Abstract
Learning management systems (LMSs) are becoming an essential component in the higher education toolbox. Campuses are making enterprise decisions to deploy them as a foundation for technology-enabled learning. The extent and manner to which they support different teaching approaches is far less clear. This session will present the results of the MIT/Stanford Open Knowledge Initiative Learning Management Systems Summit and other studies comparing teaching styles, learning modes, and the means by which LMS tools enable, support, or inhibit faculty trying to use them in their teaching.