Changing practice

does the LMS matter?

Helen Carter, James Meek, Vanessa Warren

    Research output: Chapter in Book/Report/Conference proceedingConference proceeding contribution

    Abstract

    What are the key drivers to change in teaching practice as they relate to the use of a learning management system? Is one system inherently better than another or is it teacher experience that matters most? Are we expecting academic staff to become 'experts in educational technology' and taking the focus away from developing their discipline expertise? What role do educational designers play in facilitating change in practice? What role does the institution play in supporting change in practice? This paper is meant to provoke discussion around these questions and asks you to consider how this might relate to your own experience and circumstance.
    Original languageEnglish
    Title of host publicationChanging demands, changing directions
    Subtitle of host publicationproceedings ascilite Hobart 2011
    EditorsG. Williams, P. Statham, N. Brown, B. Cleland
    Place of PublicationHobart
    PublisherUniversity of Tasmania
    Pages205-209
    Number of pages5
    Publication statusPublished - 2011
    EventAustralasian Society for Computers in Learning in Tertiary Education Conference (28th : 2011) - Hobart
    Duration: 4 Dec 20117 Dec 2011

    Conference

    ConferenceAustralasian Society for Computers in Learning in Tertiary Education Conference (28th : 2011)
    CityHobart
    Period4/12/117/12/11

    Keywords

    • LMS
    • teacher experience
    • educational design

    Fingerprint Dive into the research topics of 'Changing practice: does the LMS matter?'. Together they form a unique fingerprint.

  • Cite this

    Carter, H., Meek, J., & Warren, V. (2011). Changing practice: does the LMS matter? In G. Williams, P. Statham, N. Brown, & B. C. (Eds.), Changing demands, changing directions: proceedings ascilite Hobart 2011 (pp. 205-209). Hobart: University of Tasmania.