Group items tagged

A largely sensible strategic look at LMS in general. "The LMS, because of its integration with other major institutional technology systems, has itself become an enterprise-wide system. As such, higher education leaders must closely 7 monitor the possible tendency for LMSs to contribute only to maintaining the educational status quo.40 The most radical suggestion for future LMS use would dissolve the commercially enforced "course-based" model of LMS use entirely, allowing for the creation of either larger (departmental) or smaller (study groups) units of LMS access, as the case may require. This ability to cater to context awareness is perhaps the feature most lacking in most LMS products. As noted in a study in which mobile or handheld devices were used to assemble ad hoc study groups,41 this sort of implementation is entirely possible in ways that don't necessarily require interaction through an LMS interface." Requires EDUCAUSE login (free to WSU)

The EDUCAUSE paper suggests "dissolv[ing] the commercially enforced 'course-based' model of LMS". How about dissolving the "course-based" model of higher education on which the commercial LMS is based?

I went looking for the ECAR report on LMS & Web 2.0, found this

from Michael Feldstein advice on LMS migration and selection which does not just apply to small schools

The inevitable extension of the LMS from the Morgan study to now: the college hopes to install technology that will allow the flash drive to automatically connect to a folder hosted by the college, so students can submit assignments whenever the flash drive detects an Internet connection.

In this 4-minute video, Jim Groom articulates the "LMS is out-of-date" argument, and suggests that the future of online education depends on re-imagining the "form". He points to issues like openness of code and owndership of data.

Kimberly said of this: The focus on activity deals directly with the learning process - one that pushes students to take a more active role - while assessment supplies faculty members with the feedback necessary to diagnose and correct learning problems. Technology allows such active learning processes to be expanded to large courses and, as learning software and databases become better, to use faculty time more effectively. Relates to clickers and skylight learning activities/assessments, in the large class context, as well as the elusive LMS.

Another way in which LMS can move into the cloud (not necessarily Web 2.0, though)

A good article about a transition from an in-house LMS to Moodle. Though the environment is somewhat different, lessons learned about the process are relevant to us.

The lack of time to prepare was the main source of problems and undermined the effectiveness of CTET as a change agent.

This Powerpoint from the Keynote at Canada Moodlemoot 2009 has two references to the Harvesting Gradebook and interest in the comments below the presentation.

A featured article in Educause Quarterly contains this quote: "The importance of authentic, web-enabled learner assessment is clearly behind Caulfield's notion of "loosely coupled assessment" (first coined in a blog post by Mike Caulfield July 31, 2007) and WSU's harvesting gradebook project, with which we claim shared intellectual roots."

No surprise, but just to share and archive

A Sakai add-on for customizing McGraw-Hill content (and possibly other content, if IMS interoperability is achieved)

updating my thinking on pandemic flu and university response

Pandemic flu could lead to school closing. To avoid financial ruin by having to return tuition universities might consider trying to move online. There is a way to implement this movement, but not with the traditional course management system.