Thomas Laigle's Library tagged e-learning → View Popular

"Guide d'accompagnement pour les enseignants désirant utiliser les TICE dans les différentes étapes du processus d'enseignement.Les rubriques reprennent ce cheminement classique, de la conception à l’enseignement en passant par la scénarisation et la médiatisation, le cycle de l'enseignement."

www.it-sudparis.eu/...index.php - Preview

tice foad guide gestion de projet e-learning

05 Oct 09

Universités numériques

Le portail des universités numériques, outil de mutualisation et de production de ressources pédagogiques pour le supérieur. y sont regroupés : AUNEGE (Économie et gestion), UNF3S (Santé et sport), UNISCIEL (Sciences fondamentales), UNIT (Sciences de l'ingénieur et technologie), UNJF (Sciences juridique et politiques), UOH (Sciences humaines et sociales, langues et arts)
* UVED
Environnement et développement durable

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université e-learning ressources pédagogiques portail

16 Sep 09

Déclaration de Dakar sur les ressources éducatives libres

Déclaration du groupe de travail de l'OIF sur le développement et la diffusion de ressources éducatives libres

www.auf.org/...ation_de_Dakar-5_mars_2009.pdf - Preview

ressources éducatives libres francophonie développement e-learning

Innovation and quality in e-learning

De la perception de la qualité d'une formation e-learning en fonction des attentes et représentations de l'évaluateur

www.jucs.org/...jucs_15_07_1427_1439_dondi.pdf - Preview

e-learning qualité évaluation article

15 Sep 09

L'académie en ligne ou la fausse modernité de l'Éducation nationale - Framablog

De l'importance des ressources pédagogiques libres, et des erreurs commises par l'Education Nationale et le CNED en la matière

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tice opensource libre éducation ressources pédagogiques ingénierie pédagogique e-learning

Je suis enseignant et je souhaite distribuer ces ressources à mes élèves ? Interdiction. Je souhaite les adapter à mes besoins et (re)déposer ce travail dans le pot commun ? Interdiction. Je suis animateur dans un Espace public numérique ou dans un réseau d’éducation populaire et souhaite en faire profiter collectivement mon public ? Interdiction. Je suis un élève et souhaite distribuer les ressources à mes camarades qui n’ont pas accès à Internet ? Interdiction. La liste est longue et non exhaustive…

Ces mentions légales étaient-elles forcément les plus adaptées à la situation et à l’objectif fièrement affiché ? Rien n’est moins sûr. N’y aurait-il pas une certaine légitimité à les remettre en question, ou tout du moins à se poser quelques questions ?
Mais peut-être plus important encore,le fond, c’est-à-dire la qualité des documents. Ce n’est pas parce qu’une structure accole du jour au lendemain une licence libre à ses travaux que ces derniers vont, tel un coup de baguette magique, gagner en qualité. Il y a bien entendu des facteurs autrement plus importants qui entrent en ligne de compte. Il n’empêche que cela participe à la création d’un terreau fertile à l’épanouissement des ressources. La licence libre donne confiance, induit la circulation, la collaboration et donc a priori l’amélioration (je peux copier, modifier et reverser en toute liberté dans le pot commun sans que quiconque puisse un jour refermer le couvercle). Le projet peut échouer bien entendu, mais on lui aura ainsi facilité en amont ses chances de réussite.
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- Quel intérêt de laisser le CNED proposer seul dans son coin ces maigres ressources alors que l’on possède en son sein des enseignants aussi productifs ayant une solide expérience du « travailler ensemble » ?
- L’Éducation nationale est une cathédrale et non un réseau social (et encore moins une communauté).
- Licences fermées, professeurs peu impliqués et éditeurs confortés dans leur immobilisme… tout ceci ne devrait pas tenir longtemps parce que par delà nos frontières c’est la pleine effervescence autour de ce que l’on appelle les ressources éducatives libres.
- ’expression Ressources Éducatives Libres (REL) désigne un mouvement mondial initié par des fondations, universités, enseignants et pédagogues visant à créer et distribuer via internet des ressources éducatives (cours, manuels, logiciels éducatifs, etc.) libres et gratuites
- Oublions les Facebook, Twitter, Dailymotion et autres gadgets de communication légèrement hors-sujet par rapport aux réels enjeux. Et osons faire passer l’académie en ligne du mode « lecture seul » au mode « lecture / écriture ensemble ». Car le plus grand service que l’on puisse rendre présentement aux enseignants est d’inscrire ce projet dans le cadre des ressources éducatives libres.
- Dans le cas contraire, regarder passer le train des ressources éducatives libres constituerait selon nous une triple erreur : historique, politique et par dessus tout pédagogique.

