The Learning Management System (LMS) has been a despised technology by some ever since I started working with one, WebCT, in 1999. At the time it was deemed crappy technology that had to improve or die. So today in 2012, about 13 years later, I have to roll my eyes at the pundits writing about how the current technology has not significantly changed in a decade (really more than a decade) because it still offers the same tools and will die unless it adapts.
My first few years, 2006-2010, of working at GeorgiaVIEW, our active user counts doubled every 1.5 years. We plateaued at around 290,000 and grow a few thousand a year. Numbers of actions in the system still doubles every 1.5 year. That is insane growth. Growth unlikely fueled by people despising use of the tool. Right now, we are getting pressure to migrate Summer 2012 content for the Fall 2012 start in Desire2Learn1 because instructors roll over the classes from term-to-term. That speaks of long term consistent loyal use not occasional only as little as have to use. For something on the verge of death, it is hard enough keeping the users happy.
I am a database administrator not a faculty member (or dean or vice president for academic affairs or provost). It seems to me though no one would say, “When you teach a class, the white board in the room is the only tool you can use.” Instead, the push would be to add to the available tools in a neverending pursuit of finding better ones. So we see pressures to integrate the LMS with a variety of similar specialized services. Many are textbook replacements or supplementary services designed specifically for student needs. Others are social media. More and more the LMS is just a portal: a place to organize where students really go to learn.
Also, as an IT guy, I think it is important to have a plan B. Things sometimes fail. As a student I was always annoyed when the instructor had to leave the room for 20% of the class to go track down a piece of chalk because the remaining ones were too small to write. I applauded once in my junior year because the instructor happened to have a piece of chalk in her purse just for that contingency. Similarly, faculty members and even students should think about what to do when the LMS is not there. Heck, what should they do if everything the university IT runs like the web sites, email, portal, and network all disappear. It can happen.
When the university bureaucracy selects and administrates a tool, they will adhere to university policy which adheres to higher education laws. When a faculty member selects and administrates a tool, they should do the same. Unfortunately, that means the faculty member becoming familiar with policy and law. Another challenge is running into different interpretations. An example: a user following @VSUENGL1101 on Twitter could be reasonably expected to be a student at Valdosta State University enrolled in the subject English class 1101. Some say that violates the Family Education Rights and Privacy Act. Some disagree, so it is being debated. The law is old and did not likely anticipate social media, so naturally there is movement towards an update.
Note 1: Desire2Learn objects to their product being called an LMS. They prefer Learning Environment on the grounds it integrates with so many other tools.
P.S. This totally is from a sustaining technology perspective. Guess I should write this from a disruptive technology perspective.
from Rants, Raves, and Rhetoric v4