Archive for the ‘LMS’ Category

Over the next few weeks, as the countdown to the EDGEX Disruptive Educational Research conference to be held in New Delhi from March 12-14 begins, I hope to bring to you all news and updates about the conference and its themes.

The EDGEX 2012 Conference has been carefully and collaboratively constructed to bring cutting edge educational research to participants. There are two major themes – Learning X.O and Simulations & Serious Games. The Learning X.O theme essentially tries to synthesize the fairly amazing and disruptive research and experimentation around Connectivism, Informal Learning and Communities of Practice.

For something that I joined up in 2008 (with the Connectivism and Connective Knowledge [CCKO8] “course” led by George Siemens,Stephen Downes and Dave Cormier, featuring a unique open-ended format called the Massive Open Online Course – MOOC) to co-experiment with over 2000 people across the world, to have advanced so much and to have directly or indirectly inspired systems thinking on education (witness the Stanford AI “course” experiment and the recent announcement – MITx – by MIT) by traditional brick and mortar institutions, is no mean achievement over such a short period of time.

What makes Connectivism and all the associated themes so disruptive is just that – its potential to arm an entirely new generation of theorists, researchers and practitioners with the thought paradigm and tools to comprehend the impacts of disruptive technology, over abundant knowledge, demographic pressures and changing social relations among other important trends. Underlying it, in my own interpretation, is the tremendous principle of democratization – of education to be by, for and of the people. Though it is heavily steeped in technology, the essence of it is like “the principles behind the steam engine” as Stephen would say.

George and Stephen continue to raise the bar. Their continued work, and that of able partners and fellow researchers like Dave Cormier and Alec Couros, not only on the CCK MOOCs, but on various others, like the Critical Literacies MOOC, the EdFutures MOOC, Alec’s EC&I 831, the Change11 MOOC, the Learning Analytics and Knowledge Conference, Stephen’s technology development and many other initiatives, are inspiring thousands of educators worldwide.

Etienne Wenger, with his disruptive work on Communities of Practice, is one speaker who we shall miss terribly on this platform. We did not get his availability on the dates for the conference, and would have loved to have him, so as to, at least in my mind, complete the conversation. But I am fairly sure, his intellectual presence will be felt strongly through the themes of the conference.

Quick switch to Corporate Learning and the one name that immediately comes to mind is the person responsible for really starting it all – Jay Cross. In his work with the Internet Time Alliance, Jay, along with Clark Quinn (who we are honoured to host at the conference), Jane Hart, Harold Jarche, Charles Jennings and Paul Simbeck-Hampson, are redefining the boundaries of what learning can be. Their work on Learnscapes as learning ecosystems that promote complexity instead of eradicating it, is path breaking because it offers another way for us to think about how workplace learning can be transformed.

Even as this disruptive research and experimentation impacts our conception of how learning will be and how learning systems will be, the work of three of the expert researchers at EDGEX2012 – Grainne Conole, Jon Dron and Martin Weller – is of crucial significance. Grainne is researching ways in which new pedagogies and approaches to design can harness the potential of social and participatory media. Martin is investigating the implications of scholarship in a digital world. Jon is looking at learning environment design and investigating the “shapes of online socially enhanced dwellings that are most likely to lead to enhanced knowledge and, in the process, uncover some of the nature of technologies and our intimately connected cyborg relationships with them”.

Meanwhile, the other theme, Simulations and Serious Games, is really a veiled approach to unravelling how rich digital media and delivery platforms can combine to produce rich digital learning experiences. The work of Clark Quinn and Alicia Sanchez, and other speakers such as Sid Bannerjee and Jatinder Singh will lay the foundation for rethinking digital media. Clark, of course, brings in a much wider perspective – he is rethinking our conception of learning and systems for learning and is investigating models such as spaced practice, social learning, meta-learning, and distributed cognition.

Les Foltos brings in focus to teacher education and how educator communities can use peer coaching as a technique to continuously learn and evolve. Shanath Kumar, Satish Sukumar, Rajeev Menon, Manish Upadhyay and Amruth B R bring in yet more perspectives on design, content, new age assessments, semantic web, mobility and technology, thus rounding off this theme.

