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

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  • Managed Learning Environments: School Consultation

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