Week 3 Activities: The Future of CMS

What does the future hold for CMS? Honestly, the possibilities are endless, but there is one possibility that shows more promise than others, “massive multiplayer online gaming (MMOG) [this] technology… offers unique education, training, and performance support opportunities.” (Bonk, 2005, p.1) Here is a place where education has no boundaries, where students can learn first hand what it takes to be successful in virtually any field of work they choose. Here they are able to try again and try again until they learn or give up. Practice makes perfect, or close to it.
The initial cost of implementing these MMOG may be massive but think about what will the end result be. Gaming has become part of our everyday lives and to not incorporate gaming, as part of our training and or classes is not only foolish but also detrimental to our next generation of digital natives. “Simulations can help learners understand how to run a business, build a town, or save an environment. Learners can watch changes in processes, explore different assumptions in key military battles, and create alternative worlds and histories.” (Bonk, 2005, p.4)
Many people look at games negatively because it’s assumed that those who engage in such game play will be isolated and or lack social interaction. But with MMOG, “The widespread availability and popularity of gaming has led to questions about its effects on our lives…many people stereotype computer games as isolated or individual activities. However… computer gaming should no longer be connoted as a solitary activity, but instead it should be considered a social endeavor involving friends, more like traditional board games.” (Bonk, 2005, p.2) The interaction in MMOG is not only massive but also much more complex and intricate than your average everyday board game.
There are many people who are opposed to gaming being part of our education and or training. But the truth is that we as educators have ignored the possibilities of games and a medium of instruction. “Already the gaming industry attracts more than 60 percent of the American population, with an average age of 28. The numbers are higher for teenage boys, 75 percent of whom play computer games. The opportunities to play online games are projected to soar during the coming decade.” (Bonk, 2005, p.2) Teach them the way they learn and interact.

Reference:

Bonk, C. (2005). Massive multiplayer online gaming: a research framework for military training and education.



Sarah Hodge

LMS Choice

Before selecting a Learning Management System, an organization should go through a process to ensure they have selected the most effective and cost efficient choice. “Every organization’s requirements for a learning management system differ. Once you have made the decision to implement an LMS, the next step is to analyze your needs” (The Academy, 2010, p.1). Analyzing the needs helps to narrow down the selection process.

It is first an important factor to set goals up as a business or organization so it is clear what needs to get done, who is going to do it, and how it is going to work (Parkin, 2005, p. 4). In other words, “Do not think in terms of LMS functionality, but in terms of process” (Parkin, 2005, p.4). By doing so, the main objectives stated and formed will be met instead of choosing a system for its unique features that will never be used.

Parkin (2005) suggests creating a list of critical success factors for the e-learning system. He lists some of the factors that should be included at this part of the selection process. They are:

1. •Will you need local support in multiple countries?
2. •What is your budget?
3. •Do you want to host internally or have the vendor host for you?
4. •How diverse is your target learner platform and your IT infrastructure?
5. •Do you want to manage classroom activity (scheduling, evaluations)?
6. •Will you be integrating third-party content?
7. •Will you need a system that integrates with CD-ROM content or allows offline work to take place?
8. •Do you need e-commerce or departmental charge-back capabilities?
9. •How granular are your tracking and reporting needs?
10. •Do you have to track compliance or certification training?
11. •Do you have special requirements for data security?
12. •Do you plan to integrate collaborative activities such as e-mail, chat, or communities in your learning?
Will you be managing synchronous virtual classroom activities?
(Parkin, 2005, p. 6)

After carefully evaluating the needs, a list of different LMS systems can be made of systems that meet those needs. After reducing the list, additional evaluation, and crafting an RFP, the list should be cut down to about three systems or enough to create demo sites to explore (Parkin, 2005, p. 13).

Following these steps will help an organization feel more comfortable and prepared in their choice of an LMS system.

vote4pedro2ice
After reading your blog I realized why FullSail decided to create their own CMS/LMS. So much work goes into choosing. And even then you might not still get what you really need. Sometimes is better just to destroy and rebuild or in FullSail's case just build from the bottom up.







Brown_Quinn_Going
Nomadic: Mobile Learning in Higher Education_What is Mobile Learning?

