This document discusses the evolution of teaching and learning infrastructure from traditional learning management systems (LMS) to more open and connected models. It notes limitations of the LMS model in being primarily transactional and administrative rather than focused on learning. It advocates for more flexible, modular systems that are less centralized and allow richer connections between learning applications and resources. The future of learning infrastructure is seen as more open, participatory ecosystems in the cloud rather than closed, course-centric LMS platforms.
Technological advancements have grown beyond the expectations of humans. The truth is that
the society is at the top of technological progress and thus, attention is greatly shifted from a
technological advancement to the other. In almost every aspect of human life, technology use in
one way takes the lead (Pylyshyn, Zenon and Liam 119). Different societies convincingly
embrace the need and the impact of computers in daily operations. This essay Education by
Computer – A Better Way will elaborate how computers and technology in general have
enhanced the education process.
Technological advancements have grown beyond the expectations of humans. The truth is that
the society is at the top of technological progress and thus, attention is greatly shifted from a
technological advancement to the other. In almost every aspect of human life, technology use in
one way takes the lead (Pylyshyn, Zenon and Liam 119). Different societies convincingly
embrace the need and the impact of computers in daily operations. This essay Education by
Computer – A Better Way will elaborate how computers and technology in general have
enhanced the education process.
Presentation about school library of today to board of education. Includes only beginning slides, remaining slides would be catered to the individuals own library.
«Lets educate, learn and flourish: how can we open doors, light fires and rac...eMadrid network
In this lecture, professor Rebecca Strachan ( Northumbria University) ilustrates how we should be reimagining education to use technology in transformational ways
We are currently preparing students for jobs that don't yet exist, using technologies that haven't been invented, in order to solve problems we don't even know are problems yet. (Education and the Future of Technology n.d.)
We are currently preparing students for jobs that don't yet exist, using technologies that haven't been invented, in order to solve problems we don't even know are problems yet. (Education and the Future of Technology, n.d.)
Unisa keynote Innovation in ODL Research Teaching and Learning March 2014
This presentation content is the same as I have presented at Unisa but due to copyright issues that had been identified later I have changed some of the images
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.
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.
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.
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.
Presentation about school library of today to board of education. Includes only beginning slides, remaining slides would be catered to the individuals own library.
«Lets educate, learn and flourish: how can we open doors, light fires and rac...eMadrid network
In this lecture, professor Rebecca Strachan ( Northumbria University) ilustrates how we should be reimagining education to use technology in transformational ways
We are currently preparing students for jobs that don't yet exist, using technologies that haven't been invented, in order to solve problems we don't even know are problems yet. (Education and the Future of Technology n.d.)
We are currently preparing students for jobs that don't yet exist, using technologies that haven't been invented, in order to solve problems we don't even know are problems yet. (Education and the Future of Technology, n.d.)
Unisa keynote Innovation in ODL Research Teaching and Learning March 2014
This presentation content is the same as I have presented at Unisa but due to copyright issues that had been identified later I have changed some of the images
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.
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.
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.
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.
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.
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.
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 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.
In the current digital era, education system has witness tremendous growth in data storage and efficient retrieval. Many Institutes have very huge databases which may be of terabytes of knowledge and information. The complexity of the data is an important issue as educational data consists of structural as well as non-structural type which includes various text editors like node pad, word, PDF files, images, video, etc. The problem lies in proper storage and correct retrieval of this information. Different types of learning platform like Moodle have implemented to integrate the requirement of educators, administrators and learner. Although this type of platforms are indeed a great support of educators, still mining of the large data is required to uncover various interesting patterns and facts for decision making process for the benefits of the students. In this research work, different data mining classification models are applied to analyse and predict students’ feedback based on their Moodle usage data. The models described in this paper surely assist the educators, decision maker, mentors to early engage with the issues as address by students. In this research, real data from a semester has been experimented and evaluated. To achieve the better classification models, discretization and weight adjustment techniques have also been applied as part of the pre – processing steps. Finally, we conclude that for efficient decision making with the student’s feedback the classifier model must be appropriate in terms of accuracy and other important evaluation measures. Our experiments also shows that by using weight adjustment techniques like information gain and support vector machines improves the performance of classification models.
