Don't Get Too Comfortable, The Landscape of eLearning is Changing (


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Half-day intensive workshop given at the 2008 eLearning Summit (Minneapolis, MN).

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  • Browser-based content, with client-server relationship (information pushed out one direction) Static pages Centered on e-Commerce Information organized through search engines and data bases Content from individual pc’s uploaded to web pages (e.g., photos) Content is distributed, coming from everywhere And it is dynamic - world of bits that can go in all different directions at the same time Software applications run through browsers (Flickr, YouTube, Google Docs, Zentation) Architecture of participation - where users contribute content or write back Standard protocols (APIs)
  • Content is distributed, coming from everywhere And it is dynamic - world of bits that can go in all different directions at the same time Software applications run through browsers (Flickr, YouTube, Google Docs, Zentation) Architecture of participation - where users contribute content or write back Software applications run through browsers. End of the software release (one of O’Reilly’s 7 Principles of Web 2.0). Programs are in perpetual beta, delivered on the Web. No longer have to upload your photos to your own web page, can upload them to a browser-based program (free) and link to them from anywhere. Flickr,, You Tube. Now content comes to you, with programs that go beyond a single device (another Web 2.0 hallmark). Anywhere you have a screen you can view content or contribute to it.
  • No longer need to know HTML (built-in Flash, Ajax) No longer need to know HTML unless you want to customize web pages. AJAX: Aynchronousjava script and XML: increased responsiveness and interactivity of web pages achieved by exchanging small amounts of data with the server "behind the scenes" so that entire web pages do not have to be reloaded each time there is a need to fetch data from the server.
  • Aggregators reduce the time and effort needed to regularly check websites for updates, creating a unique information space or "personal newspaper." Once subscribed to a feed, an aggregator is able to check for new content at user-determined intervals and retrieve the update. The content is sometimes described as being " pulled " to the subscriber, as opposed to " pushed " with email or IM RSS = Really simple syndication
  • Go to Ubergizmo, show how to add Show Google Reader
  • Also called Social Bookmarking. Bookmark manager sites are sites where others have saved and shared their bookmarks. Users save links to web pages that they want to remember and/or share. You can choose to share these publicly, only with your friends network, or not at all. Digg, Technorati, Fark, LinkedIn, Stumble Upon Real Video: Social Bookmarking in Plain English
  • Can’t talk about social bookmarking without mentioning tag clouds, or tagging. Let’s take one at a time. Also called Social Bookmarking or tagging– practice of collaboratively creating and managing tags to categorize content This is in contrast to traditional subject indexing (Dewey decimal system). Metadata is not only generated by experts but also by creators and consumers of the content. Folksonomies became popular on the Web around 2004 with social software applications such as Flickr, where you could label or tag your photos with key words. Websites that support tagging are part of the Web 2.0 context because participation is very easy and tagging data is used in new ways to find information. A tag cloud is a visual depiction of user-generated tags used typically to describe the content of web sites. Visually weighted (in size of font). Can mean one of a few different things: Tagging is a new way to organize information. Tags are the links, by passing search engines, taking you to the content. You can see how other people tag items, or see what they’re linking to, what’s important to them. Go to Flickr; go to my blog (links on slide)
  • Watch at 3:11. M. Wesch: Before Web 2.0, info was organized, in a place, a folder. Now it’s stored without folders or restricted categories   So what’s the lesson in the ubiquity of new digital media, according to Wesch?   It’s the students who will be deciding how information will get sorted and prioritized on the Web. It’s their clicks that determine what gets on the front page of Digg or gets most tagged on It’s how we train them in media literacy that is key. He imagines two possible scenarios for the future: We don’t adequately train our students in media literacy, in which case the vast amount of information will be produced by a handful of people who have the money to push out information they want us to see. At which time, info WILL again be scarce and we’ll see even more advertising. We do adequately train our students, in which case we get lots of information and content creation from many people. This will be fertile ground for librarians, who can then play a key role in creating informational value in the links.
  • Whiteboards, Gliffy, Zoho, diagram editors, Google docs
  • Go to links at bottom of slide to see examples. Go to Mooseworks as example.
