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in education Webinar - Mott & Wiley
in education Webinar - Mott & Wiley
in education Webinar - Mott & Wiley
in education Webinar - Mott & Wiley
in education Webinar - Mott & Wiley
in education Webinar - Mott & Wiley
in education Webinar - Mott & Wiley
in education Webinar - Mott & Wiley
in education Webinar - Mott & Wiley
in education Webinar - Mott & Wiley
in education Webinar - Mott & Wiley
in education Webinar - Mott & Wiley
in education Webinar - Mott & Wiley
in education Webinar - Mott & Wiley
in education Webinar - Mott & Wiley
in education Webinar - Mott & Wiley
in education Webinar - Mott & Wiley
in education Webinar - Mott & Wiley
in education Webinar - Mott & Wiley
in education Webinar - Mott & Wiley
in education Webinar - Mott & Wiley
in education Webinar - Mott & Wiley
in education Webinar - Mott & Wiley
in education Webinar - Mott & Wiley
in education Webinar - Mott & Wiley
in education Webinar - Mott & Wiley
in education Webinar - Mott & Wiley
in education Webinar - Mott & Wiley
in education Webinar - Mott & Wiley
in education Webinar - Mott & Wiley
in education Webinar - Mott & Wiley
in education Webinar - Mott & Wiley
in education Webinar - Mott & Wiley
in education Webinar - Mott & Wiley
in education Webinar - Mott & Wiley
in education Webinar - Mott & Wiley
in education Webinar - Mott & Wiley
in education Webinar - Mott & Wiley
in education Webinar - Mott & Wiley
in education Webinar - Mott & Wiley
in education Webinar - Mott & Wiley
in education Webinar - Mott & Wiley
in education Webinar - Mott & Wiley
in education Webinar - Mott & Wiley
in education Webinar - Mott & Wiley
in education Webinar - Mott & Wiley
in education Webinar - Mott & Wiley
in education Webinar - Mott & Wiley
in education Webinar - Mott & Wiley
in education Webinar - Mott & Wiley
in education Webinar - Mott & Wiley
in education Webinar - Mott & Wiley
in education Webinar - Mott & Wiley
in education Webinar - Mott & Wiley
in education Webinar - Mott & Wiley
in education Webinar - Mott & Wiley
in education Webinar - Mott & Wiley
in education Webinar - Mott & Wiley
in education Webinar - Mott & Wiley
in education Webinar - Mott & Wiley
in education Webinar - Mott & Wiley
in education Webinar - Mott & Wiley
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in education Webinar - Mott & Wiley

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Overview of ideas and concepts presented in recent *in education* article. Some slides are repeats from previous presentations, but we also tried to include some new ideas and concepts to move the …

Overview of ideas and concepts presented in recent *in education* article. Some slides are repeats from previous presentations, but we also tried to include some new ideas and concepts to move the conversation ahead.

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  • This is one of the most vital documents concerning online learning. A zipcast by Dr. Mott would be of value.
    ---------------
    The KEY slide is #89. This models online learning for organizational validation. The only change I'd recommend is moving the assessment gear closer to the content silos. #108 provides another model of this.

    #107 provides a different way of seeing the model on #89/#108. It must be studied and understood. The advantage of using the gradebook as the center, not the LMS is found in #92+ and by seeing the limits of an LMS in #42.
