Dan Pink on what truly motivates us in the work that we do: ideas that we likely already know, but that are oh-so-easy to lose sight of.
Monday, August 29, 2011
Sunday, August 14, 2011
Monday, August 8, 2011
Sunday, August 7, 2011
Saturday, August 6, 2011
LMSs as tools, not revolutions
reflections on Esther Shein's "One-Stop Shopping With Learning Management Systems."
In her article, “One-Stop Shopping With Learning Management Systems,” Shein quotes Matthew Waymack, a virtual school director in Georgia: "The climate of the classrooms is better," he says, "the attendance of the students and teachers is better, and the overall feeling of being engaged is better." Waymack, of course, is referring to his school’s use of a learning management system, or LMS. Waymack is part of a new group of educators who, ten years ago, seemed to be light years ahead of the educational curve with visions of what online learning could look like. In the year 2001, my thoughts around any kind of non-lecture courses were something like this: “Correspondence courses? Sure: do some readings, do some writings, mail papers back to an instructor via the post. But online courses? Too problematic. Not really happening.”
Now, in 2011, I am recalling a decade-old idea of the insurmountable complexities around online learning...on my blog, which is itself a tool for online sharing and learning.
Waymack’s above quotation catches my eye because it embodies the highest ideal that might be represented by online learning: the notion that technology and strictly virtual realms of learning do not take the place of traditional learning scenarios, but that—rather—there is the possibility that with the aid of tools like LMSs, we might simply take moderate steps toward achieving better classroom climates, better attendance, and better overall engagement.
I can’t imagine any teacher—tech-savvy or not—balking at those aims.
In her article, “One-Stop Shopping With Learning Management Systems,” Shein quotes Matthew Waymack, a virtual school director in Georgia: "The climate of the classrooms is better," he says, "the attendance of the students and teachers is better, and the overall feeling of being engaged is better." Waymack, of course, is referring to his school’s use of a learning management system, or LMS. Waymack is part of a new group of educators who, ten years ago, seemed to be light years ahead of the educational curve with visions of what online learning could look like. In the year 2001, my thoughts around any kind of non-lecture courses were something like this: “Correspondence courses? Sure: do some readings, do some writings, mail papers back to an instructor via the post. But online courses? Too problematic. Not really happening.”
Now, in 2011, I am recalling a decade-old idea of the insurmountable complexities around online learning...on my blog, which is itself a tool for online sharing and learning.
Waymack’s above quotation catches my eye because it embodies the highest ideal that might be represented by online learning: the notion that technology and strictly virtual realms of learning do not take the place of traditional learning scenarios, but that—rather—there is the possibility that with the aid of tools like LMSs, we might simply take moderate steps toward achieving better classroom climates, better attendance, and better overall engagement.
I can’t imagine any teacher—tech-savvy or not—balking at those aims.
Subscribe to:
Posts (Atom)