  • Podcasting Video (on my computer). K-12; Integrating podcasting AVI (not Real Player) Mr. Pettis – not just for students; but for your own blog. Show my Mooseworks page.
  • YouTube now has more than 70% of market share of video sharing landscape, but it is lower quality video. Vimeo – higher quality. Point out Teacher Tube
  • Go to my blog to show example of RockYou.
  • Adding more tools in general: Competencies, plagiarism detection, clicker technology, federated searches Web 2.0-like tools: blogs, wikis, facebook API: application programming interface, between two programs. Protocols which permit web syndication such as RSS feeds between sites.
  • Stephen Downes and Scott Wilson, big contributors on this topic. One carousel might have materials from all of a students courses on it. Another might have all of the documents (or other artifacts) an individual might work with – these can be either learning related, social or personal in nature. A third carousel might give the individual access to rss feeds, etc. A fourth would give access to communication tools. PLEs support lifelong learning, different styles of learning
  • Elgg is an open source social platform based around choice, flexibility and openness: a system that firmly places individuals at the centre of their activities. Users have the freedom to incorporate all their favorite tools within one environment and showcase their content with as many or as few people as they choose, all within a social networking site that you control.
  • SL only one ready for Prime Time. Leap frogging. Croquet, Wonderland, now MPK20. Check out 3B. Educators say Second Life is an effective teaching tool in part because it provides a social laboratory where role-playing, simulations, exploration, and experimentation can be tried out in a relatively risk-free environment. But perhaps the most touted benefit of Second Life is the opportunity it gives students to interact with people around the world—there are users registered from more than 100 countries. It also allows students to visit places that no longer exist, like a townscape reconstructed to look like Elizabethan England in the late 16th century.
  • Second Life Videos – Science Learning in SL, Ohio State Univ. Croquet video MPK20 video
  • Precisely the technologies predicted most needed in STEM fields such as engineering, virtual world development, emergency preparedness, homeland security, climate change and green technologies Hot Lava – CMS for mobile devices MySmartSims – sim authoring tools, no need to know code or programming More gaming engines; no need to know code or programming
  • EON Reality
  • Don't Get Too Comfortable, The Landscape of eLearning is Changing (

    1. 1. Don’t Get Too Comfortable – The Landscape of eLearning is Changing Lesley Blicker Director of IMS Learning and Next Generation Technology Academic Innovations
    2. 2. Wanted… <ul><li>Visionaries looking towards the future of eLearning delivery models </li></ul><ul><li>People interested in the state of learning management systems, immersive learning environments, interoperability, Web 2.0, and how it all fits into T&L </li></ul><ul><li>Academics wanting to close the gap between current baby boomer teaching practices and next gen student learning styles </li></ul>
    3. 3. On the Agenda Today <ul><li>My representation of the eLearning timeline </li></ul><ul><li>What is Web 2.0 and why all the fuss? ** </li></ul><ul><li>Next Generation Learning Management Systems </li></ul><ul><li>Personal Learning Environments </li></ul><ul><li>Virtual Worlds </li></ul><ul><li>** Big chunk </li></ul>
    4. 4. The Bar, Presently Concepts Critical thinking Scaffolded and/or quest-based learning Problem-based learning; solving real world problems Knowledge Application, Synthesis Skills Analysis
    5. 5. We Need to Raise the Bar Concepts Critical thinking Scaffolded and/or quest-based learning Problem-based learning; solving real world problems Knowledge Application, Synthesis Skills Analysis
