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Creating a Learning-Centric (not LMS-centric) Infrastructure on Your Campus The LMS has become the de facto center of the learning infrastructure on most campuses. The underlying LMS model, however, presents multiple problems and limitations for academic and technology leaders. By building a framework based on interoperability standards that allows multiple teaching, learning, content, and assessment tools (including those residing in the LMS) to interact seamlessly, institutions can shift their focus to innovative teaching and learning improvement (rather than simply the "management" of learning). In this session a model will be presented of an LTI-based learning infrastructure that leverages, but does not exclusively depend on the LMS.
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Learning-Centric Infrastructure
IMS Global Impact7 May 2014
Jon MottChief Learning Officer
learning-centric v.
learner-centricIMS Global 2014 • Jonathan Mott
Why do we tell teachers to differeniate their instruction but standardize their tests?
personalizedlearning
IMS Global 2014 • Jonathan Mott
adaptivelearning
IMS Global 2014 • Jonathan Mott
individualizedlearning
IMS Global 2014 • Jonathan Mott
time
ach
ievem
en
t
1
2
3
IMS Global 2014 • Jonathan Mott
Learning in America is a prisoner of time. For the
past 150 years, American public schools have held
time constant and let learning vary.
1996 1997IMS Global 2014 • Jonathan Mott
CMS-based courses are teacher-centric, time-bound, walled gardens.
The original design of the LMS was transactional and largely
administrative in nature, hence the “M” in “LMS.” - Lou Pugliese
“The LMSification of the Education Narrative”
We should think of “the LMS™ as one of many ‘Technology-Based Learning
Environments.’”
IMS Global 2014 • Jonathan Mott
A connected learning environment offers new ways to connect things that
were previously considered disparate and “un-connectable.”
IMS Global 2014 • Jonathan Mott
Imagine what would happen if CIOs could safely add services and applications in a matter of
days instead of months … if analytics data would begin to flow immediately thereafter.
IMS Global 2014 • Jonathan Mott
infrastructurefork in the road
IMS Global 2014 • Jonathan Mott
becoming morelearner-centric
IMS Global 2014 • Jonathan Mott
A Domain of One’s Own
private OR public secure OR open
reliable OR flexibleintegrated OR modular teaching OR learning
efficiency OR creativity structured OR PERSONALIZED
IMS Global 2014 • Jonathan Mott
and
IMS Global 2014 • Jonathan Mott
becoming morelearning-centric
IMS Global 2014 • Jonathan Mott
standards-basedinfrastructure
IMS Global 2014 • Jonathan Mott
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2
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A learning AND learner-centric model
THE CLOUD
STUDENTCONTENT
UNIVERSITY NETWORK
An open AND secure learning infrastructure
SIS SECUREONLINEASSESSMENT
GRADE
BOOK
LEARNINGOUTCOMES
PORTAL
UI
STUDENTLEARNINGEPORTFOLIO
PERSONALPUBLISHING
SPACE
SOCIALNETWORKING
APPS
COLLABORATION
TOOLS
ANALYTICS &
REPORTINGUNIVERSITY
CONTENT OPENCONTENT
TOOL A
TOOL B
TOOL C
TOOL XYZ
EVENT NOTIFICATION
LAUNCH
• SESSION• RESOURCE LINK• MANAGEMENT• TOOL SETTINGS• OUTCOMES
TOOL PROVIDERS TOOL CONSUMERS
PROFILE
WEBSERVICES
TOOL PROXY RUNTIME
ADMINISTRATOR
USER
LTI SERVICES
LTI as glue
LTI 2.0(LIS, services negotiation)
IMS: Enabling Innovation & Improvement Via Connected Apps
& Resources
Auto-negotiation of
app-to-app connections
Student progres
s
Educationalcontext
Analyticsdata
Easeof Use
PersonalizationSOURCE: Rob Abel, IMS 2014 Global Keynote
Competing learning platform paradigmsPASTS, PRESENT, AND FUTURE
DEGREE COMPANION CREDENTIAL(s)EDUCATIONAL ENRICHMENT
Open Online Learning(including OCW & MOOCs)
Degree-Based eLearning(attached to traditional program)
Competency-Based Learning(self-paced, personalized)
Non-Enrolled, Unstructured
Links
Enrolled, Program-Aligned
Registered, Flexible, Outcome-Driven
Citations
Media
Assessment*
COURSE
Open Textbook
s
* Generally formative and ungraded.
OERSYLLABUS
COURSE
LMS / PROPRIETARYLMS
SOCIAL
GRADEBOOK
ASSESSMENT
REPORTING
INTEGRATIONS
CBL Platform
COMPETENCY MAP
DIAGNOSTIC
LEARNING ACTIVITIES
CONTENT & ASSESSMENT MANAGEMEN
T
SOCIAL, PEERING, & MENTORING
CREDENTIALLING
FORMATIVE ASSESSMENT
COMPETENCY ASSESSMENT
AUTHORING
C02
C01
C03
C04
C05
C06
C07
C08
C09
C10
C11
C12
C13
C13
C15
C16
C17
C18
C19
C20
PERSONALIZED LEARNING PLAN
Content, learning
objectives, and
credentials (where offered) are not
integrated w/
broader curriculum
.
Aligned with broader
curriculum, contributes
to culminating certificate or
degree.
LEA
RN
ER
VA
LUE
1990s 2000s BEYOND ….
Adapted from Lou Pugliese, Saylor Foundation
Bachelors Degree(or equivalent)
IMS Global 2014 • Jonathan Mott
jailbreakingthe transcript
Open PedagogyIMS Global 2014 • Jonathan Mott
