Group items tagged

2. Personal Profile Models

3. The Cloud

Effective LMS 3.0 learning grids create and inspire greater user independence and self-governance to facilitate effective content-creation capacities and new crowd-sourced intellectual property through the personalization of a vast array of information sources. LMS 3.0, properly designed, creates reliable content that facilitates learning through organized interaction and communications processes that include the widest-possible spectrum of points of view.

LMS 3.0 information architecture plays an increasingly important role as the gravitational pull for core strategies in assessment, engagement, retention, and outcomes.

Tracking learning events is crucial, but ultimately faculty are interested in the kind of learning that yields positive behavioral changes reflected in outcomes and a mastery level leading to a seamless transition to the workforce.

LMS 3.0 design expands functionality to include open, flexible digital repositories with components that add context through outcomes measurement, social curation, reporting, analytics, and extensive sharing capabilities.

Higher education is increasingly embracing a more open future, and next-generation LMS design needs to commit to an open ideology.

Moving from LMS 1.0 environments that do not offer long-standing, established community contributor models—from the perspective of both source code and open content—to a truly open environment will be a critical success benchmark for the post-LMS era.

Effective e-learning design, as a lowest common denominator, will embrace nimble, interoperable, modular infrastructure in ways that make learning contemporary, relevant, and engaging.

He proposes what he calls the “page a year” solution: in first grade, a one-page paper using one source; by fifth grade, five pages and five sources.

The National Survey of Student Engagement found that in 2011, 82 percent of first-year college students and more than half of seniors weren’t asked to do a single paper of 20 pages or more, while the bulk of writing assignments were for papers of one to five pages.

“Writing term papers is a dying art, but those who do write them have a dramatic leg up in terms of critical thinking, argumentation and the sort of expression required not only in college, but in the job market,” says Douglas B. Reeves, a columnist for the American School Board Journal and founder of the Leadership and Learning Center, the school-consulting division of Houghton Mifflin Harcourt. “It doesn’t mean there aren’t interesting blogs. But nobody would conflate interesting writing with premise, evidence, argument and conclusion.”

The debate about academic writing has given rise to new terminology: “old literacy” refers to more traditional forms of discourse and training; “new literacy” stretches from the blog and tweet to multimedia presentation with PowerPoint and audio essay.