UPortal and CHEF Charles Severance ([email protected]) University of Michigan
Open Source Learning Management Systems: Much More Than …csev/talks/2008/2008_04_08... ·...
Transcript of Open Source Learning Management Systems: Much More Than …csev/talks/2008/2008_04_08... ·...
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Open Source Learning Management Systems: Much More Than Free Source Code
Dr. Charles Severance Clinical Assistant Professor - University of Michgan
Developer Network Coordinator - IMS Global Learning Consortium
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Outline Looking back at looking forward (2004) More than just free source code Student-Centered Learning What will the “next” LMS look like? Resource Mashup - IMS Tool Interoperability Google Summer of Code Campus Project User Centered Sakai - MyCamTools
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Time / “Heat” Applied --->
States of Water… Te
mpe
ratu
re --
>
Frozen - Vibrating and stuck In a Crystal Structure
Melting Point
Liquid - Fluid flows, but often downhill - cannot fill all of the space - tends to pool at minimum energy - surface tension exists
Boiling Point
Gas - Freely flows throughout entire space - space is evenly filled
Dec-2004
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Time / “Heat” / Money / Energy Applied --->
Bet
ter -
->
Melting Point
Boiling Point
Frozen - Many different “imperfect” CLEs and LMSs
For the past 10 years we have all been all “stuck”, vibrating in place, seemingly with no flexibility, but with plenty of energy.
Dec-2004
Latent Heat of Learning Software
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Time / “Heat” / Money / Energy Applied --->
Latent Heat of Learning Software
Bet
ter -
->
Melting Point
Boiling Point
Frozen - Many different “imperfect” CLEs and LMSs
Dec-2004
Liquid - We can tend toward common CLEs, and/or portability makes the choice of CLE irrelevant
Building a reference implementation of a conventional CLE…
2004
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Time / “Heat” / Money / Energy Applied --->
Bet
ter -
->
Melting Point
Boiling Point
Frozen - Many different “imperfect” CLEs and LMSs
Dec-2004
Liquid - We can tend toward common CLEs, and/or portability makes the choice of CLE irrelevant
Safe base level functionality empowers new thinking, approaches, and standards, (i.e. good chaos). We enter a period of chaotic freedom.
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Time / “Heat” / Money / Energy Applied --->
Bet
ter -
->
Melting Point
Boiling Point
Frozen - Many different “imperfect” CLEs and LMSs
Dec-2004
Liquid - We can tend toward common CLEs, and/or portability makes the choice of CLE irrelevant
2008
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Time / “Heat” / Money / Energy Applied --->
Bet
ter -
->
Melting Point
Boiling Point
Frozen - Many different “imperfect” CLEs and LMSs
Dec-2004
Liquid - We can tend toward common CLEs, and/or portability makes the choice of CLE irrelevant
True change in T & L happens in ways can not anticipate. CLE/LMS’s can take completely new forms and directions…
Gas - Innovation can spread to cover the space of T & L practices
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More Than Free Source Code
Open Source leads to Open Thinking and Open Innovation
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Open Everything Open Source Open Intellectual Property Open Thinking Open Ideas
Open Innovation
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Open Michigan Screen Prototype Screen shot removed
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Moodle .versus. Sakai Many schools compare and choose Neither wins all the time
Everyone realizes their weaknesses Everyone gets stronger
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Ideas Flow… Moodle adds flexible role system (Sakai) Sakai is designing flexible course setup and layout (add
Resource) (Moodle) Moodle is building Learning Management System
(LAMS) Sakai wants this too.. Moodle is adding web service APIs (Sakai)…
Everyone is glad to see teaching and learning improving
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Addressing Weaknesses Moodle is working on increasing its appeal to
enterprise institutions Sakai is working on building interfaces that
teachers will love
Institution Teacher
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Institution
Teacher Student
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Institution
Teacher Student
Serving the needs of the student…
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Institution
Teacher
Student
Facebook is part of a student’s life. Students *choose* to use Facebook.
Sakai and Moodle are something students *must* use for a grade.
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Student Centered Learning
What can we learn from Facebook? How are leading thinkers approaching
teaching?
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University of Michigan Medical School In 2007, the put out a Request for Information
(RFI) for a student centered learning system. They had a very clear vision of what they
wanted Nothing in the marketplace even came
close to their requirements
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Learning Management System: Medical School Proposal
Student-centered Based on framework for self-regulated learning 3 distinct but interactive levels
Institutional Personal Portfolio Casey B. White, Ph.D.
Joseph C. Fantone, M.D. March 2008
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A Model for Self-regulated Learning*
Self-regulated Learning
Goal Setting and Self-efficacy
Learning Styles
External Feedback
Attribution
Motivation
Self-monitoring/ Self-assessment
Reflection
Learning strategies
Principles and Methods
• White CB, Gruppen LD. 2007. Self-regulated Learning in Medical Education. Association for the Study of Medical Education: Understanding Medical Education.
