Wk4 - Wimba

(Retrieved from Wimba Archive)

That was nice of Jordan to suggest you pick on student from the spreadsheet. :D If I was there at the session, I would have shared what I had. I found the exporting and uploading to Facebook to be tricky and that took me about 30 minutes to figure out. I found that Udutu was pretty easy to use because of the toturials. I did not know that we had to options for our Future video assignment. I though we had to speak of, or kind of predict, what will become of LMOs in the future. I think I might do the suggestion for what current LMOs need to add as extra features.

By the way, I did what Stacie did with her Udutu project. I did not pick a scenario because I draw out my own plan for how I wanted my lesson to flow.

Wk4 - Comment on Jordan Culver Udutu

http://lms.myudutu.com/LMSGadget/courses/lms/21459/Course38925/2262/v2010_7_26_18_7_15/course/Course38925.html


Jordan,

I like signing and I remember sing rounds in elementary school. I did not start signing anything from a different language at your student's age, but I did sign something from a different language in high school. If my music teacher had something like your project up for us, I would have learned the words better on my own. It is really awesome that you had a narration that taught the words, sang it, and then play just the instrument for the student to practice on their own. Very good job.

Wk4 - Comment on Stacie Stoumbagh Udutu

http://lms.myudutu.com/LMSGadget/courses/lms/21329/Course38926/2274/v2010_7_29_11_42_54/course/Course38926.html

Stacie,

I love your Udutu unit. I had no idea that there was such a word as Sexting. I knew that people did it, but I did not think about the implication it has on child, especially teenagers. I will be a parent one day and your lesson got me thinking. I need to be more protective of my children and speak with them about the crazy things people do over the internet. This project was very useful for me. I hope you keep this Udutu unit alive. I'm saving your link so that I can share this with my students and the health educators at my school.

Wk4 - Comment on Joe Huber Udutu

http://lms.myudutu.com/LMSGadget/courses/lms/20988/Course38317/2256/v2010_7_26_7_19_3/course/Course38317.html


Joe,

I really liked your project. I must admit that I do not pay much attention to all my rights, but this video really helped me review my must basic rights. Also, I took your quiz and missed to James Madison answers. I always though Jefferson was the man when it came to the Bill of Rights.
Thursday, July 29, 2010 - 06:24 PM

Wk4 - Future of E-Learning

Coming soon to a blog post near you.

Wk4 - Udutu Project

(Thank you Eddie, Denny, and Chai for helping me test my project.)

Here is the link for my course:

URL: http://publish.myudutu.com/published/launcheval/16092/Course38830/Launch.html


It was fun learning Udutu. The tutorials were awesome because they were short and to the point. I did not get too fancy with customizing my template but I took the "Hello my name is" gif and made it my own. I think the hardest thing to do was figure out what to upload onto the UdutuTeach. I was confused at first about what to upload, but them I tried uploading the zip file and everything worked out fine. I got one friend who tested my course at 3:30am which was about the time I finished. I guess I'm a night owl in the summer time.

Wk3 – Activities "Tools of the Trade"

(Microsoft Clip Art)

Wk3 – “Tools of the Trade”

As our technology advance and our aesthetic needs grow, producers of e-learning environments must enhance their product to have more functions and look more pleasing. There are many tools that are used to build, or in other words author, e-learning environments. Just like how carpenters use many hardware tools to build a product, e-learning developers also use many software tools to make their product.

The first and most important tool that e-learning developers need is an authoring tool because “an authoring tool is the software you use to assemble the course as a whole” (TOTT, p.4.2). One way of thinking about authoring tools is that it can build the skeletal structure of an e-learning environment. Then, it is all a matter of making the interface of e-learning more appealing with graphics and media. “The two most common HTML editors on the market are Microsoft’s FrontPage and Macromedia’s Dreamweaver” (p.4.3).

To do graphics and media, the developers will most likely need to rely on a separate set of tools called element tools because “in some cases, your authoring tool may have the capability to create these elements and you wouldn’t need a separate tool” (p.4.9). However, in most cases the authoring tools may not allow the user to make those minor adjustments that the user need. Element tools are tools like Photoshop (graphics editing), iMovie (video editing), and GarageBand (audio editing).

