Instructional Strategies for ONLE

Presented by Jane OsbournFor ETC 655

How do online instructional strategies relate to ONLE instructional strategies?

Online learning environment allows educators and instructors to exchange ideas and information, work together on projects anywhere around the globe. Many instructional strategies can be utilized in the online learning environment. These objectives must be met to meet objectives. When teachers utilize the online environment for teaching they should encourage resources that provide for the best use of the online learning environment. Picture retrieved from: Mott, J. (2010). Envisioning the Post LMS ERA: The Open Learning Network. EDUCAUSE Quarterly retrieved http://www.educause.edu/ero/article/envisioning-post-lms-era-open-learning-network

 

Picture retrieved from  Mott, J. (2010). Envisioning the Post LMS ERA: The Open Learning Network. EDUCAUSE Quarterly retrieved http://www.educause.edu/ero/article/envisioning-post-lms-era-open-learning-network 

While the online learning environment is designed to bridge the gap between the LMS and the PLE, it purposefully keeps them apart. The ONLE takes a different approach. Mott states: “The OLN is not intended merely to allow the LMS and PLE paradigms to coexist in harmony, but rather to take the best of each approach and mash them up into something completely different. "The OLN model connects private and secure applications on the organization's network (such as the student information system, content repository, assessments and transcripts) to open and flexible tools and applications in the cloud (such as blogs, social networks and non-proprietary content) via a services-oriented architecture.According to Mott, ‘Significant use of LMS platforms at thousands of institutions by hundreds of thousands of faculty members and students might be taken as prima facie evidence that the technology adds value to teaching and learning. However, usage patterns suggest that the LMS is primarily a tool set for administrative efficiency rather than a platform for substantive teaching and learning activities. These concerns have been exacerbated by rapid growth in LMS-related spending over the past decade, which has led many to question whether the benefits of the technology are worth the cost.”

ONLE VS Online Learning Environment LMS Strengths LMS Weaknesses

Simple, consistent, and structured As widely implemented, time-bound (courses disappear at the end of the semester)

Integration with student information systems (SISs), with student rosters automatically populated in courses

Teacher, rather than student, centric

Private and secure (FERPA compliant) Courses walled off from each other and from the wider web, negating the potential of the network effect

Simple and inexpensive to train and support (compared to supporting multiple tools) Limited opportunities for students to "own" and manage their learning experiences within and across courses

Tight tool integration (such as quiz scores populated in gradebooks) Rigid, non-modular tools

Supports sophisticated content structuring (sequencing, branching, adaptive release) Interoperability challenges and difficulties26

PLE Strengths PLE Weaknesses

Almost limitless variety and functionality of tools, customizable and adaptable in multiple configurations and variations

Complex and difficult to create for inexperienced students and faculty members

Inexpensive — often composed of free and open source tools Potential security and data exposure problems (FERPA issues abound)

No artificial time boundaries: remains "on" before, during, and after matriculation Limited institutional control over data

Open to interaction, sharing, and connection without regard to official registration in programs or courses or particular institutions

Absent or unenforceable service-level agreements; no ability to predict or resolve web application performance issues, outages, or even disappearance

Student-centric (each student selects and uses the tools that make sense for their particular needs and circumstances)

Lacks centrally managed and aggregated group rosters (such as class rolls)

Learning content and conversations are compliable via simple technologies like RSS

Table retrieved from: Mott, J. (2010). Envisioning the Post LMS ERA: The Open Learning Network. EDUCAUSE Quarterly retrieved http://www.educause.edu/ero/article/envisioning-post-lms-era-open-learning-network

 

Difficult and potentially expensive to provide support for multiple tools and their integrations with each other and with institutional systems

ONLE VS Online Instructional Strategies

The LMS was built in the 1990s before the ONLE. The ONLE helps to incorporate technologies that were not available in the 1990s. The LMS was built on first generation technologies. The ONLE was built from the bottom up and feeds off of other technologies. Many consider the LMS as being outdated.

According to Mott, “The LMS paradigm assumes that since some data must be kept private and secure, all data must be kept private and secure. The OLN rejects this premise and instead seeks to keep data that must be private and secure as private and secure as possible (p.1).”

