a migration from a conventional lms to a cloud-based learning platform

A MIGRATION FROM A CONVENTIONAL LMS TO A CLOUD-BASED LEARNING PLATFORMEMA KUŠEN

DEPARTMENT OF INFORMATICS, UNIVERSITY OF RIJEKA, CROATIA

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

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


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?

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

We don’t just browse, click and read…

…we invent, we design, we create, we build, we share


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 serviceeducation 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 importancesupports designed learning activitiessupports the following roles – professor, TA and studentorganization of course topics into blocksa quiz with various question types which is password restrictedmath equations and formulas hand in a homework assignment, restrict the upload after the deadlineclear and easy to use gradebookcost freeonline helpa teacher can embed additional tools into the course

++++

++

++++

Medium level of importanceimport a zipped course from MudRi +

Low level of importancein the native languagelocal supportadjustment 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

https://canvas.instructure.com/login


LET’S ADD SOME INTERACTIVITY

• [email protected]

• 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 CANVASFAMILIARITY 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/Smartphone

PC/laptop


SURVEY RESULTS

PERSONALIZATION

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

0% 20% 40% 60%

I do not agreeI mostly do not agreeI do not agree nor disagreeI mostly agreeI 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

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


Ema KušenDepartment of InformaticsUniversity of [email protected]

a migration from a conventional lms to a cloud-based learning platform

Documents

learning activitiessupports

learning stream kuen

teachinglearninga migration

migration processphase

blendedlearning model

internet platform

experience kuen

sectors kuen