05 Sep 09

FLE | Créer des exercices interactifs pour Internet

Passage en revue des principaux outils de création d'exercices auto-correctifs

www.edufle.net/reer-des-exercices-interactifs - Preview

e-learning exercices outils logiciel

04 Sep 09

Half an Hour: Access2OER: The CCK08 Solution

Une présentation rapide de l'expérimentation menée par Downes et Siemens d'un cours distribué, basé sur les principes du connectivisme

halfanhour.blogspot.com/...access2oer-cck08-solution.html - Preview

connectivisme e-learning

The course was designed to operate in a distributed environment; we did not centralize on a single platform or technology.
The design of the course - as a distributed connectivist-model course - created a structure in which the course contents formed a cluster of resources around a subject-area, rather than a linear set of materials that all students must follow.
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- the expectation was that participants should sample the materials, selecting only those they found interesting and relevant, thereby creating a personal perspective on the materials, that would inform their discussions.
- We did not try to provision access in all formats; rather, we employed a wide variety of formats for different materials and encouraged mash-ups, translations, and other adaptations.
- daily newsletter aggregating and distributing course content proved to be a vital link for participants.
- by combining participants from a wide range of skill sets, people were able to - and did - help each other out.
- We could not, nor did we try, to provision everything that was needed for 2200 students. Rather, we created conditions, and encouragements, where participants would provide additional resources for themselves. The role of the instructors and facilitators is essential in this model, but this role is not to provide solutions but rather to establish a basic structure.

01 Sep 09

Francisation en ligne

Un cours de français en ligne à destination des migrants au Canada

www.francisationenligne.gouv.qc.ca - Preview

fle immigration e-learning

11 Aug 09

Social software: E-learning beyond learning management systems

Réflexions sur l'usage d'outils en réseaux à agréger plutôt que d'un LMS "tout intégré" pour la formation, afin de favoriser un enseignement centré sur l'étudiant et basé sur une approche par problème

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e-learning outils tice pédagogie didactique ressources didactiques

Yet the OECD (2005)
report "E-learning in Tertiary Education: Where do we stand?" indicates
that universities primarily use LMS for administrative purposes, and that LMS
so far have had a limited impact on pedagogy:

"ICT has penetrated tertiary education, but has had more impact on administrative
services (e.g. admissions, registration, fee payment, purchasing) than on the
pedagogic fundamentals of the classroom." (OECD,
2005, p. 15)
social
software tools can support a social constructivist approach to e-learning by
providing students with personal tools and engaging them in social networks.
Using social software in this way requires that organization of e-learning
moves beyond centralized and integrated LMS and towards a variety of separate
tools which are used and managed by the students in relation to their self-governed
work.
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- The question of organizing
  e-learning tools involves the problem of integration vs. separation.
  On the one hand, it is possible to integrate different tools in a single stand-alone
  system, a learning management system, also called virtual learning environments
  or e-learning systems (such systems include Blackboard, WebCT, Moodle). On
  the other hand, tools can be separated in a number of distributed and independent
  applications used for different purposes.
  - Intégration ou agrégation... - on 2009-08-11
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- social software is a very difficult concept to define.
  The term not only includes a wide range of different technologies, but the
  social aspect of the technologies often emerges from a combined use of different
  technologies
- The approach to e-learning presented below uses social software technologies
  to empower students in their self-governed activities. Students are directed
  at solving a problem, and the purpose is to provide students with tools which
  they can use to solve problems on their own and in collaboration with other
  students. Self-governed, problem-based and collaborative activities call for
  tools which support construction, presentation, reflection, collaboration,
  and tools for finding people and other resources of relevance to their problem.
  Using social software to support self-governed activities necessitates a different
  organization of e-learning than the sole use of an LMS.
  - Une approche pédagogique par projet/problème nécessite de fournir aux apprenants un ensemble d'outils permettant construction, présentation, réflexion, collaboration, et recherches de personnes ressource ; ce qui ne peut être réalisé au sein d'un seul LMS - on 2009-08-11
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- LMS are well suited for managing
  student enrolment, exams, assignments, course descriptions, lesson plans, messages,
  syllabus, basic course materials, etc. However, self-governed and problem-based
  activities are not very well supported by LMS. LMS are to a large extent developed
  for the management and delivery of learning – and not for self-governed
  activities of students.
- Instead of integrating
  all functions within a system, the approach suggests making available several
  separate tools to support different needs of students – in other words,
  providing students with a tool box of different opportunities.
- "Collaboration via the net does not necessarily require monolithic,
  expensive tool suites that aim to do everything under one umbrella. We will
  share and demonstrate the use of readily available, mostly free, discrete
  sets of "small" and "loosely joined" technologies - weblogs,
  wikis, instant messaging, audio/video chat. The loose joining means that
  how they are connected are not necessarily in the programming of the software,
  but the ways people can use them in a social context that is an environment
  of dynamic, changing relationships and connections, rather than the rigid,
  limited ones defined by computer code."
  
