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03 Jan 10

Open for Learning: The CMS and the Open Learning Network | in education

"The course management system (CMS) reinforces the status quo and hinders substantial teaching and learning innovation in higher education. It does so by imposing artificial time limits on learner access to course content and other learners, privileging the role of the instructor at the expense of the learner, and limiting the power of the network effect in the learning process. The open learning network (OLN)—a hybrid of the CMS and the personal learning environment (PLE)—is proposed as an alternative learning technology environment with the potential to leverage the affordances of the Web to dramatically improve learning."

ineducation.ca/...-cms-and-open-learning-network - Preview

lms vle ple cms opensource openeducation article history

instructor-centrism
focusing on increasing the administrative efficiency
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- While improvements in efficiency are certainly beneficial to faculty members and students, the CMS has yet to yield consistently demonstrable, replicable, significant improvements in learning outcomes.
- Cuban concluded that "teachers used technology to maintain existing practices" rather than to "revolutionize" the way they teach their students (p. 138)
- In contrast to "the authentic learning environments prompted by advances in cognitive and constructivist learning theories," the industrial, course management model has its center of gravity in teachers generating content, teachers gathering resources, teachers grouping and sequencing information, and teachers giving the information to students (356). This is so, they argue, because teachers "often yield to the seductive appeal of a course management system, where it is easy enough to populate a weekly schedule with static resources and decontextualized tasks" which results in a "focus on content ... rather than the process of educating the student" (357)
- First, the CMS imposes, or at least reinforces, artificial time constraints on learning and learning continuity. It does this by perpetuating the Industrial Era-inspired, assembly line notion that the semester-bound course is the naturally appropriate unit of instruction (Reigeluth, 1999). This student throughput-focused model perpetuates the increasingly false notion that career preparation and learning occur during a discrete, uninterrupted, several-year-long period immediately following high school. Second, while the job marketplace increasingly puts responsibility for learning and authentic, job-related skill acquisition and refinement on the individual, the CMS continues to privilege the instructor as the locus of energy and action in the learning process. The CMS does not afford learners the opportunity to contribute to the learning process in significant ways or to self-organize around learning topics, conversations, or content. Finally, the CMS continues to artificially situate instruction and learning inside walled gardens that are disconnected from the rich and vibrant networks of learners and content in the wider world.
- By scouring the CMS clean of any evidence that students were ever there at the end of every semester, we are denying learners an opportunity to act on what Campbell (n.d.) considers a fundamental human need to leave behind their "cognition prints," some indication that they were there and made a difference.
- Given the overwhelming flow of data all around us, our job should be increasingly less focussed on making our students "knowledgeable" and focused instead more on making them "knowledge-able" (Wesch, 2009).
- In a learning context, he argues that no educational information and communication technology can be "universally good.
- Rather, he asserts, "the best way to invest in instructional technologies is an instrumental approach that analyzes the natures of the curriculum, students, and teachers to select the appropriate tools, applications, media and environments" (59).
- Brown & Adler have argued that, "The most profound impact of the Internet, an impact that has yet to be fully realized, is its ability to support and expand the various aspects of social learning" (2008, 18).
- Rather than thinking of educational media as downloadable files that somehow induce learning in the downloader, we prefer to think of educational content as a campfire around which learners gather. A campfire has important nonsocial functions (like providing heat and light) just as educational content has important nonsocial functions (like conveying information); but, the most important function of both the campfire and educational content is the manner in which they draw people together. A good campfire is a thing around which storytelling, singing, and other social interactions happen, a phenomenon Weller more formally calls a "social object" (2008). The same is true for the best educational content—it draws people into arguments, explorations, discussions, and relationships that add depth, meaning, and value to that content
- One of the primary aims of the OLN model is to reestablish teachers and learners at the center of learning activity (both inside and outside of courses).

