Pre-service teachers' perceptions of LAMS and Moodle as learning design technologies

Abstract

As open-source educational systems both LAMS and Moodle provide a range of tools that can be used to support the development of pre-service students’ learning design capabilities. Sixty-eight teacher education students were surveyed to gauge their perceptions of each of these systems as frameworks for designing learning experiences. Responses indicated that the majority of students appreciated that different tools were suitable for different purposes. An unexpected outcome of the research was the different levels of learning design understanding that the survey questions revealed, ranging from highly developed to misconstrued.