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Interesting piece from a former LMS zealot turned "nihilist": Because in spite of the small part I played in the changing of the guard in the LMS market in the Higher Ed sector here, I’ve yet to see any conclusive evidence that a change of LMS, in and of itself, made any material difference to student outcomes. I saw numerous universities use the change of LMS as a perfect time to embark on a range of educational programs aimed at improving the use of technology in learning, and hence did some of the LMS upgrades coincide with improved student outcomes? Very probably. But – and here’s the critical question – did the LMS change in and of itself have any material impact on the learning outcomes of students? Not that I’ve seen.

"it is worth considering how long anybody who currently has this kind of freedom is going to be able to keep it. As the transition from face-to-face to online learning accelerates in more places, I believe there will inevitably be more ass deans trying to justify their existences by taking control of people’s online classrooms. This is why I’ve been so obsessed with mandatory LMS usage for some time now. To me this smells of being just the beginning. And even having a Lego box full of many brightly-colored pieces is not worth the heartache that this kind of interference with our traditional professorial prerogatives will bring."

I actually spent part of my evening thinking about learning management systems.