Note: Please consider also reading the previous posts where I tackled the conceptual framework of learning paths and tested these ideas against the traditional LMS.
I was able to try out the Curatr MOOC software by HT2. They organised a free MOOC, explaining their vision on social learning. In addition all participants were offered the opportunity to create their own MOOC.
Can we compare learning paths within a traditional LMS with the learning steps within Curatr?
The screenshot above shows that we can compare learning paths within an LMS with the learning steps within Curatr (see the green line under each object).
Can we use software such as Curatr to benefit from the new learning path design you described in the previous post?
The software I’m looking for needs to help us in our effort to tackle the diverse student inflow, while Curatr is used by companies to train employees via social learning. So it wouldn’t be fair to compare both learning environments. However, I made the following remarks using Curatr:
- The learning paths are still sequentially structured, but without the static designs and non-dynamic user-experiences we experienced in our LMS.
Curatr – LMS: 1 – 0
- The content is still structured by the teacher, the system unfortunately doesn’t allow students to add their own content.
No extra points
- In my experience, a big plus is the fact all learning objects can be discussed and receive likes at the object level. Adding annotations would make it even better.
Curatr – LMS: 2 – 0
- In addition, I found Curatr to be very easy to work with, as an administrator and as a student.
Curatr – LMS: 3 – 0
- The biggest advantage in favor of Curatr are their MOOC wranglers (or facilitators).
Curatr – LMS: 4 – 0
I enjoyed playing with Curatr and was able to re-use the learning objects I created within my own teaching. And even better: I obtained my first CPD certificate of achievement.
I’m working a on project where we want to offer our students online learning paths which are adapted to their needs and thus take into account the very diverse student inflow we encounter. In order to construct an answer on this challenge, I will write a few blog posts.
Note: Please consider also reading the previous post where I tackled the conceptual framework of learning paths (if you want the complete story).
Can we use the learning path tool in our current LMS, if we want to benefit from the new learning path design you described in the previous post?
Continue reading “Rethinking learning paths: test our ideas against the traditional LMS”
I’m working a on project where we want to offer our students online learning paths which are adapted to their needs and thus take into account the very diverse student inflow we encounter. Although I wrote this text with the previous objective in mind, it can be applied to other learning situations as well.
How ‘traditional learning paths’ work:
After a teacher creates and/or collects learning objects, he can start to bundle or sequence learning objects into learning paths. Most LMS (Learning Management Systems) only allow sequential learning paths, resulting in rather static designs and non-dynamic user-experiences. For example: if the teacher wants to leave room for discussion, a link to a separate tool can be added (e.g. a forum). Learners clicking on this link will leave the learning path tool, and start/continue a discussion in a separate (discussion) tool. Such a work around doesn’t work on mobile and is not user-friendly, but hey, LMS are pre-year 2000 technology after all. Continue reading “Rethinking learning paths: conceptual design”
This article describes tips and tricks on how parents can benefit from the LMS (learning management platform) being used in their children’s school. Unfortunately, this article describes a Flemish LMS-product (Smartschool) and is only available in Dutch.
Een aangepaste versie van dit artikel werd eerder gepubliceerd op de AHA! website van Radio 2.
De meeste scholen in Vlaanderen gebruiken een elektronische leeromgeving (ELO), waarvan Smartschool de bekendste is. Deze ELO wordt gebruikt om het leerproces te ondersteunen, maar laat ook toe dat directie, leerkrachten, leerlingen en ouders online met elkaar kunnen communiceren. Continue reading “Ouders en de elektronische leeromgeving”