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Home > Open fo= r Learning: The CMS and the Open Learning Network

Open for Learning: The CMS and the Open Learn= ing Network

Abstract: 

The course management system (CMS)= reinforces the status quo and hinders substantial teaching and learning in= novation in higher education. It does so by imposing artificial time limits= on learner access to course content and other learners, privileging the ro= le of the instructor at the expense of the learner, and limiting the power= of the network effect in the learning process. The open learning network= (OLN)=E2=80=94a hybrid of the CMS and the personal learning environment (P= LE)=E2=80=94is proposed as an alternative learning technology environment= with the potential to leverage the affordances of the Web to dramatically= improve learning.

Author Name(s): 
Jon Mott [1]
David Wiley [2] =

Introduction

Twenty-five years ago, Bloom and his colleagues demonstrated that the av= erage student is capable of performing at a radically higher academic level= than s/he generally does (Bloom, 1984). Through a series of comparative st= udies--in which students of different age groups studied different subject= matters under different instructional conditions--Bloom established that= the average student instructed individually by a tutor outperform= ed 98% of students instructed in a conventional classroom setting. It was= a critical statement about formal education in both senses of the term. Fi= rst, it was a critique: the average student is capable of learning= significantly more than s/he does, but formal education does not consisten= tly facilitate the realization of that potential. Second, it highlighted an= extremely important opportunity - educational researchers need to engage= in work focused on decreasing the delta between student potential and achi= evement. Bloom summarizes:

I believe an important task of research and instruction is= to seek ways of accomplishing this [academic success] under more practical= and realistic conditions than the one-to-one tutoring, which is too costly= for most societies to bear on a large scale. This is the =E2=80=9C2 sigma= =E2=80=9D problem. Can researchers and teachers devise teaching-learnin= g conditions that will enable the majority of students under group instruct= ion to attain levels of achievement that can at present be reached only und= er good tutoring conditions?.... If the research on the 2 sigma proble= m yields practiced methods (methods that the average teacher or school facu= lty can learn in a brief period of time and use with little more cost or ti= me than conventional instruction), it would be an educational contribution= of the greatest magnitude (p. 4-5, emphasis added)

Bloom, and a host of other educational researchers and reformers, have= long believed that technologically driven instructional methods have the= potential to help bridge the 2 sigma gap. However, such high hopes for tec= hnology's impact on learning outcomes have been largely unrealized. Bu= sh & Mott (2009) have argued that the failure of technology to transfor= m learning stems from a preoccupation with "the tactical implementatio= n of specific technologies which often simply automate the past" (p.= 17). Despite billions of dollars (see Nagel 2008), and millions of person-= hours invested over the past two decades, recent instructional technology= practice in higher education has largely been a perpetuation of this trend= .

In the mid-1990s, largely unaware of Bloom's challenge, innovative= faculty members and students at universities throughout the world began th= inking about ways to leverage the Internet and the World Wide Web to improv= e teaching and learning. The result was the creation of a new category of= web-based software: the "course management system" or CMS. Alter= natively labeled learning management systems (LMSs), learning content manag= ement systems (LCMSs), and virtual learning environments (VLEs), such softw= are has generally been focused primarily on helping teachers increase the= efficiency of the administrative tasks of instruction (e.g., distribute do= cuments, make assignments, give quizzes, initiate discussion boards, assign= students to working groups, etc.). This instructor-centrism comes despite= the best intentions and efforts of system designers, early adopters, and= instructional support staff who sought to use these systems to transform= the dominant learning modality of higher education from traditional, class= room-based instruction to online and hybrid courses. In practice, the vast= majority of instructors who adopted the CMS largely ignored Bloom's= challenge to make an "educational contribution of the greatest magnit= ude," instead focusing on increasing the administrative efficiency of= their jobs.

Evidence to support this claim comes from several quarters. First, five= years of data on faculty feature usage in Blackboard (the leading commerci= al CMS) at Brigham Young University evidences the tendency to use the CMS= to improve instructional efficiency rather than effectiveness. When asked= what features of Blackboard they use in their courses, more than two-third= s of faculty members (n=3D813) at BYU report using the teaching administrat= ion tools in Blackboard while less than a third report using the more learn= ing focused tools (see Table 1).

Table 1

Self-Reported Function Usage in Blackboard by BYU Faculty Members (2004-= 2009)

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These patterns of CMS usage at BYU are consistent with the findings of= a 2003 study of University of Wisconsin System faculty members. In that st= udy, Morgan found that "faculty use the CMS primarily as an administra= tive tool to facilitate quiz administration and other classroom tasks rathe= r than as a tool anchored in pedagogy or cognitive science models (11). As= Milligan observes, the CMS are "fundamentally a conservative technolo= gy ... [for] managing groups, providing tools, and delivering content"= (2006, 1). Evidence of the pervasiveness of such CMS usage tendencies can= be found in a recent usage study of the Sakai at the University of North= Carolina. Faculty survey data indicates that the top three uses of Sakai= in the category "Improving Teaching and Learning" were "Acc= essing materials any time," "Saving me time," and "Mana= ging my course activities" (UNC 2009, 15).

While many proponents of the CMS hoped that it would yield dramatic impr= ovements in learning, the reality is that it is primarily used as an admini= strative toolbox. Consequently, we have yet to leverage the potential of th= e Web to yield the kinds of dramatic improvements that Bloom envisioned. Ba= sed on the usage data above, one possible characterization of the CMS is a= very effective, albeit very expensive, course content distribution and tea= cher-student communication platform. While improvements in efficiency are= certainly beneficial to faculty members and students, the CMS has yet to= yield consistently demonstrable, replicable, significant improvements in= learning outcomes. Using Web technology primarily for the purposes of cont= ent distribution and secure communication between faculty and students in= higher education is akin to using a desktop computer for a doorstop. A des= ktop can certainly work well for that purpose, but it falls far short of it= s intended use and its full potential.

That technology has failed to transform learning=E2=80=94the core functi= on of educational institutions=E2=80=94is troubling. After billions of doll= ars invested, we are left to conclude that educational technology has been= "oversold and underused." In his so-titled book, Cuban details= his findings of an exhaustive study of educational technology investments= in Silicon Valley (2001). His conclusions are not encouraging=E2=80=94he= found little evidence that technology has yielded any significant changes= in teaching practices (p. 130). On the contrary, Cuban concluded that &quo= t;teachers used technology to maintain existing practices" rather than= to "revolutionize" the way they teach their students (p. 138).

Herrington, Reeves, and Oliver (2005) tie Cuban's thesis directly= to the course management system. They argue that course managment software= leads universities to "think they are in the information industry&quo= t; (356). In contrast to "the authentic learning environments prompted= by advances in cognitive and constructivist learning theories," the= industrial, course management model has its center of gravity in teach= ers generating content, teachers gathering resources, tea= chers grouping and sequencing information, and teachers givin= g the information to students (356). This is so, they argue, because teache= rs "often yield to the seductive appeal of a course management system,= where it is easy enough to populate a weekly schedule with static resource= s and decontextualized tasks" which results in a "focus on conten= t ... rather than the process of educating the student" (357). They co= nclude:

There is much evidence to suggest that universities and othe= r educational institutions have failed to perceive the difference between= educating learners and simply providing them with information and content.= Most institutions of higher education appear focused on . . . content cove= rage, course structure, and pre-existing time arrangments such as semesters= and hours of credit than . . . issues such as learning and performance (36= 5). 

Notwithstanding the massive allocation of resources to educational techn= ology, course management systems, educational research, and instructional= design, the educational establishment's resistance to change at its= core is remarkable. The transformational impact of technology can be seen= in almost every other aspect or sector of culture, society, and the econom= y. Indeed, a quick review of several recent books about the dramatic impact= of Web technologies in the wider world reveals an odd absence of even pass= ing references to the impact of these technologies on education. The indexe= s of books such as The Long Tail, Wikinomics, Here Co= mes Everybody, and Tribes contain zero entries under the topi= cs of "education," "learning," or "school."Th= is is potent confirmation of Western Governors University President Bob Men= denhall's observation that, "Technology has changed the productiv= ity equation of every industry except education" (Webb, 2009).

Accordingly, we assert that the persistence and perpetuation of the CMS= paradigm is resulting in a missed opportunity of epic proportions. Instead= of leveraging the Web to radically improve student performance and close= Bloom's 2 sigma gap, instructors and institutions are essentially mak= ing the old, content-centrict paradigm more efficient, but leaving it large= ly unchallenged and unquestioned.

