Assig 1 Front end

Running head: LEARNING MANAGEMENT 1

LEARNING MANAGEMENT 7

Learning Management

Anita Johnson

Strayer University

Dr. Manuel B Johnican

Date Jan.24,2021

Learning Management

Introduction

Georgia Tech Institute has taken a new focus to deliver quality online learning following the coronavirus-driven lockdown. The institute offers technically motivated degrees, with about 130 majors available. It has invested in procuring LMS services to add effort in driving innovation, expertise, and indomitability in learning. Georgia Tech is assisting students in achieving their education and intellectual goals by managing the progress of each learner using LMS. Thus, students will explore various programs based on their courses and competency through a dashboard that avail everything that a student needs to learn. The need for shifting from one type of LMS to another is paramount because the institution may evolve periodically because of the changing needs of the educators, management, and students. This article list various considerations that the institution should assess during the selection of LMS service.

Explain the current systems and processes used for education or training in your organization

Georgia Tech delivers both online and classroom learning, depending on the student’s preferences. This accord flexibility and cost-effectiveness to students, which allow them to earn degrees, update skills, and gain credentials from any location globally. This has allowed the institution to reach out to international students from online courses and has decided to integrate LMS in online classes to manage the campus programs. The LMS has significantly advanced delivery by enabling students to learn at their pace, time, and location with minimum price. Administrators, including educators and teachers, can upload or download content and also distribute learning materials using an online platform.

The key internal administrative and educational stakeholders from your organization

The LMS infrastructure will be accessed by students, faculty, instructors, administration, educators, and technicians who will be responsible for LMS maintenance, support, and updating. Stakeholder involvement will be critical because they would all be consulted in the assortment of a customized list of features that would align with learning and interventional priorities. Learners, teachers, and instructors are trained to understand how the LMS operates. This would ensure that everyone has sufficient technical know-how and skills required to access learning materials and relevant information efficiently. The needs of each stakeholder are determined based on the necessity of making rational decisions associated with the maintenance of the infrastructure and human resource apportionment.

Specify each stakeholder’s role for the LMS

The Policy Steering officials at Georgia Tech will oversee the integration of institute level rules and will include the staff, faculty, and students. The administration analyzes to map the available administrative elements that identify procedures and policies that govern the changes necessary for supporting LMS implementation. For instance, ways of handling overbooked classes and recording results or feedback of students. The administration will also determine where LMS suits the prevailing HR software or databases. The instructors and teachers will propose the policy requirements and whether revision of policies is editorial or considerable. Besides, they will facilitate communication between the administration and students, especially during policy review, and also pass information to make students conversant with policies. Although the learners and the faculty are the primary users, IT experts, and system administrators will often monitor the system. The needs of the technical team are linked to the necessity of making feasible decisions that ascertain adequate technological solutions and maintenance policies. It will also rely on the device plan that will be deployed in the implementation of solutions and maintenance policies.

Determine at least five critical specific needs of the organization

The LMS will support the goals of Georgia Tech about platform implementation and learning. A user-friendly interface will be implemented in the program to enable learners’ access to educational materials. For instance, the institution will use a broadband internet as well as remote access devices such as mobile phones, laptops, and tablets with intermitted internet. Secondly, the LMS will enable Georgia Tech to fulfill specific experiences to users. For example, the interventions for learning will combine the reference library, traditional training platform, and micro earning. The program may also encompass live interactions through virtual platforms, walk-through interventions, and question-answer calls. Understanding the needs of stakeholders and creating documentation for those needs in the LMS needs and considering how training will be delivered is critical in the selection of LMS that accommodates specific experiences of users (Ülker, & Yılmaz, 2016).

Thirdly, institution-leaner communication will be facilitated by LMS. The university may decide to send information directly or indirectly using the system. This feature can save significant time, primarily if the system automatically generates messages to avail information to learners concerning the newly uploaded course materials or events that learners need to access. Students will advance via the collective experience and ability to efficiently communicate with educators, which ensures that everyone is engaged. Additionally, the institution can build a forum or an external resource like a phone application that support group discussion. Moreover, technical requirements such as sandbox would permit single-sign-on when the user intends to access multiple systems. This will allow students and educators to access multiple platforms in the university network with a single sign in. Furthermore, specialty and prioritization needs are critical requirements that would be achieved through LMS. Various specialty needs include customization of courses, e-commerce where courses are sold, and leaderboards to increase fun and student engagement. The school will also consider the inclusion of artificial intelligence within LMS to advance automation in learning.

A strategy for assessing proprietary and open-access LMSs

Implementing or substituting an LMS requires a strategy to determine the investment returns across the learning environment. Thus, the investment cost is critical when selecting open-access or proprietary LMS. The chosen LMS should be based on the financial capabilities of the institution as well as human resources, purchasing department, and payroll. Based on that analysis, the cost of providing technical services to support LMS may be huge. However, when it is installed, the LMS becomes a mission-centered system that students and educators will consider valuable software. Additionally, the organization should consider the population of learners who intend to engage in LMS-supported learning. An alumnus of the university would be ready to donate for the LMS if it would increase innovative practices. Thus, both short and prolonged impacts should be considered when assessing open-access and proprietary LMS. The institution goes beyond cost and considers the presenting risk factors related to the proprietary system caused by disruptions or collapse of the merger (Berking & Gallagher, 2013). The open system presents lower risks since the access is accorded to everyone, and numerous developers can fix issues more quickly, upgrade features, and conduct security patching faster. Moreover, open-access LMS offers significant cost benefits that can be transferred to numerous users. This collective knowledge in relation to optimizing cost and applying Moodle gives the open system an advantage over the proprietary LMS.

Conclusion

This article listed various considerations that Georgia Tech should assess during the selection of LMS service. Implementation of LMS accord flexibility and cost-effectiveness to students, which allows them to earn degrees, update skills, and gain credentials from any location globally. LMS will facilitate Institution-leaner communication. A user-friendly interface will be implemented in the program to enable learners’ access to educational materials. The program may also encompass live interactions through virtual platforms, walk-through interventions, and question-answer calls. The most appropriate strategy would be to use an open-access system since it offers significant cost benefits that can be transferred to numerous users. This collective knowledge in relation to optimizing cost and applying Moodle gives the open system an advantage over the proprietary LMS.

References

Berking P., & Gallagher S. (2013). Choosing a Learning Management System, Advanced Distributed Learning (ADL) Co-Laboratories, 14 May 2013, pp. 40–62.

Ülker, D., & Yılmaz, Y. (2016). Learning management systems and comparison of open source learning management systems and proprietary learning management systems.