Replacing duo: towards a business case

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Presentation prepared for the taught course BUSS2011 - this is a teaching example NOT an actual plan to switch our LMS

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  • Stress the word “Towards” – this presentation will not provide a complete answer to the set essay – that would be stupid!
  • Admire your initiative. But this approach isn’t scalable and I need to be fair and treat every student in the same way.Also I didn’t set the assessment, or even get to see it before it went out. There are a few issues that you’ll need to discuss with Neil.
  • Slides available and extra material in duo – including links to things I think you’ll have trouble finding…
  • You don’t need to scrabble to write down the URLs – links are on duo.
  • You don’t need to scrabble to write down the URLs – links are on duo.
  • You don’t need to scrabble to write down the URLs – links are on duo.
  • You don’t need to scrabble to write down the URLs – links are on duo.
  • Take a few slides just to remind ourselves what we have to submit at the end of the day
  • I think we need to have some common understanding of these before we can look at examples
  • We will look at these systems and consider the biases we bring to this process!
  • I’ve not read this – applying this framework is your job!Remember I don’t teach or mark this work!.I am a Geographer not an Economist by training
  • Ask the students about this…
  • Hmm – what are these?This is not a definitive list – I don’t think the University has one! SMS, mobile, etc.
  • Hmm – what are these?Stress the importance of flexibility/customisation (but a double-edged sword)
  • What does this mean?Anyone studied Education? Know what it means? No? Use your technology…
  • Lower order thinking skills (base) to higher order skills (peak) – what can students do in the system?This has been used to categorize a range of tools – don’t necessary agree with this one, but you get the idea.We could apply this to LMSs…
  • Lower order thinking skills (base) to higher order skills (peak) – what can students do in the system?This has been used to categorize a range of tools – don’t necessary agree with this one, but you get the idea.We could apply this to LMSs…
  • Guess where each LMS lies along any of these (or other) continuums
  • In no particular order, lets look at support for standards – the LMS is maturing now.ASIDE: the Librarian’s Question – what do we do when we stop using your software – how do we get the data out?
  • Why are standards important?
  • Just examples – how important is supporting everything: BYOD vs supported list.Controlled environment: NHS vs chaos - University
  • Middleware is very important, standards may help here.
  • Capital, per-student and on-going support costsRemember some software may not be for sale!
  • What is the item often paired?Is software ever free? What is the real cost?Predictable vs open-ended – e.g. number of users vs. disk space
  • Add warning – I don’t teach this course, I don’t mark your work, I’m a geographer…
  • The LMS at duo is based on Blackboard Learn, though heavily customized.Running quite an old version sp6, latest is sp11Is it fair to judge the product from your experiences? Your bias….
  • The LMS at duo is based on Blackboard Learn, though heavily customized.Running quite an old version sp6, latest is sp11Is it fair to judge the product from your experiences? Your bias….
  • The LMS at duo is based on Blackboard Learn, though heavily customized.Running quite an old version sp6, latest is sp11Is it fair to judge the product from your experiences? Your bias….
  • The LMS at duo is based on Blackboard Learn, though heavily customized.Running quite an old version sp6, latest is sp11Is it fair to judge the product from your experiences? Your bias….
  • The LMS at duo is based on Blackboard Learn, though heavily customized.Running quite an old version sp6, latest is sp11Is it fair to judge the product from your experiences? Your bias….
  • The LMS at duo is based on Blackboard Learn, though heavily customized.Running quite an old version sp6, latest is sp11Is it fair to judge the product from your experiences? Your bias….
  • Link to the demo site on duo!
  • Link to the demo site on duo!
  • Link to the demo site on duo!
  • Link to the demo site on duo!
  • Link to the demo site on duo!
  • Find out more at https://www.schoology.com/learning-management-system.php
  • Find out more at https://www.schoology.com/learning-management-system.php
  • Find out more at https://www.schoology.com/learning-management-system.php
  • Find out more at https://www.schoology.com/learning-management-system.php
  • Find out more at https://www.schoology.com/learning-management-system.php
  • NOT FOR SALE
  • NOT FOR SALE
  • NOT FOR SALE
  • Badges to encourage participation and set goals, learner free to choose topics to study
  • Badges to encourage participation and set goals, learner free to choose topics to study
  • Badges to encourage participation and set goals, learner free to choose topics to study
  • Badges to encourage participation and set goals, learner free to choose topics to study
  • Many others are available, but here are three more common ones.
  • Some examples in duo, but worth googling for more!
  • Replacing duo: towards a business case

