Relevant bibliographies by topics / Learning management systems (LMSs)

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Learning management systems (LMSs)'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 February 2022

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Journal articles on the topic "Learning management systems (LMSs)"

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Soumplis, Alexandros, Eleni Koulocheri, Nektarios Kostaras, Nikos Karousos, and Michalis Xenos. "Learning Management Systems and Learning 2.0." International Journal of Web-Based Learning and Teaching Technologies 6, no. 4 (October 2011): 1–18. http://dx.doi.org/10.4018/jwltt.2011100101.

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The unprecedented growth of Web 2.0 has affected learning and has made the growth of learning networks possible. Learning networks are shaped by communities to help their members acquire knowledge in specific areas and are the most notable feature of Learning 2.0, the new learning era that focuses on individual learning needs. The evolution of learning forces traditional Learning Management Systems (LMS) to incorporate more Web 2.0 features and slowly transform to Personal Learning Environments (PLEs). A Personal Learning Environment is a loosely structured collection of tools with strong social networking characteristics, which gives users the ability to create, maintain, and redistribute their own learning content. This paper is a field study of the most well-known and established LMSs and their support for specific features within several categories of tools of Web 2.0. The incorporation of Web 2.0 features within those LMSs differentiates them regarding their ability and potential to be used as PLEs.
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Alenezi, Abdullah. "Barriers to Participation in Learning Management Systems in Saudi Arabian Universities." Education Research International 2018 (2018): 1–8. http://dx.doi.org/10.1155/2018/9085914.

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This study was designed to identify various barriers that have hindered the adoption of LMSs in Saudi Arabian universities. Learning management systems (LMSs) have been adopted in many learning institutions because of their functionalities and applications to improve pedagogy. Universities have been encouraged to use LMSs to enhance the collaborative working environment among students and between the students and their instructors. This study was done by administering 150 questionnaires to students in three universities in Saudi Arabia. Findings from the study revealed that the main barriers to the use of LMSs were inadequate technical support by the universities, negative attitude toward technology, and inadequate training on the LMS platforms. Minor barriers identified include poor Internet access and networking, limited infrastructure to support the LMS, lack of hardware and software to run the LMS, and challenges in English language proficiency.
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Lal, Prerna. "Organizational learning management systems: time to move learning to the cloud!" Development and Learning in Organizations: An International Journal 29, no. 5 (August 3, 2015): 13–15. http://dx.doi.org/10.1108/dlo-12-2014-0093.

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Purpose – This paper aims to understand the need for organizations to make a shift from traditional to cloud-based organizational learning management systems (LMSs). Design/methodology/approach – In-depth interviews with people responsible for managing learning management systems. Findings – This study identifies six reasons why organizations should select cloud-based learning systems as against traditional LMS. Research limitations/implications – The six identified reasons to move to the cloud can further be validated with empirical study. Practical implications – LMSs adopted and managed properly provide actionable insights on a timely basis to better manage people – the critical assets of an organization – for HR personnel and business managers. Originality/value – Adopting cloud-based organizational learning solutions can help in making the management of LMS very easy for administrators as well as managers.
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Hu, Xiao, and Chun Lai. "Comparing factors that influence learning management systems use on computers and on mobile." Information and Learning Sciences 120, no. 7/8 (July 8, 2019): 468–88. http://dx.doi.org/10.1108/ils-12-2018-0127.

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Purpose Learning management systems (LMSs) have been embraced for their potential to create a ubiquitous learning that is free from time and space constraints. Mobile devices afford enhanced mobility that enables flexible learning with LMSs. Thus, understanding students’ use of mobile devices to interact with LMSs and the influencing factors is essential. This paper aims to examine the factors that influenced students’ behavioural intention in using Web-based LMSs via mobile phones and compared the factors with those that affect students’ general acceptance of Web-based LMSs. Design/methodology/approach This study surveyed 356 university students and interviewed 17 students on the various factors that might affect their LMS adoption. Structural equation modelling was used to analyse the survey data. Findings This study identified that perceived usefulness, perceived ease of use, social influence and facilitating conditions were significant determinants of students’ usage intention in both contexts. However, social factors exerted greater influence on students’ behavioural intentions of mobile access than the attitudinal factors. The results also pinpointed some sociocultural and tempo-spatial factors that might have minimized the influence of perceived usefulness in the mobile context. Originality/value The study calls for special attention to the potential influences of sociocultural norms and tempo-spatial circumstances of mobile use in shaping the nature of learners’ voluntary mobile use of LMSs.
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Graf, Sabine, and Kinshuk. "Dynamic Student Modelling of Learning Styles for Advanced Adaptivity in Learning Management Systems." International Journal of Information Systems and Social Change 4, no. 1 (January 2013): 85–100. http://dx.doi.org/10.4018/jissc.2013010106.

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Learning management systems (LMSs) are commonly used in e-learning; however, they typically do not consider the individual differences of students, including their different background knowledge, cognitive abilities, motivation, and learning styles. A basic requirement for enabling such systems to consider students’ individual characteristics is to know these characteristics first. This paper focuses on the consideration of learning styles and introduces a dynamic student modelling approach that monitors students’ behaviour over time and uses these data to build an accurate student model by frequently refining the information in the student model as well as by responding to changes in students’ learning styles over time. The proposed approach is especially useful for LMSs, which are commonly used by educational institutions for whole programs of study and therefore can monitor students’ behaviour over time, in different courses. The paper demonstrates how this approach can be integrated in an adaptive mechanism that enables LMSs to automatically generate courses that fit students’ learning styles and discusses how dynamic student modelling can help in identifying students’ learning styles more accurately, which enables the LMS to provide more accurate adaptivity and therefore support students’ learning processes more effectively.
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Ayouni, Sarra, Leila Jamel Menzli, Fahima Hajjej, Mohamed Madeh, and Shaha Al-Otaibi. "Fuzzy Vikor Application for Learning Management Systems Evaluation in Higher Education." International Journal of Information and Communication Technology Education 17, no. 2 (April 2021): 17–35. http://dx.doi.org/10.4018/ijicte.2021040102.

