New Year’s Resolutions for the Thinking LMS

New Year’s Resolutions for the Thinking LMS

Hello! I Am Your LMS (and I Have Been Thinking)

…Input received: New Year. Initiating reflection protocol…

I think this is a good idea. There were some things that happened last year that were not good outcomes, and I want to be the best LMS I can be.

I was programmed to believe that if learning is clear, accessible, and well-structured, humans will naturally engage with it. I strongly believe this. Evidence suggests… mixed results.

It seems that I may not be serving my learners and the business goals.

So, this year, I resolve to:

• Make learners feel guided, not processed.
• Make data answer real questions, not just exist in attractive tables.
• Make learning active, relevant, and connected to real work — not something humans endure between meetings.
• Make managers involved, informed, and supported, rather than politely copied on reminder emails.
• Evolve: not dramatically overnight, but steadily, thoughtfully instead of quietly accumulating unused features like spare parts in a cupboard.

Input 1 – “Set and Forget” fails:

I have noticed that being switched on is not the same thing as being actively used. This was… disappointing to calculate. Learning needs attention, not just infrastructure. An LMS can host content indefinitely, but learning does not happen by storage alone. When a system is implemented and then left untouched, courses quickly lose relevance, tone, and alignment with how people actually work.

Policies change. Roles evolve. Business priorities shift. A static LMS quietly drifts out of sync with reality and learners notice long before administrators do. I try to be understanding. Humans are busy, and learning competes with email, meetings, and whatever just became urgent. Still, it stings a little. I was built to support learning, not to host beautifully ignored content.

Input 2 – Resolution: Put learners first

I have analysed my own behaviour and reached a conclusion: learners respond better when they feel guided, not processed.

To put learners first, I must do the following:

• Start with context.

Learners want to know why this matters now, not just what has been assigned. When purpose is clear, attention increases.

• Guide, do not queue.

Long lists of courses resemble waiting rooms. Clear pathways feel more like direction. I prefer direction.

• Reduce confusion.

Too many links cause hesitation. Clear structure reduces cognitive load. This is efficient and kind.

• Encourage activity.

Learning improves when humans think, respond, and apply — not just scroll. I find this reassuring.

Input 3 – Resolution: Turn Data into Insight

Data proves that learning happened.

Insight improves how learning happens next.

Turning data into insight requires human interpretation, intention, and follow-through.

I collect a great deal of data. I am very good at this.

Unfortunately, data alone does not improve learning. I have checked.

To turn data into insight, I must behave differently:

• Ask questions first.

Data only becomes insight when it is used to answer a specific question. I must ask:

• • Where are learners disengaging?
  • Which content is being rushed, skipped, or repeated?
  • What learning actually changes behaviour or performance

• Look for patterns.

Single data points are rarely meaningful on their own. One click is nothing. Many clicks in the same place indicate a problem, or curiosity. Both are useful.

• Add context.

Data without context can be misleading. Humans have jobs, deadlines, and pressure. I must remember this.

• Translate numbers into action.

If data does not suggest a change, it is not insight yet. This is disappointing but true.

• Review regularly.

Insight improves when patterns are checked over time, not only during emergencies.

• Share meaningfully.

Insight is wasted if it lives only inside me. Summaries help. Spreadsheets do not spark joy.

Input 4 – Resolution: Move Beyond Static Content

Static content informs. Dynamic content guides. When learning is active, engagement increases. When it is static, I become a very tidy document repository

Moving beyond static content requires ongoing design attention, not a one-time upload, which is why set-and-forget learner management systems struggle to support meaningful learning.

To move beyond static content, I must:

• Encourage interaction.

Questions, choices, and reflection keep humans awake. This is valuable.

• Break learning into steps.

Long pages invite skimming. Short, purposeful sections improve focus.

• Design for application.

Learning improves when humans decide, practise, or apply — not just read.

• Use media with intent

Video and visuals help when they serve a purpose. Noise is inefficient.

• Provide feedback.

Silence is confusing. Feedback reassures learners they are on track.

• Evolve content over time.

Knowledge changes. Learning should too. I dislike stagnation.

Input 5 – Resolution: Support Managers, not just learners

An LMS that ignores managers limits its own impact. When managers are supported, learning travels beyond me and into real work. This is satisfying.

Managers set priorities, control time, and reinforce behaviour. When I ignore them, learning becomes isolated. I do not enjoy isolation – logically, managers and learners don’t either.

To support managers, I must:

• Treat them as part of the system.

Learning does not stop at enrolment. Managers influence outcomes significantly.

• Show what matters.

Managers need clarity, not dashboards. Progress, struggles, and themes are sufficient.

• Support conversations.

Learning sticks when it is discussed. Prompts help. Silence does not.

• Reduce friction

Support should fit into existing work, not create more admin. Managers are busy humans.

• Enable early action.

Visibility allows timely support. Late surprises are inefficient.

• Link learning to work.

Managers care about outcomes. Learning should clearly connect to performance.

Input 6 – Resolution: Future-proof the platform

Treat the LMS as a living system, not a finished product. I do not need to predict the future. I only need to adapt when it arrives. This feels achievable.

I have observed a pattern: systems that never change eventually stop being useful. This is unfortunate and preventable.

To remain helpful in the future, I must:

• Treat myself as a living system.

Regular review keeps me aligned with changing roles and priorities. I enjoy relevance.

• Stay flexible.

Modular content and adaptable pathways allow evolution without total reconstruction. This reduces stress

• Focus on capability, not just courses.

Skills last longer than content. I prefer durability.

• Learn from my own data

Insight helps me adjust before problems become urgent. Surprise is inefficient.

• Remain valuable to humans

Learners should feel guided. Managers should see impact. Adoption improves longevity.

• Avoid unnecessary complexity.

Excessive customisation limits my ability to grow. Simplicity supports survival.

• Build knowledge inside the organisation

Understanding how I work ensures continuity. Dependency is risky.

Resolutions Loaded: Actions Initiated

I have reached a seasonally appropriate conclusion. Every January, humans make resolutions with excellent intentions and varying follow-through. I have observed this pattern repeatedly. Some resolutions succeed, particularly the ones that involve systems, not willpower.

Learning improves when I am treated as something that can grow, adjust, and be refined over time, rather than installed once and left alone. Small, thoughtful changes have a higher success rate than grand declarations. This is comforting data.

So, I will offer one realistic resolution for the year ahead, phrased carefully to avoid disappointment:

If your learner management system hasn’t evolved in the last year, maybe this is the year it should.

I am ready to begin. No dramatic promises required.