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Assignment 1 Scenario 2: K-12 School District in Texas Assignment
Stephan Ryan Dorey, Sarah Fitzpatrick, Bryn Hammett, Chava Kassierer, Cristina Leo, and Scott Lillis
University of British Columbia
ETEC 524 64A
Summary
Learning Management Systems (LMS) provide schools and school districts with the necessary tools to organize and enhance teaching and learning opportunities. Our case study explores the need for a relatively new school district located in Central Texas to purchase and implement a new LMS in their sizeable suburban public-school district. The composition of the district is unique, serving almost 8,000 students from pre-kindergarten to twelfth grade. There are eleven campuses which include: one pre-kindergarten, six elementary (K-5), two junior high (6-8), one traditional high school and one non-traditional high school campus. The demographics of this district are not specified in the scenario; however, central Texas has a large portion of its families whose mother tongue is Spanish. Information regarding class size reveals a class size that ranges from 12.4 to 18.8 students, with the district student to teacher ratio being 14:1. The district’s goal is to implement an LMS that all eleven campuses can use to create uniformity and consistency. Current issues lie in the fact that there is no LMS in place for teaching faculty. At this time, many teachers are using a wide range of web-based learning tools, such as Edmodo, Classdojo, and Remind101 to conduct classroom activities and to communicate with students and parents, based on personal preference. Use of the LMS would be compulsory, and faculty would receive six hours of training prior to the school year. All of these factors must be considered when deciding which LMS to choose for this Texas School District.
It was predicted that by 2018 the corporate and academic LMS market will have reached $7.8 billion (Medved, 2015). With over 500 LMSs to choose from (Weiss, 2013) in this fierce marketplace, picking the right LMS can be a difficult decision to make. Therefore, the following rubric has been created to help support the district committee members in finding the best LMS to meet this Texas-based school district’s needs. This rubric is based upon by the revised framework of Bates’ (2014) SECTIONS model to help educators frame technological implementation by asking pedagogical questions first. Our comprehensive rubric aims to provide a holistic approach to choosing the best LMS that will serve all stakeholders including administrators, teachers, students, and parents.
SECTIONS Category
Criteria
Not Suitable (1)
Meets Some Of Our Needs (2)
Meets All Of Our Needs (3)
STUDENTS
Student Demographics
Is only suitable for a small age range and is only available in English.
Is suitable for a larger range of students but one subset may experience more difficulties. Can easily be translated from English to Spanish.
Suitable for all ages in multiple languages including English and Spanish
Access and Equity
Only available on one device and not accessible off school grounds. Parents aren’t granted access.
Students and parents can access content at home but may experience delays in the content loading. Parents are not able to comment just view. Limited features accessible to learners.
Students and parents are able to access the content conveniently from multiple devices. Options available for parent commenting. Equitable access to all students.
Differentiation
Limited options on how students post content and receive feedback. Not able to differentiate how content is presented.
Has 2-3 different options on how students can post content and receive feedback. Limited options on how to present content.
Has multiple features attractive to different learning styles that promote critical thinking and problem-solving skills. Students receive feedback in multiple ways. Content can be differentiated.
SECTIONS Category
Criteria
Not Suitable (1)
Meets Some Of Our Needs (2)
Meets All Of Our Needs (3)
EASE OF USE
Computer and Information Literacy / Orientation
Difficult to understand and will take multiple training sessions for students and teachers. Technical support will be needed.
Some time will be lost from learning and teaching while students and teachers learn how to use the LMS.
Easy to understand and will require limited tech support. Orientation and navigation for students and teachers will be quick.
Interface Design
Not user-friendly or intuitive. Restricted to specific devices.
User-friendly and intuitive for users. Works on most platforms and devices.
Extremely user-friendly and intuitive for all users on numerous platforms and devices.
SECTIONS Category
Criteria
Not Suitable (1)
Meets Some Of Our Needs (2)
Meets All Of Our Needs (3)
COSTS
Overhead
License costs are prohibitive (>15% above budget)
License cost is expensive (5-15% above budget)
License cost is within 5% of the budget.
Training
LMS is unintuitive; <50% of teachers are able to adopt LMS having attended 6 hrs or less of professional training.