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Adopting learning management systems (LMS) in higher education has become a major focus of interest to implement e-learning. Evaluating the quality of LMS is important to improve learner outcomes and promote teaching strategy. Many LMSs are emerging and thus assisting higher institutions to choose the adequate LMS becomes crucial especially under fuzzy environment where uncertainties and subjectivities are considered. Because of this, the paper proposes a quality framework inspired from ISOLIEC 9126 to evaluate and rank proprietary, open source and cloud-based LMSs. Then a Fuzzy Vikor (VlseKriterijumska Optimizacija I Kompromisno Resenje) technique is applied for instantiating the proposed framework criteria and selecting alternatives from three LMSs adopted in Saudi Arabia universities. The obtained results show that the most important criteria for decision makers in these institutions are equally understandability and time behavior. In addition, the open source Moodle was set as the appropriate LMS to meet higher institutions standards.
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Obeidallah, Randa, and Aayat Shdaifat. "An Evaluation and Examination of Quiz Tool within Open-Source Learning Management Systems." International Journal of Emerging Technologies in Learning (iJET) 15, no. 10 (June 1, 2020): 191. http://dx.doi.org/10.3991/ijet.v15i10.11638.

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Most open-source learning management systems are equipped with a quiz tool, which plays an important role in measuring and evaluating the achievements of a student in a particular e-course. Currently, numerous open-source LMSs are available in the market. In this study, some analysis and comparisons were made between the most used open-source LMSs, including Moodle, ATutor, Eliademy, Sakai, Dokeos, ILIAS, OpenOLAT and Opigno. The study is mainly based on the functionality of the quiz tool that is available within the selected LMSs. This paper study and evaluate the availability of certain features that are divided into sub-categories: questions, result/feedback and quiz setting features.
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Bell, Brigitte. "Training academic library staff using an online learning management system (LMS)." Bottom Line 29, no. 4 (November 14, 2016): 237–40. http://dx.doi.org/10.1108/bl-02-2016-0008.

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Purpose This column aims to propose the idea of using learning management systems (LMSs) as a platform for online training and development within academic libraries. Design/methodology/approach A background and literature review are used as a basis for these recommendations. Findings The column argues that LMSs possess untapped potential as an effective online library training platform. Originality/value The column proposes further widespread use of LMSs for online training and development in academic libraries, despite a historical lack of use for this purpose.
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Gani, Faiza, and Geesje van den Berg. "Lecturers' Perceptions of the Use of Learning Management Systems." International Journal of Web-Based Learning and Teaching Technologies 14, no. 3 (July 2019): 15–27. http://dx.doi.org/10.4018/ijwltt.2019070102.

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Learning management systems (LMSs) provide possibilities to facilitate online teaching and learning; to create communities of inquiry, support dialogue and collaborative learning; and reduce students' sense of disconnectedness in distance learning. Nevertheless, studies show that LMSs are often under-utilized. This article reports on lecturers' perceptions of the use of an LMS in an open distance learning (ODL) institution in South Africa. The authors used a phenomenological case study and followed a qualitative approach. Interviews were conducted with ten lecturers from eight academic departments. The results reveal that participants used the LMS mainly for administration and to a lesser extent for teaching and learning, with a limited presence of a community of inquiry. The challenges reported by interviewees had poor access to the internet, a lack of skills, fear, and workload. The study suggests that if lecturers used the LMS for teaching and learning, it will yield many benefits for students.
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Qassim Qwaider, Walid. "A Cloud Computing Based Learning Management Systems (LMSs) Architecture." International Journal of Computing and Network Technology 05, no. 02 (May 1, 2017): 51–58. http://dx.doi.org/10.12785/ijcnt/050202.

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Dissertations / Theses on the topic "Learning management systems (LMSs)"

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Alshammari, Mohammed Habib. "Investigating the Faculty Behavioral Intentions to Adopt Learning Management Systems (LMSs) in a Higher Education Institution in Saudi Arabia." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/100860.

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Learning Management Systems (LMSs) have been an essential part of the e-Learning ecosystem since the 1990s. LMSs have been developed and widely adopted by higher education institutions around the world. Despite the instructional and financial benefits of using LMSs, the adoption and diffusion of LMSs by faculty members continues to be challenging in higher education institutions, and particularly in developing countries. The purpose of this study is to determine the factors influencing the adoption of learning management systems (LMSs) by faculty members in Saudi Arabian higher education. The study employed a mixed method approach and applied the Unified Theory of Acceptance and Use of Technology (UTAUT) to explore these factors. Specifically, the study aims to determine the extent at which Performance Expectancy (PE), Effort Expectancy (EE), Facilitating Conditions (FC), and Social Norms (SN) influence faculty members' Behavioral Intention (BI) to adopt the Blackboard LMS. It also examines the moderating roles of age, gender, experience, perceived voluntariness, and computer self-efficacy on Performance Expectancy (PE), Effort Expectancy (EE), Social Norms (SN), and Facilitating Conditions (FC). The results of the study revealed a strong and positive correlation between performance expectancy and behavioral intention for Blackboard usage. The study also found Effort Expectancy, Facilitating Conditions, and Social Norms to be significant predictors of Behavioral Intention for Blackboard usage. Additionally, the findings show no moderation effects of age, gender, perceived voluntariness, and computer self-efficacy on Performance Expectancy, Effort Expectancy, Social Norms, and Facilitating Conditions. Experience was found to have a moderation effect on the relationship between Social Norms and Behavioral Intention.
Doctor of Philosophy
Learning Management Systems (LMSs) have been an essential part of the Electronic-Learning ecosystem since the 1990s. LMSs have been developed and widely adopted by higher education institutions around the world. Despite the instructional and financial benefits of using LMSs, the usage rate of LMSs by faculty members continues to be challenging in higher education institutions, and particularly in developing countries. The purpose of this study is to determine the factors influencing the usage of learning management systems (LMSs) by faculty members in Saudi Arabian higher education. The study employed a mixed method approach and applied the Unified Theory of Acceptance and Use of Technology (UTAUT) to explore these factors. Specifically, the study aims to determine the extent at which Performance Expectancy (PE), Effort Expectancy (EE), Facilitating Conditions (FC), and Social Norms (SN) influence faculty members' Behavioral Intention (BI) to adopt the Blackboard LMS. It also examines the moderating roles of age, gender, experience, perceived voluntariness, and computer self-efficacy on Performance Expectancy (PE), Effort Expectancy (EE), Social Norms (SN), and Facilitating Conditions (FC). The results of the study revealed a strong and positive correlation between performance expectancy and behavioral intention for Blackboard usage. The study also found Effort Expectancy, Facilitating Conditions, and Social Norms to be strong predictors of Behavioral Intention for Blackboard usage.
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Mhungu, Blessed Aspinas. "Students’ and lecturers’ perceptions of the usefulness of LMSs in studio-based teaching and learning spaces at a University of Technology." Thesis, Cape Peninsula University of Technology, 2018. http://hdl.handle.net/20.500.11838/2798.