And this is not limited to Higher Education alone. The principles and precepts are fairly universal, although the practice and implementation will definitely vary between contexts. K12 educators will find a plethora of disruptive opportunities in the conference.

The conference has one other dimension worth noting. We are inviting startups and entrepreneurs who believe that they are contributing disruptive innovation to education. You will see some of these entrepreneurs showcase their ideas at the conference.

I am hoping this conference acts as the melting pot for disruptive research and practice and marks the start of new level of collaboration between participants.

In my mind, all this research is connected by one common theme – we are looking the ways to change the dominant paradigm, because the dominant paradigm will fail (and indeed, is failing) to achieve a vision of a meaningful and capable system of education in the face of the challenges we face today.

Particularly for countries like India, the timing of these disruptions could not be more apt. And this is where we hope your vision and expertise at the conference and around it, will pave the way for open and concerted dialogue on how we can embrace change in our society.

The website for the conference is up at http://www.edgex.in. The website features speaker bios and a set of resources to get started on the many topics that will be covered in this conference. You can also connect with us  prior to the conference through email or the links below.

Please do feel free to drop me a line at edgex2012@edgex.in if you are interested and I will get right back to you! We look forward to hearing from you!

Let’s disrupt!!

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My talk at EDGE2011 in Delhi was part of a panel that was presenting different thoughts on cutting edge developments in Assessments. I specifically focused on the tracking data, metrics and corresponding analytics that could be found by using games and simulations (or blends of the two).

When I talk of Games and Simulations, I typically classify and differentiate between various types in the following sense.

For me, leaving aside gaming for entertainment genres, games and simulations are a rich source of tracking virtually any kind of learning activity, experiential or intellectual. Some domains may be extremely abstract, of course, and not lend themselves to any clear ways of assessing learning. There is also the argument that games may not lend themselves to clear linkages with performance on the job. But, in essence, games and simulations allow learning and assessment solution designers to build rich reflective environments from which we can make informed judgments of performance.

For simulations and games, as also for Alternate Reality Games, the real complexity is in the design of the environment – the complex of objects and their changing relationships with each other – which by itself is also a dynamic emergent phenomenon. Take for example this hospital simulation developed by Indusgeeks and IIL.

This simulation is built up upon a complex environment of objects and their relationships within the added affordances of a Virtual World environment. There are some key advantages of these types of simulations.

Firstly, since the platform is that of a virtual world, players can visually observe the behaviour of other participants in the same scene. This lends itself to a way in which player behavior can be assessed and feedback provided. This is critical to solve many infrastructural challenges. LABs are expensive to build and maintain in a physical world and there are space-time limits to intervention by teachers. In a virtual world, actions can be recorded – thereby not only breaking the time challenge, but also by enhancing the teacher’s ability to capture and display best practices. Not only that, it allows teachers to personalize feedback by being part, directly or indirectly, of multiple virtual spaces concurrently. Imagine having a set of consoles at the command of a teacher – each monitoring a specific LAB – that would show indicators when a student is stuck or making a serious mistake!

Secondly, the scenario can be manufactured. Often, scenarios can be constructed that are difficult to replicate in real life. But artificially manufactured scenarios, provided they are sufficiently hi-fidelity, can provide an intense learning/assessment experience. By virtue of this manufacturing activity, the domain knowledge is exposed in a substantial manner, thereby supervening the need for elaborate teaching artifacts and curricular structures.

Thirdly, by being visually (and otherwise) immersive, these types of simulations provide a first-hand account of future real life experiences. This gives much more comfort than traditional assessments, specially to the potential employer, because she knows the learner has experienced the job situation even before she has been hired.

Fourthly, simulations lend themselves to new forms of collaborative construction. For example, we built a prototype with Indusgeeks, that showcased how virtual props could be used in SecondLife ( a virtual world platform) so learners could collaborate and perform.