In this article, we argue that the CMS paradigm, as it has evolved over= the past decade, is poorly equipped to close the 2 sigma gap. As currently= designed and implemented, not only does the CMS fail to help learners real= ize their full potential while engaged in formal learning, but it also fail= s to prepare them to be effective learners throughout their working lives.= We contend that the CMS falls short in three important ways. First, the CM= S imposes, or at least reinforces, artificial time constraints on learning= and learning continuity. It does this by perpetuating the Industrial Era-i= nspired, assembly line notion that the semester-bound course is the natural= ly appropriate unit of instruction (Reigeluth, 1999). This student throughp= ut-focused model perpetuates the increasingly false notion that career prep= aration and learning occur during a discrete, uninterrupted, several-year-l= ong period immediately following high school. Second, while the job marketp= lace increasingly puts responsibility for learning and authentic, job-relat= ed skill acquisition and refinement on the individual, the CMS continues to= privilege the instructor as the locus of energy and action in the learning= process. The CMS does not afford learners the opportunity to contribute to= the learning process in significant ways or to self-organize around learni= ng topics, conversations, or content. Finally, the CMS continues to artific= ially situate instruction and learning inside walled gardens that are disco= nnected from the rich and vibrant networks of learners and content in the= wider world.

After discussing these three aspects of CMS inadequacy, we propose an al= ternative teaching and learning infrastructure that is better adapted to th= e learning demands and career realities faced by our students. However, in= doing so, we also note that the changes necessary to bridge the 2 sigma ga= p are at least as much cultural and pedagogical as they are technological.=  

Artificial Time Constraints in the CMS

Virtually every CMS implemented at colleges and universities throughout= the world is integrated with each local institution's student informa= tion system (SIS). This integration allows for the automatic creation of &q= uot;courses" inside the CMS associated with each section in the class= schedule in a given semester or term. This is an incredible efficiency aff= ordance for faculty members and students. With a few keystrokes and mouse= clicks, every student formally registered in a section is automagically ad= ded to the class roster in the CMS. This integration between the CMS and th= e SIS is one of the most important drivers of CMS adoption in higher educat= ion=E2=80=94it is highly unlikely that instructors would use a CMS if they= were required to manually construct and update their class rosters through= out the semester.

While SIS integration is a positive, necessary element of any viable onl= ine learning environment, the tight coupling of the CMS with the SIS and th= e class schedule has resulted directly in an unintended consequence of CMS= deployment by artificially limiting the potential of the Web to keep stude= nts connected to each other and their content. While the CMS facilitates su= bstantial interaction and community building around content within courses,= the resulting learning communities are almost always limited to those form= ally enrolled in the course and those communities exist only for the durati= on of a particular semester or term. When each period of instruction draws= to a close, CMS courses are routinely deactivated and sometimes even delet= ed to make way for the next semester's courses. CMS administration rea= lities (content storage, backup, bandwidth consumption, user account admini= stration, etc.) and licensing restrictions on the number of active users in= the CMS further reinforce this tendency.

Because CMS administration is so tightly tied to the academic calendar,= semesters, and terms, it has become an additional, powerful source of iner= tial energy behind the course-centric, content-driven model of instruction= that dominates higher education. The net result is a procession of success= ive 14-week starts and stops in a student's educational career at the= typical college or university. The initial picture of growth in an individ= ual learner's "network" is encouraging, as illustrated in Fi= gure 1 below. Although narrowly limited to the community of enrolled studen= ts in a particular section of a course, students have the opportunity to bu= ild connections with each other, their instructor, and the content publishe= d within the course site in the CMS.       &n= bsp;

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Figure 1: Growth of the Learner Network in a CMS 

However, at the end of each semester, courses are routinely "delete= d" and the learners' networks are gone, with no record left behin= d of the activity and learning that occurred within them. This is a pattern= that repeats from semester to semester, throughout a student's learni= ng career at a particular institution.  

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Figure 2: Growth of the Learner Network in a CMS Over Time&nbs= p;

These learning network disruptions are even more jarring for students wh= o transfer from one institution to another or those who take courses from= multiple institutions. Unless students fastidiously copy the content from= their CMS courses and save the contact information of their classmates, th= e learning network connections they have made (both content and social) are= essentially lost. If Facebook operated in such a manner, deleting users&#x= 27; friends, wall conversations, pictures, and other data every 14 weeks,= users would be furious. They would leave Facebook in droves for applicatio= ns that preserve their networks over time. While students generally do not= have formal alternatives to the CMS, they are, indeed, flocking= to time-persistent social networking and media sharing sites like Facebook= , Flickr, YouTube, GMail, and Google Docs.

By scouring the CMS clean of any evidence that students were ever there= at the end of every semester, we are denying learners an opportunity to ac= t on what Campbell (n.d.) considers a fundamental human need to leave behin= d their "cognition prints," some indication that they were there= and made a difference. This urge is manifest in a variety of forms, perhap= s most powerfully manifest by human propensity to leave their initials behi= nd on trees and park benches or to tag public spaces with graffiti. In an= educational context, this plays out as notes in textbooks or less benignly= as initials or commentary etched on desks or classrooms walls. While the= online learning space provided in the CMS is qualitatively different from= the classroom space, students still long to leave their mark behind. This= is a need that is increasingly met through discussion boards, social netwo= rking sites, blogs, and wikis. Campbell suggests that we and our students= naturally gravitate to these outlets because they are observable (see also= Rogers' Diffusing Innovations, 1995), they are persistent (t= hey remain behind, virtually forever, for even very small groups of viewers= to see), and they create a shared sense of intimacy between the creator,= the viewer, and the broader community.

While activities captured within a course site in a CMS can create, with= in the above noted constraints, a sense of intimacy within a community of= learners, those communities do not persist. While we know of no formal res= earch on the topic, we believe that knowing that the fruits of their effort= s will be categorically deleted at the end of term is a significant negativ= e motivation for students to contribute meaningfully within the CMS, partic= ularly when the same effort invested elsewhere would persist indefinitely.= Even during the time their efforts remain "live" in the CMS, the= y are not as broadly observable as they would be elsewhere. For these reaso= ns, Campbell declares that CMS courses are "on the web but not of<= /em> the web."

Maintaining access to content and community is increasingly important to= learners, both while enrolled in post-secondary institutions and after the= y graduate from them. Unfortunately, teachers and students generally have= to look in places other than the typical CMS-based course to find tools th= at can facilitate such long-lasting connections. And yet when our students= venture outside the confines of the CMS, they sometimes run afoul of archa= ic institutional policies and traditions. When a student at Ryerson Univers= ity convened a chemistry study group inside Facebook in 2007, the Universit= y threatened to expel him for academic misconduct. In his defense, the stud= ent observed that he was simply replicating online what was common practice= in face-to-face study group and tutorial sessions (Schaffhauser, 2008). Th= e difference between these face-to-face sessions and the groups the student= created in Facebook, however, was that the online versions of the study gr= oups would persist over time, perhaps far beyond the students' time at= Ryerson. Access to Facebook, unlike access to live study sessions or to th= e CMS, does not expire when a student graduates.

While ephemeral access to classmates and course content might have once= been adequate, the career ecosystem into which we are sending our students= is radically different than it was even just a decade ago. While perhaps= a bit stylized, the typical CMS-delivered, content-centric, lecture-driven= course complete with multiple-choice midterm and final exams, does little= to prepare students to succeed in a world in which there will always be mo= re new knowledge created every day than they can possibly access, much less= assimilate, master, and apply. Given the overwhelming flow of data all aro= und us, our job should be increasingly less focussed on making our students= "knowledgeable" and focused instead more on making them "kn= owledge-able" (Wesch, 2009). By eliminating access to the courses a st= udent participates in within a CMS, an institution not only hampers them du= ring their formal learning careers, but it takes away a potentially invalua= ble knowledge-able tool for continued success as a lifelong learner. (That= is unless, of course, we persist in believing the myth that our students= actually master and permanently remember all that they "learn"= in our classes.)

Brown and Adler have argued that the educational status quo is= no longer aligned with the realities of the world our students=E2=80=94and= frankly we=E2=80=94live in: "As [they] move from career to career, mu= ch of what [they] will need to know will not be what [they] learned in scho= ol decades earlier. We are entering a world in which we all will have to ac= quire new knowledge and skills on an almost continuous basis" (2008,= p. 18). Clarke and Jennings affirm this assertion: "The new priority= is to develop agile minds of resourceful individuals who can locate and ma= ster skill sets or the knowledge they need, not simply memorize learning co= ntent" (2009, p. 1). The old paradigm of making our students "kno= wingly prepared" is rapidly losing its value. We should instead help= our students be "unknowingly prepared=E2=80=94to be unknowin= g but to possess the tools and skills to rapidly become 'knowing'= at the moment-of-need" (p. 3).

Like much of the educational technology that preceded it, the CMS was de= signed primarily to support and enhance traditional teaching. It is not coi= ncidental that the first incarnation of Blackboard was branded "Course= Info." CMSs were born as and largely remain easy-to-use (although incr= easingly complex) course website creation tools. As CMSs have evolved and= matured, they have connected instructors, students, and content more effic= iently than ever before. But the overwhelming usage patterns of instructors= indicate that the CMS has been used primarily to mimic the traditional, se= mester-based, lecture-driven, content-centric model of instruction - one of= bestowing "course info" on students.

