140 Matching Annotations
  1. Feb 2019
  2. Dec 2018
    1. A longer-term goal, more in line with the vision of the NGDLE, is to develop a learning experience for students that seamlessly crosses platforms. A student might start by watching lectures on YouTube, then head to a web-based tool for creating a concept map before wrapping up with a shared WordPress site -- all within the confines of one platform.
  3. Nov 2018
  4. Oct 2018
    1. Lastly, professors need to fight for a post-LMS world that allows all faculty to make a living wage. I can’t help but suspect that at least some of the administrative fondness for learning management systems stems from a desire to systematize teaching and deskill professors as part of that process. When everything about teaching online is systematized and deskilled, it becomes easier to train anyone, anywhere to teach our courses.

      This is, I think, the core of the issue. All the worthy things the author calls for are not practical in a world where there aren't faculty positions with enough time and resources to make them work. The LMS is less about delivering online education than it is about delivering education in general in a controlled system with boundaries that helps make it easier to deliver without trained faculty with time on their hands.

  5. May 2018
  6. Feb 2018
    1. The IT and the T&L visions are thus fairly congruent: integrating disparate applications so that they offer our communities a consolidated environment and more customizable functionality. These are invigorating and also daunting challenges.

      Drawing connections between decentralizing services in the ERP > enterprise architecture and LMS > NGDLE.

  7. Jan 2018
    1. learning pioneers would be able to experiment and innovate by hooking apps and other functions onto the LMS.

      Why not hook apps into multiple other systems via annotation infrastructure?

  8. Dec 2017
  9. Nov 2017
    1. Do everything possible to minimize reliance on an enterprise LMS. Explore ways to support activity and content development in environments that foster collaboration and also interoperability with a wide range of tools. Before directing activity to a complex, locked-down system, ask: "Do we really need to do it this way? Is there a simpler, cheaper, open alternative that will do the job?"
    2. support alternative systems, such as blogs and wikis
    3. Five Arguments against the Learning Management System
    1. The selection committee declares that whatever LMS the university chooses next must work exactly like Blackboard and exactly like Moodle while having all the features of Canvas. Oh, and it must be "innovative" and "next-generation" too, because we're sick of LMSs that all look and work the same.
    2. (At the time, Stephen Downes mocked me for thinking that this was an important aspect of LMS design to consider.)

      An interesting case where Stephen’s tone might have drowned a useful discussion. FWIW, flexible roles and permissions are among the key things in my own personal “spec list” for a tool to use with learners, but it’s rarely possible to have that flexibility without also getting a very messy administration. This is actually one of the reasons people like WordPress.

    3. Let's imagine a world in which universities, not vendors, designed and built our online learning environments.
    4. In an ideal world, every class would have its own unique mix of these capabilities based on what's appropriate for the students, teacher, and subject.

      How about systems with a different granularity from the class/course/cohort models?

    5. And that, in fact, is a pretty good description of the IMS standard in development called Caliper, which is why I am so interested in it. In my recent post about walled gardens from the series that Jonathan mentions in his own post, I tried to spell out how Caliper could enable either a better LMS, a better world without an LMS, or both simultaneously.
    6. the backbone of for a distributed network of personal learning environments
    7. the tools shouldn’t dictate the choice
    1. xAPI is a json based data structure that's for expressing the actions taken by a user. It's popular for tracking activity across websites because of it having a standard base schema with flexibility for providing contextual information based on use-case.
    1. OLI courses provide an entire experience based on our unique development process.
    1. Information from this will be used to develop learning analytics software features, which will have these functions: Description of learning engagement and progress, Diagnosis of learning engagement and progress, Prediction of learning progress, and Prescription (recommendations) for improvement of learning progress.

      As good a summary of Learning Analytics as any.

    1. the way of MOOCs – a few years of wild hype about revolutionary potential followed by inevitable domestication by the academy.

      That sure is one way to put it. Same expectation for #NGDLE?

  10. Oct 2017
  11. Sep 2017
    1. A commercial/proprietary vendor borrows funding, setting that borrowed funding against potential future revenue; an open-source community pools present capacity to create a sustainable future.

