BEHIND THE CURTAIN: Blackboard didn’t build its bad brand overnight. For those who want to understand why its tools have, at times, been so unpopular, George Kroner, a former employee, walks through some of the technical complexities afflicting the learning management system provider. The details
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If you could replace your current LMS with any application or platform you could imagine, what would it look like? Would it be much like what you have now, but with specific improvements and enhancements? Or would it be something totally out of the box, an entirely new approach?
Over the past six months, EDUCAUSE has been conducting research on that very question. Enabled by a grant from the Bill & Melinda Gates Foundation, the EDUCAUSE team solicited input from roughly 80 thought leaders from the higher education community, including faculty, academic technology staff, accessibility experts, and vendors. The team conducted interviews, convened brainstorming sessions and commissioned a special report from the EDUCAUSE Center for Analysis and Research (ECAR) on the current state of the LMS. We have summarized our findings in a recently released white paper.
What this led to was what I would consider a ‘seismic’ event in the LMS space in Australian Higher Ed, with sixteen of Australia’s 40 universities transitioning to Moodle (mostly from WebCT) in the space of four-and-a-bit-years. It is an interesting mental activity to consider what the landscape would look like now if any one of those three factors had not been present – but I’ll leave that to the reader as an exercise.
Google for Education recently released mobile apps for its Classroom product. The announcement details their features, including the ability to attach pictures to assignments and attach features from other apps (such as paint, drawing, audio, or mind-mapping apps) and the offline caching of assignments and other classroom content. ... This announcement puts Classroom squarely into learning management system (LMS) turf; Google for Education can no longer brush off its parallels to other big, for-
The polished presentation and popularity of MOOCs has led to reinvigorated conversations about learning designs and alternative content delivery for courses in learning management systems. MOOCs afford instructors the opportunity to easily view courses offered by others,
By Phil HillMore Posts (345) As I was writing a post about Blackboard’s key challenges, I get notice from Reuters (anonymous sources, so interpret accordingly) that the company is on the market, seeking up to $3 billion. From Reuters: Blackboard … Continue reading →
BBWorld 2015 will unveil a new learning experience that will change the future of education.
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Register today for this free 4-day online event and join the conversation with 2,500+ educators campus administrators, students and thought leaders from around the globe—as they explore the many changes and challenges impacting higher education, listen to leading voices share their fresh perspectives, and discover innovations that are advancing the future of teaching and learning.
By Phil HillMore Posts (327) In Michael’s initial post on the Post-LMS, he built on this central theme: Reading Phil’s multiple reviews of Competency-Based Education (CBE) “LMSs”, one of the implications that jumps out at me is that we see a much more … Continue reading →
Each solution contains a set of features that the target audience would value. However, despite these industry-specific solutions, there is a core set of features that any modern LMS should support. Three of the more popular modern LMS features include gamification, theming, and third party integrations.
By Meris Stansbury, eCampus News According to over 70 education IT specialists, current LMS functionality is great for administrative tasks, but doesn’t provide support for the new learning approaches in today’s schools. The next generation digital learning environment (NGDLE), says a new EDU... http://elearningfeeds.com/5-core-functions-of-the-lms-of-the-future/
The next-generation learning management system shouldn’t be a system at all, but a “digital learning environment” where individual components -- from grade books to analytics to support for competency-based education -- fit together like Lego bricks, a new white paper recommends.
• Students in online learning environments demonstrate greater usage of digital tools including use of those tools to develop enhanced writing skills. • 53% of students would like for their schools to let them use their own mobile devices within instruction to support their schoolwork. • 50% of middle school students who have taken an online class on their own feel that online learning makes it easier for them to succeed. • Students are looking for a classroom environment that more closely replicates the way they are using digital tools outside of school to support greater communications and collaboration. • Nearly 50 percent of virtual high school students say they were interested in what they were learning in school, while only 32 percent of traditional high school students said the same.
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