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Open for Learning<br />Bridging the Gap Between<br />the PLE & the CMS<br />Jon Mott<br />Asst. to the Academic VP<br />Br...
the allure of the CMS<br />
the case for & against the CMS<br />APIs<br />SIS<br />EXTERNAL<br />APPLICATIONS<br />CMS<br />CONTENT<br />CUSTOM<br />I...
enter the PLE<br />
radical<br />simplicity<br />
Blackboard is trying to keep up.<br />Michael L. Chasen, the company&apos;s chief executive, has told The Chronicle that t...
CMS v PLE<br />COURSES<br />OPEN<br />LEARNERS<br />MODULAR<br />OPEN-ENDED<br />SEMESTERS<br />COMMUNITIES <br />INTEROPE...
modularity<br />
forces of inertia<br />
administrivia<br />
Bb Feature Usage @ BYU<br />
forces of change<br />
engaging<br />“the former audience”<br />(Dan Gillmor)<br />
Meaning only comes into<br />existence when two or<br />more voices come into<br />contact.<br />Bakhtin<br />
3,000,000 Tweets / Day<br />80,000,000 YouTube Videos<br />13,000,000 Wikipedia Articles<br />3,600,000,000 Photos on Flic...
Higher mental functioning<br />in the individual derives<br />from social life.<br />Vygostsky<br />
this is facebook<br />
this is facebook<br />on blackboard<br />
CMS v. PLE<br />Learning Network Size<br />End of the Semester<br />TIME<br />
CMS v. PLE<br />PLE<br />Learning Network Size<br />CMS<br />SEMESTER 1<br />SEMESTER 2<br />SEMESTER 3<br />SEMESTER 4<br...
99%<br />
we’re reinventingthe past<br />
permeable institutions<br />YochaiBenkler<br />“increasingly permeable boundaries”<br />
the new landscape<br />University<br />Faculty<br />Students<br />Support Services<br />Bookstore<br />IT Infrastructure<b...
the new landscape<br />University<br />Web 2.0 Apps<br />PLEs<br />Social Networks<br />Open Content<br />Mass<br />Collab...
permeable<br />learning<br />networks?<br />
learners<br />schools<br />learners<br />educational institutions.<br />2009 = the end of learning as usual?<br />
the impetus<br />
meaning = use<br />Wittgenstein<br />
time to leverage<br />“architecture of<br />participation”<br />Tim O’Reilly<br />
passive consumption<br />sharing<br />cooperation<br />(collaboration)<br />collective action<br />
what’s going on<br />in *their* brains?<br />
“powering down”<br />≠<br />engaged<br />
&quot;We can&apos;t go on together with suspicious minds.”<br />The King <br />
authentic<br />teaching<br />behaviors<br />
authentic<br />learning<br />activity<br />
authentic<br />measurement <br />& accountability<br />
An Open (Institutional) Learning Network<br />Web Pages<br />The Cloud<br />University Network<br />Web Pages<br />Web Pag...
malleability<br />=<br />open<br />modular<br />interoperable<br />
a radically<br />simple idea<br />
stand-alone<br />gradebook<br />Gary Brown<br />A “Harvesting” Gradebook<br />
loosely-coupled<br />
Authentic Student Learning Activities<br />REPORTING<br />INTERFACE<br />ASSESSMENT<br />(SCORES)<br />REPOSITORY<br />
portfolio<br />assessment<br />
Loosely Coupled Portfolio Assessment<br />PORTFOLIO REGISTRY<br />PORTFOLIO ASSESSMENT INTERFACE<br />REPORTING<br />INTER...
An Integrated Learning Portfolio & Assessment Strategy<br />Student <br />Learning<br />Activity<br />Program<br />Evaluat...
COURSE<br />WEB<br />SERVICE<br />LO<br />WEB<br />SERVICE<br />SIS<br />WEB<br />SERVICE<br />COURSE SITES<br />AIM - STU...
Learning<br />Site<br />
Blackboard<br />Moodle<br />UPortal<br />Google Apps<br />
1999<br />
&quot;The clue train stopped there four times a day for ten years and they never took delivery.&quot; <br />— Veteran of a...
