Re-thinking LMS change

Designing authentic learning environments to improve lecturers’ digital literacy

Abstract

This paper reports on a qualitative evaluation of the first phase of an iterative, university-wide process of transitioning all units of study into a new Learning Management System (LMS). Lecturers in charge of the first group of units undergoing transition were interviewed, the goal of this being for their experiences of the process to inform its next stages, which would involve larger unit cohorts. The change process was designed with the principles of the authentic learning environment at its core and had academic professional development in digital literacy built in into its design, in hopes of enabling sustainable and scalable teaching transformation. The evaluation sought to ascertain how lecturers experienced the process of LMS change in the context of their teaching. Recommendations are offered pertaining to the change process design elements that promise to enhance lecturers’ digital literacy and inspire teaching transformation.