Essay on Literature Review Learning Management System

1914 Words Jul 5th, 2011 8 Pages
While virtual learning environments have been available in some capacity since 1960, “the PLATO system featured multiple roles, including students who could study assigned lessons and communicate with teachers through on-line notes, instructors, who could examine student progress data, as well as communicate and take lessons themselves, and authors, who could do all of the above, plus create new lessons” (Wikipedia, 2006a, 1960s section,). Learning management systems have only been available, in roughly their present form, since the 1990s (Vollmer , 2003), with Blackboard and WebCT being broadly adopted in universities and colleges by early 2000 (Online, 2006). Initial versions of an LMS focused on
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In such learning contexts learners have the same possibilities to act that teachers and other staff members have in regular, less learner-centered educational approaches. In addition these networks are designed to operate without increasing the workload for learners or staff members.
This model does not exclusively replace traditional learning approaches, but does provide greater alignment with the emerging work-life-learning triad. Instead of learning housed in content management systems, learning is embedded in rich networks and conversational spaces. The onus, again, falls on the university to define its views of learning.
Social Software and PLEs
Two key areas are gaining substantial attention: (a) social software, and (b) personal learning environments (PLEs). Social software and PLEs have recently gained attention as alternatives to the structured model of an LMS. PLEs are defined as: “systems that help learners take control of and manage their own learning” (van Harmelen, 2006, ¶ 1).
PLEs “are about articulating a conceptual shift that acknowledges the reality of distributed learning practices and the range of learner preference” (Fraser, 2006, ¶ 9). A variety of informal, socially-based tools comprise this space:
(a) blogs,
(b) wikis,
(c) social bookmarking sites,
(d) social networking sites (may be pure networking, or directed around an activity),
(e) content aggregation through RSS or Atom,
(f) integrated tools, like

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