IMS Global 2014 - Learning-Centric Infrastructure
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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.
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IMS Global 2014 - Learning-Centric Infrastructure
- 1. Learning-Centric Infrastructure IMS Global Impact 7 May 2014 Jon Mott Chief Learning Officer
- 2. learning-centric v. learner-centric IMS Global 2014 • Jonathan Mott
- 3. Why do we tell teachers to differeniate their instruction but standardize their tests?
- 4. personalized learning IMS Global 2014 • Jonathan Mott
- 5. adaptive learning IMS Global 2014 • Jonathan Mott
- 6. individualized learning IMS Global 2014 • Jonathan Mott
- 7. time achievemen t 1 2 3 IMS Global 2014 • Jonathan Mott
- 8. Learning in America is a prisoner of time. For the past 150 years, American public schools have held time constant and let learning vary.
- 9. 1996 1997 IMS Global 2014 • Jonathan Mott
- 10. CMS-based courses are teacher-centric, time-bound, walled gardens.
- 11. The original design of the LMS was transactional and largely administrative in nature, hence the “M” in “LMS.” - Lou Pugliese
- 12. “The LMSification of the Education Narrative” We should think of “the LMS™ as one of many ‘Technology-Based Learning Environments.’” IMS Global 2014 • Jonathan Mott
- 13. CMS as ERP?
- 14. A connected learning environment offers new ways to connect things that were previously considered disparate and “un-connectable.” IMS Global 2014 • Jonathan Mott
- 15. Imagine what would happen if CIOs could safely add services and applications in a matter of days instead of months … if analytics data would begin to flow immediately thereafter. IMS Global 2014 • Jonathan Mott
- 16. infrastructure fork in the road IMS Global 2014 • Jonathan Mott
- 17. becoming more learner-centric IMS Global 2014 • Jonathan Mott
- 19. A Domain of One’s Own
- 20. private OR public secure OR open reliable OR flexible integrated OR modular teaching OR learning efficiency OR creativity structured OR PERSONALIZED IMS Global 2014 • Jonathan Mott
- 21. and IMS Global 2014 • Jonathan Mott
- 22. becoming more learning-centric IMS Global 2014 • Jonathan Mott
- 23. standards-based infrastructure IMS Global 2014 • Jonathan Mott
- 25. 1 2 3 4 A learning AND learner-centric model
- 26. THE CLOUD STUDENT CONTENT UNIVERSITY NETWORK An open AND secure learning infrastructure SIS SECURE ONLINE ASSESSMENT GRADE BOOK LEARNING OUTCOMES PORTAL UI STUDENT LEARNING EPORTFOLIO PERSONAL PUBLISHING SPACE SOCIAL NETWORKING APPS COLLABORATION TOOLS ANALYTICS & REPORTING UNIVERSITY CONTENT OPEN CONTENT
- 27. TOOL A TOOL B TOOL C TOOL XYZ EVENT NOTIFICATION LAUNCH • SESSION • RESOURCE LINK • MANAGEMENT • TOOL SETTINGS • OUTCOMES TOOL PROVIDERS TOOL CONSUMERS PROFILE WEB SERVICES TOOL PROXY RUNTIME ADMINISTRATOR USER LTI SERVICES LTI as glue LTI 2.0(LIS, services negotiation)
- 28. IMS: Enabling Innovation & Improvement Via Connected Apps & Resources Auto-negotiation of app-to-app connections Student progress Educational context Analytics data Ease of Use Personalization SOURCE: Rob Abel, IMS 2014 Global Keynote
- 29. Competing learning platform paradigms PASTS, PRESENT, AND FUTURE DEGREE COMPANION CREDENTIAL(s) EDUCATIONAL ENRICHMENT Open Online Learning (including OCW & MOOCs) Degree-Based eLearning (attached to traditional program) Competency-Based Learning (self-paced, personalized) Non-Enrolled, Unstructured Links Enrolled, Program-Aligned Registered, Flexible, Outcome- Driven Citations Media Assessment* COURS E Open Textbooks * Generally formative and ungraded. OERSYLLABUS COURSE LMS / PROPRIETARYLMS SOCIAL GRADEBOOK ASSESSMENT REPORTING INTEGRATIONS CBL Platform COMPETENCY MAP DIAGNOSTI C LEARNING ACTIVITIES CONTENT & ASSESSMENT MANAGEMENT SOCIAL, PEERING, & MENTORING CREDENTIALLING FORMATIVE ASSESSMENT COMPETENCY ASSESSMENT AUTHORING C02C01 C03 C04 C05 C06 C07 C08 C09 C10 C11 C12 C13 C13 C15 C16 C17 C18 C19 C20 PERSONALIZED LEARNING PLAN Content, learning objectives, and credentials (where offered) are not integrated w/ broader curriculum. Aligned with broader curriculum, contributes to culminating certificate or degree. LEARNER VALUE 1990s 2000s BEYOND …. Adapted from Lou Pugliese, Saylor Foundation
- 30. Bachelors Degree (or equivalent) IMS Global 2014 • Jonathan Mott
- 32. Open Pedagogy IMS Global 2014 • Jonathan Mott
- 33. jmott@learningobjects.com http://slideshare.net/jonmott @jonmott IMS Global 2014 • Jonathan Mott