DreamLMS

This article says the LMS is a barrier to learning because it is a "silo". The way to remove the barrier is to use systems like "WordPress" that have flexibility, are more seamless, and have wonderful plug-ins for gradebooks, tools to submit assignments and discussion boards. This article goes on to remark that eLearning is best when LMS is invisible, which certainly isn't the case with traditional LMS's.

This site discusses "learning management system (LMS) deployment efforts" and the university's experience in replacing a different LMS.

This article from ProQuest discusses the process that was involved in developing Sakai and the importance of support from colleges' programmers and developers in the success of implementation.

Article describing American Public University's switch to Sakai. It focused on the fact that the decision to implement was influenced by "The flexibility Sakai provides to frequently add system enhancements to match our evolving organizational needs". This article was found through ProQuest so the link may not work.

This site offers potential buyers the ability to "test drive" the Sakai learning management system and also provides a pdf describing the support programs available to clients. The pdf also highlights come of the communication features available with Sakai.

This article addresses the use of learning management systems as a "social portal" for learning. It also discusses the integration of web 2.0 tools into an LMS. Though it deals with one specific LMS, many of the topics are applicable to other learning management systems.

I found this resource particularly useful. It addresses some of the key barriers and misconceptions about integrating social media into the classroom. Contains some interesting facts and figures regarding interaction on social media websites and how this usability could be linked to learning management systems.

A good resource covering integration of web 2.0 tools in learning management systems. Also covers the "major players" of social media (YouTube, Twitter, Facebook, etc.) and their possible application in learning management systems.

Although short, this is a good resource from a unique perspective. The article criticizes current LMS's and offer possible social solutions to the traditional Learning Mangement System. It also provides external resources and links to related sites.

This is a good resource which takes a look at the various social aspects of an effective LMS, including social networking and feedback. It assesses Web 2.0 tools, the view of an LMS from administrator and user perspectives, and the interconnectivity of modern e-learning. It is very well-sourced and provides multiple means of assessing LMS's.

This article outlines ten principles for the design of both online and traditional learning environments. The article links and references research on how the mind works as a basis for these principles. It addresses topics such as what interactions should occur in learning, how to address a variety of learners, the role of mentors, directors and facilitators, and the development of knowledge based on individual experiences.

Although this website is for a specific learning management system. It provides a number of criteria for comparing LMSs including: fee type, source code availability, licensing model, installation type, business orientation, eLearning standards compliance, content creation possibilities, programming language, platform, and integration possibilities. Although not all of these apply to our SIG project this website can give us a good idea of the different iterations of LMSs on the market.

A comparison of Blackboard, Desire2Learn, Moodle, and SAKAI in light of their accessibility to all users, including those with disabilities. These LMSs were tested in eight categories including login, personalization, navigation, modules/tools, forms, authoring tools/content creation, help, and features affecting accessibility.

University of Wisconsin review of Desire2Learn implementation.

This is an article from Campusreporter.com. It has student feedback about the Desire2Learn LMS. The comments from students are both positive and negative. Using the commentary in this article some of our own testing can be directed. Essentially, see if what the students said for the article still hold true.

This is a User Experience test form. I am not sure how relevant it is to our work, but it might be something we use as a review tool. It also might be a useful resource to include in the project. I am not sure at the moment but I figured it would be good to include for now.

This article reflects the theoretical views on what inhibits learning within online classes. It begins by identifying students enrolled in higher ed today as differing significantly for those considered to be "traditional" students. Students today want a "stripped down", as stated by the author, version of education. They don't want to pay for that which they won't use. Contemporary students are more interested in high quality courses that focus on learning the topic at hand, rather than the extra experiences one can attain by attending university in a traditional fashion.

One of the more interesting points regading the pedagogical element of online learning is that higher ed instructors don't take classes in how to teach students, which can make for some less than stellar instructors. And, this phenomenon is exaccerbated by technology and distance learning. In other words, those with poor classroom teaching skills are generally worse online teachers.

*This article is on the older side (2002), but I liked that it addressed distance learning as a category and highlighted general barriers to distance learning. Perhaps all problems are related to the LMS.*