This was a presentation of my "inverted learning management system" which I gave to the Conexions conference in February 2009.
2009-02-20-cloudsocial-cnx
This was my presentation at "Jornada TELSpain: "eLearning 2020: empresas y universidades"
http://symposium.uoc.edu/event_detail/3133/detail/jornada-telspain.html
Experience Teaching Massive Open Online Courses (MOOCs)Charles Severance
This document summarizes Charles Severance's presentation about his experiences with Massive Open Online Courses (MOOCs). The summary includes:
1. Severance discusses his use of introductory MOOCs on Coursera to teach students how to behave, use the software, write effectively, and learn from others in the online environment.
2. He emphasizes the importance of building an open learning community with real rules enforced by instructors who share power and make positive behaviors spread among students.
3. Severance involves past students as volunteer teaching assistants and has built a global community of assistants from over 30 languages who help answer student questions quickly.
4. He works to empower new teachers by
The document discusses the next generation of digital learning environments (NGDLE). It argues that the NGDLE will not be a single application like current learning management systems, but rather an ecosystem of learning applications from an app store. Standards like IMS Learning Tools Interoperability (LTI) and the emerging IMS Content Item and CASA App Store specifications will allow learning applications from different vendors to integrate and interoperate within the NGDLE ecosystem. The NGDLE is predicted to have over 100,000 learning applications accessible to teachers and students.
SakaiX: The First Ten Years and the Next* Ten YearsCharles Severance
This document discusses the past and potential future of the Sakai learning management system (LMS). It summarizes Sakai's growth over the past 10 years and release of version 2.9, which established Sakai as a full-featured LMS. It then speculates on a "Sakai.X" release that could further improve scalability, performance, and the software-as-a-service model for Sakai within the next 10 years through increased collaboration between institutions. However, it notes these ideas are just one person's thoughts and would require collective effort to implement.
Tsugi and Koseu are open source software tools that allow anyone to easily build and deploy standards-compliant educational websites, content, and learning applications.
Tsugi acts as an "app store" that hosts learning applications and provides API libraries for developers to integrate their tools using open standards. Koseu is an educational website builder and content hosting platform, providing a simple "LMS-like" environment.
These tools aim to lower the barrier to developing and using interoperable educational technologies, helping train developers and allowing institutions and individuals to quickly create customized learning solutions.
The Grand Convergence: The Future of e-Learning and Education PublishingCharles Severance
This document summarizes Dr. Charles Severance's presentation on the future of e-learning and education publishing. It discusses trends toward more open educational resources and free or low-cost online learning. It also outlines Dr. Severance's experience in online education and his vision of developing a fully free online course that could generate revenue through optional printed textbooks and verified certificates.
This was my presentation at "Jornada TELSpain: "eLearning 2020: empresas y universidades"
http://symposium.uoc.edu/event_detail/3133/detail/jornada-telspain.html
Experience Teaching Massive Open Online Courses (MOOCs)Charles Severance
This document summarizes Charles Severance's presentation about his experiences with Massive Open Online Courses (MOOCs). The summary includes:
1. Severance discusses his use of introductory MOOCs on Coursera to teach students how to behave, use the software, write effectively, and learn from others in the online environment.
2. He emphasizes the importance of building an open learning community with real rules enforced by instructors who share power and make positive behaviors spread among students.
3. Severance involves past students as volunteer teaching assistants and has built a global community of assistants from over 30 languages who help answer student questions quickly.
4. He works to empower new teachers by
The document discusses the next generation of digital learning environments (NGDLE). It argues that the NGDLE will not be a single application like current learning management systems, but rather an ecosystem of learning applications from an app store. Standards like IMS Learning Tools Interoperability (LTI) and the emerging IMS Content Item and CASA App Store specifications will allow learning applications from different vendors to integrate and interoperate within the NGDLE ecosystem. The NGDLE is predicted to have over 100,000 learning applications accessible to teachers and students.
SakaiX: The First Ten Years and the Next* Ten YearsCharles Severance
This document discusses the past and potential future of the Sakai learning management system (LMS). It summarizes Sakai's growth over the past 10 years and release of version 2.9, which established Sakai as a full-featured LMS. It then speculates on a "Sakai.X" release that could further improve scalability, performance, and the software-as-a-service model for Sakai within the next 10 years through increased collaboration between institutions. However, it notes these ideas are just one person's thoughts and would require collective effort to implement.
Tsugi and Koseu are open source software tools that allow anyone to easily build and deploy standards-compliant educational websites, content, and learning applications.
Tsugi acts as an "app store" that hosts learning applications and provides API libraries for developers to integrate their tools using open standards. Koseu is an educational website builder and content hosting platform, providing a simple "LMS-like" environment.
These tools aim to lower the barrier to developing and using interoperable educational technologies, helping train developers and allowing institutions and individuals to quickly create customized learning solutions.
The Grand Convergence: The Future of e-Learning and Education PublishingCharles Severance
This document summarizes Dr. Charles Severance's presentation on the future of e-learning and education publishing. It discusses trends toward more open educational resources and free or low-cost online learning. It also outlines Dr. Severance's experience in online education and his vision of developing a fully free online course that could generate revenue through optional printed textbooks and verified certificates.
