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Purpose
LMS vs CMS
LMS vs LCMS
Technical Aspects
leaining ffi#gement
lndustry
Bihliography
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sdm{q LIIS msqm:';er*- €cagle Dccs
A learning management system (Lil,fS) is a softwara application lbr the
administration, docunentation, tracking, reporting and delivery of electronic
educational technology (aiso ca11ed e-learning) education courses or training
programs.
LMSs range from systems for managing training and educational records to
sgftware for rtistributing online or blended/hybrid college courses over the Int.ernet
with tbatures fbr oaline collaboration. Colleges, universities, school districts. and
schcols use LMSs to deliver online cCItil'rses and augment o.n*campus courses-
LMSs alsa act tn augment the lessons the teacher is giving in a brick and mortar
enl'iromnent rct just rcptrace them. Cctpcrate training departrnents use LMSs to
deliver online kaining, as well as to autorxate lecord-keeping and efirployee
registration.
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ti-r't#015 Ltv{S msigr*retrt* Socg*e Dccs
New technologies present unprecedentsd access to information, content, and data.
Knowledge is more readily available than ever before, not only for-students but also
for parents and educators at all levels. After more than three decades years of
technology use in education, a eomprehensive and systemic integration of a
multi-dimensional Learning Management system (LMS) is greatly needed.
Educators need a web-enabled relational database that links curriculum,
instructional resources, assessment str'fiegies, student data, and staff proficie*cies.
A LMS can serve as the "missing link" that will tie together contemporary
education reforms with effective and creative uses of technology. It is also the toal
that rvill ernpower teachers to guide and manage student achievement more
effectively by contextualizingthe learning experience. As rve have all known for
many ysars, technology alone will not transforrn schools. Rather, technology must
be comprehensively and. systemically integrated in order ta transfsrm studeut
learning.
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LM S assignment - Goqle Dm
The history of the application of computers ta educaticn is filled with generic terms
such as computer-based instruction (CBI), computer-assisted instruction (CAI), and
cornputer-assisted learning (cAL), generally describing drill-and-practice
programs, more sophisticated hrtorials, and more individualized instmction,
respectively. LMS has its history in another term, integrated learning systems (ILS)
which offers additional f,rnctionality beyond instructional content such as
management and tracking, more personalized instruction, and integration across the
system- The term ILS was originally coined by Jostens Learning, and LMS was
originally used to describe tire management system part of the prATo K-12
Ieaming system, content-free and separate from the courseware. The ter.rn LMS is
currently used to describe a number of different educational computer applications.
Tlie traditio*al aBpli*nliot"r *f an {.e,{S is in *r3u*atit"lnai instiruti*ns. {.*ar"r.xng
maniig*ll1ctit systcllxs !rav* i:e*n ats*cl {'elt: s*v*raf y*ilrs tel ri*triv*r-celursesv;lre ifi
sch**ls and p<lpularizc e*trearr:il"rg" tn llr* last ltu ele*ades. cgrmp*ni*s i.rav* b*c*
pursing $earerlng ffii*nageffilenl syster't:s ti: c*eJir,,*r trainifi€i t* int*r$atr cmpl6y**s aud
cust{}lfi*rs' Th* (e*hrl*}ogy has b*co*,*le * p*x,*rfill tq:*l f*r c*risultins r:*r.r.i[-];pries
that spe*i*[iz* ir"r sfaffing antJ ttainirig. cxtefision s,rh*ols" and a.fiy {Jr.irp$ratio'r
looking t* g*f ia [:ett*r Srusp on {he cr:*tir:*ing educa.ti*n r-if. its w*r}e J*rce. {ts irnpact
has be*n fu[t i"rl*sll3' cll..ltsicl* *f traditiona] e{.iu*atir"lri instit11tie,r*s" li":or.lgh fl.i* sam*
lecltr"t*l*gicai and *larl<*t fbr**s ar* Crarlxricallrr,"*lranging t*dav,s c{a$sfl*,*ffiT a,s
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13"]?015 LMS *ssi.gr:r:rent - Gcqte Dacs
The key to understanding the difference befween LMS and other computer
education terms is to understand the systemic nature of LMS. LMS is the
framework that handles all aspects of the learring process. An LMS is the
tnfrastructure that delivers and manages instructional content, identifies and
a-ssesses individual and. organ izationallearning or training goals, tracks the progress
:on-ards meeting those goals, and collects and presents data for supervising the
learning process of the crganization as a whole. A Leaming Management System
,l.elivers content but also handles registering for courses, course administmtion,
:krlls gap anaiysis, tracking, and reporting. ./.
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6172.;15 LMS msig*:m*t - Google Dacs
Most LMSs are web-based to facilitate access to learning conte&t and
administration. They are also used by educational institutions to enhance and
suppart classroom teaching and offering csufses to a larger poputatioa of leamers.