Picture retrieved from: Mott, J. (2010). Envisioning the Post LMS ERA: The Open Learning Network. EDUCAUSE Quarterly retrieved http://www.educause.edu/ero/article/envisioning-post-lms-era-open-learning-network  

Types of ONLE Instructional Strategies Mashup is an online instructional strategy. Mashup is a revolutionary program that helped to play an important role in the evolution of web 2.0. Mashup combines data from two or more sources to create new services. Masups differ from other portals with the following aspects:

Portal Mashup

ClassificationOlder technology, extension to traditional Web server model using well-defined approach

Using newer, loosely defined "Web 2.0" techniques

Philosophy/approach

Approaches aggregation by splitting role of Web server into two phases: markup generation and aggregation of markup fragments

Uses APIs provided by different content sites to aggregate and reuse the content in another way

Content dependenciesAggregates presentation-oriented markup fragments (HTML, WML, VoiceXML, etc.)

Can operate on pure XML content and also on presentation-oriented content (e.g., HTML)

Location dependenciesTraditionally, content aggregation takes place on the server

Content aggregation can take place either on the server or on the client

Aggregation style"Salad bar" style: Aggregated content is presented 'side-by-side' without overlaps

"Melting Pot" style - Individual content may be combined in any manner, resulting in arbitrarily structured hybrid content

Event model Read and update event models are defined through a specific portlet API

CRUD operations are based on REST architectural principles, but no formal API exists

Relevant standards

Portlet behavior is governed by standards JSR 168, JSR 286 and WSRP, although portal page layout and portal functionality are undefined and vendor-specific

Base standards are XML interchanged as REST or Web Services. RSS and Atom are commonly used. More specific mashup standards such as EMML are emerging.

Table retrieved from http://en.wikipedia.org/wiki/Mashup_(web_application_hybrid)

Types of ONLE Instructional Strategies

Social networking is a platform to build social relationships. These relationships help people build on common interests. Social networking allows users to share pictures, events, activities and interests within a social networking site.

There are millions of users around the globe that use social networking sites including Twitter, Google Sites, Facebook and MySpace.

Worldwide Unique Visitors

Facebook.com 792,999,000

Twitter.com 167,903,000

LinkedIn.com 94,823,000

Google+ 66,756,000

MySpace 61,037,000

Others 255,539,000

According to ComScore, up to end of November 2011:

^ "ComScore: Google+ Grows Worldwide Users From 65 Million In October To 67 Million In November"

. December 22, 2011.

Types of ONLE Instructional Strategies

Folksonomy or social tagging is used for creating tags to manage content.

A broad folksonomy is one in which multiple users tag particular content with many types of terms. According to Vanderwal, “a narrow folksonomy, on the other hand, occurs when a few users, primarily the content creator, tag an object with a limited number of terms. While both broad and narrow folksonomies enable the search ability of content by adding textual description - or access points - to an object, a narrow folksonomy does not have the same benefits as a broad folksonomy, which allows for the tracking of emerging trends in tag usage and developing vocabularies.”

Vander Wal, T. "Explaining and Showing Broad and Narrow Folksonomies". Retrieved April 14, 2013 from http://en.wikipedia.org/wiki/Folksonomy

Types of online learning instructional strategies

Online collaboration is used for persons to work together online without having to be in the same room together. There are many different ways that people can work together without being in the same room. Online collaboration can be done through Huddle, Wrike, Powerpoint, and Basecamp. All of these programs are open to people simply by using a Blackberry and logging in to complete a group project.

Types of online learning instructional strategies

Online Student Publishing is a great way for students to present their work through e-portfolios. Through the e-portfolios the students can publish their best work

Yudu allows students to explore publishing and publish their works for free. AuthorStream is the best way for your students to share and publish their

presentations such as PowerPoint, Keynote, and Google Presentations on the web, in my opinion.

Weebly is a website builder unlike anything you have ever experienced. This drag & drop website builder makes it simple to create a powerful, professional website without any technical skills required.

WikiSpaces For Educators is a great place for your students to publish and share their work. Join the WikiSpaces K-12 Plan.

Types of online learning instructional strategies

Online Learning Community is a private learning destination that allows learners to interact through peer to peer learning. There are different types of online learning communities:

Synchronous- example instant messaging Asynchronous- example internet forums blogs –example Blogger course management –example Moodle collaborative –example forums social networking – example Flickr social learning

Resources "ComScore

: Google+ Grows Worldwide Users From 65 Million In October To 67 Million In November". December 22, 2011.

Mashup. (2013). Retrieved April 14, 2013 from http://en.wikipedia.org/wiki/Mashup_(web_application_hybrid)

Mott, J. (2010). Envisioning the Post LMS ERA: The Open Learning Network. EDUCAUSE Quarterly retrieved http://www.educause.edu/ero/article/envisioning-post-lms-era-open-learning-network

Vander Wal, T. "Explaining and Showing Broad and Narrow Folksonomies". Retrieved April 14, 2013 from http://en.wikipedia.org/wiki/Folksonomy