Learning management system (LMS) or instructional design — which comes first? In some ways, this is the age-old chicken or egg question. There are, however, practical steps to solve the LMS or instructional design puzzle.
The learning management system (LMS) and instructional design are symbiotic features of eLearning. One — LMS or instructional design — cannot operate effectively without the other.
There is another required feature, an established curriculum, for either the LMS or instructional design to be successful. The curriculum is the foundation of eLearning and without the foundation, eLearning is built on sand. Frequently the major missing key is the curriculum (more on that in future posts). For this piece, however, let’s assume an ideal situation: the curriculum has been written, aligned, reviewed by peers, and it is regularly revised as needed. Therefore, the LMS/Instructional Design work can begin.
Instructional Design: Designing instruction for eLearning requires multiple elements including these three keys to success — 1) curriculum, 2) delivery system (LMS), and 3) authoring tool(s) that match the LMS. The instructional designer will use the authoring tools to translate the curriculum into learning experiences loaded on and then delivered via the LMS. For instructional design to begin, the designer must have access to all three keys: curriculum, LMS, and authoring tools. To be sure, the designer — working with subject matter experts (SMEs) — can initiate draft modules or courses using the authoring tools. Yet if she is guessing at the curriculum and assuming the LMS supports certain experiences, e.g., scenario problem-solving, game-type options or discussion boards, which the LMS does not include, the draft instructional design can quickly disintegrate. To resolve this challenge, simultaneously review the LMS capacity and/or begin the LMS selection process.
Learning Management System: The learning management system (LMS) must provide the eLearning host (education organization or department) and the learner with optimum avenues for the delivery and experiences of learning. Thus, selection of the LMS is dependent on numerous factors including the curriculum and its requirements for the learner; types of experiences we want the learner to encounter; and the capacity to modify, personalize, and expand eLearning. Too often, however, selection of the LMS is driven by IT rather than by the training and education needs. The latter should be the driver, working in tandem with IT, to make the LMS selection.
So, Which Comes First? For best results, both come first. Or rather, they emerge together in a collaborative manner guided by the curriculum. The curriculum and sample instructional designs identify requisite LMS features, e.g., bank of objectives matched to assessment items, discussion board, video streaming, game options, resource library, credential connections, secure record-keeping for the organization and personalized for each learner, single sign-on, etc. The training and talent development team should work with the information technology team to identify the LMS. And vice versa, the IT group works with the training group to bring the curriculum and instructional designs to digital life.
Takeaway Steps: To address the LMS and instructional design paradox, here are steps to follow:
- Review the entire training or education curriculum, not just one or two existing courses. This review must be comprehensive and future-forward, considering not only current training but projected future learning needs.
- Identify the ideal types of eLearning experiences. This can be handled by a simple list or better yet, based on the curriculum and related instructional designs.
- Determine the status of the learning management system (LMS) and if the LMS can support the required types of learning experiences.
- Select the LMS and begin instructional design.
Remember that the LMS must serve learners first and foremost. And the LMS is only as effective as curriculum-based instructional design.
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