With any new technology comes bumps in the road, especially one that changes an entire industry as we know it. Learning Management Systems have had their bumps and many vendors are very open to constructive criticism. Instead of hiding the facts and pretending that the LMS is at it’s most perfect version, many LMS vendors are willing to share the negative feedback as well as the positive. Learning from your clients about their wants and expectations is the best way to learn how to satisfy them.
In a 2010 research report named “Getting Started with Learning Management Systems” Patt Shank cited some important statistics about the satisfaction levels of LMS users:
-More than one third of the 909 survey respondents feel that the LMS can be an “impediment to learning.”
-About 62% of respondents claimed that their LMS lives up to the promises their vendors had made.
-Most respondents spent, on average, two to six months on each phase of implementation, except for administration, which usually took even longer.
With these statistics, it’s hard to find where the true problem lies. Are the vendors at fault? Or could it be the products or clients are to blame? In most cases, it could be a combination of the three. A recent study performed by Gary Kranz may shed some light on the dissatisfaction of LMSs. Kranz cited his findings in the February 2011 issue of Workforce Magazine Online in his article: “eLearning Hits its Stride.” These findings include:
-The fact that more than 70% of enterprise organizations (otherwise known as multi-unit corporations) use a Learning Management System
-Of those companies with an LMS, fewer than 20% have a formal, documented learning strategy
-Of those 20% with a learning strategy, only 7% have a content sub-strategy
Could an organized learning strategy be the answer to many of these clients problems? It’s very possible. Having a formal learning strategy could solve the problem for many clients, or at least begin to solve the problem.
So where do you start? First, you’ll need to do your homework. Ask around, look online and contact your vendor to see if you could benefit from creating or even recreating your strategy.
Start by creating a clear vision of your strategy based on a company or department consensus. From there, be able to recognize your threats and weaknesses and try to reduce or eliminate their influence on your strategy. Create an effective education model by incorporating both traditional and new learning content in your LMS while remaining aware of your business needs and how they are or are not being met with your strategy.
An LMS alone can only do so much for your organization. Taking control of your company’s unique business and educational needs will need to be your role as the administrator. Incorporating an effective learning strategy into your education plan may be all your company needs to go from ‘good’ to ‘great’.
About the Author: Logan Smith is a Marketing Associate at SimplyDigi.com, a leading learning management system provider. The LMS is a secure, web-based training and e-learning solution that employs a simple user interface. For more information please visit http://www.simplydigi.com.
Wednesday, February 22, 2012
Monday, July 13, 2009
Why Employers Embrace Online Degrees
Vernon Ross, deputy director of learning and development at Lockheed Martin Corporation (LMC), knows all too well the importance of distance learning. With over 140,000 employees, located in over 50 countries, ensuring that his colleagues have access to university-level courses is a monumental task. He said, “With employees dispersed around the globe, LMC believes that online learning offers a world of possibilities and promises to aid in the delivery of critical, strategic training to ensure that as an organization, we are well positioned to compete in a global marketplace with highly skilled employees.”
Why Distance Learning and a Learning Management System Make Sense?
Our modern society has changed immeasurably in the last few decades, primarily since the introduction of the personal computer. Computer chip sets have kept pace with Moore’s Law and business and industry have had to keep up.
Read More Learning Management System News
Why Distance Learning and a Learning Management System Make Sense?
Our modern society has changed immeasurably in the last few decades, primarily since the introduction of the personal computer. Computer chip sets have kept pace with Moore’s Law and business and industry have had to keep up.
Read More Learning Management System News
Sunday, March 2, 2008
What is Distance Learning? LMS Programs Improve and Gain Respect
Distance Learning Basics
Distance learning is exactly as it sounds. Students study remotely, usually in their homes via personal computer, sometimes via video or webcast in a borrowed classroom. Universities, virtual and otherwise, make degree programs available in an online environment that is managed by real professors and instructors. Students register virtually, apply virtually and have access to their program on a 24/7 basis. They may typically study at their own pace, complete online exams, participate in online discussions, communicate with instructors, complete assignments online and even access their university library’s online resources. For the most part the only requirements are a computer, an internet connection, and a credit card.
Why Distance Learning?
Our modern society has changed immeasurably in the last few decades, primarily since the introduction of the personal computer. Computer chip sets have kept pace with Moore’s Law and business and industry have had to keep up.
Read More Learning Management System News
Distance learning is exactly as it sounds. Students study remotely, usually in their homes via personal computer, sometimes via video or webcast in a borrowed classroom. Universities, virtual and otherwise, make degree programs available in an online environment that is managed by real professors and instructors. Students register virtually, apply virtually and have access to their program on a 24/7 basis. They may typically study at their own pace, complete online exams, participate in online discussions, communicate with instructors, complete assignments online and even access their university library’s online resources. For the most part the only requirements are a computer, an internet connection, and a credit card.