I gave this talk about the state of Sakai at Apereo15. It featured a kitty video.
http://lanyrd.com/2015/apereo/sdmmmq/
https://www.youtube.com/watch?v=MbcKGYUsCTU
Exploring the Next Generation Digital Learning Environment with TsugiCharles Severance
Tsugi is a next generation digital learning environment that allows for an educational app store and interoperability between different learning tools and content repositories. It fills gaps between existing standards like IMS Learning Tools Interoperability and IMS Common Cartridge. For the first time, an app store or learning object repository can be created without proprietary extensions. Tsugi aims to make educational technology startups and tools that teach easier to build, enrich open educational content, and allow for seamless integration and reuse of content across different systems through open standards.
Charles Severance discussed the history and updates of open standards for learning tools interoperability. He covered the development of LTI versions 1.0, 1.1, 2.0, and upcoming versions 2.1 and 2.2. LTI aims to allow learning tools from different providers to integrate securely with learning management systems. Version 2.0 introduced a RESTful architecture using JSON and registration of tools to share capabilities. Version 2.1 will add re-registration capabilities. Common Cartridge and Caliper analytics standards also relate to advancing open interoperability.
Charles Severance discusses the future of Sakai and next generation teaching and learning systems. Key points include:
1) Sakai-11 will have an improved, more flexible user interface and improved lessons tool. It will move to a continuous upgrade model and improve multi-tenancy.
2) Standards adoption is increasing and Sakai scores well compared to other learning management systems.
3) Next generation teaching and learning systems will have small modular learning management systems with features from abundant app stores and content repositories. This will allow scaling from hundreds to millions of students.
The document discusses the next generation of teaching and learning tools beyond traditional learning management systems (LMS). It outlines some of the key tenets of next generation tools, including being smaller and scalable, relying on external app stores and content repositories, and having more powerful authoring capabilities. Some early examples in this emerging space are mentioned, focusing on repositories, app stores, and platforms that combine small LMS functionality with external apps and content. Standards alignment is also discussed as important for next generation tools. The document concludes by suggesting how open source projects like Sakai could ensure survival by embracing these next generation approaches.
1. Tsugi is a tool hosting framework that allows LTI tools to be installed and run within its PHP or Java-based container.
2. It emulates Moodle APIs and provides a multi-tenant environment for tools while keeping user data secure.
3. The framework supports LTI 1.x and 2.x specifications and can integrate other IMS standards like Caliper and CASA to host tools from an app store or custom sources.
This webinar introduces the main concepts of the of the XAPI and discusses how it has been used in a real world scenario of the Mobler Cards App.
The presentation was held as part of the SWITCH Eduhub Webinar series on 25 July 2013.
The recorded Webinar is also available on youtube: http://www.youtube.com/watch?v=27GYG2bxdAo&feature=share&list=UUNyeKgp4RqXLhV7us28S8Mw
- ivLessons offers an online eLearning platform for video-based lessons, lectures, and video on demand content at affordable prices.
- The platform allows one-on-one or small group video conferencing lessons, live streaming lectures, unlimited video on demand viewing across a wide range of subjects.
- It utilizes an automatized, individualized curriculum supported by data analysis of student learning progress and teaching efficiency to customize lessons.
- The founder has over 15 years experience in education and designed the ivLessons platform to provide online training, education, and lessons globally through a marketplace connecting students and teachers.
This document summarizes Dr. Charles Severance's work over the past 20 years developing open source education technologies and standards. It shows his early work developing asynchronous video courses in the late 1990s, contributions to the Sakai and Moodle open source projects, and leadership in establishing the IMS Learning Tools Interoperability standard in the late 2000s to allow tools to integrate with learning management systems. More recently, his goal has been to create an "app store for learning applications" to empower teachers and learners to easily find, use, and create new educational technologies.
Presentation for ACPET webinar for RTOs getting started with Moodle. The live session explores:
• understand the options available to RTOs to deliver part or all learning online
• understand how Moodle is integral to a blended learning strategy
• getting courses up and running with implementing Moodle
• options for hosting
• understand how resources and activities are created and distributed to learners
• how to teach and assess using Moodle
• implications for RTO resources, staffing and support
• reporting
• integration with other RTO systems
Moodle: using an open learning management system to support student learningKeith Landa
The document discusses Moodle, an open source learning management system (LMS) that is widely used around the world. It provides an overview of Moodle's features and how it can support teaching and learning. Some key benefits highlighted include it being cost-effective with no licensing fees, having a robust set of activities and resources, and having a flexible open architecture that allows for integration with other systems and tools.
New Patterns for ADL Architectures and Learning DesignsChristian Glahn
This document summarizes research done at the ISN on architectural patterns and learning designs for advanced distributed learning environments from 1994 to 2014. It describes several patterns for learning activities, transitions between activities, and integrating multiple tools using different architectural patterns like the proxy LMS pattern. The key challenge is connecting activity patterns across different ADL tools while addressing limitations like high data payloads and unnecessary exposure of user data.
The document outlines the life cycle of a bug report in Moodle from initial discovery and report, to prioritization, development of a patch, review, testing, and finally being fixed and released. It notes that many people are typically involved in the process, including the original reporter, developer, peer reviewer, integrator, and tester. Community involvement is encouraged through reporting bugs, voting, providing reproduction steps, and watching issues.