Students building a model of a network

Fifthly, the environment can throw up rich data sets for subsequent analysis. Not only can we track behavior, but also compliance, knowledge, collaboration skills and a host of other competencies. Not only can we do it for one learner, we can do it across learners. We don’t any longer need to build top and bottom performer reports, but we can get insight that is far more fine-grained than that. This allows us to design various means of remediation as well by seeding simulators with specific conditions to train and test learners on.

In summary, simulation based training and simulation based assessments, are both key innovations, that must be broad-based into education. This has the power to transcend traditional curricula and assessment structures if used in a relevant and maximally effective way.

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PLE/N Tools

Really nice collection of links for this week’s #PLENK2010 discussions. I especially liked Patterns of personal learning environments, Wilson. Wilson looks at patterns of use of and activity in personal learning tools and learning networks, revising a previous approach which was very functional and tool-specific.

One of the ongoing challenges I have is with the constant comparison between LMS and PLE, which I happen to think, is an apples to oranges comparison. They serve different needs and are differently located on the spectrum between self-learning and managed-learning (if there is such a phrase). The MOOC and the LMS are comparable, as are NBTs (which I define as Network Based Training, the natural networked learning successors to WBTs) and PLEs.

Let us picture this. The LMS is used to launch a WBT course. The course pops up in a player which is really a navigation shell that acts as a data conduit between the WBT and the LMS. Suppose the LMS is learning network and personal learning tools aware (with blog, wiki, Flickr, connection hub-bing, discourse monitoring etc. affordances being provided by whatever mechanism – web services, XCRI…) and the WBT is just base reference material not quite unlike the Daily in this MOOC.

The player could then be technically programmed to act as a conduit between the WBT and the network or personal learning tool (people, resources, context, conversation, bookmarking service).  Sort of a SCORM for networked learning environments.

What would you call the WBT then? A NBT.

Would the PLE look similar to a NBT. Yes, it would resemble a slice of the PLE, a workspace which we organize around a theme that interests us. Similarly, the NBT could be conceived of as a combination of slices of many different PLEs, in fact as many as those learners enrolled in the NBT.

But the NBT would necessarily be a more constrained, parameterized environment, designed or seeded by a network weaver, an atelier – the new avatar of the teacher, and adapted and grown by the learners, present and past. The PLE would grow unfettered, the whole being greater than the sum of individual slices.

Most of the discussion, even in Wilson’s paper, focuses around the tools in the end. What can tools do to present the solution to a pattern? In fact, almost every solution is expressed in technological terms (notice how many times the word “tool” appears in the first line of the solution).

It is almost as if technology is the master problem solver for every pattern of learning, but that may just be me.

I would rather focus on Critical Literacies. On having reasons. Just like I would not count an NBT operating in an LMS environment to be a true NBT – as in truly architected as a networked learning aware solution from the ground up, rather than pasted on a WBT as a quickfix.

And that is perhaps why I would choose to take a radical stand – PLE/N tools do not yet exist. I would like to take you back to how PLEs were defined in Week 1:

A Personal Learning Environment is more of a concept than a particular toolset – it doesn’t require the use of any particular tool and is defined by general concepts like: distributed, personal, open, learner autonomy.

and for PLNs:

A PLN is a reflection of social and information networks (and analysis methods).

We are confusing our current lists of PLE/N tools with the concept or the method, like trying to measure the length of a moving snake by a tape measure or measuring the volume of a gust of air with a sudden clenching of our fist.

By far the most important attribute of the toolset, if you can call it that, for a PLE/N would be its complete invisibility. It would be implicit for learners in the way it has been designed. It is then that we will be able to project our personal aura on it and make it personal, as open as we are, as connectedly aware as we want to be (or can be) and as autonomous as we will allow it to be.

And that will also take a fundamental rearchitecture of the way we conceive of learning resources, away from resources as objects or networks, to living and dynamic forms that reflect our social and information networks.

More of a hard left than a gentle meandering this one, would you say?

