Helix Education puts their competency-based LMS up for sale

Back in September I wrote about the Helix LMS providing an excellent view into competency-based education and how learning platforms would need to be designed differently for this mode. The traditional LMS – based on a traditional model using grades, seat time and synchronous cohort of students – is not easily adapted to serve CBE needs such as the following:

  1. Explicit learning outcomes with respect to the required skills and concomitant proficiency (standards for assessment)
  2. A flexible time frame to master these skills
  3. A variety of instructional activities to facilitate learning
  4. Criterion-referenced testing of the required outcomes
  5. Certification based on demonstrated learning outcomes
  6. Adaptable programs to ensure optimum learner guidance

In a surprise move, Helix Education is putting the LMS up for sale.  Continue reading

Posted in Higher Education, Notable Posts, Openness | Tagged , , , , , , , | 1 Comment

Blackboard’s SVP of Product Development Gary Lang Resigns

Gary Lang, Blackboard’s senior vice president in charge of product development and cloud operations, has announced his resignation and plans to join Amazon. Gary took the job with Blackboard in June 2013 and, along with CEO Jay Bhatt and SVP of Product Management Mark Strassman, formed the core management team that had worked together previously at AutoDesk. Gary led the reorganization effort to bring all product development under one organization, a core component of Blackboard’s recent strategy.

Michael described Blackboard’s new product moves toward cloud computing and an entirely new user experience (UX) for the Learn LMS, and Gary was the executive in charge of these efforts. These significant changes have yet to fully roll out to customers (public cloud in pilot, new UX about to enter pilot). Gary was also added to the IMS Global board of directors in July 2014 – I would expect this role to change as well given the move to Amazon. Continue reading

Posted in Higher Education, Notable Posts, Openness | Tagged , , , , , , , | Leave a comment

Vendors as Traditional Revolutionaries

In a post titled “The LMS for Traditional Revolutionaries,” Instructure’s VP of Research and Education for Canvas Jared Stein responded to my LMS rant with some numbers and some thoughts about the role of the vendor in encouraging progressive teaching practices. First, the numbers on the use of open education features in Canvas:

  • 3.8% of courses are “public”; you don’t need a login to see them.
  • 0.6% of courses are Creative Commons-licensed.
  • 4.0% of assignments are URL submissions (suggesting that students are completing their assignments on their blogs or elsewhere on the open web).

On the one hand, as Jared acknowledges, these percentages are very low. On the other hand, as he points out, 4% of assignments is close to 250,000 assignments, which is non-trivial as an absolute number. And all of this raises the question: What is the role of the vendor in promoting progressive educational practices?

Let’s take the best-case scenario. Suppose you’re a good person and a thoughtful educator who happens to work for a vendor at the moment. (For those of you who don’t know him, Jared enjoys just such a reputation, having spent a number of years as an excellent academic ed tech blogger and practitioner before joining Instructure.) What can you do? What is your role? On the one hand, you will get criticized by educators who want more and faster change for being too conventional. I certainly have leveled that sort of criticism at vendors before. And maybe those criticisms will sting particularly hard if you were one of those educators yourself before you joined the company (and maybe still are, in your heart of hearts). On the other hand, you are likely to be criticized as arrogant, high-handed, and unwilling to listen to your customers if you put yourself in the position of lecturing to educators (or, at worst, bullying them) about what you, as a vendor, define as best teaching practices. I certainly have leveled this sort of criticism as well.

So what’s a vendor to do? Jared writes,

These [open education features] are just a few examples of capabilities in Canvas that we believe add flexibility and encourage different approaches to teaching and learning. I recognize that sharing this data is a little risky; some may use it to argue that Canvas shouldn’t worry so much about the small percentage of educators who may take advantage of these fringe capabilities. After all, won’t teachers who are actually invested in open educational practices just eschew the LMS for their own platforms anyway?

Focusing only on “users like us” and ignoring the others may work in the short-term, but for long-term success you have to build bridges, not walls.

To help education improve itself for all teachers and learners we have to try to connect with those teachers who aren’t comfortable with radical shifts in pedagogy or technology. We believe that the best way to encourage positive change in educational practices across the broad landscape of content areas, learning objectives, and teaching philosophies is by providing tools that are easy-to-use, flexible, and comfortable to the majority of teachers and learners. The door to change must be open and the doorkeeper must be deposed.

Some of the ways we do this is by having an open community, engaging with people who disagree with us, and investing in the open platform aspect of Canvas. We need both traditionalists, critical pedagogues, progressive researchers, and open educators to contribute to Canvas.That doesn’t have to be done through pull requests or by building LTI apps or integrations, though that’s a brilliant way to build solutions that are right for your context. But by dialoging what works in teaching and learning and what doesn’t. By debating what technology is best for, and when it leads us away from our shared goals of teaching and learning better in an open and connected world.

