"One of my biggest criticisms of Sakai in the past has been its lack of a teaching and learning focus, even though I have readily conceded that it would be my choice for a pure research and collaboration space … Sakai isn’t trying to be (for example) a java-based Moodle. Its primary focus is as a learning and collaboration space, rather than a tool designed primarily to to deliver online/blended learning courses a-la Moodle." AuSakai wrap up, September 20th, 2009
Moodle & Bb can also provide collaboration spaces
the academy and the cloud www. educause . edu/thetowerandthecloud meganpoore.com/2009/09/22/web-2-0-analysing-risk/
so, are Bb/Moodle/Sakai/NEO making a difference?
John Campbell, Purdue & Diana Oblinger, EDUCAUSE "Academic Analytics"
Shane Dawson, University of Wollongong Erica McWilliam and Jen Pei-Ling Tan, QUT
"Teaching smarter: How mining ICT data can inform and improve learning and teaching practice" ASCILITE Melbourne 2008
John Fritz, UMBC "How Good Students are Using Bb" www.youtube.com/watch?v=5-TwNV5n4zw
Improving student & staff awareness. Hey! I didn't know …
the LMS is an important ingredient in the blend
A systematic search of the research literature from 1996-2008 analysed more than 1000 empirical studies of online learning find those that (a) contrasted an online to a face-to-face condition, (b) measured student learning outcomes, (c) used a rigorous research design, and (d) provided adequate information to calculate an effect size. Key findings:
Students who took all or part of their class online performed better, on average, than those taking the same course through traditional face-to-face instruction. Mean effect size of +0.24 statistically significant at the p < .01 level
Instruction combining online and face-to-face elements had a larger advantage relative to purely face-to-face instruction than did purely online instruction. Mean effect size +0.35, statistically significant at the p < .001 level
Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies (2009). http://www.ed.gov/about/offices/list/opepd/ppss/reports.html#edtech
Blended learning "A strategic and considered approach to teaching and learning that effectively integrates different models of teaching and styles of learning whereby both face-to-face and online learning are each made better by the presence of the other " UC Online & Blended Learning Review (2009)
extracting value from lms 1.0 has taken some time
After a decade of WebCT we still have a long tail
One activity action per user, per day The Challenge Aim to raise the median APU by 50% in 2010?
extracting value from lms 2.0+ will be easier "<my students> just loved Moodle …" Law "I think Moodle is a wonderful teaching tool" Student Support "In view of the resounding successes we have had with our newly Moodled classes …" English Language Institute "One more thing...I especially love the countdown feature for when assignments are due. For a busy mum with two kids and a part time job it's really helpful I can tell you." Nursing
but not without its challenges! Welcome to Wattle! [email_address]
Practices for evaluating student work will evolve in response to the changing nature of learning and student preferences for receiving feedback.
Ageing learning environments do not easily allow for embracing the use of information and communication technologies (ICTs), or enable the sorts of learning support systems being promoted by modern theorists.
There is a growing need for formal instruction in key new skills, including information literacy, visual literacy, and technological literacy.
There is a growing recognition that new technologies must be adopted and used as an everyday part of classroom activities, but effecting this change is difficult.
minds on fire: open education, the long tail, and learning 2.0
John Seely Brown & Richard P. Adler
open participatory learning ecosystems
active, passion-based learning
EDUCAUSE Review 43(1) Jan/Feb 2008
social media isn't a fad it's a fundamental shift in the way we communicate
btw, why are we still having separate e-Learning and e-Research conversations?
Let's talk more about [scholarly cyberinfrastructure] to help our students engage with " the pleasure of the rigour of the work " (McWilliam)
US National Science Foundation Office of Cyberinfrastructure , American Council of Learned Societies Our Cultural Commonwealth
National Collaborative Research Infrastructure Strategy (NCRIS) Platforms for Collaboration - ARCS, ANDS, AREN … etc
These don't seem to have much influenced teaching practice yet.
In the meantime …
re-use & re-purpose - don't re-invent the wheel.
use existing tools in smarter ways. "Inspiration can happen at any time. Capture it!" (Echo360). EVO??
still keep an eye on the e-framework www.e-framework.org - very similar to early Sakai framework before it was sidetracked by "LMS"
build & use smarter glue to stick services together eg LMS plus Microsoft Live@edu, Google Apps, resource discovery + collaborative "reading list" creation tools, (Zotero?), digitize more of our cultural heritage, visualizations, mine the web of data …
but don't forget the challenges at the coalface!