LMS is fairly intuitive; ~50% of teachers are able to adopt LMS having attended 6 hrs or less of professional training.
LMS is intuitive; ~75% of teachers are able to adopt LMS having attended 6 hrs or less of professional training.
Application
LMS does not support collaboration between teachers on courseware. There is no pre-existing courseware.
Pre-existing courseware exists but cannot be modified
Courseware can be created collaboratively. Pre-existing courseware exists and can be modified.
Technical support
LMS requires considerable time to set and up activate and requires regular technical support.
LMS requires some time to set up and activate and requires some additional technical support (e.g. to create student accounts, manage file sharing, etc.)
LMS requires minimal time to set up and activate. LMS requires limited to no additional technical support.
SECTIONS Category
Criteria
Not Suitable (1)
Meets Some Of Our Needs (2)
Meets All Of Our Needs (3)
TEACHING FUNCTIONS AND MEDIA SELECTION
Coherence
LMS is illogical and inconsistent with teaching and learning needs. Teachers can not integrate resources easily and/or efficiently.
LMS is fairly logical and consistent with teaching and learning needs. Teachers can sometimes integrate resources from external apps but with difficulty.
LMS serves as a centralized hub and is fully logical and consistent. Teachers can fully import and integrate resources, productivity tools, and complies with IMS Global Standards if integrating third tools. District LMS has Single Sign-on, linking all members together.
Curriculum Integration & Consistency
LMS does not allow for curriculum integration regarding planning tools.
LMS offers some collaborative planning tools, but is not accessible by all teaching staff and administrators. Access does not link to all grade levels. Limited access and integration from external platforms.
LMS offers collaborative planning tools accessible to all teaching staff and administrators in real time, across grade levels. Seamless integration with existing materials created on third-party platforms. Materials can be shared easily between platforms.
Texas Essential Knowledge and Skills (TEKS) Integration
LMS does not support TEKS integration of curriculum.
LMS includes limited TEKS skills and does not contain information for all grades ranging from pre-K to 12 and is only offered in
LMS has pre-loaded Essential Knowledge and Skills, concepts, aligned for all Grades ranging from pre-Kindergarten to 12th Grade that
English.
can be used to plan, design, and instruct unit and lesson planning. TEKS contains both English and Spanish links.
e-Portfolio
LMS does not offer an e-portfolio tool option.
LMS e-portfolio tools are limited. Teachers are responsible for uploading content. Does not track student progress of skill development or knowledge. Access to a portfolio is not available once archived.
LMS e-portfolio allows teachers and students access to build coursework aligned with learning goals and state-specific skills. E-portfolio has built-in analytics to track progress and development. Capable of hosting multimedia.
Assessment & Reporting
LMS does not provide teachers and administrators with an option to input assessment. No reporting feature available.
LMS provides administrators only with access to assessment and reporting features. Teachers are unable to customize platform based on individual needs.
LMS provides educators with an easy to navigate, customizable platform to input feedback, gradebook, and assessment notes. LMS has an excellent layout for communicating reporting to parents.
Data & Analytics
LMS does not collect data in a useful way. No analytics potential.
LMS provides limited data collection, partially related to TEKS learning objectives. Analytic options not accessible for individual schools.
LMS provides in-depth data gathering and reporting on TEKS learning outcomes district wide. Long-term data collection provides tools for analytics and problem-solving solutions.
SECTIONS Category
Criteria
Not Suitable (1)
Meets Some Of Our Needs (2)
Meets All Of Our Needs (3)
INTERACTION
Learning Tools
Does not provide pedagogical diversity. Includes only asynchronous online courses. Does not enable uploading external content.
Includes asynchronous online courses. Contains basic tools for creating content. Allows users to check if content is aligned with standards. Enables uploading some external content.
Enables synchronous and asynchronous online courses. Contains a set of tools for creating media-rich content. Allows users to easily check if content is aligned with standards. Enables uploading external content including books, podcasts, and video clips. Allows for adaptive learning.