The document discusses the future of online learning and personal learning environments (PLEs). It notes that online learning has advanced significantly since 1995 with the growth of the World Wide Web. PLEs are centered around the learner's interests and support immersive, hands-on learning through connections to resources around the world. The document outlines key elements of PLEs, including tools for modeling concepts, demonstrating expertise, providing practice environments, enabling reflection, and allowing for learner choice, identity and creativity. It argues that PLEs will resemble social networks and enable learning through network-based approaches like associationism.
Integrating Moodle With Enterprise Systemsmoorejon
Integrating Moodle with external systems like LDAP, databases, and SSO providers can automate user authentication and enrollment, making administration easier for larger sites. Plugins exist that allow syncing user accounts, automatically creating and assigning courses, and enrolling students from external data sources. These plugins save time by handling processes like authentication, enrollment, and data synchronization externally rather than requiring manual setup and management in Moodle.
This document discusses how MOOCs may change between now and 2020. It notes that while early MOOCs were scheduled like traditional courses, self-paced MOOCs now have advantages over scheduled models. It also explores revenue models for MOOCs, like charging for verified certificates, and how course development works in a cycle of semesters. Issues like discussion forums that don't last and needing clean content are challenges for self-paced courses. The role of teachers may also change as community TAs help lead discussions in various global locations. By 2020, MOOCs could evolve even further beyond the self-paced model currently used.
I gave this talk about the state of Sakai at Apereo15. It featured a kitty video.
http://lanyrd.com/2015/apereo/sdmmmq/
https://www.youtube.com/watch?v=MbcKGYUsCTU
Exploring the Next Generation Digital Learning Environment with TsugiCharles Severance
Tsugi is a next generation digital learning environment that allows for an educational app store and interoperability between different learning tools and content repositories. It fills gaps between existing standards like IMS Learning Tools Interoperability and IMS Common Cartridge. For the first time, an app store or learning object repository can be created without proprietary extensions. Tsugi aims to make educational technology startups and tools that teach easier to build, enrich open educational content, and allow for seamless integration and reuse of content across different systems through open standards.
Charles Severance discussed the history and updates of open standards for learning tools interoperability. He covered the development of LTI versions 1.0, 1.1, 2.0, and upcoming versions 2.1 and 2.2. LTI aims to allow learning tools from different providers to integrate securely with learning management systems. Version 2.0 introduced a RESTful architecture using JSON and registration of tools to share capabilities. Version 2.1 will add re-registration capabilities. Common Cartridge and Caliper analytics standards also relate to advancing open interoperability.
Charles Severance discusses the future of Sakai and next generation teaching and learning systems. Key points include:
1) Sakai-11 will have an improved, more flexible user interface and improved lessons tool. It will move to a continuous upgrade model and improve multi-tenancy.
2) Standards adoption is increasing and Sakai scores well compared to other learning management systems.
3) Next generation teaching and learning systems will have small modular learning management systems with features from abundant app stores and content repositories. This will allow scaling from hundreds to millions of students.
The document discusses the next generation of teaching and learning tools beyond traditional learning management systems (LMS). It outlines some of the key tenets of next generation tools, including being smaller and scalable, relying on external app stores and content repositories, and having more powerful authoring capabilities. Some early examples in this emerging space are mentioned, focusing on repositories, app stores, and platforms that combine small LMS functionality with external apps and content. Standards alignment is also discussed as important for next generation tools. The document concludes by suggesting how open source projects like Sakai could ensure survival by embracing these next generation approaches.
1. Tsugi is a tool hosting framework that allows LTI tools to be installed and run within its PHP or Java-based container.
2. It emulates Moodle APIs and provides a multi-tenant environment for tools while keeping user data secure.
3. The framework supports LTI 1.x and 2.x specifications and can integrate other IMS standards like Caliper and CASA to host tools from an app store or custom sources.
This webinar introduces the main concepts of the of the XAPI and discusses how it has been used in a real world scenario of the Mobler Cards App.
The presentation was held as part of the SWITCH Eduhub Webinar series on 25 July 2013.
The recorded Webinar is also available on youtube: http://www.youtube.com/watch?v=27GYG2bxdAo&feature=share&list=UUNyeKgp4RqXLhV7us28S8Mw
- ivLessons offers an online eLearning platform for video-based lessons, lectures, and video on demand content at affordable prices.
- The platform allows one-on-one or small group video conferencing lessons, live streaming lectures, unlimited video on demand viewing across a wide range of subjects.
- It utilizes an automatized, individualized curriculum supported by data analysis of student learning progress and teaching efficiency to customize lessons.
- The founder has over 15 years experience in education and designed the ivLessons platform to provide online training, education, and lessons globally through a marketplace connecting students and teachers.
This document summarizes Dr. Charles Severance's work over the past 20 years developing open source education technologies and standards. It shows his early work developing asynchronous video courses in the late 1990s, contributions to the Sakai and Moodle open source projects, and leadership in establishing the IMS Learning Tools Interoperability standard in the late 2000s to allow tools to integrate with learning management systems. More recently, his goal has been to create an "app store for learning applications" to empower teachers and learners to easily find, use, and create new educational technologies.