In the current digital era, education system has witness tremendous growth in data storage and efficient retrieval. Many Institutes have very huge databases which may be of terabytes of knowledge and information. The complexity of the data is an important issue as educational data consists of structural as well as non-structural type which includes various text editors like node pad, word, PDF files, images, video, etc. The problem lies in proper storage and correct retrieval of this information. Different types of learning platform like Moodle have implemented to integrate the requirement of educators, administrators and learner. Although this type of platforms are indeed a great support of educators, still mining of the large data is required to uncover various interesting patterns and facts for decision making process for the
benefits of the students.
12 Years of Student Technology Ownership Surveys: Trends & Today’s Opportunit...Rich McCue
For the past 12 years the University of Victoria Law Faculty & Louisiana State Law Center have surveyed incoming students on their personal technology ownership and usage in order to better understand the technology devices students are bringing with them to law school and how we can leverage those devices to provide a richer learning experience for students. In 2004 student data was gathered on laptop ownership and internet access. Questions were added over time, and we now collect data on the ownership and/or usage of: laptops, cell phones, tablets, email, collaborative document editing, desktop video, note taking, file backup, printing, and social-media. Current project goals include:
- Discover technologies students were bringing with them to school and their use.
- Explore ways to use personal technology for research and engaging instruction.
- Identify means to provide equitable access to technologies for students who cannot afford to purchase it for themselves.
By the end of the session participants will have a clear view of the technologies law students bring with them to school, as well as some potential ways those tools can be leveraged to provide more engaging instruction and better services to students.
How you can enhance your efficiency and effectiveness for teaching and learni...Jisc
Led by Paul McKean, head of further education and skills, Jisc.
With contributions from:
Rebecca Barrington, head of e-learning and innovation at Cornwall College
Yousef Fouda, group vice-principal, technology, Warwickshire College
Connect more in Cheltenham, 30 June 2016
How MOOCs, tablets and apps are changing how we teachMark S. Steed
Presentation on the impact of new technologies on teaching and learning. A presentation given by Mark S. Steed, Principal of Berkhamsted School, at the Society of Heads Annual Conference, at Whittlebury Hall, Northamptonshire, on Tuesday 3rd March 2015
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.
ELI 2010 - The Genius of And: The CMS & the OLNJonathan Mott
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
1. The Teaching &
Learning Infrastructure
IP&T 692R
Fall 2013
Jon Mott
Chief Learning Officer, Learning Objects
Visiting Instructor, Brigham Young University
61. “If you can Google it,
don’t teach or
test it.”
David Wiley
62.
63. “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
69. “Thirty years from
now the big
university
campuses will be
relics. Universities
won't survive. It's
as large a change
as when we first
got the printed
book.”
Peter Drucker
1997
70. “Radical changes
occurring in a
university’s
environment … will
require different
institutional
arrangements than
those found today.”
John Seely Brown
2000
71. “Universities are finally
losing their monopoly on
higher learning …The
definition of a lecture has
become the process in
which the notes of the
teacher go to the notes of
the student without going
through the brains of
either.”
Don Tapscott
2009
93. “Pointing students to data buckets and conduits
we’ve already made for them won’t do.”
- Gardner Campbell
94. The original design of the LMS was transactional
and largely administrative in nature, hence the “M”
in “LMS.” The function of the traditional LMS is to
simplify how learning is scheduled, deployed, and
tracked as a means to organize curricula and
manage learning materials.
- Lou Pugiese
95. : “School communities will need to
develop strategies for building
resilience into their systems and
for creating
lightweight, modular
infrastructures.”
