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Describes how "citizen journalism" was used for the annual Sakai conference to expand the conference from in-person attendees to an online community.

In 2010 and 2012, we tested and evaluated four major LMS for accessibility/usability: Blackboard, Desired2Learn, Moodel, and SAKAI. The results have been publicized in CSUN (2010) and Midwest Educause (2012) conferences. Since then, we have observed that LMS vendors have continued to strengthen the accessibility and usability of their systems, while also working to incorporate some of the features suggested in our evaluations. In light of this ongoing interest and activity, we have revised and enhanced our evaluation criteria based on common features, streamlined our evaluation process, and rescored our LMS systems. At CSUN 2013, we presented a high-level overview of the results of our new evaluation, along with side-by-side comparisons that support our recommendations for improving learning management systems for users with disabilities.

MHC's learning management system

Abstract Course management systems, like any other technology, have an inherent purpose implied in their design, and therefore a built-in pedagogy. Although these pedagogies are based on instructivist principles, today's large CMSs have many features suitable for applying more constructivist pedagogies. Yet few faculty use these features, or even adapt their CMS very much, despite the several customization options. This is because most college instructors do not work or play much on the Web, and thus utilize Web-based systems primarily at their basic level. The defaults of the CMS therefore tend to determine the way Web-novice faculty teach online, encouraging methods based on posting of material and engendering usage that focuses on administrative tasks. A solution to this underutilization of the CMS is to focus on pedagogy for Web-novice faculty and allow a choice of CMS.