Outer ring is the institution’s learning cycle.
Inner ring is the users’s learning cycle.
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Self-regulated Learning 4-phase cycle Continuous (formative/summative) Feedback = key Student responsibility & Accountability Lifelong learning
Student
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Responding to the need for tracking of competencies defined by others.
Student
AAMC/LCME/Faculty COMPETENCIES
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Student
AAMC/LCME/Faculty COMPETENCIES
Personal/ Career Goals
Personal Goals - Independent of (community service), enhancement to (interest in orthopedics) or deeper extension of formal curriculum - Expectation students will populate (review w/ faculty mentor 2x/yr) - Several layers of access
The student process operates within the institutional process under the student’s control
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Student Personal Portfolio
AAMC/LCME/Faculty COMPETENCIES
Personal/ Career Goals
Personal Portfolio - Series of folders, at least w/ student access only - Customizable - Personal representation learning/aspirations - Journaling - Repository (eg, patient letters) - Can draw in materials from either/both outer circle(s)
Personal Goals - Independent (community service), Enhancement (interest in orthopedics) or Deeper extension of formal curriculum - Expectation: students will populate (review w/ faculty mentor 2x/yr) - Several layers of access
Learning Management System: Self-regulated Learning Model
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Student Personal Portfolio
AAMC/LCME/Faculty COMPETENCIES
Personal/ Career Goals
Personal Portfolio - Series of folders, at least w/ student access only - Customizable - Personal representation learning/aspirations - Journaling - Repository (eg, patient letters) - Can draw in materials from either/both outer circle(s)
Personal Goals - Independent (community service), Enhancement (interest in orthopedics) or Deeper extension of formal curriculum - Expectation: students will populate (review w/ faculty mentor 2x/yr) - Several layers of access
Characteristics across levels - Search engine - Drag and drop - Seamless access to web and databases (Sakai, Portal, MSIS/Oracle, PubMed, etc.) - Presentation functionality
Learning Management System: Self-regulated Learning Model
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The Social Dimension These pictures focus on
the view from the institution into the individual
The processes and flows are around and toward the student at the center
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What are we doing with the resources?
What are we putting in our portfolio?
Do those things just sit there forever?
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The “learning turbines” are producing new resources all the time.
These can be people or even groups - constantly making, consuming, and enhancing resources.
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What will the Student Centered Learning System look like?
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Michigan Medical School The desired software cannot be purchased or
downloaded. Period. Nothing comes close. Lets just write it. Lets build/adopt/extend a student
centered learning environment. This is not a new feature in an LMS - this must be for
the student. It must compete with Facebook.
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First: Survey The Market to Learn from others Not happy with classic LMS software like Sakai
and Moodle Look for personal portfolio systems and content
management systems and Facebook Start from the student perspective and work
outwards…
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Things to Look At… LAMS Moodle Portfolio Open Source Portfolio Mahara Chisimba ….
Elgg Drupal Plone Joomla Facebook ….
Always think “personal” not institutional. The institution has an interest - but the user interface must be personal fit institutional needs into a user-centered interface.
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portfolio.evaluation.ulcc.ac.uk
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Note: The following evaluation and conclusions were only based on about 30 minutes of playing with each of these applications. It is brainstorming and nothing more. That means that this is not very scientific and should absolutely not be used to guide institutional major investments or strategic directions.
But at the same time, how long will students tolerate learning a user interface that theoretically was built for them.
Take all of this with a grain of salt - its intent is to make you think not give you conclusions. This section is for entertainment purposes only.
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Moodle Portfolio
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Moodle Portfolio
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Elgg- It is clearly about “you”
Elgg is social software
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Elgg - where you fit…
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Mahara - “My Portfolio”
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Mahara - A View
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Mahara - Artifacts
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Mahara - Artifacts
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Up Next-Functionality Mashup
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Functionality/Resource Mashup
Using IMS Learning Tools Interoperability
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Functionality Mashup Functionality Mashup is the ability to pull a program into
another program under end-user control Functionality Mashup is not just read-only - the mashed
up application will need sufficient access to services in the aggregating system to be able to provide rich and dynamic features.
Functionality mashup includes identity, context, and roles.
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Bodington / Leeds Bodington (www.bodington.org) is an LMS
developed by Leeds, Manchester, Oxford, and University of the Highlands and Islands.
Bodington uses a variant of Shibboleth called GuanXI to mash up functionality.
Leeds has done extensive experimentation with functionality mash up.
