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Open for Learning

Open for Learning



Bridging the Gap Between the CMS & the PLE

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 . . .

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