      The roadmap differences between proprietary and open/community source.

    2. the fact that open-source software is the best guarantor of open standards

      while I agree, can we substantiate this claim?

    3. Conway's Law

      Any organization that designs a system … will inevitably produce a design whose structure is a copy of the organization's communication structure.

    4. The problem with this variant is that the tendency to aggregate functionality will at some point drive the Pike to eat an LTI-enabled Minnow

      pikes eat the minnows

    5. Pike and Minnows

      the Pike and Minnows modle of LMS unbundling

    6. Socio-economic factors are therefore potentially of particular significance to the NGDLE conversation, but are all too often not adequately represented or are reduced to a simplistic (and unsustainable, unless an infinitely expandable market is assumed) model of counting new LMS adoptions.

      socio-economic factors in LMS adoption

    7. we simply had far less experience in component-based architectures and open application programming interfaces (APIs) that allow the interconnection and communication of systems and components

      technical reasons for NGDLE failure

    8. At an institutional level, the lack of a clearly articulated transition path from the LMS to a potentially more flexible, component-based successor was undoubtedly a significant factor.

      Institutional reason for NGDLE failure.

    9. the Cylons

      Who are the Cylons in this analogy?

    10. Open Source and the NGDLE
  12. Jul 2017
    1. waiting for Godot

      and out of nowhere, Beckett appears.

    2. The edtech ecosystem brings forth its own set of privacy, ownership, and security concerns.

      Recognition of data privacy, security & ownership issues.

    3. Our job is to manage the differences between these two cultures and bring collaborative, not overly competitive, learning solutions to our institutions.

      On bridging the vendor and academic cultures.

    4. rigorous, peer-reviewed science

      See critiques of rigorous, peer-reviewed science.

    5. In many ways, the health care community is ahead of the education community.

      Extended analogy between healthcare and education, predicated on brain-based view of learning.

    6. Instructors are learners too.

      A point not made often enough.

    7. The word ecosystem, borrowed from its ecological and biological roots, here refers to the educational technology (edtech) market.

      Doesn't seem to include opensource and/or homegrown in the edtech ecosystem.

    1. Everything must be open.

      Or if one read's the whole article, just standards.

    2. The overarching theme? Everything must be open.

      McGraw-Hill leader supports full openness.

    3. open standards

      so full openness is just open standards?

    4. Great edtech should fade into the background

      Fall into the background, or start out in the background? Why not try to solve human problems first as human problems, using tech when appropriate?

    5. The 2 Sigma Problem

      Everyone's favorite problem to solve: make machines into tutors and vice-versa.

    1. What Is the Next Generation?

      Michael Feldstein's brief history of the LMS and what NGDLE looks like from there.

    1. The privacy dashboard discloses to students the learning data being captured about them and how it is being used (such as for research and/or early warning tools).

      Kudos to UCB for starting with user transparency and control!

    1. An additional analogy can better describe the NGDLE: the LMS needs to be a central nervous system that connects the components (the bricks) in a unified learning ecosystem.

      Learning environment as a "central nervous system" (compare to N\(^2\)GDLE's metaphor of an "exoskeleton for the mind".

    2. It's hard to imagine instructors both constructing a new mash-up environment and crafting improved learning activities.

      Yes, and it's hard to imagine colleges and universities dedicating teams of people to help make this vision possible either in an era of dwindling resources.

    1. Now is the time to start our journey.

      It would be interesting to reconceive this entire project without the N\(2\)GDLE machine at the center. As it's mostly NOT a technology project, perhaps it would be better fostered NOT as a technology project. If technology is needed somewhere to make it successful, then bring it in, but don't have it be the frame.

    2. As Herbert Simon observed: "Improvement in post-secondary education will require converting teaching from a 'solo sport' to a community-based research activity."

      Teaching is encouraged to be collaborative while the vision of the learner is still solitary.

    3. Understand that as difficult as the technology might be to envision, articulate, and implement, the culture changes required between where you are now and where you need to be to implement it will be much, much harder.

      If culture change is harder, why is it step 3?

    4. nontraditional platform partners, particularly those who have a learner- and learning-centric approach and architecture

      Such as?

