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Many schools are rethinking the LMS, not just because these tools have cost them a pretty penny, but because they're looking for ways that can further student collaboration and that can emphasize content and learning and not just administration. That could put Pearson in a good position to be a go-to tool for schools, particularly if the focus becomes content, something Pearson does hold market control over. As the Delta Initiative's Phil Hill told Inside Higher Ed, Pearson "wants to change the perception of an LMS to [make colleges] say: �Hey, that's a commodity, that's a delivery system � and really education, and the education system, needs to be about the content itself and how students interact with that content.'"

drian Sannier, senior vice president of product at Pearson, told Inside Higher Ed that the new OpenClass can be used absolutely for free. No licensing costs, no costs for maintenance, and no costs for hosting. So this is a freer offer than Moodle is. It's a freer offer than any other in the space. And from the email I received from the PR firm handling the announcement, I give you these gems: "Pearson Launches First Truly Free and Open Learning Platform for Higher Ed." The tool "Provides Open Access." And this is where we need to stop and scrutinize what's happening here and look past the invocations of "free" and "open." Why would Pearson offer a free LMS? For one thing, Pearson doesn't need to sell OpenClass. Its emphasis -- indeed, its strategy -- lies elsewhere. Pearson is the largest education company in the world -- with or without success in the LMS market -- with profits of �208 million for the first half of this year alone. Its educational sales are up 9%; it's educational profits are up 31%. Much those sales and profits come from educational content: textbooks -- both print and digital -- as well as other curriculum offerings. (Much of the profits come from assessment products and services too -- Pearson sells the textbooks and the standardized tests. That's pretty damn lucrative, clearly.) Pearson can give away OpenClass in the hopes that schools will go for the "up-sell" and buy the company's other offerings. Many schools are rethinking the LMS, not just because these tools have cost them a pretty penny, but because they're looking for ways that can further student collaboration and that can emphasize content and learning and not just administration. That could put Pearson in a good position to be a go-to tool for schools, particularly if the focus becomes content, something Pearson does hold market control over. As the Delta Initiative's Phil Hill told Inside Higher Ed, Pearson "wants to change the perception of an LMS to [make colleges] say: �Hey, that's a commodity, that's a delivery system � and really education, and the education system, needs to be about the content itself and how students interact with that content.'" For its part, Pearson says that it's not going to lock users in to using just its content. But I can't help but wonder if that's true. After all, I think we need to question its usage of adjectives like "free" and "open" here. Furthermore when a company touts Google's involvement when really, what we have here is just a fairly simple and straight-forward integration with Google Apps, we should be a little suspicious about the labeling and the marketing and our consumption habits. More Sharing ServicesShare | Share on twitter Share on facebook Share on gmail Share on diigo var addthis_config = {"data_track_clickback":true}; Tags: <a href

Adrian Sannier, senior vice president of product at Pearson, told Inside Higher Ed that the new OpenClass can be used absolutely for free. No licensing costs, no costs for maintenance, and no costs for hosting. So this is a freer offer than Moodle is. It's a freer offer than any other in the space. And from the email I received from the PR firm handling the announcement, I give you these gems: "Pearson Launches First Truly Free and Open Learning Platform for Higher Ed." The tool "Provides Open Access

The role of a Personal Learning Environment may be not only that of a tool to provide access to ‘More Knowledgeable Others’ but as part of a system to allow learners to link learning to performance in practice, though work processes. And taking a wider view of artefacts as including information or knowledge accessed through a PLE, reflection on action or performance may in turn generate new artefacts for others to use within a ZPD

I believe that it is likely that we see a decreasing need of instructors as more knowledgeable others in order to learn something, but an increasing need of instructors as more knowledgeable others in order to learn how to learn something

everyone in every discipline should be reflective practitioners in order to continually improve in whatever job they do.

the technology is not the key player in encouraging reflection, meta-cognition or deep learning.

It's probably the least important.

Kenyon y Hase acuñaron el término de Heutagogía para referirse a la necesidad de ir más allá del enfoque tradicional escolar (pedagogía) o de educación de adultos (andragogía). Uno de los aspectos claves de la heutología es que entiende que el aprendizaje es una actividad compleja que necesita comprenderse como algo más que una mera adquisición de habilidades o conocimientos. Mantiene que el aprendizaje ocurre cuando el que va a aprender está preparado, y no cuando el profesor piensa que debería ocurrir, y también ocurre como consecuencia de alguna experiencia que normalmente está fuera del control del educador. La esencia de la heutología es que se centra en el sujeto que aprende y en lo que éste quiere aprender, más que en un curriculum cerrado. La heutología tiene que ver con desarrollar la capacidad de aprender, lo que requiere: alta percepción de autoeficacia, reflexividad, valores positivos, capacidad de aplicar las competencias a situaciones nuevas

Illich decía que “un buen sistema educacional debería tener tres objetivos: proporcionar a todos aquellos que lo quieren el acceso a recursos disponibles en cualquier momento de sus vidas; dotar a todos los que quieran compartir lo que saben el poder de encontrar a quienes quieran aprender de ellos; y finalmente, dar a todo aquel que quiera presentar al público un tema de debate la oportunidad de dar a conocer su argumento”

Decide how you want to teach online Decide what kind of online course you and your students need Work in a team Build on existing resources Master the technology Set appropriate learning goals for online learning Create a strong online course structure/schedule Communicate, communicate, communicate Innovate and evaluate.

Thirty percent of high school students and 19 percent of middle schoolers took at least one online class in 2010, according to a 2011 report sponsored by the national nonprofit group Project Tomorrow

Scheduling flexibility, control over their own learning and the ability to work at their own pace were the top benefits cited by students who had taken virtual courses.

Nuvvo is a free, on-demand Learning Management System (LMS) that gives individual instructors the opportunity to publish curriculum and teach online. It offers much of the traditional LMS toolset--including content creation, multimedia integrations, blogs and messaging, evaluation, and ecommerce--without the institutional support that is typically required for an LMS. http://www.nuvvo.com/&nbsp;