95 theses<br />
If you don’t know<br />what you want your<br />students to become,<br />it doesn’t matter<br />what you do.<br />
http://www.slideshare.net/jonmott<br />jonmott@byu.edu<br />http://jonmott.com<br />http://twitter.com/jonmott<br />
Image Credits (by slide #)<br />3. “Ulysses & the Sirens” http://en.wikipedia.org/wiki/File:John_William_Waterhouse_-_Ulys...
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Open for Learning

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Bridging the Gap Between the CMS & the PLE

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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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  • English is very importan, is the most language
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  • What is the allure? Why have we all been drawn in?
  • Pre-fab, easy, shovel-ready
  • Standardization.But no PDA.
  • Open Source = “Free” Fixer-Uppers
  • No matter which one you choose, there’s a heavy infrastructure investment that goes with it.
  • Jared Stein
  • StephenDownes
  • Martin Weller
  • D’Arcy Norman
  • Scott Leslie
  • Alec Couros (as seen in Dave Cormier’s presentation)
  • Alan Levine
  • The simplicity of web 2.0 tools draw is in . . .
  • Why do we keep using the CMS?
  • I’m not dead yet . . .
  • Large lectures, throughput.
  • Other competing demands on time . . .
  • Employer expectations – Degrees, GPAs, etc.
  • Dan Gillmor, author of We the Media (See Shirky, p. 7)
  • Students no longer passive consumers.
  • Digital literacy = using & engaging around content, not just drinking it all in (which is impossible)60 Billion e-mails a Day75 Million Blogs80 Million YouTube Videos – 412 years to watch! (But 13 new hours / minute)6.4 Billion Google Searches / Month13 Million Wikipedia Articles (280k+ Contributors)
  • No trace, no digital prints, left behind.
  • CMS = Bridge to Nowhere; Disrupted engagement stream . . .
  • Students are hungry for social engagement!We expect *too little,* not too much
  • No more dead ends.
  • No more moated castles
  • No more walled gardens
  • Quit it.
  • The old form factor is ridiculously absurd given the affordances of the web.
  • YochaiBenkler
  • Like it or not, walls are coming down.
  • Is there a middle ground???
  • Pushmi-Pullyu?
  • Or chimera?
  • Yesterday’s Downes-Wiley tête-à-tête Downes favors very democratic, unmediated access to content. Wiley favors mediation by trusted advisors (teachers).
  • Answer? Both!(Mullets are awesome)
  • Tim O’Reilly (See Shirky, p. 17)
  • Bubble sheets are an artifact of an assembly line process of instruction that’s no longer adequate.
  • If students don’t think tests are meaningful, they might find a better purpose for answer sheets.
  • Graduation = Success?
  • Is it our job to guarantee employment? (If so, we have competition.)
  • Is employment sufficient?
  • Is employment sufficient?
  • Is employment sufficient?Good citizenshipMake a difference in the world
  • How do we get them to where we want to be? RobertLeamnson
  • It’s not fundamentally a technology problem.
  • At best, “power down” rules breed reluctant compliance. At worst? Subversive disobedience!There’s creativity here to be harnessed!
  • Low-tech texting . . .
  • Chris Lott: “opencandy” as enticement?
  • Trying to get some traction . . .
  • Agilix, Moodle, etc.OpenFlexibleScalableLearning-Centered Tools
  • A *concept* more than an application.
  • A *concept* more than an application.
  • Live example of of web services in action.
  • Let’s take a trip back in time . . .
  • Transcript of "Open for Learning"

    1. 1. Open for Learning<br />Bridging the Gap Between<br />the PLE & the CMS<br />Jon Mott<br />Asst. to the Academic VP<br />Brigham Young University<br />OpenEd 2009<br />Vancouver, BC<br />
    2. 2. the allure of the CMS<br />
    3. 3.
    4. 4.
    5. 5.
    6. 6.
    7. 7.
    8. 8. the case for & against the CMS<br />APIs<br />SIS<br />EXTERNAL<br />APPLICATIONS<br />CMS<br />CONTENT<br />CUSTOM<br />INTEGRATION<br />ASSESSMENT<br />GRADEBOOK<br />COMMUNICATION<br />REDUNDANT & NON-INTEGRATED APPLICATIONS<br />COLLABORATION<br />
    9. 9. enter the PLE<br />
    10. 10.
    11. 11.
    12. 12.
    13. 13.
    14. 14.
    15. 15.
    16. 16.
    17. 17. radical<br />simplicity<br />
    18. 18.
