ELI 2010 - The Genius of And: The CMS & the OLN
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The current educational technology debate is often framed as a contest between the CMS and the PLN, between centralized IT and individualized toolboxes. Mott argues that we should reject this "either-or" choice and instead embrace the possibility of a best-of-both-worlds "and" solution. Such a solution would combine the value of SIS integration and secure, assessment-related communication with the openness and persistence of the web.
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ELI 2010 - The Genius of And: The CMS & the OLN
- 1. The Genius of “And” Reconciling the Enterprise and the Personal Learning Network Jon Mott Asst. to the Academic VP Brigham Young University ELI 2010 – Austin, Texas
- 2. “Give me a log hut, with only a simple bench, Mark Hopkins on one end and I on the other, and you may have all the buildings, apparatus, and libraries without him.” - President James Garfield
- 3. the end in mind
- 5. what is different? how can you tell?
- 8. cms or pln?
- 9. cms
- 10. APIs SIS EXTERNAL APPLICATIONS CMS CONTENT ASSESSMENT CUSTOM INTEGRATION GRADEBOOK COMMUNICATION REDUNDANT & NON-INTEGRATED APPLICATIONS COLLABORATION
- 11. Bb Feature Usage @ BYU
- 12. “Faculty use the CMS primarily as an administrative tool.” - Morgan The CMS is “fundamentally a conservative technology.” – Milligan
- 13. Online Technology Usage BYU Faculty Survey, April 2009 (n=254)
- 16. CMS v. PLN Learning Network Size End of the Semester TIME
- 17. CMS v. PLN PLN Learning Network Size CMS SEMESTER 1 SEMESTER 2 SEMESTER 3 SEMESTER 4 SEMESTER 5 SEMESTER 6 TIME
- 21. 36%
- 28. Love / Hate Users Who Love Their CMS Users Who Hate Their CMS Users Who Want to Switch
- 33. cms≠erp
- 34. “The world is changed.”
- 35. learners schools learners educational institutions. 2010 = the end of learning as usual?
- 37. pln
- 46. but . . .
- 50. or this that
- 51. private secure reliability integrated teachers efficiency structured OR public OR open OR flexibility OR modular OR learners OR creativity OR authentic
- 53. and this that
- 57. cms+pln=oln
- 61. Open Participatory Learning Ecosystem
- 63. in progress
- 72. BYU Web Services Platform BYU Users Registry Services Apps Services Proxy Service Provider Service Client Response Time Logging Client Logging Authentication Policy Enforcement Enterprise Services Platform
- 74. RESOURCE LINK
- 75. MANAGEMENT
- 76. TOOL SETTINGS
- 77. OUTCOMESPROFILE TOOL A TOOL C WEB SERVICES TOOL B TOOL XYZ EVENT NOTIFICATION LAUNCH TOOL PROXY RUNTIME USER ADMINISTRATOR
- 78. An Open (Institutional) Learning Network The Cloud University Network SIS SECURE ONLINE ASSESSMENT PORTAL UI PERSONAL PUBLISHING SPACE STUDENT CONTENT GRADE BOOK LEARNING OUTCOMES WIKI STUDENT LEARNING EPORTFOLIO COLLABORATION TOOLS SOCIAL NETWORKING APPS OPEN CONTENT UNIVERSITY CONTENT
- 79. SERVICES ORIENTED ARCHITECTURE APIs LEARNING OUTCOMES iCal WEB APPS SYLLABUS BUILDER WEB SERVICES NOTIFICATION & MOBILIZATION SERVICE GRADEBOOK RSS LTI GROUPS EPORTFOLIO PROGRAMS WIDGETS CALENDAR COURSES PORTAL / UI LIBRARY GROUP MANAGER TAGGING CONTENT MANAGEMENT PROCTORED TESTING AUTHOR PERMISSIONS IN-CLASS RESPONSE SIS ID REPOSITORY EMBED CODES ONLINE ASSESSMENT STUDENT PLANNING SOCIAL NETWORKING REGISTRY LMS …
- 80. Blackboard is trying to keep up. Michael L. Chasen, the company's chief executive, has told The Chronicle that the latest version of the software integrates some Web 2.0 tools and still offers plenty of features that blogging packages can't match, like online gradebooks.
