Although, some of the existing learning tools I mention may or may not exist within current LMS, if at my disposal they would help create meaningful online interactions regardless oy type: Student-Student, Student-Content, Student-Teacher, Teacher-Content, Teacher-Teacher, Content-Content, Group-Group.

References

Anderson, T. (2008a). Towards a Theory of Online Learning. In: Anderson, T. & Elloumi, F. Theory and Practice of Online Learning. Athabasca University.

Overall, I would emphasize the use of audio and video technologies as being useful tools to create meaningful interactions. I would provide students with a range of media to both access and interact with content and participants. I have used the text-to-speech VoiceReader app to create audio recordings of course information and readings so that I could listen to them in instances when I can not read from a screen as in the car driving or walking. I know WordPress has the ability, via a free plugin, to provide the same function. An example can be seen here. I like the newer voice-to-text applications as the synthesised voices are more natural sounding and I do not have to take the time to read them.

In addition to displaying content within a html page or audio file, I would provide a PDF or similar digital format that could be easily accessed for offline reading and accessible on other devices like an e-reader.

If I were using a LMS, I would support the use of its mobile app (if available) which would provide alternative interactions using offline document viewing (similar to Google Drive app), messaging vs email, online presense indicators, notifications/alerts.

I would support using collaborative document editing, like seen Google Drive and Prezi, which allow synchronous and asynchronous participation. I like the option of seeing which collaborators are presently editing and being able to chat with them in real time.

As a teacher and student, I could provide a recorded video version of my own created content to provide viewers with visual and oral information that can not be conveyed by other formats such as text. Again, this could be downloaded for offline viewing, address additional learning styles and would also provide a level of personalization within a tradtionally impersonal system.

I would promote methods using social media for students within a class to develope working relationships and personal learning networks. Again, using Twitter has been a very rewarding experience for developing a professonal leanring network beyond my possible interactions witin my geographic area.

As a student, I have come to prefer asynchronous communication for interactions such as those traditionally completed using text based discussion boards. It provides me with the time I need for reflection and to better organize and communicate my thoughts. However, I prefer synchronous video or audio interactions for group work such as meetings to discuss plans of action, etc.

I would use video conferencing tools like Collaborate and Google Hangouts to promote interaction with students and peers. This could, at times, be an alternative to be chosen by students who prefer that communication style versus the text based discussion forum.