The main purpose of a company opting for the use of a Learning Content Management System is to make the process of updating web environments more agile, allowing company employees to directly update their respective areas of responsibility on internet and intranet sites. Extending this experience in the search for agility in updates, quality Learning Content Management System systems should not require skills beyond the knowledge necessary for a user of a simple text editor.
Quality CMS systems should also allow changing the appearance of a website through the use of themes. These themes are packages that include images and font styles that can be easily changed, duplicated and altered according to the needs of each website. The appearance of a site is changed merely by changing the theme used by the site.
Learning Content Management Systems and Digital Repositories
An LCMS (Learning Content Management System) is a system (generally web-based) used to create, manage, index, publish and make available educational content (known as “Learning Objects”, LOs) with a level of granularity and reuse much higher than achieved with LMSs (Learning Management Systems).
An LCMS combines traditional administrative and management functions with the content creation and custom structuring functions typical of a Learning Content Management System. As such, in an LCMS there will be numerous archives of archived teaching content that can be used independently, or as part of a broader training process (one learning object, multiple courses, and multiple users).
Does the use of a CMS system eliminate the use of internet professionals in a company?
The answer is no. No market Learning Content Management System, free or not, dispenses with the role of a person responsible for the Learning Content Management hosting environment or for feeding the content.
The term “internet professionals” is too broad to answer this question objectively and satisfactorily. For example, we can separate these professionals as follows:
- Responsible for the technology, infrastructure and development/maintenance of the tool;
- Responsible for creating content for the internet;
- Responsible for approving content, before its release to the public.
Note that the company’s adoption of a Learning Content Management System simply aims to facilitate the development of tools for managing websites, such as organization resources and news registration, for example.
Thus, we will always have an environment to be maintained, and content to be produced.
A Learning content management system requires a hosting infrastructure (servers). Also, a Learning Content Management requires periodic maintenance to ensure its evolution, updating and future growth. Furthermore, for the implementation of new websites, it is necessary to have specific knowledge of the Content Management System about its navigation structure, its information structure, its content organization and the reuse of resources available there.
This work involves systems analysis, and a certain technical knowledge that will allow the evolution, quality and future of a company’s internet projects.
A CMS works with Learning Content Management. Which is not possible without a stable, structured and organized environment.
Top free CMS systems available on the market
The most popular Learning content management systems are WordPress and Joomla! Which are systems in PHP, Open Source. Both are used for creating websites and portals. Other examples of Learning Content Management System are Plane, Life ray and Drupal, where content is easily edited from the site itself, and can also be used for intranet management. The Joomla! It is also widely used for intranets.
CMS-based educational environments
It has been observed that tools such as Content Managers can become excellent environments for the teaching and learning process and for the organization of information produced in environments with educational purposes. Whether in academic or business environments.
Wikipedia can be considered a “content manager”, thus fostering the search, location and creation of knowledge in a distributed and collaborative environment.
- a) Working areas
A working area is a collaborative content authoring environment, where different actors in the content production process can work together with the aim of producing technical-pedagogical resources (resources, learning objects and courses) for eLearning.
Each working area has a leader (responsible) who manages and coordinates the team, and who has special permissions on the materials produced in the working area. In particular, in the working area, the leader can share access and give permissions to any team member on content that is always managed through check-in/check-out mechanisms. In addition to this sharing, it is also possible to use chat rooms and discussion forums to facilitate the communication process within the team.
- b) Review workflow (review/approval flows)
The content review process is a crucial phase of the content production process. Like collaboration in the production process, the review process also takes place within the working areas. The person responsible for the production of content is, in addition to being the leader of a working area, the manager of the review process that takes place within that same working area, while users with a “reviewer” profile are involved in the process of guaranteeing the quality of the result. Final.
Any content that is in a working area can go through one or more review processes. The working area leader initiates, monitors and manages all steps, step by step, of the review process, assigning tasks and permissions, and distributing responsibilities within the process.
- c) Content maps
The Learn eXact platform allows users to publish or access content through shared rating mechanisms. Classification in Learn eXact is obtained through content maps, that is, through maps/trees that allow structuring based on taxonomy, which describe a structure of concepts or categories, in which users can navigate to find (or publish to the repository) content related to one or more categories of the content map.
The different Learn eXact work environments (production or dissemination) provide different ways of accessing the content maps, in order to address the most appropriate interface depending on the interaction context.
Instructional designers can create new didactic content that addresses specific training needs or they can create new courses from pre-existing didactic content;
Editors (or senior instructional designers) can check out new content or new courses and give their approval for publication, or request a review process;
Tutors can define personalization rules, which allow the instantiation of didactic content according to user profiles;
Training managers can store or remove learning content that is no longer needed.