The document discusses a university's migration from a conventional learning management system (LMS) to a cloud-based learning platform called Instructure Canvas. It describes the selection process for the new platform based on criteria like supporting mobile access and Web 2.0 tools. The course migration involved importing content from the old LMS and registering students. A survey found that students were satisfied with the new platform's mobile accessibility and personalization compared to the previous system. The migration was considered a success with most students comfortable using the cloud-based learning environment.

1. A MIGRATION FROM A CONVENTIONAL LMS TO
A CLOUD-BASED LEARNING PLATFORM
EMA KUŠEN
DEPARTMENT OF INFORMATICS, UNIVERSITY OF RIJEKA, CROATIA

2. A PRESENTATION OUTLINE
1. Overview of the new technologies for teaching/learning
2. A migration to a cloud-based learning system
3. Students’ attitudes and experience
Kušen, A migration from a conventional LMS to a cloud-based learning platform, PSST 2013

3. DEVELOPMENT
OF TECHNOLOGY
 PLE & Web 2.0 tools
 Mobile learning
 Cloud computing
Kušen, A migration from a conventional LMS to a cloud-based learning platform, PSST 2013

4. DEVELOPMENT OF TECHNOLOGY
Kušen, A migration from a conventional LMS to a cloud-based learning platform, PSST 2013
• rapid development of technology in many
sectors

5. Kušen, A migration from a conventional LMS to a cloud-based learning platform, PSST 2013
DEVELOPMENT OF TECHNOLOGY IN EDUCATION
• traditional e-learning -> LMS
• content-centric
• unadaptable to specific user’s needs
• need for a new approach to using technologies for
learning
Web 2.0
Mobile
learning
Cloud
computing

6. PLE & WEB 2.0 TOOLS
• PLE – a Personal Learning Environment
• A system that helps learners take control of and manage their own learning
• Supports learners:
• set their own learning goals
• manage their learning
• communicate with others
Kušen, A migration from a conventional LMS to a cloud-based learning platform, PSST 2013

7. Kušen, A migration from a conventional LMS to a cloud-based learning platform, PSST 2013
photo by Bernard and Myrtha Garon

8. MOBILE LEARNING
• mobile devices
• Apps -> daily life
• use in education
• low cost/free alternatives to commercial software
Kušen, A migration from a conventional LMS to a cloud-based learning platform, PSST 2013

9. CLOUD COMPUTING
“computation paradigm in which the
resources of an IT system are offered as
services in a flexible way over the Internet”
(Fernandez et. al, 2012)
• “pay-as-you-go” model
• from a low financial situation to enough
computing power for researching
SaaS
PaaS
IaaS
 infrastructure as a service
servers, storage, operating systems and virtualization of
hardware resources offered through the Internet
 platform as a service
 software as a service
education software and consumer software
Kušen, A migration from a conventional LMS to a cloud-based learning platform, PSST 2013

10. CLOUD COMPUTING
• cloud-based system should support:
• different teaching methods
• different learning styles
• various kinds of content presentation (video, graphics, and animations)
• different types of educational activities (textual assignments, multimedia
quizzes, reading course materials, etc.)
• interactivity
• avoidance of distractions that interrupt the learning stream
Kušen, A migration from a conventional LMS to a cloud-based learning platform, PSST 2013

11. MUDRI
• Administration?
• Threat of a server crash?
• Inclusion of Web 2.0 tools?
Kušen, A migration from a conventional LMS to a cloud-based learning platform, PSST 2013

12. From Moodle to Instructure
Canvas
Kušen, A migration from a conventional LMS to a cloud-based learning platform, PSST 2013
A MIGRATION TO A CLOUD-BASED
LEARNING SYSTEM

13. INSTRUCTURE CANVAS
• Operations Research
• target group: students of the 1st year of graduate studies of
Informatics, experienced in a blended-learning model
Kušen, A migration from a conventional LMS to a cloud-based learning platform, PSST 2013

14. THE MIGRATION PROCESS
Criterion-
based
selection
process
Course import
and adjustment
Student
registration
Course
progress
Course
evaluation
Kušen, A migration from a conventional LMS to a cloud-based learning platform, PSST 2013

15. THE MIGRATION PROCESS
PHASE 1: A CRITERION-BASED
SELECTION PROCESS
CATEGORIES SATISFACTION
OF CRITERIA
High level of importance
supports designed learning activities
supports the following roles – professor, TA and student
organization of course topics into blocks
a quiz with various question types which is password
restricted
math equations and formulas
hand in a homework assignment, restrict the upload after
the deadline
clear and easy to use gradebook
cost free
online help
a teacher can embed additional tools into the course
+
+
+
+
+
+
+
+
+
+
Medium level of importance
import a zipped course from MudRi +
Low level of importance
in the native language
local support
adjustment to students with special needs
-
-
-
• 7 categories of criteria for evaluation
of LMSs
 system requirements and tools,
 flexibility, interoperability and support,
 administrative settings and technical
characteristics,
 integration of Web 2.0 tools,
 tools for content distribution,
 tools for communication.
Kušen, A migration from a conventional LMS to a cloud-based learning platform, PSST 2013