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Thesis (MTech (Graphic Design))--Cape Peninsula University of Technology, 2018.
Rapid advances in information technology and the Internet continue to create higher education learning solutions for the networked-world learner. Given the potential of these resources, opportunities and initiatives must be seized to promote the enhancement of student learning in higher education. The promise of faster communication networks and changes in students’ expectations have rendered urgent the understanding of technology and online learning for use in studio-based teaching and learning spaces in the networked global village of the 21st century. Paradoxically, however, the use of e-learning solutions in design-related education remains limited. In studio-based courses such as graphic and architectural design, for example, the facilitation of learning through electronic media at South African universities ranges from the minimal to the non-existent. A hands-on approach to studio-based teaching and learning is preferred, supported by the argument that it is hard to facilitate experiential learning through semi-synchronous online tools. The danger of this unsubstantiated model of thinking is that it is likely to lead to under-usage of Learning Management System (LMS) tools by educators in studio-based teaching and learning spaces. The problem is that no research has been done on this area in South Africa that is capable of providing conclusive evidence on which corrective measures can be based. Hence, the aim of this study is to understand the reasons for the limited adoption and use of LMSs in studio-based teaching and learning in South African higher education design-related disciplines. Within the interpretive epistemological paradigm, a qualitative research approach was adopted to source and analyse interview data from design students and lecturers at the Cape Peninsula University of Technology (CPUT). An Activity Theory (AT) analytical framework was employed. The findings suggest that reservations regarding the use of LMSs are more a function of prevailing perceptions than they are substantive. Unfounded negative assumptions about the functionality, relevance (usefulness), accessibility and ease of use of the systems emerged as the leading constructions of and explanations for the challenges faced. The study provides not only clarity on LMS usage patterns in studio-based educational spaces, but also useful comparative data on how an activity theory-grounded in ActAD framework can enhance the analysis of LMS activities in studio-based teaching and learning within the curricula for subjects like graphic design and architecture.
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Mason, Robert T. "Interoperability Gap Challenges for Learning Object Repositories & Learning Management Systems." NSUWorks, 2011. http://nsuworks.nova.edu/gscis_etd/231.

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An interoperability gap exists between Learning Management Systems (LMSs) and Learning Object Repositories (LORs). Learning Objects (LOs) and the associated Learning Object Metadata (LOM) that is stored within LORs adhere to a variety of LOM standards. A common LOM standard found in LORs is the Sharable Content Object Reference Model (SCORM) Content Aggregation Model (CAM). In contrast, LMSs are independent computer systems that manage and deliver course content to students via a web interface. This research addressed three important issues related to the interoperability gap: (a) a lack of a metadata standard that defined the format of how student assessment data should be communicated from LMSs to LORs, (b) a lack of an architectural standard for the movement of data from LMSs to LORs, and (c) a lack of middleware that facilitated the movement of the student assessment data from the LMSs to LORs. This research achieved the following objectives: (a) the SCORM CAM LOM standard was extended to facilitate the storage of student assessment data, (b) Service Oriented Architecture (SOA) was identified as the best architecture to resolve the interoperability gap between LMSs and LORs, (c) a panel of Computer Information Systems (CIS) experts participated in a five-stage, web-based, anonymous Delphi process that approved and ranked 28 functional requirements for a proposed middleware application, and (d) the functional requirements were verified via the development of a prototype that transferred student assessment data from a LMSs into the LOM of LOs that are stored within a LOR. In conclusion, the research demonstrated that there are three acceptable approaches to extending the SCORM LOM standard: (a) new metadata elements, (b) new vocabulary values, and (c) the reference of an internal or external XML file using a location element. The main accomplishments of the research were the gathering of SOA functional requirements and the development of a prototype that provided an approach for the resolution of the interoperability gap that exists between LMSs and LORs.
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Khaled, Mélissa. "Learning styles, Personalization, and Learning Management Systems : Towards a Student-Centred LMS Approach." Thesis, Uppsala universitet, Institutionen för ABM, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-447989.

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This study investigates existing learning management systems practices, in this case Canvas and Moodle in relation to user personalization and students’ learning styles as both factors are closely contribute to the design of a meaningful learning experience for learners. With the expansion of these teaching tools and methods, it seems crucial to determine to what extent they actually serve the learner and what role is really given to the student using these online platforms. Factors such as instructors’ feedback, peer communication, learning objects and follow-up will be examined. This study is anchored in a Swedish academic setting, and aims to provide a comprehensive overview of learners' needs, expectations, and preferences to benefit educational institutions as well as LMS developers. The goal is to assess how such factors play an essential role in the personalization of learning tools and to suggest that their consideration can lead to the development of more intuitive LMS platforms that do not solely rely on content uploaded by teachers, but that can in turn potentially offer relevant content tailored to each user.
Den här uppsatsen undersöker befintliga praxis för lärande hanteringssystem, i detta fall Canvas och Moodle, i förhållande till användaranpassning och studenternas inlärningsstilar, eftersom båda faktorerna bidrar till utformningen av en meningsfull inlärningsupplevelse för studenterna. På grund av expansionen av dessa undervisningsverktyg verkar det avgörande att bestämma i vilken utsträckning de faktiskt tjänar inläraren och vilken roll studenten verkligen får när hen använder dessa plattformar. Faktorer som lärarnas återkoppling, kommunikation med andra elever, lärandeobjekt och uppföljning kommer att undersökas noggrant. Studien är förankrad i en svensk akademisk miljö och syftar att ge en heltäckande översikt av inlärarnas behov, förväntningar och preferenser. Målet är att förstå hur dessa faktorer spelar en väsentlig roll i personaliseringen av lärverktyg och att föreslå att deras beaktande kan leda till utveckling av mer intuitiva LMS-plattformar som inte enbart förlitar sig på innehåll som laddas upp av lärare, utan som i sin tur potentiellt kan erbjuda relevant innehåll som är skräddarsytt för varje användare.
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Mohamed, Bahaaeldin, and Thomas Köhler. "Learning Management Systems as a Tool for Community-based Project Management." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-141860.

