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In this article, Justin Reich, a Research Fellow and Lecturer in the Technology, Innovation, and Education program at the Harvard Graduate School of Education, argues that LMS are "homogenized, transient and disempowering" and that they serve "the needs of institutions, not individual students." The author describes teaching a course in a large-scale environment where "the specific goal is for students to learn to build networks of learning resources- people, readings, websites and communities- that can help them continue learning in a domain long after a course ends." His course, built on Connectivist principles, asks students to move beyond the course LMS and "curate links and connections and share their evolving ideas." Students used websites, blogs, Twitter and other Web spaces to share and store their ideas. The author discusses several advantages of moving beyond the LMS. Justin, R. (2015, February 13). Techniques for Unleashing Student Work from Learning Management Systems. Retrieved February 27, 2015, from http://blogs.kqed.org/mindshift/2015/02/techniques-for-unleashing-student-work-from-learning-management-systems/

Sometimes forgotten, for it is certainly not new or "sexy", yet a powerful quizzing tool to add to your collection of non-LMS Web 2.0 resources. Very, very robust. Allows you to manage classes, quizzes, and reports. Easy to use. Stable (I first started to use it over a decade ago). Once you create an account, you will see the tabs across the top of the page for instructors.

Wiggins, Grant and Jay McTighe. "What is Backward Design?," in Understanding by Design. 1st edition, Upper Saddle River, NJ: Merrill Prentice Hall, 2001, pp. 7-19. Copyright: Association for Supervision and Curriculum Development 1998 Backward design, or designing with the end in mind, is explored in this first chapter of the book "Understanding by Design". It outlines how we as instructors can rethink how we deliver instruction, by first identifying what the desired results are, determining what evidence we will accept that illustrates these results and then plan learning experiences and instruction to achieve those results. This design process may help filter which features you may choose to use in a LMS or non-LMS.

This is a terrific tool to select apps for non-LMS build

I am so glad I happened across this. In preparation for next week I am revisiting my bookmarked links and came across all of your awesome links Avi! Thank-you!

Free and stable. A very robust and secure online discussion platforms. Easy to use and moderate. Easy to set up and begin. Discussions, polls, debates. Allows attachment of pictures, videos, PDF, Microsoft documents. Reports and results; grouping of students...

A good tool to add to your Non-LMS toolkit

From website: Social networks as learning management systems...applications can turn existing social networks such as Facebook. Into a Learning Management System, (LMS, LCMS) and retain all the rich communication and scheduling tools that these applications offer. UdutuTeach allows you to import courses from myUdutu, manage which people can take your courses, and track the learners' progress.

(The easiest, most sophisticated tool for showing the best of you online, all in one place. Connect your social media content and make a great impression now.) Their words, not mine! Anyway, out of curiosity followed up on an article author and clicked on his vizify page.... Wow--so 'sexy' and slick (or so it appears). Looks like a terrific alternate to a paper resume (and Facebook profile). I'll be checking it out more in detail--it may also be useful as a non-LMS. Cheers! :)

Okay--it would be a lot of fun to do a character analysis using this.....