Assessment Tools
Contains a very basic test generator with the ability
Contains a more elaborate test generator, with integration of
Comprises adaptive learning with a rich test generator containing tools for
to add multiple choice or true/false questions. Provides instant automatic assessment and feedback. Requires minimal teacher intervention.
images or other attached files into assessments. Some activities allow for instant automatic assessment, while assessments of higher order thinking skills require more teacher intervention.
creating assessments with multimedia including quiz/activity over video. Includes games that help develop problem-solving skills. Activities can provide automatic, immediate and corrective feedback.
Collaboration And Communication
Limited interaction – asynchronous discussion forums using text only. Contains some tools for asynchronous collaboration.
Allows for asynchronous online discussion forums and collaboration with option to attach images, audio and video.
Allows for asynchronous and synchronous online discussion forums and collaboration including instant messaging, chat, and web conferencing. Includes option to gamify interaction through use of virtual world, avatars and rewards.
SECTIONS Category
Criteria
Not Suitable (1)
Meets Some Of Our Needs (2)
Meets All Of Our Needs (3)
ORGANIZATIONAL ISSUES
Institutional Readiness
Difficult to integrate the LMS into the District ecosystem and will require training for the technology department.
Can be integrated into the workflow of the District technology department with some training and support.
LMS can be easily integrated into the workflow of the District technology department with minimal training and tech support.
SECTIONS Category
Criteria
Not Suitable (1)
Meets Some Of Our Needs (2)
Meets All Of Our Needs (3)
SECURITY AND PRIVACY
Privacy and Data Collection
LMS collects personal information to market paid services.
Personal information used to identify ways to lower the cost for the district.
Students’ personal information and learning analytics are used strictly to support and enrich the education of students.
Cloud-Based Services
Cloud based data storage is outside the country.
Cloud based data storage is always located within the U.S.
All data is located on a local secure and encrypted server rigorously protected against misappropriation. A Data Breach Response plan is in place.
Copyright
The LMS owns the rights to all the learning material created within the LMS.
The district maintains control and ownership of the content and data generated by learning materials within the LMS.
Teachers and students have full and open access to all teaching materials created by teachers within the LMS, as well as the data generated.
Password Protection
LMS does not require a password
LMS requires all students/teachers and parents to use a password that may be stored.
User sign-in is age or level appropriate and mandatory each time.
Justification
Based on our scenario, it is critical that the LMS selected suits a diverse range of learners. It must be easy to use for both students and teachers and provide meaningful learning outcomes. The committee will also look for an LMS at the most reasonable cost. Beyond the fixed implementation fee and the annual subscription dues, some LMSs will require more or less IT setup and support as well as supplemental technology to produce video lessons and enable adaptive learning features. It is therefore imperative to consider all costs above and beyond the base sticker price of the LMS. While the LMS needs to be simple to navigate for all users, it must provide the teaching and learning functions necessary to enhance instruction, learning, and organization of data and analytics. Research suggests technology-based instruction with abundant and diversified resources and tools can provide high-level interaction and lead to increased learning (Bates, 2015). The LMS should provide an arsenal of tools to create engaging lessons and activities for students, including the option to securely upload and incorporate external learning tools, resources and assessments. Assessment tools are the most used feature in LMSs (Medved, 2015). These tools should provide automatic feedback and personalized learning paths to enable each student to excel in their learning. The LMS must also provide students and teachers with diverse and current modes of communication and collaboration, two of the four skills identified as the most crucial 21st Century skills in “An Educator’s Guide”. An LMS that provides communication and collaboration that is suitable for both the classroom and at the district-wide level is another important
consideration for the committee (organizational issues). Finally, one must take into consideration the risks to privacy and security created by collecting the personal information of students in an era where such information can be accessed and exploited. Protection of student privacy and data is legally set out in the Family Educational Rights and Privacy Act (FERPA, 2018). FERPA along with the support of the Texas Student Privacy Alliance, sets out requirements for the protection of students’ education records and gives parents certain rights with respect to a student’s education records.