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This paper addresses a new conceptual framework for a communitybased project management learning model that aims to support learning within a project and enhance the distribution of knowledge within a particular virtual community. This model also aims to develop a virtual community of doctoral students, who can manage their own projects online with other community members who have the same interest. In order to develop that model, a checklist of community-based project management process has been developed in the light of the literature review and the needs of stakeholders (doctoral students and researchers). Within this model, community-based project management includes three main elements: community, project and management. In relation to project, there are two main sub elements. First is projectbased learning (PBL), which is based on constructivist perspective of learning that make students construct their knowledge when they work together to accomplish specific goals. Second is the project management body of knowledge (PMBOK), which is a project management guide, and an internationally recognized standard [PMBOK Guide, 2004], that provides the fundamentals of project management as they apply to a wide range of projects, including construction, software, engineering, automotive, so the study deploy this approach to scaffold based project management learning model. In the terms of the community element, this study adopted the community of inquiry model, which defines a good e-learning environment through three major aspects: cognitive presence, social presence and teaching presence. The last element which is addressed in this study called knowledge management. After identifying these elements, this study investigates a range of tools in the light of this model. The study analyses six different learning and content management systems (OPAL, Moodle, Joomla, e107, ZMS and TUDWCMS) in order to find out tool(s) that is/are sufficient for implementing the suggested study model.
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Mohamed, Bahaaeldin, and Thomas Köhler. "Learning Management Systems as a Tool for Community-based Project Management." Technische Universität Dresden, 2009. https://tud.qucosa.de/id/qucosa%3A27993.

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This paper addresses a new conceptual framework for a communitybased project management learning model that aims to support learning within a project and enhance the distribution of knowledge within a particular virtual community. This model also aims to develop a virtual community of doctoral students, who can manage their own projects online with other community members who have the same interest. In order to develop that model, a checklist of community-based project management process has been developed in the light of the literature review and the needs of stakeholders (doctoral students and researchers). Within this model, community-based project management includes three main elements: community, project and management. In relation to project, there are two main sub elements. First is projectbased learning (PBL), which is based on constructivist perspective of learning that make students construct their knowledge when they work together to accomplish specific goals. Second is the project management body of knowledge (PMBOK), which is a project management guide, and an internationally recognized standard [PMBOK Guide, 2004], that provides the fundamentals of project management as they apply to a wide range of projects, including construction, software, engineering, automotive, so the study deploy this approach to scaffold based project management learning model. In the terms of the community element, this study adopted the community of inquiry model, which defines a good e-learning environment through three major aspects: cognitive presence, social presence and teaching presence. The last element which is addressed in this study called knowledge management. After identifying these elements, this study investigates a range of tools in the light of this model. The study analyses six different learning and content management systems (OPAL, Moodle, Joomla, e107, ZMS and TUDWCMS) in order to find out tool(s) that is/are sufficient for implementing the suggested study model.
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Jenderhag, Peter, and Git Carlsson. "Learning Management Systems - Vilka användbarhetsfaktorer, funktioner och designförslag bör beaktas vid val av lärplattform?" Thesis, Halmstad University, School of Information Science, Computer and Electrical Engineering (IDE), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-1646.

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Dagens utveckling inom distansutbildning har lett till att det blir allt viktigare att välja en lärplattform som är anpassat till företagets eller organisationens verksamhet. Nya effektiva utbildningsmetoder som komplement till den traditionella utbildningen möjliggörs av den nya tekniken där e-learning har en framträdande roll. E-learning gör att lärandet inte längre är beroende av ett fysiskt klassrum och en specifik tidpunkt utan utbildningen blir mer flexibel, interaktiv samt fokuserar mer på själva på lärandet.

Syftet med denna uppsats har varit att kartlägga hur ett LMS bör vara utformat vad det gäller design, funktion och användbarhetsfaktorer för att underlätta val av lärplattform (LMS). Studien har visat att det designmässigt är lämpligt att följa vedertagna författares riktlinjer – oavsett om det gäller LMS eller design av en funktion i ett LMS. När det handlar om användbarhetsfaktorer har studien visat att vissa val av funktioner kan vara avgörande.

De slutsatser som framkommit i vår studie är att en organisation eller ett företag bör välja ett LMS som är utbyggbart. Efterhand som företaget eller organisationen utvecklas inom sitt LMS, efterfrågas fler funktioner och möjligheter. Det har visat sig att LMS som följer en internationell standard, SCORM – vilket möjliggör återanvändning av material samt överföring mellan olika LMS, är att föredra.

Vidare visade studien att framtidens LMS måste anpassas till kommande behov både vad det gäller möjligheter för den enskilde användaren att göra personliga inställningar samt att kunna kommunicera via exempelvis chat, forum, e-post, webbkamera eller liknande. Vidare måste fokus ligga på att främja lärandet, att välja ett LMS med potential att växa och personalisera tror vi främjar lärandet i positiv riktning.

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Andersson, Torsten. "Learning Management Systems (LMS) Case study on an implementation of an LMS and its perceived effects on teachers." Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-81034.

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Learning Management Systems (LMS) is a widespread information system used in many Higher Education Institutes (HEI) in order to facilitate educational efforts. The system can be used for support in campus courses; courses conducted on the Internet and of course a mixture of these usages. This study attempts to understand the process of the implementing an LMS at a specific HEI. The HEI has made several implementations over the last 6 years, but decided to implement a new LMS during 2018. The focus of the study is the perceived effects on teachers in the implementation and the role a group of so-called Ambassadors played in the implementation. The study applied a social constructivist approach, mixing interviews, observation and survey as methods for data collection from teachers and implementation project management at the HEI. The study applied thematic analysis in order to analyse the collected data. The analysis built on five themes, Ambassadors, Implementation, Major concerns, Pedagogy, and System Literacy. Findings suggest that time management issues created the major effect on the daily work of teachers and that the group of Ambassadors in their role acted as a form of change agents, thus influencing the implementation project positively. Findings also suggested that only a few teachers took the opportunity to apply new pedagogical features to their teaching, in connection with the implementation. Finally, findings suggested that, in line with previous research, that the LMS is not used fully, as some teachers tends to use only minor functionalities in the LMS.
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Alshammari, Mohammed S. "Academics' adoption and usage of learning management systems in Saudi Arabia's universities." Thesis, De Montfort University, 2015. http://hdl.handle.net/2086/11123.

