December 25th, 2008 by Learning Systems

Many parents and educators continue to express concerns over learning through LMS-hosted courses and online learning in general, fearing that students’ development of social skills may be stunted. However, courses accessed via an LMS are able to provide various modes of communication tools that often not only allow students to interact and collaborate, but bring shy students out of their shell and give all students a voice they may not otherwise have in a face-to-face classroom. 

Especially with the integration of Web 2.0 technologies in LMS courses, I see the concern over social interactions starting to fade. With tools like video conferencing and discussion forums students can articulate themselves with more forethought and build collaborative learning atmospheres that are often more interactive and academic than a face-to-face classroom. 

December 5th, 2008 by Learning Systems

Employee training across town, states, or countries has never been easier or more cost-effective. One way to efficiently organize training and team projects is to team up your LMS with Web 2.0 communication technologies. Web 2.0 and 3D virtual worlds technology can aid LMS-hosted training in a variety of ways. 

Whether you’re operating in virtual worlds or other methods of online group collaboration, learners need to employ some basic tenets of successful communication. 

Remy Malan, Vice President at Qwaq Enterprise, writes that the three important aspects of communication are speech, gesture, and sketch. The successful combination of these three capabilities allows learners to recreate online the natural ways we work in a group when we’re in the same physical space. Using these three modes, a team can build the trust that is necessary for virtual team collaboration or group learning on an LMS. 

November 20th, 2008 by Learning Systems

Of course, a learning management system offers a cornucopia of functions to organize employee and student learning experiences, all without having to pay for gas. Whether it’s in real space or in cyberspace, most agree that speech is generally preferable to typing. A learning management system may be integrated with social software programs that provide virtual space for conference calls and meetings. In addition, we may even be able to talk to and hear back from programs using speech synthesis and speech recognition software.

But as technophile and BBC contributor Bill Thompson reflects, there’s “something special about being in the same space as someone else. However good the video link, however clear the audio…sharing the same space and breathing the same air makes a difference to the quality of interaction.” This is true with all kinds of communication–not just the use of a learning management system. With this in mind, employers and educators should strive to create blended learning environments whenever possible.

November 20th, 2008 by Learning Systems

Teaming Web 2.0 technologies with online courseware is providing many students with a more interactive learning experience. And more online courseware teachers are beginning to choose which technologies they’d like to try out. Advertising styles becomes one factor worth considering for many online courseware teachers, and fortunately an increasing number of Web 2.0 companies are choosing less glaring and unobtrusive approaches.

But how do successful Web 2.0 companies like Facebook get away with running such miniscule ads? The key is thinking more creatively. Facebook uses what it calls “engagement ads” to invite users to comment on videos, attend an event, or send a virtual gift. For example, this year on election day, Ben & Jerry’s bought an ad that let users send a virtual ice cream cone to their friends (to advertise its offer of a real cone to anyone who votes). The beauty of social software is its voluntary interactivity, and advertising shouldn’t be an exception.

November 20th, 2008 by Learning Systems

The obstacles schools face in integrating Web 2.0 technologies into their existing LMSs or courseware systems are often tough to overcome. However, if your school does have the means and you’ve got some ideas you want to explore, using blogs, discussion boards, wikis, podcasts, etc, the vast terrain of Web 2.0 is your playground. And although intrusive ads may bother some educators and courseware system students, it’s comforting to know that some Web 2.0 companies are making efforts to choose advertising that doesn’t dazzle and distract. 

When incorporating your courseware system with Web 2.0 technologies, choose technologies that respect their users. Of course, most social networking companies still fill their pages with enormous ads. On MySpace’s login page, for instance, it’s difficult to even find the login box amidst a sea of hypnotically dancing images. But companies like Facebook and Google–whose choices often inspire smaller companies–are sticking with tiny ads. 

November 19th, 2008 by Learning Systems

One fallback of pairing Web 2.0 technologies with a courseware system is the bombardment of ads that students will experience. Using LMSs and courseware systems, the information students are exposed to can be limited to the relevant course content.

It’s true that the advertisement industry is beginning to have a difficult time of it online. An increasing number of consumers are adopting multipurpose tools to help them manage and customize online data. This new mindset of personalization is making it harder for advertisers to lure viewers to other websites. In fact, according to BusinessWeek, many users are starting to ignore online ads altogether, a phenomenon known as “banner-ad blindness.” 

Still, the advertisement industry is among the heftiest in existence. Ads will invariably find new and more intrusive ways to appeal to consumers. Prohibiting access to the internet and Web 2.0 technologies isn’t the solution. But educating courseware system students to recognize ads with misleading or harmful messages is crucial.

November 19th, 2008 by Learning Systems

Not only does integrating Web 2.0 technologies into the classroom require expensive training, but technical and policy-related obstacles can also create problems for a school. While a learning management system is relatively easy to maintain, technologies like blogs and wikis require a secure network for students. Ideally, a school maintains its own server in its own network, on which it runs the necessary software–but not all schools have one. 

Additionally, while a learning management system is easy to monitor, Web 2.0 technologies open the door to a host of potentially inappropriate content. Many schools actually limit or prohibit Web 2.0 on the school network, preventing audio and video streaming. Others don’t allow students to use iPods or other USB devices, rendering useless the integration of Web 2.0 technologies like podcasts. Still other schools using a learning management system may not allow students to visit any external sites. 

November 19th, 2008 by Learning Systems

Now that higher education teachers have mastered the learning management system, they are now under pressure to take on a whole new ball game: Web 2.0 technologies. Of course, there are some interesting ways to integrate social software into course material, and Web 2.0 applications offer some features that the learning management system lacks. 

However, not all schools are ready to begin the shift. Sending educators to seminars and workshops to learn how to use Web 2.0 technologies is expensive. Additionally, the technology required to provide students with social software is often absent in schools. While a learning management system requires only a computer and an internet connection, videoconferencing, for example, requires a microphone, camera, speakers and a large amount of bandwidth.