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It struck me the other day when we were in class: we spent the whole class, like we do every class, on the edge of our seats; everybody was leaning forward, brainstorming, trying to solve various problems in our current project. Everybody is deeply engaged in all of it. And at the end of the class, somebody mentioned: "Isn't it funny that we get three credits for this?" I go into this classroom thinking: "This is an exciting research group. We're doing really exciting research right now." It is a class, but you almost forget that it's a class.Bayne: That speaks to a certain sort of naturalism.Wesch: That's exactly what it's about, right? When it's completely real and relevant and when what we're doing matters, the learning becomes authentic and natural. It's so much fun to do that. It creates an environment in which the students themselves are thinking about harnessing collective intelligence, because they also recognize their peers as collaborators.Bayne: Your students tend to work in groups a lot, working as a team. How do you assess individual students?Wesch: To me, the art of encouraging collaboration is like trying to find that balance between assigning individual responsibility and also finding a way to leverage all the individual contributions in a way that the endpoint is greater than the sum of its parts. The way I do that — sort of the secret behind it all — is that even though it looks like group work, every student has his or her own, very specific role and assignment in that group. A lot of that is self-constructed, so that the students are developing their own project within the larger project. That self-guided piece creates more motivation and also ultimately creates a better product, because they know better than I do what their expertise is and how they can contribute.In all of my projects, there is an individually graded piece. Every student keeps his or her own research blog. All of those blogs are aggregated into a single feed that anybody can check out. It becomes like a learning diary. I can see what they've learned and what they've contributed over time. It's the same on the wiki: the wiki is a collaborative tool, but the wiki also tracks exactly what every individual contributes.The final video project that we create will be a fifty-minute documentary, but it will be made up of sixteen projects, each one of which will be about five minutes long. Each will be individually graded. Then I'll pick the best or the most relevant to create the final fifty-minute documentary. So every student walks an individual path while at the same time contributing to the whole.

Among the many features the DASH development team has added to its DSpace implementation is the ability to link directly from a faculty author's name in DASH search results to his or her entry in Profiles, a research social networking site developed by Harvard Catalyst. Profiles, which provides a comprehensive view of a researcher's publications and connections within the University research community, currently indexes faculty from the medical and public health schools; its developers hope to expand it to include the Faculty of Arts and Sciences and School of Engineering and Applied Sciences in the near future.

"DASH is meant to promote openness in general," stated Robert Darnton, Carl H. Pforzheimer University Professor and Director of the University Library. "It will make the current scholarship of Harvard's faculty freely available everywhere in the world, just as the digitization of the books in Harvard's library will make learning accumulated since 1638 accessible worldwide. Taken together, these and other projects represent a commitment by Harvard to share its intellectual wealth."

The OLN model is aimed at leveraging these affordances in ways that the CMS does not. For example, discussions that last longer than 50 minutes can be conducted online without prompting or intervention by the instructor. And such discussions can include more voices than those of the students formally enrolled in the class. Whatever connections students make with each other can be maintained via social networking applications of their choosing. And students can capture, annotate, and archive the content they assemble and create in their courses as well as in their less formal learning experiences. And since they are using their tools, they maintain control of and access to the content as long as they choose.

Given the ever increasing rate of change and improvement in learning technologies and approaches, committed teachers should be anxious to find and employ new, more effective tools to help their students learn more effectively.

The OLN also has the significant advantage of being time-persistent. Compared with the frequent starts and stops in the CMS (see Figure 2), much of what happens in the OLN allows learners to build their learning networks over time, since it is not bound to semesters, terms, or even the institution. And the artificial boundaries of the CMS are removed thereby allowing the learner to benefit from participation in a broader community of networked learners, further removing the limitations on learner network growth (see Figure 4).  

One of the primary aims of the OLN model is to reestablish teachers and learners at the center of learning activity (both inside and outside of courses).

By combining several functions into one application, the CMS has forced us to make a tradeoff that is suboptimal for learning. Because there is some confidential and proprietary data in the CMS, we have traditionally locked all course data behind a login screen, viewable only by an instructor and the officially enrolled members of his or her class - and then only for the duration of the semester or term. This is perhaps the most debilitating example of CMS technology being used to reinvent the past. The traditional classroom has always been a private, physically, and temporally bounded space. The natural inclination was to replicate that model within the CMS. However, doing so has imposed the limits of the old space in a new space where such limitations do not exist.

there are several key components of the OLN that should be private and secure, situated within an institution's intranet. These include student information systems (SISs), identity and role repositories, proprietary content stores, and secure online assessment applications. These are and should remain core components of the institutional IT infrastructure. Beyond these, however, there are several OLN components that need not be private. Faculty and student blogs, wikis, portfolios, and open courseware and open educational resource repositories can be open (at the option and discretion of individual faculty members and students). These functions can exist, spread across multiple applications and websites, in the cloud. Some applications might even be mashups of intranet and cloud-based applications.

Light's examination of the impact of group study among students at Harvard is particularly compelling. In Making the Most of College, Light presents evidence that "students who study outside of class in small groups of four to six students, even just once a week, benefit enormously. Group meetings are organized around discussions of the homework, and as a result of their study group discussion, students are far more engaged and better prepared for class, learning significantly more" (2001, 52).