Why Distance Learning?
Our modern society has changed immeasurably in the last few decades, primarily since the introduction of the personal computer. Computer chip sets have kept pace with Moore’s Law and business and industry have had to keep up.
Read More Learning Management System News
Wednesday, February 27, 2008
U.S. Distance Learning Association holds 2008 National Distance Learning Week
The United States Distance Learning Association (USDLA) will hold the 2008 National Distance Learning Week (NDLW), November 10-14, 2008. NDLW is an annual initiative that generates greater awareness and appreciation for distance learning within the areas of pre-k-12 education, higher and continuing education, home schooling, as well as business, corporate, military, government, and telehealth markets.
"It is with great enthusiasm and excitement that USDLA launches the 2008 National Distance Learning Week," says Dr. John G. Flores, CEO of USDLA. "We expect this year's event to be bigger and better than ever, reaching more people both online and on college campuses throughout the nation."
Read More Learning Management System News
Friday, September 14, 2007
‘New York Times’ Enters Distance Learning Market
The New York Times on Thursday announced a major push into higher education — with new efforts to provide distance education, course content and social networking. A number of colleges are already either committed to using the new technologies or are in negotiations to start doing so, evidence of the strong power of the Times brand in academe.
If successful, the enterprises could help some colleges start or expand distance education and might provide professors and students with information that might replace the need for some textbooks or course materials, college officials say.
In distance education, the Times will be providing technology and marketing for non-credit courses taught by college and university professors. Funds from tuition revenue will be split (with the precise formula varying) between the colleges and the Times. Among the institutions that are already part of the effort are Mount Holyoke College
Read More Learning Mangement System News
If successful, the enterprises could help some colleges start or expand distance education and might provide professors and students with information that might replace the need for some textbooks or course materials, college officials say.
In distance education, the Times will be providing technology and marketing for non-credit courses taught by college and university professors. Funds from tuition revenue will be split (with the precise formula varying) between the colleges and the Times. Among the institutions that are already part of the effort are Mount Holyoke College
Read More Learning Mangement System News
Tuesday, September 4, 2007
The New Economy, Technology, and Learning Outcomes Assessment
Answering calls for change entails meaningful assessments of technology-enabled learning. By Anne H. Moore
According to Claudia Goldin, the "new economy" at the beginning of the 20th century was driven by such phenomena as greater use of science by industry; the proliferation of academic disciplines; the diffusion of a series of critical inventions (including small electric motors, the internal combustion engine, the airplane, and chemical processes); the rise of big business; and the growth of retailing.1 Progress for industrial nations depended on educating more people at secondary and postsecondary levels. The United States established an education system that produced more educated citizens and workers, enabled geographic and economic mobility, resulted in large decreases in inequality of economic outcomes, and may have increased technological change and productivity (though that is harder to prove, she wrote). It was largely a decentralized, forgiving education system that—in the context of the day—was highly successful. Today, however, more than one hundred years later, economic and social drivers are quite different, calling into question some of the assumptions that underlie our institutions of higher education.
The "new economy" of the 21st century is driven in large measure by unprecedented advances in transportation and in computing, information, and communications technologies. To be competitive, industrialized and developing nations alike are driven by needs such as greater use of science and new technologies by average citizens; more interdisciplinary work; greater understanding of highly complex, interacting systems; new and renewed efforts at building community and solving local challenges in the face of globalization and massification; and a substantial rethinking of retailing, services, and business in general as a result of changing tools, physical possibilities, and financial opportunities.
In The Singularity Is Near, Ray Kurzweil proposed that the exponential rates of technological change in modern times offer possibilities for gestalt shifts in the way we approach many challenges.2 For such shifts to occur in today's new economy, time-honored content and emerging ideas will be joined in innovative ways with old and new technologies to benefit modern society's needs. In fresh approaches to teaching and learning, deciding what students need to know and should be able to do—in the context of a changing panoply of computing, information, and communications technologies—is a critical first step.
Next come rigorous assessments that demonstrate the manner and degree to which learning takes place. More important, these assessments must evaluate information literacies, technology fluencies, and content competencies together, not as separate remnants of last century's economic and social imperatives.
Read More Learning Mangement System News
According to Claudia Goldin, the "new economy" at the beginning of the 20th century was driven by such phenomena as greater use of science by industry; the proliferation of academic disciplines; the diffusion of a series of critical inventions (including small electric motors, the internal combustion engine, the airplane, and chemical processes); the rise of big business; and the growth of retailing.1 Progress for industrial nations depended on educating more people at secondary and postsecondary levels. The United States established an education system that produced more educated citizens and workers, enabled geographic and economic mobility, resulted in large decreases in inequality of economic outcomes, and may have increased technological change and productivity (though that is harder to prove, she wrote). It was largely a decentralized, forgiving education system that—in the context of the day—was highly successful. Today, however, more than one hundred years later, economic and social drivers are quite different, calling into question some of the assumptions that underlie our institutions of higher education.