    5. Representation of Learner Identity

      This is the big missing part about who/where a learner would have agency over and be able to represent/augment their learning over time.

    6. our systems need to be smart enough to direct learners back to review and relearning activities when the learners are struggling to remember or effectively apply previously demonstrated competencies at later stages in a program

      Crossing course and term boundaries.

    7. More advanced versions of CMA functionality would allow learners to specify their own learning goals, map them to learning activities and experiences, and discover ways to self-validate achievement of those goals.

      Enabling learner-directed mappings of goals, activities, validations is a secondary goal.

    8. stored in the LRS

      Again, what institution will house the LRS over a life-long learning career?

    9. the repository of all learner goals, achievements, activities, and interactions

      What institution would house the PPLR over a life-long learning career?

    10. it is built from the ground up around individual learners


    11. two major categories of required components: software architecture and learning architecture

      Software & learning architectures.

    12. A modern DLE of any generation is virtually unthinkable without standards support built in, readily available to connect and share data with a myriad of other tools and services.

      Standards, interoperability.

    13. By adaptively and dynamically updating learners' paths across programs, the N2GDLE increases the probability that students will achieve completion and earn credentials.

      N\(^2\)GLDE's goals and strategy in a nutshell.

    14. a slow, natural-selection process that brings us to the possibility of the N2GDLE vision

      Evolutionary metaphor.

    15. the once universally rejected ITS model

      Was ITS universally rejected?

    16. a willingness to work through or ignore the fundamental challenge to traditional instructor and student roles

      Is N\(^2\)GDLE a technology project aimed at making a social intervention?

    17. no significant change

      So it's not the technology that hasn't generated change, it's that the technology is tied to "semester-based sections of instructor-led courses", which I think is a human/institutional choice in how the technology is used.

    18. Unsurprisingly, neither of these domains has led to significant change to the traditional roles of or relationships between teachers and learners.

      Maybe a question of what counts as "significant change": the networked collaboration Long/Mott highlight HAS generated new relationships between/among teachers and learners.

    19. The unstoppable democratization of the web

      I would question this statement: it's not necessarily true and suggests technological determinism.

    20. backward design

      Backward design's early occurrence in edtech.

    21. exoskeleton for the mind

      Robotic/insect metaphor. Individualistic rather than socially connective. Armor. A strange term to refer to the "soft-skills"/habits of mind listed next.

    22. We must utilize the tools we have at our disposal to finally close Benjamin Bloom's 2-sigma gap in achievement between personally tutored students and students in a traditional classroom.

      Primary goal: close Bloom's 2-sigma gap.

    23. we face an urgent societal need to fully, efficiently, and effectively help all individuals realize their potential as learners and practitioners across an expected lifetime of learning

      N\(^2\)GDLE should serve all people over whole lifetime.

    1. the NGDLE offers a way for institutions to more easily extract and share their learning community’s personal data with a wide range of sources, something that should deeply disturb us in the post-Snowden era. But the real kicker is, how do we get anyone to not only acknowledge this process of extraction and monetization (because I think folks have), but to actually feel empowered enough to even care.
  13. Jun 2017
  14. May 2017
    1. Feldstein’s Law: Any educational app that is actively developed for long enough and has a large enough user base will become indistinguishable from a badly designed LMS.

      Feldstein's Law

    2. provide a set of discussion APIs

      Digital #annotation is currently demonstrating a model for discussion much like Michael describes, where "discussion" (as annotation) is a separate, generic service and different manifestations of that service can be harnessed for and surfaced in various platforms for different uses. See Hypothesis' work, especially with a Canvas LTI integration.

    3. no responsible human being should ever willingly inflict yet another electronic grade book on the world


  15. Mar 2017
  16. Feb 2017
    1. Consultations with more than 70 community thought leaders brought into relief the contours of a next generation digital learning environment (NGDLE).
    1. educators have a desire to unbundle all of the components of a learning experience

      I believe this "unbundling" is critical to the future of ed-tech, but curious about the evidence for the claim that this is something educators have demanded.

    2. Rather than existing as single applications, they are a “confederation of IT systems and application components that adhere to common standards ...that would enable diversity while fostering coherence.”

