Group items tagged

SUMMARY: Interplay between student and teacher in which each characterizes an LMS and PLE respectfully. In the end, the LMS can't stop himself from evolving into a PLE, similar to what we are starting to see in the "real world." This one really helped me see the distinction between the two systems.

This article focuses on the future of the learning management system in online education. It argues that the closed LMS is incapable of offering the interactivity of web 2.0 technologies to students. It stresses the need for greater connectivity and environments that can be personalized.

I had never heard of start pages until reading this article. Are these used? I didn't recognize any of the products listed.

As the person in charge of the LMS at the School of Nursing, I find this article to be completely valid. We have some younger faculty that want to do more than our LMS will allow, even with some of the widgets that have been added. The main problem that we have is that our current faculty simply use our LMS as a place to provide information instead of encouraging students to use it more like a PLE.

This article discusses how LMSs have become the norm for higher education, but identified limitations of the LMS and how learners are demanding a modification that gives students more control and interaction using web tools such as social networking sites to create PLNs to support their learning. Students want to create their own PLNs to manage information, create content, and connect with others. These approaches "represent a shift away from the model in which students consume information through independent channels such as the library, a textbook, or an LMS, moving instead to a model where students draw connections from a growing matrix of resources that they select and organize", emphasizing the personal aspect of PLNs.

This article was accessed bia Boise State Library login. This article reveiws a survey of students in a case study where facebook was used as an LMS. The findings are that it can be used to supplement, or substitute an LMS; and that it is most appropriate for younger students. Privacy was an important concern.

Educational Success "A large group of early adopters were teachers who haven't always been comfortable using technology in the classroom. Schoology helped them embrace a digital teaching and learning environment in new ways." Kellie Ady District Instructional Technology Coordinator Cherry Creek School District, Colorado

Schoology is the LMS I use with my students and has made differentiation and personalization a breeze.

SUMMARY: Disaggregation of educational control leads to empowerment of individual learners.PLEs are presented as rebellious teenagers of the education domain, and yet by the end of the post you start to understand that often times, progress demands rebellion. And here we are.

This article addresses the many challenges of setting up a Personal Learning Environment. The article also discusses the many benefits and various modes of collaboration and online discussion forums.

This article is about how learning management systems can be set up to encourage the development of Personal Learning Environments and connectivist learning. Currently many LMS are not developing students who are reaching their potential in creativity and autonomous learning. The large limiting factor in this include lack of student or even instructor knowledge of tools within an LMS. This is creating students who are dependent on the resources available within their LMS rather than capable of finding their own resources to guide their learning. When designing an online course it is crucial that students have the opportunity to discuss their learning and to share resources among each other.

A personal learning environment (PLE) describes the components that make up the educational platforms that a learner uses to achieve educational goals. While an LMS is considered course-centric, a PLE is, thus, learner-centric. An open network learning environment (ONLE) can help bridge the gap between a PLE and LMS. ONLEs encourage social networking collaboration. This article demonstrates that online courses that are built within various Web 2.0 resources drive students to create unique PLEs within ONLEs, and ultimately to become "global digital citizens."

As PLEs are often positioned as the antithesis (or antidote) to closed institutional based learning management systems, this article title struck me as an oxymoron. The article sets forth several plans for making the existing VLEs (think LMS) systems more like a PLE. This includes a widget store, significant options for customizing appearance and perhaps most interesting, a mechanism for making system data available back to users (where confidentiality is not an issue). Did not see whether or not, post-graduation access to institutional PLE resources will be provided or not, as this is a key issue in my mind.

This articles debates what constitutes a personal learning environment and how PLEs have emerged as a reaction to closed LMS evironments. The authors argue that a collection of resources does not alone constitute a PLE; it must also be associated with intentional learning practices such as blogging. Not my favorite, but certainly on topic.

Canvas is a cloud-based learning management system (LMS) by Instructure. Canvas is a modern, easy-to-use, reliable and adaptable LMS that supports current and evolving teaching and learning needs. You can use Canvas to: organize your course using an integrated calendaring and syllabus system, content modules, and communication stream.

Slides by researcher Stephen Downes provide some basic elements of connectivism. Included is an analysis of VLE (virtual learning environments using LMS) vs. PLE (personal learning environments) and the types of knowledge these promote. Also addressed is personal vs. social knowledge, collaboration vs. cooperation, and network design principles. Especially interesting here is the VLE vs PLE analysis.

Kim, Thank you for sharing! I liked the visuals throughout the slide show!

Mr Downes makes thought provoking distinctions between a number of concepts (e.g.VLE and a PLE, personal vs social knowledge, and cooperation vs collaboration). Thanks for sharing.

Teachers are developing PLNs to connect with other educators and professionals all over the world to stay up to date on their teaching methods and resources. This article gives an overview of why many teachers belong to a PLN and why it is beneficial to their professional goals. I appreciated that the author named and discussed three popular PLNs that I plan on looking into further. They were Classroom 2.0, Edmodo, and The Educator's PLN. I agree with the author completely when he states that "teachers are lifelong learners." This article is a great read for those new to PLNs.

I loved all of the information on the various tools that can used in managing a PLN, There were several tools I wasn't familiar with and look forward to being able to use in the future.

I found this post to be extremely informative regarding how teachers can use PLNs for learning, moreover for modeling learning for their students. The social network portion of this article was authentic to the purpose of this course and aided in making connections regarding the usage of social networks for educational learning tasks. The review of the three PLNs was also helpful as we navigate this course and begin to implement strategies and plans for the incorporation of social networking into our own classrooms.

A very easy to read and follow article written by Mark van Harmelen. Great overview of what Personal Learning Environments are and how they may impact learning theories.

This article attempts to define personal learning environments by offering multiple definitions and distinguishing PLE's from related terms. Three PLE system examples are provided.

This article by Stephen Downes provides a great insight into what an effective PLN looks like and how it functions. I enjoyed reading about his second stage of PLNs, which is the "personal learning environment." This idea is presented as the evolution of PLNs due to technology and connectivism in the classroom.

This article by Stephen Downes gives a definition of a community of practice and then discusses PLE's moving into networks and the characteristics of a learning network: diversity, autonomy connectedness and openness.

As I was relatively unfamiliar with learning networks before this course, I wanted to find resources that showed me what they looked like and examples of how they can be used. This article introduces the importance of using digital tools effectively and empower ourselves to gain the knowledge the web offers. The author states that "Learning therefore evolves from being a transfer of content and knowledge to the production of content and knowledge". Working in a network, PLE or communities of practice allow learners to be creative about information and knowledge, instead of just consuming information and knowledge. The article highlights the key benefits of a PLN: diversity, autonomy, connectedness, and openness.

This article is a good resource for mobile apps that can be applied to many subjects and content areas. There are writing, collaboration, blogging, screen-capturing, and LMS integration apps that teachers can use for their classroom.

Educational Success "A large group of early adopters were teachers who haven't always been comfortable using technology in the classroom. Schoology helped them embrace a digital teaching and learning environment in new ways." Kellie Ady District Instructional Technology Coordinator Cherry Creek School District, Colorado

Summary: This thesis paper explores Connectivism theory and the instructional tools that support that theory. It also explores how college educators can access specific Web 2.0 and LMS tools in order to create a learner centred course or course work. The paper explains what Connectivism is and how certain technology tools or resources support this theory. The author cites Siemens and Prensky as well as other leading Connectivists.