The future of e-learning can go in so many directions. There are numerous trends, such as distance education, embedded learning, and cloud computing. This blog will focus on mobile learning. According to Alexander (2004), “The combination of wireless technology and mobile computing is resulting in escalating transformations of the educational world”. Mobile learning can be only thought of as learning through the use of a mobile phone. This is not the case. Mobile learning refers to making learning portable and mobile. A mobile phone is just one of the tools by which this type of learning can be administered.
Mobile learning is a new concept for many. It seems as if education is just getting used to incorporating the Internet, let alone a new way of learning. Alexander (2004) states “in some ways, we are presently in a state resembling the early 1990’s, when we were wiring up campus spaces for the first time and wondering about the new World Wide Web concept”. Schools have found that utilizing mobile learning can aid them in this time of economic pressure. “Some colleges have considered ceasing to include lab funds in their capital campaigns because labs are being replaced by wireless lab equipment and configurable furniture” (Alexander,2004). Students are used to being able to access anything they need through their cellphones, laptops, or PDA’s. Students should have the choice to complete coursework through these mobile devices. They are constantly on the move and are used to being on the move. Mobile learning benefits the digital native, which students in 2010 are. “Moreover, since technology is mobile, students turn “nomad,” carrying conversations and thinking across campus spaces, as always, but now with the ability to google a professor’s term, upload a comment to a class board, and check for updates to today’s third assignment - all while striding across the quad” (Alexander, 2004).
Technology is not slowing down. Mobile learning will be the next phenomenon in e-learning. Everything is being made smaller so that it can be mobile. Education has no choice but to embrace mobile learning at some point. Education must in order to survive.


vote4pedro2ice
The way the world is moving it seems that if you are not mobile you, as a teacher will become outdated, the way that students interact and learn has changed. If educators don't adjust to the future of education than you as a teacher have become obsolete. Its time to upgrade.

Wk2 Project Udutu Setup

1. Azcona, Pedro

2. Picture Worth a Thousand Words.

3. I will deploy this lesson using iWeb and the final product will be published through Udutu.

4. New project, created for my daily professional practice.

5. Initial appraisal: The idea for the lesson came to me when I saw how much difficulty my students were having with picture prompts in the New Jersey Assessment of Skill and Knowledge, (NJASK). They have to look at a picture and write an essay based on what they see. The lesson I made is called, A Picture is Worth a 1000 Words, Can a 100 Words be Worth a Thousand Pictures? It all has to do with helping students understand that there is no right or wrong answer to a picture prompt as long as what they write is logical. I will alter my past lesson to include interactive media through Udutu to help students succeed in this task. Such as an online drawing pad, link below.

http://www.picturedraw.co.uk/Online%20drawing%20pad.htm

6. The following is a lesson plan is for the proposed lesson.
Grade Level: 6-8
Subject: Language Arts

Objectives and Goals:

• SWBAT produce a picture based on a short paragraph from, Edgar Allan Poe’s, Tell Tale Heart.
• SWBAT write an essay based on a picture prompt.

Anticipatory Set:

• When the students first walk in the room supply them with a blank sheet of paper.
• Tell them to read the following paragraph, and to draw a picture based on what they read. About 10 minutes.
• Exert from Edgar Allan Poe’s, Tell Tale Heart: “Many a night, just at midnight, when all the world slept, it has welled up from my own bosom, deepening, with its dreadful echo, the terrors that distracted me. I say I knew it well. I knew what the old man felt, and pitied him, although I chuckled at heart. I knew that he had been lying awake ever since the first slight noise, when he had turned in the bed. His fears had been ever since growing upon him. He had been trying to fancy them causeless, but could not. He had been saying to himself --"It is nothing but the wind in the chimney --it is only a mouse crossing the floor," or "It is merely a cricket which has made a single chirp."

Direct Instruction:

• Collect all the pictures and show the class how unique and interesting each picture is. Also point out how so many different pictures were produces from reading the same paragraph.
• Explain how a picture prompt relates to this. Explain how there is no right or wrong answer as long as what they write is relevant to the picture.
• Explain the three elements of an essay; Introduction, body and conclusion.

Guided Practice:

• Post a large picture on the board and have student write an introduction based on what they see.
• Have students write a body that supports their introduction, with specific examples from the picture.
• Have students write a conclusion that reemphasizes the introduction, predicts an outcome or offers a solution.

wk2 Activity True Cost of CMS/LMS

Image retrieved on July 17, 2010 from. http://thesteinbergprinciple.files.wordpress.com/2010/01/money_tree1.jpg

After reading, Measuring the Total Cost of e-Learning by Kevin Kruse, the cost and work that goes into LMS/CMS became surprisingly clear to me. What surprised me the most wasn’t the grotesque price rage of 500,000 to 1,500,000+ or how time consuming it is to implement, but rather all the hidden cost that normally people would not even work into the equation.

