The current educational technology debate is often framed as a contest between the CMS and the PLN, between centralized IT and individualized toolboxes. Mott argues that we should reject this "either-or" choice and instead embrace the possibility of a best-of-both-worlds "and" solution. Such a solution would combine the value of SIS integration and secure, assessment-related communication with the openness and persistence of the web.
The Hidden Dangers of Social Networks: You can log-on but you cannot hidelisbk
Talk by Stuart Lee on "The Hidden Dangers of Social Networks: You can log-on but you cannot hide" at the UKOLN Workshop on "Exploiting The Potential Of Blogs and Social Networks".
See
Slides from presentation on how career centers use technology to connect students with employers delivered at the 2013 CareerCon conference of European Union University Career Centers in Las Palmas, Gran Canaria, Spain
The Hidden Dangers of Social Networks: You can log-on but you cannot hidelisbk
Talk by Stuart Lee on "The Hidden Dangers of Social Networks: You can log-on but you cannot hide" at the UKOLN Workshop on "Exploiting The Potential Of Blogs and Social Networks".
See
Slides from presentation on how career centers use technology to connect students with employers delivered at the 2013 CareerCon conference of European Union University Career Centers in Las Palmas, Gran Canaria, Spain
me.edu.au provides Australian education and training professionals with an online profile and networking space. Members of the education community are encouraged to use me.edu.au to create an online professional profile, connect with educators who have similar interests, share resources and publish ideas and opinions. me.edu.au puts the individual at the centre of the service and encourages them to collect, connect and publish beyond faculty, institution, state and sector boundaries.
Towards Research 2.0: The Influence of Digital and Online Tools in Academic R...Gabriela Grosseck
The new Internet technologies have infiltrated the academic environment, both at individual and at institutional level. Therefore, more and more teachers have started educational blogs, librarians are active on Twitter, other educational actors curate web content, students post on Instagram or Flickr, and university departments have Facebook pages and/or YouTube accounts etc.
Today, the use of web technology has become “a legitimate activity in many areas of higher education” (Waycott, 2010) and a considerable shift to digital academic research has gradually occurred. Teachers are encouraging students to take up digital tools for research and writing, thus revealing new ways of using information and communication technologies for academic purposes and not just for socializing.
The main objective of this paper is to investigate the effects of integrating diverse digital and Web 2.0 tools and resources in research and in the construction of academic texts. We aim to stress the increasing influence of digital and online tools in academic research and writing.
Teachers, specialists, and students alike are affected by this process. In order to show how, we explore the following issues: What is Research 2.0? Which digital/online tools have we used to assist our students? What are the challenges for academic research using digital / web 2.0 tools? And how do digital tools shape academic research?
Social Media...preparing for the new revolutionsajalmaheshwari
A presentation on the growing importance of social media and how firms can mitigate social media risks. The presentation goes on to discuss Oregon Department of Transportation\'s presence in social media and how it aims to address web 2.0 security concerns.
Excessive squinting, headaches, general irritableness? You may be suffering from PowerPoint Myopia. It’s a condition we’re all victims of. After years of research, we may have found a cure to this appalling malady.
Guy Kawasaki espouses the 10/20/30 Rule and thinks 30 point font is the answer. Others vary from 8 point minimums, to 24 point. TJ Walker ironically advocates using no text at all (in front of a PowerPoint that has TJwalker.com written in text) then goes on to vote for 18 point.
When creating slides and decks, I don’t have a rule for text size or how big stuff should be. Instead, around our office, we have the 8ft. Rule.
me.edu.au provides Australian education and training professionals with an online profile and networking space. Members of the education community are encouraged to use me.edu.au to create an online professional profile, connect with educators who have similar interests, share resources and publish ideas and opinions. me.edu.au puts the individual at the centre of the service and encourages them to collect, connect and publish beyond faculty, institution, state and sector boundaries.
Towards Research 2.0: The Influence of Digital and Online Tools in Academic R...Gabriela Grosseck
The new Internet technologies have infiltrated the academic environment, both at individual and at institutional level. Therefore, more and more teachers have started educational blogs, librarians are active on Twitter, other educational actors curate web content, students post on Instagram or Flickr, and university departments have Facebook pages and/or YouTube accounts etc.
Today, the use of web technology has become “a legitimate activity in many areas of higher education” (Waycott, 2010) and a considerable shift to digital academic research has gradually occurred. Teachers are encouraging students to take up digital tools for research and writing, thus revealing new ways of using information and communication technologies for academic purposes and not just for socializing.