Individual Reflections Bryn Hammett
References An Educator’s Guide to the “Four Cs”. (n.d.). National Education Association. Retrieved October 06, 2018, from http://www.nea.org/tools/52217.htm Bates, A. W. (2015, April 05). Teaching in a digital age. R etrieved October 06, 2018, from https://opentextbc.ca/teachinginadigitalage/part/9-pedagogical-differences-between-media/ Bates, T. (2011, April 02). Cloud-based educational technology and privacy: A Canadian perspective. Retrieved October 06, 2018, from https://www.tonybates.ca/2011/03/25/cloud-based-educational-technology-and-privacy-a-canadian-perspective/ Family Educational Rights and Privacy Act (FERPA). (2018, March 01). Retrieved October 06, 2018, from https://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html IMS Global Learning Consortium |. (1970, January 01). Retrieved from https://www.imsglobal.org/ Kelly, Ady. (n.d.). The 5 C’s of a Learning Management System. Retrieved October 5th, 2018, from https://info.schoology.com/rs/601-CPX-764/images/The-5-Cs-of-a-Learning-Management-System.pdf Lopes, V.; Montgomerie, T.; Reju, S.; Schmoller, S.; Wright, C;, (2014, April 21). Selecting a learning management system: Advice from an Academic Perspective. Retrieved October 06, 2018, from
https://er.educause.edu/articles/2014/4/selecting-a-learning-management-system-advice-from-an-academic-perspective Medved, J.P. (2015, April 08). LMS Industry User Research Report. Capterra. Retrieved October 06, 2018, from https://www.capterra.com/learning-management-system-software/user-research Protecting Student Privacy | U.S. Department of Education. (2018, January 12). Retrieved October 06, 2018, from https://studentprivacy.ed.gov/ Simpson, A. (2017, June 04). The true cost of a learning management system. Retrieved October 06, 2018, from https://elearningindustry.com/true-cost-of-a-learning-management-system Strauss, V. (2015, November 12). The astonishing amount of data being collected about your children. Retrieved October 06, 2018, from https://www.washingtonpost.com/news/answer-sheet/wp/2015/11/12/the-astonishing-amount-of-data-being-collected-about-your-children/?ut m_term=.4d5d57121125 Texas Student Privacy Alliance. (2018, September 04). Retrieved October 06, 2018, from https://www.texask12ctocouncil.org/cpages/texas-student-data-privacy-alliance
Stephan Ryan Dorey, Sarah Fitzpatrick, Bryn Hammett, Chava Kassierer, Cristina Leo, and Scott Lillis
University of British Columbia
ETEC 524 64A
Summary
Learning Management Systems (LMS) provide schools and school districts with the necessary tools to organize and enhance teaching and learning opportunities. Our case study explores the need for a relatively new school district located in Central Texas to purchase and implement a new LMS in their sizeable suburban public-school district. The composition of the district is unique, serving almost 8,000 students from pre-kindergarten to twelfth grade. There are eleven campuses which include: one pre-kindergarten, six elementary (K-5), two junior high (6-8), one traditional high school and one non-traditional high school campus. The demographics of this district are not specified in the scenario; however, central Texas has a large portion of its families whose mother tongue is Spanish. Information regarding class size reveals a class size that ranges from 12.4 to 18.8 students, with the district student to teacher ratio being 14:1. The district’s goal is to implement an LMS that all eleven campuses can use to create uniformity and consistency. Current issues lie in the fact that there is no LMS in place for teaching faculty. At this time, many teachers are using a wide range of web-based learning tools, such as Edmodo, Classdojo, and Remind101 to conduct classroom activities and to communicate with students and parents, based on personal preference. Use of the LMS would be compulsory, and faculty would receive six hours of training prior to the school year. All of these factors must be considered when deciding which LMS to choose for this Texas School District.
It was predicted that by 2018 the corporate and academic LMS market will have reached $7.8 billion (Medved, 2015). With over 500 LMSs to choose from (Weiss, 2013) in this fierce marketplace, picking the right LMS can be a difficult decision to make. Therefore, the following rubric has been created to help support the district committee members in finding the best LMS to meet this Texas-based school district’s needs. This rubric is based upon by the revised framework of Bates’ (2014) SECTIONS model to help educators frame technological implementation by asking pedagogical questions first. Our comprehensive rubric aims to provide a holistic approach to choosing the best LMS that will serve all stakeholders including administrators, teachers, students, and parents.