106. THE CLOUD
STUDENT
CONTEN
T
UNIVERSITY NETWORK
An Open (Institutional) Learning Network
OPEN
CONTENT
SIS SECURE
ONLINE
ASSESSMENT
GRADE
BOOK LEARNING
OUTCOMES
WIKI
PORTAL
UI
STUDENT
LEARNING
EPORTFOLIO
PERSONAL
PUBLISHING
SPACE
SOCIAL
NETWORKING
APPS
COLLABORATIO
N
TOOLS
UNIVERSITY
CONTEN
T
107. WEB
APPS
GROUPS
PROGRAMS
COURSES
ID
REPOSITORY
SOCIAL
NETWORKING
REGISTRY
SIS
PORTAL / UI
SERVICES ORIENTED
ARCHITECTURE
CONTENT MANAGEMENT
GRADEBOOK
PROCTORED TESTING
LIBRARY
SYLLABUS BUILDER
LEARNING OUTCOMES
IN-CLASS RESPONSE
ONLINE ASSESSMENT
CALENDAR
EPORTFOLIO
LMS
STUDENT PLANNING
…
NOTIFICATION &
MOBILIZATION
SERVICE
API
sWEB
SERVICE
S
GROUP
MANAGE
R
RSS
WIDGET
S
TAGGING
AUTHOR
PERMISSIO
NS
EMBED
CODES
iCal
LTI
Figuring out how to do thingsAcquiring new knowledge, skills, abilities
Intentional actions aimed at facilitating learning …
Just because we *intend* to cause learning doesn’t mean it will happen or that it will happen exactly as we plan.
Sometimes we—and our students—learn the hard way.
What is it we want our students to become?
Not *teacher* goals
How should they be different *after* your class/assignment/lecture than they were before it?
What are you helping them become? What will they make of themselves?
How will student activity & performance be documented?
What specific kinds of experiences do they need to have?
Specific actions, techniques, or approaches used to implement a strategy
How do you measure success?
What are the naturally occurring artifacts of their learning experiences? Authentic assessment!!!
Are we after high test scores?
If students don’t think tests are meaningful, they might find a better purpose for answer sheets.
Graduation = Success?
Is it our job to guarantee employment? (If so, we have competition.)
Is employment sufficient?
Is employment sufficient?
Is employment sufficient?Good citizenshipMake a difference in the world
Study of K-20 in Silicon Valley: Teachers use technology to “maintain existing practices.” Technology is general “peripheral to the daily routines.” Teaching & learning activity is largely unchanged.“Lecturing still absorbs half to two-thirds” of teaching time.
What are you helping them become? What will they make of themselves?
What are you helping them become? What will they make of themselves?
At best, “power down” rules breed reluctant compliance. At worst? Subversive disobedience!There’s creativity here to be harnessed!
Low-tech texting . . .
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.
Hypertext Transfer ProtocolURIs, URLs, the WebXml + Web Services
60 Billion e-mails a Day75 Million Blogs80 Million YouTube Videos – 412 years to watch! (But 13 new hours / minute)6.4 Billion Google Searches / Month13 Million Wikipedia Articles (280k+ Contributors)
“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
Peter Drucker: “Thirty years from now the big university campuses will be relics. Universities won't survive. It's as large a change as when we first got the printed book. ... Already we are beginning to deliver more lectures and classes off campus via satellite or two-way video at a fraction of the cost. The college won't survive as a residential institution" (Lenzner and Forbes, Forbes Magazine, 10 March 1997).Image Source: http://www.cgu.edu/images/Drucker/Peter_Drucker/pages/PeterDrucker004_jpg.htm
John Seely BrownImage Source: http://www.flickr.com/photos/joi/2253804907/sizes/l
Don Tapscott, “The Impending Demise of the University,” http://www.edge.org/3rd_culture/tapscott09/tapscott09_index.html“Universities are finally losing their monopoly on higher learning. … [T]here is a widening gap between the model of learning offered by many big universities and the natural way that young people who have grown up digital best learn.”“The definition of a lecture has become the process in which the notes of the teacher go to the notes of the student without going through the brains of either.”Image Source: http://www.futureofeducation.com/forum/topics/don-tapscott-talks-about (http://api.ning.com/files/TO9lsNfC5fzBZNEAnLhbFgs8j1LBF-KKiXOsG29ErwJ7hFnmP70gXBNsONGF5nvgdVqHtNIQJWnV5KXFPK-zWxIko1isXTxX/1_rgb_300_2400x3000.jpg)
The Course Management System is not the academic ERP / PeopleSoft.