  (http://careo.elearning.ubc.ca/wiki?SmallPiecesLooselyJoined/AboutSmallPieces)
- As stated, learning cannot be managed. Learning can, however, be facilitated.
  The educational potential of social software is to facilitate self-governed,
  problem-based and collaborative activities by supplying students with loosely
  joined personal tools for independent construction, and by engaging them in
  social networks. This approach to e-learning empowers students by giving them
  the ability to navigate and participate on the web and to use it actively to
  solve problems. It is important to stress that the argument for using separate
  tools instead of an integrated system is a pedagogical argument. The
  argument is that the learning activities of students cannot be structured or
  pre-determined. Choice of a variety of tools will better support the required
  flexibility of open-ended activities than any one integrated system.
- student-centred approach to e-learning is approached
  by:
  
  using a management system for administrative issues,
  offering students personal tools for construction, presentation, reflection,
  collaboration, etc.,
  facilitating networks between students within the same course, and
  facilitating networks between students and other people working within
  the field.

29 Apr 09

REFAD - Guide de communication éducative et de choix technologiques en formation à distance

Un guide qui fait le point sur les usages et les pratiques pédagogiques au sein des systèmes d'enseignement à distance.

refad.ca/...uide_de_communication_FAD.html - Preview

e-learning formation à distance ingénierie pédagogique communication tice

23 Apr 09

eLearn: Five questions for georges Siemens

Une interview de georges Siemens sur l'évolution de l'enseignement au sein des universités

elearnmag.org/subpage.cfm - Preview

e-learning université connectivisme

Finally, what advice would you offer someone who is developing or delivering e-learning based on your experiences and insights?

GS: Approaches to learning design, development, and delivery will obviously vary by discipline, grade/age level, and the context in which learning will be delivered. To simplify the process, I'd recommend designers consider three elements:

1. Context: Nothing influences learning design more than the context in which the learning will occur. Corporations can not assume broadband connectivity when delivering training to global audiences. Language and cultural distinctions are important. The technical skill level of the trainers and the learners is also important. And, as information is increasingly represented in specific environments, alternative learning experiences through mobile devices, simulations, and virtual worlds becomes important.

2. Connections: Knowledge is distributed across social and technological networks. Learning involves growing and exploring those networks. Learning design, therefore, is primarily concerned with assisting learners in building the capacity to participate in networks. Learners should be able to access information and experts when needed.

3. Choice: Designers cannot anticipate the full spectrum of learner needs. As a result, choice and variety are important. Choice must be reflected in terms of variety, pace, modality (online, mobile), and degree of support (mentorship, self-guided). Rather than detailing a pathway through material, learners should have the option to wayfind through utilization of personal and social networks. In this model, learners continue to have access to required resources (and their social and information network) after a course has concluded.

