LMS Selection and Implementation

A learning management system (LMS) allows teachers to share files with students, develop and disseminate short-term assessments, collect student work, send announcements to students and parents, and more.

When selecting an LMS vendor, consider how existing relationships with other districts could provide additional implementation support. For implementation, begin with teacher pilot groups. Contacts at District B note that an LMS pilot program allowed technical staff to identify and resolve technical problems, which mitigated potential disruptions during full implementation. This report explores how districts research, select, and implement learning management systems.

Researching and selecting vendors

Contacts at profiled districts report that administrators required at least three years to research and implement new LMSs. Administrators at profiled districts that researched and tested multiple LMSs (e.g., District A, District B) spent between six and eight months investigating options. Profiled districts that began LMS implementation with a pilot group of users spent between two months and two years in the pilot phase. Contacts at District B report that their district operated a shorter pilot program in part because many of their instructors had prior experience with Schoology.

District A, District B, and District C used committees and/or task forces to research LMS options and features to inform LMS selection. Both District A and District B used existing technology committees. The committee at District A compiled a list of LMS priorities and desired functions. After composing this list, the committee formed a task force that included both technology committee members and teachers with previous LMS experience to select an LMS.

Technology committee tactics to research and select LMSs at profiled districts

Rank priorities

Host experienced teacher presentations

Create feature comparison carts

Visit successful school districts

 

Conduct online research

Implementation

District A, District B, and District E tested LMSs through pilot programs that ranged in size from two to more than 17 teachers. Contacts at District E and District B report that pilot programs allow technology staff to identify and resolve problems related to technology, mechanics, and training with small teacher groups, which minimizes disruptions during full implementation.