Thursday, 18 October 2018

Page for #IDVmatrix on #LMS description and setting it amidst other tools

picture by Giulia Forsythe
In the past year I have been adding some Instructional Design descriptions in my notebook. After I while I realized that something useful could come out of this very varied collection, so now I am putting some of these pages online (the Instructional Design Variation matrix or IDVmatrix). The idea is to grow a compendium of these pages, adding parameters that are meaningful in ID to each of those learning/teaching design elements, and eventually use these parameters as a matrix to use on the job. I will only write them here, and add the #IDVmatrix hashtag for easy recall once these pages grow. The reason behind these pages is to create a contemporary overview of Instructional Design options that are out there, and to build an instrument that allows you to quickly screen whether other ID-options can be used that reflect the same parameters you are looking for (taking into account your target learning population). The collection will have standard ID-tools (e.g. authoring tools, LMS, MOOCs...) as well as more contemporary learning and teaching tools (e.g. chatbots, machine learning, ...). The template I will follow is simple: short description (as brief as possible while allowing main features to be addressed), a segment on who uses it and how (of course that will be a not exhaustive), referring to some examples, important features to keep in mind, and finally adding a matrix stamp to it (taking into account the 5 parameters I think are relevant to structuring educational tools. And trying to add some meaningful, possibly EdTech critical pictures as a bonus. First one: a classic: the LMS.

Learning Management System (LMS)

Learning Management Systems (LMS, also related to Content Management or Course Management Systems) come in many variations, but generally they offer a digital environment to facilitate, support and design online or blended instruction. an LMS offers content structuring options (put specific modules online, sometimes integrate a learning path into those courses), quiz-options (including a question-database with a variety of quiz-options), and communication services between the learners, the facilitators, the course managers ... or all of the learning stakeholders.
The LMS is pre-programmed. In some cases this means the complete system is programmed (e.g. Blackboard, WIZiq), and you - as a course provider - can only customize specific features, but in other cases you can customize a big part of the system (due to open source code), including some programming that you do yourself (e.g. Drupal, Moodle). Some smaller LMSs offer a more specialized and valuable option, e.g. Curatr which emphasizes the social learning factor. Some LMS also include course libraries, or you - the institute - can build an open, LMS supported library to offer support to your learners.
Normally these systems are self-contained, but with options to integrate other tools to align the LMS with contemporary learning realities (e.g. integrate instagram, twitter). Although some LMS are free, you need to consider the cost of server space, programming some features, supporting all users, and keeping the system up and running 24.7.
Who uses it: learners, teachers, trainers, course coordinators, ... each on their own level. Normally user rights can be allocated within the LMS. Depending on the role, the LMS will offer a different experience (back-end mostly for course-delivery people, and front-end for the learner). 
Important features to keep in mind while choosing a LMS: security features are very important as a LMS generates a lot of learner data and communications traffic. A mobile app is a must, test it on multiple devices to estimate the quality of the app. Offline features will make life much easier for learners. SCORM options make life easier for any instructional designer, and xAPI features will allow the educators/facilitators to make meaningful analysis from all the learner data.
IDVmatrix stamp

Call for papers #CfP from #BJET & call for co-authoring book on #Philosophy #AI #humanmachine #interdisciplinary

The call for papers below is for authors researching 'human learning and learning analytics in the age of artificial intelligence' and is an action to celebrate BJET's 50th anniversary. But first ... the call for co-authors to realize a new Rebus book on the subject of Introduction to Philosophy series.

Seeking Authors & Editors for Introduction to Philosophy Series

The Rebus Community initiative Introduction to Philosophy series has grown tremendously, and a few books are nearing the final stages! Led by Christina Hendricks (University of British Columbia), the series includes eight volumes in total, ranging across themes. We are currently seeking faculty interested in contributing to the series by authoring chapters in the following books:
Social and Political Philosophy
Philosophy of Religion

See the full list of open and completed chapters.

Authors should have a PhD in philosophy and teaching experience at the first-year level. PhD students and candidates may also be considered as authors, or can contribute to the book in other ways. If you are interested, please let us know in Rebus Projects. Include your CV, a brief summary of your experience teaching an intro to philosophy course, and the chapters you would like to write.

We’re also looking for a co-editor for the Aesthetics book, and an editor forPhilosophy of Science. If you’re interested in taking on one of these roles, read the full job posting and then comment in the activity on Rebus Projects, including some details about your experience and the area in which you are interested.

The editorial team encourages contributions from members of under-represented groups within the philosophy community. Decisions will be made by the team on a rolling basis.
Photo by Samuel Sianipar on Unsplash Reading source Mary Midgley, "Philosophical Plumbing" 

CfP for papers on the subject of Human learning and learning analytics in the age of artificial intelligence, a 50th anniversary edition of BJET

At the 50th anniversary of the Britisch Journal of Educational Technology (BJET) invites you to contribute your most current research to BJET as a way to celebrate BJET’s anniversary. Title of the special section: Human learning and learning analytics in the age of artificial intelligence (Critical perspectives on learning analytics and artificial intelligence in education)

Deadline for manuscript submissions: February 10th, 2019
Publication: Online as soon as copy editing complete.
Acceptance Deadline: 10th August 2019
Issue Publication: November 2019.
Guest editor: Andreja Istenič Starčič, Professor University of Primorska & University of Ljubljana; Visiting scholar University of North Texas. For all information, please contact:

This special section focuses on human learning and learning analytics in the age of artificial intelligence across disciplines.