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  • “Give me a log hut, with only a simple bench, Mark Hopkins [a well-known educator and lecturer of the day] on one end and I on the other, and you may have all the buildings, apparatus, and libraries without him.” President James Garfield (Source: http://www.britannica.com/EBchecked/topic/271551/Mark-Hopkins)Image Source: President James Garfield http://lcweb2.loc.gov/cgi-bin/query/h?pp/PPALL:@field%28NUMBER+@band%28cwpbh+03743%29%29
  • Peter Drucker: “Thirty years from now the big university campuses will be relics. Universities won't survive. It's as large a change as when we first got the printed book. ... Already we are beginning to deliver more lectures and classes off campus via satellite or two-way video at a fraction of the cost. The college won't survive as a residential institution" (Lenzner and Forbes, Forbes Magazine, 10 March 1997).Image Source: http://www.cgu.edu/images/Drucker/Peter_Drucker/pages/PeterDrucker004_jpg.htm
  • John Seely BrownImage Source: http://www.flickr.com/photos/joi/2253804907/sizes/l
  • Don Tapscott, “The Impending Demise of the University,” http://www.edge.org/3rd_culture/tapscott09/tapscott09_index.html“Universities are finally losing their monopoly on higher learning. … [T]here is a widening gap between the model of learning offered by many big universities and the natural way that young people who have grown up digital best learn.”“The definition of a lecture has become the process in which the notes of the teacher go to the notes of the student without going through the brains of either.”Image Source: http://www.futureofeducation.com/forum/topics/don-tapscott-talks-about (http://api.ning.com/files/TO9lsNfC5fzBZNEAnLhbFgs8j1LBF-KKiXOsG29ErwJ7hFnmP70gXBNsONGF5nvgdVqHtNIQJWnV5KXFPK-zWxIko1isXTxX/1_rgb_300_2400x3000.jpg)
  • The “Course Management System” – Roots in late 90s. Blackboard’s original name “Course Info” is a good indication of what these tools were originally intended to do.
  • Hypertext Transfer ProtocolURIs, URLs, the WebXml + Web Services
  • The Course Management System is not the academic ERP / PeopleSoft.
  • LannyArvan: “Teaching an learning are not fundamentally transactional.”http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/DisIntegratingtheLMS/174588
  • The Web is “a world of pure connection, free of the arbitrary constraints of matter, distance and time.”- Small Pieces Loosely Joined by David WeinbergerImage Source: http://www.flickr.com/photos/ialla/4042996779/sizes/l
  • Steve Wheeler: We need to create learning webs, not pour content through funnels into students heads.http://steve-wheeler.blogspot.com/2009/10/its-personal-learning-spaces-learning.html
  • Gardner Campbell: “Pointing students to data buckets and conduits we’ve already made for them won’t do.”http://www.educause.edu/EDUCAUSE+Review/EDUCAUSEReviewMagazineVolume44/APersonalCyberinfrastructure/178431
  • See Brown, J. S., and Adler, R. (2009). “Minds on Fire: Open Education, the Long Tail, and Learning 2.0.” Educause Review, January/February (16-32).
  • What do we want our students to become? Does one work better than the other? Which one best supports learning? Let’s see if we can answer this questions . . .
  • The “Course Management System” – Roots in late 90s. Blackboard’s original name “Course Info” is a good indication of what these tools were originally intended to do.
  • Vertically integrated technology stack with uneven integration with other tools in the learning ecosystem.
  • How is Blackboard actually used?
  • University of Wisconsin System faculty members. In that study, Morgan found that "faculty use the CMS primarily as an administrative tool to facilitate quiz administration and other classroom tasks rather than as a tool anchored in pedagogy or cognitive science models” (2003, 11). As Milligan observes, the CMS is "fundamentally a conservative technology ... [for] managing groups, providing tools, and delivering content" (2006, 1)Evidence of the pervasiveness of such CMS usage tendencies can be found in a recent usage study of the Sakai at the University of North Carolina. Faculty survey data indicates that the top three uses of Sakai in the category "Improving Teaching and Learning" were "Accessing materials any time," "Saving me time," and "Managing my course activities" (UNC 2009, 15).Milligan, C. (2006). The Road to the Personal Learning Environment? CETIS. Retrieved from http://zope.cetis.ac.uk/members/ple/resources/colinmilligan.pdf.Morgan, G. (2003). Faculty Use of Course Management Systems. ECAR. Retrieved from http://net.educause.edu/ir/library/pdf/ers0302/rs/ers0302w.pdf. University of North Carolina. (2009). Sakai Pilot Evaluation Final Report. October 15, 2009. Retrieved from http://www.unc.edu/sakaipilot/evaluation/FinalRept-Oct15-09-sm.pdf.