Presentation for ACPET webinar for RTOs getting started with Moodle. The live session explores:
• understand the options available to RTOs to deliver part or all learning online
• understand how Moodle is integral to a blended learning strategy
• getting courses up and running with implementing Moodle
• options for hosting
• understand how resources and activities are created and distributed to learners
• how to teach and assess using Moodle
• implications for RTO resources, staffing and support
• reporting
• integration with other RTO systems
Moodle: using an open learning management system to support student learningKeith Landa
The document discusses Moodle, an open source learning management system (LMS) that is widely used around the world. It provides an overview of Moodle's features and how it can support teaching and learning. Some key benefits highlighted include it being cost-effective with no licensing fees, having a robust set of activities and resources, and having a flexible open architecture that allows for integration with other systems and tools.
New Patterns for ADL Architectures and Learning DesignsChristian Glahn
This document summarizes research done at the ISN on architectural patterns and learning designs for advanced distributed learning environments from 1994 to 2014. It describes several patterns for learning activities, transitions between activities, and integrating multiple tools using different architectural patterns like the proxy LMS pattern. The key challenge is connecting activity patterns across different ADL tools while addressing limitations like high data payloads and unnecessary exposure of user data.
The document outlines the life cycle of a bug report in Moodle from initial discovery and report, to prioritization, development of a patch, review, testing, and finally being fixed and released. It notes that many people are typically involved in the process, including the original reporter, developer, peer reviewer, integrator, and tester. Community involvement is encouraged through reporting bugs, voting, providing reproduction steps, and watching issues.
The document discusses the future of online learning and personal learning environments (PLEs). It notes that online learning has advanced significantly since 1995 with the growth of the World Wide Web. PLEs are centered around the learner's interests and support immersive, hands-on learning through connections to resources around the world. The document outlines key elements of PLEs, including tools for modeling concepts, demonstrating expertise, providing practice environments, enabling reflection, and allowing for learner choice, identity and creativity. It argues that PLEs will resemble social networks and enable learning through network-based approaches like associationism.
Integrating Moodle With Enterprise Systemsmoorejon
Integrating Moodle with external systems like LDAP, databases, and SSO providers can automate user authentication and enrollment, making administration easier for larger sites. Plugins exist that allow syncing user accounts, automatically creating and assigning courses, and enrolling students from external data sources. These plugins save time by handling processes like authentication, enrollment, and data synchronization externally rather than requiring manual setup and management in Moodle.
This document discusses how MOOCs may change between now and 2020. It notes that while early MOOCs were scheduled like traditional courses, self-paced MOOCs now have advantages over scheduled models. It also explores revenue models for MOOCs, like charging for verified certificates, and how course development works in a cycle of semesters. Issues like discussion forums that don't last and needing clean content are challenges for self-paced courses. The role of teachers may also change as community TAs help lead discussions in various global locations. By 2020, MOOCs could evolve even further beyond the self-paced model currently used.
Levi Strauss, a German-Jewish immigrant, founded Levi Strauss & Co. in 1853 in San Francisco to manufacture blue jeans. In 1873, Strauss partnered with tailor Jacob Davis, who had the idea to use copper rivets to reinforce work pants. Together, Strauss and Davis received a patent for this new style, which helped jeans become popular durable clothing for laborers and fashionable wear for many.
This document discusses various functional and design considerations for an online platform, including navigations, actions, user interactions, and principles like purpose, flow, and politeness. It also mentions requirements, data storage, and loading speed, as well as environmental, physical, social and organizational factors. The document examines loose ends and concerns in the design.
The Edelweiß is the state flower of Austria that prefers growing in rocky limestone areas between 2000-2900 meters in altitude. It has been a protected plant in Austria since 1886 due to its delicate nature and habitat preferences for high mountainous regions.
This document lists the names of several NFL teams and their cheerleading squads, including the Carolina Panthers, Dallas Cowboys, Jacksonville Jaguars, Kansas City Chiefs, San Diego Chargers, Seattle Seahawks Sea Gals, St.Louis Rams, The Arizona Cardinals, The Denver Broncos, Oakland Raiders, and New England Patriots. It notes that all photos belong to the original authors and includes a sound file for a Dallas Cowboys cheerleaders song.
The document discusses enabling new teaching and learning technologies at the University of Michigan. It summarizes Dr. Charles Severance's work in founding the IMS Global Learning Consortium in 1999 to develop learning management system standards, founding the open source Sakai LMS in 2004, and more recent efforts to create standards for integrating learning tools and a store for educational applications. The goal is to empower teachers and learners to easily access and expand the technology they need for teaching and learning.
This is the IMS Update that I presented at the 2010 Blackboard BbWorld conference. I talk about IMS Common Cartridge, IMS Learning Tools Interoperability, and IMS Learning Information Services in the context of the recent Blackboard announcements.
The document discusses IMS's Basic LTI certification process. It has separate certifications for tool consumers (LMSs) and tool providers (tools). The LMS certification involves automated testing of tools integrated via LTI to check for proper interoperability. The tool provider certification involves self-testing tools against test cases. Certification assures purchasers and users that LTI integrated products will work together. IMS is also developing a self-certification community for Basic LTI tools open to anyone.