In May 2018, they organized a working symposium entitled The “The Human-Technology Frontier: Understanding the Human Intelligence 0.2 with Artificial Intelligence 2.0.” The symposium was sponsored by the Association of Educational Communications and Technology (AECT). Distinguished scholars, including learning scientists, psychologists, neuroscientists, computer scientists, and educators addressed some urgent questions and issues on the learner as a whole person, with healthy development of the brain, habit, behaviour, and learning in the fast-advancing technological world. The symposium inspired these special issue topics (which not limited to):

1. Learning and human intelligence: Based on what we know of the brain and what we are likely to understand in the near future, how should learning be defined/redefined?
2. Learning and innovation skills, the 4C - creativity, critical thinking, communication and collaboration: How could learning technologies support the transformative nature of learning involving all domains of learning, cognitive, psychomotor, affective-social? How could the advanced feedback and scaffolds support the transition from “combinational” to the “exploratory” and “transformational” creativity, thinking and potential consequences for communication and collaboration?
3. Towards a holistic account of a person – brain, body, habits, and environment: What would a learning and research design that embraces a whole person perspective look like?
4. Human intelligence with innovations and advances of technologies: What technologies are most likely to have a positive impact on learning in the short and long future?
5. Properties and units of measures of learning: What are the constructs of learning and beliefs about learners and learners’ needs given the multilevel technologies, collaborative networks, interaction and interface modalities, methodologies and analysis techniques we have to work with?
6. Learning perspectives: Do we face transitions in theories of learning?

In the past 50 years, BJET has been at the front offering a platform and forcing discussions in the above areas. At the 50th anniversary of BJET, we invite interdisciplinary scholars to contribute their most current research to BJET as a way to celebrate BJET’s anniversary.

Please send me the working title of your paper with a short abstract (if you include co-authors, please also provide names of all authors) to my e-mail by November 30th, 2018.

For further information, please contact professor Andreja Istenič Starčič at

Monday, 8 October 2018

(free) book Assessment strategies for online learning #education #assessment #eLearning #instructionaldesign

Assessing online learning has many challenges, but with this new book written by experts Dianne Conrad and Jason Openo, a lot of solutions can be found. The book, entitled Assessment Strategies for Online Learning - Engagement and Authenticity, can be bought for 32,99 dollars  here (if you have a budget this is the way to go as you support author and initiative), or you can have a look at the free pdf here. This book is a must read for those using assessment, as it not only gives traditional assessment, but also dives into evaluations that are linked to open learning, journals, portfolios, etc. Great and interesting read.

If you want to check out what Dianne Conrad has in mind while talking about assessment, or if you have some questions, you can join the free online CIDER session on 10th October 2018

When: Wednesday, October 10, 2018 - 11am to 12noon Mountain Time (Canada)

Where: Online through Adobe Connect at:

Registration is not required; all are welcome. CIDER Sessions are recorded and archived for later viewing through the CIDER website. For more information on CIDER and our Sessions, please visit us at:
(from the book description):
For many learners, assessment conjures up visions of red pens scrawling percentages in the top right-hand corner of exams and feelings of stress, inadequacy, and failure. Although learners sometimes respond negatively to evaluation, assessments have provided educational institutions with important information about learning outcomes and the quality of education for many decades. But how accurate are these data and have they informed practice or been fully incorporated into the learning cycle? Conrad and Openo argue that the potential inherent in online learning environments to alter and improve assessment and evaluation has yet to be explored by educators and learners.
In their investigation of assessment methods and learning approaches, Conrad and Openo explore assessment that engages and authentically evaluates learning. They insist that online and distance learning environments afford educators new opportunities to embrace only the most effective face-to-face assessment methods and to realize the potential of engaged learning in the digital age. In this volume, practitioners will find not only an indispensable introduction to new forms of assessment but also a number of best practices as described by experienced educators.

1. The Big Picture: A Framework for Assessment in Online Learning

2. The Contribution of Adult Education Principles to Online Learning and Assessment

3. What Do You Believe? The Importance of Beliefs about Teaching and Learning in Online Assessment

4. Authenticity and Engagement: The Question of Quality in Assessment

5. Assessment Using E-Portfolios, Journals, Projects, and Group Work

6. The Age of “Open”: Alternative Assessments, Flexible Learning, Badges, and Accreditation

7. Planning an Assessment and Evaluation Strategy—Authentically

8. Flexible, Flipped, and Blended: Technology and New Possibilities in Learning and Assessment

9. A Few Words on Self-Assessment

10. Summing Up

Appendix • Other Voices: Reflections from the Field

This work is licensed under a Creative Commons License (CC BY-NC-ND 4.0). It may be reproduced for non-commercial purposes, provided that the original author is credited.

Assessing online learning is mostly part of formal education, but can be used to provide a formal status to self-directed learning which the learner wants to show to the public.