Showing posts with label LMS. Show all posts
Showing posts with label LMS. Show all posts

The eLearning Guild conducted a survey of its members, asking for their favorite tips relating to strategies for effectively creating, managing, and using synchronous e-Learning. Members could submit tips relating to any or all of five different categories. As is usual in our past surveys, the tips range in length from one-sentence ideas all the way up to multi-page discourses. You will find tips in these categories...

  • Blending Synchronous Learning with Other Learning Modalities
  • Designers of Synchronous Presentations, Courses, and Webinars
  • Managers Who Lead Synchronous Learning Efforts
  • Synchronous Speakers and Instructors
  • Technical Production, Planning, and Preparation

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Learning Content Management System
The GeoLearning Learning Content Management System (GeoLCMS) is a browser-based tool for creating, delivering and managing high-quality learning content quickly and cost-effectively across your organization. Organizations just starting out in e-learning will appreciate its simplicity, while experienced developers will find that GeoLCMS offers ways to streamline their course creation process—and substantially reduce development costs.

GeoLCMS provides anyone in your organization, partner channel or customer base with critical learning and knowledge resources when they need them. Learning and knowledge sharing are driven from a single database of content that is easily created, updated and shared.

GeoLCMS is an integrated component of GeoLearning’s GeoMaestro enterprise learning and performance management platform, providing seamless content connectivity, security, session management and integrated reporting. It can also be deployed as a stand-alone system, or integrated with our GeoExpress LMS platform, as well as other third-party LMSs. Either way, GeoLCMS offers one-of-a-kind features that make the development of e-learning applications faster and more efficient.

The GeoLCMS offers several competitive advantages:

  • Rapid Content Creation
  • Powerful Collaboration Tools
  • Open Authoring
  • Reusable Learning Objects
  • Adaptive Learning Paths
  • Superior Assessment and Survey Capabilities
  • Robust Administrative Features
  • Intuitive Student Experience
  • Powerful Tracking, Reporting & LMS Integration Capabilities
  • Web-based and delivered Software as a Service (SaaS)
  • AICC, SCORM 1.2, SCORM 2004, PENS and Section 508 Compliant
“GeoLCMS offers us unlimited flexibility to create robust custom sales training content. The content reusability and intuitive environment enables our content development team and SMEs to access centralized assets and collaborate to streamline content development best practices. Our content creation and update process is rapid, reliable and scalable.”


Docebo is an Open Source e-Learning platform (LMS and LCMS) used in corporate and higher education markets.The Platform supports 18 languages and can support different didactic models. Including: Blended, Self-Directed, Collaborative and even Social Learning through Chat, Wiki, Forums and 53 other different functions.

E-learning: Docebo LMS LCMS functionality

  • LMS support SCORM 1.2 and scorm 2004 (international elearning standard) support
    The elearning System (LMS and LCMS) manage every file type (word, excel, video, audio, etc.)
  • User notification via SMS or E-Mail
  • Videoconference, chat, forum
  • Messages, advice
  • Test, polls
  • FAQ, Help, Link List, Glossary, Wiki, e-Portfolio
  • Elearning reports by user and by course
  • Organize users in company organizational trees
  • Group management
  • Docebo LMS, elearning system support interface with HR software like SAP, HR, Zucchetti, Lotus, as well as authentication systems like LDAP and Active Directory, Kerberos and NTLM
  • Business intelligence elearning system
  • Skill based
Multilanguage elearning (LMS and LCMS)

Docebo LMS LCMS is translated in following languages: Italian, English, Arabic, Croatian, Bosnian, Danish, Dutch, Farsi, French, German, Japanese, Portuguese, Russian, Chinese, Spanish, Tamil, Turkish .


