Learning platform

from Wikipedia, the free encyclopedia

A learning platform or learning management system ( LMS ) is a complex content management system that is used to provide learning content and organize learning processes. The task of a web- based learning environment is to enable communication between students and teachers. It acts as an interface between the education provider and the learner. This does not include educational content that is offered via the Internet, such as the usual web presences or portals. The advantages of a learning platform are relief in teaching, the regulation of the flow of information, simplification of learning and taking on numerous administrative tasks.

term

definition

The term learning platform or learning management system (LMS) is understood to mean a software system that integrates several task-specific sub-programs under a central surface with which various learning scenarios are supported. Based on the original e-learning approach, the consensus has developed that so-called blended learning best supports the learning activities of most users, which is why most LMS are currently following this approach. What all these learning environments have in common is that they contain tools for creating, communicating and managing learning content, as well as for coordinating web-based learning opportunities and for assessing learners.

Due to the general acceptance and ease of use of web applications , this IT architecture has also established itself in learning platforms; this also offers the advantage of easier integration of various World Wide Web services . This leads u. a. to a reduction of the creation effort for learning content. The learning content is managed in a database and made available to the learners according to personalization measures. The individual learning process is followed ( tracking ) and logged by the system . Teachers and students communicate with this system via a standard web browser without having to install additional software . In the English-speaking world, learning platforms are often referred to as VLEs (Virtual Learning Environments), which also indicates another, namely educational, orientation of learning platforms.

Due to the large number of integrated application programs and media formats, learning platforms are among the most complex software architectures on the market for e-solutions. The area of ​​e-learning and with it the market for learning platforms is expanding because the Internet is an ideal scientific learning and exchange platform. In addition, companies are showing a high willingness to invest in training and further education. For these reasons, it is difficult to determine the number of LMS that are currently in use, as there are various open source and proprietary island solutions in addition to the numerous chargeable ones . A somewhat older source has around 250 LMS (180 to 200 proprietary systems and 50 to 70 open source systems).

costs

There are different price categories. The spectrum ranges from commercial LMS to those that only require support or setup to be paid for to free systems. These can be integrated into the IT infrastructure or purchased externally in the form of an ASP (Application Service Providing) solution.

Demarcation

In contrast to pure collections of learning scripts or hypertext collections on web servers , learning platforms are characterized by the following features:

  • User administration (login with encryption)
  • Course management (courses, management of content and files)
  • Assignment of roles and rights with differentiated rights
  • Communication methods (chat, forums)
  • Tools for learning ( interactive whiteboard , notebook, annotations, calendar etc.)
  • Presentation of course content, learning objects and media in a network-compatible browser

Application scenarios

LMS are primarily aimed at schoolchildren and students, but are also increasingly used in adult education or for corporate communication. The locations are therefore universities , schools and companies . The following classification roughly describes the application scenarios:

Classroom teaching
The classroom teaching can be supplemented with the help of multimedia learning modules . The appropriate information and materials for the respective course are available to students online. The event is location and time dependent. Consequently, a platform is not absolutely necessary.
Media-based self-learning
Since there is no supervision, the learning modules for self-directed learning can be accessed online. Learning is independent of both time and place. A platform makes sense for media-based learning, but not a must.
Distance courses
With this form of learning, all phases of teaching and learning are network-supported. Supervision and exercises are handled interactively via the web. These are also independent of time and place. A platform can therefore not be dispensed with.

Identification / control functions

Virtual learning environments can be distinguished on the basis of several feature dimensions.