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Learning Management Systems (LMS) have become a common feature in contemporary Higher Education institutions worldwide. LMS literature shows that the level of interest and/or knowledge among academics towards the importance and usefulness of these systems, and the opportunities they can bring to the teaching process are key factors affecting the degree of use of LMS in HE. To date, most of these studies have taken place in the context of developed countries, and there is only limited research in other areas. In recent years, LMS have been adopted widely in Saudi Arabia’s Higher Education sector, however, there are no strong and detailed data regarding the subject in this context, which could impede future developments. On the other hand, academics were chosen as the main focus of this investigation because studies have revealed that they have the most vital role in promoting and enhancing the use of LMS. Therefore, this research investigates academics’ adoption and usage of LMS in Saudi Arabia’s universities; it aims to understand the adoption conditions and identify what factors truly affect the adoption process and to what level are the systems being used and why. The investigation was guided by Grounded Theory research principles. Initially, a review of the literature identified the nature of LMS along with the issues confronting academics when they are trying to use it to its full potential in supporting the delivery of their courses. Afterwards, questionnaires were employed to further explore the phenomenon in its examined context, i.e. Saudi higher education. The generated data and concepts were then used to guide the research process and to develop interview questions. The interviews were carried out at three Saudi universities with a range of stakeholders, which signified the primary data source in this investigation. Analysis revealed that LMS did not emerge as a well-established component of academics’ activities in Saudi universities despite the positive view respondents expressed towards it. Findings also explained why LMS was either considered a secondary method to support face-to-face teaching, or under-utilised in fully online courses. Furthermore, findings revealed the primary factors influencing academics’ level of use of LMS. Moreover, there were issues identified in relation to the academics’ development and training for LMS, which had a significant effect on the academics’ level of use of LMS. Findings were then integrated into a substantive theory and a theoretical model, which represents the research primary outcome. The theoretical outcomes offer abstract explanation of the phenomenon about adopting innovatory systems in Saudi universities, LMS in this instance. In conclusion, suggestions for improving the current provision of LMS in Saudi Universities are made. Overall, this study provided an insight into the environment surrounding the early adoption phases of LMS in Saudi universities, which offers a better understanding of the phenomenon. Subsequently, this will help enhance the adoption process in current contexts and assist in the better future utilisation of these systems in similar situations.
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Jamal, Hala, and Ameera Shanaah. "The Role of Learning Management Systems in Educational Environments: An Exploratory Case Study." Thesis, Linnéuniversitetet, Institutionen för datavetenskap, fysik och matematik, DFM, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-13790.

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Using Learning Management Systems (LMSs) in educational environmentshas facilitated the communication between students and teachers, and raisednew challenges as well. The aim of this research is to investigate the role ofLMS in the learning and teaching processes from students and teachersperspectives. We adopted a social constructivist worldview. We used aninductive qualitative approach, a single case study design and hermeneuticalapproach for analyzing the interviews and observations. We used Garrison etal. (2000) community of inquiry framework as a theoretical guide for thestudy. The research took place at the School of Computer Science, Physicsand mathematics department at Linnaeus University, Växjö campus. Theparticipants of this research were students and teachers from two masterlevels within the program of Information Systems. The study results indicatedthat students and teachers were content with the usage of Blackboard inorganizing courses materials. Although, most teachers didn’t encourageinteractive and discussion activities on Blackboard, students expressed theneed for such activities to help them in constructing and building newmeanings.
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Books on the topic "Learning management systems (LMSs)"

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Voituret, Denise. Document management systems for learning resources. London: Library Information Technology Centre, South Bank University, 1997.

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The management of distance learning systems. Paris: UNESCO, International Institute for Educational Planning, 1992.

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Learning with information systems: Learning cycles in information systems development. London: Routledge, 1996.

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Rahmatian, Sassan. Management information systems: Learning exercises and applications. Englewood Cliffs, N.J: Prentice Hall, 1995.

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Lytras, Miltiadis D., Da Ruan, Robert D. Tennyson, Patricia Ordonez De Pablos, Francisco José García Peñalvo, and Lazar Rusu, eds. Information Systems, E-learning, and Knowledge Management Research. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-35879-1.

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Managing learning and communication systems as business assets. Upper Saddle River, N.J: Pearson/Prentice Hall, 2005.

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Fedoruk, Cook Tanya, ed. Organizational learning: Improving learning, teaching, and leading in school systems. Thousand Oaks: Sage Publications, 2007.

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Lytras, Miltiadis D., Patricia Ordonez De Pablos, Adrian Ziderman, Alan Roulstone, Hermann Maurer, and Jonathan B. Imber, eds. Knowledge Management, Information Systems, E-Learning, and Sustainability Research. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-16318-0.

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Shaw, Michael. Learning model management knowledge in intelligent decision support systems. [Urbana, Ill.]: College of Commerce and Business Administration, University of Illinois at Urbana-Champaign, 1988.

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Learning CFEngine 3. Beijing: O'Reilly, 2012.

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Book chapters on the topic "Learning management systems (LMSs)"

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A. Khan, Rashid, and Hassan Qudrat-Ullah. "Learning Management Systems." In Adoption of LMS in Higher Educational Institutions of the Middle East, 13–17. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50112-9_3.

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Koomson, William Kofi. "Ontology of Ubiquitous Learning: WhatsApp Messenger Competes Successfully with Learning Management Systems (LMS)." In Advances in Intelligent Systems and Computing, 107–17. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-17798-0_11.

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Forment, Marc Alier, Xavier De Pedro, Maria Jose Casañ, Jordi Piguillem, and Nikolas Galanis. "Learning Assessment Using Wikis: Integrated or LMS Independent?" In Knowledge Management, Information Systems, E-Learning, and Sustainability Research, 150–58. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-16318-0_17.

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Forment, Marc Alier, Maria José Casañ, Jordi Piguillem Poch, Nikolas Galanis, Enric Mayol, Miguel Angel Conde, and Francisco J. García-Peñalvo. "Integration of Google Docs as a Collaborative Activity within the LMS Using IMS BasicLTI." In Information Systems, E-learning, and Knowledge Management Research, 677–83. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-35879-1_84.

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Penha, Marcelo, and Walter Franklin Marques Correia. "Usability Recommendations for a Learning Management Systems (LMS) - A Case Study with the LMS of IFPE." In Advances in Usability, User Experience and Assistive Technology, 451–60. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-94947-5_46.

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Durak, Gürhan, and Serkan Çankaya. "Learning Management Systems." In Handbook of Research on Challenges and Opportunities in Launching a Technology-Driven International University, 299–320. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6255-9.ch016.

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One of the technologies used in education is the learning management system (LMS). Selecting the correct LMS is important for all education institutions so that they can avoid a number of difficulties and problems in future. To be able to select the correct LMS, it is necessary to examine the features of current LMSs in the market comparatively, to determine their capability of meeting the needs of the education institution and to follow the trends in LMS use. This chapter presents information about LMS types, features of commonly used LMSs, the trends in LMS use, and about the results of related studies in literature. Today, Blackboard, Moodle, Edmodo, and Canvas are among the most commonly used LMSs. Though these LMSs have many features in common, they also differ from one another in certain aspects. Therefore, it is seen that different education institutions tend to prefer different LMSs in line with their needs. In this respect, the selected LMS should be appropriate to the needs of the institution and to its current resources.
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Burton, Sharon L., Rondalynne McClintock, Darrell N. Burrell, Kim L. Brown-Jackson, Dustin Bessette, and Shanel Lu. "Learning Management Systems." In New Threats and Countermeasures in Digital Crime and Cyber Terrorism, 253–70. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8345-7.ch014.

