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Introduction – Bologna’s summit guidelines regarding the Bachelor/Master structure, which is currently used in most Colleges and Universities, were mostly aimed at standardising the educational system in European higher education. Educational institutions use these guidelines as a basis for setting up their educational model.

Aim – This chapter aims to review models of learning management systems (LMSs), the stage of activity of every method applied at Universities, as well as the strengths and weaknesses of these prototypes. The literature review in question identifies and classifies strategic methods of LMS, differentiates method type and categorises common activities.

Results – The results show that higher education institutions are in the preparatory phase regarding the application of e-learning, whereas private institutions have applied this system since their foundation and use it on a daily basis across all services.

Conclusion – However, different educational institutions in our country are at different stages in implementing new learning models. A strategic plan for developing knowledge management systems can be determined by using some of the information system strategic methods.

Originality/Value – This chapter contributes to the literature by providing additional evidence for existing studies in LMS in the Universities of the Republic of Kosovo. Studies suggest the implementation of different models and highlight the impact of technology especially during this pandemic whereby we should mainly focus and implement curricula using these kinds of technology. Also, this study identifies a major weakness in existing Kosovar studies, which have identified concepts but they are not implemented at all.

This chapter explored how people and technology are managed in the workplace. It examines how data and data analytics in AI, human resource information system (HRIS), learning content management systems, learning management systems, and talent management software have become major components of human resource and workforce development. Middle-skill, low-skill, and disadvantaged employees are being asked to use their knowledge, skills, and abilities (KSAs) to evaluate and understand technology systems, technology resources, and equipment in the workplace. HRD and HRM professionals must understand the competencies and resources needed to achieve harmony and balance between people and technology use in the workplace.

Online learning is becoming increasingly popular in the K-12 school systems for various reasons. This learning platform can provide education to students from various corners of our nation through the use of the Internet and, more importantly, can be accessed through the use of various technologies. As the needs of our schools continue to change and the implementation of online learning continues to develop due to necessity or as an alternate method of educating K-12 students, the awareness of academic freedom that can become challenged or blurred needs special attention. This chapter encourages school systems, administrators, instructors, and online participants to grow more aware of the potential downfalls in this type of learning environment which could likely infringe upon the academic freedom of all participants (both the instructor and students) in online learning environments. This chapter focuses on three topics: the structure of online courses that can impede academic freedom, the impact of language and expression on academic freedom in the online environment, and how the use of technology in online classrooms could potentially encumber the academic freedom of participants. Further, this chapter discusses the importance of being cognizant of the possible academic freedom that can become infringed upon when developing and teaching online courses and ways to avoid these potential problems in the K-12 online classroom.

Social networking platforms such as Facebook have infiltrated the lives of many students, and as such it is natural to consider how they can be effectively used to enhance learning. This chapter provides a comprehensive review of social networking in education from a design perspective. Social networking is defined based on Boyd & Ellison’s seminal definition of connected profiles, and is distinguished from social media for the purposes of investigation. Facebook, Edmodo, and other social networking platforms are briefly described, before summarizing the wide variety of social networking usage reported in the research literature. The various benefits of social networking in education are distilled from the literature, including their capacity to facilitate community building, collaboration, reflection, and expedient access to learning. Issues surrounding the educational use of social networking are also organized into themes, for instance privacy concerns, distraction, cyber-safety, and technical constraints. The implications of findings from the social networking literature are synthesized into learning design and implementation recommendations. The chapter concludes with a discussion of open questions and areas for further investigation.

The advent of Web 2.0 technologies invites educators to fundamentally rethink the systems we choose to manage our courses. Although many scholars have examined the democratizing functions of online and hybrid learning (Hall, 1999; Kibby, 2006; McCormick, 2006) and offered case studies of successful social media integration (Dunlap & Lowenthal, 2009), a need exists to theorize about how faculty and students actually envision the changing role of learning technologies, particularly the LMS and now social media, in their everyday education. Grounded in critical pedagogy and building from a brief history of the learning management system and new media learning technologies, we examine which features have been most beneficial to the shared learning experience between faculty and students. Through this discussion we provide a working model of a re-imagined learning technology platform that integrates the best tools of the LMS with the more shared, democratizing features of social media in common use among today's students and faculty. We envision a shift from that of a management system to a dynamic platform built from the ground-up to integrate traditional course technologies such as grade books and testing, with the open, collaborative nature of social media. Toward this end, the chapter includes examples of combining Wordpress, Buddypress, and Twitter into a tri-fold approach that reaches beyond the physical classroom walls to build a community of learning where students are the educators via content creation and critical analysis of cultural institutions.

Higher education institutions (HEIs) in India were caught completely unawares by the Covid-19 pandemic and necessitated lockdown. Despite almost two decades of experimentation with online and distance learning by top-tier and private institutions, the vast majority were unprepared and looked for standalone solutions for different components of teaching and learning. Valuable lessons have been learned based on which a more comprehensive solution must be sought for the post-Covid-19 environment. The lockdown has provided the much-needed impetus to reshape higher education in India. Calls for the adoption of blended learning (BL) have been made on prior occasions; this chapter renews that call and stresses its urgency. It is imperative that educational institutions amplify the momentum gained during the lockdown and transition to a BL model supported by the adoption and use of learning management systems (LMSs). Government should support this initiative by providing a centralized LMS. Corporations must “adopt an HEI,” channeling their unused corporate social responsibility funds to support information and communication technology needs at educational institutions. All stakeholders must work together to transform the country to a digitally empowered society and knowledge economy as envisioned in the National Education Policy 2020.

In November 2009 NAFSA conducted an online survey, the results analyzed by the Education Abroad Technology Task Force. Respondents included associate colleges, baccalaureate colleges, research universities, program providers, and specialized institutions of all sizes. It examined the current use of communication technologies such as social networking sites, within the Education Abroad field, as tools for marketing programs, orientation, advising, community building, and alumni networking. The survey also examined staffing and the training needs of education abroad professionals to identify and use appropriate forms of social networking technology that are available.