"The invention of the LMS (Learning Management System) was a mistake. And here I'm not going to make the same frustrated argument made numerous times before now that LMSs are limiting structures, that their interface and functionalities control how teachers teach online (although those things are true). The LMS was a mistake because it was premature. In a world that was just waking up to the Internet and the possibility of widely-networked culture, the LMS played to the lowest common denominator, creating a "classroom" that allowed learning -- or something like learning -- to happen behind tabs, in threaded discussions, and through automated quizzes. 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."
Very thought-provoking article on how digital pedagogy really differs from just "teaching online."
This has great videos on how to teach a wide variety of subjects, as well as how to manage students' behavior in class, set up collaborations, assessment, and esp. for US teachers, the common core standards. Very useful for teacher training, though not specifically oriented toward ESL/EFL.
Like Wall Wisher but more features, including calendar, desktop widgets, mobile apps, etc. Used by many teachers to manage projects. Very easy to use, with short screencast help videos for everything. R. Stannard has a training video also.
"In the original 2004 article I stated: "The pipe is more important than the content within the pipe. Our ability to learn what we need for tomorrow is more important than what we know today. A real challenge for any learning theory is to actuate known knowledge at the point of application" (Conclusion section, � 1). I find Verhagen�s (2006) critique falls at precisely this point.
The core of what I wrote in the initial article is still valid: that learning is a network phenomenon, influenced (aided) by socialization and technology. Two years is a lifetime in the educational technology space. Two years ago, web 2.0 was just at the beginning of the hype cycle. Blogs, wikis, and RSS�now prominent terms at most educational conferences�were still the sandbox of learning technology geeks. Podcasting was not yet prominent. YouTube didn't exist. Google had not released its suite of web-based tools. Google Earth was not yet on the desktops of children and executives alike�each thrilled to view their house, school, or business in satellite images. Learning Management Systems still held the starting point of most elearning initiatives. Moodle was not yet prominent, and the term PLEs (personal learning environments) did not exist. In two years, our small space of educational technology evolved�perhaps exploded is a more accurate term."
"Welcome to elearnspace! This site and blog explore elearning, knowledge management, networks, technology, and community.
Many resources exist for elearning, yet a model of how the pieces fit together is often missing. elearnspace has been organized to present a whole picture view of elearning"
George Siemens' collection of interesting articles, mainly about connectivism.
Follow teachers as they try to improve their skills. Will they manage to teach an outstanding lesson? Watch the full videos of their journeys, then join the discussion group to share your thoughts.
There are 26 videos in this series.
These wonderful videos take you from initial lessons to interviews with teachers and students to advice by the expert, and a view of how those lessons are put to use in the classrom. Amazingly good teacher training in 26 videos.