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
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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