The main objective of this paper is to investigate the effects of integrating diverse digital and Web 2.0 tools and resources in research and in the construction of academic texts. We aim to stress the increasing influence of digital and online tools in academic research and writing.
Teachers, specialists, and students alike are affected by this process. In order to show how, we explore the following issues: What is Research 2.0? Which digital/online tools have we used to assist our students? What are the challenges for academic research using digital / web 2.0 tools? And how do digital tools shape academic research?
Social Media...preparing for the new revolutionsajalmaheshwari
A presentation on the growing importance of social media and how firms can mitigate social media risks. The presentation goes on to discuss Oregon Department of Transportation\'s presence in social media and how it aims to address web 2.0 security concerns.
Excessive squinting, headaches, general irritableness? You may be suffering from PowerPoint Myopia. It’s a condition we’re all victims of. After years of research, we may have found a cure to this appalling malady.
Guy Kawasaki espouses the 10/20/30 Rule and thinks 30 point font is the answer. Others vary from 8 point minimums, to 24 point. TJ Walker ironically advocates using no text at all (in front of a PowerPoint that has TJwalker.com written in text) then goes on to vote for 18 point.
When creating slides and decks, I don’t have a rule for text size or how big stuff should be. Instead, around our office, we have the 8ft. Rule.
CREDITS / REFERENCE:
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http://www.themechrome.net/Images/Original/aaa.jpg http://activatedrinks.com/#/press http://www.webmedia-solutions.com/web-development-blog/wp-content/uploads/2009/01/web-2-0-logos.gif http://yiku.co/wp-content/uploads/2011/01/67bf1bb2g94361366956f690.jpg http://sixrevisions.com/web_design/the-evolution-of-web-design/ http://www.148apps.com/wp-content/uploads/2011/02/rdio.jpg http://www.desktopexchange.com/gallery/Widescreen-Wallpaper/evolution_1280x768 http://www.blogcdn.com/www.engadget.com/media/2010/12/bmw-connected-ios-app.jpg http://cdn.synthtopia.com/wp-content/uploads/2010/10/moog-filtatron.jpg http://venturebeat.files.wordpress.com/2011/09/gazelle-iphone-app.jpg http://phonerpt.com/wp-content/uploads/iOS-game-Cut-the-Rope-iPhone-iPad.jpg http://www.techtickle.com/wp-content/uploads/2010/11/facebook-app-iphone.jpg http://www.artofflightmovie.com/ http://makenetbg.com/wp-content/uploads/2011/06/servicios-makenet1.jpg http://charliecowan.files.wordpress.com/2011/08/noticeboard.jpg http://www.elipseagency.com/agency.html http://www.nikebetterworld.com/ http://2.bp.blogspot.com/_dCJEsq5nTZA/TJfyIHC87QI/AAAAAAAAAR4/S1hz8ltJY6U/s1600/Bel+Air+Split.jpg http://www.moodsofnorway.com/#/home http://www.ozoneeleven.com/wp-content/uploads/2010/05/Iron-Man-I-II_06.jpg http://www.netmagazine.com/opinions/mobile-apps-must-die http://www.mobileawesomeness.com http://upload.wikimedia.org/wikipedia/commons/thumb/a/a7/Web_2.0_Map.svg/800px-Web_2.0_Map.svg.png http://www.devirtuoso.com/2009/05/html-vs-flash-websites-which-is-better/ http://www.webdesignshock.com/wp-content/uploads/2011/08/responsive00.jpg http://www.ri.gov/img/responsive/banner.jpg
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Overview of ideas and concepts presented in recent *in education* article. Some slides are repeats from previous presentations, but we also tried to include some new ideas and concepts to move the conversation ahead.
OpenSim: A New Alternative to Second LifeFleep Tuque
Summary: This session will give an overview of OpenSim, an open source multi-platform, multi-user 3D application server that can be used as an alternative to SecondLife. For campuses looking to develop a simulated "world" for teaching and learning, or for those looking for an alternative to SecondLife.
Presenter: Chris Collins, University of Cincinnati
Chris Collins (SL: Fleep Tuque) is an IT Analyst in the UCit Instructional & Research Computing department at the University of Cincinnati. She currently manages the campus-wide podcasting and Second Life projects at the University of Cincinnati, and serves as the Second Life Ambassador for the Ohio Learning Network. Chris blogs about technology, education, and the metaverse at http://fleeptuque.com.