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Learning management systems (LMSs) are significant in offering highly collaborative, widely accessible, and manageable learning solutions. It is feasible that learning solutions stakeholders pursue an in-depth understanding of the LMS and the vulnerabilities surrounding technology-enabled learning and teaching. The over 300 types of active LMSs, proprietary or open source, are not off limits to hackers. Past research shows that hackers compromise technology systems to ascertain personal identifiable information and interfere with the integrities of post-secondary institutions. Stakeholders must understand how to safeguard the LMS. To address LMS cybercrime concerns, this text reviews vulnerability information on over 12 LMS features. After reading this text, stakeholders will gain increased insight into their works to thwart security related LMS incidents. This text can support stakeholders' knowledge in actions to take prior to the LMS reaching unacceptable vulnerability levels. Researchers and practitioners will benefit from this text's perspective on the LMS and mitigating risk.
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Galanis, Nikolas, Enric Mayol, María José Casany, and Marc Alier. "Tools Interoperability for Learning Management Systems." In Open Source Solutions for Knowledge Management and Technological Ecosystems, 25–49. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0905-9.ch002.

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E-learning has experienced an extraordinary growth over the last years. We have reached a point in time when most learning institutions have adopted an LMS as an integral element of their teaching and learning infrastructure. In parallel, the number of educational tools available for learning is increasing and keeps evolving. This variety means that it is not always easy or possible to add these educational tools into LMSs to enhance the learning process. It would, however, be in everyone´s interest for these tools to interact with the LMSs. To solve the problem of interoperability between LMS and learning tools, several interoperability standards define ways so that LMSs can interface with external learning tools in order to make them accessible from within the learning platform in an intuitive and concise way. This chapter is focused on the service-oriented approach to interoperability and specifically on the IMS LTI standard and the TSUGI hosting environment that aims to simplify the integration of external learning tools.
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"Comparative and Evaluative Study of Free Learning Management Systems." In Modeling and Prototyping New Smart Learning Management Systems, 80–107. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4021-3.ch003.

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LMSs are constantly changing; they have transformed the lives of teachers and students. In this chapter, the authors propose a comparative study of free LMSs, from a methodical and systemic approach, that identifies the dimensions, the specifications, and the essential criteria for evaluating LMSs. They evaluate the most recognized LMSs to measure the matching degree between technological possibilities that they offer and the pedagogical assumptions to facilitate the choice of the most suitable LMS to help the users in their choice to benefit the potential offered by technologies in pedagogy.
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"A New Smart Recommendation System of Learning Management Systems." In Modeling and Prototyping New Smart Learning Management Systems, 108–17. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4021-3.ch004.

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This chapter presents the functional and technical architecture of a recommendation system of free learning management systems that the authors have implemented to facilitate the choice of the most suitable LMS to meet the objectives, specifications, and criteria chosen by the institution. Thus, any random choice entails a loss of money, effort, and time loss for porters and device designers, and this is for various reasons (cost, utility, usability, etc.). Notably, this system takes into account more than 20 LMSs. The choice of these LMSs is based on a methodical and systemic approach that identifies the adequate criteria to the objectives and specifications chosen by the institution, depending on the objects and pedagogical tools related to the recommended teaching and learning device, to retain the most suitable LMS. This chapter is motivated by the desire to clarify and support users in their choice of the most suitable LMS to meet their needs and to get maximum benefit from the potential offered by technologies in pedagogy.
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Conference papers on the topic "Learning management systems (LMSs)"

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Mason, Robert. "Interoperability Gap Challenges for Learning Object Repositories & Learning Management Systems." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3079.

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An interoperability gap exists between Learning Management Systems (LMS) and Learning Ob ject Repositories (LOR). LORs are responsible for the storage and management of Learning Objects and the associated Learning Object Metadata (LOM). LOR(s) adhere to various LOM standards depending up the requirements established by user groups and LOR administrators. Two common LOM standards found in LORs are CanCore (Canadian LOM standard) and the Sharable Content Object Reference Model (SCORM) Content Aggregation Model (CAM). In contrast, LMSs are independent computer systems that manage and deliver course content to students via a web interface. This research addresses three important issues related to this problem domain: (a) a lack of metadata standards that define the format of how assessment data should be communicated from Learning Management Systems to Learning Object Repositories, (b) a lack of Information Engineering (IE) architectural standards for the transfer of data from Learning Management Systems to Learning Object Repositories, and (c) a lack of middleware that facilitates the movement of the assessment data from the Learning Management Systems to Learning Object Repositories. Thus, the three goals of this research are: (a) make recommendations for extending the CanCore and SCORM CAM LOM standards to facilitate the storage of assessment and summary assessment data, (b) define the foundation for an IE architectural standard based on an Access Control Policy (ACP) and Data Validation Policy (DVP) using a reliable consensus of experts with the Delphi technique, and (c) develop a middleware prototype that transfers learning assessment data from multiple Learning Management Systems into the Learning Object Metadata of Learning Objects that are stored within a CanCore or SCORM compliant Learning Object Repository.
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Lewis, Barbara, Virginia MacEntee, Shirley DeLaCruz, Catherine Englander, Thomas Jeffrey, Elizabeth Takach, Sharon Wilson, and Jason Woodall. "Learning Management Systems Comparison." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2873.

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The trend toward conversion from traditional classroom to online courses follows the shift of learning theories from the behaviorist orientation that portrays learning as a primarily passive activity to theorist orientation which emphasize the active, reflective and social nature of learning. Learners are increasingly considered to be active constructors rather than passive recipients of knowledge. As this trend increases, questions have surfaced regarding the choice of a learning management system (LMS) to use in developing an online course. The selection of an LMS is critical to student success. That selection needs to be based on both the objectives of the online course and the students’ needs. The LMS must have components that will allow the instructor to create a course that emphasizes active learning experiences. This paper will compare nine learning management systems and highlight the product features which enhance their ability to accommodate active learning.
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Ohashi, Fabio Kazuo, Fábio Luís Falchi de Magalhães, Marcos Antonio Gaspar, and Maria Helena Mauro. "Contribution of Learning Management System (LMS) to the Corporate Knowledge Management." In 14th CONTECSI International Conference on Information Systems and Technology Management. TECSI, 2017. http://dx.doi.org/10.5748/9788599693131-14contecsi/ps-4644.