    19. 19. Blackboard is trying to keep up.<br />Michael L. Chasen, the company&apos;s chief executive, has told The Chronicle that the latest version of the software integrates some Web 2.0 tools and still offers plenty of features that blogging packages can&apos;t match, like online gradebooks.<br />
    20. 20. CMS v PLE<br />COURSES<br />OPEN<br />LEARNERS<br />MODULAR<br />OPEN-ENDED<br />SEMESTERS<br />COMMUNITIES <br />INTEROPERABLE<br />INSTITUTIONS<br />CLOSED<br />INTEGRATED<br />PROPRIETARY<br />
    21. 21. modularity<br />
    22. 22.
    23. 23.
    24. 24. forces of inertia<br />
    25. 25.
    26. 26.
    27. 27.
    28. 28. administrivia<br />
    29. 29. Bb Feature Usage @ BYU<br />
    30. 30. forces of change<br />
    31. 31. engaging<br />“the former audience”<br />(Dan Gillmor)<br />
    32. 32.
    33. 33. Meaning only comes into<br />existence when two or<br />more voices come into<br />contact.<br />Bakhtin<br />
    34. 34. 3,000,000 Tweets / Day<br />80,000,000 YouTube Videos<br />13,000,000 Wikipedia Articles<br />3,600,000,000 Photos on Flickr<br />40,000,000,000 GB Data / Year<br />200,000,000 Facebook Accounts<br />
    35. 35. Higher mental functioning<br />in the individual derives<br />from social life.<br />Vygostsky<br />
    36. 36.
    37. 37. this is facebook<br />
    38. 38.
    39. 39. this is facebook<br />on blackboard<br />
    40. 40.
    41. 41. CMS v. PLE<br />Learning Network Size<br />End of the Semester<br />TIME<br />
    42. 42. CMS v. PLE<br />PLE<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 />
    43. 43.
    44. 44.
    45. 45. 99%<br />
    46. 46.
    47. 47.
    48. 48.
    49. 49. we’re reinventingthe past<br />
    50. 50.
    51. 51.
    52. 52. permeable institutions<br />YochaiBenkler<br />“increasingly permeable boundaries”<br />
    53. 53. the new landscape<br />University<br />Faculty<br />Students<br />Support Services<br />Bookstore<br />IT Infrastructure<br />Libraries<br />Academic Departments<br />
    54. 54. the new landscape<br />University<br />Web 2.0 Apps<br />PLEs<br />Social Networks<br />Open Content<br />Mass<br />Collaboration<br />etc.<br />Faculty<br />Students<br />Support Services<br />Bookstore<br />Libraries<br />IT Infrastructure<br />Academic Departments<br />
    55. 55. permeable<br />learning<br />networks?<br />
    56. 56.
    57. 57.
    58. 58. learners<br />schools<br />learners<br />educational institutions.<br />2009 = the end of learning as usual?<br />
    59. 59.
    60. 60.
    61. 61.
    62. 62. the impetus<br />
    63. 63. meaning = use<br />Wittgenstein<br />
    64. 64.
    65. 65.
    66. 66. time to leverage<br />“architecture of<br />participation”<br />Tim O’Reilly<br />
    67. 67. passive consumption<br />sharing<br />cooperation<br />(collaboration)<br />collective action<br />
    68. 68.
    69. 69.
    70. 70.
    71. 71.
    72. 72.
    73. 73.
    74. 74.
    75. 75. what’s going on<br />in *their* brains?<br />
    76. 76.
    77. 77.
    78. 78.
    79. 79. “powering down”<br />≠<br />engaged<br />
    80. 80.
    81. 81.
    82. 82.
    83. 83. &quot;We can&apos;t go on together with suspicious minds.”<br />The King <br />
    84. 84.
    85. 85. authentic<br />teaching<br />behaviors<br />
    86. 86. authentic<br />learning<br />activity<br />
    87. 87. authentic<br />measurement <br />& accountability<br />
    88. 88.
