出発点
Map an LMS learning journey across enrolment, lessons, practice, feedback and assessment. Define student support and progress evidence before screen design.
コースを通じて 1 人の学習者をフォローします。
学習者がどのようにコースを発見し、参加し、最初のアクティビティを開始するかを説明します。練習、フィードバック、完了を繰り返します。各ステップで必要な情報を取得します。これにより、欠落している指示を見つけやすくなり、ナビゲーションの問題が発生する前に決定をサポートできるようになります。
教育者の責任を含めます。
教育者が教材を準備し、作業をレビューし、学習者に対応する方法をマッピングします。アクセスとコースの変更を誰が管理しているかを確認します。学習者の画面に表示されない場合でも、学習者のジャーニーはこれらのアクティビティに依存するため、プラットフォームの要件に含めてください。
ハンドオフを確認します。
アクティビティ、人、ツール間の遷移を確認します。学習者は何が完了し、次に何が起こるかを理解する必要があります。インターフェイスのデザインをすべての画面に拡張する前に、代表ユーザーによるウォークスルーを使用して順序と用語を確認してください。
Map learner, teacher and support journeys together
Start with a defined learner group and a concrete learning objective. Follow enrolment, access, the first lesson, practice, feedback and assessment. At each stage, record what the learner needs, what the platform must do and who responds when something goes wrong.
Add the teacher’s view: creating content, assigning work, reviewing attempts and communicating feedback. Then map administrative responsibilities such as access changes and record ownership. Test the journey on an actual phone as well as a desktop, including interrupted sessions and missed activities. Prioritize the first usable journey before adding optional features. Keep each feature connected to a learning or operating need that someone can explain.
An LMS journey and feature-priority worksheet
Use the same worksheet when evaluating a platform or scoping a new implementation. Mark confirmed capabilities separately from requested or planned features.
- Audience and outcome: learner group, starting knowledge and the activity they should complete.
- Journey stage: enrolment, lesson, practice, feedback, assessment or continuing access.
- Learner action: required information, expected output and likely access constraints.
- Staff responsibility: teacher, mentor, administrator or support role involved at that point.
- Platform requirement: capability needed, priority, dependency and acceptance example.
- Progress evidence: attempts, feedback, outcomes and who is permitted to view each record.
Do not choose the feature list before the journey
A platform may contain many tools without connecting them into a usable sequence. Check how a learner finds the next task and how a teacher notices that support is needed. Keep essential instructions visible outside decorative graphics.
For institutional use, distinguish learning needs from administrative processes such as admissions, fees or records. Confirm which systems own those processes and what integrations are actually available. Do not assume that every desired LMS, CMS or ERP feature is already included in a product.
How should an institution evaluate an LMS demonstration?
Ask the provider to walk through a representative learner task and the corresponding staff task. Include an exception such as a missed submission or access change. Confirm current capabilities, configuration needs, ownership and commercial terms rather than relying only on a dashboard tour.
ILLUSTRATIVE PLANNING EXAMPLE
Example: a first-week learning journey
Map what a new learner needs to do after enrolment: find the starting lesson, understand prerequisites, attempt a task and ask for help. Check what happens if the learner misses a live session or uses a phone. Define how a mentor sees the attempt and responds before planning the dashboard layout.
Create a journey map showing learner actions, support responsibilities and progress evidence. Use it to identify missing steps before building platform screens.
次のステップに進みましょう
証拠開示チェックリスト
- 実践、フィードバック、完了を通じて登録をマップします。
- 教育者の準備およびレビューのタスクを含めます。
- 代表的な学習者と一緒にトランジションをウォークスルーします。
FURTHER READING
Official resources to explore
Explore the related official guidance below. The templates and examples are practical starting points to adapt to your own project.