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http://www.dr-chuck.com/media.php?id=80
"I certainly don't see the VLE or LMS continuing in the form that they currently are, where you have a monolithic application with lots and lots of different tools presented to teachers and students. You very quickly come to the limits of any tool that you use. The answer is to abandon the tool you have been using and to swap in another tool. Now I can see a situation where you extend this from a single tool to all of the tools of an LMS. I can see a situation where the VLE or LMS actually shrinks to a container into which you plug these learning tools". (Dr. Aggie Booth, Leeds University, 2007)
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Flikr, Google, YouTube, Merlot,
delio.us
Functionality Mashup Future - Learning
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Building the Standards for Learning Functionality Mashup
IMS Learning Tools Interoperability 2.0
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IMS Tool Interoperability A standard which is currently under
development by IMS (www.imsglobal.org) for functionality mash up
Effectively provides Facebook-like capabilities for learning management systems
Read-write access from a tool to the LMS
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IMSTools Interoperability 1.0 Demonstrated at IMS Alt-I-
Lab 2005 in Sheffield England
Balckboard, Sakai, WebCT, Moodle, Samigo, ConceptTutor
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IMS Learning Tool Interoperability 2.0 Currently in Development Specification Leads Bruno van Haetsdaele -Wimba Chris Moffatt - Microsoft Learning Functionality Mash Up Integrated into “Add Resource” in learning
systems
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BlackBoard Sakai
Wimba
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UM.SiteMaker SiteMaker is a simple, end-user tool to build
web sites Database capability called “data tables” Combination of power and simplicity Written in Apple’s Web Objects Has its own open source community Should we rewrite SiteMaker in Sakai? No.
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Sakai / Sitemaker Integration Launching via IMS LTI 2.0 (an early draft) Experiment in the ease of workflow of mashing
a tool up Specialized endpoint in Sakai to simplify user
experience Model: YouTube - “paste this HTML”
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IMS Learning Tools Interoperability Demonstration IMS Learning Impact May 12-16, 2008, Austin, TX, USA http://www.imsglobal.org/
Blackboard, Moodle, Sakai, SharePoint, Wimba….
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Sakai / IMS Google Summer of Code
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General Idea Build many different implementations of IMS
Tool Interoperability Variations on a theme - think beyond just
learning management systems Try to create an initial body of work to make it
worth while to build tools using IMS Tool Interoperability
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Proposed Project Ideas Sakai Consumer Producer Moodle Consumer Producer Atutor Elgg
Chisimba Drupal Google Android Rails IMS TI Test Kit Consumer Producer Proxied access
Consumer = LMS Producer = Tool
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Jordi Piguillem Poch / Marc Alier
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Sakai / IMS Google Summer of Code Currently Evaluating Student Applications Hope to get 1-3 students as a first-year Summer
of Code participant
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Coming back to earth…
We can never get too excited about the ultimate future and lose track of the
immediate future.
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Institution
Teacher Student
Serving the institutions and teachers are problems we need to solve today
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Campus Project
Making tools which work in either Sakai or Moodle using OKI for interchange
and interoperability.
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Campus Project Open University of Catelonia www.campusproject.org A tool building pattern which allows a tool to
work either in Sakai or Moodle. Functionality is accessed using the OKI Open
System Interface Definitions
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Campus Project Proxy Tool Pattern OKI Bus as Middleware Service Oriented Architecture Includes cross-deployment and configuration Funding by Catalan Government
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MyCamTools - Cambridge University
Adding a Student-Centered View to Sakai
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User Centered Sakai Cambridge University is experimenting with a
new interface to Sakai which is focused on giving the users more control over their interaction with Sakai.
Users also have more flexibility with widgets which provide dashboard information outside of Sakai in the interface of their choosing
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CamTools Widgets Wherever the user wants to learn - meet them
there.
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Institution
Teacher Student
In reality everything is going in every direction. Much like boiling
water..
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A lot of topics Looking back at looking forward (2004) More than just free source code Student-Centered Learning What will the “next” LMS look like? Resource Mashup - IMS Tool Interoperability Google Summer of Code Campus Project User Centered Sakai - MyCamTools
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Short Term It is important to continue to invest in open
source learning systems such as Sakai and Moodle
These communities need to be strong and need to compete, communicate, and cooperate to become stronger
We need to invest in real, interoperable standards by working together through IMS
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Medium Term Build out from solid Enterprise Learning
Systems using Functionality Mashup instead of rewriting
Break down the plug-in “islands” built by BlackBoard, Sakai, Moodle, Angel, etc
Build a portable “building block” and begin to use it for our real Applications
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Long Term With the basic activity of the institution and
teacher well in hand - build the student-centered world
But we should not make this yet another isolated stovepipe - making us choose amongst solutions
We do not want to allow “islands” to be built in the student-centered world
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“… free software is not about price - it is about freedom.”
- Richard Stallman
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Summary Open Source Learning Management Systems
such as Moodle and Sakai are just the appetizer
True innovation will happen with the exchange of ideas and new ways of thinking about teaching
We are approaching the “boiling point” in teaching and learning
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Gràcies per la vostra atenció.