"This paper presents a rational model developed to make sense of various elearning platforms currently in use in Australian universities. The conceptualisation and organisation of the elearning platforms is underpinned by an educational psychology framework of social construction of meaning, data visualisation and story telling for meaning making. The model explains how various elearning platforms can be integrated to represent a threedimensional, hierarchical construct that has the potential to aid understandings about the utility of information systems (IS) for learning and teaching. The model shows that LAMS, which has gained increasing popularity in Europe (Laurillard & Masterman, 2010), is usefully depicted as a ‘middle ground’ system, successfully bridging conventional LMSs and more advanced IS, referred here as (MU)VLEs (Multi-User Virtual Learning Environments). The model has important implications on how university lecturers, classroom teachers and students come to engage with an increasingly complex elearning environment."
(Eva Dobozy & Patricia Reynolds, LAMS Conference Sydney 2010)
Dobozy, E. & Reynolds, P. (2010). From LMS to VLE or from supermarkets to airports: Classifying elearning platforms using metaphors. Proceedings of the 5th International LAMS Conference 2010. http://lamsfoundation.org/lams2010sydney/papers.htm
"Teachers and learners should be encouraged and supported in their efforts to find and use the most appropriate and effective best-of-breed tools outside the LMS. For example, they can post slide presentations on SlideShare, create group collaboration sites on Google, stream and archive lectures on UStream, and build shared resource collections with Delicious. Such tools can be aggregated via course blogs, wikis, or mashup sites like Netvibes.
Some institutions have made significant, pioneering efforts to bridge the gap between the institutional network and the web by integrating Web 2.0 tools with administrative systems. For example, three years ago the University of Mary Washington deployed an instance of WordPress MultiUser (WPMU) as an alternative teaching and learning platform (UMW Blogs). UMW's blog platform blends the LMS and PLN paradigms by integrating their WPMU instance with the university directory, enabling the creation of blogs that automatically enroll students in courses as 'members' of class blogs created by instructors."
(Jonathan Mott, 2010)
Mott, J. (2010). 'Envisioning the Post-LMS Era: The Open Learning Network.' Educause Quarterly 33(1).
"What happens when online learning software ceases to be a type of content-consumption tool, where learning is 'delivered,' and becomes more like a content-authoring tool, where learning is created? The model of e-learning as being a type of content, produced by publishers, organized and structured into courses, and consumed by students, is turned on its head. Insofar as there is content, it is used rather than read- and is, in any case, more likely to be produced by students than courseware authors. And insofar as there is structure, it is more likely to resemble a language or a conversation rather than a book or a manual.
The e-learning application, therefore, begins to look very much like a blogging tool. It represents one node in a web of content, connected to other nodes and content creation services used by other students. It becomes, not an institutional or corporate application, but a personal learning center, where content is reused and remixed according to the student's own needs and interests. It becomes, indeed, not a single application, but a collection of interoperating applications-an environment rather than a system.
It also begins to look like a personal portfolio tool. The idea here is that students will have their own personal place to create and showcase their own work. Some e-portfolio applications, such as ELGG, have already been created. IMS Global as put together an e-portfolio specification. 'The portfolio can provide an opportunity to demonstrate one's ability to collect, organize, interpret and reflect on documents and sources of information. It is also a tool for continuing professional development, encouraging individuals to take responsibility for and demonstrate the results of their own learning'."
(Stephen Downes, 17 October 2005)
Fig.1 Andrey Nepomnyaschev, 'Six Seconds', LooksLikeGoodDesign.