ETC 655 Lesson 2

1. Instructional Strategies for ONLE
Presented by Jane Osbourn
For ETC 655

2. How do online instructional strategies relate to ONLE instructional strategies?
 Online learning environment allows educators and instructors to exchange ideas and
information, work together on projects anywhere around the globe. Many instructional
strategies can be utilized in the online learning environment. These objectives must be
met to meet objectives. When teachers utilize the online environment for teaching they
should encourage resources that provide for the best use of the online learning
environment. Picture retrieved from: Mott, J. (2010). Envisioning the Post LMS ERA: The Open Learning Network.
EDUCAUSE Quarterly retrieved http://www.educause.edu/ero/article/envisioning-post-lms-era-open-learning-
network


3. Picture retrieved from Mott, J. (2010). Envisioning the Post LMS ERA: The Open Learning Network. EDUCAUSE
Quarterly retrieved http://www.educause.edu/ero/article/envisioning-post-lms-era-open-learning-network
While the online learning environment is designed to bridge the gap between the LMS and the
PLE, it purposefully keeps them apart. The ONLE takes a different approach.
Mott states: ―The OLN is not intended merely to allow the LMS and PLE paradigms to coexist in
harmony, but rather to take the best of each approach and mash them up into something
completely different. "The OLN model connects private and secure applications on the
organization's network (such as the student information system, content repository, assessments and
transcripts) to open and flexible tools and applications in the cloud (such as blogs, social networks
and non-proprietary content) via a services-oriented architecture.
According to Mott, ‗Significant use of LMS platforms at thousands of institutions by hundreds of
thousands of faculty members and students might be taken as prima facie evidence that the
technology adds value to teaching and learning. However, usage patterns suggest that the LMS is
primarily a tool set for administrative efficiency rather than a platform for substantive teaching and
learning activities. These concerns have been exacerbated by rapid growth in LMS-related
spending over the past decade, which has led many to question whether the benefits of the
technology are worth the cost.‖

4. ONLE VS Online Learning Environment
LMS Strengths LMS Weaknesses
Simple, consistent, and structured As widely implemented, time-bound (courses disappear at the end of the semester)
Integration with student information systems (SISs), with student rosters automatically populated in courses Teacher, rather than student, centric
Private and secure (FERPA compliant) Courses walled off from each other and from the wider web, negating the potential of the network effect
Simple and inexpensive to train and support (compared to supporting multiple tools) Limited opportunities for students to "own" and manage their learning experiences within and across courses
Tight tool integration (such as quiz scores populated in gradebooks) Rigid, non-modular tools
Supports sophisticated content structuring (sequencing, branching, adaptive release) Interoperability challenges and difficulties26
PLE Strengths PLE Weaknesses
Almost limitless variety and functionality of tools, customizable and adaptable in multiple configurations and Complex and difficult to create for inexperienced students and faculty members
variations
Inexpensive — often composed of free and open source tools Potential security and data exposure problems (FERPA issues abound)
No artificial time boundaries: remains "on" before, during, and after matriculation Limited institutional control over data
Open to interaction, sharing, and connection without regard to official registration in programs or courses or Absent or unenforceable service-level agreements; no ability to predict or resolve web application
particular institutions performance issues, outages, or even disappearance
Student-centric (each student selects and uses the tools that make sense for their particular needs and Lacks centrally managed and aggregated group rosters (such as class rolls)
circumstances)
Learning content and conversations are compliable via simple technologies like RSS Difficult and potentially expensive to provide support for multiple tools and their integrations with each other
Table retrieved from: Mott, J. (2010). Envisioning the Post LMS ERA: and with institutional systems
The Open Learning Network. EDUCAUSE Quarterly retrieved
http://www.educause.edu/ero/article/envisioning-post-lms-era-
open-learning-network

5. ONLE VS Online Instructional Strategies
 The LMS was built in the 1990s before the ONLE. The ONLE helps to incorporate
technologies that were not available in the 1990s. The LMS was built on first
generation technologies. The ONLE was built from the bottom up and feeds off of
other technologies. Many consider the LMS as being outdated.
 According to Mott, ―The LMS paradigm assumes that since some data must be kept
private and secure, all data must be kept private and secure. The OLN rejects this
premise and instead seeks to keep data that must be private and secure as private
and secure as possible (p.1).‖
Picture retrieved from:
Mott, J. (2010). Envisioning the Post LMS ERA: The Open Learning Network. EDUCAUSE
Quarterly retrieved http://www.educause.edu/ero/article/envisioning-post-lms-era-
open-learning-network


