Faculty use the CMS primarily as an administrative tool … rather than as a tool anchored in pedagogy or cognitive science models."
Several reports confirm that instructors overwhelmingly use content distribution and administrative tools in the LMS while using interactive learning tools only sparingly
LMSs have become little more than "storage facilities for lecture notes and PowerPoint presentations."11
largely failed to empower the strong and effective imaginations that students need for creative citizenship
First, LMSs are generally organized around discrete, arbitrary units of time — academic semesters. Courses typically expire and simply vanish every 15 weeks or so, thereby disrupting the continuity and flow of the learning process.
Second, LMSs are teacher-centric. Teachers create courses, upload content, initiate threaded discussions, and form groups. Opportunities for student-initiated learning activities in the traditional LMS are severely limited.
Finally, courses developed and delivered via the LMS are walled gardens, limited to those officially enrolled in them. This limitation impairs content sharing across courses, conversations between students within and across degree programs, and all of the dynamic learning affordances of the read-write web.2
personal learning networks (PLNs) to manage information, create content, and connect with others
personal cyberinfrastructures
Campbell argued that we should embrace technologies that enable co-learners to frame, curate, share, and direct learning "engagement streams
Value accrues to the system as a whole because the more users or ‘nodes’ there are in a network, the more possible connections there are
several significant weaknesses and challenges associated with PLEs
support
support
Teachers and learners should be encouraged and supported in their efforts to find and use the most appropriate and effective best-of-breed tools outside the LMS
the University of Mary Washington deployed an instance of WordPress MultiUser (WPMU) as an alternative teaching and learning platform (UMW Blogs)
enabling the creation of blogs that automatically enroll students in courses as "members" of class blogs created by instructors
A pilot currently under way at Duke University (http://blogs-dev.oit.duke.edu) is aimed at assessing the viability of WPMU as an alternative platform for instructors teaching undergraduate and graduate courses. The list of potential uses on the pilot site includes using a WordPress blog as "the central course administrative tool" instead of Blackboard.
The LMS paradigm assumes that since some data must be kept private and secure, all data must be kept private and secure.
As depicted in Figure 1, proprietary applications and data such as the student information system (SIS), secure online assessment tools, and a university gradebook should be situated inside the private, secure university network. Personal publishing space, social networking, and collaboration tools live in the open, flexible cloud.
a loosely coupled gradebook is perhaps the essential module that brings all of the "small pieces" together.
instructors and students need a private, secure way to communicate about student performance on assignments, quizzes, and tests
If these artifacts are published on the web, they are individually addressable via URLs, so the OLN’s loosely coupled gradebook would simply require the submission of the URL instead of requiring students to upload the artifacts to a traditional gradebook. Instructors would then see a list of student names and links to the artifacts they published on the web
In 2004 I began asking my students to post their homework on their personal, publicly accessible blogs.
By changing their homework assignments from disposable, private conversations between them and me (the way printed or e-mailed assignments work in students’ minds) into public, online statements that became part of a continuing conversation, we realized very real benefits.
The result was a teacher’s dream — the students’ writing became a little longer, a little more thoughtful, and a little more representative of their actual intellectual abilities.
When the visits and comments from professionals around the world started coming in, students realized that the papers they were writing weren’t just throw-away pieces for class – they were read and discussed by their future peers out in the world.
I began posting my syllabus on a publicly available wiki and doing my best to select only readings that were also publicly available and that I could link to from the syllabus.
I needed to find online articles and materials that my students would be able to get with a single click at no cost.
As I began blogging about my online teaching materials, people from around the world began to see and make use of them in their own courses. Others outside universities started using them to guide their personal study.
Introduction to Open Education.
Do we professors, who live rather privileged lives relative to the vast majority of the planet’s population, have a moral obligation to make our teaching efforts as broadly impactful as possible, reaching out to bless the lives of as many people as we can? Especially when participatory technologies make it so inexpensive (almost free) for us to do so?
I believe the answer is yes. —David Wiley
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Content Tagged with oer + opencontent
AcrossWorld Education | Connect. Collaborate. Innovate.
Monday, March 28, 2011
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education opensource opencontent OER
My #CCK11 Talk - Sharing to Connect, Interact and Learn!
Thursday, March 17, 2011
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OPAL - The Open Educational Quality Initiative
Saturday, March 12, 2011
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EDUCAUSE Review Magazine
Thursday, February 10, 2011
Volume 45, Number 4, July/August 2010 | EDUCAUSE Article about OPEN: Open Educational Resources, Open Faculty, etc.
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opensource opencontent OER
Content on Congress 2011 -- THE Journal
Tuesday, January 04, 2011
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open opensource Conference opencontent OER
OpenCourseWare- Open High School of Utah
Tuesday, January 04, 2011
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open opensource resources opencontent opencourseware OER
MERLOT - Multimedia Educational Resource for Learning and Online Teaching
Saturday, January 01, 2011
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Web2.0 open education opencontent higher OER lessonplans
The Cape Town Open Education Declaration
Thursday, October 21, 2010
"It is at once a statement of principle, a statement of strategy and a statement of commitment. It is meant to spark dialogue, to inspire action and to help the open education movement grow. Open education is a living idea. As the movement grows, this idea will continue to evolve. There will be other visions initiatives and declarations beyond Cape Town. This is exactly the point. The Cape Town signatories have committed to developing further strategies, especially around open technology and teaching practices."
opensource: del.icio.us tag/opensource
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Home - OLCOS
Thursday, October 21
Northwestern is unveiling a Blackboard Building Block called "Bboogle" that they have built and are releasing to the community as open source. Building Block includes single sign-on, automated account provisioning, and automated sharing of Google Documents and Calendars through Blackboard course sites.
undergraduates in this group are high users of new technologies in their daily lives
the 18-24 year olds in this group were consumers, not producers of content using new technologies – few had created blogs (47%), wikis (16%) and podcasts (8%).
it is also important that students be critical consumers of online content, are able to assess the value of content, and are able to put it to good use in their academic endeavors
The research reviewed reported that 18-24 year olds do not transfer their expertise with technologies to academic contexts
students in this group use Instant Messenger when completing assignments, and Google Docs for archiving and group work, even if their professors are unfamiliar with Google Docs
The findings of this pilot survey, along with the research reviewed, indicate that undergraduates’ application of new technologies for academic purposes can be likened to the five stages of technology adoption – Awareness, Adoption, Adaption, Appropriation, and Invention - reported in the Apple Classrooms of Tomorrow research
undergraduates’ creation of online content for educational purposes was low in both this and prior research
a small sample of 26 undergraduates of education at an urban private university in 2008, and can therefore not be generalized to all other contexts