    89. 89. An Open (Institutional) Learning Network<br />Web Pages<br />The Cloud<br />University Network<br />Web Pages<br />Web Pages<br />Web Pages<br />STUDENT<br />INFORMATION<br />SYSTEM<br />COURSE<br />CONTENT<br />STUDENT<br />CONTENT<br />LICENSED & PROPRIETARY<br />CONTENT<br />OPEN<br />CONTENT<br />ASSESSMENT<br />TOOLS<br />SOCIAL <br />NETWORKING<br />APPS<br />COLLABORATION<br />TOOLS<br />GRADEBOOK<br />LEARNING<br />OUTCOMES<br />PERSONAL<br />PUBLISHING<br />TOOLS<br />PORTFOLIO<br />
    90. 90. malleability<br />=<br />open<br />modular<br />interoperable<br />
    91. 91. a radically<br />simple idea<br />
    92. 92. stand-alone<br />gradebook<br />Gary Brown<br />A “Harvesting” Gradebook<br />
    93. 93. loosely-coupled<br />
    94. 94.
    95. 95.
    96. 96.
    97. 97. Authentic Student Learning Activities<br />REPORTING<br />INTERFACE<br />ASSESSMENT<br />(SCORES)<br />REPOSITORY<br />
    98. 98.
    99. 99.
    100. 100. portfolio<br />assessment<br />
    101. 101.
    102. 102.
    103. 103.
    104. 104.
    105. 105. Loosely Coupled Portfolio Assessment<br />PORTFOLIO REGISTRY<br />PORTFOLIO ASSESSMENT INTERFACE<br />REPORTING<br />INTERFACE<br />ARTIFACT<br />REPOSITORY<br />PORTFOLIO<br />ASSESSMENT<br />REPOSITORY<br />PROGRAM &<br />UNIVERSITY<br />REPORTS<br />
    106. 106.
    107. 107. An Integrated Learning Portfolio & Assessment Strategy<br />Student <br />Learning<br />Activity<br />Program<br />Evaluation<br />Activity<br />Program Assessment Interfaces<br />Program LO Definition<br />Artifact Submission<br />Program<br />Gradebooks<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 />
    108. 108. COURSE<br />WEB<br />SERVICE<br />LO<br />WEB<br />SERVICE<br />SIS<br />WEB<br />SERVICE<br />COURSE SITES<br />AIM - STUDENT INFORMATION SYSTEM<br />LEARNING OUTCOMES WIKI<br />GB<br />WEB<br />SERVICE<br />3RD PARTY<br />WEB<br />SERVICES<br />CONTENT<br />WEB<br />SERVICES<br />GRADEBOOK<br />CONTENT STORES<br />GRADEBOOK<br />WEB BASED APPS<br />PORTAL<br />WEB<br />SERVICE<br />TESTING<br />WEB<br />SERVICE<br />LIBRARY<br />WEB<br />SERVICE<br />ROUTE Y<br />TESTING CENTER<br />LIBRARY<br />
    109. 109.
    110. 110.
    111. 111. Learning<br />Site<br />
    112. 112.
    113. 113. Blackboard<br />Moodle<br />UPortal<br />Google Apps<br />
    114. 114. 1999<br />
    115. 115. &quot;The clue train stopped there four times a day for ten years and they never took delivery.&quot; <br />— Veteran of a firm now free-falling <br />out of the Fortune 500<br />http://cluetrain.com<br />
    116. 116. 95 theses<br />
    117. 117. If you don’t know<br />what you want your<br />students to become,<br />it doesn’t matter<br />what you do.<br />
    118. 118. http://www.slideshare.net/jonmott<br />jonmott@byu.edu<br />http://jonmott.com<br />http://twitter.com/jonmott<br />
    119. 119. Image Credits (by slide #)<br />3. “Ulysses & the Sirens” http://en.wikipedia.org/wiki/File:John_William_Waterhouse_-_Ulysses_and_the_Sirens_%281891%29.jpg<br />4. “Prefab House” http://www.flickr.com/photos/steffe/389190497<br />5. “Model picture of suburbia” http://www.flickr.com/photos/johnwardell/36924036<br />6. “Home for Sale” http://www.flickr.com/photos/jaybowalkin/1000063019<br />7. “Data Center Build Out” http://www.flickr.com/photos/skreuzer/354316053/<br />10. Jared Stein – PLE Mapping http://www.flickr.com/photos/5tein/2314107350<br />11. Stephen Downes – PLE http://www.gliffy.com/pubdoc/1092065/L.jpg<br />12. Martin Weller – PLE http://nogoodreason.typepad.co.uk/.shared/image.html?