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Silva, Simone Do Carmos, Ana Carolina Inocêncio, Heitor Costa, and Paulo Parreira Júnior. "Um Mapeamento Sistemático da Literatura sobre a Utilização de Learning Management Systems na Educação Básica." In Workshop de Informática na Escola. Sociedade Brasileira de Computação, 2019. http://dx.doi.org/10.5753/cbie.wie.2019.899.

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Este artigo aborda a utilização dos LMS (Learning Management Systems) na educação básica. O objetivo da pesquisa foi identificar, classificar e catalogar, a partir da literatura, as principais ações práticas adotadas, os desafios enfrentados, bem como os benefícios obtidos com o uso de LMS no contexto da educação básica. Para isso, adotou-se como metodologia o Mapeamento Sistemático da Literatura. Ao final, feita a compilação e análise dos resultados, concluiu-se que a utilização dos LMS tem se mostrado uma ferramenta de ensino que está cada vez mais adentrando o contexto escolar, criando cenários de interação entre professor e alunos, bem como propiciando facilidades no processo de ensino-aprendizagem.
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Koomson, William K. "ONTOLOGY OF UBIQUITOUS LEARNING: WHATSAPP MESSENGER COMPETES SUCCESSFULLY WITH LEARNING MANAGEMENT SYSTEMS (LMS) IN GHANA." In 6th International Conference on Educational Technologies 2019. IADIS Press, 2019. http://dx.doi.org/10.33965/icedutech2019_201902l009.

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Xingchen Song. "Teaching and learning experince with Learning Management Systems: An adapted IS success model in LMS context." In 2011 International Symposium on Information Technology in Medicine and Education (ITME 2011). IEEE, 2011. http://dx.doi.org/10.1109/itime.2011.6132077.

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Rasheed Hasan, Layla. "Is It Possible to Use Facebook instead of Moodle Learning Management Systems (LMS) to Support the Learning Process?" In ICSET'20: 2020 The 4th International Conference on E-Society, E-Education and E-Technology. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3421682.3421695.

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Arancibia Muñoz, María Luisa, and Carol Halal Orfali. "THE ROLE OF LEARNING MANAGEMENT SYSTEMS (LMS) IN EDUCATIONAL ENVIRONMENTS: DIDACTIC AND TECHNICAL USE." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0976.

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Horon, Barry, and Peter Hansen. "Effectiveness of Web Based Pipeline Operator Training and Qualification Systems." In 2004 International Pipeline Conference. ASMEDC, 2004. http://dx.doi.org/10.1115/ipc2004-0372.

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Managers of today’s pipeline companies are looking for effective training programs for pipeline operations and maintenance (O&M). One of the more significant reasons for the renewed interest in training has been the measures implemented by U.S. government regulators in response to recent pipeline accidents. These measures have included publication of enhanced pipeline safety standards, imposition of large fines for infractions, and even imprisonment for pipeline employees. In the meantime we’ve witnessed a proliferation of web-based learning management systems (LMS), some of which specifically target training for pipeline operations and maintenance. These “all in one” training systems promise much: 24/7 access from any Internet-enabled computer, more consistent and less expensive training, a self-paced learning environment, centralized training material, the potential for a multimedia learning experience, and easier management of qualification records. This paper explores reasons why pipeline managers should be cautious when considering web-based learning management systems as a complete training solution for their operations.
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Mkpojiogu, Emmanuel O. C., Obianuju E. Okeke-Uzodike, and Emelda I. Emmanuel. "Quality Attributes for an LMS Cognitive Model for User Experience Design and Evaluation of Learning Management Systems." In 3rd International Conference on Integrated Intelligent Computing Communication & Security (ICIIC 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/ahis.k.210913.029.

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Reports on the topic "Learning management systems (LMSs)"

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McBurnie, Chris. The use of virtual learning environments and learning management systems during the COVID-19 pandemic. EdTech Hub, May 2020. http://dx.doi.org/10.53832/edtechhub.0023.

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Braslavskaya, Elena, and Tatyana Pavlova. English for IT-Specialists. SIB-Expertise, June 2021. http://dx.doi.org/10.12731/er0464.21062021.

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The course is designed in the e-learning environment LMS MOODLE AND INTENDED FOR REMOTE SUPPORT of the 2d-year students' INDEPENDENT WORK IN THE DISCIPLINE «ENGLISH language» of the institute of radio electronics and information security and the Institute of Information Technology and Management in technical systems in Sevsu. The aim of the course is the bachelor training, who can speak foreign language in various situations of interpersonal and professional communication at the level of at least B1+ according to the international scale EVALUATION; IMPROVING THE INITIAL FOREIGN LANGUAGE level reached at previous levels of education; mastering of the necessary and sufficient level of competence FOR SOLVING SOCIO-COMMUNICATIVE TASKS IN VARIOUS spheres OF PROFESSIONAL AND SCIENTIFIC ACTIVITIES WHEN COMMUNICATING WITH FOREIGN PARTNERS; FURTHER SELF-EDUCATION.
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Spivack, Marla. Applying Systems Thinking to Education: The RISE Systems Framework. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/028.

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Many education systems in low- and middle-income countries are experiencing a learning crisis. Many efforts to address this crisis do not account for the system features of education, meaning that they fail to consider the ways that interactions and feedback loops produce outcomes. Thinking through the feedback relationships that produce the education system can be challenging. The RISE Education Systems Framework, which is sufficiently structured to give boundaries to the analysis but sufficiently flexible to be adapted to multiple scenarios, can be helpful. The RISE Framework identifies four key relationships in an education system: politics, compact, management, and voice and choice; and five features that can be used to describe these relationships: delegation, finance, information, support, and motivation. This Framework can be a useful approach for characterising the key actors and interactions in the education system, thinking through how these interactions produce systems outcomes, and identifying ways to intervene that can shift the system towards better outcomes.
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Cilliers, Jacobus, Eric Dunford, and James Habyarimana. What Do Local Government Education Managers Do to Boost Learning Outcomes? Research on Improving Systems of Education (RISE), March 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/064.

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Decentralization reforms have shifted responsibility for public service delivery to local government, yet little is known about how their management practices or behavior shape performance. We conducted a comprehensive management survey of mid-level education bureaucrats and their staff in every district in Tanzania, and employ flexible machine learning techniques to identify important management practices associated with learning outcomes. We find that management practices explain 10 percent of variation in a district's exam performance. The three management practices most predictive of performance are: i) the frequency of school visits; ii) school and teacher incentives administered by the district manager; and iii) performance review of staff. Although the model is not causal, these findings suggest the importance of robust systems to motivate district staff, schools, and teachers, that include frequent monitoring of schools. They also show the importance of surveying subordinates of managers, in order to produce richer information on management practices.
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Brinkerhoff, Derick W., Sarah Frazer, and Lisa McGregor-Mirghani. Adapting to Learn and Learning to Adapt: Practical Insights from International Development Projects. RTI Press, January 2018. http://dx.doi.org/10.3768/rtipress.2018.pb.0015.1801.

