Access and Pedagogy New Considerations
Other motivators include equity, which some consortia see as “a way to ensure that all campuses, large and small, were able to have access to a CMS [common course management system],” the authors noted.
And while access and pedagogical benefits were not top considerations for the consortia that adopted a common LMS in the early 2000s, that has changed, according to the report, because many consortia now realize “that their online programs increase access to some courses and programs that are either not offered at a local campus or are over-subscribed. In addition, these online programs have proven to increase access for the growing population of nontraditional students who are unable to attend courses on campus.”
“As we talked about deploying a full complement of resources for high-quality programs across a system, it became clear that a common CMS enabled that,” said Pat James, executive director of the CCC OEI. “It made professional development easier, it made actual resource deployment reasonable and efficient, it meant having communities of practice, but mostly it meant students would have the benefit of a consistent approach, so the actual course environment became transparent.”
While efficiencies and cost savings were expected benefits, flexibility emerged as a surprise.
“The surprise piece was the benefit of the flexibility that a common CMS could provide,” James said. “Because we’re working with a product or a platform that is cloud-based, we’re finding that customization across the system is possible, and that really allows us to experience with effective practice and find out what’s working. You wouldn’t think that everyone using the same system would be flexible.”
The authors also examined various drawbacks to a common LMS, which include:
- If a system-wide problem develops, everyone is affected
- A common platform may not let the system take advantage of benefits or pedagogical strengths of different platforms
- Consortia might over-pay for a system-wide tool that is, in reality, not widely used
- A common LMS doesn’t solve all problems
5 Recommendations
For those consortia considering the adoption of a common LMS, the report offers five recommendations:
1. Bridge the gap between IT and ed-tech teams
When information is shared and exchanged equally between the two teams, everyone is better positioned for success.
2. Don’t let technology drive the bus
Consider the needs of the instructors and students who will actually be using the common LMS.
3. Establish consortium-wide committees
This helps to ensure everyone is informed and has a chance to offer input.
4. Go with vendor support and leverage relative strengths
Internal resources are freed to focus on instructional design and other high-level concerns, and users are able to get support through the vendor.
5. View it as an opportunity to focus on effective pedagogy
Moving to a common LMS can transfer the focus from the actual system to teaching and learning practices.
The full report is available on the e-Literate blog.
The CCC OEI was established as a collaborative effort to increase access to, and success in, high-quality online courses to help students meet their educational goals.
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