We analysed the problems and requests made by participants in the educational programmes run by the Moscow School of Management SKOLKOVO. Based on this analysis, we developed a system of digital solutions and integrated it into some of the educational programmes. The analysis demonstrated certain key areas of development for modules and programmes.

1. Info chaos: information chaos and large volumes of information of value to managers. Information about industrial trends is fragmented and not systematised. This information comes in large volumes (weekly reports prepared by consulting companies). Conclusion: materials need to be funnelled, systematised and concentrated in a single channel.
2. Innovation gap: corporations' lack of innovation and groundbreaking ideas. Corporations are lagging behind startups in terms of new ideas (but are extremely eager to catch up with them). Conclusion: we need to scout for startups and develop relations with the founders of startups in order to engage them in training projects as part of programme modules.
3. Media info sources demand: demand for multimedia sources of knowledge. Information in text format is available, but information in audio/video formats is fragmented. There is demand for audio/video sources. Conclusion: media channels need to be integrated into educational modules.
4. Immersive practices: involvement of educational programme participants in the programme. There is a need to increase immersion in the language and content of the module, and to enhance the involvement of programme participants. This is not easy to do, since managers' workload is considerable. Conclusion: we need simple, short, but also in-depth and expansive interactive formats, which will be of great value for programme participants.
5. Programme content availability: availability and convenience of content packaging during and after the educational programme module. Partial loss or fragmentation of module materials after completion of the module. Conclusion: a systematic interactive map of the module should be developed. This would consolidate all the module materials and could be integrated into the LMS system.
6. Practical knowledge: the need for non-formalised knowledge. The programmes offered by management schools encounter demand for practical information on company development, project management, and business gained via dialogue with founders of companies, managers, and members of boards of directors. Conclusion: we need to increase the proportion of speeches or presentations given both before and during the module by practitioners who have practical experience in building companies.

The chart shows a system of tools that can solve these problems. A team from the Degree Department of the Moscow School of Management SKOLKOVO developed and implemented a system like this during the module held for the Executive MBA-24 group in Silicon Valley in September 2018.

The system of tools includes the following (see Table 1).

1. An exclusive private channel on messenger with the latest information about current trends, divided by industry and according to the interests of the group.

2. A specially created blog with executive summaries of Silicon Valley trends at https://svexp.ru/.

3. Interactive sessions with programme participants before and during the module using Kahoot! and Google Forms surveys, including for memorising module terminology.

4. Media resources, systematised in the LMS system, for use in preparation for the module (pre-reading supplemented with pre-listening and pre-watching).

5. System infographics designed specifically for the module.

6. Work with start-ups and speakers at Silicon Valley conferences sessions.

7. Module content package: cloud-based mind map with links to 121 module materials.

Objectives achieved thanks to the digital platform:

- to be closer to programme participants and work with the same tools they use on a regular basis;

- to provide information support for the module through the exclusive Telegram channel and the blog, with additional materials for the module posted daily in the evening;

- to promote intellectual curiosity in programme participants through interactive quizzes on Kahoot!;

- to help programme participants memorise complex terminology by systematising terms in online tables and conducting pre-module polls;

- to facilitate the acquisition of information through the use of audio, video, and short text messages; to get participants interested and involved in the content;

- to summarise and consolidate the knowledge gained during the module using the mind map for the module;

- to be as specific as possible in answering questions asked by programme participants: group participants by industry and provide them with information that is relevant and topical for their industry;

- to ensure working on the module is convenient by using the Google Maps module and the module schedule with QR links to digital platform resources.

Areas for development of the platform based on analysis of feedback from the group:

1. Work to address constructive comments made by group participants; work with companies and programme speakers more actively and well in advance.

2. Package the digital platform of the educational module as a separate product (own customer-oriented LMS system). One possible option for packaging module materials is a content map (see Item 7). Hybridise MOOC and face-to-face interactive formats, ensuring programme participants' projects are supported.

All participants in SKOLKOVO educational programmes have access to the LMS system, which contains all the information related to their study in the programme:

- educational materials;

- tests, assignments, homework;

- feedback forms;

- attendance, marks;

- timetable for consultation with mentors and professors;

- information and announcements, sent to students by mail and the mobile app;

- archive of video and audio recordings from the modules.

All this information is also available through a special mobile app. The Moscow School of Management SKOLKOVO is unusual in that every participant in any of the business school's educational programmes is granted access to all this information even after completion of the programme. A former programme participant can come back to the materials at any time and use them in his/her activities.

The business school regards the LMS as a kind of knowledge base about all previous programmes, which can be used when developing new programmes. The feedback received from programme participants is also important: it is regularly analysed, and rankings of the most popular experts and professors are prepared monthly.

Plans for development of the system include integration with digital tools and solutions used during educational activities. Our task is to make all information used in the learning process available in a single place to ensure studying is as ergonomic and convenient for each programme participant as possible.

Keywords: Learning Management Systems (LMS), Open Source Learning Management Systems, E-Learning, Digital Platform, Educational Digital Platform, mind management, business education, vocational training, multimedia online open courses, MOOCs, EduTech, educational technologies.

Sources:

1. Learning Management Systems and Comparison of Open Source Learning Management Systems and Proprietary Learning Management Systems, Doğancan Ülker, Yücel YılmazFaculty of Business Administration Marmara University, ISTANBUL, TURKEY

2. Learning design, learning analytics, and learning management systems, November 2018, DOI: 10.21125/iceri.2018.1474, Conference: 11th annual International Conference of Education, Research and Innovation, Mikkel GodskMikkel GodskJens B. BennedsenRikke F. Hougaard

3. Exploring the Future of the Learning Management System, January 2018, DOI: 10.1615/IntJInnovOnlineEdu.2018028353, Kristin Kipp

4. Educational modeling of a learning management system, November 2017, DOI: 10.1109/EITech.2017.8255247, Conference: 2017 International Conference on Electrical and Information Technologies (ICEIT), Ouadoud Mohammed Amel Nejjari Mohamed Yassin