From CMS to Learning and Teaching: Trends in Digital Learning Content and Web 2.0 Integration presented at Sloan-C conference in Orlando, November 30, 2009, by Rob Abel, CEO, IMS Global Learning Consortium
Challenges of Learning Management Systems and Current TrendsIJAEMSJORNAL
Information and communication technologies (ICT) and Learning Management Systems (LMSs) are important multifunctional tools developed for higher education institutions, but in fact, the success of these systems largely depends on a detailed understanding of the challenges and factors that influence the e-learning of their users. During the quarantine period due to Covid-19 in the world, Learning Management Systems were used worldwide in Higher Education as software or method to promote the course delivery. Since it was the first experience of many Egyptian higher education institutions with the use of the learning management systems during the pandemic, challenges were expected. This research aims to examine the challenges faced by LMS use and the factors influencing its use among teachers and students. The results of this research could help researchers, policy-makers, and practitioners from public and private universities to gather insights on the successful application and use of LMS during and after Covid19.
Transforming Education through Disruptive TechnologiesAspire Systems
IT budget cuts post-recession have forced education CIO’s to increase dependence on emerging cost-effective technologies like collaboration platforms, web based applications and the now buzzed Cloud Computing. However, the technology invasion in education is still nascent and various revolutionary concepts, like augmented reality and semantic web, are on the verge of becoming mainstream.
To penetrate beyond the inevitable hype and disruption, this webinar will be looking at the following:
- The best emerging technologies that education software providers should invest in
- Technologies recommended for classroom adoption among educational institutions
- Effects of adopting such disruptive technologies
- Obtaining the best out of established technologies
Transforming Today’s Workforce Training Programs into Tomorrow’s DEI Talent ...Jonathan Mott
Many employers struggle to recruit and retain the diverse talent they need. Many workforce training programs struggle to achieve positive employment outcomes for their participants, especially populations that have been historically marginalized by traditional approaches. KRA Corporation is a national leader in Workforce Development with 40+ years of providing services and solutions in communities across the country. Aspire Ability’s expertise is empowering employers to recruit and develop qualified talent and enabling training programs to better prepare participants for gainful employment. Come connect with these two organizations as they discuss their shared commitment to diversity and provide best practices, including deploying a workplace competency approach and fostering cultural sensitivity, which will impact and inform your DEI initiatives and programs.
EDUCAUSE 2017 Beyond "Alternative Credentials": The Coming Disruption in Care...Jonathan Mott
So-called “alternative credentials” have been steadily gaining traction in the U.S. post-secondary career and job-preparation markets. We are rapidly approaching a tipping point at which credentials from coding (and other) “boot camps,” professional certifications, badges, and certificates no longer warrant the modifier “alternative.” In this session, we share case studies of projects with clients focused on designing, developing, and delivering competency-based, job-market-aligned credentials in healthcare, education, software development, project management, criminal justice, and business. In particular, we underscore the need for backward design and the right technological infrastructure to support modularized learning that yields marketable microcredentials.
Publishers and OER are generally thought to mix like oil and water. Learning Objects, a Cengage Business Unit, is making significant strides to bridge this gap by designing and delivering OER-based courseware for colleges and universities. In this session, we provide an overview of our efforts to provide instructors, curriculum designers, and academic leaders with reliable, high quality, effective, learning materials that are easy to implement, support, and scale to large numbers of students. In doing so, we are constantly evaluating (together with our institutional partners) the balance between affordability, total-cost-of-learning, and learning outcome achievement. We provide some early insights into this process and the broader LO / Cengage OER strategy.
Transforming Learning through Infrastructure: Digital Credentials & the eTJonathan Mott
Learning transformation is limited by the current higher education infrastructure. Transforming higher education will require a different approach to learning technology, one that is fundamentally learner (rather than institution or faculty) centric.
Learning Objects, a Cengage business unit, provides a holistic, learner-centric approach to curriculum design, delivery, and reporting. While Learning Objects can support traditional courses and semesters, it is not hard-wired to do so. Rather, it is built to support learners and their goals, regardless of the amount of time they study or the activities (e.g., courses) they engage in.
Learner-Centric Infrastructure - 2017 University API WorkshopJonathan Mott
To empower learners, we need to break down the walls between learning applications and institutions in / at which they learn and accumulate capabilities, credits, credentials, etc.