16. THE MIGRATION PROCESS
PHASE 1: CRITERION-BASED SELECTION PROCESS
• standard LMS features
• mobile apps, adaptable for accessing from mobile devices with minimal hardware
requirements
• possibility to include external tools and widgets -> PLE
• the tools needed for the course were either embedded or linked to the learning
platform -> students could learn and solve tasks anywhere, provided that the Internet
connection was available.
Kušen, A migration from a conventional LMS to a cloud-based learning platform, PSST 2013

17. THE MIGRATION PROCESS
PHASE 2: COURSE IMPORT AND
ADJUSTMENT
• the zipped file of the course was
successfully imported from MudRi
PHASE 3: STUDENT REGISTRATION
• a list of the email addresses of all
students enrolled in the course
• deadline: seven days to complete the
registration process
• email remainder
Kušen, A migration from a conventional LMS to a cloud-based learning platform, PSST 2013

18. Kušen, A migration from a conventional LMS to a cloud-based learning platform, PSST 2013
PHASE 4: COURSE PROGRESS
although the course was held
traditionally in the classroom, students
accessed the system often

19. MOBILITY
Kušen, A migration from a conventional LMS to a cloud-based learning platform, PSST 2013

20. PERSONALIZATION
• Cloud-based applications
Kušen, A migration from a conventional LMS to a cloud-based learning platform, PSST 2013

21. PERSONALIZATION
Kušen, A migration from a conventional LMS to a cloud-based learning platform, PSST 2013

22. SURVEY RESULTS
Students’ attitudes towards the
cloud-based system
Kušen, A migration from a conventional LMS to a cloud-based learning platform, PSST 2013

23. SURVEY RESULTS
WHICH MOBILE DEVICE DO YOU OWN?
0%
20%
40%
60%
80%
Kušen, A migration from a conventional LMS to a cloud-based learning platform, PSST 2013
• 100% familiar with the cloud
computing technology
…but…
• when asked if they use cloud services
in their daily life, 10% was not sure
FAMILIARITY WITH CLOUD SERVICES

24. SURVEY RESULTS
Kušen, A migration from a conventional LMS to a cloud-based learning platform, PSST 2013
DEVICES USED TO ACCESS INSTRUCTURE CANVAS
7%
26%
67%
Tablet
Mobile
phone/Smartphone
PC/laptop

25. SURVEY RESULTS
MOBILITY QUESTIONS
0% 20% 40% 60%
It is important to access an LMS
with a mobile device
It is important to have a system
for learning which is adapted for
mobile devices
I am satisfied with the look of the
interface of the system on a
mobile device screen
I do not agree
I mostly do not agree
I do not agree nor disagree
I mostly agree
I completely agree
Kušen, A migration from a conventional LMS to a cloud-based learning platform, PSST 2013

26. SURVEY RESULTS
SECURITY
0% 20% 40% 60% 80%
I consider MudRi safe and reliable
I consider Instructure Canvas safe
and reliable
An unauthorized access to my data
in cloud worries me
The fact that I access a cloud-based
system worries me
I do not agree
I mostly do not agree
I do not agree not disagree
I mostly agree
I completely agree
Kušen, A migration from a conventional LMS to a cloud-based learning platform, PSST 2013

27. SURVEY RESULTS
PERSONALIZATION
0% 10% 20% 30% 40% 50% 60%
It is important not to be obliged to
install software locally on my device
System Canvas is more adjusted to
my needs than MudRi
In comparison with
MudRi, Instructure Canvas provides
more tools that I need for the course
I do not agree
I mostly do not agree
I do not agree nor disagree
I mostly agree
I completely agree
Kušen, A migration from a conventional LMS to a cloud-based learning platform, PSST 2013

28. CONCLUSION
• more awareness about cloud technologies should be encouraged among the students
• 83% completely or mostly satisfied with learning in the system Instructure Canvas
Kušen, A migration from a conventional LMS to a cloud-based learning platform, PSST 2013
SaaS Web 2.0 personal

29. Kušen, A migration from a conventional LMS to a cloud-based learning platform, PSST 2013
Photo by Anne Davids

30. Ema Kušen
Department of Informatics
University of Rijeka
ekusen2@inf.uniri.hr
Kušen, A migration from a conventional LMS to a cloud-based learning platform, PSST 2013