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With a little help from Jatinder, a kindred soul in the making of simulators that happen to attract Brandon Hall Awards, I tried to visualize a model of PLEs operating in a connective environment. It started with a reply I made to Janet and Carmen on what I think should be:

…let us contrast the MOOC environment with an LMS. Can we think of this environment as self configuring instead of being configured by an administrator. How about when a person wants to join a “course”, she gives rights to the MOOC server to “pull” content she wants to share in context of the course into the course environment…the content stays with her, but instead of (or in addition to) the LMS “pushing” some general stuff, it configures a learning space based on the expertise and contributions of its members?

Like if I join a space or a conversation, I bring not only my personal self but also my blog, my Zotero collection, my Diigo links, my tweets, my network etc., but also decide to bring in a relevant “slice” of these and other influences to the course or research I am taking on. Maybe such environments understand a shared semantic vocabulary for the subject so that they can quickly organize the combined course network without my explicit instructions. Wouldn’t this be a self-organizing, emergent ecology more in line with Connectivism and a way to differentiate against an LMS?

The first visualization I thought of was that of puddles and rain. Simply put, when the rain falls, puddles of water form. Some puddles mix with other puddles, self-organizing, to form streams, some stay quietly content to stay aloof and disconnected. Depending upon how much it rains and what the surfaces are that receive the rainfall, we will see patterns. There may be a point of bifurcation when the entire surface gets covered. When rain stops, and puddles start drying, a pattern of decay forms quite unlike the pattern of growth which was an emergent, complex pattern to start with.

So replace puddles with PLEs, the surface and environment with the network (a super-PLE?) ecology and the rain with a certain eventedness (a MOOC?) and you have my picture of what goes on in connective learning. Weird idea? I sincerely hope not.

So I thought I would bring about a better visualization with Jatinder’s kind help. Picture this (disclaimer: not to suggest any connection between the names of various people in my network on the visual and social connotations of the word butterfly, more from the effect of a butterfly flapping its wings….):

(Images courtesy various artistes on the web, but in particular for the incredible post here – did you know the Fibonnacci Sequence appears in the sunflower!)

This could be an environment unlike the above, with cacti and barren deserts instead, a metaphor perhaps for rigid institutional environments. The point is that each of the elements will feed on each other in complex ways, uncontrollable, still with distinct patterns. Of course, Stephen invoked that knowledge as a plant, meant to be grown metaphor when talking about connectionist networks. I am not suggesting that one plant is altogether separate from the other and knowledge is silo-ed, they will have dependencies and some common roots. But each plant will have a tapestry of complex patterns to reveal, strands of knowledge and butterflies will cross-pollinate.

But it is a picture where PLEs are an extension of the self, disembodied but in many ways a natural extension, making us a distributed entity operating as a singularity(?). I like this way of thinking (although the quickly engineered visual may not make the grade). And I think this way of visualizing gives us credible alternatives to the way LMSs are built today.

As always, would love to know what you think!

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Is the PLE a connectivist construct or a constructivist construct? Or both? Or neither, just influenced by many theories? A statement by Wendy Drexler in her paper prompted this question. I quote:

Principles of connectivism equate to fundamentals of learning in a networked world. The design of the teacher-facilitated, student-created personal learning environment in this study adheres to constructivist and connectivist principles with the goal of developing a networked student who will take more responsibility for his or her learning while navigating an increasingly complex content base. (emphasis added)

It could be worthwhile to consider two interpretations (Wendy uses support from both theories in tandem in her networked student model to construct & analyze the teaching-learning experience she describes):

  1. PLEs are some combination of constructivist as well as connectivist ideas/principles, or
  2. There exist two unique types of PLEs – constructivist and connectivist.

The PLE and the MOOC are ideas in Connectivism discussions that are represented not only as direct innovative applications of the connectivist state of art (theory, process and technology), but also raise comparisons, as in this week’s discussion, to entrenched industry-wide systems such as LMSs, as cogent alternatives for the education system.

Learning theories, in the past, have spawned a set of practices unique to their strengths. These practices (techniques, processes and technologies) have made it easier for downstream adoption of theory into the classroom (online or offline) and the eLearning content development and delivery industry as a whole. Further downstream, it has enabled technology development, research and assessment leading to a level of analytics on which the current system is based, directly or indirectly.

