Tag Archives: SUNY

LMOS Services and Service Brokers, Part II

By Michael Feldstein | November 19, 2005

In a (relatively) recent post, I started to outline how a service broker mechanism could greatly increase the pace of innovation in LMS design. The basic idea was that individual applications in the system could provide services that other applications could automagically pick up on, without requiring developers to wire up integration individually every time. [...]

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SUNY Proposes to Build a Learning Management Operating System

By Michael Feldstein | October 29, 2005

I am pleased and proud to note that SUNY Learning Environments, parent organization to the SUNY Learning Network, is proposing to build an LMOS to support its 100,000+ enrollments. From the announcement:
In the last eighteen months, LE has mounted a broad, thorough and inclusive investigation into new technologies to support SLN’s programs and services, including [...]

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LMOS Services and Service Brokers, Part I

By Michael Feldstein | October 23, 2005

One of the most important concepts in the LMOS Project Vision and Mission Statements is the service broker. In fact, it may very well be the most important concept. But it can be a little abstract, especially for non-technologists (like me). In the next couple of posts, I’m going to do my best to explain [...]

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Introducing the LMOS Open Source Project

By Michael Feldstein | October 17, 2005

Update: The LMOS Project Vision and Mission Statements are now in HTML format on the project wiki.
I’m pleased to announce that the LMOS now has a home on Eduforge. This is an idea that really belongs to some of my colleagues at SUNY as much as it does to me, and I’ve been dying to [...]

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Towards an Education Inflected Architecture

By Michael Feldstein | October 8, 2005

The title of this post was also the title of a talk by Barbara Taranto, the Director of the Digital Library Program at the New York Public Library at yesterday’s FIT conference. I just love it. An “education inflected architecture” is exactly what I crave. But beyond that, Barbara poses exactly the right challenge:
For faculty [...]

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