Having worked with the Moodle LMS since 2011, I recognize that a learning management system (LMS) at times can be restrictive. Therefore, this OLTD 504 activity of building a completely non-LMS toolkit is an intriguing and challenging project; there are so many rich possibilities and options that exist!
I believe a number of components are important when designing a well rounded, robust and interactive learning environment, and students need a variety of learning experiences. Twenty-first century learners need the tools and skills to become self-directed ‘masters of learning’. They need a whole new skill set of literacies, and digital literacy skills will enable students to work effectively with information gathered in this digital age. Students should be able to use information and process it at all levels of the Digital Bloom's Taxonomy: remembering, understanding, applying, analyzing, evaluating, and creating. Therefore, through the use of non-LMS tools that encourage collaborating, connecting, sharing, curating, critical-thinking and sense making, my hope is to provide students with the skills they will need to navigate a future where flexibility, adaptability, creativity and innovation will contribute towards success. With this in mind, components important for a non-LMS toolkit should include tools useful for community building (promoting discussion and discourse, communication, and collaboration), content management and organization (presentation, processing, and sharing of lesson material), and assessment (feedback, reflection, and evaluation). Below are some non-LMS tools that I consider potentially valuable for educators, whether used alone or in conjunction with an LMS. |
Community
I believe students should be kind, caring, sharing, responsible, thoughtful citizens - digitally and non-digitally. However, it was only after I enrolled in a MOOC a few years ago, run by Dr. Alec Couros ("The Connected Teacher"), that I was able to more fully understand 21st Century learning. This transformational experience opened my eyes to a new way of learning. I finally understood how online learning could and should be social - this networked social learning is authentic and very powerful. Through #ETMOOC, I was introduced to Dave Cormier’s theory of Rhizomatic Learning, and the connectivist perspective. I was also introduced to Howard Rheingold, whose conversations I found very inspirational and insightful: Media Lab Conversations Series: Howard Rheingold
Therefore, my hope is to help students become connected, networked, responsible citizens, who have an interest in lifelong learning and are willing to contribute positively to the digital and non-digital world. Below you will find components related to community and some non-LMS tools useful to meet related objectives. Community Components:
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Google + (and Gmail)
Google+ requires students to have a Gmail account (not supported by all school districts at present), and this enables students to seamlessly integrate Google + with Google Drive and other various useful Google tools, which jointly contribute to a well-rounded, supportive learning environment. Google + communities can be private or public, and small or large. My personal observations are that students who participate in Google + communities are genuinely engaged in conversations at a deeper level than often occurs within the classroom. There is opportunity for discussion and discourse on relevant topics with an authentic audience (student-student, student-teacher, student-world, if desired). Google + is clean, devoid of advertising or spam, and easy to use. Therefore, Google + can be helpful in facilitating community objectives. However, one should note this may be a tool better suited for older students due to the need to sometimes control the flow of information (and resultant emails), and to understand privacy settings and appropriate boundaries (i.e., when dealing with a public or wider audience). Yet, for older students, I feel it is almost a disservice to not integrate this set of tools, as I feel it will almost certainly be necessary for many students to use these tools within the workplace after graduation. |
Google+ Hangouts
Google+ Hangouts are a great way to build community and share ideas. Hangouts often feel more like an informal chat, and because there is the face-to-face component with the ability to text chat, screen share, etc., there is a very positive social presence created within this learning environment. As posted by Carla Wilson on the non-LMS Wiki for OLTD 504: Google Hangout would be a great place for students to help each other online or collaborate on small projects. The benefit to Google Hangout is that students have the opportunity to use audio and video if they wish, which allows them to communicate synchronously. There can also be up to 10 people in a hangout at once, making it ideal for collaborative projects, and small group work, especially if the teacher does not have access to a Collaborate room or something similar. Google Hangout also has a text base chat tool for instant messaging. Another benefit is that students can screen share if one student is mentoring or helping another out and wants to show what he/she is working on. Hangouts works across computers and on Android phones and tablets, iPhone, iPad and iPod Touch, making it a versatile tool. Students can post photos, videos, or live stream. Conversations can be saved so that students can come back to them if need be. Best of all, this is free to use. |