Learning is not a simple acquisition activity. A large body of critical analysis and research concur that learning is at least as much a function of social discourse as it is solitary cognition (e.g., Vygotsky, 1962, 1978, or Schon, Brown, et al., 1989).

The same is true for the best educational content—it draws people into arguments, explorations, discussions, and relationships that add depth, meaning, and value to that content.

Brown & Adler have argued that, "The most profound impact of the Internet, an impact that has yet to be fully realized, is its ability to support and expand the various aspects of social learning" (2008, 18). This is in contrast to the prevailing "traditional Cartesian view" of instruction that focuses primarily on the transfer of knowledge—as if it were a substance—from teacher to learner (18). Educational theorists have long argued against the didactic approach. Freire critiqued what he called "banking education," a model in which student activity is limited to "receiving, filing, and storing the deposits" of information apportioned them by the instructor (1970, 72).

We may fruitfully update Freire's metaphor of "banking education" to a metaphor of "downloading learning." So much of what passes for innovative uses of instructional technology today, like the OpenCourseWare collections available from MIT and other universities, restricts learners to downloading files.

If "hyperlinks subvert hierarchy" (Levine, et al., 1999), Web 2.0 tools are making the learning space fundamentally and permanently flat. CIOs, academic leaders, and individual faculty members might argue that they need the structure and security of the CMS. We agree that some elements of the CMS should be maintained. But students, and a growing number of instructors, are engaging in rich, meaningful dialog, content creation, and sharing outside the CMS.

When students enter the walled garden of the CMS, they are largely "acted upon." Efficacious, self-regulating learners, on the other hand, "act" as they participate in and take ownership of their own learning activities and ultimately what they learn and how they employ that new learning in pursuit of their various life projects.

The center of gravity in the CMS is decidedly on institutional and instructor efficiency and convenience, not student participation and learning. This should not be surprising given Cuban's findings that educational technology is used largely to "maintain existing practices" rather than to "revolutionize," or even change in any substantial way, teaching and learning practices (2001).

But the CMS paradigm actually works against such a transformation of the relationship between teachers and learners because it privileges the role of the instructor and technically restricts individual students from contributing and to shaping courses in any meaningful way. Sclater has argued that the term "learning management system" itself suggests "disempowerment—an attempt to manage and control the activities of the student by the university" (2008, p. 2). The tendencies of the CMS are not, he argues, just "minor irritations" but rather forces that "may overtly or subtly align the institutional processes with the software rather than having the system serve the requirements of the institution" (p. 3).

Most (if not all) of these sorts of activities are absent from the typical CMS-based course. This is true primarily because there is no space provided for students to publish such content and engage in such activities of their own creation. Moreover, students engaged in such activities are unlikely to make the CMS the base of their activities because they would be walled off from the rest of the world, destined for deletion at the end of the semester.

12-year-old home schooled girl, Heather Lawver, who created an online, fan-authored version of The Daily Prophet, the fictional newspaper in the Harry Potter series (see http://dprophet.com).

Jenkins argues that Lawver's activities, and those of the reporters she recruited, went far beyond a creative outlet for fans—participants acquired knowledge creation, knowledge pooling, and knowledge sharing skills, gained experiences sharing and comparing value systems, learned how to express and interpret feelings about a literary work, and developed Internet publishing skills (p. 185). Gee has argued that similarly transferable skills can be acquired in online role-playing games, where players learn to work well with team members, collaborate to solve problems, and hone individual skills in the context while understanding and appreciating others' skills, etc. (2009).

Learners as Co-Instructors, Instructors as Co-Learners

the overwhelming usage patterns of instructors indicate that the CMS has been used primarily to mimic the traditional, semester-based, lecture-driven, content-centric model of instruction - one of bestowing "course info" on students.

the CMS was designed primarily to support and enhance traditional teaching. It is not coincidental that the first incarnation of Blackboard was branded "CourseInfo."

While perhaps a bit stylized, the typical CMS-delivered, content-centric, lecture-driven course complete with multiple-choice midterm and final exams, does little to prepare students to succeed in a world in which there will always be more new knowledge created every day than they can possibly access, much less assimilate, master, and apply. Given the overwhelming flow of data all around us, our job should be increasingly less focussed on making our students "knowledgeable" and focused instead more on making them "knowledge-able" (Wesch, 2009).

When a student at Ryerson University convened a chemistry study group inside Facebook in 2007, the University threatened to expel him for academic misconduct. In his defense, the student observed that he was simply replicating online what was common practice in face-to-face study group and tutorial sessions (Schaffhauser, 2008). The difference between these face-to-face sessions and the groups the student created in Facebook, however, was that the online versions of the study groups would persist over time, perhaps far beyond the students' time at Ryerson. Access to Facebook, unlike access to live study sessions or to the CMS, does not expire when a student graduates.

Most institutions of higher education appear focused on . . . content coverage, course structure, and pre-existing time arrangments such as semesters and hours of credit than . . . issues such as learning and performance (

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