Administrators

  • Module Manager: Administrators can install modules, enable and disable them, define a default module and menu configuration for new courses. Developers can create integrated and third party feature modules for ATutor to extend its functionality. Types of Modules administrator, instructor, group, course, and public modules, as well as fully integrated feature extensions, or third party add-on software. New in 1.6.2! modules can be imported directly from a central module repository, and can now be automatically unistalled.
    Administrator's Home Page: All administrator tools can be accessed quickly from a central Administrator Home Page.
  • Patcher Module: New in 1.6.1! Administrators can install patches issued at update.atutor.ca to keep their ATutor system up-to-date, and secure. The Patcher can also be used to share custom features across multiple installation.
    Administrator ATutor Handbook: Administrator documentation is linked from each section of the handbook to the screen ATutor it refers to. The Handbook can be translated, and mutliple translations managed for each ATutor installation.
    Multiple Administrators: Create multiple administrator accounts assigning specific privilages to each.
  • Pretty URLs: New in 1.6.1! Administrators can turn on Pretty URL to have URLs with variables attached, rewritten in a more readable form. When turned on, public courses in ATutor can be indexed by search engines.
  • Master Student List: Require newly created student accounts to be authenticated against a custom imported student ID/PIN paired list.
  • Themes Manager: Easily create a custom version of ATutor by modifying or creating a theme. Type in a URL to a theme to install it in ATutor (see Themes). Assign themes to categories of courses. Export a theme to share with others. Login to submit themes to atutor.ca to make them available to the ATutor Community. DIV-based themes are available for added accessibility. New in 1.6.2! theme designer documentation is available in the ATutor Handbook. New in 1.6.2! administrators can import community contributed themes directly from the theme respoitory on atutor.ca.
    Automated Installer and Upgrade: A fast and easy way to install or upgrade ATutor! In most cases it only take a couple minutes, with little need for technical knowledge.
  • General Statistics: View system usage statistics.
  • Secure Course Content: Secure course content directory to prevent unauthorized access to course files.
  • Instructor Request: Review requesting instructors' personal information, and assign instructor status so they may create courses. Administrators are informed by email when new requests are made.
  • User Manager: Users on a system can be sorted, personal information can be viewed, and access privileges can be modified. Send announcements to all users on an ATutor system, or to students, or to instructors. Search through the users database using a variety of search strategies to find individual students, or a group of students. Users accounts can be batch managed to rapidly add, modify, or delete accounts. View courses in which individual students are enrolled.
  • Enrollment Manager: Administrators have all the same tools for managing course enrolments as instructors do, with the ability to manage students in any course. Create an enrollment list online to add new students to a course. Automatically generate login names and passwords for students and send them by email when a student is enrolled in a course. Assign students as Alumni so they can participate in discussions for future course sessions. Filter by login, first or last name, or email address.
  • Course Manager: Much like the User Manager, courses on a system can be sorted, their properties modified, and their instructors managed. Create new courses and assign an instructor. Use course backups to generate initial content for a new course. Create shared forums for select courses, or create a community forum for all courses. Easily jump between the administration section and courses without having to re-login each time.New in 1.6.1! Administrators can create an enrolment "trigger" link, that when followed, students are enrolled in specified courses automatically when they register.
    Backup Manager: Generate backups of courses to create master copies. Download backups for safe keeping or to move courses to another ATutor server. Use backups to generate new courses.
  • Cron Utility: Optionally schedule scripts to run at specific times. Use the Cron Uitlity to run the Mail Queue every few minutes. Write custom scripts to generate statistics, create a system backup, or to send system reminders, etc. using the cron utility to schedule when they run..
  • Course Categories: The ATutor course browser includes a course category browser, so courses can be sorted into a custom defined set of categories, perhaps by department or topic or grade level, for example. Themes can be assigned to course categories so all courses within a category look the same.
  • Language Manager: Import language packs directly into ATutor. Once imported, edit languages as needed. Create an ATutor Language Pack by exporting the language from your ATutor system. Make the language pack available to other, and submit it to the atutor.ca Translation Forum as an attachment, so others can use and continue to maintain the language. Easily search through the text of the language to quickly find and customize interface, feedback, and module language.New in 1.6! All languages are available in UTF-8, and courses can display multiple languages at the same time.

Developers
  • Developer Documentation: Guidelines, instructions, recommendations for those who wish to develop ATutor core features, bundled with each ATutor distribution.
  • Module Developer Documentation: Guidelines, instructions, recommendations for those who wish to develop ATutor Modules, bundled with each ATutor distribution.New in 1.6! Install the phpDocumentor module to generate API documentation. New in 1.6.2! modules can be exported from the module manager to be shared or redistributed to other ATutor systems.
  • Theme Designer Documentation: New in 1.6.2! Guidelines for developing themes are included in the ATutor Handbook. Theme designers can export themes to share or redistribute.
  • Hello World Template Module: A sample module that implements all potential module features, which can be used as a template for creating new ATutor modules.
  • Patcher Module: New in 1.6.1! Developers can use the patcher module to create patches to fix bugs, or to add new features or feature adjustments to ATutor, that can be submitted and added to the ATutor public distribution.
  • ATutor SVN Code Repository: Developers can checkout the live evolving ATutor source code from a public Subversion repository. With approval, developers can commit their features to the respository to be include in the ATutor distribution .
  • ATutor Bug Reports: Developers can keep up on bug fixes using the ATutor Bug Tracker With approval, developers can report to, and provide comments on, bugs listed in the tracker.


