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IP&T 692 R - Day 1
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.
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IP&T 692 R - Day 1
- 1. The Teaching & LearningInfrastructure IP&T 692R Fall 2013 Jon Mott Chief Learning Officer, Learning Objects Visiting Instructor, Brigham Young University
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- 15. what do you wantyour students to become?
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- 41. what’s going on intheir brains?
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- 61. “If you canGoogle it, don’t teach or test it.” David Wiley
- 63. “Give me alog 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
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- 68. “Nobody is smarter thaneverybody.”
- 69. “Thirty years from nowthe 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 ina university’s environment … will require different institutional arrangements than those found today.” John Seely Brown 2000
- 71. “Universities are finally losingtheir 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
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- 76. Blackboard @ BYU •Launched CourseInfo in 1999 • 1,683 Unique Courses Fall 2008 • ≈ 5,457 Course Sections Fall 2008 • 48,878 Active Users (Provo, Hawaii & LDSBC Campuses) • 17,767 Avg Daily Unique User Logins Fall 2008 • ≈ 16 Mbps Bandwidth Usage • 2,137 GB Storage (1,369 GB Content, 768 GB Database) • 2,279,255 Completed Assessments Fall 2008 • 14,296 Avg Monthly Discussion Board Posts Fall 2008
- 78. limits of the LMSmodel
- 79. “Teaching and learningare not fundamentally transactional.” - Lanny Arvan
- 80. The Web is“a world of pure connection, free of the arbitrary constraints of matter, distance and time.” David Weinberger
- 82. Feature Percentage Course Materials/ Documents 85.9% Gradebook 78.0% Announcements 68.9% Email 68.1% Assessments / Quizzes 30.7% Discussion Board 13.5% Other (e.g., Reserve, Dropbox) 12.2% Virtual Classroom 2.0% Lightweight Chat 0.4% Bb Feature Usage @ BYU transactional
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- 84. “Faculty use theCMS primarily as an administrative tool.” – Morgan The CMS is “fundamentally a conservative technology.” – Milligan
- 85. 50% 25% 14% 11% 25% CMS Only CMS+ Other Only None OnlineTechnology Usage BYU Faculty Survey, April 2009 (n=254)
- 86. TIME CMS v. PLN Endof the Semester LearningNetworkSize
- 87. TIME LearningNetworkSize SEMESTER 1 SEMESTER2 SEMESTER 3 SEMESTER 4 SEMESTER 5 SEMESTER 6 CMS PLN CMS v. PLN
- 92. Data Funnels Learning Webs - Steve Wheeler
- 93. “Pointing students todata buckets and conduits we’ve already made for them won’t do.” - Gardner Campbell
- 94. The original designof 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 communitieswill need to develop strategies for building resilience into their systems and for creating lightweight, modular infrastructures.”
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- 106. THE CLOUD STUDENT CONTEN T UNIVERSITY NETWORK AnOpen (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 SERVICESORIENTED 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
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- 110. private secure reliability integrated teachers efficiency structured OR public OR open ORflexibility OR modular OR learners OR creativity OR authentic
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Editor's Notes
- #4 Figuring out how to do thingsAcquiring new knowledge, skills, abilities
- #6 Intentional actions aimed at facilitating learning …
- #8 Just because we *intend* to cause learning doesn’t mean it will happen or that it will happen exactly as we plan.
- #9 Sometimes we—and our students—learn the hard way.
- #10 What is it we want our students to become?
- #15 Not *teacher* goals
- #17 How should they be different *after* your class/assignment/lecture than they were before it?
- #18 What are you helping them become? What will they make of themselves?
- #22 How will student activity & performance be documented?
- #23 What specific kinds of experiences do they need to have?
- #24 Specific actions, techniques, or approaches used to implement a strategy
- #25 How do you measure success?
- #26 What are the naturally occurring artifacts of their learning experiences? Authentic assessment!!!
- #28 Are we after high test scores?
- #29 If students don’t think tests are meaningful, they might find a better purpose for answer sheets.
- #30 Graduation = Success?
- #31 Is it our job to guarantee employment? (If so, we have competition.)
- #32 Is employment sufficient?
- #33 Is employment sufficient?
- #34 Is employment sufficient?Good citizenshipMake a difference in the world
- #38 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.
- #41 What are you helping them become? What will they make of themselves?
- #42 What are you helping them become? What will they make of themselves?
- #47 At best, “power down” rules breed reluctant compliance. At worst? Subversive disobedience!There’s creativity here to be harnessed!
- #49 Low-tech texting . . .
- #51 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.
- #52 Hypertext Transfer ProtocolURIs, URLs, the WebXml + Web Services
- #57 http://en.wikipedia.org/wiki/Wikipedia:Size_of_Wikipedia
- #58 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)
- #63 SOURCE: http://www.theatlantic.com/magazine/archive/2008/07/is-google-making-us-stupid/306868/
- #64 “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
- #70 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
- #71 John Seely BrownImage Source: http://www.flickr.com/photos/joi/2253804907/sizes/l
- #72 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)
- #73 The Course Management System is not the academic ERP / PeopleSoft.
- #74 The Course Management System is not the academic ERP / PeopleSoft.
- #76 The Course Management System is not the academic ERP / PeopleSoft.
- #79 The Course Management System is not the academic ERP / PeopleSoft.
- #80 LannyArvan: “Teaching an learning are not fundamentally transactional.”http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/DisIntegratingtheLMS/174588
- #81 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
- #82 Gilmor: “The Former Audience” -- Students no longer passive consumers.IMAGE: Obama in Germany http://www.flickr.com/photos/barackobamadotcom/2699346313/sizes/o
- #83 How is Blackboard actually used?
- #84 Vertically integrated technology stack with uneven integration with other tools in the learning ecosystem.
- #85 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.
- #86 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
- #89 This is Facebook
- #90 This is Facebook every 14 weeks if it was managed like an LMS.
- #91 The CMS is like a moated castle … IMAGE: “Japan: Osaka-jo outer moat, 1” http://www.flickr.com/photos/53537358@N00/3005861124
- #92 … or a walled garden.IMAGE: “The Secret Gardens at Tregwainton” http://www.flickr.com/photos/zawtowers/3758680364
- #93 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
- #94 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
- #96 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/
- #99 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).
- #101 Martin Weller – PLE http://nogoodreason.typepad.co.uk/.shared/image.html?/photos/uncategorized/2007/12/06/pwe_3.jpg
- #102 Scott Leslie – PLE http://edtechpost.wikispaces.com/file/view/swl_ple2.gif
- #103 PLNs connect people in new, dynamic ways that were previously impossible.IMAGE: OpenEd Twitter Conversation – Courtesy Tony Bates http://www.tonybates.ca
- #104 PLNs connect people in new, dynamic ways that were previously impossible.IMAGE: OpenEd Twitter Conversation – Courtesy Tony Bates http://www.tonybates.ca
- #106 Mott, J. and Wiley, D. (2009). “Open for Learning: The CMS and the Open Learning Network,” in education, 15:2.
- #107 Agilix, Moodle, etc.OpenFlexibleScalableLearning-Centered Tools
- #111 The tyranny of “or”False dichotomy between the institutional network and the PLN.
- #112 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)