confounding redundancy: lms, social networks & e-portfolio systems - moodlemoot 2013 ple returns
DESCRIPTION
This is the presentation that Jon Dron and I did in Vancouver for the Canadian Moodlemoot. We looked at the redundancy between three big institutional e-learning apps- LMS, e-portfolio and social networks and tried to overview issues of integrating these- or not.TRANSCRIPT
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Terry AndersonJon Dron Feb. 2013
Confounding redundancy: LMS, Social Networks & E-portfolio Systems
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LMS
• Tool for teaching effectiveness• Good class management tools• Structured learning paths easily created• Course-centric view of learning• Tight group controls and safety (Safety of
campus)
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E-Portfolio
• Process and product• Archiving, artifacts and reflections• At a course, program or institutional level• CVs and the next step• Network entity and presence• Lifelong learning• Personal ownership of process and product• Exportable to other personal archives??
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Social Media• Tool for Building Personal Networks of people and Resources• Means to reify and share knowledge• Ownership and identity• Supports long term partnerships, relationships• Weak and strong ties • Boundary crossing and serendipity• Place for coalescence of Sets into networks and groups, nets
into groups.• Discovery, external validation “danger of good ideas”
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The future: Beyond the LMS to Personal Learning Environments (PLEs) (Anderson 2005)
My hobbies
My calendar
My social Life
My school(s)
My files
My publicationsE-portfolios
My profile
My conversations(s)
My work
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• If you think of the internet as an environment that is moving and shaping all around you, then you will have a better attitude to be able to handle the flood of information that is coming at you.” Stephen Downes, 2005
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A learner-centric view of mobile seamless learningLung-Hsiang Wong
http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8535.2011.01245.x/full
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setnet
group
collective
Making Sense of Social forms
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8
Group model
• Membership and exclusion, closed • Hierarchies of control• Focus on collaboration and shared purpose• teachers: guides
group
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9
The net model
• bottom-up, open• inclusive• focus on individual and connections• teachers: role models and co-travellers
net
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10
Set model• cooperation, anonymity• focus on filtering and selection• tags and categorisation• teachers: curators
– and publishers
set
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Individual Capacity
• LMS– Security, records management, synch and asynch
group tools, wikis, gradebook– Tools for groups, support for constructivist, and
collaborative learning – Single institutional Login and identity– Export in and Out – while retaining privacy
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Individual Capacity
• E-Portfolio– Supports reflective as well as summative e-
portfolios design– Integration of personal blogs– Export in and Out – while retaining privacy
developmental (e.g., working),reflective (e.g., learning), andrepresentational (e.g., showcase),
Wikipedia.
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Individual Capacity
• Networks– Auto and user tagging to insure effective
harvesting– groups, nets & sets– Collective tools enhancing persistence,
transparency– Casual, informal learning, spaces and resources– Export in and Out – while retaining privacy
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Integration to PLE
• Password management and minimal disruption
• Little “application centric behaviour” • Standards-based and adherent• Easy data import/export
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Many pieces loosly joined
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The Athabasca Story
• LMS – Moodle
• E-Portfolio- Mahara
• Social Networking - Elgg
Hard
Soft
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The Athabasca Story
• LMS – Moodle
• E-Portfolio- Mahara
• Social Networking - Elgg
Hard
Soft
Low learner control
High learner control
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Function <> technology
• Blog <>blog• Discussion forum <> discussion forum• It’s all about the orchestration of phenomena
(Arthur, 2009)
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Summary
• As all three applications evolve, they tend to acquire affordances of one another.
• Eliminating one only makes sense if all of its affordances are exploited adequately by the other two
• Technologies are more than tools• Joining the pieces effectively first with and
then beyond online campus 1st priority