Wikispaces OR Weebly for Education (depending on the grade, age of students, and purpose)
Two online (and ad-free) spaces to build community, create discussion areas, and provide a shared space for group collaboration and communication are the Wikispaces and Weebly services. These non-LMS tools offer online space free of charge and have many useful tools for education. Weebly provides 40 student accounts free, with student emails not required, while Wikispaces’ Educational accounts are also free, with targeted accounts for grades K-12. Weebly Pages may be more appealing for elementary teachers, as they offer templates and a "web page" feel, while Wikispaces may be preferable for secondary teachers, as users can tailor a wiki for a specific need. Wikispaces Classroom provides a structure for project-based learning that starts from either pre-built templates or a blank slate, and provides teachers with a way to monitor the progress of group work, and then when ready, share projects with an authentic audience. Jean Kloppenburg states on the OLTD 504 non-LMS Wiki: "Wikispaces for communication is the ultimate tool for collaboration and connecting students to each other, their teachers and the world. It can be used as a class resource page, a discussion and feedback forum, organization of group work, calendars, collaborative group work and much more." |
Twitter
I have included Twitter as a non-LMS tool to contribute to community, primarily because I have personally experienced a very supportive and nurturing personal learning network (PLN) through this social media tool. Even if students don't use this tool, I believe teachers should consider using this tool as a part of their non-LMS toolbox. After all, if teachers have a wide variety of learning networks, it can only benefit their students. Furthermore, tweets are a terrific example of global communication and information sharing, and crowdsourcing and collective problem-solving is often witnessed on Twitter. |
Content
I support Papert’s theory that through constructing real-world inventions (which can be shared with others), education can better address the skills and needs of 21st Century learners. I have found through my own personal learning that learning with an authentic audience is a more powerful way to learn and build upon one’s prior knowledge. Consequently, the non-LMS tools I have chosen for this section are tools for which the removal of barriers (i.e., restrictive policies, etc.) would be needed, thereby facilitating this student-directed and student-centric learning. Relinquishing this control and allowing the shift to occur is not always easy, so I believe transformational leadership (as outlined by Dr. Randy LaBonte) may be needed to support and allow for the implementation of this educational philosophy of learning. Below you will find components related to content for which non-LMS tools have been considered.
Content Components:
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Google Sites
I believe there are a few really good options for the provision of a dashboard or landing page, content (and lessons or presentations), processing tools, file sharing and a calendar. However, since a number of tools noted above are Google services (i.e., Google +, Google Drive, Gmail, Google Docs, Forms, etc.), I have chosen to use Google Sites as a dashboard and springboard for learning. I have checked out Symbaloo, and I really like the simple layout and affordances it offers educators (educators can create a homepage with favourite websites, photos, videos, documents, parent resources, etc.), so I will include this tool as an option in my toolkit for future consideration. For now; however, Google Sites provides a free tool that offers a wide range of templates and themes, with easy to use editing tools and plugins. There is an option for a calendar, and the all important privacy controls. However, Google Sites reside on US servers, so district policy would need to be followed with regard to informing students/parents of FIPPA considerations. Justin Mark notes on the OLTD 504 non-LMS Wiki that “Google Sites is a structured wiki- and web page-creation tool offered by Google as part of the Google Apps Productivity suite. The goal of Google Sites is for anyone to be able to create a team-oriented site where multiple people can collaborate and share files. (Source: Wikipedia)” |
Google Calendar
Google's free online calendar can be shared (i.e., with students, classmates and friends) and it issues reminders of events, assignment submission dates, etc. The calendar can be synced with other computers and electronic devices, and with two-way syncing to your mobile phone's built-in calendar or a mobile version of Google Calendar, you can access your calendar from anywhere. |
For the creation, explanation and processing of course content (by both the student and the teacher), I have included two tools that I feel are very helpful in meeting the diverse needs of learners, especially in this highly audio-visual world: Screencast-O-Matic and YouTube.
