future of the learning management system and sakai
DESCRIPTION
This session will begin with a short presentation on one possible vision for the future of Sakai over the coming decade as means to stimulate a community-wide discussion on the topic. The presentation will explore a future in which the ?monolithic? LMS of today becomes ?unbundled?, allowing for unconstrained customization of both the learning platform as well as the learning experience. This future will be viewed through the Sakai Learning Design Lenses, which were created, by the Teaching and Learning Group in 2010, to help defining the capabilities that the LMS needs to support. Session attendees will be invited to share their own visions and question that which was presented through an open community dialog. The session will conclude with a discussion of possible next steps in reaching community-wide consensus on a common vision and the work needed to achieve it.TRANSCRIPT
Next Generation Sakai: A Community Dialog on a Vision
for the Future
Sessions Overview
The Future of the LMS: Creativity,
Personalization and Unbundling – Josh Baron
The Future of the LMS: Technical Innovations –
Dr. Chuck
Community Dialog: Feedback, New Ideas and a
Road Forward
The Monolithic LMS Model
Should the LMS market be focused on this model for the next 20 years as well?
The Monolithic LMS Has Been Successful
Provided us with enterprise systems that can run at scale
• Supported growth of distance education
• Helped drive experiments such as OCW and MOOCs
• Have become mission critical systems in higher ed
Sakai has proven the success of this model and driven innovation
• Open source model, open standards
Monolithic ≠ Creativity
Drives us towards generalization and standardization
• A “one size fits all” is easier to build, deploy and support
• Good for efficiency, not so good for creativity
Innovative teaching and learning requires creativity
• Think about your most innovative learning experience…
Standardized teaching and learning is just not fun!
Let’s see a quick example…
How could we allow for greater creativity when
using the LMS?Give users the FREEDOM to CREATE their own LMS
Facilitate “Tinkerability*” – Allow ANY users to build, deploy, modify and share their own learning apps
• Learning app = learning object (content) + functionality
Think of the Google Maps API model
• Today there are over 1,000,000 apps that use it
Users are moving in this direction, we need to catch up
* http://web.media.mit.edu/~mres/papers/designing-for-tinkerability.pdf
Learning App Builder
Authors app that automatically posts
information to Google Map
Lessons+
Fashion Trend Map App
Learner uses App embedded in
Lessons+ to docu-ment global trends
Fashion Street Trends
+
Fashion Trend Map App
The Next Generation LMS will be…
…highly personalized through learning analytics
• Academic early alert systems and Adaptive learning systems
• Academic Networking
…a delightful user experience (UX)
• Allow users to customize the user experience
…able to document all forms of learning
• Store and archive artifacts and credentials outside LMS
Final Thought…Why Now?
Would have this approach been possible or even worked in 2004?
How might a Next Generation LMS be
Organized?
Unbundling the Learning Management
SystemLearning Services – Underlying technical
specifications and technologies which form the
“glue” that connects tools and apps into a
cohesive learning environment.
Learning Devices – Support core teaching and
learning capabilities (Gradebook, Test Engine,
Learning App Builder)
Learning Apps – Applications which users can
build, install, modify and share on their own.
Layers of a Next Generation Learning Environment
Personal Learning Application – Allows user to document, control and share their own learning and teaching experiences.
Institutional Learning Environment – Enterprise-level platform deployed by an institution to support their teaching and learning mission.
Global Learning Cloud – Shared-services environment hosted outside of the institution to support inter-institutional collaboration and sharing.