Web 2.0 tools are of great value for various e-learning scenarios, however, do they make the centralizes and managed learning management system (LMS) at the universities irrelevant? I don't think so. In this talk I will give you some hints why the LMS will remain the future base of e-learning in universities.
This talk was a part of a keynote speech I made with Andrea Back with the title: "Do LMS have a Future? A Conversation between Criticism and Defense of today's LMS"
http://www.slideshare.net/andreakback
Presentation to PACT Meeting, Minneapolis, 13 February 20145. [Links to references at http//c4lpt.co.uk/janes-articles-and-presentations/social-learning-in-the-workplace/
Presentation to PACT Meeting, Minneapolis, 13 February 20145. [Links to references at http//c4lpt.co.uk/janes-articles-and-presentations/social-learning-in-the-workplace/
Use of weblogs in Higher Education. Something more than just technology. Considerations and examples of using blogs as a teaching and learning processes.
Introducing NIXTY - Empowering Education for Everyone!NIXTY
This presentation introduces NIXTY - a web-based educational platform that provides free and premium ePortfolios, courses, continuing education suites, and learning management systems. NIXTY is used to illustrate viral growth, social media marketing, and search engine optimization. Sales strategies (agnostic platform vs. highly segmented; or both?) are contrasted and discussed. Finally, we share our hypotheses that we'll be testing over the next several months. For example, we know institutions purchase learning management systems/course management systems, but we don't know that people will use and invite people to use ePortfolios.
Teaching and Learning with Social Media WorkshopJoshua Murdock
This is a workshop conduct with faculty at various college to discuss how to implement social media in education. The Teaching and Learning with Social Media Workshop is conduct by Professor Josh. For more information visit http://professorjosh.com or @professorjosh on Twitter.
Foreign Corrupt Practices Act in China - Compliance Strategies Given China\'s Unique Cultural and Governmental Intricacies: Best practices for mitigating risk
Slides from the CH Open Source Awards 2011 ceremony. frentix was nominee for the Business Case Award and eventually won this award for the contribution made on the LMS OLAT and the business case build around this Open Source system.
Those are the slides from the first OpenOLAT User Day into keynote that was held in June 2012 in Basel. The User Day was organized as an "unconference" and attended by a mainly german speaking audience.
Use of weblogs in Higher Education. Something more than just technology. Considerations and examples of using blogs as a teaching and learning processes.
Introducing NIXTY - Empowering Education for Everyone!NIXTY
This presentation introduces NIXTY - a web-based educational platform that provides free and premium ePortfolios, courses, continuing education suites, and learning management systems. NIXTY is used to illustrate viral growth, social media marketing, and search engine optimization. Sales strategies (agnostic platform vs. highly segmented; or both?) are contrasted and discussed. Finally, we share our hypotheses that we'll be testing over the next several months. For example, we know institutions purchase learning management systems/course management systems, but we don't know that people will use and invite people to use ePortfolios.
Teaching and Learning with Social Media WorkshopJoshua Murdock
This is a workshop conduct with faculty at various college to discuss how to implement social media in education. The Teaching and Learning with Social Media Workshop is conduct by Professor Josh. For more information visit http://professorjosh.com or @professorjosh on Twitter.
Foreign Corrupt Practices Act in China - Compliance Strategies Given China\'s Unique Cultural and Governmental Intricacies: Best practices for mitigating risk
Slides from the CH Open Source Awards 2011 ceremony. frentix was nominee for the Business Case Award and eventually won this award for the contribution made on the LMS OLAT and the business case build around this Open Source system.
Those are the slides from the first OpenOLAT User Day into keynote that was held in June 2012 in Basel. The User Day was organized as an "unconference" and attended by a mainly german speaking audience.
The Case Against Performance Ratings and What to do Instead.Paul De Young
This presentation is designed to facilitate a discussion on eliminating performance ratings in organizations. Performance ratings are one of the deadly management diseases of managment that have permeated our corporations and institutions. Companies waste money and human resources in search of a “new and improved” performance management systems often making matters worse than they were.
Why do we need annual performance ratings in the first place? Some well-known companies have eliminated performance ratings and are doing just fine.
In this session, you can debate the merits and demerits of performance ratings/reviews, then discuss other creative options.
Social learning impact the classroom and the district 07-19-11Andy Petroski
Social Learning: Impact the Classroom and the District
9 AM - 12 PM
IU 8
The web has changed from a one-way communication vehicle to a two-way, collaborative space that enables conversations, content creation, connections and collaboration to enhance learning and communication. How can you use these new, often free, tools to enhance your learning activities in the classroom and communication in the school district? The session will explore the changing Internet landscape, opportunities for using web 2.0 as a learning and communication tool, strategies for implementing web 2.0 and an exploration of some tools that enable social learning.