Bringing the Extended Competency Transcript to Life: Updates on Emerging Stan...Jonathan Mott
Presentation at CBExchange 2016
http://www.cbexchange.org/sessions/6d
Over the past 2 years, a community of registrars, online learning leaders, and vendors have collaborated to establish industry standards for extended, competency-based transcripts. In this presentation, attendees will learn the ins and outs of implementing these standards and providing their students with a next generation learning record. Presenters will detail the efforts and early results of proof-of-concept implementations of the extended transcripts at UMUC and UWEx.
Overview of UMUC's collaboration with Learning Objects on the extended, competency-based transcript. This work flows from the IMS Global working group on competencies, credentials, and next-generation transcripts. Provides an update on work funded and coordinated with the Lumina Foundation, AACRAO, and CBExhcange.
CAEL 2015 - Backward (Instructional) Design: Updating ID Toolboxes for Person...Jonathan Mott
Instructional designers (IDs) are routinely called on to design linear, one-size-fits-all learning experiences built around "content" (e.g., textbooks, lectures, etc.). With the growth of personalized, adaptive, and CBE models, IDs need to rethink old habits and acquire new (or dust off old) design tools. In this interactive session, learning leaders, faculty, and IDs will work through the first steps of a "backward" (Wiggins & McTighe) curriculum redesign process. We will provide participants a framework to put adult learner capabilities front and center in their curriculum implementations. This framework also includes several personalization and adaptivity delivery models and modality variables.
OpenEd 2014 -- Powering Personalized Learning with OERJonathan Mott
To fully realize the potential of OER to transform learning, it must be mapped to learning goal frameworks and delivered in personalized learning contexts.
The Elements of Personalization: A Periodic Table of Competency-Based LearningJonathan Mott
The personalization imperative is here. Are you ready? This session will provide a periodic table of the elements (and compounds) necessary to create a scalable, sustainable, and, most importantly, impactful learning experience for students. The model and real-world examples will help you create a personalized learning infrastructure.
IMS Global 2014 - Learning-Centric InfrastructureJonathan Mott
Creating a Learning-Centric (not LMS-centric) Infrastructure on Your Campus The LMS has become the de facto center of the learning infrastructure on most campuses. The underlying LMS model, however, presents multiple problems and limitations for academic and technology leaders. By building a framework based on interoperability standards that allows multiple teaching, learning, content, and assessment tools (including those residing in the LMS) to interact seamlessly, institutions can shift their focus to innovative teaching and learning improvement (rather than simply the "management" of learning). In this session a model will be presented of an LTI-based learning infrastructure that leverages, but does not exclusively depend on the LMS.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
1. The Genius of “And” Reconciling the Enterprise and the Personal Learning Network Jon Mott Asst. to the Academic VP Brigham Young University ELI 2010 – Austin, Texas
2. “Give me a log hut, with only a simple bench, Mark Hopkins on one end and I on the other, and you may have all the buildings, apparatus, and libraries without him.” - President James Garfield
51. private secure reliability integrated teachers efficiency structured OR public OR open OR flexibility OR modular OR learners OR creativity OR authentic
77. OUTCOMESPROFILE TOOL A TOOL C WEB SERVICES TOOL B TOOL XYZ EVENT NOTIFICATION LAUNCH TOOL PROXY RUNTIME USER ADMINISTRATOR
78. An Open (Institutional) Learning Network The Cloud University Network SIS SECURE ONLINE ASSESSMENT PORTAL UI PERSONAL PUBLISHING SPACE STUDENT CONTENT GRADE BOOK LEARNING OUTCOMES WIKI STUDENT LEARNING EPORTFOLIO COLLABORATION TOOLS SOCIAL NETWORKING APPS OPEN CONTENT UNIVERSITY CONTENT
79. SERVICES ORIENTED ARCHITECTURE APIs LEARNING OUTCOMES iCal WEB APPS SYLLABUS BUILDER WEB SERVICES NOTIFICATION & MOBILIZATION SERVICE GRADEBOOK RSS LTI GROUPS EPORTFOLIO PROGRAMS WIDGETS CALENDAR COURSES PORTAL / UI LIBRARY GROUP MANAGER TAGGING CONTENT MANAGEMENT PROCTORED TESTING AUTHOR PERMISSIONS IN-CLASS RESPONSE SIS ID REPOSITORY EMBED CODES ONLINE ASSESSMENT STUDENT PLANNING SOCIAL NETWORKING REGISTRY LMS …
80. Blackboard is trying to keep up. Michael L. Chasen, the company's chief executive, has told The Chronicle that the latest version of the software integrates some Web 2.0 tools and still offers plenty of features that blogging packages can't match, like online gradebooks.