“Some hidden costs of instructor-led training include the costs of student transportation, meals, and room rental. Indirect costs associated with CD-ROM training include the duplication and distribution of CD's to the students. Costs associated with Web-based training include the purchase or maintenance of the server-computer that hosts the program.” (Kruse, 2004)

Many people tend to overlook things such as maintenance and training into final product cost. Protecting your investment is crucial for the success of it. Having knowledgeable people run and maintain these e-learning platforms is not cheap. Between this week’s videos and readings, my understanding of the cost and work that goes into FSO and all other CMS/LMS was completely awakened. I am thoroughly impressed with the fact that Full Sail, went through so much research and planning to create FSO.

Due to how thorough FSO is, I would not be surprised if by creating their own, e-learning platform that their bottom line cost turned out to be greater than if they would’ve just used one that was already developed. By developing their own, Full Sail ensured that they are addressing all of their needs as well as the students’. Because of how creative, innovative and motivated the Fail Sail staff is, this CMS/LMS is not only successful but it has found ways to deal with some of the downfalls of having such a system in place.

“Although CMSs let students take tests online, some lack the security measures to verify that students are really who they say they are…” (Carliner, 2005) Because of a close-knit staff as well as Global Profession Standard (GPS), Fail Sail is able to monitor students better. GPS addresses professionalism as well as accountability, and because of the close-knit staff, they are able to compared student’s work and resolve quality or identity issues they may have. Overall, most CMS/LMS are worth the cost but knowing what needs to be addressed in advanced can save time and money.

Sources:

Carliner, S. (2005). Course Management Systems Versus Learning Management Systems
Retrieved on July 17, 2010, http://web.archive.org/web/20070308145724/http://www.learningcircuits.org/2005/nov2005/carliner.htm

Kruse, K. (2004). Measuring the Total Cost of e-Learning. Retrieved on July 17, 2010, http://www.e-learningguru.com/articles/art5_2.htm


Quinn Brown's Blog:

Is The Price Right?

E-learning is a very fresh and innovative enhancement that many schools are currently using or trying to develop. In our technology driven society more and more schools have been implementing LMS’s, CMS’s, and PLE’s. This post focuses mostly on the CMS. “Course management systems (CMSs) are online systems that were originally designed to support classroom learning in academic settings, such as universities and high schools” (Carliner, 2005). CMS’s have been used for some time. According to Carliner (2005), “As the market matures and software publishers add complex features (especially to appeal to the corporate market), prices for CMSs have risen sharply in recent years”. The cost is where the struggles begin.

According to Kruse (2004), “In order to generate an accurate and valuable cost analysis, you must take into consideration all of the direct costs of program development, as well as the indirect costs associated with delivery and maintenance”. The indirect costs consists of the minute details that are easily overlooked when a district or company considers purchasing or building an CMS. In order to receive the full benefit of a CMS, the staff, teachers, and students must be trained. Kruse (2004) states “some hidden costs of instructor-led, CD-ROM, or web-based training include the costs of student transportation, meals, room rental, duplication and distribution of CD’s, and maintenance of the server-computer that hosts the program”. These costs add up and make it virtually impossible to just purchase a CMS alone without the other factors necessary for it to succeed.

In the perfect world of e-learning every school would have their own CMS (course management systems). However due to the economic stress, schools districts have been cutting back in order to maintain. According to the Brandon Hall Research Group (2005), “On average it will take, 200,000 to 500,000 and about 18 months to build an LMS (learning management system) with moderate functionality”. Course management systems are similar to LMS’s so the price range is about the same. It is because of this reason that it is more likely for a school district to create or buy a CMS rather than an individual school. Brandon Hall Research Group (2005) also sates “ that what people seem to forget is that it also requires full-time staff. So, the cost may actually be higher”. Even though CMS’s are very costly, it would be a great asset for each school to have their own course management system. Every school is unique. What may work for a high school may not work for an elementary or charter school within the same district. Some small colleges face the same challenges. They are not able to afford course management systems either.

In conclusion, is the price right? If e-learning is supposed to enhance learning, then why is virtually impossible for the schools that need it the most to buy course management systems?