SECTIONS Category
Criteria
Not Suitable (1)
Meets Some Of Our Needs (2)
Meets All Of Our Needs (3)
STUDENTS
Student Demographics
Is only suitable for a small age range and is only available in English.
Is suitable for a larger range of students but one subset may experience more difficulties. Can easily be translated from English to Spanish.
Suitable for all ages in multiple languages including English and Spanish
Access and Equity
Only available on one device and not accessible off school grounds. Parents aren’t granted access.
Students and parents can access content at home but may experience delays in the content loading. Parents are not able to comment just view. Limited features accessible to learners.
Students and parents are able to access the content conveniently from multiple devices. Options available for parent commenting. Equitable access to all students.
Differentiation
Limited options on how students post content and receive feedback. Not able to differentiate how content is presented.
Has 2-3 different options on how students can post content and receive feedback. Limited options on how to present content.
Has multiple features attractive to different learning styles that promote critical thinking and problem-solving skills. Students receive feedback in multiple ways. Content can be differentiated.
SECTIONS Category
Criteria
Not Suitable (1)
Meets Some Of Our Needs (2)
Meets All Of Our Needs (3)
EASE OF USE
Computer and Information Literacy / Orientation
Difficult to understand and will take multiple training sessions for students and teachers. Technical support will be needed.
Some time will be lost from learning and teaching while students and teachers learn how to use the LMS.
Easy to understand and will require limited tech support. Orientation and navigation for students and teachers will be quick.
Interface Design
Not user-friendly or intuitive. Restricted to specific devices.
User-friendly and intuitive for users. Works on most platforms and devices.
Extremely user-friendly and intuitive for all users on numerous platforms and devices.
SECTIONS Category
Criteria
Not Suitable (1)
Meets Some Of Our Needs (2)
Meets All Of Our Needs (3)
COSTS
Overhead
License costs are prohibitive (>15% above budget)
License cost is expensive (5-15% above budget)
License cost is within 5% of the budget.
Training
LMS is unintuitive; <50% of teachers are able to adopt LMS having attended 6 hrs or less of professional training.
LMS is fairly intuitive; ~50% of teachers are able to adopt LMS having attended 6 hrs or less of professional training.
LMS is intuitive; ~75% of teachers are able to adopt LMS having attended 6 hrs or less of professional training.
Application
LMS does not support collaboration between teachers on courseware. There is no pre-existing courseware.
Pre-existing courseware exists but cannot be modified
Courseware can be created collaboratively. Pre-existing courseware exists and can be modified.
Technical support
LMS requires considerable time to set and up activate and requires regular technical support.
LMS requires some time to set up and activate and requires some additional technical support (e.g. to create student accounts, manage file sharing, etc.)
LMS requires minimal time to set up and activate. LMS requires limited to no additional technical support.
SECTIONS Category
Criteria
Not Suitable (1)
Meets Some Of Our Needs (2)
Meets All Of Our Needs (3)
TEACHING FUNCTIONS AND MEDIA SELECTION
Coherence
LMS is illogical and inconsistent with teaching and learning needs. Teachers can not integrate resources easily and/or efficiently.
LMS is fairly logical and consistent with teaching and learning needs. Teachers can sometimes integrate resources from external apps but with difficulty.
LMS serves as a centralized hub and is fully logical and consistent. Teachers can fully import and integrate resources, productivity tools, and complies with IMS Global Standards if integrating third tools. District LMS has Single Sign-on, linking all members together.
Curriculum Integration & Consistency
LMS does not allow for curriculum integration regarding planning tools.
LMS offers some collaborative planning tools, but is not accessible by all teaching staff and administrators. Access does not link to all grade levels. Limited access and integration from external platforms.
LMS offers collaborative planning tools accessible to all teaching staff and administrators in real time, across grade levels. Seamless integration with existing materials created on third-party platforms. Materials can be shared easily between platforms.
Texas Essential Knowledge and Skills (TEKS) Integration
LMS does not support TEKS integration of curriculum.
