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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<br />The CMS & the OLN<br />Jon Mott<br />Asst. to the Academic VP – Academic Technology<br />David Wiley<br />Associate Professor, Instructional Psychology & Technology<br />Brigham Young University<br />
    • 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.” <br />- President James Garfield <br />
    • 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.”<br />Peter Drucker<br />1997<br />
    • 4. “Radical changes occurring in a university’s environment … will require different institutional arrangements than those found today.”<br />John Seely Brown<br />2000 <br />
    • 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.”<br />Don Tapscott<br />2009<br />
    • 6. http://<br />
    • 7.
    • 8. cms≠erp<br />
    • 9. “Teaching and learning are not <br />fundamentally transactional.”<br />- LannyArvan<br />
    • 10. The Web is “a world of pure connection, free of the arbitrary constraints of matter, distance and time.”<br />David Weinberger <br />
    • 11. Data Funnels  Learning Webs<br />- Steve Wheeler <br />
    • 12. “Pointing students to data buckets and conduits we’ve already made for them won’t do.”<br />- Gardner Campbell <br />
    • 13. Open <br />Participatory<br />Learning<br />Ecosystem<br />Brown & Adler<br />2009<br />
    • 14. cms or pln?<br />
    • 15. cms<br />
    • 16. APIs<br />SIS<br />EXTERNAL<br />APPLICATIONS<br />CMS<br />CONTENT<br />ASSESSMENT<br />CUSTOM<br />INTEGRATION<br />GRADEBOOK<br />COMMUNICATION<br />REDUNDANT &<br />NON-INTEGRATED APPLICATIONS<br />COLLABORATION<br />
    • 17. Bb Feature Usage @ BYU<br />transactional<br />
    • 18. “Faculty use the CMS primarily as an administrative tool.” – Morgan<br />The CMS is “fundamentally a conservative technology.” – Milligan<br />
    • 19. Online Technology Usage<br />BYU Faculty Survey, April 2009 (n=254)<br />
    • 20.
    • 21.
    • 22. CMS v. PLN<br />Learning Network Size<br />End of the Semester<br />TIME<br />
    • 23. CMS v. PLN<br />PLN<br />Learning Network Size<br />CMS<br />SEMESTER 1<br />SEMESTER 2<br />SEMESTER 3<br />SEMESTER 4<br />SEMESTER 5<br />SEMESTER 6<br />TIME<br />
    • 24.
    • 25.
    • 26.
    • 27. 36%<br />
    • 28.
    • 29.
    • 30.
    • 31.
    • 32.
    • 33. pln<br />
    • 34.
    • 35.
    • 36.
    • 37.
    • 38.
    • 39.
    • 40.
    • 41.
    • 42. or<br />this<br />that<br />
    • 43. private<br />secure<br />reliability<br />integrated<br />teachers<br />efficiency<br />structured<br />OR public<br />OR open<br />OR flexibility<br />OR modular<br />OR learners<br />OR creativity<br />OR authentic<br />
    • 44.
    • 45. and<br />this<br />that<br />
    • 46. cms+pln=oln<br />
    • 47. : “School communities will need to develop strategies for building resilience into their systems and for creating lightweight, modular infrastructures.”<br />
    • 48. open<br />modular<br />interoperable<br />
    • 49.
    • 50.
    • 51.
    • 52. oln infrastructure<br />
    • 53. An Open (Institutional) Learning Network<br />The Cloud<br />University Network<br />SIS<br />SECURE<br />ONLINE<br />ASSESSMENT<br />PORTAL<br />UI<br />PERSONAL<br />PUBLISHING<br />SPACE<br />STUDENT<br />CONTENT<br />GRADE<br />BOOK<br />LEARNING<br />OUTCOMES<br />WIKI<br />STUDENT<br />LEARNING<br />EPORTFOLIO<br />COLLABORATION<br />TOOLS<br />SOCIAL<br />NETWORKING<br />APPS<br />OPEN<br />CONTENT<br />UNIVERSITY<br />CONTENT<br />
    • 54. SERVICES ORIENTED ARCHITECTURE<br />APIs<br />LEARNING OUTCOMES<br />iCal<br />WEB<br />APPS<br />SYLLABUS BUILDER<br />WEB<br />SERVICES<br />NOTIFICATION & MOBILIZATION SERVICE<br />GRADEBOOK<br />RSS<br />LTI<br />GROUPS<br />EPORTFOLIO<br />PROGRAMS<br />WIDGETS<br />CALENDAR<br />COURSES<br />PORTAL / UI<br />LIBRARY<br />GROUP<br />MANAGER<br />TAGGING<br />CONTENT MANAGEMENT<br />PROCTORED TESTING<br />AUTHOR<br />PERMISSIONS<br />IN-CLASS RESPONSE<br />SIS<br />ID<br />REPOSITORY<br />EMBED<br />CODES<br />ONLINE ASSESSMENT<br />STUDENT PLANNING<br />SOCIAL NETWORKING<br />REGISTRY<br />LMS<br />…<br />
    • 55.
    • 56.
    • 57.
    • 58. An Integrated Learning Assessment Platform<br />Student <br />Learning<br />Activity<br />Program<br />Evaluation<br />Activity<br />Assessment Interfaces<br />Course &<br />Program<br />Gradebooks<br />Program LO Definition<br />Artifact Submission<br />REPORTING<br />INTERFACE<br />Artifact / Portfolio Registration<br />ARTIFACT<br />REPOSITORY<br />ASSESSMENT<br />(SCORES)<br />REPOSITORY<br />PROGRAM &<br />UNIVERSITY<br />REPORTS<br />Cloud-Based Publishing & Organization<br />Jon Mott, Brigham Young University. (CC-By) Image Credits – VistaIcons.com.<br />
    • 59.
    • 60. the next1000tools<br />
    • 61. We must solve “the teacher-student contradiction, by reconciling the poles of the contradiction so that both are simultaneously teachers and students.” <br />Paulo Freire<br />
    • 62. http://www.slideshare.net/jonmott<br />jonmott@byu.edu<br />http://jonmott.com<br />@jonmott<br />david.wiley@gmail.com<br />http://opencontent.org<br />@opencontent<br />

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