Comment on Quinn Brown's Page:

vote4pedro2ice
If the price is right, is correct! so many people forget that money is the lubricated friction of society. Many things that may appear to be simple get complicated because of money. And Many things that may appear to be difficult are made simple because of money. But regardless of the cost LMS/CMS are a necessary evil, which if we don't fully introduce and incorporate in today's school than we as teachers have failed to create productive members of society.

Thourn Heng's Blog:

The Beauty of LCMS

Learning Content Management System (LCMS) is a learning tool found by the military. Nichani (2001) states that “A LCMS combines the administrative and management dimensions of a traditional LMS with the content creation and personalized assembly dimensions of a CMS.” LCMS, if used properly, is a great tool to deliver and train people for specific skills within an organization. The system allows the administrator to piece together different types of learning regime for people who perform different skills. This is all possible because LMCS have building blocks called Reusable Learning Objects (RLOs). “In a LCMS, you would have libraries of RLOs that can be used either independently, or as a part of larger instruction sets.”

Moreover, the system retains and remembers each user’s profile. So, the system can recommend certain training for the users. Thus, the “learner is able to personalize his learning experience.” LCMS does this based on the RLOs that the user previously requested. In a sense, the system is keeping cookies like internet browser would.

The best feature about LCMS is that it provides just enough information for the learner. Think of it this way. When people go to a training seminar, they want to hear only a specific section, and the section is about 20 minutes long. But, because they are at a seminar, they must stay for the duration of the seminar. With the LCMS, the user does not need to stay for the entire seminar, they can just browse to whatever they need, get it, and go. Simply put, “organizations will have greater control over their instructional content, resulting in better customization of their learning programs.”

Thourn Heng's Comment:

Quick, fast and in a hurry, nicely put and well though out. LCMS are very clear and straight to the point. That is why they are so successful in military and corporate settings. Time is money and with the high cost of these Systems to be introduced and implemented, the content needs to be well thought out and introduced. Great Job Hommie hope that you enjoyed the fall in the water, oh wait waterfall. LOL.

Week 1 Project:LMO Overview

Why fight it? There are so many people that are against the necessary change that will come with LMS and CMS. These changes are not just going to happen the must happen in order for progress to continue. The overwhelming demand for social networks and PLE’s will continue to grow. In order for education and progress to continue being the paramount force that drives this information locomotive it must regulate what many think to be a disruptive and an overall distraction in the classroom.
My Action Research is based on the affects of handheld devices in the classroom. Many of my colleges may not agree with my teaching methods but no matter how unorthodox they may be, I have found success in them. I allow Cell phone use in the class and actually incorporated an email program produced by the district into my daily routine. Now this email program initially started as just email but it’s so much more. The name of it is Teenbiz3000. It sends students a daily email with an article attached and allows me to monitor and change the reading levels of these articles according to their pretest reading score. As time progresses and I either see progress or not I can adjust the vocabulary and language accordingly. I’ve just come to realize that this is a Learning Management System. With the use of cell phones and or iPod touches that I allow my students to use in the class, I can send these articles directly to each student and monitor their advances.
Unfortunately many of my colleges do not take advantage of this LMS, they rather use the Internet as a reward instead as a teaching tool. The problem with that is that many children just surf the Internet doing frivolous things that don’t engage, track or develop their students’ understanding and proper use of the Internet. I started this blog posting the question, why fight it? The change is good and will happen, either embrace it or retire.

Week One Activities

Thourn Heng's Blog

E-Learning Boom

As society move from the industrial age to the information age, many aspect of society needs changing. For example, educational institutions are changing to fit the needs of more learners. Traditional education is extending beyond the classroom with e-learning online. With e-learning, many people can learn at anytime, any place, and at any pace using course management systems (CMS).



In 2005, McGee, Carmean, and Jafari expresses concern for the development of the next generation of CMS. They mention that the current system of CMS needs to be studied more along with the current user’s needs. Moreover, they suggest that there needs to be speculations and studies on the future user’s needs. Future users do not only include end-users of the CMS, such as students and instructors. Future users should include everyone and anyone who is involved in the process of creating the next generation of CMS, such as CMS software developers and CMS stakeholders.

Five years later, Nagel (2010) reports that “The Future of E-Learning Is More Growth.” In Nagel’s report, he mentions that “electronic learning, by dollar volume, reached $27.1 billion in 2009 and predicting this figure will nearly double that by 2014, with academic institutions leading the way.” North American purchases accounted for 43 percent of the large expenditures and the purchase was made by PreK-12 and higher education (non-profit and for-profit).

