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The LMS was not a creative decision, it was not pushing the capabilities of the Internet, it was settling for the least innovative classroom practice and repositioning that digitally. As a result classes taught within its structure generally land with a dull thud. No matter how creative and inspired the teacher or pedagogue behind the wheel, the LMS is no match for the wideness of the Internet. It was born a relic -- at its launch utterly irrelevant to its environment and its user.
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The LMS largely erased mindfully aware teaching, and made excuses for unconscionable practice.
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The Harvards of the world won't go away. They will continue to be the high-fidelity players
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Even though technologies emerged that might foster new models of higher education, the neat accreditation ecosystem locked out innovative competitors.
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Isn't this a summary of what some of us have to go through? It's kind of a role-conflict at the organizational level. The (manifest) function of university education has shifted away from learning toward giving credit for a set of skills. More than universities being vocational schools, it's about universities focusing on evaluation. Are there still learning institutions, out there?
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Just as the Internet has helped blow down the doors of the music industry, newspapers, and the travel-agent business, it will eventually do the same to higher education.
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This may be too big a leap, for a number of people. But it has the advantage of making the problem visible. In fact, in contexts through which "information" and "education" are associated with democracy, what has been happening to newspapers is more likely to convince university people that there might be a problem than anything about the music industry. Especially if we think about the obsession with "intellectual property" which seeped into university contexts and is only being challenged now.
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Web 2.0 for the Classroom Teacher An Internet Hotlist on Web 2.0