The Course Management System is not the academic ERP / PeopleSoft.
The Course Management System is not the academic ERP / PeopleSoft.
The Course Management System is not the academic ERP / PeopleSoft.
LannyArvan: “Teaching an learning are not fundamentally transactional.”http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/DisIntegratingtheLMS/174588
The Web is “a world of pure connection, free of the arbitrary constraints of matter, distance and time.”- Small Pieces Loosely Joined by David WeinbergerImage Source: http://www.flickr.com/photos/ialla/4042996779/sizes/l
Gilmor: “The Former Audience” -- Students no longer passive consumers.IMAGE: Obama in Germany http://www.flickr.com/photos/barackobamadotcom/2699346313/sizes/o
How is Blackboard actually used?
Vertically integrated technology stack with uneven integration with other tools in the learning ecosystem.
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
This is Facebook
This is Facebook every 14 weeks if it was managed like an LMS.
The CMS is like a moated castle … IMAGE: “Japan: Osaka-jo outer moat, 1” http://www.flickr.com/photos/53537358@N00/3005861124
… or a walled garden.IMAGE: “The Secret Gardens at Tregwainton” http://www.flickr.com/photos/zawtowers/3758680364
Steve Wheeler: We need to create learning webs, not pour content through funnels into students heads.http://steve-wheeler.blogspot.com/2009/10/its-personal-learning-spaces-learning.html
Gardner Campbell: “Pointing students to data buckets and conduits we’ve already made for them won’t do.”http://www.educause.edu/EDUCAUSE+Review/EDUCAUSEReviewMagazineVolume44/APersonalCyberinfrastructure/178431
Platforms for Resilience: “School communities will need to develop strategies for building resilience into their systems and for creating lightweight, modular infrastructures.”KnowledgeWorks Foundation, “2020 Forecast: Creating the Future for Learning” http://www.futureofed.org/driver/platforms-for-resilience.aspxImage Source: “Bracken Growing Through” http://www.flickr.com/photos/spursfan_ace/569104124/sizes/l/
See Brown, J. S., and Adler, R. (2009). “Minds on Fire: Open Education, the Long Tail, and Learning 2.0.” Educause Review, January/February (16-32).
Martin Weller – PLE http://nogoodreason.typepad.co.uk/.shared/image.html?/photos/uncategorized/2007/12/06/pwe_3.jpg
Scott Leslie – PLE http://edtechpost.wikispaces.com/file/view/swl_ple2.gif
PLNs connect people in new, dynamic ways that were previously impossible.IMAGE: OpenEd Twitter Conversation – Courtesy Tony Bates http://www.tonybates.ca
PLNs connect people in new, dynamic ways that were previously impossible.IMAGE: OpenEd Twitter Conversation – Courtesy Tony Bates http://www.tonybates.ca
Mott, J. and Wiley, D. (2009). “Open for Learning: The CMS and the Open Learning Network,” in education, 15:2.
The tyranny of “or”False dichotomy between the institutional network and the PLN.
Is there a middle ground???IMAGES: Michael Chasen en Matthew Pittinskyhttp://www.flickr.com/photos/pklaassen/68271156 (left); Edupunk2 http://www.flickr.com/photos/bionicteaching/2533948716 (right)