The IMS has been amazingly successful. I take a deep dive into both the what and the why, and then look at how the next challenge of learning analytics is going to mean the next decade of interoperability work will be different from the last one.
Whether you call it NGDLE, an LMOS, a learning platform, or something else, people have been wanting a next-generation post-LMS for a long time. We finally have both the interoperability standards and the market incentives to make it possible—if the LMS vendors are willing to take a risk.
During yesterday’s K-20 learning platform panel at IMS Global’s Learning Impact Leadership Institute (the panel that replaced the LMS Smackdown of year’s past), Scott Jaschik started the discussion off by asking “what is the LMS?”. As I have recently complained about our Saturn Vue that replaced a Chrysler Town & Country, the answer I provided was that […]
D’Arcy Norman started a lively inter-blog conversation like we haven’t seen in the edublogosphere in quite a while with his post on the false binary between LMS and open. His main point is that, even if you think that the open web provides a better learning environment, an LMS provides a better-than-nothing learning environment for […]
The IMS has announced the initial public release of something they call Caliper, which they characterize as a learning analytics interoperability framework. But it’s actually much, much more than that. In fact, it represents the functional core of something that my SUNY colleagues and I used to refer to as a Learning Management Operating System […]
This year’s Learning Impact conference was the best attended that I can remember. The conference is also getting closer to what I would consider to be a healthy balance between vendors and university folks. This post is going to hit some quick standards news items that emerged out of the conference. I will follow up […]
Here’s the ninety-minute video and slides from a presentation I made to UMassOnline1 last month called W(h)ither the LMS? It’s a fairly institution- and enterprise-centric vision, but it has the potential to cohabitate rather nicely with more distributed, informal personal learning networks. Formal and informal educational paths should co-exist and cross each other in a […]