Virtual Learning Environments

Moodle: First Impressions

Moodle has a nicely structured platform and has my vote over Blackboard.  In the Film Studies demo, I appreciated the emphasis on lesson sequence and the capacity to break each lesson/class into a separate page.  The use of modules- particularly, quizzes and surveys -also helped to streamline the discussion process.  [Note: I appreciate the freedom blogs give everyone to expound on their views and arguments, but having a limit imposed on initiating forum threads can go a long way towards focusing the class when dozens or more are participating.  The Moodle discussion topic we are currently having is a perfect example –four or five of us have started separate threads on the same topic.]  Additionally, the ability to customize language settings is also critical as the New School and others try to push beyond the American-centric classroom.  Finally, like Nag, I agree that Moodle’s ability to suit industry and government as much as academia is imperative.  In my own work environment, my boss consistently pushes our in-house online strategy team to attend digital tech and social media conferences; it would be nice if we could participate in post-conference classes with the speakers (many who are already in academia).

All these benefits aside, Moodle’s aesthetic experience proved a huge drawback.  Personally, I would rather log into an LMS with Ning-like aesthetics, profile markers, homepage videos, etc.  Hopefully, a Moodle redesign is under consideration?   Even if a redesign is not in the cards, Moodle does seem to have an impressive list of registered sites.  I noticed two well-known U.S. high schools – Culver Academy and Brooklyn Tech – are using Moodle as well as the 1st infantry division to train new troops. My old high school in New Jersey is reportedly running on StudyWiz Spark (see demo).  I’m not sure if anyone else used StudyWiz or another LMS at their respective high schools – it is a new venture for my own.  We didn’t have cell phones let alone school email accounts when I was student (10 years ago).
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To answer Katharine’s question (below) about Moodle: I would argue that if students are not appreciating the benefits of Moodle it is because Moodle like the LMSes mentioned above do not target students where they already are (i.e. established social networks like Facebook, MySpace, Ning, Twitter).  As we wrap up our analysis for the semester, I am concerned that we are creating too many platforms that compete for students’ attention.  We need to start integrating the LMS or VLE model into existing platforms so that we can give students interactions that are meaningful, personal and consistent with their daily behavior as digital natives.  As noted on its website, StudyWiz prides itself on being able to seamlessly integrate with the iPod.  My response:  so what?  iPod interoperability is old news when teens today are using all-in-one iPhones that provide seamless access to not only their favorite music but Facebook, YouTube, Tweetdeck, etc.
In his analysis, Siemens argues that the “management” aspect of LMS’ creates a problem: “The underlying assumption is that if we just expose students to the content, learning will happen.”  He goes on to write that “our real-life manner of learning is at odds with the design and implementations of most LMS’” and that “most LMS platforms are attempting to shape the future of learning to fit into the structure of their systems, even though most learning today is informal and connectionist in nature.”
Informal and connectionist are key.
A few weeks ago WIRED ran a feature on the Great Wall of Facebook (I just reposted it on del.icio.us and Twitter).  The article largely addresses Google’s approach to information sourcing and the competing vision of Facebook’s CEO Mark Zuckerberg.  Per Wired: “Zuckerberg envisions a more personalized, humanized Web, where our network of friends, colleagues, peers, and family is our primary source of information, just as it is offline. In Zuckerberg’s vision, users will query this “social graph” to find a doctor, the best camera, or someone to hire—rather than tapping the cold mathematics of a Google search. It is a complete rethinking of how we navigate the online world, one that places Facebook right at the center.”

I’m not a huge fan of Zuckerberg (Andreesen and Bianchini’s Ning has more dynamic potential), but I believe he has the right vision- and one that can be adapted for educational purposes.  When I was in high school, most of the facts and theories I learned in the classroom didn’t take on meaning until later in the day:  during conversations with peers or dinner table chatter with my siblings and parents.  I think the same goes for today’s high school students only they now have virtual social networks for feedback and analysis at their disposal.  Facebook would do its “student” members well if it launched classroom networks (much like a Ning network) where teachers could customize modules (like Moodle) and updates on assignments, readings, quizzes, etc. appeared in profile newsfeeds or sidebars.  From there, students could share materials with friends in their broader networks – and “learning” could actually go viral.

I’m being idealistic, and I can already hear the legions screaming that they don’t want to friend teachers on Facebook.  But I refuse to buy the argument that integrating a VLE into Facebook, Ning or any other social network would dumb down learning for students.  Privacy settings are available.  And if anything, such interoperability would elevate the debate and dialogue currently taking place among digital natives on those platforms.

Thinking a lot about the applications of VLEs and LCMS in the HS CLSRM… There is definitely a huge paradigm shift going on here and it is going to redefine the roles of consultants in the classroom and in the boardroom more than for anyone else right now.

My father in law teaches accounting classes to bankers–almost remedial courses for people with promise but little actualy education in the area so that they can get up to speed. I think of a course model like LCMS that he can sell to the banks at a reduced cost to them, and a reduced outlay of time and physical effort to be in the classroom. It is a value add for everyone. I’m going to bring it up with him when I am back stateside.

I also consider them in the classroom, especially with IEP-requiring students. ILCMSs could really help certain students deal with the difficulties they have… and allow for the teacher to automate/simplify the type of individualized education they provide–and allow both teacher and student the capacity to do it outside of the classroom.

If the new paradigm of education is skills-based training, then this will fit well. I would imagine that it will be dificult for it to tak ethe place of ethics and philosophical training–look at what weird places Second Life and Metaplace are right now… not to mention the whole Twitter thing (which kids don’t use… the article about the 15 year old Morgan Stanley intern was hilarious–as though it was actually news! Twitter is a business networking tool, not a social network in teenage sense of the word.

My first online learning experience was in 1994 or 1995 for a general undergrad class – you know, one of those classes that is supposed to make you a well-rounded person. The class ended up being my most favorite and most memorable undergrad class. The class was “Biology of Birds” at Stockton College in New Jersey. The class met three days a week with Friday being the day that we met outside to observe birds. In addition to the Friday class we were supposed to observe birds and record what we saw whenever we were outside or looking outside from inside. We would then take our bird observations and enter them in a forum for our class that was on the college’s network. It was a great class. I earned my bachelor’s degree in Social Work but decided that really wasn’t the field for me but I still enjoy observing birds and trying to figure out what type of bird I’m watching.