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Learning and interactions « Vicarious Conversations
n an effort to review my research focus, and to update what I know, I’m blogging my thesis. It’s more a reblogging exercise, if you think of the thesis as a huge blog, which it’s not. But the things I learnt while doing it are very important and in the 5 years since its completion, I’ve barely touched it
Bridging the Gap Between the PLE & the LMS — Open Education Conference
Description: Traditional LMSs are not open. PLEs are. But there’s a gap between the two that poses problems for higher education. While PLEs promise significant improvements in student engagement, flexibility and transparency, institutions are struggling to manage student enrollments, gathering of student work, conducting assessment across various PLE spaces, maintaining secure student records (compliant with FERPA guidelines), etc.
Gardner Campbell: A Personal Cyberinfrastructure
Pointing students to data buckets and conduits we've already made for them won't do. Templates and training wheels may be necessary for a while, but by the time students get to college, those aids all too regularly turn into hindrances. For students who have relied on these aids, the freedom to explore and create is the last thing on their minds, so deeply has it been discouraged. Many students simply want to know what their professors want and how to give that to them. But if what the professor truly wants is for students to discover and craft their own desires and dreams, a personal cyberinfrastructure provides the opportunity. To get there, students must be effective architects, narrators, curators, and inhabitants of their own digital lives.6 Students with this kind of digital fluency will be well-prepared for creative and responsible leadership in the post-Gutenberg age. Without such fluency, students cannot compete economically or intellectually, and the astonishing promise of the digital medium will never be fully realized.
The ECAR Study of Undergraduate Students and Information Technology, 2009 | EDUCAUSE
Most want a moderate amount of IT, 45% think their profs use IT effectively, less than 5% want exclusively IT learning experiences, 79% like to learn by running internet searches (!), 91% use a CMS but satisfaction with it has dropped from 76% to 63%, few classes using blogs, wikis, FB, etc.
The 2008 Campus Computing Survey (29 Oct 2008) | The Campus Computing Project
Yet even as respondents seem wary of migrating to Open Source, the survey data document the rising deployment of Open Source LMS applications. For example, Blackboard remains the dominant LMS provider in higher education: 56.8 percent of the campuses in the 2008 survey identified Blackboard as the single product campus LMS standard, down from 66.3 percent in 2007.
Public LMS Evaluations | Mark Smithers
Many universities are currently, or have recently, reviewed their enterprise LMS including my own employer. Unfortunately we haven’t made our review process public but many universities have been generous enough to provide information about their reviews. The following list are some of the publicly available LMS reviews that I have found. These were really useful in developing and informing our own review and I hope that by bringing them together in one place it will be useful for others.
Wide Scope » Wordpress as a Replacement CMS
Blog platforms are so good and versatile that educators have all of the resources we need to run a course management website without the need for proprietary software. Blogs do just about everything a course management software system can do and more. There are also several other benefits to do something like this with a mainstream blog platform.
Last year, I started experimenting with using Wordpress as a total replacement content management system. My thought was, I can make Wordpress do just about everything I’d want from a content management system (and then some!)
Framing the Debate: Social Media vs. LMS | TechTicker
In the following post I highlight the guidelines that I feel are particularly relevant to the debate about social media versus learning management systems in education, and discuss what the implications are based on my own experience and observations.
Dalsgaard: Social software: E-learning beyond learning management systems (2006)
European Journal of Open, Distance and E-Learning\n\nPedagogical argument for abandoning LMS in favor of diverse tools.
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Social software: E-learning beyond learning management systems
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The LMS Mirror: School as We Know IT versus School as We Need IT and the Triumph of the Custodial Class
The LMS Mirror: School as We Know IT versus School as We Need IT
and the Triumph of the Custodial Class
WordPress › KB Gradebook « WordPress Plugins
How it Works
You upload a CSV file (from Excel or some other spreadsheet) containing your students' grades. One column in the spreadsheet contains student (or parent) email addresses. The plugin generates a random password for each email address (or you can use WP logins; see FAQ). Students use this password with their email to check their grades. To update the grades, you just upload a new CSV.
After uploading a CSV, you type up a generic message that will be personalized for each student. For example, if one of the columns in your spreadsheet is called "midterm" and another is called "final," your message might be something like this:
Dear [student], you got a [midterm] on the midterm and a [final] on your final.
George Siemens: Virtual Learning Reports of the demise of the VLE/LMS are greatly exaggerated – elearnspace
LMS’ are used in corporations and schools because they support the existing structure. By supporting the existing structure, they also play a role in preserving it. A co-dependent addiction…
Using Principles of the Instructional Systems Design Approach for Implementing Open-Source Learning Management System in Higher Education (2008)
This paper discusses the issues associated with teaching and learning when developing course web sites based on principles of the instructional systems design (ISD) approach. The organizational and operational aspects are presented first, following by a discussion of pedagogical aspects. Three pedagogical issues related to course web sites are discussed in detail – active learning, computerized feedback, and the effects on learning of using multimedia. Some findings, based on collected data and the authors' experiences, are also presented and discussed. The conclusions are that the advanced technology exists but it seems that instructors in higher education still tend to build course web sites that underutilize the technology's potential. On the other hand, using technology simply because it is there does not assure effective learning. Technology must be a means – not the aim. The pedagogical considerations and the ways of using the technology to achieve the pedagogical benefits are what is important.
AJET 24(1) Weaver, Spratt and Nair (2008) - Academic and student use of a learning management system: Implications for quality
Student opinions appear to reflect more the use of the technology made by teaching staff - students who have experienced a well-designed unit rich with resources, timely feedback and good interaction with staff reported a positive experience with the technology. Staff responses are more focused on the technical and administrative aspects of using WebCT rather than teaching issues.
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Student opinions appear to reflect more the use of the technology made by teaching staff - students who have experienced a well-designed unit rich with resources, timely feedback and good interaction with staff reported a positive experience with the technology. Staff responses are more focused on the technical and administrative aspects of using WebCT rather than teaching issues.
Blogs Instead of Blackboard - Chronicle of Higher Education
Jim Groom sounded like a preacher at a religious revival when he spoke to professors and administrators at the City University of New York last month. "For the love of God, open up, CUNY," he said, raising his voice and his arms. "It's time!" But his topic was technology, not theology.
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