While trying to visualize my flipped-LMS approach using an open and collaborative platform, it’s become apparent that I am looking at two distinct, though related, models.
An open and collaborative learning platform enables both students and instructors to contribute directly to their shared onlin...
So, why would course facilitators want to utilize a flipped-LMS approach?
Here are three primary reasons that come to mind:
I am excited to be presenting my approach of a Flipped-LMS at Simon Fraser University’s DEMOFest 2015 on November 24th.
Here is the description of my session:
Flipping the LMS: Benefits and Lessons Learned of Using an Alternative Front-end to Canvas
Let’s be honest, as course facilitators we want to deliver the best possible online learner experience but at the same time make our own experience as convenient as possible. LMSs, such as Canvas, provide some great pedagogical elements but often fall short when it comes to such things as streamlined course updates, content reuse, easy customization, and providing a truly open platform. The solution? Flip the LMS!
A flipped-LMS approach is where an open platform, in the control of instructors and students, serves as an alternative front-end to the institutional LMS.
With this approach, instructors can create better outcomes and experiences for students and themselves today. Deep-links to any needed LMS elements (i.e. assignment submissions, discussion forums, grades, etc.) with flow-through for user authentication is the only back-end requirement.
Desired qualities of a flipped-LMS approach:
A flipped-LMS is an approach where an open platform, chosen by an instructor, provides an alternative front-end to their institutional LMS. Deep links (i.e. direct links) are provided to any required LMS elements such as discussions, assignments, grades, etc.
A flipped-LMS is where an open platform, in the control of instructors and students, is an alternative (and ideally collaborative) front-end to the institutional LMS..
A flipped-LMS approach means no student data needs to be stored in the front-end, so tools like DropBox can be used without FIPPA...
In this article I will describe the workflow details for my Fall 2015 Simon Fraser University CMPT-363 course companion, which meets the requirements first outlined in the LinkedIn article Online Course Companions: Workflow Requirements for (us) Instructors.