The End in Mind - Latest Comments

Re: Outsourcing Our Memory to Google

Philippines Outsourcing — Wed, 19 Oct 2011 15:30:30 -0000

I remember before when Google is not in existence, it's really hard to look even for simple information. But now, it's a different story. Your just one click away to almost every information that you were looking for. The challenge for the teachers are a bit hard, to think that you're competing with Google who knows almost everything about anything. I think that if there's anything that we can teach to others that's not on Google, that might be the unique things that every persons possessed. I'm referring to the knowledge that you gained through your experienced. You can teach that to anyone who's willing to learn. I'm sure that if you search to Google the experiences that i have, you may find something but your not gonna see everything.

Re: A Post-LMS Manifesto

voicemessaging — Wed, 20 Jul 2011 13:24:41 -0000

whilst most of this article was beyond my understanding if i'm honest, i still feel the arguments outlined are persuasive and certainly learning through technology has been a common theme throughout the 21st century and earlier.

Re: Outsourcing Our Memory to Google

Generic Viagra — Tue, 28 Jun 2011 22:52:01 -0000

I think there's much difference to find the answers before this computer / online age. Before we really need to see that book, or ask the person and put them in, piece by piece before arriving at an answer, but today, you can simply type a keyword / s, then Viola! The answer is right in front of you. This means that the data analysis process and the return journey, people are stronger now.

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Re: Jim Groom is Watching Me

BlogFront — Thu, 07 Apr 2011 01:15:03 -0000

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Re: The CMS and the PLN

windows utility tool — Tue, 25 Jan 2011 00:48:30 -0000

Enjoy reading your post! Keep going!

Re: Institutions and Openness

Manufactured Houses — Sat, 22 Jan 2011 06:28:53 -0000

The idea of a PLE as an alternative for e-portfolios as suggested here.

Re: Tinkering, Playing, and Learning

Manufactured Home — Fri, 21 Jan 2011 02:09:45 -0000

hello friend i look this and i think your idea is good!

Re: The CMS and the PLN

Manufactured Houses — Fri, 14 Jan 2011 03:32:58 -0000

This really helped. Thanks for sharing.

Re: Jim Groom is Watching Me

Modular Houses — Mon, 10 Jan 2011 04:46:06 -0000

Visiting your site is Remarkable. I stumbled and delicious this post.

Re: Assessment as a Social Activity

Fiona — Fri, 17 Dec 2010 00:19:24 -0000

Check this out :http://pauladeencookware.org

Re: An Open (Institutional) Learning Network

Neelam Bora — Wed, 01 Dec 2010 13:24:13 -0000

i want to know evrything about institutional learning....please help

Re: Roger Schank and the Tyranny of Grades

how to get good grades? — Sat, 02 Oct 2010 05:43:44 -0000

hi,

great dude.....i like you conversation with Roger Schank.

Re: PLNs, Portfolios, and a Loosely-Coupled Gradebook

modular homes — Wed, 25 Aug 2010 06:18:27 -0000

The idea of a loosely-coupled gradebook from Jon Mott; ... The idea of a PLE as an alternative for e-portfolios as suggested here.

Re: Assessment as a Social Activity

Nils Peterson — Mon, 16 Aug 2010 13:56:24 -0000

Jon
You may be interested in this unfolding conversation
http://communitylearning.wordp...

Re: PLNs, Portfolios, and a Loosely-Coupled Gradebook

modular homes — Sat, 31 Jul 2010 03:43:44 -0000

hello friend i look this and i think your idea is good!

Re: The CMS and the PLN

800 calorie diet — Mon, 12 Jul 2010 22:56:39 -0000

Golden. Great, useful info.

Re: About

Aenn — Wed, 28 Apr 2010 11:07:29 -0000

The Myngle courses change!

Myngle, the leader in online language learning, would like to share with you some of the big changes coming your way!

