Alex Ballesté's Blog

LMS platforms have fairly long been consolidated at universities as on-line learning support tools. For a long time they were exposed to disappear because of the low level of interoperability to third-party services they offered. Finally, as a result of that need together with the mobility nature of teachers and students between institutions (and consequently on its LMS), interoperability mechanisms were implemented to bring the required tools to their users. Tool interoperability allows to connect remote tools inside LMS environment, keeping them contextualized by the courses or activities from they are called. There were some attempts like IMS-TI (IMS Tool Interoperability) or Campus Project, but it was not until the emergence of IMS LTI   1.0 (IMS Learning Tool Interoperability) that TI technology became more popular.   Nowadays, you can find several examples of LMS that implement IMS LTI  like Angel, Moodle, BlackBoard, D2L, etc. M any of these LMS, i...

Massive Open Online Course (MOOC) platforms have burst into the lives of millions of people.  The concept was born in 2008 by Dave Cormier and Bryan Alexander inspirated by the course "Connectivism and Connective Knowledge" designed by George Siemens. But the true impact came in the fall of 2011 with the "Artificial Intelligence" course offered by Stanford University. Since then millions of people have received courses in any of the platforms that have emerged (coursera, udacity, edX,...). Now, the burning questions that people ask are: What is the pedagogical value of this course? Are we simply dealing with a fad like already happened with Open Course Ware (OCW)? There are already a lot of responses and formed opinions, but I will give you my own. I don't see MOOCs like a fad. I see that more like a normal, necessary and inevitable step to the new learning model. In my opinion,  the really interesting  thing  of MOOC (Massive Open Online Course ) is ...