The MOOC environments, such as those for the PLENK2010 discussion, and the PLE/PLN environments that participants have been contributing, are now as much centerstage as the concepts behind connectivism as a theory in this discussion.

A lot of insight will be generated by researchers in PLENK2010 on preferences, styles and behaviors with MOOCs and PLEs, which should feed into improvements in these environments for the future or perhaps even new innovations. Obviously, a whole lot of work is being done on the technology architecture to ensure that the state of the art is fully utilized to translate connectivist influences to the platform level.

According to Stephen and George, what sets apart Connectivism from Constructivism and other theories is importantly that knowledge is distributed, the set of connections formed by actions and experience, and learning is the constant negotiation of new nodes in the network being added or removed, gaining importance or losing it.

A new node is a new experience and the learning process dictates that we “dynamically update or rewrite our network of learning and belief”. We do that by continuously adapting, self-organizing and recognizing emergent patterns. Learning becomes a ““door opening” process that first permits the capacity to receive knowledge, followed by encoding the knowledge as a node within our personal learning network”.

In that context, the learning process/pedagogy used in MOOCs and PLEs, with its emphasis on network formation, reflection, open-ness, connected-ness and other ideas, reflect the principles of connectivism.

By definition, they are different from learning processes in other theories such as Constructivism, and therefore, in this sense, it is confusing to term MOOCs and PLEs as both constructivist as well as connectivist.

Let us address the technology aspect. Are there two technological alternatives for PLEs and MOOCs? If for a moment we were to ignore Connectivism as a theory, but recognize the MOOC and the PLE as technological platforms, could they be assumed as a logical manifestation of social constructivist practices in the digital age?

If Connectivism did not exist, would we still have moved to MOOCs and PLEs as they are visualized today (maybe under different names)? How would a Social Constructivist design an open course of the same broad characteristics as the MOOC (large number of people, distributed, no entry qualifications, no credits…) or an open process of guided discovery or problem solving or by defining a set of tools for personal learning in a community of practice environment.

Our current environment in PLENK2010 (or earlier in CCKOx) is built on Moodle (which is an LMS inspired by constructivism, constructionism, social constructivism and connected & separate motivation; also here is their view on the pedagogy that Moodle supports) and extended with tools such aggregators (Stephen’s gRSSHopper), Twitter, SL and Elluminate.

If the design of Moodle is an answer to the question, and due to the way we are using Moodle in MOOCs so far, I believe that MOOCs and PLEs would need to be seen then, technologically, as equally applicable to both theories, to be used in ways that each theory predicates in its belief of what the learning process should look like.

Janet Clarey did a host of interesting interviews early last year on how leading LMS providers are looking at incorporating (or have now already incorporated) informal learning and social learning environments as an extension of the standard LMS offerings.

In my understanding, PLEs/PLNs are not comparable to LMSs, rather it is the MOOC environment that should be generally comparable to LMSs. Comparing PLEs/PLNs to LMSs are an apples to oranges comparison.

In MOOCs (read MOOCs environment), the management part is facilitative of connection forming and collaboration, not dictatorial as in an LMS augmented by social learning. In a MOOC, learning is the “door-opening” process whereas in an LMS it has rigidly expected outcomes inline with traditional models of training and assessment. In a MOOC, connections are openly negotiated with no need for structure, while an LMS must obey structure and authority.

Likewise, LMSs (or more generally Human Capital Management Systems [HCMS]) today have features that allow users to perform many other functions that MOOCs have not addressed – assessment and performance management, talent & succession management etc. – and although these may not be addressed by MOOCs by design and we may want other downstream solutions there. We need to definitely think how needs that HCSMs respond to as also needs for content management (authoring through to publishing and standards therein), are to be addressed.

That said, if the PLE grows to include management features (say additional “environments” for teaching or mentoring or assessing or tracking can be added) in a way that decentralizes the teaching-learning process, it may be worth comparing it with enterprise or institutional LMSs.

