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=Teaching and Training with a Learning Management System (LMS) =


 * PLEASE NOTE: This wiki was created by Marlene Manto for a specific purpose. The site is NOT being maintained so please be aware that information and/or links may be out of date. **

Introduction
media type="youtube" key="nWPI35WGsTc?fs=1" height="366" width="449" align="right" A learning management system (commonly called an LMS) is an ideal platform for the delivery of training. They can be relatively easy to use, provide 24/7 access to resources and training, student activity can be monitored and tracked, most allow formative assessment via quizzes, they encourages extended work via additional enrichment activities and other tools and technologies often integrate well eg video, audio, Toolbox learning objects etc.

Everyone has to experiment and learn the 'nuances' of their own LMS and online training, however once you are experienced and are using it to teach students, it is important to ask yourself these questions:


 * 1) **Are my students interacting with each other (as they would in a classroom).....or only with the computer?**
 * 2) **Is the learning engaging and interesting....or is it just a list of links?**
 * 3) **Am I actually teaching....or only providing resources?**
 * 4) **Do my students feel supported....or do they feel they are studying alone?**

Issues and Solutions
Let me introduce you to a number of people who were keen to enhance their student's learning experience, and found that sometimes, the simplest solutions can make a big difference....


 * [[image:21stcenturytraining/hairdresser.jpg width="79" height="151" align="left"]] Susan’s issue: Wanting her online students to feel as much a 'part of a group', as her classroom students. **

Susan made it a requirement of the course that new students post some information about themselves in their profile, and encouraged the uploading of a profile photo by modelling this behaviour herself. She created a forum called 'Introductions' and asked that all students post to this forum, introducing themselves and also adding something of interest eg 'something that your work colleagues don't know about you'. Importantly, she modelled this herself. Susan also encouraged the students to respond to the posting of another student. All of this ensured that they communicated and got to know each other as 'people'.
 * Solution:** Profiles, photos, introductions and icebreakers
 * Resources:** Building Community (a video), Icebreaker Ideas and Not Another Icebreaker (an article)

** Kristina’s issue: Needing to make what may be perceived as a boring topic, seem a little more interesting....**

YouTube is a video sharing website which allows users to locate existing videos, upload their own, and share videos with others. There is an amazing amount of instructional material including an Education section. Kristina needed to 'pep up' the topic 'Rehabilitation in Sports Medicine' so she embedded the video Funny Sports Bloopers onto the front of the online course, and injected some humour to introduce the topic. :-) video tutorial How to embed a Youtube video into a Moodle is useful).
 * Solution:** YouTube
 * Resources:** Examples of what you can find on the **[|YouTube website]** are: How to tie a sling, Sales Tips - Open and Closed Questions How to use a bandsaw or Internet Safety for Teens. In fact, start your search with the words 'How to...' and you will be surprised what you find. (For those who use the Moodle LMS, the

** Janice’s issue: Ensuring that her students thought of her as a 'real person', and felt connected and supported in their studies**.

Janice added her photo and contact details right on the front of the online course, and linked it to a video (or audio) welcome message. She also announced that Friday afternoon was time she allocated for 'being in front of the computer', and that she would have the chat room open if anyone had any questions or would like to chat about their studies.
 * Solution:** Photo, welcome message (video/audio) and chat.
 * Resources:** Building Community in the Online Classroom (an article), Ideas for Building community (video presentation)


 * [[image:21stcenturytraining/photographer.jpg width="114" height="124" align="left"]] Matt’s issue: Wanting to make his online course and other resources less 'text-based', and needing to find (usable and free) images and photos. **

Matt wanted to enhance his printed materials, Powerpoints and online course so that it included more graphics (as in this example), however he knew that he needed to be careful about copyright. Flickr provided the means as it is possible to search only for Creative Commons licensed photos. He also wanted a place to //store// photos so that they could be embedded in his course as a Photo Gallery.
 * Solution:** Flickr[[image:21stcenturytraining/Flickr.jpg align="right" link="@http://www.flickr.com/"]]
 * Resources** - 'How to use Flickr' (video tutorial) How To Search & Credit Properly-Licensed Photos On Flick (article), 7 things you should know about...Flickr (PDF document) or Photo sharing With Flickr.com (a simple one-pager about Flickr)