The Resultsof Web2.0 11 12 09 Slideshareguest576a2ab
This version of the Web 2.0 case study presentation was presentated at the Three Rivers Educational Technology Conference in Cranberry Township outside of Pittsburgh on 11/12/09
The Resultsof Web2.0 11 12 09 SlideshareAndy Petroski
Version of Web 2.0 case study presentation presented at the Three Rivers Educational Technology Conference in Cranberry Township outside of Pittsburgh on 11/12/09
This is the microslot presentation I gave at Oxford Geek Night 6 on 22nd April 2008. I wanted to give a brief overview of what is happening in eLearning, the possible things it could lead to, and what other developers can be doing to help prevent this becoming a ‘purchasable product’ in schools.
PETE&C 2/24/10 - The Results of Web 2.0 in the ClassroomAndy Petroski
In the summers of 2008 and 2009 Harrisburg University conducted an educator’s graduate clinic, “Web 2.0 in the Classroom.” Participants implemented web 2.0 technology into their classrooms as part of completing the course work. Attend this presentation to hear about the web 2.0 implementations, including benefits, obstacles and positive results.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Francesca Gottschalk - How can education support child empowerment.pptx
In the age of Web 2.0, do we really need an LMS? Eduhub days 2011 Keynote
1. In the age of Web 2.0, do
we really need an LMS?
eduhub days, march 2011, Lugano
Florian Gnägi, frentix GmbH
2. Management Summary:
gnaegi t weets:
Yes, of course!*
eduhub days 2011, Florian Gnägi, www.frentix.com
*but what the heck is it good for?
3. Bio: Florian Gnägi
Founder team OLAT LMS
12 years e-learning
frentix GmbH
e-learning, olat, development
soft ware developer
eduhub days 2011, Florian Gnägi, www.frentix.com
entrepreneur
gnaegi@frentix.com
4. eduhub days 2011, Florian Gnägi, www.frentix.com
LMS tools vs. Web 2.0 tools
5. LMS tools vs. Web 2.0 tools
B AT T L E
O F TH E TOOLS
eduhub days 2011, Florian Gnägi, www.frentix.com
6. LMS tools vs. Web 2.0 tools
File and folders dropbox.com
Documents docs.google.com
Learning units openlearn.open.ac.uk
Blogs blogger.com
Wiki wikispaces.com
Calendar calendar.google.com
Study groups groups.yahoo.com
eduhub days 2011, Florian Gnägi, www.frentix.com
AAI openid.org
Video streaming youtube.com
Course participants list facebook.com
7. LMS tools vs. Web 2.0 tools
File and folders dropbox.com
Documents docs.google.com
Learning units openlearn.open.ac.uk
Blogs blogger.com
Wiki wikispaces.com
Calendar calendar.google.com
Study groups groups.yahoo.com
eduhub days 2011, Florian Gnägi, www.frentix.com
AAI openid.org
Video streaming youtube.com
Course participants list facebook.com
SCORE: 97 WINNER ==> SCORE: 100
8. Cool, the Web
2.0 stuff does
everything the
LMS did in the
1.0 age!
eduhub days 2011, Florian Gnägi, www.frentix.com
It must be the
future!
9. eduhub days 2011, Florian Gnägi, www.frentix.com
BUT WAIT!
not so fast!
10. eduhub days 2011, Florian Gnägi, www.frentix.com
Build on stable tools
11. Who is in charge?
Management is a university core business:
learners, lectures, assignments, credits etc.
Implement organizational workflows
Availability, reliability, interoperability
eduhub days 2011, Florian Gnägi, www.frentix.com
Credibility and public perception
LMS is of strategic importance
manageability control stability availability reliability
12. It is all about business
Facebook's value swells to $50bn after
Goldman Sachs investment
January 3rd 2011, www.guardian.co.uk
Twitter's Value? Up To $10 Billion, 'Wall
Street Journal' Reports
February 10th 2011, online.wsj.com
eduhub days 2011, Florian Gnägi, www.frentix.com
Tiger Global Said to Invest in LinkedIn
at $2 Billion Valuation
February 10th 2011, online.wsj.com
13. Who is paying the bill?
milton friedman t weeted 1975:
There's No Such Thing As Free Lunch
„free“ Web 2.0 ser vices sell ads or your data
Outsourcing of vital teaching infrastructure
including financing and control over data
eduhub days 2011, Florian Gnägi, www.frentix.com
LMS is a centralized university service
sustainability independence service infrastructure
14. Lawyer PhD required
„By submitting [...] to SlideShare, however, you
hereby grant SlideShare a worldwide, non-
exclusive, royalty-free, sublicenseable and
transferable license to use, reproduce,
distribute, prepare derivative works of, display,
and perform the Submissions in connection with
the Site and SlideShare's (and its successor's)
eduhub days 2011, Florian Gnägi, www.frentix.com
business, including without limitation for
promoting and redistributing part or all of the
Site (and derivative works thereof) in any media
formats and through any media channels [...].
