IDEAL Consortium is a community of practice for state-level staff who support digital education in WIOA-funded adult education. The IDEAL spring learning circles bring together members from IDEAL states (e.g., state office staff, professional development leaders and facilitators)  to share ideas, identify solutions to challenges, and collaboratively develop resources. In 2024, the learning circles convened around these prioritized issues identified by the membership: leveraging Learning Management Systems for quality instruction, teaching hyflex courses, using digital literacy plans, and integrating Artificial Intelligence tools. This blog post is part of a series authored by the IDEAL Learning Circles facilitators, reporting on key insights that grew from them.

In today’s digital learning landscape, the adoption and integration of Learning Management Systems (LMS) among Adult Education providers vary across states and institutions. As different regions find themselves at various stages of LMS implementation, it’s crucial to explore best practices to ensure successful adoption and seamless integration into educational frameworks.

To address these challenges and foster collaborative solutions, the IDEAL Consortium facilitated an LMS-focused learning circle, offering participants from member states a hands-on approach to tackle real-world obstacles and explore effective strategies for LMS implementation. Facilitated by World Education’s Jamie Harris and Jerry Yamashita, a “flipped classroom” format allowed the learning circle participants to meet twice in synchronous online sessions and engage in asynchronous communication and activities between sessions utilizing Padlet. Both synchronous sessions concluded with a Solutions Salon, where the attendees were invited to present a real-world problem and work collaboratively toward a solution leveraging the collective knowledge and experience of the group. 

Goals of the LMS Learning Circle

Community of Inquiry: Shared Lens for Discussion

The first session of the LMS Learning Circle started with an introduction to the Community of Inquiry (CoI) framework. The Community of Inquiry (CoI) was developed by Garrison, Anderson, and Archer (2000)¹ as a collaborative-constructivist framework for use in higher education settings employing “computer-mediated communication” in the delivery of instruction. The authors propose that “a worthwhile educational experience is embedded within a Community of Inquiry that is composed of teachers and students—the key participants in the educational process” (Garrison et al., 2000, p. 88).

Starting with the CoI framework, participants gained insight into how multiple forms of engagement in online learning environments—driven by the importance of cognitive presence, social presence, and teaching presence—are integral to promoting learning within an integrated educational setting. CoI provided a shared lens that made it possible to move beyond focusing solely on the technical aspects of LMS to emphasizing implementation strategies to enhance user experiences and promote use of resources within LMS platforms. Participants engaged in lively discussions about the CoI framework’s relevance in their own programs, reflecting on how it might inform the shape of online learning experiences in their courses no matter the modality (eg., blended, hybrid, HyFlex).

Participants were also introduced to an evaluation rubric designed to help guide decision-makers in choosing appropriate e-tools, including LMS, as well as literature focused on LMS implementation. The Rubric for eLearning Tool Evaluation, an OER developed at Western University (Anstey & Watson, 2018)², integrates the three presence domains discussed earlier as part of the evaluation process, highlighting a clear connection to the CoI framework. A conceptual framework was also discussed to help participants visualize how the CoI might work within their own setting, illustrating the integration of the three presence domains within a digital/distance learning model as a synergistic approach to understanding the educational (learner) experience.

Organizational Charts: Exploration of LMS Structure and Roles

Our second session focused on structuring, capacity planning, and support considerations in LMS integration strategies. Participants explored conceptual organizational charts to inspire thinking about different approaches to LMS implementation, reviewed various organizational structures and roles, and worked on a collaborative draft organizational chart. The purpose of this activity was to consider various options and considerations for the implementation and ongoing sustainability of LMS use in various contexts..  Through the interactive platform Miro, participants showcased their experiences, offering insights into the diverse approaches to LMS utilization. The facilitators supported collaborative discussions on prioritizing responsibilities and encouraged participants to engage in further exploration of successful models and conversations with other Consortium members beyond the learning circle.

Learning Circle Highlights

Both synchronous sessions were driven by the needs of learning circle participants and each one concluded with a Solutions Salon, where participants delved into topics of interest using the Learning Circle collaborative Padlet as a starting place for ideas. This also served as a forum for participants to exchange thoughts, share resources, and engage in asynchronous discussions, enriching the learning experience beyond the confines of the session. Through learner-centered and collaborative discussions and knowledge-sharing, participants explored strategies to overcome resistance and garner support for LMS integration within their institutions, methods for  creating buy-in and incentives with teachers and students, and clearly defined roles and responsibilities for successful implementation of an LMS. 

What We Learned

The implementation and maintenance of using an LMS requires ongoing evaluation, research, and adjustments based on the use and needs of stakeholders as well as the environment in which the LMS is used. For example, a state that participated in the learning circle chose and used one LMS as a solution during the COVID pandemic but decided to make changes based on emerging needs post-pandemic. 

Takeaway: An evaluation rubric can support LMS decisions at the onset of choice and throughout the life cycle of LMS use. 

This IDEAL Learning Circle served as an invaluable forum for collaboration, knowledge exchange, and problem-solving. Through thoughtful facilitation, the participants collaborated to navigate the complex landscape of LMS implementation. By leveraging insights gained through the study of new resources (e.g., CoI, evaluation rubrics), hands-on brainstorming, and shared collective expertise, educators paved the way for each other’s successful adoption and integration of LMS platforms, ultimately enhancing the quality of digital learning experiences for the students and educators they support. 

Takeaway: After successful collaboration and knowledge exchange in the Learning Circle, the participants are likely to continue developing and refining their own learning management systems, resulting in improved student engagement, improved learning outcomes, and greater professional development opportunities for educators.

What’s Next?

Participants in the Learning Circle are all at different stages of their LMS development journey—some have already implemented a statewide initiative or are in earlier stages of that process while others are navigating a more open system where several LMS platforms are in use across programs. No matter where they found themselves on that spectrum, however, developing buy-in among staff was a common factor. We hope that participants came away from these sessions with valuable resources, new insights, and a willingness to share their successes and challenges with a broader audience, potentially influencing more educators to join their initiatives. 

Based on some of the information presented, resources shared, and discussions held, the EdTech Center is working on updating the IDEAL 101 and 102 series of professional development courses. 

IDEAL Consortium is open to any state. If you are an edtech or professional development leader in your state, we invite you to explore membership for your state to be part of this dynamic and forward-thinking community. Any educator can join our monthly EdTech Strategy Session webinars. 

Read about other Learning Circles: Artificial Intelligence, HyFlex, and Digital Literacy Planning

References

Anstey, L., & Watson, G. (2018). Rubric for eLearning tool evaluation. Centre for Teaching and Learning, Western University. https://teaching.uwo.ca/pdf/elearning/Rubric-for-eLearning-Tool-Evaluation.pdf

Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87–105. https://doi.org/10.1016/s1096-7516(00)00016-6