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The buttons link to pages that simply provide a place to upload a document, which is exactly what most instructors do: upload word–processed files of their classroom materials. They are encouraged to “plug in” their content under the appropriate category instead of envisioning a translation of their individual pedagogical style into an online environment. Blackboard “tends to encourage a linear pathway through the content” [3], and its default is to support easy uploading and text entry to achieve that goal.

Even after several years of working with the CMS, faculty requests for help focus on what the technology can do, rather than how their pedagogical goals can be achieved.

Morgan notes such improvement as a “side effect of the use of the software rather than a direct result of its use” [5] — those willing to play around with the features tend to discover new directions for their teaching.

As we all know, learning is a fluid process that happens all the time, and there are many more metrics and much more data to capture regarding a learner’s experience which can inform and provide context to his or her learning environment.

TinCan adapts the same logic to generate statements as and when an activity or action is performed by the learner. It creates statements in the form of ‘noun, verb, object’ – like a language – and stores them in a Learning Record Store (LRS) that can exist independently of an LMS.