IP&T 692 R - Day 1
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The Teaching & Learning Infrastructure IP&T 692R Fall 2013 Jon Mott Chief Learning Officer, Learning Objects Visiting Instructor, Brigham Young University
description
Learning Infrastructure Overview
Transcript of IP&T 692 R - Day 1
The Teaching & Learning Infrastructure
IP&T 692RFall 2013
Jon MottChief Learning Officer, Learning Objects
Visiting Instructor, Brigham Young University
learning is ...
teaching is ...
intent≠
outcome
goal strategy tactics
goalslearner
what do youwant your students
to become?
learningstrategy
learningtactics
measuring success
goal articulation=
defining success
technology=
tactics
problems(opportunities?)
what’s going on in their
brains?
“powering down”≠
engaged
new technology=
new possibilities
http://
informationoverload
3,000,000 Tweets /
Day80,000,000 YouTube Videos
13,000,000 Wikipedia Articles200,000,000 Facebook Accounts
3,600,000,000 Photos on Flickr40,000,000,000 GB Data / Year
the future is now
what difference does technology
make?
“If you can Google it,don’t teach or
test it.”
David Wiley
“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
knowledgeable
knowledgeable
knowledge-able
Michael Wesch
“Nobody is smarterthan everybody.”
“Thirty years from now the big university
campuses will be relics. Universities won't survive. It's as large a change as when we first got the printed
book.”
Peter Drucker1997
“Radical changes occurring in a university’s
environment … will require different
institutional arrangements than those found today.”
John Seely Brown2000
“Universities are finally losing their monopoly on
higher learning …The definition of a lecture has become the process in which the notes of the
teacher go to the notes of the student without going
through the brains of either.”
Don Tapscott2009
a brief history
cms=erp?
BYU case study
Blackboard @ BYU• Launched CourseInfo in 1999• 1,683 Unique Courses Fall 2008• ≈ 5,457 Course Sections Fall 2008• 48,878 Active Users (Provo, Hawaii & LDSBC
Campuses)• 17,767 Avg Daily Unique User Logins Fall 2008• ≈ 16 Mbps Bandwidth Usage• 2,137 GB Storage (1,369 GB Content, 768 GB
Database)• 2,279,255 Completed Assessments Fall 2008• 14,296 Avg Monthly Discussion Board Posts Fall 2008
limits of the LMS model
“Teaching and learning are not fundamentally transactional.”
- Lanny Arvan
The Web is “a world of pure
connection, free of the arbitrary constraints of
matter, distance and time.”David Weinberger
Feature Percentage
Course Materials / Documents 85.9%
Gradebook 78.0%
Announcements 68.9%
Email 68.1%
Assessments / Quizzes 30.7%
Discussion Board 13.5%
Other (e.g., Reserve, Dropbox) 12.2%
Virtual Classroom 2.0%
Lightweight Chat 0.4%
Bb Feature Usage @ BYU
transactional
EXTERNALAPPLICATIONS
SIS CMS
GRADEBOOK
CONTENT
ASSESSMENT
COMMUNICATION
COLLABORATION
APIs
CUSTOMINTEGRATION
REDUNDANT & NON-INTEGRATED
APPLICATIONS
“Faculty use the CMS primarily as an
administrative tool.” – Morgan
The CMS is “fundamentally a conservative technology.” – Milligan
50%
25%
14%
11%
CMS OnlyCMS+Other OnlyNone
Online Technology UsageBYU Faculty Survey, April 2009 (n=254)
TIME
CMS v. PLN
End of the Semester
Lear
ning
Net
wor
k S
ize
TIME
Lear
ning
Net
wor
k S
ize
SEMESTER 1 SEMESTER 2 SEMESTER 3 SEMESTER 4 SEMESTER 5 SEMESTER 6
CMS
PLN
CMS v. PLN
Data Funnels Learning Webs- Steve Wheeler
“Pointing students to data buckets and conduits we’ve already made for them won’t do.”
- Gardner Campbell
The original design of the LMS was transactional and largely administrative in nature, hence the “M” in “LMS.” The function of the traditional LMS is to simplify how learning is scheduled, deployed, and tracked as a means to organize curricula and manage learning materials.
- Lou Pugiese
: “School communities will need to develop strategies for building
resilience into their systems and for creating lightweight,
modular infrastructures.”
possibletopics
Open Participatory
LearningEcosystem
Brown & Adler2009
plns
olns
THE CLOUD
STUDENTCONTEN
T
UNIVERSITY NETWORK
An Open (Institutional) Learning Network
OPENCONTENT
SIS SECUREONLINEASSESSMENT
GRADE
BOOK LEARNINGOUTCOMES
WIKI
PORTAL
UI
STUDENTLEARNINGEPORTFOLIO
PERSONALPUBLISHING
SPACE
SOCIALNETWORKING
APPS
COLLABORATION
TOOLS
UNIVERSITY
CONTENT
WEBAPPS
GROUPS
PROGRAMS
COURSES
IDREPOSITORY
SOCIAL NETWORKING
REGISTRY
SIS
PORTAL / UI
SERVICES ORIENTED ARCHITECTURE
CONTENT MANAGEMENT
GRADEBOOK
PROCTORED TESTING
LIBRARY
SYLLABUS BUILDER
LEARNING OUTCOMES
IN-CLASS RESPONSE
ONLINE ASSESSMENT
CALENDAR
EPORTFOLIO
LMS
STUDENT PLANNING
…
NOTIFICATION & MOBILIZATION
SERVICE
APIsWEB
SERVICES
GROUPMANAGE
R
RSS
WIDGETS
TAGGING
AUTHORPERMISSION
S
EMBEDCODES
iCal
LTI
diy
“and”models
privatesecure
reliabilityintegrated
teachersefficiency
structured
OR publicOR openOR flexibilityOR modularOR learnersOR creativityOR authentic
moocs(& oocs)
evolution ofthe lms
corporate v.k-20 learning
competency-basededucation
adaptiveassessment& learning
big data& accountabiity
http://www.slideshare.net/jonmott
http://jonmott.com @jonmott
