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

thejonmott@gmail.com

http://jonmott.com @jonmott