ATutor is an Open Source Web-based Learning Content Management System (LCMS) designed with accessibility and adaptability in mind. Administrators can install or update ATutor in minutes, develop custom themes to give ATutor a new look, and easily extend its functionality with feature modules. Educators can quickly assemble, package, and redistribute Web-based instructional content, easily import prepackaged content, and conduct their courses online. Students learn in an adaptive learning environment.

Try the demo to experience ATutor's adaptability, and its flexibility for course designers. Download ATutor to get a copy of your own.


Why ATutor?
Accessibility
ATutor supports these accessibility standards:
W3C WCAG 1.0
W3C WCAG 2.0
W3C ATAG 2.0
US Section 508
Italy Stanca Act
IMS AccessForAll 2.0 draft
ISO FDIS 24751

Interoperability
ATutor supports these interoperability standards:
IMS Content Packaging 1.1.2+
SCORM Content Packaging
SCORM 1.2 LMS RTE3
IMS Question Test Interoperability (QTI) 1.2/2.1
IMS Common Cartridge 1.0
W3C XHTML 1.0

ATutor's base in Open Source technology makes it a cost effective tool for both small and large organizations presenting their instructional materials on the Web, or delivering fully independent online courses. Comprehensive help is available through the documentation, through a number of support services, or through the public forums. Full language support is available through the ATutor Translation Site.

Open Source
ATutor is an Open Source project. You may copy, distribute, and modify ATutor under the terms of the GNU General Public License (GPL). See ATutor Licensing for examples of permitted free use.

ATutor Awards
IMS Gold Learning Impact Award 2008: Selected by industry leaders, the IMS Learning Impact Awards recognize the high impact use of technology to improve learning across all industry segments and in all regions of the world.

Mellon Award for Technology Collaboration 2007: Presented by The Andrew Mellon Foundation. recognizing not-for-profit organizations that are making substantial contributions of their own resources toward the development of open source software and the fostering of collaborative communities to sustain open source development.


A Special Gift from The eLearning Guild...


The eLearning Guild'sHandbook of e-Learning Strategy

In many organizations, there is a need to better identify and document a comprehensive learning strategy and to answer the question, "What should we be doing in order to support improved learning and performance?" This e-Book will help you make a broad, fundamental connection between learning, e-Learning, and your organization's mission, business objectives, and the bottom line. Chapters address everything from crafting a focused strategy, to keeping your strategy focused, to change management. Refocus on e-Learning strategy and insure that your e-Learning technology and methodology investments pay off and so you can achieve your e-Learning goals!

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Access Instructions: Depending on the speed of your internet connection, this document could take a few moments to download because of its size (87 pages in PDF format, ~7.3MB). We urge you to save it to your computer first and then open it.

Download Link: http//www.elearningguild.com/showfile.cfm?id=2509

License Agreement:The content of all Guild eBooks is FREE. You are encouraged to use it, share it, and post it on your Web site and/or your organization’s Intranet. No one is authorized to charge a fee for it or to use it to collect contact information. The PDF file cannot be altered without written permission from The eLearning Guild. We request that reuse or re-distribution of this publication is accompanied by appropriate attribution to The eLearning Guild.


This FREE Digital Book...

...is an awesome collection of tips from hundreds of your professional colleagues. These tips will help you navigate the LMS minefield, streamline your selection process, and help you save money! Nowhere will you find a more comprehensive set of tips that you can use to improve your LMS and LCMS selection efforts.

This FREE Digital Book was made possible by a generous contribution to its development from Adobe Systems. To learn more about Adobe click HERE.

Access Instructions: Depending on the speed of your internet connection, this document could take a few moments to download because of its size (58 pages in PDF format, ~1,494kb). We urge you to save it to your computer first and then open it.