LMSs are used by regulated industries (e.g. tinancial services and biopharma)
for compliance training. Sfudent self-service (e.g., self-registration on instructor-led
training), training workflaw (e.g., user notification, manager approval, wait-list
managementJ, the provision of on-line learning (e.g., computer-based training, read
& understand), on-Iine assessment, management of continuous professional
education (CPE), collaborative learning (e.g., application sharing, discussion
threads), and training resource management (e.g., instructors, facilities, equipment],
are all-important dimensions of learning management systems.
Some LMS providers include "performance management systems", which
encompass employee appraisals, competency management, skills-gap analysis,
succession planning, and multi-rater assessments (i.e., 360 degree reviews).
Modern techniques now ernploy competency-based learning to discover learning
gaps and guide training material selection.
For the commercial rnarket, some Leaming and Perfofinance Management
Svstems include recruitment and rewarrJ. functionality.
Function of LMS
Course Content Delivery
Student Registration and Adminiskation
Training Event Management (i.e., scheduling, tracking)
Curriculum and Certifi cation Management
Skills and Competencies Management
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Skill Gap Analysis
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LMS assigmme*{ - @le Doas
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Iadividual Ilevelopment Plan {IDP)
Assessing and resulting
Repofiing
Training Record Management
Courseware Authoring
Resource Management
Virt*al Organizations
Performance Management System Integration
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LMS performs managerial tasks. In short, a LMS can be defined as a convenient
strategic solution to managing all the different aspects of an organization. The
system covers planning, managing and delivering all the e-learning content and
online activities. Online courses and virlual classrooms are also a characteristic
feature of Learning Management System. The main purpose is to deliver corrse
content in an organized maflner so that it enhances the competence and
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LMS assignment - Gmgle Docs
e-learning by tracking ard maintaining the track records of the users in allthe online
learning programs and training activities.
Every Learning Management System shares some basic similarities, irrespective of
which body of learners they cater to. But at the same time, they are designed to
meet the unique needs and distinct requirements of their pupils. Some of the vital
features cofilmon in all LMS are as follows.
1. Organize a calendar for the online course
2. Deliver e-learning effectively
3. Multi-task and supervise learners, course content, instructors, maintain
performance records and facilities like virtual learning environment.
4. Communication with the user through messaging and notifications
5. Generate transcripts, reports, scores, grading, wait listing.
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4r'S- J2i1S LMS assi_qument - Goqle Dacs
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The inappropriate use of LMS in the literature is perhaps most commonly
associated with computer applications which we would identifiu as Course
Management Systems {CMS)" These syst€ms are used primarily for online or
blended learring, suppofiing the piacement of course materials online, associating
students with courses, tracking student perfomrance, storing student submissions,
and mediating communication between the students as well as their instructor.
Some of this same functionality can be seen within LMSs as v/e11, so it is
underslandable q,hv eoefusion might exist about the differences between
t)?es of systems- llou,evsr, the systemic nature of an LMS does not iimit
functi*nality t* that of a CMS.
the two
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i*'rzo'rs LMS asslgnm*t - Goqgle Docs
[-ft,xs cFfsFeatures
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LCMSs or Learning Content Management Systems:, a more aclvanced version of
LMS, features tools like chat rooms whieh enable interaction between the learners.
The basic difference befween both the systems is that while a LCMS focuses on the
content of the course, LMS performs managerial tasks.
Th* focus of an LMS is ta deliver online courses or tr-aining to learners, while
managing students and keeping track of their progress and perforrnance across all
lypss of training activities. An LMS is not used to create course content.
By contrast, a leatrring conteni mariagen:erlt system (LCMS) is a related soffware
technalogy that provides a multi-user environment where developers, authors,
instructional designers, and subject matter experts may creats, store, reuse,
manage, and delivel digital educational technology (also known as e-tearning)
content from a central object repository. LeMS focuses on the development,
management and publishing of the content that will typically be delivered via an
reduce duplicated developmentLMS. Users can both create and
etlbrts.
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LM S assiglmarrt - Gcrgle Dccs
Rather than de'reloping entire collrses and adapting them to urultiple audiences, a1r
LCMS provides the abiliqr for single course instances to tre modified and
republished for vari*us audiences maintaining versio*s and history. The objects
stored in the centralized repository cafi be made available to course developers and
content experts throughout an organization for potential reuse and repurpose. This
eliminates duplicate development efforts and allows fbr the rapid assembly of
custamized content. Some systems have tools to deliver and manage instructor-led
synchronous and asynchranous online training based on lear:lring
object methodology.
LCMSs provide tools for authoring and reusing or re-purposing content (rnritater{
learaing objects, or MLOs) as well as virtual spaces for student interaction (such as
discussion forums, live chat rooms and live web-conf-erences). LCMS technology
can either be used in tandem with an LMS, or as a standalone application for
learning initiatives that require rapid development and distribution of learning
content-
LCMS Functionality
Template-driven, Collaborative Content Development
Facilitated Cantent Managelnenf (i.e., indexing and reuse)
. Publishing
. Workflow Integration
. Automated Interface with an LM
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LMS assignment - Goqle Docs
Features LMS LCMS
Primary users Trainers, IDs, Training Content developers, ID's
Manages
learning content
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Despite this distincticn, the telm LMS is often used to refer to both an LMS and an
LCMS, although the LCMS is actually a complementary solution to an LMS. Either
as separate platfcrms or as a merged product, LCMSs work together with LMSs tc
develop and deliver course content to students. Due to lack of industry
standardization as weil as being a yocng industry, products that combine LCMS and
LMS aitributes may be referred to as course lxanagement s,vstems {CMS)" leaming
management systems {LMS) and LMS/LCMS. Blackboard Inc. currently refers ta
their Blackboard Leam platform as an L&{S {Haqki}oa1{lsa, 20i3). At this tirne,
LMS represents the ubiquitous term for a praduct containing attributes of both a
LMS and a f .CMS. r*&ether f+r CMS or LMS r:se.
