- Jul 2017
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er.educause.edu er.educause.edu
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no significant change
So it's not the technology that hasn't generated change, it's that the technology is tied to "semester-based sections of instructor-led courses", which I think is a human/institutional choice in how the technology is used.
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Unsurprisingly, neither of these domains has led to significant change to the traditional roles of or relationships between teachers and learners.
Maybe a question of what counts as "significant change": the networked collaboration Long/Mott highlight HAS generated new relationships between/among teachers and learners.
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The unstoppable democratization of the web
I would question this statement: it's not necessarily true and suggests technological determinism.
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backward design
Backward design's early occurrence in edtech.
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exoskeleton for the mind
Robotic/insect metaphor. Individualistic rather than socially connective. Armor. A strange term to refer to the "soft-skills"/habits of mind listed next.
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We must utilize the tools we have at our disposal to finally close Benjamin Bloom's 2-sigma gap in achievement between personally tutored students and students in a traditional classroom.
Primary goal: close Bloom's 2-sigma gap.
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we face an urgent societal need to fully, efficiently, and effectively help all individuals realize their potential as learners and practitioners across an expected lifetime of learning
N\(^2\)GDLE should serve all people over whole lifetime.
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bavatuesdays.com bavatuesdays.com
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the NGDLE offers a way for institutions to more easily extract and share their learning community’s personal data with a wide range of sources, something that should deeply disturb us in the post-Snowden era. But the real kicker is, how do we get anyone to not only acknowledge this process of extraction and monetization (because I think folks have), but to actually feel empowered enough to even care.
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www.theedadvocate.org www.theedadvocate.org
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NEO Learning Management System: The World’s First Comprehensive LMS
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wcetfrontiers.org wcetfrontiers.org
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In Defense of the LMS
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abject.ca abject.ca
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hybridpedagogy.org hybridpedagogy.org
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And instead of putting our resources and skills into imagining what those spaces could become for teaching and learning, we began spending a lot of money on learning managements systems and other educational technologies.
on disinvestment in tilde spaces as proto DoOO and investment into LMS and commercial edtech
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But when the LMS goes beyond merely providing administrative and management features and instead is offering features designed (perhaps badly) to build community, share information, and collaborate with others, it is obviously influencing pedagogy.
LMS reaching into course containers to influence pedagogy
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- Mar 2017
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files.eric.ed.gov files.eric.ed.gov
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, LMS are also experiencing a paradigm shift from course to curricular management
So sad that Learning Management Systems are about management and not about learning. ;-) Same with CMS. Content Management Systems are not about content.
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www.courseforce.com www.courseforce.com
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CourseForce Provide Learning Management System Software (LMS)
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- Feb 2017
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files.eric.ed.gov files.eric.ed.gov
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Rather than existing as single applications, they are a “confederation of IT systems and application components that adhere to common standards ...that would enable diversity while fostering coherence.”
This definition sounds a lot like the definition of the Web itself.
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are limited in capacity, too narrowly focused on the administration of learning rather than the learning itself.278
Agreed, emphasis is on the "management" not on the learning.
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dynamic social exchanges
Really?
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www.mrowe.co.za www.mrowe.co.za
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These are positive, incremental improvements in the quality and flexibility of our classrooms, but are nowhere near being transformational (Laurillard, 2007). This is not the use of technology that I’m interested in
Me, too.
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- Jan 2017
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campustechnology.com campustechnology.com
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There is an increasingly diverse student population in today's colleges and universities, and a wide variety of modalities and course models. "Try to imagine a single application like an LMS that could possibly do justice to the wide range of needs," Brown said,
It can't. One size cannot fit every pedagogical model.
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www.futuoer.org www.futuoer.org
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The traditional approach suggests that open online learning will consist of courses. While courses may well persist (there are occasions where a linear, focused, and deep study of a subject continues to be a good idea), they are occupying a smaller and smaller space in open online learning.
This is an important consideration in times of smaller budgets... how much do we need to rely on high-cost LMS tools for open education? I'm glad to see openEd innovating away from the Blackboards of the edtech world.
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- Dec 2016
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mfeldstein.com mfeldstein.com
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This is not easy. Well-designed educational technology has often lacked a learning sciences base, and many research-based education products have lacked a compelling user-centered design. How can world-class user experience (UX) design— grounded in a fail-fast culture—and educational research— grounded in rigor—peacefully coexist?
In this Pearson sounds more like an edtech company than a content publisher. I wonder at what point will Pearson release a full LMS product that competes directly with BB, D2L, etc?
The tension in that last line on the cultural environments of technology vs academia is an important -and real-tension.