If we hope to prepare our students for success during their time at our= institutions and in their working lives, we need to equip them with lifelo= ng learning skills. This necessitates a view of learning that is not confin= ed to discrete 14 or 15-week learning periods, loosely bundled together in= what we generously call "degree programs." Lifelong learning is= a continuous, not a discrete, phenomenon. Unfortunately, the CMS, with its= frequent stops and starts, institutionalizes a discrete, disjointed model= of learning that mitigates against the cumulative, lifelong, learner-centr= ic experiences we should be providing for and evoking in our students. &nbs= p;

Learners as Co-Instructors, Instructors as Co-Learners

Web 1.0 was about publishing content to the masses. In the mid 1990s, yo= u had to be something of a technology geek to publish a website. Web 2.0 ha= s changed all of that, allowing anyone with a web browser and only modest= technical skills to publish blogs, wikis, images, and videos. In a Web 2.0= world, the traditional publishers have had to yield to their audience, ced= ing to them co-publishing space, even on their own websites. As such, Dan= Gillmor refers to the online masses today as the "former audience&quo= t; (2006, p. 136). Increasingly, college students are just as much a part= of the "former audience" as are previously-passive consumers of= popular entertainment and media. No longer do students sit passively in th= e classroom, restricted only to the authority of the instructor and their= textbook for the final word on the subject matter of a lecture. Now they= can Google terms, concepts, and events mentioned by the instructor, they= txt, Facebook, and Twitter each other about what's being said, and th= ey carry their notes and even the lecture itself out of class with them, re= corded on laptops, MP3 recorders, and digital pens to be reviewed and share= d.

Jenkins (2006) chronicles a particularly poignant example of a 12-year-o= ld home schooled girl, Heather Lawver, who created an online, fan-authored= version of The Daily Prophet, the fictional newspaper in the Harr= y Potter series (see http://www.dprophet.com = [6]). The reporters for Lawver's version of The Prophet were her fellow adolescent students from around the world. At the height= of her success running the fictional paper, more than a 100 children were= regular contributors and "a number of teachers" had incorporated= student contributions to the paper into their classroom curriculum (Jenkin= s, 2006, 180). Jenkins argues that Lawver's activities, and those of= the reporters she recruited, went far beyond a creative outlet for fans=E2= =80=94participants acquired knowledge creation, knowledge pooling, and know= ledge sharing skills, gained experiences sharing and comparing value system= s, learned how to express and interpret feelings about a literary work, and= developed Internet publishing skills (p. 185). Gee has argued that similar= ly transferable skills can be acquired in online role-playing games, where= players learn to work well with team members, collaborate to solve problem= s, and hone individual skills in the context while understanding and apprec= iating others' skills, etc. (2009).

Most (if not all) of these sorts of activities are absent from the typic= al CMS-based course. This is true primarily because there is no space provi= ded for students to publish such content and engage in such activities of= their own creation. Moreover, students engaged in such activities are unli= kely to make the CMS the base of their activities because they would be wal= led off from the rest of the world, destined for deletion at the end of the= semester.

The notion of students actively participating in the processes of captur= ing, creating, and sharing course content, conversations, and activities tu= rns the centuries-old "sage on the stage" model on its head. But= the CMS paradigm actually works against such a transformation of the relat= ionship between teachers and learners because it privileges the role of the= instructor and technically restricts individual students from contributing= and to shaping courses in any meaningful way. Sclater has argued that the= term "learning management system" itself suggests "disempow= erment=E2=80=94an attempt to manage and control the activities of the stude= nt by the university" (2008, p. 2). The tendencies of the CMS are not,= he argues, just "minor irritations" but rather forces that "= ;may overtly or subtly align the institutional processes with the software= rather than having the system serve the requirements of the institution&qu= ot; (p. 3).

As the scope and scale of the CMS has grown, it has become a core part= of almost every institution's enterprise technology infrastructure.= This is evidenced perhaps most powerfully by the growth in licensing costs= paid to CMS vendors. Between 2000 and 2008, the average licensing cost per= campus for commercial CMS skyrocketed  500% (Delta Initiative, 2009;= slide 11). And these figures do not take into account hosting costs which= have also grown rapidly with increased CMS adoption and utilization. CMS-r= elated adoption and resourcing decisions, then, are driven by many of the= same factors that drive decision-making about other enterprise software at= colleges and universities. A 2009 report on the state of the LMS in higher= education commissioned by the California State System includes a "Hol= istic View of LMS Decisions" (2009, slide 21). While focused on system= -wide CMS implementations, it is nonetheless striking=E2=80=94nay stunning= =E2=80=94that this "holistic view" includes such factors as hosti= ng, faculty development, curriculum and instructional course design, multim= edia support, and help desk support while making literally no ment= ion of student learning or student activity within the CMS (slide 21).

That students should use technology to be more engaged in their own lear= ning and take greater ownership of it is not a new idea. More than a decade= ago, Reeves argued that we should focus on helping students learn with= technology rather than from technology (1998). However, it= has been precisely the lack of CMS functionality that supports this shift= in activity, ownership, and responsibility to students that has given rise= to the idea of a "personal learning environment" or PLE (Educaus= e, 2009). Where once the instructor was the sole (or at lease substantially= privileged) possessor of content expertise and certainly the exclusive pro= vider of course materials, learners are now instantaneously able to Google= virtually any information about the content of a course (often during the= lectures themselves), independently publish their thoughts about it, and= interact with others (both inside and outside of the official course roste= r) about the course and it's subject matter. The additive result of th= ese activities, scattered across the learner's computer and various ap= plications and sites in the cloud, form a "personal learning environme= nt." For most subjects and most learners, these new affordances facili= tate a richer, more meaningful, and longer-lasting learning experience. Whe= n students enter the walled garden of the CMS, they are largely "acted= upon." Efficacious, self-regulating learners, on the other hand, &quo= t;act" as they participate in and take ownership of their own learning= activities and ultimately what they learn and how they employ that new lea= rning in pursuit of their various life projects.

While the feature set of the CMS made it an early Web 2.0-like toolbox= for instructors, it has provided relatively few PLE-like affordances to st= udents. The center of gravity in the CMS is decidedly on institutional and= instructor efficiency and convenience, not student participation and learn= ing. This should not be surprising given Cuban's findings that educati= onal technology is used largely to "maintain existing practices"= rather than to "revolutionize," or even change in any substantia= l way, teaching and learning practices (2001). As evidenced by the BYU and= Wisconsin usage studies, instructors have largely employed the CMS to auto= mate the past, using it primarily as an instructional e-mail and content de= livery system, bringing greater efficiency to old patterns and methods of= instruction and course management.

The CMS today is an enterprise, one-size-fits-all teaching toolbox on vi= rtually every college and university campus in the world. While instructors= are readily afforded quick and easy access to course site creation tools,= working outside the boundaries of the CMS is generally difficult, sometime= s expensive, and occasionally discouraged or forbidden by their institution= s. While there are economically rational reasons behind decisions to implem= ent (or even impose) a single, vertical teaching and learning technology st= ack for an entire campus, there are fundamental philosophical and pedagogic= al problems with this monolithic approach. As Dede has observed, "the= history of tool making shows that the best strategy is to have simultaneou= sly available a variety of specialized tools, rather than a single device= that attempts to accomplish everything" (2008, p. 58). In a learning= context, he argues that no educational information and communication techn= ology can be "universally good." Rather, he asserts, "the be= st way to invest in instructional technologies is an instrumental approach= that analyzes the natures of the curriculum, students, and teachers to sel= ect the appropriate tools, applications, media and environments" (59).= He concludes with this declaration:

To progress, the field of instructional design must recogniz= e that learning is a human activity quite diverse in its manifestations fro= m person to person, and even from day to day. The emphasis can then shift= to developing pedagogical media that provide many alternative ways of teac= hing, which learners select as they engage in their educational experiences= (p. 59).

Sclater (2008) similarly argues that our focus in providing learning tec= hnologies should not be on making the most appropriate tools available for= learners at various points in the learning process (p. 8).

New, rapidly evolving web technologies are quickly changing the balance= of power in the learning environment. In 1999, the authors of The Clue= train Manifesto declared:

Networked markets are beginning to self-organize faster than= the companies that have traditionally served them. Thanks to the web, mark= ets are becoming better informed, smarter, and more demanding of qualities= missing from most business organizations (Levine, et al., 1999).