So, to develop an e-learning environment one must be very skilled at many different software tools. But, the likelihood of mastering all the skills take quite some time so most developers have to work in teams. Working in teams and breaking down the job makes development of e-learning environments more manageable. Aside from being able to use the software, buying the software is expensive. So, “find the best product” that “meet your needs and your budget” (p.4.25).

Source

Tools of the Trade (TOTT). (n.d) Retrieved July 23, 2010, from http://www.e-learningguru.com/wpapers/4-Tools.pdf

Wk3 - Comment on Felicia Andorko Blog

(Retrieved from http://parkinslot.blogspot.com/2005/04/lms-selection-process-in-nutshell.html)

Week 3: Reading 10- LMS Choice

When selecting a learning management system or LMS, the recommended procedure requires many steps as well as much cooperation and communication with everyone involved. The first step is to begin by forming a team that will be working together to select the LMS. A member from the IT department should definitely be included. Parkin’s (2010) advice is to think of LMS “in terms of process: what do you want to do, who is going to do it, how is it going to work.”

Felicia,

Having a team to pick an LMS is the best way to go. With the input of different departments, there tends to be decent because they felt left out in the process. Moreover, it is very important to have someone from IT because they are the ones who will trouble shooting the many problems that will occur during when the LMS is launched for the company or cooperation.

Saturday, July 24, 2010 - 11:56 PM

Wk3 - Comment on Sarah Hodge Blog

(Retrieved from Sarah Hodge Blog)

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.

Resources

Parkin, G. (2005). Strategies for success in an online world: The lms selection process in a nutshell. Retrieved July 23, 2010 at http://parkinslot.blogspot.com/2005/04/lms-selection-process-in-nutshell.html

The Academy (2010). LMS selection. Retrieved July 24, 2010 at http://www.theacademy.com/lmsselection.aspx

Sarah,

This sounds like shopping for the best fit jeans. Are they too baggy? Does it make my butt look firm? Is it going to fit my hips? Is the length too long? The questions goes on, but when you find that jean that answers all your questions, then you know its the right one. Now to try it on.

The same thing with choosing LMS systems. Find the one or ones that answers all your questions and then try it. That way you do not waste your time with trying too many LMS and get to the ones you really want to try.

Saturday, July 24, 2010 - 09:47 PM

Wk2 - Comment on Quinn Brown Blog

(Microsoft Clip Art)

Brown_Quinn_Measuring The Total Cost Of E-Learning_Is the Price Right

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?

Resources

Brandon Hall Research Group. (2005). LMS selection guide: LMS and LMCS dymistified.

Retrieved on July 13, 2009 from http://www.b2bmediaco.com/elearning//issues/spring07/

spring07_featuredstory_2.html

Carliner, S. (2005), Course management systems vs. learning management systems. Retreived

on July 14, 2010 from http://www.astd.org/LC/2005/1105_carliner.htm

Kuse, K. (2004). Measuring the total cost of e-learning. Retrieved on July, 14, 2009 from

http://www.e-learningguru.com/articles/art5_2.htm

Add a Comment

Thourn Heng

Quinn,
Hidden costs are everywhere. It's said to say but education is about the money. That's why so many districts are behind technologically because they cannot afford (literally) to keep up. Many district pushes for more usage of technology, but they cannot buy it. Some district buy technology but teachers do not use it or they don't know how to use it. It's a vicious cycle, but hopefully one day technology bought by schools or districts will not go to waste because the instructor cannot use it or do not know how to use it.

Wk2 - Comment on Sarah Hodge Blog

(Picture of Sarah Hodge and Nephew)

Wk 2 Reading: LCMS. What are they for?

Learning Content Management Systems


The different purposes of the systems can help provide the necessary factors for success. It is first important to understand the functions and purposes of such systems. The focus of this blog entry is to provide a detailed explanation of a LCMS (Learning Content Management System) and its purpose.


Ellis (2001) states, “An LCMS provides authoring, sequencing, and aggregation tools that structure content to facilitate the learning process (¶1).” Leija, in the same article, stated, “Using an LCMS, an organization can aggregate content in a single system, then manipulate it and apply structure to create and deliver courses. An LCMS lets an organization take control of content (¶2).” An LCMS allows that type of flexibility in allowing content to be a major factor and focus for the learner. In addition, “An LCMS combines the learner administration capabilities of an LMS with the content creation and storage capabilities of a CMS (Ellis, 2001, ¶8).”