LMS includes limited TEKS skills and does not contain information for all grades ranging from pre-K to 12 and is only offered in
LMS has pre-loaded Essential Knowledge and Skills, concepts, aligned for all Grades ranging from pre-Kindergarten to 12th Grade that
English.
can be used to plan, design, and instruct unit and lesson planning. TEKS contains both English and Spanish links.
e-Portfolio
LMS does not offer an e-portfolio tool option.
LMS e-portfolio tools are limited. Teachers are responsible for uploading content. Does not track student progress of skill development or knowledge. Access to a portfolio is not available once archived.
LMS e-portfolio allows teachers and students access to build coursework aligned with learning goals and state-specific skills. E-portfolio has built-in analytics to track progress and development. Capable of hosting multimedia.
Assessment & Reporting
LMS does not provide teachers and administrators with an option to input assessment. No reporting feature available.
LMS provides administrators only with access to assessment and reporting features. Teachers are unable to customize platform based on individual needs.
LMS provides educators with an easy to navigate, customizable platform to input feedback, gradebook, and assessment notes. LMS has an excellent layout for communicating reporting to parents.
Data & Analytics
LMS does not collect data in a useful way. No analytics potential.
LMS provides limited data collection, partially related to TEKS learning objectives. Analytic options not accessible for individual schools.
LMS provides in-depth data gathering and reporting on TEKS learning outcomes district wide. Long-term data collection provides tools for analytics and problem-solving solutions.
SECTIONS Category
Criteria
Not Suitable (1)
Meets Some Of Our Needs (2)
Meets All Of Our Needs (3)
INTERACTION
Learning Tools
Does not provide pedagogical diversity. Includes only asynchronous online courses. Does not enable uploading external content.
Includes asynchronous online courses. Contains basic tools for creating content. Allows users to check if content is aligned with standards. Enables uploading some external content.
Enables synchronous and asynchronous online courses. Contains a set of tools for creating media-rich content. Allows users to easily check if content is aligned with standards. Enables uploading external content including books, podcasts, and video clips. Allows for adaptive learning.
Assessment Tools
Contains a very basic test generator with the ability
Contains a more elaborate test generator, with integration of
Comprises adaptive learning with a rich test generator containing tools for
to add multiple choice or true/false questions. Provides instant automatic assessment and feedback. Requires minimal teacher intervention.
images or other attached files into assessments. Some activities allow for instant automatic assessment, while assessments of higher order thinking skills require more teacher intervention.
creating assessments with multimedia including quiz/activity over video. Includes games that help develop problem-solving skills. Activities can provide automatic, immediate and corrective feedback.
Collaboration And Communication
Limited interaction – asynchronous discussion forums using text only. Contains some tools for asynchronous collaboration.
Allows for asynchronous online discussion forums and collaboration with option to attach images, audio and video.
Allows for asynchronous and synchronous online discussion forums and collaboration including instant messaging, chat, and web conferencing. Includes option to gamify interaction through use of virtual world, avatars and rewards.
SECTIONS Category
Criteria
Not Suitable (1)
Meets Some Of Our Needs (2)
Meets All Of Our Needs (3)
ORGANIZATIONAL ISSUES
Institutional Readiness
Difficult to integrate the LMS into the District ecosystem and will require training for the technology department.
Can be integrated into the workflow of the District technology department with some training and support.
LMS can be easily integrated into the workflow of the District technology department with minimal training and tech support.
SECTIONS Category
Criteria
Not Suitable (1)
Meets Some Of Our Needs (2)
Meets All Of Our Needs (3)
SECURITY AND PRIVACY
Privacy and Data Collection
LMS collects personal information to market paid services.
Personal information used to identify ways to lower the cost for the district.
Students’ personal information and learning analytics are used strictly to support and enrich the education of students.
Cloud-Based Services
Cloud based data storage is outside the country.
Cloud based data storage is always located within the U.S.
All data is located on a local secure and encrypted server rigorously protected against misappropriation. A Data Breach Response plan is in place.
Copyright
The LMS owns the rights to all the learning material created within the LMS.
The district maintains control and ownership of the content and data generated by learning materials within the LMS.
Teachers and students have full and open access to all teaching materials created by teachers within the LMS, as well as the data generated.
Password Protection
LMS does not require a password
LMS requires all students/teachers and parents to use a password that may be stored.