My belief was, and is, that thinking that the standard LMSes (including to a lesser extent Moodle itself) can be extended to include connectivist learning is a contradictory approach. It seems to be responding more to a paranoid “need” to go social, on both sides – customer and LMS vendor. 

Which then takes me to the next question: Can we conceive a truly connectivist technological architecture that makes it technologically distinct from an implementation that could lend itself ambiguously to both constructivist as well as connectivist interpretations?

Connectivist systems need to address an important aspect – that of sense-making and wayfinding.  These systems ways should, in some way, allow us to design environments, generate learning analytics and assess performance at the level of the person, while at the same time allow us to loosely manage, provision and plan the connective learning experience at different levels in the organization.

We would not only have to think of learning but also of connectivist assessment and performance, topics that we have not made substantial progress on (there is an interesting conference coming up in early 2011 on Learning Analytics, please check out the Google Groups site for some discussions).

Among other things, these systems should find ways of integrating with the rest of the ecosystem in the organization in consonance with connectivist principles. These systems should be responsive to the needs for privacy, should be technologically open with well-defined interfaces and should store content metadata in ways that can support the learning process.

Above all, there will be many tensions – personal vs. organizational preferences/knowledge/data, diversity and autonomy vs. structure and control etc. – and connectivist systems must provide for ways to adjust that balance for each organization.

I believe, at the heart of these systems, will be the following design principles:

  • Open and extensible mash-up frameworks
  • Reliance on Open APIs to deliver mash-ups
  • Every object is made collaboration aware (X.0, technologically immune) irrespective of source
  • Spaces are multiple views around a cluster of object base types
  • Spaces are transferable as units and so are other dimensional views
  • All resources are associatively and progressively connected through metadata
  • Architecture builds in dynamic any-to-any connections while allowing any combination or view/perspective aggregation of X.0 objects
  • NBTs (Network Based Training) will make possible persistent learning and knowledge management environments

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Is content king?

I have really been wanting to write about this news article ever since I saw it some time back. The company, Demand Media moved to #24 in the comScore top 50 web properties in the US, owns eHow.com, Pluck and eNom, and has succeeded in attracting 31 million unique page views in July, 2009. Since then, the October 2009 report shows them climbing to #16 with 51mn unique visitors. Interestingly, Wikimedia group sites climbed to 69mn from 62mn across these two months. Looking at the lists, we can see Fox, Ask network, answers.com etc pretty much near the top with the leaders consistently being Google, Yahoo, MS, AOL and Facebook. Twitter was somewhere in the top 100 in July, perhaps still there in October.

Structured content based sites seem to be garnering the market share at least in terms of unique visitors, well above and beyond social media sites such as Twitter. (Disclaimer: comScore doesn’t provide too much intelligence on its methodology or definitions, though, and I am not able to search-verify its accuracy on these reports.)

What interested me about Demand Media was that it’s site eHow.com is a repository of how-to (and other types of) articles contributed by users who also get paid for their contribution. They back this up with editorial teams pumping in and reviewing content as well.  Seems to be over a million pieces of content already in there with claims of being the #1 contributor to You Tube.

So, there is a structured content enterprise that is, in terms of access, somewhere in between search and social tools such as Twitter (with the notable exception of Facebook), and has a working business model.

Is this the face of how learning could possibly look in the future? Content by the community, of the community and for the community – a marketplace not overtly one – powered by advertising (and enrolments?) rather than, or in addition to, by direct trade in/collaborative interaction in learning experiences – augmented by search, exploration and collaboration tools that we know today?

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The 21st century LMS

I recently read a report compiled by eLearning Network from their Next Generation Learning Management Event held in September, 2009. It is an interesting report.

Personalization of content is a base expectation with an element of learner’s control or choice over what she wants to learn coupled with added intelligence from the system to provide relevant content.

Access, to the degree of ubiquity, seems to also come up as a key requirement with pressure on LMS vendors to resolve user experience and tracking challenges across devices.

Search, to make content available easily, and the corresponding improvements in taxonomies, is a key requirement. So are classroom management tools.

A key shift is from the learing management system from an administrative and management function to a communications function, lowering barriers to knowledge flow within the organization.

