Community Perspective on the �Evolution of Learning Technologies @ Illinois
Leslie Hammersmith�Kostas Yfantis�Norma Scagnoli�Jim Witte
Community Perspective
Multi-disciplinary
Over 60 years experience combined
Faculty Partners
Pedagogy
Check out our Poster Session at Noon today!
Teaching and Learning with Technologies
Regurgitation of LMS @Illinois
PLATO �VCI
CourseInfo�Blackboard �WebCT
Vista�Mallard �FirstClass�WebBoard
ClassComm
Campus Gradebook�LON CAPA�Moodle (2003)�Tycho�PacerForum �Mahara (ePortfolio)�Google Apps�Elluminate�Adobe Connect
Everett M. Rogers�Diffusion of Innovations, 4th Edition
Geoffrey A. Moore (figure from Don Norman, www.jnd.org)
Techies and visionaries care about product qualities such as speed, design, ease of use, price, novel features and functions, impressive demos.
Pragmatists care about reliable solutions, third-party support, de facto standards, cost of ownership, quality of support and success of colleagues.
Birth of a Web-based LMS at Illinois
Chronology & Context:
Our campus a hub of web-based learning innovation:
Life-cycle of a homegrown system: Mallard
Strengths
Weaknesses
Worldwide Diffusion
Change in Priorities
Open source models for collaborative LMS development come of age in the early 2000's
Multiple institutions/communities contribute to LMS development themselves, non-commercially
Moodle: 2002
Sakai: 2004
Made possible by the development of online code collaboration practices, methods, tools. Sourceforge.net started Nov 1999. Early versions of Subversion released 2001.
Goal: solve instructional challenges, innovate teaching practice
In addition to using an LMS, we must attend to the complementary non-technical efforts required to reach our goal.
* building good learning materials/content
* getting the feedback and assessments we need to improve
Instructors are often short on time, resources, expertise to build high-quality courses in an LMS environment.
Learning Spaces
•LS = Classroom= physical space designed to support teaching and learning�
•“Classroom” is expanding and evolving
–Expanding into new functionality
–Evolving into different environments�
•Consequences:
–Real and virtual learning spaces
–Support to make both learning spaces successful
Challenges and Opportunities
•Create seamless, technology-enabled learning environments
•Focus not only on the physical spaces but also on the virtual learning spaces
•Move from the classroom to consider developing other common/social learning spaces: library, dorms, school cafeteria
•Create and develop virtual learning spaces
Traditional Role of LMS
•Virtual space that supports teaching and learning activities beyond / outside of the classroom, as an extension of that.
•Space that hosts teaching and learning activities in lack of the physical LS (classroom)
RESULTS:
-Virtual spaces that emulated physical spaces
Learning Space to Learning Environment
Lesson learned
•LS is not physical or formal only
•Learning is more ubiquitous
•LS has become more open (change of audience, use of school and non-school supported spaces)
•Students have acquired a more important role in production of knowledge
Learning is also facilitated and enhanced by relationships and connections
Evolution of LMS as LEnvironment
“Let’s figure out what you want and what you value, then let’s see how and where we do it”
Needs to focus on
•Standards
•Accessibility
•More work towards Integration on multiple levels
Some References
•Brown, M., & Lippincott, J. (2003). Learning spaces: more than meets the eye. Educause Quarterly, 1(2003), 14-16.
•Feldstein, M. (Presenter). (2010). W(h)ither the LMS. UMassOnline speaker series [Web]. Retrieved from http://vimeo.com/14678770
•Skill, T., & Young, B. Embracing the hybrid model: working at the intersections of virtual and physical learning spaces. New Directions For Teaching And Learning, 92(Winter), 23-32.
•Thomas, H. (2010). Learning spaces, learning environments and the dis‘placement’ of learning. British Journal of Educational Technology, 41(3), 502-511.