    6. 6. eLearning Time Line <ul><li>Internet courses, first and second iterations of LMS </li></ul><ul><ul><li>Home-grown course applications followed by vendor-developed “enterprise-level” LMSs (D2L, Vista, BB) </li></ul></ul><ul><ul><li>Beginning of Open Source Entrants (Moodle, Sakai) </li></ul></ul><ul><ul><li>Overarching web design? </li></ul></ul>1990s… 2004 Web 1.0 Dot-com era
    7. 7. <ul><li>&quot;Web 2.0: a knowledge-oriented environment where human interactions generate content that is published, managed and used through network applications (coined by Tim O’Reilly in 2004)” –From Wikipedia </li></ul><ul><li>Interoperability </li></ul><ul><li>Mashups </li></ul><ul><li>3D immersive environments, future of web-interface </li></ul>eLearning Time Line 2005…2010 Overarching web design? Web 2.0
    8. 8. Characteristics of <ul><li>Browser-based content, with client-server relationship (information pushed out one direction) </li></ul>Web 1.0
    9. 9. Characteristics of Web 2.0
    10. 10. Characteristics of Web 2.0
    11. 11. Summary Web 1.0 vs Web 2.0 <ul><li>Web 1.0 = Linking to documents/static Web pages </li></ul><ul><li>Web 2.0 = Linking people </li></ul>Socialization + Applications + Technology =
    12. 12. Has its own Categories From 101 Web 2.0 Teaching Tools , . Nov 2007 Web 2.0
    13. 13. RSS
    14. 14. Aggregators Web 2.0
    15. 15. Uses of RSS in Education <ul><li>Keep current in news, education, politics and professional organizations </li></ul><ul><li>Receive updates to your favorite blogs </li></ul><ul><li>Subscribe to and network with educational bloggers in your field of study </li></ul><ul><li>Share your feeds with other educators and vice-versa </li></ul><ul><li>Make announcements to students after class </li></ul><ul><li>Track student blogs and wikis </li></ul><ul><li>Subscribe to Podcasts </li></ul><ul><li>Students can track each other's blogs or share their feeds with each other, creating a collaborative research environment </li></ul><ul><li>Students can become more globally aware by subscribing to news and current affairs sites </li></ul>Source: CR2.0 (Classroom 2.0) Wiki. ttp://
    16. 17. <ul><li>Gives students the opportunity to express differing perspectives on information and resources through informal organizational structures </li></ul><ul><li>Assign students to create sets of bookmarks on particular topics </li></ul><ul><li>(Teachers/faculty) To create sets of bookmarks on particular topics </li></ul><ul><li>(Teachers/faculty) Can then share sets of bookmarks with others when working on collaborative units </li></ul>Uses of Bookmarking in Education
    17. 18. Tag Cloud
    18. 19. <ul><li>M. Wesch video, Information R/evolution (3:11) </li></ul><ul><li>Everything is Miscellaneous, by David Weinberger </li></ul>The New Organization of Information
    19. 21. Examples – Asynchronous and Synchronous Gliffy (video) Mooseworks: Web Conferencing (WebEx demo) Real Time Minute – J. Finklestein
    20. 22. Blogs Wikis Video Sharing Sites Wikipedia Photo and Slideshow Sites Journals eFolio Open Source Content Podcasts
    21. 23. Wikipedia <ul><li>684 million visitors annually </li></ul><ul><li>More than 75,000 active contributors </li></ul><ul><li>Over 10 million articles in more than 250 languages </li></ul><ul><li>In English, there are 2.38 million articles </li></ul>Source:
    22. 25. Source: Mashable at
    23. 26. Source: Mashable at Cable in the Classroom video
    24. 27. Mashups <ul><li>Definition: Web applications that combine data from more than one source into a single integrated tool </li></ul><ul><li>Microsoft Popfly </li></ul><ul><li>Yahoo Pipes </li></ul><ul><li>7 Cool Mashup Sites video </li></ul><ul><li>NYC Google - Subway Route Mashup </li></ul>
    25. 28. The Best Education Mashups Source:
    26. 29. <ul><li>Studying Earth Science? Earthquakes in the Last Week uses Google Maps with data provided by the U.S. Geological Survey to show earthquakes of magnitude 2.5 or greater in the past seven days </li></ul>Uses of Mashups in Education
    27. 30. Where are We Heading Next? <ul><li>Learning Management Systems </li></ul><ul><ul><li>In the 3 rd Phase of Add-Ons and Bundling </li></ul></ul><ul><ul><li>Adding more tools in general </li></ul></ul><ul><ul><li>Adding Web 2.0-like tools or proprietary mashups </li></ul></ul><ul><ul><li>Going some measure towards integration with other software or increasing interoperability via open APIs </li></ul></ul><ul><ul><li>But may still lack sufficient agility for early adopters who think the current IMS format is too limiting </li></ul></ul>