19 Apr 09

How to Create Your Own Online Course: 100 Tools, Guides, and Resources | Best Universities

Une page rassemblant outils et tutoriels pour se lancer dans la création d'un cours en ligne

www.bestuniversities.com/...100-tools-guides-and-resources - Preview

tice e-learning lms outils tutoriel

16 Mar 09

Handbook of Emerging Technologies for Learning (pdf)

Co-écrit par Georges Siemens et Peter Tittenberger, ce manuel des nouvelles technologies pour l'apprentissage fait le point sur les conséquences du développement des Tice pour l'apprentissage, la formation, la recherche et leur organisation institutionnelle...

umanitoba.ca/...HETL.pdf - Preview

tice e-learning université apprentissage connectivisme réseau didactique ressources didactiques

10 Mar 09

'iTunes university' better than the real thing - science-in-society - 18 February 2009 - New Scientist

Les étudiants ayant étudié à partir de podcasts de cours magistraux auraient un meilleur taux de réussite.
=> raison probable : la possibilité de mettre en pause ou de réécouter des passages mal compris...

www.newscientist.com/...etter-than-the-real-thing.html - Preview

podcast e-learning université english article

30 Jan 09

Apprentissage socio-constructiviste : Ordre et desordre - Apprendre 2.0

Discusison entre Marcel lebrun et Christophe Batier sur les processus d'apprentissage classiques et constructiviste, et leurs conséquences sur les dispositifs de formation (notamment à distance)

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apprentissage constructivisme e-learning méthodologie

L’ordre correspondant à un type d’enseignement traditionnel basé sur un cours magistral en amphithéâtre :

l’enseignant donne la théorie et les étudiants appliquent.

Les étudiants sont alors évalués sur le produit final : la copie d’examen.

Dans ce cas le processus d’apprentissage est oublié ce qui compte c’est le produit.
Le désordre correspond à un dispositif où l’étudiant est plongé dans un environnement avec des ressources qu’il doit manipuler seul ou en groupe.

Son activité est faite de commentaires dans les blogs, d’analyse de questionnement ou de prise de position dans les forums, de participation dans les wikis.

Ce qui est ici important c’est le processus.
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- La réponse que l'on propose serait de joindre les deux approches en demandant aux étudiants de faire par groupes successifs une synthèse en rassemblant les idées fortes ...

12 Jan 09

Half an Hour: The Future of Online Learning: Ten Years On

Un excellent article de synthèse de Stephen Downes sur l'évolution de l'apprentissage en ligne et de ses tendances. En anglais...

halfanhour.blogspot.com/...-learning-ten-years-on_16.html - Preview

e-learning connectivisme environnement d'apprentissage tice éducation ingénierie pédagogique

Bandwidth is in the process of becoming ubiquitous, and though we may complain about the price, it is already, relatively speaking, cheap.
- Situation in 3D world countries is not so good, but great improvements are awaited... cf Google's project to supply internet connection to Africa. - on 2009-01-07
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Each person will have what may be thought of as a ‘profile’ of their own art, music and other media, which they have created themselves or with friends, along with records of their activities in various games and simulations
- i.e. a personal learning (and playing, sharing, socializing...) environnement - on 2009-01-07
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- Learning materials are now available online as well. Probably the most representative (and most saturated) market is the language learning market, where providers market audio and video clips, flash cards and memory aids, study guides, and much more.
  - Although quality content is still scarce... most of these platforms focus on (sometimes useful) tools. User generated content doesn't work so good, probably because it takes time and high level skills to create language courses... - on 2009-01-07
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- Though there are different types of games, including quiz-games and branching games, the sort of games I felt most appropriate to educational use were learning environments such as were to be found in games like Sim City or Sim Earth. These games, now known as ‘spreadsheet games’, involve the creation of a large body of interacting data sets. Players manipulate both data sets and interactions, and resulting data states create the gameplay.
  - The best educational games for language learning are the games you can't play in your own language. But are kids willing to play to their favorite games in a foreign language if they don't have to ?
    Online (massive) multiplayer games can be nice too, although english is proeminent and written language often... well... specific. - on 2009-01-07
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- In time, the learning management systems deployed by educational institutions will evolve into educational delivery systems usable by personal learning environments. They will, in essence, be the ‘remote resource’ accessed from a given context. Educational delivery systems will recognize the identity of the student making the request and will coordinate with other online applications (which may include commercial brokers, open resource repositories, or additional student records) to facilitate the student’s learning activity.
  - educational delivery systems = a filtering/connecting hub between student and resources/people ? - on 2009-01-09
  Add Sticky Note
- However, institutions are beginning to learn to prepare content for distribution through remote systems, such as the provision of lectures for delivery through iTunes University. Such systems will evolve over time into a mature system of open content distribution, facilitated through open access mandates, repository and other server software, and content and interaction standards.
- Today, as noted above, we tend to think of such resources as static and bibliographical, like books in a library, where contents are ‘published’ and then ‘stored’. This view is evident in much of the discussion that surrounds learning technology today. We think of work as being stored in a research repository, indexed and archived, in such a way that we can search for them, typically through a catalogue (or metadata) system, and retrieve them. (Barker, 2007) The major concerns of educators in this environment are things like persistence and provenance, copyright and reproduction. (Jantz & Giarlo, 2005)
- In the networked learning environment, however, learning resources are best thought of not as content objects about a discipline that are retrieved and studied, but rather as words in a multimedia vocabulary that is used by students and teachers in an ongoing conversation within a discipline to engage in projects and activities. (Downes, The New Literacy, 2002) Content and learning resources, rather than being thought of as static objects, ought to be thought of as a dynamic flow. They are more like water or electricity and they are like books and artifacts.
  The technology of learning – and of the web generally – is evolving to accommodate flow.
- Most educators, and most educational institutions, have not yet embraced the idea of flow and syndication in learning. They will – reluctantly – because it provides the learner with the means to manage and control his or her learning. They can keep unwanted content to a minimum (and this includes unwanted content from an institution). And they can manage many more sources – or content streams – using feed reader technology.
  
