There is a growing concern of what the next generation of course management systems (CMS) will look like. The design, though innovating and cutting edge at the time, proved to uncover questions that had not been factored into the development. Are students being engaged in a deeper way of learning? How can a CMS be assessed? Faculty must move beyond intuitive value and explore ways the CMS permits faculty to serve the mission of engaging teaching and learning (Carmean & Brown, 2005).
As the needs of learners change, support services must be provided that take into consideration the needs of all stakeholders. In implementing technology, much responsibility for access, implementation, authentication, performance, data security, and instructional and pedagogical consulting now rests in the hands of system and instructional support services (Carmean & Brown, 2005). Often the students who have to use these modules are ignored. No more cookie cutter approach to design and tools.
Enterprise systems will grow larger and more expensive as portals features, tools, and processing power improve (Carmean & Brown, 2005). The big picture is to enhance student learning. Based on the commitment to CMS now in place across the institution, careful assessment and inquiry should help determine its value to teaching, learning, and the changes needed in higher education (Carmean & Brown, 2005). Vendors must take the time to ask, "May I help you?" and not only focus on profit.
Source:
McGee, P., Carmean, C., & Jafari, A. (2005). Course management systems for learning: Beyond accidental pedagogy. Information Science Publishing. 1-12
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