Multimodality
In multimedia learning environments, different code systems (writing, spoken language, images, graphics, music ...) are used and several sensory modalities (seeing, hearing ...) are addressed. If a text is implemented on a PC screen with additional images such as graphics and a spoken dialogue , one speaks of a multimodal learning environment.
Adaptivity
The learner can be divided into novice and expert depending on the need for support . As the learner develops from a novice to an expert over time, his or her need for support decreases continuously. Consequently, when designing virtual learning platforms, there is a need to improve the ease of learning through appropriate system adjustments (adaptivity) in addition to user-friendliness . It is important that the program is based on characteristics of the learner such as their previous knowledge, individual reading and processing speed, systematic errors and individually preferred learning strategies.
Interactivity
Originally used in social science, the term denotes the mutual influence, mutual dependence and the “coming into contact with one another” between individuals and social structures. With regard to computer systems, interactivity describes the property of software to offer the user options for intervention and control and thus to hand over control of the process to him. Users and software are interrelated. In addition to one-to-many communication, there is also one-to-one communication between the learner and the computer.
distribution
A learning platform should serve to distribute information relevant to learning. This form of learning is one-to-many communication. The task of the learner is to take in the virtually presented information, process it and implement it in a self-controlled manner.
collaboration
The new media bring spatially separated learners into contact with one another, stimulate them to work together on tasks in the virtual space and thus initiate collaboration. It is a many-to-many communication in which interactions occur between people who work on a task together. The role of the teacher as initiator, moderator or coach should not be underestimated.

Functional areas

Composition of learning content
Learning content such as texts can be integrated and structured in the learning platform via a web interface . According to a structure specified by the author, the system automatically adds navigation aids . It is also possible to upload multimedia content via the web interface, whereby the file links are automatically added.
Quiz environment
This is a collection of several interactive questions, such as: B. Multiple choice , fill in the blanks or open questions . These can be put online and managed without great effort .
communication
The system offers temporally asynchronous and synchronous tools for communication. With asynchronous communication tools, people make contact with one another at different times, e.g. B. through e-mails , discussion forum , bulletin board, etc. In addition, there are synchronous tools such as chat , audio / video conference or application sharing, which enable simultaneous communication.
Tutor tools
Access authorizations for courses, formation of working groups and supervision of students are regulated by the tutors . In addition, follow these activities in the course and review submitted papers and quiz results. If necessary, the tutors can use the communication tools mentioned above to get in touch with the students.
Student tools
Students have the opportunity to annotate the course material, print out documents, organize their work with the help of a calendar and set up the learning environment according to their own wishes.
Organizational tools
They support teachers and learners in the practical organization of their work processes. These include B. timetables, resource management, tasks.
User administrations
There are different tools with which administration such as (e.g. course registration, creation of work groups) can be simplified. There are additional statistical tools for analyzing user behavior in the learning environment . The focus is on the investigation of access numbers and monitoring, evaluation of questions, administration of grade books and comparisons within the group.

conditions

There are three different user groups and their concerns. On the one hand, the demands from the perspective of the learners, the teachers and, ultimately, the demands of the operators and administrators .

Requirements from the learner's point of view

In order to use the learning platform regardless of location, web-based and platform-independent systems are of great advantage, which can also be used without requiring deeper knowledge of the underlying technology. This allows a much broader target group to be addressed. The navigation should be intuitive possible on the platform or be fast transparent, be so designed that they can be used without a separate instruction / guidance on the operation. This can e.g. For example, by an ordered structure and transparency of the paths or even a uniform format pages layouts , this can be made possible. The content of the learning platform should be tailored to the respective target group and be correct and up-to-date, and internal and external links should be as current and functioning as possible. In addition, additional content should be offered for comparison. There should be a balanced range of content in the form of texts, multimedia elements and learning success controls. In order for the learning platform to be attractive for the learner, it should have modern web-based communication channels and the latest multimedia technologies , i.e. a dynamic structure of the platform in which media can be integrated without great effort .

Requirements from the teacher's point of view

The teaching staff hardly need any programming knowledge on a learning platform in order to be able to work on the content. However, you must familiarize yourself with the specifics of the respective platform. Once provided, content can be easily updated and reused. The reusability of the created content - teaching materials, question pools, etc. - should therefore be guaranteed.

Since the functions of a learning platform can be quite complex, a contact person on site is necessary. In order to be able to exchange the content with standard software as well as other platforms, it is necessary from the point of view of the teachers that standardized interfaces exist.

