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I am not taught.I learn.

"I'm inclined to say that the LMS has no future," said Gary Brown, director of the Center for Online Learning at Portland State University, "unless we understand that there are more valuable aspects of what's happening in instruction than what LMSes have supported today."

In framing such alternative models, however, I find myself wrestling with the unpleasant truth that the primary barriers to altering curricular, pedagogical, and assessment practices towards any transformative vision of education are not conceptual, technical or economic, but instead psychological, political, and cultural. The largest challenges in moving beyond historic models of schooling are people's emotions and their typically unconscious beliefs, assumptions, and values. To be achieved, a transformative model must generate professional commitment, political will, and cultural enthusiasm - not an easy task.