing to propose an employment of a learning management system (LMS) in our district. Embracing a LMS would continue to make Chinooks Edge School Division recognized for its dedication to academics and technology integration.
Employing a LMS aligns directly with NETS and addresses each of A.W. Chickering and Z.F. Gamon’s seven principles to improve teaching and learning. Chickering & Gamson (1987) outline the following seven principles to improve teaching and learning: (1) Encourages contacts between students and faculty; (2) Develops reciprocity and cooperation among students; (3) Uses active learning techniques; (4) Prompt feedback; (5) Emphasizes time on task; (6) Communicates high expectations; and (7) Respects diverse talents and ways of learning. These seven principles coincide nicely with the National Educational Technology Standards for Teachers (NETS). Teachers in the 21st Century, digital age, according to NETS, should meet the following standards and performance indicators: (1) facilitate and inspire student learning and creativity; (2) design and develop digital-age learning experiences and assessments; (3) model digital-age work and learning; (4) promote and model digital citizenship and responsibility; and (5) engage in professional growth and leadership (International Society for Technology in Eduaction, 2008). LMS are considered a learning tool, thus LMS meet the pedagogical requirements of our teachers.
There are a number of delivery platforms available on the internet such as Moodle, WebCT/Vista Blackboard and EduTools. To evaluate the options available to our division, I used the LMS rubric designed, according to the Bates & Poole SECTIONS model, by my group in ETEC 565. The intention of the SECTIONS framework is “to facilitate decisions with regard to choice of technology at both the strategic and the tactical level also to help decide within a particular technology the most appropriate balance between different media” (Bates & Poole, 2003, p.80).
Based on budget constraints and the SECTIONS model, Moodle is the appropriate LMS choice for our school division. Moodle (http://moodle.org/) is a highly interactive learning management system providing a Modular Object-Oriented Dynamic Learning Environment (Perkins & Pfaffman, 2006). It’s a free, user-friendly, intuitive, open source system that allows teachers to modify, change and update information and supports a variety of learning tools. The varieties of learning tools available on LMS help students with diverse needs to learn effectively (Chickering & Gamson, 1987; Chickering & Ehrmann, 1996). The virtual classroom “facilitates asynchronous communication via discussion boards and email, and use synchronous technologies to create a live classroom” (Egan, J., Lamberson, M., & Miller, J., 2009).
Moodle is a free web application so financial costs would only incur for resource manuals that staff may want to purchase. The main cost will be time for professional development and training. Moodle provides a facilitative infrastructure that places learning responsibilities with the students whereby students are learning, developing and refining 21st Century Skills that are vital components to success in our current digital age.
References
Bates, A. & Poole, G. (2003). Chapter 4: A framework for selecting and using
technology. In Effective Teaching with Technology in Higher Education:
Foundations for Success, 77-105. San Francisco: Jossey Bass Publishers.
Chickering, A. & Ehrmann, S. (1996). Implementing the seven principles:
technology as lever. American Association for Higher Education Bulletin,
49(2), 3-6.
Chickering, A. & Gamson, Z. (1987). Seven principles for good practice in
undergraduate education. American Association for Higher Education
Bulletin, 39(7), 3-7.
Egan, J., Lamberson, M., & Miller, J. (2009). Module 2: Presentation tools:
spaces, places, and platforms for learning. [Course notes]. Retrieved
from UBC Vista web site: https://www.vista.ubc.ca/
International Society for Technology in Education. (2008). National
educational technology standards and performance indicators for
teachers (NETS.T). Retrieved from http://www.iste.org/Content
/NavigationMenu/NETS/ForTeachers/2008Standards
/NETS_T_Standards_Final.pdf
Moodle. (2009). Moodle Statistics. Retrieved from http://moodle.org/stats/
Perkins, J. & Pfaffman, J. (2006). Using a course management system to
improve classroom communication. Sciecnce Teacher, 73(7), 33-37.