This is a guest lecture I gave at SI110 covering my own take on the history of the Internet and moments in time where great innovations came into being and moments where the present state of technology may never have come into being. We look at the forces allied against the Internet and Web as we know it today and look at how those forces were unable to control the innovation. I explore what we might see as a dystopian future that we might be experiencing if things had turned out differently. The live version of this presentation has a number of short video segments to punctuate the ideas in the presentation.
CloudSocial: A New Approach to Enabling Open Content for Broad ReuseCharles Severance
This document summarizes several projects related to open educational resources and learning management systems. It discusses the CloudSocial project, which aims to enable tools from any learning system to be embedded in open web content. It also mentions the University of Michigan Medical School's efforts to develop a next generation LMS beyond traditional course-based systems. Finally, it introduces CloudCollab, an open source LMS written in Python that intends to implement IMS standards and allow hosting tool instances for multiple organizations.
Initial Experiences Teaching a Massively Open Online CourseCharles Severance
This are the slides of a keynote talk I gave at the Global Learning Technology Conference http://uncw.edu/ed/gltc/index.html on August 10, 2012 in WIlmington, NC.
Impact Well-Beyond Market Share: Synergy Between Open Source and StandardsCharles Severance
This document summarizes Dr. Charles Severance's work over 20 years to promote open standards and interoperability between learning tools and systems. It shows his involvement in early online learning projects in the 1990s, the development of the Learning Tools Interoperability specification in the 2000s, and his role in evangelizing Simple LTI and Basic LTI to achieve widespread adoption across both open source and proprietary learning platforms by 2010. The overarching goal was to empower teachers and learners by giving them more choice and control over the tools and technologies used for teaching and learning.
This document discusses using learning design and the LAMS (Learning Activity Management System) case study:
- LAMS was created in 2001 with a vision of allowing educators to create sequences of learning activities for students and share them, building a library of teaching ideas.
- It allows creating and sharing sequences of learning activities that can include content, tools for collaboration, and be integrated with learning management systems.
- The document provides an example sequence for a science activity and demonstrates how to use LAMS templates, sequences, and the sharing community.
This document provides guidance for principals on technology topics including:
1. Developing a vision for student-centered learning environments and modeling technology use.
2. Ensuring adequate network infrastructure and IT support to enable the vision.
3. Moving away from textbooks and empowering teachers and students to create their own learning resources.
This presentation introduces Moodle as a virtual learning environment. It discusses challenges facing learners, businesses and educators such as accessibility issues, content delivery limitations, and shifts toward social learning. It then provides an overview of open source software and what Moodle is as a learning management system. Some key benefits of Moodle mentioned are that it is open source with no licensing fees, flexible, customizable and supports social constructionist pedagogy. The presentation concludes with discussing steps for a successful Moodle implementation and two case studies on using Moodle.
1. Learning management systems (LMS) are software applications used to deliver, track, and manage educational content online. They allow instructors to create and deliver content and assess student performance, while providing interactive features for students.
2. Content management systems (CMS) are used to manage website content. A CMS separates the content creation process from website publication, allowing non-technical users to manage content.
3. Popular LMS in K-12 education include Blackboard, Desire2Learn, WebCT, and Moodle. When choosing an LMS, considerations include functionality, licensing options, and support for standards.
This document provides an overview of a course called "Eurodidaweb 2012" about moving from e-learning to web-based learning. The objectives of the course are to expose participants to knowledge and competencies around uses of information and communication technologies globally, with a focus on new web-based learning methods. Throughout the week-long course, participants will work on globally-based projects using web technologies to positively impact diverse learning communities. The course will also provide hands-on experience with web 2.0/3.0 tools and practices of international web-based learning.
This document discusses factors to consider when selecting a learning management system (LMS). It summarizes the services provided by the CT Distance Learning Consortium including implementation support, instructional design, and hosting for various LMSs. Key considerations for LMS selection include required functionality, ease of use, integration capabilities, scalability, resources needed for support, and the migration process. The document recommends forming an inclusive decision committee, thoroughly researching options, and documenting the findings to aid in selecting the best-fit LMS.
The document discusses a course on moving from e-learning to web-learning. The objectives of the course are to expose participants to knowledge and competencies on uses of ICT globally, with a focus on new learning methods based on the ubiquitous worldwide web, called web-learning. Throughout the week-long course, participants will work on globally-based projects using information and communication technologies to positively impact diverse learning communities. The document provides an overview of how the course will be conducted and introduces some useful web tools for web-learning.
This document introduces an online learning module about learning management systems (LMS) and Schoology LMS specifically. It discusses key terms related to online learning and the benefits of using an LMS like Schoology over other technologies. Some of the main benefits highlighted include integrated tools for communication, shared lessons, classroom management, assessments, and multimedia resources. The module contains activities for students to complete, including watching a video, participating in a discussion forum, and completing a puzzle to learn new terms.
Lejla A. Bexheti - eLearningCentre SEE UniversityMetamorphosis
This document discusses current views on e-learning and the development of a new learning management system (LMS). It summarizes that LMS tools are key to supporting new educational approaches using e-learning. It then discusses designing a new LMS that is flexible, adaptable to institutional needs, and aligned with current trends and technologies. The document outlines the goals and principles for the new LMS, including proposed functionality and architecture. A pilot study was conducted to gather feedback from students and instructors to evaluate and improve the system.