  RSS and related specifications will be one of the primary ways Personal Learning Environments connect with remote systems. To use a PLE will be essentially to immerse oneself in the flow of communications that constitutes a community of practice in some discipline or domain on the internet.
- When people think of personalized online learning, they frequently think of adaptive systems, learning programs powered by artificial intelligences that test a student’s competence, formulate customized lesson plans based on those pre-tests, and then measure a student’s performance though a series of online activities. (Boticario & Santos, 2007)
  
  While people will no doubt pursue solo learning activities (just as they, by themselves, read books today) this will not constitute the core of the learning experience in the future (just as reading books does not constitute the core of learning today).
- In the end, what will be evaluated is a complex portfolio of a student’s online activities. (Syverson & Slatin, 2006)These will include not only the results from games and other competitions with other people and with simulators, but also their creative work, their multimedia projects, their interactions with other people in ongoing or ad hoc projects, and the myriad details we consider when we consider whether or not a person is well educated.
  Though there will continue to be ‘degrees’, these will be based on a mechanism of evaluation and recognition, rather than a lockstep marching through a prepared curriculum. And educational institutions will not have a monopoly on such evaluations (though the more prestigious ones will recognize the value of aggregating and assessing evaluations from other sources).
- Earning a degree will, in such a world, resemble less a series of tests and hurdles, and will come to resemble more a process of making a name for oneself in a community. The recommendation of one person by another as a peer will, in the end, become the standard of educational value, not the grade or degree.
- but online learning is at heart a form of distance learning, and therefore offers as one of its primary advantages a form of time and place independence for the learner. Cloud computing and mobile computing will offer these forms of independence. They can, indeed, be thought of as offering a third, equally important, form of independence: device independence.
- Time Independence
  
  We are well used to the idea that students, whether working in traditional online courses or independently through informal learning, will access their materials and activities at any time of the day. They can work any day of the week, or if they are employed in agriculture or some other seasonal occupation, any time of the year.
- Place Independence
  
  Online learning stiff suffers from the misperception that it is about having students sit in front of their computer screen for extended periods of time. As a consequence, the idea that online learning might foster independence of place has been missing in much of the discussion of the field.
- That said, much of the learning that is happening in today’s schools is beginning to resemble the sort of learning that one might expect in a connected environment. Student-centered methodologies are becoming widely accepted in many nations. In particular, constructivist pedagogies are being implemented in some e-learning technology, such as Moodle, and adopted by some systems, such as in the province of Quebec, Canada.
- The convergence of digital life with in-person life is not, therefore, a mere addition of a digital dimension to the in-person life we lead today. It transforms and reshapes that life, removing from it elements that could be done more efficiently (or more pleasantly) in a digital environment, and opening up opportunities for new and more types of in-person activities.
- Learning Communities
  