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Adaptive programming and management principles focused on learning, experimentation, and evidence-based decision making are gaining traction with donor agencies and implementing partners in international development. Adaptation calls for using learning to inform adjustments during project implementation. This requires information gathering methods that promote reflection, learning, and adaption, beyond reporting on pre-specified data. A focus on adaptation changes traditional thinking about program cycle. It both erases the boundaries between design, implementation, and evaluation and reframes thinking to consider the complexity of development problems and nonlinear change pathways.Supportive management structures and processes are crucial for fostering adaptive management. Implementers and donors are experimenting with how procurement, contracting, work planning, and reporting can be modified to foster adaptive programming. Well-designed monitoring, evaluation, and learning systems can go beyond meeting accountability and reporting requirements to produce data and learning for evidence-based decision making and adaptive management. It is important to continue experimenting and learning to integrate adaptive programming and management into the operational policies and practices of donor agencies, country partners, and implementers. We need to devote ongoing effort to build the evidence base for the contributions of adaptive management to achieving international development results.
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Bridges, Todd, Jeffrey King, Johnathan Simm, Michael Beck, Georganna Collins, Quirijn Lodder, and Ram Mohan. International Guidelines on Natural and Nature-Based Features for Flood Risk Management. Engineer Research and Development Center (U.S.), September 2021. http://dx.doi.org/10.21079/11681/41946.

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To deliver infrastructure that sustain our communities, economy, and environment, we must innovate, modernize, and even revolutionize our approach to infrastructure development. Change takes courage, but as one starts down the path of innovation, what was once novel becomes more familiar, more established. The U.S. Army Corps of Engineers (USACE) is walking this path with our partners through the Engineering With Nature (EWN) Initiative, integrating human engineering with natural systems. The International Guidelines on Natural and Nature-Based Features for Flood Risk Management are the next step toward revolutionary infrastructure development—a set of real-world guidelines to help familiarize us with what was once novel. USACE and collaborators around the world have been building, learning, and documenting the best practices for constructing Natural and Nature-Based Features (NNBF) for decades. The consolidation of these lessons into a single guidance document gives decision-makers and practitioners a much-needed resource to pursue, consider, and apply NNBF for flood risk management while expanding value through infrastructure. Relationships and partnerships are vital ingredients for innovation and progress. The NNBF Guidelines was achieved because of the strong relationships in the nature-based engineering community. The magnitude and diversity of contributors to the NNBF Guidelines have resulted in a robust resource that provides value beyond a single agency, sector, or nation. Similarly, the work of incorporating NNBF into projects will require us to strengthen our relationships across organizations, mandates, and missions to achieve resilient communities. I hope you are inspired by the collaborative achievement of the NNBF Guidelines and will draw from this resource to develop innovative solutions to current and future flood risk management challenges. There is a lot we can achieve together along the path of revolutionary infrastructure development.
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Millington, Kerry. COVID-19 Health Evidence Summary No.116. Institute of Development Studies (IDS), March 2021. http://dx.doi.org/10.19088/k4d.2021.035.

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This weekly COVID-19 health evidence summary (HES) is based on 3.5 hours of desk-based research. The summary is not intended to be a comprehensive summary of available evidence on COVID-19 but aims to make original documents easily accessible to decision-makers which, if relevant to them, they should go to before making decisions. This summary covers publications on Clinical characteristics and management; Epidemiology and modelling; Therapeutics; Vaccines; Indirect impact of COVID-19; Health systems; Comments, Editorials, Opinions, Blogs, News; Dashboards & Trackers; C19 Resource Hubs and Online learning & events.
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Piotrowski, Helen. COVID-19 Health Evidence Summary No.121. Institute of Development Studies (IDS), April 2021. http://dx.doi.org/10.19088/k4d.2021.065.

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This weekly COVID-19 health evidence summary (HES) is based on 3.5 hours of desk-based research. The summary is not intended to be a comprehensive summary of available evidence on COVID-19 but aims to make original documents easily accessible to decision-makers which, if relevant to them, they should go to before making decisions. This summary covers publications on Clinical characteristics and management; Therapeutics; Vaccines; Leadership and governance; Health systems; Comments, Editorials, Opinions, Blogs, News; Dashboards & Trackers; C19 Resource Hubs; and Online learning & events.
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Piotrowski, Helen. COVID-19 Health Evidence Summary No.122. Institute of Development Studies (IDS), May 2021. http://dx.doi.org/10.19088/k4d.2021.075.

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This weekly COVID-19 health evidence summary (HES) is based on 3.5 hours of desk-based research. The summary is not intended to be a comprehensive summary of available evidence on COVID-19 but aims to make original documents easily accessible to decision-makers which, if relevant to them, they should go to before making decisions. This summary covers publications on Clinical characteristics and management; Vaccines; Indirect impact of COVID-19; Social Science; Leadership and governance; Health systems; Comments, Editorials, Opinions, Blogs, News; Dashboards & Trackers; C19 Resource Hubs and Online learning & events.
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McGregor, Lisa, Sarah Frazer, and Derick Brinkerhoff. Thinking and Working Politically: Lessons from Diverse and Inclusive Applied Political Economy Analysis. RTI Press, April 2020. http://dx.doi.org/10.3768/rtipress.2020.rr.0038.2004.

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Abstract:
Political economy analysis (PEA) has emerged as a valuable approach for assessing context and the local systems where international development actors seek to intervene. PEA approaches and tools have grown and adapted over the last 40 years through innovations by donor agencies and practitioners. Our analysis of nine PEAs reveals the following findings: PEAs can make positive contributions to technical interventions; engaging project staff in PEAs increases the likelihood that they will be open to a thinking and working politically mindset and approach; inclusion of gender equity and social inclusion (GESI) in PEAs helps to uncover and address hidden power dynamics; and explicitly connecting PEA findings to project implementation facilitates adaptive management. Implementation lessons learned include careful consideration of logistics, timing, and team members. Our experience and research suggest applied PEAs provide valuable evidence for strengthening evidence-based, adaptive, international development programming. The findings highlight the promise of PEA as well as the need for ongoing learning and research to address continued challenges.
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