Transition from e-learning LMS to digital-learning LMS

When traditional e-learning LMS needs to transitioned. there is no more trade off between logistics(administration and knowledge creation) needs and learning needs of the student and the faculty. The design cannot sacrifice one ideal for the other. On needs to fin lowest common denominator that will embrace interoperable, modular infrastructure to enable learning relevant, and engaging. Some guidelines to be adhered by next version of digital learning version of LMS

  • Content in Cloud, also available offline : Why should everyone create content? Can the university cannot create standard content and publish got its syllabus? A teacher or the college can add additional content to add value to the university content? Can we crowd source the content creation? Can there be a feedback on content or ranking system to identify the best content? In the digital world, content is lot more than just text, it includes audio, video and multi-media. In addition one needs to make sure that content be organized and categorized to support devices with multiple form factors and student enjoys seamless learning across all devices. The design should support multiple tenant model and unified user experience models to enable easy usage by students. The design should also support offline support of learning content to reduce the cost of accessing content and making sure more people can access content.
  • Open Architecture: A proprietary systems is a closed approach that does not offer offer an effective means to connect with people, content, sharing, and social interaction. This is changing in the education ecosystem. The next level design needs to commit to an open ideology and build on foundation of openness. We need to make architecture open to support widely usable interoperability protocols and standards, open-source applications, open identification, and open digital rights. Openness would become critical success benchmark for the new-LMS era.
  • An extended modular architecture: The design allows participants to engage in learning outside of the classroom, combining personal knowledge with public knowledge. Effectively supports “any time any where learning”. They allow social learning interactions and contents generated are made persistent, organized and not an on-off events in time. The system can be available to be hosted on the cloud or on-premise.
  • Learning analytics: Traditionally LMS has been used as variant data repository primarily capturing only course and student assessment data. The new system gets transitioned from a static data reporting system in to a source for real-time data about academic activity, student behaviour, and engagement to enable capturing and aggregating student behaviour within the learning ecosystem.. In addition, the data collected should support innovation of core strategies in assessment, engagement, retention, and outcomes. The design should enable student s and faculty to self organize and discover their content and generate reports.