  Education is not merely the acquisition of new information and skills. To become educated in a discipline is to learn the habits, patterns, ways of thinking and ways of thinking characteristic of that discipline. Consequently, learning is a social activity, wherein we immerse ourselves into what Etienne Wenger called a community of practice, learn what Michael Polanyi called tacit knowledge, and be able to complete, as Thomas Kuhn famously summarized, the problems at the end of the chapter.
- Interest-Based Communities
  
  Today we would use the label ‘communities of practice’ to label ‘interest-based communities’, or as I also called them, ‘topic-based communities’.
- Wenger’s characterization was informative. Communities would form around a topic of interest – the ‘domain’. They would engage in community activities – “members engage in joint activities and discussions, help each other, and share information.” And they would share a practice – a repertoire of resources, a vocabulary, common stories, common methodologies, common ways of approaching a problem.
  
  Learning in the community of practice takes the form of what might be called ‘peer-to-peer professional development activities’. Rather than formalized learning, members help each other directly.
- peer-based communities are almost the polar opposite of interest-based communities. They are not based on some common interest; one member may be an artist while the other may be a scientist. In the first instance, they are created through proximity, being composed of people who live in the same neighborhood or who go to the same school. Over the longer term, we may say, they are just people who meet by happenstance, and find an affinity for each other.
- Given convergence, it was inevitable that these communities would also establish themselves online. Indeed, the secret to the rise of Facebook, which rose to prominence in a short time, and which now has the most traffic of any site on the internet, is that it formed connections between friends based on their common origins and common schools
- It is probably a truism today (though there still remain exceptions to be observed online) that communities are grown rather than constructed, and that (therefore) they are owned (and managed) by their members rather than by some external agency. The desire for autonomy comes part and parcel with some of the perceived benefits of learning and growing in a community: safely, security, and privacy.
- The value of a community, however, and especially of a learning community, comes from the diversity in the community. Students gather around an instructor precisely because the instructor has knowledge, beliefs and opinions that the students don’t share. They gather around each other because they each have unique experiences. Fistering a learning community is as much a matter of drawing on the differences as it is a matter of underlining the similarities.
- What will work best online, therefore, will not be a process of community building, but rather, a process of community enabling. The transition in community is therefore analogous, and parallel, to the transition in content. Just as people no longer need publishers to create content for them, they no longer need organizers to create community. Rather, just as, with access to powerful content-creation tools, they can create their own content, in the same way, with powerful community-building tools, they can create their own communities.
- Learners will create their own communities, their own environments. At most, the educator needs to ensure that the tools are there for students to use, and that the channels of communication, from student to student, from community to community, are open.
- To learn is not to acquire or to accumulate, but rather, to develop or to grow. The process of learning is a process of becoming, a process of developing one’s own self.
- The Triad
  
  The idea of the triad model is that in any given learning situation, there are three major participants: the student, the instructor, and a local coach or facilitator. The idea was that the instructor would be online, a member of the interest-based learning community, while the coach or facilitator would be more a member of the peer-based community.
- The Divergence of Learning and Testing
  
  It hasn’t happened yet in any large scale and formal way, but it is probably inevitable that the domains of ‘learning’ and ‘testing’ will separate. In the future it may even be thought of as quaint that those responsible for the fostering of learning were also those responsible for evaluating whether or not learning actually happened.
- n traditional learning there is slow acceptance that people may be tested without first having been taught. Colleges and universities are investigating ‘PLAR’ (Prior Learning And Recognition) systems. People who are in some way able to demonstrate their ability – through a portfolio system, for example, are able to circumvent the need for testing altogether.
- Modularity
  
  A History of Modularity
  
  When the concept of the 'learning object' was proposed, a large part of the idea was based on the idea that these small chunks of content would be fitted together to form larger entities. "Like Legos," said some proponents, describing the way the objects would use a universal interface to fir together.
- As David Wiley noted after a few years of practice with learning objects, other analogies might be more appropriate - that of the atom, for example, where some parts may fit some other parts, but not all parts fit all other parts.
  
