In 2005, some colleagues and I had been tasked with identifying a single LMS that could serve the needs of all 64 campuses of the State University of New York—from Adirondack Community College to SUNY Stony Brook to the two medical schools. We came to the conclusion that no single LMS at the time could meet such diverse needs. We proposed instead that SUNY should build a modular system from which each campus, and indeed each educator, could create their own fit-for-purpose digital learning environment. We called this idea the Learning Management Operating System, or LMOS.
We were neither the first nor the last group of people to propose such an idea. We had been preceded by e-Learning Framework, which had been put forth by the UK’s Joint Information Services Committee (Jisc) a year or two earlier. In 2012, Phil wrote about the idea of Learning Platform here on e-Literate. In 2015, the EDUCAUSE Learning Initiative (ELI) started promoting the idea of a Next-Generation Digital Learning Environment (NGDLE).
There are some conceptual and implementation differences among these different formulations, but they share two things in common. First, they all posited that contemporary learning environments were insufficiently flexible to meet a diverse range of teaching and learning needs. Second, none of them have been implemented. An upcoming issue of EDUCAUSE Review will focus on NGDLE, in part to try to build momentum for it. I have contributed an article.
Nearly a decade and a half after the idea of some kind of modular learning environment surfaced, why hasn’t it happened yet? How close are we? What are the barriers? Having recently returned from IMS Global’s annual Learning Impact meeting, I am convinced that we are closer than ever. But how quickly the remaining barriers fall and how well the end result works will depend heavily on what happens next in the standards-making process.
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