The "new economy" of the 21st century is driven in large measure by unprecedented advances in transportation and in computing, information, and communications technologies. To be competitive, industrialized and developing nations alike are driven by needs such as greater use of science and new technologies by average citizens; more interdisciplinary work; greater understanding of highly complex, interacting systems; new and renewed efforts at building community and solving local challenges in the face of globalization and massification; and a substantial rethinking of retailing, services, and business in general as a result of changing tools, physical possibilities, and financial opportunities.
In The Singularity Is Near, Ray Kurzweil proposed that the exponential rates of technological change in modern times offer possibilities for gestalt shifts in the way we approach many challenges.2 For such shifts to occur in today's new economy, time-honored content and emerging ideas will be joined in innovative ways with old and new technologies to benefit modern society's needs. In fresh approaches to teaching and learning, deciding what students need to know and should be able to do—in the context of a changing panoply of computing, information, and communications technologies—is a critical first step.
Next come rigorous assessments that demonstrate the manner and degree to which learning takes place. More important, these assessments must evaluate information literacies, technology fluencies, and content competencies together, not as separate remnants of last century's economic and social imperatives.
Read More Learning Mangement System News
Sunday, August 19, 2007
More complaints lead to Re-Examination of Blackboard Patent
Patent Office Orders Re-Examination of Blackboard Patent
NEW YORK, January 25, 2007 -- In response to a formal request filed by the Software Freedom Law Center (SFLC), the United States Patent and Trademark Office (USPTO) today ordered re-examination of the e-learning patent owned by Blackboard Inc.
SFLC, provider of pro-bono legal services to protect and advance Free and Open Source Software, had filed the request in November on behalf of Sakai, Moodle, and ATutor, three open source educational software projects. The Patent Office found that prior art cited in SFLC's request raises "a substantial new question of patentability" regarding all 44 claims of Blackboard's patent.
The patent in question, "Internet-based education support system and methods" (U.S. 6988138), grants Blackboard a monopoly on most educational software that differentiates between the roles of teacher and student until the year 2022. In July, Blackboard filed a lawsuit against Desire2Learn, a competing educational software maker, alleging infringement of its e-learning patent.
Although Desire2Learn's software is not open source, the open source and educational software communities responded with concern to the possibility of an additional lawsuit that targets them.
"We filed this re-examination request to help free software developers create and distribute their original software without having to fear being sued over this patent, a patent that should never have been awarded in the first place," said Richard Fontana, the SFLC attorney who filed the re-examination request. "We are now a step closer to keeping everyone safe from this patent."
A re-examination of this type usually takes one or two years to complete. Roughly 70% of re-examinations are successful in having a patent narrowed or completely revoked.
Shortly after SFLC filed its request for re-examination, Desire2Learn filed its own separate re-examination request. The USPTO has not yet acted on that request.
NEW YORK, January 25, 2007 -- In response to a formal request filed by the Software Freedom Law Center (SFLC), the United States Patent and Trademark Office (USPTO) today ordered re-examination of the e-learning patent owned by Blackboard Inc.
SFLC, provider of pro-bono legal services to protect and advance Free and Open Source Software, had filed the request in November on behalf of Sakai, Moodle, and ATutor, three open source educational software projects. The Patent Office found that prior art cited in SFLC's request raises "a substantial new question of patentability" regarding all 44 claims of Blackboard's patent.
The patent in question, "Internet-based education support system and methods" (U.S. 6988138), grants Blackboard a monopoly on most educational software that differentiates between the roles of teacher and student until the year 2022. In July, Blackboard filed a lawsuit against Desire2Learn, a competing educational software maker, alleging infringement of its e-learning patent.
Although Desire2Learn's software is not open source, the open source and educational software communities responded with concern to the possibility of an additional lawsuit that targets them.
"We filed this re-examination request to help free software developers create and distribute their original software without having to fear being sued over this patent, a patent that should never have been awarded in the first place," said Richard Fontana, the SFLC attorney who filed the re-examination request. "We are now a step closer to keeping everyone safe from this patent."
A re-examination of this type usually takes one or two years to complete. Roughly 70% of re-examinations are successful in having a patent narrowed or completely revoked.
Shortly after SFLC filed its request for re-examination, Desire2Learn filed its own separate re-examination request. The USPTO has not yet acted on that request.
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