Mobile use is a must. A search function should be provided to find the information you need. Overall, learning platforms have to be continuously developed.

Requirement from the perspective of the operator, developer and administrator

It can be relevant for operators and developers to keep statistics on the accessibility and use of individual content, areas or modules in order to adapt to the target group and remove or rework the impractical and offer more frequently used items. Templates as raw material from pages. This is linked to the possibility of presenting the same content with different formats for different user groups, as well as the possibility for design specialists to transform the content according to the latest didactic concepts. The existence of different databases means that different information can be integrated quickly and easily. Also, through standard packaging process a porting allow to other platforms of content. In order to keep the content at a certain quality level, quality management systems can be set up, which can lead to the mapping of complete editorial control mechanisms, such as authors, editors and proofreaders.

to form

The numerous offers can be divided into different groups.

Commercial platforms
Commercial platforms offer a wide variety of functions and technical detail. The majority of these platforms work with an XML -compatible data format. Developers , communication scientists , designers and psychologists work together to create it .
Open Source Projects (OSP)
OSPs are software that are published in source code (usually also in translated form, e.g. for Windows) and are freely accessible. OSPs are free to use under license terms such as the GNU General Public License . If the source code is further developed, it must also be published when the resulting program is published. The user content of the platform is not affected. The disclosure is intended to ensure that the software continues to develop without high investment sums.
Proprietary projects
This term is used to summarize learning platforms that are tailored to a specific topic or functionality. Such platforms are usually developed when commercial platforms or OSP do not meet the requirements, e.g. B. the desire to carry out chemical tests and projects.
University projects
Nowadays, almost no university can do without a self-developed learning platform for research purposes. Such learning systems are at different stages of development. The spectrum ranges from small projects based on diploma or doctoral theses, which are only used by individual chairs, to large-scale projects developed in a network of different departments.
Related projects and products
In addition to the cross-platform, full-fledged learning platforms already described, there are numerous other proprietary island solutions, auxiliary programs, programs for creating interactive and multimedia content, live systems and classic authoring systems . These are a useful addition to the learning systems described above.

Advantages and disadvantages

advantages

  • The internet serves as a dialogic communication medium. In forums, chats or via whiteboards, learners can come into contact with each other and with teachers regardless of location.
  • Learning takes place in a social context. The use of a variety of learning scenarios such as exercise groups, individual work or online coaching increases motivation and willingness to learn. In addition, the hypermedia structure enables non-sequential learning.
  • With the help of hyper-media, knowledge stocks are organized according to situation and user. Since the respective documents are assigned to the associated course and session, users can find, download or print the content they want at any time and without great effort.
  • The administration of general learning processes is a support for the learners. In this context, especially appointment planners, grade administration, administration of group work, lecture directories or registration modalities for courses should be mentioned.
  • The flow of information can be controlled in a targeted manner by assigning rights . The teacher decides which content is accessible for which students or groups.
  • The main advantages for the teacher are the offer of additional tools for the preparation of learning content. The spectrum ranges from simple announcements, text documents and graphics to presentations, handouts, online tests and file managers to special applications such as whiteboards or tele-tutoring.
  • Files and documents remain in the system for a longer period of time.
  • The most characteristic advantage of an LMS, however, is that all of these applications are brought under one roof.

disadvantage

  • Failure or crash of the program can never be completely ruled out. This means that users are dependent on the technical functionality of the system.
  • Due to the limited screen space, the teacher has certain limits.
  • The navigation is not always easy to understand. T. to be learned first. Additional cognitive skills are required for this additional navigation effort .
  • Many people prefer printed paper because of its better reading ergonomics .

