our LMS and LCMS). In guiding our Itervation (Iterative Innovation that is), there are a few sources that provide direction: FIRST is the Seven Sensibilities of. , Student, Staff, Faculty, Alum) must be at the center of the design of our next generation learning Collaboration and Learning Intuitive Learning Environment. . CLIVE must have both a social/personal and personalized programmatic component. Leveraging our understanding of the Contextualizers (i.e. WHO the user is, HOW they are connected to the environment, WHERE they are in. coordination of resources required to accomplish a given task from the individual to the environment itself. Seamless: CLIVE must seamlessly integrate new Web 2.

To make this possible, learning objects had to be self-contained and as context-free as possible. Reality is somewhat different. Im doubtful if anyone really got themselves organised enough to have their LCMS configure. navigational aids, because this becomes the responsibility of the LCMS/LMS or of the teacher. Organised into objects, its much easier for your. .

Reusable Learning Object (RLO) concept with reckless abandon, implementing a Learning Content Management System (LCMS) (shudder) which shall remain nameless (but rhymes with Neato HorsePen). This system is not only a horrifically cumbersome environment in which to develop, but, from my experience. . And when I find myself in the pitiable role of the learner, faced with a course that was developed in our LCMS, I do my best to avoid letting out an audible groan while readying my mouse. . You know, the things that actually make learning intriguing and enjoyable . Read the sales pitch for any LCMS product. .

There are many overlapping product sets (virtual classroom, LMS, LCMS, Authoring, Assessment, Search, Collaboration, HRIS, Talent Management, etc. . In many corporate environments, I'm already seeing the pendulum swinging away from Enterprise IT.

By comparison, today's technical and learning environment is much more ???read-write???, collaborative, social and nomadic-- all while being more personal and individualized. ???t think SCORM and AICC are over engineered pieces of junk.

We are the Problem: We're Selling Snake Oil" came at time of great tumult in the workplace learning world. The dot.com bubble had popped and promising companies were disappearing, dramatically being downsized, or being acquired by larger competitors. At the same LMS/LCMS's were being adopted by company after company as the backbone of renewed investments in learning. . It was into this environment that Sam Adkins post on the evening of November 16, 2003 was published. Sam's post was actually a collaboration between several people - a calculated attempt to stir up a.

There are the well established commercial products such as WebCT and Blackboard and the more recent open source projects like Moodle and Sakai (the terms CMS , content management system and LCMS , learning content. . LMSs are centrally administered and the course materials in them are traditionally created by faculty. Then there is the personal learning environment or PLE. . With new technologies, Web 2.0, and devices like Apples iPhone (coming to Canada one of these days), learners now have absolute control over their learning environments and when, where, why, and. successful in delivering effective learning environments. Is there a middle ground where learners can take advantage of PLEs and institutions can still get use. .