Shorter Jared: We put capabilities to support progressive practices in our product in the hopes that our users will discover, adopt, and promote them, but it’s not our place to push our preferred educational practices on our customers.

In many cases—particularly with a platform that serves a large and heterogeneous swath of the campus community—that’s the best attitude you can get from your vendor. That’s the most they can do without rightly pissing off (more) people.

All of which brings me back to a single point: If you want better educational technology, then work to make sure that your colleagues in your campus community are asking for the things that you think would make educational technology better. If 40% rather than 4% of assignments created by your colleagues were on the open web, then learning platforms like LMSs would look and work differently. I guarantee it. Likewise, as long as most educators tend to use the technology to reproduce existing classroom practices, LMSs will look the same. I guarantee that too. And that’s not a vendor thing. That’s a software development thing. Community-developed open source learning platforms generally haven’t broken the mold, and the few that have tend to be the ones that you probably have never heard of because they don’t get adopted. They build what their community members ask for and what they think will attract other community members. So if you want better tech, then the best thing you can do to get it is to create demand for it among your colleagues.

Posted in Openness, Tools, Toys, and Technology (Oh my!) | Tagged , , , , , | Leave a comment

The Battle for Open and MOOC Completion Rates

Yesterday I wrote a post on the 20 Million Minds blog about Martin Weller’s new book The Battle for Open: How openness won and why it doesn’t feel like victory. Exploring different aspects of open in higher education – open access, MOOCs, open education resources and open scholarship – Weller shows how far the concept of openness has come, to the point where “openness is now such a part of everyday life that it seems unworthy of comment”. If you’re interested in OER, open courses, open journals, or open research in higher education – get the book (it’s free and available in a variety of formats).

Building on the 20MM post about the ability to reuse or repurpose the book itself, I would like to expand on a story from early 2013 where I happen to play a role. I’ll mix in Weller’s description (MW) from the book with Katy Jordan’s data (KJ) and my own description (PH) from this blog post.

(MW) I will end with one small example, which pulls together many of the strands of openness. Katy Jordan is a PhD student at the OU focusing on academic networks on sites such as Academia. edu. She has studied a number of MOOCs on her own initiative to supplement the formal research training offered at the University. One of these was an infographics MOOC offered by the University of Texas. For her final visualisation project on this open course she decided to plot MOOC completion rates on an interactive graph, and blogged her results (Jordan 2013).

Continue reading

Posted in Higher Education, Notable Posts, Openness | Tagged , , , , , , , , , , , | 2 Comments

Is Kuali Guilty of “Open Washing”?

Phil and I don’t write a whole lot about Student Information Systems (SISs) and the larger Enterprise Resource Management (ERP) suites that they belong to, not because they’re unimportant but because the stories about them often don’t fit with our particular focus in educational technology. Plus, if I’m being completely honest, I find them to be mostly boring. But the story of what’s going with Kuali, the open source ERP system for higher education, is interesting and relevant for a couple of reasons. First, while we hear a lot of concern from folks about the costs of textbooks and LMSs, those expenses pale in comparison to what colleges and universities pay in SIS licensing and support costs. A decent sized university can easily pay a million dollars or more for their SIS, and a big system like UC or CUNY can pay tens or even hundreds of millions. One of the selling points of Kuali has been to lower costs, thus freeing up a lot of that money to meet other needs that are more closely related to the core university mission. So what happens in the SIS space has a potentially huge budgetary impact on teaching and learning. Second, there’s been a lot of conversation about what “open” means in the context of education and, more specifically, when that label is being abused. I am ambivalent about the term “open washing” because it encourages people to flatten various flavors of openness into “real” and “fake” open when, in fact, there are often legitimately different kinds of open with different value (and values). That said, there certainly exist cases where use of the term “open” stretches beyond the bounds of even charitable interpretation.

When Kuali, a Foundation-developed project released under an open source license, decided to switch its model to a company-developed product where most but not all of its code would be released under a different open source license, did they commit an act of “open washing”? Finding the answer to that question turns out to be a lot more complicated than you might expect. As I started to dig into it, I found myself getting deep into details of both open source licensing and cloud computing, since the code that KualiCo will be withholding is related to cloud offerings. It turned out to be way too long and complex to deal with both of those topics in one post, so I am primarily going to follow up on Phil’s earlier posts on licensing here and save the cloud computing part for a future post.

Continue reading

Posted in Openness, Tools, Toys, and Technology (Oh my!) | Tagged , , , , , , , , , | 5 Comments