Course Management System/Software (Update)

Course Management Systems/Software (CMS)
Also known as Managed Learning Environments (MLE) and
Virtual Learning Environments (VLE)

Description:
“Course management software usually has capabilities in three areas: (1) design interface and content assembly; (2) the facilitation of communication and collaboration; and (3) course management support.” Course Management Software: The Case for Integrating Libraries, David Cohen, CLIR Issues, n. 23 Sep-Oct 2001, http://www.clir.org/pubs/issues/issues23.html#course

“Course Management Software is a label for a wide variety of functionalities that are integrated into a package designed to provide students and faculty with ways of managing course activities. …There are a whole host of functionalities not all of which are included in each package: Controlled access to documents, Discussion forums, File exchange, Internal email, Online journal/notes, Real-time chat, Whiteboard (common writing space), Self-assessment, Student portfolios, Quizzing and scoring, Online grading tools, Registration integration.” Report to Faculty : April 28th, 2004, Instructional Technology Policy Committee, Earlham College, http://www.earlham.edu/~markp/cms/reports_proposals/ITPC/april_26_faculty_report.php

Examples:
Commercial products (expensive but provide the most advanced functionalities):
• Blackboard - http://www.blackboard.com/us/index.aspx
• WebCT, - http://webct.com

Open Source (source code is free or less expensive, but may have limited functionality and technical support):
• CHEF (University of Michigan) - http://www.midwest-itc.org/Share/Docs/CHEFGuide.html
• SAKAI (a consortial effort of M.I.T., Michigan, Indiana and Stanford supported by Mellon Foundation) - http://www.sakaiproject.org
• Moodle (developed and supported by a wide range of institutions; commercial support is also available) - http://moodle.org/

*Advantages:
• Course information is accessible to learners 24/7; learners can access any course information any time.
• Course material transcends time and distance and allows learners to work at times/locations convenient for their schedule and lifestyle and to work ahead or repeat materials as needed.
• Learners work independently and are not dependent on the instructor for information, resources, and materials nor are they constrained by the instructor's pace or schedule. Students also monitor their own progress and success.
• Extensive statistical analysis of activity is available and provides quantitative data for evaluation of learners, content, and delivery mode.

*Disadvantages:
• Requires significant upfront planning and organization time.
• May involve a sacrifice of content time for training time if learners are unfamiliar with the technology needed to participate in the course format.
• Around the clock access creates an expectation of immediate response from the instructor.
• Some elements of the technology (i.e., streamed video clips, slide shows) may not be accessible to the learners due to technology (Internet access, computer capability) limitations.
• Insufficient technical support can inhibit the development and revision of effective course materials.
• Some learners may still prefer the face-to-face interaction available to them in a traditional classroom setting.

*(“Advantages and Challenges of Teaching in an Electronic Environment: The Accommodate Model”, International Journal of Instructional Media, 2004 by Sandy C. Coyner and Peggy L. McCann. http://www.findarticles.com/p/articles/mi_qa3756/is_200401/ai_n9387184)


Requirements for presenter (sponsor): A server sized to match the number of potential users, adequate networking capability and Internet bandwidth to support access, sufficient technical support, content developers, teaching staff well acquainted with the online learning environment selected, stable, adequate funding for timely hardware and software upgrades.

Requirements for participant: Access to adequate computing power and Internet access. Interest in independent learning environments and some technological proficiency.