- 85. An Integrated Learning Assessment Platform Student Learning Activity Program Evaluation Activity Assessment Interfaces Course & Program Gradebooks Program LO Definition Artifact Submission REPORTING INTERFACE Artifact / Portfolio Registration ARTIFACT REPOSITORY ASSESSMENT (SCORES) REPOSITORY PROGRAM & UNIVERSITY REPORTS Cloud-Based Publishing & Organization Jon Mott, Brigham Young University. (CC-By) Image Credits – VistaIcons.com.
- 88. the end in mind
Notas do Editor
- “Give me a log hut, with only a simple bench, Mark Hopkins [a well-known educator and lecturer of the day] on one end and I on the other, and you may have all the buildings, apparatus, and libraries without him.” President James Garfield (Source: http://www.britannica.com/EBchecked/topic/271551/Mark-Hopkins)Image Source: President James Garfield http://lcweb2.loc.gov/cgi-bin/query/h?pp/PPALL:@field%28NUMBER+@band%28cwpbh+03743%29%29
- We have lots of tools, but the tools are only as good as we make use of them.Image Source: “tools” http://www.flickr.com/photos/gordonr/42555739/
- We can use new tools in the wrong way with stunning inefficiency.
- By and large, “teachers used technology to maintain existing practices” rather than to “revolutionize” the way they teach their students (p. 138).New technologies are “peripheral to the daily routines of teaching and learning,”Cuban, L. (2001). Oversold and underused: Computers in the classroom. Cambridge, MA: Harvard University Press.Image Source: “Computer fail” http://www.flickr.com/photos/spcummings/3631142010/
- What do we want our students to become? Does one work better than the other? Which one best supports learning? Let’s see if we can answer this questions . . .
- The “Course Management System” – Roots in late 90s. Blackboard’s original name “Course Info” is a good indication of what these tools were originally intended to do.
- Vertically integrated technology stack with uneven integration with other tools in the learning ecosystem.
- How is Blackboard actually used?
- University of Wisconsin System faculty members. In that study, Morgan found that "faculty use the CMS primarily as an administrative tool to facilitate quiz administration and other classroom tasks rather than as a tool anchored in pedagogy or cognitive science models” (2003, 11). As Milligan observes, the CMS is "fundamentally a conservative technology ... [for] managing groups, providing tools, and delivering content" (2006, 1)Evidence of the pervasiveness of such CMS usage tendencies can be found in a recent usage study of the Sakai at the University of North Carolina. Faculty survey data indicates that the top three uses of Sakai in the category "Improving Teaching and Learning" were "Accessing materials any time," "Saving me time," and "Managing my course activities" (UNC 2009, 15).Milligan, C. (2006). The Road to the Personal Learning Environment? CETIS. Retrieved from http://zope.cetis.ac.uk/members/ple/resources/colinmilligan.pdf.Morgan, G. (2003). Faculty Use of Course Management Systems. ECAR. Retrieved from http://net.educause.edu/ir/library/pdf/ers0302/rs/ers0302w.pdf. University of North Carolina. (2009). Sakai Pilot Evaluation Final Report. October 15, 2009. Retrieved from http://www.unc.edu/sakaipilot/evaluation/FinalRept-Oct15-09-sm.pdf.
- 75% of faculty members us a CMS at BYU. 50% use a CMS as their only online teaching & learning technology25% use the CMS plus other online tools.25% don’t use a CMS14% have a course blog, wiki, or custom website11% use no online technology
- Mott, J. and Wiley, D. (2009). “Open for Learning: The CMS and the Open Learning Network,” in education, 15:2.
- The CMS is time bound. Image Source: “Osaka Hour Glass” http://www.flickr.com/photos/caribb/3991024595/sizes/l/
- This is Facebook
- This is Facebook every 14 weeks if it was managed like an LMS.
- CMS = Bridge to Nowhere; Disrupted engagement stream . . . IMAGE: “Dead End” http://www.flickr.com/photos/83025347@N00/210119374/sizes/l/
- InSieber’s study, students *requested* continued access to wikis after course was over. 36% (93/256) continued to interact on the wiki 1 semester after their course was over. Sieber, Diane E. “Social Networks for Teaching and Learning: Implementation and Assessment.” Educause 2009.Image Source: “the cairn above the cloud” http://www.flickr.com/photos/rabi/1174452785/sizes/l/
- The CMS is teacher and content centric.Covering v. Uncovering content . . . IMAGE:“That Huge Lecture Theatre” http://www.flickr.com/photos/teddy-rised/2814710002/