Tag: cloud

The future of learning management

People familiar with my blog will know that I’m not a member of the anti-LMS brigade.

On the contrary, I think a Learning Management System is a valuable piece of educational technology – particularly in large organisations. It is indispensible for managing registrations, deploying e-learning, marking grades, recording completion statuses, centralising performance agreements and documenting performance appraisals.

In other words – and the name gives it away – an LMS is useful for managing learning.

Yet while LMSs are widely used in the corporate sector, I suspect they are not being used to their full potential. You see, when most people think of an LMS, they think of formal learning. I don’t.

I think of informal learning. I think of the vast majority of knowledge that is acquired outside of the classroom. I think of the plethora of skills that are developed away from the cubicle. I think of reading a newspaper and chatting around the water cooler, and the myriad of other ways that people learn stuff. Relevant stuff. Stuff that actually makes a difference to their performance.

And I wonder how we can acknowledge all of that learning. We can hardly stick the newspaper or the water cooler into the LMS, although many will try in vain.

No – the way we can acknowledge informal learning is via assessment. Assessment represents the sum of learning in relation to a domain, regardless of where, when or how that learning was done.

The assessment need not be a multiple-choice quiz (although I am not necessarily against such a device), nor need it be online. The LMS only needs to manage it. And by that I mean record the learner’s score, assign a pass or fail status, and impart a competency at a particular proficiency.

In this way, the purpose of learning shifts from activity to outcome.

Aliens lined up in the style of the video game Space Invaders.

Having said that, the LMS suffers a big problem: portability.

I’m not referring to the content. We have SCORM to ensure our courses are compatible with different systems. Although, if you think migrating SCORM-compliant content from one LMS to another is problem free, I have an opera house to sell you. It has pointy white sails and a great view of the harbour.

No – I’m referring to the learner’s training records. That’s the whole point of the LMS, but they’re locked in there. Sure, if the organisation transfers from one LMS to another, it can migrate the data while spending a tonne of money and shedding blood, sweat and tears in the process.

But worse, if the learner leaves the organisation to join another, they also leave their training records behind. Haha… we don’t care if you complied with the same regulations at your last organisation. Or that you were working with the same types of products. Or that you were using the same computer system. We’re going to make you do your training all over again. Sucker.

It’s hardly learner-centered, and it sure as hell ain’t a smart way of doing business.

Enter Tin Can

According to my understanding, Tin Can is designed to overcome the problem of training record portability. I imagine everyone having a big tin can in the cloud, connected to the interwebs. When I complete a course at Organisation A, my record is recorded in my tin can. When I leave Organisation A for a better job at Organisation B, no worries because I’ve still got my tin can. It’s mine, sitting in the sky, keeping all my training records accessible.

This idea has taken the education world by storm, and some LMSs such as UpsideLMS have already integrated the API into their proprietary architecture.

Furthermore, I can update my tin can manually. For example, if I read a newspaper article or have an enlightening conversation with someone around the water cooler, I can log into my account and record it.

This sounds admirable prima facie, but for me it raises a couple of concerns. Firstly, the system is reliant on the learner’s honour – ! – but more concerningly, its philosophy reverts back to activity over outcome. Recording reams and reams of minor learning interactions all seems a bit pointless to me.

So where to from here?

Enter Plurality

Plurality is a brilliant short film watched by the participants in Week 2 of The University of Edinburgh’s E-learning and Digital Cultures course.

The film paints a dystopian vision of the future whereby everyone’s personal details are stored in an online grid, which is controlled of course by the government. When you swipe your finger over a scanner, the computer reads your DNA and identifies you. This is convenient for automatically deducting the cost of a sandwich from your bank account, or unlocking your car, but not so convenient when you are on the run from the cops and they can track you through everything you touch.

Despite the Big Brother message pushed by the film, it prompted me to recognise an emerging opportunity for Tin Can if it were to re-align its focus on assessment and exploit the Internet of Things.

Suppose for example you are sitting in a jumbo jet waiting to take off to London or New York. If the cockpit had a scanner that required the pilot to swipe his finger, the computer could check his tin can to confirm he has acquired the relevant competencies at the required proficiencies before activating the engine.

Or suppose you are meeting a financial advisor. With a portable scanner, you could check that she has been keeping up with the continuing education points required by the relevant accreditation agency.

Competencies and assessment tend to cop a beating in the academic sphere, but in the real world you want to be reasonably confident that your pilot can fly a plane and your financial advisor knows what she’s talking about.

If the film’s portrayal of DNA is too far-fetched, it need not be the mechanism. For example, the pilot could key in his personal credentials, or you could key in the financial advisor’s agency code.

But maybe it’s not so far-fetched after all. The Consortium for the Barcode of Life – based at the Smithsonian Institution’s National Museum of Natural History, no less – is currently researching DNA barcoding.

And still, maybe Plurality is looking at it the wrong way around. We can already store digital information in synthetic DNA. Perhaps in the not-too-distant future our training records will be coded into our natural DNA and injected back into our bodies. Then instead of the scanner referring to your tin can in the cloud, it mines your data right there in your genes.

And you thought science fiction was scary!

Just log in

A little while ago, I attended an executive briefing about cloud computing, hosted by SMS Management & Technology and presented by Paul Slakey, Director of Americas & Asia Pacific at Google, and Peter Coffee, Director of Platform Research at Salesforce.com.

Clouds

What is cloud computing?

The 2009 Horizon Report states:

The cloud is the term for networked computers that distribute processing power, applications, and large systems among many machines. Applications like Flickr, Google, YouTube, and many others use the cloud as their platform, in the way that programs on a desktop computer use that single computer as a platform.

Cloud-based applications do not run on a single computer; instead they are spread over a distributed cluster, using storage space and computing resources from many available machines as needed. “The cloud” denotes any group of computers used in this way; it is not tied to a particular location or owner, though many companies have proprietary clouds. “Amazon’s cloud,” for instance, refers to the computers used to power Amazon.com; the capacity of those servers has been harnessed as the Elastic Compute Cloud (EC2) and can be leased from Amazon for a variety of purposes.

So it’s a little bit techie, involving distributed computing power, extended data storage, and scalability.

But for the lay person, I would suggest the term “cloud computing” can boil down to everything is web-based.

Head in the clouds

According to Paul and Peter, it’s clear that cloud computing is a rising trend. With thorny issues such as connectivity, reliability and security improving over time, more and more organisations are moving their work “into the cloud”.

One of the key points from the briefing that I feel compelled to reiterate is that cloud computing isn’t just some far off abstraction – it’s here and now. Probably the best known example is Google Apps, which provides email, calendars, documents, spreadsheets and presentation software, among a range of other tools and services, all on the web.

And surely you’ve used Twitter, Facebook, Flickr, Delicious or YouTube..? These are all in the cloud.

In fact, the 2009 Horizon Report maintains that cloud computing is likely enter mainstream use in learning-focused organisations within one year or less  – and that was written in December 2008!

The report also notes that the technology is already well established on many educational campuses (including K-12), with claims that more organisations have their plans in place.

Sky’s the limit

Imagine if the corporate sector fully embraced cloud computing…

We could access our word processor, spreadsheet, e‑learning authoring tools, CRM system, sales figures, productivity reports, in fact any data or software, all online.

We could finally embrace thin clients. All that our laptops would need is a browser and an Internet connection.

We could purchase only the licences we need right now, and scale up later when we need to.

We could centralise our files and content, and collaborate more easily.

You can use a Mac, I can use a PC. It doesn’t matter.

No more relying on a technician with administrative access.

No more downtime for upgrades.

Just log in.

Who's that? He's my thin client.