Ten years later, it is safe to say:

Networked learners are beginning= to self-organize faster than the schools that ha= ve traditionally served them. Thanks to the web, learners are becoming better informed, smarter, and more demanding of quali= ties missing from most educational institutions.<= /p>

If "hyperlinks subvert hierarchy" (Levine, et al., 1999), Web= 2.0 tools are making the learning space fundamentally and permanently flat= . CIOs, academic leaders, and individual faculty members might argue that= they need the structure and security of the CMS. We agree that some elemen= ts of the CMS should be maintained. But students, and a growing number of= instructors, are engaging in rich, meaningful dialog, content creation, an= d sharing outside the CMS. Whether we like it or not, the walled garden of= the CMS has been breached and the balance of power has shifted. The CMS wi= ll soon cease to be the center of our students' learning universe, if= it hasn't already.  

Social Learning and the Network Effect

Brown & Adler have argued that, "The most profound impact of th= e Internet, an impact that has yet to be fully realized, is its ability to= support and expand the various aspects of social learning" (2008, 18)= . This is in contrast to the prevailing "traditional Cartesian view&qu= ot; of instruction that focuses primarily on the transfer of knowledge=E2= =80=94as if it were a substance=E2=80=94from teacher to learner (18). Educa= tional theorists have long argued against the didactic approach. Freire cri= tiqued what he called "banking education," a model in which stude= nt activity is limited to "receiving, filing, and storing the deposits= " of information apportioned them by the instructor (1970, 72).

We may fruitfully update Freire's metaphor of "banking educati= on" to a metaphor of "downloading learning." So much of what= passes for innovative uses of instructional technology today, like the Ope= nCourseWare collections available from MIT and other universities, restrict= s learners to downloading files. Whether these files are videos, audio podc= asts, or text-based PDFs, a uni-directional broadcast of educational media= across the network ignores the network's potential for facilitating= discourse. Here too the CMS falls short of providing affordances that migh= t close the 2 sigma gap. Content distribution is the predominant modality= of "learning" in the CMS. As Wiley and colleagues wrote in 2004,= the paradigm of downloading learning "present[s] learners with one wo= rldview and no opportunity to experience alternatives, hear the stories of= others, or ask meaningful questions."

Rather than thinking of educational media as downloadable files that som= ehow induce learning in the downloader, we prefer to think of educational= content as a campfire around which learners gather. A campfire has importa= nt nonsocial functions (like providing heat and light) just as educational= content has important nonsocial functions (like conveying information); bu= t, the most important function of both the campfire and educational content= is the manner in which they draw people together. A good campfire is a thi= ng around which storytelling, singing, and other social interactions happen= , a phenomenon Weller more formally calls a "social object" (2008= ). The same is true for the best educational content=E2=80=94it draws peopl= e into arguments, explorations, discussions, and relationships that add dep= th, meaning, and value to that content.

When combined with tools and environments that afford opportunities for= social interaction, educational resources become semiotic tools that influ= ence learners' actions and mediate the learning process. Wertsch (1991= ) wrote that "only by being part of action do mediational means come= into being and play their role. They have no magical power in and of thems= elves" (p. 119). One-way reception of content (i.e., downloading) via= a CMS is not a meaningful action in Wertsch's sense anymore than purc= hasing a textbook is. While the increase in access to educational materials= provided via the CMS is laudable, access is only a single step in facilita= ting meaningful learning. Even with significant pedagogical considerations= set aside (e.g., the demonstrated usefulness of cooperative learning (John= son & Johnson, 1997; Slavin, 1990) or cognitive apprenticeship (Rogoff,= 1990), it seems paradoxical that we would we put hundreds, thousands, or= millions of learners in front of advanced communications technolo= gy so that they can simply retrieve data instead of interacting with each= other around that data.

Light's examination of the impact of group study among students at= Harvard is particularly compelling. In Making the Most of College= , Light presents evidence that "students who study outside of class in= small groups of four to six students, even just once a week, benefit enorm= ously. Group meetings are organized around discussions of the homework, and= as a result of their study group discussion, students are far more engaged= and better prepared for class, learning significantly more" (2001, 52= ). The students Light describes were metaphorically gathering around campfi= res in specific places (like dorm rooms and libraries) at specified times.= The Web facilitates these kinds of conversations in ways and on a scale ne= ver before possible. Outside the narrow confines of the CMS, large numbers= of learners can join in, both synchronously and asynchronously, from aroun= d the world, without the artificial constraints of place or time.

Learning is not a simple acquisition activity. A large body of critical= analysis and research concur that learning is at least as much a function= of social discourse as it is solitary cognition (e.g., Vygotsky, 1962, 197= 8, or Schon, Brown, et al., 1989). By adopting and deploying CMSs, institut= ions of higher education education are giving short shrift to this reality,= to their own detriment and to the detriment of their students.

The Open Learning Network

We have argued that the CMS, as currently designed and implemented, is= ill-equipped to help teachers and learners close the 2 sigma gap Bloom ide= ntified. We contend that its inadequacy stems from three specific weaknesse= s of the CMS=E2=80=94(1) the organization of learning experiences into disc= rete, artificially time-bound units, (2) the predominance of instructor-foc= used and content-centric tools in the CMS, and (3) the lack of persistent= connections between learners, instructors, content, and the broader commun= ity across semesters and across class, program, and institutional boundarie= s.

In light of these shortcomings, we propose the "open learning netwo= rk" (or OLN) as an alternative to the traditional CMS. While applaudin= g the continued efforts of those in the commercial and open source CMS spac= e to innovate and improve CMS design, implementation and practice, we concu= r with the Delta Initiative's learning management report=E2=80=94innov= ative learning technology disruption is more likely to come from outside th= e current CMS ecosystem than from within (see p. 27). A serious rethinking= and reconceptualization of the CMS, its purpose, and function in higher ed= ucation are unlikely to be forthcoming from Blackboard, Desire2Learn, Moodl= e, or Sakai. Rather, these disruptions are likely to come from educational= technologists and leaders exploring new tools and new approaches to learni= ng. In fact, the Delta Initiative study suggests that there has been no &qu= ot;significant innovation in the core LMS project" since 2004 (see Sli= de 11), five years ago at the time of this writing.

The CMS debate has been largely framed as a choice between the CMS and= the PLE. We contend, however, that this is a false dichotomy. Instead of= forcing a choice between the two, the OLN we propose is a hybrid between= the CMS and the PLE. This means that the OLN is not a single, vertically= integrated technology stack. Rather, it consists of a series of modules or= stand-alone applications that perform various discrete functions. By combi= ning several functions into one application, the CMS has forced us to make= a tradeoff that is suboptimal for learning. Because there is some= confidential and proprietary data in the CMS, we have traditionally locked= all course data behind a login screen, viewable only by an instru= ctor and the officially enrolled members of his or her class - and then onl= y for the duration of the semester or term. This is perhaps the most debili= tating example of CMS technology being used to reinvent the past. The tradi= tional classroom has always been a private, physically, and temporally boun= ded space. The natural inclination was to replicate that model within the= CMS. However, doing so has imposed the limits of the old space in a new sp= ace where such limitations do not exist.

This is not to say that everything should be open and publicly viewable= in the OLN. We are still bound by legal, moral, and ethical obligations to= keep students records and grade related information private and secure. Ad= ditionally, some of the content which is published in online courses comes= with licensing restrictions that limit viewership to those enrolled at the= institution or even in a particular course. Moreover, online quizzes and= assessments must be kept private and secure to protect their integrity and= to conform to federal distance education requirements.

Accordingly, there are several key components of the OLN that should be= private and secure, situated within an institution's intranet. These= include student information systems (SISs), identity and role repositories= , proprietary content stores, and secure online assessment applications. Th= ese are and should remain core components of the institutional IT infrastru= cture. Beyond these, however, there are several OLN components that need no= t be private. Faculty and student blogs, wikis, portfolios, and open course= ware and open educational resource repositories can be open (at the option= and discretion of individual faculty members and students). These function= s can exist, spread across multiple applications and websites, in the cloud= . Some applications might even be mashups of intranet and cloud-based appli= cations.

The OLN model implies a new role for the IT organization. Instead of att= empting to provide every application and tool for every purpose, its focus= shifts to maintaining the applications and data that are at the core of th= e institution's business. It then lets faculty members and students us= e the best applications and tools they can find to do everything else. So= that these two, seemingly disparate worlds can coexist and be easily navig= ated by faculty members and students, the IT organization provides bridge= applications and functions, such as single sign-on and data harvesting.

A typical OLN might look something like that depicted in Figure 3.  = ;

3D"" [7]

Figure 3: An Open Learning Network 

This model maintains the "core set of functionality" Sclater= suggests should remain within the purview of the institution while facilit= ating the kind of data exports and imports necessary to allow seamless inte= gration and operation while opening the space necessary for learners to act= as co-instructors and for teachers to act as co-learners in a dynamically= generated space (9). Siemens has argued that, "the real issue is that= LMS vendors are attempting to position their tools as the center-point for= elearning=E2=80=94removing control from the system=E2=80=99s end-users: in= structors and learners" (2004). One of the primary aims of the OLN mod= el is to reestablish teachers and learners at the center of learning activi= ty (both inside and outside of courses).