  In the years that have passed, specifications, such as Content Packaging and Simple Sequencing, were designed to facilitate the creation of larger entities out of smaller entities. But the idea of making large content entities out of smaller and reusable content entities began to be challenged. In 'the reusability paradox', Wiley questioned the idea. For content to be usable, he argued, it must be very specific to a context. But if context is very specific to a context, it is not reusable.
  
  It is too early to suggest that the idea of reusable modular content is incorrect, if indeed it ever was incorrect. But Wiley's observations, along with a deeper look at the analogy from mechanical parts, shows that reuse is rather more complex than the mere connection of digital objects together.
- Meanwhile, more or less public archives sprang up on the open internet, sites such as the internet Archive, Flickr, YouTube and box.net.
  
  The educational community, however, saw the repository as something that would be housed and managed locally.
- Proponents of this model argued that local storage was necessary to ensure reliable access, consistency and persistence.
  
  This is an argument that makes sense when reusable content is being used to construct static and asynchronous courses. As the use of learning resources becomes more dynamic, however, the extra steps required in order to obtain and store locally external content become more onerous. In the long run, a mixture of approaches will be used. Material will be sourced externally – it won’t make any sense to restrict one’s search to a local library – and insofar as local copies are created, this will be done automatically.
- As I later argued in my paper Resource Profiles, LOM should not attempt to be all things to all people, and should focus solely on the educational properties of a resource. Moreover, I argued, these educational properties are not identifiable a priori in the resource itself, but rather, are defined over time through use. Consequently, instead of designing LOM as though it were a bibliographic record – which was the practice of the educational technology community – LOM should be integrated with and used with other specifications and standards, forming part of a larger, and more dynamic, resource profile.
- What we have seen of web technology as a whole suggests that this is the course that will be taken. A single metadata file – a Dublin Core resource description, for example – now links to external vocabularies, rights declarations, and other metadata. Moreover, metadata created through use, sometimes called attention metadata, is now being merged with bibliographic metadata. And global search sites, such as Google, use their own internally created contextual metadata (such as link information) to organize search results.
- While the traditional conception of learning objects was that designers or instructors would assemble smaller chunks of content into coherent presentations of learning material, this is rather the idea that the management of re-use would be placed directly into the learner’s hands, so that reuse could occur, not simply within a course content, but in any context where re-use makes sense.
  
  In this way, the reuse of learning resources is consistent with the sort of reuse we see happening elsewhere on the internet. Rather than being structured to form larger wholes, individual bits of content are being remixed and repurposed to form new content objects, and these content objects are being used in what amounts to a rich multi-media based conversation. From the perspective of the learner, the learning resource is like a YouTube video or a Flickr image or any other type of content: something to be shared with friends and used to express ideas and points of view.
  
  None of the metaphors, such as Legos or atoms, describe this version of modularity appropriately. I once used the metaphor of objects in an environment – like a horse and a palm tree – to describe modularity. Objects are not designed for each other, nor do they fit together in any particular way – they coexist in the same space, and each perceives the other in its own way. They share, if you will, the same information space – the palm tree reflects light waves, and the horse sees them. The objects function autonomously, connected, interacting, but not joined.
- publishers sought greater control over distribution, seeking to license, rather than sell, content and software.
  
  This prevented instructors from replicating online practices common in the typical classroom. No longer could newspaper clippings, articles or textbook chapters be distributed as handouts. No longer could video clips be shown or audio recordings be played to the class. The digitization of academic content was, at every turn, challenged by publishers.
  
  In like manner, the use of educational software became a complex and expensive proposition for educational institutions. The cost of educational software rose, mergers and lawsuits limited competition, and customers were locked in to existing vendors by proprietary technology and the cost of conversion.
- The argument in favour of strong intellectual property protection is that it fosters innovation. But our experiences over the last ten years show the paucity of such claims. The areas in which innovation has been fastest have been areas in which no effective patents held sway – HTML, CSS and Javascript, content management and syndication.
- While court cases, protests and defiance have garnered the headlines, the most overwhelmingly popular response to proprietary content and technology has been the fostering and creation of free and open alternatives.
  
