By Brian Lamb
As Jim Groom notes in his paper, there is really no fun in bashing the Learning Management System (LMS) anymore.
That particular buzz was definitively killed two years ago, when the EDUCAUSE Learning Initiative (ELI) published its white paper on Next Generation Digital Learning Environments (NGDLE). The ELI is not widely regarded as a hotbed of radical, anti-ed tech sentiment, yet when it consulted “with more than 70 community thought leaders” it came to a sobering assessment of what is by far the most commonly used platform for online learning:
What is clear is that the LMS has been highly successful in enabling the administration of learning but less so in enabling learning itself. Tools such as the grade book and mechanisms for distributing materials such as the syllabus are invaluable for the management of a course, but these resources contribute, at best, only indirectly to learning success. Initial LMS designs have been both course- and instructor-centric, which is consonant with the way higher education viewed teaching and learning through the 1990s. Continue reading “Interventions”