Competency definitions and links to HR systems for a variety of tasks (such as talent development) find their way as other key requirements. Similar to the IMS standards for Reusable Competency Definitions and Learner Information Package, a need is voiced to make transcripts transferable (from organization to organization).

The report ends by stating:

At first glance this may just seem like a long wish list, but a more detailed reading demonstrates two things. Firstly, pretty much everything here is already available elsewhere in some form, and LMS vendors need to catch up with wider developments. Secondly, long development cycles and expensive development resource are not acceptable. It seems that LMS still has a key role to play for many organisations, but the terms of their engagement with vendors needs to change.

This report is interesting because it provides an insight into how the participants were trying to accomodate recent developments in social networking, talent management, Web 2.0 and technology with specific bottlenecks that they have experienced using an LMS. They are also seeing the LMS as part of a wider ecosystem with closer linkages between learning, talent development and performance. They are seeing the roles of the vendors changing to more proactive and technologically updated levels.

My personal opinion, though, is that we are flogging a dead horse. The changes we are seeing around content, personalization, search, collaboration, learning experiences, ubiquity, mobility (just to name a few), pronounce the need for LMS vendors to fundamentally re-architect their systems, not just technologically. Mere addition of social networking or Web 2.0 features does not cut any ice for me. 

A key shift in perspective could be the one from “management” to “facilitation” or from “courses” to rich “experiences” or from “common structure” to a much more delegated, learner led self organized environments.

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Organizations and institutions that follow the traditional system of knowledge sharing and instruction understand the limitations of this system in terms of building effective resource pools and leveraging organizational knowledge and skills. A system driven in majority by rote learning, page turners and curriculum-centricity rather than focusing on the learner and growth through harnessing collective insights, is destined to be less effective as an organizational tool.


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Only the paranoid survive. Andrew Grove’s 2003 book by the same name reflects on the strategic inflection point when something in the environment changes in a fundamental way that is not so apparent in our daily chaos of survival.


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And hello! What is this IMS GLC Common Cartridge specification? http://www.imsglobal.org/commoncartridge.html

Everyone seems to be backing it.  And they promise a common way to port content to all LMS platforms seamlessly.

In order to deliver course content for LMS platforms, content providers find they must build, test and distribute their content for each platform. This duplication of effort increases both production time and costs. Delivering content for specific platforms also limits the development and distribution of content by smaller content providers and acts to exclude less widely used LMS platforms.

The Learning Management System (LMS) market currently spans several course delivery platforms including, but by no means limited to, Angel, Blackboard, Desire2Learn, Moodle, Sakai and WebCT. Most of these systems each use their own proprietary formats for course content and pose an expensive problem for content providers wishing to distribute content across platforms. Many smaller or locally-developed systems are limited in their support for these proprietary formats.

The Solution
The Common Cartridge will define a commonly supported content format, able to run on any compliant LMS platform. It will enable content providers to achieve lower production costs whilst expanding the effective market by eliminating platform dependency. This will both stimulate production by larger content providers and open up the market to their smaller counterparts. The LMS providers in turn, will have a stronger business case to take to their customers, as schools, colleges, universities, training departments and certification programs will have available a broader catalog of offerings reaching deeper into the curriculum.

Wasn’t that the promise of SCORM?

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A problem of plenty

An interesting discussion I had with my team yesterday triggered a lot of thoughts. We were talking about how Internet2 (the next generation 100 Gbps Internet created by Internet2, an advanced US based networking consortium led by the research and education community since 1996) had broken the light barrier for access to content. Add to that the tremendous availability of processing and storage (look at Amazon S3 for an example of how easy it has really become).


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As part of SCORM, ADL teams have worked on basically how to structure and sequence content to the learner and package it for the learning management system or repositories. However what they have not woked on is a standardized set of learning and collaboration services for SCORM compliant content to come alive.


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So everything that we formalize needs a frame of reference. The design of these frameworks and models typically defines the boundaries of what can be achieved. Take for example, ADL’s SCORM. Written by experts across industry and standards organizations, SCORM defines a methodology to design and serve learning content.


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