  Free and open source software, as well as free and open content, have both been made possible through the development of licenses prohibiting the enclosure of such work in proprietary media. These licenses have been defended successfully in court.
- A growing tide of opinion has begun to support the Open Access movement, driven largely by the argument that scientific research and educational content produced through government investments ought to be freely available.
- Even if commercial publishers win strong copy protections from policy makers and technology companies, the trend toward free and open content will overwhelm them. As it stands, content producers are beginning to understand that it is better to allow their content to circulate freely, without restriction. This is because such content offers unequaled marketing and promotional opportunities, especially for new and not well recognized acts. Additionally, content syndication agencies, such as YouTube, are finding ways to recognize commercial content and allocate advertising revenue to the owners.
- What should be understood, however, is that the bulk of educational content online will be free to access and reuse. It will be created by governments, foundations, companies and individuals, and will be permitted to freely circulate, used by students and instructors worldwide to support their own learning.
- As with the market in open source software (and perhaps even more so) the commercial presence will be seen most of all through the provision of services. There are two major criteria for any educational good to obtain financial return in the marketplace: first, it cannot be something that can be digitally duplicated, for then the effective value per unit approaches zero; and second, it cannot be something that the users of that good or service could easily produce for themselves, for once again, the effective value per unit approaches zero.
- Today, much of the value derived from the learning marketplace is based on an artificially imposed scarcity – a scarcity of seats in classrooms, a scarcity of credentialing agencies, and a scarcity of educational publications, for example. These scarcities will disappear as governments prefer to fund education directly, and at cost, rather than support such business models.
- But in general, educational enterprises will have to be more creative in finding opportunities. Content providers will discover there are much larger markets to be had when they help people create their own content. This will be the basis for the educational marketplace of the future. In general, helping people provide for themselves – helping them, in other words, save time and money – will provide the best opportunities. Selling people cameras instead of pictures, for example. Course content creation kits instead of courses.
- the major shift in instructional technology will be from systems centered on the educational institution to systems centered on the individual learner.
  
  As a result, rather than the employment of a single system to accomplish all educational tasks, both instructors and learners will use a variety of different tools in combination with each other. These tools, as described above, will communicate with each other, and will support the acquisition and creation of learning content, as well as activities such as games or real-time collaboration.
- In a sense, the platform of the future will do exactly the job assigned to the instructional management system of the past: “an instructional management system is the backbone motherboard into which all educational components are plugged.” This analogy remains apt today. However, with a proliferation of platforms, a central question emerges: who manages the platform?
- Tracking and reporting are the major functions required of a learning management system today (and main reasons institutions want to keep using them). No matter what device a student is using, no matter where they access an online course, the LMS can report on what they have viewed (and reviewed), keep track of test scores and upload grades, and provide a secure, monitored location for in-class conversation and collaboration.
  
  Future learning technology will need to support such functions, at least to some degree. The recognition of learning, whether by institutional certification, third-part testing, or community reputation, is to a significant degree a matter of reporting activities and achievement.
- The popularity of social networks in recent years is only partially due to the desire to connect with others; it is also driven by a desire to shut out unwanted people and content.
- As people become increasingly frustrated with unwanted content, the internet will resemble less a broadcast medium and more a person-to-person communications medium.
- The two schools of thought identified in my earlier paper can still be seen today. On the one hand, there is a body of opinion that states that online learning is more expensive than traditional learning, that the average online course costs thousands of dollars to produce, and that specialized systems, such as simulations, even more so. And there is the other voice that points to the economics of reuse and suggests that online learning, in the long run, will save money.
- Where online learning involves the development of courses, simulations, and other advanced software, development costs are very high.
- On the other hand, if the work done to develop an online course serves merely to duplicate an in-person course already available to students, the expense seems questionable. Replicating classroom conditions is not the cheapest way to conduct learning online, and we become more experienced with the internet, alternatives emerge. A model of learning that puts much of the organization into the hand of students – such as is the case with the Massive Open Online Course being taught by George Siemens and myself – may prove to be much more cost-efficient.
- Automation does not mean the end of teaching careers, though. What automation allows is (as I said ten years ago) a ‘deep personalization’ of learning. Automation allows us to more easily create and present content, to more easily form groups and collaborate, to more easily give tests and take surveys.

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