Download Link: http//www.elearningguild.com/showfile.cfm?id=2096

License Agreement:The content of all Guild eBooks is FREE. You are encouraged to use it, share it, and post it on your Web site and/or your organization’s Intranet. No one is authorized to charge a fee for it or to use it to collect contact information. The PDF file cannot be altered without written permission from The eLearning Guild. We request that reuse or re-distribution of this publication is accompanied by appropriate attribution to The eLearning Guild.


A New eBook from The eLearning Guild!

In February and March, 2008, The eLearning Guild conducted a survey of its members, asking for their favorite tips for producing and managing Flash-based e-Learning. A total of 147 members responded to the survey, contributing 239 usable tips on 28 products (17 of which were not included in the original list). The tips range in length from one-sentence ideas all the way up to multi-page discourses. Some are very basic in nature, and others are quite advanced. These tips were different from past surveys in one significant way: Many of them contain detailed ActionScript code that will help you solve common problems. We have not edited the tips in any way, other than to correct spelling – everything you see in this book is in the tipsters' own words. As a result, these tips will be useful to any designer or developer looking for best practices to incorporate into their own production process.

If you're not familiar with their products for e-Learning, or if you haven't checked them out lately, we encourage you to take a look at your earliest convenience.
Access Instructions: Depending on the speed of your Internet connection, this document could take a few moments to download because of its size (102 pages in PDF format, ~6MB). We urge you to save it to your computer first and then open it.

Download Link:
http//www.elearningguild.com/showFile.cfm?id=2866

License Agreement: The content of all Guild eBooks is FREE. You are encouraged to use it, share it, and post it on your Web site and/or your organization’s Intranet. No one is authorized to charge a fee for it or to use it to collect contact information. The PDF file cannot be altered without written permission from The eLearning Guild. We request that reuse or re-distribution of this publication is accompanied by appropriate attribution to The eLearning Guild.


LMS and LCMS Tight Integration

Posted by Miro | 3:33 AM | | 0 comments »

When a customer deploys both an LMS and an LCMS product to derive the value each promises, a smooth and tight integration is not just a convenience, it’s an absolute requirement. Because the LMS and LCMS share different levels of administrative interests in the same entities, lack of smooth integration between the products results in a broken solution with administrative conflicts.

In addition to resolving the administrative conflicts, a tight integration of LCMS and LMS products from the same vendor can offer unique benefits beyond those offered by the individual products.

A working solution out-of-the-box
Though it is possible to create integrated solutions based on LMS and LCMS products from different vendors, this is usually achieved at a much higher level by tweaking the user interface UI) to include cross links between various features across the products. The integrated solution often behaves as two different products co-existing in the same deployment, each providing cess points to the other. Even this level of minimal integration cannot be taken for granted. Given the complications of shared administrative interests between an LMS and LCMS, the customer must often invest substantial time and effort to achieve integration.

LMS and LCMS products from the same vendor are usually well integrated to begin with, enabling the customer to deploy a working solution with the combined LMS and LCMS offerings right out of the box. Even when the customer purchases one product and later decides to expand the deployment capabilities with the other product, buying LCS and LCMS products from a single vendor simplifies this expansion effort and requires virtually no further integration investments or delays.

While many vendors guarantee some level of integration between their LMS and LCMS products, some vendors raise the quality of integration by building their LMS and LCMS products based on a common architecture and schema. Products from such vendors essentially behave as a single product when deployed together, offering the highest level of consistency in all areas of deployment, including user interface, functionality, schema, administration, and maintenance. If the deployment of one product is expanded to include its complementary counterpart from the same vendor, there is often no need to migrate user data or any other tracked data. Users continue to access the deployment as they had previously, and the deployment magically starts offering more capabilities.

Common content repository
LMS and LCMS products from the same vendor may share a common content repository. Thispowerful feature offers certain unique benefits:



  • The content repository is consolidated in a single location, essentially guaranteeinguniform administration and maintenance of the repository.
  • The ongoing extra effort to ensure content consistency and integrity across the twosystems is completely eliminated.
  • A single content repository enables the unique identification and access of learningobjects across the two systems based on a common name space. This allows theauthor of a learning object to define prerequisites in terms of other learning objects inthe LCMS without questioning whether the LMS will recognize and honor these prerequisites.
    • With separate content repositories, even if the name space that uniquelyidentifies the learning objects is somehow standardized across the two systems,the customer must ensure that all prerequisites defined for a learning object inthe LCMS are indeed published into the LMS repository for the LMS tosuccessfully honor these prerequisite specifications. A single content repositoryshared between the LCMS and LMS completely eliminates this issue.
  • Common content repositories enable authors to update learning objects in the LCMSonce, without propagating the change to all learning activities and curriculums that usethat learning object in the LMS. All usages of the learning object automatically adopt theupdated version from the common repository. This is particularly important fordeployments containing frequently updated content.

