As an instructional designer, one rarely gets the opportunity to decide on which LMS to work as the choice is most often an institutional prerogative. This puts constraints on the Tools & signs as well as Communication within the mobile learning AT model. Thus, I will be drawing on my personal context for this assignment and analysing the current LMS I am engaging with, COL-Campus.
As we cater for a multicultural student base at a tertiary level, which for the most part comprises of High School graduates entering tertiary education for the first time, a dynamic and digitally engaging LMS is called for. With ages from as young as 18, current students were born in the 21st century and interactions mediated by Cell phones and Computers are a way of life with calls for internet connectivity to become a basic Human right. This consideration towards the subject influences all levels of the mobile learning AT model. Therefore, their learning environments, and the systems that manage that learning, should fit into that way of life.
COl-Campus as an LMS aims to create a paperless classroom through creating an interactive classroom environment with comprehensive assessment features. These include assessment submission platforms with integrated and robust evaluation tools that can be used for in-depth and comprehensive feedback. The inclusion of online quizzes brings a degree of interactivity to the table with immediate grading and feedback.
Another key functionality it presents is the inclusion of discussion forums which aids communication. This aids the students in engaging in social interaction by forming engaging communities and allowing instructors and students to exchange learning material online.
COL-Campus is a completely online platform not requiring any additional software installation to access. Students can access it from anywhere and from any device with their log in details. COL-Campus is Mobile-friendly and offers the same functionality on mobile devices as on computers. However, it lacks the full functionality of a mobile responsive site. This can potentially form a discrepancy between subject and control as the mobile interaction can be jarring at times.
Furthermore, COL-Campus does not allow for virtual classroom engagement, and the interactivity can at times be limiting. Most content outside of text blocks and images is either linked or requires a download. Having to wait for downloads, or to be continually re-directed to third party sites can create a disjointed and fragmented learning experience echoing across control and communication and possibly disrupting the subject to object interaction. On the other hand, it lowers bandwidth in terms of data consumption, allowing students with connectivity issues to download the content when they have sufficient data.
COL-Campus, therefore, creates an Asynchronous learning environment that is, for the most part, knowledge-centred. It functions more as a repository for uploading course material and pushing learning content at the students rather than fostering real engagement that pulls students towards the learning material.
Seeing as engagement with students through digital mediation was a learning knot previously identified, COL-Campus does offer a degree of this engagement through providing learning material and assessment online and providing discussion forums. However, a more blended learning environment would have been more favourable. Yet this can be augmented by uploading additional SCORM packages, created through alternative software packages such as Articulate 360, to facilitate more interactive and engaging content. Thereby improving both control and context.
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