FLC Syllabus for: Examining the Impacts of Learning Management System
(LMS) Tools using Action Research
FLC Facilitators
Co-Facilitator: Carolyn Gibbs, Professor Department of Design
Co-Facilitator: Lynn M. Tashiro, Director for the Center for Teaching and Learning
FLC Focus
This year-round program will focus on the implementation of specific learning management system (LMS)
toolsets associated with online and hybrid learning. While FLC participants will receive training on the
general features of the full Blackboard 9.1 system, it will mainly focus on the use of four specific tools—the
discussion, wiki, group collaboration, and peer assessment tools from several contexts:



The context of technology-enhanced instruction. Using the new Sac State learning
management system, Blackboard 9.1, participants will not only examine the four tools with regard to
course management and “task preparation” but also articulate the advantages and challenges of using
the tools as a replacement for their face-to-face counterparts.
The context of the student learning experience and existing discipline-specific research
on teaching and learning. In addition to learning the basic instructions for using the four LMS
tools, participants will examine these tools from both a pedagogical perspective and a contextualized
discipline-specific perspective. Participants will redesign a learning activity type for a specific course
to take advantage of one or more of the LMS tools using best practices for technology-enhanced
instruction within their discipline.
The context of research-based improvements in teaching and learning. This FLC will also
have an action research component. With the help of education research consultants, participants
will conduct a pilot study by framing a testable question (related to one of the tools they choose to
implement from the LMS training) to test the effect of their technology implementation on both
student learning and on the time efficiency of the setup and implementation of the tool in
comparison to its learning impact. Participants will collect and Analyze the data in the context of
existing research on teaching and learning and blended learning environments.
The spring of 2012 will focus on the needed training for Blackboard 9.1 and action research process and
practices. In the fall 2012 semester, participants will collect, analyze, and share the data with FLC peers.
Meetings will be held on Fridays from 2-4pm. See the timeline for specific spring 2012 dates.
Syllabus for FLC: Examining the Impacts of LMS Tools using Action Research
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FLC Timeline for Calendar Year 2012
Meeting
Number
Meeting
Month
Topic and Meeting Activity
February
24
Introduction to FLC
1
LMS Basics
Overview of all LMS tools
Creation of LMS core for
participants
 (extended meeting) training on LMS
LMS Tools Focus: Online Discussions
LMS pilot shell is set up.
and Peer Assessment


March 16
Group Activity: Practice LMS
tools using various learning
activity type scenarios
 Reflection on above activity
 Discussion of article/book
chapter
LMS Tools Focus: Wiki and Group
Collaboration

2
April 6
1st meeting
Group Activity: Practice LMS
tools using various learning
activity type scenarios
 Reflection on above activity
 Discussion of advantages and
challenges of using the wiki and
group collaboration tools
Intro to Action Research

3
April 27
2nd meeting
4



May 4
1st meeting
5
Homework Activity Due
Online discussion of advantages and
challenges of using online discussion and
peer assessment tools
Calhoun Article
Discussion of Calhoun article
Discussion on examples of action
research
Group brainstorming session to
frame the testable question
• Teacher research cycle
• Locating the inquiry
Data collection: Collecting Evidence of
Student Learning
Data collection and analysis
Selection and alignment of
evaluation tools with student
learning evidence
Defining a Research Plan





Decision of LMS activity type that
participant will focus on.
Description of purpose of redesign
from the two perspectives: student
learning and participant time
management.
Deliverable #1: LMS implementation
plan and first draft of action research
plan.
Syllabus for FLC: Examining the Impacts of LMS Tools using Action Research
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May 18
Identification and review of
relevant literature
 Setting a timeline for data
collection and analysis
Research Plan Work Session
2nd meeting


6
August
Working day on action research
plan
Finalizing the Research Plan

7
Deliverable #2. LMS course set up. Second
draft of action research plan.
September

8

October
9
November
10
peer reviews of research plan
LMS for course is set up with assistance
from academic technology staff.
Participants present LMS.
Deliverable #3. Final draft of action
Participants present action research research plan.
project.
Open discussion on presentations.
Participants present LMS.
Deliverable #4. Raw student learning data.
Participants present action research
project.
 Open discussion on presentations.
Culminating event
Deliverable #5. Summary of action
research project.
 Presentation of Summary of Action
Research Project
 Focus Group Assessment of FLC

Deliverable Due Dates:
Deliverable #1. May meeting (1st meeting) LMS implementation plan and first draft of action research plan.
Deliverable #2. August meeting: LMS course set up. Second draft of action research plan.
Deliverable #3. September meeting: Final draft of action research plan.
Deliverable #4. October meeting: Raw student learning data.
Deliverable #5. November meeting: Summary of action research project.
Syllabus for FLC: Examining the Impacts of LMS Tools using Action Research
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Texts for the FLC
Action Research:
Calhoun, Emily F., “Action Research: Three Approaches, Educational Leadership”, October 1993, p.
62
Selected Readings from:
MacLean, Marion S., Mohr, Marian M.. Teacher Researchers at Work. Berkeley CA, National
Writing Project Corporation, 1999, pgs 90-97, (timeline) 165-267 (examples)
Burnaford, Gail, Fischer, Joseph, Hobson David. Teachers Doing Research, The Power of Action
Through Inquiry, Second Edition, Mahwah, New Jersey, Lawrence Erlbaum Associates, Inc. 2001, p
57-71 (data collection and analysis)
Freeman, Donald, Doing Teacher Research From Inquiry to Understanding, Canada, Heinle & Heinle
Publishers, 1998, pgs. 33-74 ( teacher research cycle, locating the inquiry, research planning)
Lankshear, Colin, Knobel, Michele, A Handbook for Teacher Research, Berkshire, England,
McGraw-Hill Education, 2004
Mills, Geoffrey. Action Research: A Guide for the Teacher Researcher (4th Edition), United
States, Pearson Eduction Inc., Jan 13, 2010
Blended Learning
Belcheir, Marcia J. Active Learning in and out of the Classroom: Results from the National Survey of Student
Engagement. Research Report 2003-02. Boise: Boise State University, 2003. Print.
Dobozy, Eva Ph. D. "The Digitalisation of Pedagogy: Dressed-up Consumerism, Technoutopianism
or Genuine Benefit?" Australian Association for Research in Education Conference. Ed. Print.
Garrison, D. Randy, and Norman D. Vaughan. Blended Learning in Higher Education. San Francisco:
John Wiley, 2008. Print.
King, Kathleen P., and Thomas D. Cox. The Professor's Guide to Taming Technology. Charlotte:
Information Age Publishing, Inc., 2011. Print.
Palloff, Rena M., and Keith Pratt. Building Online Learning Communities : Effective Strategies for the Virtual
Classroom. San Francisco: Jossey-Bass, 2007. Print.
Selected Readings from:
Reflections on Blended Learning: Rethinking the Classroom. Ed. Starenko, Michael: Lulu.com. Rochester
Institute of Technology, Online Learning, 2008. Print.
Syllabus for FLC: Examining the Impacts of LMS Tools using Action Research
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