This document discusses a course on moving from e-learning to web-learning. The objectives of the course are to expose participants to knowledge and competencies on uses of ICT globally, with a focus on new learning methods based on the ubiquitous worldwide web, called web-learning. Throughout the week-long course, participants will work on globally-based projects using ICT to positively impact diverse learning communities. The course will be achieved through hands-on experience with web 2.0/3.0 tools, international practices of web-learning, and critical analysis of what students are exposed to through the web.
Making a difference with technology-enhanced learning - Chris Thomson, Esam B...Jisc
Led by Chris Thomson, subject specialist for online learning and the digital student experience, Jisc.
With contributions from Esam Baboukhan, advanced practitioner, City of Westminster College.
There will be a focus how technology can support learning and teaching for a better student experience.
Local providers will be sharing how their technology-based approaches have made a difference for learners and teachers.
Connect more in London, 28 June 2016
This document provides information about a course called Eurodidaweb 2013 on e-learning and web-learning. The course objectives are to expose participants to knowledge and competencies on uses of information and communication technologies globally, with a focus on new learning methods based on the ubiquitous worldwide web, which is called web-learning. The course also aims to provide hands-on experience with web 2.0/3.0 tools and practices of international web-based learning through critical analysis. During the week-long course, participants will work on globally-based projects using information technologies to benefit diverse learning communities.
The document outlines the objectives and agenda of the Eurodidaweb 2013 course from March 18-22, 2012 in Rome, Italy. The objectives are to expose participants to knowledge and competencies on uses of ICT and new learning methods based on the worldwide web, called web-learning. Throughout the weeklong course, participants will work on globally-based projects using information and communication technologies to positively impact diverse learning communities. The course will be achieved through hands-on experience with web 2.0/3.0 tools, international practices of web-learning, and critical analysis of what students are exposed to in their nomadic web usage.
The document summarizes the presenter's learning experiences with various educational technologies through an MDDE course. It explores learning management systems, video/web conferencing, computer-assisted instruction, social media, Web 2.0 tools, mobile learning, and cloud computing. The presenter enhanced their Moodle course, analyzed technologies using spreadsheets, participated in video calls, created blogs and podcasts, used Google Drive and Dropbox, and learned about change and innovation theory.
The document discusses Stephen Downes' connectivist learning theory and an online course he co-taught on the topic. The course utilized many online tools and platforms to demonstrate connectivist pedagogy principles of modeling, practicing, and reflecting on learning as a networked phenomenon. Learners participated through a wiki, blogs, forums, and social media to share ideas and learning experiences in a self-organized manner. The course is presented as an example of how connectivism and personal learning environments can facilitate open, networked learning opportunities.
This document discusses blended learning and how to incorporate mobile devices into the classroom. It describes blended learning as having three parts: 1) the classroom, which serves as the home base, 2) shared applications that can be accessed from both computers and mobile devices, and 3) mobile functions that students carry with them. It provides examples of many shared applications that can be used, such as Evernote, Moodle, Edmodo, Dropbox, Skype, Google Drive, VoiceThread, and Twitter. It also lists basic mobile functions like calculators, cameras, and notetaking apps. The overall message is that by using classroom websites, shared cloud-based applications, and mobile devices, learning can occur anywhere and anytime.
- Moodle is an open-source learning management system (LMS) originally created by Martin Dougiamas in 2002.
- It allows users to create online courses with forums, assignments and other tools. Moodle is widely used by educators around the world and has an active online community for support.
- The document discusses various implementations of Moodle, including its use at universities and colleges for online and blended learning. It also describes some integrations with other platforms like Second Life and for mobile learning.
The document outlines an upcoming course titled "Eurodidaweb 2012" being held from July 2-6, 2012. The course objectives are to expose students to knowledge about uses of information and communication technologies globally, with a focus on new web-based learning methods. It will also provide hands-on experience with web 2.0 tools and international practices of web-based learning. Throughout the week-long course, students will work on globally-focused projects using information technologies to benefit diverse learning communities.
This document provides an overview of the key considerations for principals regarding technology vision and network infrastructure. It discusses the importance of having a long-term technology vision focused on creating 21st century learning environments. It also outlines essential network components and best practices for infrastructure, including servers, switches, firewalls/routers, wireless access, client devices, operating systems, bandwidth, backups, and inventory systems. Effective IT support is emphasized as critical to realizing the technology vision.
The document discusses a course on web-learning from May 15-17, 2012 in Rome, Italy. The objectives of the course are to expose students to knowledge about uses of information and communication technologies globally, with a focus on new web-based learning methods. Students will also gain hands-on experience with web 2.0 tools and work on globally-based projects that leverage technology to enhance diverse learning communities. Throughout the weeklong course, topics will include the basics of the World Wide Web and web-learning 2.0 tools to facilitate flexible and effective learning.
