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Dennis OConnor

Appellate Court Overturns Blackboard Patent; Blackboard To Press On -- - 0 views

  • Appellate Court Overturns Blackboard Patent; Blackboard To Press On By David Nagel07/27/09 [Updated 3:22 p.m. with comments from John Baker of Desire2Learn.] Blackboard's patent on learning management system technologies has been overturned by the United States Court of Appeals for the Federal Circuit. The court ruled Monday in favor of Desire2Learn and invalidated some claims in patent No. 6,988,138, also known as the "Alcorn patent" or the "138 patent." But the saga will continue.
  • Today's decision invalidated claims 36 through 38 of the Alcorn patent and upheld a lower court's invalidation of claims 1 through 35--all of the claims for which Blackboard had been suing Desire2Learn in this particular case
  • But Blackboard is continuing its litigation against Desire2learn on other intellectual property issues involving patents that the company has been granted since the Alcorn patent.
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    Blackboard vs. D2L
Maggie Verster

Educational Frontiers: Learning in a Virtual World - 0 views

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    Virtual worlds are engaging, stimulating spaces where students can meet online for normal class activities, including lectures, discussions, case studies, projects, papers, exams, and labs. Classes are a mix of synchronous and asynchronous activity. A virtual world class differs from a traditional course management system, such as Blackboard or Moodle, due to the three-dimensional (3D) graphical setting, the use of avatars to represent the class participants, and the sense of presence that puts the learner within the scene.
kabir mo

Effective Teaching Methods Easy to Implement - ZIIEI - 0 views

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    Gone are the days when teaching was confined between books, blackboard, chalk and duster. Interactions were minimal between the teacher and students. However, the mode of imparting education has evolved over time and the teachers are embracing new & Effective Teaching Methods. Experiential teaching is the keyword; therefore Government and the educationists across the world are emphasizing on adopting new Effective Teaching Technique.
Martin Burrett

Cognitive Load Theory - UKEdChat - 0 views

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    We all get overloaded from time to time, especially toward the end of a term when your todo list turns from being measured by points to metres. We all have our own capacity to deal with the issues at hand, and the ideas behind Cognitive Load Theory (CLT) attempt to maximise our bandwidth while streamlining the signals. The origins of the theory go back to the 1980s when a plethora of digital innovations changed how presentations were done in the business world. This trickled down in the following decades into how teachers presented ideas, moving away from blackboard and Over-Head Projectors to digitalised PowerPoint presentations. As with any new innovation, form overcame function, and for a period in the early noughties, I swear it must have been the law to cram as many animations and sound effects into every PowerPoint, and reading every word from the screen aloud was mandatory.
mbarek Akaddar

CourseSites by Blackboard is a free learning management system for K12 and Higher Ed In... - 16 views

  • Create up to 5 course websites, free. Engage students in social learning. Weave multimedia into class content. Assess performance and manage grades. Share Open Education Resources.
Fatima Anwar

Desire2Learn - The Integrated Learning Platform - 0 views

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    The business comes with a complete deal connected with programs to be able to K-12 educative institutions throughout Northern the United States, and yes it plays along with schooling and learning large Blackboard.
Ted Curran

[Must Read!] Advice for Small Schools on the LMS Selection Process | e-Literate - 0 views

  • Migration is inevitable:
  • Migration can be an opportunity:
  • All of these systems are pretty good: It’s easy to get worried about making a “wrong” decision and picking the “inferior” product. The truth of the matter is that, given the needs of your institution (both present and foreseeable future), any of the major systems available in the US that I have some familiarity with (ANGEL, Blackboard, Desire2Learn, Moodle, and Sakai) will provide you with adequate functionality.
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  • Accept the possibility that you may have Stockholm Syndrome:
  • If you are an LMS support person, then it is likely that you are too close to the day-to-day operations to have good perspective on all aspects of how well your current system is meeting your school’s needs. Make sure you get input from people with a broad range of experiences, roles, and perspectives.
  • All of these systems are pretty bad:
  • all of these systems will probably fare pretty well. But part of that is because our expectations are low. The state of the art in LMS design is frankly not great.
  • Having a system with 39,000 seldom-used features that require a course to learn how to use is not as valuable to you as having a system with 39 features that most people will find useful and can figure out how to use on their own.
  • You may not be a good judge of usability:
  • a system seems easy to use once you know how to use it.
  • Your current faculty LMS heroes may be the worst judges of usability: There is nobody on your campus more likely to have Stockholm Syndrome than the faculty member who taught her first online class using your current LMS, has never used anything different, and has devoted literally hundreds of hours to optimising her course—squeezing every ounce of value out your current system by exploiting every weird little feature and even figuring out how to turn a couple of a couple of bugs to her advantage. There are ways in which her perspective will be extremely valuable to you (which I’ll get to shortly), but judging usability is not one of them.
  • Somebody who has taught using multiple LMS’s could be a good judge of usability: Faculty members who have taught using 2 or 3 (or more) LMS’s generally have some sense of what differences between platforms really matter and what differences don’t in a practical sense.
  • The quality of the support vendor is almost certainly more important than the quality of the software:
  • Don’t assume that you know what the deal is with open source:
  • Your relationship with your LMS is not that different than your relationship with GMail or Yahoo! Mail. It’s hosted on somebody else’s servers; you don’t know anything about the details of the software—the programming langauge it’s written in, how much of it is open source, what the architecture is, what hardware it runs on, etc.—and you don’t care.
  • What matters to you is that the thing that appears in your web browser works reliably and does what you need it to do. Go to the open source LMS support vendors. Tell them what your requirements and capabilities are. Either they will be able to meet your needs or they won’t. Don’t decide in advance of getting the facts.
  • Don’t worry too much about the long-term financial viability of the vendors:
Joel Josephson