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- Oct 2016
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www.timeshighereducation.com www.timeshighereducation.com
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State of learning management systems ‘verging on embarrassing’
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lisahistory.net lisahistory.net
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but what about links people might have made to my Fall course content? I won’t be updating the Fall course anymore (I’ll be updating the Spring course)
The "persistent" nature of the course is only for the teacher, not for the world to take part in.
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Scary stuff. Apart from the questionable ethics, it actually disempowers students by removing their agency in the learning process.
This nails it.
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they don’t even know that their “learning pathway” is being manipluated via machine learning.
Learning analytics is only beneficial if students are aware of its use and potential benefit to their learning.
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and pruning the content we could access easily.
Much of this done to keep users (students) "safe."
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branching
Is the response to this particular portion of the critique so-called "adaptive learning?"
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The implication is that any depth must exist within the instructional materials accessed through the system.
The linear nature of Modules and learning tasks because of systematic constraints on organization communicates linearity in learning, even if it's not on purpose.
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Canvas’ defaults encourage a simplistic, linear course with step-by-step navigation for all tasks.
This is true of any LMS, not just Canvas.
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- Sep 2016
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library.educause.edu library.educause.edu
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An institution could retain theLMS as a core component, preserving its value as an administrative tool and a linchpin for learning data. But learning pioneers would be able to experiment and innovate by hooking apps and other functions onto the LMS. Contact with the LMS would be more indirect than direct for most users.
Like DoOO buffet of tools and applications?
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mfeldstein.com mfeldstein.com
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a fundamental flaw in combining all things labeled LMS as a single market
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- Aug 2016
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hybridpedagogy.org hybridpedagogy.org
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Making and Breaking Domain of One’s Own: Rethinking the Web in Higher Ed
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- Jun 2016
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er.educause.edu er.educause.edu
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Both will, however, ensure that students feel more thoroughly policed.
I'm skeptical, but it will be interesting to see how successful efforts are to use monitoring/flagging when they are intended to make students feel more connected to the content/instructor/peers. Lumen's platform apparently will email students with "canned" messages from the instructor when events are triggered. "Personal" touch?
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docs.moodle.org docs.moodle.org
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This page does not exist yet.
Not yet, eh? Is QTI compliance coming back?
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docs.moodle.org docs.moodle.org
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Quiz questions can be exported in IMS QTI 2.0 format.
Yes? Other support documents make it sound like support was dropped by Moodle 2.1 or so.
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nextgenlearning.org nextgenlearning.org
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About a decade ago, there was surge of impatience with the LMS, similar to what we are seeing today. So the community banded together and jointly wrote code to create an open source LMS, called Sakai.
The open source Sakai born of frustration with proprietary systems?
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www.edsurge.com www.edsurge.com
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www.eduappcenter.com www.eduappcenter.com
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Configurations Canvas Moodle Blackboard Sakai Desire2Learn
These may e the key links to making an LTI app work in other LMSs besides Canvas.
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library.educause.edu library.educause.edu
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Tomorrow’s system environments will better integrate collaboration and engagement features into the user experience, allowing faculty to easily make these features an integral part of their courses and providing students with flexible, varied, and ongoing means of engagement.
This might be the key contribution h could make in this space.
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library.educause.edu library.educause.edu
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the LMS is valuable for handling the administrative duties of a course, it is less successful in effectively facilitating learning, especially as higher education actively develops new course models and pedagogical approaches.
If what is missing from the LMS are actual learning tools, then certainly h adds an aspect of this.
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er.educause.edu er.educause.edu
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listedtech.com listedtech.com
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Am I asking too many questions?
No.
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Much of it sounds like Bob Squillace’s post following #OpenApereo16.
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manual.softcover.io manual.softcover.io
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Hartl’s Tenth Rule of Typesetting Any sufficiently complicated typesetting system contains an ad hoc, informally specified, bug-ridden, slow implementation of half of LATEX.
Sounds like Norman’s Law.
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homonym.wordpress.com homonym.wordpress.com
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the LMS’s institutionally friendly attributes have an important role in shaping our thinking about teaching and learning.
But should it?
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humanitiesinpractice.blogspot.com humanitiesinpractice.blogspot.com
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Most LMS environments are not designed as places where students do work; rather, they cater to the needs of instructors.
Discuss.
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- May 2016
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notdead.trubox.ca notdead.trubox.ca
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notdead.trubox.ca notdead.trubox.ca
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Limitations of any Learning Management System
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mfeldstein.com mfeldstein.com
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Dammit, the LMS
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- Mar 2016
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bavatuesdays.com bavatuesdays.com
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At the core of the personal API is the radical mission to put control over data (and its access) in the hands of students. This is both a pedagogical act and a creative opportunity, informing students that they can access their own information as well as create interfaces to do with that data what they please. It gives them a seat at the tables where the edtech powers sit, moving them one step closer to a status of equality rather than that of a passive consumer.