In addition, Wikipedia (2010) defines an LCMS as “a multi-user environment where developers may create, store, reuse, manage, and deliver digital learning content from a central object repository. The LCMS can create, manage and deliver not only training modules but also manage and edit all the individual pieces that make up a catalog of training (¶7).”


There are many advantages to an LCMS. However, one may still forget its main purpose when using such a system. Leija states, "It's easy to get lost in the technology. People forget about training's true goal: To provide learning to a certain population. That's where an LCMS lives. Its purpose is to add value to content by manipulating it as needs change, and to deliver that same content as quickly as possible with context and meaning (Ellis, 2001, ¶11)." LCMS allows that value to be added but people using it cannot allow themselves to forget the main goal of its design.


Resources


Ellis, R. (2001). LCMS roundup. Learning circuits. Retrieved July 14, 2010 from http://web.archive.org/web/20071012195821/http://www.learningcircuits.org/2001/aug2001/ttools.htm


Learning management system. (2010) In Wikipedia, the free encyclopedia. Retrieved July 17, 2010 from http://en.wikipedia.org/wiki/Learning_content_management_system




Thourn Heng

Sarah,
Being able to manipulate created content and then reuse it is a great feature of LCMS. Why reinvent the wheel? Just take the wheel you already have and add on or resize it to fit your needs.
Sunday, July 18, 2010 - 01:48 AM

Wk2 – Activities (LCMS Article)

(Retrieved from http://www.elearningpost.com/articles/archives/lcms_lms_cms_rlos/)

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.”

Source:

Nichani, M. (2001). LCMS = LMS + CMS [RLOs]. Retrieved on July 15, 2010, from http://www.elearningpost.com/articles/archives/lcms_lms_cms_rlos/

Wk2 - Project Udutu Setup

Find the missing variable.

1. Heng, Thourn
2. Pythagorean Triples (Solving for a missing side of a right triangle.)
   
3. Brand Spankin' New Project - Created in Month 10 LMO Course
   
4. I will be using three basic screens to do a video demonstration of solving three different types of Pythagorean triples. Each screen will hold one video demonstration of solving for a missing side of a right triangle. Then, I will use two assessment screen with multiple choice answers as a check point for the student.
5. TBA

Wk1 - LMO Overview

Wk1 - Reading Activities

Hand Model (Picture by Thourn Heng)

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.

Nagel, D. (2010). The future of e-learning is more growth. Retrieved on July 9, 2010, from http://campustechnology.com/Articles/2010/03/03/The-Future-of-E-Learning-Is-More-Growth.aspx

Wk1 - Comment on Joe Huber Blog

(Image courtesy of The Stock Exchange: www.sxc.hu)

Huber_Joe_Next Generation CMS: Is There A Future?

One of the more astounding and surprising aspects of course management systems (CMS) is that most anyone who is associated with them, or have used them, are not about to answer whether or not they work at keeping students engaged, or if they are an accurate measure of mastery (Carmean & Brown, 2005). Faculty members embrace them for use in their classes because higher education students embrace the new modes of learning, so little effort is extended to determine their success.

According to Carmean and Brown (2005), the individuals that claim that CMS is a success are doing so based on the notion that any of inclusion of technology is beneficial, but more often than not “[w]hat is missing is assessment “(p. 3). McGee, Carmean, and Jafari (2005) posit that students and faculty alike began to use the CMS with the unexpected result of it becoming a learning management tool. This led to some difficulty with the functionality of the CMS, which in turn caused some frustration. Those individuals that were closely involved, and consequently directly impacted by this frustration began to voice the changes that they wished to see occur in CMS. McGee, Carmean, and Jafari documented their desires. Participants wished to see the CMS become more social, involving more feedback and interaction, they wished them to become more engaging to accommodate all learner preferences, and students had to be able to take some ownership of their learning. In investigating these aspects, it became apparent that the end users must become directly involved in the design process.

This raised other issues, and as McGee, Carmean, and Jafari mentioned, administration must find a way to balance the economic realities of the situation. As Walker (2010), points out, the Great Recession has left its impact on schools who will now be hard pressed to stay within budget. School systems now faced with diminishing budgets must look at ways to implement CMS in an open-source environment, taking advantage of applications that they can use for free. Sources such as Moodle are becoming the norm in areas where schools were not able to afford Blackboard. Open source systems such as Moodle and Google apps make it easier for both the students and the teachers to access what would otherwise be expensive and unaffordable programs.

What all the experts agree upon is that the development of the CMS is an evolutionary process that does not remain static. If the CMS is to continue to succeed, it will require the input of all involved in its use.

Sources

Carmean, C., & Brown, G. (2005). Measure for measure: Assessing course management systems. Hershey, PA: Information Science Publishing.

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

Waters, J. (2010). Prepare for impact. T H E Journal, 37(5), 20-25. Retrieved from Academic Search Premier database.

Thourn Heng

Joe,

It is true that CMS is evolutionary and not static because we went from the industrial age to the information age. So, what is the next generation of CMS for the future learner? In the audio archive, Jafari mentions that CMS might be going mobile. But, for a better development of a CMS all stakeholders have to have input, especially the end users.

Wk1 - Comment on Sarah Hodge Blog

Looking Forward (Picture by Sarah Hodge)

Bright Future for E-Learning?

Electronic learning has become a more popular trend in the United States and around the world. Nagel (2010) states, “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 (p.1).” E-learning seems to be growing at a rapid pace. So what causes this drastic growth and rise in popularity? Clarke, (2007) expresses, “One major but general benefit is that learning with technology can be motivating. Many people lack confidence, self-esteem and belief in their ability to learn. Several large-scale programmes, such as the Department for Education and Skills' Laptop Initiative, have shown that many adults gain confidence and self-esteem through learning with and about information and communication technology (ICT). The benefit of well-motivated, confident learners is significant and is likely to result in improvements in participation, retention and achievement (p. 14).”

Some of the benefits of online learning also contribute to its rapid growth. Clarke (2007) states, “It can deliver learning at a place and time of the learners' choosing, thus allowing them to fit learning into their lives. It can offer learners considerable opportunities to study at a speed that meets their preferences (p.14).” This flexibility intrigues learners and teaches an entirely new skill of time management in addition to the content being taught. Similarly, Hedberg (2006) also describes the benefits of e-learning by adding, “Students value Asking questions without embarrassment and ‘seeing’what other questions people were asking (p. 274).”

The benefits are great and the popularity of online and e-learning seem to increase with years passing. However, it is important to question the success and results of having these technologies. Hedberg (2006) states, "It is not simply a matter of providing access to technologies. In fact, it requires a careful process of ensuring collaboration between teachers and experts, gaining successful experience in teaching with the technologies and participating in a community that provides continuous support (172).” It is a process. It is also important to continually evaluate better ways to use such technologies. Hedberg (2006) posed a great question regarding this topic. He stated, “The question still remains as to how teachers can use e-learning technologies effectively when many of the obstacles are part of the organizational structures in which technology-based teaching is used. (p.173).”

In conclusion, although e-learning is growing at a rapid pace, is it being used effective.

Resources

Clarke, A. (2007). The future of e-learning. Adults learning. 18(7). Retrieved from the ERIC database on July 13, 2010.

Hedberg, J. (2006). E-learning futures? Speculations for a time yet to come. Studies in continuing education. 28(2). Retrieved from the ERIC database on July 13, 2010.

Nagel, D. (2010). The Future of e-learning is more growth. Campus Technology. Retrieved on July 13, 2010.




Thourn Heng

Sarah,

One possible reason for the increase in e-learning is flexibility and pacing. For adults who work full time and then have families to tend to after work, it is very hard to find time to attend class lectures at a traditional school. So, e-learning gives those kinds of people a chance to further their education without having to place work or family on hold. So, to be able to learn anything at any place one desires, and the ability to work at any pace is a good combination for busy people.

Sunday, July 11, 2010 - 03:10 AM

Add a Comment

Wk1 - Wimba Archive

Joe Bustillos (Wimba Archive)

I promise to NOT make my comments grandma comments. By the way, it was very help how you broke down what a literature review is all about. After watching the archive, I read my literature review, I can see my errors and I better understand what I need to do. I'll remember to be a "talk show host" in my writing. Another thing that was helpful was how you broke down way to do the udutu project for week 2. I have an account, but I had questions for what I needed to do, but after watching the video, I know exactly what project to pick from the past to use in this project. I will be using the video I made about assessment using gaming strategies. Thanks.

PS
I wished more people would use the video function in Wimba.