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Screencast-O-Matic
Screencast-O-Matic is a screen and webcam recorder used to capture video from a computer screen. It has some great features, is easy to use, and the price is right (it has a free version and an inexpensive pro version - $15/year). Screencast-O-Matic’s audio and video screen capture software may be used with a Mac or PC. It has a downloadable and online version (for those who prefer to not install the software on their computer). This tool is useful for creating tutorial videos (i.e., a great tool for teachers and students to enable the interaction with and explanation of course content or lesson concepts), recording audio commentary (i.e., on student work, online projects, etc.), or simply just to screencast for a vlog (video log), etc. The video can be enhanced with graphics (imported images, overlays, etc.) and text to help convey a message, or to highlight items and add visual interest. Screencast-O-Matic would be a super addition to any teachers’ and/or students’ ‘toolbox’. Screencast-O-Matic can facilitate learning and/or presenting, while also providing many great features to encourage students and educators to create, innovate, collaborate, and share. This non-LMS tool is definitely worth trying. Useful TIP Sheet from New Prague Area SD Site |
YouTube For educators, YouTube provides an abundance of educational videos produced by others, but it also allows teachers and students to create and share original content for use in the classroom or in a course. Collaborative or individual projects may be video-taped using a variety of tools, software or apps, and then uploaded to YouTube for sharing. Videos may be edited before and/or after upload, and uploaded videos may be described, categorized, and tagged for sharing with a desired audience. Educators have the ability to edit the embed code, if they wish, to start and/or stop a video playing at a certain time (i.e., to eliminate advertisements and reference to ‘related’ videos, or to play just a part of the video). YouTube is a versatile tool, which should be available for use by all educators, for the purpose of sharing content and ideas, promoting discussion and awareness, and encouraging innovative and creative processes (and the construction and sharing of knowledge), both individually and collaboratively. With an understanding of how to use the editing and sharing tools, videos can be created that meet the Universal Design for Learning (UDL) standards, while also meeting standards deemed appropriate for school-aged students. |
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Google Drive, Google Docs, and other Google tools, in my opinion, contribute greatly to student-directed and student-centric learning.
Google Drive Google Drive is a cloud-based storage service that can be used to share text, images, video and audio files, etc. It provides 15GB of free storage, and is very useful for collaborating on documents, sheets, slide presentations, forms, etc. (for which there are a wide variety of templates to use, if you don’t want to create your own). Files and folders can be shared easily – others can be invited to view, download, and collaborate on shared items. Students and teachers can work together in real-time, while having access to the latest version and archived versions of the work. Your files in Drive can be reached from any smartphone, tablet, or computer (Google Drive has a mobile application). Google Drive is a must have, as far as I’m concerned, for any non-LMS toolkit. |
Diigo
Diigo is a powerful information capturing, storing, recalling and sharing tool (i.e., of websites, audio and visual material, research files, bookmarks, etc.). This social bookmarking service is free and has the capacity to promote collaborative research, discussion and discourse. Students are able to share links, read the information, annotate and add their own notes, determine the level of privacy, search for other related articles using the tagging and categorization features, and much more. Individuals or groups can also colour code their notes or bookmarks. This tool, therefore, enables varying degrees of individual and collaborative organizing and processing of information. |
Assessment
Learning is a continuum, I believe, that requires multiple means of assessment (both formative and summative). Students need opportunities for self-assessment, in addition to opportunities for feedback and assessment by peers, teachers, and a larger audience (when deemed appropriate). With online learning environments, it is important to provide responsive feedback and support to students, particularly at the beginning of courses. A variety of online tools can be used for this purpose, thereby helping to build student confidence and engagement. As Tony Bates discusses in Nine steps to quality online learning: introduction, online courses require thoughtful, deliberate, regular feedback. Furthermore, as Helen Barrett in E-Portfolios as Digital Stories of Deep Learning discusses, E-Portfolios, and reflection and multimedia, can support metacognition. This reflective processing of information is especially important in addressing the higher order thinking of the Digital Bloom’s Taxonomy. Tools included in this section, I hope, will contribute to and facilitate student learning.