With the increase of e-learning in non-profit and for-profit educational institutions, what does the future hold for traditional education? Will there be a hybrid between traditional and e-learning education in the near future? Or, are we going to all lean towards e-learning because of the flexibilities and pacing for the learning?

McGee, P., Carmean, C., & Jafari, A. (Eds.). (2005). Course management systems for learning: Beyond accidental pedagogy. Hershey, PA: Information Science Publishing.

Comment on Thourn Heng's Blog
E-learning is not just learning anytime and any place, if you allow me to change your wording a bit, learning at anytime from any place. Far too often, people fail to see the convenience of learning form any corner in the world, professors, not just in the United States, but the world. That is amazing, you can literally have access to the best minds in any given filed at any given time.

Quinn Brown's Blog

Logging Into Learning Platforms Is Not Just About Logging In

“A learning platform is an integrated set of interactive online services that provide teachers, learners, parents and others involved in education with information, tools and resources to support and enhance educational delivery and management” (wikipedia). Learning Platforms (LP) are not a new concept. According to www.learningplatforms.info (2010), “If you have recently graduated from an university chances are that you have used a LP”. Learning platforms have an immense amount of possibilities.

However, simply utilizing a learning platform is not always enough. According to Pusawiro (2010), “Learning platforms within an old teaching frame may not deliver much impact at all”. Traditionally the teacher lectures and scaffolds learning and the students learn the information. The “old teaching frame” must be altered in order for students to receive the full possibilities of a learning platform (Pusawiro, 2010). Pusawiro (2010) states, “After experimenting with Web 2.0 based LMS, CMS or LP for many semesters, I have found that students do better if the platforms all them to self direct or personalize their learning”. Taking an active role in learning provides the students with more responsibility for their own learning. Pusawiro (2010) also states, “Based on my experience, I can testify that students learn better if they think about what they are learning and have an opportunity to engage with the learning materials, rather than simply get the chance to see it and passively use it”.

According to Kenny (2010), “The new ways of learning also require training for teachers. Online learning is not just about logging in. These are skills to be learnt”. Some may view using LP’s as an opportunity to shy away from the “old teaching frame” all together. This is not the case. Learning platforms are a tool to enhance not replace. The possibilities that can be reached through LP’s are obtained by properly blending the “old teaching frame” with the new teaching frame. Kenny (2010) states, “In some ways, platforms are enabling teachers to do what they have always done - but in a medium that children find attractive. But when used well, learning platforms can help teachers do what would have been impossible just a few years ago”. The learning platform has allowed teachers to take a step onto a platform that will make education and learning relevant in this technological age. It is not just about logging in, it is about accessing tools to enhance the quality of overall learning.


Resources


Kenny, J. (2010). A world of possibilities. Times educational supplement magazine. Retrieved

Retrieved on July 9, 2010 from http://www.tes.co.uk/article.aspx?storycode=6044668

Pusawiro, P. (2010). Web 2.0: learning platform for higher education. Retrieved from on July 9,

2010 from http://www.nationmultimedia.com/home/2010/06/21/national/Web-2-0-Learning-

platform-for-Higher-Education-30132000.html

Comment on Quinn Brown's Blog
Learning and teaching strategies had to evolve in order to maintain relevance and interest. These new Learning Platforms are a product of that mutation and as you stated earlier, “they are meant to enhance, replace” its absolutely correct. In this new era of communication overload, education is bound to take part in a formal way of teaching and learning. LPs provided that not just for educators but learners as well.

CMS & LMS Basics

Everything must change! The changes that have occurred in the past decade have revolutionized the way we think, socialize, learn and entertain. Learning Management Systems is a way in which teachers can teach wherever and whenever and students can learn within those same parameters. Because of the ever-changing flexibility of traveling and communication, learning and teaching at your convenience has been made possible through LMS. There are over seven hundred different Learning Management Systems and although it may appear to be a bit overwhelming it’s clear that a trend is forming.
Course Management System (CMS) and Learning Management Systems can be used interchangeably and their use has allowed the classroom not to be limited to a room but rather the world. Their focus, other than being able to use them whenever wherever, are as follows; Student paced learning, easier to keep track of students’ and teachers’ work and interaction and material and course work is rich in media which can stimulate different learning styles.
The need for LMS and CMS is obvious and even though there is a small learning curve, there use and purpose is necessary in this digital world.