Companies create education and training departments to support professional development goals of employees and external clients. Although the purpose for these education initiatives may seem obvious, defining the technologies to use when it comes to curricula can be rather obscure. The University of Public Health (UofPH), an organization established to provide high-quality learning opportunities through the delivery of timely and cost-effective learning products. The university supports the mission and strategic goals of the agency to meet the training and developmental needs of the division. The target audience for courses is students (investigators and analysts) and course development team (CAG) members. The CAG consists of management, trainers, instructional designers, instructors, SMEs and support staff. The program content is objective-based focusing on mastery of public health professional job skills. A learning management system (LMS) is a “software system used to manage student data and records for online and classroom learning” (Moore and Kearsley, 2005, p. 329). Online, face-to-face (F2F), and blended learning courses are managed in three LMSs (in three different locations)—CWire, Lorepath, and UofPH Learning Portal.
This essay will examine factors to consider as a UofPH moves toward selecting one LMS to use. The selected LMS should efficiently and effectively transition existing course content, improve course records accessibility, and significantly reduce manual administrative tasks. I’ve selected Absorb LMS, a robust technology that can comply with the mandate of offering courses hosted on the portal, and to meet the essential needs of the organization: Although the essay focuses on the fea...
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(Alan Davis is the author)
Anderson, T. (2003). Modes of interaction in distance education: Recent developments and research questions. In M. G. Moore & W. G. Anderson (Eds.), Handbook of distance education (pp. 129-144). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers
(Chapter 15) Part 3, Design and development of online courses. In T. Anderson. & F. Elloumi (Eds.), Theory and practice of online learning. Retrieved January 20, 2005, from http://cde.athabascau.ca/online_book/contents.html
(Judith Hughes is the author)
A. Smith, L. J. (2003). Assessing student needs in an online graduate program. In U. Bernath, & E. Rubin (Eds.), Reflections on teaching and learning in an online master program - A case study (pp. 255-267). Oldenburg: Bibliotheks- und Informationssystem der Universität Oldenburg.
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