15. Lawyer PhD required
„By submitting [...] to SlideShare, however, you
hereby grant SlideShare a worldwide, non-
exclusive, royalty-free, sublicenseable and
transferable license to use, reproduce,
distribute, prepare derivative works of, display,
and perform the Submissions in connection with
the Site and SlideShare's (and its successor's)
eduhub days 2011, Florian Gnägi, www.frentix.com
business, including without limitation for
promoting and redistributing part or all of the
Site (and derivative works thereof) in any media
formats and through any media channels [...].
http://www.slideshare.net/terms
16. Who checks for legal issues?
University law vs. Google usage terms
Universities must conform with swiss
data protection law
Force students to accept third party usage
terms to get ECTS points is questionable
eduhub days 2011, Florian Gnägi, www.frentix.com
LMS offers a legally secured teaching
environment
credibility trust security ects
18. Who is who?
Know your students and your teachers
Are students and teachers buddies?
Implement real-world roles in tool
Fake personalities and multiple
personality disorder
eduhub days 2011, Florian Gnägi, www.frentix.com
LMS deals with authentication of
users and data and implement roles
credibility identity authenticity manageability
19. Side notes
Research vs. teaching vs. learning
Did users really convert to prosumers?
eduhub days 2011, Florian Gnägi, www.frentix.com
20. Side notes
Research vs. teaching vs. learning
Did users really convert to prosumers?
eduhub days 2011, Florian Gnägi, www.frentix.com
21. Side notes
Research vs. teaching vs. learning
Did users really convert to prosumers?
eduhub days 2011, Florian Gnägi, www.frentix.com
http://strategy.wikimedia.org/wiki/Editor_Trends_Study
22. Side notes
Research vs. teaching vs. learning
Did users really convert to prosumers?
Alternate question:
„In the age of Web 2.0, do we really need a
university?“
eduhub days 2011, Florian Gnägi, www.frentix.com
vs.
„iLike“ social credits* University ECTS credits**
*valid world-wide **valid in Europe or so
23. Conclusion:
gnaegi t weets:
LMS provide a save and stable
learning context with didactical
guidelines and basic tools. This context is
necessary for ECTS relevant teaching,
learning and assessment processes.
Tags for LMS: Rating:
security stability availability control
eduhub days 2011, Florian Gnägi, www.frentix.com
reliability sustainability manageability
context identity authenticity service
credibility independence interoperability
trust infrastructure ects didactics
25. LMS 2.0
Focus on management, content, assessment
and didactics, not coolness
Provide robust solutions for collaboration
Integrate web 2.0 tools using IMS LTI
eduhub days 2011, Florian Gnägi, www.frentix.com
Offer public REST and JavaScript API‘s
Connect with social net works
26. University 2.0
Distributed inter-university research and
knowledge net work, social, open
Based on trust, credibility and open content
Funded by universities, not advertisement
eduhub days 2011, Florian Gnägi, www.frentix.com
Connectors to commercial social net works
Integrate with LMS
Editor's Notes
\n
\n
\n
How did that happen, I think I took the wrong slides!\n\nWhy did web 2.0 win: \n- more tools\n- more specialized \n- fancy\n
How did that happen, I think I took the wrong slides!\n\nWhy did web 2.0 win: \n- more tools\n- more specialized \n- fancy\n
How did that happen, I think I took the wrong slides!\n\nWhy did web 2.0 win: \n- more tools\n- more specialized \n- fancy\n
How did that happen, I think I took the wrong slides!\n\nWhy did web 2.0 win: \n- more tools\n- more specialized \n- fancy\n
How did that happen, I think I took the wrong slides!\n\nWhy did web 2.0 win: \n- more tools\n- more specialized \n- fancy\n
How did that happen, I think I took the wrong slides!\n\nWhy did web 2.0 win: \n- more tools\n- more specialized \n- fancy\n
How did that happen, I think I took the wrong slides!\n\nWhy did web 2.0 win: \n- more tools\n- more specialized \n- fancy\n
How did that happen, I think I took the wrong slides!\n\nWhy did web 2.0 win: \n- more tools\n- more specialized \n- fancy\n
How did that happen, I think I took the wrong slides!\n\nWhy did web 2.0 win: \n- more tools\n- more specialized \n- fancy\n
How did that happen, I think I took the wrong slides!\n\nWhy did web 2.0 win: \n- more tools\n- more specialized \n- fancy\n
How did that happen, I think I took the wrong slides!\n\nWhy did web 2.0 win: \n- more tools\n- more specialized \n- fancy\n
How did that happen, I think I took the wrong slides!\n\nWhy did web 2.0 win: \n- more tools\n- more specialized \n- fancy\n