We have enhanced our course creation process to allow teachers to choose and customize their lessons as they wish!
Here are the changes:

1) Teachers can add asynchronous learning resources, to be used by the students before or after their classes:

* Add podcasts, flashcards, youtube videos, games or newspapers to their courses.
* Upload pdf, doc, ppt files to the courses.
* Record podcasts in the Myngle Library and add them to the courses.
* Link and add content already present in the Myngle Library or the Myngle Shop.

2) Teachers can sell these resources or offer them for free.

3) Teachers can set these resources as public or private.

4) In the payment page, students have the option to buy lessons as well as "extra study resources".

Be sure to contact us to learn more about these changes and how Myngle continues to evolve and lead the online learning revolution!

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Re: Outsourcing Our Memory to Google

samwalker — Fri, 16 Apr 2010 04:48:11 -0000

I usually do research on Google for lots of trivia that I can tell my friends and family, then eventually they're impressed with what I'm saying.

-www.callcenterphilippines.org

Re: Outsourcing Our Memory to Google

Philippine Call Center — Mon, 22 Mar 2010 22:19:03 -0000

I think that there are so much difference on finding answers from before to this computer/online age. Before, we need to really look it up on a book, or ask a person and put them piece by piece before arriving an answer, but today, you can just type in a certain keyword/s then viola! the answer is right in front of you. This means that the knowledge process and analysis of the people way back are stronger than now.

Re: An Open (Institutional) Learning Network

Harold Jarche — Fri, 26 Feb 2010 09:31:57 -0000

My first observation in looking at this diagram was how most of the learning activities are outside the institution, while schooling/administration functions are within. I think it's a good example of opening up learning within the constraints of the existing system. While it may be better to have community-based assessment, as Nils suggests, the current reality is that institutions own the accreditation process. The sweet spot between open and controlled is constantly moving as technology, the economy and society change.

Great post!

Re: Spiders, Starfish and Institutions of Learning

Harold Jarche — Fri, 26 Feb 2010 09:21:56 -0000

Interesting perspective on Spiders & Starfish, a book I thoroughly enjoyed as well. Here's my take on it, if you're interested:
http://www.jarche.com/2007/10/...

To answer your last question, No they're not paying attention ;)

Re: Jim Groom is Watching Me

Stephen Downes — Sat, 13 Feb 2010 13:12:18 -0000

> David Wiley and I recently argued, the “open learning network” model is “revolutionary primarily in its refusal to be radical in either direction.”

So you ARE advocating a "middle of the road" approach, even as you say you are not. Jim Groom is right.

Re: Jim Groom is Watching Me

Jim — Sat, 13 Feb 2010 06:39:38 -0000

"THERE CAN BE NO COMPROMISE!"

Jon,

I think you know I love you, right? So with that said, I'll be clear here, Rorschach's Journal is not something I have any real control over, it's art, and to be clear, I am an artist, possibly one of the premier artists in North America right now. I get very little credit for being so, but that makes me all the greater in my opinion, and possibly only my opinion.

As for the Chase/EDUPUNK mashup, I have seen you presentation and I am a fan of what you are doing in terms of institutional integration of small pieces---that said I think the larger picture allows for a sense of the persistent need for an LMS that I continue to believe is both mostly imagined. The LMS paradigm is not a learning system at all, as we both know, but an administrative framework for grading, testing, etc. What you are doing with Agilix frees us up of much of the necessity for the LMS in that regard, and allows us to focus on tools that are cheaper, looser, AND personal. That is for me the biggest push that the LMS can't afford. here is an example I just found, and will be blogging about soon, of how the LMS paradigm, however bent, is still increasingly an obstruction rather than an innovation in open learning networks. I was checking out the College of Wooster's WPMu/BuddyPress instance, and I was really impressed, the have BuddyPress Groups acting as courses some open AND some closed, but none the less I can find and access those that are open, and even contact professors of those that are closed if I want more information or to share---there goes the silo logic even though we still have the possibility of privacy---that's an AND which doesn't depend upon the false dichotomy of the LMS and the Open Network.