    1. 1. REPLACING DUO Towards a Business Case A Student Assignment for BUSS2011Dr Malcolm MurrayLearning Technologies Team Leader 29th January 2013Information Systems GroupComputing & Information Services
    2. 2. the problemYou have been set apretty challengingassignment whichdraws onknowledge wellbeyond theboundaries of yourcourse
    3. 3. resultSome studentshave beencontactingme forinformation…
    4. 4. solutionthispresentation!
    5. 5. links on duo
    6. 6. links on duo
    7. 7. links on duo
    8. 8. links on duo
    9. 9. part oneTHE ASSIGNMENT
    10. 10. focusIt should consider and discuss the following business features pedagogical aspects technical attributes the capital cost cost per student on-going support costs
    11. 11. taskEvaluate and compare the business and applicationfeatures of duo against other Learning ManagementSystems (LMS) such as moodle, schoology Khan Academy one other software application of your choice
    12. 12. presentation The assignment should make extensive use of the graphical and tabular frameworks presented in the core text Ward & Daniel, 2006
    13. 13. the assignmentTaking each focusin turn:
    14. 14. business featuresWho are the stakeholders? Students Lecturers Librarians, CIS, SPA etc. Academic Office External Examiners Supported Progression Students Distance Learners Visitors? Alumni?
    15. 15. business features http://www.blackboard.com/resources/learn/images/community-lms.jpg Source: http://www.blackboard.com/Images/Platforms/Learn/featured-showcase-thumb.aspx Authentication Organisation by Courses Course Catalogue Course & Institutional Roles Multi-language Support Ability to Upload Content Embed Audio & Video Submit Assignments Online Tests Reflection (blogs & wikis) Collaboration, SMS, Mobile Many others…
    16. 16. business features Security Scalability Resilience 99% Uptime Disaster Recovery Maintenance & Support Integration Flexibility/Customisation Branding User Community Skills/Consultancy
    17. 17. pedagogy definition?
    18. 18. pedagogyBloom’s TaxonomyRevised Edition creating evaluating analysing applying understanding rememberingMore information: http://morethanenglish.edublogs.org/for-teachers/blooms-revised-taxonomy/
    19. 19. Revised Edition Bloom’s Taxonomy pedagogySource: http://morethanenglish.edublogs.org/files/2011/09/bloom-interactive-pyramid-12ta9bt.jpg
    20. 20. pedagogy Some continuums: transmissive constructivist teacher-centric student-centric individual collaborative planned learning ad hoc discoveryWhich one(s) are most suitable for Durham?Place the available tools/functionality along these lines
    21. 21. technicalFit with standards e.g. SCORM – content packaging IMS LTI – tool interoperability IMS Common Cartridge – import/export IMS LIS – user and course feeds IMS QTI – assessment
    22. 22. an aside What happens when we stop using your product? How will we get the data out of it? Dr John HallSource: http://www.economist.com/news/leaders/21570728-newest-technologies-look-most-likely-vanish-oldest-may-always-be-us-only “The Librarian’s Question”
    23. 23. technicalEnd-User Experience – supports a range of Platforms – Windows, Mac, Linux Devices – desktop, laptop, tablet, phone? Browsers– Chrome, Firefox, Safari, IE, etc. Plugins/Tech – Javascript, Flash, CSS, Java Applets Source: http://insights.chitika.com/uploads/browser_thumb.jpg Bandwidth – dial-up, mobile, wireless, LAN
    24. 24. technicalFit with existing infrastructure Platforms – Windows, RHEL, Solaris, etc. Databases – ORACLE, MS SQL, MySQL, etc. Source: http://zettahost.com/wp-content/uploads/2012/08/dreamstime_593972.jpg Authentication– LDAP, Active Directory, Shibboleth Security – https, certificates, encryption, etc. Filestore – location, backup, recovery, cloud?
    25. 25. costs commercial free s/w local hosted per user per MB self help support contract pay to upgrade free upgradesImage source http://www.chargrilled.co.uk/t-shirts/prodimages/imagegen.ashx?vpimageid=1972&tstyle=m&tsize=medium&tcolour=Khaki&tx=4&ty=1&tw=28&tb=False
    26. 26. Source: http://bryaneisenberg.com/wp-content/uploads/2012/03/free_beer.jpg?9d7bd4 capital costsSource: http://www.funnysigns.net/files/unattended-children-free-puppy-espresso-400x275.jpg
    27. 27. tasksUsing this focus tolook at differentLMS solutions
    28. 28. Part 2LMS PRODUCTS
    29. 29. duoWebsite: http://www.blackboard.com/Try http://www.blackboard.com/International/EMEA/Overview.aspx?lang=en-us
    30. 30. duoWebsite: http://www.blackboard.com/Try http://www.blackboard.com/International/EMEA/Overview.aspx?lang=en-us
    31. 31. duoWebsite: http://www.blackboard.com/Try http://www.blackboard.com/International/EMEA/Overview.aspx?lang=en-us
    32. 32. duoWebsite: http://www.blackboard.com/Try http://www.blackboard.com/International/EMEA/Overview.aspx?lang=en-us
    33. 33. duoWebsite: http://www.blackboard.com/Try http://www.blackboard.com/International/EMEA/Overview.aspx?lang=en-us
    34. 34. duoWebsite: http://www.blackboard.com/Try http://www.blackboard.com/International/EMEA/Overview.aspx?lang=en-us
    35. 35. moodleWebsite: http://docs.moodle.org/24/en/?lang=en
    36. 36. moodleWebsite: http://docs.moodle.org/24/en/?lang=en
    37. 37. moodleWebsite: http://docs.moodle.org/24/en/?lang=en
    38. 38. moodleWebsite: http://docs.moodle.org/24/en/?lang=en
    39. 39. moodleWebsite: http://docs.moodle.org/24/en/?lang=en
    40. 40. schoolOGYWebsite: https://www.schoology.com/
    41. 41. schoolOGYWebsite: https://www.schoology.com/
    42. 42. schoolOGYWebsite: https://www.schoology.com/
    43. 43. schoolOGYWebsite: https://www.schoology.com/
    44. 44. schoolOGYWebsite: https://www.schoology.com/
    45. 45. Khan AcademyWebsite: https://www.khanacademy.org/about
    46. 46. Khan AcademyWebsite: https://www.khanacademy.org/about
    47. 47. Khan AcademyWebsite: https://www.khanacademy.org/about
    48. 48. Khan Academy
    49. 49. Khan Academy
    50. 50. Khan Academy
    51. 51. Khan Academy
    52. 52. your choiceWeb: http://www.desire2learn.com/products/learning-suite/Web: http://www.instructure.com/Web: http://www.ecollege.com/
    53. 53. Case Studies
    54. 54. conclusionLess worriedabout thisassignment now?

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