20070401210410KPT5033_K10

8/7/2019 20070401210410KPT5033_K10

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Teknologi Dan Inovasi DalamPendidikan

Kod: KPT5033

LMS/CMS/LCMS

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Introduction

On the surface, the Content Management

System and Lear ning Management Systemseem similar.

Both have similar features :

± an enrollment users in courses,

± communicate with lear ners,

± track performance, and

± launch lear ning mater ials.

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Introduction

Lear ning Management System is a broad term thatis used for a wide range of systems that organizeand provide access to online lear ning services for:

± students, teachers, and administrators.

These services usually include access control,provision of lear ning content, communication tools,

and adm

inistrat

ion

of user groups. Another term that often is used as a synonym for

LMS are: Content Management System (CMS)

Lear ning Content Management System (LCMS)

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Definition - LMS

Lear ning management systems (LMS) refers tosoftware that pr imar ily acts as an electronic registrar by electronically performing var ious enrollment andrelated tasks.

LMS were or iginally designed for workplace lear ning

enviro

nme

nts, a

nd spec

if ica

lly used to ma

nage a

llof an organization¶s training programs, including

traditional classroom lear ning.

Saul Carliner

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Definition - LMS

A Learning Management System (LMS) is software

that automates the admini

stration

of trainin

g even

ts.

All Lear ning Management Systems manage the log-

in of registered users, manage course catalogs,

record data from lear ners, and provide reports to

management.

H all (2001)

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Definition - CMS

At its simplest a Course Management System (CMS)is a tool that allow an instructor to post information

on the web without that instructor having to know or understand HTML or other computer languages.

A more complete def inition of CMS is that it providesan instructor with a set of tools and framework thatallows the relatively easy creation of online coursecontent and the subsequently teaching andmanagement of that course including var iousinteractions with students taking the course.

John Meerts,

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Definition - CMS

Course management systems (CMSs) are online

systems that were or igin

ally des

igned to supportclassroom lear ning in academic settings, such as

universities and high schools.

CMSs enable instructors to easily create a course

website by following a template and uploading

existing documents in PowerPoint, Word, Excel,Acrobat and other popular formats without

converting them to a web format (like HTML),

they require few specialized skills.

Saul Carliner

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Definition - LCMS

A lear ning content management system is an environment where developers can create, store,reuse, manage and deliver lear ning content from acentral object repository, usually a database.

LCMS generally work with content that is based on alear ning object model.

These systems usually have good searchcapabilities, allowing developers to f ind quickly thetext or media needed to build training content.

H all (2001)

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Definition - LCMS

Lear ning Content Management Systems often str iveto achieve a separation of content, which is often tagged in XML, from presentation.

This allows many LCMS to publish to a wide rangeof formats, platforms, or devices such as pr int, Web,

and even Wireless Information Devices (WID) suchas PDA and Windows CE handhelds, all from thesame source mater ial.

H all (2001)

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Definition - LCMS

LCMS (lear ning content management system): A

software applicat

ion

that allows tra

iners a

nd tra

iningdirectors to manage both the administrative and

content related functions of training.

An LCMS combines the course management

capabilities of an LMS (lear ning management

system) with the content creation and storagecapabilities of a CMS (content management system).

by Kaplan-Leiserson

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What is Your Definition?

LMS

± Sistem Pengurusan Pembelajaran

CMS

± Sistem Pengurusan Kandungan

LCMS

± Sistem Pengurusan Kandungan Pembelajaran

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Features of CMS

CMSs provide instructors with the ability to perform thefollowing tasks:

Place course mater ials online.± Most CMSs provide pre-programmed buttons for the course

syllabus, course schedule, and course mater ials linked tospecif ic lessons, such as copies of readings andPowerPoint slides from lectures.

Track student progress through assessment features± enable instructors to give quizzes and tests online, and an

online grade book, where instructors can post studentgrades.

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Features of CMS

Discussion board± instructors and students can discuss readings and continue

class discussions between formal class sessions.

Other communications tools± let instructors send announcements to classes and

communicate individually with students.

Lock box for students± where students can store class mater ials in a safe place²

either a presentation to give later in class or backing upclass assignments in a safe place.

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Challenges of CMS Implementation

In exchange for the ease of use± most CMSs provide instructors with a limited

f lexibility in designing course.