User sign-in is age or level appropriate and mandatory each time.
Justification
Based on our scenario, it is critical that the LMS selected suits a diverse range of learners. It must be easy to use for both students and teachers and provide meaningful learning outcomes. The committee will also look for an LMS at the most reasonable cost. Beyond the fixed implementation fee and the annual subscription dues, some LMSs will require more or less IT setup and support as well as supplemental technology to produce video lessons and enable adaptive learning features. It is therefore imperative to consider all costs above and beyond the base sticker price of the LMS. While the LMS needs to be simple to navigate for all users, it must provide the teaching and learning functions necessary to enhance instruction, learning, and organization of data and analytics. Research suggests technology-based instruction with abundant and diversified resources and tools can provide high-level interaction and lead to increased learning (Bates, 2015). The LMS should provide an arsenal of tools to create engaging lessons and activities for students, including the option to securely upload and incorporate external learning tools, resources and assessments. Assessment tools are the most used feature in LMSs (Medved, 2015). These tools should provide automatic feedback and personalized learning paths to enable each student to excel in their learning. The LMS must also provide students and teachers with diverse and current modes of communication and collaboration, two of the four skills identified as the most crucial 21st Century skills in “An Educator’s Guide”. An LMS that provides communication and collaboration that is suitable for both the classroom and at the district-wide level is another important
consideration for the committee (organizational issues). Finally, one must take into consideration the risks to privacy and security created by collecting the personal information of students in an era where such information can be accessed and exploited. Protection of student privacy and data is legally set out in the Family Educational Rights and Privacy Act (FERPA, 2018). FERPA along with the support of the Texas Student Privacy Alliance, sets out requirements for the protection of students’ education records and gives parents certain rights with respect to a student’s education records.
Individual Reflections Bryn Hammett
References An Educator’s Guide to the “Four Cs”. (n.d.). National Education Association. Retrieved October 06, 2018, from http://www.nea.org/tools/52217.htm Bates, A. W. (2015, April 05). Teaching in a digital age. R etrieved October 06, 2018, from https://opentextbc.ca/teachinginadigitalage/part/9-pedagogical-differences-between-media/ Bates, T. (2011, April 02). Cloud-based educational technology and privacy: A Canadian perspective. Retrieved October 06, 2018, from https://www.tonybates.ca/2011/03/25/cloud-based-educational-technology-and-privacy-a-canadian-perspective/ Family Educational Rights and Privacy Act (FERPA). (2018, March 01). Retrieved October 06, 2018, from https://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html IMS Global Learning Consortium |. (1970, January 01). Retrieved from https://www.imsglobal.org/ Kelly, Ady. (n.d.). The 5 C’s of a Learning Management System. Retrieved October 5th, 2018, from https://info.schoology.com/rs/601-CPX-764/images/The-5-Cs-of-a-Learning-Management-System.pdf Lopes, V.; Montgomerie, T.; Reju, S.; Schmoller, S.; Wright, C;, (2014, April 21). Selecting a learning management system: Advice from an Academic Perspective. Retrieved October 06, 2018, from
https://er.educause.edu/articles/2014/4/selecting-a-learning-management-system-advice-from-an-academic-perspective Medved, J.P. (2015, April 08). LMS Industry User Research Report. Capterra. Retrieved October 06, 2018, from https://www.capterra.com/learning-management-system-software/user-research Protecting Student Privacy | U.S. Department of Education. (2018, January 12). Retrieved October 06, 2018, from https://studentprivacy.ed.gov/ Simpson, A. (2017, June 04). The true cost of a learning management system. Retrieved October 06, 2018, from https://elearningindustry.com/true-cost-of-a-learning-management-system Strauss, V. (2015, November 12). The astonishing amount of data being collected about your children. Retrieved October 06, 2018, from https://www.washingtonpost.com/news/answer-sheet/wp/2015/11/12/the-astonishing-amount-of-data-being-collected-about-your-children/?ut m_term=.4d5d57121125 Texas Student Privacy Alliance. (2018, September 04). Retrieved October 06, 2018, from https://www.texask12ctocouncil.org/cpages/texas-student-data-privacy-alliance
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