    28. 31. Current IMS (CMS) – What’s the Beef? <ul><li>Unilateral publication formats </li></ul><ul><li>Labeled as false start; replicated existing classrooms </li></ul><ul><li>Assumes more passive consumer of information </li></ul><ul><li>Monolithic and they don’t play well with others (API’s not truly open) – lack of interoperability </li></ul>
    29. 32. IMS (CMS) – Future <ul><li>Will be a part of a mix of systems for tracking learning experiences </li></ul><ul><li>Will run side-by-side at institutions with other more flexible and interoperable approaches </li></ul><ul><li>Primarily will handle administrative functions </li></ul><ul><li>Will morph to an LMOS (Learning Management Operating System), backbone for layering </li></ul>
    30. 33. LMOS from The Nose, Blog by Al Essa <ul><li>The learning platform of the future will need a substrate that performs the mundane but essential bookkeeping functions such as authentication, authorization, and integration with back-end systems. The LMOS should look more like the linux kernel: a lean, mean traffic cop that sits below the application layer and mediates access to common services. </li></ul>
    31. 34. <ul><li>PLEs (Personal learning environments) </li></ul><ul><li>Virtual or immersive environments </li></ul><ul><li>Mobile technologies as add-ons (field based measurements, competency tracking, assessment) </li></ul>The Offerings
    32. 35. Personal Learning Enviornments (PLEs) <ul><li>A space at which the learner is at the center and can select or add resources without moving from that point </li></ul><ul><li>Carousel metaphor </li></ul>
    33. 36.
    34. 37. Contrary View – Leigh Blackall <ul><li>Questioning the PLE: </li></ul><ul><li>Why do we need a PLE when we already have the Internet? The Internet is my PLE, ePortfolio, VLE what ever. Thanks to blogger, bloglines, flickr, delicious, wikispaces, our media, creative commons, and what ever comes next in this new Internet age, I have a strong online ID and very extensive and personalised learning environment. </li></ul>Source:
    35. 38. Virtual Worlds
    36. 39. Immersive Virtual World Options <ul><li>Second Life </li></ul><ul><li>Croquet </li></ul><ul><li>Sun Microsystems Wonderland </li></ul><ul><li>Johnson Center for Virtual Reality </li></ul>
    37. 40. Current Academic Technologies <ul><li>Learning management systems </li></ul><ul><li>Plagiarism software </li></ul><ul><li>Limited video streaming </li></ul><ul><li>Podcasting </li></ul><ul><li>Wikis, blogs, RSS feeds </li></ul><ul><li>Simple games and simulations, and early use of ILEs </li></ul><ul><li>Content authoring tools (lodeStar, Raptivity) </li></ul><ul><li>Web conferencing tools (WebEx, Elluminate) </li></ul><ul><li>3D imaging software (Autodesk) and spatial technologies (GIS) </li></ul><ul><li>Learning Objects/Repositories and Emergence of federated search capabilities </li></ul><ul><li>Web 2.0/Social technologies (Facebook, Google Docs, You Tube), social bookmarking, folksonomies, cloud tags (more limited in academia to date) </li></ul>
    38. 41. What’s Coming <ul><li>Continued explosion of Web 2.0 tools </li></ul><ul><li>Folksonomies, social bookmarking, tagging </li></ul><ul><li>Immersive vritual worlds as learning environments </li></ul><ul><li>Simulations – more need for people to create subject-specific scenarios and branching rules </li></ul><ul><li>3D modeling, robotics, GIS, “mashups” </li></ul><ul><li>Mobile technologies (as add-ons) </li></ul><ul><li>Receding importance of the IMS; move towards an LMOS </li></ul><ul><li>PLEs, packaging of ILEs and digital 2D assets in a new form of an IMS </li></ul><ul><li>Move away from 2D digital assets to 3D in LORs </li></ul><ul><li>Reduced need for 2D Web designers, increased need for 3D game/graphic designers </li></ul><ul><li>Interoperability !!! </li></ul>
    39. 42. Lesley Blicker Director of IMS Learning and Next Generation Technology Academic Innovations W: 651-201-1413 C: 651-269-0107 [email_address] Lesley’s Blog: