2. Where do we go from here? What Wordpress, Twitter, and Second Life Can Teach Us about Moving beyond the Course Management System Martha Burtis University of Mary Washington
3. A Continuum of Questions to Contemplate Practical Philosophical What is our CMS costing us in dollars ? What is our CMS costing us in innovation ? What is our CMS costing us in âcharacterâ ?
4. A Continuum of Questions to Contemplate Practical Philosophical What is our CMS costing us in dollars ? What is our CMS costing us in innovation ? What is our CMS costing us in âcharacterâ ? Important Very Important Essential
5. A Question of Cost $$$ Basic Enterprise Integration with * Student Info * Faculty Info * Course Info * Calendar * Identity Mgmt. Enhanced Features * Discussion Forum * Content Grouping * Chat/Synchronous Tools âExtensibilityâ E-Portfolio/Content Mgmt.
6. Faculty Use of CMS Features â bread from heart buchananâ by hodgers at Flickr â The ultimate Swiss Army Knife for sale in Interlakenâ by redjar at Flickr
8. A Question of Innovation eHub's (Web 2.0) Category Listings eHub's eLearning Listings Bb BB: Freeware Bb BB: Open Source Bb BB: Shareware WP Plugins
9. A Question of Innovation â The ultimate Swiss Army Knife for sale in Interlakenâ by redjar at Flickr âI wouldn't want to use it to cut down a tree.â -- Jerry Slezak
30. â I was mildly worried that my innevitable ranting about Plath and not so much the blog would take would make my presentation irrelevant to the situation, but it turns out that technology has been absolutely key in my success with this project. I truly would not have been able to recreate this experience without the blog, and I've come to rely on it more than i'd even realized. . . I love having this resource that allows me to share and record my thoughts and findings quickly but then stores and organizes them forever. I also really like the idea that i'm conversing with or addressing people through this medium. . . Itâll be nice to have people maybe mention my blog on their blogs and then even if I donât get publishing rights, at least my ideas will be spread beyond my relatively small circulation.â -- Amanda, March 2007
33. â . . .after going through my first semester of college I have a completely different perspective on a higher education. On the surface the degree is important in getting a job and now it is hard to get a good job without one but I wouldn't say that is all that it's good for. It is hard to put it into words but anyone who is going through or has been through college realizes that the degree means a lot more. Its not only the accumulation of knowledge that gets you the degree it is the discipline, hard work, motivation to learn that ultimately pushes you to get the degree. Simply put, at college you learn to learn. As a wise professor once told me, "The point of real education is to learn how to make sense out of the world, which is a lifelong goal. College is merely the beginning where, if we 're successful, we learn how to go about it." -- Shannon, Jan 2007
I'd like to begin today by thanking everyone here, particularly Ray Ford and Loey Knapp, for inviting me to campus this week and, in particular, for giving me this chance to speak to you about some ideas in the field of teaching and learning technologies that I find particularly interesting. The talk I'm about to give is brand-new. I put the finishing touches on it late last night and into the wee hours of this morning. Partly, that's because I'm a procrastinator; it's also because I wanted to have a chance to come here and talk to many of you about the current situation at UM and to see if I could tailor some of my remarks to some of what I've heard over the past few days. I hope I've managed to do that. As a new work for me, this presentation represents a work-in-progress. Some of the ideas I'm going to share today are things I've been thinking about for quite some time. Others are brand-new, and I'm still, frankly, mulling them over. I invite you to challenge those ideas if we have time at the end. I welcome those challenges; they, in fact, are necessary for me to continue to develop my own thinking about these topics. To a large extent I'll be taking on subject today that can be a bit controversial â the role (and the future) of course management systems in higher education. Some of what I will say is meant to be deliberately provocative. I do not mean to be provocative simply for the sake of being provocative. Rather, I suggest that it is through somewhat extreme thinking about these issues that we push ourselves to challenge our own tacit assumptions about the way in which we use technology within the University and the way in which that use underpins our very mission as educators and in service to education. With no futher ado.
