Moodlerooms President, Lou Pugliese, wanted to provide some more commentary after participating in the panel discussion entitled, "From Course Management to Digital Support for Learning Platforms," at the IMS Global Learning Consortium's yearly conference, Learning Impact.
The Learning Impact conference panel explored the idea of LMS criticism and whether or not existing learning management systems are really enablers of new models of teach...
|
Anticipation surrounding the release of Moodle 2.0 has been building for quite a while. Understandably so, considering it's the biggest rewrite of Moodle to date. We thought it'd be helpful to sift through a lot of the info surrounding the new features, provide some highlights and describe how the upgrades make teaching and learning more effective and engaging for instructors and students alike.
I wanted to share a blog created by a Moodle commun ...
|
Moodlerooms Board Member, Lou Pugliese, wanted to provide some commentary after participating on a panel at the IMS GLC's recent Learning Impact 2010 Conference:
A few weeks ago, I participated in a panel discussion entitled, "From Course Management to Digital Support for Learning Platforms," at the IMS Global Learning Consortium's yearly conference, Learning Impact.
Panel moderator, Rob Abel, IMS GLC's Chief Executive, prepared ...
|
Clark, L. (2009) Plan e-Learning Australian Flexible Learning Network
This site provides comprehensive guidance and support for practitioners in planning and implementing e-learning (with a focus on vocational and technical education). It includes designs using web 2.0 tools as well as LMSs.
Thanks to Richard Elliott’s e-Learning Watch for directing me to this useful resource.
|
One of the more radical departures that Sakai 3 makes from traditional LMS design is that everything in the system is treated as content. A traditional LMS is an aggregation of tools—discussion boards, grade books, test engines, wikis, assignment drop boxes, etc.—each of which has its own data model in a relational database. It’s really [...]
|
So, you’ve finally just settled on a CRM, upgraded your ERP and SIS, and you’re thinking about why your LMS isn’t more like Google Apps or Facebook. You’ve probably got a portal, and if you’re lucky students think it’s not ugly. Maybe your school just decided to go with Google Apps. Let’s face it, you’re [...]
|
Lopes, V. (2008) Course Management Systems and Campus-Based Learning North York ON: Seneca College
One of the rare research reports that looks at the use of a learning management system for campus-based teaching, and its impact on students’ learning.
The main finding was that faculty used the LMS mainly for providing course information, and very little for [...]
|
Pearson just announced that they will be supporting the IMS LIS standard (and with Oracle’s SAIP implementation of it) across a number of their products. First, they’ll support it in MyLabs, which are subject-focused learning environments (e.g., MyChemLab, MyMathLab, etc.)—sort of a fusion between an online textbook and a lightweight LMS. This kind of provisioning [...]
|
SyberWorks announces the next episode
of the e-Learning Lingo Podcast Series, about a concept used in
learning theory: “Generative Learning Model.”
|
This post is about something I've been watching, experiencing, that I believe is true, but for which I have no real data. But because I think it's worthy of note, I'm going to take the blogger's prerogative and write about it anyway.
The subject is the opportunity at hand right now to mix and match technologies for learning, and the trend toward creating unique environments for unique audiences rather than choosing an existing platform and going...
|