  • 75% of faculty members us a CMS at BYU. 50% use a CMS as their only online teaching & learning technology25% use the CMS plus other online tools.25% don’t use a CMS14% have a course blog, wiki, or custom website11% use no online technology
  • Mott, J. and Wiley, D. (2009). “Open for Learning: The CMS and the Open Learning Network,” in education, 15:2.
  • The CMS is time bound. Image Source: “Osaka Hour Glass” http://www.flickr.com/photos/caribb/3991024595/sizes/l/
  • This is Facebook
  • This is Facebook every 14 weeks if it was managed like an LMS.
  • CMS = Bridge to Nowhere; Disrupted engagement stream . . . IMAGE: “Dead End” http://www.flickr.com/photos/83025347@N00/210119374/sizes/l/
  • InSieber’s study, students *requested* continued access to wikis after course was over. 36% (93/256) continued to interact on the wiki 1 semester after their course was over. Sieber, Diane E. “Social Networks for Teaching and Learning: Implementation and Assessment.” Educause 2009.Image Source: “the cairn above the cloud” http://www.flickr.com/photos/rabi/1174452785/sizes/l/
  • The CMS is teacher and content centric.Covering v. Uncovering content . . . IMAGE:“That Huge Lecture Theatre” http://www.flickr.com/photos/teddy-rised/2814710002/
  • Reeves, et. al: “Universities and other educational institutions have failed to perceive the difference between educating learners and simply providing them with information and content. Most institutions of higher education appear focused on . . . content coverage, course structure, and pre-existing time arrangements such as semesters and hours of credit (357, 365).  Herrington, J., Reeves, T., and Oliver, R. (2005). Online learning as information delivery: Digital myopia. Journal of Interactive Learning Research, 16(4): 353-67.ImageSource: “Noether's Theorem” http://www.flickr.com/photos/coldphage/4236259507/sizes/l/
  • The CMS is like a moated castle … IMAGE: “Japan: Osaka-jo outer moat, 1” http://www.flickr.com/photos/53537358@N00/3005861124
  • … or a walled garden.IMAGE: “The Secret Gardens at Tregwainton” http://www.flickr.com/photos/zawtowers/3758680364
  • Time for a paradigm shift.IMAGE: Dimes http://commons.wikimedia.org/wiki/File:2005_Dime_Obv_Unc_P.png
  • Gilmor: “The Former Audience” -- Students no longer passive consumers.IMAGE: Obama in Germany http://www.flickr.com/photos/barackobamadotcom/2699346313/sizes/o
  • Students turn to online resources and tools – not exclusively the teacher.IMAGE SOURCE: http://www.flickr.com/photos/smannion/2948637427/sizes/l
  • Jared Stein – PLE Mapping http://www.flickr.com/photos/5tein/2314107350
  • Martin Weller – PLE http://nogoodreason.typepad.co.uk/.shared/image.html?/photos/uncategorized/2007/12/06/pwe_3.jpg
  • Scott Leslie – PLE http://edtechpost.wikispaces.com/file/view/swl_ple2.gif
  • PLNs connect people in new, dynamic ways that were previously impossible.IMAGE: OpenEd Twitter Conversation – Courtesy Tony Bates http://www.tonybates.ca
  • PLNs connect people in new, dynamic ways that were previously impossible.IMAGE: OpenEd Twitter Conversation – Courtesy Tony Bates http://www.tonybates.ca
  • The PLN is inherently more authentic. SOURCE: http://www.flickr.com/photos/will-lion/3278091563/sizes/l/
  • The tyranny of “or”Jim Collins, From Good to Great. http://books.google.com/books?id=9Ogzl-3k1eoC&dq=from+good+to+great&source=gbs_navlinks_s
  • The tyranny of “or”False dichotomy between the institutional network and the PLN.