02 Jan 10

EduBlend: Cloud Learning Environment - What it is?

edublend.blogspot.com/...ng-environment-what-it-is.html - Preview

ple vle lms dle cloudcomputing

19 Dec 09

Chris Smith's Personal Learning Network (Shamblesguru Voom)

www.shambles.net/PLN - Preview

pln ple plexample

27 Nov 09

[podcast] Digitale Lernumgebungen an Universitäten – wo ist das Ende? – e-Learning Blog

Martin Ebner presents the infrastructure at TU Graz

elearningblog.tugraz.at/...2961 - Preview

presentation examples university lms ple

08 Nov 09

A Personal Cyberinfrastructure – elearnspace

www.elearnspace.org/...a-personal-cyberinfrastructure - Preview

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07 Nov 09

Introduction to the Special Issue on Distributed Learning Environments

"wor"

mfeldstein.com/tributed-learning-environments - Preview

dle vle research ple eduglu sociallearning eportfolio socialnetworking usability lms

In this issue, however, the expression “distributed learning environments” means something entirely different. Here we mean that the learning environments are distributed.

The Web as Personal Learning Environment

online-journals.org/...576 - Preview

ple article

The National Research Council of Canada PLE Project

"The National Research Council of Canada's Institute for Information Technology (Learning and Collaborative Group) has started a research and development project exploring the Personal Learning Environment. The project researches how new technologies can be used in a personalized informal learning environment and focuses on two dimensions."

ple.elg.ca - Preview

ple research

John Pallister :: Blog :: Are we over-cooking the Personal Learning Environment

elgg.jiscemerge.org.uk/...1767.html - Preview

ple

The Ed Techie: The reciprocity economy

nogoodreason.typepad.co.uk/...the-reciprocity-economy.html - Preview

sharing socialnetworking ple pln

05 Nov 09

There’s no LMS in my PLE « Mollybob Goes To School

mollybob.wordpress.com/...theres-no-lms-in-my-ple - Preview

ple lms

01 Nov 09

My Learnstreaming Journey - Learnstreaming

via http://www.jarche.com/2009/10/learnstreaming-and-pkm/

denniscallahan.posterous.com/my-learnstreaming-journey - Preview

learning ple pln learnstreaming diagram

18 Oct 09

[publication] Personal Learning Environment - A Conceptual Study – e-Learning Blog

"The influence of digital technologies as well as the World Wide Web on education rises dramatically. In former years Learning Management Systems (LMS) were introduced on educational institutes to address the needs both their institutions and their lecturers. Nowadays a shift from an institution-centred approach to a learner- centred one becomes necessary to allow individuality through the learning process and to think about learning strategies in general. In this paper a first approach of a Personal Learning Environment (PLE) is described. The technological concept is pointed out as well as a study about the graphical user-interface done at Graz University of Technology (TU Graz). It can be concluded that PLEs are the next generation environments, which help to improve the learning and teaching behaviour. "

elearningblog.tugraz.at/...2717 - Preview

ple article technology

04 Oct 09

Virtual Learning Reports of the demise of the VLE/LMS are greatly exaggerated – elearnspace

www.elearnspace.org/...vlelms-are-greatly-exaggerated - Preview

vle lms ple

Your Personal Leanring Network as a Personal Community of Practice | Brains

brains.parslow.net/1542 - Preview

ple pln cop

28 Aug 09

Encouraging lifelong learning habits in a web 2.0 enabled PLE

www.slideshare.net/...n-a-web-20-enabled-ple-1602622 - Preview

presentation ple portfolio eportfolio lifelong_learning web2.0

Open for Learning

presentation at OpenEd 2009

www.slideshare.net/...open-for-learning - Preview

ple lms openeducation networked_learning networking eportfolio portfolio presentation conference

23 Aug 09

eday 2009 | mediendidaktik.de

especially presentation by Till Kreutzer (end when he talks about law and Web 2.0); min. 1:35:00: Einwilligung zur Filmaufnahme kann auch mdl. und stillschweigend eingeholt werden (Person sieht Kamera und kann daher davon ausgehen, dass sie aufgenommen wird). Jedoch ist es dann schwierig, Kontext zu sehen.

mediendidaktik.uni-duisburg-essen.de/...eday09 - Preview

conference ple edtech law presentation recording

04 Aug 09

Lifelong Learning or Lifelong Research? | Teaching and Learning with Technology

staff.tlt.psu.edu/5159 - Preview

ple plexample

14 Jun 09

Teach Web 2.0: Google Wave, Networked Learning, and PLEs

teachweb2.blogspot.com/...tworked-learning-and-ples.html - Preview

ple googlewave networked_learning

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