Unified schema
LMS and LCMS products that are tightly integrated at the database level, and are based on a common unified schema, have a distinct advantage because each product leverages in real-time all data tracked by the other product. The current industry standards, such as AICC and SCORM, enable LCMS and LMS products to exchange content packages and simple sets of tracked information such as completion status and scores. However, both LMS and LCMS are often interested in other common information for which no standards exist, such as detailed user profiles, competency definitions, organizational affiliations, job roles, learning objectives, the mapping between learning objectives and learning objects, and the detailed tracking of interactions between a user and a learning object.

LMS and LCMS products that share a common schema can leverage this common data regardless of which product tracked which piece. For example, when delivering a learning object to a user, the LCMS could take advantage of the personal information maintained by the LMS to offer the user a highly customized experience. Similarly, the LMS could maximize the detailed tracking by the LCMS to offer rich reports that help measure and improve the health of the entire solution.

Advanced personalization
Tight integration of the LMS and LCMS can enable several advanced personalization capabilities that are not easily achieved through either product alone. For example:

  • The LCMS can use the user information available in the LMS, such as profile, preference, job role, and competency data, to deliver a customized track of the learning object to the user automatically.
  • The LCMS can also analyze trends by correlating the user properties from LMS, the tracks chosen by corresponding users in the LCMS, and the details on their performance in those tracks.
    • Learning-object authors can use this kind of trend analysis to understand how the tracks they create are used in the real world. Such analysis also provides a more accurate profile of the real audience for each personalized track. Authors can use this information to fine-tune the track or create new personalized tracks to address the needs of users with specific profiles.
    • The LCMS can also use the results of this trend analysis to prescribe an appropriate track to future users automatically based on their profile. The LCMS becomes an intelligent system that learns, based on real data, what worked for whom and then uses this information to help future users.
  • When an LMS has real-time access to all learning objects managed by the LCMS, the LMS can dynamically build personalized curriculums and learning activities to match a specific user’s needs and profile. A dynamic curriculum built for a user by the LMS can include an assortment of learning objects based on the learning objectives associated with each learning object. The curriculum may include a blending of learning objects to be delivered by the LCMS as well as other learning activities such as seminars, workshops, and so forth that may be available outside the LCMS.

Better insight for improving content
The granularity of tracking in an LCMS helps content owners gain insight into the clarity and effectiveness of their learning objects. The amount and nature of peer collaboration, and the amount and nature of additional help users seek from knowledge experts in the context of a learning object, provide great insight into the clarity and completeness of the learning object. Correlating this data with the user profile, job role, competencies, and skill levels available in the LMS provides valuable insight into the types of users who find the content effective or who have difficulty with the content. Further correlating this data with the curricula or learning activities in the LMS that included the learning object can reveal where the learning object should be included in future and also help fine-tune the learning object’s prerequisites. This analysis may also provide insight into how the learning object’s prerequisites depend on the audience’s characteristics.

Capturing intangible knowledge
Structured knowledge that satisfies a specific set of learning objectives is often well defined and managed as tangible learning objects in an LCMS. However, in this fast-moving knowledge economy, an equally important challenge is to capture the vast amount of unstructured, intangible knowledge in an organization and make it readily available to increase on-the-job productivity. Intangible knowledge is often buried in a person’s head and in what one knows beyond what is available in formally documented knowledge. LCMS and LMS products recognize this challenge and often facilitate the transfer of intangible knowledge through methods such as discussion forums, chat rooms, and study groups. While most products facilitate knowledge transfer beyond formal training, very few offer a built-in mechanism that actually captures the transferred knowledge and makes it readily available for future reference.
Some advanced LCMS products not only capture transferred knowledge, but also automatically associate the knowledge with specific learning objects and provide meaningful context for future reference to this unstructured knowledge. If these LCMS products are part of a tightly integrated LMS and LCMS deployment, the context of the unstructured knowledge captured can in turn be used to create new learning objects and improve existing learning objects. In essence, this helps capture the intangible and unstructured knowledge in an organization and transform it into a tangible asset.