The OLN also has the significant advantage of being time-persistent. Com= pared with the frequent starts and stops in the CMS (see Figure 2), much of= what happens in the OLN allows learners to build their learning networks= over time, since it is not bound to semesters, terms, or even the institut= ion. And the artificial boundaries of the CMS are removed thereby allowing= the learner to benefit from participation in a broader community of networ= ked learners, further removing the limitations on learner network growth (s= ee Figure 4).  

3D"" [8]

Figure 4: Learner Network Growth Over Time: The CMS v the OLN&= nbsp;

While this paper is not the appropriate venue for a lengthy technical di= scussion of the OLN, it is important to note that its viability depends on= a robust institutional web services framework, much like that proposed by= the The e-framework for Education and Research (http://www.e-framework.or= g [9]). It is also important to= note that we do not predict or expect a move from a CMS to an OLN to resul= t in a more stable, reliable learning environment. Nor do we necessarily th= ink that such a move would result in dramatic cost savings. Neither of thes= e factors should be the most influential drivers in a move toward an OLN.= Institutions should transition from a CMS to an OLN because doing so is mo= re conducive to accomplishing the short and long-term learning goals they= have for their students.

Conclusion

In this paper we have argued that features of the CMS and the manner in= which it has been implemented have limited the potential impact of the Web= on learning. While we do not pretend that the OLN alternative we propose= here is sufficient, by itself, to close Bloom's 2 sigma gap, we maint= ain that moving away from the CMS toward a more open, flexible, modular, an= d interoperable learning infrastructure (Bush & Mott 2009) will help in= stitutions, teachers, and learners more fully benefit from the affordances= of the Web. However, it would be naive to suggest that simply changing the= underlying technology infrastructure will result in learning improvements= of any kind. Indeed, it has been our assertion throughout that any new tec= hnology is likely to be used to reinvent the past rather than to create a= new future. As White, et al. note, "Although technology can support= change in education, it will have little impact without accompanying refor= m" in the way schools and teachers think about and organize themselves= to support learning" (2002, 4).

To be clear, our assertions about the weaknesses of the CMS paradigm sho= uld also be taken as critiques of the predominant pedagogical model in high= er education. Specifically, we believe that institutions and instructors sh= ould aim to do more than just transfer knowledge from the professor, the li= brary, and the textbook into their students' brains. And while promisi= ng developments are changing the centuries-old stand-and-deliver lecture cu= lture (chief among these being evolving accreditation standards), we recogn= ize that change will not happen all at once simply because we change the te= chnology we use to support teaching and learning. However, as we have argue= d, the current technological paradigm reinforces and even hinders movement= away from this model. The OLN model also has the potential to be used in= support of traditional, lecture-based, content-centric courses. This is be= cause it removes artificial time limits, allows for more student autonomy= in the learning process, and opens up the the learning network thereby rem= oving the barriers that stand in the way of those who are anxious to innova= te and employ new learning methodologies.

The place and time-independent nature of the Web affords a plethora of= learning activities and learner interactions that are not possible in the= place and time-bound classroom. The OLN model is aimed at leveraging these= affordances in ways that the CMS does not. For example, discussions that= last longer than 50 minutes can be conducted online without prompting or= intervention by the instructor. And such discussions can include more voic= es than those of the students formally enrolled in the class. Whatever conn= ections students make with each other can be maintained via social networki= ng applications of their choosing. And students can capture, annotate, and= archive the content they assemble and create in their courses as well as= in their less formal learning experiences. And since they are using th= eir tools, they maintain control of and access to the content as long= as they choose.

Setting the OLN aside, we believe teachers have a moral obligation to th= eir students to be the best teachers they can be. A significant aspect of= being an accomplished teacher means  leveraging the best available to= ols, technologies, and learning environments available in support of specif= ic teaching and learning situations. Given the ever increasing rate of chan= ge and improvement in learning technologies and approaches, committed teach= ers should be anxious to find and employ new, more effective tools to help= their students learn more effectively.

But simply using new technologies is unlikely to improve learning. Altho= ugh some educational technology evangelists promote the radical idea of &qu= ot;progress for the sake of progress," we eschew this idea. We similar= ly reject the equally radical Luddite position that ignores technological= developments altogether. Rather, in proposing an open learning network tha= t combines the most effective aspects of the CMS with the most desirable as= pects of the PLE, we fight to hold a middle position in which teachers thou= ghtfully leverage the capacities technology provides them in order to best= support student learning. We believe that the open learning network is an= appropriate middle ground, and is revolutionary primarily in its refusal= to be radical in either direction.

More than a quarter century after Bloom threw down the 2 sigma gauntlet,= his challenge remains unmet. While technology has long been thought the be= st hope for closing the achievement gap, the last decade of mainstream inve= stment in and adoption of educational technology has focused largely on the= CMS=E2=80=94a technology that has all but ensured that substantial innovat= ion does not occur. The open learning network, on the other hand, is a broa= dly adoptable platform within which innovation can occur.

One of our faculty colleagues recently reflected that after thirty years= of trying to "cover content" he finally realized that he should= have been striving to "uncover" it. For the bulk of his career,= he has taught large-section classes, the polar opposite of the one-to-one= learning arrangements Bloom found to be so effective. While the CMS tends= to reinforce the knowledge-transfer model, long deemed the best and only= way to teach large groups of students, the OLN poses as an intriguing alte= rnative. Instead of limiting ourselves to knowledge transfer, we can levera= ge the affordances of the web to uncover content, to help students become= more than just temporarily knowledgeable about a subject. We can do so by= approximating=E2=80=94and perhaps even surpassing=E2=80=94the efficacy of= one-to-one learning relationships. As the tradition-preserving CMS gives= way to the OLN and the learning affordances it brings with it, Bloom'= s challenge may finally be met.

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Source URL: http://ineducation.ca/article/open-learning-cms-and-open-learning-network<= /a>

Links:
[1] http://ine= ducation.ca/users/jonmott
[2] http://ineducation.ca/users/davidwiley
[3] http://farm3.static.flickr.com/2790/4177055970_9e4a8a12b1_o.jpg
[4] http://farm3.static.flickr.com/2795/4176320803_266d7cdce7_o.jpg
[5] http://farm5.static.flickr.com/4008/4177079404_561cdaa995_o.jpg
[6] http://www.dprophet.com
[7] http://farm3.static.flickr.com/2657/4176320901_61bc4fd716_o.jpg
[8] http://farm5.static.flickr.com/4043/4176320855_3de1343c64_o.jpg
[9] http://www.e-framework.org
[10] http://www.gardnercampbell.net/blog1/?page_id=3D633
[11] http://toolwire.com/files/ExperientialLearning.pdf
[12] https://deltainitiative.webex.com/deltainitiative/ldr.php?AT=3Dpb&= amp;SP=3DMC&amp;rID=3D31734537&amp;rKey=3D6472ec7dd2df31e2
[13] http://net.educause.edu/ir/library/pdf/ELI7049.pdf
[14] http://www.pbs.org/wgbh/pages/frontline/digitalnation/virtual-worlds/v= ideo-games/the-gamers-edge.html
[15] http://www.cluetrain.com
[16] http://zope.cetis.ac.uk/members/ple/resources/colinmilligan.pdf
[17] http://net.educause.edu/ir/library/pdf/ers0302/rs/ers0302w.pdf
[18] http://www.campustechnology.com/Articles/2008/09/Education-IT-Spending= -Fueled-by-Telecom-To-Top-56-Billion-by-2012.aspx
[19] http://www.athensacademy.org/instruct/
[20] http://it.coe.uga.edu/~treeves/GCCCE2006KeynoteReeves.ppt
[21] http://www.athensacademy.org/instruct/media_tech/reeves0.html
[22] http://campustechnology.com/Articles/2008/03/Student-Faces-Expulsion-o= ver-Facebook-Study-Group.aspx
[23] http://www.elearnspace.org/Articles/lms.htm
[24] http://www.unc.edu/sakaipilot/evaluation/FinalRept-Oct15-09-sm.pdf
[25] http://www.utahpolicy.com/featured_article/the-future-higher-education= -two-contrasting-viewpoints
[26] http://nogoodreason.typepad.co.uk/no_good_reason/2008/01/whats-a-socia= l.html
[27] http://www.academiccommons.org/commons/essay/knowledgable-knowledge-ab= le
[28] http://www.wested.org/online_pubs/kn-02-01.pdf

