Managed Learning Environments: School Consultation

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Slides from the consultation with schools during December 2008. In Auckland, Hamilton, Wellington and Christchurch the Ministry of Education invited school staff to give feedback on the MLE area

Slides from the consultation with schools during December 2008. In Auckland, Hamilton, Wellington and Christchurch the Ministry of Education invited school staff to give feedback on the MLE area

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Transcript

  • 1. What is all this about managed learning environments? Ian Munro & Paul Seiler
  • 2. Agenda 1 of 8 3.20 - 3.40 10.20 – 10.40 Social networking sites (Paul) 3.40 – 4.00 10.40 - 11.00 Sharing teacher created resources (Ian) 3.00 - 3.20 10.00 - 10.20 ePortfolios (Ian) 2.40 - 3.00 9.40 – 10.00 Role of the LMS in an MLE (Ian) 2.20 - 2.40 9.20 - 9.40 What is an MLE? (Paul) 2.00 - 2.20 9.00 – 9.20 Introduction (Paul)
  • 3. Introduction: Purpose
    • To provide you an outline on what the Ministry has started in the MLE activity
    • so that
    • You can share your views so we can consider them
    • and
    • For you to identify your own knowledge gaps with sufficient lead time to close them before the next road show
    2 of 8
  • 4. Introduction: Ground rules
    • Respect each other
      • One person speaking at a time
      • Constructive comments preferred
    • No such thing as a stupid question
    • State your name and school when speaking
    • Each topic will consist of a presentation followed by discussion
    3 of 8
  • 5. The journey from SMS to MLE
    • SMS Project was the starting point (but you know this part)
    • SMS-LMS interoperability saw us working with the classroom needs for integration or interoperability
    • It became apparent that a wider perspective was required to meet the emerging teaching and learning needs
    • • The subsequent consideration led us to the MLE concept
    4 of 8
  • 6. What is an MLE?
    • The software tools and digital content that support learning
    • Comprised of many different modules, such as an SMS, LMS, eportfolio tool, blog, repositories for digital learning objects and many more
    5 of 8
  • 7. What might the components be?
  • 8. Objective of the MLE activity
    • To design and promote an
      • Educationally relevant
      • Open
      • Modular
      • Standards-based
      • Sustainable
        • approach to the development and use of MLE for NZ schools
    7 of 8
  • 9. Questions and discussion 8 of 8
  • 10. The role of the LMS in the MLE
    • We are selecting a limited number of (funded) partner LMS vendors
    • Those not selected will still have access to any standards and specifications that we develop
    • The market will remain open to them and any new vendors
    • How many LMS can you name?
    1 of 7
  • 11. What exactly is an LMS? (1 of 2)
    • An LMS has no formal agreed definition
    • LMSs from different vendors may look different and do different things
    • By comparison, SMSs from different vendors may look different, but be surprisingly similar in what they do
    • i.e. The LMS market is quite immature
    2 of 7
  • 12. What exactly is an LMS? (2 of 2)
    • If I sell you, what I call an LMS, then it is an LMS,
    • Your understanding of what an LMS is will be totally influenced by what I sold you
    • As a result, school staff in different schools can talk with little understanding of what the other’s LMS is used for
    • Most LMS originated from Higher Education
    • Most could better have been described as content management systems and had a strong distant-education focus
    3 of 7
  • 13. Why not an MLE partner? (1 of 2)
    • The MLE is a concept
    • The MLE includes many applications, modules and services
    • An LMS is a critical component of the MLE
    • It is the centre of the teaching and learning activity
    • Most of the attached applications will be accessed directly from the LMS
    4 of 7
  • 14. Why not an MLE partner? (2 of 2)
    • Our focus is to ensure that the LMS vendors can deliver and receive digital content from the other applications and digital repositories used in an MLE
    • This is interoperability – data at both ends of the transfer is interpreted and presented the same way
    • This also means that digital content can move from one MLE to another
      • E.g. A teacher moves from one school to another
      • Schools exchange digital content
      • Students leave one school and start another
    5 of 7
  • 15. 6 of 7 So why not an MLE partner?
    • No one application is an MLE?
    • Some contain 100 or so applications, services and modules
    • The LMS is the core and that is where we are starting our MLE journey
  • 16. Questions and discussion 7 of 7
    • How many LMS should we select and work with?
    • What do you believe are the most important criteria to select by?
    • What priority do we place on local c.f. off-shore?
  • 17. ePortfolios – a global phenomenon
    • Huge global interest and research into this topic (including “ for life ”)
    • No clear definition