** Alice’s issue: Turning her (perfectly adequate) course into something more interesting and engaging.**

Alice's students were complaining that the course was nothing but a //very// long list of links, resources and instructions, so Alice decided to spend some time thinking about the content. She found she needed to make some decisions about what was //essential// information, what was //useful//, and what was just '//nice to have//', and make decisions about how (and if) they appeared in her course. She also started to think about alternative ways to present the information.
 * Solution:** Alter the instructional design
 * Resources:** How to create a memorable mini-scenario, Storytelling in eLearning, Elearning samples,


 * [[image:http://farm6.static.flickr.com/5173/5530226581_4fba8f7070_t.jpg align="left"]] Vicki’s issue: Counteracting the isolation that students were feeling, and providing 'real-time' support and instruction. **[[image:21stcenturytraining/Skype.jpg width="91" height="55" align="right" link="@http://www.skype.com/"]]

Skypeis a software application that allows users to make voice calls over the Internet and 'see' when someone is online. A Skype communication can be as simple as a quick text message, or it can use audio or video - Vicki used it to provide a closer level of support for struggling students. Blackboard Collaborate a web-conferencing platform which can provide a rich 'real-time' environment incorporating text, audio, video plus a whiteboard and other tools. This software is not free however Vicki accessed a free LearnCentral VRoom which allowed her to bring 1 or 2 students in for some extra help.
 * Solution:** Skype and/or Blackboard Collaborate (formerly Elluminate)
 * Resources** - 'Making a video call with Skype' (video tutorial), [|Using Skype in the Classroom (or just learning how to use it!)] (blog posting).

** Nancy’s issue: Finding suitable and engaging resources to embed into her online course**.

The Toolbox Repository is a gateway to online training resources.It's like a 'Google' for learning objects (click here for definition) which allows trainers to access more than 2,500 quality, copyright cleared, (mostly) free online learning resources.
 * Solution**: Toolbox Repository
 * Resources**: Examples: Lead and support your team, Emergency procedures in the workplace, Orientation to aged care work or Drive a Forklift (Have a go at Task 3: Pick up, Move and Stack a Pallet).


 * [[image:http://farm2.static.flickr.com/1159/5114539398_dd12b11a1a_t.jpg width="89" height="125" align="left"]] John’s issue: Needing to have his Powerpoint slides available for review after a classroom session, and also for those who couldn't attend.[[image:SlideShare.jpg align="right" link="@http://www.slideshare.com"]] **

Slideshare is a site which allows the uploading and sharing of presentations eg. PowerPoints, as well as the ability to add audio to make a ‘webinar’! An uploaded Powerpoint is allocated both a unique web address as well as 'embed code' which can be used to embed it into an online course, so that it is both visible and usable without having to leave the course.
 * Solution**: **SlideShare**
 * Resources:** Examples of Slideshare presentationsincluding Death by PowerPoint....a must see. :-)

** Jurgen’s issue: Jurgen hates having to mark assignments! Especially when they are pages and pages of written material which he needs to read. **

Jurgen hated marking written assignments, and the students hated writing them, so for at least //some// assessments, Jurgen decided to utilise other technologies and give his students a choice. They could write a traditional paper if they chose, however he also encouraged them to consider //alternative// ways of demonstrating their knowledge and understanding eg a video created with MovieMaker, a wiki site using Wikispaces, a Slideshare presentation, or a digital story made with PhotoStory3.So much more engaging for students, and so much more interesting for Jurgen to evaluate!
 * Solution**: Give alternative choices
 * Resources:** Student Involved Assessment (an article), E-assessment: challenges and solutions (Framework research), How to Make a Descriptive Video, (Moodle users - check out Lightwork)

Logo created with: www.cooltext.com All photos are CC licensed Flickr photos: Kristina: Photo by Christiana Care, Vicki: Photo by FletcherPrince , Susan:Photo by Mark Emery Photography , Nancy: Photo by michale  , Jurgen: Photo by Analia, Manetta , Matt: Photo by xJasonRogersx, Alice: Photo by Old Shoe Woman, Janice: Photo by Old Shoe Woman, John: Photo by marcusjroberts
 * Acknowledgements:**