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Content-Location: http://ineducation.ca/misc/drupal.js?5 // $Id: drupal.js,v 1.41.2.3 2008/06/25 09:06:57 goba Exp $ var Drupal =3D Drupal || { 'settings': {}, 'behaviors': {}, 'themes': {},= 'locale': {} }; /** * Set the variable that indicates if JavaScript behaviors should be applied */ Drupal.jsEnabled =3D document.getElementsByTagName && document.createElemen= t && document.createTextNode && document.documentElement && document.getEle= mentById; /** * Attach all registered behaviors to a page element. * * Behaviors are event-triggered actions that attach to page elements, enha= ncing * default non-Javascript UIs. Behaviors are registered in the Drupal.behav= iors * object as follows: * @code * Drupal.behaviors.behaviorName =3D function () { * ... * }; * @endcode * * Drupal.attachBehaviors is added below to the jQuery ready event and so * runs on initial page load. Developers implementing AHAH/AJAX in their * solutions should also call this function after new page content has been * loaded, feeding in an element to be processed, in order to attach all * behaviors to the new content. * * Behaviors should use a class in the form behaviorName-processed to ensure * the behavior is attached only once to a given element. (Doing so enables * the reprocessing of given elements, which may be needed on occasion desp= ite * the ability to limit behavior attachment to a particular element.) * * @param context * An element to attach behaviors to. If none is given, the document elem= ent * is used. */ Drupal.attachBehaviors =3D function(context) { context =3D context || document; if (Drupal.jsEnabled) { // Execute all of them. jQuery.each(Drupal.behaviors, function() { this(context); }); } }; /** * Encode special characters in a plain-text string for display as HTML. */ Drupal.checkPlain =3D function(str) { str =3D String(str); var replace =3D { '&': '&', '"': '"', '<': '<', '>': '>' }; for (var character in replace) { var regex =3D new RegExp(character, 'g'); str =3D str.replace(regex, replace[character]); } return str; }; /** * Translate strings to the page language or a given language. * * See the documentation of the server-side t() function for further detail= s. * * @param str * A string containing the English string to translate. * @param args * An object of replacements pairs to make after translation. Incidences * of any key in this array are replaced with the corresponding value. * Based on the first character of the key, the value is escaped and/or= themed: * - !variable: inserted as is * - @variable: escape plain text to HTML (Drupal.checkPlain) * - %variable: escape text and theme as a placeholder for user-submitted * content (checkPlain + Drupal.theme('placeholder')) * @return * The translated string. */ Drupal.t =3D function(str, args) { // Fetch the localized version of the string. if (Drupal.locale.strings && Drupal.locale.strings[str]) { str =3D Drupal.locale.strings[str]; } if (args) { // Transform arguments before inserting them for (var key in args) { switch (key.charAt(0)) { // Escaped only case '@': args[key] =3D Drupal.checkPlain(args[key]); break; // Pass-through case '!': break; // Escaped and placeholder case '%': default: args[key] =3D Drupal.theme('placeholder', args[key]); break; } str =3D str.replace(key, args[key]); } } return str; }; /** * Format a string containing a count of items. * * This function ensures that the string is pluralized correctly. Since Dru= pal.t() is * called by this function, make sure not to pass already-localized strings= to it. * * See the documentation of the server-side format_plural() function for fu= rther details. * * @param count * The item count to display. * @param singular * The string for the singular case. Please make sure it is clear this is * singular, to ease translation (e.g. use "1 new comment" instead of "1= new"). * Do not use @count in the singular string. * @param plural * The string for the plural case. Please make sure it is clear this is= plural, * to ease translation. Use @count in place of the item count, as in "@co= unt * new comments". * @param args * An object of replacements pairs to make after translation. Incidences * of any key in this array are replaced with the corresponding value. * Based on the first character of the key, the value is escaped and/or= themed: * - !variable: inserted as is * - @variable: escape plain text to HTML (Drupal.checkPlain) * - %variable: escape text and theme as a placeholder for user-submitted * content (checkPlain + Drupal.theme('placeholder')) * Note that you do not need to include @count in this array. * This replacement is done automatically for the plural case. * @return * A translated string. */ Drupal.formatPlural =3D function(count, singular, plural, args) { var args =3D args || {}; args['@count'] =3D count; // Determine the index of the plural form. var index =3D Drupal.locale.pluralFormula ? Drupal.locale.pluralFormula(a= rgs['@count']) : ((args['@count'] =3D=3D 1) ? 0 : 1); if (index =3D=3D 0) { return Drupal.t(singular, args); } else if (index =3D=3D 1) { return Drupal.t(plural, args); } else { args['@count['+ index +']'] =3D args['@count']; delete args['@count']; return Drupal.t(plural.replace('@count', '@count['+ index +']')); } }; /** * Generate the themed representation of a Drupal object. * * All requests for themed output must go through this function. It examines * the request and routes it to the appropriate theme function. If the curr= ent * theme does not provide an override function, the generic theme function= is * called. * * For example, to retrieve the HTML that is output by theme_placeholder(te= xt), * call Drupal.theme('placeholder', text). * * @param func * The name of the theme function to call. * @param ... * Additional arguments to pass along to the theme function. * @return * Any data the theme function returns. This could be a plain HTML string, * but also a complex object. */ Drupal.theme =3D function(func) { for (var i =3D 1, args =3D []; i < arguments.length; i++) { args.push(arguments[i]); } return (Drupal.theme[func] || Drupal.theme.prototype[func]).apply(this,= args); }; /** * Parse a JSON response. * * The result is either the JSON object, or an object with 'status' 0 and= 'data' an error message. */ Drupal.parseJson =3D function (data) { if ((data.substring(0, 1) !=3D '{') && (data.substring(0, 1) !=3D '['))= { return { status: 0, data: data.length ? data : Drupal.t('Unspecified er= ror') }; } return eval('(' + data + ');'); }; /** * Freeze the current body height (as minimum height). Used to prevent * unnecessary upwards scrolling when doing DOM manipulations. */ Drupal.freezeHeight =3D function () { Drupal.unfreezeHeight(); var div =3D document.createElement('div'); $(div).css({ position: 'absolute', top: '0px', left: '0px', width: '1px', height: $('body').css('height') }).attr('id', 'freeze-height'); $('body').append(div); }; /** * Unfreeze the body height */ Drupal.unfreezeHeight =3D function () { $('#freeze-height').remove(); }; /** * Wrapper to address the mod_rewrite url encoding bug * (equivalent of drupal_urlencode() in PHP). */ Drupal.encodeURIComponent =3D function (item, uri) { uri =3D uri || location.href; item =3D encodeURIComponent(item).replace(/%2F/g, '/'); return (uri.indexOf('?q=3D') !=3D -1) ? item : item.replace(/%26/g, '%252= 6').replace(/%23/g, '%2523').replace(/\/\//g, '/%252F'); }; /** * Get the text selection in a textarea. */ Drupal.getSelection =3D function (element) { if (typeof(element.selectionStart) !