Assessment Components: A)
B)
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Google Forms (and Google Docs)
Google Forms, as demonstrated through their use during OLTD 504, can facilitate self-assessment, peer assessment, and teacher and/or automated assessment. In addition, Google Forms can support, simplify and streamline the submission and feedback for assignments. Integrated with other Google tools (particularly Google Docs), Google Forms can be a terrific addition for one’s non-LMS tool toolkit. Professor Avi Luxenburg notes on the course non-LMS Wiki, “Students can answer multiple choice or multiple select, true/false, scale and other forms of questions. The instructor can then go to the spreadsheet created by the form to evaluate the student quizzes all in one place.” Furthermore, as Jane Jack notes on the OLTD 504 Wiki: |
Teachers (can) create and publish a very simple Google Form as an Inbox. It is then located in a convenient place for students to access. When it is time to turn in an assignment, students complete a simple form. Information on the form should include name, class period, assignment name and a link to the Google Docs or assignment URL. The information submitted by students automatically populates a spreadsheet to be used by teachers to keep track of assignments and also to quickly access those assignments for grading and review. Below are some links showing how to use Google Forms and Goggle Docs as an Inbox.
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Also, for creating a survey using Google forms, please click the link below. Surveys can facilitate self, peer, teacher, and public (if wish) assessment and feedback.
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Engrade (an option for a gradebook)
Engrade's free gradebook is a user-friendly platform, which integrates people, tools, data, and curriculum. Rod Miller in the OLTD 504 course Wiki notes: |
With Engrade students get a username and password and can access their grades any time, from anywhere. You can weight your grades however you'd like, and the grade book calculates everything automatically. You can generate reports for individuals or across your classes, and see averages, as well. Teachers can add wikis, create flashcards and quizzes to attach to any class. You can access it and add marks from mobile devices as well. |
Socrative
Another quizzing tool that appears to integrate nicely with Google Drive and spreadsheets is Socrative. This tool offers a few features for teachers within brick and mortar classes that might supplement a toolkit: the 'Exit Ticket', and the group feature for quizzing (i.e., Space Race Quiz). The 'Exit Ticket' provides a way for teachers to obtain feedback from students about the day, etc., while the ability for students to team up and take quizzes allows for collaboration and feedback from peers. Socrative also provide an option for students to remain anonymous, so teachers can present results to the class, parents, and individuals - i.e., as an assessment summary and planning tool. |
Weebly for Education
Weebly for Education is a great tool to include in one’s toolkit to facilitate feedback and assessment (by teacher, student (self), peers, or others). It is easy to design a website and for students to create e-portfolios, or websites for assigned projects. There is an easy to use drag and drop interface and a wide choice of templates from which students may create webpages. There are also a variety of multimedia elements available for teachers and students to use (i.e., video and audio players, a photo gallery, slide shows, and maps). The education version of Weebly has a specially designed assignment upload editor that makes it easy for students to submit assignments online (and for teachers or others to add comments, etc.), and individual pages can be password protected. The teacher dashboard and student website area is where teachers may create accounts for students to create their own websites. These accounts may be created individually or in bulk without a student email required. Teachers may chose whether the websites should be public or password protected. When students log in to Weebly they are presented with a clean, simplified interface tailored to their needs. Teachers can easily see which students have updated their sites, and when needed, teachers can disable editing or delete a site. Weebly for Education allows students to be innovative and create, and to reflect on their work and the work of others. The ability for deep reflection, discussion, engagement and discourse through blogs, reflective journals, and e-portfolios promotes the higher order thinking on the upper levels of the Digital Bloom’s Taxonomy chart. |
A Mash-Up of Presentation Tools I firmly believe that any assessment plan these days needs to allow for a mash-up of tools (on the part of the student and the teacher). Students should be demonstrating their learning in a variety of ways, showcased though the use of tools that best demonstrate their skills and true abilities. I feel we should allow students to use the tools they are comfortable with (i.e., YouTube and other popular presentation and/or social media tools), as this will more fully represent their learnings. After all, we don't just want students to be consumers of information; we want them to be creators too. This is where the present and future lie. |