Other key benefits
The tight integration of an LMS and LCMS from the same vendor can offer other unique benefits:

  • Integrated security with common roles and privileges honored by both the LMS and LCMS provides a single logon and uniform access model to all capabilities across both systems. This uniformity provides a better user experience and simplified administration.
  • Tight integration unifies administration and maintenance of the two systems, resulting in reduced maintenance cost.
  • Uniform search capabilities across both the LMS and LCMS.
  • With products from the same vendor, the integration is likely to be preserved through
    future versions of the LMS and LCMS products. Issues involved in upgrading the integrated deployment are resolved as part of the product release. Integrating LMS and LCMS products from different vendors would likely involve substantial additional integration work when upgrading to future versions of each product.

Tight Integration ≠ Proprietary
A tight integration of LMS and LCMS products from the same vendor doesn’t have to mean a proprietary solution that locks down customer investments. The key is to make sure the integrated products are based on an open, flexible, modular architecture and are compliant with available industry standards.

The architecture should guarantee that the integrated product suite features well-defined interfaces that make it easy to work with other enterprise products. At the same time, the integrated product should guarantee its standards compliance; that is, that it can manage and use standards-compliant learning objects created by external systems as well as standards compliant off-the-shelf courses. The product should also guarantee that all learning objects created with the product are similarly standards-compliant and can be easily exported and published to other standards-compliant learning systems.

The Sharable Content Object Reference Model (SCORM) is emerging as the de facto standard for learning objects, so the integrated product must also be able to create SCORM-compliant content as well as manage, play, and track SCORM-compliant content created by other systems.


LMS and LCMS Demystified

Posted by Miro | 3:27 AM | | 0 comments »

Learning Content Management Systems (LCMS) and Learning Management Systems (LMS) represent two distinct but complementary product categories. Each has unique strengths and value propositions, and one does not replace the other. At the same time, a tightly integrated LCMS and LMS solution mayoffer unique benefits that surpass the value offered by each system separately. This paper analyzes the relationship between the two systems and discusses the advatage of a tightly integrated LCMS and LMS solution, ideally from the same vendor.

What Is an LMS?
An LMS essentially helps manage an organization’s learning activities and competencies. The activities managed by the LMS could vary from instructor-led classroom training to educational seminars to Web-based online training. From an end-user point of view, an LMS provides an effective way to keep track of individual skills and competencies, and provides a means of easily locating and registering for relevant learning activities to further improve the learner’s skill levels.

An LMS also provides access to online courses for which the user registers. Administratively, an LMS makes it easy to enter, track, manage, and report on learning activities and competencies in an organization. In essence, an LMS primarily focuses on competencies, learning activities, and the logistics of delivering learning activities. An LMS does not focus on creation, reusability, management, or improvement of content itself.

What Is an LCMS?
In contrast, an LCMS helps create, reuse, locate, deliver, manage, and improve learning content. Content is typically maintained in a centralized content repository in the form of small, self-describing, uniquely identifiable objects, or learning objects, each of which satisfies one or more well-defined learning objectives. Each learning object may have been created from scratch or by re-purposing existing knowledge documents in other formats. An LCMS may locate and deliver a learning object to the end-user as an individual unit to satisfy a job-specific need or deliver the learning object as part of a larger course, curriculum, or learning activity defined in an LMS.

An advanced LCMS tracks the user’s interactions with each learning object and uses this detailed information to deliver highly personalized learning experiences while providing authors with rich reports for analyzing the clarity, relevance, and effectiveness of content, so it can be improved on an ongoing basis.

Some leading-edge LCMS products go even further to enable powerful collaboration and knowledge-exchange paradigms in the context of learning objects, and empower users to collaborate with each other as well as with subject-matter experts on specific learning objects. These knowledge exchanges are also captured, archived, and made easily available to future users to expand and supplement the knowledge encapsulated by that learning object.

An LCMS essentially focuses on creating, reusing, locating, delivering, managing, and improving content. In certain cases, the focus also extends to fostering knowledge communities and capturing the unstructured knowledge around the learning object in a tangible form. But an LCMS does not deal with competency management, the extensive administrative functionalities of managing learning activities, or the logistics of these activities.

