THE UNIVERSITY OF THE WEST INDIES

OPEN CAMPUS

ID Report

BY

Krisna Saunders 320021639

A PAPER PRESENTED IN PARTIAL FULFILLMENT OF THE MSc. In

INSTRUCTIONAL DESIGN AND TECHNOLOGY

Course Name: Learning and Knowledge Management System

Course Code: EDID 6510

Tutor: Dr Leroy Hill

Due Date: April 24, 2020

 A small school in my community is transitioning from face to face to a hybrid method

due to covid 19. A hybrid method is when students attend school face to face and have virtual

classes. The school contacted me being a junior instructional designer. As a Junior instructional

designer, my task is to select, recommend, design and develop a unit of learning content within

an LMS for third-grade students in Science. A learning management system (LMS) is explicitly

designed to create, distribute, and manage the delivery of educational content ( Turnbull, Chugh,

& Luck, 2019). A report will be developed with all of the information involved in designing an

LMS.
LMS Selection and Recommendation

After intense research, Google Classroom was selected as the LMS to develop the online

course. It allows teachers to manoeuvre between face to face learning and online learning. It is

related to software that teachers and students use, such as Google Docs, Gmail, and google drive.

Also, most of the devices that students and teachers use are android.

According to Fisher (2014), Google Classroom is a blended learning platform for

schools that aim to simplify creating, disturbing and grading assignments paperless. The Google

Classroom interface is well-designed and straightforward for both teachers and students. It is also

available on the web, IOS and android, meaning it can be effective on any device.

Justification of LMS

There are many LMS available. It is crucial to select the one that suits your purpose or task.

Google Classroom was selected. There are several questions to consider in content design for the

LMS.

1. Who is your learner?

According to Rich ( 2021), you should “take everything you know about your target

learner into consideration: socio-economic position, cultural background, age group, academic

grade, even the physical environment plays a part” before considering an LMS. This was done

before selecting Google Classroom. Google classroom is cost-effective, does not require a

student number for each student and is scalable to mobile or smartphone platforms. All of those

essential features for learners during the COVID 19 period.

 2. What's the right mix of passive and active content?

There should be a balance between passive and active content. Passive content is just

shared information; this includes videos, documents or slideshows. Dynamic content requires the

learner to use the information in the course actively. This includes games, projects or recorded

videos by the student (Wihastyanang , Hentasmaka, & Anjarwati, 2015. Google Classroom

allows the teacher to upload passive and active content.

3. How can I test the learners' understanding of the content?

Assessing a learner's understanding of the content is very important in the learning

process and having an LMS that can perform that type of task is essential. Certain types of

assessment should be able to be incorporated into an LMS. This includes class assignments,

projects, group work and case studies, presentations and exams and quizzes. Edmunds &

Hartnett, 2014 states that “assessment is a key component of learning because it helps students

learn. When students can see how they are doing in a class, they can determine whether or not

they understand course material”. Google Classroom has an Assignment, a quiz Assignment, a

question, or discussion question features that can be graded (Heggart & Yoo, 2018).

4. How can I protect myself from copyright infringement?

An essential consideration in distance learning is understanding and applying appropriate

copyright laws. It involves the extensive use of multimedia, multiple authors, and wide use of

institutional resources. Copyright is “A form of protection provided by the laws of the United

States for original works of authorship, including literary, dramatic, musical, architectural,

cartographic, choreographic, pantomimic, pictorial, graphic, sculptural, and audiovisual

creations” (U.S. Copyright Office, 1999). Barton, (2016) suggested the following factor should

be taken into consideration for determining the permissible use:

1. The purpose and character of the use (Transformative Factor). The main point of this factor is

whether the material was used for commercial or for nonprofit educational purposes.

2. The nature of the copyright-protected work. The works of a creative or imaginative nature,

such as poems, novels, or visual art, are accorded more excellent protection than those dealing

with facts such as news and reports.

3. The amount and substantiality of the portion used. It’s less likely to consider fair use if a large

quantity or a small but essential part of the martial is used.

4. The effect of the use on the potential market. It’s not fair to use if the service has any impact

on the sale and value of the work.

Description of Online Module

My module is on Vertebrates and will target students ages 6-8 years at the third-grade level. The

course consists of four (4) topics for five weeks. The issues are sequentially structured with

descriptions and objectives. It includes learning resources, assignments and quizzes. It also has a

link for live sessions.

The digital media can be accessed through

Log on to your google account

https://classroom.google.com

Click on the +, then join the class

Enter the class code: jz43i5n or

https://classroom.google.com/c/MzIyMjI2MDE5NzQz?cjc=jz43i5n

Reference

Barton, C. (2016). Copyright Laws and Distance Education. 10.13140/RG.2.1.3306.9042.

Edmunds, B., & Hartnett, M. (2014). Using a learning management system to personalise

learning

for primary school students. Journal of Open, Flexible and Distance Learning, 18(1),

[11–29].

Heggart, K. R., & Yoo, J., (2018). Getting the Most from Google Classroom: A Pedagogical

Framework for Tertiary Educators. Australian Journal of Teacher Education, Vol. 43 (3).

http://dx.doi.org/10.14221/ajte.2018v43n3.9

Turnbull, D., Chugh, R. & Luck, J. (2019). Learning Management Systems: An Overview.
 Retrieved from

https://www.researchgate.net/publication/335463920_Learning_Management_Systems_

An_Overview

U.S. Copyright Office. (1999). Copyright and Digital Distance Education. Retrieved from

http://www.copyright.gov/docs/regstat52599.html

Wihastyanang, W., Hentasmaka, D. & Anjarwati, R. (2015). ACTIVE LEARNING USING

LEARNING MANAGEMENT SYSTEM TO IMPROVE STUDENTS’ COMPETENCE

IN ARGUMENTATIVE WRITING. Journal on English as a Foreign Language. 4. 1.

10.23971/jefl.v4i1.69