1. New Designs for Learning Management Systems EDUCAUSE 2006 SW Regional Conference, Austin, Texas

2. Elliott Masie reports concerns with CMS Compliance Pressure - Use of the LMS as a core Compliance Management Tool. Retention of Talent Pressure - Requests to have the LMS as an "engine” that drives increased retention of talent. Meaningful Metrics Pressure - Need for greater linkage with business metrics to yield measures of the impact of learning on performance rather than consumption. Informal Content Pressure - As more content is shifting to informal formats, the LMS needs to be re-tuned to authentically deal with a wider continuum of knowledge models. Governance Pressure - Registered participants are reporting significant changes in LMS and LCMS governance and decision models.

3. What we have now Productivity tools Bookmarks Calendar Progress review Orientation/help Searching w/in course Work offline Administrative tools Authentication Course authorization Hosted services Registration integration Course delivery tools Automated teaching and scoring Course management Instructor helpdesk Online grading Student tracking

4. Communication tools Discussion File exchange Email Online journal/notes Chat Video Whiteboard Student involvement tools Groupwork Self-assessment Student community building Student portfolios Curriculum design tools Standards compliance Accessibility compliance Content sharing/reuse Course templates Curriculum management Customized look and feel Instructional design tools

5. Knowledge and Learning Management Systems

6. Emerging functionalities Access controls “authentication and authorization functionality that determines how participants get into systems and what they are allowed to do once they are in. “ Pervasive assessment “functions should measure or document student learning and the effectiveness of learning materials to support student learning.” Cognitive and organizational tools “support cognitive processes, reduce cognitive load of the learner, extend the cognitive capabilities of the learner or allow the learner to test ideas within problem solving contexts, and provide support for organizing one’s work. “ Collaboration/communication tools “that support peer interaction, either in discussion or group work, including project/team management functionality.” User Interface and Navigation “design and ease-of-use functionality of screens, particular to each type of user also relieves cognitive load and systems that allow customization can improve quality of interaction as well as efficiency for the user.” Content Creation and Delivery “facilitates and supports the sharing of resources and other content, generated and/or provided by faculty AND students.” Instructional/Learning Design “incorporates pedagogy, andragogy, and learner needs and preferences in course design and guide the instructional designer and faculty member to offer appropriate content for both the content and the learner.”

7. Discussion enterprise-level management, functional capabilities, user control, intelligent supports for learners and instructors, issues of integration and interoperability

9. Resources Beyond accidental pedagogy: Next generation course management systems Beyond accidental pedagogy: Next generation course management systems Content Wire CMSWire CMS Watch Edutools Learning Activity Management System (LAMS) OCLC Online Computer Library Center OCLC Wikipedia’s Virtual Learning EnvironmentVirtual Learning Environment

10. References Britain, S. (1999). A framework for pedagogical evaluation of virtual learning environments. JISC technology Applications Programme. Available at http://www.leeds.ac.uk/educol/documents/00001237.htm http://www.leeds.ac.uk/educol/documents/00001237.htm Carmean, C., & Haefner, J. (2002). Mind over matter. EDUCAUSE Review, November/December. Available at http://www.educause.edu/ir/library/pdf/erm0261.pdfhttp://www.educause.edu/ir/library/pdf/erm0261.pdf Coatta, T. (2002). Silicon Chalk and pervasive learning: Using technology to support learning in many contexts. http:// www.silicon-chalk.com/resources.htm Darwin Executive Guides. (n.d.). Content Management. http://guide.darwinmag.com/technology/web/content/ http://guide.darwinmag.com/technology/web/content/ Hanson, P., & Robson, R. (2004). Evaluation course management technology: A pilot case study. ECAR Research Report. Available at http://www.educause.edu/LibraryDetailPage/666?ID=ERB0424http://www.educause.edu/LibraryDetailPage/666?ID=ERB0424 Hanson, P., & Robson, R. (2003). An evaluation framework for course management technology. ECAR Research Report. Available at http:// www.educause.edu/ir/library/pdf/ERB0314.pdfhttp:// www.educause.edu/ir/library/pdf/ERB0314.pdf Kvavik, R. B., Caruso, J. B., & Morgan, G. (2004). Students and information Technology: Convenience, connection, and control. ECAR Research Report. http://www.educause.edu/LibraryDetailPage/666?ID=ERS0405 http://www.educause.edu/LibraryDetailPage/666?ID=ERS0405 Morgan, G. (2003). Faculty use of course management systems. Available at http://www.educause.edu/ir/library/ pdf/ecar_so/ers/ers0302/ekf0302.pdf http://www.educause.edu/ir/library/ pdf/ecar_so/ers/ers0302/ekf0302.pdf Pittinsky, M. (2004). The networked learning environment: Stepping beyond courses to a more expansive online learning experience. Blackboard. Available at http://www.blackboard.com/docs/AS/Bb_Whitepaper_NLE.pdf http://www.blackboard.com/docs/AS/Bb_Whitepaper_NLE.pdf