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According to Gartner, private cloud computing has reached the peak level of hype, and cloud/Web platforms are slipping into the "trough of disillusionment" in the face of Platform as a Service (PaaS).

Rethinking How We Communicate With Students Via an LMS by Audrey Watters on 02. Aug, 2011 in News Rethinking (Student) Communication When Mark Zuckerberg unveiled Facebook’s new messaging system last year, he started the press event with an anecdote about his girlfriend’s little sister and her friends — how high school students use (or rather, don’t use) email. That’s not a surprising revelation to those of us who work or live with teenagers. A recent Pew Internet study found that only 11% of teens say they use email to communicate with friends, and even that figure seems a little high. For many students — both in high school and in college — email is not their preferred mode of personal communication; rather, it’s the mode they’re forced to use for professional purposes (i.e., for school). In its attempt to become the central hub of communications — personal and professional — Facebook’s new messaging system was seen as an attempt to “kill” email. (“Take that, Google!” is the subtext here, of course.) There are plenty of reasons why doing so makes sense (I mean, ugh, email), and even though it hasn’t killed email — not remotely — there’s a lot to like about Facebook’s new messaging system: it’s real-time. It ditches the formality of email. It can be synchronous or asynchronous, depending if the person you’re talking to is online. You can respond via email or SMS, so you aren’t force to visit the site in order to respond. Rethinking Communication via the LMS All of the things that make Facebook’s messaging system appealing for students and for schools — something I wrote about back in November last year — are largely absent when it comes to the traditional learning management sy

stem’s communication offerings

The common assumption is that these students, sometimes dubbed “digital natives” because they’ve spent their entire lives with the Internet and digital technology, are comfortable with and clamour for e-learning technologies. But, this doesn’t seem to be the case. Far from preferring to be immersed in a digital world of self-directed learning, students seem to still have an enormous desire for class-based lectures, the report’s authors claim.

L’élève qui copie son devoir sur Internet s’astreint à une activité qui révèle la nature de sa discipline intérieure mais à mettre en relation avec celle de l’extérieur. Autrement dit s’il choisit cette modalité, c’est que les codes externes l’invitent à le faire et qu’il n’éprouve aucune culpabilité parce qu’il pense (sait?) que cette discipline de l’extérieur n’est qu’une apparence.