recommendations

Content design

modular structure of the learning system
If the contents of virtual platforms are given in the curriculum, they must be brought into a form that is suitable for the target group, making use of the technical and media possibilities. It is advisable to present the content in a modular way, identified by headings and in a logically structured manner. An appealing web design is also advisable.
Provision of learning-related materials
In self-directed learning, learners have to develop the competence to recognize their own knowledge gaps and to use appropriate resources . As a support, it is advisable to provide information on materials that accompany learning and information that can be accessed virtually.
Stimulating cooperation and communication
It makes sense that the teacher stimulates external communication, e.g. B. by setting cooperation tasks. The teacher should take action with regard to support in the event of learning difficulties, technical problems or the desire for feedback . The use of a moderator can be helpful here.
Inclusion of problem-oriented design principles
The use of authentic cases, situated application contexts , multiple perspectives and cooperative elements is recommended .

Ergonomic design

clear design of the user interface
Reliability, modifiability and user-friendliness are important aspects in this context. The design of the virtual learning environment should be based on the requirements of the learning task. The navigation can be simplified by dividing the pages into main and control frames and by using a guidance system. To ensure a uniform and clear appearance, it is advisable to provide guidelines for the design. Standards such as HTML , XML , LDAP or Java have established themselves today for creation.
Software stability and security of the learning system
Technical problems can never be completely avoided, but learners should always be guaranteed that they can print out or download learning content without problems, edit it online or offline and access the content with different browsers. When it comes to the technical component, however, the focus is also on a stable, functionally mature and developable platform and the use of the most common tools and formats possible .

Other Recommendations

Integration into the infrastructure
The use of an LMS only makes sense if it is part of the infrastructure of the university and departments , the computer center , the course, examination and student administration.
Detailed documentation of the software
In order to facilitate further development of the learning system, all steps in the development of the software should be recorded. In principle, you should avoid becoming dependent on special software or device types, as technical developments will advance.

Software provider

Overview of free learning software in the category: Free learning software

Learning platforms at schools in Germany

In various federal states there are learning platforms that are often based on the open source platforms Moodle or ILIAS . Edu-sharing, an open source, networked infrastructure for exchanging and sharing digital educational media, forms the core of some of the state learning platforms. Interfaces to connect Moodle, ILIAS and other learning platforms are available.

Problems

The German copyright law is a particular problem in providing teaching materials. “We are allowed to ... copy material ... we are not allowed to digitize it. ... That of course contradicts a story like the cloud. ”A gap that Open Educational Resources can partially fill.

In the USA, digital learning was introduced years ago, also to save teachers. While the scientific evidence is thin, it has been found that social differences increase and reading comprehension suffers.

In the Corona crisis 2020, the failures of the past showed themselves in the form of unfinished solutions that were overloaded by school rushes or attackers.