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CloudSocial: A New Approach to Enabling Open-Content for Broad Reuse
1. CloudSocial:A New Approach to
Enabling Open Content for Broad Reuse
Charles Severance,Ted Hanss, Joseph Hardin
University of Michigan
February 20, 2009
3. Outline
• Connecting the LMS and Open Educaitonal Repositories - A brief
history
• University of Michigan Medical School - Beyond the LMS
• CloudSocial - www.cloudsocial.org
• IMS Standards - www.imsglobal.org
• CloudCollab - www.cloudcollab.com
Warning : This is all under
4. Timeline
• 2002 - 2003 - Joseph/Chuck - Experimenting in LMS
• 2004 - 2006 - Joeseph/Chuck Sakai Project
• Joseph’s obsession: Better Flow between LMS and OER
• 2006 - Present - Joseph/Ted - OER open.umich.edu
• 2007 - Present - Next Generation LMS - Michigan Medical School
• 2007 - Present - Chuck is Teaching Full Time
• 2008 - Present - Chuck works part time for IMS
7. LMSLMS PublishPublish
PublishOEROER
Share
LMSLMSImportImport
Publish
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LMSLMS PublishPublish OEROER
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LMSLMS
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OER
OER
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IIm
tt
This won’t scale. At some point -
success leads to failure. Moving
the data into and out of the LMS is
a bad plan.
11. Next Generation LMS
• Self Regulated Learning
• A blending of the individual needs and the instituional needs
• LMS cannot constrict content
• Lifelong Education
• Competency tracking across courses and throughout life
• Portfolio is implicit
• Informal and formal learning
Support for ad hoc learning
• Don’t worry about resources
• We know this takes time - we are
patient
12. Brainstorming
• Met every two weeks with Dean, Faculty, Educational Designers, Open
Michigan staff, Software Developers
• Brainstormed - Gave presentations, shared big ideas
• Installed and played with LMS/Portfolio Systems: Sakai,
Moodle, LAMS, Mulhara, Pebble - debated strengths and
weaknesses
• Summer 2008: Dean Fantone said, “Enough Talking!”
13. Conclusion from Brainstorm
• The scope of this was the entire web - it was not one application
• PubMed - we cannot pull that into an LMS
• Google Searches and random surfing to learn
• If we wanted to build software - it had to be “everywhere” - it had to
follow the user as they went around the web
• Our software needed to be an “assistant” -
the Microsoft “paperclip”
14. The Dean’s Challenge
• Advanced Medical Therapeutics Course - FourthYear Students
• Four weeks - nearly all online - well produced web content
• Often done from hotel rooms while students interview for internships
• What could we do with that course?
• Failure *was* an option - we should push it and risk it
16. Results of First Pilot
• Good News
• Everything worked technically
• Faculty loved the idea
• Students loved the idea
• The TODO was the most popular tool
• We learned a lot - terriffic feedback
• Bad News
17. Positive Effects
• Forced us to deploy CloudSocial in production
• Built PHP Framework to allow a new tool to be written in 2 days and
a new feature to be added in a few hours
• Validated techincal the “Tool Mashup” protocol was sound
• Proved that we “caused no harm” - Medical School is more confident
• Changed our perspective from “will this work” to “what can we do”
18. Next Steps
• Longitudinal Case Study Course
• No prepared web content
• Group work - 12 groups with faculty mentors
• Use Google, PubMed, whatever they find
• Looking at ShiftSpace.org
• Open Content Anatomy Web Site
• Used heavily by students in Year 1
20. Content Owner
adds CloudSocial
Run Time to the
Content
Instrutor picks
tools for their
course. Tools
can come from
any learning
system.
<script type="text/javascript"
src="http://www.cloudsocial.net/js/ile-main.js">
</script>
<script type="text/javascript">
ile_init("ILE_33936-10-27_KEY");
</script>
When the page
loads, the
CloudSocial run
time reads tool
list and displays
menu.
21. CloudSocial Goals
• Stop creating/editing content in Learning Management Systems
• Stop creating content for a particular course
• Create contextualizale resources - put them on the web with decent URLs
to the page level - Add the CloudSocial RunTime to all pages
• Contextualize your own material for your students using CloudSocial *the
first time you teach*
• New Problem: How to best Collectively Create and Manage Materials
“Create Globally, Educate Locally ---
22. Trends in Teaching and Learning
• Move toward the “web” as the source of learning content
• Move toward open participatory learning and open educational
resources
• A hybrid approach towards learning where organizational boundaries
and educational structure is less clear
• Move toward social learning - learning and exploring
with groups
23. Making Content the Focus
• Content lives on the web - on any server using any technology
• Instead of moving the content into lots of LMS systems...
• Bring your LMS systems “with you” as you visit different sources of
content on the Internet
24.
25. CloudSocial.org
• CloudSocial is not an LMS
• CloudSocial acts as an intermediary between content owners and
learning systems
• CloudSocial allows any LMS to embed itself in content for learners
who visit that content launched from their LMS
• CloudSocial does not touch, store, or handle learning activity data -
learning activity data remains on the LMS systems which provide the
tools
27. Tool Sources
• It is technically possible for tools to
come from any LMS that suport IMS
Learning Tools Interoperability
• I have not yet convinced these
systems to build IMS LTI Tools (yet)
28. Inverting the Content/LMS
• Today we focus on putting Content into as Many LMS systems as
possible
• In the future there will be many sources of content - not just LMS
systems - it will be hard to get interchange formats working in all
these systems (including legacy)
• So lets put the LMS Into the Content.