/photos/uncategorized/2007/12/06/pwe_3.jpg<br />13. D’Arcy Norman – PLE http://www.flickr.com/photos/dnorman/2314258583/sizes/o<br />14. Scott Leslei – PLE http://edtechpost.wikispaces.com/file/view/swl_ple2.gif<br />15. Alec Couros – PLE http://nwinton.files.wordpress.com/2008/01/the-networked-teacher.png?w=530&h=496<br />16. “Cloud Gate” http://www.flickr.com/photos/ancawonka/65927497<br />23. Holy Grail Screencaphttp://patdollard.com/wp-content/uploads/holygrail004.jpg<br />25. “That Huge Lecture Theatre” http://www.flickr.com/photos/teddy-rised/2814710002/<br />26. Tombstone Generator http://www.activedayton.com/e/content/oh/media/entertainment/comics_games/tombstones/index.html<br />27. “Hard to Choose” http://www.flickr.com/photos/edublogger/546056545<br />32. Obama in Germany http://www.flickr.com/photos/barackobamadotcom/2699346313/sizes/o<br />34. “information hydrant” http://www.flickr.com/photos/will-lion/2595497078/<br />43. “ED+DS” http://www.flickr.com/photos/john/3374835896<br />44. “bridge to nowhere” http://www.flickr.com/photos/whalt/2042503265<br />45. Game Race cc-by-nc @jonmott<br />46. “Road Sign in Southern Utah” http://www.flickr.com/photos/mott/3638375571<br />47. “Japan: Osaka-jo outer moat, 1” http://www.flickr.com/photos/53537358@N00/3005861124<br />48. “The Secret Gardens at Tregwainton” http://www.flickr.com/photos/zawtowers/3758680364<br />50. & 51. Wikipedia Book http://www.rob-matthews.com/index.php?/project/wikipedia /<br />56. “The Fall of the Berlin Wall” http://www.flickr.com/photos/antaldaniel/2912118873<br />57. “HSM.07.09.02.R1.02.B” http://www.flickr.com/photos/thomas-merton/1518786870<br />59. Michael Chasen en Matthew Pittinskyhttp://www.flickr.com/photos/pklaassen/68271156<br />59. Edupunk2 http://www.flickr.com/photos/bionicteaching/2533948716<br />60. Pushmi-Pullyuhttp://www.flickr.com/photos/91772025@N00/444044158/sizes/l<br />61. Chimera http://www.flickr.com/photos/dynamosquito/2814125967<br />64. “conversation” http://www.flickr.com/photos/dnorman/3812258149<br />65. Michael Bolton http://www.flickr.com/photos/alan-light/2089141748<br />68. Student w/ Scantron Image From “A Vision of Students Today” (http://www.youtube.com/watch?v=dGCJ46vyR9o) <br />69. “ScantronTriforce” http://www.flickr.com/photos/dooom2000/3044127020/<br />70. “Success! Undergrad Graduation” http://www.flickr.com/photos/m00by/2539347606/<br />72. “Fast Food Drive-Thru Attendant” http://www.flickr.com/photos/pine_red/140919614<br />73. “I wish for a fulfilled life” http://www.flickr.com/photos/ryanchow/3517557789/<br />76. “Sneaky Messages” http://www.flickr.com/photos/tommyhuynh/1219122548/<br />77. “Typical” http://www.flickr.com/photos/22916851@N08/2213292811/<br />78. “16/365: Chinese New Year” http://www.flickr.com/photos/nin3rszxd/3230241116/<br />80. “Using the iPod Book” http://www.flickr.com/photos/doctabu/117954644/in/photostream/<br />81. “165.” http://www.flickr.com/photos/zoe-campbell/3714841958/<br />82. Notes in Class cc-by-nc @dbiser<br />83. Elvis http://commons.wikimedia.org/wiki/File:Elvis_presley.jpg<br />84. “Candy Corn” http://www.flickr.com/photos/gunsotsu/1720203320<br />88. “ah” (stuck) http://www.flickr.com/photos/pikesville/131255519/in/photostream/<br />97. 105. 107. Icon images courtesy of http://vistaicons.com<br />114. “Prince” http://en.wikipedia.org/wiki/File:Prince_%28musician%29.jpg<br />115. “Tube Train Approach” http://www.flickr.com/photos/skullyfm/3390155211<br />116. “Luther nails his 95 theses to the church door” http://archive.elca.org/archives/luther/Luther95Thesis.jpg<br />
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