Modern distance
education often involves an interactive, web-based virtual environment that is
secure and private for teachers and students. So, choosing the best learning
management program for this purpose has become a crucial process for districts
who want to offer distance and online learning options.
When I was in college, I
attempted to take a 3-hour class while I was back home for the summer by taking
a correspondence course, as it was called back then. It was a business finance
course that lasted 6 weeks and involved reading a textbook, completing a series
of problems and worksheets, and mailing it all back to an office at the
university. With no interaction, no instruction, and no feedback, I struggled
through most of it. Even today, there are challenges for instructors and
students making the transition into a virtual or online learning environment.
Distance learning has
evolved into a much more dynamic, media-rich experience than first generation
options (Moore & Kearsley, 2012). Colleges and universities have embraced
virtual learning environments to both replace and supplement courses. Some
post-secondary institutions devote a year or longer to the review process to
ensure they select the best system to fit their needs (Thackaberry, 2016). A
K-12 district needs a review process to fully investigate LMS options as well,
but it should involve fewer people, less time, and different priorities. The
criteria for selecting the best learning management system (LMS) for students
in K-12 classrooms should include a review of the interface for all users -
students, teachers, and parents. Technology can help us provide an exciting and
engaging experience for students while maximizing the time spent in the
classroom (Pape, Sheehan, and Worrell, 2012).
First, I recommend
looking at a few initial factors to narrow down options that will work within
the budget and the infrastructure already in place. The District Technology
Coordinator, or other knowledgeable administrator, might start evaluating a
product by comparing cost, security, privacy policies, infrastructure
requirements, and technical support for each LMS. Key personnel should be
involved in the review process so that all aspects of its implementation can be
thoroughly evaluated (Levin & Schrum, 2012). I have participated in several
LMS reviews including Moodle, Edmodo, Canvas and Google Classroom. In each situation,
our network administrator set up a ‘sandbox’ environment which allowed us to
use the program and put it to the test. A select group of teachers joined this
sandbox and spent time adding content and reviewing the user-friendliness of
it. If adopting an LMS requires a substantial investment of time and money, it
will be worth it to test and evaluate the program so the best choice can be
made.
The LMS experience a
high school student needs is different from those in the elementary and middle
grades. An 11th grader might be preparing to attend college where they will use
Blackboard or Canvas, so an LMS that is similar to those would fit their needs
best. Taking that into consideration, I would select Moodle for my district’s
high school virtual and blended courses. It will provide the most college-like
online classroom experience for students with no license fees and continual
developer updates to keep it current. Training tutorials are available from
several Web-based sources so teachers and students can learn to use Moodle with
ease. Teachers can develop courses with high-quality content and activities
while tracking student progress and achievement. A close second-place choice
would be Canvas, but its per-student license fee would make it the less
desirable option with my district’s budget constraints. This middle school teacher explains how she uses Moodle:
Video Link: https://www.youtube.com/watch?v=Z9XfwBzt1mY
Middle and elementary
students need an LMS-like solution that includes collaborative and storage
features plus a parent portal. For these grades, Edmodo makes the most sense
because it can be managed by the district, has Google integration, and allows
parents to use a code to access their child’s account. Android, Chrome, and iOS
apps for Edmodo give students and teachers anytime, anywhere access using a
smartphone or tablet to complete activities in their virtual classroom. Moore
& Kearsley (2012) point out that mobile devices are quickly emerging as a
learning tool and provide immediate access to the Internet and its stream of
information. By giving younger students a chance to interact in the virtual
classroom using Edmodo, we can prepare them better for the high school years. This short video will introduce you to Edmodo:
Video Link: https://youtu.be/TzPHQr1ONaA
Our attempts to create a
technology-rich, engaged learning environment for all students should include
the selection of an age-appropriate LMS. By using Moodle to blend technology
into the classroom, teachers promote self-directed learning and digital
literacy skills (Pape, Sheehan, and Worrell, 2012). We can expand the variety
and level of learning opportunities we offer students with this pair of virtual
learning programs which supports our district mission to prepare every graduate
for their future.
References
Levin, B. B., & Schrum, L. (2012). Leading
technology-rich schools: Award-winning models for success. New York:
Teachers College Press.
Moore, M. G., & Kearsley, G. (2012). Distance
education: A systems view of online learning. Belmont, CA: Wadsworth
Cengage Learning.
Pape, L., Sheehan, T. & Worrell, C. (2012).
How to do more with less: Lessons from online learning. Learning & leading
with technology, 39(6).
Thackaberry, S. (2016). The great LMS review adventure. WCET. Retrieved from: https://wcetblog.wordpress.com/2016/02/04/the-great-lms-review-adventure/
Video retrieved from: https://youtu.be/TzPHQr1ONaA
Video retrieved from: https://www.youtube.com/watch?v=Z9XfwBzt1mY