      This definition sounds a lot like the definition of the Web itself.

    3. Domain of One’s Own

      I'm pleased to see this truly innovative project recognized here.

    4. are limited in capacity, too narrowly focused on the administration of learning rather than the learning itself.278

      Agreed, emphasis is on the "management" not on the learning.

    5. dynamic social exchanges


    1. That entanglement makes it harder to provide tools that support the tasks individually. If you can annotate segments of interest, though, you can disentangle the tasks, tool them separately, build the book more efficiently, and ensure others can more cleanly repurpose your work.

      The vision here seems more of a set of tools that can be integrated into various platforms rather than a single platform with a set of features. In this way, it's very similar to the idea behind EDUCAUSE's NGDLE initiative--or even Canvas's LTI-based app store.

  17. Jan 2017
    1. There is an increasingly diverse student population in today's colleges and universities, and a wide variety of modalities and course models. "Try to imagine a single application like an LMS that could possibly do justice to the wide range of needs," Brown said,

      It can't. One size cannot fit every pedagogical model.

  18. Oct 2016
    1. That this can be another chance for us to direct more of the conversations around teaching and learning and scholarship, rather than simply react to these persistent outside forces

      Many of the convos that happen at/around conferences very much do have the inside/outside dichotomies, which SUCKS.

      I often wonder if that tension is exactly what makes (or SHOULD make) education such an exciting field. Especially with so many internets out there nowadays.

      It is such a multi-faceted environment that reducing it to us vs them gives us targets/outcomes/objectives/metrics.

    2. we must be in control of our own destiny, not swept along by the “solutions” being handed to us

      This is paramount in many of the convos I've been a part of / eavesdropped on. It is also so intensely complicated/complex - so many moving parts and "site" specificity.

  19. Jul 2016
    1. The idea is to separate the course administrative tools & functions (like classlists and gradebooks) from the teaching and learning tools, and allow faculty to mix and match tools to fit their pedagogical needs.

      What's the role of content here?

    1. Instructional processes must begin and end with students ― with “learners and what they learn.” This idea—of shifting the focus away from an institution-centric construct and toward understanding and meeting the needs of students—is absolutely central.

      Very much aligns with the NGDLE movement at EDUCAUSE.

  20. Jun 2016
    1. Tomorrow’s system environments will better integrate collaboration and engagement features into the user experience, allowing faculty to easily make these features an integral part of their courses and providing students with flexible, varied, and ongoing means of engagement.

      This might be the key contribution h could make in this space.

    1. A mash-up is a web page or application that “uses content from more than one source to create a single new service displayed in a single graphical interface.”8Hence it uses a heterogeneity of components to produce a homogeneity of function.

      Fascinating. The reminds me of my hopes and dreams for the hypothes.is activity pages...

    2. Clusters of institutions could form consortia (such as Unizin or C-BEN)10to set up co-ops to provide a buffet of apps and other tools, either purchased or donated. In this case, each institution’s learning environment would be a unique blend of these components

      Reminding me of the idea Dan had about a consortium of open education tools...

    3. The Experience API is an example of an API that “makes itpossible to collect data about the wide range of experiences a person has (online and offline).”

      xAPI. What Billy Meinke was talking about.

    1. creating the NGDLE will require co-ordinated efforts among vendors, colleges and universities, and standards bodies,

      How does h get involved?

    2. mind-set

      A mind set--focused on standards, interoperability, and federation--that hypothes.is certainly shares.

    3. and Instructure

      Curious about Instructure's involvement here. I realize NGDLE is not exactly anti-LMS, but it kind of is...

    4. the LMS is valuable for handling the administrative duties of a course, it is less successful in effectively facilitating learning, especially as higher education actively develops new course models and pedagogical approaches.

      If what is missing from the LMS are actual learning tools, then certainly h adds an aspect of this.

    1. a useful label for strategic thinking about the future of learning environments in higher education.


    2. NGDLE "sightings "—nascent initiatives and developments that are moving in the direction of the NGDLE

    3. the growing appreciation of and support for openness based on interoperability standards;