An interview with Annie Agnew, the Head of Solutions Design at Circulus Education

Long before schools had access to Learning Management Systems (LMS), Annie Agnew was already using computer technology to change the learning environment of her elementary classroom. Armed with dial-up internet and the classroom’s sole computer, Annie was able to collaborate with other schools and students around the world by creating projects that encouraged students to write, create and understand class concepts.

Since then, Annie has developed innovative teaching programs and new learning experiences. She has spearheaded a new understanding of pedagogy that emphasizes student-centered learning and has influenced the direction of student learning, the creation of physical spaces and teacher professional development.

Steven: Tell us a bit about your experience.

Annie: I have been in education for over twenty years. I started my teaching career in Hawaii and California where I taught in elementary schools. After returning to Australia, I started teaching in Canberra, where I began to use technology to change the learning environment. I transitioned to the middle school sector in Sydney where I continued to develop innovative teaching programs and new learning experiences at independent schools. I became the Director of Education Technology at an independent boys’ school in Canberra and was responsible for the way in which pedagogy was being supported by technology across several campuses in a Pre-K to year 12^th grade school. I studied strategies focused on developing classroom practices that enabled students to spend time outside of class learning and preparing for class time. Since that time, I have been engaged in the corporate education sector, am an independent education consultant for schools and departments across Australia and New Zealand and teach undergraduate teachers at UTS in Sydney. I now work with Circulus Education as Head of Solutions Design, focusing on resources, pedagogy and professional learning in vocational and K-12 education.

Steven: When did you start working with LMS? Which ones have you worked with before?

Annie: My first real use of an LMS was at an independent girls’ school in Sydney, where we were able to add information, allow students to access files remotely, and respond to discussion areas using Sharepoint. Later, I explored various LMS applications coming onto the market such as Blackboard and Novell. However, none of the applications I was investigating provided the flexibility or features that I had been looking for. It wasn’t until we found Studywiz that I was able to actualize the different pedagogies I had developed. Being involved with schools going through the LMS decision-making process also gave me the opportunity to look closely at SchoolBox, Schoology, Desire To Learn, Haiku and Canvas. The best of these was Canvas, which is a very user-friendly, multi-faceted application.

Steven: How has LMS changed over the years?

Annie: The main functionality of an LMS has transformed from a virtual filing cabinet to an integrated learning environment. Initially, an LMS was primarily used by students who needed to access files and resources from school when at home. The LMS is now more often a means to provide students with rich learning resources. It serves as a place to collaborate with teachers and peers, as a repository for teachers and students to share, as a means to publish work, and as a place for parents to become more closely connected with their child’s learning.

Steven: Who should use an LMS?

Annie: All educators, faculty leaders, students and parents should have access to the LMS. The benefits for all education stakeholders are innumerable. An LMS gathers the circle of learning and ensures that collaboration and communication are an integral part of the learning process.

Steven: What are some of the key factors you look for when selecting an LMS? Why are they important?

Annie: In no particular order…

• Mobile accessibility (full functioning, not the “lite” version)
• Access to current student management systems and other data bases/admin systems that allows one to track student use and submission of assessment tasks (e.g. Denbigh)
• An easy development for all users, which has a professional look and does not require advanced editing skills
  • Enabling content development, including authoring, managing and storing
  • Integrating third party courseware/apps/plugins
• ePortfolio
• Online interaction (e.g. wiki/chat/video conference, etc.)

Steven: Is it better to use an open source system like Moodle since you have access to the codes?

Annie: While there are many successful open source systems such as Moodle, these actually come at a high cost to schools. The school either has to employ a technically competent developer or rely on the technical expertise of teaching staff. While a personalized LMS for a school may appear beneficial, issues arise when the developer leaves or is not available for other reasons. If a teacher becomes the developer, they often either cut class time or need additional hours outside of school to do this work. Because the professional development has to be managed at the school level, it can become very complex and time consuming.

Steven: Many vendors offer cloud-based LMS, do you think they are secure?

Annie: I am quite happy on the whole with cloud-based LMS security. However, an expert should analyze access to personal student records and other administrative data. My knowledge of security is not deep enough to provide a response to this question without advice or guidance.

Steven: In recent years, educators have tried a number of learning models such as MOOC, flipped learning and adaptive learning. How do you think these new learning models affect the LMS being used today?

Annie: I would use the new learning models as a guide for implementing an LMS in a school. The flexibility of MOOCs, flipped learning and other adaptive learning models would add value to traditional learning models. They clearly demonstrate sound pedagogical reasoning for using online resources such as an LMS and provide a scaffold for ways in which teachers might present the material for their students in an alternative manner.

Steven: Is there anything else you would like to tell us?

Annie: In order to support a range of learning models and pedagogical practices, you need an LMS that enables flexibility, content development without complex technical skills, and an integration of contemporary add-ons and apps. There isn’t a “one size fits all” solution. Barriers that affect usage, development of learning resources and accessibility will quickly deter educators who are not early adopters of change and prohibit the uptake of change practices.