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- Feb 2016
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www.zachwhalen.net www.zachwhalen.net
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Slack is communication software popular for handling workplace information flow, project management, customer support, and all kinds of other things.
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- Jan 2016
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www.edsurge.com www.edsurge.com
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Technologies that live within closed systems create roadblocks in students’ learning pathways.
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mfeldstein.com mfeldstein.com
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Resolve the tensions with Moodle HQ (one way or another)
Ominous.
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- Dec 2015
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www.beyondlms.org www.beyondlms.org
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The Learning Management System (LMS) pervades the EdTech space.
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mfeldstein.com mfeldstein.com
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More consolidation in the LMS market?
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mfeldstein.com mfeldstein.com
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course design is more important than the LMS
In all the platform news, we can talk about “learning management” in view of instructional and course design. But maybe it even goes further than design into a variety of practices which aren´t through-designed.
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logical home for an open source project of just about any learning tool
Yet again, we’re reminded of Norman’s Law.
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a rationale for a group of large Moodle hosts to collaborate on testing plugins with an eye toward requirements that other Moodle users might not have
There’s a clear need for collaborative work on LMS. But this approach deepens the impression that Moodle is a solution for “admins”.
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if one or more of the larger companies were to leave the Partner program.
Had not thought of that, during MoodleMoot. But, clearly, there’s a number of things at the back of Martin’s mind (or anyone else at Moodle HQ).
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- Nov 2015
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mfeldstein.com mfeldstein.com
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most part
Relegating LMS to certain functions. Weaning ourselves away from the LMS milk.
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students’ blogs to be the LMS
D’Arcy Norman, again.
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www.soomolearning.com www.soomolearning.com
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LMS INTEGRATION - Soomo seamlessly supports single-sign-on access and gradebook integration with your school's learning management system.
keys to the castle
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- Oct 2015
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edutechnica.com edutechnica.com
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LMS Data:
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- Sep 2015
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toolboxrenewal.act.utoronto.ca toolboxrenewal.act.utoronto.ca
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toolboxrenewal.act.utoronto.ca toolboxrenewal.act.utoronto.ca
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RFP
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www.educause.edu www.educause.edu
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But as David Kernohan remarks, sometimes innovation can be "the art of circumventing large monolithic systems to actually get some stuff done."
Amen!
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Five Arguments against the Learning Management System
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- Aug 2015
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canvas.beta.instructure.com canvas.beta.instructure.com
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An external tool can ask for an xAPI callback URL, and then POST back an interaction activity to Canvas. This will update the activity time for the user in Canvas, and add a page view for that tool. Page views will show up in the course analytics section as activity.
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Traditionally, a learner's data stays within the LMS or the organization running the LMS. Unlike an LMS, the LRS and the xAPI enable the sharing of data between LRSs and other xAPI-enabled tools. This means a learner's data can follow them wherever they go, from school to school and job to job.
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- Jun 2015
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learning.instructure.com learning.instructure.com
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LMS and student performance
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- May 2015
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www.insidehighered.com www.insidehighered.com
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“Above all else, our vision of a next-generation learning experience is one where the needs and preferences of learners are placed directly at the center,” Katie Blot, senior vice president of corporate strategy and industry relations at Blackboard, said in an email. “This means an environment that is not only personalized and collaborative, but also flexible, intuitive and driven by data to help learners -- and those who support them -- make good decisions along their educational pathways.”
Still smells of content driven experiences. Professors, students are the content.
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“The biggest elephant in the room is that a lot of the systems that are used in higher ed are very course-centric in nature,”
Destroy the boundaries of the "course."
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Finally, the report recommends learning management systems abandon the “walled garden” approach -- that “a course is either public or private.” Instead, the systems should let students move freely between public and private online spaces and capture collaborations no matter where on the internet they occur.
Of both. Seems like a step in the right direction.
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“We can’t just have one big chunk of code that’s going to do everything for everybody,” Brown said. “Legos work because that specification is so clear and unambiguous. As long as you observe those specifications, you’re going to snap together.”
Re-usability paradox. See Wiley: http://opencontent.org/blog/archives/3854
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The next-generation learning management system shouldn’t be a system at all, but a “digital learning environment” where individual components -- from grade books to analytics to support for competency-based education -- fit together like Lego bricks, a new white paper recommends.
Is this what we think a next generation LMS should look like? Lego bricks?
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