=3D 'number' && document.selection)= { // The current selection var range1 =3D document.selection.createRange(); var range2 =3D range1.duplicate(); // Select all text. range2.moveToElementText(element); // Now move 'dummy' end point to end point of original range. range2.setEndPoint('EndToEnd', range1); // Now we can calculate start and end points. var start =3D range2.text.length - range1.text.length; var end =3D start + range1.text.length; return { 'start': start, 'end': end }; } return { 'start': element.selectionStart, 'end': element.selectionEnd }; }; /** * Build an error message from ahah response. */ Drupal.ahahError =3D function(xmlhttp, uri) { if (xmlhttp.status =3D=3D 200) { if (jQuery.trim($(xmlhttp.responseText).text())) { var message =3D Drupal.t("An error occurred. \n@uri\n@text", {'@uri':= uri, '@text': xmlhttp.responseText }); } else { var message =3D Drupal.t("An error occurred. \n@uri\n(no information= available).", {'@uri': uri, '@text': xmlhttp.responseText }); } } else { var message =3D Drupal.t("An HTTP error @status occurred. \n@uri", {'@u= ri': uri, '@status': xmlhttp.status }); } return message; } // Global Killswitch on the element if (Drupal.jsEnabled) { // Global Killswitch on the element $(document.documentElement).addClass('js'); // 'js enabled' cookie document.cookie =3D 'has_js=3D1; path=3D/'; // Attach all behaviors. $(document).ready(function() { Drupal.attachBehaviors(this); }); } /** * The default themes. */ Drupal.theme.prototype =3D { /** * Formats text for emphasized display in a placeholder inside a sentence. * * @param str * The text to format (plain-text). * @return * The formatted text (html). */ placeholder: function(str) { return '' + Drupal.checkPlain(str) + ''; } }; ------=_NextPart_000_0000_7B46670B.79E21BD7 Content-Type: image/x-icon Content-Transfer-Encoding: base64 Content-Location: http://ineducation.ca/sites/all/themes/zeropoint/favicon.ico AAABAAEAEBAAAAAAAABoBQAAFgAAACgAAAAQAAAAIAAAAAEACAAAAAAAAAEAAAAAAAAAAAAAAAEA AAAAAAAAAAAAJ4vpALBfFwAljOwAuGUdAK9gGAAli+gAsGAYALFfFgAli+kAuGUeACaL6QAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAQHCAAAAAAAAAAAAAAAAAcHBwcHAAAAAAAAAAAAAAgHBwcHBQAAAAAAAAAAAAAHBwcH BwcLCwAAAAAAAAAAAAcHBwcHCwsLAAAAAAAAAAAHBwcHBwsLCwAAAAAAAAAAAAcHBwcLCwAAAAAA AAAAAAACBwcHCwsJAAAAAAAAAAAAAAcHBwsLCwsAAAAAAAAAAAAAAAcLCwsLCwAAAAAAAAAAAAAA CwsLCwsGAAAAAAAAAAAAAAsLCwsLAwAAAAAAAAAAAAAAAQsLCwAAAAAAAAAAAAAACgAAAAAAAAAA AAAAAAAAAAcAAAAAAAAAAAAAAAAAAAAHAAAAAAAAAPH/AADg/wAAwP8AAMA/AADgHwAA4B8AAPA/ AADwHwAA+A8AAP4HAAD/AwAA/wMAAP+HAAD/fwAA/38AAP9/AAA= ------=_NextPart_000_0000_7B46670B.79E21BD7 Content-Type: text/css Content-Transfer-Encoding: quoted-printable Content-Location: http://ineducation.ca/modules/node/node.css?5 /* $Id: node.css,v 1.5 2008/01/25 21:21:44 goba Exp $ */ .node-unpublished { background-color: #fff4f4; } .preview .node { background-color: #ffffea; } #node-admin-filter ul { list-style-type: none; padding: 0; margin: 0; width: 100%; } #node-admin-buttons { float: left; /* LTR */ margin-left: 0.5em; /* LTR */ clear: right; /* LTR */ } td.revision-current { background: #ffc; } .node-form .form-text { display: block; width: 95%; } .node-form .container-inline .form-text { display: inline; width: auto; } .node-form .standard { clear: both; } .node-form textarea { display: block; width: 95%; } .node-form .attachments fieldset { float: none; display: block; } .terms-inline { display: inline; } ------=_NextPart_000_0000_7B46670B.79E21BD7 Content-Type: text/css Content-Transfer-Encoding: quoted-printable Content-Location: http://ineducation.ca/modules/system/defaults.css?5 /* $Id: defaults.css,v 1.5 2007/10/02 12:10:40 dries Exp $ */ /* ** HTML elements */ fieldset { margin-bottom: 1em; padding: .5em; } form { margin: 0; padding: 0; } hr { height: 1px; border: 1px solid gray; } img { border: 0; } table { border-collapse: collapse; } th { text-align: left; /* LTR */ padding-right: 1em; /* LTR */ border-bottom: 3px solid #ccc; } /* ** Markup free clearing ** Details: http://www.positioniseverything.net/easyclearing.html */ .clear-block:after { content: "."; display: block; height: 0; clear: both; visibility: hidden; } .clear-block { display: inline-block; } /* Hides from IE-mac \*/ * html .clear-block { height: 1%; } .clear-block { display: block; } /* End hide from IE-mac */ ------=_NextPart_000_0000_7B46670B.79E21BD7 Content-Type: text/css Content-Transfer-Encoding: quoted-printable Content-Location: http://ineducation.ca/modules/system/system.css?5 /* $Id: system.css,v 1.48 2008/01/09 09:56:39 goba Exp $ */ /* ** HTML elements */ body.drag { cursor: move; } th.active img { display: inline; } tr.even, tr.odd { background-color: #eee; border-bottom: 1px solid #ccc; padding: 0.1em 0.6em; } tr.drag { background-color: #fffff0; } tr.drag-previous { background-color: #ffd; } td.active { background-color: #ddd; } td.checkbox, th.checkbox { text-align: center; } tbody { border-top: 1px solid #ccc; } tbody th { border-bottom: 1px solid #ccc; } thead th { text-align: left; /* LTR */ padding-right: 1em; /* LTR */ border-bottom: 3px solid #ccc; } /* ** Other common styles */ .breadcrumb { padding-bottom: .5em } div.indentation { width: 20px; height: 1.7em; margin: -0.4em 0.2em -0.4em -0.4em; /* LTR */ padding: 0.42em 0 0.42em 0.6em; /* LTR */ float: left; /* LTR */ } div.tree-child { background: url(../../misc/tree.png) no-repeat 11px center; /* LTR */ } div.tree-child-last { background: url(../../misc/tree-bottom.png) no-repeat 11px center; /* LTR= */ } div.tree-child-horizontal { background: url(../../misc/tree.png) no-repeat -11px center; } .error { color: #e55; } div.error { border: 1px solid #d77; } div.error, tr.error { background: #fcc; color: #200; padding: 2px; } .warning { color: #e09010; } div.warning { border: 1px solid #f0c020; } div.warning, tr.warning { background: #ffd; color: #220; padding: 2px; } .ok { color: #008000; } div.ok { border: 1px solid #00aa00; } div.ok, tr.ok { background: #dfd; color: #020; padding: 2px; } .item-list .icon { color: #555; float: right; /* LTR */ padding-left: 0.25em; /* LTR */ clear: right; /* LTR */ } .item-list .title { font-weight: bold; } .item-list ul { margin: 0 0 0.75em 0; padding: 0; } .item-list ul li { margin: 0 0 0.25em 1.5em; /* LTR */ padding: 0; list-style: disc; } ol.task-list li.active { font-weight: bold; } .form-item { margin-top: 1em; margin-bottom: 1em; } tr.odd .form-item, tr.even .form-item { margin-top: 0; margin-bottom: 0; white-space: nowrap; } tr.merge-down, tr.merge-down td, tr.merge-down th { border-bottom-width: 0 !important; } tr.merge-up, tr.merge-up td, tr.merge-up th { border-top-width: 0 !important; } .form-item input.error, .form-item textarea.error, .form-item select.error { border: 2px solid red; } .form-item .description { font-size: 0.85em; } .form-item label { display: block; font-weight: bold; } .form-item label.option { display: inline; font-weight: normal; } .form-checkboxes, .form-radios { margin: 1em 0; } .form-checkboxes .form-item, .form-radios .form-item { margin-top: 0.4em; margin-bottom: 0.4em; } .marker, .form-required { color: #f00; } .more-link { text-align: right; /* LTR */ } .more-help-link { font-size: 0.85em; text-align: right; /* LTR */ } .nowrap { white-space: nowrap; } .item-list .pager { clear: both; text-align: center; } .item-list .pager li { background-image:none; display:inline; list-style-type:none; padding: 0.5em; } .pager-current { font-weight:bold; } .tips { margin-top: 0; margin-bottom: 0; padding-top: 0; padding-bottom: 0; font-size: 0.9em; } dl.multiselect dd.b, dl.multiselect dd.b .form-item, dl.multiselect dd.b se= lect { font-family: inherit; font-size: inherit; width: 14em; } dl.multiselect dd.a, dl.multiselect dd.a .form-item { width: 8em; } dl.multiselect dt, dl.multiselect dd { float: left; /* LTR */ line-height: 1.75em; padding: 0; margin: 0 1em 0 0; /* LTR */ } dl.multiselect .form-item { height: 1.75em; margin: 0; } /* ** Inline items (need to override above) */ .container-inline div, .container-inline label { display: inline; } /* ** Tab navigation */ ul.primary { border-collapse: collapse; padding: 0 0 0 1em; /* LTR */ white-space: nowrap; list-style: none; margin: 5px; height: auto; line-height: normal; border-bottom: 1px solid #bbb; } ul.primary li { display: inline; } ul.primary li a { background-color: #ddd; border-color: #bbb; border-width: 1px; border-style: solid solid none solid; height: auto; margin-right: 0.5em; /* LTR */ padding: 0 1em; text-decoration: none; } ul.primary li.active a { background-color: #fff; border: 1px solid #bbb; border-bottom: #fff 1px solid; } ul.primary li a:hover { background-color: #eee; border-color: #ccc; border-bottom-color: #eee; } ul.secondary { border-bottom: 1px solid #bbb; padding: 0.5em 1em; margin: 5px; } ul.secondary li { display: inline; padding: 0 1em; border-right: 1px solid #ccc; /* LTR */ } ul.secondary a { padding: 0; text-decoration: none; } ul.secondary a.active { border-bottom: 4px solid #999; } /* ** Autocomplete styles */ /* Suggestion list */ #autocomplete { position: absolute; border: 