Tool for Online and Offline Language Learning - 0 views

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    Tool for Online and Offline Language Learning (TOOL) project, funded by the European Union, is building Blended Learning language courses in five European languages (Dutch, Estonian, Hungarian, Maltese, Slovene).
Joel Josephson

Autonomous Language Learning - 0 views

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    The Autonomous Language Learning (ALL) project, funded by the European Union, is building Blended Learning language courses in four European languages (Turkish, Romanian, Bulgarian and Lithuanian).
Joel Josephson

Chain Stories project - 0 views

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    Young students, in their first year of language learning, can enjoy creative writing in their mother tongue. They then pass on their story to other schools, within a chain, for completion.
Joel Josephson

Don't Give Up - 0 views

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    Motivating adult language learners to complete courses! This is a project funded by the European Community and carried out by experienced language experts from across Europe.
Cris Harshman

Unit Structures - Twitter as Courseware - 0 views

  • When I log into BlackBoard, I see about 30 different things I can do, and for each I have to click a link and go to a page to do the action.  Twitter strips away the features, instead using an inherently flexible textual space to facilitate communication, accomplishing the same goal of other feature-ridden “course technology.
  • I see Twitter’s artificial limit on post size as an important factor in classroom success.  First, it keeps the information space managable, meaning information is economized and easily retrievable
  • Twitter’s short form as a communication equalizer
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  • Twitter is the opposite of segmentation, forcing all communication through a single, flexible channel.  This creates the impression of activity, again stimulating discussion.
  • “overfunctioning” leads to a segmentation of communication,
  • or example, a class must have an email list, a forum, website/CMS, each with its own space and identity.
    • Cris Harshman
       
      With newer web-based applications, this is no longer the case. For example, Wordpress will deliver RSS (replaces listserv), a static front page with organized sub-pages and articles (replaces CMS) and a built-in forum. There's no need to adopt Twitter, which replaces only the listserv.
J Black

The End in Mind » A Post-LMS Manifesto - 0 views

    • J Black
       
      This is a very profound statement that we should closely look at. Do LMS do nothing more than perpetuate the traditional classroom model?
  • Technology has and always will be an integral part of what we do to help our students “become.” But helping someone improve, to become a better, more skilled, more knowledgeable, more confident person is not fundamentally a technology problem. It’s a people problem. Or rather, it’s a people opportunity.
  • The problem with one-to-one instruction is that is simply doesn’t scale. Historically, there simply haven’t been enough tutors to go around if our goal is to educate the masses, to help every learner “become.”
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  • Through experimental investigation, Bloom found that “the average student under tutoring was about two standard deviations above the average” of students who studied in a traditional classroom setting with 30 other students
  • here is, at its very core, a problem with the LMS paradigm. The “M” in “LMS” stands for “management.” This is not insignificant. The word heavily implies that the provider of the LMS, the educational institution, is “managing” student learning. Since the dawn of public education and the praiseworthy societal undertaking “educate the masses,” management has become an integral part of the learning. And this is exactly what we have designed and used LMSs to do—to manage the flow of students through traditional, semester-based courses more efficiently than ever before. The LMS has done exactly what we hired it to do: it has reinforced, facilitated, and perpetuated the traditional classroom model, the same model that Bloom found woefully less effective than one-on-one learning.
  • Because the LMS is primarily a traditional classroom support tool, it is ill-suited to bridge the 2-sigma gap between classroom instruction and personal tutoring.
  • undamentally human endeavor that requires personal interaction and communication, person to person.
  • We can extend, expand, enhance, magnify, and amplify the reach and effectiveness of human interaction with technology and communication tools, but the underlying reality is that real people must converse with each other in the process of “becoming.”
  • n the post-LMS world, we need to worry less about “managing” learners and focus more on helping them connect with other like-minded learners both inside and outside of our institutions.
  • We need to foster in them greater personal accountability, responsibility and autonomy in their pursuit of learning in the broader community of learners. We need to use the communication tools available to us today and the tools that will be invented tomorrow to enable anytime, anywhere, any-scale learning conversations between our students and other learners
  • However, instead of that tutor appearing in the form of an individual human being or in the form of a virtual AI tutor, the tutor will be the crowd.
  • The paradigm—not the technology—is the problem.
  • Building a better, more feature-rich LMS won’t close the 2-sigma gap. We need to utilize technology to better connect people, content, and learning communities to facilitate authentic, personal, individualized learning. What are we waiting for?
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    A very insightful look into LMS use and student achievment. Highly recommended read for users of BB or Moodle.
Karen Vitek

Turn Your iPad 1 or 2 into an Interactive Whiteboard (Practical Practice) - 107 views

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    "I'm talking about using the iPad as a control surface to actually control your computer desktop, write on your computer desktop, and project all of that in front of the classroom just as a regular interactive whiteboard does. The only difference: no interactive whiteboard is needed, and you can do this wirelessly using the first generation iPad as well as the second, and that's correct, without tethering your iPad to the projector or the computer with wires."
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    I'm definitely going to try this! I'm hoping it works better than a slate.
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    I use TeamViewer and I can controlo form my Ipad my Mac or my PC With my connect Mac/PC I can use several programs and Show my Ipad in e-blackboard
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