    • Many people think of them as a portfolio with an “e” in front
    • Remember that technology can offer us:
      • new ways of doing old things and new things
    • So don’t be blinkered by thinking of ePortfolios as portfolios!
    1 of 5
  • 18. ePortfolios – a moving target
    • ePortfolios morph depending on the age of the student
    • Types or views of an ePortfolios can include:
          • Assessment
          • Showcase
          • Development
          • Reflective
          • Personal development plan
          • Leaving document
    2 of 5
  • 19. ePortfolios – student maturity
    • As a student matures:
      • the help required to maintain an ePortfolio changes dramatically
      • questions of ownership, access and privacy surface
      • both short-term and long-term storage may be a problem
      • The format and transferability must be considered
      • When does material get archived or deleted? – who decides?
    3 of 5
  • 20. ePortfolios – ownership
    • Depending on ownership the following must be considered
    • STUDENT
      • Veracity and accuracy
      • What is the ePortfolio to be used for at the next step in the student’s career?
    • SCHOOL
        • Format – is anything editable?
        • What will it contain?
        • Who has responsibility to pass them on (push or pull?)
    4 of 5
  • 21. Questions and discussion 5 of 5
    • What are you currently doing in this area?
    • What needs do you believe an eportfolio meets?
    • Where should the ownership and control for the portfolio lie?
    • Is integration with an eportfolio tool a high priority for the MLE work?
  • 22. Social networking and collaboration
    • A very wide, dynamic field
    • Our interest is in the expression and publishing of an authentic, student voice
    • An opportunity to evidence the growth in competencies and display multiple literacies
    1 of 3
  • 23. What might the components be?
  • 24. Questions and discussion 3 of 3
    • Do you ban access to some/all of these at your school
    • How do you teach your students (and teachers) to participate appropriately and safely in an online, connected world?
    • What applications do you believe have educational value (i.e. potentially a role in an MLE)?
  • 25. Teachers’ resources – authoring
    • The LMS usually has some type of editor that enables the user to format and layout text without any knowledge of HTML
    • Some LMS will “call on” an authoring tool for this task – this is an independent application accessed from the LMS that is specially designed to give you as much power and flexibility (and interoperability) as possible
    • In most cases you will also be able to add graphics such as digital learning objects, videos, sound files, diagrams, 3D animations, etc
    • You can also add links to external URLs
    • An example created in eXe
    1 of 6
  • 26. Teachers’ resources
    • This can then be saved and stored as a learning activity or possibly a lesson plan, or maybe a revision test
    • It can then be made available for students as a digital resource to use at home or at school
    • The interactive nature of the so called web 2.0 tools provides the students with a much richer learning experience that has ever been possible before
    • International standards are being developed to help you create multi-choice questions that can be transferred into your LMS and modified to suit your purposes
    2 of 6
  • 27. Teachers’ resources – duplication
    • On a large scale Korea has introduced the Cyber Home Learning System designed to reduce the education divide between regions and between classes
    • The largest use of LMS is corporate training, Boeing for example
    • In such examples the material is developed by training professionals and delivered via the LMS
    • Currently in the classroom we are looking at hundreds of teachers doing their own thing with LMS
    3 of 6
  • 28. Teachers’ resources – the future (2 of 2)
    • We want to ensure that any material a teacher creates can:
      • move with them to another LMS at another school
      • be shared with a fellow teacher using the same or another LMS at the same or another school
    • In the future it is very likely that teachers will be able to access New Zealand written resources tagged to our curriculum at clearly identified levels and objectives
    • Currently many teachers source overseas material (MIT for example) and have to modify it to suit
    4 of 6
  • 29. Teachers’ resources – the future (2 of 2)
    • Quality assured searchable learning activities, assessments and lesson plans are the future
    • The rapid development of web tools means the online environment is only going to get richer
    • Next time we will show you the advantages for the students
    5 of 6
  • 30. Questions and discussion 6 of 6
    • What use do your staff make of The Learning Federation’s digital learning objects?
      • What can we do to improve the use made of these resources?
    • Do your staff currently share digital resources? Within the school? Between schools?
      • What can we do to encourage greater sharing of teacher-created resources?