See also

literature

  • Marco Kalz, Sandra Schön, Martin Linder, Detlev Roth, Peter Baumgartner: Systems in action - learning management, competence management and PLE . In: M. Ebner, S. Schön (ed.): Textbook for learning and teaching with technology . Bad Reichenhall 2010 ( online ).
  • Peter Baumgartner, Hartmut Häfele, Kornelia Maier-Häfele: Content Management Systems in e-Education: Selection, potentials and possible uses . Studien-Verlag, Innsbruck 2004.
  • Peter Baumgartner, Hartmut Häfele, Kornelia Maier-Häfele: E-learning practical manual. Selection of learning platforms . Studien-Verlag, Innsbruck 2002.
  • Katharina Beckenbach: Evaluation of the VIBOS virtual learning environment . In: Forum Educational Sciences . 2nd volume. Meidenbauer-Verlag, Munich 2005.
  • Claudia Bremer: E-learning strategies and e-learning skills at universities . In: Focus on University Didactics . 114th volume. Bertelsmann Verlag, Bielefeld 2004.
  • Hartmut Häfele, Kornelia Maier-Häfele: 101 e-learning seminar methods, methods and strategies for online and blended learning seminar practice . Managerseminare-Verlag, Bonn 2004.
  • Hartmut Häfele, Kornelia Maier-Häfele: Open source tools for e-training. Overview, recommendations and instructions for the immediate use of the seminar . Managerseminare-Verlag, Bonn 2005, ISBN 978-3-936075-20-5 .
  • Rolf Schulmeister: Basics of hypermedia learning systems. Theory - Design - Didactics . 4th edition. Oldenbourg-Verlag, Munich 2007.
  • Rolf Schulmeister: Learning platforms for virtual learning. Evaluation and didactics . 2nd Edition. Oldenbourg-Verlag, 2005, ISBN 978-3-486-27573-5 .
  • Rolf Schulmeister: Scenarios of network-based learning . In: E. Wagner, M. Kindt (Ed.): Virtual Campus. Scenarios - strategies - study . Waxmann-Verlag, Münster / New York 2001, ISBN 3-8309-1093-2 , pp. 16–36 (= media in science. 14).
  • Rolf Schulmeister: Virtual University - Virtual Learning . 2nd Edition. Oldenbourg-Verlag, Munich / Vienna 2001.
  • Rolf Schulmeister: On the didactics of the use of learning platforms . In: Maike Franzen (Ed.): Learning platforms. Web-based training . Empa Academy Dübendorf. Dübendorf 2005, ISBN 3-905594-45-5 , p. 11-19 .
  • Sigmar-Olaf Tergan: What makes e-learning successful? Basics and instruments of quality assessment . Springer-Verlag, Berlin.
  • Ulrike Höbarth: Constructivist learning with Moodle. Practical application possibilities in educational institutions . Werner Hülsbusch Verlag, Boizenburg 2007, ISBN 978-3-940317-08-7 .

Web links

Individual evidence

  1. ^ A b Rolf Schulmeister: On the didactics of the use of learning platforms . 2005, p. 11-19 .
  2. ↑ Rolf Schulmeister: Learning platforms for virtual learning . 2003, p. 10 .
  3. ^ Richard Huber: Market overview learning platforms (in Limpact 4/2001). BIBB, Federal Institute for Vocational Education and Training, 2001, pp. 20–23 , accessed on February 4, 2015 .
  4. ↑ H. Holling, PA Freund, J.-T. Kuhn, M. Salaschek, C. Gawlista, MT Thielsch: Share your knowledge: Usability of knowledge management systems . In: T. Bosenick, M. Hassenzahl, M. Müller-Prove, M. Peissner (Eds.): Usability Professionals 2006 . Stuttgart, S. 95-101 ( PDF; 295 KB ).
  5. ↑ Heterogeneous, diverse, decentralized: The landscape of school solutions in Germany. In: Blog HPI School Cloud. January 8, 2020 .;
  6. ↑ edu-sharing website
  7. ↑ Distributed Repositories for Educational Content, in: e-learning and education, Issue 7, July 2011 (Open Access Journal)
  8. ↑ What is LOGINEO NRW? | LOGINEO NRW. Retrieved March 23, 2020 .
  9. ↑ Sandra Voss: The School Cloud - Many questions about digital networking. In: Deutschlandfunk. 20th December 2017 .;
  10. ↑ Open-Educational-Resources.de What is OER?
  11. ↑ Nike Heinen and Natalie Wexler: The crashing classroom. In: Technology Review. March 23, 2020 .;
  12. ↑ Thomas Wagner: Digitization in schools - failures take revenge in the corona crisis. In: Deutschlandfunk . March 20, 2020 .;
  13. ↑ How well do the schools work online? In: Münchner Merkur - dpa. March 23, 2020 .;
  14. ↑ dpa: Coronavirus: Tele-teaching is not yet an option for schools. In: heise online. March 11, 2020 : “Dr. Ilka Hoffmann Union of Education and Science (GEW): At the moment there are "no nationwide opportunities" to catch up on lessons or to have them take place with digital support. ... Children from poorer classes often cannot hope for the appropriate technical equipment [notebook] in their home ... Although there are already some suitable "online learning" tools, the license fees are very expensive for schools. ... the nationwide "HPI School Cloud", which has been discussed for a long time, but is being built up slowly and with a few pilot schools ";