Kusen ema a migration from a conventional lms

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

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

DEVELOPMENT OF TECHNOLOGY
• rapid development of technology in many
sectors

DEVELOPMENT OF TECHNOLOGY IN EDUCATION
• traditional e-learning -> LMS
• content-centric
• unadaptable to specific user’s needs
• How to use new technologies for learning?

photo by Bernard and Myrtha Garon

Cloud computing?
Image by BlueHouseBurning
store and access items

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

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

MUDRI
• Administration?
• Threat of a server crash?
• Inclusion of Web 2.0 tools?

From Moodle to Instructure
Canvas
A MIGRATION TO A CLOUD-BASED
LEARNING SYSTEM

INSTRUCTURE CANVAS
• Operations Research
• target group: students of the 1st year of graduate studies of
Informatics, experienced in a blended-learning model

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.

PHASE 1: CRITERION-BASED SELECTION PROCESS
• standard LMS features
• mobile apps, adaptable for accessing from mobile devices with minimal hardware
requirements
• external tools and widgets embedded or linked -> PLE

MOBILITY

PERSONALIZATION
• Cloud-based applications
• https://canvas.instructure.com/login

LET’S ADD SOME INTERACTIVITY
• psstcanvas1@gmail.com
• psst123!
• psst123?
• psst123)
• psst123/
• psst123%
• psst123$

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

PHASE 4: COURSE PROGRESS
although the course was held
traditionally in the classroom, students
accessed the system often

PHASE 5: SURVEY RESULTS
DEVICES USED TO ACCESS
INSTRUCTURE CANVAS
FAMILIARITY WITH CLOUD SERVICES
• 100% familiar with the cloud
computing technology
…but…
• when asked if they use cloud services
in their daily life, 10% was not sure
7%
26%
67%
Tablet
Mobile
phone/Smart
phone
PC/laptop

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

CONCLUSION
• more awareness about cloud technologies should be encouraged among the students
• 83% completely or mostly satisfied with learning in the system Instructure Canvas
SaaS Web 2.0 personal

Photo by Anne Davids

Ema Kušen
Department of Informatics
University of Rijeka
ekusen2@inf.uniri.hr

Kusen ema a migration from a conventional lms

Recommandé

Recommandé

Contenu connexe

Tendances

Tendances (15)

En vedette

En vedette (20)

Similaire à Kusen ema a migration from a conventional lms

Similaire à Kusen ema a migration from a conventional lms (20)

Dernier

Dernier (20)

Kusen ema a migration from a conventional lms

Notes de l'éditeur