Learning content management system

A Learning Content Management System ( LCMS ) is a further development of a Learning Management System (LMS). The LCMS is a multiuser system in which learning content developers can create, save, reuse and manage content as required. In addition, an LCMS contains a component for delivering digital learning content from the central content store. LCMS systems allow the user to create small reusable units, also called Reusable Learning Objects (RLO), and to reuse them as often as required.

The most important components of an LCMS are:

An authoring tool for creating, editing, managing and reusing content
A central object repository for managing the learning content
A dynamic interface to display the learning content for the user
An administration tool to manage the authorizations of the content, the users and the user groups

Probably the most important task of an LCMS is the central object repository, which can manage the reusable learning objects . The aim is to largely prevent unwanted redundancies and contradicting information.

Differences between LMS and LCMS

LMS or LCMS are currently considered to be the most comprehensive systems for e-learning. Here, however, the difficulty of categorizing and classifying such tools quickly becomes apparent. There are many common but also numerous different functionalities. Generally speaking, LMS or LCMS encompass the functionalities in the area of course management, content management, authoring tools and groupware. Often the central participant administration of an educational institution is linked to it.

Learning management system: Basically, an e-learning system is required in order to be able to support the online and / or face-to-face courses, the workflow of event management, from booking processes, teaching and learning processes to resource administration. These administration-oriented systems are known as Learning Management Systems (LMS).; The administration of document-based course materials is also often found in LMS systems. Here, learning content is managed on the basis of documents, such as Powerpoint presentations, text files, videos and audio files or HTML documents ( document-based learning content ).
Learning content management systems: Systems that have specialized in the management of learning content are called learning content management systems. If a simple administration environment for managing e-learning content is not sufficient, you have to use such a system. LCMS systems are a further development of LMS systems that have specialized in the creation, storage, reuse and automated presentation of learning content. LCMS systems offer much more advanced tools for the management of learning content.
Page-based learning content: Within the LCMS systems, one can further distinguish between systems that manage content at the page level ( page-based ) and systems that can break down content down to the level of individual text passages ( asset-based ). The main difference is that the storage of individual pages ( page-based ) allows only limited reuse of learning content. Here finished, retrievable pages are created that have to be manually integrated into a process by the author so that they result in a coherent course. With such systems it is relatively easy to reuse existing content from an LMS (document-based). However, these systems offer limited flexibility and potential savings in content reuse.
Asset-based learning content: In the asset-based LCMS, all learning content is managed in the smallest meaningful unit, the assets. This means that not an entire file (e.g. text document) or a whole page (e.g. presentations) is stored, but the text modules contained therein, individual images and graphics and the associated structure.

These elements can then not only be used in one learning unit, but also in many other learning offers at the same time as required. If such an asset is to be changed, it only needs to be adjusted in one place and is automatically updated wherever it is used.

Asset-based management of content therefore offers very extensive reuse options and therefore a higher potential for optimization. Such systems offer an efficient way of combining 'knowledge management' with 'e-learning'.

Use of LCMS systems in e-learning

The following graphic is intended to represent a possible application scenario for an LCMS.

Optimized e-learning, using an LCMS system, needs an administration system to cover the administrative requirements. Such systems are often already in place and can continue to be used (see Learning Management System ). The LCMS is connected to the LMS and can use it to exchange user profiles, grades, statistics, etc.

The learner can access both systems via a central web access and in the best case does not even know that he is on an LCMS. The author can also access the LCMS via the portal and can create and change content directly in the user view. The administrator can reach both systems directly and is offered extensive management options. The management depending on the implementation various statistics either LMS or LCMS can retrieve.

Depending on the functional scope of the systems, there can be many implementation variants.

Essentially, it can be said that the use of an LCMS is particularly useful if ...

want to create or manage a larger number of learning content
Learning content is to be managed easily and effectively centrally and reused several times
Learning content is to be distributed or shared across multiple locations or organizations
Knowledge of the users / experts should flow into the knowledge pool
the production cycle of learning content is to be significantly shortened and optimized

Additional terms

Sources and web links

Brandon-Hall - e-learning market research, www.brandon-hall.com
Huber, Richard (2001): Market overview learning platforms , www.bibb.de
Insight into the area of learning platforms, e-teaching.org

literature

Baumgartner, Peter; Häfele, Hartmut; Maier-Häfele, Kornelia (2004): Content Management Systems in e-Education: Selection, Potentials and Possible Uses . Innsbruck-Vienna: Studies publishing house
Baumgartner, Peter; Häfele, Hartmut; Maier-Häfele, Kornelia (2002): E-Learning Practice Handbook. Selection of learning platforms. Innsbruck, Studien Verlag
Beckenbach, Katharina (2005): Evaluation of the virtual learning environment VIBOS . Series Forum Erziehungswissenschaften, Volume 2. Meidenbauer-Verlag, Munich
Häfele, Hartmut; Maier-Häfele, Kornelia (2005): Open source tools for e-training. Overview, recommendations and instructions for the immediate use of the seminar. Manager seminars Verlag, Bonn. ISBN 978-3-936075-20-5