32. Technical Steps
• User selects external content from within the LMS (or other
system supporting groups of people)
• LMS contacts CloudSocial servers and establishes session
context for user/course/insitution combination
• User is redirected to the content
• Content contacts CloudSocial servers using Ajax/JavaScript and
pulls down menu for course and displays
33. Tool Context
• CloudSocial maintains context for
the tools
• Institution / Course / Role / User /
Page
• Page context is optional
34. Learning Tools in the Cloud
• The CloudSocial servers only hold a tiny bit of tool configuration for a
course - they are not the “LMS”
• If done properly, the tools that follow the user around the web can be
running back on their campus.
• Think of a toolset from each of the major LMS vendors - this insures
that sensitive data stays “back home” - and that the user experience is
consistent with the rest of their learning
• The “embedded Moodle” toolset (kind of like Moodle blocks)
35. Underlying Technology
• This is all based on IMS Learning Tools Interoperability (LTI)
• LMS Launch into CloudSocial uses LTI
• CloudSocial launching to individual tools uses LTI
• This means that a piece of content can be used with any LMS that
makes its tools available over IMS Learning Tools Interoperability.
• A mix of tools can be supported
36. IMS Standards
Dr. Charles Severance
Developer Network Coordinator
IMS Global Learning Consortium
cseverance@imsglobal.org
37. Two IMS Standards
• IMS Learning Tools Interoperability - Tool “mash up”
• User Identity, Course, Roster, Role
• Run-Time Services
• IMS Common Cartridge - Course Import/Export/Exchange
• Web Content, Discussion Forums, QTI Materials, and LTI (soon)
• LTI in Common Cartridge allows large/high-value content to be
referenced rather than included
38. IMS Developer Network
• Lets not just write specs - lets write code while we write specs!
• Demos - feedback to the spec development process
• It is a “developers network” - I call folks up and we hack
• BlackBoard,Wimba,ANGEL Learning, Sakai, Moodle, McGraw-Hill,
Pearson, Microsoft, ...
43. IMS Advertisement
• IMS needs more academic participation
• Specification development is members-only because we effectively do
it all under mutual NDA - It is kind of fun, actually
• But we feel that this is the only way to align interoperability and data
interchange specs on “Day One”
www.imsglobal.or
g
45. CloudCollab Differences
• Written in Python - Hosted on Google App Engine for free - so every
teacher and student can have their *own* LMS in production ....
• Intends to be reference implementation of IMS Standards
• Multi-Tenancy Capable using IMS LTI - Can host tool instances for
multiple LMS systems, multiple courses, and multiple organizations
• Flexibility: Can be a LTI “tool container”, personal learning
environment, small group LMS, small school LMS
46.
47. More CloudCollab Differences
• Tool Development is simple - Framework takes care of the detail
• Wisdom of Crowd guessing tool: 110 lines of Python (includes data
models) and 21 lines of HTML.
• O’Reilly Book: “Building Cloud Applications with Google AppEngine”
• May 2009
• Early version at www.appenginelearn.com
48.
49. CloudCollab Summary
• Very early days - 4000 lines of code - 1 developer
• Two tools - both games for my Social Computing Course :)
• I am not in a rush - My main goal is thatI work to make development
is easy - testing with grad students who have 1 programming course
• www.cloudcollab.com
• wiscrowd.appspot.com - Demo server
51. Distributed Learning Operating
System
• The same content can be used by millions of students simultaneously -
with each having a view that is controlled by their “course”
• A course launched from Moodle (or any LMS) could use Moodle tools
• The learning data can be kept exclusively on a campus’s servers to
comply with legal issues
• At the same time these launches can come from other
social systems like LinkedIn or Facebook
52. Looking Ahead
• Build and harden the technology
• Document the technology for ease of use and development
• Deploy CloudSocial services in a consortium model that is trusted and
seen to be “owned by all” - like handle.net
• Convince content owners to use the technology
• Make it easy to build new tools that can plug in
53. Possible Content Partners
• Individual faculty members
• open.umich.edu
• Commercial Publishers
• ConneXions
• EduCommons
• MIT OCW
54. My Approach
• I am a faculty member and IMS
Consultant - I do this in my spare time
• This is fun - there is no rush
• I am involving lots of students
• I want to stay ahead of the hype curve
• I want a few good collaborators who
can help make it right
Viral
55. Thanks
• IMS Global Learning Consortium, the William and Flora Hewlett
Foundation, the University of Michigan Medical School, Microsoft,
Pearson Education, McGraw-Hill Higher Education,ANGEL Learning,
Blackboard, LearnGauge,Wimba, Sakai Foundation, Google Summer of
Code, and the Software Engineering for Information Systems Group
(GESSI) at Universitat Politecnica de Calalunya.
• Joseph Hardin,Ted Hanss, Joe Fantone, Casey White, Raj Mangrulkar,
Chris Chapman, Mike Bleed, Gaurav Bhatnagar, Noah Botimer,Ali Asad
Lotia, Clint Newsome, Eileen Quintero,AmandaVisconti
56. Summary
• CloudSocial inverts the relationship between content and LMS
• Put the LMS into the Content instead of putting the content into the
LMS
• Allows millions of learners independently walking through the same
content simultaneously viewing the material from different contexts
• This is at the formative stage - many paths forward
57. Summary
• CloudSocial is revolutionary and transformative
• But there is a gentle transition path from the present to the future
• So we don’t have to lose that which is comfortable to experiment
with that which is new
http://groups.google.com/group/cloudsocia
l