Now, there is one course at Wooster that is open, Geog 105 Natural Hazards (http://voices.wooster.edu/grou..., and look at the way Wooster is using groups to expose the work happening there, and it is quite a course blog. It just so happens that there is a course this semester at UMW, Natural Hazards (http://hazards.umwblogs.org), that is using a blog and I can now work towards bringing these two course in touch with one another so that there may be some cross-pollination of ideas, sharing, and a larger network. That element of learning has little or nothing to do with tests, gradebooks, and the administrative exigencies of managing courses, it is a bridge that opens up th work between two courses, and provides a platform that allows professors and students to find themselves on the web in novel ways---open for sharing and working together if the desire hits. That is a key element to that open learning network that depends as much on the architecture and online environment people are placed within, and I find that the more we advocate a kind of bending of existing environments online that demand money, extensive hacking, and compromise on the basic premise of sharing quickly and easily, the more we sacrifice what's rather cheap, simple, and effective in terms of infrastructure, the more we sacrifice an investment in people to make these connections beyond the specific learning environment we are locked into. We need alternatives and options, people working with faculty and students suggesting the possibilities and providing a means to aggregate their distributed work into a model that exposes the possibilities while at the same time allowing their work to be private if needs be. This can be done in frameworks outside of the LMS, and I think using th LMS as the idea where privacy and security live harmoniously alongside the open and connected is in many ways a disservice to the open source architecture that is providing so many opportunities out there right now that are just beginning to catch on. If that's the case, why advocate for a space in between when we have the possibility to harness the power of the web for learning and networking in new and powerful ways. That can be the standard if we make it so, and I believe we can if we challenge some of the core ideas of what a LMS and PLN have in common, which I think is nothing. Come up with tools to deal with grades, tests, etc outside of the PLN, that's fine, but I'm not sure that is an argument for the LMS, rather a long overdue need for disaggregating teaching and learning from administrative overhead.

Re: Jim Groom is Watching Me

John Fontaine — Fri, 12 Feb 2010 22:09:09 -0000

(these are my personal comments, not offical statement of any company or organization)
Back in late 1999 and early 2000 it was clear to me and a number of my colleagues that a monolithic CMS was not the wave of the future. I had a bit of a hand in developing a technology called Blackboard Building Blocks specifically to solve this problem of creating connections beyond the CMS into learning networks. Since then we've seen hundreds of these connections emerge and get shared between institutions, we've even seen the emergence of what I call learning network derived companies like Starfish and Learning Objects.

Still the work has been slow going. A network of a few hundred is not insignificant but I'd like to see it grow to millions of applications. I'd like every tool on the internet to be connectable to a learning experience. This will require standards such as the BasicLTI spec which will enable developers of web based tools to easily connect and share. Lowering the barrier to building the connection to the equivalent of the anchor tag is key to my view of enabling a broader wave of loosely joined learning tools.

I don't think the emergence of this network makes the CMS less important, I think it actually will magnify it. In the same way that the long tail enabled companies like Amazon to sell low volume books that normally vanished from print, but also enabled Amazon to push out the Harry Pottern novels to every bookshelf in america in days after publication. THe basic use cases implemeneted by the CMS may narrow a bit to focus on a more core set of features. The underlying decomposition of features into modules may be adjusted as well. I think that students will still find the the CMS as a valuable starting point to support many learning activities.

It is often forgotten that CourseInfo (Blackboard's predecessor) was developed originally by students who created a solution to solve their own problems. Many students I talk to still just wish the professor would all put the syllabus and weekly reading assignments on the CMS and perhaps answer questions in a forum occasionally.
I'm planning on having a more detailed blog post up the state of the PLE, LMS, VLE, and Learning Netowrks on my personal blog, as part of my ongoing open seminar on the future of education and technology. This discussion between Jim and Jon is fascinating and I hope to take some excerpts. Also looking forward to @jaraedsteins videos.

Re: Jim Groom is Watching Me

jaredstein — Fri, 12 Feb 2010 19:02:42 -0000

Each time I hear Jim use the word "purity" I suspect it's the coded punchline of some inside joke.

Still, I have to wonder now if I 'm not risking the fate of our universe by using video interviews with both you an Jim in the same pres next week...