Where Do LMS and LCMS Meet?
Though Learning Management Systems and Learning Content Management Systems fundamentally differ in focus, they address complementary aspects of the same high-level goal: to accelerate knowledge transfer. In achieving this goal, they share common ground in three key areas:

Content:
Content is a key ingredient handled by both LMS and LCMS. The LMS manages, prescribes, delivers, and tracks online courses, which are typically composed of learning objects that were created and defined in the LCMS. The LMS and LCMS both monitor the delivery of content but at different levels of granularity. An LMS concentrates on course-level tracking, particularly completion status and rolled-up scores. In contrast, an LCMS employs detailed tracking at the learning-object level not only to trace user performance and interactions at a finer granularity, but also to provide the metrics that help authors analyze the learning object’s clarity, relevance, and effectiveness.

Users:
Users play a central role in both LMS and LCMS. Independent of whether the resource is a learning object, an online course, an expert, or some other form of learning activity, an important common goal of products in both categories is delivering the learning resource to the user in the most effective way possible. A typical LMS maintains a rich profile of each user, including organizational affiliations, job role, preferences, competencies, skill levels, participation in past learning activities, and so forth. Users typically go to the LMS to manage their current competency status, analyze their skill gaps, and register for learning activities that will help them reduce their skill gaps against an aspired career path. An LCMS focuses on delivering a personalized experience to the user that provides just enough content to address the person’s individual needs, just when he or she needs it. An LCMS may also enhance this experience by customizing the content based on a user’s profile or by offering rich collaborative and knowledge exchange capabilities around the content. The key difference is that the LCMS takes advantage of all the information available about the user to offer a personalized experience when delivering a learning object, while an LMS typically maintains the user profile information and makes it available to the LCMS to deliver the personalized experience.

Administration:
An LMS and LCMS share varying degrees of administrative interests in content as well as users. An LMS typically offers detailed user administration including user profiles, competencies, roles, and organizational properties, but only high-level content administration and tracking. In contrast, an LCMS offers extensive content administration and tracking at fine levels of granularity. However, the LCMS pays more attention to the interactions between user and content than the actual administration of users themselves. Irrespective of the administration’s sophistication and focus, products from both categories have built-in administrative features to manage users and content. Customers have the substantial practical challenge of sharing these administrative interests across an LMS and LCMS, and ensuring the administrative process flows consistently and smoothly between the two systems.


Learning Management System (LMS)

Posted by Miro | 10:35 AM | | 0 comments »

A Learning Management System (or LMS) is a software package, usually on a large scale (that scale is decreasing rapidly), that enables the management and delivery of learning content and resources to students. Most LMS systems are web-based to facilitate "anytime, anywhere" access to learning content and administration.

At a minimum, the LMS usually allows for student registration, the delivery and tracking of e-learning courses and content, and testing, and may also allow for the management of instructor-led training classes. In the most comprehensive of LMSs, one may find tools such as competency management, skills-gap analysis, succession planning, certifications, virtual live classes, and resource allocation (venues, rooms, textbooks, instructors, etc.). Most systems allow for learner self-service, facilitating self-enrollment, and access to courses.

Some LMS vendors do not distinguish between LMS and LCMS, preferring to refer to both under the term "LMS", but there is a difference. The LCMS, which stands for "Learning Content Management System", facilitates organization of content from authoring tools, and presentation of this content to students via the LMS. It focuses purely on managing and delivering the appropriate eLearning content for users when they need it. The Learning Content Management System provides an infrastructure that can be used to rapidly create, modify, and manage content for a wide range of learning to meet the needs of rapidly changing business requirements. The LCMS can use its detailed data on learner scores, question choices, and navigation habits to give content managers crucial information on the effectiveness of the content when combined with specific instructional strategies, delivery technologies, and learner preferences.

The Aviation Industry CBT (Computer-Based Training) Committee (AICC) is an international association of technology-based training professionals. The AICC develops guidelines for the development, delivery, and evaluation of CBT and related training technologies. This is a standard in e-learning.

The Sharable Content Object Reference Model (SCORM) defines a Web-based learning "Content Aggregation Model" and "Run-Time Environment" for learning objects. The SCORM is a collection of specifications adapted from multiple sources to provide a comprehensive suite of e-learning capabilities that enable interoperability, accessibility and reusability of Web-based learning content.

LMSs are based on a variety of development platforms, from Java EE based architectures to Microsoft .NET, and usually employ the use of a robust database back-end. While most systems are commercially developed, free and open-source models do exist. Other than the most simplistic, basic functionality, all LMSs cater to, and focus on different educational, administrative, and deployment requirements.