6. Types of ONLE Instructional Strategies
Mashup is an online instructional strategy. Mashup is a revolutionary program that
helped to play an important role in the evolution of web 2.0. Mashup combines data
from two or more sources to create new services. Masups differ from other portals with
the following aspects:
Portal Mashup
Older technology, extension to traditional
Using newer, loosely defined "Web 2.0"
Classification Web server model using well-defined
techniques
approach
Approaches aggregation by splitting role
Uses APIs provided by different content
of Web server into two phases: markup
Philosophy/approach sites to aggregate and reuse the content
generation and aggregation of markup
in another way
fragments
Aggregates presentation-oriented Can operate on pure XML content and
Content dependencies markup fragments (HTML, WML, also on presentation-oriented content
VoiceXML, etc.) (e.g., HTML)
Traditionally, content aggregation takes Content aggregation can take place
Location dependencies
place on the server either on the server or on the client
"Melting Pot" style - Individual content
"Salad bar" style: Aggregated content is may be combined in any manner,
Aggregation style
presented 'side-by-side' without overlaps resulting in arbitrarily structured hybrid
content
CRUD operations are based on REST
Read and update event models are
Event model architectural principles, but no formal API
defined through a specific portlet API
exists
Portlet behavior is governed by standards Base standards are XML interchanged as
JSR 168, JSR 286 and WSRP, although REST or Web Services. RSS and Atom are
Relevant standards portal page layout and portal commonly used. More specific mashup
functionality are undefined and vendor- standards such as EMML are emerging.
specific
Table retrieved from http://en.wikipedia.org/wiki/Mashup_(web_application_hybrid)

7. Types of ONLE Instructional Strategies
 Social networking is a platform to build social relationships.
These relationships help people build on common interests.
Social networking allows users to share
pictures, events, activities and interests within a social
networking site.
 There are millions of users around the globe that use social
networking sites including Twitter, Google Sites, Facebook and
MySpace.
According to ComScore, up to end of November 2011:
Worldwide Unique Visitors
Facebook.com 792,999,000
Twitter.com 167,903,000
LinkedIn.com 94,823,000
Google+ 66,756,000
MySpace 61,037,000
Others 255,539,000
^ "ComScore: Google+ Grows Worldwide Users From 65 Million In October To 67
Million In November". December 22, 2011.

8. Types of ONLE Instructional Strategies
 Folksonomy or social tagging is used for
creating tags to manage content.
 A broad folksonomy is one in which multiple users tag particular content with many
types of terms. According to Vanderwal, “a narrow folksonomy, on the other
hand, occurs when a few users, primarily the content creator, tag an object with a
limited number of terms. While both broad and narrow folksonomies enable the search
ability of content by adding textual description - or access points - to an object, a
narrow folksonomy does not have the same benefits as a broad folksonomy, which
allows for the tracking of emerging trends in tag usage and developing vocabularies.”
 Vander Wal, T. "Explaining and Showing Broad and Narrow
Folksonomies". Retrieved April 14, 2013 from
http://en.wikipedia.org/wiki/Folksonomy

9. Types of online learning
instructional strategies
 Online collaboration is used for persons to
work together online without having to be
in the same room together. There are
many different ways that people can
work together without being in the same
room. Online collaboration can be done
through Huddle, Wrike, Powerpoint, and
Basecamp. All of these programs are
open to people simply by using a
Blackberry and logging in to complete a
group project.

10. Types of online learning
instructional strategies
 Online Student Publishing is a great way for students to present their work through e-
portfolios. Through the e-portfolios the students can publish their best work
 Yudu allows students to explore publishing and publish their works for free.
 AuthorStream is the best way for your students to share and publish their
presentations such as PowerPoint, Keynote, and Google Presentations on the
web, in my opinion.
 Weebly is a website builder unlike anything you have ever experienced. This drag &
drop website builder makes it simple to create a powerful, professional website
without any technical skills required.
 WikiSpaces For Educators is a great place for your students to publish and share their
work. Join the WikiSpaces K-12 Plan.

11. Types of online learning
instructional strategies
 Online Learning Community is a private learning destination that allows learners to
interact through peer to peer learning. There are different types of online learning
communities:
 Synchronous- example instant messaging
 Asynchronous- example internet forums
 blogs –example Blogger
 course management –example Moodle
 collaborative –example forums
 social networking – example Flickr
 social learning

12. Resources
 "ComScore: Google+ Grows Worldwide Users
From 65 Million In October To 67 Million In
November". December 22, 2011.
 Mashup. (2013). Retrieved April 14, 2013 from
http://en.wikipedia.org/wiki/Mashup_(web_a
pplication_hybrid)
 Mott, J. (2010). Envisioning the Post LMS ERA:
The Open Learning Network. EDUCAUSE
Quarterly retrieved
http://www.educause.edu/ero/article/envisio
ning-post-lms-era-open-learning-network
 Vander Wal, T. "Explaining and Showing Broad
and Narrow Folksonomies". Retrieved April
14, 2013 from
http://en.wikipedia.org/wiki/Folksonomy