Information Technology Reference
In-Depth Information
Learning Activity Management (LAM) systems
are flexible learning design tools that enable instruc-
tors to organize and monitor learning activities of
the learners. These activities include assignments,
quizzes, and also collaboration. One of the benefits
of LAM systems is that they can reduce staff uptake.
Additionally, higher levels of pupil motivation
are expected using the coherent, integrated and
structured LAM systems, compared to traditional
courses. Moreover, the self-paced LAM environ-
ment encourages students with anonymous favors
develop their confidence, autonomous learning,
and meta-cognitive skills. As a result, the users
of such systems become more inclusive from the
traditional ones. Assessment is also an integral part
of LAM systems, that enable instructors effectively
evaluate learners' activities in the learning process.
In this chapter, we study learning management
systems and the main components that such systems
should provide in order for instructors and learners
to effectively participate in the learning process.
We present the functionalities that such systems
can provide for organizing and monitoring learn-
ing activities of the learners. We also present the
authoring tools used for preparing learning mate-
rial, as well as the assessment methods and tools
that enable effective evaluation of the learners in
the learning process.
Dalziel (2003) has developed a system called
LAMS, which is perhaps the most complete
LAM system currently available. LAMS provides
authoring, learning, and monitoring modules
(which we describe in more detail below). It has
achieved widespread acceptance, due in part to
its release as open-source software (Alexander
(2008) notes that LAMS users number roughly
3200 in 80 countries). An additional factor in its
adoption is that LAMS has been designed based
on Learning Design standards so that designs
may be shared, re-used, and re-purposed. Also,
it has been designed so that it can work either
as a stand-alone system or in conjunction with
other Virtual Learning Environments (VLEs) and
Learning Management Systems (LMSs).
The following example (from Dalziel (2003))
gives some idea of the capabilities of LAMS.
It was initially designed for a class of 20-30
high-school history students, potentially located
in more than one physical location, around the
topic “What is Greatness?”, and implemented
using the LAMS system. The activity lasts for
four weeks. In the first week, all students discuss
their views on the topic in an online forum. In
the second week, students are given access to a
range of material on the topic, and asked to find
an example web-site on the topic, which they
then share and comment on to the whole class.
In week 3, students are put into small discussion
groups, where they chat interactively on-line to
deal with questions provided by the teacher; one
student acts as a “scribe” to record the discussion.
The conclusions reached by each group are then
posted for the whole class. Finally, in the fourth
week, students individually write a report on the
initial question (“What is Greatness?”) which they
submit via the system for marking. The activity
concludes when the students receive marks and
feedback from the teacher.
One of the powerful features of the learning
activity approach is that the content of a sequence
can be easily changed to suit a different discipline,
while leaving the activity structure unchanged (the
mAnAgIng LEArnIng ActIvItIES
Traditional e-learning systems have focused
on content delivery and individual interaction
with this content. LAM systems extend this by
combining content delivery with collaboration.
They aim to combine the benefits of e-learning
with the collaborative aspects of traditional
(classroom-based) education, thus resulting in
a more effective on-line learning environment.
Some LAM systems have already been built to
realize the above ideas. We describe some of the
more prominent examples and then discuss the
challenges in developing such systems.
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