Something for the weekend:
http://mfeldstein.com/false-binaries-walled-gardens-moneyball/
http://darcynorman.net/2014/09/14/on-the-false-binary-of-lms-vs-open/
I didn't know it was fashionable to not like LMS's. I remember Leigh Blackall's "Die LMS die" post from a while back.
-Derek
Hi Derek,
Thanks for posting - they make interesting reading, i'd not come across unizin or Caliper before and to be honest am not totally sure I understand what it is now.
I do get the notion of LMS's being a walled garden with only windows to the outside and so perhaps re-enforcing a method of delivery that is less than optimal given the typical student workflow & use of technology. I do like the idea of some kind of deep Interoperability that allows instructors & learners to use the tools and services they want with detailed analytics and reporting gathered into a system for attainment and assessment.
However the devil of this will be in the implementation of this idea, sounds like a mash-up of the semantic web and massively beefed up e-portfolio's/LRS.
Where do people feel moodle fits into this (or indeed other learning platforms)? is it a pedagogical model that the platform should be promoting, does it already have the foundations of this type of learning already?
I have more thoughts on this but would be keen to hear what others think
Cheers
Mark
both, hi
yep, found the video footage interesting-nothing new though eh. I lost interest in the ranty type blogs...sorry about that...I just lose interest quickly when things are not substantiated enough.
Anyway, Mark
when you say:
I do like the idea of some kind of deep Interoperability that allows
instructors & learners to use the tools and services they want with
detailed analytics and reporting gathered into a system for attainment
and assessment. Yes-does sound like a good idea.
However the
devil of this will be in the implementation of this idea, sounds like a
mash-up of the semantic web and massively beefed up e-portfolio's/LRS. I think this sounds about right.
Going to split theses two:
a.Where
do people feel moodle fits into this (or indeed other learning
platforms)? I suppose the gradebook along with quiz and outcomes features would be a starting place for some sort of hybrid new feature, maybe.
b. is it a pedagogical model that the platform should be promoting, does it already have the foundations of this type of learning already? I would suggest user-research to answer that question in any depth.
And any new features/improvements etc...could possibly consider working from user-interface view-then front end then back-end, if it is possible to work in that way-with some drawings/pretty pictures maybe as the remit (am laughing-sorry) playing around that is all
cheers,
Dawn
I loose attention even when things are substantiated. Oh look, was that a butterfly?
-Derek
The main point of Darcy's post was, "Any eLearning tool, no matter how openly designed, will eventually become indistinguishable from a Learning Management System once a threshold of supported use-cases has been reached."
Moodle provides features and modules for incorporating external services and resources into it. For example, learners and teachers can add their blog feeds to courses. There's integrations with cloud storage, web conferencing, online document storage and editing services. Moodle can act as a safe, private hub where learners and teachers can work together without outside interruptions or interventions. Their work and resources are reasonably safe and secure from outside unauthorised copying and redistribution, which is important if you're doing original work.
Moodle users are free to strike the balance between internal and external, private and public, and keep track of who's doing what, when, and where more easily than cohorts of learners trying to chase each other around the open web with ad hoc tools and services.
I've used other platforms, non-LMS software, etc. for some learning projects but they're only manageable as one-offs on a small scale. Anything larger and longer term quickly gets difficult to manage without the help of a good LMS.
Matt's comment
I've used other platforms, non-LMS software, etc. for some learning projects but they're only manageable as one-offs on a small scale. Anything larger and longer term quickly gets difficult to manage without the help of a good LMS.
Agreed.
I'd also say these take a certain level of persistence, skill, extra time etc on the part of the teacher. I've told my story elsewhere of the lecturer who (nearly) blew my workshop out of the water with his "I use Product XXX that is better and easier to use than Moodle, and it's free". But in his case, he did have to learn a bit more, go the second mile to get into it. What he meant was "Fitted my style and use case scenario better".
On reflection what I do is have little field trips from the LMS "walled garden" eg, two nice little things
-Derek
Thanks for the links Derek, interesting!
Good to see more tools for learners to use for thinking and learning with each other rather than tools for teachers to use to present stuff to learners and instruct.
Hi all,
So I take the points of an LMS being a walled garden etc.... but actually where do our students spend their time or want to spend their time? and are the general resources, activities and experiences being created within VLE's actually better than the resources produced elsewhere; on MOOCs, dedicated learning object production platforms, youtube or discussions within social networks etc... that are learner discovered and shared? - I'm aware that this would be subject, level and cohort dependent to some degree.
To continue this - I guess i'm coming from a perspective of how much a 'next generation' (could not think of a different name) learning platform should be a visible all encompassing entity and how much it should be more of a supportive tracking, scaffolding, reporting and assessment tool that sits in the background in a transparent way.....This would allow learners to access the tools and services they wish (as Derick has shared)
Interesting stuff!
Best
Mark
some really serious and interesting points there Mark.
1. would need to be more than 1.9
2. not as much as 2.
3. not all plugins are supported across all versions-process of Elimination.....to seek out the code that is fit for a stunning new-sorry next generation hybrid.
4. not too light....not heavy-with a sharp focus on L&T+fun/student agency/learner ownership-teachers will want to have that as their focus for the learning-ownership of knowledge/understanding/skills and on.
those are the serious points in my view.
cheers,
D
I had never heard of this term:
http://www.contextbooster.com/faq
This is, what Context Booster does, primarly. It boosts a document with additional information. First it analyzes a text (for example a note in Evernote or a web page) to identify all the important topics and relevant concepts in this text. A list of these topics will be places at the end (in Evernote) or at the side of the text. Next, Context Booster collects a lot of additional information about these topics and presents it, as soon as you click on one of the terms.
-Derek
Usual disclaimer: no association with these guys, have not used it, but it is an interesting concept. Think of the benefits in something like a media studies class, literature, blogging, social sciences . . . (Will it do your research for you?)
It is not on subject, but I decided not to clutter up the forum with another post.
Learning Pills.
http://www.researchstudio.at/en/jill-just-time-learning-pills-agile-learning-environment-work
The research project JILL is a market-oriented R&D project which will prototype a software system for agile learning work environment. It integrates in a novel way learning with content and competency management. JILL builds on Learning Objects (self-contained, metadata tagged, reusable elearning units) and it uses MicroLearning approach (learning with small units and many repetitions) to successfully integrate small learning steps into the everyday work flow of employees just-in-time and right at their working desks. JILL will make learning at work personalized, context-aware and "just in time”.
Learning Pills??
-Derek
“Do not be so open-minded that your brains fall out.”
― G.K. Chesterton