Comments on: On things Web 2.0 http://vuelearning.edublogs.org/2006/12/07/on-things-web-20/ The Blog of the Flexible Learning Unit... Wed, 10 Jan 2007 10:47:16 -0500 http://wordpress.org/?v=2.8.2 hourly 1 By: leafar http://vuelearning.edublogs.org/2006/12/07/on-things-web-20/comment-page-1/#comment-17 leafar Wed, 10 Jan 2007 10:47:16 +0000 http://vuelearning.edublogs.org/2006/12/07/on-things-web-20/#comment-17 The image on Scott Wilson Blog is from Fred Cavazza. The link you made is from the version that fred uses to make its own. It's the first source, so thanks for the link. Leafar Founder of U.[lik], helping people puzzling their cultural identity. www.u-lik.com The image on Scott Wilson Blog is from Fred Cavazza. The link you made is from the version that fred uses to make its own.
It’s the first source, so thanks for the link.

Leafar
Founder of U.[lik], helping people puzzling their cultural identity.
http://www.u-lik.com

]]> By: Vyt http://vuelearning.edublogs.org/2006/12/07/on-things-web-20/comment-page-1/#comment-14 Vyt Wed, 13 Dec 2006 04:20:16 +0000 http://vuelearning.edublogs.org/2006/12/07/on-things-web-20/#comment-14 ... and it was always a L C *Management* S Maybe we need to graft a better *Learning" Management System onto the LCMS ?? … and it was always a L C *Management* S

Maybe we need to graft a better *Learning” Management System onto the LCMS ??

]]> By: Ant Marsh http://vuelearning.edublogs.org/2006/12/07/on-things-web-20/comment-page-1/#comment-13 Ant Marsh Wed, 13 Dec 2006 00:22:29 +0000 http://vuelearning.edublogs.org/2006/12/07/on-things-web-20/#comment-13 Yeah - Scott Wilson's take on all this is that any system is a reification of whatever the stakeholders wanted when the system was designed - and of course, as systems develop and are modified the same law holds... In a typical LCMS there is a shift towards "course management" - student population, recording of attendence and assessment for example, and a move away from an LCMS as an actual "learning environment". In fact one of the papers at ASCILITE states that the big players (Blackboard, WebCT) where always all about course management rather than teaching anyway and its a view I am gradually coming around to. Yeah – Scott Wilson’s take on all this is that any system is a reification of whatever the stakeholders wanted when the system was designed – and of course, as systems develop and are modified the same law holds… In a typical LCMS there is a shift towards “course management” – student population, recording of attendence and assessment for example, and a move away from an LCMS as an actual “learning environment”.

In fact one of the papers at ASCILITE states that the big players (Blackboard, WebCT) where always all about course management rather than teaching anyway and its a view I am gradually coming around to.

]]> By: Vyt http://vuelearning.edublogs.org/2006/12/07/on-things-web-20/comment-page-1/#comment-12 Vyt Fri, 08 Dec 2006 03:25:26 +0000 http://vuelearning.edublogs.org/2006/12/07/on-things-web-20/#comment-12 There is a still a place for WebCT/Blackboard at VU - not because it is in tune with new ways of thinking about learning, but because it is not. And because it is not, it provides an imperfect, but emotionally secure bridge which will eventually lead eLearning neophytes to the promised land of Web 2.0 and beyond. The problem with any LCMS is not the limitations embodied in its tools, processes or one-dimensional communications - but in the power and influence that we have given it by making it a *central* part of the digital learning experience. However, by treating the LCMS as it deserves to be treated - a mere node in the social learning network - we can begin to create a true learning-centred paradigm. There is a still a place for WebCT/Blackboard at VU – not because it is in tune with new ways of thinking about learning, but because it is not.

And because it is not, it provides an imperfect, but emotionally secure bridge which will eventually lead eLearning neophytes to the promised land of Web 2.0 and beyond.

The problem with any LCMS is not the limitations embodied in its tools, processes or one-dimensional communications – but in the power and influence that we have given it by making it a *central* part of the digital learning experience. However, by treating the LCMS as it deserves to be treated – a mere node in the social learning network – we can begin to create a true learning-centred paradigm.

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