relaunching elearn.ucalgary.ca

This has been a project within the Technology Integration Group for the last several months - redesigning the elearn.ucalgary.ca support website so that it can be more useful to instructors and students who are integrating technology into their teaching and learning. The previous site was nearly a decade old, and had been designed by accretion - full of links, documents, links to documents, etc… but difficult to actually find things that are important. [Read More]

Norman's Law of eLearning Tool Convergence

Maybe more of a theory than a law, but still: Any eLearning tool, no matter how openly designed, will eventually become indistinguishable from a Learning Management System once a threshold of supported use-cases has been reached. They start out small and open. Then, as more people adopt them and the tool is extended to meet the additional requirements of the growing community of users, eventually things like access management and digital rights start getting integrated. [Read More]

UCalgary eLearning Discovery Working Group report on LMS engagement

What a consultant-ish title. Anyway. The working group I've been chairing since last summer (it even has its own tag here on my blog) has been doing a bunch of stuff (i.e., "engagements") to talk to people on campus (i.e., "stakeholders") to find out what they need from eLearning in general and in an LMS specifically (i.e., "high level needs documentation"). The first report, focusing on documenting the LMS engagement itself (surveys, focus groups, vendor demos, etc. [Read More]

eLearning Discovery Working Group preliminary report

My big summer project this year was to act as the chair of a newly formed "eLearning Discovery Working Group", with the mandate to begin to identify what eLearning means at The University of Calgary. We were tasked by the CIO to find out what is involved with providing, supporting, and using eLearning tools in whatever ways are necessary to enable the activities of our students, instructors, and staff. Over the summer, we began to build an inventory of eLearning tools - both centrally provided, and distributed and ad-hoc tools, to start to form a picture of what eLearning looks like to our University community. [Read More]

Unlimited Magazine: The Wild World of Massively Open Online Courses

[Unlimited Magazine](http://www.unlimitedmagazine.com) just [ran an article by Emily Senger on the massively open online course experience](http://www.unlimitedmagazine.com/2010/09/the-wild-world-of-massively-open-online-courses/). It's a good overview of open online learning, and is definitely worth reading - if only for the 6 paragraphs featuring yours truly... They also spent some of the article talking with people that actually taught the course. George Siemens, along with colleague Stephen Downes, tried out the open course concept in fall 2008 through the University of Manitoba in a course called Connectivism and Connective Knowledge, or CCK08 for short. [Read More]

Video: Sticky Concepts (introduction to) eLearning

I just found this introduction to eLearning and blended learning video, produced by the United Nations University Vice Rectorate in Europe (UNU-ViE). It's very basic, but that's the point of the video. Could come in handy in talking with faculty members - sometimes they have interesting concepts of what eLearning is (and isn't)…

Sticky Concepts on E-learning from UNU-ViE on Vimeo.

kill the e.

Jaymie Koroluk asked the twitterverse about the proper spelling of "eLearning". I responded back, a bit snarkily: @jaymiek learning. There is no e. It's too much to describe in 140 characters. But I can't stand the "e" in eLearning. (I can't stand the "m" in mLearning, either.) It's just learning. The "e" is counter-productive. It forces people to focus on the technology. To see it as separate. As an isolated thing that must somehow be fit into the regular flow of teaching and learning. [Read More]

Participation and Competence

Brian just linked to a great description of how blogging can affect reading and writing in the classroom. The blog he linked to is one I hadn't come across in my travels, so I'm dutifully subscribing. Some good thinking about this stuff in Konrad's blog. What hit me in this post was the simple and clear demonstration of the power of an online community of practice to support the "real" physical face-to-face community. [Read More]