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85. An Integrated Learning Assessment Platform Student Learning Activity Program Evaluation Activity Assessment Interfaces Course & Program Gradebooks Program LO Definition Artifact Submission REPORTING INTERFACE Artifact / Portfolio Registration ARTIFACT REPOSITORY ASSESSMENT (SCORES) REPOSITORY PROGRAM & UNIVERSITY REPORTS Cloud-Based Publishing & Organization Jon Mott, Brigham Young University. (CC-By) Image Credits – VistaIcons.com.
“Give me a log hut, with only a simple bench, Mark Hopkins [a well-known educator and lecturer of the day] on one end and I on the other, and you may have all the buildings, apparatus, and libraries without him.” President James Garfield (Source: http://www.britannica.com/EBchecked/topic/271551/Mark-Hopkins)Image Source: President James Garfield http://lcweb2.loc.gov/cgi-bin/query/h?pp/PPALL:@field%28NUMBER+@band%28cwpbh+03743%29%29
We have lots of tools, but the tools are only as good as we make use of them.Image Source: “tools” http://www.flickr.com/photos/gordonr/42555739/
We can use new tools in the wrong way with stunning inefficiency.
By and large, “teachers used technology to maintain existing practices” rather than to “revolutionize” the way they teach their students (p. 138).New technologies are “peripheral to the daily routines of teaching and learning,”Cuban, L. (2001). Oversold and underused: Computers in the classroom. Cambridge, MA: Harvard University Press.Image Source: “Computer fail” http://www.flickr.com/photos/spcummings/3631142010/
What do we want our students to become? Does one work better than the other? Which one best supports learning? Let’s see if we can answer this questions . . .
The “Course Management System” – Roots in late 90s. Blackboard’s original name “Course Info” is a good indication of what these tools were originally intended to do.
Vertically integrated technology stack with uneven integration with other tools in the learning ecosystem.
How is Blackboard actually used?
University of Wisconsin System faculty members. In that study, Morgan found that "faculty use the CMS primarily as an administrative tool to facilitate quiz administration and other classroom tasks rather than as a tool anchored in pedagogy or cognitive science models” (2003, 11). As Milligan observes, the CMS is "fundamentally a conservative technology ... [for] managing groups, providing tools, and delivering content" (2006, 1)Evidence of the pervasiveness of such CMS usage tendencies can be found in a recent usage study of the Sakai at the University of North Carolina. Faculty survey data indicates that the top three uses of Sakai in the category "Improving Teaching and Learning" were "Accessing materials any time," "Saving me time," and "Managing my course activities" (UNC 2009, 15).Milligan, C. (2006). The Road to the Personal Learning Environment? CETIS. Retrieved from http://zope.cetis.ac.uk/members/ple/resources/colinmilligan.pdf.Morgan, G. (2003). Faculty Use of Course Management Systems. ECAR. Retrieved from http://net.educause.edu/ir/library/pdf/ers0302/rs/ers0302w.pdf. University of North Carolina. (2009). Sakai Pilot Evaluation Final Report. October 15, 2009. Retrieved from http://www.unc.edu/sakaipilot/evaluation/FinalRept-Oct15-09-sm.pdf.
75% of faculty members us a CMS at BYU. 50% use a CMS as their only online teaching & learning technology25% use the CMS plus other online tools.25% don’t use a CMS14% have a course blog, wiki, or custom website11% use no online technology
Mott, J. and Wiley, D. (2009). “Open for Learning: The CMS and the Open Learning Network,” in education, 15:2.
The CMS is time bound. Image Source: “Osaka Hour Glass” http://www.flickr.com/photos/caribb/3991024595/sizes/l/
This is Facebook
This is Facebook every 14 weeks if it was managed like an LMS.
InSieber’s study, students *requested* continued access to wikis after course was over. 36% (93/256) continued to interact on the wiki 1 semester after their course was over. Sieber, Diane E. “Social Networks for Teaching and Learning: Implementation and Assessment.” Educause 2009.Image Source: “the cairn above the cloud” http://www.flickr.com/photos/rabi/1174452785/sizes/l/
The CMS is teacher and content centric.Covering v. Uncovering content . . . IMAGE:“That Huge Lecture Theatre” http://www.flickr.com/photos/teddy-rised/2814710002/