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Confounding redundancy: LMS, Social Networks & E-portfolio Systems - Moodlemoot 2013 ple returns

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This is the presentation that Jon Dron and I did in Vancouver for the Canadian Moodlemoot. We looked at the redundancy between three big institutional e-learning apps- LMS, e-portfolio and social networks and tried to overview issues of integrating these- or not.

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Confounding redundancy: LMS, Social Networks & E-portfolio Systems - Moodlemoot 2013 ple returns

  1. 1. Confounding redundancy: LMS, SocialNetworks & E-portfolio SystemsTerry AndersonJon DronFeb. 2013
  2. 2. LMS• Tool for teaching effectiveness• Good class management tools• Structured learning paths easily created• Course-centric view of learning• Tight group controls and safety (Safety of campus)
  3. 3. E-Portfolio• Process and product• Archiving, artifacts and reflections• At a course, program or institutional level• CVs and the next step• Network entity and presence• Lifelong learning• Personal ownership of process and product• Exportable to other personal archives??
  4. 4. Social Media• Tool for Building Personal Networks of people and Resources• Means to reify and share knowledge• Ownership and identity• Supports long term partnerships, relationships• Weak and strong ties• Boundary crossing and serendipity• Place for coalescence of Sets into networks and groups, nets into groups.• Discovery, external validation “danger of good ideas”
  5. 5. The future: Beyond the LMS to Personal Learning Environments (PLEs) (Anderson 2005) My social Life My work My school(s) My calendar My profile My hobbies My files My publications E-portfolios My conversations(s)
  6. 6. • If you think of the internet as an environment that is moving and shaping all around you, then you will have a better attitude to be able to handle the flood of information that is coming at you.” Stephen Downes, 2005
  7. 7. A learner-centric view of mobile seamless learningLung-Hsiang Wonghttp://onlinelibrary.wiley.com/doi/10.1111/j.1467-8535.2011.01245.x/full
  8. 8. Making Sense of Social forms collective net set group
  9. 9. Group model• Membership and exclusion, closed• Hierarchies of control• Focus on collaboration and shared purpose• teachers: guides group 8
  10. 10. The net model• bottom-up, open• inclusive• focus on individual and connections• teachers: role models and co-travellers net 9
  11. 11. Set model• cooperation, anonymity• focus on filtering and selection• tags and categorisation• teachers: curators – and publishers set 10
  12. 12. Individual Capacity• LMS – Security, records management, synch and asynch group tools, wikis, gradebook – Tools for groups, support for constructivist, and collaborative learning – Single institutional Login and identity – Export in and Out – while retaining privacy
  13. 13. Individual Capacity• E-Portfolio – Supports reflective as well as summative e- portfolios design – Integration of personal blogs – Export in and Out – while retaining privacy developmental (e.g., working), reflective (e.g., learning), and representational (e.g., showcase), Wikipedia.
  14. 14. Individual Capacity• Networks – Auto and user tagging to insure effective harvesting – groups, nets & sets – Collective tools enhancing persistence, transparency – Casual, informal learning, spaces and resources – Export in and Out – while retaining privacy
  15. 15. Integration to PLE• Password management and minimal disruption• Little “application centric behaviour”• Standards-based and adherent• Easy data import/export
  16. 16. Many pieces loosly joined
  17. 17. The Athabasca Story• LMS – Moodle Hard• E-Portfolio- Mahara Soft• Social Networking - Elgg
  18. 18. The Athabasca StoryLow learner control • LMS – Moodle Hard • E-Portfolio- Mahara • Social Networking - ElggHigh learner control Soft
  19. 19. Function <> technology• Blog <>blog• Discussion forum <> discussion forum• It’s all about the orchestration of phenomena (Arthur, 2009)
  20. 20. Summary• As all three applications evolve, they tend to acquire affordances of one another.• Eliminating one only makes sense if all of its affordances are exploited adequately by the other two• Technologies are more than tools• Joining the pieces effectively first with and then beyond online campus 1st priority

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