1px solid; overflow: hidden; z-index: 100; } #autocomplete ul { margin: 0; padding: 0; list-style: none; } #autocomplete li { background: #fff; color: #000; white-space: pre; cursor: default; } #autocomplete li.selected { background: #0072b9; color: #fff; } /* Animated throbber */ html.js input.form-autocomplete { background-image: url(../../misc/throbber.gif); background-repeat: no-repeat; background-position: 100% 2px; /* LTR */ } html.js input.throbbing { background-position: 100% -18px; /* LTR */ } /* ** Collapsing fieldsets */ html.js fieldset.collapsed { border-bottom-width: 0; border-left-width: 0; border-right-width: 0; margin-bottom: 0; height: 1em; } html.js fieldset.collapsed * { display: none; } html.js fieldset.collapsed legend { display: block; } html.js fieldset.collapsible legend a { padding-left: 15px; /* LTR */ background: url(../../misc/menu-expanded.png) 5px 75% no-repeat; /* LTR */ } html.js fieldset.collapsed legend a { background-image: url(../../misc/menu-collapsed.png); /* LTR */ background-position: 5px 50%; /* LTR */ } /* Note: IE-only fix due to '* html' (breaks Konqueror otherwise). */ * html.js fieldset.collapsed legend, * html.js fieldset.collapsed legend *, * html.js fieldset.collapsed table * { display: inline; } /* For Safari 2 to prevent collapsible fieldsets containing tables from dis= sapearing due to tableheader.js. */ html.js fieldset.collapsible { position: relative; } html.js fieldset.collapsible legend a { display: block; } /* Avoid jumping around due to margins collapsing into collapsible fieldset= border */ html.js fieldset.collapsible .fieldset-wrapper { overflow: auto; } /* ** Resizable text areas */ .resizable-textarea { width: 95%; } .resizable-textarea .grippie { height: 9px; overflow: hidden; background: #eee url(../../misc/grippie.png) no-repeat center 2px; border: 1px solid #ddd; border-top-width: 0; cursor: s-resize; } html.js .resizable-textarea textarea { margin-bottom: 0; width: 100%; display: block; } /* ** Table drag and drop. */ .draggable a.tabledrag-handle { cursor: move; float: left; /* LTR */ height: 1.7em; margin: -0.4em 0 -0.4em -0.5em; /* LTR */ padding: 0.42em 1.5em 0.42em 0.5em; /* LTR */ text-decoration: none; } a.tabledrag-handle:hover { text-decoration: none; } a.tabledrag-handle .handle { margin-top: 4px; height: 13px; width: 13px; background: url(../../misc/draggable.png) no-repeat 0 0; } a.tabledrag-handle-hover .handle { background-position: 0 -20px; } /* ** Teaser splitter */ .joined + .grippie { height: 5px; background-position: center 1px; margin-bottom: -2px; } /* Keeps inner content contained in Opera 9. */ .teaser-checkbox { padding-top: 1px; } div.teaser-button-wrapper { float: right; /* LTR */ padding-right: 5%; /* LTR */ margin: 0; } .teaser-checkbox div.form-item { float: right; /* LTR */ margin: 0 5% 0 0; /* LTR */ padding: 0; } textarea.teaser { display: none; } html.js .no-js { display: none; } /* ** Progressbar styles */ .progress { font-weight: bold; } .progress .bar { background: #fff url(../../misc/progress.gif); border: 1px solid #00375a; height: 1.5em; margin: 0 0.2em; } .progress .filled { background: #0072b9; height: 1em; border-bottom: 0.5em solid #004a73; width: 0%; } .progress .percentage { float: right; /* LTR */ } .progress-disabled { float: left; /* LTR */ } .ahah-progress { float: left; /* LTR */ } .ahah-progress .throbber { width: 15px; height: 15px; margin: 2px; background: transparent url(../../misc/throbber.gif) no-repeat 0px -18px; float: left; /* LTR */ } tr .ahah-progress .throbber { margin: 0 2px; } .ahah-progress-bar { width: 16em; } /* ** Formatting for welcome page */ #first-time strong { display: block; padding: 1.5em 0 .5em; } /* ** To be used with tableselect.js */ tr.selected td { background: #ffc; } /* ** Floating header for tableheader.js */ table.sticky-header { margin-top: 0; background: #fff; } /* ** Installation clean URLs */ #clean-url.install { display: none; } /* ** For anything you want to hide on page load when JS is enabled, so ** that you can use the JS to control visibility and avoid flicker. */ html.js .js-hide { display: none; } /* ** Styles for the system modules page (admin/build/modules) */ #system-modules div.incompatible { font-weight: bold; } /* ** Styles for the system themes page (admin/build/themes) */ #system-themes-form div.incompatible { font-weight: bold; } /* ** Password strength indicator */ span.password-strength { visibility: hidden; } input.password-field { margin-right: 10px; /* LTR */ } div.password-description { padding: 0 2px; margin: 4px 0 0 0; font-size: 0.85em; max-width: 500px; } div.password-description ul { margin-bottom: 0; } .password-parent { margin: 0 0 0 0; } /* ** Password confirmation checker */ input.password-confirm { margin-right: 10px; /* LTR */ } .confirm-parent { margin: 5px 0 0 0; } span.password-confirm { visibility: hidden; } span.password-confirm span { font-weight: normal; } ------=_NextPart_000_0000_7B46670B.79E21BD7 Content-Type: text/css Content-Transfer-Encoding: quoted-printable Content-Location: http://ineducation.ca/modules/system/system-menus.css?5 /* $Id: system-menus.css,v 1.1 2007/10/05 14:50:25 goba Exp $ */ ul.menu { list-style: none; border: none; text-align:left; /* LTR */ } ul.menu li { margin: 0 0 0 0.5em; /* LTR */ } li.expanded { list-style-type: circle; list-style-image: url(../../misc/menu-expanded.png); padding: 0.2em 0.5em 0 0; /* LTR */ margin: 0; } li.collapsed { list-style-type: disc; list-style-image: url(../../misc/menu-collapsed.png); /* LTR */ padding: 0.2em 0.5em 0 0; /* LTR */ margin: 0; } li.leaf { list-style-type: square; list-style-image: url(../../misc/menu-leaf.png); padding: 0.2em 0.5em 0 0; /* LTR */ margin: 0; } li a.active { color: #000; } td.menu-disabled { background: #ccc; } ul.links { margin: 0; padding: 0; } ul.links.inline { display: inline; } ul.links li { display: inline; list-style-type: none; padding: 0 0.5em; } .block ul { margin: 0; padding: 0 0 0.25em 1em; /* LTR */ } ------=_NextPart_000_0000_7B46670B.79E21BD7 Content-Type: text/css Content-Transfer-Encoding: quoted-printable Content-Location: http://ineducation.ca/modules/user/user.css?5 /* $Id: user.css,v 1.7 2007/06/21 04:38:41 unconed Exp $ */ #permissions td.module { font-weight: bold; } #permissions td.permission { padding-left: 1.5em; /* LTR */ } #access-rules .access-type, #access-rules .rule-type { margin-right: 1em; /* LTR */ float: left; /* LTR */ } #access-rules .access-type .form-item, #access-rules .rule-type .form-item { margin-top: 0; } #access-rules .mask { clear: both; } #user-login-form { text-align: center; } #user-admin-filter ul { list-style-type: none; padding: 0; margin: 0; width: 100%; } #user-admin-buttons { float: left; /* LTR */ margin-left: 0.5em; /* LTR */ clear: right; /* LTR */ } #user-admin-settings fieldset .description { font-size: 0.85em; padding-bottom: .5em; } /* Generated by user.module but used by profile.module: */ .profile { clear: both; margin: 1em 0; } .profile .picture { float: right; /* LTR */ margin: 0 1em 1em 0; /* LTR */ } .profile h3 { border-bottom: 1px solid #ccc; } .profile dl { margin: 0 0 1.5em 0; } .profile dt { margin: 0 0 0.2em 0; font-weight: bold; } .profile dd { margin: 0 0 1em 0; } ------=_NextPart_000_0000_7B46670B.79E21BD7 Content-Type: text/css Content-Transfer-Encoding: quoted-printable Content-Location: http://ineducation.ca/sites/all/modules/cck/theme/content-module.css?5 /* $Id: content-module.css,v 1.1.2.6 2009/03/14 18:45:38 yched Exp $ */ /* Node display */ .field .field-label, .field .field-label-inline, .field .field-label-inline-first { font-weight:bold; } .field .field-label-inline, .field .field-label-inline-first { display:inline; } .field .field-label-inline { visibility:hidden; } /* Node form display */ .node-form .content-multiple-table td.content-multiple-drag { width:30px; padding-right:0;/*LTR*/ } .node-form .content-multiple-table td.content-multiple-drag a.tabledrag-han= dle{ padding-right:.5em;/*LTR*/ } .node-form .content-add-more .form-submit{ margin:0; } .node-form .number { display:inline; width:auto; } .node-form .text { width:auto; } /* CSS overrides for Views-based autocomplete results. - #autocomplete uses "white-space:pre", which is no good with Views' template-based rendering - Field titles are rendered with