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“Since formal learning content takes up so much time, and is often hit-and-miss, what would happen if we got rid of it completely? Is it possible to have a content-free learning program?”, asks Juliette.
She goes on to say the first casualities of such a change would be training managers. But “a new post of ‘training facilitator’ has just opened up. Although it has similarities to the dusty old ‘training manager’ role, the purpose is quite different. Instead of trying to make people learn, it’s the training facilitator’s job to let people learn. Rather than prescribe a rigid structure, it’ll be up to them to create the right environment and focus on keeping the learners engaged.”
Juliette points to small learning bites for what would still be formal learning but user generated content, discussion and interchange on a social learning platform as the answer for the future.
Nothing wrong with any of this. However, I think it underestimates the degree of culture change and the amount of work in organising social learning. In the EmployID project we have been experimenting with social learning and in particular with the role of participants as learning facilitators themselves. The evaluation results are pretty impressive, especially as people who say they never liked ‘traditional elearning’ but love our courses. But promoting the discourse required for social learning takes some considerable effort. We have been using different MOOC platforms (albeit with limited numbers – the largest had around 400 signed up. The MOOC platforms do not really support social learning and we are casting around for an alternative. And if we were to get truly massive numbers participating, I thing we would need some numbers of moderators to properly support learners.
So I am heartened that the elearning industry is recognising the potential of social learning – if only in a blog article. But I think there is more work to be done in understanding how such learning can be facilitated.
El Fernando Hernández és catedràtic de la Facultat de Belles Arts de la UB, doctorat en Psicologia i formador de professors de tots els nivells educatius. S’ha especialitzat en processos d’innovació educativa i canvi curricular, i en educació artística. Participa en equips de recerca multidisciplinar i és ponent i professor de diverses universitats nacionals, americanes i anglosaxones.
Darrerament sentim molt a parlar del treball per projectes, però a què es fa referència exactament?
Good article looking at how the internet is being used to support influence and propaganda, with a good helping of George Lakoff (and the theory of frames and metaphors) and a typology of modern media manipulation. None of which, at heart, is new. "What’s changed, of course, is the internet, and the many new ways it
creates for falsehoods to reach us. The power of populism today lies in
its ability to combine 20th-century propaganda techniques with
21st-century technology, putting propaganda on steroids."
This is the ninth year I have shared the LMS market share graphic, commonly known as the squid graphic, for US and Canadian higher education. The original idea remains – to give a picture of the LMS market in one page, highlighting the story of the market over time. The key to the graphic is that the width of each band represents the percentage of institutions using a particular LMS as its primary system.
Last year we made a big shift based on our LMS market analysis service – we are working with LISTedTECH to provide market data and visualizations. This data source provides historical and current measures of institutional adoptions, allowing new insights into how the market has worked and current trends. Our spring report for subscribers will be released this month. Data for 2017 goes through April 1 of this year.
A few items to note:
- As has been true since 2012, the fastest-growing LMS is Canvas. There is no other solution close in terms of matching the Canvas growth.
- While we continue to show Canvas in the Open Source area, we have noted a more precise description as an Open Core model.
- Blackboard continues to lose market share, although the vast majority of that reduction over the past few years has been from customers leaving ANGEL. Blackboard Learn lost only a handful of clients in the past year. At this point ANGEL has is under 1% of market share.
- With the University of Phoenix move from a Homegrown system to Blackboard Learn Ultra, the band for Homegrown has dropped to less than 1% of institutions.
- Pearson’s has announced LearningStudio’s end-of-life for the end of 2017, and there are some big for-profit systems moving to D2L Brightspace and to Canvas. In fact, you can already see Brightspace increasing growth from past years based largely on former LearningStudio clients.
- There is a growing line for Other, capturing the growth of those systems with less than 50 active implementations as primary systems; systems like Jenzabar, Edvance360, LoudCloud Systems, WebStudy, Schoology, and CampusCruiser. Of these, Schoology is growing the most, primarily from smaller private institutions (their sweet spot). At this rate, Schoology may move to its own band by next year.
- It is interesting to reiterate that both Homegrown and Other categories have decreased over the past two years.
- Disclosure: Subscribers to our market analysis service include Instructure, D2L, Blackboard, Pearson, Schoology, and University of Phoenix.
The post State of Higher Ed LMS Market for US and Canada: Spring 2017 Edition appeared first on e-Literate.