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Brandon Hall Research provides an indepth, but clear discussion of the differences between the Learning Management Systems (LMS) and the Learning Content Management Systems (LCMS). Often, the systems are confused–used interchangeably. They are not the same and have distinctly different functions and uses. While the LCMS may have a function of LMS built within; the LCMS is not found within the LMS, although it is linked directly to the LMS.
One can simply say that the LMS manages learners, within a group, system, or organization; whereas the LCMS manages content created for learners, within a group, system, or organization. Of course it is so much more than that. Brandon Hall Research “demystifies” the LMS and the LCMS.
What does this mean for secondary education, vocational institutions, and institutions of higher learning? It means students and users will have more direct, content-based learning. Content will be specifically designed to target the need of the individual learner or small group. With more focus, targeted instruction and training; it is understandable that more effective and efficient teaching and learning will take place.
Aside from the clear and indepth explanation of the LMS and LCMS models, the Brandon Hall Research site also offers free research downloads. Now, I am definitely a proponent of “free” resources when they can be useful, or saved for later. The free research downloads can serve multiple purposes. They are work the email sign-up. Visit the link provided below, for further insight an discussion on the LMS and LCMS, and for free resources. It will be “illuminated” for you.
Brandon Hall Research: http://www.brandon-hall.com/free_resources/lms_and_lcms.shtml
Located at (click) www.googledocs.com,” this Google application serves multiple purposes for the student, educator, and business professional. With Google Docs, a user can access a spreadsheet, wiki’s, documents, and spreadsheets. Users can also collaborate “real-time,” on projects using Google programs and software. Editing and revision notations are tracked and dated. The team or instructor can revise and edit a document, and leave comments for the student from anywhere. Student work and progress is tracked, on an ongoing basis.
Possible classroom and student applications:
1. Electronic Portfolios
2. Research Papers/Capstone projects
3. Student-designed Power Point (c) Presentations
Take the Google Doc tour (http://www.google.com/google-d-s/intl/en/tour1.html) and enjoy the experience!
I am attaching the links to some informative discussions, tutorials and presentations on Web 2.0 and educational Pod casting presentations. I think they are informative and “motivating” in the sense that educators may see potential in infusing technology into their lessons and curriculum, overall. I located the presentations/shows on Zoho.com’s site, while working on a class project. The shows are by educators, college students, and other professionals in the educational technology, or IT field. They are helpful in understanding the phenomena of Web 2.0, and offer steps to creating a basic podcast.
Let me know what you think.
This course EDUC 8823 has proven quite effective and relevant, thus far. I can see the potential of this application–Blogging, in the schools at multiple levels. Students can post, present, discuss and analyze comments and textual submissions online. Blogging can also prove to be a valuable research tool, as well. Students can be given a topic, discuss it online, and add relevant material to the Blog–ongoing. I need to see if it could serve as an electronic portfolio. Interesting…This course has opened up another, parallel world for me in education. Boy did I miss a lot of opportunities to reach my students! I can be so much more effective now. This year, my students will be rewarded with more resources to access and develop information. I believe this will empower them to participate, and seek more on their own.
Time will tell.
*View the following link to see my presentation on the Discussion Board