How did that happen, I think I took the wrong slides!\n\nWhy did web 2.0 win: \n- more tools\n- more specialized \n- fancy\n
How did that happen, I think I took the wrong slides!\n\nWhy did web 2.0 win: \n- more tools\n- more specialized \n- fancy\n
How did that happen, I think I took the wrong slides!\n\nWhy did web 2.0 win: \n- more tools\n- more specialized \n- fancy\n
How did that happen, I think I took the wrong slides!\n\nWhy did web 2.0 win: \n- more tools\n- more specialized \n- fancy\n
How did that happen, I think I took the wrong slides!\n\nWhy did web 2.0 win: \n- more tools\n- more specialized \n- fancy\n
How did that happen, I think I took the wrong slides!\n\nWhy did web 2.0 win: \n- more tools\n- more specialized \n- fancy\n
How did that happen, I think I took the wrong slides!\n\nWhy did web 2.0 win: \n- more tools\n- more specialized \n- fancy\n
How did that happen, I think I took the wrong slides!\n\nWhy did web 2.0 win: \n- more tools\n- more specialized \n- fancy\n
How did that happen, I think I took the wrong slides!\n\nWhy did web 2.0 win: \n- more tools\n- more specialized \n- fancy\n
How did that happen, I think I took the wrong slides!\n\nWhy did web 2.0 win: \n- more tools\n- more specialized \n- fancy\n
How did that happen, I think I took the wrong slides!\n\nWhy did web 2.0 win: \n- more tools\n- more specialized \n- fancy\n
How did that happen, I think I took the wrong slides!\n\nWhy did web 2.0 win: \n- more tools\n- more specialized \n- fancy\n
How did that happen, I think I took the wrong slides!\n\nWhy did web 2.0 win: \n- more tools\n- more specialized \n- fancy\n
\n
I have 1000 tools, how are they held together\nHow do I implement a learning context\n- course structure\n- what didactical concept\nWhere is the root point of my lecture?\nAnd how is the lecture embedded in the context of the university?\n\nMany opened questions, picked four areas where LMS perform a lot better that I find important\n\n
What if your lecture was based on DimDim?\n\nSalesforce buys Dimdim for $31 million, bolsters Chatter collaborationJanuary 6th 2011, www.zdnet.com\n
Data is save, protected, backed up\nTools are managed and operated\nScaling of decentralized architecture is difficult\n\nNetwork outage, Power outage, vgl. Japan, Unterseekabel\n\nInstitutional: You are at university, it‘s official, it‘s the real deal. It‘s no game\n\n
But for users, it is all free. Hm...\n\n
Advertisement in the lecture room?\nViagra commercial during medicine lesson?\n\nNo financial dependencies to external tool provider\n\nTeaching is a core competency, don‘t rely on external financing/infrastructure\n\nYou‘re not doing your lecture in a public coffee or a train, you go to the lecture room that offers the right context\n
Slide Share business: could also include a selling business\nSlides could be sold, mixed with other stuff, royality-free\n\nCan be used in advertisement\nCan be remove without notice (e.g. also during the semester)\n\nThe point is: I don‘t understand those terms. Do you? Do your students?\n\n
Students have a right to get education, credit points.\nThey have a contract with the university, university law\n\nCan you as a teacher force students to accept third party usage terms that might conflict with swiss data protection law? \n\nTeacher as obligation to user tools that conform with university law and swiss data protection law\n\n
Experiment by journalist Michael Arrington, October 2010\n\nFacebook auto - address book scanning feature used to connect to hundreds of top shots\n\n
follow on twitter does not implement this role. everybody can follow everybody\n
All I said applies mainly to the official teaching/learning process.\n\nStudents have no choice, they must use the tools the teacher dictates to get the ECTS points\n\nDifferent in self driven learning process, user has a choice\n\nDifferent in research, researcher has a choice\n
Bad news for the prosumer theory: wikipedia has trouble finding those active users\n\nBolder the fear that ...\nEverybody syndicates, aggregates, remixes, mashes up existing content - but who creates the new knowledge (e.g. Gutenberg doctoral thesis)\n
\n
\n
\n
LTI: Learning Tools Interoperability\nIMS: Global E-learning consortium\n\nCentral services to support management, content creation/distribution, assessment, didactics\nMust not be one large LMS, but controlled by university\n\nlearn from web 2.0: API‘s, more user interactivity\nrespect users choices of social networks, integrate them but don‘t rely on them\n
Web 2.0 research and learning from universities for universities\n