  • Is there a middle ground???IMAGES: Michael Chasen en Matthew Pittinskyhttp://www.flickr.com/photos/pklaassen/68271156 (left); Edupunk2 http://www.flickr.com/photos/bionicteaching/2533948716 (right)
  • The genius of AND
  • The “open learning network” (OLN) Combines the best of both the institutional network and the oln
  • Platforms for Resilience: “School communities will need to develop strategies for building resilience into their systems and for creating lightweight, modular infrastructures.”KnowledgeWorks Foundation, “2020 Forecast: Creating the Future for Learning” http://www.futureofed.org/driver/platforms-for-resilience.aspxImage Source: “Bracken Growing Through” http://www.flickr.com/photos/spursfan_ace/569104124/sizes/l/
  • Bush & Mott (2009) We conclude by observing that the ideal teaching and learning ecosystem would allow the use of a wide variety of tools and content for a wide variety of purposes to facilitate effective, efficient, and timely learning. Teachers and learners ought to be able to use the best tools and content to match the particular learning goals, contexts, and challenges they face. In an authentically open, modular, and interoperable environment, tools and content would be seamlessly plug-and-playable, consistent with accepted technological, usability, and accessibility standards.
  • Evolving Teaching & Learning Beyond the LMSChuck Severance - http://www-personal.umich.edu/~csev/talks/2009/2009-11-10-pearson.pdf
  • http://wsuctlt.wordpress.com/2009/01/20/harvesting_gradebook/
  • HotSeat at Purduehttp://www.itap.purdue.edu/tlt/hotseatGoingOn Community Platformhttp://goingon.com/community_platformhttp://connectyard.comCarlos Santos & Luis Pedro – SAPO Campus in Portugalhttp://www.slideshare.net/csantos/rethinking-open-and-social-learning-and-institutional-supported-technologies-the-case-of-sapo-campus#http://labs.sapo.pt/ua/sapocampus
  • Agilix, Moodle, etc.OpenFlexibleScalableLearning-Centered Tools
  • Stand-alone gradebook developed in partnership with Agilix.
  • Images courtesy http://vistaicons.com
  • Live example of of web services in action.
  • Dr. ChuckGoogle App EngineTsugi Project
  • Image source: http://centrodeestudosambientais.files.wordpress.com/2009/11/paulofreire805_1970s_freire_p45.jpg
  • Transcript

    • 1. Open for Learning
      The CMS & the OLN
      Jon Mott
      Asst. to the Academic VP – Academic Technology
      David Wiley
      Associate Professor, Instructional Psychology & Technology
      Brigham Young University
    • 2. “Give me a log hut, with only a simple bench, Mark Hopkins on one end and I on the other, and you may have all the buildings, apparatus, and libraries without him.”
      - President James Garfield
    • 3. “Thirty years from now the big university campuses will be relics. Universities won't survive. It's as large a change as when we first got the printed book.”
      Peter Drucker
      1997
    • 4. “Radical changes occurring in a university’s environment … will require different institutional arrangements than those found today.”
      John Seely Brown
      2000
    • 5. “Universities are finally losing their monopoly on higher learning …The definition of a lecture has become the process in which the notes of the teacher go to the notes of the student without going through the brains of either.”
      Don Tapscott
      2009
    • 6. http://
    • 7.
    • 8. cms≠erp
    • 9. “Teaching and learning are not
      fundamentally transactional.”
      - LannyArvan
    • 10. The Web is “a world of pure connection, free of the arbitrary constraints of matter, distance and time.”
      David Weinberger
    • 11. Data Funnels  Learning Webs
      - Steve Wheeler
    • 12. “Pointing students to data buckets and conduits we’ve already made for them won’t do.”
      - Gardner Campbell
    • 13. Open
      Participatory
      Learning
      Ecosystem
      Brown & Adler
      2009
    • 14. cms or pln?
    • 15. cms
    • 16. APIs
      SIS
      EXTERNAL
      APPLICATIONS
      CMS
      CONTENT
      ASSESSMENT
      CUSTOM
      INTEGRATION
      GRADEBOOK
      COMMUNICATION
      REDUNDANT &
      NON-INTEGRATED APPLICATIONS
      COLLABORATION
    • 17. Bb Feature Usage @ BYU
      transactional
    • 18. “Faculty use the CMS primarily as an administrative tool.” – Morgan
      The CMS is “fundamentally a conservative technology.” – Milligan
    • 19. Online Technology Usage
      BYU Faculty Survey, April 2009 (n=254)
    • 20.
