Definitions+of+LMS's+and+Pedagogy

=**Definitions of Learning Management System’s:**=
 * LMS: Primarily a software system that allows customers to do a few or many things when it comes to __adopting eLearning__ as a part of the overall Learning strategy. (@http://www.upsidelearning.com/blog/index.php/2010/03/18/lms-strategy-or-tool)
 * “LMS’s are systems for:
 * managing training
 * educational records
 * software for distributing courses over the Internet
 * features for online collaboration.
 *  automate record-keeping and employee registration.
 * student self-service
 * training workflow (e.g., computer-based training,
 * on-line assessment,
 * management of continuous professional education (CPE), [|collaborative learning]
 * training resource management ([])
 *  LMS is software that automates administrative tasks of training e.g:
 *  registering users,
 * tracking courses ,
 * recording data,
 * <span style="font-family: Arial,Helvetica,sans-serif;">charting a user’s progress
 * <span style="font-family: Arial,Helvetica,sans-serif;">providing reports to managers.
 * <span style="font-family: Arial,Helvetica,sans-serif;">serve as a platform to deliver eLearning to students. ([])

=** Pedagogy and Research: **= <span style="font-family: Arial,Helvetica,sans-serif;">E-learning has been championed as extending equitable learning opportunites, supporting learners to engage in negotiating meaning using a range of Learning Management Systems (LMS). With the growth in uptake of e-learning across all education sectors and the use of a range of LMS’s, various writers have explored the need for a specific e-learning pedagogy (Haythornthwaite & Andrews, 2011;Szeto, 2011; Stensaker, Maasen, Brogan, Oftebro, & Karseth, 2007; Ertmer & Ottenbreit-Leftwich, 2010; Adams, 2011). A common theme is changes to the pedagogy of learning for online learners. The change to interactive, learner centred teaching that is supported and encouraged by e-learning using LMS platforms has similarities to the Communities of Practice philosophy (Rogoff, 2003). The move from a didactic teaching style where knowledge was transferred to passive receiving students, to an interactive learner centred style of teaching in an online environment, has necessitated further exploration of the pedagogy of learning. E-learning has enabled the transition from teaching facilitated using ‘Cognitive behaviourism’, to ‘Constructivism’ and finally to ‘Connectivism’- (Anderson & Dron, 2011).


 * <span style="font-family: Arial,Helvetica,sans-serif;">Generations of education pedagogy: **
 * || **<span style="font-family: Arial,Helvetica,sans-serif;">Technology ** || **<span style="font-family: Arial,Helvetica,sans-serif;">Learning Activities ** || **<span style="font-family: Arial,Helvetica,sans-serif;">Evaluation ** || **<span style="font-family: Arial,Helvetica,sans-serif;">Teacher Role ** ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Cognitive - behaviourism || <span style="font-family: Arial,Helvetica,sans-serif;">Mass media: Print, TV, radio, one-to-one communication || <span style="font-family: Arial,Helvetica,sans-serif;">Read and watch || <span style="font-family: Arial,Helvetica,sans-serif;">Recall || <span style="font-family: Arial,Helvetica,sans-serif;">Content creator, teacher directed ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Constructivism || <span style="font-family: Arial,Helvetica,sans-serif;">Conferencing (audio, video, and Web), many-to-many communication || <span style="font-family: Arial,Helvetica,sans-serif;">Discuss, create, construct || <span style="font-family: Arial,Helvetica,sans-serif;">Synthesize: essays || <span style="font-family: Arial,Helvetica,sans-serif;">Discussion leader, Teacher guided ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Connectivism || <span style="font-family: Arial,Helvetica,sans-serif;">Web 2.0: Social networks, aggregation & recommender systems || <span style="font-family: Arial,Helvetica,sans-serif;">Explore, connect, create, and evaluate || <span style="font-family: Arial,Helvetica,sans-serif;">Network || <span style="font-family: Arial,Helvetica,sans-serif;">Student centred ||

<span style="font-family: Arial,Helvetica,sans-serif;">New Zealand Ministry of Education sourced documents confirm this change in pedagogy, focusing on the provision of well-designed asynchronous instruction facilitated by trained teachers who can provide the frequent input and feedback required. The effective use of LMS’s to facilitate e-learning can enhance both traditional and distance learning with New Zealand Government Policy highlighting the benefits of blended learning as ideal. (New Zealand Council of Educational Research, 2004; Ministry of Education, 2004; Ministry of Education, 2007; Ministry of Education, 2008).