± CMSs typically come with standard sections thatinstructors must provide, and the section namesare not easily altered.

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Limited capability to provide interactive e-lear ning.± Although they let instructors test students online, the tests

must usually conform to templates and e-lear ning pr imar ilyconsists of reading transcr ipts,

± To add more imaginative and interactive e-lear ning viaauthor ing tools like Flash and Dreamweaver, instructorsmust link to separately created mater ials.

± Thatis, the

lesso

nca

nnot be created a

nd up

loaded

intheCMS.

± The mater ial must be created with different tools and storedelsewhere.

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Limited testing and record keeping abilities.± Although CMSs let students take tests online,

some lack the secur ity measures to ver ify thatstudents are really who they say they are

± Some have lost tests that students completedbefore transmitting them to the instructor for grading.

± Although most CMSs have added capabilities toautomatically transfer grades from the grade bookto other systems used to track student progress,this capability is not available in all CMSs andoften increases the cost signif icantly.

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Cost.

± As the market matures and software publishersadd complex features (especially to appeal to thecorporate market), pr ices for CMSs have r isen sharply in recent years.

± Although cost has dr iven some universities to

strengthen their commitments to their CMSs, ithas dr iven other universities to drop their CMSsand provide open source tools that do not carry alease or purchase cost.

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Example of CMS

Examples of CMSs include:

Commercial products± Blackboard &

± WebCT

Open source system

± Moodle

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About Moodle

Moodle is a software package for producing inter net-basedcourses and web sites.

It's an ongoing development project designed to support asocial constructionist framework of education.

Moodle is provided freely as Open Source software under theGNU Public License.

Moodle can be installed on any computer that can run PHP andcan support a SQL type database for example MySQL.

It can

be run

on

multiplatform such as W

indows, Mac

intoshand Linux operating systems.

The word Moodle was or iginally an acronym for Modular Object-Or iented Dynamic Lear ning Environment, which ismostly useful to programmers and education theor ists.

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Sample of Moodle Screen

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Rules of Thumb for Judging CMS

There are 2 complementary approaches to

judgin

g CMS products:1. Develop the list of features that needed and

then judge the products implementation based on those listed features.

2. Focus on

the educationalprocesses

in which the CMS will be engaged and map

the major functions of the CMS againstthose processes.

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Issues to be Addressed

Interoperability± It is presently very diff icult to share content

between these systems from different vendors.

Content Management± As more and more mater ials live within these

systems, thereneeds to be a way to ma

nage a

ndshare these mater ials within the institutions and

among the institutions.

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Issues to be Addressed

Cost

± With a sma

ll number of ve

ndor, the pr

icin

g for these system is not yet predictable.

Assessment± In what concrete ways do these systems improve

teaching and lear ning activities?

± As we spend increasingly more time and moneysupporting and using these systems, it isimportant to be able to document the value added

to the education

alprocesses.

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Conclusion

The complex process of teaching and lear ningrequires complex, multi-faceted models of

implementation.

One tool will not meet all needs in all contexts.

Changes impact and inf luence existing models²render ing yesterday¶s solutions obsolete.

In the f ield of lear ning, an adaptive model of technology selection and gover nance is required toensure that all stakeholders¶ needs are met.

A solution today may not be accurate tomorrow.

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Conclusion

A sustained process needs to be enacted to align context changes with changes and approaches to

lear ning methods and technologies available. Content management systems have a position in

higher education (certain types of under-graduatelevel lear ning are more structured and focused on memor ization or content exploration).

To meet the needs of all lear ners in var ious stagesof their education, a multi-faceted (holistic) view of lear ning must be considered.

Increasingly, personal lear ning environmentsprovide the tools and model to attend to the diverselear ning needs of individuals today.

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Bacaan Tambahan«

LMS Strategic Review Committee (2005), Lear ningManagement System (LMS) Strategic Review, Califor nia

State University, Chico. Online lear ning history. (2007). Moodledocs. Retr ieved

February, 2007, fromhttp://docs.moodle.org/en/Online_Lear ning_History

NKI For laget (2003), Onlin Education and Lear ningManagement Systems http://www.studymentor.com

John Meerts, (2003), Course Management Systems (CMS),EDUCAUSE Evolving Technologies Committee, Wesleyan University.

Moodle is a course management system (CMS)http://moodle.org/

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