How can you gather feedback from learners and instructors when selecting an LMS for digital learning?

In my role as a learning designer, one valuable strategy for gathering feedback when selecting an LMS for digital learning is to first define clear criteria. Before seeking input, it's essential to outline specific aspects related to learning objectives, target audience, content formats, delivery modes, assessment methods, and reporting requirements. By establishing a comprehensive set of criteria, the focus narrows down to the most relevant features and functionalities needed for the digital learning environment. This not only streamlines the feedback process but also ensures that responses align with the specific goals and objectives of the learning program.

To select a Learning Management System (LMS) for digital learning, involve diverse stakeholders in defining criteria. Prioritize user experience, scalability, compatibility with existing systems, mobile accessibility, customization capabilities, data security, privacy, support, training, feedback mechanisms, cost-effectiveness, and trial and pilot testing. This approach ensures the LMS meets the organization's digital learning objectives and ensures a smooth transition.

In my experience as a learning designer, conducting surveys among learners and instructors is a highly effective method for gathering feedback when selecting an LMS for digital learning. Leveraging online tools like Google Forms or SurveyMonkey, I've designed surveys to explore preferences, expectations, challenges, and suggestions related to digital learning. These surveys include questions that prompt participants to rate and compare different LMS options against the predefined criteria. The insights gained from these surveys provide valuable quantitative and qualitative data, offering a comprehensive understanding of user perspectives and aiding in the informed decision-making process.

To gather feedback on a Learning Management System (LMS), an alternate approach to surveys is needed. This includes focused group discussions, interactive workshops, one-on-one interviews, pilot tests, open forums, social media, analytics from current systems, expert reviews, regular meetings, and follow-up interviews. This holistic approach provides a better understanding of user experience and needs, guiding a more informed LMS selection.

To gather feedback during LMS selection, consider using various methods such as User Experience Testing, Online Discussion Boards, Learning Analytics, Social Media Polls, Feedback Forms within Current LMS, Expert Panel Discussions, Email Feedback Solicitation, Stakeholder Meetings, Benchmarking Against Industry Standards, and Interactive Webinars. This comprehensive approach ensures a well-rounded and insightful feedback process, leading to a more informed LMS selection.

In my role as a learning designer, conducting interviews and focus groups has proven to be a valuable strategy for gathering feedback when selecting an LMS for digital learning. Through various communication channels, including video conferencing, phone calls, or face-to-face meetings, I engage in in-depth conversations with potential users. Employing open-ended questions, I delve into their experiences with current or previous LMS, exploring their preferences, areas for improvement, and expectations from a new platform. These qualitative interactions provide nuanced insights, complementing the data obtained through surveys and contributing to a more holistic understanding of user needs and perspectives.

To effectively test and pilot Learning Management Systems (LMS), a comprehensive approach should be used. This includes scenario-based testing, real-time feedback collection, performance metrics evaluation, mobile experience testing, integration capability testing, user interface and accessibility testing, long-term usability assessment, feedback workshops, technical support and troubleshooting, and stakeholder review meetings. This comprehensive evaluation ensures the LMS meets diverse needs and aligns with the organization's digital learning objectives.

Using the LMS or its analytics to gather information about student learning- is not the same as student success or grades. Being able to generate data from the outcomes - downloadable data onto SPSS or even programmed into the LMS will make it user friendly for individual faculty, department chair or the assessment director to use data as a starting point to have discussions about curriculum changes at the course or program levels. This is more likely lead to meaningful assessments and enhancement of curriculum and teaching and learning. Caution: this process must not be used for faculty, course or program evaluations.