Most LMSs are web-based, built using a variefy of development platforms, like
Java/J2EE, Microsoft .NET or PHP. They usually employ the use of a database like
MySQL, Microsoft SQL Server or Oracle as the back-end data store. Although
most of the systems are conunercially developed and have commerciai software
licenses there are several systems that have an open-souree license . Corparate
LMSs support multilingual content as services can span across the worlcl. SCORM
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LMSessignnr*rt - Gqle Doc*
(Sharable Ccntent object Reference Model) support is a de facto stand.ard for LMS
systems.
[n the relatively new LMS market, commercial vendors for corporate and education
applications range from new entrants to those that entered the market in the nineties.
In addition to commercial packages, many open source solutions are available.
In the higher education market as of fall }Al3,Blackboard is the leading provider
witlr 417o market share, with Moodle (23%), I)esire2leam (1 lvo) andlnstructure
being the next three largest providers. In the corporate market, the six largest LMS
providers constitute approximately 50% of the market, with SuccessFactors
Learning, Saba Software, Voniz Inc and Sumtotal Systems being the four largest
providers. Vendors focused on mid-sized
Halogen Software, ADP, and Workday"
ccmpanies (200+ employees) include
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In a reeent srudy elnons F{R Frofessi*nals in Fehruary *f,?{}l5. tit$:*s .,e*,as
the
leading F{R LMS platfarm at 21a/a of market share, rvith Absorb LMS (g;./o),
skillsott (6%) and Grov o {6%) as the next three largest providers.
In addition to the remaining smaller LMs product vendors, training outsourcing
firms, enterprise resource planning vendcrs, and consulting firms all compete fbr
palt of the learning management market. Approximately 40 percent of gS training
arganizations reported that they have an LMs installed, a figure that has not
changed significantly over the past two years. Another service related to LMS
cCImes fi-om the standardizadtest preparation vendors, where companies such as
P'inceton Review or Benchprep offer on1i,e test prep couf,ses.
Most buyers of LMSs utilize an authoring tool to create their educational content,
wlrich is then hosted on an LMS. In many cases L)lssincluds a primitive authortng
16/
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LMS assignment - Gmgle Docs
tool for basic content manipuiation. For advanced content creation buyers must
choose an authoring software package that integrates with their LMS in order for
their eontent to be hosted. There are authoring tools on the market which meet
AICC and SCORM standards and therefore content created in tools such as these
can be hosted on an AICC or scoRM certified LMS. By May 2010, ADL had
validated 301 ScORM-certifiedproducts while 329 products were compliant.
Evaluation of LMSs is a complex task and significant research supports different
forms of evaluation, including iterative processes where students' experiences and
approaehes to learning are evaluated.
A New Generation of LMS
With the recent technology and web application advancement, a new generation of
LMSs are expected to have sorne nein. ieafures. These inciude: open, scciai,
personal, flexible, learning analytics, and mobile.
17
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I ' Eiiis, Ryana Y.4?*oql, ASTD Leaming circuirs
2. Parr, J.M ; Fung, I {septernber Zg, 2004).
3. Watsse, Williara R. {200?).:
SDF). TechTrend s Sl {Z): 2g_34.n*t i"r"Otffiffi
4- Leanting Management S7,.rle;zs userliew,So{tware Advice, 20 15.
5. http : //www. celtcorp.corn/resources/ 1 lcelt_lms_aiticl e.pdf
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LMS assigmmad - Gqle Docs
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1U18

LMS assignrnerd - Gcogte Bccs
New technologies present unprecedented access to information, content, and data'
Knowledge is more readily available than ever before, not only fot'students but also
for parents an{d educators al alllevels. After more than three decades years of
technology uss in education, a comprehensive and Systemic integration of a
mutti*dimeasinnal Leaming Ma**geirrent Sy$tem (LMS) is greatly needed'
Edu*at*rs rreed E w#.b*eaabled rclati*aal datahase that links curriculum,
i11*mtreti*r:al rcs*ruses, &Bse-rsrr*nt stratcgies,
=tuelent
data, and staff proficiencies'
A LMS can serve as the "missing link" that will tie together contempofary
education reforms with effective and creative uses of technology. It is also the tool
that r*,ill empowef teachers ta guide and menage sfildent achievement more
eff$cti,ely by contextualizing the learning experience. As we have a1l known f*r
ffiary years, technology alone will not transform schools' Rather, technology must
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4/18

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