De­mys­ti­fy­ing Learn­ing Man­age­ment En­gines

Rotman Management Magazine - - FACULTY FOCUS -

LMES are usu­ally — but opaquely — un­der­stood as maps of users and con­tent, but more pro­duc­tively un­der­stood as net­works of func­tions and de­ci­sion rights over their ex­er­cise, and as data-gen­er­at­ing and data-trans­fer pro­cesses. In this func­tion­ally-ori­ented pic­ture, user be­hav­iours (in­struc­tor and learner) within the LME gen­er­ate data that is im­me­di­ately use­ful in the re-de­sign of the func­tional and in­for­ma­tional back­bone of the plat­form.

In a learner-cen­tric LME, in­no­va­tion at the level of con­tent, mod­ule, class, dis­play, in­ter­ac­tion and eval­u­a­tion de­sign can be freely shared be­tween in­struc­tors, de­part­ments and uni­ver­si­ties, while new ap­pli­ca­tions that en­able, en­hance and ex­tend learn­ing can be seam­lessly in­cor­po­rated into the LME hub.

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