Authority of Consensus: Next-Generation Course Management System Features The work presented here represents the culmination of two years of study sponsored by the National Learning Infrastructure Initiative. Colleen Carmean. In addition to leading the instructional technology initiative on her campus, she is the Director of a Technology Fellowship Program for faculty. Carmean a three-credit online course at ASU and was a member of the team that developed and implemented learning communities for ASU's freshman class. As a 2002 NLII Fellow, led NLII’s focus session on NGCMS, conceptualized NLII’s Learner-Centered Principles to guide the development of effective learning using technology, and serves on the teaching and learning editorial board for MERLOT. Patricia McGee is an assistant professor of Instructional Technology at the University of Texas at San Antonio. She is program facilitator for the IST program and directs two grant projects leading initiatives in virtual communities of practice and ePortfolios. The work from these projects has influenced the university to adopt a laptop initiative. As a 2003 NLII fellow she has led events and activities to do with learning objects as well as NGCMS. Her research interests include online pedagogy and teaching styles. Colleen Carmean, Arizona State University West Patricia McGee, The University of Texas at San Antonio Ali Jafari, Indiana University Purdue University Indianapolis CopyrightColleen Carmean, Patricia McGee and Ali Jafari, 2003

Where do we go from here? Examining the Container The Standardization of Learning Accidental Pedagogy 77% of higher education campuses have now settled on one of two course management systems. The next step should be to examine how those systems are being used, and what we know about learning that could inform us regarding how we COULD use them in the future. Of the two containers, most faculty hardly use the range of features, functions and capabilities that allow for a meaningful learning experience. The simple use of the CMS has created a template-driven, accidental pedagogy that has changed the classroom without assessment. Where do we go from here?

A Conceptual Framework for Learning Research indicates that oftentimes faculty use CMS to store syllabi and distribute grades. This is an expensive solution to saving paper. The potential of how CMS can support deeper learning is, for the most part unrealized. C Intentional learning design is reflected in the deeper learning principles which come from a large body of research of learning theory. In order for deeper learning principles to be applied to learning objects, we must consciously consider the entire learning environment and how we articulate the processes within them. Colleen Carmean has conceptualized how we can use CMS to support learner-centered learning: Technology uses Teaching Practices Deeper learning Learning Activities Design Implications ©http://www.educause.edu/nlii/keythemes/lcp/

NLII NGCMS Activities Focus Session A variety of stakeholders attended the session who brainstormed, imagined, and produced functional requirements for NGCMS. By having representation of diverse interests and perspectives, the focus sessions deliverables were validated and represent a consensus of all campus stakeholders.

NLII NGCMS Activities Work Group Conceptual Framework (Patricia McGee) Usage Scenarios (Jean Kreis) Inter-Institutional Issues (Ron Bleed) Intra-Institutional Issues (Malcolm Brown) From the Focus Session came the NGCMS Work Group. Conceptual Framework: How should NGCMS be designed, organized and utilized to support learner-centered principles? Usage Scenarios: How can we illustrate the different stakeholders views and experiences associated with NGCMS? Descriptions of what should be possible as representative of what the users want. Intra-Institutional: Within an institution. How can we support the change of thinking about teaching and learning in the academy as can be enacted from CMSs? Inter-institutional: Across institutions. What are the logistical, organizational, strategic, economic issues related to NGCMS? Shared development and collaboration, how to coordinate with other types of projects, what standards are helpful/useful, economic models and scalability, differences among populations, copyright/IPR.

NLII NGCMS Activities Key Theme: Knowledge & Learning Management Systems Key Theme: New Learning Ecosystems NLII is building on the foundation of NGCMS by expanding their focus to broader key themes. Knowledge & Learning Management Systems Knowledge and learning management systems Higher education-must ultimately engender a knowledge culture by grappling with information and knowledge management, developing expertise and understanding of knowledge concepts, and providing technologically. There is also a developing concern for "Expertise Management" that focuses on the human aspect of knowledge work: cognitive, social, cultural, and organizational. The purpose of the NLII efforts in this area is to * clarify the range of technology systems used to support knowledge transmission; * explicate the role of knowledge and learning management systems in teaching and learning; and examine the infrastructure of institutions planning or using knowledge management systems and strategies. New Learning Ecosystems In biological terms, an ecosystem is the complex of a community and its environment functioning as an ecological unit. New learners, using new technologies, are creating new learning ecosystems on campus. * Games, Simulations & Learning * Knowledge and Learning Management Systems * Learning Space Design * Mobile Learning * New Learners/New Roles * New Academy * Virtual Communities of Practice/Community-Oriented Software

Discussion What features, needs, desires, and requirements do we as a community want to communicate to designers, developers, and vendors?

Next Steps for Next Generation Call for Chapters Course Management Systems for Learning: Future Designs If you have unique experiences with the CMS If you have research or data about effective teaching and learning on CMS. Or If you have ideas about what features need to be designed for CMS, consider submitting a chapter for Course Management Systems for Learning: Future Designs.