<span style="font-family: Arial,Helvetica,sans-serif;">Kolb’s (1984) experiential learning theory describes a cycle of learning that progresses from reflection on new learning to abstract conceptualisation to active experimentation followed by concrete experience of the new principle. <span style="font-family: Arial,Helvetica,sans-serif;">LMS provide a platform for this cycle to be enacted while at the same time scaffolding learners along the levels of education pedagogy. Student centred, self-motivated learning is the ultimate goal to be achieved with the progression to Connectivism and the use of Web 2:0 web based tools.

<span style="font-family: Arial,Helvetica,sans-serif;">Culturally appropriate use of interactive learning tools is the subject of debate and research. Tools that support existing relationship based education initiatives that are facilitated via culturally responsive partnerships appear to be the most sucessful. An ERO Report identifies the key aspects of culturally responsive educational partnerships as sucessful when educators:
 * listen to <span style="font-family: Arial,Helvetica,sans-serif;">whānau Māori and respond appropriately to their aspirations
 * recognise and respect the diverse and unique perspectives of <span style="font-family: Arial,Helvetica,sans-serif;">whānau Māori
 * involve <span style="font-family: Arial,Helvetica,sans-serif;">whānau Māori in all aspects of management, programme planning, implementation and evaluation
 * recognise that <span style="font-family: Arial,Helvetica,sans-serif;">Māori culture is an advantage for children and their <span style="font-family: Arial,Helvetica,sans-serif;">whānau
 * use the knowledge of <span style="font-family: Arial,Helvetica,sans-serif;">Māori children and <span style="font-family: Arial,Helvetica,sans-serif;">whānau to develop rich learning based upon the principles of Te Tiriti o Waitangi and partnership with <span style="font-family: Arial,Helvetica,sans-serif;">whānau
 * use the skills and expertise that <span style="font-family: Arial,Helvetica,sans-serif;">whānau Māori bring to the service (Education Review Office, 2012, p.1)

<span style="font-family: Arial,Helvetica,sans-serif;">Ritchie and Rau (2010) as cited in (Education Review Office, 2012) report that… //<span style="font-family: Arial,Helvetica,sans-serif;">”if we are able to honour the cultural specificities that Māori children bring with them, this affirmation of their unique identities, or ‘being-ness’ will nurture their sense of belonging, providing both affirmation of their contributions and support for their transitioning within and between educational settings. Reciprocal collaboration with tamariki and whānau Māori ////<span style="font-family: Arial,Helvetica,sans-serif;">enacts our commitment to honouring the particularities of cultural differences, inviting us into a dialogue in which we may find ourselves in a privileged position as we are entrusted with new and deeper understanding.(p.16) //

<span style="font-family: Arial,Helvetica,sans-serif;">LMS's lend themselves to a range of uses providing a range of options in regards to the teaching strategy selected. The philosophical move to construcivist and social cultural education theory (Bronfenbrenner, 1992; Rogoff, 2003) has supported the development of culturally sensititve aproaches to education. <span style="font-family: Arial,Helvetica,sans-serif;">The move to an interactive learner centered learning philosophy has necessitated a renewed interest in the pedagogy of e-learning. A range of LMS platforms, using pedagogically sound, meaningful, well structured asynchronous discussions, facilitated by trained instructors who provide strategic and on-going support and feedback epitomises effective e-learning (Salmon, 2004)

<span style="font-family: Arial,Helvetica,sans-serif;">The pedagogy of e-learning will continue to evolve and change as more sophisticated LMS platforms are developed, enhancing and changing the way students engage with learning materials.