e-Literate

Present is Prologue

Tag: Problem-based learning

  • An Example Why LMS Should Not Be Only Part of Learning Ecosystem

    In Michael’s initial post on the Post-LMS, he built on this central theme:

    Reading Phil’s multiple reviews of Competency-Based Education (CBE) “LMSs”, one of the implications that jumps out at me is that we see a much more rapid and coherent progression of learning platform designs if you start with a particular pedagogical approach in mind.

    The idea here is not that the traditional LMS has no value (it can be critical infrastructure, particularly for mainstream faculty adoption), but rather that in the future we both see more learning platform designs being tied to specific pedagogies. This idea is quite relevant given the ongoing LMS users’ conferences (InstructureCon last week, D2L Fusion this week, BbWorld next month, Apereo / Sakai as well as iMoot in the past two months).

    Later in the post Michael mentions ASU’s Habitable Worlds as an example of assessing the quality of students’ participation instead of direct grading. (more…)

  • Blueprint for a Post-LMS, Part 5

    In parts 1, 2, 3, and 4 of this series, I laid out a model for a learning platform that is designed to support discussion-centric courses. I emphasized how learning design and platform design have to co-evolve, which means, in part, that a new platform isn’t going to change much if it is not accompanied by pedagogy that fits well with the strengths and limitations of the platform. I also argued that we won’t see widespread changes in pedagogy until we can change faculty relationships with pedagogy (and course ownership), and I proposed a combination of platform, course design, and professional development that might begin to chip away at that problem. All of these ideas are based heavily on lessons learned from social software  and from cMOOCs.

    In this final post in the series, I’m going to give a few examples of how this model could be extended to other assessment types and related pedagogical approaches, and then I’ll finish up by talking about what it would take to make the peer grading system described in part 2 be (potentially) accepted by students as at least a component of a grading system in a for-credit class.

    (more…)