    • 21.
    • 22. CMS v. PLN
      Learning Network Size
      End of the Semester
      TIME
    • 23. CMS v. PLN
      PLN
      Learning Network Size
      CMS
      SEMESTER 1
      SEMESTER 2
      SEMESTER 3
      SEMESTER 4
      SEMESTER 5
      SEMESTER 6
      TIME
    • 24.
    • 25.
    • 26.
    • 27. 36%
    • 28.
    • 29.
    • 30.
    • 31.
    • 32.
    • 33. pln
    • 34.
    • 35.
    • 36.
    • 37.
    • 38.
    • 39.
    • 40.
    • 41.
    • 42. or
      this
      that
    • 43. private
      secure
      reliability
      integrated
      teachers
      efficiency
      structured
      OR public
      OR open
      OR flexibility
      OR modular
      OR learners
      OR creativity
      OR authentic
    • 44.
    • 45. and
      this
      that
    • 46. cms+pln=oln
    • 47. : “School communities will need to develop strategies for building resilience into their systems and for creating lightweight, modular infrastructures.”
    • 48. open
      modular
      interoperable
    • 49.
    • 50.
    • 51.
    • 52. oln infrastructure
    • 53. An Open (Institutional) Learning Network
      The Cloud
      University Network
      SIS
      SECURE
      ONLINE
      ASSESSMENT
      PORTAL
      UI
      PERSONAL
      PUBLISHING
      SPACE
      STUDENT
      CONTENT
      GRADE
      BOOK
      LEARNING
      OUTCOMES
      WIKI
      STUDENT
      LEARNING
      EPORTFOLIO
      COLLABORATION
      TOOLS
      SOCIAL
      NETWORKING
      APPS
      OPEN
      CONTENT
      UNIVERSITY
      CONTENT
    • 54. SERVICES ORIENTED ARCHITECTURE
      APIs
      LEARNING OUTCOMES
      iCal
      WEB
      APPS
      SYLLABUS BUILDER
      WEB
      SERVICES
      NOTIFICATION & MOBILIZATION SERVICE
      GRADEBOOK
      RSS
      LTI
      GROUPS
      EPORTFOLIO
      PROGRAMS
      WIDGETS
      CALENDAR
      COURSES
      PORTAL / UI
      LIBRARY
      GROUP
      MANAGER
      TAGGING
      CONTENT MANAGEMENT
      PROCTORED TESTING
      AUTHOR
      PERMISSIONS
      IN-CLASS RESPONSE
      SIS
      ID
      REPOSITORY
      EMBED
      CODES
      ONLINE ASSESSMENT
      STUDENT PLANNING
      SOCIAL NETWORKING
      REGISTRY
      LMS

    • 55.
    • 56.
    • 57.
    • 58. An Integrated Learning Assessment Platform
      Student
      Learning
      Activity
      Program
      Evaluation
      Activity
      Assessment Interfaces
      Course &
      Program
      Gradebooks
      Program LO Definition
      Artifact Submission
      REPORTING
      INTERFACE
      Artifact / Portfolio Registration
      ARTIFACT
      REPOSITORY
      ASSESSMENT
      (SCORES)
      REPOSITORY
      PROGRAM &
      UNIVERSITY
      REPORTS
      Cloud-Based Publishing & Organization
      Jon Mott, Brigham Young University. (CC-By) Image Credits – VistaIcons.com.
    • 59.
    • 60. the next1000tools
    • 61. We must solve “the teacher-student contradiction, by reconciling the poles of the contradiction so that both are simultaneously teachers and students.”
      Paulo Freire
    • 62. http://www.slideshare.net/jonmott
      jonmott@byu.edu
      http://jonmott.com
      @jonmott
      david.wiley@gmail.com
      http://opencontent.org
      @opencontent

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